Grade Level: 3

Subjects: Reading, English, Spelling, Writing, Listening, and Art

Learner Outcomes:
Students will:
· write complete sentences.
· answer comprehension questions.
· use a bookmarked Internet site to research a topic.
· compile research into a report.
· design a book jacket which includes a blurb.
 

Duration of Lesson: 2-3  60-90 minute sessions

Materials: Little House In The Big Woods
              Assessment form
              Comprehension questions and vocabulary

Technology Tools/Courseware: Internet accessible computers
                                                    Printer
                                                    Bookmarked Internet sites

Teacher Notes:
· Students will be answering comprehension questions both orally and in writing
  throughout this unit.
· There will be discussions after reading each lesson.
· Each student will be provided with an assignment folder.
· Lessons will be done in cooperative groups and/or individually throughout the unit.
· An acceptable use policy must be in effect for each student before using the Internet.
· If a classroom set of Little House In The Big Woods is available, distribute to the class.
· Internet sites should be bookmarked before lesson introduction.

Procedures:
1. Review material in previously read chapters. Read Chapter 5 aloud as a class with no introduction and without interruption. At the conclusion of the chapter, discuss how Grandpa was a bad boy on Sunday. Divide the students into cooperative groups.  Each group is to discuss what they do on Sundays.  On a large sheet of white paper that is divided into blocks off each student in the group draws a picture of what he/she does on Sundays.  The group can share this with the class.

2. Read Chapter 6 to p. 101 “The Story of Pa and the Bear in the Way”. Before beginning this story, discuss Laura’s adventure with the bear. Discuss how we get frightened before we have a reason to, how our imaginations “run away with us”.
To view bear pictures and facts visit Internet sites:
Bear Country USA
Billy Bear for Kids
Dicovery Cam
Using information from these sites, the students will design a book jacket using “Bears” as the topic.  The book jacket must include at least 3 facts about bears in the blurb.

3. Read Chapter 7.  Divide the class into cooperative groups.
Each group will report on one of the following topics:
     · Where maple sugar is made
     · How maple sugar is made
     · The uses of maple sugar
     · A recipe using maple syrup or maple sugar
The groups will put their information together into one report to be placed in the school library.
The following Internet sites may be visited for information: The Making of Maple Syrup
 

Modifications:
· Readings will be done orally with discussions following.
· Varying abilities of reading and writing skills should be noted and lessons modified
   accordingly.
· Students will utilize peer tutoring for use with students with special needs.
· Student lessons will be modified according to IEP specifications.

Enrichment Activities: Students may make a PowerPoint presentation about bears or maple sugar.

Evaluation/Assessment:
· Evaluation will be an ongoing process throughout the lesson.  Students will be expected to
   participate in reading and discussions.
· Participation grades will be assigned for pictures of Sunday activities.
· The report and book jacket will be graded using marked indicators on the Assessment form.
· The book jacket must contain at least 3 facts about bears.
· Comprehension questions and vocabulary words will be graded.

West Virginia Instructional Goals and Objectives:
Reading  3.15, 3.16, 3.17, 3.18, 3.19, 3.20, 3.24, 3.31, 3.34, 3.38,
English  3.57, 3.58, 3.59,
Spelling  3.473.60, 3.61, 3.62, 3.64, 3.68
Writing  3.40, 3.41, 3.42, 3.42, 3.44,
Art  3.5, 3.9, 3.13, 3.15, 3.17
Listening  3.1, 3.2, 3.8, 3.13

National Standards

References: Little House In The Big Woods

Internet Sites:
Bear Country USA
Billy Bear for Kids
Dicovery Cam
The Making of Maple Syrup
 

Authors: Kathy Green
              Patricia Ricker
              Sandra Wolenski

  Springfield Green Spring School
 
 

Introduction

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 Each indicator is scored from 0 to 5.

 1._____ The topic is clearly stated.
 2._____ The details fit the topic.
 3._____ The details are in an order that makes sense.
 4._____ The purpose of the writing is clear.
 5._____ The events are in logical order.
 6._____ The work has a beginning, middle, and end.
 7._____ Each sentence has a subject and a predicate.
 8._____ The subject/verb agreement in every sentence is correct.
 9._____ Verbs and verb tenses are used correctly.
10._____ Singular, plural, and possessive nouns are used correctly.
11._____ There are no run-on sentences or sentence fragments.
12._____ Spelling is correct.
13._____ Punctuation is correct.
14._____ Capitalization is correct.
15._____ The paragraph contains a variety of sentences.
16._____ Length is appropriate.
17._____ The work is interesting and shows creativity.
18._____ The final draft is neat, clean, and easy to read.

     _____ TOTAL

Strengths:

Weaknesses:

Prescription for Remediation:
 
 

tanned their jackets    samplers    nine-patch quilt

1. How do all the Ingalls prepare for Sunday?
2. What do the Ingalls do on Sunday?
3. What is the lesson in “The Story of Grandpa’s Sled and the Pig?”
4. How was Laura’s sixth birthday like your birthday?

prickeled    powder and shot

1. What are the signs of Spring coming in the Big Woods?
2. Why didn’t Pa take his gun when he went to town to trade his furs?
3. What did Ma pat when Laura and she went to milk the cow?

1. What is sugar snow?
2. What are the steps in gathering maple syrup?