What can YOU find in the Big Woods?
An Adventure of the American Mind
Illinois State University
Denise Duffy
Fieldcrest C.U.S.D. #6
Summer 2007
An Adventure of the American Mind
Illinois State University
Western History/Genealogy Department,
Denver Public Library
In the book, Little House in the Big Woods, author Laura Ingalls Wilder and illustrator Garth Williams lovingly introduce five year old Laura Ingalls. Laura and her family lived in a log house in the Big Woods of Wisconsin in the late 1800’s. This lesson will be completed the week before third graders read the book Little House in the Big Woods. The Library of Congress American Memory collection will be used to show photos from the 1800’s and excerpts from stories about wild animals. The lessons will promote thinking, comprehension and observation skills as well as introduce vocabulary and historical information about pioneers living in the 1800’s.
Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview Back to Navigation BarObjectives / Students will:
· listen to the Newspaper article read by the teacher.
· discuss and provide information for KWL chart about wild animals.
· listen to an excerpt from a book about wolves.
· view a PowerPoint about a variety of wild animals.
· observe and analyze a photograph of a log home.
· write responses to the observations made when analyzing the log home photograph.
Recommended time frame / Five days
Grade level / 3rd Grade Title I Reading
Curriculum fit / Language Arts
Materials / · KWL Chart and Markers
· Newspaper article
· Excerpt from book
· PowerPoint presentation
· Handout of log cabin photograph
· Writing handout for exploring the photograph
· Image Table
Illinois State Learning Standards Back to Navigation Bar
Language Arts:
GOAL 1: Read with understanding and fluency.
· 1.A. Apply word analysis and vocabulary skills to comprehend selections.
o 1.A.1b The learner will comprehend unfamiliar words using context clues and prior knowledge; verify meanings with resource materials.
· 1.B. Apply reading strategies to improve understanding and fluency.
o 1.B.1a The learner will establish purposes for reading, make predictions, connect important ideas, and link text to previous experiences and knowledge.
o 1.B.1b The learner will identify genres of fiction, nonfiction and electronic literary forms.
o 1.B.1c The learner will continuously check and clarify for understanding.
· 1.C. Comprehend a broad range of reading materials.
o 1.C.1a The learner will use information to form questions and verify predictions.
o 1.C.1c The learner will make comparisons across reading selections.
o 1.C.1e The learner will identify how authors and illustrators express their ideas in text and graphics.
o 1.C.1f The learner will use information presented in simple tables, maps and charts to form an interpretation.
LANGUAGE ARTS
GOAL 2: Read and understand literature representative of various societies, eras and ideas.
· 2.A. Understand how literary elements and techniques are used to convey meaning.
o 2.A.1b The learner will classify literary works as fiction or nonfiction.
· 2.B. Read and interpret a variety of literary works.
o 2.B.1a The learner will respond to literary materials by connecting them to their own experience and communicate those responses to others.
o 2.B.1b The learner will identify common themes in literature from a variety of eras.
GOAL 3: Write to communicate for a variety of purposes.
· 3.B. Compose well-organized and coherent writing for specific purposes and audiences.
o 3.B.1a The learner will use prewriting strategies to generate and organize ideas.
· 3.C. Communicate ideas in writing to accomplish a variety of purposes.
o 3.C.1a The learner will write for a variety of purposes including description, information, explanation, persuasion and narration.
GOAL 4: Listen and speak effectively in a variety of situations.
· 4.A. Listen effectively in formal and informal situations.
o 4.A.1a The learner will listen attentively by facing the speaker, making eye contact and paraphrasing what is said.
o 4.A.1b The learner will ask questions and respond to questions from the teacher and from group members to improve comprehension.
o 4.A.1d The learner will use visually oriented and auditory based media.
· 4.B. Speak effectively using language appropriate to the situation and audience.
o 4.B.1b The learner will participate in discussions around a common topic.
GOAL 5: Use the language arts to acquire, assess and communicate information.
· 5.A. Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas.
o 5.A.1a The learner will identify questions and gather information.
o 5.A.1b The learner will locate information using a variety of resources.
· 5.B. Analyze and evaluate information acquired from various sources.
o 5.B.1a The learner will select and organize information from various sources for a specific purpose.
· 5.C. Apply acquired information, concepts and ideas to communicate in a variety of formats.
o 5.C.1b The learner will use print, non-print, human and technological resources to acquire and use information.
Procedures Back to Navigation Bar
Day One:
· Teacher Read Aloud of Frank Leslie’s Boys and Girls Weekly Article written in 1867
**Note-This is a large tif file... it opens slowly.
Title of article: “Deadly Attack of a Wolf on a Man,” New York: March 2, 1867.
· Discuss the article and photo and the dangers of wild animals in pioneer days and today. Begin to complete the KWL chart during the class discussion.
Discussion Starters:
· Ask students what they know about pioneers.
· Ask students what they know about wolves.
· Ask the students if they think other wild animals might have been dangerous to pioneers.
· Ask students if wild animals are dangerous today.
Day Two:
· Read “The Tame Wolf” pages 21-24. Excerpt from the book Wolves and foxes by Robin Ranger.
· Discuss the book and the pictures. Emphasize the wolf was tame because it was raised and trained by humans. Wolves born in the wild and raised in packs are wild animals.
· Refer to the KWL chart again and add any additional information.
Day Three:
· PowerPoint: What can YOU find in the Big Woods?
· Refer to the KWL chart again and add any additional information.
Day Four:
· Students will complete Photo Analysis Guide and Writing Activity of “Log Cabin in the Woods” Photo.
Day Five:
· Wrap it all up! Recap the various activities from Day One, Two and Four.
· Review the PowerPoint and finish filling out the KWL chart. Discuss the characters and setting of the book Little House in the Big Woods.
· Tell the students they will begin reading this book about pioneers in the late 1800’s tomorrow!
Evaluation Back to Navigation Bar
· Students will be evaluated using the rubric “What Can YOU Find in the Big Woods?”
Extension Back to Navigation Bar
· Students can complete another Photo Analysis Guide using the photo of Laura Ingalls Wilder’s log house.
· Read the book Little House in the Big Woods by Laura Ingalls Wilder.
Primary Resources from the Library of Congress
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Image / Description / Citation / Permanent URLLog Cabin in Woods / Western History/Genealogy Department, Denver Public Library / http://memory.loc.gov/cgi-bin/query/r?ammem/hawp:@field(NUMBER+@band(codhawp+00071748))
Newspaper Article in Boy’s & Girl’s Weekly Newspaper / http://memory.loc.gov/cgi-bin/query/r?ammem/awhbib:@field(NUMBER+@od1(ppmsca+02883))
The Tame Wolf / Courtesy of Michigan State University Libraries
Sunday School Books Collection:Shaping the Values of Youth in the 19th Century.
Library of Congress / http://memory.loc.gov/cgi-bin/query/r?ammem/svy:@field(DOCID+@lit(wolv5))
1857 Map of Wisconsin. Pepin, Wisconsin is located near mid-left border on shore of Lake Pepin. / Library of Congress, Geography and Map Division / http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@field(NUMBER+@band(g4121p+rr004630))
1887 La Crosse County, Wisconsin. La Crosse County is southeast of Lake Pepin. / Library of Congress, Geography and Map Division / http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@filreq(@field(NUMBER+@band(g4124l+pm010380))+@field(COLLID+pmmap))
A Northern Michigan timber wolf, Sault Sainte Marie / Library of Congress, Prints and Photographs Division, Detroit Publishing Company Collection. / http://memory.loc.gov/cgi-bin/query/r?ammem/detr:@field(NUMBER+@band(det+4a21002))
Four Black Bears / Western History/Genealogy Department, Denver Public Library / http://memory.loc.gov/cgi-bin/query/r?ammem/hawp:@field(NUMBER+@band(codhawp+00186841))
Wild Cat / Nebraska State Historical Society, [Digital ID, e.g., nbhips 12036] / http://memory.loc.gov/cgi-bin/query/r?ammem/psbib:@field(DOCID+@lit(p16268))
Deer / Western History/Genealogy Department, Denver Public Library / http://memory.loc.gov/cgi-bin/query/r?ammem/hawp:@field(NUMBER+@band(codhawp+00070877))
1903 Pioneers in their home near Alvin, Wisconsin / Library of Congress, Prints & Photographs Division, FSA-OWI Collection, [reproduction number, e.g., LC-USF35-1326] / http://memory.loc.gov/cgi-bin/query/r?ammem/fsaall:@field(NUMBER+@band(fsa+8b30394))
1882 General Store and Post Office / Fred Hultstrand History in Pictures Collection, NDIRS-NDSU, Fargo; and F.A. Pazandak Photograph Collection, NDIRS-NDSU, Fargo. / http://memory.loc.gov/cgi-bin/query/r?ammem/ngp:@field(NUMBER+@band(ndfahult+b254))
1880 Pioneers in front of Log Cabin / Western History/Genealogy Department, Denver Public Library / http://memory.loc.gov/cgi-bin/query/r?ammem/hawp:@field(NUMBER+@band(codhawp+00100762))
1870 Pioneer Families and Two Covered Wagons. / Western History/Genealogy Department, Denver Public Library / http://memory.loc.gov/cgi-bin/query/r?ammem/hawp:@field(NUMBER+@band(codhawp+10011929))
1900 Pioneer Family / Fred Hultstrand History in Pictures Collection, NDIRS-NDSU, Fargo / http://memory.loc.gov/cgi-bin/query/r?ammem/ngp:@field(NUMBER+@band(ndfahult+b234))
1900 Pioneers and Oxen / Fred Hultstrand History in Pictures Collection, NDIRS-NDSU, Fargo. / http://memory.loc.gov/cgi-bin/query/r?ammem/ngp:@field(NUMBER+@band(ndfahult+b176))
1900 Pioneer Home made of Stone / Fred Hultstrand History in Pictures Collection, NDIRS-NDSU, Fargo / http://memory.loc.gov/cgi-bin/query/r?ammem/ngp:@field(NUMBER+@band(ndfahult+b117))
1883 Pioneer Railroad Men / Western History/Genealogy Department, Denver Public Library / http://memory.loc.gov/cgi-bin/query/r?ammem/hawp:@field(NUMBER+@band(codhawp+10009255))
Laura, Mary and Carrie Ingalls / Google 2008, Images,
www.literarytraveler.com / http://images.google.com/images?q=Laura+Ingalls+WIlder&hl=en&um=1&sa=Xoi=images&ct=title
http://www.literarytraveler.com/downloads/auto_imgs/hi/laura_ingalls_wilder.jpg
Replica of the Little House in the Big Woods. 7 miles north of Pepin, Wisconsin. / Frontier Girl Trail Webpage / http://www.btinternet.com/~prgreetham/fgtrail/index.html
Copyright ©, 2000 - Phil Greetham. / http:www.btinternet.com/~prgreetham/fgtrail/BigWoods.html
Laura’s Ma & Pa -Charles and Caroline Ingalls / http://en.wikipedia.org/wiki/Charles_Ingalls
Rubric
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Rubric: What can YOU find in the Big Woods?
Project Expectations / 3 / 2 / 1 / 0Group work / Student listened during teacher read alouds without conflict. / Student listened during teacher read alouds with minimal conflict. / Student had difficulty listening during teacher read alouds. / Student refused to listen to teacher read alouds.
Completed activity / Each question was completed with clear thought and detail. / Most of the questions are completed with clear thought and detail. / Less than 3 questions are completed. / No questions were completed.
Understanding of Contents / Student was able to show complete understanding about log homes and wild animals. / Student was able to show an understanding about log homes and wild animals. / Student showed minimal understanding about log homes and wild animals. / Student was unable to show any understanding about log homes and wild animals.
Mechanics / All answers were in complete sentences with correct punctuation and neat, easy to read handwriting. / Most answers were in complete sentences with correct punctuation and neat handwriting. / Shows some evidence of correct mechanics. / Shows no evidence of correct mechanics.
Handouts
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Reading the Photograph: What Do You See?
Look at the photograph and think about the following questions.
1. Where is this place? City? Suburb? Farm?
2. Who is in the photograph? What else is in the photograph?
3. What is happening?
4. When does it appear this photograph was taken?
5. Based on your answers, in one word, what type of place is shown in the photograph?
6. Complete the writing activity on the following page.
Your Name: ______
Writing Activity for… Exploring the Photograph: What Have You Learned?
Look at the photograph and finish the following sentences.
This is a photograph of ______.
In this photograph, the sounds that will be heard are ______
______.
In this photograph, the smells that will be smelled are ______
______.
In this photograph, the characters are ______
______.
In this photograph, the setting is ______.
An Adventure of the American Mind
Illinois State University
An Adventure of the American Mind
Illinois State University
THE TAME WOLF. (Excerpt from book “Wolves and Foxes” by Robin Ranger)
http://digital.lib.msu.edu/projects/ssb/display.cfm?TitleID=531&Format=jpg&PageNum=21
Wild as the wolf is, he can be tamed with proper care if he is taken when young. He can be taught to follow his master like a dog, and to do everything he is told to do. He will also learn to love his master, and
every one else who is kind to him.
A gentleman once trained two young wolves until they were fully grown. They followed him everywhere just like dogs. One of them one day seized a hen, and would have killed it had not his master come up just in time to save its life. The man gave the wolf a good whipping, which he never forgot.
The other one behaved better. She played with her master, and licked his hands, and often went into the sleigh with him when he rode out. He gave her the name of Tussa.
One day he came home after a short absence and his wolf was gone. She had broken her chain while he was away, and had gone off and stayed three days. When he found this out he went to the top of a hill not far off and called out as loud as he could,
"Tussa! Tussa! Where is my Tussa? Come here, Tussa, come here!"
After a little while she heard him, and came running from a wood near by. She ran up to her master wagging her tail.
She licked his hands, and jumped up on him, and seemed
very glad to see him. She behaved very much like a dog.