Little House in the Big Woods
Age 8-10: Concept 1 - Interdependence: Unit 1


  • Able to read and comprehend chapter books at a 4th or 5th grade reading level
  • Able to write an organized paragraph
  • Usually used by children in fourth grade

Table of Contents

  • Lesson 1: Introducing the Story
  • Lesson 2: Little House in the Big Woods
  • Lesson 3: Winter Days and Winter Nights
  • Lesson 4: The Long Rifle
  • Lesson 5: Christmas
  • Lesson 6: Sundays and Two Big Bears
  • Lesson 7: The Sugar Snow
  • Lesson 8: Dance at Grandpa's
  • Lesson 9: Going to Town
  • Lesson 10: Summertime and Harvest
  • Lesson 11: Finishing the Book
  • Final Project: Pioneer Family Night (2 Days)

Summary of Skills

Moving Beyond the Page is based on state and national standards. These standards are covered in this unit.
  • Adapt speech communication to the audience, purpose, and occasion. (Language Arts)
  • Analyze characters, including their traits, feelings, relationships, and the changes they experience. (Language Arts)
  • Compare a dramatic performance with a print version of the same story. (Language Arts)
  • Compare language and oral traditions (family stories) that reflect customs, regions, and cultures. (Language Arts)
  • Compose a draft of preliminary plans that conveys major ideas and maintains focus on a topic. (Language Arts)
  • Compose a variety of fiction, nonfiction, poetry, and drama selections on given topics. (Language Arts)
  • Conduct research (with assistance) for assigned and self-selected projects from a variety of sources. (Language Arts)
  • Connect own experiences with the experiences, language, customs, and culture of others through speaking and listening. (Language Arts)
  • Consider the difference between fiction and nonfiction using interpretive, critical, and evaluative processes. (Language Arts)
  • Demonstrate learning through productions and displays such as reports, illustrations, and dramatizations. (Language Arts)
  • Demonstrate understanding by using a variety of complete sentences (declarative, imperative, interrogative, and exclamatory) in writing and speaking. (Language Arts)
  • Draw conclusions from gathered information. (Language Arts)
  • Draw conclusions, make generalizations, and gather support by referencing the text. (Language Arts)
  • Identify (with assistance) the purpose, audience, and appropriate format for an oral presentation. (Language Arts)
  • Identify and discuss similarities and differences in events, characters, and concepts across selections and support them by referencing the text. (Language Arts)
  • Increase reading and writing vocabulary through word study. (Language Arts)
  • Interact with the text before, during, and after reading by asking questions. (Language Arts)
  • Interact with the text by making connections, answering questions, and locating information. (Language Arts)
  • Interpret, create, and use graphic sources of information, including maps, charts, graphs, and diagrams. (Language Arts)
  • Organize information using notes, charts, and labels. (Language Arts)
  • Produce work that follows the conventions of a particular genre (e.g., personal narrative, short report, friendly letter, directions, and instructions). (Language Arts)
  • Proofread writing and correct most misspellings independently with reference to resources. (Language Arts)
  • Read aloud grade-appropriate text with fluency, comprehension, and expression. (Language Arts)
  • Read independently. (Language Arts)
  • Recognize the difference between fact and opinion. (Language Arts)
  • Relate plot, setting, and characters to own experiences and ideas. (Language Arts)
  • Respond to fiction, nonfiction, poetry, and drama using interpretive and evaluative processes. (Language Arts)
  • Respond to text by reflecting on learning, gaining new insights, and identifying areas for further study. (Language Arts)
  • Share an oral project through presentation. (Language Arts)
  • Share written and oral products. (Language Arts)
  • Summarize main ideas from written or spoken texts, using succinct language. (Language Arts)
  • Use correct capitalization in writing. (Language Arts)
  • Use oral and written language to answer open-ended questions. (Language Arts)
  • Use oral and written language to present information in a sequenced, logical manner in order to support the following skills: discuss and sustain conversation on a topic, share information and ideas, recount or narrate, and share written and oral products in a variety of ways. (Language Arts)
  • Use planning strategies to organize ideas. (Language Arts)
  • Use story structure and text organization to comprehend text. (Language Arts)
  • Use word reference materials (e.g., dictionary, glossary) to confirm decoding skills, verify spelling, and extend meanings of words. (Language Arts)
  • Write with more proficient spellings of inflectional endings, including plurals, past tense, and words that drop the final "e" when -ing, -ed, or -able are added. (Language Arts)
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