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1Heather Brackett and Scott Hall

Multi Text Study

Out of the DustBy Karen Hesse


Why we chose Out of the Dust by Karen Hesse

We chose this novel, Out of the Dust by Karen Hesse, for our multi text unit when we were looking through the list of award winning books. We both saw this book and knew we wanted to shape our multi text unit to it. We had read this book in elementary school and absolutely loved it. Upon finding this book, we looked at the different objectives and goals it hit in each grade. The grade level for Out of the Dust was early fifth grade which was one of the reasons we chose this unit to be for fifth grade. It would be a great book to coincide with the social studies standard course of study for this level. The dust bowl was a very important time in American history; this was during the great depression and was also a time of great uncertainty. The economic hardships of that time were similar to those our nation is facing now. This book is told through the perspective of a fourteen year old girl named Billie Jo. Billie Jo has to face not only the effects that the dust has on her family farm, but also a horrible accident that changes her life and the life of her family forever.

Throughout the study of this book we hope the students will gain an understanding for the dust bowl and the people that it affected. By reading this book through a child’s eyes we hope they will be able to sympathize with the situation. Through reading this book and the accompanying texts, the students will be able to further understand what the dust bowl actually was, and the effects it had on people of that time. The students will keep their own journal, devoted and made for the study of this book, to record their thoughts, reactions, and even drawings of the pictures they see in their minds as they read. They will also add the double entry diaries that they will complete, and a KWL chart that they will fill in before and after they read. The students will also hear the thoughts and reactions of their peers through a mini literacy circle, which will have the two roles; character sketcher, and discussion director. Throughout the unit the students will learn new


vocabulary, and even get to take a walk through history with the interactive history book The Dust Bowl by David Booth. We are excited about this book and unit. We are sure that the students will learn so much from their reading and want to learn more about this era on their own.

Other Books and Sources Used

Main Novel (reference information—title, author, year, publisher, reading level):

Hesse, Karen Out of the DustScholastic, 1997 ISBN 0590360809. Level 5.1

Companion Informational Text (reference information—title, author, year, publisher):

Stanley, Jerry

Children of the Dust Bowl: The True Story of the School at Weedpatch Camp

Crown Books for Young Readers, 1993 ISBN 0517880946

Other Books to Use (reference information—title, author, year, publisher):

Turner, Ann Dust for Dinner Illustrated by Robert BarrettHarperCollins, 1995 ISBN 0060233761. Grades 3 – 6

Coombs, Karen M. Children of the Dust DaysLerner Publishing, 2000 ISBN 1575053608Grades 2-5

Lassieur, Allison The Dust Bowl: An Interactive History AdventureCapstone Publishing, 2009 ISBN 1429623438Grades 4-6


Web Sites to Use (list site address and what the site is about)

http://www.historyplace.com/unitedstates/lange/index.html

Photos of the Dust Bowl

http://www.ccccok.org/museum/dustbowl.html

Scholarly information on the dust bowl




Other Texts


This book is about a group of children that are from Oklahoma and have migrated to California in the 30’s and 40’s. This is a great account of how rough life was and how the children of Weedpatch Camp overcame their struggles, disease, hunger, and judgement. The photos in this book are true life photos and accounts of the children at the school at Weedpatch Camp.

Dust for Dinner Jake and Maggy live with their parents on an Oklahoma farm. They

love to help raise the animals, and to sing with the music on the radio. Suddenly a drought comes and brings a cloud of dust that wipes all their hopes of surviving. The family finds themselves in dire need of food and money so they auction off their belongings and move to California. Their parents are able to find odd jobs and work their way to California where they find a better life.

Children of the Dust DaysThis book tells the story of the dust bowl through the photos of the

people who lived through it. The story is told through these pictures with some facts about what is going on in the photos and how this relates to history. This is a great book for children to see first hand what the dust bowl truly was like and how families survived and lived through this disaster.


The Dust Bowl: An Interactive History Adventure This book is an amazing way to get children involved with history.

Throughout this book you get to choose what road the characters take and thus determining the outcome of the


NC-Standard Course of Study Goals

and Objectives

English and Language Arts

Objective 2.02

Interact with the text before, during, and after reading, listening, and viewing by:

making predictions. formulating questions. supporting answers from textual information, previous

experience, and/or other sources. drawing on personal, literary, and cultural understandings. seeking additional information. making connections with previous experiences, information, and

ideas.

Objective 2.03

Read a variety of texts, such as:

fiction (tall tales, myths). nonfiction (books of true experience, newspaper and magazine

articles, schedules). poetry (narrative, lyric, and cinquains). drama (plays and skits).

Social Studies


Objective 6.02

Relate how certain technological discoveries have changed the course of history and reflect on the broader social and environmental changes that can occur from the discovery of such technologies.

Science

Objective 2.04

Describe the deposition of eroded material and its importance in establishing landforms including:

Deltas. Flood Plains.

How We Met Each Objective English and Language Arts Objective 2.02 We met this objective by using a KWL for the before, during, and after.

We also used journals to fulfill this objective also. By using additional text we met the seeking additional information, and by connecting the vocabulary and previous experiences in the student’s real life we met the making connections goal. We support many journals from the ext, and make predictions with one of our connecting text called The Dust Bowl: An Interactive History Adventure.

Objective 2.03 We met this objective by connecting many texts for informational use,

as well as connecting the internet work shop. The book we have chosen as our focus text is a diary of poems.

Social Studies Objective 6.02 In this unit we will be studying The Dust Bowl. This is a perfect

example of technology in farming. As a whole, farmers did not understand that they needed to rotate crops to keep the soil healthy and strong. Before The Dust Bowl we developed tractors and plows to go behind those plows that hastened the erosion of the Great Plains. The more we planed and cleared the plants off of the top soil the more unstable the top soil became. Eventually the top soil was so sandy that the wind could pick it up and blow it away. The Dust Bowl.

Science


Objective 2.04 This unit meets Objective 2.04 for Science by not water erosion, but

the study of wind erosion and the formation of dust funnels, and sand dunes. The Dust Bowl is the prime example of this wind erosion.


Outline Multi-Text: “Out of the Dust”

Students will be able to explore the supplemental books provided at any time during the unit.

Day 1: Winter 1934 pg. 1-34 (34)o Make Journals (Putting folded notebook paper inside a sheet of folded

construction paper)o Journal Entry #1- What do you know about the Dust Bowl and what do you

think the title of this book means? (Individual)o Fill out the K and the W on the KWL Chart(Individual)o Class Discussion on what the Dust Bowl was and different types of journal

entries.(Class) Different Types of Journal Entries are: Letter Form, Poems, Brain

Storm, Drawing, etc. Any way to get your thoughts on paper.o Read these pages with the class. (Class read aloud)

Do a double entry diary (Individual) Day 2: Spring 1934 pg. 35-52 (17)

o Have students read pages and then write in their journals. Journal Entry #2- Billie Jo was good are playing the piano. What is

something you are good at and write about a time when you used this talent? You can draw a picture as well. (Individual)

o Introduce Vocabulary- Have the students find definitions for words by using class dictionaries. (Groups of 2-4)

o Do a double entry diary (Individual)o Read Children of the Dust Bowl: The True Story of the School at Weedpatch Camp and

write how you would have felt to be a student at the school (Individual). Day 3: Summer 1934 pg. 53-84 (31)

o Read these pages with the class. (Class read aloud)o Vocabulary- have students write a sentence with each vocabulary word.o Do a double entry diary (Individual)

Day 4: Autumn 1934 pg. 85-95 (10)o Groups

Reading their pages, then writing their Journal for the day


Journal Entry #3- When Billie Jo went to the Art Exhibit she was amazed, have you ever been on a field trip or to a place that has amazed you? Describe the situation. You can also draw this amazing place or object. (Individual)

Teacher with group working through “The Dust Bowl: An Interactive History Adventure”

Vocabulary- Think of a synonym for each of the vocabulary words and wrote a sentence with each of these synonyms.

When finished do a double entry diary (Individual)o Class discussion on the different paths that were taken by the groups and

what happened in each group. Day 5: Winter 1935 pg. 97-118 (21)

o Read the pages as a class.o Respond with a double entry diary

Day 6: Winter 1935 pg. 119-149 (30)o Group work

Group one- Teacher with group working through The Dust Bowl: An Interactive History Adventure

Group two- Reading their pages. What they do not finish is homework.

Group three- Journal Entry #4- When Billie Jo was walking in the dust storm it was like she was walking in the dark. She could not see where she was going and she had to feel where she was going with her feet. Write about a time when you were walking in the dark or had to use another one of five senses other than sight to get from one place to another. (Individual)

Introduction to vocabulary set two and have students look up definitions in dictionary.

o The class will conclude with a flow chart on The Dust Bowl: An Interactive History Adventure (Class)

Do a double entry diary (Individual) Day 7: Spring 1935 pg. 151-189 (38)

o The teacher will start class with a class discussion on exploring the land we live on and what we have found when we explore.

Rocks, arrowhead, sticks, old pieces of plates, old silverware, etc.o Journal Entry #5- Write a story that describes the day that your went

exploring and found a great treasure. You can also draw what you found too.o The students will then start to read the assigned pages.o Double Entry Diary (Individual)


Day 8: Summer 1935 pg. 191-206 (15)o Read Pages (Individual)o Internet Work Shopo Double Entry Diary (Individual)

Day 9: Autumn 1935 pg. 207-227 (20)o Read Pages (Class)o Journal Entry #6- Write a story using ten of the twenty vocabulary words on

our unit list.o Double Entry Diary

Day 10: Assessmento We will do an “I Poem” for an assessment of Out of the Dust.


Out of the DustBy Karen Hesse

“And I know now that all the time I was trying to get out of the dust, the fact is, what I am, I am

because of the dust. And what I am is good enough. Even for me”

-Billie Jo, November 1935


Journal Entries Multi-Text- “Out of the Dust”

**These entries will be completed and written in the journal that we have made for this book

Journal Entry #1- What do you know about the Dust Bowl and what do you think the title of this book means?

Journal Entry #2- Billie Jo was good are playing the piano. What is something you are good at and write about a time when you used this talent? You can draw a picture as well.

o *Also read Children of the Dust Bowl: The True Story of the School at Weedpatch Camp and write how you would have felt to be a student at the school.

Journal Entry #3- When Billie Jo went to the Art Exhibit she was amazed, have you ever been on a field trip or to a place that has amazed you? Describe the situation. You can also draw this amazing place or object.

Journal Entry #4- When Billie Jo was walking in the dust storm it was like she was walking in the dark. She could not see where she was going and she had to feel where she was going with her feet. Write about a time when you were walking in the dark or had to use another one of five senses other than sight to get from one place to another.

Journal Entry #5- Write a story that describes the day that your went exploring and found a great treasure. You can also draw what you found too.

Journal Entry #6- Write a story using ten of the twenty vocabulary words on our unit list.


K-W-LYou will be doing a K-W-L chart on the dust bowl. You need to

complete this to the best of your knowledge so that you can see what you have learned throughout the course of this book. You need to complete the K and W section of the chart before you begin reading the book. We will be able to go back to the L section of the chart after we have read the book and you will be able to compare the sections to see how much you have learned.

REMEMBER TO THINK: WHO, WHAT, WHERE, WHEN, WHY, & HOW

KWhat I KNOW…

WWhat I WANT To

Know…

LWhat I have LEARNED…

Character Sketcher


Name:___________________________

Date:____________________________

Find character traits in the book that describe your character. They need to be good descriptive words, not Bad, Good, Fun, and Mean. Use words like raggedy old overalls, and descriptive words, or phrases like this. You need to pick character traits you can draw later. Sometimes this will be things that you infer from the reading, or learn from the reading. Use the set up below to make sure you include the trait, page number, and paragraph. Then give a brief explanation.

Character Traits (3)

1. (trait)_________ p. __ par. ___

(explanation or proof of trait)

2. (trait)__________p. __par.____


3. (trait)_________p. ___par._____


Use the traits you have listed to help you draw your character. Your sketch of the character can go anywhere!


Discussion Director

Name: Date:

Book Title:

Assigned Reading:

“Right There” Questions: (Literal Questions)

These answers can easily be found right in the printed text. (Examples: Where was…? What was…? Name as many... What happened when…? What is the meaning of…?)

“Think and Search” Questions (Inferential Questions)


You must combine different pieces of information from within the text to come up with your answer-think and search (Examples: What is the difference between…? How could …? How would you compare…?)

“Author and Me” Questions (Interpretive Questions)

Think about what you know and what you have learned from the author in the text. You will infer meaning from what you have read and formulate your answer that way.

Your Own Thoughts:

There is no right or wrong to this type of question, but you need to be able to support your answer by the text and with your personal beliefs. Create your own questions and/or give the group something to think about. (Examples:


How did you feel when…? Why do you think…? How can you relate this to your own life?)


Vocabulary Activity 1Name:______________________________________

Date:_______________________________________

Word MeaningWagering

Excavating

Grime

Divining

Knoll

Maggoty

Festered

Hoarding

Infantile Paralysis

Gaunt


Vocabulary Activity 2Name:______________________________________

Date:_______________________________________

Word MeaningSorghum

Antiseptic

Stupor

Sod

Scowl

Loitering

Lurking

Succulent

Conjure

Enticed


Interactive History Chart

As a group we will fill out a chart that will track the route that we took as we read the book The Dust Bowl: An Interactive History Adventure. Below you will copy the flow chart we make and add your thoughts to how you liked the book at the end.


Internet Workshop:

The Dust Bowl*Go to http://www.ccccok.org/museum/dustbowl.html

Find four reasons for the cause of the dust bowl:

1.

2.

3.

4.

Find two effects that the dust bowl had:

1.

2.

*Now go to http://www.historyplace.com/unitedstates/lange/index.html




Find 4 pictures that you found that you saw the most in, and describe them below: (if you can include the picture too)

1.

2.

3.

4.


Double Entry Diary

Throughout reading this book we will take time out each day (or after each section of reading) and write our reactions in a Double Entry Diary. In the first column you write down a word, quote, or passage of the book along with the page number. In the next section, react to this, you may also write questions you may have. This should be cut out and put in your Out of the Dust writing journal. You should have one for each section of readings we do (a total of 9 everyday except for the last day).

Entry 1

From the book (words, quotes, passages) Please include the page.

What it means to me.


Entry 2



Entry 3




Entry 4



Entry 5




Entry 6




Entry 7



Entry 8




Entry 9




“I Poem” Write an “I Poem” in your journals from the point of view of Billie Jo in Out of the Dust. You need to add as many details as you can from the book to prove that you understood and read it, as this is your test for this unit. Below is the format to use to do your poem, but add as much detail as you can.

FIRST STANZAI am (two special characteristics you have)I wonder (something you are actually curious about)I hear (an imaginary sound)I see (an imaginary sight)I want (an actual desire)I am (the first line of the poem repeated)

SECOND STANZAI pretend (something you actually pretend to do)I feel (a feeling about something imaginary)I touch (an imaginary touch)I worry (something that really bothers you)I cry (something that makes you very sad)I am (the first line of the poem repeated)

THIRD STANZAI understand (something you know is true)I say (something you believe in)I dream (something you actually dream about)I try (something you really make an effort to do)I hope (something you actually hope for)I am (the first line of the poem repeated)


Rubric:Out of the Dust

ActivityPoints given/Total possible points

KWL

Has all components completed. They have honestly put thought into what they wrote Wrote relevant content /5Journal Activities

All are journals are complete. Thought is apparent in their writing and shows completeness

/15

Discussion Director

Questions show thought and are able to lead an ongoing discussion Contributes in the discussion.

/10

Character Sketcher 3 solid character traits Well explained reasoning for character trait

/10

Vocabulary Activities 1,2

Definitions are “easily read” Shows that they have worded the definitions in their own words. Activities are correct and complete

/20

(10pts. each)


Internet Workshop

Responses to questions are accurate All parts of workshop are thoroughly completed

/10

I-poem Written from Billie Jo’s point of view. Follows the given format of an I-poem. Includes many facts from the book to support knowledge.

/15Historical Flow Chart

Fully copied off of board Actively involved in group creation of chart

/5

Total /90

Rationale for Multi-Text Study

Context:

I created this multi-text study in RE 4030 under the advisement of Dr. Schlagal in the Fall of 2009 as a Block II requirement. The study is geared toward the fifth grade and was created around the fiction and non-fiction books entitled Out of the Dust and Children of the Dust Bowl: The True Story of the School at Weedpatch Camp. In addition, an Internet Workshop focusing on the dust bowl was created to promote historical awareness. This unit is a language arts unit which integrates history through the research and readings about the dust bowl and its affects.


The references for my unit are as follows:

*Smart Note 10 Gallery

*I poem format from Dr. Schlagal

*The Following books and internet sites:

Main Novel (reference information—title, author, year, publisher, reading level):

Hesse, Karen Out of the DustScholastic, 1997 ISBN 0590360809. Level 5.1

Companion Informational Text (reference information—title, author, year, publisher):

Stanley, Jerry


Crown Books for Young Readers, 1993 ISBN 0517880946

Other Books to Use (reference information—title, author, year, publisher):

Turner, Ann Dust for Dinner Illustrated by Robert BarrettHarperCollins, 1995 ISBN 0060233761. Grades 3 – 6

Coombs, Karen M. Children of the Dust DaysLerner Publishing, 2000 ISBN 1575053608Grades 2-5

Lassieur, Allison The Dust Bowl: An Interactive History AdventureCapstone Publishing, 2009 ISBN 1429623438Grades 4-6

Web Sites to Use (list site address and what the site is about)


http://www.milforded.org/schools/foran/acesare/wq/index.html

Great Webquest and information on the Dust Bowl that is geared for elementary aged children


Photos of the Dust Bowl


Scholarly information on the dust bowl

Impact:

This multi-text study is a great way to integrate both fiction and non-fiction texts through very creative and engaging formats. Through reading Out of the Dust and Children of the Dust Bowl: The True Story of the School at Weedpatch Camp text, students are given the opportunity to think critically about what they read while completing a variety of engaging language arts activities that connect to the multi-texts. I chose to develop this unit because of the historical significance the book has. Since I did not have a chance to implement my multi-text study this semester, I hope to put the unit to use in my student teaching and future classroom in order to engage the interests and intellects of my students.

Alignment: Explain how the Multi-Text Study meets the DPI/NCATE standards (listed below). Justify how components of this study address specific standards. Use specific indicators to explain how the components are aligned with the standards.

This multi-text study unit aligns with the Department of Public Instruction standard 1, indicator 3. In this study, I have included not only a fictional text, but I have also included non-fictional texts which addresses diversity through introducing students to the experiences and historical value of the dust bowl. This unit also aligns with the Department of Public Instruction standard 1, indicator 4. This indicator is met through addressing the needs of students by providing a variety of instructional activities in which students are able to exercise their communication skills through a multitude of reading, writing, listening, and speaking activities that cater to a multitude of learning styles. This study aligns with standard 1, indicator 5. Throughout the multi-text study, I ask students questions in order to activate prior knowledge that they have about the books they are reading. Students are provided with individual and



http://www.milforded.org/schools/foran/acesare/wq/index.html


small group activities in which they are able to interact with the text in order to increase their reading and comprehension skills. This lesson also meets standard 1, indicator 6. As a teacher, it is my job to encourage the development of literacy in each of my students. It is also my job to cater to the individual needs of the students in my class by providing developmentally appropriate activities that will help and not hinder the development of literacy. Standard 7, indicator 2 is met through integrating language arts, social studies and technology into this unit. Students are reading, writing, learning about the dust bowl, and participating in an internet workshop. Standard 7, indicator 3 is met by activating the prior knowledge of students through having them make predictions about their reading. Standard 7, indicator 5 is met by providing the students with activities that cater to a variety of different learning styles. As a part of this study, students will be journaling about their reactions to the readings, making a KWL chart, learning vocabulary that pertains to this area, helping to make history, Standard 7, indicator 7 is met by assessing students both informally and formally through observations and a written vocabulary assessment at the end of the vocabulary activities section of the multi-text study. Standard 8, indicator 3 is met by encouraging students to use critical thinking skills when reading or writing through the use of positive feedback and guidance. Standard 8, indicator 4 is met through providing students with exciting and interesting literature such as the novel Out of the Dust and the non-fiction text Children of the Dust Bowl: The True Story of the School at Weedpatch Camp. Standard 8, indicator 5 is met by providing students with a variety of different writing activities such as writing an writing entries in a double-entry diary, literacy circles, and independent journal entries. Students are encouraged to share their products in both small and large group settings. Standard 8, indicator 6 is met by making sure that I, as the teacher, use proper English when working with students so that I will serve as a good model for them as they continue to develop their use of the English language.

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