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The Bunyons
Angela ArnoldPekin Public School District 108
Summer 2007
Library of Congress, Prints & Photographs Division, FSA-OWI Collection, [reproduction number, e.g., LC-USF35-1326]
Students will read the Tall Tale, The Bunyons. Activities will include map skills, persuasive writing, group work, and creating an advertising character. We will focus on presentation skills (visual and speaking in front of an audience.)
Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview Back to Navigation BarObjectives Students will:
develop skills involved in working in a group, creating a visual display and presenting orally in front of a group
develop and practice research skills practice persuasive writing work on map skills
Recommended time frame 10 daysGrade level 2nd- 3rd
Curriculum fit Language Arts, Social StudiesMaterials Poster board for visual presentation
Markers, construction paper, scissors, glue, “junk box” (buttons, material, assort. Materials for students to create character)
Map worksheet Group work/research worksheet PowerPoint presentation for instruction Internet access Encyclopedias Atlas Access to library materials
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Illinois State Learning Standards Back to Navigation BarLanguage Arts:GOAL 1: Read with understanding and fluency. 1.B. Apply reading strategies to improve
understanding and fluency. 1.B.1b Identify genres (forms and purposes)
of fiction, nonfiction, poetry and electronic literary forms.
1.C. Comprehend a broad range of reading materials.
1.C.1e Identify how authors and illustrators express their ideas in text and graphics (e.g., dialogue, conflict, shape, color, characters).
GOAL 2: Read and understand literature representative of various societies, eras and ideas. 2.A. Understand how literary elements and
techniques are used to convey meaning. 2.A.1a Identify the literary elements of
theme, setting, plot and character within literary works.
2.A.1b Classify literary works as fiction or nonfiction.
GOAL 3: Write to communicate for a variety of purposes. 3.A. Use correct grammar, spelling, punctuation,
capitalization and structure. 3.A.1 Construct complete sentences which
demonstrate subject/verb agreement; appro-priate capitalization and punctuation; correct spelling of appropriate, high-frequency words; and appropriate use of the eight parts of speech.
3.C. Communicate ideas in writing to accomplish a variety of purposes.
3.C.1a Write for a variety of purposes including description, information, explanation, persuasion and narration.
3.C.1b Create media compositions or pro-ductions which convey meaning visually for a variety of purposes.
GOAL 4: Listen and speak effectively in a variety of situations. 4.A. Listen effectively in formal and informal
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situations. 4.A.1a Listen attentively by facing the
speaker, making eye contact and paraphrasing what is said.
4.A.1b Ask questions and respond to questions from the teacher and from group members to improve comprehension.
4.A.1c Follow oral instructions accurately 4.A.1d Use visually oriented and auditorily
based media. 4.B. Speak effectively using language appropriate to
the situation and audience. 4.B.1a Present brief oral reports, using
language and vocabulary appropriate to the message and audience (e.g., show and tell).
4.B.1b Participate in discussions around a common topic.
GOAL 5: Use the language arts to acquire, assess and communicate information. 5.A. Locate, organize, and use information from
various sources to answer questions, solve problems and communicate ideas.
5.A.1a Identify questions and gather information.
5.A.1b Locate information using a variety of resources.
5.B. Analyze and evaluate information acquired from various sources.
5.B.1a Select and organize information from various sources for a specific purpose.
5.B.1b Cite sources used. 5.C. Apply acquired information, concepts and ideas
to communicate in a variety of formats. 5.C.1a Write letters, reports and stories
based on acquired information. 5.C.1b Use print, nonprint, human and
technological resources to acquire and use information.
Social Science:GOAL 17: Understand world geography and the effects of geography on society, with an emphasis on the United States. 17.A. Locate, describe and explain places, regions
and features on the Earth.
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17.A.1a Identify physical characteristics of places, both local and global (e.g., locations, roads, regions, bodies of water).
17.A.1b Identify the characteristics and pur-poses of geographic representations including maps, globes, graphs, photographs, software, digital images and be able to locate specific places using each.
17.B. Analyze and explain characteristics and interactions of the Earth’s physical systems.
17.B.1a Identify components of the Earth’s physical systems.
17.C. Understand relationships between geographic factors and society.
17.C.1a Identify ways people depend on and interact with the physical environment (e.g., farming, fishing, hydroelectric power).
17.C.1b Identify opportunities and constraints of the physical environment.
17.C.1c Explain the difference between renewable and nonrenewable resources.
Procedures Back to Navigation BarDay One: Introduce the picture book The Bunyons, written by
Audrey Wood and illustrated by David Shannon, by gathering information from the students about what they know about the genre folktales/tall tales.
Use the PowerPoint to introduce concepts, including the primary sources. *Directions for worksheets and group activities are included in the PowerPoint.
Day Two - Day Four: Allow time for group work – research, visual
presentation, and character development. Include discussion on good poster design.
http://www.wvu.edu/~exten/infores/pubs/fypubs/tot00-2.pdf
Day Five: Persuasive Writing assignment (individual)
Why should people visit your landmark?
Day Six and Day Seven:
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Revise writing, finalize presentations and practice with other groups.
Day Eight: Present for guest audiences
Evaluation Back to Navigation Bar Students will be evaluated on their ability to work in
a group, the presentation they generate (including character), oral presentation skills and persuasive writing assignment. See Rubrics
Extension Back to Navigation Bar Have students generate advertising material using
technology. (pamphlet, short video commercial, or website)
Have students research additional places listed in the book – Great Canal in Venice, Italy and the Face on Mars.
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Primary Resources from the Library of CongressBack to Navigation Bar
Image Description Citation Permanent URLLumberjack, Minnesota Library of Congress,
Prints & Photographs Division, FSA-OWI Collection, [reproduction number, LC-USF33-001484-M5 DLC (b&w film nitrate neg.)]
http://memory.loc.gov/cgi-bin/query/r?ammem/fsaall:@field(NUMBER+@band(fsa+8a04605))
Lumberjack, Minnesota Library of Congress, Prints & Photographs Division, FSA-OWI Collection, [reproduction number, LC-USF33-T01-001485-M5 DLC (b&w film dup. neg.)]
http://memory.loc.gov/cgi-bin/query/r?ammem/fsaall:@field(NUMBER+@band(fsa+8a04610))
Lumberjack, Minnesota Library of Congress, Prints & Photographs Division, FSA-OWI Collection, [reproduction number, LC-USF33-T01-001483-M1 DLC (b&w film dup. neg.)]
http://memory.loc.gov/cgi-bin/query/r?ammem/fsaall:@field(NUMBER+@band(fsa+8a04595))
View over a logging camp between Durango, Colorado and Farmington, New Mexico. A Denver and Rio Grande Western Railroad train is loaded with stacks of cut timber ready for the lumber mill. Logger shacks, cabins, tents and outhouses are scattered over a broad flat open area.
Western History/Genealogy Department, Denver Public Library
http://memory.loc.gov/cgi-bin/query/r?ammem/hawp:@field(NUMBER+@band(codhawp+00137812))
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Menominee, Mich., logging on the river
Library of Congress, Prints and Photographs Division, Detroit Publishing Company Collection
http://memory.loc.gov/cgi-bin/query/r?ammem/detr:@field(NUMBER+@band(det+4a04212))
Team of six horses hauling load of logs. Snow is on the ground. In background are three men, buildings, and trees.
Fred Hultstrand History in Pictures Collection, NDIRS-NDSU, Fargo
http://memory.loc.gov/cgi-bin/query/r?ammem/ngp:@field(NUMBER+@band(ndfahult+b409))
Image of men sawing wood at the city woodpile at West Fulton Street and North Union Avenue in the Near West Side community area of Chicago, Illinois
DN-0065694, Chicago Daily News negatives collection, Chicago Historical Society.
http://memory.loc.gov/cgi-bin/query/r?ammem/cdn:@field(NUMBER+@band(ichicdn+n065694))
Saw mill with smokestack, wood buildings, piles of lumber, and men at work in Pemberton, Douglas County, Colorado
Western History/Genealogy Department, Denver Public Library
http://memory.loc.gov/cgi-bin/query/r?ammem/hawp:@field(NUMBER+@band(codhawp+00170890))
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RubricBack to Navigation Bar
Oral Presentation Rubric : The BunyonsStudent Name: ________________________________________
CATEGORY 4 3 2 1Preparedness Student is
completely prepared and has obviously rehearsed.
Student seems pretty prepared but might have needed a couple more rehearsals.
The student is somewhat prepared, but it is clear that rehearsal was lacking.
Student does not seem at all prepared to present.
Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.
Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.
Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.
Often mumbles or can not be understood OR mispronounces more than one word.
Posture and Eye Contact
Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.
Stands up straight and establishes eye contact with everyone in the room during the presentation.
Sometimes stands up straight and establishes eye contact.
Slouches and/or does not look at people during the presentation.
Volume Volume is loud enough to be heard by all audience members throughout the presentation.
Volume is loud enough to be heard by all audience members at least 90% of the time.
Volume is loud enough to be heard by all audience members at least 80% of the time.
Volume often too soft to be heard by all audience members.
Props Student uses several props (could include costume) that show considerable work/creativity and which make the presentation better.
Student uses 1 prop that shows considerable work/creativity and which make the presentation better.
Student uses 1 prop which makes the presentation better.
The student uses no props OR the props chosen detract from the presentation.
Persuasive Essay : The BunyonsAn Adventure of the American Mind
Illinois State University
Student Name: ________________________________________
CATEGORY 4 - Above Standards 3 - Meets Standards 2- Approaching Standards
1 - Below Standards
Attention Grabber The introductory paragraph has a strong hook or attention grabber that is appropriate for the audience. This could be a strong statement, a relevant quotation, statistic, or question addressed to the reader.
The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience.
The author has an interesting introductory paragraph but the connection to the topic is not clear.
The introductory paragraph is not interesting AND is not relevant to the topic.
Position Statement The position statement provides a clear, strong statement of the author's position on the topic.
The position statement provides a clear statement of the author's position on the topic.
A position statement is present, but does not make the the author's position clear.
There is no position statement.
Support for Position
Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader's concerns, biases or arguments and has provided at least 1 counter-argument.
Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.
Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.
Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences).
Accuracy All supportive facts and statistics are reported accurately.
Almost all supportive facts and statistics are reported accurately.
Most supportive facts and statistics are reported accurately.
Most supportive facts and statistics were inaccurately reported.
Grammar & Spelling
Author makes no errors in grammar or spelling that distract the reader from the content.
Author makes 1-2 errors in grammar or spelling that distract the reader from the content.
Author makes 3-4 errors in grammar or spelling that distract the reader from the content.
Author makes more than 4 errors in grammar or spelling that distract the reader from the content.
Capitalization & Punctuation
Author makes no errors in capitalization or punctuation, so the essay is exceptionally easy to read.
Author makes 1-2 errors in capitalization or punctuation, but the essay is still easy to read.
Author makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.
Author makes several errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.
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Collaborative Work Skills : Working in a Group
Student Name: ________________________________________
CATEGORY 4 3 2 1Contributions Routinely provides
useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.
Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!
Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.
Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.
Quality of Work Provides work of the highest quality.
Provides high quality work.
Provides work that occasionally needs to be checked/redone by other group members to ensure quality.
Provides work that usually needs to be checked/redone by others to ensure quality.
Time-management Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.
Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.
Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.
Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management.
Problem-solving Actively looks for and suggests solutions to problems.
Refines solutions suggested by others.
Does not suggest or refine solutions, but is willing to try out solutions suggested by others.
Does not try to solve problems or help others solve problems. Lets others do the work.
Monitors Group Effectiveness
Routinely monitors the effectiveness of the group, and makes suggestions to make it more effective.
Routinely monitors the effectiveness of the group and works to make the group more effective.
Occasionally monitors the effectiveness of the group and works to make the group more effective.
Rarely monitors the effectiveness of the group and does not work to make it more effective.
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Making A Poster : The Bunyons - Group Visual Presentation
Student Name: ________________________________________
CATEGORY 4 3 2 1Graphics -Clarity Graphics are all in
focus and the content easily viewed and identified from 6 ft. away.
Most graphics are in focus and the content easily viewed and identified from 6 ft. away.
Most graphics are in focus and the content is easily viewed and identified from 4 ft. away.
Many graphics are not clear or are too small.
Required Elements The poster includes all required elements as well as additional information.
All required elements are included on the poster.
All but 1 of the required elements are included on the poster.
Several required elements were missing.
Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness.
The poster is attractive in terms of design, layout and neatness.
The poster is acceptably attractive though it may be a bit messy.
The poster is distractingly messy or very poorly designed. It is not attractive.
Content - Accuracy At least 7 accurate facts are displayed on the poster.
5-6 accurate facts are displayed on the poster.
3-4 accurate facts are displayed on the poster.
Less than 3 accurate facts are displayed on the poster.
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HandoutsBack to Navigation Bar
Websites to Use for Research:
Mammoth CaveUSGS Websitehttp://3dparks.wr.usgs.gov/mammoth2/index.html
Mammoth Cave Onlinehttp://www.mammothcave.com/
GORPhttp://gorp.away.com/gorp/resource/us_national_park/ky_mammo.htm
Wikipediahttp://en.wikipedia.org/wiki/Mammoth_Cave_National_Park
Niagara FallsInfo Niagarahttp://www.infoniagara.com/
Niagara Falls Canadahttp://www.city.niagarafalls.on.ca/
Wikipediahttp://en.wikipedia.org/wiki/Niagara_Falls
Niagara Falls Tourismhttp://www.niagarafallstourism.com/
Bryce CanyonNPS.govhttp://www.nps.gov/brca/
Bryce Canyon National Parkhttp://www.bryce.canyon.national-park.com/
Bryce Canyon.comhttp://www.brycecanyon.com/
Wikipediahttp://en.wikipedia.org/wiki/Bryce_Canyon_National_Park
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Great Sand DunesNPShttp://www.nps.gov/grsa/
National Parkhttp://www.sangres.com/np/sanddunes/index.htm
Coloradohttp://www.americansouthwest.net/colorado/great_sand_dunes/national_monument.html
GORPhttp://gorp.away.com/gorp/resource/us_nm/co_great.htm
Big SurCalifornia Tourismhttp://jrabold.net/bigsur/
Wikipediahttp://en.wikipedia.org/wiki/Big_Sur
Big Sur Chamber of Commercehttp://www.bigsurcalifornia.org/
Rocky MountainsNPShttp://www.nps.gov/romo/
Wikipediahttp://en.wikipedia.org/wiki/Rocky_Mountains
National Park Informationhttp://www.rocky.mountain.national-park.com/
USGShttp://geology.wr.usgs.gov/parks/province/rockymtn.html
Continental DivideAbout.comhttp://geography.about.com/library/faq/blqzcontdiv.htm
GORPhttp://gorp.away.com/gorp/resource/us_trail/continen.htm
Continental Divide Land Trusthttp://www.cdlt.org/
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Yellowstone National ParkNPShttp://www.nps.gov/yell/
Old Faithful Geyser Camhttp://www.nps.gov/archive/yell/oldfaithfulcam.htm
Yellowstone Nethttp://www.yellowstone.net/
Yellowstone Pagehttp://www.yellowstone-natl-park.com/
Wikipediahttp://en.wikipedia.org/wiki/Yellowstone_National_Park
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Map Directions:Find and color all the states included in the story.Identify and color the state in which you live. Be sure to indicate where your city is.Identify your landmark on the map.
Name:
Name of Landmark:
In what state is your landmark located?
Taking the most direct route, which states would you have to travel through to get to your landmark from where you live?
Describe your landmark. Be sure that your description is specific enough that someone could match the picture to your description.
Find a picture of your landmark from the website and copy and paste it here.
Why would people want to go and see your landmark? List your reasons here. (think like an advertiser)
Describe how your landmark was included in the book, The Bunyons.
List at least three more interesting facts you learned about your landmark.
You are an ad executive in an advertising firm. Your firm has been hired to create an advertising campaign to generate interest in tourism to your area. Now that you have your research on your landmark – design a character to be used in your advertising campaign. Your character can be made of any material and can be no less than 5 inches tall and no more than 12 inches tall.
Your group is responsible for putting together one poster. It must include your research information (make sure all questions above are answered on your poster. One copy of the map must be attached. Your advertising character must be included. (may be propped up next to it)
