Cowboys

1. Cowboys Mark Baumgartner

2. Content Standards • Language Arts • CCSS.ELA-LITERACY.RL.5.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. • CCSS.ELA-LITERACY.RI.5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. • CCSS.ELA-LITERACY.W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. • CCSS.ELA-LITERACY.W.5.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. • CCSS.ELA-LITERACY.SL.5.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. • CCSS.ELA-LITERACY.SL.5.4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. • Math • CCSS.MATH.CONTENT.5.NF.B.7: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. • Social Studies • 5.1.4 Construct and interpret time lines of key events in United States history • 5.2.1 Describe similarities and differences between past events and current events in U.S. history (e.g., in the lives of people from different cultures past and present) • 5.2.2 Use chronological order and sequence to describe cause-and-effect relationships of U.S. historical events (e.g., how Columbian Exchange impacted local people) • 5.2.4 Explain the significance of scientists, inventors, and historical figures (e.g., Christopher Columbus, Juan Ponce De Leon, Benjamin Franklin, George Washington, Paul Revere, Benjamin Rush, David Rittenhouse, Thomas Paine) • 5.6.1 Identify examples of conflict (e.g., slavery, war, gender roles) and cooperation (e.g., settlements) that occurred among cultures (e.g., gender, ethnic groups, religious groups, immigrant groups, socio-economic status) • Science • 5-PS1-3. Make observations and measurements to identify materials based on their properties.

3. Literature Selection • Cowboys of the Wild West by Russell Freedman • Growing Up Cowboy by Jack Sorenson • Come An Get It by Ramon F. Adams • Mustangs on the Run by Hal Leonard • Cowboy Campfire Songs by Lisley Crowley • The Toughest Cowboy by John Frank

4. Literature Selection Continued… • Cowboy Ethics by James P. Owen • C is for Cowboy by Eugene Gagliano • The Cowboy and the Black Eyed Pea by Tony Johnston • The Dirty Cowboy by Amy Timberlake • Tornado Slime and the Magic Cowboy Hat by Bryan Langdo

5. Theme Study • Students will take part in a thematic unit on Cowboys. This unit will integrate reading and writing with science, mathematics, social studies, art, music, and physical education. • Students will develop an understanding of Cowboys from the Wild West, and gain knowledge on a specific time period/era.

6. Language Arts Activities: Reading • Students will read various fiction and non-fiction books about the Cowboys through silent reading, partner reading, guided reading, reading aloud, and reader’s theatre. • Students will read their Cowboy campfire stories and poems to the class in an author’s chair. • Teacher will read aloud from Cowboys of the Wild West by Russell Freedman • Students will read personal entries Cowboys. Example Jesse James, Theodore Roosevelt, and Annie Oakley

7. Language Arts: Writing • Students will write entries in a journal as they read from Come An Get It by Ramon F. Adams about how they would imagine being a chuck wagon cook on a cattle drive. • Students will write a story as if they lived back in the Wild West as a cowboy or girl. They will participate in peer conferences and revise. • Students will write personal reflections on their personal experiences of cowboy or western setting on a class chart. • Students will define a multitude of terms that are associated with Cowboys

8. Language Arts: Writing Continued… • Students will write a variety of poems about Cowboys. • Students will add Cowboy words to the Cowboy Word Wall. • Students will write a list of supplies they may find helpful on their journey out west or on a cattle drive.

9. Language Arts: Speaking • Students will share their poems and campfire stories using the author’s chair. • Students will sing along to “Home On the Range”, then each student will create their own words to the song and sing it out loud to the class. • Students will engage in grand conversations about all the literature selected.

10. Language Arts: Listening Activities Students will listen to Cowboy Songs to numerous CDs Students will listen as the teacher discusses the Wild West and Cowboys. Students will listen respectfully to their peers as they share their campfire stories, cowboy poems, and journal entries about being a chuck wagon cook. Students will listen to their peers opinions during grand conversations.

11. Language Arts: Viewing Activities • Students will view Cowboy paintings by famous artists.. • Students will view photographs of old cowboys and townspeople. • Students will view Cowboy art work such as various “Wanted Posters” made by their peers. • Students will view the Cowboy Word Wall.

12. Language Arts: Visually Representing Activities • Students will make “Wanted Posters” and other cowboy themed art. • Students will display their cowboy poems in an artistic presentation. • Students will create a Cowboy Word Wall • Students will bring in items that may have been found on a chuck wagon.

13. Science Methods Research various landforms: Prairies, Mesas, Canyons, Deserts, River Valleys Show pictures on Active Board and discuss special features of each – look for and discuss plant and animal life too. Handout on landforms – Matching features with pictures and animal and plant life too. Color pictures and create description for setting ex: describe land forms, animals, weather patterns of the setting

14. Science Continued… • Create a specific landform using clay or play-dough – Can place cattle or horses on or near models • Research plants that grow on the prairie or in the river valleys through which cattle drives traveled. Have students randomly draw cards with plants on them. Students then research and write answers to questions – Name, Description, Specific Use, Edible or Nonedible • Share information with classmates and discuss importance of knowing which plants were safe for cattle and cowboys on the trail

15. Mathematic Methods • The Oregon Trail is a educational computer game that will be played together via smart-board with students. We will focus heavily on the expenses of the materials that are purchased and traded. Together we will vote in a democratic fashion on how to supply and spend rations. • Addition and subtraction lessons used in Oregon trail. Ex: If I purchased 2 oxen, 2 rifles, and 1 case of bullets, what would my total cost at the general store be? • Lesson on cowboy’s wages and expenses - Use lesson to teach needs vs. wants

16. Mathematic Continued… • Lesson on Miles covered by cattle trail per day and numbers of miles traveled from starting point to the trail’s end. Students can also calculate cowboys’ wages day. • Large map of Oregon trail will be available. Calculations on miles traveled by party will be done together. • Have students make lists of all necessary supplies, costs, and tell why math was necessary for these trips

17. Social Studies Methods • Students will create a KWL about the Wild West/Cowboys. • Students will create a Venn diagram by comparing the pros and cons of being a chuck wagon cook like Cookie. • Students will be divided into groups and each group will assume the role of their assigned characters on the Oregon Trail.

18. Social Studies Continued… • Research types of businesses found in an old “Wild West” town. • Students draw store fronts on pieces of cardboard and create a list of materials and supplies associated with each store • Discuss and list jobs of: Sheriff, General store owner, Hotel manager, Livery stable, and Preacher • Students work in small groups to draw up a “set of laws” for their diorama old west town • List of town laws will be made once all groups assemble a vote in a democratic fashion will take place to determine the official town laws

19. Art Methods • Create a Wild West “Wanted” poster using teabags and digital pictures of students • Do a step-by-step draw to create a line dancing paper-chain. Each student creates own image. • Finger-painted ponies • Painted cowboy boots – have students bring in real boots to use as a model. • Make cowboy belts with tin foil buckles.

20. Music Methods • Listen to Cowboy CD’s have handouts with words available so students can sing along • Bring in guitar and write a cowboy song with my students • Have students sing along to “Home on the Range” • Have students re-write their own words to Home on the Range

21. P.E. Methods • Perform Cattle Round (version of tag) taggers are cowboys, the students being tagged are livestock • Horse race – have students perform a simple foot race determining who is the fastest horse • Line Dancing – teach a simple line dance to Cotton-eyed-Joe • Square dancing – Virginia Reel (teach the basic steps of dance)

22. Grouping Patterns • Large Group: Grand conversations, viewing photos, singing songs, word wall, and Venn diagram. • Small Group: Peer conferencing, small groups discussions, Oregon trail groups • Individual: Writing stories, poems, journal entries, making Cowboy decorations

23. Language Art Strategies • Activating background knowledge: students will share what they know about cowboys and the Wild west in grand conversation. • Brainstorming: Students will come together and discuss the Wild West Town • Connecting: Students will connect what they already know about cowboys to what they learn • Playing with Language: Students will creatively use language in their poems, stories, and Cookie’s Journal • Visualizing: Students will draw pictures and create various art projects incorporating the Cowboy theme.

24. Language Art Skills • Print: Students will recognize words on the Cowboy Word Wall. • Comprehension: Students will recognize literary genres of fiction, non-fiction, and poetry. Students will compare and contrast likes and dislikes of the Wild West. • Language: Students will apply various skills in their writing activities: stories, poems, and song lyrics. • Reference: Students will make Venn diagrams and graphs

25. Assessments • Journal entries and KWL chart: rubric. • Participation in grand conversations. • Analytical Writing Traits Rubrics and peer conferences for stories and poems. • Informal observation of author’s chair and small group activities. • Venn diagrams and social studies buildings: checklists.

26. Assessments Continued… • Spelling test with words on Cowboy Word Wall. • Active participation in physical education and music performances. • Portfolio of art work: portraits, poetry presentation, and Cowboy decorations.

27. Technology • Oregon Trail 5th Edition • Cowboy Billy Sings CD • Yodeling Slim Clark CD • Record each students cowboy song using microphone and music software.