Introduction Kindergarten Grades One and Two Grades Three and Four   Lesson One   Lesson Two     Experience One     Experience Two   Lesson Three Online Games and Activities Culminating Experience Train Glossary National Standards		Grades Three and Four: Lesson Two - Experience Two The Little Engine That Made a Difference: >> Resources The Story of The Reuben Wells Few stories are more dramatic than the true story of The Reuben Wells. This not-so-little engine made a big difference for two Indiana towns, Madison and Indianapolis. It was the most powerful locomotive of its time. It was named after the man who designed and built it, Reuben Wells. Today, this historic locomotive is on display at The Children's Museum of Indianapolis. The Reuben Wells The best way to experience this historic engine is to plan a visit to the museum. The Reuben Wells sound and light show in the All Aboard! gallery plays every 30 minutes. Students can stand near the massive engine and hear the sounds a departing steam locomotive would make. They can hop on the tool car for a simulated ride or play computer games that allow them to see what it would be like to operate a steam train. They can also view an amazing collection of model trains, including some that move through miniature landscapes of the past. The Reuben Wells: The great size of the Reuben Wells can be seen as men pose with the locomotive in Madison, Ind. This photograph was probably taken after 1886 when the engine number was changed from 35 to 635 and other modifications were made. At The Children's Museum, the Reuben Wells has been restored to its original condition. Objectives: Experience Two will enable students to: Learn the words big and bigger and sort objects into these two categories. Apply these words to trains and other objects from everyday life. Participate in reciting a poem and identifying its characteristics. Write simple rhymes and poems. Improve their reading and writing skills as they learn the story of The Reuben Wells and its importance to Indiana. You Will Need... Materials: Visual 11: The Reuben Wells; Visual 12: Portrait of Reuben Wells; Visual 13: The Ballad of The Reuben Wells; Visual 14: Thank you, Mr. Wells! Time:Two 30-minute periods Words: More powerful than a locomotive... Legend, ballad, historical fiction Focus Questions: Use these questions to help students focus on the key ideas in Experience One. How big is a locomotive like The Reuben Wells? Thank You, Reuben Wells! Indiana Academic Standards: Grade Three: Language Arts - Standard 2: Reading Comprehension (3.2.3, 3.2.5, 3.2.6); Standard 3: Literary Response and Analysis (3.3.1); Standard 5: Writing Applications (3.5.3). Social Studies - Standard 1: History (3.1.4, 3.1.6). Grade Four: Language Arts - Standard 2: Reading Comprehension (4.2.2, 4.2.5); Standard 3: Literary Response and Analysis (4.3.1); Standard 5: Writing Applications (4.5.6). Social Studies - Standard 1: History: (4.1.9, 4.1.14). Procedures: Day One: Place the poem The Ballad of The Reuben Wells, Visual 13, on the overhead and read it with students. Examine any unfamiliar words, such as cargo, riverboat, and mechanic. Discuss the details that give clues about how long ago the events in the poem took place. Explain to students that this poem tells a story. Remind them of the songs and stories they learned about John Henry and Casey Jones. These stories are called legends. They contain imaginary elements and it is difficult to determine if they are based on actual events in the past. Ask students if they think that the story told in this poem is a legend or if it is based on historical events. How could they find out? Discuss the different ways students might research this question, including the use of print and electronic sources. Allow students to do some preliminary research using The Children's Museum Web site. They will be able to determine that there is a Madison, Ind., and that Reuben Wells, both the man and the locomotive, really existed. Day Two: Review the ways that students could research the historical background of the poem. Discuss evidence indicating that the poem is based on historical events. Ask students if this means that every detail in the poem is true. Are there details in the poem that could be imaginary? Show students two pieces of evidence, the portrait of Reuben Wells and the photo of the locomotive. Let them know that the locomotive can be seen at The Children's Museum. Read Thank You, Reuben Wells!, Visual 14, to students. Explain that this narrative is another way of telling the story. Can they find similarities in the poem and this version of the story? Are there any important differences? Divide the class into pairs and give each student a copy of the story and reading guide. Have each student read the story silently and then complete the guiding questions as a team. Guiding questions:      1. Where is Madison located?      2. When did this story take place?      3. What problem did the town of Madison need to solve?      4. Who helped to solve the problem?      5. How did he solve the problem?      6. Which do you like best, the poem or this story? Why? Discuss the questions with students and ask what details they think may be imaginary. How is this story different from something that you might read in a textbook or newspaper? Explain to students that authors sometime create stories about events and people in the past and add imaginative details, like dialogue. This story can be described as historical fiction. It is based on events that took place in the past, but many of the details come from the writer's imagination. Assessment: Have students choose one of the following options: Use information from the poem and story to write a letter to Reuben Wells from a citizen of Madison, Indianapolis or another community in central Indiana. The letter should thank Wells for building the new engine and explain how this has helped the community. Write a persuasive letter from Reuben Wells to the president of the Jeffersonville, Madison and Indianapolis Railroads. The letter should state why a new engine is needed and describe the benefits it would provide to the railroad and communities in Indiana. Performance Criteria: Each student should be able to write a letter that: Considers the audience, purpose and context for writing, and Includes the date, proper salutation, body, closing and signature. Train of Thought Journal: For their journal entry, ask students to write about an event that happened in the classroom or school. Before they begin, discuss these questions: How will you tell about this event? Would you act like a news reporter, a storyteller or a poet? Will you write a newspaper article, a poem or a story? What is the difference? Tips for the Teacher: In Experience Two, younger students consider the power and size of a locomotive. They also have fun with poetry and develop their word recognition and writing skills while they learn about a historic engine that really made a difference for Indiana. Older students improve their reading comprehension, analysis and writing skills while they learn about the impact of The Reuben Wells. Many students today have never seen a real train. For students to actually understand the size and power of a locomotive, firsthand experience is crucial. To help students connect trains to their own lives, plan a field trip to a train station or museum where they can experience "the real McCoy." Bonus - Extending Experiences: Have students draw pictures of Reuben Wells, the man who designed the famous engine, and add him to a classroom display of individuals who made an impact on the state or regional communities. See The Children's Museum Web site for a portrait and biography. (Social Studies 2.1.2) Research on the museum Web site the story of how The Reuben Wells came to The Children's Museum of Indianapolis. Write a thank-you letter to the museum and explain why it is important for the engine to be on display. (Language Arts 3.5.3) Help students turn "The Ballad of The Reuben Wells" into a song by singing it to the tune of the old folk song "Sweet Betsy from Pike." Trains with Famous Names: Most engines have numbers. Famous engines like The Reuben Wells and special trains have names. The names sometimes describe an important characteristic of a train, such as speed or elegance. Often trains are given names that relate to the routes they travel or the major cities that are their destinations. Ask students to consider the meaning of names from the past, such as "The Wabash Cannonball," "The City of New Orleans" and "The Twentieth Century." They may want to research Indiana trains and the stories behind the names or write a story of their own. (Social Studies 4.1.9, 4.1.12)