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A Lesson on Settlement Grade: Grade 4
Subject: English Language Arts
Created by: Molly Newland
Lesson Length: 3 hours
Keywords/Tags: http://www.usahistory.info/timeline/ http://www.bigorrin.org/potawatomi_kids.htm
Lesson Description: During this lesson students will learn reading skills, vocabulary, critical thinking, and reading comprehension. Students will acquire knowledge from first person narrative and learn about their experiences during the time of Indian migration. After reading the passage, students will independently complete vocabulary questions and then pair up with a peer to discuss the next three. After discussing, the students will go back to independently working on the last question.
Common Core Standards Covered with This Lesson
  • CCSS.ELA-Literacy.RL.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
  • CCSS.ELA-Literacy.RL.4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.
  • CCSS.ELA-Literacy.RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
  • CCSS.ELA-Literacy.L.4.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
 
     
     
 
Lesson Content: Reading
Instructions: Please read the following reading passage as many times as needed (aloud and silent) before starting to go through other lesson pages. Understanding the content of this passage is very important since the lesson activities will be all about this content. Feel free to print the passage if needed.

Settlement

Settlers came to this area to build farms. While they found the land difficult to plant in because of the thick root system, trees were not in the way—the area was mostly an open grassland. When settlers came, they traded goods with the Potawatomi to get food and animal skins. After a time, the Potawatomi were forced to move when homesteaders took over the land. The Potawatomi asked that they could stay “on the land given to us by the great spirit,” but they could not continue to live here. By 1831, they had to move.

Here is what one woman wrote about her trip to live in Illinois.
I have dragged one foot after the other so long and hope for the best. Friday Eve. We commence a fourteen mile prairie after we got to Paris, Illinois, hot though it was as the sun was setting it was very good some part of the way—Many bad slews. The Doctor got stuck, twice, the oxen drew him out. The prairies look fine. Many kinds of flowers grow on them—and prairie hens live on them, one of the company shot one. Eliza looks bad but says she feels like helping me get supper. Oh, dear, I think it’s hard time. Saturday 15th. Today have been traveling through prairie and timber, both, and got lost in the bargain—we took the wrong road and wallowedaround the prairie grass, sometimes as high as the horses’ back. Night came we pitched our tent after mowing the grass down and made as comfortable as could be expected amongst the mosquitoes.

Here is what one woman’s life was like after settling.
The woman told me that they spun and wove all the cotton and woolen garments of the family, and knit all the stockings; her husband, though not a shoe-maker by trade, made all the shoes. She made all the soap and candles they used, and prepared her sugar from the sugar-trees on their farm. All she wanted with money, she said, was to buy coffee and tea, and she could “get enough any day by sending a batch of butter and chicken to market.” They used no wheat, nor sold any of their corn, which though it appeared a very large quantity, was not more than they required to make their bread and cakes of various kinds, and to feed all their live stock during the winter.” 

Here are the problems these settlers faced each season:
Fall—the threat of fire—the prairie grass became very dry and a spark could start a fire that would burn the prairie and their cabin
Winter—freezing cold, deep snow, people got lost in the drifts when the trails were covered
Spring—the prairie became swampy when the snow melted
Summer—some days were very hot and there was no shady forest to cool yourself; there were so many insects that sometimes horses died from being stung so much.

 
     
     
 
Task 1: Vocabulary Activity (40 points)
Instructions: Please complete the following vocabulary activity by choosing the correct meaning of each word selected from the passage and use of each word correctly in a sentence.

Vocabulary Questions

Word/Phrase: commence | Tier: 2 | Points: 10
Q1 "We commence a fourteen mile prairie after we got to Paris, Illinois, hot though it was as the sun was setting..." What does the word "commence" mean in this sentence?
A. gather
B. begin *
C. remember
D. watch

Which of the following sentences uses "commence" correctly?
A. As we look at the town from far away, we commence to hike back down the mountain together. *
B. Do not commence while eating because it is innappropriate.
C. The principal made harsh and cruel commence about the student.
D. What the commence did to those people really helped them get back on their feet.

Word/Phrase: wallowed | Tier: 2 | Points: 10
Q2 "-we took the wrong road and wallowed around the prairie grass, sometimes as high as the horses’ back." What does the word "wallowed" mean in this sentence?
A. sank into
B. ran through
C. skipped
D. rolled around *

Which one of these sentences uses the word "wallowed" correctly?
A. My mother is wallowing the bread for dinner.
B. My wallow has a lot of money in it.
C. I cannot wallow in the mud anymore because I must clean myself for supper. *
D. That bird is flying, wallowing in the wind.

Word/Phrase: required | Tier: 2 | Points: 10
Q3 "They used no wheat, nor sold any of their corn, which though it appeared a very large quantity, was not more than they required to make their bread and cakes of various kinds..." What does the word "required" mean in this sentence?
A. needed *
B. disliked
C. punished
D. pointed

Which of these sentences uses the word "required" correctly?
A. I will not require while reading because it is too distracting.
B. My require will serve me my drink when I get to the table.
C. I will not require you to write a story after reading the paragraph. *
D. You cannot require to begin the passage.

Word/Phrase: slew | Tier: 2 | Points: 10
Q4 "We commence a fourteen mile prairie after we got to Paris, Illinois, hot though it was as the sun was setting it was very good some part of the way—Many bad slews." What is the meaning of "slew" in this sentence?
A. storms
B. fights
C. grades
D. turns *

Which one of the sentences uses "slews" correctly?
A. He took slews that directed him back to the forest. *
B. There are many slews in that soup.
C. Slews are not made to be used like that.
D. The slews were so bad that we had to stay inside all day.

Standards Covered with This Lesson Activity: CCSS.ELA-Literacy.L.4.6,
 
     
     
 
Task 2: Discussion Activity (30 points)
Instructions: This discussion forum will have questions for students to respond. Read the posted questions, and respond to each. Students are responsible for posting one initial and and two peer responses for each topic.

  Topic Title Replies

Message "Fall—the threat of fire..." How can they prevent fires?

"Fall—the threat of fire—the prairie grass became very dry and a spark could start a fire that would burn the prairie and their cabin." What are some ways in which the people can avoid fires on the prairie?
Sent on: Feb 21, 2016 by: Molly Newland
0

Message "The Doctor..." Why is this capitalized?
 "The Doctor got stuck, twice, the oxen drew him out." Why has "Doctor" been capitalized in this passage? Explain why you think it is capitalized.
Sent on: Feb 21, 2016 by: Molly Newland
0

Message "The Potawatomi..." reasons they had to move?
"The Potawatomi asked that they could stay 'on the land given to us by the great spirit,' but they could not continue to live here. By 1831, they had to move." What could be some  reasons that the Potawatomi had to move? 
Sent on: Feb 21, 2016 by: Molly Newland
0

Standards Covered with This Lesson Activity: CCSS.ELA-Literacy.RI.4.1,
 
     
     
 
Task 3: Writing Activity (30 points)
Instructions: IWhat is the main idea for the story "Settlement?" What are some examples from the story that support the main idea? In your conclusions, what do you think was the most interesting facts you learned from this story? Use examples from the story to support your answers. 
Standards Covered with This Lesson Activity: CCSS.ELA-Literacy.RL.4.1, CCSS.ELA-Literacy.RL.4.2,
 
     

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