The Witch of Blackbird Pond By: Elizabeth George Speare. 5 th grade literature focus unit

1. The Witch of Blackbird Pond By: Elizabeth George Speare. 5th grade literature focus unit

2. Related literature: • Pilgrims and Puritans: 1620-1676---by Christopher Collier, James Lincoln Collier • Welcome to Felicity's World, 1774: Growing Up in Colonial Americaby Camela Decaire, Jodi Evert • A Journey to the New World: The Diary of Remember Patience Whipple, Mayflower, 1620 by Kathryn Lasky • Miles Standish: Plymouth Colony Leaderby Susan Martins Miller, Arthur Meier Schlesinger • Jamestown, New World Adventureby James E. Knight • Daily Life in the Pilgrim Colony 1636 by Paul Erickson • Watching the Innocent: A Tale from the Andover Witch Trialsby April Parker • Witch Hunt: It Happened in Salem Villageby Stephen Krensky • Author study: Elizabeth George Speare

3. Theme: • Colonial America • Puritan Society • Sub-themes: Witch trials/hunts • Technology: • Computers—research • http://xroads.virginia.edu/~CAP/puritan/purhist.html • http://www.socialstudiesforkids.com/subjects/colonialtimes.htm • http://falcon.jmu.edu/~ramseyil/colonial.htm • http://www.hfmgv.org/education/smartfun/colonial/intro/index.html • http://school.discoveryeducation.com/schooladventures/salemwitchtrials/ • Video recorder—record trial

4. Cross Curriculum

5. Language Modes • Reading • Language Arts: Students will read The Witch of Blackbird Pond • History: Students will read research articles for investigative writing paper • History: Students read a book chosen from Related literature list • Writing • History: Investigate Colonial America and witch trials. Write a 3-pg essay about a person or event during that time. 1 pg will focus on research findings; the last two pgs will focus on personal thoughts including reasons/evidence to support thoughts. • History: Write 5 facts from Related Literature book • Language Arts: Take a look at Old English language—vocab., style, script, sayings, etc. Write a sentence in Old English. • Language Arts: Write what you would say if you were accused of being a witch and had to defend yourself at a trial. • Language Arts: Pretend you just moved to another country. Write a letter to a friend comparing the new country to the one you came from and how you feel. • Language Arts: As you read, write a journal of your thoughts and feelings about the story—events, characters, actions, etc. • Listening • Language Arts: identify what point-of-view the author used and discuss main points in the story and literature discussion. • Music: Explore music and instruments of Puritan society.

6. …cont • Viewing: • History: Compare/contrast Puritan culture to modern American culture. Class split into two groups: Group 1 makes a poster listing similarities; group 2 makes a poster listing differences. • History: View photos online (see technology). • Science:view a map of oceanic currents • Visual Art:See and discuss colonial paintings. • Visually Representing: • Drama:Reenact a witch trial • P.E.: Hunt the Slipper game—two groups hunt for a hidden slipper. • Math: Calculate conversions, create conversion chart—pence, pounds… • Visual Art: Calligraphy—use first letter of name; old English style text. • History: Create a time line of events beginning at colonization of America to Revolutionary War. • Language Art: Create a time line of events in the story. • Science: create a diagram of one way viruses travel • Science: make a map of oceanic currents • Talking • Discussion:identify what point-of-view the author used and discuss main points in the story • Discussion: Literature discussion--share thoughts in groups. • Drama:Reenact a witch trial—entire class. • Science: Research and discuss diseases that affected colonists and how they spread • Science: Discuss the use of oceanic currents for transportation • History:Share 5 facts gathered from Related Literature book of choice

7. Language Skills: • Print • Old English language study/writing • Letter • Defense paper • Essay • Journal • Literature reading—WBP and related literature • Comprehension • Literature discussion • Poster • 5 facts from related literature • Letter • Essay • Story time-line • Historical time-line • Hunt the Slipper • Witch trial • Music exploration • Art discussion/critique • Calligraphy • Study Skills • Essay • Literature reading—WBP and related literature facts • Virus diagram/research/notes • Mapping currents • Language Skills • Old English language • Essay • Letter • Defense paper • Lit. discussion • 5 facts sharing • Reference Skills • Historical time-line • Story time-line • Essay • Virus diagram/research • Mapping currents • Math conversions

8. Language Strategies • Tapping Prior Knowledge • Lit. discussion • Defense paper • Essay • Poster • Virus research/discussion • Ocean currents discussion/mapping • Trial • Predicting • Lit. discussion • Journal • Organizing Ideas • Story time-line • Historical time-line • Virus diagram • Map currents • Essay • Figuring Out Unknown Words • Lit. readings • Old English study/sentence • Calligraphy (terms) • Music (terms) • Virus discussion/research/study • Ocean currents discussion/study • Applying Fix-up Strategies • All activities applicable • Revising Meaning • Lit. discussion • Related Lit. reading/facts • Essay—peer review • Trial • Visualizing • Lit. reading • Related lit. reading • Calligraphy • Trial • Defense paper • Letter • Journal • Making Connections • All activities applicable • Monitoring • All activities applicable • Playing With Language • Lit. discussion/read • Essay • Letter • Defense paper • Related lit. read • Trial • Old English sentence • Journal • Summarizing • Essay • Related lit. facts • Evaluating • All activities applicable

9. Assessments: • Teacher observation: • participation in all activities, • directions followed, • performance of trial • Journal • Discussions • P.E. game • Rubric: • performance of trial, • investigative essay • Letter • Defense writing • Essay • Checklist: • Time lines • Poster • Related Literature reading and fact list • Finished product: • journal, • old English sentence • calligraphy • Teacher questioning: • music comparison, • art discussion/critique • 6+1 Writing: • Letter writing • Defense writing • Journal • Old English sentence • Worksheet: • math conversions • Quiz: • Viruses • Map currents

12. Lesson Plan—Witch Trial Reenactment Standards: Soc: Colonization: 5.2.10 Describe the daily lives of people from different social groups (e.g., large landowners, farmers, artisans, women, slaves) in colonial America Dra: Acting: 8.2.1 Know resource elements that help create character motivations. 8.2.2 Develop a character’s behavior through a combination of movement, vocal pitch, and tone*. 8.2.3 Interact in an ensemble. Drama and other disciplines: 8.7.3 Know how principles and concepts of other disciplines are related to drama*. Objectives: TLW research a trial TLW review roles for trial TLW act out role in trial Learning Activities: Students will read about a witch trial. Class will study the case they will be reenacting: Defense: Ms. Emily Smith—13 yr. old daughter of the town’s blacksmith Prosecution: Mr. and Mrs. Hornswaggle—farmers near town Judge: Judge Goodfellow Lawyers: Mr. Gabs, Mr. Williams Witnesses: Mr. Brown—farmer, Mrs. Grubb--seamstress, Ms. Dewberry--teacher Jury—town residents Case: Mr. and Mrs. Hornswaggle accuse Ms. Emily Smith of witchcraft. They claim Ms. Smith placed a curse on their farm, causing the cow’s milk to sour, a goat’s death, and their young son to become ill—within two weeks. They claim Ms. Smith cursed them after they refused to provide her with a few eggs when she asked a few days before the events. The Hornswaggle’s neighbor, Mr. Brown, claims to have seen Ms. Smith wandering into the forest near the edge of town from time to time. He has said he believes she was gathering herbs for spells. Mrs. Grubb claims she saw a black cat following Ms. Smith few days ago and believes it is Ms. Smith’s familiar (a demon that aids a witch). Ms. Dewberry claims to have seen Ms. Smith act in a bizarre manner on several occasions, such as spitting on the ground and dancing on the spot, drawing strange symbols in the dirt, and mumbling strange words. There is no physical evidence showing Ms. Smith caused any of the events on the Hornswaggle’s farm or of any of the other accusations. Students will be given character roles—judge, jury, defense, prosecution, lawyers, witnesses—and study their roles. They will act and react in a way they believe their character would. Assessment: Students will engage in research. Students will represent their roles accurately and show emotion. They will demonstrate their knowledge of Puritan/Colonial American way of life through performance. Grading standards based on Drama Rubric.