Return Home
Do you ever feel like you are alone in the world? Have you
ever felt extremely comfortable in your surroundings only
to wake up one day and realize that nothing you know will
ever be the same again?
Today we are going to read the book Encounter by Jane
Yolen. As you complete this cyberlesson, think back to the
novel that you have recently read, The Light In the Forest
by Conrad Richter. These two works are more alike than
different. This lesson will guide you in your exploration of
Westward expansion and the great effect it had on the
people that were native to the Americas.
Return Home
http://www.xmission.com/~amauta/images/southindian.jpg
http://wordweaverllc.com/images/native-americans.jpg
Return Home
 Encounter by Jane Yolen, illustrated by David Shannon
 Computer with Internet access and Microsoft Office software
 Response journal
 Writing utensil
http://www.amazon.com/Encounter-Jane-Yolen/dp/images/0152259627
Return Home
 Study the cover of the book Encounter and answer the
following questions in your response journal…
 Who do you think is pictured on the cover?
 What predictions can you make for what you think this book will
be about?
 Read the featured passage of text on page 59 of Literature in the
Language Classroom By Joanne Collie and Stephen Slater to learn
about thought bubbles often used in children’s literature.
 Create your own thought bubbles for the two characters pictured
on the cover of Encounter in your response journal.
http://www.kevingrandfield.com/images/writing%20journal%20pen%20&%20ink%20big%20WEB.jpg
Return Home
 You are going to listen to the story Encounter, written by
Jane Yolen. This is the story of Columbus’ landing in the
Americas. The narrator of this story is a boy of the Taino
people. The Taino people lived in the region of the
Americas where Columbus and his crew landed.
 Click on the link and scan the webpage on the Taino
Indians to learn about their
background and culture,
which runs rampant
throughout the story.
http://www.centrelink.org/tainopelicula.bmp
Return Home
 Listen to the story as it is read aloud and designate each
member of your group to answer an equal number of the
following questions quietly in your response journal.
 Who is pictured on the cover of the book?
 How did the majority of the Natives feel about the first contact
experience they had with the Europeans?
 How did the Europeans feel about their first encounter with the
Taino people?
 List the positives and negatives of the “encounter” from both the
Taino people and European conquistador’s points of view.
 Throughout the story the young Taino boy has premonitions that
foreshadow the “encounter” as being dangerous and costly for his
people. Describe what form the premonitions appear to the boy.
What are his elders’ reactions to the warnings?
http://www.tainomuseum.org/ritcrafts4/135.JPG
Return Home
 Listen attentively as the “Author’s Note” is read aloud.
 Confer with your group mates and collectively answer the
following questions in your response journal.
 Looking back on the 15th Century from a modern day perspective,
who do you feel benefitted the most from the “encounter”
portrayed in the book? Why?
(Please support your opinions with facts and details from the
story as well as from the website on the Taino culture.)
http://www.mbeinstitute.org/America/NinaPintaSantaM.JPG
Return Home
 It is time to think about the story you have just heard and
relate it to the novel, The Light In the Forest, by Conrad
Richter.
 What character in the novel, The Light In the Forest do you think
the Taino boy would relate to the best? Why do you think so?
 With the entire novel, The Light In the Forest in perspective,
what do you think True Son would say or do to Christopher
Columbus if he were to meet the explorer in his indefinite
future? Why do you think so?
http://ecx.images-amazon.com/images/I/51RCH0FKKFL.jpg
Return Home
 Visit the following websites to learn more about the Taino
Culture.
 Taino Museum
 Inhabitants of the Greater Antilles
 Smithsonian National Museum of the American Indian
 Taino Language
http://www.tainomuseum.org/images/coltaina1.JPG
Return Home
 Visit the following websites to learn more about the Lenni
Lenape Culture.
 Lenape Dress and Crafts
 "The People"
 Background and Culture
 Lenape Language
http://www.lenapelifeways.org/programs.htm
 Compare and contrast the Lenni Lenape people, who are
depicted in The Light In the Forest, to the Taino people
portrayed in Encounter on this Venn Diagram.
(List at least three similarities and three differences for each.)
Return Home
Accomplished
3
Developing
2
Beginning
1
Before
Reading
Consistently stays focused on the task
and what needs to be done and is very
self-directed. Student made a
prediction and supported it with a
detailed explanation. Student created
simultaneous, unuttered thoughts and
feelings in the thought bubbles for
each character in keeping with the
theme of the story. Student spent all
of his/her time appropriately and
carefully read the website material.
Focuses on the task and what needs to
be done some of the time. Student
made a prediction and partially
supported it with details. Student
created thoughts and feelings in the
thought bubbles for each character
albeit not keeping with the theme of
the story. Student spent some of
his/her time appropriately and
skimmed the website material.
Rarely focuses on the task and what
needs to be done. Student did not
attempt to make a prediction.
Student did not complete the
thought bubble task for each
character or created dialogue
bubbles instead. Student did not
spend his/her time appropriately
and did not view the website
material.
During
Reading
Questions are restated completely and
all answers are in complete sentences.
Answers show multidimensional
understanding of the text. Student
uses language very effectively to
communicate ideas. Student lists at
least three specific examples from the
story.
Some questions might not be restated
completely or at all, and/or some
sentences might not be complete.
Answers show some understanding of
the text. Student shows some difficulty
using language to communicate ideas.
Student lists less than three specific
examples from the story.
Questions are not restated and/or
complete sentences are not used.
Answers show no understanding of
the text. Student is unable to use
language effectively to communicate
ideas. Student does not list specific
examples from the story.
After
Reading
There is one clear, well-focused topic.
Main idea stands out and is supported
by detailed information. Student’s
opinion is clearly stated with
supporting evidence and is restated in
his/her conclusion.
Main idea is somewhat clear but there
is a need for more supporting
information. Student’s opinion is
stated with some supporting evidence
and a conclusion is present.
The main idea is not clear. There is a
seemingly random collection of
information. There is little or no
supporting evidence.
Beyond
Reading
There is one clear, well-focused topic.
Main idea stands out and is supported
by detailed information. His/her
opinion is clearly stated with
supporting evidence and is restated in
his/her conclusion. It is evident that
the student is able to place similarities
and differences in the appropriate
location in a Venn Diagram. Student
lists at least three specific examples
from the websites for each portion of
the Venn Diagram.
Main idea is somewhat clear but there
is a need for more supporting
information. His/her opinion is stated
with some supporting evidence and a
conclusion is present. It is evident that
the student is able to place similarities
and differences in the appropriate
location in a Venn Diagram with
teacher prompting. Student lists less
than three specific examples from the
websites for each portion of the Venn
Diagram.
The main idea is not clear. There is a
seemingly random collection of
information. There is little or no
supporting evidence. Student is not
able to place similarities and
differences in the appropriate
location in a Venn Diagram. Student
does not list specific examples from
the websites on the Venn Diagram.
Self
Evaluation
Teacher
Evaluation
Return Home
 Blasini, A. (n.d.). Taino Museum. Retrieved October 20, 2008, from




http://www.tainomuseum.org/index.htm
Collie, J., & Slater, S. (1987). Thought Bubbles. In, Literature in the
language classroom: A resource book of ideas and activities
(pp.59-61). New York, NY: Cambridge University Press.
Cowboy.net. (n.d.). Delaware Tribe of Indians. Retrieved October 25,
2008, from http://www.delawaretribeofindians.nsn.us
The Healing Center On-Line. (2002-2008). The Taino Indians: Native
Americans of the Caribbean. Retrieved October 17, 2008, from
http://www.healing-arts.org/spider/tainoindians.htm
Josephs, K. M. (2006). Indigenous languages of the Caribbean.
Retrieved October 23, 2008, from http://www.cariblanguage.org/
taino.html
Return Home
 Native Languages of the Americas. (1998-2007). Native languages of the
Americas: Lenape (Unami, Delaware, Lenni Lenape) Lenape
language resources. Retrieved October 25, 2008, from http://
www.native-languages.org/lenape.htm#language
 Richter, C. (1953). The light in the forest. New York, NY: Ballantine
Books.
 Rivera, M. (2008, August 14). Welcome to Puerto Rico! Taino Indians
culture. Retrieved October 17, 2008, from http://
www.topuertorico.org/reference/taino.shtml
 Smithsonian: National Museum of the American Indian. (n.d.). The new
old world: Antilles. Retrieved October 23, 2008, from http://
www.nmai.si.edu/exhibitions/the_new_old_world/
newoldworld.html
Return Home
 Standing Bear Productions. (n.d.). Lenape Dress and Crafts. Retrieved
October 25, 2008, from http://www.jersey.net/~standingbear/
leniart.htm
 Winson, T. (2002, March). Lenni Lenape. Retrieved October 23, 2008,
from http://www.anthro4n6.net/lenape
 Yolen, J. (1992). Encounter. San Diego, CA: Harcourt Brace & Company.
http://www.healing-arts.org/spider/images/feather2.jpg
Return Home
I would like to offer my sincere gratitude to Trisha
Morris and Emily DelGrego. Your support has
been amazing. Thank you for always welcoming
me into your classrooms and providing me with
any support I may have needed while working on
my Integrated Unit for The Light In the Forest. I
would be honored if you would use this
cyberlesson in your futures as English teachers at
Bristow Middle School.
Thank You,
Kate Rutkowski
Return Home
 This cyberlesson was designed to be part of an integrated unit on early America,
which was developed around the novel, The Light In the Forest, by Conrad Richter.
Although it was formulated with eighth graders in mind, this lesson can easily be
implemented with ninth graders or advanced level seventh graders. It is up to the
implementer's discretion whether the lesson should be taught to a heterogeneous or
homogeneous group of students. Despite the fact that this lesson was designed to
be implemented with an entire class, it can be used with small groupings of
students as well. In order for your students to get the most out of this cyberlesson, I
suggest that you spend at least two class periods teaching it.
 I hope you and your students enjoy this cyberlesson!
Photograph of Taino Indian structure in Tives, Puerto Rico. Taken by Gricel Luna
Descargar

Encounter by Jane Yolen - Reading and Language Arts …