"Write On!" for Squanto

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Objective

SWBAT write descriptive sentences about Squanto.

Big Idea

Working together helps us to achieve more than we can alone!

Prepare the Learner

15 minutes

Review Squanto Bubble Map

This is the ninth lesson in a series of fourteen.

 

Talk Off the Map 

We  talk off the map together to brainstorm our sentences about Squanto.  Talking off the map is when we read the bubble map from the center out.  This helps set the stage for writing and it allows students to hear and verbalize what they will be writing.  At this time of year, we use Echo Reading (I say something and students repeat) because their experience with the maps is limited.

I say: Let's read our bubble map, starting in the center and reading out to a bubble.  Touch Squanto in the middle like I am and say "Squanto."  Students repeat.  Now move your finger out to this bubble. (I am modeling on the document camera)  Say "was a Wampanoag."  (students repeat)

I continue in the same fashion as we talk off the map for each bubble.

Interact with text/concept

45 minutes

Squanto Writing-Gradual Release of Responsibility

 

We do together

After we review the bubble map, we begin to write.  Students have their writing paper and bubble map at their desks and I have mine on the document camera.


I say: What is going to be the first word in our sentence? (Squanto)  Ok, let's write that first.  What kind of letter begins a sentence? (capital)  You can look at how to write Squanto's name at the top of your bubble map paper or you can look at how I write it on my writing paper.  Write "Squanto."    I write it on my paper and then sweep the room to make sure everyone is on task and using a capital letter.

 

I return to the document camera and say: Pencils down, eyes on me.  What bubble should we write first?  (I take student suggestions)  Let's write "Squanto was a Wampanoag."  We have "Squanto" already.  Find and touch the bubble on your bubble map that says "was a Wampanoag"  I touch it on my paper and wait for students to find it on theirs.  If they are having a hard time finding it, I go over and help them.

 

I say: Boys and girls, watch me.  I am going to copy from my bubble after my "Squanto" word.  I leave a finger space (I model putting my finger beside the word "Squanto") and write "was."   I write the word "was" after "Squanto."  Now, write your "was" word after "Squanto."  Don't forget to leave a space!  

 

As students are writing, I am monitoring and assisting where necessary.  I continue in the same fashion for the rest of the sentence.

 


 

 You do

 I now challenge the kids to write another sentence on their own.  They will follow the same pattern we just did together from the bubble map.

 

I say: Now you are going to write another sentence from your bubble map.  You can pick  any Squanto bubble you want to write!  But first tell me this: What will the first sentence of your next sentence be? (Squanto)  

I continue: Yes!  Let's write that word right now since we will all have that as our first word.  Watch how I leave a space after my period and write "Squanto" again.  I model it on the document camera on my paper and students watch.

I direct: Now you write Squanto.  I am going to come around and watch for finger spaces after the period and a capital letter on Squanto!  As students write, I quickly monitor.

 

I say: Now I want you to finish that sentence with a bubble from our bubble map.  You can choose which bubble you want to write, but it has to be different than our first sentence.  DO NOT write again "Squanto was a Wampanoag."  Do I want to read "Squanto was a Wampanoag.  Squanto was a Wampanoag."?  (no)

 

As students are writing, I monitor and assist where necessary.  When students are done with their second sentence, they raise their hand.  I come to them and they read me both sentences.  I have them read back to me their writing to check to see if they know what they wrote.  I am also looking to see if they can track words, acknowledge spacing between words and apply the return sweep.

Extend Understanding

20 minutes

Squanto videos

We watch this short video reinforcing our learning on Squanto and this one about the various ways Squanto helped the Pilgrims.  

 

I prompt:  Boys and girls, I want you to listen to this video about Squanto.  I want you to focus on what you hear and see that is NEW information.  What do we learn from this video that we haven't hear before?

 

I ask: Was there any new information the video told us? (Squanto was moved from America and then moved back.  When he returned many of his people had died.  He showed the Pilgrims how to get syrup from trees. etc...)