PURPOSE:

The purpose of this lesson is to directly involve the students of a late 1800’s pioneer family. Through reading, activities and research they will recreate life in the times of covered wagons. Students will understand life on the trail and the hardships they encountered as the crossed the United States territory.

CONNECTIONS TO THE NATIONAL GEOGRAPHY STANDARDS:

No.1: Knows and understands how to use maps, globes and other graphical tools to acquire, process and report information.    This standard is related to the students’ use of their mapping skills when they trace the Ingalls’ journey from Wisconsin to Kansas.

No.2: Uses mental maps to give perspective to the world.  This will be applied as we read the story, the student will have the mental map of the Ingalls’ journey to follow.

No.4: Knows and understands the physical and human characteristics of place.  As we read the novel, the students will understand the characteristics of places such as Missouri and Kansas in the late 1800’s.

No.9: Knows and understands the characteristics, distribution and migrations of human populations.  The students will relate to this standard as they see the Ingalls’ migrate from a populated territory to the unsettled Indian Territory of Kansas.

No.17: Knows and understand how to apply geography to interpret the past.  The students will understand this throughout the reading of this novel, as we travel back into the past, and relate it to the present.

APPLICABLE TEXAS ESSENTIAL KNOWLEDGE AND SKILLS:

The student is expected to:

Reading:

4.3A: listen to proficient, fluent models of oral reading, including selections from classical and contemporary works
4.4A: connect his/her own experiences, information, insights and ideas with those of others through speaking and listening
4.5D: use effective rate, volume, pitch and tone for the audience and setting
4.7C: demonstrates characteristics of fluent and effective reading
4.10A: describe mental images that the text descriptions evoke
4.21A: frame questions to direct research

Social Studies:
4.6B: translate geographic data into a variety of formats such as raw data to graphs and maps

Technology:
2B: use proper keyboarding techniques such as correct hand and body positions and smooth and rhythmic keystroke patterns
 

OBJECTIVES LIST:

Students will demonstrate their ability:

To read aloud among peers.
To write compositions using correct spelling, grammar and punctuation.
To locate states on a map.
To find information on the Internet and complete a worksheet for a web site.
To silently read and understand a passage.
To use creativity to produce an artwork.
To share a past experience.
To measure using feet.

OVERVIEW OF PRESENTATION:

This lesson has been developed using the book Little House On the Prairie by Laura Ingalls Wilder. It focuses on the family’s journey from Wisconsin to Kansas and there life there among the Indians. The students will complete many hands on activities that will stimulate their mind and creative imaginations. There are thought provoking questions that not only the teacher will ask but also the students. The students will seem to be actually with the Ingalls’ as they travel and make the their little house on the prairie.

PROCEDURES:

Each reading and activity may last two days instead of one. Adapt it to your schedule and classroom personalities!

1. Sponge Activity:

Each day in their journals the students will write using a given writing prompt by the teacher. Some days this can be taken up to be checked, some days it will be shared in class and some days it will be for the student only. Each day the student will write as much as he/she can about the writing prompt while the teacher is getting ready to begin the lesson. Today the students will use the prompt "What I know about Laura Ingalls Wilder and her book Little House On the Prairie."

2. Opening:

To focus students I will have class participation as the students read aloud what they wrote in their journals for the writing prompt. I will tell them that we will begin reading Little House on the Prairie, one of the many books that Laura has written.

3. Guided Practice:

To involve the students and get them excited about the book, I will give them information about the author. We will read the letter that Laura wrote to the children and look at real pictures of Laura and her family. I will also read the summary.

4. Independent Practice:

The students will write down two thought provoking questions for Lauracannot provoke yes or no answers). It needs to be something that she would have to think about before she could answer. These should be collected and kept by the teacher to be used at the end of the book.

1. Sponge Activity:

Today’s writing prompt is: What it was like to live in the late 1800’s

2. Opening:

To focus the students we will share our journals. Next I will tell them we will begin reading the novel today.

3. Guided Practice:

Read Chapter 1:

This can be done in reading groups, silently or one student at a time reading aloud. The teacher can also read aloud as the students follow along in their books. Next, we would measure how large a wagon was using tape on the floor. It should measure 4 by 10. See how many children will fit inside the dimensions of the wagon.

4. Independent practice:

Using shoeboxes, hangers and other scrap materials, recreate a model of the Ingalls’ wagon.

1. Sponge Activity:

Today’s writing prompt is: Things I would pack in my wagon if I were to move with the Ingalls’

2. Opening:

To focus the students we will share our journals. Next I will tell them we will continue reading the novel.

3. Guided Practice:

Read Chapter 2:

This can be done in reading groups, silently or one student at a time reading aloud. The teacher can also read aloud as the students follow along.

4.Independent practice:

In their journals, the students will write about a time that they felt sad. It should include a picture and a border around their writing.

1. Sponge Activity:

Today’s writing prompt is: What things would the Ingalls’ need to make camp for the day

2. Opening:

To focus the students we will share our journals. Next I will tell them we will continue reading the novel.

3. Guided Practice:

Read Chapter 3 and 4:

This can be done in reading groups, silently or one student at a time reading aloud. The teacher can also read aloud as the students follow along. At the end of page 33 stop, and have students draw the kind of eyes that they see in their imaginations. Also, tell what kind of animal those eyes belong to.

4. Independent Practice:

The students will use an atlas to trace the journey of the Ingalls on their own blank map of the United States. This will include the states and rivers that they will cross.

1. Sponge Activity:

Today’s writing prompt is: How I would build a house on the prairie if I lived in the late 1800’s

2. Opening:

To focus the students we will share our journals. Next I will tell them we will continue reading the novel.

3. Guided Practice:

Read Chapter 5 and 6:

This can be done in reading groups, silently or one student at a time reading aloud. The teacher can also read aloud as the students follow along in their books.

 Independent Practice:

In groups of two or more, the students would build their own log cabin using crafters sticks. (Popsicle sticks)
They should make a cloth door and roof.

Today’s writing prompt is: What I know about wolves

2. Opening:

To focus the students we will share our journals. Next I will tell them we will continue reading the novel.

3. Guided Practice:

Read Chapter 7 and 8:

This can be done in reading groups, silently or one student at a time reading aloud. The teacher can also read aloud as the students follow along.

Independent Practice: Have students create a wood door for their log cabin and write of the benefits of it.
 

Day 7:

1. Sponge Activity:

Today’s writing prompt is: What I have learned about life on the prairie

2. Opening:

To focus the students we will share our journals. Next I will tell them we will continue reading the novel.

3. Guided Practice:

Read Chapter 9 and 10:

This can be done in reading groups, silently or one student at a time reading aloud. The teacher can also read aloud as the students follow along

Independent Practice:

The students will go outside and collect medium sized pebbles to build their chimney against the side of their log cabin. They will also build a wood roof.

1. Sponge Activity:

Today’s writing prompt is: What I know about Indians

2. Opening:

To focus the students we will share our journals. Next I will tell them we continue reading the novel.

3. Guided Practice:

Read Chapter 11 and 12:

This can be done in reading groups, silently or one student at a time reading aloud. The teacher can also read aloud as the students follow along.

Independent Practice: In their journals, have the students’ write about a time that they were scared and what the outcome was.

1. Sponge Activity:

Today’s writing prompt is: What I have learned about Laura Ingalls Wilder and her family.

2. Opening:

To focus the students we will share our journals. Next I will tell them we will continue reading the novel.

3. Guided Practice:

Read Chapter 13 and 14:

This can be done in reading groups, silently or one student at a time reading aloud. The teacher can also read aloud as the students follow along.

Independent Practice: Using the Internet web site http://www.vvv.com/~jenslegg, answer the questions on the Internet Worksheet about Laura Ingalls Wilder and her family.

1. Sponge Activity:

Today’s writing prompt is: What I know about the danger of fire

2. Opening:

To focus the students we will share our journals. Next I will tell them we will continue reading the novel.

3. Guided Practice:

Read Chapter 15 and 16:

This can be done in reading groups, silently or one student at a time reading aloud. The teacher can also read aloud as the students follow along.

Independent Practice: In their journals, have students write about a time that they were sick.

1. Sponge Activity:

Today’s writing prompt is: How I feel when my parents leave for a day a longer

2. Opening:

To focus the students we will share our journals. Next I will tell them we will continue reading the novel.

3. Guided Practice:

Read Chapter 17 and 18:

This can be done in reading groups, silently or one student at a time reading aloud. The teacher can also read aloud as the students follow along.

Independent Practice: Tell the children that stores were many miles away, so the Ingalls made most all of their food. Tell the students that today you will make butter.
Divide the class into partners and give them a baby food jar ½ filled with whipping crème. The students should shake vigorously until the milk and crème separate. Dip the clump of butter out. Spread the butter on crackers or cornbread to eat.

1. Sponge Activity:

Today’s writing prompt is: A favorite Christmas memory

2. Opening:

To focus the students we will share our journals. Next I will tell them we will continue reading the novel.

3. Guided Practice:

Read Chapter 19 and 20:

This can be done in reading groups, silently or one student at a time reading aloud. The teacher can also read aloud as the students follow along.

Independent Practice: Using a hammer and nail, make holes in a tin lid. Punch a hole at the top, add string, and use as a Christmas decoration.

1. Sponge Activity:

Today’s writing prompt is: The dangers of living on the prairie

2. Opening:

To focus the students we will share our journals. Next I will tell them we will begin reading

4. Guided Practice:

Read Chapter 21 and 22:

This can be done in reading groups, silently or one student at a time reading aloud. The teacher can also read aloud as the students follow along.

4. Independent Practice:

In groups of four, create a skit about your favorite part of the novel. Present it for the class.

1. Sponge Activity:

Today’s writing prompt is: List the names of as many Indian tribes as you know

2. Opening:

To focus the students we will share our journals. Next I will tell them we will continue reading the novel.

3. Guided Practice:

Read Chapter 23 and 24:

This can be done in reading groups, silently or one student at a time reading aloud. The teacher can also read aloud as the students follow along.

4. Independent Practice:

Research one tribe of Indian per student. Share information with the class. Use three or more research tools including the Internet.

1. Sponge Activity:

Today’s writing prompt is: How I think the novel will end

2. Opening:

To focus the students we will share our journals. Next I will tell them we will finish the novel today.

3. Guided Practice:

Read Chapter 25 and 26:

This can be done in reading groups, silently or one student at a time reading aloud. The teacher can also read aloud as the students follow along.

4. Independent Practice: The students will see if the questions that they asked Laura were answered. They will write the answers in complete sentences. During the following days, the students should watch the movie Little House on the Prairie.
 

MATERIALS:

Little House on the Prairie (class set)

Computers

LCD Screen

Paper and pencils

Crafters sticks

Glue

Shoeboxes

Writing Journals

Atlas - Map of U.S.

Letter from Laura

Baby food jars

Whipping crème

Tape

Log cabin handout

Tin Lids

Hammer

Nails

Yarn
 

APPENDIX:

U.S. map – the student will use this map to track the Ingall’s journey south

Internet worksheet – the students will use this as they research Little House information on the web
 
 

EXTENSIONS:

Science– making butter

History– westward movement(wagons)
 
 
 

BIBLIOGRAPHY:

http://www.vvv.com/~jenslegg - last date checked 4-17-99
 

http://www.vvv.com/~jenslegg/school.htm - last date checked 4-17-99

Hackett, Christine. Little House In the Classroom. Good Apple, Inc. Ilinois, 1989

The Internet Project Handbook, Macmillan/McGraw – Hill, 1997, page 25

Macon, James, Novel-Ties: Little House on the Prairie, 1989, Learning Links.

Rozakis, Laura. Laura Ingalls Wilder: Activities based on research from the Laura Ingalls Wilder Museums. 1993, Scholastic Professional Books, New York.

Stubblefield, Judy. Jim Ned Elementary

Walker, Barbara. The Little House Cookbook. 1979, Harper Collins Publishers, New York. pages 166-169.
 

Use the Internet site http://www.vvv.com/~jenslegg to answer the following questions.
 

1. How old is Laura in these pictures? __________________
 

2. Name four of the Little house sites that you can visit (places).

            1. _________________________________________
 
 

            2. _________________________________________
 
 

            3. _________________________________________
 
 

            4. _________________________________________
 
 

3. What is the name of the new Little House movie that will

soon be released?    __________________________________
 

4. When was Laura born? _________________________________
 

5. What date were Laura and Almanzo married? ______________
 

6. What was "Pa’s" full name? __________ _________ ________
 

7. Where was "Ma" born? (Caroline Lake Quiner)

_________________________________________________
 

Created 4-27-99

Return to Lesson Plans and Research Papers, 1999