Replace This Text with the Title of Your Learning Experience s14
Reflections from the Dust Bowl
Cathy Blessing
Clinton Junior High
Summer 2006
An Adventure of the American Mind
Illinois State University
An Adventure of the American Mind
Illinois State University
.
Soil blown by "dust bowl" winds piled
up in large drifts near Liberal, Kansas.
Library of Congress, Prints & Photographs Division,
FSA-OWI Collection, LC-USF34-002504-E DLC
Students will have the opportunity to identify and connect to the read aloud novel, Out of the Dust by Karen Hesse, by investigating the Library of Congress sites viewing various forms of primary sources. Evaluation of the material will be shown through a culmination of exercises that will result in an emotional poem that relates to the Dust Bowl and journal entries that integrate both the novel and documented sources through the various reading materials.
Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview Back to Navigation BarObjectives / Students will:
· read and integrate multiple primary sources to develop an understanding of the Dust Bowl era.
· create a writing web for comparing primary sources using strong vocabulary.
· react to the Karen Hesse’s novel, Out of the Dust by completing a journal.
· compose an emotional poem relating to the material learned throughout the lessons.
Recommended time frame / 6 days in computer lab besides the reading of the novel over 2-3 weeks
Grade level / 7th -8th
Curriculum fit / Reading/Writing
Materials / · Hesse, Karen. Out of the Dust. Scholastic, 1997.
· Writing Web for Comparing Primary sources (handouts).
· The American Experience: Surviving the Dust Bowl. Washington, D.C.: PBS Online by WGBH, 1998. http://www.pbs.org/wgbh/amex/dustbowl, accessed May 31, 2000.
· Reading journal-Guided Reading Journal (handouts)
Illinois State Learning Standards Back to Navigation Bar
Language Arts:
GOAL 1: Read with understanding and fluency
· 1.C.3a Use information to form, explain and support questions and predictions.
· 1.C.3d Summarize and make generalizations from content and relate them to the purpose of the material.
GOAL 3: Write to communicate for a variety of purposes.
· 3.B.3a Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence.
· 3.C.3b Using available technology, produce compositions
GOAL 5: Use the language arts to acquire, assess and communicate information.
· 5.A.3a Identify appropriate resources to solve problems or answer questions through research.
· 5.B.3b Identify, evaluate and cite primary sources.
Procedures. Back to Navigation Bar
This lesson is designed to be divided into parts that may cover 2-3 weeks which include class and lab times.
Part 1:
· Introduce the novel focusing on setting and time period: Great Depression era and the Dust Bowl. Inquire if students know about era.
· List their ideas on the board. Read novel 10-15 minutes aloud.
· Discuss reading and then refer to Images of the Great Depression pictures as a whole class and have students write responses to questions on their paper.
Part 2:
· Introduce journal activity to be filled out during the read aloud, Out of the Dust.
· After reading aloud for 3-4 days, show 20 minutes of 60 minute PBS film: The American Experience: Surviving the Dust Bowl. Continue doing this in 20-minute segments to finish film after reading sections of the novel. (Possibly divide book into thirds for showing the film.)
Part 3:
· At a time when the teacher feels the students are ready for a more in depth inquiry, introduce the Library of Congress web site: http://www.loc.gov/index.html.
· Work as a whole class and allow time to explore sites. Students then work individually on their inquiry of primary sources through the comparing primary sources activity worksheet-“Strong Emotional Vocabulary”/handout. Time for this activity is dependent upon students’ academic level.
Part 4:
· Upon completion of the novel, students should have completed the three handouts: respond to pictures, journal, and vocabulary comparison and contrast sheet.
· With these completed, students will then write a minimum 20-line emotional poem illustrating in words their knowledge of the entire unit.
Evaluation Back to Navigation Bar
· All work will be submitted in a portfolio at the completion of the unit.
· The following will receive a grade based on completion of the activity (percentage of sheet filled out):
o group picture response,
o journal
o vocabulary chart.
· The emotional poem will be based on the rubric in the handout section.
Extension Back to Navigation Bar
This activity will be an extension to a 9-week poetry unit. During this time frame students will be instructed on various styles of poetry writing. Students may receive extra credit by creating other types of poems based on this unit. Each poem with correct formatting, content, and mechanics will receive 10% extra credit. Students may earn up to 100% on a theme grade.
Primary Resources from the Library of Congress
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Image/Resource / Description / Citation / URL/ Soil blown by "dust bowl" winds piled up in large drifts near Liberal, Kansas / Library of Congress, Prints & Photographs Division, FSA-OWI Collection, LC-USF34-002504-E DLC (b&w film nitrate neg.) / http://memory.loc.gov/cgi-bin/query/r?ammem/fsaall:@field(NUMBER+@band(fsa+8b27287))
· Hesse, Karen. Out of the Dust. / novel / Scholastic Books, 1997
The American Experience: Surviving the Dust Bowl. / PBS documentary film / PBS Online by WGBH.
Web site ©1998 WGBH Educational Foundation / http://www.pbs.org/wgbh/amex/dustbowl
Visions In the Dust
Images of the Great Depression / Group learning activity with questions responding to pictures / Library of Congress Learning Page/Lesson Plans / http://memory.loc.gov/learn/lessons/99/dust/photo.html
Library of Congress Web sites / http://www.loc.gov/index.html.
Rubric
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Emotional Poem Rubric
Poetry / Novice / Apprentice / Veteran / Master / ScoreUse of required theme content / Unfocused; author has omitted required research and reflections
(1-2 pts.) / Some focus, but more research and reflections needed
(3-4 pts.) / Well focused demonstrating knowledge of research and reflections
(5-6 pts.) / Captivates and involves reader deeply showing knowledge of research and reflections
(7-8 pts.)
Sensory Images / Difficult to visualize image or emotion
(1-3 pts.) / Some use of image, idea, or emotion
(4-6 pts.) / Clear use of sensory images to portray ideas or emotions
(7-9 pts.) / Vivid, detailed images and intensely felt emotion
10-12 pts.)
Use of Language / Vocabulary is weak and word choice weak
(1-2 pts.) / Uses some vocabulary but weak in most areas
(3-4 pts.) / Appropriate choice of language
(5-6 pts.) / Uses rich and imaginative language
(7-8 pts.)
Punctuation / More thought needed
(1-2 pts. / Some meaningful punctuation
(3-4 pts. / Punctuation meaningful throughout
(4-5 pts.) / Punctuation enhances theme of thoughts and images
(5-6 pts.)
Name______Final Score______
An Adventure of the American Mind
Illinois State University
Handouts
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by Karen Hesse
Read Aloud Journal
Use the chart below as the novel is being read to write your personal reflections for the following categories. Each area must show at least one personal reflection. Sentence structure isn’t necessary, but may be used. This material along with the comparing/contrast of primary sources will be used for your final end product, the emotional poem.
Categories / Personal ReflectionSchool Life
Community Life
Family Life
Agriculture
Landscape
Assistance from others
Use this space below to add other thoughts or reactions you may have.
______