Literacy Lesson

Level: Fourth grade

Objective:

Students will explore the emotions that are associated with moving and compare and contrast moving in the present with moving back in the 1800s.

Materials:

Copy of Little House on the Prairie by Laura Ingalls Wilder (Chapter 1 for this lesson), student journals, and Venn diagram worksheets.

Introducing:

The book we are going to begin reading today is called Little House on the Prairie, written by Laura Ingalls Wilder and illustrated by Garth Williams. Some of you may be familiar with the television show. Laura Ingalls Wilder wrote several books and they are all based on her life story.

Who can tell me when this story takes place? If nobody responds, the teacher will show them the picture on the front cover of the book. Note that the covered wagon indicates the time period is sometime in the 1800s (the time of the pioneers and Indians).

The teacher introduces the first chapter, "Going West", and focuses the class's attention on the idea of moving. How many of you have ever moved somewhere new? Prompt the students to share the different emotions they had about moving. Were they excited or afraid? List on the chalkboard a column of positive and a column of negative aspects. Direct their attention to the front cover again. Ask the students if the girls look happy or sad. What do you think they are feeling? Have them write any predictions or comments in their journal for future reference. Before reading the first selected pages ask the students to also predict in their journals whether or not the moving trip will be a long or short one. Have them think of possible obstacles that the Ingalls' family may face, and have them also list them in their journals. Ask them to listen carefully as you read so that they can spot similarities and differences in how we move today.

Reading and Responding:

Teacher reads from pp. 1-7 and asks students to check their predictions about how the girls felt. What made Laura feel better and why? Teacher directs students to think about what may happen next and where might the family sleep at night. Teacher points out to students that the family doesn't have the option of a hotel like we do today. Teacher attempts to get students to recognize camping as an option and relate that to their own camping experiences. Students record their new predictions in their journals.

Teacher reads from pp. 8-15 (the end of the chapter). Teacher has students confirm their predictions on the trip's length with supporting text. How many of you know what it can be like to be on a long car trip? Do your legs get uncomfortable and tired like Laura's did? Do you remember constantly complaining and asking your parents if you were almost there or not? You see, the characters in the story feel similar to the way we still do today. Have students add new obstacles to the list they started in their journals. Ask them to discuss in their groups what obstacles we might face today.

Briefly get the students to verbally summarize what happened in the chapter.

Teacher passes out Venn diagram worksheets and models one on the overhead projector. The Venn diagram is used as a visual tool to compare how pioneers moved back in the 1800s with how we move today. Varying obstacles may be noted and similar emotions that may occur should be included. The students may follow along with you as you start them out with a few examples from each section of the Venn diagram. Have them continue in their groups. Walk around and observe how well they are communicating and making the appropriate connections.

Extending:

Have students write a diary entry as if they were moving to a new and unknown place. Ask them to include how they might feel, what they brought with them, or what they may have left behind. Allow students to have the choice of writing the diary entry either in the present time period or in the time period in which the story took place.

Evaluation:

The teacher begins evaluation through observation during the Venn diagram group activity. Help groups that need the extra prompts or hints. Ask them questions that would lead them in the right direction. Continue your evaluation by reading the responses and predictions in the student's journals. Did they make logical predictions? Finally, the teacher reads the diary entries to see if the students consistently wrote in the same time period. Did their feelings, moving habits, or obstacles they created make sense?

Written by Tanya Escandell - 1998