A Guide For Using The Sign Of The Beaver In The Classroom

This literature unit is used with The Sign of the Beaver, by Elizabeth George Speare. Included are sample lesson plans, biographical sketch of the author, book summary, book report ideas and more.

A 1984 Newbery Honor Book Although he faces responsibility bravely, thirteen-year-old Matt is more than a little apprehensive when his father leaves him alone to guard their new cabin in the wilderness. When a renegade white stranger steals his gun, Matt realizes he has no way to shoot game or to protect himself. When Matt meets Attean, a boy in the Beaver clan, he begins to better understand their way of life and their growing problem in adapting to the white man and the changing frontier. Elizabeth George Speare’s Newbery Honor-winning survival story is filled with wonderful detail about living in the wilderness and the relationships that formed between settlers and natives in the 1700s. Now with an introduction by Joseph Bruchac.

A guide to using the book "The Sign of the Beaver," for literature circles in grades four through eight that includes management tips, an author biography, key reading comprehension strategies, and reproducible writing prompts and discussion questions.

Presents lesson plans, curriculum connections, activities, vocabulary help, a related-reading list, and other materials for teaching The witch of Blackbird Pond by Elizabeth George Speare.

Scholastic Book Guides...Time Saving Tools for Reading Success! Teaching with trade books is effective and manageable with Scholastic Book Guides-each guide has everything teachers need to build important skills for successful instruction in reading. Guides include: Book summary and author information to build background and prior knowledge Vocabulary-builders to help your students learn important word meanings for better comprehension Discussion questions to deepen understanding, and build and check comprehension Reproducible graphic organizers and writing activities to extend the meaning of the text Effective management ideas for whole class, small group, and independent instruction. For use with Grades 6-9.

Helps kids respond to literature in small discussion groups!

This book—co-authored by a teacher educator, a diverse group of five pre-service student teachers, and their student teaching supervisor—takes a unique, illuminating look at the experience of student teaching from the perspective of student teachers. It is premised on learning to teach as an inquiry process enriched by collaborative conversations. Readers are invited into student teachers’ dilemmas and decisions as they negotiate between their public school placements and their university-based coursework. Throughout the year of student teaching, the authors document their discussions and reflections about teaching in inclusive classrooms that shed light on the complex process of learning to teach and also offer insights into issues of teaching for equity. Each of the central chapters is written by an individual student teacher and tracks a specific question over the course of two semesters. Topics include: *contrasting models of inclusion and teachers’ differing orientations toward issues of community, difference, and normalcy; *how teachers foster peer relationships; *classroom management and discipline; *heterogeneous instruction; and *school-wide culture and systems that promote or mitigate against inclusion. A new perspective on what can be learned from student teaching is provided by the student teachers’ supervisor. In the concluding chapter, the teacher educators address the connections among the student teachers’ inquiries and offer an analysis from a disability studies/disability rights perspective on how inclusion fits into a social (rather than a medical) model of disability. All of the authors of this book seek to contribute to conversations that place advocacy, inquiry, contestation, and challenge at the center of the teacher’s role. This volume is their invitation to readers to join in a larger conversation about the challenges of, and necessity for, becoming inclusive teachers. Learning to Teach Inclusively is intended for inservice and preservice courses in elementary education, inclusion, and teacher research, and for field experience seminars. It is also suitable for graduate courses in teacher research, supervision, and research in teacher education.