a bad case of stripes the little engine that could on...
TRANSCRIPT
Table of Contents
Historical Fiction
Sam the Minuteman Google and find 3 facts about the American Revolutionary War
John Philip Duck Raise a duck, talk about developmental changes
Good-bye, Charles Lindbergh Change and create a different ending to story
Molly Bannaky Take field trip to farm
Noah’s Ark Students put on a play for faculty and parents
January’s Sparrow Create a PowerPoint
Fantasy
A Bad Case of Stripes Write a summary, identify title, and author/illustrator
One hundred hungry Ants Discuss if book is fantasy or real, created laminated ants
The Little Engine That Could Predict what is going to happen in story
On Top of Spaghetti Write a list of ingredients for spaghetti
Red Mittens Students create a timeline
Isla Complete worksheet with Spanish words
Multi-Cultural
Shades of People Mix different shades of paint to create a certain color
Grandfather’s Dream Pretend and act like cranes, guess habitat of animals
Hooray, a piñata! Students create piñatas
The Hard-Times Jar Grow plants. Keep record of progress
Hannah is my Name Write poem on immigration
Atlas of People Create map of community
Realistic Fiction
Bridge to Terabithia Create a poster that shows difference real and fantasy
The Hundred Dresses Write in a journal about how the story makes them feel
Non-Fiction
George Washington Carver: The Peanut Wizard Find compound words, separate them
Thank you, Mr. Falker Explain lesson of story
Teeth are not for biting Create a model of teeth out of clay
The Way I feel Create faces out of macaroni. Show different emotions
Thunder Cake Create book that talks about a special person
Eddie Enough! List definition, symptoms, causes, treatments for ADHD
Fiction
Somebody and the Three Blairs Compare similarities and differences between this book and
Goldilocks and the 3 bears
Lydia Bolls
Title of book: A Bad Case of Stripes
Author’s name: David Shannon
Copyright year: 1998
Genre: Fantasy
Number of pages: 32
Synopsis of story: This book was about a little girl named Camilla Cream who loved lima beans
but would never eat them because all of her friends thought they were nasty. When it was the
first day of school, Camilla could not find anything to wear because she wanted to impress so
many people. So she put on a red dress and looked in the mirror and noticed she had rainbow
colored stripes all over her body. Her parents called some doctors to come over and check
Camilla out but they couldn’t figure out what was wrong with her. Camilla got made fun of at
school until the principal told her parents she wasn’t allowed to come back because she was
causing a distraction, so Camilla went home. One day a little old lady came and brung Camilla
some Lima beans and Camilla pretended like she didn’t like them. So the lady turned to leave
and Camilla told her to come back, she ate the lima beans and turned back to normal.
Activity: (Original Source). I will bring in a copy of A bad case of stripes for each of my
students. We will do shared reading. I will read from the book at the front of the class and have
the students follow along in their own books. When we are done with the book, each student will
receive a worksheet that has blank spaces they must fill in identifying the title of the book, and
who the author/ illustrator is. The students will also write a summary of the story.
Indiana Academic Standard: English/language arts
Reading: Comprehension and Analysis of Nonfiction and Informational Text
1.2.1
Structural Features of Informational Materials:
Identify the title, author, illustrator, and table of contents of a reading selection.
Title of book: One Hundred Hungry Ants
Author’s name: Elinor J. Pinczes
Copyright year: 1993
Genre: Fantasy
Number of pages: 32
Synopsis of story: This story was about how 100 ants smelled food coming from a picnic. So
they decided to go and get some of the food because their tummies were hungry. They started off
in one line but then the smallest ant stopped all of them and told them they were moving too
slowly and that they would get their quicker if they divided into 2 lines with 50 ants in each one.
On the way to the picnic, they saw other animals carrying foods away. The bunny rabbit was
carrying a jar of mustard and a sandwich, so once again the smallest ant stopped and made them
all get into 4 rows of 25, then 5 rows of 20, then 10 rows of 10. Every time they divided up into
different rows the ants would yell out “a hey and a hi dee ho” and by the time they had arrived
all of the food was gone. They all ended up being mad at the little ant that made them keep
dividing into rows.
Activity: (Original Source). The class will read the book aloud. I will bring in already cut-out
ant-shaped, laminated pieces of paper. I will give each student 100 ant-shaped pieces of
laminated paper. I will go over counting and writing numbers up to 100 with the students. I will
have my students write the numbers 1-100 on each of the laminated ants. I will then have my
students orally discuss if they think what happened in the book is real or fantasy. They will then
explain why. We will post ants up on bulletin board to go back and reference when we are
practicing numbers 1-100.
Indiana Academic Standard: Math/ Reading
Number Sense:
1.1.1
Count, read, and write whole numbers up to 100.
Reading: Comprehension and Analysis of Literary Text
1.3.4
Distinguish fantasy from reality.
Title of book: The Little Engine That Could
Author’s name: Watty Piper
Copyright year: 1978
Genre: Fantasy
Number of pages: 37
Synopsis of story: The little train that could was a book about a train that was carrying tons of
gifts for all of the good little boys and girls on the other side of the mountain. It carried, dolls,
little toy engines and airplanes, picture puzzles, books, and even food. All of a sudden, the happy
little train stopped and she could not move. Then the funny little clown that was on the train
jumped off and told everyone that he could see a shiny new train heading their way and that he
was going to ask for help. The little clown and all of the toys jumped off the train and asked the
shiny new train but he said no. So they were all so sad because more and more trains passed by
but they all kept saying no. Finally, one train came pass and decided to help all of the toys over
the mountain so they could be with all of the little boys and girls.
Activity: (Original source). In the story every time a train would come by, all of the toys would
stop and ask the train if they would help them pull them over the mountain so that the little boys
and girls could play with the them and each time the trains would say no and explain their
answer of why they couldn’t. So as I am reading the book, I will have my students write down
what they think each train is going to say or do each time. Each student then stands up one by
one and tells the class one of their answers. Students will create a train out of boxes.
Indiana Academic State Standard: English/ Language Arts
Reading: Comprehension and Analysis of Literary Text
2.3.5
Confirm predictions about what will happen next in a story.
Title of book: On Top of Spaghetti
Author’s name: Katherine Tillotson
Copyright year: 1996
Genre: Fantasy
Number of pages: 30
Synopsis of story: On top of spaghetti was about a little girl who was about to eat her spaghetti
when she sneezes and the meatball rolls off the table and onto the floor. She chases after the
meatball as it rolls outside, into the garden, and then under a bush. She was sad because now the
meatball was just mush. By early the next summer the meatball had grew into a meatball tree
with huge meatballs all over it. Then at the end of the book, the little girls explains that when
you’re eating spaghetti and meatballs with lots of cheese to hold on to your meatball and never
sneeze.
Activity: (Original source). I will ask my students if they know what ingredients are. I will then
have them each write a list of ingredients of how they like their spaghetti the best. They can have
things like meatballs, cheese, sausage and other items that they like. They will then post their
lists up on a cork wall. They will then have to create a menu as if they had their own restaurants.
Indiana Academic State Standard: English/ Language Arts
Writing: Processes and features
Organization and Focus:
2.4.1
Create a list of ideas for writing.
Title of book: Red Mittens
Author’s name: Laura Bannon
Copyright year: 1946
Genre: Fantasy
Number of pages: 31
Synopsis of story: Red Mittens was about a little boy named Joe who had thought he lost a pair
of red mittens that his mother had knitted for him. Joe never went anywhere without his mittens.
He kept them tied around his neck on the front of his overalls. Then one day he noticed that the
mittens were not around his neck so he looked outside by all the animals. He saw Hen and his cat
and asked if they had seen his mittens, and they all said no but that they could help him find
them. So they all looked around and then a cow came along and said that he would help little Joe
find his mittens. They looked low, in the middle and up high, but no mittens, then the cow
realized that the mittens when on little Joes back wrapped around his neck.
Activity: (Original source). The students will create a timeline of events that happened in the
story. The timeline has to have at least five events that happened in the story and students will
turn assignment in and be assessed by completion.
Indiana Academic State Standard: English/ Language Arts
Writing: Applications
2.5.1
Write brief narratives based on experiences that:
• move through a logical sequence of events (chronological order, order of importance).
• describe the setting, characters, objects, and events in detail.
Title of book: Shades of People
Author’s name: Shelley Rotner and Sheila M. Kelly
Copyright year: 2009
Genre: Multi-cultural
Number of pages: 30
Synopsis of story: Shades of People is a book about all the different shades of people.
Some of the shades mentioned were peach, sandy, creamy, ivory, coffee, cocoa, almond, pink
and rose. The book teaches children that you can’t tell what a person is like by their skin color.
Our skin is sort of like our wrapping paper. It explained that there could also be different shades
even in the same family.
Activity: (Original source). I would have my students see if they could create the shade of their
best friend by mixing different color paints together. Each child would get one blank white sheet
of paper, a small paint brush and different colored paints. The child would then have to orally
explain why their best friend is so important to them and why the shade/color of a person does
not matter to them.
Indiana Academic State Standard: Fine Arts/ visual arts
Creating Art: Studio Production: Develop a range of subject matter, symbols, and ideas for
artwork and utilize skills of critique, reflection, and revision
1.6.2
Create artwork about self, family, and personal experiences.
Title of book: Grandfather’s Dream
Author’s name: Holly Keller
Copyright year: 1994
Genre: Multi-Cultural
Number of pages: 29
Synopsis of story: This story was about a little boy named Nam and his family that lived in
Vietnam. His grandfather believed that all of the cranes that had been recently living there would
come back after leaving because of the Vietnam War. His grandfather and the villagers believed
that the cranes brung them good luck. Every day the grandfather would get up early to see if the
cranes had come back, but they still hadn’t, so the village committee decided that if they didn’t
come back by the end of the next rainy season that the land in the reserve would be planted with
rice. So grandfather became really sad because everyone kept on saying it was just a silly dream
of his. Then one day Nam’s dogs came running with a bird in its mouth and the family went over
the bridge and towards the dikes and they seen more than 200 cranes.
Activity: (Original source). The students will learn about cranes. They will then have the chance
to act like a crane. Everyone in the room will stand up and close their eyes for a couple seconds
and think about what it would be like to be a crane. After a while the teacher will tell them to
open their eyes and pretend that they are all cranes. They will have to try and guess the habitat of
the bird and act it out.
Indiana Academic State Standard: Fine Arts/ visual arts
Creative Process
1.8.2
Imitate or create people, creatures, or things based on observation.
Title of book: Hooray, a piñata!
Author’s name: Elisa Kleven
Copyright year: 1996
Genre: Multi-Cultural
Number of pages: 28
Synopsis of story: Hooray, A piñata! was about a little girl named Clara whose birthday was
coming up. So Clara, her mom and her friend Samson decided to go buy a piñata for her party.
Clara found a puppy piñata that she fell in love with. She took the puppy everywhere; to the
park, to school, played with it at her grandmother’s house, and on a merry-go-round. Then on the
day before her party Samson came over to help her stuff the piñata with candy but Clara had
become too attached to it. On the day of her party Samson showed up with another piñata from
the store that they had seen and they bust it open at the end of her party and got lots of candy.
Activity: (Original source). The teacher would bring in supplies to have the students create
piñatas. The students will be divided into groups. Each group will receive glue, newspaper,
balloons and scissors. Each group will then create one piñata. Their balloon will be blown up by
the teacher. The students will then be told to cut out many sheets of newspaper and dip them in
the glue and water. They must then stick it all on the balloon and allow it to dry. After they have
all dried the students can decorate them anyway they would like. They will be hung up around in
the classroom.
Indiana Academic State Standard: Fine Arts/ visual arts
Responding to Art: History and Culture: Understand art in relation to history and past and
contemporary culture
1.1.1
Explore ways that art reflects a culture.
Title of book: The Hard-Times Jar
Author’s name: John Holyfield
Copyright year: 2003
Genre: Multi-Cultural
Number of pages: 30
Synopsis of story: This book is about a little girl named Emma who wanted to someday own a
store bought book. Her family were migrant workers and didn’t have much money but they had a
jar called the hard-times jar which they saved for important/hard times. Sometimes Emma would
sit and write her own stories and whenever her mom would want her to do something she would
threaten to take away her pencil and paper. Then one day her mother sat her down and told her
that she wouldn’t be helping pick fruits and vegetables but that she would be starting school, so
Emma became very worried because the money that she was making from working was going
towards her buying a store bought book. On the first day of school, Emma went into class and
didn’t see any chocolate brown skinned children like her, they were all white.
There was a library inside the school that Emma went to everyday; Emma’s mama noticed how
good that Emma was doing that she decided to give Emma money out the hard-times jar to go
and by herself a store bought book.
Activity: (Original source). I would teach my students how to plant things pertaining to planting
and growing crops. We would start off with something simple like planting some seems. The
students will have the choice of either planting tomato seeds, or beans. We will watch the crops
as they grow. The children will keep notes/records on the progression of the plants growth.
Indiana Academic State Standard: Science
The Nature of Science and Technology
3.1.3
Keep and report records of investigations and observations using tools, such as journals,
charts, graphs, and computers.
Title of book: Hannah is my Name
Author’s name: Belle Yang
Copyright year: 2004
Genre: Multi-Cultural
Number of pages: 24
Synopsis of story: This book is about a little girl named Na-Li from Taiwan. When her family
decides to move to the U.S. her name gets changed to Hannah. Hannah doesn’t understand much
of how things work in the new country. Hannah or her family do not have green cards and one
day some police officers burst into the place where Hannah’s father is working but a man hurry’s
and tell the family to run and hide because they aren’t suppose to have jobs. One day when
Hannah comes home her parents are cooking some of her favorite foods and tell her to open the
package with the ribbon on it and there lays their green cards.
Activity: (Original source). I will have a lesson over immigration and explain to my students
what an immigrant is. I would then have them write a poem about immigration.
Indiana Academic State Standard: English/ Language Arts
Listening and Speaking: Skills, Strategies, and Applications
1.7.6
Speaking Applications:
Recite poems, rhymes, songs, and stories.
Title of book: Bridge to Terabithia
Author’s name: Katherine Paterson
Copyright year:
Genre: Realistic fiction
Number of pages: 144
Synopsis of story: This book was about a young eleven-year-old boy named Jess who loves to
run and hopes to one day become the fastest runner in the fifth grade. Jess has five sisters and he
is hoping that this will get him some attention from his father who is always working. Then a
new girl moves in next door to Jess and she runs really fast too. They become good friends and
build a secret fantasy land across the creek which is called Terabithia. One day his friend Leslie
dies by drowning in the creek and Jess becomes devastated.
Activity: (Original Source). After reading the book as a class, the students will create a poster
that shows the difference between what is real and what is fantasy. The students can use words,
pictures or anything of their choice. They will be assessed on if the poster actually shows the
difference between the two topics. We will go over different types of examples of what is fantasy
and what is reality.
Indiana Academic Standard: English/ Language Arts
Reading: Comprehension and Analysis of Literacy Text
2.3.6
Recognize the difference between fantasy and reality
Title of book: The Hundred Dresses
Author’s name: Eleanor Estes
Copyright year: 1974
Genre: Realistic fiction
Number of pages: 88
Synopsis of story: The story The Hundred Dresses was about a lady named Wanda Petronski
who doesn’t have any friends. She goes to school every day telling her classmates that she has
one hundred dresses at home. People at school do not believe her because she wears the same
blue dress every day. Finally when her father is sick of his daughter being made fun of, he takes
her out of school and they move away to a big city. This makes one of the girls in Wanda’s class
sad because she stood there and let the others laugh and make fun of Wanda so she decides to
leave and go look for Wanda and her family.
Activity: (Original Source). I will have my students write in a journal every day after reading the
book The Hundred Dresses. They will write about what they read or about how they feel about
what is going on in the story. Every day they will trade with another student to have them proof
read and make corrections of their work.
Indiana Academic Standard: English/ Language Arts
3.4.7
Proofread ones own writing, as well as that of others, using an editing checklist or list of
rules.
Title of book: Sam the Minuteman
Author’s name: Nathaniel Benchley
Copyright year: 1969
Genre: Historical fiction
Number of pages: 53
Synopsis of story: This book was about a little boy named Sam Brown who lived with his
parents in Lexington, Massachusetts which is near Boston. During this time, America was not a
country of its own it had belonged to England. Sam always helped his father on the small farm
that they had and his mother worked inside. They made, grew and cooked everything for
themselves. One day Sam was awakened in the middle of the night and his father told him to get
his gun, the British had left Boston and were coming right towards them. Eight Minutemen were
shot and killed; even Sam’s friend shot had gotten hurt. This had made Sam very angry so
became brave and shot many men, and then him and his father went home and went to bed. This
was the beginning of the American Revolution.
Activity: (Original Source). I will bring in a copy of Sam the Minuteman into the classroom. I
will read the story aloud to the students. We will have a grand discussion about the story. Our
main focus will be on the American Revolution that lasted eight years. We will then go into the
computer lab and I will have them type the words American Revolution in Google’s search
engine. They will have to find three different facts about the War. Each student will write them
down and turn in at the end of class. They also have the choice of finding books in the library for
information.
Indiana Academic Standard: English/ Language Arts
Writing: Processes and Features
1.4.5
Identify a variety of sources of information (books, online sources, pictures, charts, tables
of contents, diagrams) and document the sources (titles)
Title of book: John Philip Duck
Author’s name: Patricia Polacco
Copyright year: 2004
Genre: Historical fiction
Number of pages: 48
Synopsis of story: This story is about a little boy named Edward who found a tiny duck and
decided to take care of it. He snuck his tiny duck into the hotel where he was working with his
father. Many people in the hotel knew about Edwards duck and kept his secret safe. One day the
hotel manager found John Philip Duck in the fountain of the hotel and became very upset. So
Edward decided to show Mr. Schutt what great things his duck could do. So he explained to the
manager that if they had ducks in the fountain all the time that he could show them how to do the
tricks also. Mr. Schutt decided to let the ducks stay at the hotel and march.
Activity: (Original Source): After reading the book to the class I will ask students if they have
ever found any pets before. We will then go on to discuss ducks and the habitats they live in,
what they eat and many other different things about them. I will bring a baby duck into the
classroom and we will raise it. The students will learn how to feed it and that the duck must stay
warm to survive. Every day they will record progress of the ducks development and changes that
they notice.
Indiana Academic Standard: English/ Language Arts, Science
Writing: Applications
1.5.2
Write brief expository (informational) descriptions of a real object, person, place, or
event, using sensory details.
Life Science
2.3.1
Observe closely over a period of time and then record in pictures and words the changes
in plants and animals throughout their life cycles-including details of their body plan,
structure and timing of growth, reproduction and death.
Title of book: Good-bye, Charles Lindbergh
Author’s name: Louisa Borden
Copyright year: 1998
Genre: Historical fiction
Number of pages: 40
Synopsis of story: This book was about a little boy named Gil who was riding his horse one day
and discovered a plane flying over the creek. Gil had always loved airplanes. He and his horse
followed the plane to see where it was headed. Once the plane had landed Gil found out that the
pilot was Charles Lindbergh. This was the most exciting thing that had ever happened to Gil.
Activity: (Original Source). The students will read the book as a class. Once the story is over we
will discuss what happens in the book. They will then have to change the ending of the story and
create their own ending that has a problem and a solution.
Indiana Academic Standard: English/ Language Arts
Reading: Comprehension and Analysis of Literacy Text
2.3.2
Create different endings to stories and identify the problem and the impact of the
different ending.
Title of book: Molly Bannaky
Author’s name: Alice McGill
Copyright year: 1999
Genre: Historical fiction
Number of pages: 32
Synopsis of story: The Molly Bannaky book was about a seventeen year old girl named Molly
Walsh whose job was to milk the cows every morning and take the pail of milk up to the manor
house. One day after milking the cow, she sneezed which made the cow jump and kick over the
pail of milk. This accident sent Molly to court where she stood in front of the jury. The normal
punishment for stealing was death but since none of the others could read so she was sent to
serve in a colony across the ocean for seven years. After serving the seven years working, she
found a slave by the name of Bannaky and decided to marry him.
Activity: (Original Source). The class will have a grand discussion after reading the book Molly
Bannaky. We will discuss the lesson learned from the book. We will talk about how at the end of
the story it mentioned Benjamin Bannaky. I will ask students if any of them had ever heard of
him and if so what have they heard. If none of the students have heard of him, I will give them
some information on him and what he did. I will schedule a field trip to a farm to give the
students an opportunity to milk a cow.
Indiana Academic Standard: English/ Language Arts
Reading: Comprehension and Analysis of Literacy Text
2.3.7
Identify the meaning or lesson of a story.
Title of book: Noah’s Ark
Author’s name: Jerry Pinkney
Copyright year: 2002
Genre: Historical fiction
Number of pages: 40
Synopsis of story: This book was about how God was not happy with the people on earth
because they didn’t care for one another or the land that God had created for them. So God
decided to destroy every living thing. One day a guy named Noah had spoken to God and God
told him to make an ark out of wood and to bring two of every living thing. He also told him to
bring food for the animals and for himself for he would be destroying every living thing on earth.
So Noah created the arc and two of every animal got on the ship and the door closed, soon it
began to rain and storm. So after forty days and forty nights the rain had finally stopped falling,
Noah and his family were safe, and God set a rainbow in the sky promising to never destroy the
earth again.
Activity: (Original Source). I will read this book to the class aloud. We will then go on to discuss
if they had ever heard the story before. I will inform the students that we would be putting on a
play for parents and other teachers. Students will get their parts and we will work on rehearsing
every week for about 2 weeks and then the students will perform. The students will be assessed
on participation.
Indiana Academic Standard: English/ Language Arts
Listening and Speaking: Skills, strategies and applications
2.7.13
Recite poems, rhymes, songs, and stories.
Title of book: George Washington Carver: The peanut wizard
Author’s name: Laura Driscoll
Copyright year: 2003
Genre: Non-fiction
Number of pages: 32
Synopsis of story: This book was about the life of George Washington Carver and how he used
peanuts in many recipes and household items used around the house. It talks about how George,
his mom and brother were all slaves and owned by the Carvers. One day George’s mother got
kidnapped and sold by some slave robbers. So the Carvers raised George and his brother Jim as
if they were their own. George loved working in the garden and taking care of sick plants.
George started college when he was thirty-three years old and he learned a lot about plants and
discovered peanut butter. There are peanuts in some shampoos, lotions, glue, paint, laundry
detergent and coffee.
Activity: (Original Source). George Washington Carver: the Peanut Wizard will be read aloud to
the students. The students will have a grand conversation about George Washington Carver. The
students will then have to find at least 20 different compound words in the book. After they
choose the compound words that they want to use, they must separate them into the two different
words. The students will write them down on a sheet of paper and turn it in for a completion
grade.
Indiana Academic Standard: English/ Language Arts
Reading: Word Recognition, Fluency, and Vocabulary Development
1.1.16
Read and understand simple compound words (birthday, anything) and contractions
(isn't, aren't, can't, won't).
Title of book: Thank you, Mr. Falker
Author’s name: Patricia Polacco
Copyright year: 1998
Genre: Non-fiction
Number of pages: 40
Synopsis of story: Thank you, Mr. Falker was about a little girl named Trisha who was having
trouble learning to read but she was really good at drawing. She was always behind in her
reading compared to everyone else in her classroom and she got made fun of all the time. Her
mother received a new job in California, so her and her brother had to move away from the farm
they had in Michigan. Trisha started school and had a new teacher named Mr. Falker who helped
Trisha learn to read. He spent extra time every day after school with her and Trisha learned to
love school.
Activity: (Original Source). The story Thank you, Mr. Falker will be read aloud to the students in
the classroom. Students will then take out a sheet of paper and explain the lesson of the story.
There is a part in the story where her grandfather explains the importance of learning to read and
getting an education. They must also write how they feel about education. They would answer
questions about if they like coming to school to learn about different subjects. They can also
write about their favorite subject and why.
Indiana Academic Standard: English/ Language Arts
Reading: Comprehension and Analysis of Literacy Text
2.3.7
Identify the meaning or lesson of a story.
Title of book: Teeth are not for biting
Author’s name: Elizabeth Verdick
Copyright year: 2003
Genre: Non-fiction
Number of pages: 24
Synopsis of story: Teeth are not for biting is about how children start teething when their teeth
are growing in. It talks about how teeth are strong and sharp. Teeth help us chew but not for
biting other people. It gives children other things to do rather than to bite other people. It tells
children to bite on chew toys, take a nap, drink something cold, or to hug someone to get
comforted. At the back of the book it gives parents some tips for when their child is teething.
Activity: (Original Source). Students will be read to. Teacher will explain to students the
importance of having teeth and how to keep them healthy. After the book is done, students will
try and create a teeth model out of clay. Clay will be provided. The students may use any color
clay they would like to use to make activity more creative.
Indiana Academic Standard: Fine Arts/ Visual Arts
Creating Art: Studio Production: Develop a range of subject matter, symbols, and ideas for
artwork and utilize skills of critique, reflection, and revision
K.4.2
Respond to art based on personal preference.
Title of book: The Way I feel
Author’s name: Janan Cain
Copyright year: 2000
Genre: Non-fiction
Number of pages: 32
Synopsis of story: This book talks about different feelings and emotions. The Way I feel explains
each emotion and things that make children feel these ways. It shows the picture of each emotion
and or feeling. It teaches children how to deal with their emotions and explains that everyone has
feelings. At the end of the book there is even a note to parents that help them to deal with talking
to their children about feelings and emotions.
Activity: (Original Source). The Way I feel will be read aloud to class. Students will then create
faces out of macaroni/un-cooked spaghetti. The faces will show the emotions and feelings
learned in the book. Under each face that they make, they will write which emotion it. The
vocabulary words in the book will be discussed every time we come across the word when the
teacher is reading the book aloud. Each student then needs to talk about something that makes
them feel that certain way, for example when they can’t do something they get frustrated.
Macaroni, un-cooked spaghetti, glue and construction paper will be provided.
Indiana Academic Standard: Fine Arts/ Visual Arts
Creating Art: Studio production: Develop a range of subject matter, symbols, and ideas for
artwork and utilize skills of critique, reflection, and revision
1.6.2
Create artwork about self, family, and personal experiences.
Title of book: Thunder Cake
Author’s name: Patricia Polacco
Copyright year: 1990
Genre: Non-fiction
Number of pages: 32
Synopsis of story: Thunder Cake was about a little girl who was scared when it was thundering
and lightening. Every time she heard the thunder she would run and hide under the bed. So one
day her grandmother told her to get from under the bed so that they could bake a thunder cake.
She got brave and went with her grandmother to retrieve all of the ingredients to make the cake.
Her grandmother taught her how to count to see how far the storm was away. They baked the
cake just in time and as soon as the rain started pouring, her grandmother cut the cake and they
sat down to eat it. The little girl was never scared of thunder again.
Activity: (Original Source). After reading Thunder Cake, students will have to create a book.
The book must be about a time that some special person has helped them to overcome a fear.
They must include a cover, pictures, a back to the book, and a story talking about a time
someone or something has helped them to overcome a fear. Student must turn in book for grade.
We will follow the recipe for the thunder cake and make one.
Indiana Academic Standard: English/ Language Arts
Writing: Processes and features
3.4.1
Organization and Focus:
Find ideas for writing stories and descriptions in conversations with others; in books,
magazines, or school textbooks; or on the Internet.
Title of book: Somebody and the Three Blairs
Author’s name: Marilyn Tolhurst
Copyright year: 1990
Genre: Fiction
Number of pages: 24
Synopsis of story: The book Somebody and the Three Blairs was about a family whose house
had gotten broken into. Mr. Blair, Mrs. Blair, and baby Blair had decided to go to the park and
feed the birds because it was such a nice day outside. When they left, a bear by the name of
Somebody had come into their house. He ate their food and trashed the kitchen, he flooded the
bathroom, he broke baby Blair’s high chair and then went to sleep in baby Blair’s crib. When the
family got back, they noticed the huge mess and looked around the house to see who could have
done it. When baby Blair went upstairs, he found Somebody in his crib. So he woke him up and
Somebody climbed out of the window before Mr. and Mrs. Blair could call police.
Activity: (Original Source). Before the book Somebody and the three Blairs is read aloud to the
class, the teacher will ask the students if they know the story of Goldilocks and the three bears.
Once the class has a discussion about the story and recap on what happened, the teacher will read
Somebody and the three Blair. After the book is over, the students will discuss the similarities
and the differences between the two books. They will also answer questions like who the main
character was, what happened in the story, where did the story take place and so forth.
Indiana Academic Standard: English/ Language Arts
Reading: Comprehension and Analysis of Nonfiction and Informational Text
1.2.7
Relate prior knowledge to what is read.
Listening and Speaking: Skills, Strategies, and Applications
1.7.7
Retell stories using basic story grammar and relating the sequence of story events by
answering who, what, when, where, why, and how questions.
Title of book: Atlas of People
Author’s name: Scholastic
Copyright year: 1994
Genre: Multi-cultural
Number of pages: 20
Synopsis of story: This book talks about different places like Europe, the Middle East, the Far
East, Southern Asia, Northern Asia, Africa and many other places. It shows maps and has many
facts about all of the places mentioned. The book also talks about activities that people do in
other countries. It talks about the different foods that are eaten in China, Russia, America, and
Bolivia. It even talks about the education in other countries. It shows much diversity and it is
very informational.
Activity: (Original Source). After Atlas of people is read to the class aloud, students will create a
map of their community. The map must include buildings and signs. We will also discuss the
similarities and the differences between our culture and other different cultures.
Indiana Academic Standard: Social Studies
Geography
1.3.7
Human Systems: Draw simple maps using symbols that show how space is used in the
classroom, in the school and in the neighborhood.
1.3.8
Human Systems: Compare cultural similarities and differences, such as family traditions
and customs, and the traditional clothing and food of various ethnic and cultural groups
found in Indiana.
Title of book: January’s Sparrow
Author’s name: Patricia Polacco
Copyright year: 2009
Genre: Historical Fiction
Number of pages: 96
Synopsis of story: This story was about a little girl named Sadie Crosswhite, whose family is
owned by Master Francis Giltner. Her and her family witnesses her older brother get brutally
beaten for trying to run away and it breaks Sadie’s heart. After her brother January is beaten,
everyone assumes that he is now dead. So Sadie and her family want to escape these slave
owners and head to Canada before one of them gets beaten like January was. In the middle of the
night they pack some of their things and run to a boat that takes runaway slaves across the Ohio
River to a safer area called Marshall, Michigan. As they get closer to the boat, Sadie realizes that
she left behind the wooden sparrow that January had carved for her. It is too dangerous to go
back, so she must continue running with her family.
Activity: (Original Source). Each student will receive a copy of January’s Sparrow. After each
student has finished reading the book, they will search the internet and find someone to do an
activity on. They must create a PowerPoint that goes more into depth on a person that made a
difference or some huge event that happened during the Civil War.
Indiana Academic Standard: Social Studies
History
4.1.7
The Civil War Era and Later Development: 1850 to 1900. Explain the roles of various
individuals, groups and movements in the social conflicts leading to the Civil War.
Title of book: Isla
Author’s name: Arthur Dorros
Copyright year: 1995
Genre: Fantasy
Number of pages: 40
Synopsis of story: Isla was about a little girl who was exploring an island with her grandmother.
Her grandmother sits and tells the little girl stories and she imagines that they can fly during
story time. She imagines that they are flying over an island called la Isla. They see people,
buildings, forest, animals and many other things. The little girl learns a lot about her family
background and some of the traditions they have. The book also teaches children different
Spanish words and phrases.
Activity: (Original Source). Isla will be read aloud to students. Before the teacher starts to read,
he/she will provide students with a worksheet. The worksheet will have Spanish words on it. As
the teacher is reading the book, the students must match the Spanish words on the paper with
what the teacher is reading aloud from the book. Students will turn paper in for grade.
Indiana Academic Standard: English/ Language Arts
Reading: Word Recognition, Fluency, and Vocabulary Development
1.1.1
Concepts about Print:
Match oral words to printed words
Title of book: Eddie Enough!
Author’s name: Debbie Zimmett
Copyright year: 2001
Genre: Non-fiction
Number of pages: 40
Synopsis of story: Eddie Enough is about a little boy named Eddie that is always getting into
things. The kids at school always make fun because he’s always knocking things over, bumping
into things, moving around too much and never really paying attention. One day his parents
decide to take him to come doctors and they figure out that he has AD/HD. Eddie has to start
going to the library to take medicine everyday and the students start to treat him better.
Activity: (Original Source). Students will create a brochure that explains what AD/HD is and
ways to try and deal with it. Students must list the symptoms, the definition of it, some causes,
and treatments. This brochure is to inform people of AD/HD and also so students will not get
made fun of like the kid in the book did.
Indiana Academic Standard: English/ Language Arts
Writing: Processes and Features
6.4.3
Write informational pieces of several paragraphs that:
• engage the interest of the reader.
• state a clear purpose.
• develop the topic with supporting details and precise language.
• conclude with a detailed summary linked to the purpose of the composition.
Reading: Comprehension and Analysis of Nonfiction and informational Text
6.2.4
Clarify an understanding of texts by creating outlines, notes, diagrams, summaries, or
reports.