Overcoming Obstacles to Reach a Goal

(to be taught along with an Oregon Trail Social Studies Unit)

Grade 2

C. Anne Williamson

TEED 521

Winter 2007

Seattle University, Master in Teaching Program

Annotated Book List for unit:

Aliki. (1998). Marianthe's Story: Painted Words, Spoken Memories. New York:

Greenwillow Books.

This is a picture book that describes one child’s obstacles in moving to a new place and facing the language barrier. This relates to the theme of this unit, and also to the topic (Traveling West on the Oregon Trail) because it discusses moving to a new place, how different groups of people can communicate when they speak different languages, and also describes how a young girl overcomes the obstacles that she faces. This book directly relates to the following generalization: “Students will understand that obstacles arise in life that must be overcome in order to reach a goal.”

Davis, K. (2003). Don’t Know Much About the Pioneers. New York: Scholastic.

This is a book that I will allow the students to consult for general information about the Oregon Trail but will not assign to the students to read on their own. This book offers fantastic information about the travelers on the Oregon Trail and the obstacles that they faced daily. This book also relates to the generalization: “Students will understand that obstacles arise in life that must be overcome in order to reach a goal.”

dePaola, T. (1998). The Legend of the Indian Paintbrush. New York: The Putnam & Grosset Group.

This children’s story about a Native American named Little Gopher describes the obstacles that he faces, how he overcomes them, and the wonderful reward he attains when he reaches his goal. Students will have the option of reading this book for their literature circles. I will read it aloud as well. This story illustrates the following generalization: “Students will understand that it takes perseverance, hope, and confidence to overcome obstacles that prevent us from reaching our goals.” This book also has beautiful illustrations that will hopefully inspire some artistic response in the students’ journals.

Erickson, P. (1994). Daily Life in a Covered Wagon. New York: Puffin.

Similar to Don’t Know Much About the Pioneers, this is an informational children’s book that I will allow students to look through when they are in search of specific information, and that I will read to the students when trying to illustrate a specific point about the settlers on the Oregon Trail. Though it will not be used to spark discussion in literature circles or in a specific assessment, this book illustrates the generalization: “Students will understand that obstacles arise in life that must be overcome in order to reach our goals.”

Hopkinson, D. & Carpenter, N. (2004). Apples to Oregon. New York: Scholastic.

This children’s story describes one family’s journey to Oregon on the Oregon Trail and how they worked together to preserve their prized possession- their father’s fruit trees. Though this family faces many hardships, they hold on to their hope, and they continue to persevere all the way to Oregon! Students will have the option of reading this book in their literature circle groups. This book relates to the following generalizations: “Students will understand that obstacles arise in life that we must overcome in order to reach our goals,” and “Students will understand that working cooperatively with others can help people overcome obstacles.”

Gregory, K. (1997). Across the Wide and Lonesome Prarie: The Oregon Trail Diary of Hattie Campbell. New York: Scholastic.

This is a chapter book that I will read aloud to the class throughout this unit. This book describes one young girl’s journey on the Oregon Trail and the many major and minor obstacles that she faces along the way! The students will frequently respond to this book in their journals, and it will be used to inspire classroom discussion about obstacles. This book most closely relates to the following generalization: “Students will understand that obstacles arise in life that must be overcome in order to reach our goals.”

Larned, W.T. (1997). North American Indian Tales. New York: Dover.

Within this book are many Native American Tales and Legends. I will use this book to read pertinent legends aloud to the students and allow the students to use this book as a reference when creating their own legends. While many of the legends in this book discuss overcoming obstacles, I will choose some specific examples that most closely relate to the Oregon Trail. This book relates to all three generalizations, but the legends that I will read for this unit most closely relate to the following: “Students will understand that working cooperatively with others can help people overcome obstacles.”

Macfarlan, A.A. (2001). Native American Tales and Legends. New York: Dover.

This book is very similar to the previously listed book about Native American legends; however, it provides different examples of legends that will help the students in creating their own legend near the end of the unit. I will read two or three legends aloud, and then allow students to use this book as a reference. The legends in this book most closely relate to the following generalization: “Students will understand that it takes perseverance, hope, and confidence to overcome obstacles that prevent us from reaching our goals.”

Stanley, D. (2000). Roughing It on the Oregon Trail. New York: Scholastic.

This picture book describes the adventure that the Time Traveling Twins have when their grandmother takes their imaginations on the Oregon Trail. It is a fun way for the students to learn about some very difficult obstacles that travelers faced on the journey. At the end of this book, there is an author’s note about the bigger picture behind the Oregon Trail (issues surrounding the emigrants and the Native Americans) that I will read to the students. Other than reading this section aloud, I will allow students to read this book in literature circle groups. This book relates to all three generalizations fairly clearly, but it is most closely related to the following generalization: “Students will understand that obstacles arise in life that must be overcome in order to reach our goals.”

Learning Targets:

Learning Target	Type of Learning
1. Students will understand how to make an inference or prediction based on a text’s cues.	Skill/Process
2. Students will understand that using a writing process including pre-writing, rough draft, peer revision, and a final draft, can help writers overcome their writing obstacles.	Skill/Process
3. Students will understand how working collaboratively can help solve problems and perform tasks.	Skill/Process
4. Students will understand what a goal is and create a goal for themselves to reach during this unit.	Skill/Process
5. Students will understand that obstacles arise in life and that must be overcome in order to reach our goals.	Concept/Generalization
6. Students will understand that it takes perseverance, hope, and confidence to overcome obstacles that prevent us from reaching our goals.	Concept/Generalization
7. Students will understand that working cooperatively with others can help people overcome obstacles.	Concept/Generalization

8. Students will value the perspectives and goals of the settlers, the Native Americans, and themselves in regards to the Oregon Trail.

Disposition