Grade level:
5th
Subjects:
Language Arts, Art
Learner Outcomes:
1. Students
will create an Iditarod journal in which they will record their summaries
and predictions, as well as any revisions they made to their predictions.
2. Students
will be able to identify the characters, setting and plot of the story.
3. Students
will use what they know about the characters in the story, their personal
knowledge, and some reflections to predict the outcome of the story.
4. Working
in groups of 2-3, students will create a mural of one of the checkpoints
mentioned in the story, after having researched the checkpoint using the
information from Scholastic.com.
5. Students
will complete the story study questions using a word processing program.
Duration of Lesson: Two 45 minute class periods. It should begin prior to the running the Iditarod (which begins the first Saturday in March) and the entire unit should be completed as soon as possible after the race.
Materials:
1.
Copies of the book Akiak: A Tale from
the Iditarod by Robert J. Blake
2. Study
questions (see attachments)
3. A roll
of brown craft paper, crayons, markers, scissors
4. One
two pocket folder for each student for their Iditarod journals
5. Overhead
transparency map of Alaska, and a story map transparency
6. Chart
paper
Technology Tools/Courseware:
1. computers
with Internet access
2. word processing
3. overhead
projector
Teacher Notes:
The students will
do this activity in small groups - will need materials for each group.
Procedures:
1. The
teacher will introduce the lesson by calling upon the students' prior knowledge
of Alaska and the Iditarod, using a KWL chart. Students'
responses will be recorded on chart paper.
2. Using
an overhead projector and a transparency map of Alaska, the teacher will
show the route of the Iditarod and explain that it is a 1,100 mile race
across Alaska from Anchorage to Nome. The story which they are about
to read, Akiak: A Tale from the Iditarod
by Robert J. Blake, takes place during the race.
3. Students
will write their predictions as to what will happen in the story.
4. Students
will read the story silently.
5. After
reading, students will review their predictions and if needed, revise them,
based on their reading.
6.
Using an overhead, students will volunteer to complete the story map focusing
on the setting, characters, events, and solution. They will
then answer the study guide questions
using the word processing program on their computers. These, along
with their predictions, will go into their Iditarod journals.
7. In
groups of 2-3, students will re-read the story, focusing on the names of
checkpoints. After making a list of checkpoints on the chalkboard,
the teacher will assign each team a checkpoint to research using the
Scholastic web
site.
8. Using
brown kraft paper, crayons, and markers, students will create a mural based
on the information from the web site.
9. The
murals will be displayed in order of checkpoints in the hallway outside
the classroom.
Modifications:
Peer tutors
in groups where needed.
Enrichment Activities:
Send e-mail and questions
about the Iditarod to
Zuma, the official dog correspondent for the Iditarod.
Evaluation/Assessment:
Completion of predictions, study
questions (key) and mural
State Standards: West
Virginia Instructional Goals and Objectives
Language Arts: 5.2, 5.12,
5.16, 5.17, 5.19, 5.20, 5.21, 5.22, 5.23, 5.24, 5.27, 5.28, 5.36, 5.52,
5.54, 5.55, 5.56, 5.57, 5.58, 5.60
Fine Arts (Art) 5.1, 5.2
Language Arts
1. Uses the general skills and strategies of the writing process.
2. Gathers and uses information for research purposes.
3. Uses reading skills and strategies to understand and interpret a variety of informational texts.
Visual Arts
1. Understands the visual arts in relation to history and cultures.
References
Akiak:
A Story of the Iditarod by
Robert J. Blake
Authors:
Jeannine
Brand
Libby
Davis
Susan
Seitz
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