Using Literature to Teach History

Using Literature to Teach History

Selected Text: Mailing May

for 5th Grade

Melanie Martinez

Clearwater Valley Elementary School

This unit is designed for 5^th grade, using the theme of literature to teach history. The selected text for the core of this unit is Mailing May, written by Michael O. Tunnel and illustrated by Ted Rand. The basic premise of the book is that a five year old girl named Charlotte May Pierstorff of Grangeville, Idaho, wanted desperately to visit her grandmother in Lewiston, Idaho, in early 1913. Because of the poor roads and expense of traveling 75 plus miles in that era, May’s parents just couldn’t afford to send her. May’s parents, however, had a cousin who worked for the US Postal Service as a mail clerk who manned the mail car between Grangeville and Lewiston. They had the idea to mail May to Lewiston, which would be much cheaper than buying a passenger ticket for the train.

I’ve chosen this unique story as the basis for this unit because of its high interest for my students who live in and around neighboring Kooskia, Idaho. In many ways they will be able to relate to this story because of the geography and local history.

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The Task

(Objective)

In this unit, the students will work as a class, in cooperative groups, and individually to accomplish these goals

•in Geography:

•in History:

•in Language Arts:

•in Math:

•in Science:

•in Technology:

•in Art:

•in Music:

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The Process

Lesson 1: Introduction of the text, Mailing May

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Evaluation

Describe to the learners how their performance will be evaluated. Specify whether there will be a common grade for group work vs. individual grades.

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4
Stated Objective or Performance	Description of identifiable performance characteristics reflecting a beginning level of performance.	Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.	Description of identifiable performance characteristics reflecting mastery of performance.	Description of identifiable performance characteristics reflecting the highest level of performance.
Stated Objective or Performance	Description of identifiable performance characteristics reflecting a beginning level of performance.	Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.	Description of identifiable performance characteristics reflecting mastery of performance.	Description of identifiable performance characteristics reflecting the highest level of performance.
Stated Objective or Performance	Description of identifiable performance characteristics reflecting a beginning level of performance.	Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.	Description of identifiable performance characteristics reflecting mastery of performance.	Description of identifiable performance characteristics reflecting the highest level of performance.
Stated Objective or Performance	Description of identifiable performance characteristics reflecting a beginning level of performance.	Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.	Description of identifiable performance characteristics reflecting mastery of performance.	Description of identifiable performance characteristics reflecting the highest level of performance.
Stated Objective or Performance	Description of identifiable performance characteristics reflecting a beginning level of performance.	Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.	Description of identifiable performance characteristics reflecting mastery of performance.	Description of identifiable performance characteristics reflecting the highest level of performance.

Conclusion

Put a couple of sentences here that summarize what students will have accomplished or learned by completing this activity or lesson. You might also include some rhetorical questions or additional links to encourage them to extend their thinking into other content beyond this lesson.

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Teacher Information

Grade Level(s):

Subject(s):

Length of project:

Teaching models used:

Extensions to additional grades and subjects:

Prior knowledge/critical skills needed (either for students or teachers):

Learning Outcomes/Curriculum Standards:

What will students learn as a result of this lesson?
What skills will students learn outside of the content area (critical thinking, inference-making, creative problem-solving...)
List Standards here
Here's a link to the Idaho State Board of Education website for standards.

Other Information:

Include misconceptions or stumbling blocks that you anticipate and suggest how to get around them.
Describe variations and adaptations

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Credits, References & Resources

List here the sources of any images, music or text that you're using. Provide links back to the original source.

List any books and other analog media that you used as information sources as well.

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Based on a template from The WebQuest Page