Squanto, A
Warrior's Tale
Robin
Couser
Incorporates All Subject Areas
Bogue Sound Elementary
May 2001
Description: Students will summarize
each chapter after listening to the story. Students will learn word
processing skills as they transfer their summarization to a computer
typed product.
Required Time: 2-3 wks....
Standard Course of Study
English Language Arts
2.02 Interact with text before, during, and after listening
by previewing, making predictions, asking questions, and using
story structure and text organization to comprehend text.
2.04 Identify and interpret elements of fiction by
referencing the text to determine the sequence, lesson, main idea
and supporting details.
2.06 Summarize main ideas from written or spoken texts using
succinct language.
3.01 Respond to fiction using interpretative, critical, and
evaluative processes by considering the main character's point of
view and by reflecting on learning, gaining new insights, and
identifying areas for further study.
3.02 Identify and discuss similarities and differences in
events and characters within and across selections and support them
by referencing the text.
4.06 Compose a draft that conveys major ideas and maintains
focus on the topic by using preliminary plans.
4.10 Explore technology as a tool to create a written
product.
5.04 Compose two or more paragraphs with supporting details
and appropriate, logical sequence.
Math
1.03 Compare and order numbers less than 1,000.
3.06 Use Venn Diagrams as a problem solving strategy to
illustrate similarities and differences in sets.
4.06 Construct and use time lines to display sequences of
events.
Science
3 The learner will build an
understanding of the earth/moon/sun system.
3.04 Observe that stars in the night sky appear as tiny
points in light.
Social Studies
2.2 Analyze similarities and differences among families
in different times and in different places.
2.3 Assess similarities and differences among families
in different times and different places. 3.3
Clarify the roles of children and adults in communities that differ
from one's own in time and place.
4.1 Cite the need for persons in positions of authority
and judge the privileges and limitations of such positions.
4.4 Evaluate procedures for dealing with problems and
conclude which are more just.
6 The learner will evaluate change in
different settings.
7.3 Identify a variety of examples of cultural
traditions.
Computer Skills
1.1 Identify the ways technology has changed the lives
of people in communities.
1.3 Recognize the benefits of word processing
1.5 Identify telecommunications technologies used to
locate information.
2.3 Demonstrate proper keyboarding techniques for upper
and lower case letters
2.4 Retrieve and edit a word processed document.
3.1 Create, save and print a word processed document.
3.4 Evaluate the usefulness of information obtained
using telecommunication technologies.
Healthful Living
3.5 Demonstrate first aid for minor problems.
5.1 Categorize foods according to nutrient classes.
9.5 Develop social behavior skills for participation in
games and sports.
Teacher's Lesson Goals and Objectives:
The student will word process a summarization of the story using
basic writing conventions and the correct sequence of events while
learning the writing process. The behavioral objective is to become
familiar with word processing skills and the writing process while
learning appropriate behavior skills in relation to cultural
differences and opinions.
Materials/Resources Needed:
| The book "Squanto, A Warrior's
Tale" |
an overhead projector |
graphic organizers |
| a writing journal |
pencils |
crayons |
| markers |
diskettes |
The 'Type to Learn'" typing program |
Mailing addresses:
Bureau of Indian Affairs Tribal Services
Washington, D.C. Washington, D.C.
(202) 208-3100 (202) 208-3710 |
Web Sites
for students who wish to learn more about Native Americans.
Discuss usefulness of information obtained using
telecommunication technologies.
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Pre Activities:
1) Have students begin the "Type to Learn" typing
program as soon as school starts so keyboarding skills will be
easier when typing up summarization.
2) Define and discuss what a summarization is. Do several oral
readings about Native Americans whole group and discuss
summarization.
3) Brainstorm using students prior knowledge about
Native Americans.
Activities:
1) Students and teacher will discuss brainstorming ideas then
make predictions from the front cover of the book.
2) Teacher introduces Chapter 1 and has students predict
events.
3) Teacher reads orally Chapter 1. Teacher uses overhead to
model use of a graphic organizer to sequence events from students
responses and discussions. Students copy information.
4) Teacher models how to write a summarization from the
graphic organizer using students responses, suggestions, and ideas.
Students copy first summarization.
5) Repeat steps 2-4 through the remaining 10 Chapters.
6)
Teacher continues to model the use of
organizing ideas with a graphic organizer and the writing of
summarizations up to Chapter 5. Some students may work these steps
independently before, while, or after the modeling up to Chapter 5.
Students needing additional modeling can form a small group that can
be given assistance.
The book addresses the objectives listed above for Math, Science,
Social Studies, and Healthful Living. As the students read the story
make sure objectives are covered when appropriate.
6) Students identify the ways technology has
changed the lives of people today and compare them to what the
Pilgrims and Indians used (i.e., river and stones = washing machine,
open fire to cook = microwaves, quill and ink = computers)
7) Students will word process their summaries and save them on a
diskette. (Students are to demonstrate proper keyboarding techniques
for keying all letters as they create their summaries).
8) Spell check will be introduced upon completion of text.
9) Students will print their first copy, edit, revise, and
save.
10) Students will print their second copy, peer edit, revise,
and save.
11) Student and teacher will finalize any revisions needed to
print final copy.
Closure: Students will illustrate a
cover of their final product. Students will give an oral report to
the class.
Assessment: The students final written
product and oral report will be the assessment.
Rubric:
Graphic Organizers 10 pts... +
Hand Written Summarization's 30 pts... +
Two Editing Drafts 10 pts...
Illustrated Cover 10 pts... +
Oral Report 10 pts... +
Final Copy with Use of Basic Written Conventions 30 pts... (each
convention such as capitalization, punctuation, and indention is 1
pt. each) = Total 100 pts...
*********
Additional Thanksgiving Resources for Teachers
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Citizens
for Responsible Change
Pam
Nethercutt
Bogue Sound Elementary
May 2001
Description: After listening to and
discussing "City Green" by DyAnne Disalvo-Ryan, students
will work in small groups to write a petition. The petition
will be written to a teacher, principal, or other authority figure
at school which clearly describes a problem and tells a way to solve
it. Once the draft has been completed, students will word
process document and complete all necessary revisions / corrections.
Students will get signatures from other students who agree with
their plan and share their petitions with the appropriate authority.
They will then work as leaders to carry out the group's solution.
Approximate Time Required:
Two, 45 Minute Social Studies Sessions
One 45 Minute computer Session
Time Scheduled for Students to Gather Signatures and Present to
Appropriate Authorities (About 30 Minutes)
Curriculum Areas NC Standard Course of
Study:
Language Arts
1.05 Use word reference materials (e.g., dictionary, glossary) to
confirm decoding skills, verify spelling, and extend meanings of
words.
2.03 Read a variety of texts, including:
* fiction (short stories, novels, fantasies,
fairy tales, fables).
* nonfiction (biographies, letters, articles, procedures and
instructions, charts, maps).
* poetry (proverbs, riddles, limericks, simple poems).
* drama (skits, plays).
4.02 Use oral and written language to:
* present information in a sequenced, logical
manner.
* discuss.
* sustain conversation on a topic.
* share information and ideas.
* recount or narrate.
* answer open-ended questions.
* report information on a topic.
* explain own learning.
4.05 Identify (with assistance) the purpose, the
audience, and the appropriate form for the oral or written task.
4.07 Compose a variety of fiction, nonfiction, poetry, and drama
selections using self-selected topics and forms (e.g., poems, simple
narratives, short reports, learning logs, letters, notes,
directions, instructions).
5.01 Use correct capitalization (e.g., geographical place names,
holidays, special events, titles) and punctuation (e.g., commas in
greetings, dates, city and state; underlining book titles; periods
after initials and abbreviated titles; apostrophes in contractions).
5.07 Edit (with assistance) to use conventions of written language
and format.
5.08 Create readable documents with legible handwriting.
Technology Goals
2.1 Identify the technology tools used to collect, analyze, and
display data. (SI)
2.2 Identify the physical components of a computer system as either
input, output, or processing devices. (SI)
2.3 Demonstrate proper keyboarding techniques for upper and lower
case letters. (KU/WP/DTP)
2.4 Retrieve and edit a word processed document. (KU/WP/DTP)
Social Studies
4.2 Suggest responsible courses of action in given situations and
assess the consequences of irresponsible behavior.
4.4 Evaluate procedures for dealing with problems and conclude which
are more just.
5.1 Distinguish between government and non government bodies in the
community.
Lesson Goal:
The student will assess the need for change in procedure, rule, or
condition of situation within the school community. After
designating chosen item, students will address a plan through the
form of petition to the appropriate authority and execute proper
procedure for requesting change.
Materials
Computer with ClarisWorks or other word processing software.
"City Green" by DyAnne Disalvo
Social Studies Text for Level Three, "Living in Our
World", by Harcourt Brace; Copy Right 1997
Pre Activities
1. Study through the social studies text to learn about how
changes are brought about in communities.
2. Read and discuss "City Green", by DyAnne Disalvo
which explains how one community turned a vacant lot into a
wonderful neighborhood garden through the use of petition and
cooperation.
3. Students will work together in groups of 3 to plan for
petition and write rough draft.
4. Teacher will assist students with wording and content of
document after chosen item for change has been selected.
5. Review proper keyboarding skills, the selection of fonts,
and how to spell check for errors. Introduce the
"Tab" concept and practice before actually processing
petition.
Independent Practice
1. Students will enter ClarisWorks computer program under
their name in computer lab.
2. Rough Draft text for petition will be processed.
3. Students will set and use tab feature to complete signature
portion of document.
4. Students will save petition to appropriate folder to be
opened at next session.
5. Students will retrieve and edit their document, checking
and correcting misspelled words using the spell check feature.
Closure
Students present their petitions to selected elementary classrooms
for support and then submit to proper authority. Petitions and
outcomes are posted in hallway.
Assessment
1. Observe proper keyboarding techniques.
2. Observe that students can save, open, and print a document
for public presentation.
3. Check document for proper use of tab feature through
placement of signature numbers and lines.
4. Document will reflect complete thoughts and correct format
of a petition.
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