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Literacy Project

Chelsey Easter

EDUC 343

Content Area:Literacy

Dr. Cozens and Dr. Edwards

December 1, 2013

Content Text Set

GLE: SS3aB4 – Identify and describe the significance of the individuals from Missouri who

have made contributions to our state and national heritage; examples include Lewis and

Clark, George Washington Carver, Laura Ingalls Wilder, Mark Twain,and Harry S

Truman.

Anderson, W. (1971). The story of the Ingalls. Anderson, SC: Anderson Publications.

This books explains the Ingalls families life from the Little House on the Prairie series.

Anderson, W. (2007). Laura Ingalls Wilder: A biography (litte house). New York, NY:

HarperCollins.

This is a behind the scenes book that is about the real events in the life of Laura. It describes her

life through the end of the Little House books.

Brammer, R. (2008, May 19). Laura Ingalls Wilder: Frontier girl. Retrieved from

http://www.liwfrontiergirl.com/

This website contains the summary and information of Laura’s life, her family, friends, books,

information for kids, and more. It also has a message board, and links to other sites.

Claxton, W.F. (Director)(1974). Little house on the prairie [Television series episode]. In

Friendly, E. (Executive Producer), Little house on the prairie. New York, NY: National

Broadcasting Company. Retrieved from

http://en.wikipedia.org/wiki/Little_House_on_the_Prairie_%28TV_series%29

This T.V. show is based on the book series by Laura Ingalls-Wilder. This show was weekly on

and played for an hour. This show explained the life and adventures that the Ingalls family

went through.

http://en.wikipedia.org/wiki/Little_House_on_the_Prairie_(TV_series)


Cole, M. (Director). (1999). Beyond the prairie: the true story of laura ingalls wilder. USA.

D.W. Productions

This show is about the first three books of the series “Little House” and the book “The First Four

Years”. It is about how Laura learned to live on the prairie and how she handled the things

that took place.

Flint, S. (2002, April). A little drive on the prairie. Travel Leisure. Retrieved from

http://www.travelandleisure.com/articles/a-little-drive-on-the-prairie

This article is about Sunshine Flint going on the journey of Laura Ingalls Wilder. This was a 800

mile trip that took them five days to travel from Missouri to South Dakota.

Karatha, H.O. (2012). Laura ingalls wilder Teen Ink. Retrieved from

http://teenink.com/nonfiction/heroes/article/457266/Laura-Ingalls-Wilder/

This article is how Laura was an inspiration for Helena when she was growing up.

SHSMO. Laura ingalls wilder. Retrieved from

http://www.shs.umsystem.edu/historicmissourians/name/w/wilder

This site is an entire summary of Wilder’s life, how she became a writer, and everything that has

helped her become who she is today. This site also talks about the series she has read, and

has references and resources to refer to.

Stefanoni, A.B. (2011, February 26). Prairie home companions: Women keep love of author

alive. The Joplin Globe. Retrieved from

http://www.joplinglobe.com/lifestyles/x72345802/prairie-home-companions-women-keep-

love-of-author-alive

http://www.joplinglobe.com/lifestyles/x72345802/prairie-home-companions-women-keep-love-of-author-alive

http://www.joplinglobe.com/lifestyles/x72345802/prairie-home-companions-women-keep-love-of-author-alive

http://www.shs.umsystem.edu/historicmissourians/name/w/wilder

http://teenink.com/nonfiction/heroes/article/457266/Laura-Ingalls-Wilder/

http://www.travelandleisure.com/articles/a-little-drive-on-the-prairie

This article shows how much Judy Wampler and Mary Lee Elliott enjoyed the life of Laura

Ingalls Wilder. These women travel the four-state area making presentation and activities

involving Wilder’s books and activities.

Wadsworth, G. (1996). Laura ingalls wilder: Storyteller of the prairie. Minneapolis, MA:

Learner Publishing Group

This book is an informative and inspiring biography of Laura Ingalls Wilder. This tells how her

life was from beginning to end.

Wilder, L.I. (1995). Winter days in the big woods. New, York, NY: HarperCollins

This books is about being in the woods and Laura helping her Ma and Pa to prepare for the

winter days that are about to come.

Wilder, L.I. (1998) A farmer boy birthday. New York, NY: HarperCollins

This is a story about a boy who lived on a farm in New York countryside with his whole family.

It talks about what happens on his birthday that makes it very special for him.

Wilder, L.I. (1998). Laura ingalls wilder’s fairy poems. New York, NY: Doubleday Books for

Young Readers. Retrieved from http://

www.goodreads.com/book/show/8246.Laura_Ingalls_Wilder_s_Fairy_Poems

This is Laura’s thoughts on imaginary, and mischievous world of the “Little People” that she

first wrote in 1915. This book looks very interesting because it is poems about an

imaginary world that was made up in 1915.

Wilder, L.I. (2000). Summer days in the big woods. New York, NY: HarperCollins.

This book is about Laura exploring the summer in the woods for the first time. It talks about

being in the garden and being outside.

Wiley, M. (2007). Little house by Boston Bay. New York, NY: HarperCollins.

http://www.goodreads.com/book/show/8246.Laura_Ingalls_Wilder_s_Fairy_Poems

This story is about Laura’s grandmother, Charlotte. In this book, the time is 1814 and is a young

girl living in Boston.

Wilkes, M.D.(1996). Little house in Brookfield. New York, NY: HarperTrophy.

This is a book about Caroline Quiner. This little girl grows up to become Laura’s mother.

Yardley, J. (2007, November 8). Laura Ingalls Wilder’s well-insulated ‘the little house. The

Washington Post. Retrieved from

http://www.washingtonpost.com/wpdyn/content/article/2007/11/07/AR2007110702595.ht

ml

This article is Yardley examining all of Wilder’s books. They think that they may not be

completely historically correct.

Word Sort

Winter Days in the Big Woods

Wilder, L. I. (1995). Winter days in the big woods. New York, NY: HarperCollins.

Grade level: 4th

Content area: Social Studies

Content GLE: SS3aB4

Identify and describe the significance of the individuals from Missouri who have made

contributions to our state and national heritage; examples include Lewis and Clark, George

Washington Carver, Laura Ingalls Wilder, Mark Twain,and Harry S Truman. (SS 3a/B,

NCSS 3 1.10, 1.6, DOK 1)

Vocab-GLE:CA1E4

http://www.washingtonpost.com/wpdyn/content/article/2007/11/07/AR2007110702595.html

http://www.washingtonpost.com/wpdyn/content/article/2007/11/07/AR2007110702595.html

Develop vocabulary through text, using root words and affixes, synonyms and antonyms, context

clues, glossary and dictionary (CA 1E, DOK 2, CA 2,3,1.5,1.6)

CCSS:

CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text

says explicitly and when drawing inferences from the text.

CCSS.ELA-Literacy.RI.4.3 Explain events, procedures, ideas, or concepts in a historical,

scientific, or technical text, including what happened and why, based on specific information in

the text.

Directions:

Each group will review the categories provided and into which you will sort the vocabulary

terms/concepts. (For an Open Word Sort, instruct the student teams to suggest categories for

organizing the words.) You will have about 10 minutes to assign the words to the appropriate

categories. We will have a class discussion with each group presenting your word list for one of

the categories. You will be asked to defend your sorting of terms by sharing the common

features of the categories and how each specific term/concept meets the criteria.

During the 1870’s Present Day Both time periodsLog Cabins

Preparations for winter season

Mending

Churning

Paper dolls

Brick Houses

Stone Houses

Siding Houses

Toy baby dolls

Electricity

Electronics

Bulldogs

Hunting

Gardening

Chores

Washing clothes and dishes

Baking

Fur caps

One school outfit

One work outfit

Water pumps

Ironing

Cleaning

Creating patterns in frost

Coats

Mittens

Fiddle

Story time

This word sort would be given to students prior to them reading Winter Days in the Big Woods.

This would be a way to assess how much students previously know about Laura Ingalls Wilder’s

pioneer time period compared to our own. After the students have read the story, they could fill

out this word sort again as a checking for understanding assignment also.

Vocabulary Self-Awareness Chart

Little House in the Big Woods

Wilder, L. I. (2008). Little house in the big woods. New York, NY: HarperCollins.

Grade level: 4th


Content GLE: SS3aB4



Washington Carver, Laura Ingalls Wilder, Mark Twain,and Harry S Truman.

(SS 3a/B, NCSS 3 1.10, 1.6, DOK 1)

CCSS:





the text.

Student Directions:

1. Examine the list of words you have written in the first column

2. Put a “+” next to each word you know well, and give an accurate example and definition of the word. Your definition and example must relate to the unit of study.

3. Place a “√” next to any words for which you can write only a definition or an example, but not both.

4. Place a “-” next to words that are new to you.

5. Add any additional words you feel are important to know or are unfamiliar to you.

Word + √ - Example DefinitionOtter + The otter

carried the branches back to his dam.

A fish-eating mammal that builds and lives in dams.

Trundle bed √ “Laura snuggled under the covers of her

trundle bed.”Wagon + The wagon

trail took a very long time.

a vehicle used for transporting goods or another specified purpose.

Wisconsin + Wisconsin is a very cold state in the winter.

A state of the north-central United States

Crooked rail fence

-

Muskrats √ A muskrat lives in the water and eat fish.

Brindle -Smoldered + The wood

smoldered when burned.

To burn in a slow manner.

Hickory chips

-

Butcher The man butchered the deer.

To cut meat into serving pieces.

Hollow + The tree was hollow from where the squirrels lived.

Having a whole or empty space inside.

Handkerchief √ The man always carried a handkerchief

I will model this chart for students prior to our class reading. After modeling, I will have the

students fill out the chart for themselves. The students will fill out the whole chart and check to

make sure that they have chosen the best words that they need to practice. This will let the

student monitor their own knowledge of the terms and help them to increase their vocabulary by

seeing the visual of the chart and reading the terms in the text. This type of chart can be used for

familiar and unfamiliar words that will reoccur in subjects or book later. This is also a chart that

the teacher can monitor the student’s responses through.

Question Answer Relationship (QAR)

APA Reference(s)

Content Standards

CCSS ELA Standards

Student directions:

IN THE TEXT Question AnswerRight There questions (2)(think who is, where is, list, when is, how many, when did, name, what kind of-

1.When and where was Laura Ingalls Wilder born?

She was born on February 7, 1867, near Pepin, Wisconsin

(1969). Women in Missouri history: Laura Ingalls Wilder.63 (3), 131-132. Retrieved from

http://statehistoricalsocietyofmissouri.org/cdm/compoundobject/collection/mhr/id/




CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the

text says explicitly and when drawing inferences from the text.


scientific, or technical text, including what happened and why, based on specific information

in the text.

Read through the text before trying to answer the questions. Think about the type of questions

that you are being asked and then answer them in the way you feel would be correct. Make

sure that your answers are thorough and use examples.

http://statehistoricalsocietyofmissouri.org/cdm/compoundobject/collection/mhr/id/32327/show/32325

Remember that the answer will be in one location in the text)

2.What award did Laura win in 1942? What association gave it to her?

She received the Harry Harman Award from the Pacific Northwest Library Association

Think and Search questions (2)(require students to "search" through the entire passage they read to find information)

1.Find two examples on how Laura Ingalls Wilder won international fame.

1. In 1942 she received the Harry Harman Award from Pacific Northwest Library Association.

2. She had an award named in her honor

2.What event caused a delay with Laura and Almanzo buying land in Mansfield, Missouri?

The $100 bill that they had taken with them had gotten stuck in the crack of their lap desk, and they thought that they had lost it.

IN YOUR HEADAuthor and You questions (1)(require students to answer with information not in the text; however, students must read the text material to understand what the question is asking then use the information from the text and explain what you know or have experienced)

1.Laura Ingalls Wilder was older before she started writing her Little House series. She only began to do so because her daughter pushed her to write about her pioneer childhood. Do you think that Rose was right to do this to her mother? Give two reasons to support the decision you make.

I think that Rose was right to encourage her mother to write because this is something that is very amusing to children of every age to learn about. It is great that Laura could still remember so many details from her childhood to help students now to realize what people used to go through in their lives. This is also going to be beneficial to Rose’s children when they want to learn about how their grandma grew up.ORI don’t believe that Rose had the right to push her mother to write because her mother was getting older and this could have affected how she felt. When she had to write about her past it might have brought things up that she didn’t want to remember. Also, this might have made her rethink some of her life choices which could affect how she feels about her life. There are some things that people don’t want to remember from

their past and this would make them have to relive things that they might have been avoiding.

On Your Own questions (1)(can be answered with information from the students' background knowledge and do not require reading the text

1.(Laura Ingalls Wilder became internationally famous by being an author. If you could become famous, what would you want it to be for and why?

I would like to be famous for being a professional dancer. This is something that I use to dream of becoming because they get to dance for their entire life, they get to wear the beautiful tutus, and they get to perform all the stage all year long. This would be my choice because this is something that I have always had a passion for and something that I do as a hobby and I think would be amazing to have as a job.

Rubric for Author and Me (adjust your rubric to match your question)4 3 2 1

Students state whether or not Rose should have encouraged Laura Ingalls Wilder to write her book series. Two pieces of information are used to support their answer.

Student states whether or not Rose should have encouraged Laura Ingalls to write her books series. Only one piece of information from the text is used to support the answer.

Student states whether or not Rose should have encouraged Laura Ingalls Wilder to write her book series and use a partial piece of information to support the answer.

Student states whether or not Rose should have encouraged Laura Ingalls Wilder to write her book series but has no information to support the answer.

Rubric for On My Own (adjust your rubric to match your question)4 3 2 1

Student states what they would like to be famous for and explain why using three or more personal reasons or opinions.

Student states what they would like to be famous for and explain why using two personal reasons or opinions.

Student states what they would like to be famous for and explain why using one personal reason or opinion.

Student states what they would like to be famous for but don’t explain why they chose it.

When and why I would use this strategy This is the type of activity that can be used after students read a passage to learn about their

comprehension. When using this activity, students are required to find answers directly from

the article along with questions that relate themselves to the article. This is an activity that

would involve their own answers with answers directly from the article. This is a great way to

check if the students fully comprehended the article.

Graphic Organizer

Little House on the Prairie

Wilder, L. I. (2008). Little house on the prairie. New York, NY: HarperCollins.

Grade level: 4th


Content GLE: SS3aB4


contributions to our state and national heritage; examples include Lewis and Clark, Mary Easton

Sibley, John Berry Meacham, George Washington Carver, Laura Ingalls Wilder, Mark Twain,

Harry S Truman and Thomas Hart Benton. (SS 3a/B, NCSS 3 1.10, 1.6, DOK 1)

CCSS:





the text.

Student directions:

Think about the word or topic below and allow your imagination to run free. Work with a group

or individually to complete the worksheet. There are no wrong answers so go free with what you

imagine. Try to fill out as much as possible and don’t worry about what your answers are.

Matrix of Pioneer

Similarity Opposite Looks Like DefinitionTraveler Homebody Inspiration Someone who

travels into unrefined land

Leader Follower Brave Helps others to unknown information

Willing Unwilling Informative Helpful to all around them

When and Why I would use this strategy: I would use this strategy after reading an article to prep

the students for this activity. This would be a way that students could brainstorm together to

understand what they see a pioneer as. It helps students to see others viewpoints of a subject.

Notes Artifact

Prairie home companions: Women keep love of author alive

Stefanoni, A. B. (2011, February 26). Prairie home companions: Women keep love of author alive. The Joplin Globe. Retrieved from http://www.joplinglobe.com/lifestyles/x72345802/Prairie-home-companions-Women-keep-love-of-author-alive

Grade level: 4th


Content GLE: SS3aB4


contributions to our state and national heritage; examples include, George Washington Carver,

Laura Ingalls Wilder, Mark Twain, and Harry S Truman. (SS 3a/B, NCSS 3 1.10, 1.6, DOK 1)

CCSS:





the text.

Student directions:

You are to create a Cornell note taking method to take notes while reading the newspaper

article. You must draw a vertical line down your paper, making one section one third of the page

and the other the rest of the page. You will need to leave some room at the bottom of the page to

allow for a summary of the notes. The left side of your paper is for question, main ideas, and key

words. The right side is for notes and information about the key ideas and questions.

Prairie home companions: Women keep love of author alive by Andra Bryan Stefanoni

Laura Ingalls Wilder

Judy Wampler

Mary Lee Elliott

She was born and died in February. She was a teacher and an author, who became famous for

her series of “Little House” books.

A former teacher at Avilla and Neosho She began an after-school Little House Reading Club She decided to take her collection and presentation on the

road to schoolchildren throughout the Four States Area.

She is a former teacher.

Started working and traveling with Judy Wampler.

She decided to put together her own program. Her program and presentation focuses on the fun and games from the books.

Summary:

This article shows the legacy of Laura Ingalls Wilder that two women present. Judy and

Mary Lee are trying to keep her pioneer days alive. They travel around the four states

making presentation involving Laura’s books and games.

When and why I would use this strategy:

I would use this during reading and writing time. The students are able to write down what are

key ideas to them, notes, and feelings about what they read. They may also be able to look back

on their notes to write a paper about Laura Ingalls Wilder.

Shared Reading Artifact

Little House in the Big Woods

Wilder, L. I. (2008). Little house in the big woods. New York, NY: HarperCollins.

Grade level: 4th


Content GLE: SS3aB4



Washington Carver, Laura Ingalls Wilder, Mark Twain, and Harry S Truman.

(SS 3a/B, NCSS 3 1.10, 1.6, DOK 1)

CCSS:





the text.

Text Teacher Commentary During the Think Aloud

Strategies Modeled/Practiced

Little House in the Big Woods “As I look at the title of this book and see the cover, I wonder what will happen to this family in their little house in the big woods. It looks as if they live in a log cabin house. There’s a mom, dad, and three daughters. One daughter looks like she might be more important to the book. She seems closer up in the picture than the other characters. Maybe it means she’s the one telling the story? Maybe the story is in her perceptive. She’s also holding a doll. Maybe the doll is an important item? Let’s read to find out.”

If you have the student predict what the story will be about will engage them and make them curious. It will make the students want to read the story and find out what it is about. Using the title and cover picture helps the students exercise their predicting skills.

“Once upon a time, sixty years ago, a little girl lived in the Big Woods of Wisconsin, in a little gray house made of logs.” (pg. 1)

“From reading the first paragraph, I can see that my prediction about the girl, who looks larger on the cover picture, is going to be the main character in this story. Also, I was right in thinking that the family lived in a log cabin. Let’s continue reading to see if any of our other predictions about the story are true.”

By explaining if my predictions are correct, it will help the students to understand that they must follow through on their predictions also.

“Wolves lived in the Big “There are a lot of different Making predictions

Woods, and bears, and huge wilds cats. Muskrats and mink and otter lived by the streams. Foxes had dens in the hills and deer roamed everywhere.” (pg. 2)

animals living in the Big Woods of Wisconsin. I know what bears, otters, and foxes are. I think when they say wild cats, that they mean mountain lions or jaguars. I’m not sure what muskrats and minks are though. In the text, it says that those animals live near the stream, so I wonder if they are similar to each other. A muskrat could be a type of rat, since rat is part of the word. I know that people have mink coats so, they must have fur somewhere on their body.

and questioning the vocabulary words. It’s part of the progress of deciding the definition of the word.

Vocabulary - The students use context clues to figure out the meaning of an unfamiliar word. They also use a dictionary to check their conclusion.

Activating their prior knowledge helps to tie the story into things that the students have learned earlier in the unit.

When and why I would use this strategy:

I would use this type of strategy during reading. I would model this strategy for the

students and have the students continue to use it while they read independently. When they use

this shared reading activity, students learn to predict, confirm or modify predictions, use context

clues, a dictionary, and activate prior knowledge. All of these things can help students when they

are reading independently.

Performance TaskGrade__4th__




Truman.

CCSS:





the text.

Title of Task

1. Task Overview Minutes required for classroom activity + minutes for the actual performance task = total time requirement in minutes.25 minutes for classroom activity 100 minutes for performance task

125 minutes in total2. Classroom Activity

Evidence Statement: Include the objectives as well as an explanation. (See examples)

In order to adequately prepare for the Laura Ingalls constructed-response questions and performance tasks, students will:

1. Be introduced to the basic information of Laura Ingalls Wilder’s life.2. Be engaged in a group note taking activity3. Be reminded of the qualities of an essay

The classroom activity is designed to take place before part one and parts two of the performance tasks. The interaction increases students’ basic understanding of the topic addressed in the constructed-response questions and performance task, helps them access both assessment stimuli, and prepares students for the kind of thinking and writing they will be asked to demonstrate in the performance task.

During the classroom activity, the teacher will introduce the topic of the assessment and the website stimulus-Laura Ingalls Wilder, Frontier Girl- used in the writing assessment. The teacher will lead the whole class discussion about Laura Ingalls Wilder using examples from the website. Students need to take notes based on their basic learning and the learning from their classmates.

Students may refer to their notes from the classroom activity when they plan, draft, and revise a multi-paragraph explanatory essay in Part two.

3. Student Tasks 1 and 2 (Include at least two tasks as the focus is on students performing multiple, complex tasks)

Part 1 (35 Minutes)TimeStatement of activity

Students will examine the source and take notes. They will then respond to three constructed-response questionsPart 2 (70 minutes)

TimeStatement of activity

Students will have access to the sources they examined in Part one. They will refer to their notes and their answers to the constructed-response questions to compose a full-length explanatory article. Students cannot change their answers to the constructed-response questions. They will pre-write, draft, and revise an article.Scorable productsStudents will not generate scorable products during the classroom activity. Student responses to the constructed-response questions at the end of Part one and the article completed in part two will be scored. Notes completed in part one and pre-writing and drafting in part two will not be scored.

Teacher Preparation/Resources RequiredThis is a computer-based test that requires an interface for each test-taker. The testing software will include access to spell check, but not to grammar check. The teacher should ensure that sufficient blank paper and writing tools are available for student note-taking.

Teacher Directions Introductory classroom activity (20 minutes)

Step 1 Orientation to the Topic- (10 minutes)Provide an introduction to the classroom activity by indicating that after this activity, students will be completing an assessment focused on the topic of Laura Ingalls Wilder. Write the name Laura Ingalls Wilder on the board and ask students what it means. Be sure that students understand that this woman is very important in history and the state of Missouri.

Step 2 Access the Stimuli (15 minutes)Explain: “Now that we have talked about Laura Ingalls Wilder and a little information about her life, we will start looking at a website about her life called “Laura Ingalls Wilder Frontier Girl”

Lead a whole class discussion about the information on the website using the questions below (10 minutes):

Question 1: On the website “Laura Ingalls Wilder Frontier Girl” what were Laura’s parents’ names?

Question 2: What were some of the names of the books that Laura has wrote about her life?

Step 3 Clarify Expectations of the Writing Task (5 minutes)Explain: “In a few minutes you will read an article and answer some questions about Laura Ingalls Wilder’s life from both the article and the website we looked at. Then you will write an explanatory essay in response to a particular question.”

Explain what students are expected to do in their explanatory essay such as:

Explain information clearly, make sure it is well organized and stays on topic, provides evidence from the sources to support your main idea, uses clear language that suits your purpose, and follows rules of writing (spelling, capitalization, punctuation, and grammar)

Answer questions that students may have about the task. Students will keep their notes from this classroom activity for the “Laura Ingalls Wilder” assessment.Student Directions

Part 1 (35 minutes)Your Task

You will read an article and look at a website about Laura Ingalls Wilder life and how life was back then. Then you will answer three questions about what you have learned. In part 2, you will write an article that explains how Laura Ingalls Wilder was.

Steps to FollowIn order to plan and write your article, you will do the following:

1. Examine the two sources.2. Makes notes about the information from the sources.3. Answer the three questions about the sources.

Directions for BeginningYou will now examine two sources. Take notes on both sources. You may use the graphic organizers to organize your notes if you like. You will want to refer to your notes while writing your article, but your notes will not be scored. You can re-read the article and look at the website as often as you like.NotesSource one: Laura Ingalls Wilder: Storyteller of the PrairieLaura Ingalls Wilder Important Information Details

Source two: Laura Ingalls Wilder: Frontier Girl

Resources/documents needed (create and include)Research questions

After examining the research sources, use the remaining time in part one to answer the three questions about them. Your answers to these questions will be scored. Also, your answers will help you think about the research sources you have read and viewed, which should help you write your explanatory article. Answer the questions in the space provided below them.1. What does the article “Laura Ingalls Wilder: Storyteller of the Prairie” tell you about the

person in the story? Use details form the article to support your answer.2. Think about Laura Ingalls Wilder as she is described in “Laura Ingalls Wilder: Storyteller of

the Prairie”. In what ways is she different from children now? Explain your answer using details from the article.

3. On the website “Laura Ingalls Wilder: Frontier Girl”, how much family does Laura have? Does the website explain who her family is? Explain your answer and include details from the video in your response.

Part 2 (70 minutes)Explanation

You will now have 70 minutes to review your notes and sources, plan, draft, and revise your article. You may use your notes and refer to the sources. You may also refer to the answers you wrote to questions in part one, but you cannot change those answers. Now read your assignment and the information about your article will be scored; then begin your work.

Your AssignmentYour class is preparing a art walk that will include papers from the information on Laura Ingalls Wilder. You have been asked to write an article for the art walk explaining her life.

Description of Article or other product required of taskMake sure for your article to plan it out, write it, and revise it for the final draft. Make sure to word process and spell check if available to you. Reference of Source Information-Brammer, R. (2008, May 19). Laura Ingalls Wilder: Frontier Girl. Retrieved from


Wadsworth, G. (1996). Laura ingalls wilder: Storyteller of the prairie. Minneapolis, Minnesota:

Learner Pub Group

4. Tasks Specifications and Scoring Rubrics Task Specifications-SKiP!Scoring Information

Include rubrics (see examples) for each productSample responses for each level (see examples) for each product


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