Sarah, Plain and Tall

and

Skylark

Abby McCall, Megan Shell, Caitlyn Council
Goals 2 and 3 from NCSCOS- Social Studies

NCSCS GOALS AND OBJECTIVES:

3rd Grade Social Studies

Competency Goal 2 / The learner will analyze the multiple roles that individuals perform in families, workplaces, and communities.
Objectives
2.01 Distinguish and compare economic and social roles of children and adults in the local community to selected communities around the world.
2.02 Analyze similarities and differences among families in different times and in different places.
2.03 Describe similarities and differences among communities in different times and in different places.
Competency Goal 3 / The learner will examine how individuals can initiate change in families, neighborhoods, and communities.
Objectives
3.01 Analyze changes, which have occurred in communities past and present.
3.02 Describe how individuals, events, and ideas change over time.
3.03 Compare and contrast the family structure and the roles of its members over time.

3rd Grade English Language Arts

Competency Goal 2 / The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
2.01 Use metacognitive strategies to comprehend text (e.g., reread, read ahead, ask for help, adjust reading speed, question, paraphrase, retell).
2.02 Interact with the text before, during, and after reading, listening, or viewing by:
  • setting a purpose.
  • previewing the text.
  • making predictions.
  • asking questions.
  • locating information for specific purposes.
  • making connections.
  • using story structure and text organization to comprehend.
2.03 Read a variety of texts, including:
  • fiction (short stories, novels, fantasies, fairy tales, fables).
  • nonfiction (biographies, letters, articles, procedures and instructions, charts, maps).
  • poetry (proverbs, riddles, limericks, simple poems).
  • drama (skits, plays).
2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the:
  • author's purpose.
  • plot.
  • conflict.
  • sequence.
  • resolution.
  • lesson and/or message.
  • main idea and supporting details.
  • cause and effect.
  • fact and opinion.
  • point of view (author and character).
  • author's use of figurative language (e.g., simile, metaphor, imagery).
2.05 Draw conclusions, make generalizations, and gather support by referencing the text.
2.06 Summarize main idea(s) from written or spoken texts using succinct language.

Main Novel:

Sarah, Plain and Tall

By Patricia MacLachlan

1985, Harper Collins

Grade 3

Sarah, Plain and Tall is a classic story that gives students a good look into family life as a pioneer on the prairie. Anna and Caleb lost their mother during childbirth and their papa, Jacob, advertises for a new wife to join them. He is answered by Sarah Wheaton of Maine. This story tells of her first year of life in the prairie. The family encounters many challenges faced by the early settlers of the United States prairie. Anna and Caleb fear Sarah will leave them as she struggles to adjust to such a different life. At the end of the story, Sarah makes the decision to stay in the prairie and begins her life there.

Skylark

By Patricia MacLachlan

1996, HarperCollins

Grade 3

Skyalrk continues the story begun in Sarah, Plain and Tall. This story depicts one of the biggest challenges of life on the prairie, drought, and all that comes with it. As drought begins to affect the farm Sarah struggles with the challenges of leaving her home in Maine where there is never a shortage of rain and lush vegetation. Throughout the story, the families that Sarah has grown to love begin to leave the prairie because of the severe drought conditions. After a severe storm and fire, Sarah eventually leaves for Maine while Jacob stays behind to tend to the homestead and rebuild the barn destroyed in the fire. At the end of Skylark, Jacob comes to Maine to deliver the news of rain at their home and Sarah brings good news of her own.

Companion Informational Texts:

*If you were a Pioneer on the Prairie

By Anne Kamma

Scholastic 2003

Grade 3 or 4

This book is part of the question and answer series, “If you…”. Unlike the other reading materials this book can be read in short selections making it a good choice for students who may be reading shorter, more manageable selections. This is also a good non-fiction supplement to Sarah, Plain and Tall.

*Life on a Pioneer Homestead

By Sally Senzell Issacs

Heinemann Library 2001

Grade 1 or 2

Life on a Pioneer Homestead is a great non-fiction research piece for struggling readers. The easy language and brief bits of information will allow the struggling readers to interact with non-fiction literature in a meaningful way.

Other Books to Use:

Dandelions

By Eve Bunting

Sand Piper 2001

Grade 1 or 2

Dandelions is a fictional picture book about a girl whose family moves to Nebraska in the 1800’s and the struggles they face initially. This book is written for 1st to 2nd graders and would be a great supplement for readers who are not able to read and understand Sarah, Plain and Tall.

The Prairie Fire

By Marilynn Reynolds

Orca Book Publishers 1999

Grade 2

This picture book details one of the dangers of life on the prairie, a prairie fire. We learn about a young boy who helps his family during this fire and what happens following the fire.

Nothing Here but Trees

By Jean van Leeuwen

Dial Books 1998

Grade 1 or 2

Nothing Here but Trees would be a good text for students who require a lower reading level. The author tells the story of a pioneer family moving to the Midwest and making a new life for themselves. She tells the story through the eyes of a young boy in the family.

*Log cabin in the woods: A true story about a pioneer boy

By Joanne Landers Henry

Guild Press Emmis 2002

Grade 3 or 4

This is most likely 3rd or 4th grade non-fiction material. The author tells the true life story of an eleven year old boy and his life as a pioneer in Nebraska.

A Pioneer Sampler: The Daily Life of a Pioneer Family in 1840

By Barbara Greenwood

Sandpiper 1998

Grade 4 or 5

This selection would have to be read aloud or by more advanced readers because it is written for students in the 4th or 5th grade. However, it appears to be a great resource for studying life on the prairie through the eyes of a family in 1840.

Frontier Home

Raymond Bial

Houghton Mifflin, 1993

Grade 3

Frontier Home gives readers a glimpse into the life of a pioneer in the American prairie. The author describes tasks such as clearing land, building a cabin and furnishing. This book includes excerpts from diaries and quotes from real settlers as well as photographs that add to the experience of this informational text.

*Not available at the local library, will have to be purchased if used

Daily Outline of Unit

Day 1: Sarah, Plain and Tall Pre-reading

Non Fiction Text- Life on a Pioneer Homestead

Vocab-o-gram

Venn diagram

Day 2 and 3: Read and Work on Sarah, Plain and TallChapter 1 and 2

Sentence Stems/Idea Completion

Double Entry Diary

Readers Theatre Ch. 1

Day 4: Discuss Chapter 1 and 2

Present Readers Theatre

Day 5 and 6: Read and Work on Sarah, Plain and Tall Chapter 3 and 4

Word Networks

Double Entry Diary

Day 7: Discuss Sarah, Plain and TallChapter 3 and 4

Discuss DED

Day 8 and 9: Read and Work on Sarah, Plain and Tall Chapter 5 and 6

Define Vocabulary

Character Sketchers

Day 10: Discuss Sarah, Plain and TallChapter 5 and 6

Discuss Character Sketcher

Day 11 and 12: Read and Work on Sarah, Plain and TallChapter 7 and 8

Define and Illustrate Vocabulary

I Poem- Choose Character

Day 13: Discuss Sarah, Plain and TallChapter 7 and 8

Share I Poems

Day 14 and 15: Read and Work on Sarah, Plain and Tall Chapter 9

Examples and Non-examples

Sketch to Stretch

Day 16: Discuss Sarah, Plain and TallChapter 9

Discuss Sketch to Stretch

Day 17 and 18: Transition to Skylark; Non Fiction text

Non Fiction Text- If You Were a Pioneer on the Prairie

Vocabulary (Non Fiction Text)

Double Entry Diary

Internet Workshop: Life on the Prairie

Day 19 and 20: Read and Work onSkylark Chapter 1 and 2

Examples and Non-examples

Making an ABC Book

Day 21: Discuss SkylarkChapter 1 and 2

Discuss ABC Book entries

Day 22 and 23: Read and Work on SkylarkChapter 3 and 4

Sentence Stems/Idea Completions

Double Entry Diaries

Day 24: DiscussSkylark Chapter 3 and 4

Discuss Double Entry Diaries

Day 25 and 26: Read and Work on SkylarkChapter 5 and 6

Sentence with vocabulary

Double Entry Diary- Dialect

Day 27: Discuss SkylarkChapter 5 and 6

Discuss Dialect

Day 28 and 29: Read and Work onSkylark Chapter 7 and 8

Word Networks

Double Entry Diary

Day 30: Discuss SkylarkChapter 7 and 8

Discuss Double Entry Diary Entries

Day 31 and 32: Read and Work onSkylark Chapter 9 and 10

Sentence Stems

Discussion Director

Day 33: Discuss SkylarkChapter 9 and 10

Discussion Director

Day 33 and 34: Read and Work on SkylarkChapter 11 and 12

Forms of a Word

Character Sketcher

Day 35: Discuss SkylarkChapter 11 and 12

Discuss Character Sketcher

Day 36 and 37: Read and Work on SkylarkChapter 13, 14 and 15

Illustrate Vocabulary

Figurative Language

ABC Book

Day 38: DiscussSkylark Chapter 13, 14 and 15

Share ABC Books

Day 41: Post Reading Activities

Compare Character Sketchers

VocabularyAssessment
Vocab-o-gram / Predict-o-gram

Sarah, Plain and Tall by Patricia MacLachlan

Vocabulary Words: prairie, advertisement, bonnet, plain, concerns, relationships

Use the words above and the title of the book to help you make predictions about the following elements of story.

Setting
Where is the setting most likely to be? Please be descriptive. / Problems
Do you think the characters will encounter any problems or issues?
Characters
Can you list a few possible characters?
What roles do you think they may play? / Solutions
What are a few possible solutions to the problems listed above?
Character’s Goals
Can you think of a few goals each character may have? / Predictions
What other details do you think this story may be about?

Today’s Living verses Prairie Life

Read Life on a Pioneer Homestead by Sally Senzell Isaacs in a small group. After discussing the difference between today’s living and the pioneer’s way of life, individually fill out the Venn diagram above. Make sure to use facts found throughout the non-fiction text.

Vocabulary Study

Sarah, Plain and Tall

Chapter 1 & 2

You will complete the chart by completing the chart with the appropriate meaning of the vocabulary word.

Word / Meaning
hearthstones
wretched
prairie
advertisement
pesky
pitchfork

Sentence Stems/Idea Completions

  • Where might you find hearthstones in someone’s home?

______

______.

  • He made a wretched face when…

______

______.

  • If I lived on the prairie I would…

______

______.

  • I would like to place an advertisement for…

______

______.

  • Caleb was being pesky when he…

______

______.

  • What did Papa use a pitchfork to do?

______

______.

Double Entry Diary

Sarah, Plain and Tall

Chapters 1 and 2

You are invited to complete a Double-Entry Diary (DED) based upon Chapters 1 and 2 from Sarah, Plain and Tall by Patricia MacLachlan. Please record the quotation along with the page and paragraph numbers that each was found in on the left side of the table. On the right side of your table, write your responses, questions, connections or personal reactions that accompany the quotes you chose. Some types of information you may choose are: effect/cause, fact/compare and contrast, quote/connection or questions, vocabulary and author’s craft.

You must include 4 passages in your DED.

Here is a sample DED to get you started:

Quote: “Trains were much slower then. Rides were bumpy and sometimes black smoke and ashes flew in the window and got all over your face and clothing. But nobody minded that much, because trains were the fastest and easiest way to go.”
Page 14 / Today air planes are the fastest and easiest way to travel long distances, if you can afford it. How will transportation change in the future?

Double Entry Diary

Quote / Response

SarahPlain and Tall Chapter 1
Reader’s Theater Literature
Posted Wed Sep 24 11:18:08 PDT 2003 by Deidre Travis ().
Rock Hill Elementary , Ironton, USA
Materials Required: script
Activity Time: 15-20 minutes plus practice time

Characters:Anna - a girl of about 10
Caleb - Anna’s brother of about 5
Jacob - Anna and Caleb’s father
Sarah - a young woman from Maine
Narrators 1, 2 and 3

Narrator 1:The story takes place in the kitchen of a farmhouse in Kansas during the westward expansion. Anna is stirring stew and watching her younger brother, Caleb.

Caleb:Did Mama sing every day? Every single day?

Anna:(wearily) Every single day.

Caleb:And did Papa sing too?

Anna:Yes, Papa sang too. (with authority) Don’t get so close, Caleb. You’ll heat up.

Caleb: (softly and sadly) Well, Papa doesn’t sing anymore.

Caleb:What did I look like when I was born?

Anna:(giggling) You didn’t have any clothes on.

Caleb:I know that!

Anna:You looked like a round ball of dough.

Caleb:(disgusted) I had hair!

Anna:Not enough to talk about!

Caleb:(dramatically) And she named me Caleb.

Anna:(laughing) I would have named you troublesome!

Caleb:And Mama handed me to you in the yellow blanket and said?……(waiting)….And said…..?

Anna:(sighing) Isn’t he beautiful, Anna?

Caleb:AND I WAS!

Narrator 2:Caleb doesn’t know what Anna really thinks. Anna remembers that Mama died the morning after Caleb was born. She didn’t even say good night to Mama. She didn’t think Caleb was beautiful. She didn’t even love Caleb for three whole days after Mama died until she saw him smile for the first time. Anna misses Mama.

Caleb:Can you remember her songs? Mama’s songs?

Anna:(thoughtfully)No. Only that she sang about flowers and birds. Sometimes about the moon and nighttime.

Caleb:(softly) Maybe if you remember the songs, then I might remember her too.

Narrator 3:Anna has tears in her eyes.

Narrator 1:Papa comes in and hugs Anna.

Papa:Nice soapy smell, that stew.

Anna:(Laughing) That’s my hair!

Papa:Cold in town. And Jack was feisty……..(smiling) Rascal!

Caleb:(harshly) You don’t sing anymore. (gently) Why?

Papa:(quietly) I’ve forgotten the old songs. But maybe there’s a way to remember them.

Caleb: (eagerly) How?

Papa: I’ve place an advertisement in the newspaper. For Help.

Anna:(surprised)You mean a housekeeper?

Caleb and Anna: burst out laughing

Papa:No…not a housekeeper. A wife.

Caleb: A wife? You mean a mother?

Papa:That too…..like Maggie.

Narrator 2:Maggie had come to be a wife their neighbor, Matthew, and to be a mother for his children.

Papa:And I have received an answer.

Sarah:(in the background) Dear Mr. Jacob Witting, I am Sarah Wheaton from Maine as you will see from my letter. I am answering your advertisement. I have never been married, though I have been asked. I have lived with an older brother William, who is about to be married. His wife-to-be is young and energetic. I have always loved to live by the sea, but at this time I feel a move is necessary. And the truth is, the sea is as far east as I can go. My choice, as you can see, is limited. This should not be taken as an insult. I am strong and I work hard and I am willing to travel. But I am not mild-mannered. If you should care to write, I would be interested in your children and about where you live. And you.
Very truly yours, Sarah Elisabeth Wheaton.

P.S. Do you have opinions on cats? I have one.

Narrator 3:Caleb and Anna smile.

Anna: One thing, Papa.

Papa:what’s that?

Anna:Ask her if she sings.

Vocabulary Study

Sarah, Plain and Tall

Chapter 3 & 4

You will complete the chart by completing the chart with the appropriate meaning of the vocabulary word.

Word / Meaning
Bloomed
(p.18)
Hitched
(p.18)
Windbreak
(p.21)
Flax
(p. 24)
Paddock
(p. 26)
Rustle
(p. 31)

Word Networks

  • What people things, situations, or words come to mind when you think about the word bloomed?

______

______.

  • What people things, situations, or words come to mind when you think about the word hitched?

______

______.

  • What people things, situations, or words come to mind when you think about the word windbreak?

______

______.

  • What people things, situations, or words come to mind when you think about the word flax?

______

______.

  • What people things, situations, or words come to mind when you think about the word paddock?

______

______.

  • What people things, situations, or words come to mind when you think about the word rustle?

______

______.

Double Entry Diary

Section 2-Chapters 3-4

Sarah Plain and Tall

You are invited to complete a Double-Entry Diary (DED) based upon section 2 (chapters 3 and 4) of Patricia MacLachlan’s Sarah Plain and Tall. Please record the quotation along with the page and paragraph numbers that each was found in on the left side of the table. On the right side of your table, write your responses, questions, connections or personal reactions that accompany the quotes you chose. Some types of information you may choose are: effect/cause, fact/compare and contrast, quote/connection or questions, vocabulary and author’s craft.