Ltl.appstate.edu



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By: William H. Hooks

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Unit by Burton

Book Analysis

Fiction Books:

(3rd grade level) Hermes, Patricia. Our Strange New Land. New York: Scholastic, 2000.

(late 4th grade level) Hooks, William H. The Legend of the White Doe. New York: Macmillan, 1988.

Non Fiction/Informational Books:

(4th grade level) Italia, Bob. Roanoke: The Lost Colony. Edina: Abdo Consulting Group, 2001.

One of the reasons I chose the book, Our Strange New Land is that connects and expands from the central topic of this unit, The Lost Colony. Written on a third grade reading level, it provides fourth graders with an account of the establishment of the first permanent English colony in an easy-to-understand format. This book is easy to read and is written in first person by a young girl named Elizabeth as she travels to the New World and experiences new friendships as well as many hardships. This book provides detailed and thorough descriptions about the land, relationships amongst colonists in the New World, relations between the colonists and Indians, and the many hard times faced through starvation, illness, and even death. These components make up an interesting story through which students can learn about the colonists traveling to and establishing a colony in Jamestown.

The other fiction book I chose entitled, The Legend of the White Doe, is an excellent source for students to learn about different takes and viewpoints on the destiny of the Roanoke colony. This book focuses on Virginia Dare, the first born child of English parents in America. Although this book is a fictional legend, it incorporates accurate historical elements like many historical figures/individuals, places (setting), and events. Not only is this legend very interesting but it explains several components true of the Indian culture especially courting/marriage issues. This book provides an interesting and surprising twist as the end but leaves the reader inquisitive and curious. This sets students’ interest up for desiring to hear additional legends as well as accurate and researched theories related to the disappearance of the Roanoke colony.

The companion nonfiction text that I chose called Roanoke: The Lost Colony, is simple and easy for students to understand and to gain knowledge from. This book touches on a variety of topics during colonial times and provides students with information on the first settlement of English colonists in the New World prior to the Roanoke colony. This book also provides students with information focusing on colonists’ life, their clothing, food, how they make a living, and their means of shelter.

Reference List of Additional Books

Non Fiction Books:

Fritz, Jean. The Lost Colony of Roanoke. New York: Penguin Young Readers Group, 2004.

Illustrator: Hudson Talbott

- This book highlights the voyages and settlement in Roanoke colony under the guidance of Sir Walter Raleigh. This relates to the unit as its prime focus is the Roanoke colony, providing historical background, an account of the multiple voyages, and the prominent figures associated with the establishment of the Roanoke colony.

Lacy, Dan. The Lost Colony. New York: Franklin Watts, Inc, 1972.

Illustrator: maps by Vantage Art, Inc. and engravings by Theodore De Bry

- Dan Lacy’s The Lost Colony is a full and thorough synopsis on the voyages and events leading up to the disappearance of the Roanoke colony. It also provides a detailed account of several of the researched theories explaining the colony’s disappearance. This book is a wonderful resource for my unit as it provides historical background information associated with the Roanoke colony as well as illustrations of prominent figures, voyage ships, Indian villages, and Indian rituals (engravings by Theodore De Bry).

Non fiction drama: Green Paul. The Lost Colony: A Symphonic Drama of American History. Chapel Hill: University of North Carolina Press, 2001.

Illustrator: not specified

- This book is a retelling of the well known outdoor drama, The Lost Colony, and includes illustrations, lyrics to songs performed in the drama, as well as special effects. This would serve as a great tool in my unit as students could reenact this outdoor drama with a Reader’s Theatre performance. It would be fun to even add prompts and music as well.

Fiction Books:

Hermes, Patricia. My America: The Starving Time: Elizabeth’s Jamestown Colony Diary, Two. New York: Scholastic, Inc.: 2002.

- This book is a sequel to Our Strange Land, Elizabeth’s Diary, Jamestown, Virginia 1609. It continues the account of life in the first permanent English colony, Jamestown, and her encounters with the Indians, the friendships she makes along the way, and the many hardships she faces. This book is wonderful for my unit as it is a sequel and great follow up to the first book, Our Strange Land, which the students will study as a part of the unit.

Stainer, M.L. The Lyon’s Roar. Chicken Soup Press, 1997.

Illustrator: James Melvin

- This book tell of fourteen year old, Jessabel Archade who writes through a journal the exciting adventure her family experiences on their voyage to the New World and settlement in Roanoke. This relates to the unit as it provides a personal viewpoint on the Roanoke voyage and also contains reasons for the colonists’ disappearance.

Stainer, M.L. The Lyon’s Club: The Lyon Saga Book Two. Chicken Soup Press, 1998.

Illustrator: James Melvin

- This sequel book to The Lyon’s Roar continues the ventures of Jessabel Archade in the Roanoke Colony and their wait for the governor, John White to return from England and bring supplies. This book is a wonderful source for the multi text unit as it focuses on the disappearance of the colonists and integrates historical figures as well.

Knight, James, E. Jamestown. Scholastic, 2004.

Illustrator: David Wenzel

- This historical fiction book is about two English grandchildren who are told the story of their grandfather’s experiences as one of Jamestown’s original colonists. This book integrates well into my unit as it gives the reader a clearer sense of what colonial life was like with its farms and villages as well as the struggles and aspirations of colonial inhabitants.

Poetry:

Katz, Susan. A Revolutionary Field Trip: Poems of Colonial America. Simon and Schuster Children’s Publishing, 2004.

Illustrator: R.W. Alley

- This collection of poetry focuses on a lifetime journey through Colonial America. From the Native Americans, to life in the colonies, to the signing of the Declaration of Independence, this poetry collection covers a large chunk of American history. This poetry collection works well with my unit as it focuses on colonial life and the Native Americans.

❖ Allowing students to self select additional resources related to the topic at hand gives students the opportunity to expand their knowledge, their understanding and awareness of cultures, and leads to personal growth. Providing students with a quality rich variety of resources, covering an array of genres, will offer students practice with reading in different areas and in different contexts and formats that they may not be familiar with.

NCSCOS Alignment

|UNIT ACTIVITY |NC LANGUAGE ARTS GRADE 4 |

|Students will analyze the front and back cover of the book, The |Interact with the text before, during, and after reading, |

|Legend of the White Doe, and based on their observations make |listening , and viewing by: |

|predictions about the characters, setting, and possible conflicts|setting a purpose using prior knowledge and text information. |

|and solutions. |making predictions |

| |formulating questions |

|Students will analyze one particular character and create a |locating relevant information. |

|character sketcher by using specific details and information from|making connections with previous experiences, information, and |

|the text. |ideas. |

| | |

|Students, in small groups, will respond and discuss topic | |

|questions provided. In student responses, they must provide | |

|details and information from the text. | |

|Students will note the author’s word usage in the text, The |Identify and interpret elements of fiction and nonfiction and |

|Legend of the White Doe, by studying the use of figurative |support by referencing the text to determine the: |

|language. Students will provide specific details from the text |plot |

|as well reference where it was found. |theme |

| |main idea and supporting details |

|For both texts, The Legend of the White Doe and Our Strange Land,|author’s choice of words |

|the student will study vocabulary words used in the text |mood |

|providing child friendly definitions for each word and |author’s use of figurative language |

|participating in vocabulary activities. | |

|Students will write two additional diary entries extending on the|4.09 Produce work that follows the conventions of particular |

|text, Our Strange New Land. |genres (e.g., personal and imaginative narrative, research |

| |reports, learning logs, letters of request, letters of |

| |complaint). |

|Students will complete an internet workshop on the Roanoke colony|4.10 Use technology as a tool to gather, organize, and present |

|and its’ disappearance. Students will use the Internet as a tool|information. |

|in which to gather information, and a PowerPoint presentation (if| |

|they desire) to organize and present their information. | |

Multi-Text Unit

Context:  I created this multi-text study in RE 4030 under the advisement of Dr. Woodrow Trathen in the fall of 2005 as a Block II requirement. The study is geared toward the fourth grade and was created around the fiction books entitled The Legend of the White Doe and Our Strange Land and the non fiction book, Roanoke:  The Lost Colony.  In addition an Internet Workshop focusing on the Roanoke colony and its disappearance was created to promote awareness and basic understanding of this North Carolina historical event before engaging in the books. This unit is a language arts unit which integrates the social studies curriculum by the usage of fictional and non-fictional books and activities that accompany these books.

The references for my unit are as follows: 

• Hooks, William H.  The Legend of the White Doe.  New York:  Macmillian Publishing Company, 1988.

• Hermes, Patricia.  Our Strange New Land:  Elizabeth’s Diary.  New York:  Scholastic, 2000.

• Italia, Bob.  Roanoke:  The Lost Colony.  Edina:  Abdo Consulting Group, Inc., 2001.

Internet Workshop websites:







Impact:  This multi-text study is a great way to integrate both fiction and non-fiction texts through very creative and engaging formats. Through reading quality rich texts full of carefully selected word choice, figurative language, and thought provoking plot sequences as well as reader friendly text formats and organization, students are given the opportunity to think critically about what they read while completing a variety of engaging language arts activities that connect to the multi-texts.  I chose to develop this unit because the mystery of Roanoke is such an interesting topic to focus on, as I feel students will gain more in depth and detailed information on the topic through reading a variety of texts. Since I did not have a chance to implement my multi-text study this semester, I hope to put the unit to use in my student teaching and future classroom in order to engage the interests and intellects of my students.

Alignment:  This multi-text study unit aligns with the Department of Public Instruction standard 1, indicator 3. In this study, I have included not only a fictional text, but I have also included non-fictional texts which addresses diversity through introducing students to (example: the life of one of the greatest Spanish explorers).  This unit also aligns with the Department of Public Instruction standard 1, indicator 4. This indicator is met through addressing the needs of students by providing a variety of instructional activities in which students are able to exercise their communication skills through a multitude of reading, writing, listening, and speaking activities that cater to a multitude of learning styles. This study aligns with standard 1, indicator 5. Throughout the multi-text study, I ask students questions in order to activate prior knowledge that they have about the books they are reading. Students are provided with individual and small group activities in which they are able to interact with the text in order to increase their reading and comprehension skills. This lesson also meets standard 1, indicator 6. As a teacher, it is my job to encourage the development of literacy in each of my students. It is also my job to cater to the individual needs of the students in my class by providing developmentally appropriate activities that will help and not hinder the development of literacy. Standard 7, indicator 2 is met through integrating language arts, social studies and technology into this unit. Students are reading, writing, learning about the (example: famous explorer Juan Ponce de Leon), and participating in an internet workshop. Standard 7, indicator 3 is met by activating the prior knowledge of students through having them make predictions about their reading. Standard 7, indicator 5 is met by providing the students with activities that cater to a variety of different learning styles. As a part of this study, students will be artistically representing similes, participating in a character sketcher activity, working in small groups in a discussion director activity, writing poems, and even creating a feature story.  Standard 7, indicator 7 is met by assessing students both informally and formally through observations and a written vocabulary assessment at the end of the vocabulary activities section of the multi-text study. Standard 8, indicator 3 is met by encouraging students to use critical thinking skills when reading or writing through the use of positive feedback and guidance. Standard 8, indicator 4 is met through providing students with exciting and interesting literature such as the novel (example: Tuck Everlasting and the non-fiction text Juan Ponce de Leon and the Search for the Fountain of Youth). Standard 8, indicator 5 is met by providing students with a variety of different writing activities such as writing an “I am” poem, creating a wanted poster, writing entries in a double-entry diary, writing a feature story, writing in a response journal/learning log and creating an ABC book. Students are encouraged to share their products in both small and large group settings. Standard 8, indicator 6 is met by making sure that I, as the teacher, use proper English when working with students so that I will serve as a good model for them as they continue to develop their use of the English language.

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By: William H. Hooks

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“Gradually a light began to glow behind the log where Ulalee had fallen. It became brighter and brighter as Cipo’s song grew louder. Before Okisko’s eyes a shimmering white doe rose from behind the log. It stood for a moment, glowing in the dark night.”

Name: ___________________________________

Student Packet

Fiction Multi-Text Unit Outline

I. The Legend of the White Doe

A. Before you Read activity – cover analysis (individual work)

B. Character Sketcher (individual work)

C. Vocabulary Activities

1. Child friendly definitions (small group)

2. Word Networks (individual)

3. Have You Ever? (individual)

4. Sentence Stem/Idea Completions (individual)

D. Author’s Craft (small group)

1. Simile Recognition

2. Foreshadowing Recognition

3. Artistic Representation

E. Double Entry Diary (individual)

II. Our Strange New Land

A. Discussion Groups (small group/whole group)

B. Vocabulary Activities

1. Child friendly vocabulary definitions (small group)

2. Synonyms and Antonyms (small group)

3. Word Network (small group)

4. Questions, Reasons, Examples (individual)

B. Learning Log/Response Journal (individual)

C. Feature Story (small group)

D. “I Poem” Activity (individual; whole group sharing)

E. Rubric

Before You Read: Carefully look at the front and back covers of the book. Write down any predictions you have about the following:

[pic] Setting (Time and Place): When and where do you think this book takes place? ___________________________

_________________________________________________

[pic] Characters (The people, animals, or objects around which the action of the story is centered): Judging from the front and back cover, who do you think the characters will be in the book? _________________________________________________

_________________________________________________

_________________________________________________

[pic]Conflict(s) and Solution (s) (What goes wrong in the story and how is it solved?): What do you think the main problems in the book will be? How might the problems be solved?

___________________________________________________________________________________________________________________________________________________

Feel free to write down any other predictions or questions.

__________________________________________________________________________________________________

[pic]Character Sketcher

Your job as character sketcher is as follows:

❖ Pick a character from the book, The Legend of the White Doe.

❖ Identify three character traits for this particular character. Remember these are implied character traits. This means you can’t directly find them in the text. Judging from the character’s behavior and actions, come up with traits you think the character may have. Try to come up with descriptive words you can use for your character traits. Do not use words like good, bad, nice, and mean. Use a thesaurus or your “Descriptive Character Traits” sheet to find related words that explain the action better.

❖ In the space below each trait, you need to prove or explain each trait. The proof can be a specific situation in the story that shows the character, in action, possessing this trait.

❖ Identify a problem and solution in the reading. Sometimes a clearly stated solution is not found in the text. So, you need to come up with a possible solution, on your own, that could maybe solve the problem the character is facing.

❖ Complete a sketch or illustration of the character you chose. This will probably be on a separate sheet of paper. Be sure to use any physical descriptions that the book gives you!

Character’s Name: _______________________________

Section and title of the book you are reading: __________________________

Implied Character Traits (3)

1. (trait) ____________ p. ___ par. ____

(explanation or proof of trait)

_____________________________________________________________________________________________________________________________________________________________________

2. (trait) ____________ p. ___ par. ____

(explanation or proof of trait)

_____________________________________________________________________________________________________________________________________________________________________

3. (trait) ____________ p. ___ par. ____

(explanation or proof of trait)

_____________________________________________________________________________________________________________________________________________________________________

Character Goal:

_____________’s goal is to

Problem:

_____________’s problem is

Solution or Possible Solution: __________________________________________________________________________________________________________________

Vocabulary Words[pic]

The chart below contains words found in the text. Complete the chart by filling in a child friendly definition for these words. After completing the chart, continue working with the set of vocabulary activities that follow.

|Word |Meaning |

|doted | |

|pg. 26 | |

|pondered | |

|pg. 29 | |

|solemn | |

|pg. 10 | |

|murky | |

|pg. 34 | |

|pestering | |

|pg. 30 | |

|colonists | |

|found on many pages | |

[pic]Vocabulary Activities

Word Networks

❖ What people, things, situations, or words come to mind when you think about the word colonist?

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Have You Ever?

❖ Describe a time when you might use the word solemn.

❖ When might you say a person is solemn? How do they act and feel?

❖ Describe a time and/or situation when you were solemn.

Sentence Stems/Idea Completions

The grandmother doted on her grandchild by __________________________

___________________________________________________________.

Susan knew that if she pondered on the test question too long she would _______________________________________________________________________________________________________________________.

[pic]Author’s Craft

| |Page Number with Example |Page Number with |

| |What does the passage add to the story? |Example |

| | |What does the passage add to the story? |

|Simile: a comparison that includes the words| | |

|like or as | | |

| | | |

|page 3: “Chief Manteo and Wanchese stepped | | |

|forth decked in fine furs and bright | | |

|feathers, with jewels and gold chains round | | |

|their necks and pearls like bunches of grapes| | |

|swinging from their ears.” | | |

|Foreshadowing: the author’s technique of | | |

|giving hints and clues as to what might | | |

|happen in the future | | |

| | | |

|page 8: “Manteo watched Wanchese rub the | | |

|shaft of the shining arrow with the tips of | | |

|his fingers. For the first time since their | | |

|arrival in London Towne, Wanchese smiled.” | | |

[pic]Artistic Representation

Now that you have found two examples of similes in the text, please artistically represent one of these comparisons. You use any artistic medium. You can choose from colored pencils, watercolors, crayons, a collage, etc.! Be creative and have fun!

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Double Entry Diary [pic]

Directions:

In the book, The Legend of the White Doe, choose a few passages that you particularly liked or felt a personal connection to. Remember to write your quotations/passages with pages number in the left hand column and your personal reactions and connections to the particular quote, if any, in the right hand column.

|Quotation/Passage |Your response, reactions, and connections to the quotation or passage |

|Page Number | |

| | |

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Elizabeth’s Diary

Jamestown, Virginia, 1609

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“Nine ships sailed from Plymouth, England. But at sea, a hurricane struck. Oh, how it struck! It became blacker than night. The waves brought us up into the dark sky, and then slammed us down. Men were washed off deck and into the sea. Some men tied themselves to the mast. But then – the mast broke off.”

Name: _________________________

Discussion Groups

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Our Strange New Land

DIRECTIONS:

1. Answer and discuss the following questions amongst your group members.

2. Take notes and be ready to share your responses and answers as a class.

3. Talk and communicate with your group members. Input your responses and opinions!

QUESTIONS (answer with your group members):

1. How do you think Elizabeth felt on the ship ride to the New World? (pages 1 and 2)

2. What does Elizabeth not understand about the Indians? Why does this confuse her? (pages 16-17 and 49)

3. How would you describe Captain Smith and Elizabeth’s friendship? (pages 31-32; pages 50-51; page 80; page 92)

4. When Papa and Elizabeth are waiting on Mama to have her baby, how do you think the both of them are feeling as they are waiting? Why would they feel this why? (pages 87-90)

5. What are the differences between Elizabeth’s family and the Bridger family (page 43)?

Answers (prepared for teacher use so formative assessment can take place):

1. The description that Elizabeth gives about the ship ride over to the New World is very scary. Being on a ship for 71 days and hitting a hurricane at sea can make for one nerve wracking trip! The hurricane was so treacherous, “men were washed off the deck and into the sea.” Experiencing and seeing all of this happen probably made Elizabeth terrified, nervous, and worried for her life.

2. Elizabeth puzzles about the Indians and how they can be so kind and helpful in the day but dangerously attack at night. She mentions how they help teach the English men how to plant, and how to hunt and fish. Captain Smith tells Elizabeth that the Indians are good but they attack because the English men treat them badly. What I believe confuses her most is the double personalities that she sees the Indians possess. How could someone be nice and mean/dangerous at the same time?

3. I feel like Captain Smith and Elizabeth connected right from the start. One scene on page 31 mentions how Captain Smith talks to Elizabeth like she is a grown up person. I believe this makes Elizabeth feel special and respect Captain Smith all the more. Not only does Elizabeth respect Captain Smith but I believe Captain Smith respects Elizabeth. He chooses Elizabeth to come to the Indian village with him to make peace and bear gifts. This says a lot about how Smith feels about Elizabeth. Elizabeth feels so close to Captain Smith that she builds up her courage to ask Captain Smith if he will go and visit Caleb. The fact that Captain Smith gives Elizabeth his word verifies the strong bond of friendship they have.

4. I believe they are experiencing feelings of worry and anxiousness. Childbirth, in those days, was risky as many mothers and babies died during labor. Also, within the colony, Mistress Pickett died during childbirth as her baby son died hours after being born. Hearing about mishaps like this can all the more set up worry and anxiety.

5. Elizabeth’s family is very hard working with strong working ethics as they never take a day off while building their house. Elizabeth even helps on the roof with thatching! The Bridger family, on the other hand, seems very lazy as little progress is made on their house. They have no hard working ethics as they choose to sit around and be lazy rather than get their work done.

Vocabulary Words[pic]

Complete the following chart with child-friendly definitions for these words. After finishing the chart, complete the following vocabulary activities to go with these words.

|Word |Meaning |

|scarce | |

|pg. 23 | |

|disgrace | |

|pg. 42 | |

|grim | |

|pg. 57 | |

|fond | |

|pg. 42 | |

|befriend | |

|pg. 51 | |

Vocabulary Activities

Synonyms and Antonyms:

|Synonym |Word |Antonym |

| |disgrace | |

| |grim | |

| |scarce | |

Word Network:

❖ What people, things, situations, or words come to mind when you think about the word disgrace?

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Questions, Reasons, Examples

If you were going on a trip to a destination where food and grocery stores were scarce, why would it be wise to stock up on a food supply before leaving town on your trip?

Learning Log/Response Journal

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Place yourself in the shoes of Elizabeth. How would you feel if you had to leave the place you grew up in to start a life in a new place hundreds of miles away with new faces and dangers? How would you feel about sailing for seventy one days on a ship and leaving your twin brother back in England?

As if you are Elizabeth, write a journal/diary entry that would come after the last entry written in the book. Predict how life continues with her new baby sister, Abigail. Are there any more dangerous encounters with the Indians? How does Elizabeth fare without her best friend, Jesse? Remember you must write in first person, as Elizabeth, in a diary format.

Feature Story[pic]

EXTRA! EXTRA! READ ALL ABOUT IT! You have the opportunity to write a feature story, using Microsoft Publisher, to describe Elizabeth’s trip to Jamestown. Tell about some of her fears and hardships, friends she met along the way, and her family. You will need to do the following:

❖ Think of a name for you newspaper. An example could be Jamestown Journal. Be creative and come up with your own!

Or, you can use a common newspaper name. If you choose this option click the link below to see common newspaper names:



❖ Write an interesting and eye catching title (feature lead) for your feature story – “Elizabeth Edging Her Way into a New Life.”

❖ Describe Elizabeth’s journey to the New World and her adventures, relationships, and dangers she faces in Jamestown.

❖ Be sure to include all the names of her new found friends she meets on the voyage over and in the colony.

REMEMBER when you write a feature story,

❖ The main purposes of a feature lead (or headline) are to set the tone and grab the reader’s attention, making the reader curious and inquisitive wanting to read more.

❖ The organization of a feature lead should progress in a chronological or narrative pattern.

❖ The final paragraph should complete the story. Sometimes you can refer back to the lead or use a quote to refer to the future.

❖ The story should reflect the subject’s character and personality.

❖ Use direct quotes in your feature story.

❖ Be creative and use your imagination!

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“I Poem”

You have been introduced to many characters throughout Our Strange Land. Now, you are invited to write an “I Poem” about a character of your choice from their point of view. Try to become your character and get inside their head presenting the reader with the character’s thoughts, personality, actions, desires, and emotions. When writing your poem you can either use the format presented below or create your own. Have fun and get creative! Try to include some similes and personification in your poem to make the descriptions more intriguing and detailed! When you are finished, feel free to share and perform your poem with the class if you wish to do so.

FIRST STANZA

I 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 STANZA

I 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 STANZA

I 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)

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“These brave settlers vanished into the wilderness. The reasons for their disappearance are a mystery. Today, Roanoke Island is part of North Carolina. But many historians still wonder at the fate of the Roanoke Island Colony.”

[pic] ______________________________________

Student Packet

Non Fiction Packet Outline

A. K-W-L Chart

1. Student complete “K-W” column prior to activity (individual)

2. Students complete “L” column preceding activity (small group)

B. Roanoke: The Lost Colony

1. Topic research (small group/whole group discussion)

C. Internet Workshop – The Lost Colony (small groups)

[pic][pic]

You will be completing a K-W-L chart on the Roanoke Colony. I want you to think about what you know, what you want to know, and what you learned. Right now just complete the “K” column and the “W” column. Think about the following words to create some questions in the “W” column.

Who, What, Where, When, Why, and How

|K |W |L |

|What I Think I KNOW |What I WANT to Know |What I LEARNED |

| | | |

Remember after you complete the activity fill out the “L” column. You may want to go back to the “K” column to check and see if the things you thought you knew, before engaging in the activity, were correct! If not, correct those statements that were inaccurate.

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1. Choose a partner.

2. With your partner, use the informational book, Roanoke: The Lost Colony to research the following 6 topics found below.

3. Remember to take notes on this sheet for each topic and be ready to share!

4. If time, pick a topic and illustrate some of the information found in that topic. Be creative!

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What is the mystery? What are some theories to why the Roanoke colony disappeared?

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Clothing and Food

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The First Explorers

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The Grenville Settlement

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The White Settlement

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Relations with the Native Americans

Internet Workshop

Roanoke: The Lost Colony

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This internet workshop will introduce you to one of the books we are going to read, The Legend of the White Doe. This legend tells of Virginia Dare, the first child born of English parents to the New World. She was born on Roanoke Island after the colonists’ arrival. You will have the opportunity to explore information on the internet about The Lost Colony. Be sure to take notes in your Internet Journal and be prepared to share and present the information you found during this workshop. You will have the option of presenting your information with a PowerPoint, a poster, or an I Am Poem. See the following website if you choose to do a poem: .

When presenting your information, REMEMBER to make you have covered the following questions, Who it is about, What happened, Where, When, Why, and How.

Let’s Begin!

1. Go to . Scroll to the bottom of the intro page and click on the moments in time computer icon. Take notes of what happened from 1584 – 1590. It is important that you understand the overview of the events that happened before resuming.

2. Click on the important people icon at the bottom of the page. Select one of the important figures and take detailed notes on their life. Be sure to include their accomplishments and contributions.

3. Go to the kids’ Thinkquest: . Discover some of the popular theories that led to the disappearance of the Roanoke colony. What is the evidence behind these theories, if any? List at least three. Do you have some theories of your own?

4. Go to . Click on the heading, “The Lost Colony”. Read this information and take notes. Use the following questions to guide you:

❖ How many colonists were on board? What was the exact date they left England?

❖ What area were Raleigh and the colonists on board traveling to? Where did they have to stop first? Why did they have to stop there?

❖ What did Fernando demand when they arrived at Roanoke colony?

❖ Who was the first English child born in America and when was her birth?

❖ What was the only trace left when John White returned to the colony? If the colonists left on friendly terms, what did the craving read? If the colonists left in distress, what was added to the carving? Indicated by the carving found by John White on the tree, how did the colonists leave?

Rubric

|Activity/Criteria | |

|Note: This packet is to be word processed! |Points |

|Packet Cover/Cover Sheet | |

|Displays a thoughtful connection to the books (both Legend of the White Doe and Our Strange Land)| |

|Well Designed: creative format |2 points |

|Visually Appealing: lay out and design | |

|Items and quote(s) you choose on cover represent elements from the text. | |

|The Legend of the White Doe | |

|Pre-Reading Activity | |

|Predictions from cover analysis are well thought out |5 points |

|Hard work and effort demonstrated in work | |

|Character Sketcher | |

|Three thoughtfully selected implied character traits | |

|Includes a problem, solution, and character goal (effort demonstrated) | |

|Artistic representation is creative and the knowledge of physical descriptions given in book is |15 points |

|demonstrated. | |

|Vocabulary Definitions and Activities | |

|Definitions are “child-friendly” |5 points |

|Activities are thoroughly completed and correct | |

|Author’s Craft | |

|Chart includes 2 well-chosen examples of similes and foreshadowing found in the text with page | |

|numbers | |

|Explanation of how figurative language adds meaning to the text |15 points |

|Artistic representation of a simile is thoughtful and creative | |

| | |

|Our Strange Land |20 points |

|Discussion Groups | |

|Participation in discussion group with input of responses and opinions | |

|Answers to each question are written in a thorough manner with details from text | |

|Vocabulary Definitions and Activities | |

|Definitions are “child-friendly” |5 points |

|Activities are thoroughly complete and correct | |

|Learning Log/Response Journal | |

|Understanding of text is shown through the writing activity | |

|Writing is thorough, grammatically correct (correct spelling and mechanics), and provides |10 points |

|specific details from the text. | |

|Feature Story | |

|Interesting lead that grabs the reader’s attention | |

|Concise, organized, and creative story which includes necessary details and reveals understanding| |

|of main character’s personality |10 points |

|Specific examples in text are given | |

|Word choice is thoughtful | |

|Grammar, spelling, and tense usage are correct | |

|Non Fiction Activities | |

|Topic Research: Roanoke: The Lost Colony |3 points |

|Each topic specified is thorough covered | |

|Detailed information is provided for each topic | |

|Internet Workshop (1 workshop complete) | |

|Notes reveal thoughtful preparation for participation | |

|Information in graphic organizer: information is correct and well organized; main ideas are |10 points |

|present | |

|Visual representation is present | |

|TOTAL |100 points |

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Colonist

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