The Viking Age : “Home of the Vikings” Core Knowledge - PowerPoint Presentation

The Viking Age: “Home of the Vikings” Core KnowledgeGrade 3Domain 6Lesson 2

What Have We Already Learned? Locate on the map and tell one or two facts about: Scandinavia Iceland Greenland Newfoundland Timeline Review: When did the Viking Age begin? When did it end? What major events happened in between?

Essential Background Information You are going to learn about the Vikings through a fictional narrative, or story.The narrator of this story is a 13-year-old boy named Bjorn. He and the other characters in the story have names that may sound different from names you are used to hearing. They would have spoken Old Norse, an ancient Scandinavian language.Bjorn lived in a small town with the rest of his large family in Norway, so he would have called himself either a Norwegian or a Norse boy. He would NOT have called himself a Viking. The story takes place long ago, around AD 900.

Point of View The way the author chooses to have the narrator tell the story is called point of view. If Bjorn is telling his own story using pronouns like I, me, my, our, and mine, is the story written in the first-person or third-person point of view? In this narration, the first-person narrator (Bjorn) is also a character. From what point of view was The Wind in the Willows told?From what point of view was the narrative of Samuel and Jack told in the Light and Sound domain?In both of those narratives, the third person narrator was NOT a character in the story.

Theme: “Coming of Age” This story involves Bjorn growing up as a young Norse boy. Some stories involve a theme called “coming of age” which means growing up. Growing up is not always an easy process, so coming of age stories may involve tough situations and sad emotions. During the Viking Age, the expectations for what a girl and boy may do as part of growing up were different. Boys would travel on raids or become apprentices, farmers or fishermen, but girls would assume more responsibility in household chores. Both would have been expected to marry young, often by the age of thirteen.

Descriptive Language Have you ever read a story that makes it easy to imagine the scene the author is describing? Rich vocabulary and dialogue among characters can help the reader imagine what is taking place in the story. When an author describes a scene through sight, smell, sound, and/or touch, it helps bring the story to life.Listen for the vocabulary and descriptions that bring Bjorn’s narrative to life.

Purpose for Listening Listen carefully to learn more about what life was like for a young Norse boy, and to find specific examples that show Bjorn is coming of age, or growing up, as a young Norse boy.

Presenting the Read-Aloud “Home of the Vikings”

Bjorn in the Doorway of the Forge

Inside the Forge, Father & Son Working Together

Bjorn & his Father Leaving the Forge

Discussing the Read-Aloud What examples did you hear in today’s story that signaled Bjorn is coming of age, or growing up?You heard three different Norse gods mentions in the story: Freyr, Tyr, and Odin. Can you remember what each was the god of? Does this information tell us that the Viking people worshipped one god, or that they worshipped many? Why were the Vikings called Norsemen? What job were many Viking Age men, including Bjorn’s father, skilled at doing? Why do you think a sword would be important to the Vikings? What adjectives or phrases would you use to describe Bjorn’s father? Use parts of the story to explain your answer. Do you think Bjorn’s father is upset with Bjorn when he uses his gruff voice? Why or why not?

Discussing the Read-Aloud What role has Bjorn had in the forge for the past three years? What were other things boys and girls were expected to do as part of growing up during the time of the Vikings?Bjorn’s father says that their people can find their way through the most treacherous, or dangerous, oceans. How did Vikings do this? As with the Romans, there were three main orders, or groups, of Viking people. One order was the jarls . Which ancient Roman group was like the jarls? Another order was the karls; which ancient Roman group was like the karls? Which group does Bjorn and his family belong to? The last order was the thralls. Which ancient Roman group was like the thralls?

Think-Pair-Share I am going to ask a question. I will give you a minute to think about the question, and then I will ask you to turn to your neighbor and discuss the question. Finally, I will call on several of you to share what you discussed with your partner.

Think-Pair-Share What are some things that were different about growing up during the time of the Vikings compared to growing up today? What kinds of things about growing up are the same for Bjorn as they are for you?

Checking for UnderstandingAfter hearing today’s read-aloud and comprehension questions and answers, do you have any remaining questions?

Word Work: Reliable “As the town’s master blacksmith, my father was valued and known for making beautiful, strong, reliable items out of metal, such as swords, jewelry, and keys.”Reliable means dependable or trustworthy.Georgia has always been a reliable person because she is always there for anyone who needs help. What part of speech is reliable ?Adjective Have you known someone who is reliable? Who was it? Be sure to use the word reliable when you tell about the person.Making Choices: Reliable or Not Reliable?a friend who is always a good listenera clock that keeps perfect timea doctor who is often latethe sun rising in the morning a person who does not tell the trutha very old car that is in need of repairs

Extensions: Point of View Define: narratorpoint of viewIs there dialogue in the passage to the right? how do you know?Who is speaking?Which point of view is the author using to tell this story through the narrator, Bjorn? What key words that relate to Bjorn help you know this? I continued to fuel the fire and watch my father work. He was such a skillful blacksmith. These were the best of times, the times when my father taught me the skills that his father had taught him. I wished that I could stay in my homeland. My father looked up from his work. He put his tools away. “Time to eat,” he said in a gruff voice. “I helped to catch it. It’s hare stew,” I said laughing. Then, with his arm hung around my shoulders, we walked back toward our home.

Extensions: Point of View Change the passage from first-person to third-person point of view.I =>_____my =>_____me =>_____we =>_____he?Dialogue won’t change. What about verbs? I continued to fuel the fire and watch my father work. He was such a skillful blacksmith. These were the best of times, the times when my father taught me the skills that his father had taught him. I wished that I could stay in my homeland. My father looked up from his work. He put his tools away. “Time to eat,” he said in a gruff voice. “I helped to catch it. It’s hare stew,” I said laughing. Then, with his arm hung around my shoulders, we walked back toward our home.Instructional Master 2B-1

Glossary anvil: n, a heavy iron block on which heated, softened metals are hammered into different shapescounsel: n, advice and guidance gruff: adj., harsh and low, rough reliable: adj., trustworthy and dependable treacherous: adj., very dangerous

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