PERSEVERING DESPITE OBSTACLES

Carin Sulman

 

Fourth and fifth grade students will come to understand this themed literature unit, Persevering Despite Obstacles, within the context of a social studies unit on the Oregon Trail, and a Service-Learning project, Voices:  Young and Old.  Through the use of Literature Circles and Guided Literacy focus lessons, the unit content will guide students to think about what it takes to overcome obstacles (persevere) and how the characters in their books have been able to do so.  Students will complete a literary quilt as an extension project.  At the conclusion of this unit, I hope that my students will be able to apply what they have learned to their own lives so that they can rise above challenges they may face now and in the future. 

The central questions that guide this unit are: 

1.       What does it mean to persevere despite obstacles?

2.      What does it take to persevere despite obstacles?  (What does it look like?)

3.      How do we rise above obstacles in our own lives?

Generalizations:
1.  We persevere because we have dreams of a better life and/or a reason or purpose for living.
2.  It is easier to persevere when we work together with others and have support from family and friends.  We all persevere.
3.  We have a better chance of overcoming obstacles if we are motivated, hard-working, realistic, and willing to take risks.
4.  Being optimistic and courageous makes it easier to overcome obstacles.
5.  All of us, regardless of our age, race, gender, religion, etc., have obstacles to overcome and therefore, persevere.

Learning Targets:

1.  Students will know what it means to persevere despite obstacles and will understand how we persevere.  (What it looks like to persevere.)  (Concept/Generalization)

2.  Students will be able to actively participate in an effective literature circle conversation by thinking critically about themes discussed and responding to them, relating to others’ points of view, and disagreeing respectfully.  They will also be able to evaluate the group process and the role they play in it.  (Skill/Process)
3.  Students will be able to find evidence in text in order to compare and contrast the challenges of the emigrants on the Oregon Trail with those of the characters in their Literature Circle readings and with their senior buddy (for Service-Learning).  (Skill/Process)

4.  Students will understand that while people may have the same experiences, each individual person looks at them from their own point of view.  (Skill/Process)

5.  Students will understand the literary elements of fiction, such as setting, and why they are important in the development of theme generalizations. (Skill/Concept)

6.  Students will understand the elements of a good response journal.  (Skill/Process)

 

Annotated Bibliography:

Books for Literature Circles

Hamm, D.J. (1997).  Daughter of Suqua.  Morton Grove, IL:  Albert Whitman and Company.

Set in the early 1900s, Ida, a young Suquamish Indian girl, deals with America’s attempt to change or assimilate her people who lived in the Puget Sound region.  Shows an accurate portrayal of what like was like for the native peoples as Americans moved westward and their children were sent to distant boarding schools. 

 

Houston, J.W. (1983).  Farewell to Manzanar:  A true story of Japanese American experience during and after the World War II internment.  New York, NY:  Bantam Books. 

A chapter book that intensely describes life in the World War II community called Manzanar and the experiences of Japanese Americans after the war. 

 

Lord, B.B. (1986).  In the year of the boar and Jackie Robinson.  New York, NY: 

HarperTrophy. 

When Shirley Temple Wong immigrates to the United States from China she is full of dreams.  However, she is confronted with the harsh reality of adjusting to a new culture.  (Available on tape for struggling readers.)

 

Lowry, L.  (1990).  Number the stars.  New York, NY:  Yearling Books.

A chapter book set during the Holocaust about a young Jewish girl who pretends to be a member of her best friend’s family in order to avoid being taken away by the Nazis.  An intense story of friendship, optimism, and perseverance.


Read Aloud

 Taylor, M.  (1997).  Roll of thunder, hear my cry.  New York, NY:  Puffin.

This is a wonderful book set in the 1930s telling about racial discrimination in the South from the point of view of Cassie, a little girl who was young black.  Deals with difficult issues and how a family was able to rise above the many challenges they encountered. 


Additional books for use during focus lessons and independent reading

Bridges, R.  (1999).  Through my eyes.  New York, NY:  Scholastic Press.

The story of school integration in the deep South, told through the eyes of Ruby Bridges, the first African American girl to attend an integrated school.  Will be available in classroom for independent reading.

 

Bunting, E.  (1998).  So far from the sea.  New York, NY:  Clarion Books.

A touching and informative picture book about the realities of Japanese Internment during World War II.  Will be used to teach concepts during focus lessons and will be available in classroom for independent reading.

 

Harvey, B.  (1988).  Cassie’s journey:  Going west in the 1860s.  New York, NY:  Holiday House.

A very descriptive picture book about a young girl who  leaves her home in Illinois and travels west on the Oregon Trail.  Discusses the struggles emigrants faced such as disease, weather, and the threat of Indian attacks.  Will be used to teach concepts during focus lessons and will be available in classroom for independent reading.

 

Hopkinson, D.  (1995).  Sweet Clara and the freedom quilt.  New York, NY:  Random House.

A picture book that tells the story of an African American girl who is taken from her mother and sent to a southern plantation to work.  She is resourceful and determined to escape to the Underground Railroad.  Will be used to teach concepts during focus lessons and will be available in classroom for independent reading.

 

Mochizuki, K.  (1995).  Baseball saved us.  New York, NY:  Lee & Low Books.

A picture book that tells the story of a boy whose father builds a baseball diamond to raise spirits in a Japanese internment camp during World War II.  Will be used to teach concepts during focus lessons and will be available in classroom for independent reading.

 

Say, Al  (1993).  Grandfather’s journey.  Boston, MA:  Houghton Mifflin Company.

A powerful picture book about a man’s love of two homes, his birth place of Japan and his new country, the United States.  Will be available in classroom for independent reading.

 

Uchida, Y.  (1996).  The bracelet.  New York, NY:  Paper Star.

A picture book that tells the story of a young Japanese American girl whose family leaves Berkeley to be interned during World War II.  Shows many examples of courage and determination that helped the family survive their imprisonment.  Will be used to teach concepts during focus lessons and will be available in classroom for independent reading.

 

Woodruff, Elvira.  (1999).  The memory coat.  New York, NY:  Scholastic Press.

The story of two Jewish cousins who immigrate to America during times of religious persecution in Russia.  It takes strength and intelligence for the family to be passed through Ellis Island on their way to a better life.  Will be used to teach concepts during focus lessons and will be available in classroom for independent reading

 

Professional Sources

Steps in the Concept Development Process.  http://fac-staff.seattleu.edu/kschlnoe/process.html

Schlick Noe, K.L. & Johnson, N.J. (1999).  Getting started with literature circles. Norwood, MA:  Christopher-Gordon Publishers, Inc.