Primary Guided Reading Lesson Plan s17

Intermediate Guided Reading Lesson Plan

Title: Journal of Jedediah Barstow
Author:
Publisher: / Genre: Historical fiction / Text Structure:
Narrative Informational
Does contain some swear words! / Level: U
760L
Literacy Core Objective:
Generate questions about text using: about the text, within the text, and beyond the text. / Enduring Understanding: Purpose for reading
Understand what motivated people to migrate to the American West
Learn about the challenges facing those who traveled along the Oregon Trail
Content Core Objective:
Understand what motivated people to migrate to the American West
Learn about the challenges facing those who traveled along the Oregon Trail / “I Can Statements” - Essential Questions:
Define the hardships travelers endured along the Oregon Trail.
List the reasons the “Oregon Fever” swept the nation in 1843.
ELL Language Objective:
Make a list of pros and cons of traveling the Oregon trail.
Before Reading
Vocabulary: peninsula (3) watermark (3) rodent (5) orphan (8) tethered (12) corral (12) parched (19) objected (21) pondering (21) miraculous (23) blasphemy (24) ambush (26) ravine (31) mortification (32) bluffs (46) ravines (46) crouching (49) cobbles (67) parched (70) scaffold (73) sinew (73) alkali (92) fording (94) litter (113)
Activate/Build Prior Knowledge: You are going on a long trip and you can only pack one suitcase. What will you take with you. Show map of Oregon Trail http://www.historyglobe.com/ot/otmap1.htm
Comprehension Strategy: Predicting Making Connections Inferring, Visualizing,
Questioning Determining Importance Clarifying and self-monitoring Summarizing Synthesizing
During Reading
Using appropriate Guided reading strategies, students will be reading at their own pace and teachers will be listening to students read, monitoring, giving feedback, taking anecdotal notes and running records.
Attend to Comprehension Within, Beyond, & About the text:
After Reading
1. Where and how does Jedediah get the journal he writes in?
2. One of the most interesting characters in Jedediah's journal is Jacob Fenster. Why does Jedediah leave Mr. Fenster's wagon? What lessons does Jedediah learn from Mr. Fenster?
3. What are some of the reasons Jedediah is angry with his Pa?
4. Early in his journal Jed writes about the journey being so "risky, it's like meeting an angry elephant. You either face it down or you turn back." What personal "elephant" does Jed have to face? How does he deal with it?
5. Who is the most unlikable character in Jedediah's journal? How does the author make this person so unlikable?
6. Traveling on the Oregon Trail was full of hardships and hard work. What did the boys and girls do for fun?
7. Jedediah's father once punished his son by beating him then promised he'd never do it again. Why?
8. How did Jed feel when Mr. Henshaw died? Why did he not participate in the funeral at first? Who or what changed his mind?
9. Near the end of Jedediah's journal Lucy asks him, "Do you think you have to be really afraid before you can be really brave?" How would you answer Lucy's question?
10. Travelers on the Oregon Trail were always having to leave their possessions along the way. Pretend that you were going to make the trip with Jed but you could take any of the things you now own. What three items would you absolutely take with you all the way to Oregon?
11. Create your own Generations chart
12. What would “stop avoiding mean?”
13. What do you think “the 1st real flick of the elephant’s tail” mean?
14. Why do you think Jed wanted to see Indians and grizzly bears?
15. Should there be a limit on killing in your opinion?
16. What necessities should they keep, what could you get ride of?
17. Why was everything at the fort so expensive?
18. What showed that Mr. Henshaw wasn’t always so mean?
19. Why were coffins such a good idea?
20. Would you have taken the longer route? Why or why not?
21. What does “out of the frying pan and into the fire” mean?
22. Do you have to be really afraid to be brave?
23. What were many of the reasons for moving West?
Attend to Comprehension Within, Beyond, & About the text:
Content Core Integration:(Science, Soc. St., Math, etc.)
Assessment:
Write a journal about a traveler’s adventures on the Oregon Trail. / Activities
1. Jed writes of seeing several interesting land formations on the Oregon Trail: Courthouse Rock, Chimney Rock, and Independence Rock. Go to http://www.historyglobe.com/ot/otmap1.htm to see a map of the route the settlers took, and then click on "Trail Tour" for a look at some of these landmarks. Why were these places so named?
2. In his May 27th journal entry, Jedediah retells a tall tale describing what Oregon will be like when the pioneers arrive. What is a tall tale? How did these stories come to develop in the United States?
3. Read Samuel Coleridge's poem "The Rime of the Ancient Mariner." Why does Mr. Fenster say this poem reminds him of their journey west?
4. The emigrants copied the Indians' practice of preserving their meat by using the process of jerking. Try making jerky. Use the following web site. http://www.recipesource.com/text./munchies/snacks/jerky/recipe65.txt
5. The Library of Congress has included transcripts of Overland Trail lore and early life in Oregon on its Internet web site. Using this primary source material, write several journal entries about life in a wagon train or the early settlers of the Pacific Northwest. The address for Oregon history is below. http://lcweb2.loc.gov/ammem/wpaintro/oro.html
6. During the journey, Jed "ponders on" several possible careers: veterinarian, master craftsman, surveyor, but not a doctor. What makes him consider these jobs? Read the Epilogue to find out what Jed finally becomes. What career goals do you have? How have your ambitions changed as you've grown older?
7. http://edsitement.neh.gov/view_lesson_plan.asp?ID=323 has students look at primary sources.

*Not all activities will be done in each lesson. Some lessons may take multiple days to complete. However, all students should be reading each time you meet.

Web sites:

http://www.historyglobe.com/ot/otmap1.htm

www.oregontravels.com

http://www.geocities.com/Athens/Ithaca/5531/index.html

Within the Text: (literal)

· What important information did the writer tell you about…..

· Ask information about what a text feature would tell you….

· What was?

· What do you know about…..

· What did you learn about…..

· What else did you learn?

· Summarize the main events of the story.

· What else happened?

· List the events of the story in order.

Beyond The Text: (connections, predictions, inferences, synthesizing, personal experiences)

· What is the biggest problem….

· What is the significance of …..

· How did people start to feel….

· What did the writer mean by the phrase …..

· Why is …… important?

· What was (character) like? How do you know that?

· Describe the relation between (Character A) and (Character B).

· What made (Character) realize……

· How does …. affect people today?

· What in the text helps you understand the character?

· What connections did you make in the text? (T to T, T to S, T to W)

· Justify predictions using evidence.

· Infer the cause and effect that influenced characters’ feelings or underlying motives.

· Infer the big ideas or themes of a text and discuss how they are applicable to people’s lives today.

About the Text: ( literary elements, writer’s craft, thinking critically):

· Select a passage that helped you know how …..

· What does the writer make you feel or think about …..

· What genre (or kind of writing) did the writer use?

· What do you think the writer meant by …..

· The writer talked about …… What was the writer really describing?

· How did the writer describe …..

· Did the author give a balanced view of the …. Use evidence from the text to support your opinion.

· What do you think the writer’s point of view toward the ….. is? What makes you think that?

· What did you notice about the way the writer begins the story?

· Explain what the writer meant when he said.”…..”

· In your opinion, how well did the writer show character dealing with a difficult situation? Why do you think that?

· What else do you think the author should have included?

· What aspects of genre do you notice?

· What is the author’s organizational structure?

· Identify in the story when the problem is solved.

· What is the relationship between the setting and the plot?

· How does the descriptive language add to the enjoyment or understanding of the story?

· How does the figurative language add to the enjoyment or understanding of the story?

· What is your opinion(s) about a text and what evidence is there to support them.

· How could the characters have behaved differently?

· Is the text interesting, humorous, or exciting and specify why?

· How is the setting important to the story?

· Is the story authentic and consistent with life experiences?

· What specific writing techniques does the author use?

· How is the text organized?

Within the text…. / Beyond the text….. / About the text…..

Name : ______

1. (Word) ______

(Definition) ______

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2. (Word) ______

(Definition) ______

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3. (Word) ______

(Definition) ______

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4. (Word) ______

(Definition) ______

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5. (Word) ______

(Definition) ______

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6. (Word) ______

(Definition) ______

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7. (Word) ______

(Definition) ______

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8. (Word) ______

(Definition) ______

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9. (Word) ______

(Definition) ______

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10. (Word) ______

(Definition) ______

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PROS ABOUT TRAVELING THE TRAIL / CONS ABOUT TRAVELING THE TRAIL