U.S. Constitution Roll Call

Observe the teams’ responses to the Interview printable during the mock interview to assess comprehension.

5846052

2006-03-09T00:00:00Z

false

Extend the study of the Founding Fathers by introducing the other signers of the Constitution. Assign a different signer to each student to research or allow the students to choose one that interests them.

The students will: <ol> <li> Work together in cooperative groups</li> <li> Understand the following keywords: Constitution, signers, reporter, newspaper, interview</li> <li> Understand the contributions of these Founding Fathers: Washington, Franklin, Madison, Hamilton.</li> <li> Understand the purpose of the U.S. Constitution</li> <li> Research information about the signers of the Constitution</li> </ol> 1

Day 1 Step 1: Begin the lesson by introducing the words Constitution and signers. In a whole group setting, have students say and spell each word. Then discuss them, writing the definition for each on the Vocabulary Chart. Step 2: Briefly discuss and define the Constitution. Example definition: the basic principles and laws of a nation, or social group that determine the powers and duties of the government and guarantee certain rights to the people in it. Emphasize that the Constitution is a document that guarantees certain rights to the people in our country. Step 3: Display the Constitution Signers chart. Read each name and tell students that each signer will be discussed in the story If You Were There When They Signed the Constitution. Explain that these signers are often called Founding Fathers. Encourage students to listen for each of the four signer’s contributions to the Constitution. Step 4: Read If You Were There When They Signed the Constitution. Discuss the signers and complete the chart as you read about Washington, Franklin, Madison and Hamilton. Encourage students to pay close attention to the way people lived at this time in history. Close the lesson by discussing the following questions, and accepting all responses: <ul> <li> How did people make their living?</li> <li> What were some of the customs they practiced?</li> <li> Why was there a need for such a document as the Constitution? </li> </ul> Day 2 Step 1: Begin the lesson by introducing the words reporter, newspaper, and interview. In a whole group setting, have students say and spell each keyword. Then discuss each keyword, writing the definition for each on the Vocabulary Chart. Step 2: Read an article from Scholastic News Magazine or a local newspaper. Ask students: What types of questions would reporters ask if they were conducting an interview about this topic? Display the Interview Questions Chart. Using a historical figure your class has studied previously, complete the chart together. Remind them that the questions listed are good models to use when conducting an interview. Days 3?4 Step 1: Inform students that they will separate into small groups to begin researching one of the signers of the Constitution. Encourage them to imagine that they are 1787 newspaper reporters who are covering the signing of the Constitution and must find the answers to some important questions. Later, they will have the opportunity to meet with the signer and ask him their questions. Distribute the Interview a Founding Father printable to each student. Distribute an index card of suggested Web sites and the name of the Founding Father each group will research. Review the printable, making sure they understand what they will be investigating. Step 2: Let each group begin their research according to your computer schedule. Students who are not in the computer lab can use offline reference material. Day 5 Step 1: Inform students that they will participate mock question-and-answer sessions to share their team’s responses to the Interview printable with the class. Suggestion: In order to allow every student an opportunity to act as a newspaper reporter and Founding Father, you may wish to repeat the question-and-answer sessions. Step 2: Prior to the session, instruct “reporters” to prepare their questions. I use a “go round” strategy to select the order in which the reporters ask their questions. Each student’s name is written on a tongue depressor and placed in a cup. I randomly select names from that cup to determine the order. Use the same process for the Founding Fathers panel until every student has had a turn at interviewing and/or acting as a Founding Father.

<ol><li>This book: <a href="http://shop.scholastic.com/webapp/wcs/stores/servlet/ProductDisplay?productId=13491&langId=-1&storeId=10001&catalogId=10002&FullBreadCrumb=cookie">If You Were There When they Signed the Constitution</a> or substitute another title about the Constitution.</li><li>Chart paper or chalkboard</li><li>Markers</li><li>Poster board/butcher paper</li><li>Any age-appropriate article from Scholastic News or your local newspaper</li><li>Internet access</li><li>Index cards</li><li><a href="http://stage30.scholastic.com/content/collateral_resources/pdf/a/april05_unit_InterviewFather.pdf">Interview a Founding Father Printable</a> (PDF)</li><li>Reporter/Founding Father props (optional)</li></ol>

4.0

Students will act as newspaper reporters from 1787 and interview some of the signers of the Constitution.

U.S. Constitution Roll Call

2009-10-20T02:48:42Z

Written Outcome: Evaluate the persuasive letters. Note how each student supported their argument and used persuasive vocabulary.

5846052

2006-03-09T00:00:00Z

false

1. Teach a mini-lesson about properly addressing an envelope. Stuff it with the student’s published letter to the President and mail to: <blockquote>The White House 1600 Pennsylvania Avenue NW Washington, DC 20500 </blockquote>2. Write to one of the four Founding Fathers from Lesson One, asking questions about the Constitution or giving advice on how it should be written. 3. Write to a current or past president with an essay entitled “Why I Would Be a Good President.”

Students will: <ol><li>Understand the purpose of persuasive writing.</li><li>Understand how persuasion is use to achieve a desired outcome.</li><li>Become familiar with vocabulary words that are useful for persuasive writing.</li><li>Follow the steps of the writing process.</li></ol> 2

Day 1 Step 1: Begin the lesson by asking students if they have ever persuaded their Mom or Dad to permit them to do something that they normally are not allowed to do, such as staying up past their bedtime or eating dessert without eating their dinner. Ask: Were you successful in persuading your parents to let you do what you wanted? Why do you think you were successful? When we try to get someone to see our point of view or give us permission we are trying to persuade them. Write the term and its definition on chart paper. Step 2: Tell students that they will be listening to a story about a dog who wishes to persuade his owner to let him come home from Obedience School. Encourage them to listen carefully to Ike’s letters and the words he uses to try and get his way. Read Dear Mrs. LaRue: Letters from Obedience School. Periodically pause while reading to discuss details about the story. Ask: Why do you think Ike wants to leave the Canine Academy? How does Ike try to convince Mrs. LaRue to let him come home? Do you think Ike’s methods of persuasion are working? Why or why not? Step 3: Help students recall the information they learned from Lesson One about the Founding Fathers. Remind them that George Washington was the first president of the United States and he was a signer of the Constitution. Inform them that they will be writing a persuasive letter to the current president of the United States, convincing him to shorten the school week from five to four days. Ask for a volunteer to name him. In order to do so, they need to understand how to write a persuasive letter. Display an enlarged copy of a selected letter from the story and review it with the students. While completing this activity, ask the following: What reason does Ike provide for wanting to come home? Does he use any language that might be considered “persuasive?” Make sure to highlight specific terms or phrases from the letter to help students easily identify persuasive writing. Day 2 Step 1: Begin by telling students that today they will draft their letter to the President. Encourage them to recall Ike’s letter and the terms he used to persuade Mrs. LaRue. Inform them that they will first create a list of persuasive words which they might use in their letter when trying to persuade the President to shorten the school week. Display the Persuasive Words chart and share with the students that they will be posting words that they would like to use in the letter. Step 2: Divide students into groups of four. Distribute the Powerful Words printable to each group. Review the words with the students, demonstrating them in context. Step 3: Instruct each group to choose 2?4 words they will use in their letter to the President, circle them on the printable, and write them on the Persuasive Words chart using a different colored marker for each group. There should be at least 10 persuasive words on the chart. Step 4: Upon completion, review the list with the class, encouraging them to use any of the words listed, or more from the printable, in their letter. Step 5: Remind students that a good persuasive letter includes supporting details. Briefly discuss some compelling reasons why the school week should be shortened. Record on chalkboard or chart paper. Encourage students to decide on their reasons, their persuasive words, and begin drafting their letter. Circulate the classroom to provide assistance when needed. Day 3?4 Step 1: Allow time for students to complete their persuasive letter draft. Step 2: Instruct students to exchange their draft with a partner to read and provide feedback. Step 3: Students then revise their letter and publish it. You may want them to rewrite it on a special stationary or type it using a word processing program. Step 4: Allow time for voluntary sharing of the letters.

<ol><li>I use the following book in this lesson. It can be found in the Teacher’s Store or you may substitute another title that encourages persuasive writing. <a href="http://shop.scholastic.com/webapp/wcs/stores/servlet/ProductDisplay?productId=27366&langId=-1&storeId=10001&catalogId=10002&FullBreadCrumb=cookie">Dear Mrs. LaRue: Letters from Obedience School</a> by Mark Teague</li><li>Chart Paper or chalkboard</li><li>A variety of colored markers</li><li><a href="http://teacher.scholastic.com/lessonplans/pdf/april05_unit/PowerfulWord.pdf">Powerful Words printable</a> (PDF)</li></ol>

3.0

Students will write a persuasive letter to the President of the United States, convincing him to shorten the school week.

The Art of Persuasion

2009-11-02T23:55:11Z

Teacher Observation:<ol><li>Were students able to count by ten? </li><li>Were students able to put numerals in sequential order?</li></ol>

5846052

2006-03-09T00:00:00Z

false

Use ten paper plates to put ten objects on each plate. Label each plate with a numeral (10, 20, 30, 40, 50, 60, 70, 80, 90, 100). This is a great activity to use when sharing collections. The students like to break down each other's collections into ten groups of ten.

Students Will:<ol><li>Make folding cards that hide a zero and when opened up reveal a new numeral.</li><li>Be able to put folding numeral cards in sequential order.</li><li>Be able to recognize numerals 10, 20, 30, 40, 50, 60, 70, 80, 90, 100.</li></ol> 3

Day 1 Step 1: Have students glue the zero on the middle of the white paper. Step 2: Using crayons, draw face inside the zero.Step 3: Using crayons, make a cowboy hat on top of the zero.Step 4: Using crayons, make arms and legs coming out from the zero.Step 5: Teacher cuts out each Hero for next day's activity.Day 2 Step 1: Glue Hero to the middle of the Royal Blue 12" X 18" construction paper.Step 2: With marker or pencil, have students write numeral 10 on one yellow rectangle that has 1/3 of the paper is folded. Show students that the 1should show and the zero should be behind the flap. When the paper is completely open, the whole numeral 10 shows.Step 3: Repeat step 2 for numerals 20, 30, 40, 50, 60, 70, 80, 90, 100Step 4: Glue numerals 10-50 above Zero the Hero on the blue paper. Glue the numerals 60-100 across the bottom.Step 5: Glue on the words:Zero is a Hero He makes numbers bigger!

1. Royal blue 12" X 18" construction paper 2. White paper 6" X 6" 3. Red zeros cut out on die cut or traced and pre-cut 4. Crayons 5. 200 yellow rectangles 2" X 2", with 1/3 of the rectangle folded over. Lay the rectangle flat on the table. Fold the right side over until the right paper-edge makes a line down the center of the folded paper. Imagine writing a numeral 10 on this paper. The 1 will be out in the open. The 0 will be under the flap. 6. Glue 7. 20 fine line black markers 8. Typed couplet, one for each student:Zero is our Hero. He makes numbers bigger!

3.0

Students understand that counting by 10s is counting large sets of things. By building a mental picture of what 100 things look like (100 milk cartons, 100 pennies, 100 children, 100 square feet), children see logic to the sequence 10, 20, 30, 40, etc.

Zero is Our Hero

2009-10-20T02:48:38Z

Teacher Observation:<ol><li>Were students able to match the chicks with numerals in sequential order?</li><li>Were the students able to count to 100 with the aid of the pocket chart?</li><li>How many students could count to 100 without help from the chart?</li></ol>

5846052

2006-03-09T00:00:00Z

false

<ol><li>Have students put 100 kiss stickers onto a pre-drawn wolf.</li><li>Have students write to the wolf asking him to make 100_______ for them to eat.</li></ol>

Students Will:<ol><li>Hunt for hidden numbered chicks 1-100.</li><li>Be able to account for all the chicks by matching chicks to numerals in the 100s day chart.</li><li>Be able to count from 1-100.</li><li>Associate the chicks with the story, The Wolf's Chicken Stew.</li></ol> 4

Day 1 Step 1: Read the story, The Wolf's Chicken Stew by Keiko Kasza. Day 2: The 100th Day of School Step 1: Hide chicks before students arrive or when you go out for recess.Step 2: Tell the children that the hen in the story lost her chicks and that it is up to us to find them. You can have the students receive a letter from the hen with this message.Step 3: Have students hunt for chicks. Set guidelines. Example: everyone finds five and comes back to the rug.Step 4: Point to the pocket chart and asks who has chick 1. That student comes up and matches the chick to box 1 in the pocket chart and puts the chick in.Step 5: Continue with all the numerals 1-100 until all the chicks are matched.

<ol><li>100s Pocket chart with numerals showing 1-100</li><li>Book: The Wolf's Chicken Stew by Keiko Kasza</li><li>Yellow chicks cut out on die-cut or traced and pre-cut, numbered 1-100, and laminated. Chicks should be the size of numeral cards and able to fit in the 100s day chart.</li><li>White paper</li></ol>

1.0

Students count from 1-100 and make one-to-one correspondence between objects and numbers up to 100.

100-Day Chick Hunt

2009-10-20T02:48:39Z

Teacher Observation: Observe students’ ability to record daily weather conditions and temperatures as well as determining mean/averages.

5846052

2006-03-09T00:00:00Z

false

<ol><li>Extend the activity by transferring the recorded information to a bar graph</li><li>Chorally read the following poem during the 5-day observation period:</li></ol>Zero Degrees by Betsy Franco Your cheeks, your nose, your fingers, your toes all feel it the most when the temperature goes to zero degrees or somewhere below.

Students Will: <ol><li>Observe and record weather conditions.</li><li>Learn how to determine a mean/average number.</li><li>Calculate the average weather temperature over a 5-day period.</li></ol> 5

I recommend beginning this lesson on a Monday so that you have five consecutive days to record weather observations.Days 1-5 Step 1: Dress in your weather “costume” and props prior to the students entering the classroom. As they file in, allow them to react to your clothing.Step 2: Begin by exaggerating how cold/hot it is outside. Allow students to respond to your interpretation of the weather or misinterpretation, if you are being humorous. Encourage them to talk about the current climate and that of the previous week, asking them to support their observations. Record their vocabulary on the board or chart paper as they discuss the weather outside. Lead them to use the following terms, when appropriate: temperature, sunny, windy, rainy, snowy, cloudy, partly cloudy, meteorologist, etc. Accept all responses.Step 3: Share with the students that they will become meteorologists over the next several days as they observe the weather conditions. Share the Weather Watcher transparency with the students and read the various weather conditions displayed on the chart: Sunny, Windy, Rainy, Snowy, Cloudy, Partly Cloudy. Explain that they will be using this chart to track weather conditions and record daily temperatures for the next five days.Step 4: Model this process. Distribute the Weather Watcher printable to each student. Ask student helper to obtain your current climate and temperature either on the Internet, newspaper, or other source. He/she records information on the Weather Watcher transparency, as students do the same on their copy. Step 5: Repeat the process through Day 5. Continue Day 5Step 1: Inform students that today they will learn how to determine the weekly average temperature using the data they collected during the past week. Step 2: Organize students into small groups and distribute a basket of cubes to each. Emphasize the importance of teamwork and following step-by-step directions as you guide them through the activity. Repeat the following steps several times to ensure that all students have the opportunity to follow along.Step 3: Instruct groups to make two unequal stacks of cubes. They do not have to use all of the cubes. Step 4: Count the number of cubes in each stack. Step 5: Combine the two stacks into one big stack. Step 6: Divide the stack into two smaller stacks that contain the same number in each stack. Count the number in each stack. This number is the mean or the average. Step 7: Repeat the activity using more than two different stacks of cubes. Check for understanding.Step 8: In whole group setting, display the completed Weather Watcher transparency. Challenge students to use their completed Weather Watcher printable to determine the mean/average temperature over the last five days.Step 9: Ask students to tell you the lowest recorded temperature. Select a student to hold the index card with that temperature. Next, ask students to tell you the highest temperature recorded. Select a student to hold that card opposite the other student.Step 10: Explain to students that placing the lowest and highest recorded temperatures at opposite ends will help us determine the mean or average temperature for the week. Distribute the remaining temperatures on index cards in random order to selected students. Have these students stand in ascending order between the lowest and highest temperatures (students holding the cards). When all are in line, check that they are in the correct order.Step 11: Ask the two students at either end of the line to take two big steps forward. Next, ask those on the ends of the remaining line to step forward. Continue until one student remains. Explain that this is the mean or average temperature.

<ol><li>Clothing/Props appropriate for your current climate</li><li>Chart Paper or chalkboard</li><li>Markers</li><li>20-30 cubes per group</li><li>Containers to hold the cubes</li><li><a href="collateral_resources/pdf/m/may05_unit_WeatherWatch.pdf">Weather Watcher</a> (PDF) from <a href="http://shop.scholastic.com/webapp/wcs/stores/servlet/ProductDisplay?URL=ProductDisplay&storeId=10001&store=TS&productId=11815&categoryId=null&src=BTBGRP009HP010100000&langId=-1&catalogId=10002">The Big Book of Reproducible Graphic Organizers</a></li><li>Index Cards</li></ol>

0.0

Students chart weather conditions and determine the average temperature over the course of a school week.

The Air Up There

2006-06-26T16:07:28Z

Teacher Observation: Observe students’ ability to make predictions and follow directions.

5846052

2006-03-09T00:00:00Z

false

Have your students use additional math skills and measure how far their gliders flew from one point to the next.

Students Will: <ol><li>Follow step-by-step directions.</li><li>Make predictions.</li><li>Observe how wind and weight influence the ability to fly.</li></ol> 6

Step 1: Begin the lesson by reading the following poem to the class, asking them to complete the last line.It can steal your hat. It can blow your hair. It can make the leaves dance here and there. What’s blowing?Step 2: Ask the students to describe wind. Write their vocabulary on chart paper.Step 3: Inform students that today they will conduct a “mini” experiment to explore the effects of wind during flight. Pass around your assembled fly gliders and allow students the opportunity to feel the difference between the two. Ask: How are the two gliders different? Students should note that one feels slightly heavier than the other. Ask if they believe this will affect its ability to Record student predictions on left side of T-Chart.Step 4: Direct students to follow your step-by-step instructions as they construct their fly gliders. Distribute Paper Glider Directions printable and card stock paper to each student. Step 5: First, fold down the two upper corners. Step 6: Then, fold the paper in half length-wise. Step 7: Finally, Fold two outer corners.Step 8: Distribute lightweight paper. Have students repeat Steps 5-7.Step 9: Take students outside to conduct their fly glider experiment. Remind students that this is an experiment and to make observations of how each glider flies. Instruct them to think about the following questions: Which fly glider flies the highest? Do they fly in a straight path? Does one fly longer than the other?Step 10: Upon returning to the classroom, complete the right side of the T-Chart and record all student observations.

<ol><li>Card Stock Paper </li><li>Lightweight Copy Paper</li><li><a href="collateral_resources/pdf/m/may05_unit_Glider.pdf">Fly Glider Directions Printable</a> (PDF)</li><li>Chart Paper/Markers</li></ol>

0.0

Students make fly gliders and observe the effects of wind during flight.

Flying the Friendly Skies

2006-06-26T16:21:29Z

Teacher Observation: Students will be able to recite and explain the four classroom rules.

5846052

2006-03-09T00:00:00Z

false

Review consequences for not following classroom rules.

Students Will:<ol><li>Follow step-by-step directions.</li><li>Be able to list the 4 classroom rules.</li><li>Be able to respond that rules are important because they keep us safe.</li></ol> 7

Read: Clifford Goes to School. Step 1: List the mischief Clifford gets into.Step 2: Brainstorm about the rules Clifford should follow. Note that rules keep us safe. Step 3: List and explain our class rules: 1. Be a Friend. 2. Listen to the Teacher. 3. Raise your hand. 4. Clean up messes. Step 4: Cut out Clifford head and glue to headband. Cut out ear and glue to Clifford head. Cut out eye and glue to Clifford head.Step 5: Cut out bone and attach to tongue depressor. Glue rules to bone.Step 6: Wear headband and hold rules.

<ol><li>Red, white, and black construction paper</li><li>Rubber bands</li><li>Brads</li><li>Patterns for Clifford's head, ear eyes nose and bone</li><li>Printed rules: Clifford follows these four rules: 1. Be a Friend. 2. Listen to the Teacher. 3. Raise your hand. 4. Clean up messes. And so do we!!!!</li><li>Glue</li><li>Tongue depressors</li></ol>

0.0

Students make a Clifford headband and make a sign in the shape of a large bone. The following rules are mounted on the sign. Clifford follows these four rules: <ol><li>Be a Friend.</li><li>Listen to the Teacher.</li><li>Raise your hand.</li><li>Clean up messes.</li></ol>And so do we!!!!On the first day of school, the student will go home looking like Clifford, holding a bone shaped sign that has the class rules posted on it, and will be able to recite the 4 rules in their own Clifford voice.

Clifford Goes to School and So Do We!

2008-08-05T12:28:26Z

Teacher observation of who was able to follow the step-by-step directions. How many students understood "more than" and "less than?" Who was able to track and read the page?

5846052

2006-03-09T00:00:00Z

false

Read Mrs. Bindergarten Goes to Kindergarten. Graph how many boy animals and girl animals are in Mrs. Bindergarten's class. Compare Mrs. Bindergarten's class composition with ours.

Students Will:<ol><li>make a book about their school experience entitled, "(Student's name) Goes to School."</li></ol>Sample pages with a sentence on each page: I can paint. I have friends. (Lesson below) My teacher is Mrs. Ruiz. (On this page I take dictation and they glue on a Xeroxed picture of me.) I build with blocks. (On this page, the students glue on paper blocks and the words that say: I build with blocks.) I play in the playhouse. (On this page they decorate a paper doll of themselves with collage items such as beads, wallpaper, cut out clothes, feathers, etc.) I can make a pattern. (On this page, the students glue colored squares around the page in a pattern.) I cook. (A recipe of something we cooked together as a class.) I play with Playdough. (On this page I attach a small plastic Ziploc bag filled with a sample of Playdough.) About the Author: On the inside of the cover I write a dictated paragraph with the student's picture added. 8

Each page will have it's own 20–40 minute lesson. PART I Step 1: I have friends (page) Read Will I have a Friend? by Lilian Hoban. Step 2: Discuss and list: 1. How friends treat friends. 2. How to be a friend. 3. What do you like to do with your friends? Step 3: Do a human graph by making a boy line and a girl line. Compare and contrast Quantities using the terms "more than," and "less than" Step 4: I have friends. (On this page the students glue a Xerox picture of the students in the class. At the bottom of the page they fill in these blanks with the correct numeral. There are____ boys and ____ girls.

1. Typed text for each page. Example: I can paint. (Use large print so that children can track words.) 2. Watercolor paint. 3. Prebound construction paper book. 4. Cut out construction paper blocks 5. Playdough recipe, Ziplocs, Playdough. 6. Precut squares for the pattern page. 7. Recipe for cooking page and art activity to show what you made. 8. Paper plates for the cover, skin colored paint, yarn, wiggly eyes, barrettes, ribbon, etc.

0.0

This is a book that will be completed over a 3-week period. The child will fill in the blank with his/her name and paint and decorate a small paper plate to look like his/her face for the cover of the book.

New to School Student Booklets

2006-05-25T12:25:08Z

Here’s what I’m looking for in class: Does student understand the directions? Do the partners help one another? Does student complete the form? Are students listening during sharing time? Are students raising their hands during sharing time? Are students able to see similarities and differences in data? Can students identify patterns in data? Here’s what I’m looking for from the home assignment: Did the student return the form to school? Did the student make an attempt to gather information? Did the student do his own writing on the form or did her parents fill it in? Does the student understand the data she has gathered?

5846052

2006-03-09T00:00:00Z

false

There are students who love interviewing. I’d encourage them to bring their clipboards, paper, and pencil out on the playground and do playground interviews. Once students understand about interviewing, some may want to interview the principal, librarian, custodian, etc., and find out about their family histories. Students could summarize their results and share them with the class. I would not combine their data with the class data.

<ol type="1" start="1"> <li> Observe teacher interview classmate</li> <li> Interview classmate using form provided</li> <li> Share results and look for patterns in data</li> <li> Bring home letter and interview form </li> <li> Interview mom and dad or grandparents and other relatives</li> <li> Return form to school </li> </ol> 9

PART 1 Step 1: Teacher introduces the term interview. Write this term on a sentence strip and put it on the blackboard. Have students clap the syllables and talk about the small word view within the larger word interview. Step 2: Select a child from the class and using interview form ask questions and record answers. Three questions are sufficient. It’s not necessary to do the entire interview. Step 3: Teacher’s partner asks the teacher three questions and records the answers with teacher’s help. Step 4: Turn on overhead projector if you are using it. Help student record responses on transparency. Students love to write on transparencies! Step 5: Announce pairs that will be working together. Step 6: Hand out clipboards and forms. Show students where to put their names and names of their partners. Remind them that they are writing about the OTHER person. Step 7: Have students interview one another. Step 8: Bring class back together for sharing time. Have students share in pairs and draw attention to similarities. Step 9: End by summarizing a few of the findings of the class. Ask the question, “Based on this data, what true sentences can we say about our class?” Step 10: Explain that next time they will interview their parents. PART 2 Step 1: Before handing out the forms, review the idea that an interview is about the other person. Review results of the partner interviews. Step 2: Make sure students understand the terms ancestors and immigration. These two terms are so important that they should be posted in the classroom. I’d come back to the terms every day or two. Explain that they will be doing two interviews at home and that they can talk to parents, grandparents, aunts and uncles. (Adopted children should research their adoptive family.) Step 3: Distribute the cover letter and form and read them together. Discuss what each question means. Let students know they will have one week and show them the dates on a class calendar. Tell students that you will be reminding them daily. Allow time for their questions.

<ol><li><a href="collateral_resources/pdf/j/july05_interview.pdf">Classmate interview form</a> (PDF) </li><li>Clipboards and pencils</li><li>Overhead projector and transparency of interview form and pens for overhead </li><li>Sentence strip and marker</li><li><a href="collateral_resources/pdf/j/july05_parentletter_new.pdf">Cover letter to parents</a> (PDF)</li><li><a href="collateral_resources/pdf/j/july05_About_My_Family.pdf">Interview form for mom’s and dad’s families </a>(PDF) </li></ol>

0.0

After observing the teacher and a classmate model an interview, students will practice interviewing a classmate and share their results with the class. Then students will gather information about their families. This data, recorded at home, will be compiled later at school.

Learning to Interview

2006-05-25T13:22:49Z

Did the student: <ul><li>maintain focus while I read?</li><li>ask questions?</li><li>respond to my questions?</li><li>show evidence of higher level thinking (predicting, drawing conclusions, etc.)?</li><li>relate the book to other books and to his life? </li></ul>

5846052

2006-03-09T00:00:00Z

false

Puppet Plays and Readers Theater: There are many ways to extend a book. Those students who understand story structure can help you adapt a story for a puppet play or readers theater performance. Planning doesn’t have to be elaborate -- these activities are easier than they sound.

Students will: <ol type="1" start="1"> <li> Maintain focus during the read-aloud</li> <li> Listen attentively</li> <li> Respond to questions from their classmates and me</li> <li> Ask questions and participate in discussion</li> </ol> 10

Teaching through Read-Alouds Whenever I read aloud to children I have certain reading goals:<ul><li>To model fluent, expressive, slow reading</li><li>To teach new vocabulary</li><li>To make sure they understand the content</li><li>To think beyond the story</li><li>To make connections to their own lives</li></ul>While reading, I stop frequently to clarify what’s happening in the story and ask questions like:<ul><li>What will happen next?</li><li>What are you thinking right now?</li><li>This reminds me of … What does it remind you of?</li><li>What picture do you see in your mind right now?</li><li>What does this make you wonder about?</li><li>How is this story like other stories we have read?</li></ul>See it in action:Below are the kinds of questions I would ask when reading the introductory book, Coming to America by Betsy Maestro. One of the skills I’m teaching is divergent thinking. I am not looking for one answer; rather, I’m asking children what they think and encouraging multiple answers. I’m prepared to wait for students to think and ask them if they agree or disagree with one another. This kind of questioning takes time with younger children. I intersperse it with reading because the books that are written on this topic are, for the most part, books they cannot read themselves. <ul><li>What were some of the reasons people left their homes and came to America? </li><li>Were there people who came here who didn’t really want to come here at all? Who do you think those people were? (children who had to come with their parents, children who had to come alone to meet their parents, older people, slaves, etc.)</li><li>How would you have felt? Suppose you had to leave your home suddenly for another country, like Australia? How would you feel?</li><li>What did people bring with them? What did they leave behind? What would you bring with you?</li><li>What does the Statue of Liberty stand for? Why is she holding a torch? Why was the statue so important to immigrants?</li><li>What happened to immigrants on Ellis Island?</li><li>Were immigrants ever sent back? What do you think that felt like? How would you feel?</li><li>Where did people settle when they first came to America? </li><li>What was easy about their new life in America? What was hard?</li><li>Are immigrants still coming to America? Why? </li></ul>Responses to Literature As we are reading this rich literature, I like to do other activities to help students connect to what we are learning. As I teach, the class returns to the topic repeatedly over a four week period. Even after the unit is over children continue to talk about it and bring up relevant stories and facts that relate to this topic. At the end of the year it becomes one of their lasting memories of second grade.Here are some activity ideas:<ul><li>Sponge painting of the Statue of Liberty made to scale. The students make the sponge painting with adult assistance. Then they draw people on construction paper and cut them out. You might not be able to see this in the photo but the people were glued to the bottom of the picture, grouped around the statue. This shows children the size of the Statue of Liberty.</li><li>Mural of Words from Other Languages. I adapted this idea from Instructor Magazine Nov-Dec 2004. I use the words from the magazine and make a mural that we put up and keep up for the rest of the year. I use mural paper and colored markers, and laminate it to make it last.</li><li>Drawings of How Immigrants Got Here. I use these drawings as a kind of evaluation of what children have learned. First we discuss means of transportation and then children make rough sketches or plans on copy paper. I always ask students to make a plan first. Then they draw and color detailed pictures of how immigrants traveled to America. I also ask them to write 2-3 sentences on a 3x5" card explaining their picture. The reason I use 3x5" cards is that they are small and less threatening for beginning writers. </li><li>If possible, ask your parents to take their children to the Statue of Liberty on a field trip. Or find a guest who has seen the Statue to come and share their trip with your class. Three of my students visited with their families. These students returned with more information and great stories and mementos that they shared with their classmates. </li></ul>Projects like those above take several days each, maybe up to a week to complete.

<ol><li>Read-Aloud picture books. <a href="http://teacher.scholastic.com/lessonplans/unit_ancestors_books.htm">See My Booklist</a> </li><li><a href="collateral_resources/pdf/j/july05_Words_from_other_Countries.pdf">Words From Other Countries</a> (PDF) optional</li></ol>

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The heart of this unit is the read-aloud books. Most books about immigration are written beyond the reading level of 2nd graders, so reading aloud is vital. During the read-aloud I stop frequently to discuss the book, ask questions, and encourage good listening.

The Interactive Read-Aloud

2008-08-05T12:28:26Z