| Purpose
The Students will gain knowledge for the Amish culture. The students
will compare/contrast their modern life with the traditions of the
Amish.
Day 1
Build Background and Concepts
Prior Knowledge
WHAT THINGS IN YOUR LIFE MIGHT BE CALLED MODERN CONVENIENCES?
WHAT DO YOU DO FOR ENTERTAINMENT?
WHAT APPLIANCES COOK YOUR FOOD? CLEAN YOUR HOUSES?
HOW DO YOU GET FROM ONE PLACE TO ANOTHER?
HOW MUCH IS YOUR LIFE TODAY IS AFFECTED BY THESE THINGS?
Create a class chart with technological and non-tech activities.
AMISH=NO CARS OR ELECTRICITY
WHAT WOULD IT BE LIKE TO LIVE WITHOUT CARS OR ELECTRICITY?
WHAT COULD BE SOME ALTERNATIVES?
Record these responses on chart on chalkboard.
Quick write
Students write a few sentences about how they would like living
without electricity and other inventions of modern life. Share with
person who is the same height at you.
Vocabulary Strategies
Context Clues: Story
Display transparency 43, volunteer read paragraph aloud.
Model how to identify the use of ‘industrious’
Help students identify the context clues that help them
understand ‘industrious’
Encourage students to use context clues to figure out the meanings of
the other key words
Check Understanding
Students match words with examples
write key words on board (prior to lesson if possible)
have a student read the aloud.
Read aloud each phrase below and have students identify the
key word that goes with the phrase.
Students should decide as a table what the correct term is before I
call on a table.
Reading the Selection
Read ‘the author’s note’ and look at the pictures on page
455 as a whole group. Choose a volunteer to read.
Cooperative Groups– Students continue reading story
P.456-463. Pause and answer Reader Response Card #4 during and
after the reading. (Make up cooperative groupings ahead of time)
Review Predictions/Purpose
DID YOU FIND OUT WHAT YOU WANTED TO KNOW ABOUT THE AMISH?
Appreciating the Literature
DO YOU FEEL YOU HAVE A BETTER UNDERSTANDING OF WHY THE AMISH
PREFER A SIMPLE LIFESTYLE? EXPLAIN.
Day 2
Finish Reading Selection?
Read a Magazine Article
AMISH=KNOWN FOR PATCHWORK QUILTS
ARTICLE=ROLE OF QUILTS IN THE LIVES OF FAMILIES ON THE FRONTIER.
Students read aloud with partner #1
WHAT WAS MOST INTERESTING?
Response Corner Activities
Have Horse, Will Travel Chart p. 466
Compare and Contrast using a horse and buggy with using an
automobile. Talk about the good and bad points of each with small
group of classmates. Make a comparison chart for the two types of
transportation. Students should make their own charts individually
for a few minutes, then compare with whole group and write on
construction paper. This should be a T-chart with the differences
listed on each side.
Checking Comprehension
What do you think? Talk at your tables, then share with whole group
1. What do you think the author wanted you to learn about the
Amish by looking at an Amish home?
2. What did you find most interesting or surprising about the Amish?
Day 3
Oral Language p. T962
Sharing Ideas– At tables, students will have a discussion about
the topic related to "Amish Home". List these topics on
the board– Farming with Horses, Life without Television, Buggy
Rides in Winter, Life on the Farm.
Groups should choose one of these topics to discuss.
Each student should write one question about the topic to ask the
group.
Students begin their discussion by someone asking a question,
group discusses that question and tries to think of an answer.
Continue til all questions are asked.
Use participation tickets (3 each) students share 2 times + 1
question for the discussion. You may share more if everyone has
shared all tickets. Put tickets in pile at your table after you
share.
Vocab Workshop p. T969
reviewing key words
write words on board, read sentences aloud
at your table– decide on the word that best fits, share with whole
group.
Trade Book
decide on a trade book
Just Plain Fancy, Patricia Polacco
Down Buttermilk Lane, Barbara Mitchell
Plain Girl, Virginia Sorensen
activity to go with the book to wrap up Amish Home?
Reflection
This lesson lasted 4 days. I was very happy with the way it turned
out. The students were very intrigued with the Amish Culture. Although,
I was a little disappointed with a few kids cause they were giving me a
major attitude problem while reading in their group. I think they didn’t
like their group match-up and therefore, complaining about anything they
could think of. I should have talked to them after class, but due to
lack of time, I forgot. It showed in their journal response on the last
day. I wrote a few comments on them saying that they should answer the
question and stay on the topic. Other than that, the book made sense to
me to teach from. I wish we had manuals like this for all the subjects!
I would enjoy my lessons so much more!
Developed by Anna Hallock, from Signatures Reading Text, Grade 5
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