Citation:Krensky, S. (2004). Davy crockett: A life on the frontier. New York, NY: Simon and Schuster Children's Publishing.
Summary:
Davy Crockett is born and the sun was so excited, it skipped the usual morning sunrise and jumped right up into the sky; Davy's grin was so enormous that it could change a blizzard into a rainbow; Davy saved the Earth from a comet by swinging it around and around and flinging it back into space - all of these captivating stories are part of Davy Crocket's legend and outlined in Stephen Krensky's Davy Crockett: A Life on the Frontier. To contrast these tall-tales, Krensky also provides students with an informative biography of Davy Crockett. This text is great for young readers because the simple language encourages successful reading, while the chapter book format helps the book to have a more mature feel. The contrast of biography and tall-tale keeps Krensky's version of the Davy Crockett legend engaging, fun, and educational.
Lesson/Activity:
SC State Standards:
Social Studies Standard 2-1 - The student will demonstrate an understanding of cultural contributions made by people from the various regions of the United States.
Social Studies Indicator 2- 1.4 - Recall stories and songs about regional folk figures who have contributed to the development of the cultural history of the United States, including Pecos Bill, Brer Rabbit, Paul Bunyan, Davy Crockett, and John Henry. (G, H)
ELA Standard 2-5: The student will write for a variety of purposes and audiences.
ELA Indicator 2-5.2 - Create narratives (for example, stories and journal entries) that follow a logical sequence of events.
Lesson Objectives:
The student will complete a journal entry from the perspective of Davy Crockett.
Materials:
Social Studies Indicator 2- 1.4 - Recall stories and songs about regional folk figures who have contributed to the development of the cultural history of the United States, including Pecos Bill, Brer Rabbit, Paul Bunyan, Davy Crockett, and John Henry. (G, H)
ELA Standard 2-5: The student will write for a variety of purposes and audiences.
ELA Indicator 2-5.2 - Create narratives (for example, stories and journal entries) that follow a logical sequence of events.
Lesson Objectives:
The student will complete a journal entry from the perspective of Davy Crockett.
Materials:
1. Davy Crockett: A Life on the Frontier by Stephen Krensky (a copy for every student).
2. Pencils
3. Lined paper
Procedures:
1. After reading the text, TTW point out the journal entries described in the story. TTW discuss with the class that journal entries are a way to record how someone is feeling or events that are happening in someone's life. Davy wrote about his strict father, fighting with Native Americans, and other events in his life.
2. TTW split the students into small groups and assign each group one small section of the text.
3. The students in the group will re-read their assigned section (at this time, the teacher will be observing the groups, providing assistance, and helping students to gain a firm understanding of their section).
4. Each student will write a short journal entry about how Davy might feel in their section. For example, during Davy's fight with the Native Americans, students may write a few sentences about how Davy feels scared or angry.
5. After each student completes the journal entry, TTW help combine all the journal entries into one chronological journal. The journal will be placed in the class library for students to read during independent reading time.
Procedures:
1. After reading the text, TTW point out the journal entries described in the story. TTW discuss with the class that journal entries are a way to record how someone is feeling or events that are happening in someone's life. Davy wrote about his strict father, fighting with Native Americans, and other events in his life.
2. TTW split the students into small groups and assign each group one small section of the text.
3. The students in the group will re-read their assigned section (at this time, the teacher will be observing the groups, providing assistance, and helping students to gain a firm understanding of their section).
4. Each student will write a short journal entry about how Davy might feel in their section. For example, during Davy's fight with the Native Americans, students may write a few sentences about how Davy feels scared or angry.
5. After each student completes the journal entry, TTW help combine all the journal entries into one chronological journal. The journal will be placed in the class library for students to read during independent reading time.
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