Land of Curiosities: Adventures in Yellowstone

Amy Alloy New Haven, Connecticut

4th Grade General Educator Land of Curiosities: Unit Overview

Land of Curiosities: Adventures in Yellowstone

Background: I discovered Land of the Curiosities and have implemented the book as a read aloud in my fourth grade classroom for the past two years. The EcoSeekers team contacted me and asked that I share my unit overview with other teachers via their website. If you have any questions, feel free to reach me through .

Grade Level: 4th

Timeline: 3-4 weeks

Format:

Shared and Guided Reading (approximately a chapter a day)
Social Studies research jump-off for Yellowstone and National Parks
Science building upon our ecosystems knowledge

OVERVIEW

This unit overview includes lesson structure, chapter guides and an appendix with worksheets and student samples.

PRE-READING

Before starting the book use the cover, initial illustrations, as well as the first chapter title to try to predict whatthe book is about. These can be great moments where you help students learn how to predict by digging for prior knowledge and using information that is right in front of them.
Before reading categorize the book as the genre of historical fiction. The teacher explains what historical fiction is, how it is similar and different from realistic fiction and non-fiction. Have students brainstorm historical fiction books they have read so that they can see how there can be varying amounts of fiction and non-fiction in historical fiction books (i.e. Nettie’s Trip South, If a Bus Could Talk – The Story of Rosa, Magic Tree House series, More Than Anything Else).
After reviewing the vocabulary words for the day’s chapter, students make predictions.

VOCABULARY

Format: Key vocabulary words are introduced at the beginning of each week. There might be 25 words to be reviewed before reading, but between 7-10 key words are chosen that students should learn by the end of the week. On Monday the 7-10 words are introduced and students write them in their vocabulary journal (See appendix). While they are introduced, the teacher says them aloud and has students hold up their fingers to show their understanding of the word. Students hold up 1 finger if they have never heard the word; 2 fingers if they have heard it but don’t really know it; 3 fingers if they know it pretty well; and 4 fingers if they really know it, can explain it in their own words and/or use it in a sentence.

Students can share ideas they have about the words. After all words are copied down into their journal page, teacher should read sentences with the word used in context (in a way that would help students understand the meaning) and then elicit responses for student definitions. After common meanings have been discussed students write the definition they like best into their journal page.

On Friday, after all key words for the week have been covered in the readings, students go back to their journal pages and write or draw a connection to the word that helps them remember the meaning. This could easily be incorporated into centers or independent work activities for the week.

Possible vocabulary assessments:Assessments can test for spelling, but might be more effective if students use their journal pages to complete one of the below activities. This way the focus is on expanding vocabulary knowledge. Certain words with grade level spelling patterns could be tested separately.

Students write sentences with vocabulary words to show their understanding.
Students write a poem/story with vocabulary words to show their understanding.
Students are quizzed orally or in written format.

DISCUSSION QUESTIONS for DURING and AFTER READING:

There is a focus question each day for the chapter. The teacher introduces that focus question after reviewing the vocabulary and making predictions. This focus question might also become something that students answer in written form during centers/independent work time. There are also minor times to stop during chapters to check for comprehension, or to point out writing styles, settings, character feelings etc. (See chapter guides)

PROJECTS:

Students write a journal entry from the perspective of James after each chapter read. They include details from the text about what he had seen or experienced, along with inferences about how he might have felt or what he might be thinking. (See student samples in appendix)
At the end of the book, the teacher punches holes in all of the journal entries and illustrations and each student made a cover with his/her favorite scene from the book. Entries are tied together with string.
In tandem with the shared reading and journal writing, we also watched videos on unitedstreaming.com about YellowstonePark. We learned about the animals that live there, about the history of National Parks in America, about the states out West in and around Yellowstone, and we also learned about the history of what was happening in the U.S. in the 1870s.
Instead of James' journal, students can write postcards for each chapter. The idea is the same as a journal, but the teacher can precut postcards for them to write "letters" on, and then they will illustrate a scene from the chapter on the other side. This would make for a beautiful bulletin board display.

Social Studies Connections:

The book connects naturally to an introduction of the Civil War (because James and Alice's dad died in the war). Books that connect: Pink and Say, Sweet Clara and the Freedom Quilt, Nettie’s Trip South (pre-war). These books can be used to make a giant classroom timeline. Students often confuse the Civil Rights Movement with the Civil War, so this makes it clear.
Students read a book about the Trail of Tears earlier in the year, so they were able to understand more about the terrible treatment of Native Americans, and why the characters were wary and yet amazed by the Native Americans they encountered. Teachers can read either an article or a book on this to help their students understand. The book used was: The Trail of Tears by, Joseph Bruchac.
We explored the history of National Parks in general.

Science Connections:

Earlier in the year we read a book about ecosystems. Even though it only covered the prairies, the book helped us understand the food chain, and about how destroying a habitat affects more than the eye can see. From this we watched videos about animals that make Yellowstone their home.
was a great resource for information about animals. With a higher level 4th grade class, students read about animals on the computer in pairs. With a more diverse group of learners, the teacher showed the video to the whole class, or to small groups with teacher guidance.
Modern Connection: Energy Efficiency – Students made posters about how to conserve energy in our households and regular lives. Posters were put up around school.

Differentiation:

For journal reflections students included at least 3-4 events from the day and 3-4 feelings, while others needed to include 1-2 events and 1-2 feelings. This was a nice way to see that students understood what we had read and were practicing their inference skills, and it was also easy to make it fit the reader's level. The students also illustrated a drawing for each day as if it was a painting of something James had seen.
Teacher provides scaffolded notes for journal entries (example included in appendix).

CHAPTER GUIDE

Chapter 1:

Vocabulary to be reviewed pre-reading:

wagon trains, vibrant, sentinels, heathens, interfering, salubrious, geysers, advent, “bringing the tide”, abolitionist, tentatively, Civil War