Jaimie Longtine



Jaimie LongtineBook of BooksChildren’s Literature – 321Baker CollegePicture BooksTitle#1I Spy Year-Round ChallengerAuthor/IllustratorJean Marzollo/Walter WickPublisher/Date PublishedScholastic Inc.Pages31Age Range/GradesBook ages 1-101 Lesson created for 4th gradersGenreChildren’s>Picture BookSynopsisA picture riddle book where readers are challenged to find specific elements within the pictures. Each page has a different theme such as a holiday, season, or time of year, which is created by objects that make up a picture that is made from various pieces. Lesson Plan #1 - Activity NameI Spy Michigan History Domain/DisciplineHistoryStandard/GoalHistory4 – H3.0.1 Use historical inquiry questions to investigate the development of Michigan’s major economic activities (agriculture, mining, manufacturing, lumbering, tourism, technology, and research) from statehood to present. (C, E)? What happened?? When did it happen?? Who was involved?? How and why did it happen?? How does it relate to other events or issues in the past, in the present, or in the future?? What is its significance?4 – H3.0.4 Draw upon stories, photos, artifacts, and other primary sources to compare the life of people in towns and cities in Michigan and in the Great Lakes region during a variety of time periods from1837 to the present (e.g., 1837-1900, 1900-1950, 1950-2000). (G)4 – H3.0.6 Use a variety of primary and secondary sources to construct a historical narrative about the beginnings of the automobile industry and the labor movement in Michigan. (G, E)4 – H3.0.7 Use case studies or stories to describe the ideas and actions of individuals involved in the Underground Railroad in Michigan and in the Great Lakes region. (See 8-U4.2.2; 8-U4.3.2;8-U5.1.5; USHG 7.2.4) (G, C, E)4 – H3.0.9 Create timelines (using decades after 1930) to sequence and describe important events in Michigan history; annotate with connections to the past and impact on the future.Materials NeededPaper, Computer, Printer, Internet, Objects to create scenesDirectionsAt 1:00pm have students move to computer lab seats.Discuss and explain the following directions and concepts as a group after they have logged in.Remind students to save their work often as they work.Choose a significant time in Michigan history.Create a timeline using objects, pictures or a creative form to show twenty years of progression.Use brand logos, objects, or items you feel represent the era. Your page should also showcase the people and industries that created, changed, transformed, or had impact on the area and people during the era. For example the creation of the assembly line, or the effect of the Underground Railroad. Your page should include some kind of timeline showing specific dates that the page represents. For example, a sign or piece of paper that has a timeline with dates and significant occurrences on it. Michigan specific objects so people know this represents Michigan. State emblem from that era, objects from that era, the state bird, state flower, and at least four state logos from that era.Set up objects in a cohesive area so pages will look similar to the I Spy Book pages we have been studying. Create a riddle to guide readers in searching for important elements and objects on your page that highlight the time in Michigan history you want them to learn about from your pages.When your area is set up take pictures and upload them to the computer so that you can add your riddle and print two 8 x 10 pages that we will add to our binders. At the end of this unit each student will have one book consisting of 10 pages. We will also put together one Classroom book that will remain in our school library that students will be able to check out!Include a riddle that requires readers to find objects that you have highlighted in your pages.Save work to flash drive and return flash drive to hook on computer lab cart. At 2:45pm instruct students to finish up their scenes, take pictures, upload them to the computer and clean up where they were working by putting everything away. At this time remind them they also need to have their riddles done and their pages complete by 3:15. Instruct students at 3:15 to print their pages; if they haven’t already and to place them in their binders. Tell students to put binders back in cubbies. And to get ready to go home. Resource (website/book/etc. used, if applicable)N/ALesson Plan #2 - Activity NameMichigan OutdoorsDomain/DisciplinePhysical EducationStandard/GoalOutdoor PursuitsStudents will…M.OP.04.01 demonstrate use of movement concepts in outdoor pursuits with self and equipment in isolated settings.M.OP.04.02 demonstrate use of locomotor skills in outdoor pursuits with self and equipment (e.g., backpack) in isolated settings.M.OP.04.03 demonstrate use of non-locomotor skills in outdoor pursuits with self and equipment in isolated settings.M.OP.04.04 demonstrate ability to safely manipulate or use equipment in selected outdoor pursuits in isolated settings.Materials NeededSports Equipment, Nature, People, Camera, Computer, PrinterDirectionsAt 1:00pm tell students to prepare for going outside, getting coats and outdoor supplies needed. At this time tell them to get everything they need to go home and put it next to or hanging from the back of their chairs. Also have them log into the computers so they can come right in, upload their pictures and riddles, and print them quickly as soon as they come in.Close the classroom door that leads to the hall so no one is in the room while we are outside. Have students gather in circle and discuss creating scenes similar to the I Spy book that meet the criteria below. Dismiss students to work on their scenes where they like, quietly, and in an organized way. Remind them this is not recess outside it is work time!Have students line up with all the equipment they need and go straight out the classroom door to the outside playground and field area. Do not leave door open use key to enter and exit door. Remind students to use bathroom before going out.Teacher or adult volunteer will keep track of the camera and go to wherever they need pictures taken. Students take their own pictures with camera or GoPro with teacher standing right there to ensure it is used properly and to assist only as needed.Create a set that represents all the things that you love about Michigan Outdoors.Include at least 10 images of you doing 10 different things outdoors such as flying a kite, swimming, running, playing baseball or soccer, hiking, biking, canoeing, etc.Include at least 10 images of 10 different sports teams outside in Michigan.Include at least 10 images of 10 different recreation areas in Michigan.Include at least 10 images of 10 different landmarks where people are doing activities outside in Michigan.Include objects or pictures that represent nature in Michigan such as state tree, state bird, water, boats, fish, etc.Upload all of your pictures and condense into two 8 x 10 pages.Include your riddle that requires readers to find some of the Michigan outdoor activities you have highlighted.At 2:45pm instruct students to finish up their scenes, take pictures, and to clean up where they were working by putting everything away. At this time remind them they also need to have their riddles done and their pages complete by 3:00. Instruct students at 3:00pm to line up, head inside and quietly put equipment away. Tell students to sit down at the computers to print their pages, save their work and back up on their flash drives. Tell students to place printed pages in their binders and then put them back into their cubbies, log out of their computer, turn it off, and hang flash drive on computer cart. 3:30 kids need to line up and be ready to go home.Resource (website/book/etc. used, if applicable)N/ALesson Plan #3 - Activity NamePicture MapDomain/DisciplineGeographyStandard/GoalGeographyG1 The World in Spatial TermsUse geographic representations to acquire, process, and report information from a spatial perspective.4 – G1.0.1 Identify questions geographers ask in examining the United States (e.g., Where it is? What is it like there? How is it connected to other places?).4 – G1.0.4 Use geographic tools and technologies, stories, songs, and pictures to answer geographicquestions about the United States.4 – G1.0.5 Use maps to describe elevation, climate, and patterns of population density in the United States.G2 Places and RegionsUnderstand how regions are created from common physical and human characteristics.4 – G2.0.1 Describe ways in which the United States can be divided into different regions (e.g., political regions, economic regions, landform regions, vegetation regions).4 – G2.0.2 Compare human and physical characteristics of a region to which Michigan belongs (e.g., Great Lakes, Midwest) with those of another region in the United States.4 – G4.0.1 Use a case study or story about migration within or to the United States to identify push and pull factors (why they left, why they came) that influenced the migration. (H)Materials NeededPaper, Crayons, Marker, Colored Pencils, Scissors, Stickers, Tissue Paper, Art Supplies, paper maps, globesDirectionsAt 1:00pm direct students to join you at the circle rug. Discuss what they’ve done so far with their ISpy books, today’s map creation, and show them maps, books, and globes to spark ideas for their work. Tell students to begin to create a Map of the United States drawn by hand. No computer animation allowed!Define where regions and individual states are. Pick a region or state to compare to Michigan.Show environmental conditions of regions and of Michigan specifically. Be creative!Show migratory patterns of people and wildlife across regions and Michigan specifically.One set of pages should be the map of America and one set of pages should highlight Michigan, including the surrounding great Lakes.Show pushes and pulls emphasizing jobs, environment, and other factors that you think effect where people live. You could show brand logos in Michigan where products are made that draw people to a location, or inexpensive housing, or ample hunting, fishing, or other draws or deterrents.Create a riddle that highlights America and its regions, Michigan, regions within Michigan, economic and natural pushes and pulls so readers get an understanding of how people have come to live where they do.At 2:00pm remind students to have pictures and riddles completed by 2:15. At 2:15 students should take pictures of all of their works, upload them to the computer they have logged in on. Remind them to save their work as they go. Once your pages are done on the computer including riddles print your pages. Put your pages in your binder. Hang flashdrives on cart and log off of your computer. Put your binder in your cubbies. Everything should be cleaned up and completed by 2:45.Resource (website/book/etc. used, if applicable)N/ALesson Plan #4 - Activity NameTime in MichiganDomain/DisciplineMath Standard/GoalTIMEO.4Time zonesO.8Transportation schedulesMaterials NeededComputer, Art Supplies, Objects, Printer, PaperDirectionsAt 1:00 direct students to log into computers to finish up their final I Spy pages. Include a map showing the times zones of the world and America.These pages should show numbers in various ways that represent Michigan. For example show how many innings are in a Detroit Tiger’s game, arrival and departure times for airplanes at Metro Airport, etc. When your page is complete, create a riddle so readers can find some of the math you feel best represents Michigan.Remind students to save as they work. At 2:00pm tell students they need to have their work saved, pages completed and printed by 2:30.At 2:30pm tell students to place printed pages in their binders, if they haven’t already, and to hang flash drives on the computer cart. Binders should be place back in cubbies. Resource (website/book/etc. used, if applicable)N/ATitle#2Rechenka’s EggsAuthor/IllustratorPatricia PolaccoPublisher/Date PublishedPhilomel Books 1988Pages32Age Range/Grades4-8/Pre-K - 3GenreChildren’s/Fiction/Cultural>Picture BookSynopsis“An old woman named Babushka always wins first prize in the Easter festival for her exquisitely painted Ukrainian eggs. When she finds a wounded goose outside her house, Babushka takes her in, cares for her until she is strong again, and names her Rechenka. The goose lays an egg each morning for the old woman, but as she begins to heal, she flies around, knocking over Babushka's jars of colored paints and breaking all her Easter eggs. Babushka is miserable, until Rechenka miraculously lays brilliantly colored eggs; the old woman wins first prize once more (Amazon, 1988).”Lesson Plan #1 - Activity NameBeing RechenkaDomain/DisciplineFourth Grade Language Arts/ArtStandard/GoalNounsD.1Which word is a noun?D.2Identify nounsD.3Identify common and proper nounsD.4Identify nouns – with abstract nounsSimiles and metaphorsXX.1Determine the meanings of similes and metaphorsXX.2Identify similes and metaphorsMaterials NeededPaper, watercolor paint, crayons, pencils, scissors, paint brush, water, language arts journalsDirectionsAt 10:00am instruct students to gather art caddies and to take out their language arts journals. Choose four of your favorite similes and four of your favorite metaphors, at least one of each has to be from Rechenka’s Eggs. Write them in your Language Arts journal. Write the name and author from the book you find them in next to the simile or metaphor since these are not your own work; we want to credit the author of the work.Look over the metaphors and similes, identify the nouns in each. Circle the common nouns, underline the proper nouns, and draw a triangle around the abstract nouns.Explain what you think each metaphor or simile means by writing about it in your journal.Write how you know if it is a metaphor, a simile or something else.Create four similes and four metaphors and write them in your Language Arts journal.Identify the nouns. Circle the common nouns, underline the proper nouns, and draw a triangle around the abstract nouns.Explain what each simile or metaphor means.When you have completed the journal entries bring your work to me so we can discuss what you have before moving on to the art portion of this project. This part of the project should be finished by 10:30am.By 10:30 am students should be drawing and cutting out one large egg shape.Transfer one of your favorite metaphors and one of your favorite similes so that the text takes up the entire egg by writing each word so it’s interesting and artistic.After you have all of your words written on your egg, trace over the metaphor in a dark color and the simile in a different but still dark color. For example black for simile, blue for metaphor.Now go back over the entire egg looking for your nouns that you already identified. For your common nouns draw a circle with a blue crayon around the word and color it in. For your proper nouns underline or draw some kind of shape under the word to signify it is underlined in some way with a dark yellow crayon. For your abstract nouns, draw a triangle around the word with a red crayon and color it in.Now use water colors to paint all over your egg.Notice how the layers of detail are different but make a beautiful mural together. Ask why they think the paint doesn’t wash away where there is crayon?At 10:45 instruct students they need to have their area cleaned up, their egg done and on the drying rack with their name on the back by 11:00am.Explain to students that when these are done drying we will fill our classroom bulletin board basket in the hall with our eggs for everyone to admire.Resource (website/book/etc. used, if applicable)N/ALesson Plan #2 - Activity NameCompletely Broken and on the RunDomain/DisciplineLanguage arts/Physical EducationStandard/GoalSentences, fragments, and run-onsC.1Is it a complete sentence or a fragment?C.2Is it a complete sentence or a run-on?C.3Is it a complete sentence, a fragment, or a run-on?Target GamesM.1.TG.1 Demonstrate all elements of tactical problems, such as accuracy in distance and direction(e.g., reducing number of shots/strokes,implement selection, set up routine/startingposition) during 2 vs. 2, opposed target games.M.1.TG.2 Demonstrate elements of selected tactical problems of accuracy in trajectory (e.g., shot execution/placement modifying flight pattern,spin) during 1 vs. 1, opposed target games.Materials NeededWater Balloon“Eggs,” Timer, labels, four targetsDirectionsAt 2:00 instruct students to line up at the door that leads to the playground and to head out. Divide the class into four teams of six students that each will line up for a relay race. Go down the line and give each student a jersey to put over their clothes that will assign them to a certain team randomly. There will be red, orange, yellow, and blue teams. Explain directions and object of the game upon getting outside. Also review sentences, fragments, and run-ons so students are secure with these concepts.Each team member needs to complete each task and tag in their next teammate. The first team to finish with the most points wins. Each team gets a prize at the end if everyone finishes in less than twenty minutes.Teammates can help one another or other teams as well.Students pick a plastic egg and open it at the first station, then the second, then the third. Each team member must go to three stationsStudents need to read the sentence out loud to the volunteer standing at each station. Students then decide if it is a run- on sentence, a fragment, or a complete sentence to determine what to do next. If the students chooses correctly and completes the task that goes along with the sentence they get six points, if they choose incorrectly they get zero points. If the sentence is a complete sentence the student needs to simply write their name, the word complete on the paper and move to the next station with their sentence and egg.If the sentence is a run-on sentence the student needs to write their name, write run-on sentence and then run one lap around the marked track.If the sentence is a fragment the student needs to write their name, the word fragment and then pick up a water balloon egg and throw it to the target. Depending on where on the target they hit they can earn 0-6 extra points for their team.Each team member must bring all three eggs and the sentences with their sentence labeled with run-on, complete, or fragment along with their name. If the student doesn’t have all these objects they cannot tag in another team member until they do. At 3:00pm blow whistle to signal the end of the games, if they are not complete yet. Line up at door and reenter classroom by unlocking door and entering.Have students quietly gather items to go home and meet at circle to reflect on the games before heading home.Briefly discuss the concepts, ask if they understand better. Ask each student to give a star and a wish for the game and concepts discussed. Resource (website/book/etc. used, if applicable)N/ALesson Plan #3 - Activity NameThe “Eggsact” AmountDomain/DisciplineMath/HealthStandard/GoalFraction equivalence and orderingQ.16Compare fractions in recipesAdd and subtract fractions with like denominatorsR.10Add and subtract fractions with like denominators in recipesR.11 Add and subtract fractions with unlike denominatorsS.17Add and subtract fractions with unlike denominators in recipesMultiply fractionsT.13Multiply fractions and mixed numbers by whole numbers in recipesMaterials NeededPaper, Recipe, Pencil, Math journal, cook booksDirectionsAt 10:00am have students talk with you about cooking and using eggs with students sitting in their seats. Talk about why eggs were important in Rechencka’s life. Why are eggs important in their own lives? What do they use eggs for? What eggs do, what happens if you use too many or too few eggs? Have students look through cookbooks to choose a recipe containing eggs. At 10:15 write in your math journal how you would double the recipe and how you would cut the recipe in half by using addition, division, and multiplication. Show your work.Create four word problems for this recipe.Tell students they need to complete their entries by 10:40.At 10:40 have each student share one word problem with the class and have them figure it out.This activity should be done by 11:10. Students should put journals back in their cubbies when done.Resource (website/book/etc. used, if applicable)N/ALesson Plan #4 - Activity NameFriends help FriendsDomain/DisciplineLanguage ArtsStandard/GoalHelping verbsO.1Identify main verbs and helping verbsMaterials NeededLanguage Arts Journal, pencilDirectionsAt 11:00 instruct students to gather their language arts journals and pencils and then to go through Rechenka’s Eggs and find ten helping and ten main verbs. Write these verbs down in your Language Arts Journal.Explain what helping verbs are and what they do. Write your explanation in your Language Arts journal.Explain what it means to help. Write about it in your Language Arts Journal.In the story what other helping is going on? Who is helping who? Why is that important? Write about helping in this story in your Language Arts journal.Think of a time you were helped by someone and write about it.Think of a time you helped someone else and write about it.At 11:45 tell students to finish up their journals by 12:00. Have students put journals back in cubbies.Resource (website/book/etc. used, if applicable)N/ATitle#3The Very Hungry CaterpillarAuthor/IllustratorEric CarlePublisher/Date PublishedPhilomel / 1969Pages16Age Range/Grades1-8/PreK – 3rdGenreChildren’s/Science>Picture BookSynopsis“A very hungry caterpillar emerges from an egg and spends an entire week feasting on all kinds of foods, including strawberries, a lollipop, and a piece of pie. As he eats through each food, he also eats holes in the book big enough for little fingers to fit through. At the end of the week he’s a very full caterpillar with a bellyache. He eats a leaf to relieve his indigestion and builds a cocoon where he sleeps for two weeks. At the end of the second week, he emerges as a beautiful butterfly (The Well Read Child, 2015).”Lesson Plan #1 - Activity NameCaterpillar Life Cycle ObservationDomain/DisciplineLIFE SCIENCE – 4th gradeStandard/GoalL.OL.E.1 Life Requirements- Organisms have basic needs. Animals and plants need air, water, and food. Plants also require light. Plants and animals use food as a source of energy and as a source of building material for growth and repair.L.OL.01.13 Identify the needs of animals.L.OL.E.2 Life Cycles- Plants and animals have life cycles. Both plants and animals begin life and develop into adults, reproduce, and eventually die. The details of this life cycle are different fordifferent organisms.L.OL.01.21 Describe the life cycle of animals including the following stages: egg, young, adult; egg, larva, pupa, adult.Heredity K-7 Standard L.HE: Develop an understanding that all life forms must reproduce to survive. Understand that characteristics of mature plantsand animals may be inherited or acquired and that only inherited traits are passed on to their young. Understand that inherited traits can be influenced by changes in the environment and by genetics. L.HE.E.1 Observable Characteristics- Plants and animals share many, but not all, characteristics of their parents. L.HE.01.11 Identify characteristics (for example: body coverings, beak shape, number of legs, body parts) that are passed on from parents to young.L.HE.01.12 Classify young animals based on characteristics that are passed on from parents (for example: dogs/pMaterials NeededCaterpillar Egg Hatching Kits, Camera, Worksheets, Scientific Method Worksheets, Observation JournalsDirectionsGather students in the Science station around the caterpillar eggs. Explain that at the same time every Friday at 9:00am, the class will take time to observe the caterpillar eggs as they change forms all the way until butterfly form. Each student must take a selfie as well to see if they undergo any changes from week to week.Explain students should begin observations when instructed every Friday at 9:00am and complete their journals and pictures by 9:20am.Log observations in Science Journals.Every Friday fill out Scientific Method Worksheet to determine changes and causes for change. Use classroom camera to take a picture of yourself and the caterpillar eggs. Draw predictions. At the end of the project each student will put together a book of growth, reflection, and observations, so remind them to take detailed notes and complete the worksheets carefully.Remind them to save pictures and put journals in cubbies at the end of each Friday observation.Resource (website/book/etc. used, if applicable)N/ALesson Plan #2 - Activity NameCaterpillar/Butterfly PredictionDomain/DisciplineScience/ArtStandard/GoalK-7 Standard L.HE: Develop an understanding that all life forms must reproduce to survive. Understand that characteristics of mature plantsand animals may be inherited or acquired and that only inherited traits are passed on to their young. Understand that inherited traits can be influenced by changes in the environment and by genetics. L.HE.E.1 Observable Characteristics- Plants and animals share many, but not all, characteristics of their parents. L.HE.01.11 Identify characteristics (for example: body coverings, beak shape, number of legs, body parts) that are passed on from parents to young.Materials NeededComputer, Printer, Paper, Coloring and Art SuppliesDirectionsAt 9:00am instruct students to gather art caddies and log into computers. Explain and go over directions prior to students working independently should only take a couple minutes.Tell students to search online for pictures of the type of caterpillar eggs we have in our room. Print a picture of the caterpillar our egg with change into and also a picture of the butterfly it will change into.Print one picture of the caterpillar and one butterfly.Draw what you predict your caterpillar and butterfly will look like based on what the parent or other similar caterpillars and butterflies look like.Based on your first two pictures draw what you think the next generation caterpillar/butterfly will look like.At 9:25 tell students to have completed pages turned in by 9:40am.Resource (website/book/etc. used, if applicable)N/ALesson Plan #3 - Activity NameFamily TreeDomain/DisciplineScienceStandard/GoalK-7 Standard L.HE: Develop an understanding that all life forms must reproduce to survive. Understand that characteristics of mature plantsand animals may be inherited or acquired and that only inherited traits are passed on to their young. Understand that inherited traits can be influenced by changes in the environment and by genetics. L.HE.E.1 Observable Characteristics- Plants and animals share many, but not all, characteristics of their parents. L.HE.01.11 Identify characteristics (for example: body coverings, beak shape, number of legs, body parts) that are passed on from parents to young.Materials NeededPaper, Art supplies, Computer, Printer, Pictures of Family MembersDirectionsAt 1:00 instruct students to gather art caddies and take to their seats to create a family tree by drawing or using pictures of their family members. Tell them that at the roots of the tree they need to write and talk about the same things that have been passed on from your grandparents, to your parents, to you. Also talk about what you think you might pass on to your children.Place the example of the family tree I made of my family on the board to guide their own creativity.At 1:30 tell them they will need to have their trees completed, areas cleaned up and trees turned in on my desk by 1:45.Resource (website/book/etc. used, if applicable)N/ALesson Plan #4 - Activity NameThe Very Hungry MeDomain/DisciplineNutrition/HealthStandard/GoalPhysical Activity and NutritionK.AN.04.01 describe selected effects that physical activity and nutrition have on the body (e.g., food as fuel; helps build and maintain bones, muscles, and joints; reduces feelings of depression and anxiety; reduces risk of some chronic diseases; provides nutrients vital for health and maintenance of body; reduces the risk of low bone mass).Materials NeededComputer, Printer, Worksheet, Bingo Board, Sandwich and Salad Fixings, Bottled Waters, Art Supplies, VolutneersDirectionsAt 2:00pm instruct students to stand by their team partners from the I Spy games. There should by four teams of six. Instruct students to rotate with their group members through stations. Red starts at 1, Orange at 2, Yellow at 3, and Blue at 4. Set the timer and explain when the timer dings they need to clean up the station they are at. When the second timer buzzes they need to move to the next station going clockwise around the room. If there is any confusion on who should be where and when, there is a schedule on the board of who should be at what station, and at what time, to ensure everyone has time at each station.Station 1 – Create a Healthy Plate of choose a well-balanced lunch plate.Station 2 - Complete Worksheet about healthy choices etcStation 3 - Play Popcorn Bingo. Station 4 - Complete your calendar of meals and snacks to make sure you have well balanced nutrition to have all around well balanced days!Resource (website/book/etc. used, if applicable)N/ASCIENCE FICTIONTitle#4Vacation Under the Volcano(Magic Treehouse#13) Author/IllustratorMary Pope Osborne/Sal MurdoccaPublisher/Date PublishedRandom House Children’s Books/March 1, 1998Pages74Age Range/Grades6-9/1-4GenreChildren’s Science FictionSynopsisJack and Annie are about to find out when the Magic Tree House whisks them back to the days of the Roman Empire. They arrive in Pompeii and soon discover that it is the very day the city will be destroyed. Now Jack and Annie must race against time to find an ancient library before it is buried in ash! (Amazon)Lesson Plan #1 - Activity NameWatch the Matter with Volcanoes?Domain/DisciplineScience/Language ArtsStandard/GoalChanges in Matter K-7 Standard P.CM: Develop an understanding of changes in the state of matter in terms of heating and cooling, and in terms of arrangement and relative motion of atoms and molecules.Understand the differences between physical and chemical changes. Develop an understanding of the conservation of mass. Develop an understanding of products and reactants in a chemical change. P.CM.E.1 Changes in State- Matter can be changed from one state (liquid, solid, gas) to another and then back again. Heating and cooling may cause changes in state. * P.CM.04.11 Explain how matter can change from one state (liquid, solid, gas) to another by heating and cooling.Materials NeededObservation Journal, pencilDirectionsTake notes and answer Observation Journal prompts.Discuss observations and the Build a Better Volcano project.Resource (website/book/etc. used, if applicable) Lesson Plan #2 - Activity NameBuild a Better VolcanoDomain/DisciplineScienceStandard/GoalChanges in Matter K-7 Standard P.CM: Develop an understanding of changes in the state of matter in terms of heating and cooling, and in terms of arrangement and relative motion of atoms and molecules.Understand the differences between physical and chemical changes. Develop an understanding of the conservation of mass. Develop an understanding of products and reactants in a chemical change. P.CM.E.1 Changes in State- Matter can be changed from one state (liquid, solid, gas) to another and then back again. Heating and cooling may cause changes in state. * P.CM.04.11 Explain how matter can change from one state (liquid, solid, gas) to another by heating and cooling.Materials NeededBaking Soda, Food Color, PreMade Volcanoes built at home, Observation Journal, video camera, computer, chocolate fountain, chocolate, snacks to dip in chocolateDirectionsAt 2:00pm, instruct students to put on painting shirts/lab coats and meet you at the circle rug. Go over directions and what will be happening before dismissing them to their work areas.Using the volcanoes you built at home we will observe how they are built, the similarities and differences, how the lava flows out using baking soda and vinegar for the chemical reaction. Write in observation journal.Using the chocolate fountain we will observe the changes in matter from solid when heated turns molten or liquid. Write in Observation Journal.After finishing up journals and activities have kids put lab coats away, wash hands, and sit in their seats. At 2:45pm dismiss students according to birth months to make a plate of snacks and take bottled water. Tell students to wait until everyone has a plate before beginning to eat.Share chocolate, dippables, and journal observations. Go around the room and have students share at least one observation. Have everyone clean up at 3:20 putting trash in can, wiping down eating areas, and putting journals in cubbies.Resource (website/book/etc. used, if applicable)N/ALesson Plan #3 - Activity NameVacationDomain/DisciplineLanguage Arts/MathStandard/GoalMM.1Choose the synonymDictionary skillsVV.1Use guide wordsVV.2Use dictionary entriesVV.3Use dictionary definitionsThesaurus skillsWW.1Use thesaurus entriesTIMEO.4Time zonesO.8Transportation schedulesMaterials NeededDictionary, Thesaurus, Computer, Printer, Paper, language arts journalDirectionsAt 9:00 am tell students to sign into computers, and to have dictionaries and thesauruses ready online and in person. Talk about the book and how it was or wasn’t really a vacation they would like.Explain that today’s activity will allow them to create their dream vacation.Go over the entire lesson before dismissing students to work independently.At 9:15am students should pick one place in Michigan, one place in America, and one place in the world that you would like to vacation.Explain why this place would or would not have a volcano.Explain why this place looks the way it does.Explain the climate of this place.Use four dictionary terms in your description of each place and highlight them with lava colored marker. Print this page out.Use the thesaurus and redo your descriptions. Replace one term for each place and highlight it in green to show you used the thesaurus to find a new word that means the same as the word you replaced.Create an itinerary for each place of what you would like to do there.Create a travel itinerary of how long it takes to get from where you live to each location and from each location to the next location, and finally home. So you need to have an itinerary that starts at A to B to C to D back to A. Include time zone changes if there are any.Also have students list what other subjects besides language arts this activity would go with. Write a subject and two or three sentences explaining why this could fit with that subject. Discuss and give examples such as math because of the times and itinerary, etc.At 9:40 tell students they need to have their pages done and printed at 10:00am.Print your page out and add it to your language arts journal.Resource (website/book/etc. used, if applicable)N/ALesson Plan #4 - Activity NamePicture ThisDomain/DisciplineGeographyStandard/GoalGeographyG1 The World in Spatial TermsUse geographic representations to acquire, process, and report information from a spatial perspective.4 – G1.0.1 Identify questions geographers ask in examining the United States (e.g., Where it is? What is it like there? How is it connected to other places?).4 – G1.0.5 Use maps to describe elevation, climate, and patterns of population density in the United States.G2 Places and RegionsUnderstand how regions are created from common physical and human characteristics.4 – G2.0.1 Describe ways in which the United States can be divided into different regions (e.g., political regions, economic regions, landform regions, vegetation regions).4 – G2.0.2 Compare human and physical characteristics of a region to which Michigan belongs (e.g., Great Lakes, Midwest) with those of another region in the United States.Materials NeededVideo Camera, Volcano videos, files, observation journal, vacation itineraries, computer, printer, Smart Board, maps power pointDirectionsAt 12:00 circle students up at the rug and talk about maps. Show examples on the Smart Board. Discuss maps, time, travel, destinations, how to create slide shows, and go over the lesson before dismissing students to work independently at 1:10pm.Create a map that includes video and slides using observation journal, volcano video, itineraries, and descriptions of locations.Also include you speaking over each slide to explain, compare and contrast regions, climates, volcanic activity, observations, and projects, videos. Videos should only be two minutes long. Remind students to save their work along the way!At 1:15 tell students to finish up their work, have their work saved on their flash drive, and computers off by 1:30.At 1:40 have them circle up again to watch presentations. Each student will plug in their flash drives either at the Smart Board or at the Desktop computer on my desk which will send the presentation to the Board and they will present their video to the class. Have students do a minute or two of Q&A after their video is over and then take their flashdrive out and hang it on the computer cart.All presentations should be done by 3:20pm and everything should be turned in and turned off for the day.Resource (website/book/etc. used, if applicable)N/ATitle#5The Jetson’sAuthor/IllustratorCarl Memling / Al White & Hawley PrattPublisher/Date PublishedGolden Press/1962PagesNone givenAge Range/GradesNone givenGenreChildren’s Science FictionSynopsis Things are very different in the Space Age! When the Jetsons go to the Space Age Shopping Center, high above the clouds, Mr. Jetson sends Elroy off with Astro at his heels. After all, they can't get lost because Mr. Jetson can always call Elroy on the radio. Lesson Plan #1 - Activity NameWhat is and What isn’tDomain/DisciplineLanguage Arts/ScienceStandard/GoalSentence typesA.1Is the sentence declarative, interrogative, imperative, or exclamatory?A.2Is the sentence simple or compound?S.RS.04.16 Identify technology used in everyday life.Materials NeededLanguage arts journal, pencil, pink, yellow, green, blue highlightersDirectionsAt 10:00am instruct students to collect highlighters, language arts journal, and pencil. Go over instructions and then dismiss kids to find a cozy nook where they can work alone quietly in their journal.Think about the Jetson’s and the technology they used that the author thought was futuristic. Write about what kind of technology is in our everyday life.Research and then write about what kind of technology was used every day when the book was written in 1962. Write about what you predict will be some new technology items that will be used in the future. After you have written on all three subjects go through and highlight each sentence according to what type of sentence it is. Pink for declarative, yellow for interrogative, green for imperative, and blue for exclamatory.Circle compound sentences and underline simple sentences.At 10:30 tell students to finish up their work and return supplies to their spots and their journals to their cubbies by 10:45.Resource (website/book/etc. used, if applicable)N/ALesson Plan #2 - Activity NameShow Me This, Show Me Then, Show Me NowDomain/DisciplineScienceStandard/GoalS.IP.E.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation.S.IP.04.12 Generate questions based on observations.S.IP.04.13 Plan and conduct simple and fair investigationsS.RS.E.1 Reflecting on knowledge is the application of scientific knowledge to new and different situations. Reflecting on knowledge requires careful analysis of evidence that guides decision-making and the application of science throughout history and within society. S.RS.04.11 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities.S.RS.04.16 Identify technology used in everyday life.Materials NeededPersonal technology item from past and present or picture of one image from past and present.DirectionsAt 1:00 tell kids to circle up at gathering place and to bring their show me’s with them!Tell class about technology item from past. When it was from, what it was used for, and what it has been replaced with in present day.Each student will have three minutes to talk about their item and two minutes for questions and answers.Show and tell session should be done by 2:40 and students should have items put back away by 2:45.Resource (website/book/etc. used, if applicable)N/ALesson Plan #3 - Activity NameGetting CulturedDomain/DisciplineScience, historyStandard/GoalS.RS.E.1 Reflecting on knowledge is the application of scientific knowledge to new and different situations. Reflecting on knowledge requires careful analysis of evidence that guides decision-making and the application of science throughout history and within society.S.RS.04.19 Describe how people have contributed to science throughout history and across cultures.4 – H3.0.9 Create timelines (using decades after 1930) to sequence and describe important events in Michigan history; annotate with connections to the past and impact on the future.Materials NeededComputer, Printer, observation journalDirectionsAt 2:00pm talk about the kind of lives the Jetsons live and the world they live in. Discuss similarities and differences to how we live today. Talk about what a culture is. How science and history effect current and future cultural changes. Discuss instructions thoroughly before having students log into computers and working independently at 2:10pm.Research a culture and create a timeline showing when and how technology was introduced and how it affected that culture.At 2:30 tell students to have pages printed and in their journals, work saved to their flashdrives, flashdrives hung on computer cart, and computers off by 3:00. At 3:00 have students gather at circle rug to share their timelines and observations. Have students return their journals to their cubbies by 3:25 which should give each student about one minute to share.Resource (website/book/etc. used, if applicable)N/ALesson Plan #4 - Activity NameInventive InnovatorsDomain/DisciplineScience/HistoryStandard/GoalS.RS.04.16 Identify technology used in everyday life.S.RS.04.17 Identify current problems that may be solved through the use of technology.Materials NeededPaper, pencil, art suppliesDirectionsAt 2:00pm tell students to think about technology that we’ve discussed.Rethink technology we currently use every day. List five technology items you or people you know use every day.List five pros and five cons of each e up with ways to either improve these items in the future or new items that could replace these items.Explain how the improvements or new items will be used and why or how they will be better.Draw a picture of the new items or improved items.Tell students to have work completed and areas cleaned up by 2:30.At 2:35 have students gathered at the circle rug to share their work. Students should be done sharing by 2:45.Resource (website/book/etc. used, if applicable)N/ATitle#6The City of Ember (Book of Ember 1)Author/IllustratorJeanne DuPrauPublisher/Date PublishedYearling/January 1, 2003Pages270Age Range/Grades8-12/3-7GenreChildren’s Science FictionSynopsisThe city of Ember was built as a last refuge for the human race. Two hundred years later, the great lamps that light the city are beginning to flicker. When Lina finds part of an ancient message, she’s sure it holds a secret that will save the city. She and her friend Doon must decipher the message before the lights go out on Ember forever! This stunning debut novel offers refreshingly clear writing and fascinating, original characters.Lesson Plan #1 - Activity NameConnecting Earth and EmberDomain/DisciplineScienceStandard/GoalEnergyK-7 Standard P.EN: Develop an understanding that there are many forms of energy (such as heat, light, sound, and electrical) and that energy is transferable by convection, conduction, orradiation. Understand energy can be in motion, called kinetic; or it can be stored, called potential. Develop an understanding that as temperature increases, more energy is added to a system.Understand nuclear reactions in the sun produce light and heat for the Earth.P.EN.E.1 Forms of Energy- Heat, electricity, light, and sound are forms of energy.P.EN.04.12 Identify heat and electricity as forms of energy.Materials NeededObservation Journal, pencilDirectionsTell students to get their observation journal and pencil and to meet at gathering rug at 2:00pm. Discuss energy forms in our everyday life and compare to energy forms in Ember. Talk about instructions and then dismiss students to work independently at 2:15pmMake a list in your observation journal of 10 sources of energy and how they can be saved, renewed, or replaced by another energy source.Discuss how our world may have similar issues to Ember in terms of losing energy sources.Explain how heat, electricity, light, and sound are forms of energy based on what we’ve already learned this year.Write down one way each of the four sources is used and try and come up with one way that they are used for energy today that is different than how it was used fifty years ago. Then write how it might change fifty years from now. At 2:30 tell students to have journals completed by 2:45. At 2:45 have students return journals to cubbies.Resource (website/book/etc. used, if applicable)N/ALesson Plan #2 - Activity NameConsider the SourceDomain/DisciplineScienceStandard/GoalP.EN.E.4 Energy and Temperature- Increasing thetemperature of any substance requires the addition of energy. P.EN.04.41 Demonstrate how temperature can be increased in a substance by adding energy. P.EN.04.42 Describe heat as the energy produced when substances burn, certain kinds of materials rub against each other, and when electricity flows through wire. P.EN.04.43 Describe how heat is produced through electricity, rubbing, and burning.Materials NeededClear cylinder of water, Crisco, chocolate, hot plate, blow dryer, open flame burner, observation journal, video, SmartBoard DirectionsAt 2:00 have students gather at the circle rug to watch the video.Watch video and answer questions as we go about how electricity is made.At 2:30 Discuss as a group how heat can be created, how heat and electricity can be used to change matter. Write down notes in your observation journal.2:45 Complete experiments as a group using different forms of matter and ways to heat it. Complete the worksheet as we go.At 3:20 clean up, put completed worksheets in journals and return journals to cubbies.Resource (website/book/etc. used, if applicable) Plan #3 - Activity NameSimply CircuitsDomain/DisciplineScienceStandard/GoalP.EN.E.5 Electrical Circuits- Electrical circuits transfer electrical energy and produce magnetic fields. P.EN.04.51 Demonstrate how electrical energy is transferred and changed through the use of a simple circuit. * P.EN.04.52 Demonstrate magnetic effects in a simple electric circuit. *Materials NeededCircuit kits, classroom cameraDirectionsAt 2:00 have students go to science stations set up with circuit kits.Follow worksheets to build plete worksheets as you work. Notice how different circuits work or don’t based on how they are put together. Be sure to include how magnets affect circuits and motions of power.Take pictures as instructed at different points throughout the construction of circuits.At 2:45 instruct students to have work completed and areas clean by 3:10.Share pictures at 3:12 from classroom computer hooked up to my desktop which will send pictures to SmartBoard.Resource (website/book/etc. used, if applicable)N/ALesson Plan #4 - Activity NameSliding into the FutureDomain/DisciplineScienceStandard/GoalEnergyK-7 Standard P.EN: Develop an understanding that there are many forms of energy (such as heat, light, sound, and electrical) and that energy is transferable by convection, conduction, orradiation. Understand energy can be in motion, called kinetic; or it can be stored, called potential. Develop an understanding that as temperature increases, more energy is added to a system.Understand nuclear reactions in the sun produce light and heat for the Earth.P.EN.E.1 Forms of Energy- Heat, electricity, light, and sound are forms of energy.P.EN.04.12 Identify heat and electricity as forms of energy.P.EN.E.4 Energy and Temperature- Increasing thetemperature of any substance requires the addition of energy. P.EN.04.41 Demonstrate how temperature can be increased in a substance by adding energy. P.EN.04.42 Describe heat as the energy produced when substances burn, certain kinds of materials rub against each other, and when electricity flows through wire. P.EN.04.43 Describe how heat is produced through electricity, rubbing, and burning.P.EN.E.5 Electrical Circuits- Electrical circuits transfer electrical energy and produce magnetic fields. P.EN.04.51 Demonstrate how electrical energy is transferred and changed through the use of a simple circuit. * P.EN.04.52 Demonstrate magnetic effects in a simple electric circuit. *Materials NeededObservation Journal, Computer, pictures from experiments and circuit building, videos, flashdrivesDirectionsAt 12:00 instruct students to log on to computers. Discuss the project thoroughly before dismissing students to work independently at 12:15.Create a 3 minute slideshow that explains the four energy sources, how different energies effect matter and how it changes the original form or not, show how circuits are created and why they work or don’t, include observations or important notes that help explain the concepts we’ve discussed throughout the last few weeks and lessons. At 12:45 tell students to have presentation ready, work saved, flash drives hung on computer cart, work shared on the classroom site, and computers turned off by 1:00.Present 3 minute video to class and allow each student two minutes of Q & A time.All presentations should be done by 3:00pm. Wrap up by discussing and having each student share a star and a wish about circuitry, the experiments, and projects. End by 3:20pm.Resource (website/book/etc. used, if applicable)N/AINSTRUCTIONALTitle #7All the Colors of the Rainbow (Rookie Read-About Science)Author/IllustratorAllan FowlerPublisher/Date PublishedChildren's Press(CT)/ March 1, 1999Pages32Age Range/Grades6 and upGenreScience/Non-fictionSynopsisFrom friendly dolphins to giant pandas, from icebergs and glaciers to energy from the sun, from magnets to solids, liquids, and gases, Rookie Read-About Science is a natural addition to the primary-grade classroom with books that cover every part of the science curricula. Includes: animals, nature, scientific principles, the environment, weather, and much more!Lesson Plan #1 - Activity NameMaking RainbowsDomain/DisciplineScienceStandard/GoalE.ST.E.1 Characteristics of Objects in the Sky- Commonobjects in the sky have observable characteristics.E.ST.04.11 Identify the sun and moon as common objects in the sky. *Materials NeededSpray bottle, flashlight, different colored sheets of construction paper, observation journalDirectionsAt 2:00 have students get observation journals out.Go to table where materials are laid out to make an indoor rainbow using construction paper, flashlights, spray bottle with water.Have one person in your observation group spray the bottle, one person hold the flashlight so that the light shines through at the spray of water at different angles, have one person put a sheet of construction paper in back of where the water is sprayed, have one person record what your group sees.Take five minutes and copy what the group recorder has written down. These will be your group observations but all of you must have them written in your own journals as well.Answer the following questions that are written on the board in your journal. Each member in your group must answer these questions individually in their own journal.Questions to answer:Does the rainbow appear darker or lighter at certain angles?When is the rainbow the darkest or lightest? Why?Does the color of the construction paper effect how you see the rainbow?Were there times you couldn’t see the rainbow at all? Why do you think this is?What did we learn from this book that can help explain how and when we see rainbows?Based on our book and experiment, how is the flashlight like the sun?What does the spray bottle represent?At 2:30 tell students to have work completely done, items put aways, and journals returned to cubbies by 2:45.Resource (website/book/etc. used, if applicable)N/ALesson Plan #2 - Activity NameFind the Silver LiningDomain/Discipline4th grade Language ArtsStandard/GoalSimiles and metaphorsXX.1Determine the meanings of similes and metaphorsXX.2Identify similes and metaphorsMaterials NeededLanguage arts journal and pencilDirectionsAt 9:00 tell students to look at this common saying on the board.Write “Find the Silver Lining”, in your journal and date the page with today’s date. Determine if this is a simile or a metaphor. Write which you think it is next to where you have written it in your journal.Explain what a simile is in a sentence or two. Explain what a metaphor is in a sentence or two.Analyze and explain what you think it means to find the silver lining.Share a time when you had to find the silver lining. What was the situation? What happened? How were you feeling looking for your silver lining? What was your silver lining? How did you feel once you found it? What advice can you give to others to help them find their own silver linings?At 9:30 tell students to have work completed, journals put away in cubbies, and areas cleaned up by 9:45.When finished writing return your journal to your cubby. Work on other homework, read silently, or color if you finish before the others.Resource (website/book/etc. used, if applicable)N/ALesson Plan #3 - Activity NameBroken Light: The Science of Rainbows - Stuff to Blow Your Kids' Mind #7Domain/Discipline4th grade scienceStandard/GoalPrior Knowledge Review: P.EN.E.2 Light Properties- Light travels in a straight path.Shadows result from light not being able to pass through an object. When light travels at an angle from one substance to another (air and water), it changes direction. * P.EN.03.21 Demonstrate that light travels in a straight path and that shadows are made by placing an object in a path of light. * P.EN.03.22 Observe what happens to light when it travels from air to water (a straw half in the water and half in the air looks bent). * E.ST.04.11 Identify the sun and moon as common objects in the sky. *Materials NeededObservation journal, educational monitor, computer, internet access to show video, pencilDirectionsAt 2:00 tell students to take out your observation journal and a pencil.Discuss prior knowledge of light and relate to how the sun and moon effect what we see in the sky. 5-10 minutes. Take notes in observation journal.Watch the video. Take notes. Answer these questions in your journal: Does the video support what we have learned and discussed? List three things you understand better now or that you learned from the video.Discuss your journal entry from making rainbows and journal observations today.After discussion have any of your theories changed? Why or why not?At 2:45 tell students to have work done by 3:00. Return your journal to your cubby.Resource (website/book/etc. used, if applicable) Plan #4 - Activity NameSending RainbowsDomain/DisciplineLanguage ArtsStandard/GoalLettersII.1Greetings and closings of lettersTitlesJJ.1Capitalizing titlesJJ.2Formatting titlesJJ.3Formatting and capitalizing titlesAddressesKK.1Formatting street addressesMaterials NeededPaper, Pencil, Art supplies, Envelopes, observation journal.DirectionsAt 12:00 tell students to gather art and writing supplies, paper to write on, and your observation journal.Address the letter to the third grader you are mentoring. To address the letter use the third graders name, then 123 teacher’s name lane as the street address, and then our city, state, and zip code.Put your name, 123 Longtine Lane for street address, and our city, state, and zip code for the return address.Draw a rainbow stamp in the proper location on the envelope.Draft a proper letter using correct capitalization, punctuation and form.The letter must include the following things written here on the board.GreetingClosingDateTheir nameYour nameSomething that connects learning about light in third grade to learning about rainbows, liquids and matter in fourth grade.One example and definition of a metaphorOne example and definition of a simileWhat it means to find the silver liningShare an experience when you were looking for a silver lining how you found it how you felt before you found it how you felt after you found itAdvice on how to find their own silver liningAdvice on who to ask for help if they can’t find it on their ownClosingInclude a hand drawn picture of your experience; include a rainbow in at least three ways throughout your letter!At 12:40 tell students to have work completed, papers put in journal, journals put away in cubbies, and areas cleaned up by 1:00.Resource (website/book/etc. used, if applicable)N/ATitle #8I Wonder Why Soap Makes Bubbles: and Other Questions About ScienceAuthor/IllustratorBarbara TaylorPublisher/Date PublishedKingfisher (January 8, 2013)Pages32Age Range/Grades5 - 8 years/Kindergarten - 3GenreReferenceSynopsisThe series explores questions that young readers ask about the world around them in an unrivalled child-friendly style. The conversational format is perfect for delivering solid information in a natural, amusing and imaginative way. Designed both to entertain and to inform, I Wonder Why Soap Makes Bubbles by Barbara Taylor answers all of those tricky questions about science in everyday life and how the world works. Starting with understanding the world around you with questions such as “what makes cakes rise?” and “Why does a teaspoon get hot when you stir cocoa?” to understanding the natural world with questions such as “why do shadows happen?” and “Why is the grass green?” Combining incredible information with awesome artwork, it is guaranteed to amaze and inspire!Lesson Plan #1 - Activity NameFinding the Correct SolutionDomain/DisciplineScienceStandard/GoalP.PM.E.1 Physical Properties- All objects and substances have physical properties that can be measured. P.PM.04.16 Measure the weight (spring scale) and mass (balances in grams or kilograms) of objects. P.PM.04.17 Measure volumes of liquids in milliliters and liters. *P.PM.E.2 States of Matter- Matter exists in several different states: solids, liquids, and gases. Each state of matter has unique physical properties. Gases are easily compressed, but liquids and solids do not compress easily. Solids have their own particular shapes, but liquids and gases take the shape of the container. P.PM.04.23 Compare and contrast the states (solids, liquids, gases) of matter.Materials NeededDish Soap, Water, bubble wands, beakers, graduated cylinders, observation journalDirectionsTake out your observation journalPut on lab shirts.Gather soap, beakers, graduated cylinders, journal, and pencils, and bubble wands.Pour and record how much water and how much soap you add before testing for the perfection bubble solution. Record observations in your journal:Answer the following questions as well as writing down anything else you see or think is important!Repeat the process four times. Did you find the perfect solution? What were your measurements? Why did you like this mixture best?Discuss as a group with the whole class what you observed and then answer the following questions in your journal. Remember to take notes during the discussion to help answer the following. Compare your findings with the group. How was your solution the same or different as other people? Why do you think this is?Pour your solution into one of the plastic containers with a lid from our recycle bins.Label the container with your nameClean up your station; be sure to put your journal back in its cubby.Resource (website/book/etc. used, if applicable)N/ALesson Plan #2 - Activity NameBrand your BubblesDomain/DisciplineLanguage & Visual ArtsStandard/GoalJJ.1Capitalizing titlesJJ.2Formatting titlesJJ.3Formatting and capitalizing titlesART.D.V.4.2 Investigate and identify careers related to advertising.Materials NeededYour Container of Bubbles, Slogan and Label worksheet, Paper, PencilDirectionsAt 2:00 have students discuss with you why they buy the things they do. Discuss names of items and packaging and why they are important. Talk about jobs or careers in advertising, what they are, and what advertising is. Discuss activity and dismiss students to work independently at 2:e up with a catchy name for your bubbles. Get name approved by the head of your company, in this case, your e up with a slogan. Discuss what a slogan is for a minute or two. Get approved.Design a label on the piece of paper I am handing out to you now. Discuss what makes good labeling and marketing for a minute or two.Remember this will be graded on correct punctuation, capitalization and formatting.At 2:15 tell students to have work completed, areas cleaned up and worksheets in the inbox on my desk by 2:45.Resource (website/book/etc. used, if applicable)N/ALesson Plan #3 - Activity NameThe Power of Words & SongDomain/DisciplineLanguage, Visual, and Performing ArtsStandard/GoalH.1Use action verbsJJ.1Capitalizing titlesJJ.2Formatting titlesJJ.3Formatting and capitalizing titlesAA.1Use adjectives to compareAA.2Spell adjectives that compareAA.3Use adjectives with more and mostBB.1Use adverbs to compareART.M.V.4.1 Observe and identify similarities and differences in the meanings of common vocabulary used in the various 4th grade arts.ART.M.V.4.2 Observe and identify cross-curricular connections within the 4th grade curriculum.ART.M.V.4.3 Discuss the various rationales for using music in daily experiences.Materials NeededComputer, Paper, Printer, Pencil, Language Arts Journal, highlightersDirectionsAt 1:00 have tell students take out your language arts journal and pencil. Brainstorm ideas on how to write a jingle using the name of your bubbles to sell your product. Discuss marketing, jingles, brainstorming for 5 minutes. You can share ideas so write them down now.After you have five or more ideas pick your best idea and get it approved.Create a commercial script using your approved idea. Your script must contain the following items written here on the board:These items are written and highlighted in the same way you will need to highlight these items in your script. Remember spelling counts!3 or more action verbs that relate to your bubbles. highlight - greenCapitalized and properly formatted title(s) – highlight yellow3 or more adjectives that compare your product(bubbles) to other brands – highlight in purpleAdjective that uses more highlighted in orangeAdjective that uses most highlight in red3 or more adverbs to compare your brand to other brands – highlight in blueDiscuss these items as needed as a group then reinforce with those struggling with concepts as needed.Take a break after class has been writing for five minutes for a stretch and brain break! Do five head rolls, five jumping jacks, five jazz hands, five spirit fingers, five head rolls, five arm circles, five toe touches and then return to seats. Before starting back at writing ask if anyone has any questions?Talk about how common words and vocabulary can be used in songs or commercials to take on different meanings or connect people and ideas. Discuss for four minutes as a group.Talk about how this project and the proper use of words, reading, and writing connect math, science, language arts, music, technology and more. Discuss for four minutes as a group.Talk about the reasons and ways music can be used every day to make connections, help with understanding, and expression. Discuss for four minutes as a group.Instruct everyone to think about how they will use everything we discussed to create a great commercial that represents all they want people to know about their bubbles. Discuss for a few minutes. Then tell the students they have the next twenty minutes to finish up their script.Have students create a word document and type in their script as they finish and have had their hand written and highlighted version approved.Tell students to have work completed by 2:15, to print their completed script and put it in their language arts journal before putting their journal in their cubby by 2:30.Resource (website/book/etc. used, if applicable)N/ALesson Plan #4 - Activity NameWrap It Up and Sell It!Domain/DisciplineVisual & Performing ArtsStandard/GoalART.M.I.4.3 Sing and play with understanding, expressively with appropriate dynamics, phrasing and interpretation.ART.M.I.1.4 Sing a melody in a small group.ART.M.II.4.5 Use a variety of traditional and non-traditional sound sources and electronic media when composing, arranging, and improvising appropriate to 4th grade.ART.M.II.4.6 Add vocal, instrumental, and physical responses to a selection presented in 4th grade.Materials NeededArt Supplies, Video Camera, GoPro, Computer, Printer, Paper, Props, Bubbles, Commercial Script, Language Arts JournalDirectionsTell students at 1:00 to take out your language arts journal and open to your script. Decide what props or visuals you may want to use in your commercial. Collect what you need quietly and carefully. If someone else has an item you also need discuss how you can share and set up a time to share it. Discuss making a sign-up sheet for things like the GoPro.Create music to accompany your jingle using music, sounds or anything you think sounds interesting and makes sense in your commercial. Also set up time to include the two classmates you were assigned to take part in your commercial. You must include their voices in a melody and you must include dialogue between you in your commercial.Remember your commercial has to be exactly one minute, no more, no less!Over the next hour you need to have your commercial done and ready to record. We will start recording at 2:00pm.We will sit as an audience and watch as each commercial is recorded. We will be quiet and respectful.At 2:45 tell students to have work completed, videos done, flashdrives hung on computer cart, computers turned off and areas cleaned up by 3:00.At 3:00 we will upload our commercials to the building and district websites and they will play today during the end of the day announcements. They will also be available for you and your family to view from home on our classroom, building, and district website! These commercials will also be shown on channel 6 during the high school sports.Do your best and be creative. Let’s make connections!Resource (website/book/etc. used, if applicable)N/ATitle #9TIME for Kids BIG Book of Why: 1,001 Facts Kids Want to KnowAuthor/IllustratorEditors of TIME For Kids MagazinePublisher/Date PublishedTime For Kids/August 10, 2010Pages192 pagesAge Range/Grades8 and up/ 3 and upGenreChildren's Books /Education & ReferenceSynopsisWhy do we have eyebrows? What's a black hole and what happens if you fall into one? What's the fastest a human is capable of running? Why do wet fingers stick to metal in the freezer? Where is the deepest point on Earth? Divided by subject area - humans, animals, environment/nature, technology, and space - and written in an upbeat manner, each answer is accompanied by either a photo or an illustration to show the reasons why. Of course, "Time for Kids" goes beyond answering the question by dipping into the science or history to further explain the answer in an easy-to-follow, straightforward manner. This is a must -have book to satisfy the most curious of kids and provokes a great way to encourage interest and knowledge about a wide range of subjects, as well as to stimulate reading. Kids will be desperate to share what they've learned with their parents, teachers, and friends...and anyone else who will listenLesson Plan #1 - Activity NameFind It!Domain/Discipline Language ArtsStandard/GoalH.2Identify action verbsX.1Does the adjective tell you what kind or how many?X.2Identify the adjective that describes the nounX.3Identify adjectivesY.1Does the adverb tell you how, when, or where?Y.2Identify adverbsZ.1Choose between adjectives and adverbsZ.2Is the word an adjective or adverb?Materials NeededWorksheet, pencil, TIME for Kids BIG Book of Why: 1,001 Facts Kids Want to KnowDirectionsAt 9:00 discuss the Big Book and tell students to choose 10 pages in this book.Using this book and the 10 pages you’ve chosen; complete the worksheet I am passing out to you now. You will need to find or answer the following:10 Action verbs10 verbs10 nouns4 Adverbs and answer if the adverb tells how, when, or whyHow do you know it is an adverb and not an adjective4 subjects and explain how you know these are subjects4 Adjectives and answer if it tells what kind or how manyExplain how you know it is an adjective and not an adverbDiscuss each point while looking over the worksheet as a group.Divide class into groups of five. Each group will share a book.Each student must pick two pages that the group will look at, discuss, and use to complete the worksheet as a group.Tell students at 9:45 to have work completed, areas cleaned up, and work placed in the inbox on my desk by 10:00.After the group and everyone in the group has completed the worksheet turn it in and look quietly through the book together until the rest of the class is finished.Resource (website/book/etc. used, if applicable)N/ALesson Plan #2 - Activity NameDefine It!Domain/DisciplineLanguage ArtsStandard/GoalQQ.1Which definition matches the sentence?QQ.2Which sentence matches the definition?VV.2Use dictionary entriesVV.3Use dictionary definitionsWW.1Use thesaurus entriesMaterials NeededWorksheet, pencil, TIME for Kids BIG Book of Why: 1,001 Facts Kids Want to KnowDirectionsAt 9:00 discuss and choose 10 different pages in this book that are different from the 10 you used in our find it activity.Using this book and the 10 pages you’ve chosen; complete the worksheet I am passing out to you now. You will need to find or answer the following:Each person in your group choose 10 words so your group will have a total of 50 words. Use the dictionary to define each word.Now use the thesaurus to find a new word with similar meaning to your original 10 words. Use the dictionary to define these 10 new words.Your group should have a list of 100 words now.Find sentences that match the definition of the original word definition. Write the sentence under the definition as an example.Now find sentences that match the new word and its definition.Explain how a dictionary is different from a thesaurus.Discuss each point while looking over the worksheet as a group.Divide class into groups of five. Each group will share a book.Each student must pick two pages that the group will look at, discuss, and use to complete the worksheet as a group.Tell students at 9:45 to have work completed, areas cleaned up, and work placed in the inbox on my desk by 10:00.After the group and everyone in the group has completed the worksheet turn it in and look quietly through the book together until the rest of the class is finished.Resource (website/book/etc. used, if applicable)N/ALesson Plan #3 - Activity NameCapitalize It!Domain/DisciplineLanguage ArtsStandard/GoalCapitalizationGG.1Capitalizing the names of people and pets and titles of respectGG.2Capitalizing days, months, and holidaysGG.3Capitalizing the names of places and geographic featuresGG.4Capitalizing the names of historical events, periods, and documentsGG.5Capitalizing proper adjectives, nationalities, and languagesMaterials NeededWorksheet, pencil, Worksheet, pencil, TIME for Kids BIG Book of Why: 1,001 Facts Kids Want to KnowDirections 1.At 9:00 tell students that using this book complete the worksheet I am passing out to you now. You will need to find or answer the following and write them just as they appear in the book, on the worksheet. If they are capitalized then capitalize when you write it on your worksheet. Highlight them if they are capitalized. Each group needs to find the following to complete the worksheet:10 names of people10 names of pets5 titles of respect5 days5 months5 holidays10 places10 geographic features10 historical events5 periods or eras2 documents2 proper adjectives2 nationalities2 languages4.Discuss each point while looking over the worksheet as a group.5.Divide class into groups of five. Each group will share a book.6.Each student completes a worksheet working within the group. 7.Tell students at 9:45 to have work completed, areas cleaned up, and work placed in the inbox on my desk by 10:00.8.After the group and everyone in the group has completed the worksheet turn it in and look quietly through the book together until the rest of the class is finished.Resource (website/book/etc. used, if applicable)N/ALesson Plan #4 - Activity NameTell It!Domain/DisciplineLanguage ArtsStandard/GoalMaterials NeededPencil, Paper, language arts journalDirectionsAt 9:00 tell students to gather their language arts journal, and pencil.Tell them to make a top ten list of what you learned from this book. Remember you will be sharing with the class. Make it interesting and detailed so we can understand your point of view.Take the next 20 minutes to write and then we will share at 9:30. Share everyone must share at least six items and answer questions.After sharing return your journal to your cubby.Resource (website/book/etc. used, if applicable)N/ATRADITIONALTitle#10Thirteen Moons on Turtle's BackAuthor/IllustratorJoseph Bruchac/Thomas Locker Publisher/Date PublishedPuffin Books/ August 25, 1997Pages32Age Range/Grades4 - 8 years/Preschool - 3GenreFolk Tales & MythsSynopsis13 moons on Turtle's shell stand for the 13 cycles of the moon, each with its own name and a story that relates to the changing seasons. Joseph Bruchac and Jonathan London collaborate to reveal the beauty of the natural world around us, while Thomas Locker's illustrations honor both Native American legends and the varied American landscape. Full color.Lesson Plan #1 - Activity NameRound and RoundDomain/DisciplineScienceStandard/GoalE.ST.04.23 Describe the motion of the moon around the Earth.K.2.SB.1 Recognize physical activity as a positiveopportunity for social interaction in dynamicsettings.Materials NeededVideo, hula hoops, marbles, balls, GoPro, DirectionsAt 1:00 tell students to gather at the circle rug. Discuss the 13 moons book and discuss how or why this story came to be. Ask what could people been trying to explain? Lead students to discussing the orbit of the moon and discuss briefly leading into watching the video.At 1:45 After the short video ends, discuss orbit and explain that the class will be going outside or to the gym if raining to use sports equipment to show how the moon orbits the Earth and how that causes things to change. Explain that students will need to come up with how to show the orbit, they will video their ideas. They will need to clearly show the Earth and the Moon by talking about where each is and what each is doing in their video.At 1:55 line students up having everyone take out the bin of items to be used for the activity. Students will get to take turns shooting their video supervised by me in minute intervals.At 2:05 tell students to be ready to film when the whistle blows. Everyone must stand quietly and watch each person film. At 2:10 blow whistle and start filming. Filming should be done by 2:40.At 2:40 instruct students to gather everything and line up. Lead students back to class and have them put everything back away. Have students gather once they have put equipment away at the gathering rug again and watch the videos that were just filmed. Tell students that this is also being broadcast throughout the school at the same time we are watching it. This video will be available on the classroom, building, and district websites after today’s viewing so they can show family and friends at home. Plug GoPro into desktop computer on my desk to broadcast via the district network. Start uploading by 2:45 to ensure everything is up and running by 3:00. If it isn’t working by 2:50 and queued up on the SmartBoard call to the office for IT or call IT at district to assist. Viewing should begin at 3:00 to ensure time for classes to view and have time to get ready for dismissal. If it doesn’t run correctly today it will be moved to tomorrow!Resource (website/book/etc. used, if applicable) Plan #2 - Activity NameOreo MoonsDomain/DisciplineScienceStandard/GoalE.ST.04.24 Explain how the visible shape of the moon follows a predictable cycle which takes approximately one month.Materials NeededOreos, construction paper, art supplies, observation journals, video, 13 moons bookDirections1. At 2:00, after finishing the 13 moons book during reading time, explain we are going to watch a quick video about the actual moon phases and do an activity.2.Tell students to take out their observation journals and to take notes during the video.3.After students watch the video discuss the video, compare to the 13 moons book, and their own moon phases that they’ve been keeping over the last two months. Have students write about similarities and differences in their journals.4.Have students make moon phase chart using Oreo’s of their own. When they have all of their Oreo’s in place have them take a picture using the classroom camera.5.Have them draw what the Oreo’s look like so your chart will be complete in your journal. Tell students they can also enjoy their cookies along with milk or water in the cooler by the sink in the room.6.At 2:30 tell students to have their projects done, areas cleaned up, and journals in their cubbies by 2:45.Resource (website/book/etc. used, if applicable) Plan #3 - Activity NameChange is good but why is there change?Domain/DisciplineScienceStandard/GoalE.ST.04.25 Describe the apparent movement of the sun and moon across the sky through day/night and the seasons.Materials NeededVideo, SmartBoardDirectionsAt 2:00 tell students to gather at the circle rug. Discuss that we are going to watch a video about the sun, the moon, and how where they are changes things on Earth and how these seasons affect our lives.After the video discuss seasons, lifestyles, how people and places are different and same due to seasonal changes, favorite seasons. Make connections to 13 moons book. Describe names of moons such as harvest moon and what it means.Finish discussion by 2:45.Resource (website/book/etc. used, if applicable) Plan #4 - Activity NameCreating MoonsDomain/DisciplineArtStandard/GoalART.VA.II.4.1 Synthesize the use of a variety of materials, techniques, and processes to problem solve in the creation of art. ART.VA.II.4.4 Analyze and reflect on the uses of subject matter, symbols, and ideas to express and communicate meaning in artwork.ART.VA.III.4.2 Recognize that artwork may serve functional purposes, be purely decorative, or serve multiple purposes.ART.VA.III.4.4 Compare and contrast two pieces of personal work.ART.VA.III.4.5 Analyze how art can be a reflection of society and a response to real world experiences. Materials NeededArt supplies, paper, language arts journalDirectionsAt 1:30 have students gather art supplies and their language arts journal. Discuss different cultures and different artists. Discuss how artists try to Create two different pictures using symbols to represent people, places, directions, homes, food sources, water sources, and four different seasons; one each.On the first picture think about maps and pictures in our Thirteen Moons book. Using supplies on the Science table create a picture using only supplies that Native Americans would have had to create with.On the second picture, again think about the maps and pictures in our Thirteen Moons book. Using supplies in the Art area use supplies we use now to create your pare the two pictures and write in your language arts journal about the differences and similarities.Also think about what you want people to understand when they look at your picture. Turn your journal page so that you have only two blank pages showing. On these pages number 1 to 24 just as the pages on the board look, leaving room for people to write.Students also need to create a sign in sheet for each guest at their station. Have them number a separate, loose piece of paper 1-24 that they write sign-in at the top of. Tell students they must sign in at each journal and they must answer questions well but quickly so they have time to get to each journal.Tell them also to go to the circle rug as soon as they finish and bring their book for reading silently.At 2:00 tell students to be sure to have pictures and work completed by 2:15.At 2:30 journals should be open to blank pages. Pick journals and pictures up and rearrange around the room to create a gallery walk. Be sure to keep each journal with its two pictures. Rearranging journals and pictures will help get unbiased reactions since kids may not know whose work they are commenting on. Clean up art supplies so they are out of the way and before students start their walk.Put a pencil on each journal. At 2:40 tell students to put books back and explain to students that they need to go around to each journal and write about the following in each journal; including their own:Write a wish and a star about each picture.How each picture explains the seasons?One thing that is the same and one thing that is different about the two pictures.How do the pictures make you feel? What you learned from the pictures?How are these pictures the same or different from yours? Walk around and supervise that students are moving to each journal in a timely manner. Only one student should be at each journal at a time.At 3:00 tell students to make sure they have gotten to each journal and to be done by 3:10 and to circle back up when they have gone to all 24 journals. Keep an eye on journals to call students over if they haven’t signed in at that journal to keep everything flowing. They may talk quietly once back on the rug until everyone is done.At 3:10 students should all be seated on the rug again. Tell students to collect their journal that is by their pictures and to hang their pictures next to each other on the board in the science area so we can create a classroom mural.Tell students after hanging their pictures to take their journal back to their seats and to read over their classmate’s interpretations of their work. At 3:15 after reading these tell them to write about what their peers had to say. Tell them to answer the following and write responses in their journals:Did people understand what I wanted my pictures to express?How do these comments make me feel?Is there anything I should have done differently?What were my favorite comment and my least favorite comment? Why?What were my wish and my star for this project?Tell students to have this final entry done by 3:30 and journals put back in cubbies before getting everything together to go home.Resource (website/book/etc. used, if applicable)N/ATitle#11One Grain Of Rice: A Mathematical FolktaleAuthor/IllustratorDemiPublisher/Date PublishedScholastic Press/April 1, 1997Pages40Age Range/Grades4 - 8 years/ Preschool - 3GenreTraditional, Mathematical FolktaleSynopsisA reward of one grain of rice doubles day by day into millions of grains of rice when a selfish raja is outwitted by a clever village girl.Lesson Plan #1 - Activity NameOne by One, Two by TwoDomain/DisciplineMathStandard/GoalB.1Add numbers up to millionsB.2Add numbers up to millions: word problemsB.5Add 3 or more numbers up to millionsD.1Multiplication facts to 12D.5Multiply 1-digit numbers by 2-digit numbersD.6Multiply 1-digit numbers by 3-digit or 4-digit numbersD.7Multiply 1-digit numbers by larger numbersD.8Multiplication patterns over increasing place valuesMaterials NeededRice, Worksheet, Clear Cylinders, PencilsDirectionsAt 10:30 after reading One Grain of Rice, have students stand up next to their chairs. Play Simon says to get everyone stretched out and focused on instruction. Finish playing at 10:35. Ask students to get out their pencils as you pass out worksheets. Work as a group on the front of the worksheet, making connections to book and discussing along the way.Have students finish the backside of worksheet independently.At 10:45 tell students to have worksheets finished and placed in the inbox on my desk by 11:00. Have students read silently or work on other homework if they finish early.At 11:00 have students turn in what they have completed. After recording and checking what is completed give papers back to be corrected or finished as homework.Resource (website/book/etc. used, if applicable)N/ALesson Plan #2 - Activity NameGraph the GrainsDomain/DisciplineMathStandard/GoalJ.2Interpret line graphsJ.3Create line graphsJ.4Interpret bar graphsJ.5Create bar graphsMaterials NeededPencil, worksheetDirections1.At 10:30 after reading One Grain of Rice, have students stand up next to their chairs. 2.Play Simon says to get everyone stretched out and focused on instruction. Finish playing at 10:35. Ask students to get out their pencils as you pass out worksheets. 3.Work as a group on the front of the worksheet, making connections to book and discussing along the way.4.Have students finish the backside of worksheet independently.5.At 10:45 tell students to have worksheets finished and placed in the inbox on my desk by 11:00. Have students read silently or work on other homework if they finish early.6.At 11:00 have students turn in what they have completed. After recording and checking what is completed give papers back to be corrected or finished as homework.Resource (website/book/etc. used, if applicable)N/ALesson Plan #3 - Activity NameSoup & SandwichesDomain/DisciplineMathStandard/GoalN.4Compare and convert customary units of weightN.5Compare and convert customary units of volumeS.2Add fractions with unlike denominatorsMaterials NeededRice, Celery, Chicken broth, cooked chicken, Onions, cutting board, knives, spoon, ladle, bread, lunchmeats, condiments, toppings, bowls, plates, spoonsDirectionsAt 8:45 tell students to gather at the circle rug. Discuss that we will be making a feast. Ask questions such as how two pieces of bread create one sandwich but how many people can it feed? How much broth is needed to cook ? cup of rice, ? cup of rice, ? cups of rice, 1 cup of rice.After discussing what will be cooked and how it will be cooked dismiss kids by reading groups to wash hands and meet with volunteers at each station.Station one is where everyone will start and will add ingredients as a group to make one large pot of soup to feast on at lunch. Each student needs to pick to different measuring cups and decide what size they equal. When they have decided upon and explained their work to an adult volunteer, then they will pour broth into one measuring cup that represents the first two they chose. This broth then gets added to the large crockpotNow students need to choose how much rice goes with the measuring cup of broth they chose. This rice gets poured into the crock pot as well. The final step for the soup is to pick three ingredients to add to the soup. Students need to add up these three measurements to find the one measurement they equal such as ? + ? + ? = ? total. Students must explain their measurements to an adult volunteer and then add their ingredients to the crockpot.Station 2 is the sandwich station. Students can create one sandwich that they will eat and one that they will cut up to share. Students need to label their baggies with their name on one and their name along with the word share and the number of people they intend to share it with. On the shared baggie they need to name what amount their sandwich is cut into so for example if they choose to share with four people their baggie would be labeledJaimie – Share – 4 – QuartersAfter making sandwiches and putting them in baggies place them in the cooler near the back filled with ice packs to keep them good until the lunchtime feast.Explain that the soup will cook and the feast will be held outside picnic style or in the classroom if it rains at 11:30 instead of going to regular lunch and then they will go to recess like normal.Resource (website/book/etc. used, if applicable)N/ALesson Plan #4 - Activity NameStart with one grain Domain/DisciplineVisual ArtStandard/GoalART.VA.II.4.6 Incorporate the uses of different technologies to showartistic expression through an original artwork.Materials NeededComputer, Printer, Construction Paper, Glue, Paint, Brushes, Plastic Cups, Uncooked RiceDirectionsAt 2:00 tell students to go over to computer lab area and log on to the computers. Have each students pick one picture from the One Grain of Rice book online from our library.Tell students to look for one image such as an elephant that they can enlarge and create one 8x10 page. Not an entire scene just one image that reminds them of the story the most such as the girl getting a grain of rice, an elephant, etc. Also pick an important or favorite quote for your image from the book. This should be above or below your image on your printed sheet.Tell students to pick an image and then have it printed out by 2:20. After you print your image go to the painting and materials area near the windows.Paint a copy of your image on a piece of construction paper. Mix paint with glue half and half so that the rice sticks completely.After painting your image, create rice designs so that the image is neatly covered in patterns that look nice and organized.After your painting is all covered in rice set it to dry over on the drying rack along with your original print out. Tomorrow we will hang both pieces in the hall on our bulletin board.At 2:45 tell students to have pictures done and areas cleaned up by 3:00.Resource (website/book/etc. used, if applicable)N/ATitle#12Once Upon the End (Half Upon a Time)(book 3 of 3) Author/IllustratorJames RileyPublisher/Date PublishedJanuary 7, 2014Pages384Age Range/Grades8 - 12 years/ 3 - 7GenreTraditional retellingSynopsisWill there be happily ever after? Don’t miss the fractured-fairy tale conclusion to the action-packed and humor-filled Half Upon a Time trilogy!Jack and May have gone their separate ways, and each is now set on course to fulfill their destiny…or are they?Nothing is ever quite as it seems in the world of fairy tales, and the two friends are in for some huge surprises as they prepare to battle the Wicked Queen once and for all.Knights, fairy godmothers, giants, and beanstalks—all come together thrilling and hilarious conclusion to the Half Upon a Time trilogy!Lesson Plan #1 - Activity NamePick a Beginning to the EndDomain/DisciplineLanguage ArtsStandard/GoalQQ.1Which definition matches the sentence?QQ.2Which sentence matches the definition?Materials NeededPrincess hat, basket, magnets, printed sentences and definitionsDirectionsAt 1:00, after finishing the third book in our retelling Half Upon series, tell students we are going to play a quick game of matching definitions to sentences that will help us retell just like our story did.Have students pick one paper out of the definition basket and one out of the sentence hat and put sentences on the left side of the board and definitions on the right side of the board.As a group decides what sentences match which definitions and put them together as a set.Once every definition matches a sentence have students use the sentence to either start a story or end a story.At 1:30 wrap the game up, make sure everyone has had one turn. Tell them that tomorrow they will be doing a rough draft using this same kind of idea.Resource (website/book/etc. used, if applicable)N/ALesson Plan #2 - Activity NameYou started it!Domain/DisciplineLanguage ArtsStandard/GoalA.1Is the sentence declarative, interrogative, imperative, or exclamatory?A.2Is the sentence simple or compound?Materials NeededLanguage Arts journal, pencil, highlighters, preprinted starts, basketDirectionsAt 9:00 have students gather their language arts journal and pencils. Tell them to come pick a story starter out of the basket.Explain that they need to finish the story. Their portion of the writing must include one declarative, one interrogative, one imperative, one exclamatory, one simple, and one compound sentence. Each sentence should be identified by highlighting each sentence just like on the board.At 9:15 tell students to finish by 9:30, clean their area up, and return their journals to their cubbies. Resource (website/book/etc. used, if applicable)N/ALesson Plan #3 - Activity NameStart from the Start Domain/DisciplineLanguage ArtsStandard/GoalB.1Identify the complete subject of a sentenceB.2Identify the complete predicate of a sentenceB.3Identify the simple subject or predicate of a sentenceC.1Is it a complete sentence or a fragment?Materials NeededPencil, Highlighters, Language Arts journal, Preprinted endings, basketDirectionsAt 9:00 have students gather their journals, highlighters, pencils, and take an ending from the baskets.Have students start the story to make sense of the ending. Your beginnings must include highlighted subjects, predicates, as well as identifying if a sentence is complete or a fragment. Complete sentences don’t get highlighted. If a sentence is a fragment correct it after you add your beginning. Highlight just like examples on the board.At 9:15 tell students they should have their writing done by 9:30, their area cleaned up, and their journals back in their cubbies.Resource (website/book/etc. used, if applicable)N/ALesson Plan #4 - Activity NamePicture thisDomain/DisciplineLanguage ArtsStandard/GoalPP.1Homophones with picturesMaterials NeededComputer, Printer, basket, printed homophonesDirectionsAt 10:30 Tell students to log into the computers in the lab area after taking four homophones from the basket. Explain that students need to find two pictures for each word that they have chosen showing how they are a homophone. Review what homophones are before dismissing them to work.At 10:45 tell students to have work finished, printed and put in the inbox on my desk by 11:00.Resource (website/book/etc. used, if applicable)N/ACONTEMPORARY FICTIONTitle#13The Lemonade War (The Lemonade War Series Book 1)Author/IllustratorJacqueline DaviesPublisher/Date PublishedHMH Books for Young Readers/April 23rd 2007Pages192Age Range/Grades10-14/4 - 7GenreContemporary Realistic FictionSynopsisFor a full hour, he poured lemonade. The world is a thirsty place, he thought as he nearly emptied his fourth pitcher of the day. And I am the Lemonade King.Fourth-grader Evan Treski is people-smart. He’s good at talking with people, even grownups. His younger sister, Jessie, on the other hand, is math-smart, but not especially good with people. So when the siblings’ lemonade stand war begins, there really is no telling who will win—or even if their fight will ever end. Brimming with savvy marketing tips for making money at any business, definitions of business terms, charts, diagrams, and even math problems, this fresh, funny, emotionally charged novel subtly explores how arguments can escalate beyond anyone’s intent.Lesson Plan #1 - Activity NameSetting Up Shop!Domain/DisciplineLanguage & Visual ArtsStandard/GoalJJ.1Capitalizing titlesJJ.2Formatting titlesJJ.3Formatting and capitalizing titlesART.D.V.4.2 Investigate and identify careers related to advertising.Materials NeededPencil, PaperDirectionsAt 9:00 have students get out a piece of paper and a pencil.Discuss how advertising could help or hurt selling lemonade.Explain that students will set up lemonade stands during the spring book and science fair. They need to think of ways to sell lemonade that will get the attention of customers and help sell their lemonade over other groups. Have students think of a name for their lemonade stand. Have them also write down their top five ideas to get attention of customers. At 9:15 tell students to have their ideas written down by 9:20.Now group students in groups of four that will work together for a total of six stands.To keep groups random have students pick numbers out of a hat. Once students all have a number, have them meet with their other group members at the table that has their number on it. Have each group go over their ideas to form one advertising idea and a name for their stand. At 9:30 tell students to have a name and one idea from each person written down on one paper that they must get approved by me by 9:35.Once students have their name approved and their four ideas have them narrow down to one idea for advertising. Tell students to turn in their final pitch to me by 9:45.At 9:45 tell students to clean up and turn in their final pitch if they haven’t already.Explain that we will work more on the campaign over the next couple weeks to be ready for next Friday’s stand up day. Resource (website/book/etc. used, if applicable)N/ALesson Plan #2 - Activity NameGo Big and Stand Up!Domain/DisciplineLanguage Arts and MathStandard/GoalJJ.1Capitalizing titlesM.7Price lists with addition and subtractionMaterials NeededPencil, Paper, Art Supplies, worksheetDirectionsWith students sitting at desks get their attention at 9:00 and explain that we are going to work on our lemonade stand campaign. Explain that the lemonade stand will be a bit of a competition with the winning team getting to have lunch with the principal and librarian in the principal’s office!Students will need to come up with five items to sell at their stand, plus lemonade. Students cannot have anything cost more than five dollars and they must be able to pay for what they need with their startup funds of $30 from the PTO.Students must complete the business startup worksheet to make sure their numbers work out and that they will be able to do it within $30 which will be paid back to the PTO.Also tell students that all the money raised will go towards purchasing books and equipment for the library. Every class is doing some type of fundraiser for the library and each class will get to vote on how the money they raise will be spent.At the bottom of the worksheet list the top two things you think the library needs that our money could be used for. We will vote on these ideas at the end of class so we can include our goal in our advertising.After answering questions tell students to meet at their group tables and have their worksheet, price list and sign for their stand done by 9:40. Remind students at 9:40 to have everything done, turned in and areas cleaned up by 9:45.Posters with the stand name and the price list poster should be placed on the art table. Price lists and worksheets should be put in the inbox on my desk with all group members names on both papers.At 9:45 vote on ideas that our class will use the money from the stand for.Decide on posters to get people to visit your stand. Each group member should make one poster but they should all have the same information and your group or stand name on them.At 10:25 tell students to have posters done and turned in to the back table by 10:30.At 10:35 have groups discuss where they will hang posters to advertise their stand and then allow each group to go around to hang posters up. Remind them of hall etiquette and that they need to be done and back in class by 10:50.Resource (website/book/etc. used, if applicable)N/ALesson Plan #3 - Activity NameProfit makes perfect!Domain/DisciplineMathStandard/GoalM.1Count coins and bills - up to $5 billM.2Compare money amountsM.4Add and subtract money amountsM.6Making changeM.7Price lists with addition and subtractionMaterials NeededPrice lists, worksheets, pencilsDirectionsAt 9:00 have students take out pencils and ask them to listen how to complete the worksheets.Go over the money and price list worksheet instructions. Answer questions. Discuss profit, expense, and any further questions.Explain that this will be good practice for when they need to make change and add items up during the sale of items at their stands. Answer questions and go around to make sure students are able to complete these problems individually. At 9:25 tell students to have their worksheet completed and turned into the inbox on my desk by 9:30.Resource (website/book/etc. used, if applicable)N/ALesson Plan #4 - Activity NameMaking Change Domain/DisciplineMathStandard/GoalM.1Count coins and bills - up to $5 billM.2Compare money amountsM.4Add and subtract money amountsM.6Making changeMaterials NeededLemonade stand, supplies, price list, money to make changeDirectionsAsk students to assemble at the circle rug at 9:00. Discuss their tasks and explain that they will be spending the day at their stands. I will be spending time between each stand to ensure they are all well stocked with food, drink, paper products, and money for change.I will also be taking every $10 they make to ensure the money is logged regularly, that their log matches my log, and that each group member is participating.At 3:00 selling will be over and we will tally up totals to see how much money was raised and which group wins lunch with the librarian and principal.At 3:05 tell students the final totals and congratulate them on a great day and successful sale!Discuss how stands were the same or different, why some stands may have made more than others, and the fact that they all did a great job and that they will all be rewarded with a pizza party and lemon ices next Friday! Also explain that each group will have their names labeled in a book with their own names and their group name and an explanation of how they raised the money to donate that book to the school library.Resource (website/book/etc. used, if applicable)N/ATitle#14Seaglass SummerAuthor/IllustratorAnjali BanerjeePublisher/Date PublishedYearling; Dgs Rep edition (May 10, 2011)Pages176Age Range/Grades8 - 12 years/ 3 - 7GenreContemporary Realistic FictionSynopsisEleven-year-old Poppy Ray longs to be a veterinarian, but she's never had a pet. This summer, she's going to spend a month with her uncle Sanjay, veterinarian and owner of the Furry Friends Animal Clinic on an island off the Washington coast. Poppy is in for big surprises. She loves tending to the dogs, cats, and even a bird, and she discovers the fun of newborn puppies and the satisfaction of doing a good job. But she learns that there's more to caring for animals than the stethoscope and cotton swabs in her Deluxe Veterinarian First-Aid Kit. She's not prepared for quirky pet owners, gross stuff, or scary emergencies. With help from a boy named Hawk, a chunk of sea glass, and a touch of intuition, Poppy gains a deeper understanding of the pain and joy of working with animals. With warmth and humor, Anjali Banerjee tells the story of a resourceful, determined girl who can't wait to grow up, but begins to realize just how much she has left to discover.Lesson Plan #1 - Activity NameSearching for Sea GlassDomain/DisciplineSocial Studies, GeographyStandard/Goal4 – G1.0.1 Identify questions geographers ask in examining the United States (e.g., Where it is? What is itlike there? How is it connected to other places?).4 – G1.0.2 Use cardinal and intermediate directions to describe the relative location of significant places inthe United States.Materials NeededMap, video, SmartBoard, computerDirectionsAt 12:00 I instruct students to come gather at the circle rug.I finish up our book and explain we are going to watch a video about hunting for sea glass, just as in our book. I further explain that we will discuss our book, sea glass, places where sea glass can be found, and what makes sea glass, sea glass?I press play on the SmartBoard and we watch our five minute video. If the video does not play we will just discuss the questions without watching the video.As stated earlier the following questions should be discussed such as:What sea glass isWhere it can be foundHow it is madeAnd connections to the bookWrap up discussion by 12:30.Resource (website/book/etc. used, if applicable) Plan #2 - Activity NameWhat would you have said?Domain/DisciplineVisual ArtsStandard/GoalART.T.I.4.2 Improvise real and non-real characters.Materials NeededGoPro, SmartBoard, preprinted story startersDirectionsAt 9:00, instruct students to gather at the circle rug.Explain that you have story starters to warm up with for the day!Students will need to pick a preprinted character piece of paper out of the basket. These story starters are actual lines out of the book Summer of Seaglass. Read what is printed out loud and then they will come up with what they would have said instead of what actually happened in our story. Once they have said a line or two they will pass it to the next person and they will continue the story until everyone has gone. Each student will get a chance to wear the GoPro and capture the story as it is built around the circle. Once every student has had a turn starting a story we will watch our video on the SmartBoard by plugging in the GoPro to the board or the computer and then discuss our results.The discussion should last about ten minutes and topics should include:How did the story change?Was it easy to come up with ideas quickly?What was your favorite new story today?How can you use this idea when you need to write a story or report?Do you see how this was like brainstorming? The discussion should be wrapped up by 9:40.Resource (website/book/etc. used, if applicable)N/ALesson Plan #3 - Activity NameWhere is the story found?Domain/DisciplineVisual ArtsStandard/GoalART.T.III.4.1 Analyze the characters and setting.ART.T.III.4.6 Analyze the character's wants and needs.Materials NeededN/ADirectionsAt 12:00 have students join you at the circle rug. Tell students we are going to discuss our book a little more and analyze the characters, setting, the wants and needs, and how they can relate to their own lives.Discuss which character they liked the most and which they liked least and why.Ask why they think certain characters acted a certain way.Ask students to connect something or someone in their own life to a character in the book.Ask students what setting is and what the setting in the book is.Ask each student if they were writing a story what would there setting be.Wrap discussion up by 12:30 and explain that to finish up we will be making our own sea glass creation tomorrow afternoon.Resource (website/book/etc. used, if applicable)N/ALesson Plan #4 - Activity NameSea Glass BowlDomain/DisciplineVisual ArtsStandard/GoalART.VA.III.4.2 Recognize that artwork may serve functional purposes, be purely decorative, or serve multiple purposes.ART.VA.II.4.1 Synthesize the use of a variety of materials, techniques, and processes to problem solve in the creation of art.Materials NeededSea Glass separated into 25 baggies, saran wrap, 25 bottles of glue, 25 bowls, 25 foam paintbrushesDirectionsAt 2:00 have students meet at the circle rug.Explain to students that we will be making sea glass bowls that we purchased from the craft store since we didn’t have a summer to collect enough for what we need to complete this project!Walk through the following steps so that when students go to their work stations they have an idea of what to do. Keep in mind you need to walk around keep everyone on track and repeat instructions as needed.I say to students: “After I am done explaining this project you will need to do the following:Gather a bowl, glue, foam paintbrush, and baggie of sea glass and take it to your seatCover the outside of the bowl with plastic wrap.This plastic wrap should completely cover your bowl and tuck over the edge and fold over into the inside of the bowl.After your wrap is covering the bowl, take your glue and paintbrush and put a thick layer of glue all over the plastic wrap. Starting at the bottom of the bowl apply pieces of sea glass going around the bowl in levels so that each layer has time to set before starting the next level. This way of adding pieces allows the sea glass to be supportive to the next layer being added.You should have so much glue that it squishes out to be even with the pieces of glass. You don’t want it on the front of your of your glass though. When we go over to the supply area I will show you how to apply the glass and how much glue is just right.Once all of our pieces are on we are going to put the bowls on the table over by the window to dry until next week to make sure they are completely dry and formed.You will get to take them home next Friday.Now that we’ve discussed what we are going to do are there any questions? Once questions are answered have the students follow you over the supplies table and go through the steps again as you do them so they can see what you are saying.Walk around to make sure students are applying plastic wrap, glue, and sea glass pieces correctly.At 2:45 tell students they will need to have their bowls completed, on the drying table, and their work area cleaned by 3:00.At 3:00 oversee cleaning and help as needed.Resource (website/book/etc. used, if applicable)N/ATitle#15Edgar Allan's Official Crime Investigation NotebookAuthor/IllustratorMary AmatoPublisher/Date PublishedHoliday House /September 1st 2010 Pages140Age Range/Grades7 and up/ 2 and upGenreContemporary Realistic FictionSynopsisFirst Slurpy is fish napped, then other things from Mrs. Blackwell's room start to disappear. Odder still, whoever is committing these crimes leaves a note written in poetry. Edgar has it all covered in his "crime investigation notebook"--but so does Patrick Chen, who has copied Edgar and is trying to solve the case first. Yet as Edgar keenly observes his surroundings, he notices many interesting things about his classmates. The more closely he watches two "suspects," the more he begins to think they might make pretty good friends. This warm and humorous story puts writing, friendship, and mystery into a short, accessible chapter book.Lesson Plan #1 - Activity NamePick a page!Domain/DisciplineLanguage ArtsStandard/GoalA.1Is the sentence declarative, interrogative, imperative, or exclamatory?A.2Is the sentence simple or compound?Materials NeededEdgar Allan's Official Crime Investigation Notebook, language arts journal, pencilDirectionsAt 10:00 ask students to get out their language arts journal, a pencil, and their copy of Edgar Allan’s Notebook. Ask them to pick one of the pages written on the board.Have students look over this page and pick out an example of each kind of sentence; declarative, interrogative, imperative, exclamatory, simple, and compound. Students must write the sentences they find, label them with what type of sentence they are. If they can’t find one have the student pick a sentence that is another form. Have them label that sentence as is and then have them turn it into another form and label what the new form is.Answer questions and then tell students to work quietly and independently, finishing up by 10:45At 10:40 remind students to be done and language arts journals put in cubbies by 10:45Resource (website/book/etc. used, if applicable)Edgar Allan's Official Crime Investigation NotebookLesson Plan #2 - Activity NameGet a ClueDomain/DisciplineLanguage ArtsStandard/GoalPP.1Homophones with picturesMaterials NeededWorksheet, pencilDirectionsAt 10:00 have students get out pencils as you pass out worksheets.Explain to students that they will be creating clues and listing homophones by each picture.Once they have come up with a list of homophones they can complete the back of the worksheet.At 10:30 explain to students to be done and have worksheets turned in by 10:35.Resource (website/book/etc. used, if applicable)N/ALesson Plan #3 - Activity NameFollow the cluesDomain/DisciplineLanguage ArtsStandard/GoalV.3Use relative pronouns: who, whom, whose, which, and thatMaterials Needed6 games of CLUE, 35 bottles of water, 6 parent volunteersDirectionsAt 2:00 have students move to the tables that they used for their lemonade stand groups.Once everyone has settled in their spots explain that they will play the game clue along with a parent volunteer at their table.Discuss that the way to win Clue is to figure out the pronouns who, whom, whose, which, that. And the questions who, what, when, why, where, and how.Go over basic rules of the game and remind students to be good sports and honest players.At 3:15 tell students to finish up one last turn each and then reveal who done it if they haven’t figured it out yet and to have games cleaned up by 3:20.Resource (website/book/etc. used, if applicable)6 games of clueLesson Plan #4 - Activity NameBook Scavenger HuntDomain/DisciplineLanguage ArtsStandard/GoalA.1Is the sentence declarative, interrogative, imperative, or exclamatory?A.2Is the sentence simple or compound?Materials NeededWorksheet, pencilDirectionsAt 10:00 have students take pencils out as you pass out worksheets.Explain that students need to label each sentence from the story on the worksheet according to the instructions.Tell students to have worksheets completed and turned in to the inbox by 10:30.At 10:25 remind students to turn papers into the inbox at 10:30.Resource (website/book/etc. used, if applicable)N/AMULTICULTURALINTERNATIONAL FICTIONTitle#16Beatrice's GoatAuthor/IllustratorPage McBrier/Lori Lohstoeter Publisher/Date PublishedFebruary 1st, 2001Pages40 pagesAge Range/Grades4 - 8 years/ Preschool - 3GenreCultural/AfricaSynopsisMore than anything, Beatrice longs to be a schoolgirl. But in her small African village, only children who can afford uniforms and books can go to school. Beatrice knows that with six children to care for, her family is much too poor.But then Beatrice receives a wonderful gift from some people far away -- a goat! Fat and sleek as a ripe mango, Mugisa (which means "luck") gives milk that Beatrice can sell. With Mugisa's help, it looks as if Beatrice's dream may come true after all.Page McBrier and Lori Lohstoeter beautifully recount this true story about how one child, given the right tools, is able to lift her family out of poverty. Thanks to Heifer Project International -- a charitable organization that donates livestock to poor communities around the world -- other families like Beatrice's will also have a chance to change their lives.Lesson Plan #1 - Activity NameIs Beatrice Real?Domain/DisciplineSocial StudiesStandard/GoalP4.2 Citizen Involvement Act constructively to further the public good.4 – P4.2.1 Develop and implement an action plan and know how, when, and where to address or inform others about a public issue.4 – P4.2.2 Participate in projects to help or inform others.Materials NeededLanguage Arts Journal, pencilDirections At 2:30 have students meet on the circle rug for discussion about Beatrice. Tell them to bring their Language Arts Journal and a pencil along. Begin discussing Beatrice and her issues. Then talk about:How to let people know there is a problemPeople in America that have problems like BeatriceProjects or ways to help peopleAfter talking for about five minutes ask students to take out their journals and open to the next blank page.Ask them to draw a vertical line down the middle of that page and on the top of the left side put problem and on the right put solution ideas. Do this on the SmartBoard so that they see how to set up their page.Now explain that we are going to brainstorm problems that we talked about such as Beatrice had. We are going to write problems on the left side and ideas to solve these problems on the right side because these will be the right thing to do. Come up with about ten problems and then two or three solutions per problem. After students have written down everything that is on the board. Tell them that they will be writing an essay about a problem and how to solve it tomorrow so to think about this when they go home and to talk about it with family and friends. Expand on the idea that as good citizens we need to know when there is a problem and how to get others involved in the solution we come up with.At 3:10 dismiss students and have them put journals in their cubbies.Resource (website/book/etc. used, if applicable)v/1286906113001/buy-a-goat-feed-a-village/?#sp=show-clipsLesson Plan #2 - Activity NameRead, Write, React, ResolveDomain/DisciplineSocial StudiesStandard/GoalP3.3 Persuasive Communication About a Public Issue Communicate a reasoned position on a public issue.4 – P3.3.1 Compose a brief essay expressing a position on a public policy issue in the United States and justify the position with a reasoned argument.Materials NeededComputer, Language Arts Journal, Graphic Organizer, Pencil, RubricDirectionsAt 9:00 have students assemble over at the computer lab.Instruct students to get out their journals and to choose one problem and one solution that we discussed yesterday. Ask students if they spoke with anyone at home about the problems, Beatrice and solutions. Talk a few minutes so students can share home discussions.Pass out graphic organizers with the rubric on the other side. Go over what is expected according to the rubric. And go over the example of the graphic organizer on the board. The students’ organizer is blank but the example will be filled in so they can visually see what the organizer should help them do. Have students working by 9:10.At 9:15 tell students that they will need to have their organizer and thesis statement ready by 9:20. At 9:20 ask students to show you their completed organizer worksheet if they haven’t already so they can work on their essay with a good foundation.Explain to them that they will be typing their essays and should include their thesis statement in their first paragraph just like your example essay on the board. Read over your example before having them work independently. Remind them that each bubble of their graphic organizer should be a new paragraph in their essay and that they also need a conclusion. So in total you should have a minimum of seven paragraphs. Each paragraph should have a topic sentence reflecting the graphic organizer bubble it relates to. Tell students they have their essay rough draft done by 9:45.At 9:45 tell students they should have their work saved on their flash drive and turned in by 9:45.Resource (website/book/etc. used, if applicable)N/ALesson Plan #3 - Activity NameCorrect It!Domain/DisciplineLanguage ArtsStandard/GoalA.1Is the sentence declarative, interrogative, imperative, or exclamatory?B.1Identify the complete subject of a sentenceB.2Identify the complete predicate of a sentence248920021018500143192523876000B.3Identify the simple subject or predicate of a sentence15557511684000C.3Is it a complete sentence, a fragment, or a run-on?HH.1Commas with a seriesHH.2Commas with datesHH.3Commas with the names of placesHH.4Commas with direct addresses and after introductory wordsHH.5Commas: reviewMaterials NeededRough drafts of Read, Write, React, Resolve, computers, Directions At 9:00 tell students to sit at any random computer that has been preloaded with an essay that they will need to proofread. Once they are done proofreading and make the corrections as detailed on the board they need to print it out and put their name on it. Students also need to save their work so that it saves on the flash drive of the student that wrote the rough draft.Go over the proofreading symbols and highlighting. Ask if there are any questions on how to mark the paper up.Tell students to have work done by 9:30.At 9:30 tell students to print out what they have done and to save. Have students turn in print outs in my inbox on my desk. Leave flash drives in computers so students stay anonymous and to make sure everything is saved prior to shutting down later.Go over rough drafts while students do their silent read so that they can finish their essay this afternoon.Tell students all of their essays along with the other fourth grade students in the building will be entered into a contest and one of their essays will be chosen for a community wide effort to correct the problem based on their ideas to solve the problem.All of their essays will be on display at the local mall in town.Tell students that they will be collecting money and food to help stock local food banks and the money will buy at least one goat for someone like Beatrice.Resource (website/book/etc. used, if applicable)N/ALesson Plan #4 - Activity NameTake ActionDomain/DisciplineSocial StudiesStandard/GoalP4.2 Citizen Involvement Act constructively to further the public good.4 – P4.2.1 Develop and implement an action plan and know how, when, and where to address or inform others about a public issue.4 – P4.2.2 Participate in projects to help or inform others.Materials NeededWagons, volunteers, boxes, bagsDirectionsAt 2:00 have students gather and discuss the plan to go around and collect the food and money each class has brought in for the take action assembly.Group students with adult volunteers to go and gather food and money. Have them take food to the gym and money to the office.Tell them that at 2:30 the entire building will gather for an assembly to see all of the food gathered and to learn how many goats our students will be able to purchase for our adopted village in Africa. Tell students to report to the gym by 2:30 with their adult volunteers and to sit with their class when they arrive. At the assembly Beatrice will be read by the fourth grade on a video that was pieced together by the IT department so each student has a part. Each will have previously recorded a reading that will be edited so it is a smooth flowing video.Each student will also speak about their essay problem and solution so students get a better feeling for what the lesson is. After the reading the principal will announce goats and hopefully the village will be connected so they can hear the announcement along with our students so there is a connection. At the end of the assembly every person will carry something out to the food bank truck before returning to their classrooms so they see the food is being taken to help.Resource (website/book/etc. used, if applicable)Skype, SmartBoard, connection to African village for assemblyTitle#17 T he Hundred Dresses Author/IllustratorEleanor Estes/Louis Slobodkin Publisher/Date PublishedHMH Books for Young Readers 1944Pages80Age Range/Grades6 - 10 years/1 - 4GenreRealistic Fiction/PolishSynopsisEleanor Estes’s The Hundred Dresses won a Newbery Honor in 1945 and has never been out of print since. At the heart of the story is Wanda Petronski, a Polish girl in a Connecticut school who is ridiculed by her classmates for wearing the same faded blue dress every day. Wanda claims she has one hundred dresses at home, but everyone knows she doesn’t and bullies her mercilessly. The class feels terrible when Wanda is pulled out of the school, but by that time it’s too late for apologies. Maddie, one of Wanda’s classmates, ultimately decides that she is "never going to stand by and say nothing again." This powerful, timeless story has been reissued with a new letter from the author’s daughter Helena Estes, and with the Caldecott artist Louis Slobodkin’s original artwork in beautifully restored color.Lesson Plan #1 - Activity NameWearing Wanda’s ShoesDomain/DisciplineLanguage ArtsStandard/GoalA.1Is the sentence declarative, interrogative, imperative, or exclamatory?A.2Is the sentence simple or compound?C.1Is it a complete sentence or a fragment?C.2Is it a complete sentence or a run-on?C.3Is it a complete sentence, a fragment, or a run-on?Materials NeededPolish Village Music - Historic Polish-American Recordings 1927-1933 CD, CD player on computer, language arts journals, pencilsDirectionsAt 10:45 have students take out their language arts journals and pencils and then join you at the circle rug.Tell students to look at the questions written on the board. Ask them to copy the questions down, leaving eight open lines between questions. Explain that students will answer questions and their own experiences on the open lines. If they don’t have an experience, tell them to imagine they are Wanda (wearing Wanda’s shoes) and respond as Wanda. If they are wearing Wanda’s shoes have them answer the question and write if I were Wanda I would… Discuss questions as students begin to copy them down. Be done with discussion and copying questions by 11:00Have you ever made up a story because you thought it might make someone like you better? What was your story, and what happened as a result?Why do you think Maddie had a hard time defending Wanda?How have you reacted toward someone being picked on?How have you ever been teased or rejected by others?Wanda forgave Peggy and Maddie even though they had hurt her. Why is it difficult to forgive people who have hurt you?Tell students after they have copied all of the questions, leaving space to write in their answers they should go find a quiet place away from anyone else where they can sit and think quietly.When you have explained the activity and answered questions tell students you will be putting on polish music like Wanda may have listened to. Keep this playing the entire time they are working.At 11:40 tell students to finish up and put their journals away in their cubbies at 11:45.Resource (website/book/etc. used, if applicable)N/ALesson Plan #2 - Activity NameThank You dzi?kuj?Domain/DisciplineSocial Studies, Language Arts, Visual ArtsStandard/GoalA.1Is the sentence declarative, interrogative, imperative, or exclamatory?VV.1Use guide wordsVV.2Use dictionary entriesVV.3Use dictionary definitionsART.VA.II.4.1 Synthesize the use of a variety of materials, techniques, and processes to problem solve in the creation of art.ART.VA.II.4.2 Synthesize knowledge of elements of art and principles ofdesign to creatively communicate ideas.ART.VA.II.4.3 Analyze and collaborate how artists express ideas through the use of visual culture, global perspective, and symbols in works of art.ART.VA.II.4.5 Discuss and debate how artists from various cultures convey ideas differently.Materials NeededArt Supplies, Paper, English Dictionaries, English to Polish Dictionary, Polish Art BooksDirectionsAt 2:30 ask students to put away what they are working on.Explain that we are going to make cards for the speakers that will be visiting us tomorrow from the Hamtramck Historical Commission. They will be sharing Polish culture with us and telling about areas that are similar to where Wanda lived right here in Michigan. To thank them for visiting we are going to make them cards that are written in both English and Polish.Each table captain needs to grab an art caddy, Paper, an English dictionary, and English to Polish dictionary for their table.Once each table has all of their supplies go over how to search for words in both dictionaries just as a review.Explain that they need to write one of each style of sentence on the board. They will need a declarative, interrogative, imperative, and an exclamatory sentence in English. Tell them to leave enough space in between sentences to write the sentence again in Polish. Your sentences should be written on the white paper and then glued into the construction paper card like the example I have in each of the art caddies.Write English sentences in pencil first and have them approved before tracing over them in Dark Blue. The English sentence should be traced over in Dark Blue pencil, marker, or pen. The Polish sentences should also be written in pencil first, approved and then traced over in Red pencil, marker, or pen. Notice that the red, white, and blue reminds us that though there are different words and colors when they are all together they represent America; just like different people make up America.Remember also to sign only your first name in English and Polish. Finally, after you have all of your sentences written, approved, and traced over, visit the inspiration station and look at the Polish Art. Look at how they have a certain style that shows us they belong to the Polish culture. Pick out some symbols and pieces that you really like and make your card look like a Polish work of Art!You may take examples to your tables so you can create your art and reference the inspiration for your work.Walk around and make sure students are progressing well. Show class students work, give ideas, talk with students about the art work in the books and how we can tell its Polish by how it looks so they get a feel for why it is unique.At 3:00 tell students cards should be finished by 3:10 and placed in my inbox on my desk, supplies should be put back in the caddy and table captains should make sure their tables are clean and caddies are put away properly.Resource (website/book/etc. used, if applicable)N/ALesson Plan #3 - Activity NameListen to the PastDomain/DisciplineSocial StudiesStandard/Goal4 – H3.0.4 Draw upon stories, photos, artifacts, and other primary sources to compare the life of people in towns and cities in Michigan and in the Great Lakes region during a variety of time periods from 1837 to the present (e.g., 1837-1900, 1900-1950, 1950-2000). (G)Materials NeededSmartBoard, Presentation, Guest Speaker from Hamtramck Historical CommissionDirections1.At 9:45 have students clean up their work areas and prepare for guest speaker to arrive. This is time for potty breaks and to get wiggles out really quick.2.Play quick game of Wanda says while potty breaks go on. Start out with jumping jacks, then play for about 5 minutes slowly having actions slower and quieter until students are seated quietly. 3.Once students are seated explain that our visitor will be here at 10:15 and that they will need to be on their usual best behavior. If they have questions don’t just shout out, but they need to raise their hands.4.This is not the time to talk to their neighbors or be goofy. 5.Also tell them to think of questions about the Polish culture, foods, clothes, our book 100 dresses, what life was like for families and girls like Wanda or anything that has to do with the Polish culture or our book.6.At 10:10 have them situated so everyone is facing the board in their chairs and not twisted around and remind them to give their speaker their full attention.7.Introduce the speaker when he arrives.8.If students are shy to begin asking questions prompt them by asking some questions that were discussed that will get them thinking and asking.9.At 11:30 thank the speaker for coming and have students give him the cards they made.Resource (website/book/etc. used, if applicable)N/ALesson Plan #4 - Activity NameSee it! Say it! Be it!Domain/DisciplineLanguage Arts/Physical EducationStandard/GoalD.2Identify nounsD.3Identify common and proper nounsD.4Identify nouns – with abstract nounsH.2Identify action verbsIndividual DifferencesK.ID.04.01 identify emotions related to how individuals feel while participating in physical activity in isolated settings.Materials NeededPreprinted pieces of paper, box with dresses all over itDirectionsAt 2:30 have students gather at the circle rug. Explain that we are going to play a game kind of like charades, called See it! Say it(in Polish)! And Be it!So students will take a piece of paper out, if they are unsure of the word they can have the teacher show them the English word and then the student needs to act it out. Students need to guess what you are doing but they don’t win until they look it up and say it in Polish!Before beginning to play, discuss how play helps people feel involved even if they don’t speak the same language or have the same skills.End game at 3:00 and discuss with students how they liked the game? How it felt to have fun together and how a game like this or a talk like this might have helped Wanda and her class?Finish discussion at 3:20.Resource (website/book/etc. used, if applicable)N/ATitle#18Kids' Multicultural Cookbook: Food and Fun Around the World (Kids Can!)Author/IllustratorDeanna F. Cook/Michael P. KlinePublisher/Date PublishedIdeals Publishing Corporation,U.S./October 1995Pages160Age Range/Grades5 and up/3rd and upGenreCooking/Multicultural/InternationalSynopsisKids' Multicultural Cookbook Offers an introduction to foods around the world. This title helps children to learn about other cultures through recipes for over 75 ethnic dishes. It includes such recipes as: Birthday Noodles with Peanut Sauce (China), Potato Champs (Ireland), Paprika Cheese Sticks (Hungary), Maori Bread (New Zealand), and Apple Pancakes (Germany).Lesson Plan #1 - Activity NameFourth Grade Food FestivalDomain/DisciplineLanguage ArtsStandard/GoalHH.2Commas with datesHH.3Commas with the names of placesJJ.3Formatting and capitalizing titlesMaterials NeededComputerDirectionsAt 2:00 have students gather and get logged into a computer at the computer lab.After students are all logged in, explain that we are going to create an invitation and flyer for the food festival we are having. Look at the board for the list of everything you need to include in your invitation.Discuss each item, show them the example invitation, and then answer any questions. Have kids working by 2:10.Tell them to call you over to approve their work. And remind them to include interesting pictures to let their guests know that this is a multicultural food festival.After approving each students invitation, help them email their invitations to five addresses their parents have sent in to use.Everyone should finish by 2:30.Resource (website/book/etc. used, if applicable)N/ALesson Plan #2 - Activity NameDistance collaborationDomain/DisciplineVisual ArtsStandard/GoalART.VA.II.4.1 Synthesize the use of a variety of materials, techniques, and processes to problem solve in the creation of art.ART.VA.II.4.2 Synthesize knowledge of elements of art and principles of design to creatively communicate ideas.ART.VA.II.4.3 Analyze and collaborate how artists express ideas through the use of visual culture, global perspective, and symbols in works of art.ART.VA.II.4.4 Analyze and reflect on the uses of subject matter, symbols, and ideas to express and communicate meaning in artwork. ART.VA.II.4.5 Discuss and debate how artists from various cultures convey ideas differently.ART.VA.II.4.6 Incorporate the uses of different technologies to show artistic expression through an original artwork.Materials NeededComputersDirections1.At 2:30 have everyone log into a computer and go to the classroom Google Document that we will create along with the other two fourth grade classrooms in the building. 2. Help students get on the page and then discuss what will happen next. Give students their culture and explain they will be working together with students from the other classes to create a booth that represents their culture with food, decoration, clothing, music, and whatever else their group thinks of and has approved.3.At 2:40 students will start typing on their google documents. Students will be able to see the name of the other fourth graders they are working with as they type. 4. Each student will be given three things they need to add so that each student has equal ownership. One student may add the title, while the other adds a food picture. 5.As they work students will see how hard it is to communicate without being able to talk or explain their part. They each will need to except that they don’t have complete control over how their square is designed but that it will truly represent them this way.6.At 2:55 tell students they need to have their square done by 3:10.7.At 3:10 ask students to share what they have with their teacher and then log out.8.Tell students they will have time to work in actual groups the next couple days making and decorating booths and deciding what food they will each offer at their booth from our multicultural cookbook. 9.Each group will have three high school volunteers to help with their booth. Resource (website/book/etc. used, if applicable)N/ALesson Plan #3 - Activity NameList ItDomain/DisciplineLanguage Arts/MathStandard/GoalUU.1Order alphabetically based on the first letterM.7Price lists with addition and subtractionM.8Price lists with multiplicationMaterials NeededComputers, cookbooksDirections1.At 2:00 ask students to log into a computer and go into the classroom google docs page. Explain that they need to look through our cookbook; the online version and pick a recipe that represents the culture they are working on for their booth. 2.Tell students to create a price list where items are listed alphabetically. 3.These lists will be given to the PTO. The PTO will purchase the items and you will cook and prepare them along with kitchen staff, PTO volunteers and high school mentors the day of the festival during the school day.4. Students will be working on their document along with their group members to ensure they don’t all pick the same things. 5. At 3:00 tell students to finish up their lists and share them with their teachers by 3:15.6. After looking them over we will share them with the PTO.At 3:15 have students share work if they haven’t already and log out of their computers.Resource (website/book/etc. used, if applicable)N/ALesson Plan #4 - Activity NameBuild A BoothDomain/DisciplineVisual, Performing & Language ArtsStandard/GoalJJ.1Capitalizing titlesJJ.2Formatting titlesJJ.3Formatting and capitalizing titlesART.VA.II.4.4 Analyze and reflect on the uses of subject matter, symbols, and ideas to express and communicate meaning in artwork.Materials NeededArt Caddies, Bins with supplies, VolunteersDirections1.At 2:00 line students up. Tell them to gather their Art Caddies and bins of supplies that everyone has brought in.2.Lead students to Cafetorium to meet with group members and high school volunteers. 3.Make sure all students get together in their right groups.4.Students have an hour to make a sign for their booth, come up with items that they will have at their booth such as music, if they will dress like their culture, art. They must have the completed checklist filled out of who is doing and bring what. Each person is responsible for one food item and there is a budget that the PTO has provided for each student to purchase food and supplies to stock their booth for 200 guests.5.Remind students that this is a fundraiser that the PTO trusts the fourth grade to host for the school and community so we need to do a great job. People will be paying money to come to the event. Money raised will be split between the General PTO and the Weekend Backpack Funds. The weekend backpacks filled with food and toiletries help families that need help stocking their homes.6.Students should be done with their booth, signage, and menu by 3:15.7.At 3:00 tell students that they need to finish up and clean up by 3:15.8.At 3:15 have students thank their volunteers and then line up.9.Lead them back to class and have them put caddies and bins back where they got them from originally.Resource (website/book/etc. used, if applicable)N/AHISTORICAL FICTIONTitle#19Glory BeAuthor/IllustratorAugusta ScattergoodPublisher/Date PublishedScholastic Press/January 1, 2012Pages208Age Range/Grades8-12/3-7GenreHistorical FictionSynopsisA Mississippi town in 1964 gets riled when tempers flare at the segregated public pool.As much as Gloriana June Hemphill, or Glory as everyone knows her, wants to turn twelve, there are times when Glory wishes she could turn back the clock a year. Jesslyn, her sister and former confidante, no longer has the time of day for her now that she’ll be entering high school. Then there’s her best friend, Frankie. Things have always been so easy with Frankie, and now suddenly they aren’t. Maybe it’s the new girl from the North that’s got everyone out of sorts. Or maybe it’s the debate about whether or not the town should keep the segregated public pool open.Augusta Scattergood has drawn on real-life events to create a memorable novel about family, friendship, and choices that aren’t always easy.Lesson Plan #1 - Activity NameTiming Domain/DisciplineSocial StudiesStandard/Goal4 – H3.0.4 Draw upon stories, photos, artifacts, and other primary sources to compare the life of people in towns and cities in Michigan and in the Great Lakes region during a variety of time periods from 1837 to the present (e.g., 1837-1900, 1900-1950, 1950-2000). (G)Materials NeededPowerPoint image timeline of Michigan related to civil rights movements and progress, SmartBoard, ComputerDirections11:00 Gather students at circle rug.Tell them we are going to watch a timeline that matches up to the time Glory Be was written. Some of the timeline is just before, some is during the same time, and the rest is up to present time. As different milestones are highlighted on the timeline talk about connections to the book, segregation, points of view, and how things are the same, better, or worse now; compared to then.At 11:30 finish discussion and dismiss students to their seats.Resource (website/book/etc. used, if applicable)N/ALesson Plan #2 - Activity NameWhat is a policy and how is it made?Domain/DisciplineSocial StudiesStandard/Goal4 – P3.1.1 Identify public issues in the United States that influence the daily lives of its citizens.4 – P3.1.3 Give examples of how conflicts over core democratic values lead people to differ on resolutions to a public policy issue in the United States.Materials NeededSchoolhouse rock video, SmartBoard, ComputerDirectionsHave kids assemble at circle rug at 11:00.Introduce the idea that just as in “Glory Be” their were public issues; we still have issues today and that those need to be talked about, identified, and hopefully solved so that they don’t continue to be a problem, or at least not as much of a problem for people. Also discuss how laws help protect people even when some people feel hurt by them like in the book when they close the pool to give the town time to deal with integration.After discussing for about five minutes have each student think of something that they view as a problem and have them write it on the SmartBoard.Discuss each issue and how they think it can be fixed. Then discuss that making laws as we talked about before takes time and certain steps to be put into place.Introduce the video about passing a bill and then play it by 11:30.Discuss the video and then dismiss kids to their seats by 11:40.Resource (website/book/etc. used, if applicable) Plan #3 - Activity NameMoving in and moving outDomain/DisciplineLanguage ArtsStandard/Goal4 – G4.0.1 Use a case study or story about migration within or to the United States to identify push and pull factors (why they left, why they came) that influenced the migration. (H)Materials NeededcomputersDirections At 10:30 have students gather at the computer lab area and log in.Once logged in have students go to the kids discover website and explore migration page that it directs us to with the link below.After looking over this page talk to students about how people migrate and discuss why they do so.At 10:45 have students open our classroom google docs page and have them type a couple paragraphs on what may have forced African- Americans and white people to move in or out of areas due to integration. Have them answer the following questions to guide their writing:How does race make people want to stay or move from where they live?How does money make people stay or move from where they live?Have you ever moved? Why?Have you known people that have moved? Why did they move?In our book do you think people were happy about the pool being closed in town?Do you think people moved after that summer and why?At 11:15 remind students they need to be done by 11:25, to share their writing with me, and to log out.At 11:25 tell students to share what they have done and to log out.Resource (website/book/etc. used, if applicable) Plan #4 - Activity NameHistory walkDomain/DisciplineSocial StudiesStandard/Goal4 – H3.0.9 Create timelines (using decades after 1930) to sequence and describe important events in Michigan history; annotate with connections to the past and impact on the future.4 – H3.0.7 Use case studies or stories to describe the ideas and actions of individuals involved in the Underground Railroad in Michigan and in the Great Lakes region. (See 8-U4.2.2; 8-U4.3.2;8-U5.1.5; USHG 7.2.4) (G, C, E)Materials NeededComputersDirectionsAt 9:00 have students go over to the computer lab area and log into a computer.Explain to students that they are going to create a picture timeline of slavery through the civil rights movement all the way to current day Michigan just like the timeline we viewed the other day. Show the timeline on the SmartBoard entire time students are working so they can reference it.Students will be able to use any and all pictures on the classroom google docs folder that I created. This protects students from finding inappropriate pictures and information. This will also streamline how much information students have to look through to do research. Show students how to find pictures and dates and how to add them to their timeline.Answer any questions students have and then instruct them to begin filling in their timeline templates.At 9:40 tell students to have their work done, saved, and shared by 10:00.At 10:00 have students share their final timeline, log out of their computer, and assemble at the circle rug.Once everyone is seated on the rug have individual students share their timelines. Each student should take about a minute to show their timeline and another 2-3 minutes to answer questions or talk about their timeline. At 11:15 everyone should be done and wrap up the discussion explaining that as long as we understand and accept how different and unique people are than the world will have more happiness and peace.At 11:20 dismiss students to their seats. Resource (website/book/etc. used, if applicable)N/ATitle#20Children of the LonghouseAuthor/IllustratorJoseph BruchacPublisher/Date PublishedPuffin Books/August 1, 1998Pages160Age Range/Grades8 - 12 yearsGenreHistorical FictionSynopsisWhen Ohkwa'ri overhears a group of older boys planning a raid on a neighboring village, he immediately tells his Mohawk elders. He has done the right thing—but he has also made enemies. Grabber and his friends will do anything they can to hurt him, especially during the village-wide game of Tekwaarathon (lacrosse). Ohkwa'ri believes in the path of peace, but can peaceful ways work against Grabber's wrath?Lesson Plan #1 - Activity NameDiscuss It Domain/DisciplinePhysical EducationStandard/GoalB.FB.04.01 use limited feedback from teachers and peers to improve motor skills and movement patterns, fitness, and physical activities incontrolled settings.B.PS.04.01 exhibit selected behaviors with prompts which exemplify each of the personal/social character traits of responsibility, best effort, cooperation, and compassion.B.PS.04.02 exhibit appropriate behaviors which exemplify each of the personal/social character traits of constructive competition, initiative, andleadership in controlled settings.K.FE.04.01 identify positive feelings associated with regular participation in physical activities.K.SB.04.01 identify benefits of social interaction as part of participation in physical activities in isolated settings.Materials NeededVideo on LaCrosseDirectionsAt 2:30 have students gather at the circle rug and explain you are going to discuss the Longhouse book and playing the game lacrosse like the natives did in the book.Show the video first and then discuss the game and connections to the book. Make sure every student answers at least two questions whether they have their hands up or not. Ask the following questions to direct the discussion:Have you ever played LaCrosse or a sport like it?How does it feel learning to play a new game?How does it feel when someone helps you or you help someone when you’re playing?How does it feel to be part of a group or team?How did the game help or hurt Ohkwa'ri?Were the older boys treating everyone with respect or trying to force them to only do what they want?What would you do if you were Ohkwa'ri? Did it help his social issues? How do you think he felt? Can you remember something from the book that supports your view?How did the game of Tekwaarathon help or hurt How can coaches, teachers, experienced players help inexperienced players get better?Is respect and empathy important in sports?Is being a good winner just as important as being a good loser? What does it mean to be a good winner or loser?Does losing mean you didn’t do your best?What sports or activities do you take part in? How do you feel when you participate?Have you made new friends participating in sports or physical activities?How will you try to be more like Ohkwa'ri and what does it mean to be a peacemaker?At 3:20 the discussion should be done dismiss students to gather their things to go home.Resource (website/book/etc. used, if applicable) Plan #2 - Activity NamePlan It lacrosseDomain/DisciplinePhysical FitnessStandard/GoalK.IG.04.01 identify selected elements of tactical problems for both on the-ball and off-the-ball movements for maintaining possession (e.g.,passing, receiving), penetration/attack (e.g., shooting, moving with the object), and starting/restarting play (e.g., kick-off, throw-ins) during modified invasion games (e.g., small-sided games, such as 2 vs. 2).K.NG.04.01 identify selected tactical problems (e.g., maintaining a rally), setting up an attack (e.g., opening up to teammates), and defending space (e.g., returning to base) during modified, cooperative net/wall games.K.SG.04.01 identify selected tactical problems such as on-the-object problems of infield base positions and off-the-object problems ofdefending space and defending bases during modified striking/fielding games (e.g., strike a stationary object without a catcher, 4 vs. 4).Materials NeededLacrosse equipment and YMCA volunteersDirections At 2:00 have students gather at the door that leads outside from the classroom to the field straight ahead from the door. If students forget what team they are on the list is on the attendance page.Tell students these two lines will be the teams for Tekwaarathon; or as we know it LaCrosse. Walk students out to the field and sit down to listen to the YMCA instructors directions as where to go and what to do. Students will rotate through the stations that the YMCA instructors have set up outside on the field to help students learn how to play LaCrosse and properly handle the equipment. Rotate through groups as they get instruction and make sure students are understanding and applying information. Help when and where needed.At 3:00 have students clean up and then line up.At 3:05 make sure everyone is lined up and the field is cleaned up.Have students say thank you as a group before heading in! When coming in have students gather at circle rug and discuss what they learned and what connections they can make to the Longhouse book.Finish discussion by 3:25 and dismiss students to gather items to head home with.Resource (website/book/etc. used, if applicable)N/ALesson Plan #3 - Activity NamePlay It lacrosseDomain/DisciplinePhysical FitnessStandard/GoalK.MS.04.02 apply knowledge of selected movement concepts whileperforming locomotor skills: walk, run, leap, jump, skip, hop, gallop, slide,chase, flee, and dodge in isolated settings.K.MS.04.04 apply knowledge of selected critical elements of movement concepts while performing selected manipulative skills: catch, kick, footdribble, strike with a short-handled implement and with the hand, chest pass, bounce pass, hand dribble, and volley in isolated settings.K.PA.04.01 identify and participate in new physical activities.Materials NeededYMCA instructors, volunteers, and LaCrosse equipment, guests, Native American Social Group with refreshmentsDirections1.At 1:00 have students gather in team lines at the classroom door that leads out to the field. If students forget what team they are on a copy of the team lists are on the attendance page.2. Remind students that good sportsmanship is important. To apply the skills they learned from the LaCrosse instructors and to ask if they are unsure of something. Answer any questions before heading outside at 1:15.3. Once outside dismiss students to either side of the field and to listen to their YMCA coaches and to warm up until 1:45. At 1:45 students will go to their team area and go over rules with their coaches and take a water break until game play begins at 2:00. Guests should begin arriving at 1:45.4. At 1:55 Greet guests and explain how this game ties into the book the class read about the game of Tekwaarathon and community. Point out that a local Native American social group has joined in the day’s events. Thank everyone for supporting the students, staff, and community today, etc. There is a speech printed on the back of this lesson plan. 5. Begin the game at 2:00 by complimenting students on their hard work, practice, on the field and in class. There is a short speech on the back of this directed to students.6. At 2:45 game play will end with someone blowing the horn to make it feel more like a Native game instead of a modern LaCrosse game. 7. At the end of the game thank everyone for coming and invite everyone to share drinks and snacks with the local Native American social outreach group have brought to share.8. At 3:10 have students clean up.9. Have students thank everyone once lined up and then lead them into the classroom by 3:20.Resource (website/book/etc. used, if applicable)N/ALesson Plan #4 - Activity NameMap it how our town is like a villageDomain/DisciplineSocial StudiesStandard/Goal4 – G1.0.1 Identify questions geographers ask in examining the United States (e.g., Where it is? What is it like there? How is it connected to other places?).4 – G1.0.2 Use cardinal and intermediate directions to describe the relative location of significant places in the United States.4 – G1.0.5 Use maps to describe elevation, climate, and patterns of population density in the United States.Materials NeededPaper, Map slides of St. Clair, Marine City, Michigan, and America, art suppliesDirectionsAt 1:30 have student table leaders grab needed art supplies and then have everyone point their attention to the SmartBoard for the slideshow of maps regarding Native American migration and community maps.Discuss what community means and where we live.Tell students to draw three maps like the maps that we have looked at today.Keep the slide show running during the entire lesson and activity. Students must include a map of America highlighting the shape of the American borders, the Michigan border, the border of St. Clair County, and then the border of their town on one side. On the opposite side of the same paper they should create a map of the town including landmarks, buildings, roads, streets, etc. of places they go regularly.Answer any questions and have students begin working by 1:50.Go around and make sure students are progressing well and help as needed.At 2:00 tell students to be done by 2:05.At 2:05 have students clean up and meet at the circle rug to present their maps. Give each student about 2 minutes to present and answer questions ending by 3:00. Once everyone has gone discuss connections to the Longhouse and wrap up by 3:20.Resource (website/book/etc. used, if applicable)N/ATitle#21Mackinac Bridge: The Story of the Five-Mile Poem (Tales of Young Americans)Author/IllustratorGloria Whelan/Gijsbert van FrankenhuyzenPublisher/Date PublishedSleeping Bear Press/September 1, 2006Pages40Age Range/Grades6 and up/1 - 4GenreHistorical FictionSynopsisSet in the late 1950s, this is the moving story of a young boy whose father operates a ferryboat between Michigan's Upper and Lower peninsulas. As young Mark witnesses the building of the new Mackinac Bridge, he is torn between family loyalty and eager anticipation. He can't help being awestruck by the majesty of the five-mile-long bridge that will connect the two peninsulas and change the lives of so many. But the Mighty Mac will also put Mark's father out of business. As his father struggles with the flow of progress, Mark dreams of future bridges he will build. Details of the complex construction of the bridge will fascinate children as they learn an important part of America's history and come to understand the meaning of change. The Mackinac Bridge Authority provides history notes at the back of the book.Lesson Plan #1 - Activity NamePlan itDomain/DisciplineSocial StudiesStandard/Goal4 – E1.0.8 Explain why public goods (e.g., libraries, roads, parks, the Mackinac Bridge) are not privately owned. (H)4 – H3.0.4 Draw upon stories, photos, artifacts, and other primary sources to compare the life of people in towns and cities in Michigan and in the Great Lakes region during a variety of time periods from 1837 to the present (e.g., 1837-1900, 1900-1950, 1950-2000). (G)Materials NeededN/ADirectionsAt 2:30 have students gather at circle rug.Discuss:How the boy in the book felt about the bridge How it changed the lives of his familyHow it changed the lives of Michigan citizens and others living outside of Michigan Discuss how it affected the economy.Discuss how it changed travel routes and how that related to the economy.Discuss who plans a bridge, the jobs involved in building and maintaining it.Wrap discussion up at 3:20.Resource (website/book/etc. used, if applicable)N/ALesson Plan #2 - Activity NameBuild itDomain/DisciplineScienceStandard/GoalS.RS.04.11 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities.Materials NeededKits and Engineering students from SC4Directions At 12:30 introduce the Engineering students from the college. Each table of four will have two Engineering students helping them build their bridges and will discuss what goes into building and why.Engineering students and their table assignments are on the back of this lesson plan.Once groups are all together explain that they will be working together to come up with a bridge similar to the Mackinac Bridge and the group will need to come up with ideas of where this new bridge should go, why, and how to build it to fit the needs of the community it will be going.Tell groups they have until 3:00 to work and then they will be making ads for their new bridges later. Walk around and help as needed, take pictures, and give suggestions or answer questions.At 3:00 tell students to finish up and clean up by 3:05.At 3:05 tell students to thank the Engineering students and then say goodbye.At 3:05 have students gather at the circle rug to discuss the day’s activities.At 3:20 dismiss kids to gather items to go home.Resource (website/book/etc. used, if applicable)N/ALesson Plan #3 - Activity NameWrite itDomain/DisciplineLanguage Arts, Visual ArtsStandard/GoalMaterials NeededSC4 Engineering and Marketing Students, computers, cameras, flash drives, completed bridges, GoProDirectionsAt 12:30 introduce the new addition to the building teams; the Advertising/Marketing students. Explain they will be working on ads todayResource (website/book/etc. used, if applicable)Lesson Plan #4 - Activity NameAdvertise itDomain/DisciplineStandard/GoalMaterials NeededCompleted Ads, SC4 students, SmartBoardDirectionsAt 1:00 have students and SC4 students point their attention to the SmartBoard to watch everyone’s ad campaigns for their new bridges.At 2:00 presentations should be done.Have group discussion:How bridges can be built such as the Mackinac Bridge, or between groups or people such as the college students who built relationship bridges with our students and community.How ads build bridges with people to get them to visit, buy, or understand somethingHow people can be positively or negatively affected by bridgesHow important good communication and participation of many backgrounds leads to better results and more people being representedAt 2:45 invite students and SC4 students to enjoy treats that everyone has brought in. Instruct students to visit and ask the college students about their degrees and careers they are pursuing.At 3:15 have students finish and clean up.At 3:20 say goodbye to SC4 students and thank them and give them the cards they made.Resource (website/book/etc. used, if applicable)N/APOETRYTitle#22The Sky Painter: Louis Fuertes, Bird ArtistAuthor/IllustratorMargarita Engle / Aliona Bereghici Publisher/Date PublishedTwo Lions/April 2015PagesNot givenAge Range/Grades6-8/1-3GenrePoetry/NonFiction/BiographySynopsisLouis loves to watch birds. He takes care of injured birds and studies how they look and how they move. His father wants him to become an engineer, but Louis dreams of being a bird artist. To achieve this dream, he must practice, practice, practice. He learns from the art of John James Audubon. But as Louis grows up, he begins to draw and paint living, flying birds in their natural habitats.Louis Agassiz Fuertes (1874–1927) is now known as the father of modern bird art. He traveled with many scientific expeditions all over the world. His best-known works—paintings for habitat exhibits at the American Museum of Natural History in New York—are still beloved by visitors today. His art helped to encourage wildlife conservation, inspiring people to celebrate and protect the world of wings.Lesson Plan #1 - Activity NameObserving Birds and SkyDomain/DisciplineScienceStandard/GoalE.ST.04.25 Describe the apparent movement of the sun and moon across the sky through day/night and the seasons.L.EC.04.21 Explain how environmental changes can produce a change in the food web.L.EV.04.21 Identify individual differences (color, leg length, size, wing size, leaf shape) in organisms of the same kind. *L.OL.04.16 Determine that animals require air, water, and a source of energy and building material for growth and repair.Materials NeededObservation JournalDirections1. At 1:30 have students line students up at the door that leads to the outside from the classroom, and have them bring their pencils, the attached scavenger hunt page, and observation journals.2. Once outside explain to students that as a group we will be searching areas for signs of birds.The following answers will need to be found and written in the journals:Descriptions of areas we explore such as type of tree, surrounding trees, grass, woodchips, busy area, or quiet, berries nearby, etc.Is this a good or bad home for a birdIs there signs of birdlife Is there signs of other lifeHow can other wildlife effect whether or not birds live hereWhat do birds eat? What eat birds?What else do birds need to build homes and to live such as air, water, etc.How do day, night, and seasons effect where birds live? What are the different needs of different birds How can we see differences in birdsWhat might be reasons for different birds looking different? Ex. What they eat, what they do, etc.3. Tell students that they need to answer each question for each kind of bird we discuss and each area we visit. The scavenger hunt page outlines what birds to focus on and what areas to explore. 4. Spend about five minutes at each area and on each bird. 5. Work together as a group and make sure everyone has everything filled in because later lessons depend on some of today’s findings. Finish exploration and observation scavenger hunt by 2:20.6. After walking around and exploring have kids find a shady spot to lie down and sky watch. Students should be far apart so it’s a quiet reflective activity not sharing time. 7. Have kids write or draw what they see. Tell students to be very detailed because they will need these observations for other lessons. 8. At 2.45 circle up together in a shady spot and discuss what everyone has found and connect to how research was done for the Sky Painter book.8. At 3:15 finish discussion and have students finish up and line up at the door to go in at the classroom.Resource (website/book/etc. used, if applicable)N/ALesson Plan #2 - Activity NameResearch ItDomain/DisciplineScienceStandard/GoalS.IA.04.11 Summarize information from charts and graphs to answer scientific questions.S.IA.04.12 Share ideas about science through purposeful conversation in collaborative groups.S.IA.04.14 Develop research strategies and skills for information gathering and problem solving. S.IA.04.15 Compare and contrast sets of data from multiple trials of a science investigation to explain reasons for differences.Materials NeededObservation Journal, computersDirections1.At 2:00 have students go over to the computer lab and log into a computer.2.Once logged in tell students to go to their google docs page and open the file I have shared with them titled “What Bird Am I?”3.Students will need to answer the questions on the page about their bird by researching information available on our Google Docs page.4.Tell students they have until 2:20 to complete the research.5.At 2:20 have them share their work with me and the class. 6.Once they share their work share their group name with them that I have preassigned. The list is on the back of this lesson. 7.There will be eight groups of three. Each group will compare and contrast data they have gathered about their bird and create a comparison chart, report, and picture slide show about their birds, their similarities, and differences.8.Each group will create one slide show comparing and contrasting three birds that each student has already researched.9.Have students move into groups with their laptops so they are sitting together.10.Tell students they have until 3:00 to create their slides and do any further research they need to do.11.At 3:00 have students finish up and share their work by 3:05 if they haven’t already.12.At 3:05 have students share work with me and their group to make sure everyone has their latest copy of their findings. Then have them log out.Resource (website/book/etc. used, if applicable)N/ALesson Plan #3 - Activity NameFine tuningDomain/DisciplineScienceStandard/GoalS.RS.04.11 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. S.RS.04.14 Use data/samples as evidence to separate fact from opinion.Materials NeededObservation Journals, computersDirections At 2:00 have students meet back up with their groups and log into one laptop per group.Have each group look over their work and make sure they are happy with everything they have. At 2:15 have students share their final slide show with me, log out and turn off their laptop.At 2:20 have students point attention to the SmartBoard and share all eight bird slide shows, highlighting 24 different birds in all. This should be done by 3:20. At 3:20 Tell students to think about all they have learned about birds and share the information when they go home, then dismiss them to gather items to go home. Resource (website/book/etc. used, if applicable)N/ALesson Plan #4 - Activity NameSky PaintersDomain/DisciplineScienceStandard/GoalS.IA.04.13 Communicate and present findings of observations and investigations.S.RS.04.15 Use evidence when communicating scientific ideas.Materials NeededObservation Journals, Bird info., art suppliesDirectionsAt 1:45 tell students to grab the art bins, their observation journals, research papers, and line up at the door to go outside.Once outside explain to students they need to paint a picture showing their bird and all it needs to live as well as what it looks like in their home and what it looks like flying in the sky.Remind them to think about the sky painter books and to try and make their pictures colorful and informative. Have them write three facts in a creative way on their paper that will help people learn about their bird. They must also list the name of their bird species. Tell students they have until 2:45 to finish their painting.At 2:40 tell students they need to be done and cleaned up by 2:45.At 2:45 have students gather and share their paintings with the group, explaining their painting and answering questions. Each student should speak only about one minute so everyone has time before heading in.At 3:10 have students grab bins, journals, and paintings and line up at the classroom.Once in the classroom have students continue with paintings into the hall quietly and hang everyone’s paintings up to create a Sky Painter display.Have students return to the classroom and put away art bins and observation journals before gathering items to go home.Resource (website/book/etc. used, if applicable)N/ATitle#23The Cherry Blossom Festival: Sakura CelebrationAuthor/IllustratorAnn McClellanPublisher/Date PublishedBunker Hill Publishing Inc; 1 edition/February 15, 2013Pages96Age Range/GradesN/AGenrePoetrySynopsisLavishly illustrated and fact-filled, The Cherry Blossom Festival: Sakura Celebration is a fascinating and informative look into one of the world's greatest festivals. From Tokyo to Washington, D.C. these exuberant festivals celebrate the ethereal and glorious springtime blooming of the ancient cherry blossom tree and its role today as an instrument of diplomacy, landscape enhancement and eternal sign of spring and romance. Highlights include the story of the trees' cultivation and significance in Japan for more than 1000 years, how they came to the U.S. and their importance as representatives of Japanese and American friendship, plus listings of important cherry blossom tree collections and other significant viewing sites throughout the U.S. and Japan. Cherry blossoms are explored as symbols in Japanese art and artifacts, and in images of Japonism found in Western art. Extensive illustrations complement the intriguing stories of how Japanese cherry blossom trees came to be planted around the Tidal Basin in Washington, D.C., and of the development of the National Cherry Blossom Festival which honors the trees and their extraordinary beauty.Lesson Plan #1 - Activity NameHaikuDomain/DisciplineMath, Language ArtsStandard/GoalL.5Mixed patterns reviewX.3Identify adjectivesMaterials NeededWorksheet, pencilDirectionsAt 9:00 have students put away what they are working on and give you their attention.Explain to students that the Haiku poetry is a patterned style of writing and point out the math connections in how the poem is set up. Pass out the worksheet that will help them construct their own Haiku using at least 3 adjectives.Go over the worksheet with them and answer any questions that follow.Again discuss the connection between this type of poetry and math and then tell them that they should have the worksheet done and in the inbox on my desk by 9:30.At 9:25 remind students they have to have the worksheet done and turned in by 9:30.At 9:30 tell students to turn in what they have done into the inbox.Resource (website/book/etc. used, if applicable)N/ALesson Plan #2 - Activity NamePartner PointersDomain/DisciplineMath, Language ArtsStandard/GoalL.5Mixed patterns reviewX.3Identify adjectivesMaterials NeededCompleted Haiku Worksheets, pencil, language arts journals, highlightersDirectionsAt 9:00 have students take out language arts journals and pencils and meet at the circle rug.Explain that the students will be partnering up and helping each other fine tune their Haiku poems. Tell partners they need to go over each other’s poem and highlight all adjectives and make sure it fits the pattern. Read the example in the Cherry Blossom Festival book and discuss again the math pattern. Have students write the pattern for a Haiku down in their journal and point out it is also written on the board. Discuss the pattern; 17 syllables in three lines in a sequence of 5-7-5 syllables.Talk about math and language arts connection. Answer any questions and then have students pair off like they usually do.At 9:25 remind students to have their work done, journals put away, and worksheets put in the inbox.At 9:30 have students finish, turn in their work, and clean up if they haven’t already.Resource (website/book/etc. used, if applicable)N/ALesson Plan #3 - Activity NamePublishing PoemsDomain/DisciplineMath, Language Arts, Visual Performing ArtsStandard/GoalL.5Mixed patterns reviewX.3Identify adjectivesART.VA.I.4.4 Prepare, present, and collaboratively evaluate personal artwork.ART.VA.II.4.3 Analyze and collaborate how artists express ideas through the use of visual culture, global perspective, and symbols in works of art.Materials NeededLong pieces of paper, pink paint, pencils, brown crayon, plates, empty bottles, haiku worksheets, highlitersDirectionsAt 9:00 have each table leader gather the needed art supplies for their table as you explain the lesson.Instruct students to take out their haiku worksheets and write them down on their long pieces of paper at the bottom left side of the page.Tell students to write in pencil first and then when they have it written just right they can trace over the poem with brown marker.Once the poem is written they then need to draw a branch like on the example.Once they have drawn their branch they need to write their name at the top of their paper above the branch in brown.The final step is to dip the bottom of the water bottle in the paint and stamp it on the paper to create the cherry blossoms like on the example.When finished have students throw away paint and bottles, put crayons and pencils back in the caddy, and set their picture to the side to dry. Students should finish by 9:30.Resource (website/book/etc. used, if applicable)N/ALesson Plan #4 - Activity NameRead & ShareDomain/DisciplinePerforming and Visual ArtsStandard/GoalART.VA.V.4.4 Demonstrate cross-curricular connections through a culminating event.Materials NeededFinished Haiku Cherry Blossom PaintingDirectionsAt 2:30 have students bring their finished Haiku Cherry Blossom Paintings over from the drying tables to the circle rug. Have them share their Haiku by calling people up to read their poems aloud.After sharing the poems go back over how this project brought together art, language arts, and math to complete a project and express ideas. Also discuss how this project had many steps and days working on it towards one final project.At 3:20 have students put pictures in the backpacks after they have rolled it up and put a rubberband around it.Resource (website/book/etc. used, if applicable)N/ATitle#24Poetry for Young People: Emily DickinsonPoetry for Young People: Walt WhitmanAuthor/IllustratorFrances Schoonmaker Bolin/Chi Chung - Jonathan Levin/Jim BurkePublisher/Date PublishedSterling/1997 Pages48 Age Range/Grades8 and up/3 and upGenrePoetrySynopsisBolin's four-page introduction describes and explains Emily Dickinson's odd life style and creative productivity. This is followed by 36 poems loosely arranged by the topics of hope, death, and poetry. This organization, however, is not readily apparent; nor is the reasoning behind defining some words (gale, bog, shanties, etc.) and not others (dimity, helmsman, countenance). An index of first lines and little else will help readers searching for poems by subject. The prettily colored watercolors are flat and stylized, and seem better suited to nursery rhymes than Dickinson's insightful and witty glimpses of an entire universe in a blade of grass or of "paradise" gathered by "narrow hands." An outstanding introduction to Whitman's life and work. This collection of 26 poems and excerpts from longer poems is prefaced by a biographical sketch and a description of the time period. Students will be impressed by the poet's daring departure from traditional metered and rhyming poetry. Levin guides readers into understanding the importance of Whitman's oeuvre. He introduces each selection with pertinent information about its relevance to a larger work, its relationship to Whitman's beliefs, or the symbolism within it. Words that students might find difficult are defined at the bottom of the page. Beginning with the patriotic "I Hear America Singing," the collection includes excerpts from "Song of Myself," "O Captain! My Captain!," poems from Leaves of Grass, and a variety of other selections that are thought-provoking, descriptive, and full of emotion. Burke's pastel drawings add to the feelings Levin describes, and to the emotional impact of each poem. Several illustrations are historical in nature; others reflect ordinary lives and activities of the times. Still others show Whitman's sense of the miracles and mysticism of life. This superb volume can be used to teach literature or to show a variety of poetic devices and style. Students who have been taught to appreciate poetry will enjoy it on their own.Lesson Plan #1 - Activity NameHighlighting what is importantDomain/DisciplineLanguage ArtsStandard/GoalA.1Is the sentence declarative, interrogative, imperative, or exclamatory?Materials NeededHighlighters, Preprinted poems, Classical music CDDirections1.At 1:30 have students take out highlighters and explain that they are going to look over a few of the preprinted poems.2.Explain that we’ve already read these Emily Dickinson or Walt Whitman poems and that a few are on the page to read over again independently.3.Tell them to highlight the sentences according to what kind of sentence they are. The colors are styles are on the board and they will need to determine what the sentences are and highlight them accordingly.4.Declarative, interrogative, imperative, or exclamatory should be highlighted as shown. Tell them this will stay on the board so they can reference as they read and work.5.Tell students they need to have their work done and turned in to the inbox on my desk by 1:50.6.Once all questions are answered, tell students to begin working and play the classical music while they work.7.At 1:45 remind students to have work done and turned in by 1:50 in the inbox on my desk, highlighters put away and areas cleaned up.8.At 1:50 tell students to turn their work in, clean up, and be ready to move on. Turn music off at this time.Resource (website/book/etc. used, if applicable)N/ALesson Plan #2 - Activity NameWord IQDomain/DisciplineLanguage ArtsStandard/GoalD.2Identify nounsH.2Identify action verbsS.1Identify pronounsX.3Identify adjectivesY.2Identify adverbsMaterials NeededPreprinted words that fill one of the categories of noun, action verb, pronoun, adjective, adverb, basket to put these preprinted words on, Smart BoardDirections1.Have students gather at the circle rug at 1:00.2.Once students are assembled explain that we are going to play a game with words. 3.Students will pick one word and read it out loud the group will tell us if the word is a noun, action verb, pronoun, adjective, or adverb. 4.Once all of the words are identified each student will have a turn finding the correct sentence to put their word in and fill in the blanks on the board.5.Each student gets to fill in a blank with help from the group.6.Once the sentences are filled in read the Walt Whitman poem together.7.At 1:30 this should be done and students can return to their seats.Resource (website/book/etc. used, if applicable)N/ALesson Plan #3 - Activity NameSimile & MethaphorsDomain/DisciplineLanguage ArtsStandard/GoalXX.1Determine the meanings of similes and metaphorsXX.2Identify similes and metaphorsIdioms and adagesMaterials NeededHighlighters, classical music cd, and preprinted worksheetsDirections1.Have students get out their highlighters at 1:30. 2.As you pass out preprinted Emily Dickinson or Walt Whitman poems explain to students that you want them to highlight similes and metaphors as shown on the board as they read through the poems.3.Go over what a simile is and what a metaphor is. Points out the differences are also written on their worksheets.4.Answer any questions and then tell students to begin working and to have their worksheets done by 1:50.5.Begin playing the classical music cd as students work.6.At 1:45 remind students to have work completed by 1:50.7.At 1:50 have students go back over their papers and explain what they think each simile or metaphor means and write on the side of the worksheet where the blank lines are provided. Tell them to have this done by 2:15.8.At 2:10 tell students to have work done and turned in to the inbox on my desk by 2:15.9.At 2:15 have students stop working, turn work in and clean up their areas.10.Turn music off at this time.Resource (website/book/etc. used, if applicable)N/ALesson Plan #4 - Activity NameDo you see what I hear?Domain/DisciplineVisual & Performing ArtsStandard/GoalART.T.II.4.3 Create simple scenery, costumes, sound, and props in the dramatic process.ART.T.V.4.2 Create artistic projects that show how ideas and emotions are expressed in everyday life.ART.VA.II.4.4 Analyze and reflect on the uses of subject matter, symbols, and ideas to express and communicate meaning in artwork.Materials NeededArt supplies caddies, Emily Dickinson/Walt Whitman poems on cd,Pencils, paperDirections1.At 2:00 have table leaders get their art supplies for their table.2.Explain to students that they will be listening to some of Walt Whitman’s or Emily Dickinson’s poems on CD and first writing on the back of the large paper that you will be drawing on later.3.As you listen just write down words or ideas for what you would like to draw to represent Walt Whitman and his work.4.Discuss with students symbols and representation such as a budding tree for new life, etc.5.At 2:10 have students begin listening and brainstorming for about five minutes.6.At 2:15 tell students to turn their papers over and begin drawing what they imagine the poems are expressing. Such as if they envision a landscape or a boat sailing on rough water, whatever they envision as they listen to a certain poem. Continue playing the poetry CD until they are done at 2:40.7.Remind students at 2:35 to finish up their pictures by 2:40.8.At 2:40 have students clean up and then gather at the circle rug to share their drawings and explain why they feel this represents Emily Dickinson OR Walt Whitman and his poetry and if it one specific poem or just an overall feel for all of his poetry.9.At 3:15 have students roll up their drawing and put in their back pack.Resource (website/book/etc. used, if applicable)N/A ................
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