Mark Baumgartner Content Standards Language Arts CCSSELALITERACYRL52 Determine a theme of a story drama or poem from details in the text including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic summarize the text ID: 533744
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Slide1
Cowboys
Mark BaumgartnerSlide2
Content Standards
Language Arts
CCSS.ELA-LITERACY.RL.5.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
CCSS.ELA-LITERACY.RI.5.3: 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.
CCSS.ELA-LITERACY.W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
CCSS.ELA-LITERACY.W.5.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-LITERACY.SL.5.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.5.4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Math
CCSS.MATH.CONTENT.5.NF.B.7: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.
Social Studies
5.1.4 Construct and interpret time lines of key events in United States history
5.2.1 Describe similarities and differences between past events and current events in U.S. history (e.g., in the lives of people from different cultures past and present)
5.2.2 Use chronological order and sequence to describe cause-and-effect relationships of U.S. historical events (e.g., how Columbian Exchange impacted local people)
5.2.4 Explain the significance of scientists, inventors, and historical figures (e.g., Christopher Columbus, Juan Ponce De Leon, Benjamin Franklin, George Washington, Paul Revere, Benjamin Rush, David Rittenhouse, Thomas Paine)
5.6.1 Identify examples of conflict (e.g., slavery, war, gender roles) and cooperation (e.g., settlements) that occurred among cultures (e.g., gender, ethnic groups, religious groups, immigrant groups, socio-economic status)
Science
5-PS1-3. Make observations and measurements to identify materials based on their properties.Slide3
Literature Selection
Cowboys of the Wild West by Russell Freedman
Growing Up Cowboy by Jack Sorenson
Come An Get It by Ramon F. Adams
Mustangs on the Run by Hal Leonard
Cowboy Campfire Songs by Lisley Crowley
The Toughest Cowboy by John FrankSlide4
Literature Selection Continued…
Cowboy Ethics by James P. Owen
C is for Cowboy by Eugene Gagliano
The Cowboy and the Black Eyed Pea by Tony Johnston
The Dirty Cowboy by Amy Timberlake
Tornado Slime and the Magic Cowboy Hat by Bryan LangdoSlide5
Theme Study
Students will take part in a thematic unit on Cowboys. This unit will integrate reading and writing with science, mathematics, social studies, art, music, and physical education.
Students will develop an understanding of Cowboys from the Wild West, and gain knowledge on a specific time period/era. Slide6
Language Arts Activities: Reading
Students will read various fiction and non-fiction books about the Cowboys through silent reading, partner reading, guided reading, reading aloud, and reader’s theatre.
Students will read their Cowboy campfire stories and poems to the class in an author’s chair.
Teacher will read aloud from Cowboys of the Wild West by Russell Freedman
Students will read personal entries Cowboys. Example Jesse James, Theodore Roosevelt, and Annie OakleySlide7
Language Arts: Writing
Students will write entries in a journal as they read from Come An Get It by Ramon F. Adams about how they would imagine being a chuck wagon cook on a cattle drive.
Students will write a story as if they lived back in the Wild West as a cowboy or girl. They will participate in peer conferences and revise.
Students will write personal reflections on their personal experiences of cowboy or western setting on a class chart.
Students will define a multitude of terms that are associated with CowboysSlide8
Language Arts: Writing Continued…
Students will write a variety of poems about Cowboys.
Students will add Cowboy words to the Cowboy Word Wall.
Students will write a list of supplies they may find helpful on their journey out west or on a cattle drive.Slide9
Language Arts: Speaking
Students will share their poems and campfire stories using the author’s chair.
Students will sing along to “Home On the Range”, then each student will create their own words to the song and sing it out loud to the class.
Students will engage in grand conversations about all the literature selected.Slide10
Language Arts: Listening Activities
Students will listen to Cowboy Songs to numerous CDs
Students will listen as the teacher discusses the Wild West and Cowboys.
Students will listen respectfully to their peers as they share their campfire stories, cowboy poems, and journal entries about being a chuck wagon cook.
Students will listen to their peers opinions during grand conversations. Slide11
Language Arts: Viewing Activities
Students will view Cowboy paintings by famous artists..
Students will view photographs of old cowboys and townspeople.
Students will view Cowboy art work such as various “Wanted Posters” made by their peers.
Students will view the Cowboy Word Wall.Slide12
Language Arts: Visually Representing Activities
Students will make “Wanted Posters” and other cowboy themed art.
Students will display their cowboy poems in an artistic presentation.
Students will create a Cowboy Word Wall
Students will bring in items that may have been found on a chuck wagon. Slide13
Science Methods
R
esearch various landforms: Prairies, Mesas, Canyons, Deserts, River Valleys
Show pictures on Active Board and discuss special features of each – look for and discuss plant and animal life too.
Handout on landforms – Matching features with pictures and animal and plant life too.
Color pictures and create description for setting
ex: describe land forms, animals, weather patterns of the settingSlide14
Science Continued…
Create a specific landform using clay or play-dough – Can place cattle or horses on or near models
Research plants that grow on the prairie or in the river valleys through which cattle drives traveled. Have students randomly draw cards with plants on them. Students then research and write answers to questions – Name, Description, Specific Use, Edible or Nonedible
Share information with classmates and discuss importance of knowing which plants were safe for cattle and cowboys on the trailSlide15
Mathematic Methods
The Oregon Trail is a educational computer game that will be played together via smart-board with students. We will focus heavily on the expenses of the materials that are purchased and traded. Together we will vote in a democratic fashion on how to supply and spend rations.
Addition and subtraction lessons used in Oregon trail. Ex: If I purchased 2 oxen, 2 rifles, and 1 case of bullets, what would my total cost at the general store be?
Lesson on cowboy’s wages and expenses - Use lesson to teach needs vs. wantsSlide16
Mathematic Continued…
Lesson on Miles covered by cattle trail per day and numbers of miles traveled from starting point to the trail’s end. Students can also calculate cowboys’ wages day.
Large map of Oregon trail will be available. Calculations on miles traveled by party will be done together.
Have students make lists of all necessary supplies, costs, and tell why math was necessary for these tripsSlide17
Social Studies Methods
Students will create a KWL about the Wild West/Cowboys.
Students will create a Venn diagram by comparing the pros and cons of being a chuck wagon cook like Cookie.
Students will be divided into groups and each group will assume the role of their assigned characters on the Oregon Trail.Slide18
Social Studies Continued…
Research types of businesses found in an old “Wild West” town.
Students draw store fronts on pieces of cardboard and create a list of materials and supplies associated with each store
Discuss and list jobs of: Sheriff, General store owner, Hotel manager, Livery stable, and Preacher
Students work in small groups to draw up a “set of laws” for their diorama old west town
List of town laws will be made once all groups assemble a vote in a democratic fashion will take place to determine the official town lawsSlide19
Art Methods
Create a Wild West “Wanted” poster using teabags and digital pictures of students
Do a step-by-step draw to create a line dancing paper-chain. Each student creates own image.
Finger-painted ponies
Painted cowboy boots – have students bring in real boots to use as a model.
Make cowboy belts with tin foil buckles. Slide20
Music Methods
Listen to Cowboy CD’s have handouts with words available so students can sing along
Bring in guitar and write a cowboy song with my students
Have students sing along to “Home on the Range”
Have students re-write their own words to Home on the RangeSlide21
P.E. Methods
Perform Cattle Round (version of tag) taggers are cowboys, the students being tagged are livestock
Horse race – have students perform a simple foot race determining who is the fastest horse
Line Dancing – teach a simple line dance to Cotton-eyed-Joe
Square dancing – Virginia Reel (teach the basic steps of dance)Slide22
Grouping Patterns
Large Group: Grand conversations, viewing photos, singing songs, word wall, and Venn diagram.
Small Group: Peer conferencing, small groups discussions, Oregon trail groups
Individual: Writing stories, poems, journal entries, making Cowboy decorationsSlide23
Language Art Strategies
Activating background knowledge: students will share what they know about cowboys and the Wild west in grand conversation.
Brainstorming: Students will come together and discuss the Wild West Town
Connecting: Students will connect what they already know about cowboys to what they learn
Playing with Language: Students will creatively use language in their poems, stories, and Cookie’s Journal
Visualizing: Students will draw pictures and create various art projects incorporating the Cowboy theme.Slide24
Language Art Skills
Print: Students will recognize words on the Cowboy Word Wall.
Comprehension: Students will recognize literary genres of fiction, non-fiction, and poetry. Students will compare and contrast likes and dislikes of the Wild West.
Language: Students will apply various skills in their writing activities: stories, poems, and song lyrics.
Reference: Students will make Venn diagrams and graphs Slide25
Assessments
Journal entries and KWL chart: rubric.
Participation in grand conversations.
Analytical Writing Traits Rubrics and peer conferences for stories and poems.
Informal observation of author’s chair and small group activities.
Venn diagrams and social studies buildings: checklists.Slide26
Assessments Continued…
Spelling test with words on Cowboy Word Wall.
Active participation in physical education and music performances.
Portfolio of art work: portraits, poetry presentation, and Cowboy decorations.Slide27
Technology
Oregon Trail 5
th
Edition
Cowboy Billy Sings CD
Yodeling Slim Clark CD
Record each students cowboy song using microphone and music software.Slide28
Monday – Tuesday
Wednesday-Thursday
Friday
Language
Arts
Brainstorm
Cowboys of the Old West. Poems Journals
Start Cowboy
Word Wall. Poems Journals
Write in
Cookies’ Journal. Poems and finish Journal
Math
Play Oregon trail
Continue
playing Oregon trail
Finish Oregon Trail
P.E./Art
Play Cattle Round up
and horse race.
Perform Cotton
-Eyed Joe Line dance
Create
Wild West Wanted Photo
Social
Studies
Begin
Wild West Town
Discuss
Roles of Towns people
Create a list of laws
for the town
Science
Discuss Landforms
Discuss Animals
Create and fill in landforms and animals