Web viewMulti Text Unit . By: Rachel Graham. LaShay Mace. Katie Belvin. Appalachian State University. RE 4030 . Dr. Beth Frye. Fall 2010. If you aren't the lead dog, the view

Multi Text Unit By: Rachel Graham

LaShay MaceKatie Belvin

Appalachian State UniversityRE 4030

Dr. Beth FryeFall 2010

If you aren't the lead dog, the view never changes."-Author Unknown

“Cats are smarter than dogs. You can’t get eight cats to pull a sled through snow”-Jeff Valdez

Stone FoxWritten and Illustrated by John Reynolds Gardiner

The Bravest Dog Ever The True Story of BaltoWritten by Natalie Standiford and Illustrated by Donald Cook

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Dear_________________________,

You are invited!

Come join me in helping get my Grandfathers farm back! All you need is some snow boots, a fur coat, and gloves!

It’s really cold out here in Wyoming!Potato farming is really tough work and I need you to bring

your game face and your positive attitude.

Date: TodayTime: NOW!

RSVP: By coming up to the front and get your ticket for the adventure!

Are you ready for THE ADVENTURE OF YOUR LIFE? LET’S GO!!!

Love,

Little Willy

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Outline for Unit3rd Grade Language Arts

(Block of 1 hour)

Before Reading ActivitiesDay 1

Unit Launch: Dog Sled Racingo Students will listen to music, view books, and pictures

related to dog sled racing.o Students will complete a worksheet about what they

noticed about these areas. KWL on Dog Sled Racing (Individual and Whole Class) Pre-Reading Prediction (Stone Fox)

Days 2 and 3 Internet Workshop

During Reading Activities

Days 4 and 5: Students will read silently or engage in reciprocal teaching and work on their corresponding comprehension activities denoted by:

Section 1: pp. 3-21 Stone Fox [We will read pages 3-12 together through a Shared Reading. We will stop after reading page 11 and the second chapter. Students will continue reading silently and will read pages 12-21. Be sure to stop before Chapter 1 ends.]

o Double Entry Diary (DED), Character Sketcher, and Vocabulary (Word Wizard Notebook)

The True Story of Balto by Natalie Standiford: Where is Nome? Pp.5 [Alaska] (Shared

Reading-1) How do people travel in Nome? Pp. 6 [Dog

Sled] (Reciprocal Teaching-2) What did a lead dog look like? Pp. 8-9

(Independent Reading-3) [Smartest and Strongest]

Day 6: Discussion of Section 1 (Including vocabulary activities); students begin working on Section 2.

Days 7 and 8

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Section II: pp. 22-45 Stone Fox

o Discussion Director, Vocabulary (Word Wizard Notebook), and Piratical Articles/Jolly Roger

The Bravest Dog Ever True Story of Balto by Natalie Standiford:

Who is Balto? Pp. 5 (Independent Reading) Do dogs that pull sleds work? Pp. 6-7

(Independent Reading) What was wrong with the children? Pp. 10-11

(Independent Reading) Ok, so what about all of the snow? What did it

cause to happen? Pp. 14-15 (Reciprocal Teaching-1)

Why didn’t Gunnar sleep? Pp. 23-25 (Reciprocal Teaching-2)

Why was the doctor so surprised? (Independent Reading) Pp. 42-44

Day 9: Discussion of Section 2 (Including vocabulary activities); students begin working on Section 3.

Day 10: Section 4 (Including vocabulary); students begin to finish L in KWL booklet

Post-Reading Activities I Poem from Little Willie’s Perspective Composing a Stone Fox Sound Track

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What I Noticed About These Areas

AREA 1

AREA 2

AREA 3

K-W-L Chart

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Directions: You will be completing a K-W-L on Palomino dogs. First, think about what you know and what you want to know. Write that information in the “K” and “W” section of the chart. To help you come up with information for the “K” section and questions you would like answered for the “W” section, use the following words: WHO, WHAT, WHEN, WHERE, WHY, AND HOW. Finally, after you have read the book and explored other resources, think about what you have learned. Write that information in the “L” section of the chart.

After completing your research and gaining an understanding of your topic, go back to the “K” column and see if any of the ideas you thought you knew were inaccurate. Check any of them that are inaccurate, according to your research. On the back, rewrite any of your statements that were inaccurate so that they are correct. Then go to the “L” column and begin grouping or categorizing what you have learned.

After completing your research and gaining an understanding of your topic, go back to the “K” column and see if any of the ideas you thought you knew were inaccurate. Check any of them that are inaccurate, according to your research. On the back, rewrite any of your statements that were inaccurate so that they are correct. Then go to the “L” column and begin grouping or categorizing what you have learned.

K - What I Think I Know W – What I Want to Know L – What I Learned

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Before opening your text to begin reading take a few minutes to study the front and back covers of the book and answer the following

questions.

1. What do you think is the significance of the book’s title?

________________________________________________________________________

________________________________________________________________________

____________________________

2. By looking at the picture what do you believe the book may be about?

________________________________________________________________________

________________________________________________________________________

____________________________

3. Read the book’s description on the back cover. What are some challenges you believe Willy will face during the book?

________________________________________________________________________

______________________________________

Dog Sled Web QuestThis Internet workshop will introduce you to dogs, dog sleds and where people use them. You are invited to explore information on the Internet. Take notes in your Dog Sled Journal. Come prepared to share your information at our workshop session.

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Please answer the following questions:

1. Go to the bookmarks set for the following Web sites:http://www.isd12.org/bhe/Archives/Activities/Pirates/Pages/General/pirates.htmlhttp://library.thinkquest.org/J0110360/history.htmExplore the information on Dog Sled Racing. In your words, what is a Palomino? What was it like be a Palomino dog? Give at least 2 specific examples.

2. Go to the bookmarks set for the following Web sites: www.library.thinkquest.org/11313/www.Iditarod.comwww.pbs.org/wnet/nature/episodes/sled-dogs-an-alaskan-epic/intorduction/3146

You will explore these sites and answer the following questions on your Data Retrieval Chart (DRC). [See next page. This will help you keep the information organized.] Who were the Palominos? What specific kind of dog were they? How did they get their name? Where they influenced by the Iditarod? What states do they live in?

3. Go back to Question 2. Did you notice any things that are different about Palominos and Dog Sled racing in reference to the first races? Explain. Go back to your DRC and see if you can find information about the authors of each Web site. Please write that information under the heading “resources.” How did you know where to go to answer the questions about the authors of the sites? What helped you locate that specific information? Write down the strategies you used to find the authors of the Web sites. After evaluating this information, how would you say that the dog races came about?

4. Go to the bookmarks set for the following Web sites and read about women and dog races:

www.library.thinkquest.org/11313/ www.Iditarod.com www.pbs.org/wnet/nature/episodes/sled-dogs-an-alaskan-epic/intorduction/3146

Who were the first women? How did they get the idea? Where are the women from? Why did they start racing? Do you think that this

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was something that the women enjoyed? Were they prepared for the weather? Explain the weather conditions they had to endure. Be ready to justify your response through a class debate.

Data Retrieval Chart (DRC) Dog Sled RacingResources Who were

the Palominos?

How were women apart of dog sleds?

How did the Iditarod influence them?

What states are they in?

Iditarod

Idiarid.com

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Think quest

Library.thinkquEst.org/11313/

PBS KIDS

www.pbs.org/wnet/nature/episodes/sled-dogs-an-alaskan-epic/introduction/3146

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DOUBLE ENTRY DIARY: Section I

You will write a Double Entry Diary, otherwise known as a DED. You will be reading, writing in your diary, rereading, and discussing throughout these entire books of historical fiction and nonfiction.

As you are assigned your reading, you will write a total of FOUR entries from Section 1 of Pirate Diary. You will find important words, quotations, or passages from the book. Then you will explain why those words, quotations, and passages are important—in other words, when you read them, what do those words mean to you?

You will write each entry so that it looks something like this table:

From the book (words, quotes, passages). Please include the page and paragraph.

What it means to me

Quote: “Your Grandfather went to bed without playing his harmonica?” (p. 7)

Inference/Question: We know that from Grandfather’s previous actions that he’s not him self. He always is ready to play his harmonica, especially before bed.

Below are options that you may choose to write about and how you might organize your thoughts:

Significant passage copied from the text; include page and paragraph #.

Connections or reactions to recorded statement

1. Quote Reaction (How you feel about the quote)

2. Quote Connection (Self, Text, World)

3. Quote/Picture Inference (What you think it means)

4. Quote Question

5. Prediction What Really Happened (You will

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complete this after you know)

6. Question you have or something you don’t understand

Answer or possible answer

7. Fact Your Opinion

8. Effect (What happened?) Cause (Why did it happen?)

9. Author’s Craft (Simile, metaphor, personification)

Explanation of what it means and how it adds importance to the passage

We will read pages 2-12 together during a Shared Reading. We will stop after reading Chapter One of the book. You will continue reading pages 12-21. Be sure to stop before the page titled Chapter Three. As you are reading, think about the following:

Little Willie and his Grandfather Doc Smith and her reaction toward Grandfathers behavior Author’s craft-simile (comparison using like or as) and personification

(giving human or person traits to objects or things) Wyoming, and what life is like there Snow and weather Farms, specifically potato farms Life as a child (in comparison to your life) Make a prediction after reading Chapter 3. What will happen next?

Use the above ideas when writing your DEDs.

Below are 5 examples of DEDs from the first section of Stone Fox.

Remember, you only have to write down 4 entries.

1. Quote: “One day Grandfather wouldn’t get out of bed. He just lay there and stared at the ceiling and looked sad.” (p. 3)

Reaction: I wonder what is wrong with Grandfather. If I were Little Willie I would be sad too.

2. Quote: “Searchlight put her big front paws up on Grandfather’s chest. She licked his beard, which was full of tears.” (p.7)

Connection: This makes me think that Searchlight is a very caring dog, and he too can tell that something is wrong. Also I wonder why Grandfather is crying.

3. Quote: “Grandfather grew potatoes and that’s exactly what little Willie was going to do.” (p. 12)

Inference: I think that little Willie wants everything to go on as usual. I think he wants to please his Grandfather by making sure the farm gets back to normal. I wonder what Grandfather wants?

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4. Quote: “Grandfather put his hand down on the bed with his palm facing upward.” (p. 15)

Reaction: I think it is really interesting that Grandfather still found ways to communicate with little Willie.

5. Quote: “The potato plant grows about two feet high, but there are no potatoes on it. The potatoes are all underground.” (p. 19)

Reaction: I really like that the author explains how the potatoes grow so that we can visualize little Willies struggles in our heads.

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Character Sketcher 1Section I

Your job as Character Sketcher is to think carefully about Little Willie as you read. You will be given a passage with a page and paragraph where you can find information about your character. Reread the passage carefully. As you are reading, think about descriptive words (traits) that capture how your character acts or looks. You need to be aware that the character traits you will choose will be implied character traits. In other words, they are not directly stated in the passage. You will want to use descriptive words for your character traits. You do NOT want to use words like good, bad, nice, and mean. Be sure to use your “Descriptive Character Traits” page for help. In addition, you will create an artistic impression of your character. When you begin artistically representing your character, try to use any physical descriptions from the text to help you. Your “artistic impression” of the character will probably be on a separate piece of paper.

You are invited to learn more about Little Willie. Please take notes on how Little Willie acts and looks.

To begin, reread the following passages and determine “descriptive words” that capture Little Willie’s personality and explain why the words describe him.

Reread page 10: paragraphs one, two and three. Which character trait words describe Little Willie? _______________________________

What words in the passage were your context clues? _______________________________________________________

Reread page 13, paragraphs two and three.

Little Willie acts

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________________________________because___________________

__________________________________________________________.

Reread page 15. Which words describe Little Willie? ________________________________________________________

He acts _____________________because_____________________

______________________________________________________.

Which words describe Grandfather?

_______________________________________________________

Grandfather acts ____________________because______________

_______________________________________________________.

On another paper, use the passages that describe Little Willie’s actions and appearance to help you complete an artistic impression of him. Enjoy!

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Wonderful WordsSection I

In every section of our reading, you will be learning and using many new words. Your job is to become a WONDERFUL WORDS and to create an entry in your Wonderful Words Notebook for each new word.

Each entry will include the following:

a. the word and the page and paragraph where it is locatedb. a child-friendly definition for the word (remember to use your

context clues)c. any associations/connections you may have with that wordd. an illustration or sketch of the word

After you discuss the word, you may be asked to write a sentence using 4 or more of the following: who, what, where, when, why or how.

Section 1 Words from Stone Fox

Metaphor p. 4 par. 1Harmonica p. 7 par. 1Palomino p. 7 par. 3Examination p. 9 par. 3Rodeo p. 10 par. 3Harvest p. 12 par. 3Irrigation p. 12 last par.

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Vocabulary Activities Section I Stone Fox

Help me out!

Directions: Read the following sentences and answer them accordingly.

1) Describe something that would be examined.

2) Describe the setting of a rodeo.

3) What would you need irrigation for? Explain.

4) Give an example of a metaphor.

5) Have you ever played a harmonica? Describe the sound it makes.

6) Would you like to own a Palomino? Why or why not?

Do you know of a place where a Palomino would live?

8) Describe the harvest season. How does it come?

Is the season an easy season?

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Discussion Director Section II (pp. 21-37) Directions: Your job is to involve the students in your group by thinking and talking about the section of the book you have just read. You are going to ask questions that really help the students in your group think about the reading. Your questions should require students to discuss their interpretations of the text and connect background experience and knowledge with the text. You want all students involved in the discussion and talking about issues that come up during the reading.Your job as the Discussion Director is to come up with five (5) thinking questions. You really want to make your group THINK about the reading. You are trying to make sure everyone in your group

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understands or comprehends the reading. It is very important that you ask your group critical thinking questions and NOT easy, right- there, in-the-book questions. You want the members of you group to stop, think, look back at the text, and synthesize and interpret what they have read. Remember you may wish to begin your questions with the following words/phrases: Who?, What?, Where?, When?, Why?, How?, If_______ then________? You need to write down the following:1. the questions2. your answers to your questions3. the page numbers where the students can reference the text to justify their responses to your questionsYou may want to focus on the following events when thinking about and developing your questions:

Little Willie handling things for the Winter Little Willie taking care of Grandfather Potato farming Little Willie’s trips with Searchlight Grandfather’s taxes- needing 500 dollars Little Willie’s strength

Examples of a few good thinking questions might be: 1. Should Little Willie sell the farm and get the money to support him and Grandfather?2. What do you predict will happen after mentioning the National Dog Sled races that will be occurring? 3. How would you react if you were a young boy having to handle all of these situations? Would you know what to do?

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Word WizardSection II

In every section of our reading, you will be learning and using many new words. Your job is to become a WORD WIZARD and to create an entry in your Word Wizard Notebook for each new word. Each entry will include the following:a. the word and the page and paragraph where it is locatedb. a child-friendly definition for the word (remember to use your context clues)c. synonyms you know (remember to use your character trait sheet and the THESAURUS) d. any associations/connections you may have with that worde. an illustration or sketch of the word After you discuss the word, you may be asked to write a sentence using 4 or more of the following: who, what, where, when, why or how.

Brim p. 22 par. 2Sturdy p. 24 par. 3Loomed p. 27 par. 1Tremendous p. 27 par. 4Forged p. 28 par. 2

Impatiently p. 29 last lineRicocheting p. 30 par. 1Droopy p. 32 par. 3Pried p. 43 par. 4

Vocabulary Activities Section II Stone FoxMaking Choices

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Directions: Tell whether each item or scenario is a description of the vocabulary word given. If so, say the word. If not, don’t say anything. 1) If any of the items I describe might cause be considered sturdy, say “That would be sturdy.” If not, don’t say anything.· A person standing on a rope.· A thick wooden table. · A small piece of paper.

2) If any of the situations I say would be tremendous, say “that is tremendous.” If not, don’t say anything.· Your mom tells you to make sure to dust your room.· You make an A plus on the test that you studied all night for. · You won the championship basketball game against your rival team.

3) If any of the things I say could be droopy, say “droopy.” If not, don’t say anything.· Your eyes getting heavy at the end of the day.· Flowers following a rainstorm. 4) If any of the actions would be considered impatient, say “You are acting impatient” If not, don’t say anything.· You are constantly asking your mother how much longer until dinner.· You do your homework as soon as you get home from school.· Your family is going on a trip to the beach and during the trip you continuously ask your parents how much longer until you get there. · You are sitting are your desk quietly waiting for your teacher to pass around the materials for the project.

5) If any of the situations I describe may be ricocheting then say, “ricochet,” if not, don’t say anything.· A ball bouncing off a wall and hitting someone in the head.· A ball moving inside a pinball machine.· The car driving down the road

Vocabulary Activities Section II Stone FoxSynonyms and Antonyms

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Directions: Look at the vocabulary word under the “word” column. Recall its definition (look back at your definition if needed). Think of other words associated with the vocabulary word and write them under the “synonym” column. Think of other words not associated with, or the opposite of, the vocabulary word and write them under the “antonym” column.

Synonym Word Antonym sturdy

tremendous

forged

loomed

impatiently

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Section 4Double Entry Diary

You will be creating a Double Entry Diary for this section of the book. You will pick out passages from this section that you feel is important to this section or to the book as a whole. You will write the passage or quote that you have chosen from this section on the left side of your

paper, including the page number. On the right side of your paper, you will write a response to that passage which could include a personal

reaction or a connection to that section of the book. You must have at least three passages with responses to each.

Here is an example:Quotation/Passage and Page Number:“Grandfather was better. Tears of joy rolled down little Willy’s smiling face. Everything was going to be alright.” Page 73

Response:This passage is encouraging. While in the race, Willy sees Grandfather standing in the window of his home and knows that he was better. His happiness is so overwhelming that he cannot control the happy tears that roll down his face.

Double Entry Diary

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Quotation/Passage and Page Number:

Response:

Letter of Thanks

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You are invited to write a letter from the point of view of Willy to Stone Fox showing your thanks for the help and encouragement at the end of the race when Searchlight died. Be sure to show the true feelings of how Willy would feel towards Stone Fox as well as keeping the story and setting of the story accurate. Make sure to make this a friendly letter to Stone Fox from Willy. You can use this sheet to brainstorm ideas for your letter and then you will begin the actual letter on a separate sheet of paper. Here are a few questions that you may want to consider when planning your letter.

What do you think Willy would like to tell Stone Fox?

How do you think Willy is feeling while writing this letter?

What might Willy want to say to Stone Fox concerning the race?

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Vocabulary Activities Section II Stone Fox

Synonyms and Antonyms

Directions: Look at the vocabulary word under the “word” column. Recall its definition (look back at your definition if needed). Think of other words associated with the vocabulary word and write them under the “synonym” column. Think of other words not associated with, or the opposite of, the vocabulary word and write them under the “antonym” column.

Synonyms and Antonyms Directions: Look at the vocabulary word under the “word” column. Recall its definition (look back at your definition if needed). Think of other words associated with the vocabulary word and write them under the “synonym” column. Think of other words not associated with, or the opposite of, the vocabulary word and write them under the “antonym” column.

Synonyms Word AntonymsStunned (pg.48)

Determined (pg. 48)

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Cunning (pg. 52)

Deserted (pg. 59)

Massive (pg. 62)

Vocabulary Activities Section II Pirate DiaryLearning Common Prefixes ( couldn’t find any)

Section Three Notes for the Reader Part AYou will read pages 51-52 with your classmates and teacher. In addition, you will read pages 6 &-7 from the book The true Story of Balto.

Please answer the following questions in your dog sled notebooks.1. Who were the Samoyed?

Teacher’s notes: sled dogs

2. What context clues lead you to believe this?Teacher’s notes: The dogs held their heads up in unison . They

pulled the sled got closer

3. What were the descriptive words used to describe them?Teacher’s notes: Beautiful, all white, trained, their job is the pull

the sled

4. List their jobsTeacher’s notes Pull sleds: This was the only source transportation in Alaska Carry tool ands food Worked for a gold mining company ( Balto)

In addition, you will read pages 51-54 from Stone Fox. Please answer the following questions in your Dog Sled notebooks.

1. What did you learn about the Shoshone tribe?

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Teacher’s notes: Clothing: dress in fur and leather, wear moccasins and a

dark colored headband Tribe: were peaceful seed gatherers, but had been forced to leave their homeland of Utah and settle in a reservation in Wyoming.

2. How did this affect their outlook on white men?Teacher’s notes: They were unhappy and wanted their land back. They found it hard to trust white men.

3. How is Stone Fox going to help his tribe?Teacher’s notes: He entered the race in order in the hopes of

winning their land back.

Wrapping It Up…Post-Reading I Poetry and Research on the Shoshone tribeStep 1

In the book, Book Nayi Nuki, by Kenneth Thomasma , we meet an actual Shoshoni and discover information about her life. This book is based on a true story of a Shoshoni Indian girl, who was captured and tried to escape to her homeland. It’s a true tale of a child who never gives up on her dreams to return to her homeland.Listen carefully as I read aloud. Take notes on the information you learn about the Shoshone/Shoshoni tribe. Please record your information on your Data Retrieval Chart (DRC) folder.

Step 2You are invited to continue researching the Shoshone tribe! As you read, think about the following questions for each section and take good notes, adding information to your DRC.Website to explore:

1. http://www.bigorrin.org/shoshone_kids.htm

Teacher’s note: This website is kid friendly with accurate information for students. It shows insight into the Shoshone culture: Clothing “moccasins” along with pictures, transportation “dog sleds” their relationships with other tribes. and where they live.

1. Write down the different spellings of for that the tribes prefer to go by.

Teacher’s notes: Shoshone, Shoshoni and they refer to themselves as “Newe”, which means people)

2. Where do they live? Teacher’s notes: California, Idaho, Nevada, Wyoming, Montana,

Utah

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3. How did the different tribes within the Shoshone/Shoshoni group interact with one another? Hint: Check out: How is the Shoshone Indian nation organized? &What other Native Americans did the Shoshone tribe interact with?

Teacher’s notes: Each tribe had their own form of government and reservation in which they lived. Shoshone bands traded regularly with each other and also with neighboring tribes such as the Crow, Nez Perce, and Paiute tribes. The Shoshone were especially friendly with the Paiutes, and intermarried with them frequently The Shoshone also fought wars with other tribes, especially the . Plains Indian tribes treated war differently than European countries did. They didn't fight over territory but instead to prove their courage, and so Plains Indian war parties rarely fought to the death or destroyed each other's villages. Instead, their war customs included counting coup (touching an opponent in battle without harming him), stealing an enemy's weapon or horse, or forcing the other tribe's warriors to retreat. So the Shoshone sometimes were enemies of Plains Indian tribes like the Blackfeet, Lakota, and Cheyenne, and other times they were peaceful. The Europeans who first met them were surprised by how often the Plains tribes fought with their neighbors, yet how easily they made peace with each other when they were done fighting. The Western Shoshone, who lived farthest from the Plains, did not fight other tribes often.

4. Write down some words you learned today in the Shoshone/Shoshoni language.

Teacher’s notes: "behne” means hello; "aishen” means thank you

5. What activities do Shoshone/Shoshoni boys and girls like to do today? Teacher’s notes: They go fishing and hunting with there fathers and participate in footraces. Girls like to play with dolls and play a ball game called shinny

6. Draw and describe their types of clothing for both female and male.

7. What did they use as means of transportation?Teacher’s notes: travois (a kind of drag sled)

8. `Draw and label the different types of shelter used by the tribes.

Step three Additional Websites to explore:

2. http://library.thinkquest.org/CR0211900/fox/shoshone.htm

Teacher’s note: This website coincides with the book Stone Fox. Students can explore with the Shoshone Indian culture by reading

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about their food, shelter, roles within the community and discover where they can embark on an interactive trip of the Lewis and Clark Expedition. Students are encouraged to click on their state of choice (Montana) to retrieve information about their tribe of choice (Shoshone). Once they are on the Shoshone page, they can discover information about the culture within the tribe, as well as information about their first encounter with the “white people”. 3. http://www.mrnussbaum.com/nativeamericans/sacagawea.htm

Teacher’s note: This website discusses Sacajawea’s (a twelve year old who was a member Shoshone tribe) impact on history. She was captured and sold as a slave to help with the Lewis and Clark expedition.

Step 4Using the information you have learned about Shoshone/Shoshoni Indians, create an I POEM written from a Shoshone/Shoshoni Indian’s perspective. You may wish to use the graphic organizer for the I POEM to organize your information before composing your I POEM. See our I POETRY PAGE for I_Am_GraphicOrg (Graphic Organizer) and IamPoem_Blank_4 (Student Copy with lines). Be sure that your I POEM:· Is in the form of an I Poem· Includes thoughtfully chosen words and images to reveal character· Includes example of figurative language· Incorporates factual information from research· Demonstrates considerable effort with artistic impression Writing a Legendhttp://www.delicious.com/fryeb

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Data Retrieval Chart (DRC) Shoshone/Shoshoni IndiansResources Draw, label and describe

thetypes of shelter they use/d

With who and how did they interact with other types of people?

Describe the types of clothing in which men and woman wore.

What did they use as means of transportation and why?

Nayi Nuki, by Kenneth Thomasma

Internet Site: http://www.bigorrin.org/shoshone_kids.htm

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Additional Internet Sites

Resources Where do they live?

What activities/games do the boys and girls participate in?

How is their culture similar to ours?

How is their culture unique?

Nayi Nuki, by Kenneth Thomasma

Internet Site: http://www.bigorrin.org/shoshone_kids.htm

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Additional Internet Sites

Vocabulary for Chapters 6 and 7Directions: Find these “Wonderful Words” in the book Stone Fox and use context clues to predict the meaning of the words. Then, look up the words in the dictionary or on the website www.onelook.com. Use your predictions and the definition to come up with your own definition for each word.

List of “Wonder

ful Words”

Page # Student Definition

Stunned 48Example: very shocked or upset, especially so that you are unable to act normally

Determined

48

Cunning 52

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Deserted 59

Massive 62

Synonyms and Antonyms Directions: Look at the vocabulary word under the “word” column. Recall its definition (look back at your definition if needed). Think of other words associated with the vocabulary word and write them under the “synonym” column. Think of other words not associated with, or the opposite of, the vocabulary word and write them under the “antonym” column.

Synonyms Word AntonymsStunned (pg.48)

Determined (pg. 48)

Cunning (pg. 52)

Deserted (pg. 59)

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Massive (pg. 62)

Notes for the ReaderPart AYou will read pages 51-52 with your classmates and teacher. In addition, you will read pages 6 &-7 from the book The True Story of Balto.

Please answer the following questions in your dog sled notebooks.

5. Who were the Samoyed?Teacher’s notes: sled dogs

6. What context clues lead you to believe this?Teacher’s notes: The dogs held their heads up in

unison. They pulled the sled up closer.

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7. What were the descriptive words used to describe them?

Teacher’s notes: Beautiful, all white, trained, Their job is the pull the sled.

8. List their jobsTeacher’s notes Pull sleds: This was the only source

transportation in Alaska. Carry tool and food Worked for a gold mining company ( Balto)

In addition, you will read pages 51-54 from Stone Fox. Please answer the following questions in your Dog Sled notebooks.

4. What did you learn about the Shoshone tribe?Teacher’s notes: Clothing: dress in fur and leather, wear moccasins

and a dark colored headband Tribe: peaceful seed gatherers, forced to leave their homeland of Utah and settle in a reservation in Wyoming.

5. How did this affect their outlook on white men?Teacher’s notes: They were unhappy and wanted their land back. They found it hard to trust white men.

6. How is Stone Fox going to help his tribe?Teacher’s notes: He entered the race in order in

the hopes of winning their land back.

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Character Sketcher – Stone Fox

http://www.americaslibrary.gov/assets/aa/lewisandclark/aa_lewisandclark_shoshone_3_m.jpgYou are invited to learn more about Stone Fox. Please take notes on how Stone Fox acts and looks.

To begin, think about “descriptive words” that capture Stone Fox’s personality and try to find passages in pages 51 through 54 that describe how Stone Fox is acting. Think about why or how those words describe Stone Fox. Remember…. these will be implied traits. Use the traits below to help you.

Choose 3 of the following traits and find “descriptive words” on pages 51 through 55 that demonstrate how Stone Fox is acting.

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heroic confident cunning loyalintimidatin

g determined brave unfriendly

On page _______ paragraph _______ Stone Fox

acts________________________________ because/when

___________________________________________________________

__________

___________________________________________________________

___________________________.

On page _______ paragraph _______ Stone Fox

acts________________________________ because/when

___________________________________________________________

__________

___________________________________________________________

___________________________.

On page _______ paragraph _______Stone Fox

acts________________________________ because/when

___________________________________________________

__________________

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___________________________________________________

___________________________________.

Use the passages that describe Stone Fox’s actions and appearance to help you complete an artistic impression of Stone Fox. Page 51 reveals adjectives about Stone Fox’s appearance. Using these details, create a visual representation of Stone Fox.

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Vocabulary ActivitiesVocabulary ActivitiesSection 4Section 4

SwollenSwollen p. 62 Par. 1p. 62 Par. 1JammedJammed p. 63 last par.p. 63 last par.

ContestantsContestants p. 65 par. 1p. 65 par. 1AbreastAbreast p. 65 par. 1p. 65 par. 1

ClenchedClenched p. 67 last par.p. 67 last par.SwigSwig p. 68 first par.p. 68 first par.

TensionTension p. 68 par. 2p. 68 par. 2MagnificentMagnificent p. 73 last linep. 73 last line

You will complete the following chart with child-friendly definitions for these words. Then, you are invited to

complete a set of daily vocabulary activities to go with these words.

Word and Page

Meaning

Jammed, P. 63

Clenched, p. 67

tension, p.68

Magnificent, p. 73

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Idea CompletionsIf you take a swig of something what are you doing? ___________________________________________________________________________________________________________________________________________________________.

If something is swollen, what does that mean? _____________________________________________________________________________________________________________.

You are abreast of the situation, what is that referring to? _________________________________________________________________________________________________.

Willy and Stone Fox were contestants of the race. What does that mean? ____________________________________________________________________________________________________________________________________________________________

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The Soundtrack of Stone FoxMost movies that come out today have a corresponding soundtrack that goes along with the movie to add meaning to the plot as well as represent certain characters in the movie. For this assignment, you and a group will be creating a soundtrack with at least four songs that represent your interpretation of Stone Fox. It should directly relate to the plot, theme or characterization in the story. The songs that you choose should be appropriate and should respectfully represent the story. Guidelines:

1. You must have at least 4 songs. They can be from any genre of music. You may want to have one theme to your soundtrack (i.e. one genre of music for the entire soundtrack.)

2. The songs must be approved by the teacher and must be appropriate for the school environment.

3. Two of the songs must represent two different characters in Stone Fox. Find a song that BEST represents the character you have chosen. This could be the characters “theme song.”

4. Two songs must represent specific scenes in the book. Focus on important scenes. If this book was made into a movie, which scenes would be major scenes in the movie and what music would represent those?

5. For each song you choose, you must write a paragraph explaining your choice. Discuss the connection between the music and the novel. The song must fit the character/scene/theme well. You can choose quotes or passages from the book to show your connection. Make sure you offer insightful reasons to justify your selections and connections.

6. Create the cover jacket for the CD soundtrack jewel case (front and back). The cover should include the name of the CD and at least one visual reference to the novel (a picture); the visual(s) should also connect to the characters/scenes/themes that you

42

emphasize on the soundtrack. Other text that you may wish to include on the front or back: a list of the songs/performing artists, credits, recording company information, dedications, lyrics. Use your creativity here.

Wrapping It Up…Post-Reading

43

I Poetry and Research on the Shoshone tribeStep 1The book, Nayi Nuki, by Kenneth Thomasma, is based on a true story of a Shoshoni Indian girl, who was captured and tried to escape to return to her homeland. Despite all the trials she faces, the heroine never gives up on her dreams.

Listen carefully as I read aloud. Take notes on the information you learn about the Shoshone/Shoshoni tribe. Please record your information on your Data Retrieval Chart (DRC) folder.

Step 2You are invited to continue researching the Shoshone tribe! As you read, think about the following questions for each section and take good notes, adding information to your DRC.Website to explore:

4. http://www.bigorrin.org/shoshone_kids.htm Teacher’s note: This website is kid-friendly with accurate information for students. It shows insight into the Shoshone culture: Clothing “moccasins” along with pictures, transportation “dog sleds” their relationships with other tribes, and where they live.

9. Write down the different spellings of for that the tribes prefer to go by.

Teacher’s notes: Shoshone, Shoshoni and they refer to themselves as “Newe”, which means people)

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10. Where do they live? Teacher’s notes: California, Idaho, Nevada,

Wyoming, Montana, Utah

11. How did the different tribes within the Shoshone/Shoshoni group interact with one another? Hint: How is the Shoshone Indian nation organized? With what other Native Americans did the Shoshone tribe interact?

Teacher’s notes: Each tribe had their own form of government and reservation in which they lived. Shoshone bands traded regularly with each other and also with neighboring tribes such as the Crow, Nez Perce, and Paiute tribes. The Shoshone were especially friendly with the Paiutes, and intermarried with them frequently. The Shoshone also fought wars with other tribes, especially the Plains Indian tribes. They treated war differently than European countries did. They didn't fight over territory but, instead, to prove their courage. Therefore, the Plains Indian war parties rarely fought to the death or destroyed each other's villages. Their war customs included counting coup (touching an opponent in battle without harming him), stealing an enemy's weapon or horse, or forcing the other tribe's warriors to retreat. Shoshone sometimes were enemies of Plains Indian

45

tribes like the Blackfeet, Lakota, and Cheyenne, and other times they were peaceful. The Europeans who first met them were surprised by how often the Plains tribes fought with their neighbors, yet how easily they made peace with each other when they were done fighting. The Western Shoshone, who lived farthest from the Plains, did not fight other tribes often.

12. Write down some words you learned today in the Shoshone/Shoshoni language.

Teacher’s notes: "behne” means hello; "aishen” means thank you

13. What activities do Shoshone/Shoshoni boys and girls like to do today?

Teacher’s notes: They go fishing and hunting with their fathers and participate in foot races. Girls like to play with dolls and play a ball game called “shinny.”

14. Draw and describe their types of clothing for both female and male.

15. What did they use as means of transportation?

Teacher’s notes: travois (a kind of dog sled)

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16. `Draw and label the different types of shelter used by the tribes.

Step three Additional Websites to explore:

5. http://library.thinkquest.org/CR0211900/fox/ shoshone.htm

Teacher’s note: This website coincides with the book Stone Fox. Students can explore the Shoshone Indian culture by reading about their food, shelter, roles within the community and discover where they can embark on an interactive trip of the Lewis and Clark Expedition. Students are encouraged to click on their state of choice (Montana) to retrieve information about their tribe of choice (Shoshone). Once they are on the Shoshone page, they can discover information about the culture within the tribe, as well as information about their first encounter with the “white people”. 6. http://www.mrnussbaum.com/nativeamericans/

sacagawea.htmTeacher’s note: This website discusses Sacajawea’s (a twelve year old who was a member of the Shoshone tribe) impact on history. She was captured and sold as a slave to help with the Lewis and Clark expedition.

Step 4Using the information you have learned about Shoshone/Shoshoni Indians, create an I POEM written from a Shoshone/Shoshoni Indian’s perspective. Follow this format.

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FIRST STANZAI am (two special characteristics you have)I wonder (something you are actually curious about)I hear (an imaginary sound)I see (an imaginary sight)I want (an actual desire)I am (the first line of the poem repeated)

SECOND STANZAI pretend (something you actually pretend to do)I feel (a feeling about something imaginary)I touch (an imaginary touch)I worry (something that really bothers you)I cry (something that makes you very sad)I am (the first line of the poem repeated)

THIRD STANZAI understand (something you know is true)I say (something you believe in)I dream (something you actually dream about)I try (something you really make an effort to do)I hope (something you actually hope for)I am (the first line of the poem repeated)

Be sure that your I POEM:· Is in the form of an I Poem· Includes thoughtfully chosen words and images to reveal character· Includes example of figurative language· Incorporates factual information from research· Demonstrates considerable effort with artistic impression

Data Retrieval Chart (DRC) Shoshone/Shoshoni IndiansResources Draw, label and describe With who and Describ What did they

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thetypes of shelter they use/d

how did they interact with other types of people?

e the types of clothing in which men and woman wore.

use as means of transportation and why?

Nayi Nuki, by Kenneth Thomasma

Internet Site: http://www.bigorrin.org/shoshone_kids.htm

Additional Internet Sites

Resources Where do they live?

What activities/games do the boys and girls participate in?

How is their culture similar to ours?

How is their culture unique?

Nayi Nuki, by Kenneth Thomasma

Internet Site: http://www.bigorrin.org/shoshone_kids.htm

Additional Internet Sites

Vocabulary Assessment

49

Choose the best choice to describe the term in bold

1. Which of the following is an example of a metaphor?A) The sled went as fast as lightning. B) The boy is an ox.C) The door creaked as he slowly made his way inside.D) He eats like a pig.

2. Use the follow sentence to answer question two.He filled his cereal to the brim of the bowl

Which of the following best describes the term brim? A) inside B) bottom C) top D) middle3. In which of the following scenarios would a harmonica most likely be used?

A.) a dog sled raceB.) picking crops C.) a weddingD.) a music concert

4. What does an object do when it ricochets off of the wall?

A) bounce B) leap C) runD) push

5. When might your arm be swollen?A) after hitting your funny boneB) after waking from a napC) after breaking a boneD) after jumping into a freezing cold pool

6) Relying on his wits and cunning, the wolf made his way into Grandmother’s house. Which term best describes the word cunning?

A) IntimidationB) RudenessC) InnocenceD) Trickery

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4. Draw a picture a palomino and describe what they are used for.

5. Draw a picture of items you might find at a rodeo and describe why these items might be found there.

6. Write a scenario in which people are known as contestants.

7. Describe the harvest season.Write a synonym for each of the following termsTerm Synonym Ex: excited thrilled

1. tremendous 2. impatiently 3. determined4. deserted5. droopy6. massive7. tension

8. sturdy

9. magnificent

10. stunned

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Use the word box for problems one through six

1. used force in order to move or open._____________2. a test or assessment_________________3. squeezed or packed________________4. held tightly ________________5. a gulp of liquid _______________6. side by side________________7. travelled or proceeded____________-8. a system for supplying water ________________

North Carolina Language Arts Standard Course of Study: Grade 3

Unit Activity NC Language Arts Grade 5Students will gain vocabulary knowledge by using context clues, breaking apart prefixes and suffixes and reference materials to define Tier 2 vocabulary. Throughout the Multi text Unit, students will complete vocabulary exercises in their individualized student packets. Student’s word knowledge will be assessed at the end of the unit

1.04 Increase sight vocabulary, reading vocabulary, and writing vocabulary through:

wide reading. word study. listening. discussion. book talks. book clubs. seminars. viewing.

Forged Jammed abreast clenched…. swig pried examination irrigation

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using a multiple choice and a fill in the blank vocabulary assessment.

Role-play. studying author's craft.

1.05 Use word reference materials (e.g., dictionary, glossary) to confirm decoding skills, verify spelling, and extend meanings of words.

Students will use metacognitive strategies to comprehend, interpret and draw conclusions from text Stone Fox and The True Story of Balto. Students will complete assignments in their student packets throughout the sections of the Multi text Unit that assess their comprehension of the content within the reading. In addition, students participate in an internet workshop that will show insight into the setting of the story as well as an internet workshop on the Shoshone Native American Culture. Students will use individualized Data Retrieval Charts to help organize their information.

2.01 Use metacognitive strategies to comprehend text (e.g., reread, read ahead, ask for help, adjust reading speed, question, paraphrase, retell).

2.05 Draw conclusions, make generalizations, and gather support

Students will respond to the information they obtained from reading Stone Fox and participating in the internet workshop on Shoshone Native Americans to create an I Poem from a Shoshone Native American perspective.

3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:

considering the differences among genres.

relating plot, setting, and characters to own

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experiences and ideas. considering main character's

point of view. participating in creative

interpretations. making inferences and

drawing conclusions about characters and events.

reflecting on learning, gaining new insights, and identifying areas for further study.

4.02 Use oral and written language to:

present information in a sequenced, logical manner.

discuss. sustain conversation on a

topic. share information and ideas. recount or narrate. answer open-ended

questions. report information on a

topic. explain own learning.

Include an outline of the packet: section, book used, page #s, and activities included in each section. Also include the participation structure used: individual, small group, whole group or a combination of these. Please use a variety of structures

Include a rubric with the student packet.  The rubric should provide a list of assignments and criteria as well as points for each.

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Rubric

Stone Fox Pre reading activity KWL ChartStudents have neatly filled out their KWL chart based on what they know about Palomino dog, what they want to learn from the reading

/2

Pre reading activity Student will complete a prediction activity on the reading based

on the title and front cover. /2

Dog Sled Web quest on Dog Sled racing Students used internet resources to conclude

answers.(5 points) Remain on task throughout the lesson (2 points)

Thoroughly and accurately record data in a Data Retrieval Chart (5 points)

/12

Double Entry Diary Section One Chapters 1-2 Students find and record important words and

passages within the text. Record information using the double entry diary format

provided and include page numbers and paragraphs for each entry.

Responds to the text using the strategies provided.

/10

Character Sketcher Section One Chapters 1-2 Adjectives are included and thorough.(5 points) Page numbers are labeled.(2 points) Artistic representation is complete and thoughtful.(3 points) /10

55

Wonderful Words Section One Chapters 1-2 Students provide a child friendly definition for each term Label the page number and paragraph is can be found within

the reading Have illustrations for each term

/15(5 points

each)

Vocab activities for section One Chapters 1-2 Students thoroughly complete the activity and answer

questions for each term./15

/5

/2

Discussion Director for Section 2 Chapters 3-5 Students create five questions based on the reading. Page numbers and paragraphs are included for each question

listed. Questions are from different levels of blooms taxonomy

/15(5 points

each)

Word Wizard for Section 2 Chapters 3-5 Students develop child friendly definitions in their own words. Display page numbers and paragraph for each term. Create sketches to illustrate the meaning of each term

/15

(5 points

each)

Vocabulary Activities for Section 2 Chapters 3-5 Making Choices Students interact and remain on task during group activity Students complete a Synonym and Antonym chart for terms

/5

Vocabulary Activities for Section 3 Chapters 6-7 Definitions are represented in student’s own words] Completed Synonym/Antonym Chart for terms Completed open ended questions recorded in

his/her Sled dog notebook

/15(10 points

each)

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Character Sketcher for Section 3 Chapters 6-7 Adjectives are included and thorough.(5 points) Page numbers are labeled.(2 points) Artistic representation is complete and thoughtful.(3 points)

/10

DED for Section 4 Chapters 8-10 Include page numbers and a paragraph with quotes and/or

passages from the reading. Write a thoughtful response on reaction to each passage and/or

quote.

/10(5 points

each)

Letter of Thanks Section 4 Chapters 8-10 Letter is written from Little Wille’s perspective to Stone Fox. The letter reflects student’s comprehension of the book

/15

Vocabulary Activities for Section 4 Chapters 8-10 Students create child friendly definitions for each term. Students use the child friendly definition to determine the word

meanings during idea completions. /15

(5 points

each)

Soundtrack for Stone Fox Have four song to display interpretation of the book Stone Fox

(5points) Songs must be approved by the teacher and appropriate for a

school environment (2 points) Two songs to represent two different characters with the

story(3 points) Two songs to represent scenes within the story (3 points) Paragraph explanation of song choices (5 points) Creative cover jacket for the cd (2 points)

/20

Web quest on Shoshone Indians Students thought critically and thoroughly about questions. (3

points) Student thoroughly completed a DRC Chart to display answers.

(10 points) Students remained on task.(2 points)

/15

Vocabulary Assessment Student accuracy and completion of the assessment /20

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After Reading Activity: I-poem from a Shoshone Native American perspective Poem is written from the perspective of a Shoshone Native

American Poem follows the appropriate style and format of writing. Contains factual information discussed in readings and/or during

web quest.

/15

5 points

each

Total /238

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Additional Resources

Dogs of the North by: Alaska Geographic Society (Vol 14, No 1, 1987)Alaskan working dogs and their history are detailed in this reference book, which includes photographs and biographies of sled dogs and mushers.

This is a great book because the students can read it and learn about the history of the dogs and how hard they had to work in Alaska. It also has some great pictures. The biographies also allow the kids to read from another person’s point of view who was an actual dog sledder.

Journey into the Arctic by: Bryan & Cherry Alexander (2003)Beautiful color photographs and well-designed pages take readers on a dogsled tour of life in the Arctic. Grades 1 – 5

The photographs in this book really help the children to see how beautiful the scenery is in Alaska. Also, it is essential for the children to see the life of a dog sled racer and how big of a chance it was for them and how they risked their lives to race these dog sleds.

Meet Lydia: A Native Girl from Southeast Alaska by: Miranda Belarde-Lewis (2004)One of the My World: Young Native Americans Today series, this book explores the life of Tlingit girl Lydia Mills and the history and culture of her tribe. Ages 9 – 12

This is essential for the students to read because they can read about people their age that were original Native Americans that have lived in the Arctic and how they grew up with dog sleds and how they got around with them and they relied on them in their everyday lives.

Life in the Arctic by: Sheldon Brooks (2004)Brooks defines the Arctic, and tells how life survives in this extreme environment. Ages 9 – 12

This book really relates to the environment of the Arctic area, where the dog sleds are ran. This really opens the student’s eyes to the shrill

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coldness and the unbearable amounts of snow that they received.

Children of the Midnight Sun: Young Native Voices of Alaska by: Tricia Brown (1998, 2007)Named a “Best Book of the Year” (1998) by both Parenting Magazine and School Library Journal, Children of the Midnight Sun profiles the lives of eight Native American Alaskan children and includes photographs by Roy Corral. Grades 3 – 7

This book shows children what, specifically Alaskan children had to endure each day of their lives. It talks about the climate there and the shortage of sun in the day, which is very important. The children will love this book because it is about kids like them and they can learn better from other children than from adults.

Born to Pull by: Bob Carey (1999)With illustrations by Gail de Marcken, author Carey introduces dog mushing and life on the trail, emphasizing the bond between musher and dog. Ages 4 – 8

This book talks about the bond of the master and the dogs in the dog sleds. The students need to understand this book because the driver must make a relationship through love and practice to get the dogs to do what they want them to do.

The Story of Seward’s Folly by: Susan Clinton (1987)Clinton examines the controversy over Secretary of State William Seward’s 1867 push to purchase Alaska from Russia. Grades 3 – 6

Alaska and the time that it was almost purchased is really important for the students to learn because it really keeps the students informed about Alaska as a state, as well as the animals and dog sledding that they produce. This is a great book to further understanding about Alaska.

Additional Resources to the 8 other:Racing Sled Dogs: An Original North American Sport by: Michael Cooper (1988)The author chronicles the history of sled dog racing in North America, including sections on training methods and the world of amateur and professional racing. Grades 4 – 6

Susan Butcher and the Iditarod Trail by: Ellen M. Dolan (1993)The inspiring story of Susan Butcher, four time Iditarod winner, superb athlete, and gifted dog trainer, is told in this biography. Grades 3 – 6

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Big-Enough Anna: The Little Sled Dog Who Braved the Arctic By: Pam Flowers with Ann Dixon (2003)A true story about how the runt of the litter became the lead sled dog. Ages 4 – 8

Living in the Arctic by: Allan Fowler (2000)One of the “Rookie Read-About Geography” series. Ages 4 – 8

Arctic Son by: Jean Craighead George (1997 – out of print)This picture book chronicles the birth and early years of George’s grandson Luke, who lives in Barrow, Alaska, and learns of the Inupiat Eskimo culture. Grades K – 3

The Big Caribou Herd: Life in the Arctic National Wildlife Refuge by: Bruce Hiscock (2008)The author-illustrator follows a herd of Caribou through the year, presenting to his life in the Alaskan wilderness. Grades 2 – 5

Arctic Hunter by: Diane Hoyt-Goldsmith (1992)A ten-year old Inupiat boy and his family journey to their spring hunting and fishing camp north of the Arctic Circle. Grades 4 – 6

Alaska by: Shelley Gill (2007)Gill offers a basic introduction to Alaska using facts, poetry, and native lore. Grades 4 to 7

Up on Denali: Alaska’s Wild Mountain by: Shelley Gill (2006)In this picture book, Shelley covers all aspects of the unique ecosystem which comprises the tallest mountain in North America – Denali, also known as Mt. McKinley. Grades 2 – 4

Keep On!  The Story of Matthew Henson Co-Discoverer of the North Pole by: Deborah Hopkinson (2009)This picture book biography of Matthew Henson features the importance of sled dogs to the mission. Ages 9 – 12

Alaska (Hello USA) by: Joyce Johnston (1996, 2001)This introduction to the 50th state includes its history, geography, economy and people. Ages 9 – 12

Dog Heroes:  True Stories about Extraordinary Animals Around the World by: Tim Jones (1995)This collection of true stories about famous dogs from around the world, including Serum Run leaders Balto and Togo, is illustrated by Alaskan artist and Iditarod racer Jon Van Zyle. Grades 4 – 6

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Life in the Far North by: Bobbie Kalman and Rebecca Sjonger (2004)Each two-page spread is its own chapter on an aspect of life in the Far North, the area of land and water north of the Arctic Circle.  The book includes a table of contents, a glossary, and an index. Ages 9 – 12

Snow Baby: The Arctic Childhood of Admiral Robert E. Peary’s Daring Daughter by: Katherine Kirkpatrick (2007)Kirkpatrick’s in-depth research and use of historical photographs tell the story of Admiral Peary’s daughter, whose birth and life in the arctic shocked Victorian society and earned her the name “Snow Baby” from the Inuit. Grades 4 – 8

Adventure in Alaska by: Sydelle A. Kramer (1993)One of the Read to Believe It series, this is a biographical account of Libby Riddles, the first woman to win the Iditarod. Grades 3 – 4

The Big Alaska Activity Book by: Carole Marsh (2001)The book features reproducible worksheet puzzles and games for learning about Alaska. Ages 9 – 12

Wild Hearts, Dog Sledding the Rockies by: Dagny McKinleyBook full of dynamic and spectacular photographs of sled dogs living in Colorado, text provides information about a dog’s life at a sled dog kennel and how the dogs affect the lives of the humans who live and work with them. All ages

Arctic Lights, Arctic Nights by: Debbie S. Miller (2003)Miller records the changing Arctic light from one summer solstice to the next, and the way in which animals continually adapt to the changing light each month of the year.  The book includes an excellent introduction and glossary. Ages 6 – 9

The Great Serum Race: Blazing the Iditarod Trail by: Debbie S. Miller (2002)A picture book for older children, this well-researched account of the 1925 serum run to Nome includes illustrations by Jon Van Zyle, Iditarod musher and official Iditarod artist. Grades 2 – 6

Big Alaska: Journey Across America’s Most Amazing State By: Debbie S. Miller (2006)Travel across Alaska’s extraordinary landscapes through the eyes of a bald eagle, learning about state symbols, climate records, and Alaska’s special places. Grades 2 – 4

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Crimp!  On-By!!  The True Story of a Most Unlikely Iditarod Lead Dog By: Liz Parrish and Jan KelleyCrimp overcame obstacles to become a lead dog on Liz’s 2008 Iditarod Team.  Important facts about the race, mushing, and dogs are included in the book.  Appropriate for all ages.

Storm Run: The Story of the First Woman to Win the Iditarod Sled Dog Race by: Libby Riddles (1996, 2001)As the first woman to win the Iditarod, Libby Riddles details what inspired her to train for the race, and what it took to win in 1985. Grades 2 – 5

Sled Dogs: Arctic Athletes By: Elizabeth Ring (1994)Ring explains the history, training and care of the breeds typically uses as sled dogs. Grades 1 – 3

Getting Ready to Race By: Susan Ring (1999)This book provides an introduction to mushing. Grades 1 – 3

SoloFlite: An Alaskan Puppy Becomes a Legend by: Marianne Schlegelmilch (2002)A lost puppy, given a home at a kennel in Fairbanks, becomes an Iditarod legend. Ages 4 – 8

Dogs of the Iditarod by: Jeff Schultz (2003)A well written and beautifully illustrated overview of the Iditarod, showcasing the amazing dogs that make it possible. Grades 3 – 6

Mush: Across Alaska in the World’s Longest Sled-Dog Race by: Patricia Siebert (1992)Siebert’s overview of the Iditarod includes a brief history of Alaska. Grades 3 – 5

Arctic National Wildlife Refuge by: Alexandra Say (1991)One of the Circle of Life Series, this book explores the plant and animal life of the Arctic National Wildlife Refuge on the Alaskan tundra. Grades 3 – 6

Eskimos: The Inuit of the Arctic by: J. H. Greg Smith (1987)A history of the culture and the people. Grades 3 – 6

The Bravest Dog Ever: The True Story of Balto by: Natalie Standiford (1989)The story of the 1925 serum race to Nome is told in this Step Into Reading book. Grades 1 – 3

The Race to Nome:  Alaska’s Heroic Race to Save Lives by: Kenneth A. Ungermann (1963)Factual account of Balto, Togo, and how

63

man helped man to beat the Diphtheria Epidemic. Grades 2 and up

Clueless in Alaska: Know More! An Activity Book Filled with Puzzles, Fun Facts, Games and Jokes by: Jen Funk Weber (2006)Learning about Alaska is made fun in this full-color, photo-illustrated activity book. Ages 9 – 12

Foxy’s Tale: The True Story of a Champion Alaskan Sled Dog by: Ed White and Donna Freedman (1995)Foxy, the runt of the litter who has a life-threatening accident and then is stolen, becomes a champion in the Junior World Championships. Grades 3 – 6

Snow Dogs! Racers of the North by: Ian Whitelaw (2008)This DK Reader introduces children to sled dog racing, and what it takes to be the leader of the pack. Ages 9 – 12

Northern Lights (Science Matters) by: David Whitfield (2006)An introductory overview of the science, technology, and myths related to the Northern Lights. Ages 9 – 12

Iditarod Dream: Dusty and His Sled Dogs Compete in Alaska’s Junior Iditarod by: Ted Wood (1996)This photo-essay tells the true story of 15-year-old Dusty Whittemore, as he and his dogs prepare for, run and win the Junior Iditarod. Grades 3 – 5

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Why we chose…Stone Fox By: John Reynolds GardinerGrade Level: 3-5

We felt that this book was a good indication of several important issues in our society. It discusses the importance and hardship of farming, while Willy and his Grandfather struggle to pay taxes on the farm. It also shows how important Alaskan dog sled races are to certain cultures and how their dogs are a huge part of the success. Willy portrays a strong-hearted young man and is a good model to students of how responsible, respectful, hard working and determined they should be. Even though he is very young, he obtains qualities in himself that are absent in even a lot of adults. By allowing students to see these qualities of Willy, they could strive to be successful in the same manners that he was in this book. By allowing student to experience a dog sled race, such as the one Willy participated in, it gives them a new perspective on the life of the Samoyeds and shows how important these races are to them. For many it is a way a life and to allow students to experience this provides them with the opportunity to put their mind to something extraordinary to achieve a goal as well. This book is great for students to read because while it is not too difficult, it gives them life experiences. We planned this book for third grade students because we felt that this book would challenge the students more than a higher grade. We immediately fell in love with this book, feeling the pain for Willy when his best friend and dog, Searchlight died. We also felt the kindness of Stone Fox when his encouraging words helped Willy win the race when he thought it was impossible. This book incorporates a wide range of emotions that would be important for the students to begin to understand. There are many opportunities for discussion and activities in this book, which also helped make our decision of using this book simpler.

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Balto: The Bravest Dog Ever By: Natalie StandifordThis book accompanies Stone Fox perfectly. When choosing an additional text, we searched numerous books about the Iditarod, but then felt that allowing students to experience a sled dog and how important they are would beneficial. This story is about a dog named Balto who lead his team over 53 miles in the Alaskan wilderness to deliver medicine during an outbreak of diphtheria. The sled dogs along with their owner, Gunnar, face many dangers during their journey such as deep snow and ice. This book allows students to experience just how dangerous these races really were as well as observe how intense these runs are not only on the driver, but on the dogs as well. We chose this book because it accompanies our main text well, but it also provides a true story that is simplified for students to understand. We felt this was very important and that students would enjoy reading about Balto.

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