Westward to Oregon - Rigby

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WARMING UP Refer to Day 1. WARMING UP Refer to Day 1. Day 6 WHOLE-GROUP INSTRUCTION Type of genre: historical fiction What Life Is Like Then Now Travel covered wagon, cars, trains, airplanes, horseback, no roads, highways, can travel took 6 months to travel same distance in a day from Missouri to Oregon on an airplane or a week in a car Food no stores, had to bring hundreds of stores and food for journey or restaurants, can stop hunt for food, had to anywhere to buy food travel close to rivers for and water water Communication no phones, no mail people often travel with cell phones and can call for help Emergency care no doctors or hospitals, doctors and emergency people had to treat services available in themselves when sick nearly every town or injured 3. After you have completed the comparison chart,encourage children to share their opinions about whether they would have liked to live back then. Have them support their opinions with details from the story and the discussion. WHOLE-GROUP INSTRUCTION Figurative language Day 7 1. Reread the second paragraph on page 3 of the Big Book Westward to Oregon and discuss how the author uses figurative language. Authors often use words that help us paint a picture in our mind. Sometimes authors also make interesting comparisons to help us visualize something. Close your eyes and I’ll read the sentence about the wagon train again. Tell me how it looks and sounds in your mind. What noises does the author compare to music? 2. On chart paper write the sentence, The wagon was noisy. Ask children how this sentence is different from the author’s. What words or phrases could we use to help readers create a picture in their mind? Record several versions of the sentence and compare them. Save the chart for use on Days 9 and 10. continued SMALL-GROUP/ INDEPENDENT WORK Refer to Day 1. SMALL-GROUP/ INDEPENDENT WORK Refer to Day 1. SHARING TIME Refer to Day 1. SHARING TIME Refer to Day 1. Coaching Point Encourage children to think of all their senses as they participate in these language and writing activities. Use additional trade books to provide children with other examples of figurative language and sensory details. Related Trade Book Titles The following trade books provide examples of figurative language. Nine for California, Sonia Levitin, Orchard Books, 1996. Dear Rebecca, Winter Is Here, Jean Craighead George, HarperCollins Publishers, 1993. The Island of the Skog, Steven Kellogg, Dial Books for Young Readers, 1973. Westward to Oregon 55
Coaching Point You may want to extend the activity by having children rewrite the following sentences to include describing words or comparisons: The dog caught the Frisbee. The girl walked home. He drove the bus. The noise was loud. She kicked the ball. Teaching s TIP Skip lines when you write so that you will have room to revise the work later. You may also want to display examples of figurative writing from Days 7 and 8. 56 Shared Reading WARMING UP Refer to Day 1. WARMING UP Refer to Day 1. WHOLE-GROUP INSTRUCTION Figurative language 1. Discuss the comparisons (similes) in these sentences from the Big Book Westward to Oregon: You’re going to grow up as wild as a coyote (page 5); Lizzie ate, but each bite felt like a bee buzzing in her stomach (page 9); and She felt like she had swallowed a stone (page 17). 2. Have children name objects,people,or events from the story and record them on a sheet of chart paper—for example,a covered wagon, the wagon train,a whip,baby Jeremiah. Now let’s think of a comparison for one of these story details. A wagon train, for instance, is long and thin like a rope or like a snake. Here are some comparisons we could make: The wagon train stretched across the land like a giant snake and The wagon train went on and on like a very long rope. 3. Encourage children to think of comparisons for some or all of the story details on the list. Record the comparisons and save them for use on Days 9 and 10. (It is not necessary to think of a comparison for each item on the list.) WHOLE-GROUP INSTRUCTION Revising drafts to include description 1. Reread pages 18–24 of the Big Book Westward to Oregon. 2. Have children brainstorm one or two possible continuations of the story. What do you think happened next? How do you think Lizzie handled the horses? Do you think the family caught up with the wagon train? 3. Tell children that together you will write a continuation for the story. Encourage children to brainstorm a list of ideas. Explain that first you will decide which events to write about.Then,with children’s help,put the events in an order that makes sense. Finally,with children’s assistance write a first draft. Save the work for use on Day 10. Day 8 SMALL-GROUP/ INDEPENDENT WORK Refer to Day 1. Day 9 SMALL-GROUP/ INDEPENDENT WORK Refer to Day 1. SHARING TIME Refer to Day 1. SHARING TIME Refer to Day 1.
Page 1 and 2: Westward to Oregon Written by Patri
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Page 5: Related Trade Book Titles The follo

Westward to Oregon - Rigby

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