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|Lesson Plan ID:
Living in the Wild
In this lesson, students will compare and contrast how the Prehistoric Americans lived off the land at Russell Cave and how Sam Gribley from "My Side of the Mountain" lived off the land.
This lesson plan is made possible through the ALEX and the U.S. National Park Service Partnership.
|SS(4) Alabama Studies||2. Describe cultures, governments, and economies of prehistoric and historic Native Americans in Alabama. |
|ELA(4) ||3. Use a wide range of strategies, including distinguishing fiction from nonfiction and making inferences, to comprehend fourth-grade recreational reading materials in a variety of genres. |
|ELA(4) ||4. Identify literary elements and devices, including characters, important details, and similes, in recreational reading materials and details in informational reading materials. |
|ELA(4) ||5. Use a wide range of strategies and skills, including using sentence structure, locating information, and distinguishing fact from fiction, to comprehend fourth-grade informational and functional reading materials. |
|ELA(4) ||7. Compare story elements and the experiences and feelings of literary characters to students' lives. |
|ELA(4) ||9. Respond in writing to open-ended questions. |
|ELA(5) ||2. Use a range of strategies, including drawing conclusions such as opinions about characters based on their actions and summarizing passages, to comprehend fifth-grade recreational reading materials in a variety of genres. |
|ELA(5) ||4. Use a wide range of strategies and skills, including using text features to gain meaning, summarizing passages, and drawing conclusions, to comprehend fifth-grade informational and functional reading materials. |
|ELA(6) ||1. Apply strategies, including making complex predictions, interpreting characters' behaviors, and comparing and contrasting, to comprehend sixth-grade recreational reading materials. |
|ELA(6) ||17. Use listening skills for remembering significant details, directions, and sequences. |
|ELA2010(4) ||2. Determine a theme of a story, drama, or poem from details in the text; summarize the text. [RL.4.2] |
|ELA2010(4) ||3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions). [RL.4.3] |
|ELA2010(4) ||7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. [RL.4.7] |
|ELA2010(4) ||24. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.4.3] |
|ELA2010(4) ||25. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 22-24 above.) [W.4.4] |
|ELA2010(4) ||30. Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.4.9] |
|ELA2010(4) ||34. Identify the reasons and evidence a speaker provides to support particular points. [SL.4.3] |
|ELA2010(4) ||39. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.4.2] |
|ELA2010(4) ||40. Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.4.3] |
|ELA2010(5) ||3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). [RL.5.3] |
|ELA2010(5) ||8. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. [RL.5.9] |
|ELA2010(5) ||12. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. [RI.5.3] |
|ELA2010(5) ||14. Compare and contrast the overall structure (e.g., chronology, comparison, cause and effect, problem and solution) of events, ideas, concepts, or information in two or more texts. [RI.5.5] |
|ELA2010(5) ||19. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the Grades 4-5 text complexity band independently and proficiently. [RI.5.10] |
|ELA2010(6) ||9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. [RL.6.9] |
|ELA2010(6) ||10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the Grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.6.10] |
I. Culture, II. Time, Continuity, and change, III. People, Places, and Environment, VII. Production, Distribution, and Consumption, and VIII. Science, Technology, and Society
|Primary Learning Objective(s):
• Learn about the Paleo Indians' nomadic lifestyle.
• Learn about how the Archaic Indians used tools and weapons to survive at Russell Cave National Monument.
• Learn about how the Woodland Indians traded among each other.
• Learn about how the Mississippian Indians practiced agriculture.
• Learn to distinguish fiction from nonfiction.
• Answer open-ended questions.
• Compare story to their lives
• Learn to tell the difference between fiction and nonfiction stories.
• Learn about story characters.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| Greater than 120 Minutes|
|Materials and Equipment:
Notebook for reading journal, Pencils, and copies of "My Side of the Mountain" by Jean Craighead George.
|Technology Resources Needed:
Internet accessible computers
1) Assign students to read "My Side of the Mountain" by Jean Craighead George. Have students keep a reading journal and write down their feelings and thoughts on how Sam Gribley survives in the Catskills. Each day, assign students thought-provoking questions about the book and have them to answer them in their journals.
2) After reading "My Side of the Mountain," divide the class into five groups of five and have them to visit Jean Craighead George's official website:
Jean Craighead George
Have the groups to click on the writing tab and read Jean Craighead George's instructions on how to write a story. Have each student to write a 200 word story in their journal about their group surviving in the woods for a week.
3) After the writing assignment, asked the class if they could depend on each other to survive in the woods. Explain to them that the Prehistoric Americans helped each other survive in the wild using the same techniques that Sam Gribley used in "My Side of the Mountain."
4) Invite a ranger to visit the classroom to give a presentation on the four prehistoric time periods that are represented at Russell Cave National Monument: Paleo Period, Archaic Period, Woodland Period, and Mississippian Period. (Contact Russell Cave National Monument Ranger) During the ranger's program, have the students to take notes in their journals about the Prehistoric Americans who survived in the wilderness at Russell Cave National Monument. Have the students list the similarities that the Prehistoric Americans have with Sam Gribley.At the end of the program, make sure to ask the ranger questions about how the Prehistoric Americans survived in their wild environment. (See Ranger's Questionnaire Attachment)
5) After the ranger's program, have the students to complete the activity packet about the Prehistoric Americans and "My Side of the Mountain." See activity packet attachment.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
Students will use their activity packet to write a GIST. To write a GIST (the gist of the matter), students will summarize what they have learned in exactly twenty words.
If students finish with their activity packet, have them to peer tutor those who are having a difficult time in completing the activity packet.
Have them to be peer tutor and allow them extra time to complete the assignment
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: