A Weeks Unit Plan: Sarah, Plain and Tall - Assignment Example

A Week’s Unit Plan: Sarah, Plain and Tall A Week’s Unit Plan: Sarah, Plain and Tall Unit Summary This unit centers on the reading of a novel (children’s book) entitled “Sarah, Plain and Tall.”Sarah, Plain and Tall is a fictional children’s book authored by Patricia MacLachlan; the 1986 winner of Newbery Medal, Scott O’Dell Award for Children’s Historical Fiction, and the Golden Kite Award. This book explores the themes of abandonment, loneliness, family love, and coping up with life changes. According to Joanna (2011), the novel is set in the rural areas of western United States, during the periods of late 19th century. The specific area of setting is on the prairie lands of the U.S. These are parts of the United States that currently include Kansas, Oklahoma, Illinois, Nebraska, North Dakota, and South Dakota. Most of the lands here are fairly flat, with sprawling grass fields, which are perfect for corn and wheat farming. Jacob Witting- a widowed farmer is still saddened by the demise of his wife; a mother of two children- Anna and Caleb, who died during childbirth several years ago. Morison (2009) reveals that Jacob finds the task of taking care of his two children and the farm too difficult to handle alone, and he hopes that the sorrow and loneliness that befell his family will soon go away if he gets married once again. As a result, Jacob writes an ad for a helper, a mother and a wife on the newspaper. Sarah- a young woman from Maine responds to his ad and begins writing letters to Jacob and his two kids- Anna and Caleb. They finally fall in love with Sarah via her letters, though as a young and concerned teen, Caleb remains inquisitive about her coming and stay. Sarah arranges her travel to prairie and when she comes for a visit, the lonely family prays that she will stay with them (Joanna, 2011). Even though Sarah misses the ocean and Maine, upon her trial visit, she gets well along with the family, the family likes her, and she falls in love with Jacob and later marries him. Finally, the four happily live together to form a happy family. This unit will be divided into five sections for five lessons in which students will be undertaking a book study using the aforementioned novel. At the end of all the five lessons, the students will develop a deep understanding concerning the difficulties and hard times that a family may go through. They will be able to learn and understand that there will always be some things to miss in life, no matter where an individual resides (Morison, 2009). Students will also be able to understand that a sense of belonging usually happens or occurs when an individual accepts where he/she stays, and that every human carries artifacts and symbols that represent the places and people who matter the most to them. Students will be engaged through the use of the “Six Reading Comprehension Strategies:” Decoding/Phonics, Inference/Prediction, Clarification /Monitoring, Questioning, Summarization, and Evaluation. Additionally, other learning skills such as predicting outcomes, analytical thinking, and connecting the text to self or real life situations through writing will also be stressed on in this unit (Morison, 2009). The students will learn and understand the infinite relationship between residential location and lifestyle, the insightful connection between memories and symbols, as well as how comparisons may serve as natural way of connecting diverse moments in life time. The nine chapters of Sarah, Plain and Tall will be studied in five lessons, with the first four lessons covering two chapters per day. The final day (fifth lesson) will thereby remain to cover only one final chapter, followed by a closing recap of the entire book chapters (Joanna, 2011). This will also create time for more questions, ideas, explanations, evaluation, analysis and assessment of the themes presented by the author to the readers (Morison, 2009). Lesson 1: Chapter 1 & 2 Tittle: Sara, Plain and Tall Author: Patricia MacLachlan Subject: Reading/Language Arts Grade Level: 3rd Grade Duration: 60 minutes 1) Unit Description Students will be introduced to the general unit basics, importance, and requirements for studying the novel. The unit covers the reading and comprehension of the book “Sarah, Plain and Tall.” It intends to make students learn and understand the family basics, alongside different troubles that may befall a family and how to cope with them. The students will learn that there are some things that are bound to be missed in life regardless of time and location within which an individual stays (Morison, 2009). 2) Lesson Description for Day 1 This lesson will cover the first two chapters of the book “Sarah, Plain and Tall.” Students will be introduced to the tittle of the book, asked self-explanatory questions about the symbols on the book cover, and generally what they think about the book tittle (Morison, 2009). Afterwards, they will be introduced to the first chapter, followed by the second chapter of the book, during which the reading will involve turn-taking by students. This lesson will involve a number of questions that help student develop a deeper understanding of the novel. 3) Standards Students will be allowed to read and demonstrate comprehension of fictional texts. They will be given time to make and confirm predictions in the subsequent reading. Learners will ask and respond to pertinent questions, and contribute through large or small group discussions. Students will describe the characters and the setting of the novel Describe important events in the fiction story and poetry 4) Goals Unit Goals: This unit aims at enhancing students’ knowledge and skills in reading, comprehension, and speaking alongside other language arts. Learners will also grow their artistic skills via drawings and interpretation of symbols. Lesson Goals: This first lesson aims at making the students understand the basics of the book, what it entails, and what family means under different circumstances. 5) Methods Anticipatory Set: Here, students will be asked different rhetorical questions that keeps opening their minds and develops an urge, anxiety, and anticipation of what happens next in the subsequent readings. Introduce and Model New Knowledge: Students will be introduced to the basics and different forms of a family, hence developing new knowledge on what a family may undergo under some circumstances in life. Guided Practice: The educator will guidelearners through reading and understanding of the chapters. They will be shown or taken through the comprehension as they read in turns. Independent Practice: Students will then be left to discuss what they learnt from the readings in small groups. This will enable students share their ideas and gain a deeper understanding of the text. 6) Wrap-Up After the entire readings and small group discussions, the teacher will then wrap-up or summarize to the students what they have learnt during the entire lesson. This will be important in reminding the students of the major points or themes of the day’s lesson. 7) Assessment Formative Assessment: This will involve the general questions that the teacher pose to students on the process of reading. Most of these questions will help the students to better understand the comprehension. Summative Assessment: This will include any question from the beginning of chapter one to the end of the lesson (Chapter 1 and 2). They are questions that helps the teacher assess whether the students understood what they read or not. Such questions for chapter 1 and 2 include: Such questions will include: i) Why does Caleb ask Anna about their mum so often? ii) Why do you think it is quite important to Anna for her father to ask if Sarah sings? iii) What does Sarah tell Anna and Caleb about Maine through her letters, and why does she include such detail? iv) When Anna sets the tables, she sets four places but puts one away. To whom do you think the fourth place belongs, and why does she set it away? (Morison, 2009) Lesson 2: Chapter 3 & 4 Duration: 60 minutes 1) Unit Description The unit covers the reading and comprehension of the book “Sarah, Plain and Tall.” It intends to make students learn and understand the family basics, alongside different troubles that may befall a family and how the family may cope with them (Morison, 2009). The unit will make the students learn the themes of loneliness, abandonment, and love in a family. 2) Lesson Description for Day 2 This lesson will cover the subsequent two chapters of the book “Sarah, Plain and Tall” i.e. Chapter 3 and 4. Students will be taken through the third and fourth chapters.They will read through chapter 3 and 4 of the book, during which the reading will involve turn-taking by students. The lesson will also provide time for questions and that help students develop a deeper understanding of the chapters. 3) Standards Students must have or develop good standards and skill in listening, speaking, oral grammar and how to address different audiences. Make and confirm predictions in the subsequent reading. Students will relate their previous experiences to the main ideas in lesson 2. 4) Goals Unit Goals: This unit aims at enhancing students’ knowledge and skills in reading, comprehension, and speaking alongside other language arts. Learners will have the capacity to build up their artistic skills through drawings and interpretation of symbols. Lesson Goals:Learners to be able to make and confirm predictions when reading. The third and fourth chapters will help students acquire literary understanding of the themes of loneliness, and acceptance to changes in life. 5) Methods Anticipatory Set: Students will be asked to predict what will happen in the subsequent chapters five and six. Introduce and Model New Knowledge: Family basics and different forms of a family. Developing new knowledge on the possibilities of loneliness and family love. Guided Practice: The teacher will read the text loudly, and tell the students to read after him/her, but intentionally make a mistake while reading and see if the students follow the same mistake or realize the mistake. Independent Practice: Students will then be left to discuss what they learnt from the readings in small groups. This will enable students share their ideas and gain a deeper understanding of the text. 6) Wrap-Up After the readings and small group discussions, the teacher will then summarize to the students what they have learnt during the entire lesson, thereby reminding the students of the major points or themes of the second day’s lesson. 7) Assessment Formative Assessment: Each student given a card of different color, tell them to exchange the cards continuously with the next neighbor, may be three times, then ask them the color of the original cards they were first given by the teacher. Summative Assessment: This will include any question regarding the events of chapter 3 and 4. They are questions that helps the teacher assess whether the students understood what they read or not. Such questions for chapter 3 and 4 include: i) Why does Jacob get dressed up for Sarah’s arrival? ii) Why does Sarah bring Anna and Caleb gifts from the sea? iii) When Sarah listens to the conch shell, Anna realizes the Sarah looks melancholic. Have you even at oncefelt sad on missing a place or a person? iv) Who are Anna and Caleb’s neighbors? Lesson 3: Chapter 5 & 6 Duration: 60 minutes 1) Unit Description The unit covers the reading and comprehension of the book “Sarah, Plain and Tall.” It intends to make students learn and understand the family basics, alongside different troubles that may befall a family and how the family may cope with them. 2) Lesson Description for Day 3 This lesson covers Chapter 5 and 6. Students will read the two chapters, during which the reading will be conducted in turn-taking by the learnersand the educator. The lesson will also provide time for questions and that help students develop a deeper understanding of the chapters. 3) Standards Good listening skills, Ask and answer questions concerning the third lesson’s reading, Locate the information required to answer the questions, Speaking, oral grammar skills (Janice, 2006) Literary response and how to address different audiences. 4) Goals Unit Goals: This unit aims at enhancing students’ knowledge and skills in reading, comprehension, and speaking alongside other language arts. Students will expand their artistic skills through drawings and interpretation of symbols (Thompson, 2007). Lesson Goals: The 5th and 6th chapters will help students acquire literary understanding of the themes of acceptance to changes, marriage and family love. Students will also learn the events of seasonal changes. 5) Methods Anticipatory Set: : Students asked to read and confirm what they predicted to happen in chapter 5 and 6 during lesson 2, and once again predict what happens in chapters 7 and 8. Introduce and Model New Knowledge: Different forms of families and neighborliness. Developing new knowledge on the possibilities of new marriage and family love. Guided Practice: The teacher will guide learners through reading and understanding of the chapters. They will be shown or taken through the comprehension as they read in turns. Independent Practice: Students will then be left to discuss what they learnt from the readings in small groups. This will enable students share their ideas and gain a deeper understanding of the text. 6) Wrap-Up After the readings and small group discussions, the teacher will then summarize to the students what they have learnt during the entire lesson 3 and previous lessons, thereby reminding the students of the major points or themes of the third day’s lesson. 7) Assessment Formative Assessment: Give the students random numbers, involve them in any other activity i.e. continue reading, and later ask them to recall their numbers. This is in order to assess their power to recall what they are taught or what they read. Summative Assessment: When the family’s lamb dies, Sarah cries and never lets children near it, what does this show about her personality? Why does Jacob make hay dune for Sarah? How do you think Jacob feels about Sarah? How does the author describe winter and summer on the prairie, and the ocean in Maine? Lesson 4: Chapter 7 & 8 Duration: 60 minutes 1) Unit Description The unit covers the reading and comprehension of the book “Sarah, Plain and Tall.” It intends to make students learn and understand the family basics, alongside different troubles that may befall a family and how the family may cope with them (Morison, 2009). 2) Lesson Description for Day 4 The lesson covers Chapter 7 and 8. Students will read through the two chapters in turn-takings. The lesson will also provide time for questions and that help students develop a deeper understanding of the chapters. 3) Standards Problem identification and solutions, Identification of major ideas, Literary response and how to address different audiences. Speaking, oral grammar skills 4) Goals Unit Goals: Enhancing students’ knowledge and skills in reading, comprehension, and speaking alongside other language arts, and develop students’ artistic skills through drawings and interpretation of symbols. Lesson Goals: The 7th and 8th chapters will help students acquire literary understanding of the theme of family love, neighborliness, as well as the events of environmental and seasonal changes. 5) Methods Anticipatory Set: Develop urge, anxiety, and anticipation of what happens next in the subsequent reading of the final chapter (chapter 9). Introduce and Model New Knowledge: Different forms of families and neighborliness. Developing new knowledge on the family love, ownership and the love for other people or neighbors. Guided Practice: The teacher will helplearners through reading and understanding of the chapters. They will be shown or taken through the comprehension as they read in turns. Independent Practice: Students will then be left to discuss what they learnt from the readings in small groups, hence the sharing of new ideas and gain of deeper understanding of the text. 6) Wrap-Up After the readings and small group discussions, the teacher will then summarize what the students have learnt from lesson 4 and previous lessons, thereby reminding the students of the major points and themes of the fourth day’s lesson (Janice, 2006). 7) Assessment Formative Assessment: Show the students a number of symbols and colors, then ask them to close their eyes, recall and recite the colors or shapes of the symbols. Summative Assessment: Why is Maggie too nice to Sarah, offering to teach her how to drive wagon and bringing her gifts? How does Anna know that the chickens will not be for eating? When Caleb tells Sarah that women do not wear overalls, how does she respond? Lesson 5: Chapter 9 & recap Duration: 60 minutes 1) Unit Description The unit covers the reading and comprehension of the book “Sarah, Plain and Tall.” It intends to make students learn and understand the family basics, alongside different troubles that may befall a family and how the family may cope with them. 2) Lesson Description for Day 5 The lesson covers Chapter 9 and the final summary of the novel. Students will read through chapter 9 in turn-takings. The lesson will also provide time for questions and group discussions that help students develop an adept understanding of the final chapter. 3) Standards recapitulate stories as well as events with beginning, middle and end in the right sequence, Literary response and how to address different audiences, Speaking, oral grammar skills (Janice, 2006). Draw conclusions based on the text read, Be able to read and reread similar of familiar stories, passages, and poems fluently, accurately, and with meaningful expression. 4) Goals Unit Goals: Be able to summarize stories and events in any text read. Enhancing students’ knowledge and skills in reading, comprehension, and speaking alongside other language arts, and develop students’ artistic skills through drawings and interpretation of symbols. Lesson Goals: The 9thchapter will help students acquire literary understanding of the themes of family love, neighborliness, responsibility and belonging. 5) Methods Anticipatory Set:Students to read and confirm their predictions in the previous lesson. Also anticipate what could have happened supposing the author continued writing the novel. Model New Knowledge: Different forms of family responsibilities, love and the aspect of togetherness. Guided Practice: The instructor will guide students through reading and understanding of the final chapter (Janice, 2006). Independent Practice: Students will then be left to discuss what they learnt from the readings in small groups, hence the sharing of new ideas and gain of deeper understanding of the text. 6) Wrap-Up After the readings and small group discussions, the teacher will then summarize what the students have learnt from lesson 5 and previous lessons, thereby reminding the students of the major points and themes of the fifth day’s lesson. 7) Assessment Formative AssessmentAssess the students’ ability to read and draw conclusion from the reading, as well as their ability to summarize other stories, texts, passages, or poems. The teacher then poses general questions to the students on the process of reading and shortly engaging the students answering a few more questions (Thompson, 2007). Summative Assessment: Why are the children quite worried about Sarah riding the Wagon to town alone? Why does Caleb feel a sense of relief when Sarah returns? What does he tell Sarah upon her arrival? What do we learn about Caleb’s personality? What does Sarah bring back with her on her return from town, and why does she bring them? References Janice, P. (2006).Powerful lesson planning: Every teacher’sguide to effective instruction. Thousand Oaks, CA: Corwin Press. Joanna, C. (2011). A teacher’s guide to Patricia MacLachlan’’s story for children: Sarah, Plain and Tall. Retrieved on 16th March, 2015 from https://www.teachervision.com/tv/printables/harpercollins/sarah-plain-tall-saga_tg.pdf Morison, K. (2009). Sarah, Plain and Tall book study: Understanding by design. Book Study and Review, 1, 4-16. Thompson, J. G. (2007). Thirdyear teachers survival guide: Ready-to-use strategies, tools & activities for meeting the challenges of each school day. San Francisco: Jossey-Bass. Read More