Sarah Plain and Tall Unit

Curry, Alexandria

Standards for Week 1: RL4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters
found in mythology (e.g., Herculean). (See grade !anguage standards "# for additional expectations.) CA RI1. $efer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. W5. %ith guidance and support from peers and adults, de&elop and strengthen writing as needed 'y planning, re&ising, and editing. ((diting for con&entions should demonstrate command of !anguage standards )"* up to and including grade .) W9. Draw e&idence from literary or informational texts to support analysis, reflection, and research. a. Apply grade $eading standards to literature (e.g., +Descri'e in depth a character, setting, or e&ent in a story or drama, drawing on specific details in the text ,e.g., a character-s thoughts, words, or actions../) W10. %rite routinely o&er extended time frames (time for research, reflection, and re&ision) and shorter time frames (a single sitting or a day or two) for a range of discipline0specific tas1s, purposes, and audiences. SL1. (ngage effecti&ely in a range of colla'orati&e discussions (one0on0one, in groups, and teacher0led) with di&erse partners on grade topics and texts, 'uilding on others- ideas and expressing their own clearly. a. Come to discussions prepared ha&ing read or studied re2uired material3 explicitly draw on that preparation and other information 1nown a'out the topic to explore ideas under discussion. '. 4ollow agreed0upon rules for discussions and carry out assigned roles. c. 5ose and respond to specific 2uestions to clarify or follow up on information, and ma1e comments that contri'ute to the discussion and lin1 to the remar1s of others. d. $e&iew the 1ey ideas expressed and explain their own ideas and understanding in light of the discussion. L4. Determine or clarify the meaning of un1nown and multiple0meaning words and phrases 'ased on grade reading and content, choosing flexi'ly from a range of strategies. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. '. Use common, grade0appropriate 6ree1 and !atin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). c. Consult reference materials (e.g. dictionaries, glossaries, thesauruses), 'oth print and digital, to find the pronunciation and determine or clarify the precise meaning of 1ey words and phrases and to identify alternate word choices in all content areas. CA

Objectives for Week 17 Students will read a chapter 'oo1, some poems, some text 'oo1s, and some reader-s theatres in small groups, pairs, and as a class.
Students will write down and define &oca'ulary found in the chapter 'oo1. 8hey will also use the &oca'ulary in their writing. Students will compare and contrast characters and scenery. 9n a :ournal, students will 'rainstorm, answer 2uestions, and summari;e throughout the unit. 8hey will also glue and draw a'out different su':ects in their :ournal. Students will also listen and watch < &ideos during the unit. Students will play games to practice their &oca'ulary and comprehension of su':ect matter. All of these o':ecti&es should 'e done with =>? accuracy.

Monday
#ook: $ead a poem a'out the $rairie %o& 'y 8om Atter'erry. 5ass out poem to each student. (ach student will read the poem to themsel&es. 8hen, we will read it as a class (Choral $eading). @rea1 class into A groups and ha&e each group read a piece of the poem. ()> min) Show the students where the ha'itat of the prairie dog is on a state map. %hat is a prairieB %here is the prairie locatedB ()> min) 9ntroduce Sarah, Plain and Tall. 5ass out 'oo1s to each student. Ha&e students get out :ournal. Cn a 'lan1 page ha&e them write the title of the 'oo1 and the author down. Ha&e the students brainstor' what the 'oo1 might 'e a'out and write it in their :ournal. ()> min) @rea1 students into reading groups. Ha&e students ta1e turns reading ch.). 9n their :ournal, ha&e students write down words they come across they don-t understand and the page num'er. Ha&e students of the different characters. (<> min) %hen students ha&e finished reading, students will write a summary of the chapter in their :ournal. ()> min) As a class, list the different &oca'ulary they came across in the chapter ). Add words if the students forgot any. $ead the words to the class and then read them as a class. (A min) 5ass out vocab( )orks!eet( Students match definitions with &oca'. words. 5ut it in plastic slee&e (use as white 'oard) Ha&e students match up the words with definitions without loo1ing words up first. 6o o&er them as a class. Ha&e them ta1e wor1sheet 'ac1 out of the slee&e and match up the right answers. %hen done students will cut it out and glue it in their :ournal.

T esday
#ook: $ead the letter to Daco' on page E together as a class. Ha&e students write a letter 'ac1 to Sarah as if they were Daco'. 6o o&er the different parts of a letter. Answer her 2uestions in the letter. %hen students ha&e finished the letter ha&e them gi&e it to a peer to proof read. 8hen ha&e them turn it in for me to proof read. ( > min) 9n pairs, ha&e students read ch.< and ch.*. Ha&e them write down, in their :ournal, new &oca'. they come across, any new characters that are introduced, and anything new they learn a'out the characters. (<> min) %hen students are done, pass out colored mar1ers and ha&e each pair add two sentences a'out characters to any of the characters on the 'utcher paper. 8hey may want to add a new character. ()> min) %rite down new &oca'. from ch.< and ch.* on the white 'oard. $ead them to the class and then read them as a class. (A min) 5ass out direct instr ction vocab( )orks!eet to each student. 6o o&er wor1sheet and do an example together. Ha&e students fill in the rest of the wor1sheet on their own. 8hey can refer to their dictionary and their computer. (*> min)

Wednesday
#ook: $ead the students This is Maine 'y Fargaret @lac1stone. %e will read together as a class switching readers e&ery page. Ha&e a student point to Faine on a state map. Discuss Sarah and Faine 'eing where she if originally from. (*> min) Ha&e students get out their :ournals and write some things they ha&e learned a'out Faine. (A min) 9n reading groups, ha&e students read ch. . $emind them to write down new &oca'. words in their :ournal, new characters, and new things they ha&e learned a'out old characters. ()A min) %hen they ha&e finished reading ch. ha&e them add to character posters ('utcher paper posted on wall), or add new characters. ()> min) %rite new &oca'. on the white 'oard. $ead the words to class. $ead the words together as a class. (A min) 5ass out definition 'a**in& s!eet( 6i&e students < sheets. Show students an example on the (!FC. Ha&e them fill them in using < &oca'. words on the 'oard. 8hey may use their dictionary. (*> min) As a class, write down definitions on 'oard using students- examples. Ha&e students write them in their :ournal. ()A min) As a class discuss ch. and what has happened with the story. (A min) Ha&e students write a summary of ch. in their :ournal. (A min)

T! rsday
#ook: $ead the poem The Sand Dunes 'y Danet @angs. Ha&e students read in their head first. Choral read the poem. @rea1 class into A groups and ha&e each group read a piece of the poem. ()> min) Ha&e students get out :ournals. 9n pairs, students will read ch.A. %riting down new &oca'., new characters, and new things they learn a'out old characters. ()A min) Show students a picture of the prairie and of the ocean. Geep them up through the next acti&ity, so students can refer to the pictures. (A min) 5ass out +enn dia&ra' to each pair. Show students how to fill in a Henn diagram. Ha&e students fill in the diagram using the ocean and the prairie (*> min) Ha&e students glue Henn diagram in :ournal (A min) %rite down new &oca'ulary words on white 'oard. $ead the words once to the students. 6o o&er them together as a class. (A min) 5ic1 some pictures from the internet Show students a picture of a 'u;;ard, mica, pitchfor1, can&as, and charcoal. Ha&e the students draw a picture next to the &oca'. word in their :ournal. ()A min) Come 'ac1 together as a group and discuss ch.A. ()> min) %atch Iou8u'e &ideo on 'u;;ards or 8ur1ey Hulture http7JJwww.youtu'e.comJwatchB &KD%LE<gM:yw>. %rite * things you learned a'out a 'u;;ard in your :ournal. (A min) 9n small groups, ha&e students ma1e up their own song using one of the &oca'. words from ch.A. 8hey may refer to their :ournal, dictionary, or

"riday
#ook: 5ass out Reader,s t!eatre sheet( Ha&e students get in a circle outside. Ha&e students pic1 a part. 9f there are not enough parts ha&e students dou'le up. 5ass out highlighters and ha&e students highlight their part. Ha&e students read their part to themsel&es. $ead together. ( > min) 9n class, 'rea1 students into groups and do a -i* aro nd with &oca'. words for ch.# ()A min) At their des1, ha&e students get out their :ournal and summari;e what happened in ch.#. Also, ha&e students write down < &oca'. words that they remem'er from the ;ip around with their definition. ()> min) Ha&e students add any new characters to 'utcher paper or and new characteristics to old characters. ()> min) 5ass out c be sheet. Ha&e students write definitions on some sides of the cu'e and &oca'. words on the other sides of the cu'e. Students should use their :ournals. (<> min) Infor'a. /ssess'ent: Ha&e students 'rea1 into pairs around the room and roll their cu'e. 8hey will name the &oca'. word that goes with the definition or gi&e the definition of the &oca'. word. Ha&e them ta1e turns. (<A min)

@rea1 up into reading groups. Ha&e students discuss some of the ma:or points that happened in ch.< and ch.*. ()> min) 9n :ournal, students will draw a picture of the farm and la'el it using some of the &oca'. words that they learned from today and Fonday. ()> min)

Standards for Week 0: RL4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters
found in mythology (e.g., Herculean). (See grade !anguage standards "# for additional expectations.) CA RI1. $efer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. W9. Draw e&idence from literary or informational texts to support analysis, reflection, and research. a. Apply grade $eading standards to literature (e.g., +Descri'e in depth a character, setting, or e&ent in a story or drama, drawing on specific details in the text ,e.g., a character-s thoughts, words, or actions../) W10. %rite routinely o&er extended time frames (time for research, reflection, and re&ision) and shorter time frames (a single sitting or a day or two) for a range of discipline0specific tas1s, purposes, and audiences. SL1. (ngage effecti&ely in a range of colla'orati&e discussions (one0on0one, in groups, and teacher0led) with di&erse partners on grade topics and texts, 'uilding on others- ideas and expressing their own clearly. a. Come to discussions prepared ha&ing read or studied re2uired material3 explicitly draw on that preparation and other information 1nown a'out the topic to explore ideas under discussion. '. 4ollow agreed0upon rules for discussions and carry out assigned roles. c. 5ose and respond to specific 2uestions to clarify or follow up on information, and ma1e comments that contri'ute to the discussion and lin1 to the remar1s of others. d. $e&iew the 1ey ideas expressed and explain their own ideas and understanding in light of the discussion. L4. Determine or clarify the meaning of un1nown and multiple0meaning words and phrases 'ased on grade reading and content, choosing flexi'ly from a range of strategies. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. '. Use common, grade0appropriate 6ree1 and !atin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). c. Consult reference materials (e.g. dictionaries, glossaries, thesauruses), 'oth print and digital, to find the pronunciation and determine or clarify the precise meaning of 1ey words and phrases and to identify alternate word choices in all content areas. CA

Objectives for Week 0: Students will read a chapter 'oo1, some poems, some text 'oo1s, and some reader-s theatres in small groups, pairs, and as a class.
Students will write down and define &oca'ulary found in the chapter 'oo1. 8hey will also use the &oca'ulary in their writing. Students will compare and contrast characters and scenery. 9n a :ournal, students will 'rainstorm, answer 2uestions, and summari;e throughout the unit. 8hey will also glue and draw a'out different su':ects in their :ournal. Students will also listen and watch < &ideos during the unit. Students will play games to practice their &oca'ulary and comprehension of su':ect matter. All of these o':ecti&es should 'e done with =>? accuracy.

Monday
#ook: 5ass out home made 'iscuits. Students write a 2uic1 write on the 'iscuit. How did it

T esday
#ook: $ead the 'oo1 Thuderstorm 'y Arthur 6eisert. 8a1e turns reading the 'oo1 (use pop cycle

Wednesday
#ook: @rea1 students into groups. 5ass out different o':ects in the 'oo1 to each group. 5ass out shells

T! rsday
#ook: %atch an episode of Little House on the Prairie. During the show ha&e students write down

"riday
#ook: @rea1 students into small groups. Ha&e them 'ring their :ournals. 5lay 'anana grams. Show

tasteB %hen they made 'iscuits during Anna-s time period how was it different from nowB (<> min) 5ass out vocab( .ist )it! definitions. @rea1 students into reading groups. $ead ch.L. %hen students come across a &oca'. word they ta1e turns reading the definitions. $emind students to write down any new characters or anything interesting a'out old characters. (<> min) 6o o&er as a group what happened in ch.L as a group. Students will write a summary in their :ournal. ()> min) Add to character posters ('utcher paper posted on wall), or add new characters. ()> min) $ead Chicks 'y Carl Sand'urg Ha&e students read the poem to themsel&es. Choral read the poem. @rea1 class into A groups and ha&e each group read a piece of the poem. ()> min) Draw and la'el the different parts of a chic1en. 5ass out a clean sheet of white paper and fact sheet a'out the different parts of a chic1en. 5ut up a picture of a chic1en using internet site. $ead the fact sheet as a class, ta1ing turns with readers (use pop cycle stic1s). Ha&e students highlight the :o' of each part of the chic1en. Draw chic1en on white

stic1s). (*> min) 9n :ournals students will 2uic1 write a'out something they learned a'out the weather. (A min) @rea1 students up into reading groups to read ch.=. $emind students to write down, in :ournals, new &oca'. they come across, new characters, and any information they might want to add to character posters. (<> min) Discuss what happened in ch.= as a class. %rite a summary in :ournal. Add any information to our character posters. ()A min) %rite new &oca'. on the 'oard. $ead the words to the class. $ead them as a class. 6o o&er definitions with the class and ha&e them write them in their :ournal. (<> min) 5ass out a Henn diagram. Ha&e students compare Daco' and Sarah. Students can refer to character posters, the 'oo1, and their :ournal. 6lue in :ournal.(<A min) Ha&e some students share their Henn diagram. (A min)

to one group, a 'onnet to another, and corn. 5ass out a 'lan1 piece of paper. Ha&e students s1etch the o':ect with charcoal. Hand out 'lue, green, and gray. Ha&e the students color in their picture using these colors. ( > min) 9n :ournal, ha&e students write a'out what they thin1 will happen in the ch.E. (A min) 5ass out reader,s t!eatre for ch.E. Cutside, ha&e students ma1e a circle. Ha&e students pic1 a part. Students will read and highlight their part. $ead the chapter. ( > min) 9n class, students will write a summary on ch.E in their :ournal. Add to character posters. ()> min) 5ass out ne &oca'. for ch.E with definitions. 9n groups of *, ha&e students write the &oca'. and definitions on * 'y A cards. Students will split &oca'. amongst group mem'ers. (<A min)

&oca'. we ha&e 'een using in Sarah, Plain and Tall Also, ha&e students fill in a Henn diagram 'etween the show and the 'oo1. 8hey can 'e filling it in during the show.( > min) Ha&e students glue Henn diagram in :ournal. %rite a summary on the episode in their :ournal. ()> min) Discuss the &oca'. that students noticed was 'eing used in the show. %here and how was it usedB (<> min) Ha&e students thin1 of some hardships of that time period and what are some great things a'out that time period. 8hey can write this in their :ournal. ()A min) Ha&e student get in their groups of * and practice their &oca'. using their * 'y A cards. (*A min)

students how to play. Students are only allowed to use words that are prairie or ocean themed. 8hey may refer to their :ournals for words. (#> min) Infor'a. /ssess'ent: 5lay a game of :eopardy on Sarah, Plain and Tall. @rea1 students into groups. (ach student will get a turn pic1ing the category. Students may refer to their :ournal. ( A min) "or'a. /ssess'ent: 5ass out lined paper. Ha&e them put :ournals away. Ha&e the students write a paragraph on what Sarah, 5lain and 8all was a'out. 8ell the students to use at least A &oca'ulary words that they learned in the paragraph. Collect them. ()> min)

Collect :ournals (A min)

paper and la'el all of its parts. Color the chic1en and post it on the wall. 5aste fact sheet in :ournal. (A> min)