The Sign of the Beaver Chapters One and Two Grade Level: Fifth grade Time: 45 minutes Materials:

The Sign of the Beaver journal entry from Matts point of view two large pieces of construction paper National Council of Teachers of English Standards: Standard One: Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. Standard Two: Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. Standard Three: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). Standard Five: Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. Standard Eleven: Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. Student Objectives: 1. Students will compare the chores they have to do (or would have to do if they were alone) with Matts required chores. 2. Students will write a journal entry as if they were in Matts position, but living in their own homes. Teaching Procedure: Introduction (students=S) (<10 min) 1. Tell S to discuss the book with their table (Give them 2-3 minutes) What did they like? Did anything surprise them? Do you think you are going to like this book? What do you think might happen next? 2. Have S pick one comment from their group to share with the whole class. 3. Read S the sample journal entry.

Development (10-15 min) 1. Divide S into two groups. Each teacher will take one group. 2. Have S discuss what chores and responsibilities Matt has while he is alone. Record ideas in one column on a sheet of paper. 3. Have S discuss what responsibilities they have at home, and what chores they would have to do if they were living by themselves. Record ideas the other side of the paper. 4. Have S talk about how Matt is feeling, including page references. 5. Have S talk about how they would feel if they were in Matts situation. Conclusion (20 min) 1. Have S write a journal entry as if they were alone at their own homes (in Matts position except in this time period in their own situation). They should talk about what they have to do to survive, how they are feeling, and what they do to pass the time. Entries should be at least a page. If S finish early (or if they wish to include it in the first entry) have them come up with a situation that could realistically happen if they were home alone, and have them write another entry. 2. If time permits, have S share their entries in groups or to the class. Collect entries. Assessment Requirements for Journal Entry -It is written creatively in first person as a journal entry, not as an explanation. -Includes details about necessary chores. -Includes details about the students feelings about the situation.

August 15, 1769 Dear Journal, I never realized how much work must be done in order to keep a home running! I woke early this morning, and tried to blow on the ashes to start the fire, but all of the embers had gone out. I spent fifteen minutes striking the flint before I got sparks that caught the wood on fire. Then I started make breakfast, mixing flour and cooking it over my fire. After breakfast I went out to the corn to weed and chase away the birds that wanted to eat our crops. Im used to this chore, since I started weeding the corn before father left, but it is so tedious! No matter how many weeds I pull out today, there will be three times as many tomorrow, strangling our shoots of corn. I spent most of today weeding. After I finished, I went out to hunt for something to eat for dinner. I shot a rabbit, and prepared that. How I miss my mothers cooking! When she comes with my father, every meal will seem like a feast. I will never complain about anything she cooks for me again. It has been a long day, and tomorrow I must start it all over again. I hope my family comes quickly. I miss having people to talk to. ~Matt