Teacher’s Guide
for
The Adventures of Charlie Pierce
The Last Egret
By Harvey E. Oyer III
Social Studies Lessons
The Adventures of Charlie Pierce:
The Last Egret
Harvey Oyer III
Chapter One: Two Pounds of Grits
Student Target:
I can use a map to understand the setting of a story (secondary resource) about the
history of Florida.
Materials:
The Adventures of Charlie Pierce: The Last Egret by Harvey E. Oyer III
Visuals: Brain Pop Jr: Reading Maps
Warm-up:
Before Reading:
The teacher will lead the lesson by stating: Today we are going to begin a new story,
The Adventures of Charlie Pierce: The Last Egret by Harvey E. Oyer III (point to his
name on the cover). This is a historical fiction because it is a realistic story based on
real people and actual events and actual places. The author is the great-grandnephew
of Charlie Pierce, the main character of the story (point to Charlie, the blonde boy
pointing to the birds, on the cover of the story). Well, Charlie’s family was one of the first
non-Native Americans to settle in South Florida, specifically in West Palm Beach. By
looking at the illustrations on the front and back cover and using the title, what do you
think the story will be about? Turn and talk with your neighbor about your predictions.
[Circulate and listen in to students’ conversations. Provide support when necessary and
clarify misconceptions.]
Open to the inside flap of the book to the map and state, "This is a map based on how
Florida looked during the last part of the 1800’s, when this story takes place." Orient
your students to different features of the map and specific names of the places of the
story’s settings. The teacher will continue by stating: At the top right corner, you can
see the entire state of Florida. The part with the rectangle on the insert shows you
where the state has been enlarged. This way, we can see more details, such as the
Saint John’s River, Lake Okeechobee, Hypoluxo Island, the Pierce Homestead, where
the story begins, and even the Everglades, which was called Pa-Hay-Okee by the
Seminole Indians. Today, there is a town called Pahokee next to Lake Okeechobee. I
notice that the map also includes some other graphics, like bird feathers around the
map’s title, “The Great Plume Bird Expedition”. The other graphics, such as the birds
and the ship at the bottom, along with the cover and title, can help us to predict that this
must be a story that takes place a long time ago where there will be an adventure by
ship to find birds.
Vocabulary:
Island - a body of land surrounded by water
Cardinal direction - north, south, east, west
Compass rose - a diagram printed on a chart or map to show direction
Map scale - a line with a series of marks on a map used to find out how far apart two
places are
Activity:
During Reading:
1. The teacher will lead the lesson by stating: As we read today, we will learn about the
main characters and where the story takes place. As I read, I want you to think about
how the Florida landscape looked during this time period by visualizing from the
descriptive words.
2. [Read aloud page one and the first paragraph of page two in chapter 1, “Two Pounds
of Grits.” Whenever you come to a specific location, point to the location on the map.]
3. [Continue reading. While reading page 15, refer to the drawing.] The teacher will
state: The author has included a drawing of the area where Charlie lives. From the
picture and author’s words, turn and talk to a partner about the landscape where Charlie
lived.
4. [Continue reading aloud, pointing out specific places on the map, stopping after Lillie
explains how she survived “off the land."] The teacher will state: Lillie said she “nicked,”
or stole the grits from her school. Grits are a hot cereal, kind of like oatmeal, but she
didn’t eat them because she said “you can live off the land here in Florida for your whole
life…you just got to know where to look.” Turn and talk: How do you think Lillie lived off
the Florida land to make it all that distance? [Circulate and listen in to the conversation,
providing support for students who need assistance and to monitor student
understanding. Clarify any misconceptions. Point out the graphics on page 17.] The
teacher will state: The author has included two drawings for the reader. One is a
drawing of what Lillie might have looked like when Lillie was walking home from her
boarding school, which is a school where kids live away from home to attend school.
They live, or board, there. The other drawing is a map. The author has included this to
give readers a perspective, or idea, of how far of a walk this was. To do this, he
included a map feature called a scale. The scale helps up to figure out the distance she
walked. The length of this scale line represents 100 miles. When you see how many
scale lines can fit between the two points (school and home) you can see how far the
actual walking distance for Lillie was. Knowing how far she walked, and her ability to live
off the land instead of the grits, what does that tell you about Lillie? Turn and talk.
[Circulate and listen in to the conversation, providing support for students who need
assistance and to monitor student understanding. Share out some qualities you hear
students use that provide clear descriptions of Lillie, such as: determined, self-sufficient,
resourceful, stubborn, etc. Continue reading aloud to the end of the chapter.] Turn and
talk with your neighbor about what you will predict will happen.
Wrap-up:
After Reading:
The teacher will lead the Wrap-up by stating: So, we have learned that the story takes
place in Hypoluxo Island as was stated in the story and in the map. Refer to a current
map showing where Hypoluxo Island is on a current Florida map. Turn and talk about
how the land during that time period helped Lillie and Charlie (Charlie: firewood, hide
from danger; Lillie to eat and drink from). In your notebook, sketch a picture of an
event from the story. Be sure to include the characters. Label your picture with a caption
that explains the setting of the story.
The next time we read, we will find out if our predictions were correct, or if we will have
to adjust them.
Daily Assessment:
By listening in to the conversations and reviewing the notebook entry, take note of
students who will need the SS concept reviewed or re-explained.
Benchmark:
LA.4.1.7.1 - Identify the purpose of text features (e.g., format, graphics, sequence,
diagrams, illustrations, charts, maps).
The Adventures of Charlie Pierce:
The Last Egret
Harvey Oyer III
Chapter Two: Papa's Secret
Student Targets:
I can describe life in Florida in the late 1800s.
I can identify and explain elements of plot.
I can listen to and read a challenging text.
Materials:
Book: The Adventure of Charlie Pierce: The Last Egret by Harvey E. Oyer III
Handouts: Main Idea Web
Supplies: Notebook/Journal, Pencil
Warm-up:
Before Reading:
The teacher will lead the Warm-up by stating: Open your books and notebooks to where
we left off in our story. Today, we will read chapter 2, “Papa’s Secret.” Before we read,
turn and talk about your prediction based on what has happened so far and the title of
chapter 2, “Papa’s Secret.” [Circulate and listen in to students’ conversations. Provide
support for students who struggle with predictions based on previous events and the
title.]
Vocabulary:
Defiantly – boldly resistant or challenging
Filthy – disgustingly or completely dirty
Grub – chow: informal terms for a meal
Woodlore – extension of survival skills
Activity:
During Reading:
The teacher will lead the lesson by stating: As we read today, I want you to think about
what pioneer life was like during this time. Notice certain descriptive words that help you
to visualize the lifestyle of the Pierce family.
[Begin reading page 19 aloud.] The author has used the descriptive words “hammering
on the roof” and “Mama in the garden patch” to help me visualize their pioneer lifestyle. I
know that they had to build their own house, and they probably used the land for food.
[Continue reading, stopping at points in the story that provide descriptive examples of
pioneer life in West Palm Beach. After reading these particular statements as you come
across them in text, provide time for students to turn and talk about the statements.]
Page 20: “Mama gasped. ‘You walked! Do you have any ideas how dangerous, how
fool-headed that was, for a little girl to walk through the forest…’ (What might have
been dangerous and foolish about Lillie’s walk?)
Page 21: “…she declared that she’d rather live in the woods and grub for her own food
than dress up in bow and buckled shoes.” (What does Lillie mean by this? What does
that tell you about her as a person?)
Page 21: “…Mama hadn’t done any cooking with huckleberries because she spent all
her time fooling with her blueberries.” (What does this tell you about Mama’s interest
during this time?)
Page 22: “…I know this is a wild place. So we must choose the kind of society we make
here…” (What are all the ways that life was wild back then? If society means the way
people live, what ways could they decide to live their lives?)
Page 24: “…it didn’t include tracking animals and wood lore. Mama had come from
moneyed people up North, in Chicago, and she often said the land might be wild, but we
didn’t have to be.” (What does Mama mean by this?)
Page 25: “I knew most people thought it was foolish to buy sandy islands so close to the
ocean. Nothing grew there, and we’d already seen what a hurricane could do. But this
was the first that I heard that we might have to move and that my parents needed
money.” (What would be some reasons why people thought that it was foolish to buy
sandy islands? What were effects a hurricane had on their lives?)
Wrap-up:
After Reading:
The teacher will lead the Wrap-up by stating: Now that we know Papa’s secret, were
your predictions correct? As we continue reading The Last Egret, let’s organize the
details of pioneer life. [Post the Main Idea web with “Pioneer Life” in the middle. Make
headings for different aspects of life, such as “Jobs,” “Homes,” “Talk,” “Dress,”
“Entertainment,” “Food,” etc.] Based on what we read today about pioneer life in South
Florida, what do we know about: their home? jobs? the way they dressed? the types of
words and language they used? food they ate?
Record the details into the graphic organizer. We will continue to read about the Pierce
family as we learn about how Pioneer life in South Florida was in the late 1800’s. As we
do, we will add other details from the story to our web to help us organize them.
Daily Assessment:
By listening in to the conversations and reviewing the notebook entry, take note of
students who will need the SS concept reviewed or re-explained.
Benchmarks:
LA.4.2.1.2 - Identify and explain the elements of plot structure, including exposition,
setting, character development, problem/resolution, and theme in a variety of fiction
LA.4.1.6.2 - Listen to, read, and discuss both familiar and conceptually challenging text
SS.4.A.4.2 - Describe pioneer life in Florida.
Main Idea Web
Directions: Complete the web about the book.
Homes
Jobs
Talk
Pioneer Life
Dress
Entertainment
Food
The Adventures of Charlie Pierce:
The Last Egret
Harvey Oyer III
Chapter Three: A Stranger Visits
Student Targets:
I can describe life in Florida in the late 1800s.
I can listen to and read a challenging text.
I can identify and explain elements of plot.
Materials:
Book: The Adventure of Charlie Pierce: The Last Egret by Harvey E. Oyer III
Handouts: Web (from Chapter 2)
Multimedia: Internet Access
Equipment: LCD projector
Supplies: Notebook/Journal, Pencil
Warm-up:
Before Reading:
The teacher will lead the Warm-up by stating: Open your books and notebooks to where
we left off in our story. Today we will read chapter 3, “A Stranger Visits.” Before we
read, turn and talk about your prediction based on what has happened so far and the
title of chapter 3, “A Stranger Visits.” [Circulate and listen in to students’ conversations.
Provide support for students who struggle with predictions based on previous events
and the title.]
Vocabulary:
Skiff – any of various small boats propelled by oars or by sails
intrude – enter uninvited
Gunwales – the upper edge of the side of a boat
Tiller – lever used to turn the rudder on a boat
Plumes – a feather or cluster of feathers worn as an ornament
Hoop skirted dresses – a hoop skirt or hoopskirt is a women’s undergarment worn in
various periods to hold the skirt extended into a fashionable shape
Shallows – the shallow part of a body of water
Rookeries – a place where birds of the same species breed and nest, especially herons
and egrets
Malaria – a disease spread by mosquitoes
Yellow fever – is a viral infection transmitted by mosquitoes that causes fever, jaundice,
kidney failure, and bleeding
Activity:
During Reading:
The teacher will start the lesson by stating: As we read today, I want you to think about
what pioneer life was like during this time. Notice certain descriptive words that help you
to visualize the lifestyle of the Pierce family.
[Begin reading page 27 aloud.] The author has used the descriptive words “Papa woke
me up at first light” and “the two-man saw” to help me visualize their pioneer lifestyle. I
know that they had to split their own firewood. [Continue reading, stopping at points in
the story that provide descriptive examples of pioneer life in West Palm Beach. After
reading these particular statements as you come across them in text, provide time for
students to turn and talk about the statements.]
Page 28: “Back at home, a thin column of smoke was rising from the brick chimney.
Mama was cooking breakfast, and my stomach growled.” (What might have Mama
been using to cook breakfast?)
Page 30: “Papa always said you can tell a man’s character from his eyes.” (What does
Papa mean by this? What does that tell you about him as a person?)
Page 31: “Haven’t you heard? Plumes is the new gold.” (What inference can you make
from plumes being the new gold?)
Page 32: “We all knew that Mama had a special place in her heart for birds. Of all her
books, one of her favorites was an old volume called Birds of America, by a painter
named John James Audubon.” (What conclusions can you draw about Mama and
plumes?)
Page 33: “What if I told you that I know a place where a man could make $1,000 in a
single week?” (Why do you think this got Papa and Mama’s attention?)
Page 34: “No white man goes there excepting me, that is.” (Why do you think that only
Samuelson and Seminole Indians are the only ones that go to Pa-Hay-Okee?)
Page 35: “But Papa just gave him a thin smile and said, ‘Plume hunting. Doesn’t that
just beat all?” (What do you think would have happened if Papa had reacted differently
to Samuelson?)
Page 37: “his booming laughter suddenly shattered the quiet morning…” (How would
you feel if you were Charlie at this time?)
Page 38: “C’mon now, Charlie, let’s finish up with that wood.” (Why do you think Papa
didn’t say anything about the plumes or Samuelson?)
Wrap-up:
The teacher will lead the Wrap-up by stating: Now that we know about the stranger,
were your predictions correct? As we continue reading The Last Egret, let’s continue to
organize the details of pioneer life using your web.
Daily Assessment:
By listening in to the conversations and reviewing the notebook entry, take note of
students who will need the Social Studies concept reviewed or re-explained.
Benchmarks:
SS.4.A.4.2 - Describe pioneer life in Florida.
LA.4.1.6.2 - Listen to, read, and discuss both familiar and conceptually challenging text
LA.4.2.1.2 - Identify and explain the elements of plot structure, including exposition,
setting, character development, problem/resolution, and theme in a variety of fiction.
Main Idea Web
What are property taxes used for?
Property Taxes
The Adventures of Charlie Pierce:
The Last Egret
Harvey Oyer III
Chapter Four: For Sale!
Student Targets:
I can explain the developing economy of Florida.
I can distinguish between various genres of literature.
Materials:
Book: The Adventure of Charlie Pierce: The Last Egret by Harvey E. Oyer III
Handouts: Property Tax Web and Uses Document
Multimedia: Internet Access
Equipment: LCD projector
Supplies: Notebook/Journal, Pencil
Warm-up:
The teacher will lead the Warm-up by stating: Open your books and notebooks to where
we left off in our story. Today we will read chapter 4, “For Sale!” Before we read, turn
and talk about your prediction based on what has happened so far and the title of
chapter 4, “For Sale!” [Circulate and listen in to students’ conversations. Provide support
for students who struggle with predictions based on previous events and the title.]
Vocabulary:
Twine – a strong thread or string composed of two or smaller strands or yarns twisted
together
Property tax – tax that an owner is required to pay on the value of the property being
taxed
Freshwater – water other than seawater
Greed – excessive desire to acquire or possess more (especially more material wealth)
than one needs or deserves
Afflicts – a state of great suffering and distress
American way – an expression that refers to the lifestyles of people living in the United
States of America
Activity:
During Reading:
The teacher will lead the lesson by stating: As we read today, I want you to think about
what Papa’s role was in the developing economy of Florida. [Begin reading page 39
aloud. Continue reading, stopping at points in the story that provide explain Papa’s role
in the developing economy of Florida. After reading these particular statements as you
come across them in text, provide time for students to turn and talk about the
statements.]
Page 39: “The man said his name was William H. Gleason, broker and sales agent, and
Papa didn’t look any too happy to see him.” (Why do you think Papa wasn’t happy to
see William H. Gleason?)
Page 40: “We’re putting the island up for sale.” (Why do you think Papa is putting the
island up for sale?)
Page 41: “I know it’s hard to understand, but this island is getting too expensive for us to
keep.” (What would you recommend to Papa?)
Page 42: “No, Charlie, Papa said. We’ll find a way to provide for ourselves and still hold
our heads up high. That’s the Pierce way.” (What approach would you use with Papa?)
Page 43: “Lying there in bed, stewing in anger, I decided to make some opportunities
for myself.” (What do you think Charlie is going to do?)
Wrap-up:
The teacher will lead the Wrap-up by stating: Now that we know about the stranger,
were your predictions correct? Let's talk about property taxes. Put on the LCD projector
and discuss – Property Tax Uses. Have the students complete the Property Tax Web.
Daily Assessment:
By listening in to the conversations and reviewing the notebook entry, take note of
students who will need the Social Studies concept reviewed or re-explained.
Benchmarks:
SS.4.E.1.2 - Explain Florida's role in the national and international economy and
conditions that attract businesses to the state.
LA.4.2.1.1 - Read and distinguish among the genres and sub-genres of fiction, nonfiction, poetry, drama, and media.
Property Taxes
Property taxes are used for funding
schools, police, fire, libraries, parks,
water, and sanitation
The Adventures of Charlie Pierce:
The Last Egret
Harvey Oyer III
Chapter Five: Friends to the Rescue
Student Targets:
I can identify the physical features of Florida.
I can listen to and read a challenging text.
I can identify and explain elements of plot.
Materials:
Book: The Adventure of Charlie Pierce: The Last Egret by Harvey E. Oyer III
Handouts: Blank Florida outline
Multimedia: Internet Access
Equipment: LCD projector
Supplies: Notebook/Journal, Pencil
Warm-up:
The teacher will lead the Warm-up by stating: Open your books and notebooks to where
we left off in our story. Today we will read chapter 5, “Friends to the Rescue.” Before we
read, turn and talk about your prediction based on what has happened so far and the
title of chapter 5, “Friends to the Rescue.” [Circulate and listen in to students’
conversations. Provide support for students who struggle with predictions based on
previous events and the title.]
Vocabulary:
Wild Life:
Panther – light brown nocturnal mammal
Places:
Homestead - a homestead is settle land given by the government and occupies it as a
homestead
Everglades – a river of grass; a shallow fresh water river in southern Florida
Miami River – from Biscayne Bay
Biscayne Bay – south from Hypoluxo Island
People:
Guy Bradley – best friend; same age as Charlie
Louis Bradley – best friend; two years younger
Lewis and Clark Expedition – an expedition sent by Thomas Jefferson to explore the
northwestern territories of the United States; led by Meriwether Lewis and William Clark;
traveled from St. Louis to the mouth of the Columbia River from 1803 to 1806
Food:
Wild turkey – a large game bird
Hog – domestic swine
Deer – a four legged herbivore; the white-tailed deer is the species found in the
Everglades
Rabbit – any of various burrowing animals of the family Leporidae having long ears and
short tails
Plants:
Sea grape tree – very common tree native to seashores throughout tropical America
(forms long clusters of grape-like fruit with an acidic flavor)
Activity:
During Reading:
The teacher will lead the lesson by stating: As we read today, I want you to think about
the physical features of Florida. [Begin reading page 45 aloud. Continue reading,
stopping at points in the story that identify the physical features of Florida. After reading
these particular statements as you come across them in text, provide time for students
to turn and talk about the statements.]
Page 45: “I even noticed that game was becoming harder to find.” (What is the
relationship between the land being cleared and game being harder to find?)
Page 46: “I knew all of Tiger’s favorite camping places on the barrier islands…..” (Why
do you think Tiger likes the barrier islands?)
Page 48: “We’ll have to go into the big swamp of Pa-Hay-Okee” (Why do you think PaHay-Okee was pronounced like this instead of Pahokee?)
Page 49: “Where is rookery?” (Why do you think Tiger wanted to know where in PaHay-Okee the rookery was?)
Page 50: “You probably know the swamp better’n he does.” (Why is this important?)
Wrap-up:
The teacher will lead the Wrap-up by stating: Now that we can identify the physical
features of Florida, were your predictions correct? Let's talk about the physical features
of Florida. Put the map inserted on the back of the cover on the LCD projector and
discuss the route Charlie talked about in this chapter. Have the students follow the route
at their desks using the blank Florida outline.
Daily Assessment:
By listening in to the conversations and reviewing the notebook entry, take note of
students who will need the Social Studies concept reviewed or re-explained.
Benchmarks:
SS.4.G.1.1 - Identify physical features of Florida.
LA.4.1.6.2 - Listen to, read, and discuss both familiar and conceptually challenging text.
LA.4.2.1.2 - Identify and explain the elements of plot structure, including exposition,
setting, character development, problem/resolution, and theme in a variety of fiction.
The Adventures of Charlie Pierce:
The Last Egret
Harvey Oyer III
Chapter Six: On Our Own
Student Targets:
I can describe life in Florida in the late 1800s.
I can identify and explain elements of plot.
I can listen to and read a challenging text.
Materials:
Book: The Adventure of Charlie Pierce: The Last Egret by Harvey E. Oyer III
Handouts: Venn Diagram
Multimedia: Internet Access
Equipment: LCD projector
Visuals: Video Clip: Dugout Canoe
Supplies: Notebook/Journal, Pencil
Warm-up:
The teacher will lead the Warm-up by stating: Open your books and notebooks to where
we left off in our story. Today we will read chapter 6, “On Our Own.” Before we read,
turn and talk about your prediction based on what has happened so far and the title of
chapter 6, “On Our Own.” [Circulate and listen in to students’ conversations. Provide
support for students who struggle with predictions based on previous events and the
title.]
Vocabulary:
Provisioning - the activity of supplying or providing something
Ammunition - projectiles to be fired from a gun
Places:
Brelsford’s Store - general store and post office
Palm Beach - later the name of the post office
Whitehall – the name of Henry Flagler’s home; where Brelsford’s Store was torn down
Jacksonville - Uncle Will would take supplies from here
Key West - Uncle Will would take supplies to here
Atlantic Ocean - Uncle Will would take supplies to here
People:
E.M. & Doc Brelsford - owned Brelsford’s store
Henry Flagler - oil tycoon
Magellan – Portuguese navigator 1500s - Uncle Will’s boat named after
Food:
Corn meal - flour ground from dried maize
Pickled vegetables - are made by placing vegetables in vinegar
Activity:
During Reading:
The teacher will lead the lesson by stating: As we read today, I want you to think about
life in Florida in the late 1800s. [Begin reading page 53 aloud. Continue reading,
stopping at points in the story that describe life in Florida in the late 1800s. After reading
these particular statements as you come across them in text, provide time for students
to turn and talk about statements.]
Page 53: “I packed as much food and supplies as I could into waterproof containers and
hid the containers all over the island.” (Why did Charlie choose to put the food and
supplies into waterproof containers and hide them all over the island?)
Page 54: “But then we fell onto a good piece of luck: Papa said he and Mr. Bradley had
some work to do and would me and Guy and Louis be willing to run up to the Brelsfords’
store and buy some supplies?” (Why do you think this is lucky for the boys?)
Page 55: “…he’d used some of his Spanish gold to buy a twenty-eight-foot sailboat with
a seven-foot beam and a little covered cabin.” (Why did Uncle Will use Spanish gold to
buy the boat?)
Page 56: “That’s not how we raised you, Charlie. That’s not the Pierce way.” (How is
stealing the money to buy the ammunition related to how Charlie was raised?)
Page 57: “I waded through the warm, shallow water, clambered aboard, cast off the
lines, and set out alone.” (Why did Charlie wade through the water to get to the boat?)
Wrap-up:
The teacher will lead the Wrap-up by stating: Now that we can describe life in Florida in
the late 1800s, were your predictions correct? Let's talk about the dugout canoe that
Tiger used. [Show this video clip - The piragua is a dugout canoe made from a single
tree using basic tools. Using a Venn Diagram, compare a dugout canoe to a canoe
made today.]
Daily Assessment:
By listening in to the conversations and reviewing the notebook entry, take note of
students who will need the Social Studies concept reviewed or re-explained.
Benchmarks:
SS.4.A.4.2 - Describe pioneer life in Florida.
LA.4.1.6.2 - Listen to, read, and discuss both familiar and conceptually challenging text.
LA.4.2.1.2 - Identify and explain the elements of plot structure, including exposition,
setting, character development, problem/resolution, and theme in a variety of fiction.
Name: _________________________________________________ Date: __________________
Venn Diagram
Directions: Analyze two categories that overlap. Similarities go in
the middle shared section. Differences are listed in the outer areas.
1st Topic: _________________________ 2nd Topic: _________________________
© Freeology.com
The Adventures of Charlie Pierce:
The Last Egret
Harvey Oyer III
Chapter Seven: A Stowaway
Student Targets:
I can identify the physical features of Florida.
I can listen to and read a challenging text.
I can identify and explain elements of plot.
Materials:
Book: The Adventure of Charlie Pierce: The Last Egret by Harvey E. Oyer III
Multimedia: Internet Access
Equipment: LCD projector
Visuals: Ocean & Air Currents (Gulf Stream), Mangrove Forests: Home to Crocodiles
Supplies: Notebook/Journal, Pencil
Warm-up:
Before Reading:
The teacher will lead the Warm-up by stating: Open your books and notebooks to where
we left off in our story. Today we will read chapter 7, “A Stowaway.” Before we read,
turn and talk about your prediction based on what has happened so far and the title of
chapter 7, “A Stowaway.” [Circulate and listen in to students’ conversations. Provide
support for students who struggle with predictions based on previous events and the
title.]
Vocabulary:
Stowaway - a person who hides aboard a ship or plane in the hope of getting free
passage
Bow - the front section of a ship or boat
Wild Life:
Blue marlin - marlin; may reach 2000 pounds; found worldwide in warm seas
Mosquitoes - a common insect
Places:
Gulf Stream - a warm ocean current that flows from the Gulf of Mexico northward
through the Atlantic Ocean
Gulf of Mexico - an arm of the Atlantic to the south of the United States and to the east
of Mexico
Hillsboro River Inlet - The canals enter the Hillsboro River, which connects to the
Atlantic Ocean
Orange Grove House - passed after the Hillsboro River Inlet
Lettuce Lake - is a 240-acre Hillsborough County
Lettuce Park pictures
People:
Stephen Andrews - keeper of the Orange Grove House
Food:
Dried beef - beef preserved by removing natural moisture
Plants:
Mangrove - any of several tropical evergreen trees or shrubs of the genus Rhizophora,
having stilt like roots and stems and forming dense thickets
Spanish Moss - dense festoons of greenish-grey hair like flexuous strands anchored to
tree trunks and branches by sparse wiry roots
Activity:
During Reading:
The teacher will lead the lesson by stating: As we read today, I want you to think about
the physical features of Florida. [Begin reading page 61 aloud. Continue reading,
stopping at points in the story that describe physical features of Florida. After reading
these particular statements as you come across them in text, provide time for students
to turn and talk about the statements.]
Page 61: “As long as we didn’t get stuck in the Gulf Stream, there wouldn’t be any
trouble.” (What could result if they got stuck in the Gulf Stream?)
Page 62: “But on this day, I kept us within sight of the wild coastline and made good
time as the wind shifted to the west.” (Why do you think they wanted to keep within sight
of the coastline?)
Page 63: The water got choppy and brown where the darker water from the river mixed
with the blue ocean water, and I realized I was holding my breath as we passed the first
sand dunes.” (What might have happened to the boat?)
Page 64: “Lillie,’ I said, ‘Mama and Papa would lose their minds with worry…” (Why do
you think Charlie thought it was fine for him to go plume hunting and not Lillie?)
Page 66: “If we took her home, the whole trip would be ruined, and we’d probably never
have a chance again.” (What would you recommend to Charlie?)
Page 67: “The river was a wild, untamed place.” (What information would you use to
support the view of the river being a wild and untamed place?)
Wrap-up:
The teacher will lead the Wrap-up by stating: Now that we can identify the physical
features of Florida, were your predictions correct? [Provide a few minutes for students
to respond.]
Show this video clip - Ocean & Air Currents (Gulf Stream).
Show this video clip - Mangrove Forests: Home to Crocodiles.
Daily Assessment:
By listening in to the conversations and reviewing the notebook entry, take note of
students who will need the Social Studies concept reviewed or re-explained.
Benchmarks:
SS.4.G.1.1 Identify physical features of Florida.
LA.4.1.6.2 - Listen to, read, and discuss both familiar and conceptually challenging text.
LA.4.2.1.2 - Identify and explain the elements of plot structure, including exposition,
setting, character development, problem/resolution, and theme in a variety of fiction.
The Adventures of Charlie Pierce:
The Last Egret
Harvey Oyer III
Chapter Eight: Lettuce Lake
Student Targets:
I can identify the physical features of Florida.
I can listen to and read a challenging text.
I can identify and explain elements of plot.
Materials:
Book: The Adventure of Charlie Pierce: The Last Egret by Harvey E. Oyer III
Multimedia: Internet Access
Equipment: LCD projector
Visuals: Ecosystem The Water Moccasin
Supplies: Notebook/Journal, Pencil
Warm-up:
The teacher will lead the Warm-up by stating: Open your books and notebooks to where
we left off in our story. Today we will read chapter 8, “Lettuce Lake.” Before we read,
turn and talk about your prediction based on what has happened so far and the title of
chapter 8, “Lettuce Lake.” [Circulate and listen in to students’ conversations. Provide
support for students who struggle with predictions based on previous events and the
title.]
Vocabulary:
Hoisted - to raise or haul up with or as if with the help of a mechanical apparatus
Swamp Lettuce - pantropical floating plant forming a rosette of wedge-shaped leaves; a
widespread weed in rivers and lakes
Aggressive - having or showing determination and energetic pursuit of your ends
Wild Life:
Alligator - an alligator is a crocodilian in the genus Alligator of the family Alligatoridae
Duck - any of various wild or domesticated swimming birds of the family Anatidae,
characteristically having a broad, flat bill, short legs, and webbed feet
Water Moccasin - venomous semi aquatic snake of swamps in southern United States
Places:
Camp Lettuce - camp site
Seminole Names:
Trees - E-to
Alligator - Hal-pa-tah
Ducks - Fo-tso
Wild Turkey - Pen-e-wah
Water Moccasin - Chitto
Panther - Cat-sa
Seminole Bread - Conti
Hateka – made from special plant – white man called Coontie pg. 105
Activity:
During Reading:
The teacher will lead the lesson by stating: As we read today, I want you to think about
the physical features of Florida. [Begin reading page 69 aloud. Continue reading,
stopping at points in the story that describe physical features of Florida. After reading
these particular statements as you come across them in text, provide time for students
to turn and talk about the statements.]
Page 69: “’Lettuce Lake,’ I answered.” (Why do you think they call it Lettuce Lake?)
Page 70: “As we sailed, the river narrowed and closed in on us, so it soon felt as if we
were going up into an alley of green.” (What inference can you make about the river?)
Page 71: “The whole surface of the lake looked solid – it was hard to believe there was
actually water underneath all those plants – so I was surprised when we dropped
anchor and found it was plenty deep.” (Why was Charlie surprised that the lake was
deep?)
Page 72: “The canoe was riding so low in the water that I was afraid a strong breeze
would swamp us but there were no breezed on the lake that day.” (What could the
results be if there was a strong breeze that day?)
Page 73: “Every time his hand disappeared into the dark water, my heart rose in my
throat a little bit.” (Can you propose an alternative way to move the clumps of swamp
lettuce?)
Page 75: “Lillie said we should find high ground because there’d be fewer gators and
snakes away from the water.” (What information would you use to support the view that
higher ground would have fewer gators and snakes?)
Wrap-up:
The teacher will lead the Wrap-up by stating: Now that we can identify the physical
features of Florida, were your predictions correct? Let's talk about them. [Allow students
several minutes to respond.]
Show this video clip - Ecosystem.
Show this video clip - The Water Moccasin.
Daily Assessment:
By listening in to the conversations and reviewing the notebook entry, take note of
students who will need the Social Studies concept reviewed or re-explained.
Benchmarks:
SS.4.G.1.1 - Identify physical features of Florida.
LA.4.1.6.2 - Listen to, read, and discuss both familiar and conceptually challenging text.
LA.4.2.1.2 - Identify and explain the elements of plot structure, including exposition,
setting, character development, problem/resolution, and theme in a variety of fiction.
The Adventures of Charlie Pierce:
The Last Egret
Harvey Oyer III
Chapter Nine: The Rookery
Student Targets:
I can identify the physical features of Florida.
I can identify and explain elements of plot.
I can listen to and read a challenging text.
Materials:
Book: The Adventure of Charlie Pierce: The Last Egret by Harvey E. Oyer III
Multimedia: Internet Access
Equipment: LCD projector
Visuals: Gatorland Breeding Marsh and Bird Rookery and Gatorland’s Rookery
PowerPoint
Supplies: Notebook/Journal, Pencil
Warm-up:
Before Reading:
The teacher will lead the Warm-up by stating: Open your books and notebooks to where
we left off in our story. Today we will read chapter 9, “The Rookery.” Before we read,
turn and talk about your prediction based on what has happened so far and the title of
chapter 9, “The Rookery.” [Circulate and listen in to students’ conversations. Provide
support for students who struggle with predictions based on previous events and the
title.]
Vocabulary:
Marshy - a vegetative zone of brackish (a mixture of seawater and fresh water) or salt
water in the southern Everglades
Creek - a natural stream of water smaller than a river
Scarcely – barely
Hammock - scattered islands of hardwood trees and dense undergrowth which thrive on
slightly elevated spots in the Everglades
Wild Life:
Scarlet Ibis - wading birds with long, curved bills; they feed on crayfish and other
aquatic organisms
Cormorants - any of several large, widely distributed marine diving birds of the genus
Phalacrocorax, having dark plumage
Places:
Marshland - low-lying wet land with grassy vegetation; usually is a transition zone
between land and water
Plants:
Cypress Trees - any of numerous evergreen conifers of the genus Cupressus of north
temperate regions having dark scale like leaves and rounded cones
Palmetto Bush - the pointy bush is the Palmetto, you see them a lot in the Florida
Everglades
Activity:
During Reading:
The teacher will lead the lesson by stating: As we read today, I want you to think about
the physical features of Florida. [Begin reading page 77 aloud. Continue reading,
stopping at points in the story that describe physical features of Florida. After reading
these particular statements as you come across them in text, provide time for students
to turn and talk about the statements.]
Page 77: “As long as we didn’t get stuck in the Gulf Stream, there wouldn’t be any
trouble.” (What could result if they got stuck in the Gulf Stream?)
Page 78: “None of us, not even Tiger, had any idea cypress could get so big.” (Why do
you think they thought the cypress trees were smaller?)
Page 79: Look at the picture. (Why do you think everyone is smiling?)
Page 80: “The trees were draped with every kind and color of bird that I could imagine.
(How would you show your understanding of a rookery?)
Page 81: “Three. Two. One.” (Why do you think Tiger and Charlie had to shoot at the
same time?)
Page 82: “Tiger looked a little stunned, and I saw why.” (Why do you think Tiger was
stunned?)
Page 83: Look at the picture. (Compare the looks on everyone’s face to the smiling
picture on page 79. Why do you think they are not smiling anymore?)
Page 84: “According to Lillie, we killed egrets and all different kinds of herons, including
blue, white, green and Louisiana, along with ibis and cormorants.” (How do you think
Lillie knew what kinds of birds they were?)
Wrap-up:
Now that we can identify the physical features of Florida, were your predictions correct?
Let's talk about them. [Allow students several minutes to respond.]
Show this video clip - Gatorland Breeding Marsh and Bird Rookery
Show the power point: Gatorland’s Rookery.
Daily Assessment:
By listening in to the conversations and reviewing the notebook entry, take note of
students who will need the Social Studies concept reviewed or re-explained.
Benchmarks:
SS.4.G.1.1 - Identify physical features of Florida.
LA.4.1.6.2 - Listen to, read, and discuss both familiar and conceptually challenging text.
LA.4.2.1.2 - Identify and explain the elements of plot structure, including exposition,
setting, character development, problem/resolution, and theme in a variety of fiction.
The Adventures of Charlie Pierce:
The Last Egret
Harvey Oyer III
Chapter Ten: Lillie Makes a New Friend
Student Targets:
I can describe life in Florida in the late 1800s.
I can listen to and read a challenging text.
I can identify and explain elements of plot.
Materials:
Book: The Adventure of Charlie Pierce: The Last Egret by Harvey E. Oyer III
Multimedia: Internet Access
Equipment: LCD projector
Supplies: Notebook/Journal, Pencil
Warm-up:
Before Reading:
The teacher will lead the Warm-up by stating: Open your books and notebooks to where
we left off in our story. Today we will read chapter 10, “Lillie Makes a New Friend.”
Before we read, turn and talk about your prediction based on what has happened so far
and the title of chapter 10, “Lillie Makes a New Friend.” [Circulate and listen in to
students’ conversations. Provide support for students who struggle with predictions
based on previous events and the title.]
Vocabulary:
Cure - to treat food (such as meat, cheese or fish) by one of several methods in order to
preserve it
Carcasses - the dead body of an animal especially one slaughtered and dressed for
food
Raccoon - a North American mammal that served as an important food source for
pioneers
Activity:
During Reading:
The teacher will lead the lesson by stating: As we read today, I want you to think about
life in Florida in the late 1800s. [Begin reading page 85 aloud. Continue reading,
stopping at points in the story that describe life in Florida in the late 1800s. After reading
these particular statements as you come across them in text, provide time for students
to turn and talk about the statements.]
Page 85: “The pile of bird carcasses was soon as high as my waist, and pretty soon,
Tiger had stopped cleaning birds and just stood looking at the pile of dead birds.” (What
do you think made Tiger stop and look at all of the bird carcasses?)
Page 86: “They respected nature and all of God’s creatures, and they never cut
something down or killed something without thanking the plant or animal for giving its
life to support them.” (Can you assess the value or importance of this statement as it
relates to the Seminole Indians?)
Page 87: “’We found him,’ Lillie said. ‘He’s gonna help us eat all this bird.’” (Do you
agree with Lillie for justifying bringing the raccoon to help eat the bird meat?)
Page 88: Look at the picture. (Why do you think Lillie and Tiger are happy again?)
Page 89: “’I’m gonna call him Bandit,’ Lillie said.” (Do you think that is a good name for
the raccoon?)
Wrap-up:
After Reading:
The teacher will lead the Wrap-up by stating: Now that we can describe life in Florida in
the late 1800s. [Show this video clip - Raccoon and discuss raccoons and how they are
not appropriate pets because they are wild animals and many have rabies.]
Daily Assessment:
By listening in to the conversations and reviewing the notebook entry, take note of
students who will need the Social Studies concept reviewed or re-explained.
Benchmarks:
SS.4.G.1.1 - Identify physical features of Florida.
LA.4.1.6.2 - Listen to, read, and discuss both familiar and conceptually challenging text.
LA.4.2.1.2 - Identify and explain the elements of plot structure, including exposition,
setting, character development, problem/resolution, and theme in a variety of fiction.
The Adventures of Charlie Pierce:
The Last Egret
Harvey Oyer III
Chapter Eleven: The Falcon
Student Targets:
I can describe life in Florida in the late 1800s.
I can listen to and read a challenging text.
I can identify and explain elements of plot.
Materials:
Book: The Adventure of Charlie Pierce: The Last Egret by Harvey E. Oyer III
Handouts: Venn Diagram
Multimedia: Internet Access
Equipment: LCD projector
Visuals: A Visit to the Drugstore and General Store
Supplies: Notebook/Journal
Warm-up:
Before Reading:
The teacher will lead the Warm-up by stating: Open your books and notebooks to where
we left off in our story. Today we will read chapter 11, “The Falcon.” Before we read,
turn and talk about your prediction based on what has happened so far and the title of
chapter 11, “The Falcon.” [Circulate and listen in to students’ conversations. Provide
support for students who struggle with predictions based on previous events and the
title.]
Vocabulary:
Peppered - asked a lot of questions
Village - a community of people smaller than a town
Quinine - a bitter alkaloid extracted from chinchona bark; used in malaria therapy
Laudanum - a tincture of opium, once widely used for various medical purposes
Rapids - section of a river where the current speeds up and flows turbulently over and
around boulders, ledges, shallows, drop-offs, and so on; whitewater
Places:
Brickell Trading Post - the biggest trading post in Biscayne Bay
People:
Julia Sturtevan Tuttle - bought land south down the bay and convinced Henry Flagler to
extend his railroad south from Palm Beach to Miami
William & Mary Brickell - owners of Brickell Trading Post
Activity:
During Reading:
The teacher will lead the lesson by stating: As we read today, I want you to think about
life in Florida in the late 1800s. [Begin reading page 891 aloud. Continue reading,
stopping at points in the story that describe life in Florida in the late 1800s. After reading
these particular statements as you come across them in text, provide time for students
to turn and talk about the statements.]
Page 91: “Cat-sa, he barley whispered.” (What do you think cat-sa means?)
Page 92: “It might be safer for us to shoot them.” (Would it be better if they shot the
panthers?)
Page 93: Look at the picture. (Why do you think Tiger didn’t want to shoot the
panthers?)
Page 94: “Can you believe this, Charlie! This must be worth one hundred dollars right
here.” (Could Guy determine the amount of money the plumes were worth?)
Page 95: “It was another meal of dried bird, but I didn’t complain because Tiger was
still looking upset about all those wasted birds.” (What might have happened if Charlie
complained about eating more dried bird?)
Page 96: “You’re planning to sail that up the river? She asked, pointing to the
Magellan.” (What conclusion can you draw from this statement?)
Page 97: Look at the picture. (Why do you think Charlie’s boat the Magellan is the
biggest boat?)
Page 98: “I can sell you that little boat right there. She’s called the Falcon. Matter of
fact, it was another plume hunter that left it here in exchange.” (Do you think the Falcon
will be helpful in finding the Egret plumes?)
Page 99: “It was hard to believe we’d bought ourselves a little boat for just one
afternoon’s worth of work.” (Do you think this became a motivating factor in continuing
the hunt for Egret plumes?)
Page 100: “Guy and Louis took the medicine as soon as I handed it over, making faces
at the bitterness and awful taste.” (What could have happened if Guy and Louis had not
gotten any medicine?)
Wrap-up:
After Reading:
The teacher will lead the Wrap-up by stating: Now that we can describe life in Florida in
the late 1800s, let's compare the Brickell Trading post to a Walmart using a Venn
diagram.
Show this video clip – A Visit to the Drugstore and General Store.
Daily Assessment:
By listening in to the conversations and reviewing the notebook entry, take note of
students who will need the Social Studies concept reviewed or re-explained.
Benchmarks:
SS.4.A.4.2 - Describe pioneer life in Florida.
LA.4.1.6.2 - Listen to, read, and discuss both familiar and conceptually challenging text.
LA.4.2.1.2 - Identify and explain the elements of plot structure, including exposition,
setting, character development, problem/resolution, and theme in a variety of fiction.
Name: _________________________________________________ Date: __________________
Venn Diagram
Directions: Analyze two categories that overlap. Similarities go in
the middle shared section. Differences are listed in the outer areas.
1st Topic: _________________________ 2nd Topic: _________________________
© Freeology.com
The Adventures of Charlie Pierce:
The Last Egret
Harvey Oyer III
Chapter Twelve: Seminole Village
Student Targets:
I can listen to and read a challenging text.
I can identify and explain elements of plot.
Materials:
Book: The Adventure of Charlie Pierce: The Last Egret
Multimedia: Internet Access
Equipment: LCD projector, Document Camera/Overhead
Visuals: Doll Making Activity, Seminole History, Seminole Wars, Patchwork Clothing
Worn by the Seminoles
Supplies: Notebook/Journal, pencil, paper, chart paper, doll making supplies
Warm-up:
Before Reading:
The teacher will lead the Warm-up by stating: Open your books and notebooks to where
we left off in our story. Today we will read chapter 12, “Seminole Village.” Before we
read, turn and talk about your prediction based on what has happened so far and the
title of chapter 12, “Seminole Village.” [Circulate and listen in to students’ conversations.
Provide support for students who struggle with predictions based on previous events
and the title.]
Vocabulary:
Deed - a legal document signed and sealed and delivered to affect a transfer of property
and to show the legal right to possess it
Chickee hut - a shelter supported by posts, with a raised floor, a thatched roof and open
sides
Places:
Dade County Court House - a place to record birth certificates and property deeds
Fort Dallas - buildings built during the Seminole Wars; later renamed Miami
Seminole Village - a community of Seminole Indians
People:
Jumper Osceola - a descendant of Chief Osceola, the most famous of all the Seminoles
Activity:
During Reading:
The teacher will lead the lesson by stating: As we read today, I want you to think about
the way of life of the Seminole Indians in the late 1800s. [Begin reading page 101
aloud. Continue reading, stopping at points in the story that describe life in Florida in the
late 1800s. After reading these particular statements as you come across them in text,
provide time for students to turn and talk about the statements.]
Page 101: “The river tumbled toward us down a bunch of small waterfalls, one after the
other, stretching for about 50 feet.” (What approach would you use to get up the
rapids?)
Page 102: “We were actually heading into the Everglades, and I wondered whether the
others were thinking the same thing I was: How many rookeries are hidden in there?”
(Do you think the others were thinking this?)
Page 103: “The Seminoles looked unhappy to see us until Tiger waved with his paddle
and yelled a greeting in the Seminole language.” (Why was it better that Tiger said
something instead of Charlie?)
Page 104: Look at the picture. (Why do you think the Seminole Indians were coming to
the boats?)
Page 105: “Now only conti hateka left is the conti hateka deep in Pa-Hay-Okee,’
Jumper said. ‘Where white man can’t find it.” (Why did Jumper stress that white man
can’t find the conti hateka?)
Page 106: “He said my grandfather was proud warrior, that he is ashamed now that I
am doing white man things.” (How do you think this statement affected Tiger?)
Page 107: “I wanted to explain to them about Papa’s land, but I knew they wouldn’t
understand." (Do you think the Seminoles would understand?)
Page 108: “They boiled up a foul-smelling tea from the leaves and roots in the bag and
drank it.” (Would you have drank the tea?)
Page 109: “I was surprised Jumper would help us after last night, but we were grateful
for every bit of help we could get.” (Why do you think Jumper loaned them his dugout
canoe?)
Have the students make a Seminole doll. Go to this website for directions: Doll Making
Activity
Wrap-up:
After the students have finished making their dolls, review the chapter with them and
remind them that the coontie plant was the ingredient used in making the Seminole
bread and that the white settlers had used up much of this plant. The coontie plant
takes 30 years to mature. Also, have a discussion about the reason why Jumper
Osceola frowned at the group when he learned that they were going into the area of the
Keys where the snowy egret had their great rookeries.
Daily Assessment:
By listening in to the conversations and reviewing the notebook entry, take note of
students who will need the Social Studies concept reviewed or re-explained.
Other Activities:
The teacher will ask the students what they know about the Seminoles. Then take them
to the following websites:
Seminole History
Seminole Wars
The teacher can tell the students that many African-American slaves who became freed
white men joined the Seminole tribe. The Seminole tribe took them in because of their
dislike of slavery. Black Seminoles
Another interesting fact about the Seminoles was their patchwork clothing. For a history
of this, explore this website: Patchwork Clothing Worn by the Seminoles.
Have students view this video of Seminole Wind.
Seminole Wind
Here are the lyrics:
Seminole Wind
Ever since the days of old
Men would search for wealth untold
They'd dig for silver and for gold
And leave the empty holes;
And way down south in the Everglades
Where the black water rolls and the saw grass waves
The eagles fly and the otters play
In the land of the Seminole;
Chorus
So blow, blow Seminole wind
Blow like you're never gonna blow again;
I'm callin' to you like a long-lost friend
But I don't know who you are;
And blow, blow from the Okeechobee
All the way up to Micanopy (pronounced: Meh-can-o-pee)
Blow across the home of the Seminole
The aligator and the gull
Progress came and took its toll
And in the name of flood control
They made their plans and they drained the land
Now the Glades are goin' dry
And the last time I walked in the swamp
I stood up on a cypruss stump
I listened close and I heard the ghost
Of Oseola cry
(Chorus X2)
Benchmarks:
LA.4.1.6.2 - Listen to, read, and discuss both familiar and conceptually challenging text.
LA.4.2.1.2 - Identify and explain the elements of plot structure, including exposition,
setting, character development, problem/resolution, and theme in a variety of fiction.
The Adventures of Charlie Pierce:
The Last Egret
Harvey Oyer III
Chapter Thirteen: The Plume Hunters’ Camp
Chapter Fourteen: To the Ends of the Earth
Student Targets:
I can identify the physical features of Florida.
I can listen to and read a challenging text.
I can identify and explain elements of plot.
Materials:
Book: The Adventure of Charlie Pierce: The Last Egret
Handouts: Multimedia: Internet Access
Equipment: LCD projector/Document Camera/Overhead
Visuals: Cape Sable, The Magnificent Manatee, Save the Manatee Club, Seminoles,
Supplies: Notebook/Journal, Pencil
Warm-up:
Before Reading:
The teacher will lead the Warm-up by stating: Open your books and notebooks to where
we left off in our story. Today we will read chapters 13 and 14, “The Plume Hunters’
Camp” and “To the Ends of the Earth.” Before we read, turn and talk about your
prediction based on what has happened so far and the title of chapters 13 and 14, “The
Plume Hunters’ Camp” and “To the Ends of the Earth.” [Circulate and listen in to
students’ conversations. Provide support for students who struggle with predictions
based on previous events and the title.]
Vocabulary:
Places:
Sawgrass Marshes - a huge shallow river 50 miles wide and 120 miles long running
from Lake Okeechobee in the north to the Florida Bay in the south
Cape Sable - a cape at the southwest tip of Florida; the southernmost part of the United
States mainland Chapter 14 casks - a cylindrical container that holds liquids
Wild Life:
Leatherback Turtle - the largest of all living sea turtles
Snook - large tropical American food and game fishes of coastal and brackish waters
Manatee - large, fully aquatic, mostly herbivorous marine mammals sometimes known
as sea cows
Food:
Turtle soup - soup or stews made from the flesh of the turtle
Activity:
During Reading:
The teacher will lead the lesson by stating: As we read today, I want you to think about
the physical features of Florida. [Begin reading page 111 aloud. Continue reading,
stopping at points in the story that identify the physical features of Florida. After reading
these particular statements as you come across them in text, provide time for students
to turn and talk about the statements.]
Page 111: “I found out the hard way that it’s also a bad idea to try grabbing sawgrass –
the sharp blades stick into your hand.” (Based on what you know, how would explain
sawgrass to someone?)
Page 112: “The Everglades were unlike any place I had ever seen.” (Why do you think
Charlie had never seen the Everglades before?)
Page 113: “’Ug,’ Guy said. ‘That smells even to me and my nose is plugged.’” (What do
you think is causing the bad smell?)
Page 114: “We would paddle to islands, going deeper and deeper into Pa-Hay-Okee,
but every time, we found piles of dead birds and campsites where hunters had stayed.”
(What inference can you make from this statement?)
Page 115: “I put my finger on a place on the map all the way on the southern tip of
Florida. It was called Cape Sable.” (Do you think it would be better to go to Cape
Sable?)
[Show the students a Florida map. Show them where Cape Sable is and why the Guy
Bradley called it the "end of the earth." Cape Sable is where the Everglades National
Park is located. Cape Sable]
Page 116: “They sent us away with smiles the next morning as we loaded up the Falcon
and headed back down the Miami River for a place that Guy had nicknamed ‘the end of
the earth.'” (What conclusion can you draw from this statement?)
Page 117: “I don’t know what the others were thinking, but I was thinking about all those
empty rookeries and hoping that I hadn’t made a mistake.” (What would you
recommend to Charlie?)
Page 118: “A huge manatee was rolling in the warm water of the cove.” (What is the
relationship between warm water and manatees?)
Page 119: Look at the picture. (Can you explain what is meant by seeing all of the
manatees?)
[Talk to the students about manatees and take them to the website: The Magnificent
Manatee. The Save the Manatee Club is another great website on manatees. Perhaps
the class can adopt a manatee or it can be a school project.]
Page 120: “I knew from Papa and Uncle Will that Cape Sable was just about as wild
and far-off a place as you could find in the United States and that, if you headed north
up the Cape, you could find rivers and channels that led up into the heart of Pa-HayOkee.” (What would you cite to defend Charlie’s plan?)
Page 121: “We were heading to a place where surely no plume hunters had been, a
place where I was convinced we would find a rookery of snowy egrets.” (Do you agree
with Charlie’s conviction?)
Wrap-up:
The teacher will lead the Wrap-up by stating: Now that we can identify the physical
features of Florida, list the different items that Charlie and the group found in the
Everglades and on their journey. [Provide students with time to respond.] In what
ways can this story be a science fiction story? What is science fiction? [Provide time for
students to respond.]
Daily Assessment:
By listening in to the conversations and reviewing the notebook entry, take note of
students who will need the Social Studies concept reviewed or re-explained.
Benchmarks:
SS.4.G.1.1 - Identify physical features of Florida.
LA.4.1.6.2 - Listen to, read, and discuss both familiar and conceptually challenging text.
LA.4.2.1.2 - Identify and explain the elements of plot structure, including exposition,
setting, character development, problem/resolution, and theme in a variety of fiction.
The Adventures of Charlie Pierce:
The Last Egret
Harvey Oyer III
Chapter Fifteen: Man Overboard!
Student Targets:
I can identify the physical features of Florida.
I can identify and explain elements of plot.
I can listen to and read a challenging text.
Materials:
Book: The Adventure of Charlie Pierce: The Last Egret by Harvey E. Oyer III
Multimedia: Internet Access
Equipment: LCD projector/Document Camera/Overhead
Visuals: The Poetry of Dolphins, The Dolphins, The Dolphin Research Center,
Supplies: Notebook/Journal, Pencil
Warm-up:
Before Reading:
The teacher will lead the Warm-up by stating: Open your books and notebooks to where
we left off in our story. Today we will read chapter 15, “Man Overboard!” Before we
read, turn and talk about your prediction based on what has happened so far and the
title of chapter 15, “Man Overboard!” [Circulate and listen in to students’ conversations.
Provide support for students who struggle with predictions based on previous events
and the title.]
Vocabulary:
Stern - the rear part of a ship or boat
Treading - an aspect of swimming that involves a swimmer staying in a vertical position
in the water whilst keeping his or her head (at least) above the surface of the water
Wild Life:
Bull Shark - a common shark in temperate and tropical coastal waters worldwide;
heavy-bodied and dangerous
Spotted Dolphin - a dolphin found in the Gulf Stream of the North Atlantic Ocean
Food:
Mangrove Snapper - grey snapper: found in shallow waters off the coast of Florida
Grouper - flesh of a saltwater fish similar to sea bass
Activity:
During Reading:
The teacher will lead the lesson by stating: As we read today, I want you to think about
the physical features of Florida. [Begin reading page 123 aloud. Continue reading,
stopping at points in the story that identify the physical features of Florida. After reading
these particular statements as you come across them in text, provide time for students
to turn and talk about the statements.]
Page 123: “I had no idea how we were going to sail across the mud bank, so I told Lillie
to climb up to the top of the mast and see if she could find a channel through.” (What
might happen if the boat got stuck in the mud?)
Page 124: “I’d seen a lot of beautiful water before, but Card Sound was just about the
prettiest water yet.” (How would you rephrase the meaning of “about the prettiest water
yet”?)
Page 125: “Louis wasn’t on the boat.” (What do you think happened to Louis?)
Page 126: “We all knew about bull sharks – they were the most dangerous sharks in
Florida waters.” (How would you classify the situation with the sharks?)
Page 127: “And there were more dolphins swimming in protective circles around him!”
(How were the dolphins protecting Louis?)
Page 128: Look at the picture. (What is the relationship between the dolphins and
Louis?)
Page 129: “In pretty quick order, he caught us two large mangrove snapper and a small
grouper, and we had a fine meal of fish and pickled vegetables before we settled in for
another night on the boat.” (What conclusion can you draw from this statement?)
As a concluding activity, the teacher may ask the students if they have ever seen
dolphins and if they know about their intuitiveness. Additionally, go to the website on
dolphins: The Poetry of Dolphins. Have the students write their own poetry about the
dolphins.
Wrap-up:
After Reading:
The teacher may ask students to read their poetry to their groups or the whole class.
If time permits, show the students this film from Discovery Streaming The Dolphins.
.
Daily Assessment:
By listening in to the conversations and reviewing the notebook entry, take note of
students who will need the Social Studies concept reviewed or re-explained.
Other Activities:
Students can research the dolphins at The Dolphin Research Center.
Benchmarks:
SS.4.G.1.1 - Identify physical features of Florida.
LA.4.1.6.2 - Listen to, read, and discuss both familiar and conceptually challenging text.
LA.4.2.1.2 - Identify and explain the elements of plot structure, including exposition,
setting, character development, problem/resolution, and theme in a variety of fiction.
The Adventures of Charlie Pierce:
The Last Egret
Harvey Oyer III
Chapter Sixteen: Into the Jungle
Student Target:
I can identify the physical features of Florida.
I can listen to and read a challenging text.
I can identify and explain elements of plot.
Materials:
Book: The Adventure of Charlie Pierce: The Last Egret by Harvey E. Oyer III
Multimedia: Internet Access
Equipment: LCD projector/Document Camera/Overhead
Visuals: Florida Map, Florida Keys, Stories of Pirates of the Florida Keys, Cypress
Trees in Florida, Spanish Moss, Coontie Plant
Supplies: Notebook/Journal, Pencil
Warm-up:
Before Reading:
The teacher will lead the Warm-up by stating: Open your books and notebooks to where
we left off in our story. Today we will read chapter 16, “Into the Jungle.” Before we
read, turn and talk about your prediction based on what has happened so far and the
title of chapter 16, “Into the Jungle.” [Circulate and listen in to students’ conversations.
Provide support for students who struggle with predictions based on previous events
and the title.]
Vocabulary:
Profusion - an abundant quantity
Wild Life:
Pelican - large, long-winged warm-water seabird having a large bill with a distensible
pouch for fish
Osprey - large, harmless hawk found worldwide that feeds on fish and builds a bulky
nest often occupied for years
Hawk - diurnal bird of prey typically having short rounded wings and a long tail
Eagles - any of various large keen-sighted diurnal birds of prey noted for their broad
wings and strong soaring flight
Places:
The Keys - a coral reef off the southern coast of Florida
Florida Bay - the bay located between the southern end of the Florida mainland (the
Florida Everglades) and the Florida Keys
Ponce de Leon Bay - a bay on the Gulf of Mexico in southwestern Florida in the United
States
Shark River - the Shark River is a major distributary of the Harney River in the
southwestern portion of Everglades National Park
Activity:
During Reading:
The teacher will lead the lesson by stating: As we read today, I want you to think about
the physical features of Florida. [Begin reading page 131 aloud. Continue reading,
stopping at points in the story that identify the physical features of Florida. After reading
these particular statements as you come across them in text, provide time for students
to turn and talk about statements.]
Page 131: “The Keys are a long string of islands that kind of fall off the southern tip of
Florida like bread crumbs.” (How would you describe the way the Keys look on a map?)
Page 132: “Whoever drew the charts I was using to navigate had clearly never been on
the river.” (Can you assess the value or importance of the charts?)
Page 133: Look at the picture. (What are the parts or features of the map?)
Page 134: “These birds weren’t afraid of human beings at all, which only convinced us
further that we were the first hunters to have come this far.” (What other information
from this chapter would you use to support this statement?)
Page 135: “But I wouldn’t be satisfied now with anything other than snowy egrets, not
after we’d come so far.” (What is your opinion of this statement?)
Page 136: “The traveling got harder and harder as the sawgrass gave way to cypress
trees and mud flats.” (What conclusion can you draw from this statement?)
Page 137: Look at the picture. (What conclusions can you draw from this picture?)
Page 138: “We loaded all the remaining supplies into Tiger’s canoe until there wasn’t
room for any people, and then we set off wading through warm, chest-deep water
among the cypress with the dugout canoe in tow.” (Based on what you know, how
would you explain everyone wading through the deep water?)
Wrap-up:
After Reading:
The teacher will show the map of Florida and trace how the group has made it to the top
of the Florida Keys. Guide the students through Ponce De Leon Bay which was named
after the explorer who discovered Florida in 1513. Take them through the Shark River
and ask them to imagine what they would feel like if they were charting through territory
yet undiscovered. Remind the students that the Seminoles had not even explored this
territory because of the danger. Florida Map
Daily Assessment:
By listening in to the conversations and reviewing the notebook entry, take note of
students who will need the Social Studies concept reviewed or re-explained.
Other Activities/Resources
As needed, the following resources may be used.
1. Tell the students that there were pirates that looted and anchored off the Florida
Keys. Some of the stories can be found at: Stories of Pirates of the Florida Keys.
2. Read the following to the students from the website: Florida Keys.
3. As land masses go, Florida is a mere child, having emerged from the sea as recently
as 20 to 30 million years ago. For eons, its bedrock base lay beneath the warm waters
of the southern sea. Slowly, it collected sediment, building limestone deposits that
would eventually rise above the surface. As distant glaciers froze and melted, the seas
rose and fell, forming and reforming the shores of Florida, depositing silt and bits of sea
life. Have the students write a reflection, imagining they are there at the beginning when
Florida was a mere child.
4, Show pictures of the following and have them create sketches of the plant life.
Cypress Trees in Florida
Spanish Moss
Coontie Plant
Benchmarks:
SS.4.G.1.1 - Identify physical features of Florida.
LA.4.1.6.2 - Listen to, read, and discuss both familiar and conceptually challenging text.
LA.4.2.1.2 - Identify and explain the elements of plot structure, including exposition,
setting, character development, problem/resolution, and theme in a variety of fiction.
The Adventures of Charlie Pierce:
The Last Egret
Harvey Oyer III
Chapter Seventeen: The Lost Village
Student Targets:
I can identify the physical features of Florida.
I can listen to and read a challenging text.
I can identify and explain elements of plot.
Materials:
Book: The Adventure of Charlie Pierce: The Last Egret by Harvey E. Oyer III
Multimedia: Internet Access
Equipment: LCD projector/Document Camera/Overhead
Visuals: History of Florida, Website Activity on the Paleo-Indians of Florida, Vocabulary
Chapter 17
Supplies: Notebook/Journal, pencil, drawing paper, markers
Warm-up:
Before Reading:
The teacher will lead the Warm-up by stating: Open your books and notebooks to where
we left off in our story. Today we will read chapter 17, “The Lost Village.” Before we
read, turn and talk about your prediction based on what has happened so far and the
title of chapter 17, “The Lost Village.” [Circulate and listen in to students’ conversations.
Provide support for students who struggle with predictions based on previous events
and the title.]
Vocabulary:
Arrowhead - the pointed head or striking tip of an arrow
Plants:
Oak Tree - a deciduous tree of the genus Quercus; has acorns and lobed leaves
Gumbo Limbo - tropical American tree yielding a reddish resin used in cements and
varnishes
Wild Cinnamon - large evergreen shrub or small tree having white aromatic bark and
leathery leaves and small purple to red flowers in terminal cymes
Moon Vine - a species of night-blooming morning-glory
Activity:
During Reading:
The teacher will lead the lesson by stating: As we read today, I want you to think about
the physical features of Florida. [Begin reading page 139 aloud. Continue reading,
stopping at points in the story that identify the physical features of Florida. After reading
these particular statements as you come across them in text, provide time for students
to turn and talk about the statements.]
Page 139: “It seemed as if we were in that water forever, until the ground began to rise
and we gradually climbed up onto a solid spit of land.” (Why did Charlie choose to call
the land "a solid spit of land"?)
Page 140: Look at the picture. (What facts can you compile from the picture?)
Page 141: “All the time we walked, my mind filled with images of who could be this deep
in the swamp.” (Who do you think could have been this deep in the swamp?)
Page 142: “The trees here were smaller and younger, as if this place had once been
open to the sky above, and there was a huge pile of old shells in the middle, at least as
high as my waist.” (What do you think the function of the huge pile of old shells in the
middle was?)
Page 143: “She had found a fire pit – except this fire pit was different from the rest of
the place because it had fresh ashes in it.” (What was significant about the fresh
ashes?)
Page 144: “They rushed after me, each staring in wonder at the rookery across the
water.” (What conclusion can you draw from this statement?)
Page 145: “'Tomorrow,’ I said. ‘We’ll get’em tomorrow.'” (Why do you think Charlie
wanted to wait until tomorrow instead?)
Wrap-up:
After Reading:
After completing the chapter, reread with the students page 142-143. Tell them that in
prehistoric times, the tribes that settled in southern Florida along the coastal regions
relied on fish and shellfish for survival. It turned out that this area was abundant with
fish and wildlife. The Calusas farmed the sea. They created systems of lagoons for
oyster beds and stone holding pens for sea turtles, mullet, and other fish. Thousands of
years before Columbus, the Calusas had a trading system across southern Florida
through the Everglades. When Charlie and his friends come across this lost village, it is
most likely the ancestors of the Calusas that made these shell mounds or middens.
Most common in the area are shell mounds, composed of millions of oyster and clam
shells and, along the St. Johns River, freshwater snails. These mounds are actually
huge shell middens or piles of prehistoric trash, the aggregate of innumerable ancient
meals. Over time, the smaller piles of refuse became larger trash heaps and eventually
were formed into the mountains of debris we know as shell mounds.
The shell mounds are comparable to modern-day landfills. By excavating through the
layers and layers of prehistoric trash, archaeologists can tell which types of foods were
eaten by Florida’s first people and how the native diet changed over the centuries. Most
of the shell mounds and lesser middens in the area are packed full of fish bone,
indicating that prehistoric coastal and river dwellers had a preference for fish.
But the mounds contain materials other than shell debris. Important artifacts, such as
shell, bone, and stone tools, along with an abundance of pottery shards, reveal much
about the everyday activities of the natives who once lived on or near the site. These
sites may also have been living spaces for our prehistoric ancestors or monuments.
Some of the largest in the world are here in Florida, the largest in Volusia County.
Have the students draw what they imagine a shell mound to be. Have them share with
the class and name their monuments to prehistoric times.
Daily Assessment:
By listening in to the conversations and reviewing the notebook entry, take note of
students who will need the Social Studies concept reviewed or re-explained.
Benchmarks:
SS.4.G.1.1 - Identify physical features of Florida.
LA.4.1.6.2 - Listen to, read, and discuss both familiar and conceptually challenging text.
LA.4.2.1.2 - Identify and explain the elements of plot structure, including exposition,
setting, character development, problem/resolution, and theme in a variety of fiction.
JOURNAL
for
The Adventures of Charlie Pierce
The Last Egret
By Harvey E. Oyer III
Name ____________________
Chapter One: Two Pounds of Grits
Answer the following questions in the space provided below. What do you think
the chapter will be about? What did you learn?
I predict __________________________________________________________
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I learned __________________________________________________________
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Chapter Two: Papa’s Secret
Answer the following questions in the space provided below. What do you think
the chapter will be about? What did you learn?
I predict __________________________________________________________
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I learned __________________________________________________________
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Chapter Three: A Stranger Visits
Answer the following questions in the space provided below. What do you think
the chapter will be about? What did you learn?
I predict __________________________________________________________
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I learned __________________________________________________________
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Chapter Four: For Sale!
Answer the following questions in the space provided below. What do you think
the chapter will be about? What did you learn?
I predict __________________________________________________________
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I learned __________________________________________________________
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Chapter Five: Friends to the Rescue
Answer the following questions in the space provided below. What do you think
the chapter will be about? What did you learn?
I predict __________________________________________________________
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Chapter Six: On Our Own
Answer the following questions in the space provided below. What do you think
the chapter will be about? What did you learn?
I predict __________________________________________________________
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Chapter Seven: A Stowaway
Answer the following questions in the space provided below. What do you think
the chapter will be about? What did you learn?
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Lillie Pierce
Chapter Eight: Lettuce Lake
Answer the following questions in the space provided below. What do you think
the chapter will be about? What did you learn?
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Chapter Nine: The Rookery
Answer the following questions in the space provided below. What do you think
the chapter will be about? What did you learn?
I predict __________________________________________________________
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Chapter Ten: Lillie Makes a Friend
Answer the following questions in the space provided below. What do you think
the chapter will be about? What did you learn?
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Chapter Eleven: The Falcon
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the chapter will be about? What did you learn?
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Chapter Twelve: Seminole Village
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the chapter will be about? What did you learn?
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Chapter Thirteen: The Plume Hunters’ Camp
Answer the following questions in the space provided below. What do you think
the chapter will be about? What did you learn?
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Chapter Fourteen: To the End of the Earth
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the chapter will be about? What did you learn?
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Chapter Fifteen: Man Overboard!
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the chapter will be about? What did you learn?
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Chapter Sixteen: Into the Jungle
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the chapter will be about? What did you learn?
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Chapter Seventeen: The Lost Village
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the chapter will be about? What did you learn?
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I learned __________________________________________________________
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Chapter Eighteen: The Last Egret
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the chapter will be about? What did you learn?
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The Adventures of Charlie Pierce:
The Last Egret
Harvey Oyer III
Chapter 18: The Last Egret
Student Targets:
I can explain how citizens can make a difference and stand up for an ideal.
I can listen to and read a challenging text.
I can identify and explain elements of plot.
Materials:
Book: The Adventure of Charlie Pierce: The Last Egret by Harvey E. Oyer III
Multimedia: Internet Access
Equipment: LCD projector/Document Camera/Overhead
Visuals: Department of the Interior, Migratory Birds, National Park Service, Eco-Tour
and Music of the Everglades
Supplies: Notebook/Journal, pencil, drawing paper, markers
Warm-up:
Before Reading:
The teacher will lead the Warm-up by stating: Open your books and notebooks to where
we left off in our story. Today we will read chapter 18, "The Last Egret.” Before we
read, turn and talk about your prediction based on what has happened so far and the
title of chapter 18, “The Last Egret.” [Circulate and listen in to students’ conversations.
Provide support for students who struggle with predictions based on previous events
and the title.]
Vocabulary:
Flock - flock is a group of birds conducting flocking behavior in flight, or while foraging
Plants:
Fig Tree - any moraceous tree of the tropical genus Ficus; produces a closed pearshaped receptacle that becomes fleshy and edible when mature
Orchids - is the largest family of the flowering plants (Angiospermae)
Air Plants - an epiphyte is a plant that grows upon another plant (such as a tree) nonparasitically or sometimes upon some other object (such as a building or a telegraph
wire), derives its moisture and nutrients from the air and rain and sometimes from debris
accumulating around it
Activity:
During Reading:
The teacher will lead the lesson by stating: As we read today, I want you to think about
the physical features of Florida. [Begin reading page 147 aloud. Continue reading,
stopping at points in the story that identify the physical features of Florida. After reading
these particular statements as you come across them in text, provide time for students
to turn and talk about the statements.]
Page 147: “'So are guys really going to shoot those birds tomorrow?’ Lillie asked.”
(Why do you think Lillie asked this question?)
Page 148: “I mean, I can understand you shooting the herons and things we got close
by home, but how do you know that’s not every snowy egret left in the world?” (Do you
think Lillie approves of killing the snowy egrets?)
Page 149: Look at the picture. (What do you think Charlie is thinking about?)
Page 150: “'You shouldn’t kill those birds!’ Lillie said hotly.” (What else would you have
said if you were Lillie?)
Page 151: “Tiger looked up at me, and there was relief on his face. But something
else, too. He looked upset.” (Why was Tiger relieved and upset at the same time?)
Page 152: “I don’t know what Guy and Louis were thinking, but it was with a heavy
heart that I waded through the slowly moving water towards the big tree where the
snowy egrets buzzed and fluttered.” (Why do you think Charlie’s heart was heavy?)
Page 153: “Suddenly, in the presence of all that majesty, I was overcome with doubts.
What if Lillie was right?” (Suppose Charlie could get the needed money somewhere
else do you think he would continue?)
Page 154: “But all I could picture was five hundred skinned carcasses piled up back at
camp and Tiger looking at me over the fire with the same expression on his face that
Jumper Osceola wore.” (Based on what you know, how would you explain Charlie’s
thinking?)
Page 155: “I could feel the frustration rising. It seemed that every person I loved and
respected – my Papa, Tiger, the Seminoles, even Lillie – was lined up in my head,
telling me this was wrong.” (What would you recommend to Charlie?)
Page 155-156: “I raised my gun up, straight up into the air, and let a blast go into the
blue sky.” (Why do you think Charlie shot straight up into the air and not at the snowy
egrets?)
Page 157: Look at the picture. (Why is this picture significant?)
Wrap-up:
After Reading:
The teacher will ask the students, " What do birds symbolize?" Answers will vary.
Some the answers might include: freedom, hope, flying, etc.
The students will break up into groups and find their favorite passages from this
chapter. Have each group read their favorite passage and explain why they picked it.
Daily Assessment:
By listening in to the conversations and reviewing the notebook entry, take note of
students who will need the Social Studies concept reviewed or re-explained.
Benchmarks:
SS.4.C.2.1 - Discuss public issues in Florida that impact the daily lives of its citizens.
LA.4.1.6.2 - Listen to, read, and discuss both familiar and conceptually challenging text.
LA.4.2.1.2 - Identify and explain the elements of plot structure, including exposition,
setting, character development, problem/resolution, and theme in a variety of fiction.
Activities:
Take the students to the websites of some of the conservation organizations:
U.S. Fish and Wildlife: Department of the Interior
Office of Migratory Birds: Migratory Birds
The Everglades: National Park Service
I AM Cards
I AM a Florida Panther
(Mammal)
I AM an American Alligator
(Reptile)
I AM an Atlantic Ridley Turtle
(Reptile)
I AM a Green Turtle
(Reptile)
I AM a Hawksbill Turtle
(Reptile)
I AM an Arctic Peregrine Falcon
(Bird)
I AM a Brown Pelican
(Bird)
I AM a Cape Sable Seaside Sparrow
(Bird)
I AM an American Crocodile
(Reptile)
I AM an Indigo Snake
(Reptile)
I AM a Red Cockaded Woodpecker
(Bird)
I AM a Pink Shrimp
(Crustacean)
I AM a Key Largo Cotton Mouse
(Mammal)
I AM a River Otter
(Mammal)
I AM a Key Largo Wood Rat
(Mammal)
I AM a Southern Bald Eagle
(Bird)
I AM a West Indian Manatee
(Mammal)
I AM a Snail Kite
(Bird)
I AM a Green Anole
(Reptile)
I AM a Largemouth bass
(Fish)
I AM Sawgrass
(Plant)
I AM a Red Mangrove
(Plant)
I AM a Cypress Tree
(Plant)
I AM a Clamshell Orchid
(Plant)
I AM an Apple Snail
(Mollusk)
I AM a Tree Snail
(Mollusk)
I AM a Schaus’ Swallowtail Butterfly
(Insect)
I AM a South Florida Slash Pine
(Plant)
I AM Turtle Grass
(Brackish/saltwater aquatic plant)
I AM a Gumbo Limbo Tree
(Plant)
I AM a Scarlet King Snake
(Reptile)
I AM a Great Egret
(Bird)
SURVIVAL FACTORS
A major road is built across your habitat
dramatically increasing traffic.
Recreational power boaters ignore the
posted speed limit in your habitat.
Mercury contamination in the water is
ultimately affecting your food source.
Your habitat and lumber are used for
construction paper.
A hardwood hammock is cleared,
destroying your habitat.
People have released fish from their
aquariums into the Everglades and they
are overpopulating your habitat.
Fire has burned the pinelands.
A four year drought has affected the water
level in Lake Okeechobee and the
Everglades.
The East Everglades restoration project
restores the flow of water to an area that
has been dry for some time.
Your habitat is threatened by oil drilling in
Big Cypress National Preserve.
Human population growth increases.
A poacher has shot you illegally.
Not enough fresh water has reached the
Florida Bay estuary, making it too salty for
you to survive.
New zoning allows development nearby
but protects your critical habitat.
In the past, you were hunted for your
plume feathers which were used in ladies’
hats.
Drought and fire.
Because you are rare and beautiful, you
have been gathered or stolen by
collectors.
The exotic melaleuca tree has encroached
into your habitat.
An oil tanker has spilled thousands of
gallons of oil into Florida Bay.
Pesticides have polluted Everglades’
water.
An oil company is paid to test the effect of
oil drilling off the Florida Keys.
Agricultural fertilizers have washed into the
Everglades.
Silt from agriculture pollutes the water
entering Lake Okeechobee and the
Everglades.
You have been logged for building
materials and furniture.
The Adventures of Charlie Pierce:
The Last Egret
Harvey Oyer III
And Then There Were None
Student Target:
I can locate cultural features on a Florida map.
Materials:
Handouts: I AM cards, survival factors (attached)
Multimedia: Internet Access
Equipment: LCD projector
Visuals: Extinction
Supplies: 6 pieces of paper for each student, box, tape, scissors
Warm-up:
Background:
South Florida national parks are home to an awesome assortment of plants and
animals. Many of these habitats are being destroyed or changed by humans.
Departure of water, construction of roads, agricultural pollutants, and many other factors
affect the ecosystem and the plants and animals that live here. As habitats are ruined,
danger of extinction increases for these plants and animals. Today, Florida’s national
parks are home to fourteen threatened or endangered animal species.
Vocabulary:
Threatened - any species (including animals, plants, fungi, etc.) which are in danger of
extinction in the near future
Endangered - in imminent danger of extinction
Extinct - no longer in existence; lost or especially having died out leaving no living
representatives
Organism – any living thing
Population – number of individuals in a species
Activity:
Follow the steps below for students to play a game which teaches facts about
extinction.
1. Copy and cut the I AM cards. Cut six small strips of paper for each student.
2. Have the students stand in a large circle. Tape one of the I AM cards with the name
of an animal or plant to their shirts. The plants and wildlife are mostly endangered
species or ones that could become endangered. They are all native to South Florida.
3, Distribute the 6 pieces of paper to each student. Tell them that the paper represents
a population of organisms. Review the population concept. The populations
represented by the slips of paper given to the students are all the same size. Each slip
of paper represents hundreds of organisms.
4. Tell the students that you are going to read some statements. Give them the
following instructions: Everyone stand up in a circle. I am going to read some survival
factors. Each time I read a statement that limits or reduces your chances of survival, put
one of your slips of paper on the floor in front of you. Whenever I say, “Human
Population Growth is increasing,” everyone turns in a slip. When you have two slips left,
sit down on the floor and say, “I’m in big trouble.”
5. Draw the “survival factors” from a box and read them off one at a time. Continue to
draw factors until everyone is sitting. During the game, ask questions such as: How
many of you have slips left? How many have none? Is this game life-like? Why or why
not? What are the important ideas in this game?
6. Write the words EXTINCT and ENDANGERED on the chalkboard. Tell students that
their populations became endangered when they became small in number. Endangered
refers to any population of plants or animals in danger of extinction, yet some organisms
remain. Extinction is final. It means the plant or animal is “gone forever.”
7. Ask students to close their eyes and imagine a famous landmark like the Statue of
Liberty being torn down or losing a favorite possession that was never found. If they can
imagine that, then they have some share some ideas and feelings about extinction.
8. Tell students that there is an official list of endangered species. Plants and animals
are placed on this list after careful study and review by the Office of Endangered
Species, U.S. Fish and Wildlife Service. Due to protection for animals like the bald
eagle, the alligator, the brown pelican, and the arctic peregrine falcon, their populations
have recovered to sufficient sizes for these species to be taken off the endangered list.
Wrap-up:
After students have completed the game, the teacher may pose the following
questions. Students may respond in a written or verbal format.
1. What are factors that affect the survival of populations of plants and animals in South
Florida national parks?
2. Can you think of some factors that this game did not consider?
3. Does this game contain any facts? What are they? Are they accurate? How could you
find out?
4. Did populations have any choices? Why or why not?
5. How could this game be changed to make it even more like real life?
6. Does this game have any winners? How would you change this game to have
winners?
7. Do populations lose this game by chance?
.
Benchmark:
SS.4.G.1.2 - Locate and label cultural features on a Florida map.
The Adventures of Charlie Pierce:
The Last Egret
Harvey Oyer III
Epilogue: What Happened to Charlie, Lillie, and Their Friends?
Student Target:
I can identify and explain elements of plot.
Materials:
Computer
LCD Projector
The Last Egret
Document Camera
Drawing Paper
Warm-up:
Remind the students that Charlie was around twelve years old at the time of the story,
The Last Egret. Lillie was about ten, and Tiger was about the same age as Charlie.
During the lesson today, they will read about what happened to Charlie. Tiger's
life remains a mystery to this day. Have the students write what they think happened to
Lillie and Tiger after the story ended. After they finish, have a discussion about their
different answers and theories.
Vocabulary:
Providencia- Spanish shipwreck that carried 20 thousand pounds of coconuts giving
Palm Beach County and West Palm Beach their names in 1909
Great Floridian- a rare title only awarded to fewer than fifty people in Florida. It is an
award bestowed by the governor of Florida. Charlie Pierce was named a "Great
Floridian" in 2009 by Governor Charlie Crist.
Activity:
The teacher will conduct a "shared reading" with the students. Everyone will read
pages 164-167 from The Last Egret.
Wrap-up:
Have the students draw a character map filling in the characters and writing something
about each character. They can be free to create their own.
Spider Character Map
Other Activities:
Have students look at the attached pictures and complete an photograph analysis.
Photo Analysis
Students may also review information from the Palm Beach Historical Society.
For more information go to the Barefoot Mailman, see The Legendary Barefoot
Mailman of Palm Beach County.
Benchmark:
LA.4.2.1.2 - Identify and explain the elements of plot structure, including exposition,
setting, character development, problem/resolution, and theme in a variety of fiction.
The Adventures of Charlie Pierce:
The Last Egret
Harvey Oyer III
Tell Me a Story
Student Target:
I can explain the significance of oral tradition.
Materials:
How Things Came to Be from the book Legends of the Seminoles
Paper
Pencils
Warm-up:
Background Information:
Native People use oral tradition as a way to clarify the world around them. Before the
tools of science emerged, the Seminoles used their five senses as tools of discovery.
What developed out of those discoveries were stories. These stories educated the tribe
as to how animals got their colors, seasonal changes, and morals. Storytelling is a
tradition of unity to insure tribal beliefs. Discuss with students that oral tradition means
that the tribes did not write down their stories. The first written record of native people is
from the Europeans in the 1400s.
Vocabulary:
Tradition - an inherited pattern of thought or action
Unity - the state or quality of being in accord; harmony
Activity:
1. Arrange the students in a circle and read How Things Came to Be. Native People
believe that the circle keeps positive spirits in and disruptions out. Discuss how the
Miccosukee and other native people used stories to justify their world.
2. Have the students create their own stories on some aspect of nature that they can
see. The only tools they have to work with are their five senses, a pencil, and a piece of
paper. Allow students time to create their stories.
3. Form a circle and have the students tell their stories.
Wrap-up:
After students have told their stories, discuss how the Seminoles and other native
people used, and still use, stories to explain their world. There is no right or wrong way
to a story. Additionally, the teacher may pose the following questions to students and
ask them to respond in a written or verbal format. How do we today explain our
environment? Do we use oral tradition?
Benchmark:
LA.4.2.1.5 - Respond to, discuss, and reflect on various literary selections, connecting
text to self (personal connection), text to world (social connection), text to text
(comparison among multiple texts).
Brainstorming Visual Arts activities for 4th grade to complement the book-read The Last Egret
1) Have students clip close-up photographs of existing or endangered animals, plants, and
birds in FL. Have students cut the photograph in half and glue one half onto a blank paper.
On the blank half, have student recreate the cut half of the image.
2) Simple print making. Collect Styrofoam trays. Cut the curved edges so that you have a
flat piece of Styrofoam. Have students draw a simple landscape on a piece of paper.
Using a pencil, students then trace their landscape on the Styrofoam.
3) Sequencing – Make photocopies of some of the graphic images from the book. Have
the students place them in the order the story unfolded and retell the story.
4) Predicting – Discuss the image on the cover prior to reading the book. Have the students
brainstorm ideas.
5) Audubon – Discuss the naturalist’s life and his famous book which Charlie’s mother, Mrs.
Pierce, owned.
6) Travel Poster – In small groups, create a colorful and inviting poster about your present
day Palm Beach County community.
7) Audubon-style Bird Picture book – Inspired by Lillie and Mrs. Pierce’s love of birds, students
can select a species and create a mixed media picture using paper, pencil, permanent
marker and watercolors/markers/colored pencils/pastels. Have the student research and
observe the anatomy of the bird. After completing a number of sketches, the student
should create a final drawing using pencil on heavy paper. Next, the student should outline
the drawing using a permanent (ex. Sharpie, fine-point) marker. Finally, the student can
color the drawing using watercolors, markers, colored pencils and/or crayons. Research at:
www.enature.com, www.allaboutbirds.org, www.mbr-pwrc.usgs.gov/bbs.ident.html.
8) Being earth friendly, and respecting the Pierce family ideals of taking from the land only
that which one needs to survive, use recycled materials that the students bring in from
home (milk cartons, paper towel tubes, bottle caps, etc.) to create an imaginary creature
that lived deep in the Pa Hay Okee Everglades or create an animal described in the book.
9) Maps – There are many ideas for students to make maps.
a) Students can devise and illustrate their own maps.
b) On a 24” x 36” brown craft paper, the class can recreate Hypoluxo Island based on the
descriptions of the author, Harvey Oyer III.
c) Students can map FL and then trace/track the route of Charlie’s trip. Using brown craft
paper or rubbing a wet tea bag over white paper can give the map an aged feeling.
10) Individual Project – As the teacher reads the story, keep a running list of plants, animals,
and birds mentioned in the story. Have students research one and create a 6” x 6”
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drawing. Have the students focus on proportion, texture, shape and color. Be sure to
include details.
11) Combine Map and Individual Project - In the center of the bulletin/display board; place
the map (24” x 36”) of Hypoluxo Island in the middle. Frame the map by placing the
students’ individual creature drawings around the map.
12) As a modeling exercise, have the class brainstorm adjectives to describe Mr. Pierce or
Mrs. Pierce. Then, each student picks one of the other main characters and lists adjectives
for that person. The student will draw a portrait of the character and incorporate the words
into the drawing. (See sample below.)
13) Artists as social activists – Artists are frequently attuned to their surroundings and often
identify practices, events and ideas that will have an adverse effect on society and nature
long before most people. These feelings are often used to create works of art to educate
and inspire others to see what they believe to be injustices and to evoke changes within our
society. Discuss environmental American activist artists such as John James Audubon (17851851), Wyland (1956-), and Clyde Butcher (1942 -). You can attend the Wyland Green Fair
in Boca Raton at Mizner Park on November 6 & 7!
14) Spelling words - Take your spelling list from words in the book and have the students
make an illustrated word cards for your word wall.
Created by Bari Martz and Claire Clum, Boca Raton Museum of Art
501 PLAZA REAL, BOCA RATON, FLORIDA 33432
T: 561.392.2500 F: 561.394.2977 WWW.BOCAMUSEUM.ORG