Lesson Plan for " 'Hog' Woods:  Lucky or Greedy?"
by Shannon Gregg 
I.
  Introduction to Lesson
A. P.A.S.S. objectives
Language Arts:  The learner will
IA. 1. Expand vocabulary through word study, the reading of literature, and class discussion.
I.B.1. Read and comprehend both the fiction and nonfiction that is appropriately designed for the second half of grade four.
II. B. Identify with the characters’ actions, traits, feelings, and motives
Social Studies:  The learner will
 I.B.1
 Locate, describe, and compare the human characteristics and early settlement patterns of regions in the United States and Oklahoma (locations of ethnic group concentrations, the impact of the westward movement, languages, economic activities, and cultural patterns).
B. Teacher's purposes for the lesson
 
1. Review semantic mapping as a means for students to activate prior knowledge.
2. Teach the use of creative drama as a comprehension strategy that will help students identify with characters in the story about James R. "Hog" Woods. 
 
II.
 Objectives
A. Given a partial semantic map begun with teacher supervision during class, the learner will complete the map and add at least three other relevant words as s/he reads the story "'Hog' Woods:  Lucky or Greedy?"
B. After reading the story "'Hog' Woods:  Lucky or Greedy?" and participating in a creative drama exercise, the learner will write a one-paragraph entry in standard English in his/her character journal that shows understanding of the thoughts/feelings of one of the following characters from the story:  James R. "Hog" Woods, Mattie Beal, Mrs. James R. Woods, a by-stander at the Land Office when winners claimed their homestead, or Quanah Parker.  The paragraph will contain a topic sentence and at least four sentences of support, correct mechanics (grammar and punctuation), be written in the first-person, contain at least three references to historical events related to the story, and contain at least two personal responses to these events that are accurately based on the character portrayed in the paragraph.
III.
 Procedures
A.  Materials
1. Copy of the story "'Hog' Woods:  Lucky or Greedy?" for each student
2. Photographs of the Land Office, Mattie Beal, and James R. "Hog" Woods posted at the front of the room
3. Copy of the stimulus words and semantic map for each student
4. Transparency of the stimulus words and semantic map for use in modeling the activity for the students
B. Anticipatory set
1. Key vocabulary:  August 6, 1901; chose long narrow strip of land; daring; typhoid fever; greedy; hardware clerk; Lawton; lucky; Weatherford; 
Key concepts:
The process of claiming the land won during the Lawton Land Lottery
Connotation versus denotation (describing Hog Woods as daring versus greedy, a scoundrel versus a canny businessman)
2. Methods: Post photographs of James R. "Hog" Woods, Mattie Beal, the Lawton Land Office, plot map of Lawton showing the Woods and Beal homesteads (available from the Museum of the Great Plains)
3. Student purpose statement:  Say to the students: "Have you ever been given a nickname?  Sometimes a really tall basketball player is nicknamed "Legs" because his legs are so long.  Do you know anybody who has a nickname?  Do you know how that person got the nickname?"

[This is an opportunity to teach character development by leading the students to see that some nicknames are unkind and hurt people's feelings.] 

"See these people?  Today you are going to learn how Mr. James R. Woods got the nickname of "Hog" Woods and why some people thought he cheated a lady.  You are going to use the semantic mapping method to help you organize information about the story, participate in creative drama, and then write in your character journals from the viewpoint of one of the characters in the story."
C. Lesson activities
1. Input and modeling for the semantic web: Give each student a copy of the semantic web.  Say:  "Before we act out today's story using creative drama, chose a partner and complete the semantic web about the story.  Make some 'educated guesses' about the words at the top of the page. See if you and your partner can decide which words fit where on the semantic web.  Watch how I do it."  [Show the students the transparency on the overhead projector.  Use the Think-Aloud strategy to model the activity.] 

"Let's see. There are five categories already set up for me on this semantic web: Character, setting, problem, solution, and feelings.  So I already know that each of the words or phrases in the 'Words to Use' box has to fit in one of these five categories.  I'm glad the categories are provided for me so I don't have to make them up for myself!  The first phrase I need to think about is August 6, 1901.  I know that 'setting'" means when and where the story takes place.  So I'm going to write August 6, 1901, in the box that says 'Setting', and then I'm going to cross August 6, 1901, off of my list.  The next phrase is 'chose long, narrow strip of land.'  I am going to skip that one until later because I'm not sure where it goes.  'Daring' is next, and I know that is a word used to describe a person, so I'm going to write it under 'Character.' "

"Now, before you begin, let's read over all of these words and phrases to make sure you can pronounce all of them.  Join up with your partner.  If you understand how to do this activity, go ahead and get started.   You have five minutes to finish.  If you do not understand, ask your partner first, and if the two of you do not understand, then ask me to tell you more about this activity when I walk by your desk."
2. Guided practice: As students work on this activity, walk around the room and facilitate as necessary.
3. Checking for understanding: After five minutes say, "Stop!" Now we are going to use creative drama to act out this story. Before we act it out, though, we need to read the story. Read the story with your partner using Buddy Reading.  In creative drama there are no scripts, so be sure to read carefully.  After you have read the story, we will review the sequence of events and check our semantic maps.  As you read the story, I want each of you to add three more words or phrases to your semantic map. Then, we will act out the story.  Read the story now."   [After students have read the story, discuss the characters and the sequence of the events with them.]
Input and modeling for creative drama: Explain to the students that they will be reenacting the story, going beyond what is actually written in the story. Say: "Now I will demonstrate creative drama.  The part of the story I will reenact is when James comes to Lawton to register for the land lottery.  I will pretend to be James. He is riding on a wagon.  The dirt road would have been bumpy, and since it was July when he registered, it would be very hot." [Act out riding in a wagon over a bumpy road on a hot Oklahoma day. If you have props, use them.] Say: “Boy, howdy, is it ever hot out here!" (Wipe your forehead on your sleeve)  This has been a long trip, but it'll sure be worth it if I win a free piece of land! Oh, there's the Land Office straight ahead! [Pretend to jump down off the wagon and say farewell to the driver.]  Bye, old timer!  Thanks for the lift!  I can't say I liked the price, but it was sure better than walking! [Pretend to walk over to the Land Office and fill out the registration form using the chalkboard, signing James R. Woods with a flourish.]  Well, that's done!  I sure hope I get lucky!" 

Say: "Now that I have shown you how, you will act out the rest of the story.  Here are the scenes we need to portray:
 
1. James registering for the Land Lottery
2. James's name drawn firs
3. James picking the land that was the most profitable, a long strip one quarter of a mile wide and a mile long
4. Mattie Beal picking her land, while  people feel sorry for her
5. James reading the newspaper and learning his new nickname
6. James's land flooding
7. James arguing with the lawyers and squatters
8. Mrs. Woods crying after James dies of typhoid fever, as her father promises to help her
Act out the remaining scenes, making sure each student has a part.
4. Culminating activity (independent practice): Say: "Now I want you to write a one-paragraph entry in standard English in your character journal that shows how someone in the story felt.  You can pretend to be James R. "Hog" Woods, Mattie Beal, Mrs. James R. Woods, or a by-stander at the Land Office when winners claimed their homestead.  Your paragraph must contain a topic sentence and at least four sentences of support.  Check to make sure that your grammar and punctuation are correct.  Write your paragraph in the first-person.  Be sure to refer to at least three historical events in the story.  Your paragraph must contain at least two personal responses to the events in the story based on how your character might have felt.
5. Sponge activity: "If you finish early, Illustrate the paragraph you wrote for your character journal."
IV.
 Closure
A. Summary of what has been learned:  "Today you learned how Mr. James R. Woods got the nickname of "Hog" Woods and why some people thought he cheated a lady.  You practiced the semantic mapping method to help you organize information about the story.  You participated in creative drama, and then you wrote in your character journal from the viewpoint of one of the characters in the story."
B. Transfer: Say: "It's important to think about how two people might feel differently about the same event, depending on their point of view.  As we read other stories about the Lawton Centennial, pretend you are one of the characters in the story.  How would you have felt?  When you do this, you will remember more about the story for a longer period of time."
C. Student evaluation and assessment methods:

Was the learner able to complete the semantic web and add at least three other relevant words as s/he read the story "'Hog' Woods:  Lucky or Greedy?"

Was the learner able to write a one-paragraph entry in standard English in his/her character journal that shows understanding of the thoughts/feelings of one of the characters from the story?  Did the paragraph contain a topic sentence and at least four sentences of support, correct mechanics (grammar and punctuation)?  Was the paragraph written in the first-person?  Did the paragraph contain at least three references to historical events related to the story?  Did the paragraph contain at least two personal responses to these events that were accurately based on the character portrayed in the paragraph?
D.

Teacher evaluation: 
Reflect on students' mastery of objectives (including re-teaching), teacher's personal response to the lesson, and changes that should be made before the lesson is taught again.

 

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