EDUCATION 332

Strategic Teaching Guide

Little House in the Big Woods by Laura Ingalls Wilder

2013

BY JENNIFER EVANS

Index
Index Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10: Page 11: Page 12: Page 13: Appendix Chapter One: Little House in the Big Woods Chapter Two: Winter Days and Winter Nights Chapter Three: The Long Rifle Chapter Four: Christmas Chapter Five: Sundays Chapter Six: Two Big Bears Chapter Seven: The Sugar Snow Chapter Eight: Dance at Grandpas Chapter Nine: Going to Town Chapter Ten: Summertime Chapter Eleven: Harvest Chapter Twelve: The Wonderful Machine Chapter Thirteen: The Deer in the Wood

Chapter One: Little House in the Big Woods Target Vocabulary Words Hollow empty on the inside Roam to walk around Brindle tan or gray with darker streaks or spots Discussion Questions 1. Lauras family lived over one hundred years ago. In what ways is Lauras life different from yours? In what ways is your life the same as Lauras? How is your home different than Lauras? (Evaluate) 2. What were some of the ways the Ingalls family stored their food? Do you know anyone who still stores food this way? (Remember) Comprehensive Activity Bell Ringer Directions: Once you are unpacked, sit at your desk, pull out a sheet of paper, and complete the following prompt. You will have 5 minutes to write. When finished, we will share our ideas together as a class. Purpose: The intention of this bell ringer is to be completed before the beginning of the novel, though it could also work during or after chapter one since the students have not gotten into all of the conflicts the family will face. The purpose of this activity is to get the students heads into the setting of the novel and curious about what types of paths the story will take them down. Also, it gives the students a chance to compare and contrast two very different types of life from separate periods of time. Critical Thinking Skill = Analyze (see Appendix A)

Chapter Two: Winter Days and Winter Nights Target Vocabulary Words Enormous very large or great Churn a container used to stir milk or cream to make butter Kerosene a thin oil used in lamps and stoves Discussion Questions 1. Pa created games for Laura and Mary to occupy their time at night. Come up with a game that you would have taught others to play. Remember that you would not have all of the resources that you do now. (Create) 2. In the story Pa tells the girls, Grandpa was being chased by a wild animal. What animal was this? Based on what you know about wildlife, what are some reasons as to why the animal could have been chasing Grandpa and the horse? (Remember) Comprehensive Activity Comparison Chore Chart Directions: Ma and the girls would complete certain chores each day of the week. Fill in the boxes to complete the timeline of the Ingalls weekly chores. Then, fill in the boxes below that to create your own families chore schedule. To do this, think of things that need to be done around your house such as the laundry, vacuuming, dusting, etc. You may put multiple chores on each day. For both sets of chores, indicate about how much time you think would be spent on that activity. Purpose: The obligations of families in the 1800s and the families of today are different, yet similar in many ways. This activity will allow the students to see a visual of how this facet of life compares as the years go on. Modern advancements in technology, such as the vacuum, have allowed cleaning to go much faster than it did in the 1800s. This is why the time component was added to the assignment. Critical Thinking Skill = Understand (See Appendix B)

Chapter Three: The Long Rifle Target Vocabulary Words Hearth the floor of a fireplace that usually extends into a room Ravine a long, narrow, deep valley formed by running water Curlicue a fancy curl and twist Discussion Questions 1. In Pas tale The Story of Pa and the Voice in the Woods, a nine-year-old Pa is scared by a situation that he later finds out was taken the wrong way. What actually scared Pa and what did he mistake it for? How did his father react when he got home? (Remember) 2. Pa told the girls to never touch the bullets right after he made them. Discuss why Pa did not want them to touch it. Did the girls always follow this rule? (Understand) Comprehensive Activity Frayer Model Directions: Complete the Frayer Model of the word ravine. With a partner, share a computer and conduct some research on the Internet of the word. You will need to find the definition, characteristics, examples, and non-examples. Here is a link to a nice starting point: http://en.wikipedia.org/wiki/Ravine Purpose: The word ravine is one used several times throughout the novel. In order for the students to have an adequate visual of the landscape, they must have a clear understanding of what this word means. Frayer Models allow a student to think of one Critical Thinking Skill = Apply (See Appendix C)

Chapter Four: Christmas Target Vocabulary Words Whittle to cut wood with a knife Muffler a scarf worn around the neck for warmth Scold to use harsh language, especially when complaining Savage violent or vicious Discussion Questions

1. Aunt Eliza told a story about her dog, Prince. When Aunt Eliza tried to get water
from the spring, Prince would not let her go. Why? Do you think Prince saved Aunt Elizas life? (Understand) 2. Organize the directions Laura gives for creating the syrup the family uses on their breakfast Christmas morning. Make sure someone who has never made it before would be able to follow the directions step-by-step and successfully make the substance. Think about what sort of things you have ever baked or cooked that have been similar to this process. (Analyze) Comprehensive Activity Venn Diagram Directions: In Lauras description of Christmas, there were likely a few things that you could connect to your own holiday celebrations and some that you could not. Complete the Venn Diagram as follows: on the left side, place traditions that are unique to your family (that you do not celebrate); in the middle, put traditions that you and Laura share; then, on the right side, list traditions that are unique to Lauras family (that you do not do). Purpose: This compare/contrast activity allows students to think critically about how traditions change over time and how they simply change from family to family. This would be a good time to conduct a separate lesson about diversity in winter holidays and the background of their traditions. Critical Thinking Skill = Analyze (See Appendix D)

Chapter Five: Sundays Target Vocabulary Words Solemn to be serious or gloomy Sorrow a feeling of deep sadness caused by a loss or misfortune Catechism instruction in the principles of Christianity using set questions and answers Hitch to connect two things so that one can move the other Cleft a gap separating two things Discussion Questions 1. In Pas tale The Story of Grandpas Sled and the Pig, the moral is to always be good and follow the rules. Consider an event in your life where you have learned this lesson. Were you punished afterwards like George, James, and Pas father? (Evaluate) 2. Every year on her birthday, Pa gives Laura the number of pats equal to the age she is turning. Create your own birthday tradition that you would like to use in the future? (Create) Comprehensive Activity Cloze Procedure Directions: Fill in the blanks with a word found on this chapters target word list. Use each sentence to help you figure out through reasoning which word should go where. Remember to use your context clues! Purpose: Due to the high number of new vocabulary words found in this chapter, conducting a cloze procedure is going to help the students better understand the word definitions. Seeing them in a context outside of their novel is going to contribute greatly to a broader understanding of each term. This procedure also helps students understand how to use the context clues they are given in a passage to figure out the meaning of any new word they encounter. Critical Thinking Skill = Apply (See Appendix E)

Chapter Six: Two Big Bears Target Vocabulary Words Prickled a tingling or stinging feeling Bargain something bought at less than usual price Thaw when something melts Tremble to shake with slight movements Discussion Questions 1. If Ma had not been with Laura when she encountered a bear, do you think things would have ended up the same? How do you think Laura would have reacted by herself? (Apply) 2. Critique Pas actions when he hit the tree stump with the club. Do you think he reacted too rashly? How do you think his emotions changed from when he thought it was a bear to when he realized it was just a stump? (Evaluate) Comprehensive Activity RAFT Paper Directions: For this activity, you are going to become the bear discussed in this chapter! You must follow the RAFT assignment displayed below: R bear A Ma and Laura F letter T explain why you were near the barn Purpose: Taking on the perspective of an antagonistic character will help teach the students how to relate to others, even if they initially have a bad outlook on them. Also, this gives the students a chance to write creatively and think outside of the box. Critical Thinking Skill = Create (See Appendix F)

Chapter Seven: The Sugar Snow Target Vocabulary Words Trough a long, open container that holds feed for water or animals Basque part of a ladys dress that goes from the shoulder to the waist Delaine a fancy dress made with fine woolen fabrics Discussion Questions 1. In this chapter we learned that Ma was very fashionable when she lived back East before moving to the Big Woods with Pa. Why do you think Ma was willing to leave? Would you want your family to start a new life in the wilderness? (Evaluate) 2. What did Laura first think sugar snow meant and how did she find out she was wrong? (Remember)

Comprehensive Activity Frayer Model Directions: Complete the Frayer Model for the word trough. You will be assigned a partner to share an iPad with. Conduct some research on the Internet to find out some information on the word. You will need to fill in the definition, characteristics, examples, and non-examples. Purpose: This is a word that some students likely will have heard before, but not have a full understanding of it. Of the three target words for this chapter, this is the one they are most likely to encounter again in their lives. Critical Thinking Skill = Apply (See Appendix C)

Chapter Eight: Dance at Grandpas Target Vocabulary Words Hewed to cut, break, or destroy something Swagger to walk in a proud way Yoke a frame that fits across ones shoulders to carry things Bugle a brass instrument Discussion Questions 1. Laura had a cousin named Laura. Both little girls fought over the same question. What did the two fight about? (Remember) 2. Organize the process Pa and Grandpa used to get the maple syrup from the trees in a bulleted format so that someone else could read it and do it for themselves. (Analyze) Comprehensive Activity - Poster Directions: Create a poster that advertises the big dance that Grandpa held at his house. Remember to include the day and why the occasion is being held. Include attractive visuals to help entice the person reading the ad to come celebrate. Purpose: The purpose of this activity is to get the students just as excited about the dance as the Ingalls family is. Also, this will display that they have a clear understanding as to why the sugar snow was reason enough to hold a celebration and why it held such great importance to families in this time period. Critical Thinking Skill = Apply (See Appendix G)

Chapter Nine: Going to Town Target Vocabulary Words Curried a highly spiced dish Muzzle restraining device for an animal Knobby small, hard rounded parts sticking out from the surface Humble not arrogant or prideful Discussion Questions 1. The Ingalls family had to make certain preparations to go on the trip. How do you and your family prepare for a vacation? Do you do any of the same things the Ingalls family had to do? (Apply) 2. Why exactly were Laura and Mary so excited to go to town? In other words, what made this trip extra special? (Understand) Comprehensive Activity - Brochure Directions: Create a brochure of Pepin based on Lauras vivid description of the area. Include what means of travel they could use to get there, what type of things it has to offer, and what the experience of living there would be like. Purpose: Since this is Laura and Marys first time ever seeing a town, it is marked as a very significant part of the book. Students should understand the importance of this moment in the girls lives and clearly be able to explain why going to the town is something that the Ingalls do each year. Being able to give an adequate description of what the town had to offer from the Ingalls point of view will help them assess that importance. Critical Thinking Skill = Create (See Appendix H)

Chapter Ten: Summertime Target Vocabulary Words Deceive trick or mislead someone Whetstone a stone used to sharpen the edge of a tool or weapon Embroidery using needlework to make decorative designs Grubb food, especially a meal Discussion Questions 1. During this chapter, Laura gets so angry with Mary that she slaps her across the face out of jealousy. Can you relate to how Laura feels during this interaction? Have you ever felt envious of someone else? (Evaluate) 2. Compare the differences between Mary and Laura that you have found throughout the novel. Though they have differences, also explain in what ways they are alike. (Analyze) Comprehensive Activity Problem Solving Directions: When Laura and Mary went to visit Mrs. Peterson, they always saved half of their cookies for Baby Carrie. This meant that Baby Carrie always got a whole cookie and they always got half a cookie. The girls knew that it was good to be unselfish, but they also knew that this way of sharing the cookies was not fair. They knew there was a problem, but they didnt know what to do about it. How would you solve the cookie problem? Write your solution below and draw a picture to show what you did. Purpose: This activity not only gets the students thinking in the terms of problem solving, it also pulls in the discipline of math, making this a cross-curricular activity. Critical Thinking Skill = Create (See Appendix I)

Chapter Eleven: Harvest Target Vocabulary Words Bundle a number of things held together Sullen showing a bad temper by refusing to talk to or be cheerful Shrill a high-pitched sound Swarm a large group of insects in flight Discussion Questions 1. When Charley jumps on the yellow jackets nest and calls for help, nobody comes to help him. Why not? What lesson does Charley learn that day? (Understand) 2. In most situations, there are consequences to peoples actions. Make a chart that lists an action, consequence, and the lesson learned from this chapter. Then, use an example from your own life. Remember, it doesnt have to be negative, it can also be positive. (Apply) Comprehensive Activity - Debate Directions: Conduct a class debate with two positions: one side will argue that Pa and Uncle Henry should have come to Charleys rescue immediately, while side two argues why they should not have. Students should assess how the outcomes would have changed and if the same lesson would have been learned. Set up students with an even number of members on each side. If possible, depending on class size, it would also be interesting to have some students be on the jury, while the teacher stands in as the judge. Purpose: This will get them thinking about the moral of the situation and how everything could have played out differently had Pa and Uncle Henry helped Charley sooner. Critical Thinking Skill = Evaluate (See Appendix J)

Chapter Twelve: The Wonderful Machine Target Vocabulary Words Sumac a tree or bush of the cashew family Flail a tool used for threshing wheat Scamper to run quickly or playfully Discussion Questions 1. Were you surprised that the wonderful threshing machine was "run" by horses? What term do we use now that connects to this? After answering the question, compare terms we use today with methods that could have historical roots. (Analyze) 2. When the men came with the machine to help Pa thresh the wheat, they worked very hard. Ma made them a huge dinner because they were so hungry. Create your own menu using popular food today that you would serve the men after working so hard for you. (Create) Comprehensive Activity Vocabulary Cluster Directions: First, use the six synonyms on the front to try and figure out which word we are talking about. After two minutes, flip the page over and use the sentence to help you out. Use the context clues to in the sentence to help you out. Purpose: Many of the target words found in this novel are words that most students will not see again regularly. They are words that are based around the lifestyle of the Ingalls family and some are not commonly used today. Thus, it is important to put an extra emphasis on the terms that they will more than likely see in the future. Expanding student vocabulary is imperative and this activity helps foster that development. Critical Thinking Skill = Apply (See Appendix K)

Chapter Thirteen: The Deer in the Wood Target Vocabulary Words Wither to dry up Waddle to walk with short steps, causing the body to tilt slightly from one side to the other Dainty delicate and pretty Acquaintance - somebody who is known slightly rather than well Discussion Questions 1. When Pa encounters several deer, he decides note to shoot them even though his family could have used the meat. Why do you think Pa decide to spare their lives? What does this tell you about Pa? (Apply) 2. Now that winter is coming once again, the Ingalls are going to need to prepare for the cold. Without looking back at your text, make a list of things the Ingalls family is going to need to do now to get ready for the winter based on what you have learned about their lifestyle. (Understand) Comprehensive Activity Newspaper Review Directions: Write a review for the Little House in the Big Woods that would be found in a newspaper. It should be roughly two paragraphs. Be sure to: Give a brief synopsis of what the book is about. Explain whether or not you would recommend the book and why (can be negative and/or positive). Just be honest! Also include which activity that we completed stands out as your favorite. Purpose: This activity gives the students an opportunity to reflect back on the book and what they did or did not like about it. Also, instructing them to include what their favorite activity was allows the teacher to reevaluate the activities for each chapter and what type of things students, on average, enjoy. Critical Thinking Skill = Evaluate (See Appendix L)