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The Sign of the Beaver Is the Textbook We Will Be Reading As a Class in Our Next Unit of Literature

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The Sign of the Beaver Is the Textbook We Will Be Reading As a Class in Our Next Unit of Literature The Sign April 12 of the Beaver 2010 The Sign of the Beaver is the textbook we will be reading as a class in our next unit of literature. Spelling and Vocabulary Master List Purpose: The purpose of this master list is to develop the vocabulary of the students in their writing, reading and speaking. Use of this list may be for a weekly spelling list during the literature unit or it may be used as a reference for students while reading. Seeing their spelling and/or vocabulary words in their reading will reinforce learning of the word. Also, students may use this list when they are doing their own writing and want to use a larger range of vocabulary in their personal writing. Bellowing (page 23) Blazing (page 42) Scorn/scornful (page 34, 95, 100) Blustering (page 94) Scrawny (page 92) Boisterous (page 80, 114) Shambles (page 20) Boughs (page 38) Splendor (page 85) Chagrined (page 60) Stockade (page 93, 103) Chinks (page 65) Thrashing (page 48) Contemptuous (page 41) Treaty (page 116) Defiant (page 65) Wampum (page 87) Disdainful (page 54) Wield (page 102) Dumfounded (page 39) Flaunt (page 93) Furious (page 23) Ghastly (page 78) Gingerly (page 124) Gleam (page 42, 58, 78, 80) Glittered (page 73) Goaded (page 65) Grim (page 61) Heathen (page 32) Incomprehensible (page 31) Intricate (page 123) Lustrous (page 124) Meager (page 120) Mercilessly (page 42) Mortar (page 85) Nonchalantly (page 41) Placid (page 93) Probing (page 24) Pungent (page 96) Relenting (page 95) Savage (page 73) The Sign of the Beaver Literature Unit Emily Meylor Daily Schedule Journal (Topic will be listed on board as students enter classroom) Meeting (class meeting may include announcements, warm-up activities, attendance, lunch/milk orders, reading; school meeting on Friday) Math Snack (Read to class aloud during this time) 10:00 Recess (15 minutes) Writing Block 11:30 Recess Lunch Reading Block (up to 5 sections) Music/Gym or Art/Gym The Sign of the Beaver Literature Unit Emily Meylor Supporting Literature for The Sign of the Beaver by: Elizabeth George Speare Fiction Robinson Crusoe by Daniel Defoe In the beginning of The Sign of the Beaver, Matt is fascinated by one of the two books his family owns, Robinson Crusoe. Matt becomes aware of how his story is similar to that of Crusoe’s. Calico Captive by Elizabeth Speare The Witch of Blackbird Pond by Elizabeth Speare The Bronze Bow by Elizabeth Speare Life in Colonial America by Elizabeth Speare These are other popular works written by the same author of The Sign of the Beaver If students really enjoy this author’s work, they may want to read other material by her. Crossing the Starlight Bridge by Alice Mead This novel is about a contemporary nine year old Penobscot girl struggling to maintain her culture after her parents’ divorce forces her to leave the reservation. Non-Ficiton The First Book of History, for Children and Youth by: Samuel Goodrich (CHAPTER TWO) Chapter two of this book gives historical information about the Penobscot Indians of Maine. Attean, one of the main characters in The Sign of the Beaver is from the Penobscot Indian tribe. Louis Sockalexis, Baseball Pioneer by Bill Wise Baseball’s First Indian by Ed Rice These two biographies give information about a Penobscot Indian baseball player. Twelve Thousand Years by Bruce Bourque Good reference about Native American people in Maine. The Sign of the Beaver Literature Unit Emily Meylor Name: _________________________________________________________ Description: The Sign of the Beaver Fluent / Experienced Developing Emerging Exploring Ideas Creates pictures and/or stand- Creates easily recognizable Creates pictures and text Uses pictures and scribbles alone text that makes a point or pictures and text. Creates stand- reader can interpret with to express ideas. Creates tells a simple story. Elaborates on alone text that expresses a clear inferences and good shapes that imitate print or message or story. Incorporates message. Attends to detail in guesses. Combines pictures cursive text. Dictates story, the kinds of significant, less-than- pictures and/or text (more than a with imitative text, letters, or message, or label for obvious details that give both text quick scribble or sketch). Text 'just readable' words. Uses picture. Writes random and pictures interest, depth, and carries as much meaning as labels to expand meaning. 'letters.' Reader needs help meaning. Presents ideas that pictures--or slightly more. Pictures carry more meaning to interpret pictures or 'text.' catch a reader's attention. Shows than text. knowledge of topic. Text carries most or all of the meaning (though pictures may be used to enhance meaning). Organization Uses definite beginning and Shows a beginning sense of Shows a growing sense of Places letters, shapes, concluding statements (other sequencing or patterning (e.g., balance in placement of scribbles, or pictures than simply 'The End') in text. chronological order, main point scribbles, text, or pictures. randomly on the page. May Uses transitional words and and support) in written text. Shows clear sense of fill one corner of the page phrases (next, then, so, but, Shows skill with story boarding coordination between text or the whole page. while, after that, because, etc.) to (creating pictures in sequence to and pictures: e.g., a reader connect ideas. Shows skill in make a point or tell a story). can readily see that they go sequencing a simple story Writes multiple sentences in an together. Begins to 'center' chronologically. Skillfully uses order that supports a main point work on the page. conventions such as title, or story. Shows a sense of indentation, or statement of beginning. Uses conventions such purpose to structure text. Creates as title, indentation, numbers, and a 'complete' text. Doesn't just 'The End' to help structure written stop at the end of the page. text. Presents work in a visually Presents work in a visually balanced way on the page. appealing way on the page. Voice Chooses words that make Enjoys combining pictures with Writes recognizable words. Copies words or letter meaning clear and also create a more extended text. Uses Uses labeling to enhance or shapes from environmental particular mood or build a picture expressive or descriptive phrases 'dress up' pictures. Chooses print. Creates shapes or in the reader's mind. Uses and short sentences, not just one- words or labels or short scribbles that represent individual phrasing that enhances or two-word labels. 'Stretches' to phrases that clearly go with words, even though a personal voice. Experiments with use new words, even if she/he picture text. Uses various reader cannot yet translate language in a variety of ways: cannot spell them yet. Creates parts of speech: e.g., naming them without help. Writes in imitating, inventing new words, text that conveys a clear general words (nouns), describing letter strings (all 'letters' rhyming, and/or looking for a meaning: e.g., My dog runs fast. words (adjectives), and action may not be recognizable). particular 'just right' word. Relies words (verbs). only minimally on general words (nice, great, fun, wonderful, special). Uses a variety of words, with little redundancy. Sentence Fluency Written text begins to imitate oral Writes in sentences; often Writes in word strings or May use scribbles or fluency. Shows variety in includes more than one sentence simple sentence patterns imitative letter strings: sentence lengths and beginnings. in given text. May imitate (some sentences may not be LIEKPTLSSINKT. Does not Writes as many sentences as sentence patterns he/she has complete). Writes one yet write in sentences or he/she needs to complete the heard. Begins sentences in sentence or an 'almost' word strings. text. Creates text that is easy for different ways. Creates text that sentence: e.g., May use another to read aloud with another person can readily read repetitive sentence patterns: expression. Creates text with a aloud: e.g., I have a toy. The toy I e.g., I am a ball. I like be a natural, 'easy flow' kind of sound. have is my favrit toy and this toy ball. I lik Jim. is my bear. Conventions Consistently incorporates Incorporates more conventions Imitates many features of Experiments with print by conventions of spacing and from environmental print into own environmental print: shapes creating scribbles to directional placement of letters text: spacing between words line, that resemble letters, letters represent text and into own text. Regularly uses both appropriate directional placement or letter shapes that face the individual letters. May write upper and lower case letters, and of letters, consistent left-right and right direction, left-to-right with letter strings, usually usually places them correctly. up-down orientation, use of a title, orientation on the page, up- pre-phonetic: e.g., Usually places periods and margins Uses both upper and to-down orientation on the SAMSAAUATT. Can put question marks correctly. lower case letters, often page, blending of text with own name (or a version Continues to experiment with capitalizes 'I,' own name, names illustrations. Distinguishes thereof) on paper. May other punctuation. Uses readable of others, and words of between upper and lower create some recognizable spelling for most words. Writes significance. Experiments with case letters. Experiments with letters or numbers: e.g., more than one paragraph and other forms of punctuation. punctuation, especially NAT02. uses title and margins if needed. Expands to basic phonetic periods, which may be spelling with more consonant randomly placed. Writes own sounds and more vowels: e.g., I name on personal work. lik tu dru nits (I like to draw knights). Writes own name and other significant words. The Sign of the Beaver Literature Unit Emily Meylor Writing Process Activity Objectives: Students will make a list of descriptive and sensory detail words Students will write a journal entry using descriptive and sensory detail words Students will share with peers their journal entry Directions: Matt and Attean were extremely lucky to survive their encounter with the angry mother bear.
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