eric - education resources information center · 2014. 1. 27. · that relatio-the-story. -thib...
TRANSCRIPT
113TEIORTITLE,
PUB':_DATE
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Bresnick, Ann:- if Ellen --
P4ople Shp Need People: I -Visit toand RarafTei0borhodas4Mar 76163P-
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SO 009 190
Subuiban, Urban,'
Third Supervisory Board of Cooperative idicatiOnalSerfiCes, 507 Deer 113..ark Road, Dix jfillsr e.Y Tor):
-11746' (looseleaf hook and Wall "Charts,. $1500)-
DBS PRIC?. .5F-S0.8? RC-$8:th Plus- Postage.DEsciarroms . Activities; Currictiltu. Guides; Elemextt.ary
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ABSTRACT '
Education; Humanistic Education; *Human Relations;Instructiovi Kateria?.t; Life Style; *10ghborho0Rural AreaA; *R'ural. Urban Differences; .SocialRelations; .4Social. Studies; Suburban Environment;.Suburbs; Urban Areas . ."
`Designed for second and third 'grade, this Curriculumguide focuses on the social nature of van and the need of human -.
beings for each other. By exaiining urban, sUburban, and ruralneighborhoods, a variety of social tYpes and life-styles atepresented. Each of the three neighborhood sections consists of t4stories expressing different conpepts and values which combine" toform a complete Social studied progr4m. The44 ectriepts presented inthese story, units include 'friendship, pride, iesponalbility fog .one'sown' safety, changin family needs, -family mobilityi' volunteer work,-job responsibility,", nhtghborhood pride, job eligibility; cooperation,acceptance, decision 'making,, establishing realistic individual goals,and indiViduality. Each unit coniains,a picture related to the story,,main concepts, purpose of the lesson, materials needed, vocabulary,text,. discussion gngstions, and fallow -up activities. (uthoi/DE)
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.*14*-*****Ait**********y******************************ii**************-,,. Dectimeift*-acguired. by ERIC incluA-e many-informal unpiiblished--
*.iia.terials-- not aiaj340.e frog .0,,,her_sources. ERIC lakes- eveiy effort ** to obtain tbe-13-est coPyaidiTable._. Nevertheless,_ items of marginal **_. .
* reproducibility are often enconntered and thiS a-lfect'the quality *-.. *_.of fiche and hardcopy reprodUctions ERIC make.s.Available *
..,za.the ERIC Document Beproiuction Service (EDRS). EDRS is not *.respOpsibie foi.,.the quality of the original docuient. ReptciductioiS- *
* sapplIed by EDRS'are the_besf that can be mad* frbi tlfe Original* *. ,*********,*******44**.******.****************************#************
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The Board-6f--Coopenitiye-Edgc4i6nal_Servides of the ThirdSupervisory D1stric of Suffo/k.County, N.,Y. does not discrimi-nate on the basis of -'Sex in `the educational programs oractivities which itoperates.- .
It is required by Title IX of the Educational Amendments.df19.7; not tb'discriminate in such a manner.
This policy of non-discrimination includei:
.---recruitmenf and- eLployment of employees.=:7.alaries,, pay, and other benefits
services to students,/:--7student -siccOss...tb course, offerings, eduCational "
:fir4tammc.ofher activities
CopTdination-of,activities relating to compliancp withTitle IX is the responsibility-ofl-
A aPaul F. Dupuis.
. 507 Deer Park RoadDix Hills, N.Y. 11746(516) 549-4900 (x222)
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This official will provide information, including complaint'.procedures, to any applicant, student ofemployee who.feels that ,
his or her rights under Title IX may have been :viCtlated.byth4. *,
district or its officials. &
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Copyright 1976, by 10CiS Ill; Seffolk Comity. Illaninf end Papua Development
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Contributors
Cindy Clements-, Sttii. Feinstein Phil Munisierfs Jeer i 0.-rorady .4,0 Alyce Scimeca
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:for. her, ,guidance cdncer-rtivg 9the -avoidance. -of liAraotyfring,
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'tPHILOSOPHY-OF THE PROGRAM
1 . . ... - _. Tne social nature of man, the need of human beings for one
another, has been taken as the fundamental asSiAMption and fdqusof the philosophi,cal-structure of PEOPLE WHO NEED'PEOPLE.. i :.,,
Starting at thii centralPoint,'the units radiate;001ut toard .:.-
varied issues, in each case presenting a humanisti-eview,of ti*--self-awareness or otheks-awarenesi Aspects of a harrated eye-pf.,
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A nuiber _of human a'Spects may be seen in any one story,; a14-thouqhoone aspect of awareness has been made explicit in each'unit, other thematic aspects of the story will present themselvesto the perceptive teach-6r and very often to the perceptive child.
: The underlying humanism of the program may at any point-generateinsightS: into the value of mane into ,the importance of construc-
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tive,As opposed' to destructiVe'behavior, into, the beauty of.., _..
growth, fulfillment; and self-actualization, or into Other,principles honored in our tradition."
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- he Variety Of social types and life styles, presented byway of the three neighborhoods, offers tne child both familiar
_ and unfamiliar materiaiS to to respond. Situations andcharacters typical of His or her 01:m4-neighborhood provide .
-opportunities for recognition and identification. People andevents in.other neighborhoods provide opportunities forfamiliarization .and undeistanding. Themes 'common to the threeneighborhood patts of the program will help the child gain
-' insight.into the truth that although social ,circumstances vary;the human element remains the same.
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Socio-ecOjomic-'conpepts are presented in "terms of neighbor=hood people and theix,,relhionships. SOcial mobility, for
, q: instance, is implied inostories of1families: moving from one .
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residence or comraunity loanother. Tnese concepts,stress aspectsof Cooperation and mutualityl're-inforcing the child's recognition .
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of"the social nature of most human events.- , -4J. . .,
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- -First steps ill career education are undertaken in thesestories. ,-In the adult characters, the student finds portrayalsof many different jobs. ,Adult characters avoid work-relatedprejudides, especially sexist stereotypes. Youthfufcharactersin, their responses to jobs held by adults or to work undert4ken.. :carry2forwe;rd the theme of, self-awarenesg in 'regazd to aspirations,abilities, and limitations" The others-awareness theme stressesthe give and-'take, the exchange of goods and services, and the-.:fulfillmene,through Cooperition which demonstrate that' people need
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introducing -
PEOPLE WHO NEED ;PEOPLE
. . a social studies program of stories. with picture charts foc
second or thitd grade children.
pEOPLEIFIO NEED PEOPLE presents stories"to be read to anddiScussed with children inisecond or third grade. The stories.centon youngsters. hand adults whp might be found in any one
t--:- of -three;kindS of neighbo4hood: suburban, uiban,--add,rural.-
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CEach neighborhood, with its story characters, is illuStrated in-.a wall -size chart and in Student copies of the chart reduced todesk size. An appropriatPThegment of the picture chart intro-educes each unit in the teacher'eloose-leaf book.
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Each of the thfee parts of _the Program consists,of.fourteenstories expressing fourteen themes. Off,ering, concepts and values .
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Implied in simple' episodes taking. -place in the thiJee.tyPes ofneighb6thood, the forty-two unitsof the series constitute a,Sobialstudies-program. , -.
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PROMMAIATERIAlf- 0
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:,,a. A teacher.'s loose-leaf book divided into three parts---,,,-... ,suburban,,- urban, and rural neighborhoods. Each _part
contains:14 story units. Each unit provides a Concept,."purpose of lesson,' materials needed, vocabulary,.story,questiops,.and activities,
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b., Threelwall.charts thati
provide visualization of thethree neighborhoods. Each presents a 221! x 29". drawingof a neighborhood,,and each scene in the. drawingillstrates.a story. . - .
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c., ;Individual desk-size chart (30 copies) which gives thechild a version of each of, the three wall charts re-
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HOW TO USE THE PROGRAMThe program'begins with a general introduction to urban,
suburban and rural neighborhoods. All three wall. chAts canbe placed on'the wall Cthese will be 'founts in the pockets ofthe loose -leaf book).
After rural and urban charts have beenput away,,thesuburban neighborhood is introduced through-Nike and Judy, thetwo story characters who serve as-guides through suburbia. The_process is repeated,.with new guide characters and, new stories,-through a city neighborhood and a country neighborhood.
Each of the'42 units in the book contains the same cot- =
ponents.
NAa. Picture - Each 1.essorris illustrated by a picture
that relatio-the-story. -Thib picture is photo-. reduced from -the large wall chart and, the student'
-COTAGS. The teacher may hold up =this _pictureand/or hdhg it on the" wall so that the childrencan find-on their pap the-Story:episode that is
. abp-at to be 'read. They may draw a box .around. and/or color the scene.
b, . Concept ,-. the main idea-ofeeach of the lessons.The -14 conceptsare the same-foi each part--subur-
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,'ban, urban,and.rural--but are treated differentlyin the three,geographical contexts. _The teacher.may"see in the story.daterial additional concepts '-which may be stressed along with the stated concepts.
c.'..Purpose.of lesson a, brief description -of the ex-pected outcome of the lesson.
d. Materials needed - list of materials. used in theNlesson. .-
1.rocabulary - key wards and unfamiliar,words listedfor preliminary diScussion, Additional words may_by selected.
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f. Story - Each story is narrated in dialogue form., Thedialogue takes place between a fictional boy and girlfrowthe neighborhood concerned, the boy and girlserving as guides to their neighborhood. The shortstory sets the stage for the emergence. of ;a major"-concept. The story serves as a, way of arousing thechildren's interest in.the unaerlying concept and'stimulating them to discuss it. -
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,Disauisicin questions .;t 'diSctisSion is. the'`heartof the le.sspn:. Some .questions are prdvide4. for -.the
_ purpos:of -recall.- Most. of---the ,-gtiestionS -are -de-,Signed to prcivoke, ;discussion: It it through discussion:that the enthusiastic teacher can trUe,,ocial,studies prograt generating irn.srghti types: -.
.f community.' In addition-, the concepts clarified in.the discussions are" thOse that we_ try to' develbR _inour classrooms and in society at large.. ._-
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....._.1 4.t Follow-up activities- Suggested classroom activities*..4,1-''--... oriented toward the episode and its concepts are'_
described after each story. Additionalor alternativeactivities may be deviied by the teacher.
.,. .. 'These guidelines provide structure for the program iut are
intended to be, adopted or adapted according to the teachperdeption of student needs and interests.
The enthusiasm, iniagination, and creativity of' the teacherare free .to shape and enliven each of these lessons into anactual experience of `people needing people'. The give and takebetween teacher and children during the discussion can become asocial expexience of _intellectual and emotional. significance.
Ak Using the story to lead into discussion and. the astivities to ....
lip . reinforce responses to the discussion, the ,teacher can bringthiildren to open up, to feel free to verbalize. 'Relating notonly to the Characters in the, story but to one another -and theteacher; the youngsters will. clarify _their- ideas, deepen 'theirinsights, and Values.- , -.
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. The teacher's concern, sensitivity', and percep eness inevoking these- discussions wilrbe-rewarded by the gratificationof seeing young people grow in understanding and responsiyeness.Often the teacher, too, will learn, the perspiCacity of childrenbeing sometimes amazing. In this day by day exchange, both
' teacher and students can.discover that while our survival depen dson cooperation in meeting physical and economic needs, -it is
, equally true that our human growth, our,enlargement as persons,depends on social interaction. 'We are all people who need pebiDle.
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INTRODUCIfigqTHE CHILDREN TO THE PROGRAM
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' .1!rior to readingducti on aloudto.the-dhildren,-the termsY.*urban' " .4-uburbans7, and- sl'!ou,14. :
defined and discussed.: :the teaCh41Aldo -display three-Master chart-S.- Pribr,,to reading-the introduction.,,
Have you ever taken a trip away from your home? If youhave, did 'you go by foot, car, ,bus, train, or plane?' Well,if you have taken trips away from your home, perhaps-you'veseen the many different ways people live. Yet, even in verydifferpnt places you find things that are thp sade. In .fact,
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what really makes.traveling great.7is
learning that wherever' ... you go you find out that all places -have .some hings that are,
-the same. . The people,who live in these places are '.- ail alike. -
in.smanyways too; . - .:_A :
Teacher Ahould now point to each chart as he /she discu4L --.
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How can the%biby,who lives inthe city Which is:the urbancommunity) feel the 'same as the girl playing In her backyard in ."the suburbs? You might also ask yourself about the farmer's son
(,, out in the country driving a tractor (this is called a ruralcommunity) - -how can-be have so many Of the.same feelings andthoughts as the city and subueban.children?' e
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It,ks-awfuily confusing.' Let's stoi and think, for.a minute..,-.,
As you will learn, there -are many things that look different' .
between the suburban, urban,, and. rural communitie . The' suburban .
4'community is on, the' outside. of the city.' Just' as you leave theCity the buildings become smaller and the land 1.ss.crowded. Pd
There are a lot of one -family,homes an& backyards to. Rlay in. '..
The urban community is the city. Here we will be in the hustleend buStle of the busy city streets: Tall, buiIding6 hug,--theskies and people rushrto,and fro.. Children. play it be-
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cause there isn't enough land for'backyards: The rural communityis e country. Here we might find long Stretches of 'green farms,'forests,_or mountains. Close Your,eyes for jugt A minute, andlet's try to seeall three. The suburbs with the Children playingin their backyards...: The busy city streetswith'boyS and girls
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playing, in the parks.... Theicountry.wherd"thdchildren play among.the farms, fOrests, and mountains.... This paints a pictUre in ourminds _of, the exciting ,places and people Whip lie in-Store for us.
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In the months to come'we will be meeting, people from allthree places- -the suburban, urban, and rural communities., In each
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community_ we will %)e meeting "people who .need peopl
Beffore we go any further, let's stop and take a look atthe wordtuneighborhood." 'flbleighborhoodn'is along word but .
I'm -sure most of 'you have heard this word before. The subur-ban, urban, and rural. communities are all neighborhoods. Theyare different in many ways bUt are alike In others. *
Lees take"see.whether
n6ighboroods.
A careful look,at the 'three master wall chartswe can point out some things 'that 'are found-in
Through a discussilpn of the three neighborhbods, the classwill compile a list of characteristicsthat would pertain tothe.eighborhoods. Accept all responses. As each neighborhoodis studied, have the children check' the list.for the character-istics appropriate to each neighborhoOd. Keep &record of
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which characteristicsapply to all three communities. The in-tent iito' show that all communities--suburban, urban, andrural -- display four basic characteristics: streets,.houses,land,-,and people. .
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iNTRp:DUCTION70,,THE SUBURBAN NEIGHBORHOOD.
This i. bduction to the suAurbanneighborhood an be used as)the intro=
,ductibn to t urbariand suburban 2--Ineighborhbods7.by using the appropriate -
o charts and.substitutingrVihny-and Maria for =the urbin-neighboxhobd
- gosh and Amy for/l.e rural neighborhood'
. PURPOSE
- The purpose of .this lesson is to develop a worXing,:"definition of what a,suburban neighbbkhood,is and to intro=
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duce the'rdaimcharacters: Mike and Judy.
MEWLS NEEDEDMaster wall chart fox:the suburban neighborhood; individ
ual charts of the suburban neighborhood.
Today,We arq",lgoing_to begin t6 take a closer look at our'make=believe.subtrban:heighborhood.-.. Refer to master wallchart.:"=Let,),s-.gback!,Ohd.take a look at the list we.made upwhen we-7first--;;SPOic4.494--what a neighborhood is. How manythings-On'thia-liateinwefind in. this neigliborhood?.
The-0.44S will-Jbe_encouraged to point out the four basi6characteristics=stXeetS,-houses, land, and people. Throughdiscussion havelthe class poirkt out further characteristicsand iaentify those whiCh differentiate the suburban community.
Today we are going to teet_two new friends who live onthe same block. The boy we laiill.meet is Mike and the girl isJudy.- Mike and Judy met when they,discovered that they livedon the same street. Not only are Mike and Judy friends butthey 'also have a ;special name.-for one, another. They are"neighbors." ,People who live near each other are called neigh-bcrs,and they live together ina "neighborhood.",
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Mike and 'Judy have some very important people they:want to,introduce to us- They are the men and women, boys and girls'whoive in their neighborhood. These people are Mike andJudy's neighbors. To help, you all to get to know .Mike and'Judy's neighbors,,, they have brought you each a speCial gift.(Distribute individual student charts.) These charts will bea great help to us.° They will let usee which neighbors Mikeand Judy are speaking aboAt.
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Over the next few w!eeks tzIe tae ritgoing -to.eet each one ofthese people who in Mike and Judy's neighborhood end learza.,just' how very important they are. We are,, also going to learnabout some very 'special needs they, have.;; Meeting thes'e people
, and learning about each` one of their will held? each , of us" to, become .a better' neighbor'
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.-TABLE:OF tCONTENTS
-4 e-;OMAN NEIGHBORHOOD with Mike ad Judy
Welcome Home . :
Plogs Don't Eat The 'Daisies'
Uh-Ohl .. .I'd Rather Build On Than -Move AWay .
Moving Day .. . . ...I'Fire' fife!
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Road All About DI .... AA* 00.27
\t3Lift ger-Bu' V. ..T..,.4---
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,Don't Fent* Me Utl ' 35..4 .
The Pleasure Of Their Company 41
How Would Thai, Feel? R 47
Think Fin' Yoileself A s .. . 51
I Like Working For Me . ..... 55
Doing Your Own Thing
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URBAN NfIGHBORHOR with Maria and Vinny [nickname. Vic)
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Tuesdays An Thursdays ,
Corns To The Art Show -4.. .- , ... . .
-..WalkI4ion't Walk!
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Ftcivie A-Nice Dayl . . ...,.. -. .
Hello Cityl Hire Wo4rel . ..first Stop- Childran's Ward
Ding! Dongl Delllieiy-Bo'yl:
Meeting Todighil
Hoy Coach!,
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If It's Tuesday-It's Mr. Jackson - 1 ... -. 111
Swish-21 . .. - 1.17..
Sharing The Decision :A --1-23
Maybe Next Time! f129
I Want Tolle Ale! 133
RURAL NEIGHBORHOOD with lash a d Amy
Here Comes The Homework!
A Blu e Ribbon For Daisy 'V
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Watch. Out! ... .. .151
Farmer George, Jr. .155
"Paint!" We All Cried 1594
Hear Ye! Hear Yel at . 163
The. Town Speaks For itself .. ...,.' ." 169.
. ' -Dinner Tim!! .... e . , 175_
Co-op Fruits And Vegetables. , _ . 179...
. The Ice Cream Socii.,..,...,.. ,. .- ..... e 1..10,1 . 185-. -
Young Dr.-Wells Decides )189
) Going Once-Going Twice] Sold! . 4 '.7. 193
Handcrafts Ay Harry 197' r
Fanaliek On The 'Go 203.
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WEL-COME HOME
,,CONCEPJ: = Friedship
PURPOSE OE LESSON:
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VOCOULARY:
MATERIALS NEEDED:
. STORY:
Jie,jorpose of this lesson Is l. tuck the
reo Mato "tad triindshili is S..one to jilvaliol;
lesp!ctesk an( shared
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Master wall chail avid individual charts,-;-,Oubuthai
,Neighiothiod. Then teacher; as tlie storildicleis,should have the children/ identify the' pic.turi Oich
-pertains to each ipitode.
privacy; :reipect.; interfere; thuilitfure
"It was a great camping trip," Mrs. Soper said to -Mi. Soper,.
"but am looking forward to getting-home." As .they turned onto
their block-t44.s.bright sunny day, trey saw spmespecialLieople.
These people were Bob and Boiihie.Elwoodi:the Soper's friends and
heighbors, "One of the nicest parts'of 461ur trip," said Mrs.
Soper, "was. knowing that we would cote home to a safe warm home-.
,-and special friends. 'It was so thoughtful of Bob and' Bonnie to-
. keep an eye on the house fei us while we Brent upstate.:".
"One of the things-that make-the ElwoodS so special,"said
Mr. Soper, "is that thky,are always.there-to-yielp, but nevet
interfere: Its so nice to be able to lives next door to people.
who,halge 'respect for othir people's privacy."... ,
WAh that the Sippers pulled' into their driveway and gave the.
Elwoods a big hello. "Bob,'Bonnie," they cried, "WI so good.4...
to see you aid to be home, . You bbthhelped.to 'make our trip the. ,
grW-time it Was:".
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.. "It's great to have you home," cried the Elwoods As they., .
came closer to the car. "We miss ital this:Pastweek. Wen you
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unpack, please comein. WS haire collected all your mail and
mould love to share all the excitement Of your trip."
"Great," replied the Sopers. We bought back something
special to shate with you. See you-soon."
"Gee Mike," said. Judy, "it is so nice mot only to he good
neighbors but to be special friends too like the Sopers and
the-Elwoods;"--Ago
,, eyes, Judy, it is,' Mike answered; "but 'I guess it' takes
A.lot--of.hartivork to be good at both."
DISCUSSION QUESTIONS: ..
I.,' Where were .the Sopers-tet4rning from?-
. 2. Who were the 'special peOge" the Sopers spoke abort ?' ...
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Why were .they so sper;iR1 , 4-7, ... : . .4*,
3: How did the Elwoods feel when they safhe'Sfop9rST.
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pull into the driveway 2-7.
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- 4. What do you think the bdpersliald'f9r the Elwoods? -I
5. How did you get,to.meet mie of your friends? -g,,
06.1* Why do yoh 3.ike your friend? _-:-
7; Do' you spend all of your tide with your friend?,
8. What can you do to respect 'a friend's privacy?
. N 9. 'Hobw"do you 4o about making friends in your neighborhooP-RP..k
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10. What is a friend? .0
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11.- What makes a good friend? ..
12. Do we need friends? :why? (Discuss.
FOLLOW-UP' ACTIVITIES. t4
1. -Make as many words as you:Can using the letters from the
wora "frieneship." -
2. Class poem:. !7: Friend Is...." ;ach student writes _a line.
3. "The Friendship",Tree." Eachstudent writes, a sc)kool friend's;
, name on a colored leaf made from constructidd paper and
attaches it to a tree on the'bulltin board; students add
further leaves with names' of friends outside of schbol.
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CONCEPT:
PURPOSE OF LESSON:
VOCABULAR`i,
MATERIALS NEEDED:
STORY:
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Pride
Through discussion -the child will let a better
understanding. of how one should take ;pride in
one's accompishmer!ts auffespect the accom-
plishments of others.
-pride
Master wall, chart, arti_indivirlual charts, Suburban
'Neighborhood. ";
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"Hey Judy... isn't that Mrs. Kiley-over there ?" '., . .
. .
"Yep it is Mike, I wonder.
what seems to be the problem.
Oh look, Mike, that.dog has just run into her beautiful flower.--
garden. Lets see what's going on.",1,
Meet Mrs. Kiley. Since-her husband passed away several
years ago she has
in,a very speCial
the neighborhood.
'lived alone. Mrs. Kiley gives to ,her neighbors
wad. She has the loveliest flower garden in
Everyorie speaks of Mrs. Kiley's beautiful
flowers and she takes grey pride i the way they look", She
'finds that working on-her garden not only fills her days with
. pleasure, but gives her peighbors'pleasure too., I'm sure you
can see why she is so proud. But what was that noise we spoke
of. before? Mrs. Kiley quickly turned 'around and saw 'a large
ddg hdd run through her.gLrden'and:decided:td. make tier very
fi special flowerbed Zs playground. 4
"Oh no," she exclaimed. "Go home, just.look what you've,
done to my beautiful flowers.' Shoo, shoo," cried Mrs.4..KiAy
angrily as she'chased him.- "Don't ever Come back!".
"Well Judy,'" said Mike. "rill mire all the boys and girls
can see .why Mrs. Kiley was so upSet.1
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DISCUSSION QUESTIONS:
1. What was Mrs. Kiley proud of?
2. How did she feel when the dog trampled the flowers?
,3. Do you think Mrs. Riley ;lad geed reasons for chasing the
dog out her garden? WhW14-
4. Do you think that because Mrs: Kiley chased the dog out
of her garden that she is mean? Do you know the difference
between being .angry and being mean?
5 Do you do something or have something in whiCh you take
great pride? 'How would you feel if something or somebody,t,
were to ruin this? Why?
6. If you were responsible for taking care of a dc54, what are
some things you would do to show that you have pride in
your neighborhood?
7. What kinds of things do you do that make you feel proud?
8, What are the feelings you have when yoULare proud?
FOLLOW -UP ACTIVITIES:
1. Students start on-going .bookletstitled, !'My Feelings,,"
in which words are recordedl(pride). Students write a few
sentences about an experience in which they've been proud..
Illustrations may be done for each experience.
'2. Class discusses, selects and carries out an activity which.
wouldAlake them proud. This aould.be classroom project,
such as establishing-a plant shelf or aquarium, or a schbol$
widg-project. .
3. BURSTING WITH PRIDE: Have each child bring in onestang.he.
or she is proud of and tell why he or she is proud.
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CONCEPT:
PURPOSE OF LESSON:
VOCABULARY:
MATERIALS NEEDED:
STORY,
.
UH - OH!
Responsibility for One's Own Safety
This story should help to develop a sense of respon-
sibility in the child for his own. safety.
responsibility reflect&
Master wall chart and individual charts, Suburban
Neighborhood.
'"Oh, there he ;goes again,"Mike. That Jimmy Jones thinks,-13.0-b Evil Kfteveil on a tihro-wheeler."
e doesn't realize how dangerous riding- in- -the -middle
of the .street is, Judy," said 'Mike.,"That's true 'Mike., Let's try' to ,rpraind. said
';"jimmy,:"Jimmy-Jonesi" called judy,..- "He's so bUsy being a show-off ,. Judy, he cant -t even hear
_ you-,"; ep r ed- Mike .
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'Judy and-Miko...cbuldit't get Jimmy's attention because :he
talking to.* himself and thinging, abogt, whe.t he- wouldot- to_ Ral7'.5 . -r ,,what Ray' s:pal:ents .got- him for hi:s birthday
ondered. 7 "I_ ;eallY, hope"it was 'the G.I.
was so- budo when he
11.I won-this "Y-ear:?C'--
.7Oe.-" - ,As.Jimmy came: closer to 'gay' shOuse, he thought he 'shotildmove cloge: to, the Curb :,s6" RaY ' S mother wouldn't see his fancy"
.
, -,,,,moveS in the middle .of the -street/ , ; c :::__., .' -- -- =
I After playing with- the G..1. Joe 'at Rails hbusi for -a whii..
.
,. Jimmy saw: it was beginning_ to -get:- daik.' ' He knew hii bike had, .
.reflectors on it. but he had to be home before 'it was dark, anyway.. .".See Ray;'.' Jimmy- called. ,"Thanks for .let4iag me -play
- 3with. -Your present."
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Jimmy jumn.
ed on.his bike and started for home. He thohght;
"It is pretty7
et in this street today; I think-I can try the
no hands, .no eet trick. To do i, I better move to center
of the road." He steered to the middle of'the street and put
his arms out wide.f
I
"Well, here goes," he said to himself.
Just atithat ropment, Jimmy's dad paled up behind him.11
-.Timmy knew from ttflook.cin his_,dad's face he was in for trouble.
DISCUSSION 1111M1011S1 0
1.- Who did MikeArid Judy see riding a biV?
2. What did Mike mean when he said, "he's so busy being a show-...
off, Judy, he-can't even hear you"?
3. Why is it dangerous to ride a bike in the middle of the road?.
4. Was Jimmy-wise in taking a chance on the way home from Ray's
'honse,and riding. in the middle of the street?. What WOuld.-
yOuhave done? -
5. _What do you think will happen to Jimmy?
6.; Why do- you think Jimiay's father is-angrY?
4
7, if you. were Jimmy's father what would you. do?
8. ,How.do you-fedl when you are punished for something you*did
wrong? '".......
9,.. If ;iatiter punisheS him. does that ineari-he does _riot
love him?
10...Whit do you think Would happen "if all your friends in your__. . . . .
-,class'.were-neVer taught right froth wrong? -.
:.. . . .
..
1L When were some times when youhave.been responsible for your. . ,
*-own safety? (List .., ..- ....;:-
-_, .. . ,
_12. .How ,do you show you are responsible foe" your safety at home,
.at schooL..on your way.. to-, ard- from school ?.
FOLLOW -UP ...
'.1. Think back on how you show ou'are responsible for yclr safety
at home, at schdol,'on youriway to and from schobi; ol.ca'w a
safety poster abOut it.-,I
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2, Discuss' school pedestrian safety and bike safety. MIXES III
publication, School Pedestrian" Safety would be a'helpful
resource.)
3. gave custodians and crossing visit the classroom and.
discuss various safety measures needed in a school.
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I'D RATHER BUILD ON THANINOVE AWAY
CONCEPT:
PURPOSE OF LESSON:
.
VOCABULARY:
MATERIALS -NEEDED:
STORY:
Charging Fail! Needs
Timer the story MI iscossioo .the child Mil ie7.
gio to lean that tit seets-of a tally chute .aod-
decisioos most he ottio.to meet these chimes(
carp-enter.; Reels f is 'mei io story)
Master will chart' and iodividral charts/ Siloam
Neighborhood.
"Hey Mike, look' at the Mi r!s house."
"What arethey doing?"
"It" looks 14.ke.they're building onto their house, Judy.
Let's take a closer look,"
"Isn't it funny how what we needed one year-is no longer
the same thing we need the next year,* Mr. Miller said to his
carpenter Mr. Jones.. "When we bought this beautiful house we
thought it would:always be they right size. :But just as so many
changes go'on each rear around us my family's needs are changing
too. One change we are really looking forward to is_the new. ,
excited about haVing a baby in the house."baby. Everydne is
"Did you ever think about buying a larger home, Mr.. Miller?"
asked Mr. Jones.
"My wife and I did' talk .about it but we would be giving up4
ioo.many things that are specialto us:"
":-"What do you' Miller ?"mean, Mr. Mill?'" .
. ...
'We live in a To/onderful neighborhood and, have neigilbors,Who
4./er.*aFe_about very much. These things are. more important tot..
us,, :thana,large home."
''I "scie," said Mr. Jones. "By building onto your house now,
you not only:Will have enough room foF your growing family,,but
7
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you will be able to stay in this lovely neighborhood too."
A4 DISCUSSION QUESTIONS:9 "
'' 1. mat did Mike d Judy see gng.on at er's oused s oi t the Mill h.
2. why was Mr. Mi ler adding onto his home?
3. Why didn't the Millers move ,into a larger house?
4. Can you think of some reasons why veople add onto their.
homes?
5. What needy do all people and families have in common?(
(Food, clo ing, shelter, other piople.)
6. Some needs Pend on family circumstances. What is-one
- thing Your pmily needs today? Will they need It in
another year?
FOLLOWUP ACTIVITiS:
1. Fold your paper in hy.f. Title -one half "Things I Need:"
Title the other half "Things I Want." (Discuss difference
between need and want, listing a few examples.) List tive
of your needs and five of your wants. Fold paper so only
needs are siqowing:-. 'Put a check next to things you needed
last week. Put a check next to things you needed last
month. Put a check next to thing/ you needed last year. .
' There are probably a couple of your needs without three
checks. That's because your needs-change.
2. Conduct a "Need Auction. Give eac h child $1,000 credit.
Make a list of.various "needs." Happiness, joy, friendship,
money, fancy cars, big-houses, etc. Put a price on each-
need and see how the children-Spend their money.
Ary
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ri'zii'%!DI ,1114
MOVING DA
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CONCEPT: fa* ifOityPURPOSE OF LESSON: Jhrooik the story Ad tistilsiist-the--ckiit:iiji be v
made aware of fie InfbilS reams for
Fears 'aid apyekeosiots Of lie oskoswo will-alsoe Ile. dealt with.
VOCABULARY:
MATERIALS NEEDED:
STORY:
thrilled
Master wall chit and indiyidual charts, *urbanNeighborhood.
"Hike, do you.see what I see at the BaXierrnause?".
"Yes, I do Judy, but I didn't know the Baxter's wereO
moving;-did you?"
"No, I didni-64Mike. Lpt'stake a walk Over and see what
we can find out."
As Mike and Judy gOt 'closer io the'Baxter'h house,
Baxter was putting her las-ttwo'dolls in 'a big carton.
up Lisa," called Mrs. Baxter. 'fllhe,moving men are corning up
Lisa
''Hurry
the walk now.''
"Oh no', "Lia thought to; herself I don't really-want to
live'in a new neighborhood. Even if I see my fripnds again,
it won't'be the same as `living on the'saMe street with thed."
. At first, When Lisa's-father told her- of his pianseshe was.
thrilled about living in a new house, going to'a news school' and
meeting new people, butinow it all seemed kind of scary. It. -
wasn't as though L.sa didn't know other friends who had to leave
too. "Let's see'," she remembpked, "there was Donna Adams who
moveciftway when her mother -was asked to take a really good job,
and then there was also Ted Simon who's family moved'Ao Florida
because his Mother didn't like the .cold winters." But knoWing
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that -other children like herself had moved didn't help Lisavery much.
0
Just then Lisa saw Mike and Judy claming toward her house. _
*Will I make new friends like Mike andJudy? Will Mike and Judy -be frieTta5 with the new children that move into mykani 4uestions filled Lisa mind
DISCUSSION QUESTIONS:
1. Why was Lisa. unhappy ?,2. WhaE things teemed scary.tiS Lisa about making thii move?3. HaVe you ever felt sad about leaving.your- ftiends? Why?
4. Would you like to mope to a new home and a new school?Why? .
5. Why do you think people leaVe neighborhoods* andmove' 41gw- ones.?".
0. How do yon feel when you go into a new' class for the first1 h
What would, you- do to make someone new to your class and'neighborhood feel welcOmed? 'Why?
p..- Some" people live in mobile;hones .(trailers). .They taketheir homes witiCthem when they move. HOw laoula you like14.ving in' a trailer? V.i9uld youlike- to name often?
9.' What COald Mike and Judy do to help the new family that. moves. into the Baxter #s house?,
10: What_ could our -Olass, do to ..help a new student?,_.. .
-FOLLOW-UP .ACTIVITIES: 4 0 . *ti
.ACTIVITIES;, 41: A
Creative Writing: Students Write st4y, 'Using startingsentence: 'nIf,,ray family moved to-morrow I would-feel
.drawMysteir.House: Students mystery houses, and exchange.
:pictureS;viith,,,partners-. Partner orally describes family .--s4h6. wil,t-be--mOving into the hbuse. , ". --
We Are Moviing: Split Clais into three groupi. Have each...kclass group- awielbp, an imaginary, reason, for moping., Lis
the 'oefie",:and.'problems encountered in ioving. .
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FIRE!. FIRE!
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CONCEPT:
PURPOSE- 6F .LESSON:
a
FIRE FIRE!
Vo funfair Work
Through the story aid discussion the
thegain an appricittion for Oda who the their OWN
time to serve tiers. People do this be.6ase one
gets.gleasure by doiiig fur others.
VOCABULARY: worthwhile, volunteer, disappointed,. service,
MATERIALS NEEDED:
1STORY:
destroyed, serving.
Master wall chart and indidual charts, Suburban
Neighborhood.
''Do you hear that siren, Judy?""I -sure do Mike.. You can be sure that Mr. Dale and all
the other ven in the volunteer fire department will be racing'down the' street Soon, flashing: their blue lights."
Just at that time Mr. 'Dale was racisig to his ,car. "I'msorry," -.he yelled to his son Jeff; "we.'11"h"ave to lint oursofth'all' game off until later. Right 11' 17 I'm needed down atthe firehouse."
'Jeff, with a disappointed look. on his face, turned tohis mother and asked, "Why does Daddy io to fight fires so
-- often" He doeszift get paid for doing it and he might gethurt." Je.ff contipize -tO;pOttir out his feeliligs. "Besides,"he. said. :'-Did-alwits" IA0 i4,,rtisiji- off' in a hurry when the firesiren blows arid:--Vg-:have.'t":5-;stOR-:tlfe fun things that we arkdoing: ." -
*
tr.csd, s face as she thoUght ofwhat a.finais,e03.,d& fiet" .614511*:t4 :taca,:"Zoing for his neighborhood.
1-- .
YSALV:Aaretcer:. arti "fyivet --up his time with us be--caus. 44i-re s 4, vo-l*FE4e.f;fileraan is & very
-4
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worthwhile thing to tilo. Without people like your father, there
would be many houses; buildings, and forests destroyed by fires
because there would be no one to.help put.ihe fires out.
70h," was Jeff's only answer.
But Mrs. Dale knew by his smile that he understood his
father's reasons for serving as a volunteer fireman in his
neighborhood:.
DISCUSSION QUESTIONS:
'1.. Why was Mr.tiale racing towards his car?
2. Why was there a disappointed look on Jeff's face?
Was it important for Mx. Dale to leave iffimediately?.
4. Did Mr. Dale. do the right thing when he put the-softball
game off?
How would you feel if your father' or mother perfOrMed a
Volunteer service and had less time to spend with you
because of. it?
6. Have you ever volunteered to do a-job at-home or in school?
If so, did you feel that it was a worthwhile job to do?41-
Did you do it willingly?.
7. . If you knew of a job that had to be.dorie,yould you volun-
teer for it right away, or wait to be asked to slo -it? Why?
8, Which job would you volunteer for, and why: being a leader
o- f a grOup or being a Memi5er of that group? -.: .
9. Can you think of any other volunteer jobs?.
FOLLOW-UP ACTIVITIES:
1. Have the children collect piCtuAs depicting Voll.i4teer
services. Encourage them to write a simple sentence caption
for each.
2. .Have a volunteer fireman vi sit the class so
1,guestion hiM and learn about the job.and his
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the children oan
reason for doing4
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CONCEPT:
PUfiPOSE OF LESSON:
VOCABULARY:
MATERIALS NEEDED:
STORY:
READ ALL ABOW IT!
lob kesponsibility
.
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-.2.
Through- the story and discission- the child will
realize that any lob which is being performed-.
should be done\ to. the lest ;of `tr'ie's ability.
- concept of pride. is also inCorpor;tid theme.
shrubs, routes,. joky delivery, snowdrift
Master wall chart and individual charts, -SubUrban-
Neighborhood.
"There go Sam and with their paper routes,"Mike4"
"Yes Judy, they really must.be,yroud of theme-IVes, 1y,
parents are so pleased with the deliverylCi_their paper."
"Mine are too, Mike.-------My-mothe-; said-that-efb±b-Siie be-
came our newspaper girl-she would 'have to hunt all over the. ,
yard for her paper. Sometimes she found it in the shrubs,
sometimes in a pUddle or water. One winters day my mother
found it in a.lakge.snowarift." ..
, 0"My parents alwiys-tell.Sam how pleased they arewith
3 v - .
the job he is doing, Judy,. Soie boys and girls only deliver
papers for the money they,:make.buX it means a lot more'to'Sam. , 0
and Sue."
"I guess you might say: then, Mike, that just as Mrs. Kiley'
is proud of her flower gardin, Sam'and SueAre proud of the fine'
Way in which they do, their ipb.7
DISCUSSION QUESTIONS: 1. ;--
1.,, What did Sam and Sue do-,Wadhmade the neighborhood .parents '
happy? _> '
2. How did Sam and'Sue feel 'about doing their.job well?. .
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g. Can you think of a job you do well
4. - What do we mean when we say, "a job well done?"± w/
S. What feelings did Mrs. Kiley, Sam,' Sue Aave that were.
th-d-e-ame?
.How do you feel about a girl having a aper route? gxplain.
C.
-7...*ppose you were giveh a job to do 'wher no one was going
.tc check up on the results. Would.you d the job carefully
and completely, taking pride in your work. Or. woUla you
db it carelessly 4nd incompletely? Explai
fOITOW-UP.,ACTIVITIES:
1: Role playing:. pantomime various jobs.
2, Students choose two adult neighbors, listing their jobs,
using both sides of the strip of paper. Teacher tabulates
job survey on blackboard using simple chart:
Neighborhood Job Survey.
Job Number of.Neighbors
plumber-7 :11..
doctoro
111
telephone company 11
Disbuss resultsof chart with students. -Other jobs of
neighbors may be added. Emphasizes importance of jobs and. .
variety of jobs because people need people. "How many
different jobs are listed?" "Could we get alOngyithout
any one of theM?" "If we could, are they still necessary
to other people ?", .
3. Locate Sue and Sam oh the chart. Look for other, people who
are doing job'. See how many jobs the-class can find.
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LATER.- BOG
CONCEPT: Seighborhood Pride
PURPOSE OF LESSON:
/
VOCABULARY:
MATERIALS NEEDED:
STORY:
1
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his story and discussion should. begin to develop.
a. sense of pride.,,in the plico. where one -lives and.
in those who shareAnes neAkborhood siirroundkigs:
litter, curb, notice, politely: minified
Master wall chart and' individual charti, "Suburban.*
.Neighborhood.
"Isn't that. Chris McKee, Mike?"
"Yes it is, Judy."
"Hi Chris,' hi Mike, hi Judy," Chris called.
""lioy is it hot," Chris thought to herself. "I can't
wait to jump into my pool." As Chris walked further, dOwn the
block she noticed,JaCk and,Ancy Fine buying ice cream froia the
ice cream man. "Stop,. wait!" Chris called. have a.
chocolate ;6 please." Chris paid the ice cream man. "Thank
you." she-said politely. She ate her pop as she walklid home.
'\just as Chris bit into the lait bite of her'pop4'she could
see her pool wai'ing &it her: In her exciteMent'she dropped
the ice cream wrapper and ran into her house. 'Chris didn't
mean to drop the wrapper but there it was:;..,Iying/crumbled.
neXt-to the= curb.
Mike and-Judy-looked at; the Messy wrapper and then at
each other. "I.can!t believe Chris would litte themeighbor-.
hood like that," Mike saird.
Judy shook'her head sadly. "Neither can,
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DISCUSSION ,QUESTIONS:
1. What did Chris .do that upset Mike and Judy?.
2. Did, Chris drop the icq, -Cream wrapper on pu;pose? Discuss
,3. How would you feel if someone left lit er on; your lawn?'
4. .Have you noticed litter when you are o tsids or inside
buildings? (
5.. How does picking up lit;ta help your neighborhood?4.
6. .Do you have any suggestions for litter in qur classroom?
FOLLOW-UP, ACTIVITIES:
1. Role playing by 'class groups involving neighborhood pride
(example: picking up trash, palging a house, lawn mowing).
2. Posters concerning neighborhood.pride% Picture with short
caption.
3. School or neighborhoOd observation walk. List Isipds,of
arge piece of drawing
o sections and number eacW
4, Create acartobn - Give each chil
paper. Have him: divide it
section.is . 3.
lk 3_ . 6..
Have each child think hp a title for his cartoon and then
0 draw sequential piCtureb in the,boxesthat tell the story
(Mr. Pollution,. Larry the Litterbug,..ec.).0
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111101111V
;C*14d111111111111111111
-11,--11.111113& 1111"'l IllifZ.Z6."*.!..libat'....;pragltieilliff'1r4k
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..91.-.91:11N116.'11141111111111044...1144,446.
a 4'
DON'T FENCE ME- OUT!
lob Eligibility
4 PURPOSE Of LESSON:
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a A
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Through the.stiry dAliscis,sion,f chAdFel will real-
. lie that each ag come rations' jobs and
spoisibilities and some =j cannot be performii.
until an age requirement . is it. t
WICABLILIRY: scene,\t"
-MATERIALS NEEDED: ; Master wallikart and indkidual. its, Suburban
Neitierho.
STORY:
, "Did the Feinbergs get- a new pool, Mike ?" asked Judy."I guess so, Judy. Isir t that. Dave Feinberg cleaning
.
the pool?" . . .
"It does look like-him, Mike." agreed-Judy.Davd Feinberg was 12 yeard old and his parents felt he. was
old enough to have that job of cleaning_the 'family. pool. A
. pool is a.funthing-to have., but j.t can also-be thg scene of '.. .
a 'bad accident if youSixe not careful. Dave's seven-year old. ,sister Kaia was Watching Dave through the fence; she wanted
. _ ., -,to help he brother.
"Can I help,D'ave?': she asked. -,.
"No,' her brother 'said.. It was Clear 'fFom-th:e way he saidit that Kara had better, . .: ,
Kara mumbled to herelf...;',I .onlyasiet the baby" job's. Anybody,
. - ,, . ,,- Ian.put:'hebicycles.ix:i the garage,_. but -what I really want to,, ,_*r:,5."4,wOrk::ou,the` pool. All I iaver heir i.s.," 'When yo'u-get a .
:.i"'little older ycSiktoo-can have jobs like taking card of the pool.',It' s^441/4-just lacst,f4ir!"-
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IIISCUSSIO4 QUESTIONS;
1. Ow do, u think bave-mas allowed to clan t lie pooh?
2. Why-did,Kara: feel left out?
.z 3. What was DaVeis job?
Was,his job important?
5. What other jobs could Kara do at her age?
6. In the'story Kara is too yo- ung to db the big jobs around
the pool. 'Can you think of any jobs that you'd like to do
but aren't oldenough or big, enough to do?
7. What could happen if you tried to do a job that was too
difficult for you?
8. Do yoll think it's 'smart for a person to take on a job that
a
is more than he or she.can handle? c. . . ..
. Do you, think that Kira's parents art being mean to Kara by: .
not allowing het-Inside the pool fence when they ''are not
.... home? Why are they doing this? i
10. .1* you'donst feel that_ .you can do a-job well', what would
you do? Would you accept the job anyway and do it pogrly
c"Or explain that the job is too difficult for you and not
accept it? Why`?
FOLLOW -UP ACTIVITIES:
1. Fold paper in fili=ds. Title papet 4'jobs." T,itle columns
"Children's," Teen-ager's," 'Adult's. List or draw, as
many jobs aspossible in each Column. DiscUsi. Add. o
- columns.
2. ,Each student writes twojobs on pieces of=paper: Collept
in-b6c. Students categorize during free time according to,
children's, teen-agerI, Or adult's jObs.- .
3. Class meets in groups of three .with oAe map per'groupt Rem
corder lists as many jobs as -group findg on map.-,Reporter
shares ?pally. Teacher lists different jops on board..
Students.Oategorize.orallyithose done bl;childien, teen-agers
or adults. Students select those job,Whichrequire.spec
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4. Stories With Dictufes, using 'opening sentence: I am
older I would like to be a '
5. In-order to have children, better understand about jobsgive, each chiad-41 the class a special job within your
clasdroom community. Switch jobs every two days. D' -cuss
the responsibility and the effectiveness aspects of the
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THE PLEASURE OF THE* .COMPANY
- YOGABULAti: --: : coiferati;-:-Ailgilt-tOrbit, aliti,isTpmpaiyerls...
i$ei:in tke. $t ) j.: \':-. . -.1
MATERIALS.,NEEOEb: ... Mister :waif ihart and iddivitipl charts, Ssiirhai*
' NeighbarhOod. ..,. .-4
*
,,
.
, STORY: .
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. . . - i., "Who iej,Mr..
.Jaakdcip wa,itlAg fot-in:hiiis: car, Judy7v ,
..' "T-,guesXyou don't know about-;-it.i.sirer-3?4t:M.r:'-qackdop.', ,
Mrs. Reilly, Mr.. `smith, 'Mr.. liawki.A.-'ancl*,...436.rnes-sall OriVe . ,to work t.oge'ther.., Each person driirt,On lay a week and.j.that Wayt..hey, not only savefmoney on gas.c '131.1t' they -also flottrt31se-_.as :-
-_, .- -- ....*much gas as they used to:"' -'4 - -. o .. ir 4 -.
^
tOjeratiot
The 7psrpite. $: Ark lest Ito V t. ho:titciftdrei peal4 Tially it leg --peaple, it
-4kei we ;tare.
.
I. ns. ,^.
trYS it is Vorki out beautifitfly_gpr**the E:e.ople our,
. neighborhood. -Ther.e°goe,S;*. JaCkeon. ii.e-S_ putting .',up .to. , .
'litre. Barnes' house now;" ...-..
.. .
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.
"iii_Aheira.,""%4i Std.!' -;.,."--,:1..,
--:"How are l'imq; All 114144r, -.tr., gli.:*'',,sibi,k7t:10s-in"x4ip,4?"-,-. . . . .- . -
, ..- *Well to, tell yo' the . trutti4,.,""pt4;--,,----*-4allf:tipe.4--t-434..e V ...morning., YOU know dhang'..t.iie :driVing.'w*fh..fOu.K.,Othe;-,hki _ ..
.,. mad.my day,.sO,.much easier and ..much`npie,_.enj61abl.,'-:Ti'llap-..-':,
1 i ": ;'', i -='; ,% = '.._ 1;':: ,i ,-
.... 'saved me- sb much--Money, not to,m,entiott,-4-0*iplialt;,,,xfi0e'rl:it-is.,
tio'hay'e company' tb,4nd from workz, : r."-iWi',4'1,1tOd;14y.:1Ko=b0.net
the use of the cam dotiting the -51,,fOk-1.!*--,:.: 'I-, -,..:--- -,-; ,,., .!,
.., .
"Well Judy, it looks Jim the:',.-p,eotile;,i,te-bnr'..nepg triood7'. . ,
1
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.y:
of- have a ,,rPA7-ly good Car pool 2gp.j..ng.). ,"Thaisright; e, they al13-tee=r very pleased With. their -
new way 41'of-0,71g -tcE-and.from work."You know;ttfike the. people pvilneighbohood really knoif
how to Tcotiverate'with- each
11Cooperatd,_ Judy??'
"You know 1.4ike; helping each *other, working together. That
.z--
r
.way you help yourself too."
-1 "Gee Judy, What a great -way-to Tdo.itEings.."
DISCUSSION QUESTIONS:
1. Way do you think that the .people we read about in the story
are car pooling?
.2. ., Why do the-men and women take turns driving?
3. Do you think because they are iii a car pool they have toleave .earlier`?
4 . What would happen if each person,had an errand to do after
-. work?
5. What was.saved dtle -to the car pool.?
6:' Do, ariy of your pareats cooperate car pool?. .
7. can you think of any_ Other ways your neighbors cooperate?a
f01101I-UP
1. Draw iimple.dia4raM on board showing five cars at same point,< of departure headed for. one aestination.
Each.car. sh,beld Coatain/Prie*.f?:ers;on. Present ptoblems - How
could these 'aye' p;eople `coope:tatelio-saye gis?
arrange A--,
H'ow do you. .
a
2. Have children cut out pictures of Various ways that neigh--;
"boys cooperate and discuss how by so doing they alsp
_conserve natural resources. )-
3. Divide class into, four groups and have children, act out,
either by paiitomie or with words, an act of cooperation.,
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HOW WOULD THEY FEEL?
CONCEPT: Acceptance .
PURPOSE OF LESSON: 'The purpose of this lesson is to _try' to 'teach the
child that it is important to seek. out a persofs
good qualities and that inakini others feel god
will make `vs. feel good. about ourselves.
WICABULARY: . .softball, fieldF.
MATERIALS ,NEEDED: Master wall chart and indifidual .chafts, Suburban
Neighborhood.'
STORY:
-
"Judy, 'do you knbw Why Donny Turner look so 'anhappy?"
"No l'dcinit, Mike; it looksilike hehas" been playing
pall this afternoon. lie'p draggipg.his bat and coming frcim
the backyard softball field. Gee, Mike,hg certainly does
look upset. I wonder What could have happened."
"All right for therd," Doing Turner said to himseaffter
he crossed the street. '"If they.thiilk that they're.so much
better than I am at softball, then I doh :t welt. to play with l
them."'.
. .
As he walked'hg went on thinking:. "I never, knewilich °
.I .
.
and Frank felt that way-about. me. 'Whenever I play wi either, ,
one of them, everything is fine. It seems, though,: that(when, .
they get togetherthey forget about -me." In dipglAt, he i f.'
kicked a pebble.- -: .
....
,.
t .
.
-r. "Well, if that's the case, let them playttkbir,
old game 461'..,. . . .
withoUtme! 'The next time Rich and"Frank want another ball'. ..
player, they can.count,me out!".
,
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DISCUSSION QUESTIONS'.\..
1. What happened to Donny.Turner that got him so 2upset?
2._ Did the boys act. differently towards Donny' whln-they got
,together:in a_grOup-? Why'and discuss?
3. How would you feel'if-When your friends inin. a, grbup-
-they didn't want you topfay with them? i I
4. What could you to welcome people into a grgup'i'
.
FOLLOW-UP ACTIVITIES. ,.
1'. ,Class poeM titled, "Happiness is Yee-ling.:" Each student
-contribute's one line.' Could be. cla:is Publicatiolp on ditto
or bulletin board display. I,
..
.
12. The teacher role plays,. a given amount of tlmf:1, the,..
Part of at*negative, /haiSh, non7gnpportive. etc:, student.
Then-gather the class into a.circle and explain what*a8.
done and discuss the concept of acceptance and rejection.,, .
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.THINK.FOR YOURSELF
444
CONCEPT:1 Decision' Malang N ,
1.
PURPOSE OF LESSON: The purpose cot this lessen is- totry- to! enciiage'z ----''
.
--- \-the child to thir4 not only of himself or herself
. but' a.lso of :otherslieronaking a decision,: fir''
-,. '. decisions we make tave: an :effect .on !lei* le:
side ourselves,. Also, when makinideciliotg- think
carefully and feel, gobil,:atout whatpu havede-
Aided:. ''''x .
IOCABULARY:, . . decision,.secretaries, difficult
..74
MATRIALt NEEDED;. -; Master .Will chart and individual chirts? Suburban
Neighborhood. ---
STORY.,
':Look' at the'Meskill's house, Mike. -Do you see what
I seep" .
"isn;i that Mrt./Sell mowin4thelawn,'Judy?"'
-,>
"Yes"it is, Mike."'../ ,
...
0 ",Gee'I never.
thought ladies did that kind of work. 'I
alwAys thought they were nurses, teacher; and., .
"Well dike, it wasn't an easy decision for Mrs..13611.. .
J,
remeriber.
day ay Mrs. Bell came-over to my Mdm's to talk -,,
about getting a job. She said she loves gaidenin§ and working'. o.
. .
a
out of dbors,and came up, with-tile. idea,of4workihg for a lawn*
care company. She said all-she would have'to do is go-,home
and make the final decision."
.
y"What did.you mein when you said make the finardeci:sion,-.
, .: .
."0 .
.., -..
/
Judy?" ,-
"oh, decisionxike,:iswhen you make your mind up as to... .*
whatyou:arle going_to d9.about something.! 1, .>
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."Gee\Judy, ithatss,,difficult. Sometmes you're not surer..
What.db you do then ?'" '4 f
!Weil- Mike, I. gaess you do what Mrs. Bell did. You thinkY
t
,--about it, talk it over with people close to you a4 en_
..,'finally you trarto--dicide." - .,...-,. . " -.
Y
-.;'(."-You-knbw_; -Judy, making la decision is something y-* should .
. .
-rea3,1y- 'think about:". i it-
'Sometimes you can make =a",wrong decision,, Mike, but my...Mozg says that cari help us grow. Hopefully we will remember
mit mistakes-and make the right dec./slim :next time:"
DISCUSSION QUESTIONS:4,
. : 1. What- type of, work was Mr t. Bell doing?: . '.:2. Viyja was Mike surprised when he discovered Mrs. Bell was- .
.3
.t __,working for a lawn care company?3 . Was` m'rs.: s decision hard to .make2 Whr?".-
4. 'What did Mrs. Bell think about befcire-she made , .her decision? , r-
..
. How would you. feel if you were not allowed to do something .
just becaue, you were a -girl or a-'boy?
FOLLOW-Ur ACTIVITIES:.,.
.,.--, .:. ,4
.I 5")
- 1,. Students find. as many decision making situations as .possible. ,
on-inaps,. such as: ' boys playing ball in yard instead 9f*/.. .street, tepalrm'an, responding' to.-service= call, etc.
t2. Students form list of possible deCisions thei make during a
day: Place list on ditto - .,, ,Students tally those decisionsthey make during a day': Student volunteers, Ito collect and
.. , ,-,tally total fors'class.0 - , ,.: .." -
-Setup ,a speci, 1 day' which would force childreh to make
.;choices conce ing offered activities. Offer options' rangingfrom lay to 1.18 and back/agaixl.P
4. Set up thee unpleasant choi4es and have children selectBased' upon the lisser oSc ,two 7
54115...73
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.1 -LIKE WORKING FOR M
S
?IMPOSE OF LESSON:
-
Estailishing Realistic. l!ulitidual hals
The purpose of this lesson is to trilo encourage
the child to. set 'goals that are nof:Opossiblet
Even after failing 10 achieve aida_4 the
should* try to feel good about hinyll or herself
for trying, and should set new goals that now may
be Within his or: her 'reach.
, IOCABULAK. 4, repair, electronics, graduated, custainifs,
electronics
Master wall chart and individual charts, Suburban.,
..Reighhorhood:
.
MATER10-- NEM:
STORY -. .
"I iiesi the: Brown. s Working,
do,,yOu -say that, 'Judy ?".
"Use- a.".look down, the street. Isn't that, Mr. Williams'4
V. repair .truck in front of their htous9?:
"Yo).1'..re right Judy,. it is
.'Joe P. Williams, a Great T.V. Repairman,'" read the sign
4_ .e`
,on t#e W.V. -repair truck parked in 'front of the Biown's house.
4-
tools' into his bag and just ads he;.b.egan. ,
Al> 41k to the' front door he stopped and looked back at his,-truck: A.
-'-'''''''Gee it .feels great -CO have riiy. . min business,." Mr. Williams. . ,
, '. .thOught to. himself., It was .just five ye- ars\ .ago when li made. -, , ._
" ,. the decigiOrf to go into the repair business. - .
..
. ,. . . ,_Or._ 'W.1_42,ias was always good at electrqnics: He can remera-7
'ber-fixind' all the tadi9s, for 'his friends and V.V. is.for his
. - .,f,-riendis- parents wh&L he Was still. in high 'school. When he
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graduated IT:igh school, Mr Itiriliams`he knew- so much ,about electronics 't-hat he' cogot a college degree. -
1'S
nts thbught -mat
.two
.After two years of c6134ge, hOirever, lir. Williams realized
he didn't rally waittoteach.: Tt was then that he decided.to work towards going into the T.V, repaiitusiness for:hgmielf.
. . .. I . .. _--fie could begin please his custoinerstthewayhe pl. eased hisneighbors- when he was 'a student in high scioq 1. .
"Yup!' Mi. Williams sal to 11.1,;15elf as lie began-to-walk/ toWaEds they Brown's front' door, "Joe F.Vqilliams is a, great
/F.
-.. T.V. repairman.P,
, DISCllgiOl'OUESTION.S:
1. What :Iiind of work did Joe Williams' do?,.. _ /
2. Did Joe like the -typ4- tif business'he.-was-im2 Row.do you_ ,
know? ..
'teach.it ,..ff he,
t.
3.. Was Joe g9od at his job? Pere his : customers happy?' 4. Why ,did Choose,lto be -a T.v..repairman?
What did Joe Williams think ab'out )fore tie -finally 'Icided. ... .., .-. didto become a, T.V. repairman? , (His -likes and wbat.-np i,.-.,well.) _
.., - ' i :". "*:..6.- Do iwet, all do the same .th-ing-wdll Why or, why'snot?, ,
7., Do we all enjoy. the same ti-iihigs?" (Solicit 'frpm cirglazen.things they like.) : ' ,
8 Wi31 .wel all do the-same jobs later all your.
parents -.do the sail& jobs? .
9 What would be -importdht to ;t1Ank. about 4, you plan for. ajob? (Likes/ dislikes
FOLLOY(UP ACTIVITIES:.
1.; Tea.cher .Cbmpiles a -chakt (can' quetion-;clasi_resp,onSes, *ca.tegories:
fayorite'i.V.sctior2,1'_ialiljet75tibiedydu fee], you do the
naire sh'ed' offavorite colgr,
_shows, favoritebest work_ in., sp.or.t-/Or .!_game iyofp-play..-1#Yelii and'-'any other
.
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PURPOSE OF 1fSSON:
V041411.kRy:,
i .
MATE RIAI:S NEEDED:
Neighborhooi.
*ArenLt
The impose of this lesson is to try, fo show the
tbildren: thit .miny times art 'have to to things he,_
UM. W,e, feel wg thei Will no limner
what other pee* think. Aiscf"to try to establish
the idea that 'not.everyone vrilf always agree-with
you but you have -to hate the ipyidenci to defend
your feelings. -:
damage, individuality, bucket, extension
Master Wall chart and..individual charts, Suburban
STORY: .4
"That storm must have really been bad, Judy.
those trucks 'from the,phone'company?". 4
"Mike, I didn't realize alstorm could do that'muCh damage;
But wait Mike, is that 'Mrs. Briggs up there." Judy was pointing
to atNlady working on some wires. She was in,,what looked like a/
bucket attached to. the end of an.extepsion ladder which wag.
coming, Out of the telephone truck'... a. . .
.
"Yes, Judy, that Rosiet--Briggs',Mom: She has ben'.....
.
working for the phone company for a cout4e-tLf months *v.". : ,
..
"1 didn't think women could do th.id type =of worie,.Mike." -_,. .-
"You know, Judy, both Mrs. Briggs arid MrS.-Bell, who works0
I
for the lawn care company, have-jobs that women don't usually,
"You know, Mike when you can'do a'job as Well as a man,
it really shouldn't matteri if you are ,a Woman:- .Both
c
'63
,
[`
. .
Briggs don't-dare if thby are the only wOmen.who dd
of work rand they ,aren't worried .what other 'people
Briggs said she always enjoyed working with
something that was new and different ,and would try her best,..... .
tii-be good at what she did.'" .--
..
.'"No.matter -what pe6ple thought, Judy ?" -"- . ._.
"No matter what people think, Mike. When you feel you
can do ,ajob.i. and do it well,, you should give it -all you've,-. A.
got."' .., _ .
-. ....1r A
, I glieet that's what Mrs.i.
rs. Briggs .meant when she said it
is important' to always be an individual.."
DISCUSSION QUESTIONS.
. What type of work did Mrs. Briggs do?
2. iihy was judy-11*ised.to see Mrt. Briggs working on the
wires?..
telephoreWhatdid His: Briggs` Mean' when she- said "...ii is important.
to alwaysbe
an individual'"?
4, what We, e Mrs. Briggs reasons.for selecting her,job?.
5'. Have you ever wanted to do something but were afraid to do
because' no one else Wanted to do.it? .
. What things s#ould you think of when deCidihg oh doing some-
. ,.fining ? (Own interests,"abilities,'etc.)
7,...ShoUld you do something just because yourfriends are doing.
:
it? Why or: why not?
8. Take out-maps and' locate Mrs. Briggs. Find pther people
doing various jobs. 1).6 these people-look happy? Why would.
they feel good .abott their jobs?
FOLLOW -UP ACTIVITIES:
1. "Ori chalk.boardi'list approximately 20 ,dbs. Diversify.list .
as much as<possible. Each Student selects one job he or.she
would like to dia., Some students share selections 'orally;
giving supportive reasons. .. (I would-like to be an4rae-be-
cause...) 'as' students respond, list their different, reasons..
, .
f 1.
//
S
S
is
for job choices. Review reasons; there'are many' things
involved in a person's selection of a job.
2. Make job selection display. Students draw short line eg-
ments on.colored paper- Plade job they would like too
least and job they would like to do most it twp endpoints.
Job they might like-to do goesiin center:NUVE L FA VIER TELEPHONE OPERATOR
(1;ost) (mght like) rtiOS t )
3. World of Work Collage - Have the children' gather pictures of
people working. When the pictures have.been arranged, glue
them to paper, cardboard; or wood and then shellac.-
t. Have each child cut a figure of himself out of_mural paper.,
Then have each figure dressed as it would'for specific jobs.
(Doctor, teacher, miner, ballplayer, etc.)
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TUESDAYS-AND THURSDAYS
CONCEPT:
PURPOSE: -OF LESSON:,
,
./-
Friendship . 9a 4
Throp/h le story and: dismission 'tie childwill
begin to -realizp thit: a good jrjeOsiiip- is o lie to
le. valued, respected and dared.'
YOCABUfAlit. 'nurse,. patients, country, apartni!it. house, 'uniform -'.
MATERIALS NEEDEO:_. -Master wall chart and indivitual charts, .. limn
Neighborhood. 2. ;
The :teacher,* as the story proceeds 'should hare
the childten identify "the picture which .pertaini .
. to each episode. :
,
-
STORY:t
611y
-"Mr. She& always' seems so happy, Vic. Every time I see.
a
himwalking up Park Street, he's always _whistling and smiling.."
"Do you know why kr. Sche"ck has 4 white uniform ton; Maria?"."No Vic, but think he works tin Long Memorial Hospital.'r 1
* . r40
'f,You' right, Maria; he does. Mr. Scheck is a nurse-
the-r01.4.! i ,* .-- ' 7 ).
4 .;. ..A% to
. Really 1).ic: 1 never knew there we're men, nurses.." ,
',, A L .* . ,. -
"Neither :did I, ;Adria, aintil the other rttieh. My Dad told 2* 1,
me that,. no- on, y- nurses ;. e women, are tile rs k i there are wome doctors..," ,
- . 4.nti.e,:where cities Mk.' Tne_ck go-Tliesday.''an di Thursday ?.t.
ft I-, always 'see 'hiss gcting into.tMrs°4;qamisOri,''S apartment' house."'''!Notts,re right,- Maria. As ;you know, Mrs. Jamison, is aCn old 3
;lady atid! beeii sick 'for quite whiiej-now. Mr-.4 ,Shock
met -iolis..'41.ag,Li.i6n When he', wpafient` in. tinivtiemorial. Hospitalfor weeles...;, she was -there,,they,I4edame Very:409d'friends
. , . . . . ,
.
..Sometimes ilifferent_you are with.
.4,-sane'onel t..4e better' triehd yoik
'
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"I don'tknos4.7if I quite' understand, Vic."
"Well, you see Mari.:a., wheh:someongis really different you
learn a lot frOt them. Take Br. Sheck and'Mrs. Jamison.
Shedk wag born and grew-up in the city whereas Mrs. Jamison
.bornand grew up in the country. Mr. Sheik visits Mrs.
Jamison every Tuesday,and Thursday and helps.take care, of her
and Mrs. Jami-son gives toMr. Sheck, by sharing stories of the
country and how it waar when 'she was growing tip ." .
71 guess that's, what yOu.would.call a real good friendship,',
.Vic. They.both give to each other in the best way they know
how.". 4:
"Nis' Jamison, it's me.
topyr.dear?"..
"Oh,- Mr. Sheck,
Tharsddys.."-
. . Mr. Sheck. How are you feeling
Mr days seem brighter on Tuesdays and
1
'.,DISCUSSION QUEST ONS:
1. 'Mere did . Shea go on Tuesdays and Thursdays? Why?
; DiscuSs., - /
,2. How do you think.,Mrs. Jamison felt when Mr. Sheck visited
,her?-
3. Do , you .th
S.
What sort
ir.rdo yo think two people who Are'so different 'can be'
they were good friend? -How do you know?
of things 'did they share?
'friends?
Why dayot think
ybu have a sp
8. Do you tank it
,thah 411 4 sub,urb ,one? t
9.
Mr. Sheck alwakS seemed so happy?
cial friend that you learn a .1.ot from?.
easier to'make friends in an
`What ag you think a. nurse drs?
Are air nurses women?
0
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FOLLOI,UP ACTIV TIES: ,
4
1. Child 'draws a picture of a nice thing done fora friend.
Title: "One nice thing I'did'for a friepd,"
2. Class scrapbook - Each child cuts magazinespictures.illuAra-
.4
:
ting people doirig sarlethiliggór other4:
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CONCEPT: :--
PURPOSE OR tESISOf.
p
: VOCABOLARYi.-
.MATERIALS -NEE.DET
STOW
Imo^ u- a
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C-C4i. TO. THE ART- SHOW
Pride
ThrOuik difoutsion the -chili will .get a -better
lunderstpdip.of,how: one :sbovid take pride :41
-actOiniliihments and respect le accin-
ilfsbmints *or-Others; _
diiplaycpicnicr proudI
:to
Master tiall chit and' individual Outs, Urhag
leiihhorhood.
.
"Save you been t.he Ifealtiful art work that is on display
along the.p"ark'feinc-;e-f-41nPY.Iti..
-- !.4-..ti-kno-W lia.4a,;--i,'-Wae..going to ask you about -that. Who,.
- :putup thd.i.d.ciures??I'What'a great idea to hang them there.' -I, , .. i- ifs --..z.3.-----,
=-.---.didri-6 ,know tileie,is' even going to be a dispray.". _ ,-,-. -. :__ ... -, -..:;-.,
.. .-1"Well il,Xiiiiy, ,- t '&11 '-13egan last month. Mrs ::- Eisents -se-oaf-4-i .-- : -. , 4 . .-. . . .-.--:.---:.--eb-
,..--..-k--
.......,. -...
"grade.-ciass wer.ito afield -trip around the "dity...-., They, t.--.6-;;A:';' -.'1.-:',';':',..,1::
. _- 7;., _ . _ , .. -- . ....,
w-
. .... . _ - . ..: - .*-- -Y !:.,.._,;' .:.. !,--'-to:. . , ....'r -walks and brOl.ight:p icnf.0 lunches, 'After lobkiniiiwalking4, -.aird'-:' . -
...- ...., .-....;.-',..:-....:!--..- -.... - %.:-- -..- - .,;,,,-... .i.. .: .:.:
...PO,ipt1, P69e...i1:44.1_3', kir0. Eisen .suggested that they ai,.4., _41? -- Ker-A- . :. . ,./3" ......,,,
4 ,3 ... . . . - -.. , $ ."'3. :-- 3.4.l- 4 -.-.,...-- -- , -.."...,......, ,.....77,...
parls. and' at ltinch.-t,Whett the children fiuiSheethel,r2:21Uficile..,:t. .:".: . ,.'....::.___ . . . - . -- - - --- .:----.S- '...-. 4:-"'.:.-"'"---- ' -.:"...:,- r ,:-1
and clea-ned-,3w-,;their tables Mrs. Eisen took. 6*.i.t.-'6raytaliramt--i 7 ".-- i'' *''' :"-.;' - ,-,." ''.., . .. .
--_,- .-- -. . ..... c -yam --k,e-i.-z,-.:-;,-,?:::!--;:..
...,-, : . .. -- ..,....' ,._. ;y: -.... 17,- -- r-. ..,daw.i.rAit,pads,,-an:d. ask&t.' the children eo, Atro7, -a_pa.cpure:7o s91137-
,,t.ifit4= they el..4,r; ditring_fheir Walk; sOmeth,ilig,.pIzelt;iliVx,".-
.- .
1 4i' '-boking-alid something that made theM..." 1 ? e a ni fig to seenow,
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"then Mrgf
gilsert ;asked the c.ty pagc":aga._- -
413.,dre4 could sh&hoW proud they mere:,
^ J out pictures for Oeryone to
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4'4 ighethex..-..the
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pgop4e vhc5" lived in the city could. then. 'thiap0.- the; Childr,,e:,n4sc:': ; -; rf'"-t; fk
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. , . . 2 . ._ . Da you think SaryJr.s .mothe.r will,be.earlscr4 when -s'4e 3...earhs-,, .*._ , .
,_ . Why he was late- . '. .. . .,
.- - . -- .3.s. isTnat lesson do you think Sammy le-c,'-nee-4. ' - --- . "' .:. a . e --, . ,4. If -Sammy' s =titer ..is angry withrhim, dcies that - s?te
., a - .- - --: .- -. = --: .-doesn't love him-, - , , . -. .. . , ,
, 5- Whys do we havk crossing guards- a3. l', WALK DON'T FALK' - -..t. -
.
''.7--- ...g1 Its? Do yp-i-"2Er a----thii sy---esreJADoitarte?_ Wp,at. it.Vii 1 J. a ----..... 4. , ,,4 4 0 .....1r...
happen ii we didn't have them?- ' - .
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How do you feel when your Dare.nts*.4-re.angny abut scef-13,-ifea... - -.. .
-:. .'..:,,,,, you've done? Do' you think they dole t ;Ole you ny ipli,i`e?_:
. ..:- _- 87. : it -is alqays" imoco-tant to be- earbfi.1.-t but _shat safet.T.
,problems -do you think Saitmy liquid 43..ve.-A-rr1ie city `that. . - .. . , ; . - -... .. .,Aitimy.wouldhlt.have in the suburbgq..- -_,,t,-.-2,--,.-,...,-_-.;;_-_i_j_ - -':* ..,- .3....-7-
-" i2°8.,...3fnat sakety .rules shouldwe follow--in-.0:.7.64-otinttfifity s ,;?.: --... ., .
--- ----. ; -:.= W.e11 as a.-suburban.co=uniey? -: _, ..: --=-=
-.,....-, ' , ,. .
--,-
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.--. - -.F.011.0W-11P-ACTIVITIE$: . ; .-
,.
,i ---..:: 1. Break class into two or three pro xis,~ Xski.o.acii-,0-9V1t10..,
.
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, f iIid ...5- many saley hazards as -pp,S..4,41;40..,a--;Vie:Sr..13344.,:k-1*'--:.('%-..-- ,.
-4. ..,-.; ' 2'' ' .1 . '' . :ithe-' mcist.?.n theaget amount .of -tiltleing-.'-' - ":- :,.-,-... . _,,,--- .._-..- ---, - t',
.
.2%, Paper bag, Dragiatics - Break class into grp,upt: Of., appro-24374:41:Y"...; . ...- - _...-
eight. Give -each group a bag cOn'tditi;A:g .t-116:_toliOmiggjedg*. --,' A' c. f , 4 4 . . . 4 t, ' ...?; - . . , '- ; 4 : - .: .1. r' ;";%11-,.'" :4:"':. ''''..'
'''' . 4 ': ' a.' po'licgmaill s' hat: or self-madeA..*,3'.' '1- -.a..--t.. -..., - . . .. .. --..- z.._, ..- ,t.15. wIri.stle ' , :.-
-. . . . . ,- . .-. ..-=;'-,---:-- ..WALK --DON'T WILK s4gn ---.-,-..
,. -, 'd.. traffic light .f..-.-:-..- :-. .,.., -, .,...,...,, .:-- ,-..-,
."1 - : . - -Each group puts on a short pliy.deii4 ..`71-61f.reesion'143.1)",ili eS -,.
#4......:-_, , -for one' 'own, safety. ,..-:. --- --.*I...,_:-. - .-- t. . -,- -- -: ," ..k. '":"." 5 ''..;41 .-1' _
-, . 3.1. -Safety City - Have the' alass. constrikdt a-.-.SAefe:: 1)*I;Ott.y.W.:.
..- place.
....2_ , ^ .
4a .btAsy streets. Have them, placef. ifie_:p.okx_eat7§43.t7.---igeis:-...ta.....
----- ,.. . ., ...
.-..:. lights where' needed.-,-:..-...,.. , - ::.. . ..,,, . "!-x.- ..?..--';:f,: .. .,, I .i . -.....".......e... -" S . . : : . ' I *'fr, :S.
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CONCEPT*:
.-OURPOSE. OF LESSON:
*VOCABULARY:
MATTALS. NEEDED:
STORY:
HAVE A---MCE DAY!,
Changing family Needs
Throigl the story and *scission the ;child wilt
'begin to realize that" the needs- of a family change
and ,isions- must be made to meet These changes.
company, difficult, business1.
Master wall chart and iuliyidual charts, Urban
Neighborhood.
40;.
"Bye, Mom:"
"Bye; Doreen,,good-bye, Susan. Remember jackets and hats.., .. ,
..
.to.day,, It's chilly"in*the morning." $
) I,.
,"We won't foggt, ;46m.!' ---...--4.
"-Have a good day; girls."' See yoh,at,three."-
-- -
.. ,
--."Iset that Mrs. Barrick going to wOrk, Vinny?".. 7
, . "Ye's it is; ilaria:",.
"Wien did she begin a.40? working."I didn.'t know she wag i. .
'"Mr. Barrick's company wasn't doing a' rot of business,
Maria,: and Mr. Barrick' only workt half days instead of i.whole '
day.' When this! happened Mrs4, Barrick decided the family neded.
spme,ektra.money.. If she- could work.the.hours_that Mr. Barrick
Uashome; Doreen and Susa"Uldn'tbd-left alone .and she would
be helping the family, through ajdifficult_ - .
"Oh, I see,^yinny, andd.s.it.wbrking out for- the,
".fit sure seems to be, Maria.. With the extra' money Mrs. .
Barrick bring haA--thd.familrisn't-finding tifingsso hard.'""
family?"
0,0 ,. -
AstMrs. Barrick' Crossed the street she smiled and said1.
r.
tir
.....0,-
herself, *My went through a big change and needed each
other's help' What a wonderfur.fpmlily
DISCUSSIONAUESTIONS:
1, Why did Mrs.Barrickr have to go to work?
.2:,.What. change took ce.in the Barrick family?
3. Do you -think that Doreen and Susan haveto do jobs now that
they didn't have to do when their, mother was homei. Why?
4. Do you think it's important for everyone,in-the family to'
pitch in and help? Why?
5.1 Have you had',any changes in your family? Why?
How have the members in your family helped,tO meet this new
change?
FO LOW ACTIVITIES:
1. Role Playing = Situa4on An
devise reason). Mother.goes
help family meet the change.
2.. .
A
I
Father is not working Whildien
to work. Children show how they
Situation BA Mother and father
cou children do.tor
.
working until m other becomes-ill. What
help?
C reative Story Writing - Give children seve;c;.2 lead-in idea,
for story' about changing .family needs. Have childr n
illustrate.
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;HELLO CITYI HERE WE
CONCEPT:
PURPOSE OF LESSON:
VOCABULARY:
MATERIALS NEEDED:
Family 'Mobility
--
-
Throuib the stork and discussion 'the child will:be
- made aware of oft 1atious reasons for moving.
playground, subwayt; museums, grocery store;. .
apartment housei,
. . ,--
Master wall chart and individual charts; Urban-
NeighbOrhoud."
STORY.. .
tell....
Er i low, mom, is that-the playgrcund, yeu were te_llingut, . ...
abbut?" .. .,.
.. ,.
I "it'Sure is JaCkie." .. 4-
. . :.
4"It 'looks
I'Look over thei;e,
"I sure do, 14oni,." -"sure once you your way 'around yoti'li 24eal1y
.I can hardly wait to use it.."`
Jimmy, gee -tlie basketball courts?"
,
...., -7. .enjoy living in the city..".`, . ,
..-
. .,' `, :'."I'ni Sure we will.t6o, Morn."
- 2- - ., --
4110 There they go now, into ,the ap.arerae t housi
;,. .. :IIs* Ar_.,_.=, .., ,
"Vinny., look- over there., Jac' you think Aat '0614d-be the' i.
,
--,
new fNnii.?Y; that is supposed to _move_ into- -Felicia:.'s- apartment. .. , .:. ...,- . .
. - .......
-house?" . , . ...:.
.
"Oh, you Mean apartment 4A, Maria?" ' ;. ,
. ,. c -
_.. 'Ye's, Vinny.,
, rou remember Felidia tell/mg us abut the
new fO.mily who'.
was supposed to move 'in."; . . -
.
. : .,
,. 44 . .
' CI' " Y e s , Maria', I do. Weren't they the famiay wilai was- -......
. . .. . . ."...-r--. "...
AO
moving in from the suburbs, Maria?"
"That' s right, Vin y."A
"Yes, I remember" tel
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"4'3
ng us' all. about-
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. ' "'Oh, hello,. kis. JaCkon., ye' rd so pleaseil. Siou'had a_ S3afe '". .
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trip -,in front the 'stiburb." f.. s ev'erythin6 all right?" ;., "Yes, Mrs. Herbert, just fine. and we p4alt. wait to begin.,
, .3 ,, . ..,living in the .cityi" 2. . - .-* : .. . .i , - , . 2 ,
' .. 11 You, thin k" ybp!--3Lienjoy 1.t,. Mrs. ja4ton?" - -. --.,-
"Oh, 13 do think. t..i63,wt.11, Mrs. _fierbe,i-t ..... "ot.. sese.t-he city bias`m.any
<things that wkiieed and, enjoy that the -subta3s just didri it
11have - a- , I .,. .. .. ..
N"Really,. Mr's.. Jackaon? %I never -lived 5,n the suburbs, .per- ,;_
., . .- .
has you could explain. it to me.-" ,'. . .
. - e ,, ...,: 4
'Well , fq one thing I 'm-. goings to sell my car noc( that we 've, ,. _. . ,
..moved. The ciky hap such_ great buses ,and. subways that we realty
. .don' t need "'a car.. StOes and fr-end's live much closer -so that. we
. . .
really.
' can walk most places, .'where as in 'a suburbs :you really need a. . . .- .
Car yerrbaday -Another .great part about lividg in . the city., is '. - . .
all the beatitifui museums and plz46e's I can take: the childreh.. 'Most;
1
1 ..a.
. . . .are a. short walk or subtlay ride,- Vii.th-..the :children iliving lest
, .,
.
spread apart ,from their 'friends :they. gan see them' without1.
30iting... . N., , - ffoi me to pick them up' and take' Piela there,- and 'ail yes, if .1- :.,
should, run out of 'milk it is--only a, sJ' prt step to a nearby.
, - .
igropery store." 't .. d : -.<
-
. . . .
.>. .-..
"Gee, Mrs.. Jackson, ''it ,sure sounds. as ;though yob: aye ,go ;n-) r. . .. 3
to enjoy city living:" .. . .
--, -3,
Il.
, , . . ,
Aa "Yes, Mrs. He'pert, we 1.re, ally .excited about the move .
- - , "yell, here ts your .new -key., And. welcome: "...4 , ..- ...'. ,, -
- DISCUSSION QUEST"IONS: . '.....*: -, ..:- ' . - 1._ -. .., P
.a. ..,
,1, What wer4o, some. of the ,tkeaSons why th&- JaCksons moved.
/ .the city? ,.
4,,
# r- a -e Al 41,
.
v What thing's won'tIt he aacksons' need. now
11
;than theY 'i_liyiiigA ; S .in the city? ' . .. 2 i . ..
'
. 3. DO you think theV"mOve wirl be a.' big change. for Jimmy and'- 0-
-Jackie Jackson?° 4- .
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. I Aeitembeethat Lisa felt sad about her mpve. . Do you think-1
jimmy's and Jaaiees feelingd' were -the same as..4sas or-different? Why?
Do you think it. be easier to-meet people living in an
apartment houge rather than in different private honies?
16-...How-wbu34 you'feel_abo9t moving. to' the, city? ;.. ...... -
'-i- FOLLOW-UrACTIVITIES: --.5_...,/
.-,.
1... Collage - Have children collect pictUres illustrating life.
',',-in.a:city.. Glue onto cardboard Icontruction,paper.-
2. _Stick Puppets'- Have children -form small-groups. Each group
.. ..- . .- .
versionmakes stick puppets and pdenery for-thAr own ersion of
"ie7to City: erg We Axe!". A At
II ;
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9
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40NcEPT:
ti F LESION:.e
.
:.,...At-
FIRST STOP = CHILDREN'S WARD
-; .
.
. L
yolunteer Work
Through the storranditisc.ussion, the child ,will;
begin to appreciate' those who their owl time
to seke.many." *- This is do-ne just bicausg: one
gets .pfeaRri . by doing for others. .
.
:YODABULARY: project,- hospital, .volunteer, *vote .
liATEIiIALS. NEEDED:
.
STORY:
Master wall charjand indiyidual -charts, rbanNeighborhood.:
C,."Vincent, take 'a`..loqk over ere,."--, ."1
"Where,--Maria?"". ,
40
OD.
Or.--
. -_ "At . the Long lemori al Hosiv-ital. Elie cpild;en .trOin-mts. .
. iltirthat's 'tenth gr,- class *e outside haliiing baskets of .fruit,. .
4 * .'' i : , .' candy, add get wel4., cards.". ,. .
41 14_, 110.h yes Maria, -didn't yott ;hear Itp,bout the Mis.. .
...
clans did?"Murthabs,
, S . *
''."We414, -they' dedided- aince wit' everyone was as' ltickY as' they,- were, their wanted tcotry teip. some people who:- needed
Avote and- decided to hePp: c#it those pOpplei/her
didn't feel' 17:ery 1411 and. fo.Ter'd 1:n the yogi have,,
'to'pe .1-6' host hospitals to visit peoplethe:sifts''axid everyone dise.
. .
catds, and putting all the goodiies in aalX, volunteered- -their ime"."
WO
the"petvap who were 1,6id work "p.Aing, makkIng
bi .prgtty th4iket. ThPy
c ,.
1whap does svolu ntdek mean; i'i'hcent? " .4
In)91:0 t you :rerneThber s-Eory abop.t father who was a s....vO.Iunteer fireman?" 4.
0
t
:- -"--
. - & -...- N at
". . . 7 ,..'1". f .....:9 ,,
"Yes., Vincent, I dO.-;"----Jrnaf.'s -Kii4p;t.-.--s).ited- ir-fdo ..-. 4111en-,y.i5ur '4- .:z #-.... .-: ""...
4;
.
volunteer to do segaetp' ing; !Tan:f;
out You don' t do it because _Yo.l.f.-have-'tb..4 '_
"You know, Maria, sometimes Ct, -A:ma61i 'bet:44r" --
the you voltinteer to do soMethi.t"Gee, I bet the chi.idren.in--Mr-i:e,
to feel so 'good when tfiey. :cheer up the i2e..94-e.. lit . roll% Me4Oria.1. , ..... .. . . .. _ .
. Hospital, Vincent .1,'' , -_ . --- ...Ty; : , -, .-, . : : - ., ,_ -
_-2,
.. "You bet; Maria. There .-they go-=now .
".
. ."Come on -group -'"fiist stop- Cbadten's: Mard:-.. 1 -ca ii 't wa it i'-_-. . _ ... . .
to see the happy faces of 'those 'children.- Nlien they et these ,.
baskets of gobdies,. You InoW VolUnteeringliakei"y6u f eei.' .$ 72. s'-. - . , ....
good inside, I -don't. Icnolif- wh-O will feel. Vettr, -iis-Or the "&hiled.-... . .. . - ..:.
ren in tie hospitalt,- Let'-s go.,': .
--= 3..
DISCUSSION QUESTIONS:
1.. $hat ,project did Mrs. "Murthati tenth" grades -class decide todo?
2: Did they 'eXPect. to get -paid for..doirig` their jobs?' .
.7
. ,-3, -.Why did they -1.4,ant to do this project? ;`4. What .were the jobs -that bad t.be don in
q. p.
(bring' gifts, baking, makifig car0, putting a
.
e p.ropect?%,1 the goodies
in. a 'big baskgt) , . .. ," --- . -
3. What do you. think, ifiolild have 114ppe'nea ,to. the pro t "it, some -=. .
, one didn't clo their- -'''.3ob? -,--- . - A .
) .WhV does the -word '!_i'idatinteer 1, dean? ._ .----:
,_. _" .,,,- , . -
% 7. Have YOu ever vbiunteer6d to do. a job? *17 erd'you 'volunteer4 - . -, -.--.)
:- -' ./. apd not wait &.) be asked? -
4
a : 114.7'did 'ou 'feet' about volunteering?, ,"- :.
- .... ..6 -...`
1
i .S' -:
1 ' --
:-
-; ..
. "
2. Usi.ng. the 24llowing projectsr
play'grounci, prespatiing a- pla. piants fOi the-"ciissrefora: --
are ,iii.yolved2 r
=
6. ..1 L i.---art for hall,. cleaning up
fort
.1--ie sci-iood,. growing ..
isci.r4.7 and-. Xi'St what, jobs' 5n the' completion of each- project... ," .- .- - -.
1 ..- -, .. ..
. I=,
'-'" - .948
7 4, yrif. 'ILA,
*,
10
%v.-77-71-v $.
'01,1'14v, ,,f
Job Respoutibility-...
Through the story: an
thatLan job -whith.li:
he 'dont- .to the lest' Uteri's -Agri .- correipt_zz# _pride is also _incoiptiqttd .01 this tii.O.mic- .
Jdokson -gets the:fruit . ". .
. "See you later, Pop.",
"Be careful."
"Maria, did you know that Rayiaond has been working .in his, 1
father's sore since lie' was eight dears old ?" t
on the shelves and when he got a iittle older, hit fattier begant'o. giVe him more jobs."
i'My .mother 'just Raymohd is great, Vincent. E'very.
Tuesday she calls his father' superraarket and without fail,I-
Raymond alwAys bring' the order'by four o'clock:- You know,
Vincent, when you live in the city,.it d.s very diEfilcult to, drive
-;t- ` :"- :- -" --.
-a:" - ,:`:." -- ..14 y
. - "I.
-"" fssr-
".%
ts5-7,..Thy,it is so"- itriportari,.,f-"±.4,h;i ve.'a shire at W2.1 3filLve.r9;r 1.es--,AnsAi a _t9p,. notch de-live/Z. -
bey ani 4".;"TrIP, i`yf 4sk" _fbr,r "
Or a c.racked-_egg:4.1- ,,. .... -- ...-,. .-
...----tiii5u 7.1t7:-Iow;whi-I --elii.iik:---1i._,e.-:-is: sc.:. -"/So'cl --"..at , it,I.Finctentri-, ...-1
.... . .,. .
..
_., -..
...... ..0 . . .... :
:-,.sq" -::ti137:11.1C-: as is "..--s-C-3;i: at .i 'beciti Sis he really_enjoys 5.-t -.
_ .
and 'tail:es ;pt..,tile'in that h-e slOes'., He wants,. to make.-his.c-ustqmerS, . .happy:. -There '1362goei,' taw. ".. , ": .41t1:-...- ...
. .-. . I
. -
.-.* : .. . : .- ...7' . t .'. ,'
S 'your order:. : The.- f2a5.i.;-1th. a-05.:.. .
... . .
and this is for :you. IS1b loAlg
Tiaymond lookid down-At. his hand. Irl .it Mrs. Pdterson had
S
:
11:::11011-bbyfli- said .Raymond;
to, Jackson' s,. : °
DISCUSSION. QUESTIONS:v.
I lbve *My job: n And -off he tent;
1 What type of job- did Raymond have?,2. Were his 'customer's plea.sed wic-i thd.type .of job -did?
..3. I. How do you know Raymond was a good delivery boy? .(Elicit '.
. ,-the characteristics needed tddo a job well) - --4. . In the story we learded that.R4aymond tooki pride
What. doe? it mean to take pride- in one,'s;&zork?..-
5. How do you feel when you do a. job Veil?s 6. What :ibbs do, you take pride in doing? Why?
11'
FOLLOCUP, ACTIVITIES:- et: ,,
in 'ids stork:-P.,
1. Write %the following question on the .board "Wily is therel never, time to do p.,job right 'but always time to do it Over?"
4
A v: "/' '-`
Is
4
r
S
,
Read this aloud and dis biss:
a. What- does this Zitreation Mean?.
.
b. DO-1,0u agree? s .
-
Can you .think of a job you've %ail "tc-do over becatise
. -- :
%or ....S.._
you didn't. spend 'enough time on it?
.In,-the story, did 'Raymond have to do- his lob over?
Why or why. not?
2. *LiSt following jobs
.makeclear tableset table -
walk dog .
dry dishesplant seeds
,Ech student
trate title. Share illustrations. Jbb book editor may be '4
on 'board:
selects one
sweep !sidewalk.empty garbagemail, lettersgo to storehelp clean roomcollect'newspapers
:,-4
- ""j
,
job be or she.°can do' well. Illus-
. selectdd, and - illustrations can form a pooklvith, cover and 4.
title page. Display could be placed onbulletin board.
3.. Students become "job hui4ters7 for a day.. List jobs they are.
,-.capable ofdoing,' writing a.short depeription of each. ..
. .. .
1 4These. could be listed or mimeogral6lidd. Cbilducta job survey..
Students Select ter jobs they feel, aie.iMportant forktudents
of their age, Xlepresdhtative's question opmr.c3Asses:"'fliow
.manY;people.in this room make theirbeds? etc. Representa--
tives.
. tlien tally.resalt: ScoX'es,could be Chited or graphed.. .
,-*
-:. ,...
, , l\I._
DOVER-SCHOOL4
; i s
.--rGRADE5 1-3
`1"I Jobs 1-
,. # of arte-4, make beds-
,' 100
shop.
50, - -.4,..
. .,
.--..
i.
) Total -
8799 .
s
.1(
4
1** **
t. A 4'4 6
IMF
s' ` 1.a"..t$.;
'4 *'` 'Sci(,'S ,
I.*
'7,s'
,..1';',jiel''Nf/' '140t 0. ,
7: it7 *7' ;+7,1.714;
..
(.1.,Z0f ,-*Ak* '611 "*./ ' 77,
4177'77t
.t`tI
,\ t'
144%,t,
1
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,:1141111c. saz.e A . T. ,
Ace\
.7., A,
. -f 0,, .4,,a7,.., : i : ts. ,
:,.,V. 44 x..
. *
,:.,. i -.."' : . I 1. i
,,J; :.! "' 1!* . ::' I.'.A 1 ,1, . ,eI 471 . , ' ,'hi 1'
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a
MEETING TONIGHT!
,
COCEPT: c.71 Neighborhood Ple
PURPOS! OFIESSON: Thit story and discussion ,should bejin to derelop
a sense of .pridVir. the Jiff where one tfei andin. those who share the neighborhood.
. VOCABUCARY.
. I
MATERIALS NEEDED:
STORY: .
messy, hallways, squad,. realized, -ruining, exactly,
-posted, program, bulletin board'
. Mister: warchart and. indiridual charts, Urban
Neighborhood: r
"Did you ever he'r, of the Horizon Abartment House Squad,
Vic?"
"No,-Maria, I have/Vt. What is it?"
"Well you know where the Horizon'Apartment House is,
-you, Vic?"
"Yes,Maria, isn't tlat the apartment house
writing on the walls arid messy hallways ?"4 .
"Not any more, Vic. That's just it.!"
"Just what, Maria?"
"Well you- see, a group of people whoj.ive inLfhe Horizon.?
House real/zed one day just' how messy the hallmtays_were and howA
the wall; outside had become'so written upon. Instead of just.
-becoming angry, and unhappy, they decided to do something about
their apartment house04 Mrs.,Stein, who li;es in ApartMent 4F
with all the
.6
A
JaYon-fr?m'llG pOsted a ncite.on the' bulletin board
near the lindry room in the, basement whic said:*
t
4MEETING OfJIGflT
.1 8:00 .p.m. lin.Apartment 1 Gfor all tenants who take'pride in the Horizon HouseApartment
103
4
ti
. ..
I. .ir.
.....
"I don't know if I understand exactly what ypu ean when.. . .
.
..,..._ you day 'pride,' Maria." .
- --..-- .
_w , "Remember the story about Mrs. Kiley's garden, Vic ?". .
-"Yes, Maria, I do.". A 2,
r
"Remember thdn that they got so upset because the dog wts
ruining her flowers. She took pride-in her garden and wanted'
it to look nice." J.!
"In Other words, Maria, pride-can be when'you cae about)
something and want it to'be right?" .
"Sure, Vic, , and the tenants in the Horizon House met and .-,.,
bega to take pride in where they lived... They all got togethe
and decided they were going on a. cleanup program. _Every floor-
from 1. up to 6 got a diffie-rent -job and ;:fithin offe month their
apartment was shiny and bright. They really did a smell job
and are'prioud of their home." ..",
"Look, Maria, isrQthat Mr. sJayson from 11G now?'1 -
,L,"It.sure is, Vic."
. .. ... 1 -
Mr.. Jayson was walking up4from the subway'on his way-homew . .
from work. As he got nearer to.the HorizOleHouse Apartment a.... .
grin'began to come to hi_s face.. %
,. .
"Oh my," he said. "To think what this used to look like,.
and just look at our apartment house now! That's what happens
wheh folks take pride in what they have." _As Mr..,Jayson shut.
. , J .
tht door you could hear him say, "'It sure _is good to be home!, .
.
. DISCUSSION QUESTIONS: , .
. .1.. How did the Horizon Apartment House look before. the clean -up
- :
s
sguadkwent to work? Why did it look that Cr?
Do yo4 think thepeople were proud of theirapartment*house
then? Why? .
. . I. iaiv
3. What did they decide to do about the way the apartment .7,
house 1. J. .
. .looked?Ii
e.
:. -..-
. 4. How do yotethink the peopfe felt ,about their apartraent house ,
.once..it was clean Td up? (Guide disCussion so that the../., ,
.
.
? --\ ,..1
4
-.mi..
- #
. ! lti ..
90.....
. .. P
a ., 4.
a
,.
children develop a better understandingofbeing
the place they live in.)
5e Do you think Mr. Jayson was proud to live in 'the Horizdh
Apaki-mPnt House? _Why do you, feel that way?
5. What have you done to make you proud ok, ur neighborhood?'
MILOYI-UP
proud of, f,
1. Before and. After Give each'child a 9 x 18'piece'of drawing
paper. Either fold the paper in,halfor use:both sides to
draw before and after pictures of the ,Horizoli Apartment
2.
House: '
Community Clean-Up Chopse a sight in your community and
P n it up.
3. -P R I.D
write th
'EVr each
that.starts
- On a piece of chart liaper or on the blackboard
in qapitai.lettersgoing downward:
etter, tarite a.---sentence begirilning with,awogd
with that letter.
(.4
1.=
e,
91
1054
II
5
.
0
I
I.
; 416-00110111C-. -__.... . ..
-,- 41;1.-
:NOP"-
/
5HEY ccwiir v:
.CONCEI4f` lob Eligibility
_-_POP__OSEir. LESSON: _ Through. the.,siort__OLliscussion, the child viiii
age come varions. Otis and
respensibilities and softie jobs cannot be' pertirmed
urifil an -ate requirement: is met. _L .
a
_
VOCAJIULARY: recreation, coed, coach,. basketball, team, leader
MATERIALS NEEDED:
4-
fi
Master\,wall chart` and individual 'chart's; Urban
Neighborhood..
There she , over there Henry. Do you' see the', iiii with.
=the--shirt that days C't5ACH On it?" . L ; ..
"Oh I see, Jack. Wow,' is. that really' your sister, :Jack?""It sure is and she is ttle best basketball coaCt'
. in ;the0.* .
city. Did you know that Jui-ie. as the first 'park, recreation. .
leader to form a coed basketball'team?"-"Nor JackieT, I didn't . Wow,. she.. must real:1i. be Special .'t"You bet she is, Henry: 'There's just ; , ,"What's that, -Jack?""I wish more thdillify,t'hing I that I -could $e e, park 'recreation.
s
)
leader. 4 : .
(-` ; "Ca0+--e-lou Jack? Wh
i i I
. "OH, well, they sayta. be , 18 -years .Old.- I'm .years and by then who knows what will be. Sometiiae
me, so mad: All you ever, eem to head is when you 'gf
'older'this and- when. you ',Jet a little -Older that." "-'Nell Jack, there are some .jobs we can do now',"
4 , ,
is wrpng?"n order to be a park leaof going to be, ra for ,ono
109
93
a
r.ltou haveher 10,'it getsa little' 1.--
1
4
":.
; .'A' %
" YeS know,.- Henry," -but if only I could have a-job likeJulie' s " ,
. <.) .
"Jack, Henry come on in. leant tb flay some. basketball ?"HSure_dq_Julie. Come on Henry let's go!"
DISCUSSION--OUESTIONS:
1. What was' Julie's jot?It
'VP
2. Why' couldn't Jack be a coach...Li:lie, his older.i;sister?3. Why. do-you thinkJulie had to be.18 to get tile-job?
. /4. Can you think of any other . jobs th4t would have an age.,
,requirement?What jobs do yoIr think Jack and Henry are old enough to
.do now? Do you think' these jobs eon bp just asIxdporantas 'Nile' s?
4k -
6. Did Jac,....k think Julie was good at. hei job? How Ild- you know?..--"Z-. Do youthiiik Jack, woulle able to do good lob-as alcoacla
- . .i . . ;f he were allowedk.to. do so , :w? 4.Why?
8. th6ose, any job that .yo-u w&..1 d like ,to have at home... DOe.s ,-.
it matterthow.-61d Ou are in .qrderato'do that job? Why? -: . . ,
. FOLLOW-UP ACTIiiliES:. ,
I
1. isrnat Is What Could Be Individual children ora collage .pf magazine ,pictures illustrating jobsno (what Is) and jobs they may be able to do asolder (Idhat .
t , , .
. , ,Have certain -jobs 'highly r.,ewAded. (i.e.. model, gum,- lunch):Restrict those -jobs: to' 1(i: e. girls, People with glasses',
.
et,
groups, makethey can do.they get
ofblond hair oetc.).3 Discuss idea of discrimination.4. P
r :
71"
-
4 .
f.
4.
4I
IF IT'.S TUESDAY:CIti ;._.
CONCEPT:
.PlIRPOSE OF LESSON:
:VOCABliitARYI
MATElpAI:g NEEDED:
.STORY:
Noperationr)
- ,
-.-
The purpose of this lesson i tt try to' show the
thildren that people tea ilo: neel eopl and-- -
when we shire jobs e all benefitx:"%: -
especially, balloon, cooperate, 6.abysitler, edge-.
Master_ wall dart individnai charts;
Neighborhoinl.
"Laura, Laura Garcia, &11 .Nowmy
. balloon is gone am my- mother isn't here to give me-money to.buy a new one. Mrs. Harkins, my balloon flews away anct 'Laura-/still. has her' s._ 4 It' s. not fair." = .
"Come On now girls;'." :Called Mr Harkins. "Lee s.try to'be thoughtful of each other. Tie must cooperate -witch each otherespecially' beca'use our Own mothers and fathers are trot here."
! :"What is Mrs. Harkins doing with Mr. Jackson's-baby,
. Maria? Ohrif,and isn't .that- Laura Garcia, there too?" .
"Oh; Vincent, this islMrs. Harkins' ,week'. td -"'.--Garcia and JackSon children.'" .
"What doyou mean hei week, Maria?" '' ;"Well you set, Vin e t, Mrs: .Ilarkins, Mrs "GAYCO,.
Jackson all work.., ;hey efara.i.liies so that -they don
ch. take turhs.watcltilig &doh s _'t-
- .
t have:to pay fOl.;_plan seems to be workings out quite welizfoi-,t all and the .
. . , 1. -'children like 'it too." , .._
"What do. yoil mean,' Maria? Why do th0...cliildr-n like '1t . ..... ..-- .- '. :.k, . ..,n..... :3-7--:,:::::`-;:,',- . ,.., - .. -,...'-ei-,-,--,-.-_, --,-----: ;:t...1.,--..:,,much?'" . * -... . -'-;14,. .4 ---- --......:--"4.....cr,,;_.... ,:-',,,....... --0',7.:.-----, ia:
..,s Laura -Ga'rc:tald' Re 1t11;,i- -4 :`...t,,, ,.:;- ,..:. ,1
,. ...,
:+"
"Well, Vincent, it'sA
, 113
'96,,,
1 t"). t.
-
-,
.
v.
d1 ,
Jf
1-.
... .
. . ......,.....,..,---
not only is-r. -Jackson a.really nice man, but that,h -al.so--...--- , -- .,--_----
tells the g;tatest 'children 'stories that keep you on :4..e.edig;, .- ---.. -.- - --, si.
of your seat, ..a4d that Mrs. Harkins is really swell.k.e.ii"d.-_,.the
makes the creamiest Chacolate' Pudding you ever t.sted"....",-;
..* "Oh, I get it, Maria. Its like this.,_ haVing 0.:acilif.o.'ne--45.... :... I - 7.'41
these superparents each week is so special ',Cause Yor1.-.-gt 4"-
-
,
chance to share the best of three pdr-ents.:10-steada. You' ve got it, Pinny. Gee, -that-1-s greet tl#"-Come on, Maria. . let's go."As ifinny and Maria leit, Mrs . Harkins
the children their favorite story'.
DISCUSSION QUESTIONS:
.1
. --
.
-reading
1. Why did .the parents take turns watching each other's children?.
2: How do you think the. children felt about having differentf
l*rents take care Of ;:th,em?3 Cooperation is one of., our.
Can anyone tell the class2
4. How ,did Mr: J.iasoh, Mrs..
with each other? ,
5. Do y`ou think the children we ;e cooperating with `t_he--parent'If, 60, how? - e:
6. DO yog--think It was important for,,, the children, to cooperate
How"..woqld..you feel? YA
Niocabufary words for this story.what the word means? Y :
_ .Har,,kins , and Mrs. Gardia cooperate
while their parents were working?"' .
7.
, . .Do you, think cooperation is'home, in your neighboppod, ,.happen .if no one wanted to c
,.. ,..
,4 -UP ACTIVITIES: ,
-.: -4.,, daaing_
.
with Cooperation - Divide the class into groups, of ,,..
'---,.-:,,,, 6-8. Ns35each group to bring in the following things: .
'--,--
'-e-.., tvib-dooackages 0f-4,nsant pudding,..b, `one quart of bilk "ftr-..---. ...... ..- _ .
.:,
c, one- large mixing bold
14ortant in the- ciassrocim.,-and.in the world? 'What Woul.ooperate with other people?,
beat. :
114
. paper cups , . t .
'f . plastic spoorra, .=..,
.
. ; .
.
--- g. ,napkins . . ,f - -. .
-:-....
,:,-
aid-
'AL."- sprinkles cherries for decoration' ' -I- , ...
(''-- witilsrbups the importance, 'of cooperation within. . . . . . -
, ... ..,
the gr up to obtain .the 4esid rpslalt:. 1;i1A/2.(Nach-groujo "
a copy of ,the recipb tube, foitlowed. List pessible tasks
011)04: board- and suggest that e.4;5hgmitio decide on their. . .4
,-.-; 'tx,z6. diviidivision o'f,.i.ai)or." Stress that each child,0 to have =
a
f
a job.,
2. -Below is#
an milinished poem. fiaye 6111:idren form groups no*.
urger' than three and ;write a Sind r til; poem. The line'
-shoufd. be a grout) ef:,4wrt and%should tell about a way .in1'-
which -children. can cooperat4.
The paxentf we read about
All took -a turn
'rbm this _c
_ Their` thtid
3. ;
.
operatioh,
ezi could learn. . .
-
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CIREPT: Accepta e
PURPOSE OF 1.1S$01L Thk,purilose of this lesson is to tg-to leach. the ---
child *10 it is important to seek i tr a pactsgood qualities. Also, that krwiaking others feel
rood, le,, too, will begin .ti:ftel good towards
Ourselves.
VOCABULARY: exactly, team, playground, -accept, _championship,
. figure, couple, form, arm*, _super,- settled,ands, hoops
i;
:MATERIALS NEEDED: Piaster wail dart and individual. charts,' Urban
Neighborhood. a=
i -.*;
_-._,. -.,=
STORY: , .
-1
.,. _ I
-:it,- '."Pass t, quick!. Over -herd Sue!" .WOIDO! .f.
"Great shot,.I,Jenny." 1
"Thanks, Hedtor."i
_ "Okay, -the blue tai takes it out* Let's :go, kids.", - . . - ,..
.
1c ".Vinriy, dO I see what I think I see? No, .it couldn't
be. 7. tzh, er, is that basketbaLlgame going on over there-
being played with girls and boys?". _
'That's right Maria, that's exactly right; Not' only that
but whaioyou're seeing just so happens to be the chanrpionshipgame for coed ,city teams . "
"What is coed, .Vinny?""Well -Maria, coed is when
cze-ther on the same team."
"I didn't- know- that there were coed teams in spor.ts, Vinny."..
"Here comes %Tose now, Maria. It looks J.j;ke he's sitting
girls and boys are playing
.
4
.
out of the game for a few minutes. Perhaps he'cai explain it
-
a little-better to you than I. Jose, oh Jose, over here!". . .
. .
t 'Oh hi,Vinny and Maria."_. 1 .
"gose, Maria has a few questions she'd like to ask you.'.
'Sure Maria, what's upl" .
2- -: 1-- '
"Jose; I didatt. .know that there were girls paying with,-
boys right on the same team."
"Sure karia. You see it started about a year ago. Be-- .
causelithere's only one city playground with basketball hoo'ps
on it for our neighborhood, a lot of arguments kept goia4 on_ -
between the girls who wanted to play and the boys.whO wanted to_
play. What always happened was that by the time the arguments
were settled, it was dinner time and-no one, got to use the.courts.
Thii went on foracouple of weeks, until Jackie's older.stster
Julie _who'is th:6,...laYground leader,:came up to- us and said,
'I'Ve been watchIng,you guys and'girxs argue for two weeks now
aria noone ever winds up Playing. 'Wry don't we `all form-,one
big team ?` Well at first, Maria, everyone was against;, the idea,
the -girls as well as.tkie-boyse But j:dlie asked us to try to
accept each other. She said $o try it for Just two weeks and_
if ii didn't-work-we'would try to =figure oa' another. way."-/ ,
"What cy your anme i-accept,'-'Jose?". - . _
.
_
"Well, Maria,J 't.hic what Julie meant was to look,atrthe
way- someone plays.andjoulha'rd they, try instead of 'looking to 2
see if they are a girt or boy. Anyway, it worked great: We
have,a super champ&onShip basketball team of,boye and girls today.. .
and we all get to use .the basketball Courts."
"Jose=, you're = in. :. ." 410. /r 34
"Oh, Ilm in'them'gape)riow. . . got -to go. .$o `long Mariar/-
and Vinny:u ,. . ,
"So long Jose, and thanks."..
_ ,..
"I get it now,. Vinny:.
Everyone is happy-because they all.
learfied hqw to accept one another."
Swish!'
"Two points and we win, Yeah!",
ITV\ 1211 /
47rf
;. -1-
(
;
DISCUSSION OUfSTI011$: -2,.-.,
,.1
.-,
1. What problem did ae boys and girls_have,l.then they uent-5o,. -: :.,
the courts to play basketball? . .. -
_
2. What did-dale doitO- heir) solve the probIeM? -_'a, . .
3.--- What-is 11 called-Wilen boYs.and girls play on. the same.-4.
s
together? ,.
.
4. What dd you think would `have: hapnened.if thg boys and-glilshappened, .
4*
411,
-I*
T
srs.
7
air
had riot learnM to accept each othet?
5. Do you think it is always easy-to accept things?
Have you ever.found anythirig hard to accept? If SO;
and-why?
LOW-UP ACTIVIJIES:..
11. Accept He For What I Arcf - Have each child draw a picture ofIF I ,, .r V
himiseif or herself and ,then write a short story expressing. . . r
individtal likes, dislikes, special intekestsi.javbrite T.V...
shows, etc. _Each picture and description could be hungon_... ,- . ...
the bulletin- bord.T 7,-. -- 1._ :.-
2. Through class discussion, deVise a list of activities_that -. 4---,.--- , ._
- boys and girls can do together. StieSs the .importance-of.,._ .
.4.,_
what -
accept-ance.in order to achieMe succesS.
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CONCEPT:
FURPOg OF LESSON:
:::VOCABULARY:
*-
lecisloritakkg
The pvipoie- of this:losson Jo fo encourage
the Child_ only.41 himkettliit_TiOo if
'others.--when talk! .16:-the d vision
may have an effect -on --,puide-heskde oirseives.
Also when making decisions_ think_ carefully. and
feelgoodi about what you have :,dedied..
iestaurantt,.. difficult, .smorgasjidid
.MATE1i1ALS. NEEDED: Muster:wall:chart and individia( chags41_ Urban':
-Neighborhood.
STORY:of 2.
that :the:Walker family standing outside In,, . .
front cf.:those restaurant.4?". . "..7
. "yes, Maria, and it seems- as if they are n ure' gf
which one ,to go in to. sometimes it is very di icult to make
up ,your- M.i.nd. "._
re "I w-ant to et at the Chinese Restaurant over there, 'Had.",..
."yo way!' The' laSt time -we'lient to a restaurant you. got
irse,-,
.
we__:,
to ch the' one worild.eat 'at -."*- . -..-7.-. -.. .
-r.."I want" to eat German, fbodi.Dad:. They, say that, there is
. - --;a long- table _of al4different.kinds of .;dishes and you
..pick .
--,_ J . 0awhichever one you
.
want. I think they call it smorgasbord:* ,
-- .,-.. ...Oh, pleases",
"Childfen, Inute.., I think your inot.Mr
she wanted to eat at the Italian ;Restaurant- thik time. Gee
hbney," said :Mr. Walker, "there always seems to :be i:Probleux
-pleasing everyone."
. ip4 -
.4.
4.
.- -
.1"Deci-siong areyt baSy... to make,' Tom".said Mrs-.- Walker,*1' _.
-- -a ",but- -When itl,s 'a'fair one, Ilin sure _every- ode Will agree."...4
-..
..'_, s' -.': . Iiibat do you;_niean whet YOt Sai.!decitiots! ,- ieckiror asked_ . -. . - -alkefl. --.... f--...- -,--.---- . . --..-..-.-,_, .--...1.- -. ..t
cxsion, Nancy's is making your windup ,-asUp,-as th-what. you-...- . -.. _ ...... .. ...... .
are -gqin.g "to do,. In -our fani4y, the decisiot. we -have -to -Make-
--now is which. restaurant=_ to--eat it. ,,As- you get older, your clg--. ,
- i
''''''? CiSiOliS can bedonie-iaore difeictili: That is why, it is -so.imporlant to ,learn hOW to man 4tcisions. when you are young.' .
;An`othei ithitg that ii---iiapo'rtas.n-4 is to- always tr y to 'think: .
--' 'of what is fair for other'Reople, because oinetimps,,our de-.,. .
cisions.
% ..-
s hou l d n! t always; lust "please o%lrs e. lve s , is said d..
M, rs . Walker..
"' "That's-right," said Bobby- Walker. --,... ....
. ,*.,. . -.
"I., gUeSs since. I did_ have a chance 'to" "pick:the _last. tijne. .
we' went out- t dinner, . it hi512111,be ilanay's -.turn to,..deoide."
--.. "23Ve :come to' a decision!" shouted Nancy. "Since- Mom; doesitmolt of -he cooking, let's give her t.);e chance to decide wheremolt-:.she would like to eat,-.-"- f,. . - . ,
. "4 "That soundS-realiy-"fajx,".Said Mr:,*alker."
"Well,- family f " said -Mrs-. Walker,. "Italian it--is.--_, . --- i. .
DISCUSSION QUEST1ON$:.,.
.,- - ,. , . ,
_ -I.- What deasion did the 'Tialker iandly have to "make? . ....
.. AI , I
.
, 2:: Why. do 'you think; Mrs. Walker was choben to make the final _
t . . .. - decision? . ..
.
4
3. Did Bobby ,and Nancy think it was. fair for their mother to
niakethe final decision? Why?
Are decisions; always easy- to make?
. What things should you think about befOre coming toa:
A.,..4 sion?. ,.- - , 4.. - 4
6. Can your decision always please everyone? Why or why not?.,Di-sauss...
=7. What' decisions do you have to make everyday?,
. .
14)5,
G. .126
.
FOLLOW-UP ACTIVITIES-:. 4
1. One chaiacter in every urban ;story had a,- decision to nake.
Have-children look at their individual charts' and choose_
one character. Have them draw a picture of that character
and write a sentence an the.
he or she had to make.
Step Up ,to a. Wise. Decision
following:_ .
Identify the problem.a.
b.
c.
d.
I
picture telling what decision
.
- On a bulletin board, place Ahe
Thiiik of all pOssible waysto take care of.the problem.
Take each pbssible answer to the probleK and think care-
fully how it would affect' -other peb-ple.
After going step a-c you should now be ab] to make a
4
- I
wise decision, Write up on separate pieCes of paper
various imaginary problems and several possible solutions
ib each problem;. Have each child chooie a piece of paper,
go through the steps, and Select one of the decisions..
4:7
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.MA*BE NEXT TI*E!
yCONtEPI: EstabliiitingliialisficIndividualloals
PURPOSE Of LESSOW... -The_purpos6 pf this lesson. is to try to encourage.
the -Chilli- to: et' goals that. are not. imposs.ible.
Even when not ichiiving a goal, the chili 'should
try to feel gad about himself or herself and set,new goals that now ray' e within reach. .
.
VOCABULARY:.. I .comfortably
MATERIALS HURD: Master wall chart and inediyiduil charts, Urban
I
STORY:
Neighborhood:
"Maria, is that Lia Olsen -sitting. on thebus:aione?"
"Gee, Vincent, it does look like Li".. ',can't imagine' 6,. . ,
. Mrs. Olsen letting Lia ride the bus' all by herielf...She.does,.
.
seem awfully young." 'q. ,
V
"I'll show theft, just wait-. This trip is a breeze," Li-a%
said tQ herseltas she sat comfortably in her seat. ."What. .
,
acies everyone make such a big deal about. Eight year olds can
. travel along.' Who said your mother or father has to go with
f you? If ImisS my stop, I'm sure someone will help Me."
"It is getting kind of scary, 4.1 Lia said to herself as she
looked out of the window. "Why are alb those pdople rushing
about so much?" The streets were not really that busybut to
Lia it seemed as though a million people_ were hurrying about.
"Maybe it"is too crowd0"to gotod.ay,".4a said to'herself.
I bet it- will be..much less crowded tomorrow: I-think tomorrow
Will be a much better time,"
With a biTsigh of relief; Lia cljmbed gown the bus steps
,bn to the city Streets, 1080
131 :
N
DISCUSSION QIIESTIONS:
1.. How was Ida feeling as she sat on the bus?
2.. When did tia decide not to take the ride?
.- Why did she make- this decision?,
4. Was this a good decision for her? Why?
5. What would you have di:6e if you were.in Lia's position?
6.. Have yap. ever felt afrfld to try something bedause it was
'arnew experipnce?- Why?
7. Are there jobs or things you would like to do but are. not
allowed to do? What are they?
8. Why 'aren't you allowed to do those things? 411041)
FOROWUP ACTIVITIES:
.
e^
1. Write an experience chart with the class. Divide the chart.
in half. One half will be entitled "Things We. Can Do."
The other half, We Can't Do Yet." DiscuSs reasons
fbr list, entitled "Things We Can't,Do_Yet." (Age, size,
special skills; education, etc.-)
2. Class* Goal Setting - The entire class establishes a class
goal for the day or.following.day., This can done during-
morning discussion or at class meeting:time. .(walking more.
r,
-
quietly in hall, keeping room neater, etc.)' Dispuss.acCOM7
plishment or nonaccoMpli'Shmentof goals, stressing whyor
why not. .
.40
109
. 132
.
-
1
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-
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-
I WANT TO BE MEI=
tilligEPJ: -
PURPOSE OF LESS: The- purpose of this lesson is to try to, ihow the-.'
children thalmany. times we havi to in thinks .
-because we feel we can do them well nimatter
what 'otl!it people think.. Also try .to es4blish the
idea -that not everYine will always agree with vs
butt have to have the confidence to defend
our feelings.
yOCABULARY:. individualist, museum; injects, painti gt, artist
Master wall chart and individuar ibartik ..Orban
Neighborhood. 4MATERIALS NEEDED:
T,STORY:
"Where is Judy Hoppergoing, Vic?"
"I know, Maria, isn't that the Museum of Art?"'.1 . .
, "Yes, it -is Vic, you are right. I've never been in a. .
museum of art; have you:Vic?' ! .. '
"No, Maria, I haven't either. 4 guesi'I've been btisr...at _
. ,
''''
-:.i>",. .
, .
the play ground or doing some school' prqjects."
"Is that xeally the reason, Vic?,,I know for me I.don't
thini'I've been interested enough togo."
-"Well, Maria, let's takea closer look at Judy as she
goes in. ., . wit who's with her, isn't that her Dad?,. ;410'
I'll be!"'
.
"Over here Dad - hurry
.
up;.here,it is. ph come on Dad.
I can hardlywaitto get inside.",
"OK; Judy`, I'm coming. What's the big rush. Those
paintings aren't going anywherd:"
.
es.
OA.
tif
4.
f
1 -_
i
-,"I know, Dad; but Ilmjuit soexcitedtI can't wait to see
_emerytfhing.! - . -, .', .
..
"Judy is such a good artist; Vic".,*----Egae-1,s 'probably the 'best
-painter in ,the third .grade."
4 'You-know, Maria, you. are right. I remember the day
Ms. Stills, our at teacher, told us _how really beautiful Judy's
work was.*4 .
- "Yes, Wc, 'and ever since then, Judy his spent most her.
free time paintidg or visiting art museums. So many times when
all the rest of us are playing at the park, Judy just passes by
and takes trips with her parents to museums. .When she, does sit
the pa4t:-s4e pdaints;"
*aria, you're right. My sister has called.Judy many times,
to come .over And play,, i but she loves to do art work.",),
-,
- ;.
'"phe's such a nige. person, 37ic, we enjoy whatever times weA.:
,
have p2ay344iogethei." --°<:-..- , .. .
!7-01a know, Maria, Judy has told my sister that ,she likes. .
all her friends in school a, lot but she just .loves to spend tier.
. ,-iime painting." .- --c 0.
. - "Do you"thinli that's what as. Stills, the art.-teacher,' meant.
when;she'sai4 plat July ISan individualist ?"
"1 think you're _right, Vic.- I guess she meant that an.
in'ailiiatialipi.i's someone who enjoys and does' things that most'. .. ..711
people don' t but that even thoug4;their,lives are*different4 they,. . t 1
are still swell people." ` . .
.
. . A e.,..
"Well, Maria, I guess you might say that Judy gopp4r'is one / 4,-,...'
-cif the nicest.individuaiists.I know!' -
. '.-- . . .
"Oh Dad, please hurry," ;iudy.said. "Wait 1#1,1 tell Ms..
Stills Where I" went today:"
":"', ta nt. r, .
-
t
1. 7 lir.at did !Itidy 15.4ce4o do that was different. from what hit-friends kuce to do? -
iglyslid. Judy- like to go..to the art museum?3. Jndy spent most of,her time going to ntiseumsa;ad.raining-
iather.than playing with her friendl: 'Does that,meartriat friends are not imPort.anp to her? -
4. Ms*/ 'Stills called Judy an 'iiadividifialit.';What di& shemean-by this? -. '
-; -- .5. Do you consider yourself an individlialist-> Why or why, not?
.
,
f011.0f-UP ACTIVITIES: b
1. DO 'Your Own Thing Day - Teacher piits aside a day lahenchildren can be:themselves. iaea of being an individualis discussed prior to the date when this is...to. occur._
2. Silh011ettes - Materials needed; black' construction paper*filmstrip projeictor, white chalk.' Hang a piec,..of black
pager on a. 3.oise't door or wall. A 'child stands,side4ays in
.
, .; ,--1 --,.
frOni of 0-e paRer; Thq-light4
fram the filraseripprojector.-. .
_casts a shad4z on -the paper. This is outlined in chalk..and_casts6j
4 / AIWIcut out later,. . DiSplay silhotiette-s. around room or at-the:
4 Am' ,-,:.front -15f each desk. ,. e,,-,.., -.--.
}
.r
.
131
FIE
1
\-\
:HERE COMES: THE!Pt-HOMEWORK!
"139:115.
ICONCEPT:
- HERE- COMES THE HOMEWoRIC
Fiiendship! .
PURPOSE OF LESSON: Through the story and discussion the chili will
begin to realize thara #eid friendship is- one to-
b6alueds respected and shared.
friendihig, state fair
Master wall 'chart and individual- charts, Rural
Neighborhood.
,OCIBULARY:
ATERIALS_NEEDED:
"GeeI hope Jaiiie feels better so'n," Jackie said to
4erself ag-shekept on walking homes In JaCkie's hands were
books and-papers.- Not only was-she.carrying her own work but.
ishe was pretty loaded doWn with other boas and papeis:
)
"Josh, look over there. Isn't that Jackie.Mc Alester?"
"Yes Amy, it sure'looks like Jackie, but why i she so
loaded down with' books aild-papers?"
- _ua don't know, Josh. Let's go ask her.. Amy, Any Mc Alester,
you sure have a lot of papers and btokswhere are you going with
all that work ?"
'"Oh, hi -Josh and4Amy. These aren't all'my books. 'I'm
bringing Jamie his school work. He'S been put of schodl fqr a
long ttffe-and1 don't. want him to -fall too fax:Aaehind in his.
'work."
"That's awfully nice of you Jackie; it's not easy carrying
all.your work, plus someone else's," said Josh.
"Oh no, Josh; I don't think:you understand. You see I'm
really quite lucky to be able to be doing.this fior Jamie."
"Lucky? No4- Jackie maybe I ;don' uxiperstand. "
/
4.
_,
"Well you see I'm awfully sorry Jamie isn't well, but this
has given me one chance t4 show Jim just what a good friend he.
is to me. Isn 't that what it's ail about, Josh?".
"Uh,..maYbe still don44004.derstand, Jackie.
"Friendship; Josh," said Amy.. ,
"That's might Amy, iou've:got_it"," said Jackie.
"Sometimes 1 think friendship can be as much when you give,
to yourfriends as it can be
'Well, Josh and Amy, it
Gotta run now; I tore Jamie
When they give to you."-.
was awfully good to see you both.
I :would be there around 4:00."
"Okay Jackie," said Josh and Amy. "See you at the State
Fair next week. Bye.'
DISCUSSION OUESTIONS:-
1. Why was- Jackie bringing damijes homework to him' -
2. at did Jackie mean,whert she-said that she_wad lucky to be.
le fo.bring Jamie his hothework?
3. -D you think Jackie is u44,4.a good friend? Why? '
4. How Can you shpwyn.verfriend that he.ts special to yRu?!,y
5. In the" Suburban and Urban stories we,discussed what it,meant
- , to be adfriend. Can you think of anything else that makes .
,
. .
your friend, what would ieha
a person a good:friend?
6r If yort6icould do something fo
and why?
FOLLOW-UP ACTIVITIES:i.
1. Friendship
express in
classmates
Box - This activ ty, will enable the children to .
"vriting their thanks and feelings for, -friend and- .
(i.e.., a student recording a kind:.-dee.d ,and ex-
pressing his feelings about it, a, way kti say thank.youl.a-_ 0400
way 'to say, "I like you.") the teacher will &ei.up
labeled Our Friendship Box with pieces of paper aloillg tide.
Students may jot down their,feelings on a_piece-of paper and_-
drop it in the box. At the end oaf the activity- the .Vieces of
paper will be read and discussed;
1472
117
-
s.
2..t Friendship Circie - Each mantis. -a small group. of Childkenwill be in -charge of sending birthday cards,_ well cards;and recognizing any other occasions that-may arise. Through
thit the children will gain better'aopreCiation of being.thoughtful of others.
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.A BLUE RIBBON FOR DAISY"
CONCEPT:
PURPOSE OF LESSON:
Pride
Through- discussion the child will hill to get a.
better understanding of how one Ahould take pride
its one's:' accomplishments and respect the -acOorn-
plishments of others. .
VOCABULARY: groomed, proud, pridejilgeFilue ribbon
MATERIALS NEEDED; Master wall chart and individual, charts, Rural
. Neighborhood.
STORY:
. I can see it all now..... the jUdge walks up to the award
boct-th and says, "ladies and gentlemen, 'bolls and girls, it giyes
us greit pIeaSUre't; present this first place blue ribbon to
Henry Bally and As beautiful cow Daisy." Oh Daisy I can hardly'
wait. You .are the most beautiful =Q in this neighborhood. I
Just-know you are.. I am so proud of you.
,.1
4Amp,Jook over there:H.
w. , ":-"Wh'bre;.-Josh?"
"Over by the barn. Look at,Henry,Baily s OW is SO, .
,
well groomed." -. ,. , -0...
..n "011#.-1,45no,,gosh, it does seem that-Henry spends a lot of
his tim&-caLng for.the,cow. Da yoU think, it- will take. , - .
,
place.in the State.FairAmW.. ..
-Nell; Josh, I don't know how or what the judges are going,
to.be looking for but I can tell you one thing.". .
- "whays, thaty Amy?" .
"Well if they, are egkaileg out blue ribbons.for people who
ta15e the most pride in their animals, Henry's'got the first place
A.
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all wrapped up."
j "You know something, Daisy," Henry said; 7eyen if-you don't
take that silly old blue ribbon, just takihg care, of you and
seeing you'look sowell makes me one of the proudest boys I
knoW.." . .. -.
.-.
. "Henry ! Henry,Baiay, come on in-;-it's time_tb,eat . Leave.-445:-Daisy alone. I swear Henry, if you brush that d'OW-bne more time
t _ .
there is no telling what will happen. Collie in and eat your
lunch-now.".'
"Ok, Mom, I'm ,coming. See you later, 'Daisy."
Henry started toward the house. If you looked hard enough,
you could see a smile on Daisy's face. It was as though'she was
just es proud.to be owned by Henry Bally as he was of owning her.
DISCUSSION QUESTIONS: ,
lu What was-Henry doing to his cow? Why?
2. Was Henry proud of his cow? How do you know?
3. If Daisy doesn't win'first.place in the State Fair, do you
think Henry's feelings for her will change? Why?
4. .Do you. have something that makes you very proud? What is It
and whyere your proud of it?
5.. In the Suburbareneighborhood, Mrs. Kiley was,-proud of hei
, flowers. In the Urban neighborhood, we saw the children being
proud of their art work. Now-:in the Rural. neighborhood, Henry
41,
, .
is very proud of -Daisy. Have you ever done anything to make f .
... -
A
,
people proud of you? Tell about it. --i,
,
feil01-UP ACTIVITIES:, 1
1. .Pride in Plants - Each child plants a few seeds 'n a container:- .
Each child should take pride in caring for hiss-plant and
shOUld'aito respect' his clasgh;ates''plants as well. .,
2. ,Taking Pride in Our Boas -,Each child will make,a book cover-4
for a book he would like to ken neat and clean,. Hopefully
this will help to instill in each child a gense of pride in hi$,
44
f
.
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-personal belongings. Large brown paper bags cut open and".
fiat work,well. Each child will decciiiia.bag with
crayons, etc., and Mien cover his book with it.
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-WATCH OUT!
CONCEPT: Responsibility fir One's OM Safety
PURPOSE Ut LESSO This story -should help to develop a sense of
responsibility in'. the child for his own safety.
.VOCABULAir . honber, dangeroms, sharp, power sawqlrober
Oka,
MATERIALS 'NEEDED:" !biter wall chart and individual charts, Rural.
11eighhorhood.
STORY:
"Hey Josh - did you know that' the lumber we use to build.-,
vzi.th was once 'a tall-tree like the ones over there?"
"No Amy, I.didn't. How do they cut those big trees downy
so that they became.lumberlf.
"Oh _Josh, 'there 'are bid power saws over at the lumber
mill that cut them up. Come oh:' take a walk over to the
mill and I' 1=l show you."
As Josh and-Amy were getting closer to the mill theysaw,
a .boy and a, girl standing near tpp big .power saw. -"Hey you
guyi," dried Amy, "you shouldn't get too close to that power
saw.. It's awfully sharp and can be very 'dangerous."
'Who'd that coming, Jtidy?" asked Timmy Wiek. "She-thinks.
she is so smgrt. I can get as close to this old saw as I want
and nothing will happen. Here, Judy, just watch this."
Just as Timmy started to walk very, very close; to the .saw
he heard two, men who work"at the mill talking. They were just
aqout'to flip on the switch .arid start the saw whenithey saw
Timmy.so close. ",Hey you, over there."
"Who me?' said Timmy..
"Yeah you," Said oneof the,
men.'
you're too Close.",
I
124153
"Back away from that saw
-0,,r001.1
AL z
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'Okay, pkay," said Timmy. As Timmy stepped away be said
"Well, er, okay Judy, maybe it isn't too safe to get so'clbse."
It sure isn't TimMy," said Judy.
"I was pretty lucky those.men:saw me: I'll never get that
close again. Next time they may not notice me and I could
really get hilvt!"
' "I sure learned my lesson," said Timmy." With that Judy .
and Timmy started for hdme.-
. .
"Well," said Josh, "that boy was lucky, Amy. Maybe next
time he won't get so close, Amy." .
"I hope so Josh, and let's go too.".-
DISCUSSION QUESTIONS:
1. What were Judy and Timmy ,standing next to at the lumber mill?-i
'2. Why did the ,two men"'yell at Tim* to move away from the.._,
power jaw?*
3. Do you think Timmy was wise in going near the power saw when.
tt was off? , . . .
.r . .
.
-A.s What`lesson do you think Timmy learned froM this experience?% 1 ,
5. What other pieces 6f eqdipment would -it be -wise to stay away .
from? Wily? .. ,
. ,
6. If you saw:anyone too close to a dangerous pieCe of equipment
what would you do? 'How could you help them?.
'7. Have you' learned a lesson- from this story? If ao, what is it?
F0110WUP ACTIVITIES:
1. Children cutout magazine pictures of pieces of equipment,
like the power saw in. the story, and mount theft on large
pieces of construction paper. Give each poster a title and
a. few safety rules that should be remembered when pear each '
,.. ,
piece of equipment.' . - -
. .
2. 20. Questions - A child, thinks of a piece of equipment and
giyes.the class clues to help them guess what li's thinking'7, '
,
- of. The.cluesshould,accurately describe the equipment
he's thinking of. The 'child who gueases the answer gets to
give the clues the next time. 1
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FARMER. GEORGE: JR.
155"
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FARMER GEORGE, JR.: )
'CONCEPT: Changingfapily !leids
PURPOSE OF. LESSON: Through the story aid discussion the child 'Will
begin:to realize that the midi of a. family
change and decisions Jost he made to. meet
.these changes.
- "VOCABULARY: farming,. tractor --
MATERIALS NEEDED-: Master wall char! and individual charts, Rural
Neighborhood. .
STORY:
"Gee Amy, isn't that George Madison out in the...field on
that tractor?"
"It sure is josh. He's been out there almost everyday
now." C7-1
"What do you mean now Amy? Has Geoige,Onlybeen doing this
for .a. shorts_time.2.-)It seems to me as though i can always remember'
seeing him out on the farm doing some kind of work."
"You're right, Josh. George.' really does enjoy living on
ajar= and he always has been Out doingome type of work, put
things in the Hadison'-fimily have, changed,. Josh."
"As I remember2nOw, Amy, Mr. Madison died Aottoo long agog"-'
"That's right Josh, so George, who is the Oldest ahild,in
the family has been trying,
to do a pretty big- job. George
-George canlyouhear.us?" .
OV
.,"Oki hi Josh, hi Amy."
"It's go gooa to be able to talk to you, George. We dont
see much of yoll these days."
"Iknqw, guys - I'm awfully busy. My.
family's needs changed,...
when my dad died A few months ago and now'I do i lot of,,things)
that .I5didn't do before. gut you know,. Amy and Josh - farming, 0
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is really great. Ire is a lot of hard work, but it's all worth
'it. When you put a.. lot of time into the things ysmi do, like
farming and begin to watch things grow, it's really great., My
family needed me and I'm jtst so glad I was able to help. Oh
and another thing, just look - liook o15.er there. I don't do
everything by myself. We live in the greatest neighborhood
around. Just look over at the barns."
As Any and Josh turned to look, George juImped back on the
tiactor, waved so long, and with a big smile began to pinish
his work.
liSCOSS1011 QUESTIONS:
1. Why 'has George been doing more work on the farm lately?
2. Does' he mind doing-this extra work? Why?
3. Have-you ever had to take on another-job in your family"'
Why?. -
4. ,In the Suburban neighborhood we saw hov., Mr:Miller met his
changing family needs by talcifig on a part-time job. 'We have
just seenhow George met. his changing. family needs.From
. this we can see that family.needs.don't iikays stay the.
.
same.' Can you think *If any' other family needs that may
change?" -
FOLLOW-UP 'ACTIVITIES.
1'1: "What If" ....Box - A bocistet up with various changes' that'
could,tke-place within a family. Examples: a)' what if
your'.older brother wasn't able to take out the.garbage and
you were asked to do it? 161.. What if yourmother has apait-.
time job .and wasn't able'-4olbellome in 'time. to make'dinner?. ,
;What would you do to help het,
1111..-
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011.1.1".."61
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"PAINT!" WE ALL CRIED..
CONCEPT: Yilunfeer Work
PURPOSE OF LESSON: Through the story and discussion the child will
begin to appreciate those who give their own
time to service- manvais is done jut, because
one. gets pleasure out of doing for others,
contribute, volunteer, neighborhood .
Master pall chart and -individual £harts, Rural
Neighborhood.
.VOCABULARY:
MATERIALS NEEDED:
STORY:
What were. Amy and. Josh looking'at,on the Madisdn Farm?
"Oh Iget it!" cried Amy. "Look, Josh, - just look at the -
Madispn's barn." =
"Mycgash,.Amy, all_ those people! Bo_Ys and girls, women and-
men. It seems like the wholeneighborhood has a-paint brush
in their bands." .
"Hey'gang, what's going on?"
1.
-
"Oh hi Josh andAmy - grab'a brush and pick yotu:-Ispot:7--
"What's everybody, doing, Susie?"
"Well it's like this, Amy and Josh. After Mr..iiadisbia_l
died, everyone wanted to help the Madison family in'Sgte way.
But hog'' could we all contribute?. We 'talked and thought and"0 4-- . :s
talked arid finally after taking a good look at the garn the
idea hit us.. .'Paiut!''we all cried. j 'What -the Madisons need
Ap
is a fresh coat of .paint on their barn:"
."I get it," said Josh and Amy. "What a great Idea and
a wonderful way for everyone to volunteer themselves."
"I'm sure tlie..Madion family will never forget what their
neighbors have done to help them," 'said josh.(
130161
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3
"Well, Josh, Any," said Sus.ie, "we think we're the lucky
ones. The, Madison needed help and here we were!..JUst call us
the Voliinteer Neighborhood Painters!"
Everybody dipped into the pant calls and loaded brushes
with paint. The barn began to lobic like 'new. Over by; the house,,
'Mrs..hadison-could"be seer smiling with a thankful grin!,
DISCUSSION QUESTIONS:. -
1. WAIT were' the neighbors painting the-Madison's barn?
2. When, Susie called the neighbors, "TheVolunteer NeighbOrhood
Painters," what did she mean by the word "volunteer"?'
3. Even' though the neighbors weren't being paid for paintinga
the barn, they still did it. Why?
4. How did Geoige's family feel-when they saw their neighbors
bowing to paint their. barn?.
. 5. Who can rersenbeg who the volunteer was in the Suburban
neighborhood? In .the Urban neighborhood? In the Rural?
What were these people doing that was the same?
FOLLOW -UP ACTIYITIE&
1. Draw A Movie ;- Have each,child draw a picture of someone or
a'group :of. people doing some sort of volunteer work. Mount
the 'pictures on a longpiece,ok craft pal5er-(wrapping paper
cmay'be used), placing one picture next to another. Each
picture may have aosentence of 'explanation with-it. 'This:
long piece of paper with the drafAngS then becomes the film.'
Thid can be- shoWn on.the overhead proJector..
2. I'm A Volunteer - Through a teacher-directed discussion the.- -
' _class will- complete a list of ways in which they,can volunteer. .
their time even as second gr4ders.
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H AR YE HEAR YE!
-132
1f3
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ColICEPT:
PURPOSE OF LESSON:
'k
VOCABULARY:
cMATERIALS NEEDED:
HEAR YE! HEAR
lob Responsibility
Through the story and discussion the child will
realize that any job which is being performed
should be done to the` best of. one's.The concept of-pride is also incorporated in
this theme.
handcrafts, quilting, intertiewsl typewritei, grin
Master wall chart and individual charts, Rural
Neighborhood.
- "And Mrs. Jotinstead, beside the quilting contest, what,
other handcrafts of cooking contests arp going to be presented
at this year's State Fair?"ts
"Well, Carolyn, we'are going to have a pie contest,. a. 1.
blanket making contest, and for all the boys and girls ad ice
cream eating race." e.
"Ice cream eating,, that. sounds super. It certainlx: sounds
like this year's. State Fair is going to be-even bigger and
better than last year's.. Well, thanks so much for all your time,
Mrs..Johnstead. All of us at the Town Paper knOw how busy your
group has been putting the fair together.
readersare. really going to enjoy learning
liear's.fair!"'
I'M sure all our
about the plans for
"Yes; Cakolyn, I'm sure they will, and don't forget to
mention the ice creameating race'!"
"Oh I 'ould never forggt that, Mrs. Johnstead, and thanks
again!",
133- ,
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4
,
"Josh, isn't that Carolyn William Over there-speaking to
Mrs. Johnstead?" .
"Yes Amy, thatts right. Carolyn has.been working for the.
-town 'newspaper- now .for two months, Amy.".
"She has? I.dildnit.know that, Josh. What kind of work has
--she been doing?" .,
"Well.Amy, she's been interviewing pe8ple_abbgt' the State. . .
Fair and.writing the interviews<up in the.newspapar
"Intetviews? I don't think I know what'that means, Josh."
"Well Amy, an intervievvis when yog riifestion someone and
write, down the answers. Then you put them all together in a.,story that you think people wilafind interesting to.read."
"Oh, I get it Josh. She seems to be so busy; though.
.Every time you see her shs is either speaking to people or.
sitting behind a typewriter!"
"Well, Amy, Carolyn loves her worand enjoys her new job.
She told my older sister Terry that being able to work for the
Town Paper was-Ahe greatest thing that ever happened to her.
She. said as long as they were pleased with the job she was doing
she was going to do as much as she could to make this town paper
the best one around."
"Well Josh, it certainly sounds -rike.Cakolyn is lucky to
get the job. And it sounds like the people who read the Paper-are
going to really be enjoying it these days. ".
"Yes Amy, you sure are right!"
"Oh boy," said Carolyn, ".1 can't wait to run this story off
on my typewriter. Just wait till all the kids hear about the *,'
ice cream eating rice!" Before you knew it,, there igas Carolyn
behind hertypewriter with q.big grin from ear.to,ear!_ -
DISCUSSION QUESTIONS:
1. Why was Carolyn interviewing Mrs. Johnstead?
2. Do you'think Carolyn did her job well? How do you knOw?.
3." AS'a reporter for the town paper, what were some of carolynts
. f:.. .
responsibilities? Did she enjoy.meetbag these
bilities?,-
4. Do you think Carolyn would keep her job 4..f she
respondible perpn? Why?
If you like what youre doing, do you think you'll'4oa5.
good-job? 4
respcnsi-
.
was not a
6. -If you don't enjoy a'particular Job sHoUld'you do it to the
best ofNpur ability anyway? WhY?
01110W-UP ACTIVITIES:c
.1. Draw a picture of what the ice
like.
cream eating contest was
2. Class Newspaper - The class compile-s a.list of"possible.
interview quebtions. (favorite hobby, lik4s, 4iqiikes,
number of famil'imembets, etc.), The teacher divides the-
class- .
class into groups cof two, one person within a group inter-.-
, _.viewing the other and vice versa. The interviews are then
.
written up and compiled into a class newspaper%
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THE T07 SPEAKSS-i-Olt f
"C Elj: Neighlikkood Pride
PIERASE,OF LESSON: This story and discussion shoed begin to :,This
a seise .of-Pride in the "dace:4litre
one, lives and in ,thotstivio shire one's ;
neighborhood.
haltmerl'stilligers, state fair, gazebo, annual.)
Master .wall chart and lindividial charts, Rural
. Neighborhood.
ir
I
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VOCABULARY:
MATERIALS NEEDED:
STORY: .,
"Josh,Amy, gotta few-minUtes?".
's "Sure-, what' s up?\iw
. .AslJosh and Ainir got clos, to, the town gazebo, all they.
could-see were, paint brUsha brushing., hammers hammering and... ie
colorful floweig ;being planted all, over. -1
4 ... .....
. a "Well,* said :-"Amy, "...I've seen some ptetty towns before but ...- i.1
when., you; ,guys finish, no town will be 'ibl-e to` top. this-." -
"That's _it, Arair;"-VU.d Johnny. OkConnor, "that,'s just what
. .we hop,eihappens." a, - , : . ._
. "Now wa!,pa minute, Johnny," "sa id Josh, "that's just: what.- ,., --you hope what happens?" '' , . ,,,,,,,
.......,- .
"Well Jo sh, as you know bur annual State Pair is. going to ,
. , -
take place in a few weeks:"- , .
.
...,.
"iessJerhnny, I know -that, hilt so what ?". .
"Well ybu1 also know tat people 'from all over the state.
come to our town.,- not just the folks in our neighborhood." ,.out. .
,
*ries Johnny,. IlknOw that too," said Josh.,
"Well we are pibtad of our neighborhood, and 14e enjoy living
'here and we want everyone, who comes linto.oiii. neighborhood to.
, ,,- ......-, ,
- know that.'" i. 131 '...
171
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. aa,
-"'. ' 'Gee Johnny,' I still don't really' understand what that
has to do with all the painting, fixing, and fit.wer planting,that Amy and I see going on." -. ...A.
(
"'Welt Josh,. it's like this - we thought that trhere was no, better way to show strangers how pr 'tire are of our nei4hbor--........-- . _ . ._.
. hoodithait just letting them see for ithemselves."', 'Ob. I get ,it now,' said Josh; "when all these foflcs tcame.
-.
=- into otir neighborhood tO be at our State Fair they'll be able ..--....
4". to see how proucf. we are- of the place in whi-c1} we, live by the-b4ai.ita. way it looks .'"41. .
-
. :L.:That t Josh. Yo32 might .say that the town will speak.
- for itself:" ; --,., .2
'"Speaking for itself, ,lsh,gi cried ,Amy, "stop speakingand grab this ham:tier!" .
"Okay,,,,I'm coming Amy." And with a pat on the soil, Amy-., planted another -colorful flower: .r
DISCUSSION QUESTIONS:
1. Why were the people in the t an working so hacl to make. itlook nice?
2. Do you think they were proud of -the town they livedHow do you know?
3. What is meant by the ,title, "The Town' Sp eaks. for Itself'? ,--.a. Itself'? ?
.What did the iiecipl who lived in the Horizon House Abartinehti
. .in the Urban neighborhood dp to show' pride in the place an
.,which they lived. ; ..5. Is it. similiar to what 'the people did in.' the rural town in.
this story? If so,: I-low?6. If you take prj.de in your,_heigribc5xhoOd,, how, can you Show it?
FOLLOYI-UP ACTIVITIES:- I. . .
. . ,.1.. Pride .and' How fete Show It - Cut a slot in the top of a shpeliC);:, decorate, e:i.:t'.-and label .it, 'Pride and -HOW, We 'show It."
.
Writp ways of taking, pride* in ,caring for the ckassroora on_.-.11V.ps. of _Raper and drop' it into the box. Example; -Please
,:-. 1 ,- .. . . ,
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138-172 . :
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. .:- pi 14p scraps of paper on' tine floor and throw they ,asiay:.
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.
-la bas free time he nay tae a slip of papek.
.
from the box and do the job that -is written on th- e paper.
This way he is taking pride. in keening his classiobm'ai.
neat as Possike.- 't
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- DINNER TIME!
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. pifekPT: ..
.Joi'llitilfility .- 2: , ..
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:SpoiE .Of LESSON. Timer Ike start .41 distsssin!, the lid.
. yo r4lIzc, that -with Ztack, ale .-cpes -oariins-
4
. ... - jobs :and responsibilities- and:sive jeks,tannot---
. ke prinronedAitil at lit teglireineid is met; :.. ,
YliCAOULARY.1 tractor, operate -. .. .. .-..- ..- , .
.. .:' ' . - .... .-
MATERIALS NEEDED: Master 'wall' Chan and iiiiiidial eiarts, !WA .*:.: ..Xeighborhood.
. STORY:C.
4-,
: k .
- -Oyer' by the Madison' s barn, one could see*" a.).1 the neighbOis.painting, :and there, -stabdimg 'among ,the hens, .wai Frank 1.1s.aison's
4 . . 0/,''younger brothel Lonnie. . . .., . . 8
. _. ... _.
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"Okays, hdr.e, yop 'old hens", -eat. Boy, -Is 'this a,babyl's ,39b. '4: , .- n .. .-,.. -
Anycithe- could just' stick a han-4 in't..hi fig and throw_this seed
..-
:-.. ..: -
.
.'t. - around:. and I iear..anypie; could old-silly', 'hen's. The job. if really)Waneis, runnibg the tractor like Frank3-. .
'That 4s the job that really *counts Aver 'since "Dad died Frank. 'n. . , .
does all the groWn-.-up work and .I.only ket.thd jObs ..nobody else. ::-. , 4. . . .. . -. . .
Iganti. When I asked Mom, if 71., coulGI. -rtin-thp-- tractor,, she said'that -I was too young for that -job: She tried -to. explain thatthe jit:s I 'do are jiit.,as important; as F1'ank's. .Ws,-juit','that 1
. , -,
-
you have to be Older and a ,little' bigger to operItira traCtor:. Weil maybe she is'.rightettIionnie.thoUgh to:,hiiiiielfsit-, -does
look like lt":s pretty hard- to keep ,that 'iractor, straight: Tben.z ..,
, , too," Lonnie said to himiele, "if 'I:didnl.t feed the hens; whekewould they 'get .their food\from;..*anci ..tf,i alan.'t-,gLv'd-stlieico,.;S --;. *- .
,dna horses their, aiiiner they Woutd ge-t4;eai. sick. "- '
."Yaii knowr'="Lonn.±04si,ghect n. think I.4et what .kom was ,i ,i, ,-- .
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3_7 - . . ,ftrying to say. tvery job is 5,,;sapopta.pt, it'S jUst :that, some,.jobs ;
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need older -people and some need ydunger ones.:'. bonnie; want to, go for aride on the tractor,' .-citue-a
. Frank. 'This way' `when yoii Jget a' bit'-bIgger you'll take right ts
.
- "Okay Frank, great-- see y-oit hens, see:,
you guy-S---at dinner.
. time.' re, c -
A. quick jimap and Lonnie
.Frank. But he felt proud 9f.
important 'they were too.
DISCUSSION QUESTIONS:.
1. What was -Lonnie' g job?
sat on= atehing-ti
his civil' jobt:-for he knew lio
I
At the beginning of the story, hcrs did. Lonnie feel about his1 "job?.
Did his feelings change towadi the gild of -the story?. If
.
so, how?- ,
Art
...., ,
4, Are Vie lobs that eight -year -old ban justust as i tfaport4n., . -, - - ... - . . .
as the -Solis' that. oidek peolile do?.. -.Why?' ..
.
5. may ,be too youni.for a certain, joki-now, but you, hay be. .
-. "41e tii. help, the persan'who is __doing; AA. How? -DO you. think. :
.
you would learn anything by.4oing!thise? . -7. . '
FOLLOW-UP ACTIVITIES.V
G s4
- . a'4-1. Classified Ads - Have each Chilsl_bring,,iii thi. classified ad
section Of a he spaper: Read i.h.ddiuss the -for faa- t ,and ---,..
idea of, such ad. Then haiie,eaCh cl-i-ild. litfie .a "situation,% . ,
wanted" ad for himself:- Included Should be---th,e :type_ of work. .
.
wantea And what s gualification-are.i.s : .
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0 MDNIP
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1
re CO-OP FRUITS AND VEGETABLES
CONCEPT:,
11111POSE, OF LESSflL
YOCABUtARY:
MATERIALS ;NEEDED:
STORY:
Cooperation
The purpose of this lesson is
begin- to realize that people really di sea people
and when we -share jobs we all unfit.'
noticed, produce, rent,: dare; co-op, miiskes,
Jettnce
'Master wall chart, an indiridnal*charts, Rural
*.Neighborhood.
#
riJohri, John SwensOn-,. over there..
!'0k457 Sam, here it opines." '
Back thetrucktria here. ".
.."Josh,. take a .look over there,." ... N, -,
"Wow Amy, that truck is loaded.-with the _most beautiful
;looking vegetables, I'ye-"And Josh, lobk at
every seen." ..
the stand,' did you ever see strawberries.. . .
that 'site ? "`_'"No Amy, can't say I did. But what's going on? ,i never .
.
noticed a fruit and vegetable' stand in that part of town before.. 'N .
.bid you?" , , .
. . ."No:. josh, i haven't' either. ", .,"ph Amy, Took lit, _there. ,See that sign, 'it says ,C0-0P-MARKET:'
FRUITS &" VEGETABLES. What does that. mean, 'Co-op' ?" .
,"I don't know,* Joslf.' Let's walk oyez and ask Mr. Swenson..Maybe he- can us what thj.e.!..L.st all about.I "
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"Mr. Swensimil - excuse, us.".
14,
"Oh hi kids - hold oni 7'11 be with you in a =Went.","Sath, how do you likethe color of this lettuce ?" '; i
"It's just beautiful, John, and the Size of those radishes:fo
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itve never seen any as large and red, as those. They're just'
great -.have the kids Unload andlput them out on this shelf:';
Sam.'"
'4
, "Okay kids' -.Wha's up?"'
.°Mr: Swenson,' said Amy, "Josh and I just noticed this '
A
.1.
beautiful `fruit and-vgetable standl'''When did it open and:what:. .z..,
"does.a vco-op' .stbie.meann-.,
"Well, Amy, tp'anf.Wer:yoUr first question,we'"just.cciened. .'
two weeks' ago and a co =op store is asstore Where all.the farmers,-..
,of the neighborhood bring whatever fruits and vegetables we. . V 4
don't rend to the big grocery.stores 9nd sell them here at our.
co-op.' We all chipped in to rent the stand and store and what-.. .
ever money we make from our sales we share'among us." .
. / ..
"Gee Mr. SWenson what a swell way to sell your fr&ts.and,
0
vegetables."
"Yes Josh, it certainly 4, and the greatest part is that---
all the men and women who run and work at the co-op store seem.
to.he able to cooperate beautifully_and-really enjoy.their.work."
"Oh by the way, Josh and Amy/ we,who work Imre at the storeT
9h
afso heive many high ;school boys' and girls wholllp las load'the.
shelves and sell-the prodube. This way they get a chance to earne
some money and hopefully will' learn the true -meaning of the Word
cooperation:"
"Well .1:1.means 'working,
Swenson, yoli'Ve%certainly s old us! If cooperating
sharing, and helping, it seeds that !thi's:neighbor-
-.hood cooperatei in everl;'senseof,the word! "'-
"pr. Swenson,,excuse me'." .' * -
.
t "Yes Mary1"
4
04 .. t
"How, much is till watermelon?" " .,
",
S1
,"Gotta run now kids - customers need he),.p - see you'sooh.'
't $11
"hanks for your.time Mr.'Swengon, and tilanks.for',makinq.-
4
bur neighborhood 'special!" -
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piscinsioi QUESTIONS:... ,_
0 1. ,What did 14r. Swenson say a "co-op store" was?.- - . -
2'.. 'Why did, the farmers 'decide to have a co-op. store in their. * 7
town? Do -they all benefit by, it? - .
.3. What happens to themoney that is Ilialle selling fruits And,. . . .vegetables at the ,corop store?- . '
.4. 1.
OW
4. . Who Inorks-- at thy` CCYCID store besides the farmers?Who else beside.s -the faxmersisene_
in the to.67.)43 "hay.? .
4.
How does' coopereton'help make this co-op store
. .by;having:the store.success?a. suc
,. . . . ..If people-cooperate with each other, do- yogi Ulink'th. is ,makestheir job easier?. Discuss.
8. boyoti, cooperate at home? in wha
1011.0*-1.1P.
ways?
1. ?Our Class Corop - A group Of child en1' e
or voluntVer). will act out the pio -ss
selling produces, and sharilig profitstress the idea- th*at "cooperetion is
2,' How to. Cooperate -z Thiough Iceeping,asee the manyways he cooperates hhe performs is an important one.. Theeach child theil.fo4.lowing
. .
(appointed by teacherof setting "up a co-optThe teacher should"',key .to,success. ,-
chart, ,oachi, child will*e and .that every job .
-teacher will provide3 W.
,
, , Hew I Coop,
O,
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JOI Moe.r-Trig. . Wed. Titers. Fri. at. Sin.
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-Name, .. . . ..,
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,Piior' to the child's use of "thit chart, 'the',dismiss -and clarify possible' ways ...rn Whia. a"a
, . -
te Eat home. . -.. ,$ ,, .
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eicher should,child may cooper` -4,
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THE ICE CREAM 'SODA
tql(CEPT.: Acceptance
PURPOSE tif ,LESSON: ,The purpose of-this _lesson is try Jo., teach
the child that it is important fo elt. out a
person's good qualities; Alio, that' by joking
others .teel good,. we, ;too; will begin to feel ,
VOCABULARY:.
MATERIALS NEEDED:
good towards olliielvesr ;...
phaunacy, introduce, fountain
Master wall chart and individual charts; RuEal,
.Neighborhood
"Amy, do you see that man standing in frbnt of Mr.7,
Zane's
1
t
pharmady?.
.. .
"The one holding the little girl's hand, Josh?".
.
-"Yes, Amy. ,Did.you ever:see him before?" '.. f
. . ,
"No, Josh, Idian't And I wonder what he and Mr. Zdhe ate"-., .
talking about." .
0 -
"Well, Amy, bake walk covet and - introduce ourselves...,,
Maybe his daughter would like to meet dome otheF girls; maybe. .
we can'help.". ,
. 4a
.
As Amy and Josh were walking over-tbwarethe pharmacy they
.. could%hear Mr. Zane. "..aild'asj said, Mr. Morgan, it will be . .
.
our pleasure to show you hoW to make an icecream soda. With '
-.._ .
the State Fair cominq.ina.feW weeks VII need allthe help 1;.
.
can get, especially at the fountain. "Ice cream soda always'
seems to be the all -time favorite at the fair."; .
,.-. "Well,-Mr. .Zane,'± cah't tell you how much-1 appreciate .
f4 thig. It's:difficult enough moving into,-a, new neighborhood'
But being accepted and helped likethis makes 'the change a lbt'-. . * . 4 ,
easier."-. ., a
.,.
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"Oh, Mt. Zane --Mt. gailew4-
"Hi Josh and'Amy. Where are you kids headed
-
"Well, Mr. Zane, to tell, you the truth we were-co ng over.
here to meetthe new neighbors. _Maybe wg can introduce the .
------; i , - . . ,
.new:girl.to somefriends.".
"Why," said Mr. Morgan, -"how very nice of- you both.
,nam6: is Ted Morgan and this is my!daugyter. Nancy',"
"Hi, Nancy," said may:1
"you know, Mr
liv-ing and yorking.
. Zane, really think e're going to like
here..",e
'I'm' sure you will, Mr. Morgan, and don `;t forget tomorrow
-at 7 a.m. for lesson number. one in-iaakirig -4-kae-4 Am sodas..
- "So long, Ted."' n-../.--*--.-, , , -
. .. .
"See you tomorrow morning, Mr. Zane, and thanks Again."'... ,
*
1DISCU ON DUESTIONS:
l Whit were Mr. Zane.and Mr}."Morgan talking 'about?
2. ;ghat did Mr. Zane offer Mr. Morgan? Why?
3. Whyaould-Mf.sZane:use more help at4the'fouhtain in his, . 2
pharmacy?
4. Mr.,: .Horgan had jutt moved into the neighborhood. How do Y01.1
think Mr Zane made him feel?
5../,
.
NancyRforgan was0also new to the neighborhood. What do you
think the children could. 46..toimake her feel welcomed?
6. What do youthihk it means to accept someone?'
7. Do you. think it's important to be_:accepted? Why ?:'In what, 2.
1. New Child - One child role-plays the part of;jnew child, to
ways? By 4-who?
FOLLOW -UP ACTIVITIES. ,.
the classroom. Tpe
out what they-would, I
or 'her feelwielcomed.
also.be role-played.
-
rest-of the-alasstl (or small gredli) acts,
do'to accept the new ohilfpand.malce-hip
New ,child A the-neighborhood can
149"
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Aw
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z
YOUNG DR. WELLS iigci 3ES
. z
CONCERT: *PI
:PURPOSE. _LESSON: Tifif e- itrisse-if 1 s fessitTs-,tor"lry to weir-age-the. _child to think tot oo# it timjfeli hot :-
.,
also of others when milk a -lecisioo, for: iicisioos may lute- effects to people beside
. 4PselOt. Also,. Ow lain decision Alink
Os carefully and tut good; algid what you have
If ... decided 1., . ,
. triCAOULA-Y :--
,
shingli, decisidn; difficult, M.D., patients,. urban
community .. 6 .
riATililkli NEEDED: Master wall, chart and individuaLcharts, Rural,:,.. :
Neighborhood. ... .,..,
STORY: 1.0As Tom'Wells was walking bAck to his offiCe he glanced
at the shingle outside. It read: Wells M.D. ;
Dr. Tom Wells, N.D.
- "I can remember the day that Dad: hung that shingle up.,"
Tom. said to himself. "How proud he was to be able,.to..istA my
:name under his and to have -his sqn being a doctor iitk hime,In
this town. But now I have to make a decision. This dediikon4 .4
is really gbing to'be difficult. It's not that Ibwen't en='
joyed being a doctor in t4.1. "s town, and It's not that I'won4-e
continue to enjoy "it,. it'eidit,that-I wbuldlike to try..--;.%something-W.-AI Would like-to work in a big hospitial4in an
..---z:...-.. - ,
Akbari bomniunIti, and see what, that's like:. I know I won' t2. 7 , .
4etto know the patients as well as I know the patients here, . , .
. in this rUrai-neighborhood, but the idea bf:working in a city
.
.
hospital is ex-Citing too.' I'm sure they will have,all,the" ,
. -o 4
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1- fxe.ifest inichinet-and the hu-stiand rustle will be a big change.But; Wari -a minute - maybe the big change isn't -what- I'm really
.
4199k:ing for- -at- all. If 1:: eft this town I moule be leavingeVeryone _and. everything Iknow, so well."
.
-"CAW- Tpat sighed to hizaself, 'decisions are so difficult ,°. .3...to 'make. 'll just have think some -more -and try to come toI e.. .4)
. . .-; '.-,thebest answer I can.' /i .
--....., '719m.- -oh Tom.," called-William Wells. Dr. Filtiam Wells-vas Tors '
.
e d ti.. . '.
doctor the 27.
.
m- fatilr an' in town for years.' ..
. .n Yds Dad; .
'. . ,,.. ..P .. .Wellr, .said Dr. Well s, Sr. f 'impatiently; "what was it.,..
3
,. a boy or a 'girl?". ..
. _. ,"Oh T' is sorry Dad, 1 was deep in thought it was a girl:.
Mrs: Duffy had, a seven priund two ounce bouncing baby girli".
DISCUSSION..: QUESTIONS: ,. .1. What decision was Torn Wells trying to zaake?2.-' What things did he enjoy about beikg a' doCtors3.n a rural.:
, .
neighborhood?...
. 3. yht. Vas he -thinking about being a, doctor ;in-' i urban '', .-,v
-, neighbbrhood?. . r.... .,4 . t
-k. -,Whit,fskngd,yoU do if:'you were Tom Wells, finding ,it hard' ., 7 - ,- .1 41,.. ...
-4 . , to:4114p '4 decision? ..t.,_. . . .
, .,-.-tilia-t4.1.ndS.osf decIsione.had to be made in the- suburban
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and,. .urban ,pei ghborhoods? _ -",
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, -6, What has:-this taught 'you aboUt-flecision.maki;!?'
FOLLOW-UP'ACTIVITIES.
' ,J
. , , e :1: Aiiiiiirtisi:lig Agency ,- Discuss. the tole of an advertising. . ... . . .
_ ,,
...., , 44:PrioPoOpinniercials, .adi, etc.;).: Once 'this ilT:established.,:-.*
'hive Iiiid.ten _create their own posters of '11e.lp. Wanted --. i--...; -.:_-,,,. . ft ,I ,.'.- -1. . ; ...
AE-4ttlatibAg oy .
, -'- : : 7<: .* ;r
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d 1rdi dityir:
1t'W ,111 'C.e,"'41Ri
yr
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Mk
......i. "tam%
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iFt0 GOING TWICE!
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_ ludiYidiat Vials ".
_PIRPIIR-IF LESSON; The purpose: of this Wm. is tiitr to;_eicoir;:-age -tire child ,to- sit goals for -tioStir IkatIre- :not impoisibie: fRillien Jot ochieYing. I pat%
. ,the shouldlry -.to feel goof- We himself7.
and set new tools :thafitiwr bewitija rear C-A;
YIBUARY gazebo,. auctioneer, tyout :
_MATERIALS NEEDED;
. A.-
,..;
Matter wall than and ifdiVidual- cfrarts, Rural ,,,,;
.. : Neighlrorhtiod ....., : VA 7, .16,
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.'STORY:I '
r Oh boy:7 cried little Jake _Clemens:to'hi;rself:;- `^ _
Aget a icia$3! of, that- sign next. to the 4azebo.Wanted. ' That! s the _job for_ me. -j43.-t know X could bst-ethe-best State Fair auctioneer -this theighborhbod evep--.heelard.
.
Just .wait till L. gee itp to the stand-'and -4.9-,m..00.1.2,ng., .1,
-much do I hear 'for' tiiis.'fitielt,i-g7,* folks_Lee's hear $.50.!-'. --Therl; ne.Ver.:Fiwn mfe down: 4-,i-ns 35,/low'-. . ...-% "7- :1'.---;:-;
...,"..." they'll wasit lae tiiii4, the; jtilis"::', -,-.,-.:- ' '4." '; -s--,---i'-_-";-._=::,..,,-,-
- -
....' .f. As Jake got closer tti'' thilga.zebo he-,cOttlitsee along .11,-46'.4 ..
people. ',..That(ss and Aromett w#j.tin9!-ou..ror the...,. Abb.. frI didn'_:t knOw..tljat solittanYtiiecipl ik;:c5* wan t.14:44 ja5," .:;--4
. ..,., - Jake thought to hiMself. 4."An4, juSt7,-look,otie'r.-,iVe4,.":Jajse. ---. .-,r
.
. muttqred, "There arenat boys .and "girl.s.,,mt_Ager-try.z-ng oitt .fp±..,.. ,
-i:- ,"cilvleok,-" Jakp said .as- he ,Stofai3"e4Ait-s_fo'ciit_. 11-T ju-E-3:cnotir _
. ,..tliqy Taah't even give me a chande"4-",. ..?.. -.0 ^
i ' ,I- : . -': -
...- -ali. of, la suadeii*.19,. 4.i-4:n4i pe.6iii",0_11pset. .- nitybe I. wOultliiit be .-,7-": ... .. ,
..,..
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,_3-t
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- s rthe on for- thie SO," Jake ihdugitt-- l'Ybu koow, aonie to-.-think--
ilk -I of .it, dadauctiortee.r :is riett4^1;ig jbb for g pretty big. .
.person. t. just knoV7:1,'3.1.te..greit, ate -it when 1,1m alittle- - -`
. ......
;_, or)Zdex}" ut ti4ght" now I- ti.inks V 11_- Be happy just beit4 i; Six-year7.
,, ,.. f old' boy. and 4oing;what'..only. I. can' do. '!:-.. ,1 -
_ ,.-:. .
: DISCUSSION'. QUESTIIMS:..
_. .,,-the-
.- ,. ..
. . I., . Ifiag,-t did the-sign on :the gazebo -Say?. - . . - .
..: -'2.---=Did Ja3te:waht tlils job? Hiaw do ,yon kriow?- :,
...
. , . -4_ .. . , -. . . ,. .4 *. - 4 Ag :Take- got doter to the'gazek.o, wha did he see? Did "t.his
..:. -,....-, .." make 'him: chipste his 'min' d?.., How?,...
l- '4. What dp ybu think a goal i,s? .-.;
Do 904 th.
at* Jake had -established a realistic gbal for him-IsSys.self?)- rihy?. ---
Fred frim the urban Deighboihood'reilized that he s4asillti S. / .1;
ready to?tike,'hig fiist subs4gy ride a3.one, and .7Ae, from-re..-the'kurl fieighborftood realized ho wasn't old enough to be
-, -'0' ' ,head. auctioneer., Hive you ever "come across something that ? .
To4 wantts3 to do Eut realized /Ou we
I- -... . " ,'. -.: ._. .
- .f 011011P :ACTIVITIEI: t, .
.. ,., ...
s,
..: . . . ' a,
a 'I.. Ittdividugal?'-Goal _Setting - Each student writes` a daily agenda. _.,. .
1 ', 7- for il weers, listing i feur taskz-;to complete each day: In_a .,_ , .. . -
-t,..
. .
..., - - 4.,. I .-%
... nonthreatening 3tra,y, diseus,,'success or failure in reachin. .- ...,
goals with each chin- or 4-1, it im,a,,gerieralized wiy lath the.,..:.,.. -.4,, ',--...-... .
- ..., .ws- , .
it quite ready. for?.
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. '.HAJ4DCRAFTS. BY HARRY .
CONCEPT
'1111POSE OF LESSON:
VICABULARY:
go,
MATERIALS NEEDED;
rl
. STORY:
,The mese of this..lessot is to try to show`the children that many times we have tillthings Inning we feel we cal is them wellno matter what other people think. Also try
to establish. the idea* that lot -everyone will'
always agree with 'yen brt yin hive to have;the, confidence to defend your-flew.
.
individualist, . handcrafts, knitting, niedlepoiot,
stitches, msial
'Master -wall chart and iNdividial ;karts, Mira!
Neighborhood.
"Amy, take la look over there towards town."
"Isn't that the yarn-and knitting store you're pointing
to' Josh?",
"Yes it -is, Amy, but I didn't knoig-it was run and owned
by a man.' .
"Oh yes, Josh. Mr. Harry Mackafee has always been the .
owner of that store.". - -
"WOuld You,mind taking a walk over :there with me.A.my?, .
I would 'like to ask Mr...Mackafee a few questions.".
"Sure thing Josh -alet's go."
. .."And then,.*Mrs. Points, after you lain' this blanket I'm
.going to start:you on some brand new needlepcants. that just
arrived." . . .swtherware-ijust beautiful -Kr. Mackafee, I cant wait..-
/
4
,
Tha nks so much for-showing me these new stitches" . 4_
.. '"Anytimell-Srs; Poin,l, just stdp,in. .That's what I'm .
_ . ..%here for! ..;So long now."
4 .
"Mr: Mackafee - oh _Mr. Mackafee, would you have a few
minutes to answer some question's I havel"- .. .
g...._ "Sure thing, Josh, come on over. Just let me put these
yarnspaway.and I'll be right with you, Now .then JoSh, that via
it-you wanted to know?" , ' 44
"Werl, ert- you see Mr. Mackafee,; it's like this - what's
a man doing owning a yarn and knitting store?n .
"Oh I get it, Josh - you thinkidiat this is- usually done. . , -i.
by a woman, don't you?"" .. , . ..
. P
"Yes, Mr. Mackafee, that's right. .It's just that I've ,.
nevep.
seen a man knitting or doing needlepoint:"7)
"I'lltell you, dosh, ft's like .this,.!..I've-alwais enjoyed.4
haled crafts, knitting, and needlework .and: when this 'stare gent
.up for rent I decided:to open urka store, where Ie
oould teach,!.
. knit, sew, and sell needlework. I know xt's,unusualto see-a. :
and'man. Interested in this type of work,' but I just love"it an'
I ..,
decided to do it anyway. Did you ever hear of doing your own,1.
thing, Josh?" - .
.
.
.7- -,-.
._. "I think so, Mr. Mackafee - isn't that doing whatJyou li)ce . g'
to do?" . .
,
,
.
( "Yes Josh, and Love all be an indj.vidbaliSt!" --' ..
-..,
,
"Now wait a minute, Mr. Mackafee, I'm nbt too sure. I'Ano
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$
_you mean by that word. - What was that you said ?"
-"Individualist, - josh." vv-j
."Yes Mackafee77that!g the word." .
"Well Josh, that means that of `really enjoy smething_
bu most People don't think it' s the right thing for' you, go-
an believe ,in yourself. Take aitry,no matter what. What reallyp..
COuni.i.s. that. you enjoy it andif you do, you:re bound to he
success!! . ' . . % -
"Oh I'get it now, Mr. Mackafee."'
158-'
200 A
,'
1. 3..
.- .. .. ''
.
"That's my Dhone_ringing kids - gdt to go.. ,Drop in any
time, Josh. Maybeyou'd like tq try souse needlepoint yourself,. -* . . ..
someday,-; see you soon!" .%-.-s
- s.
"Yes, ;Mr: Mackafee; and thanks again. Needlepoint?, Maybe. . .
'. .-it, is fun., I'll have to think abkut thai:"- ..,. .
DISCUSSION QUESTIONS:5,
-
,Who owned the handcraft'tstore?
'2. Why was Josh!surprised by this?,.
'3, Why, did Mr. Mackafee decide to open tip the hendeZ-aft,./stdre?
4. What did Mr. Mackafee mean by 'above .all be an individualist"?'
5. .Do you think it was easy for Mr: Mackafee, to decide to' ope;p:,
t
up a handcraft ,store ?' Why? :1" ' . . I
. You really enjoy doing smathing,but your friends think 3. is
silly.
..:
silly. What do? . .
-. . . ..,
' 7. A group of your friendt are doing somathing.thdt you:'thEtk...'.
4:7,, . A
, 4 .
-4' is wrong.. The elk you- to *joiriithein.. What would. you da,?, ,
TOLLOW-4. P' ACTIVITIES:
1.
. .. - -
: t . , . ,
. .
'How Tic-Lis:Makes Me Feel-i. The.t0a,er ,discusses with theeciass.
,./. . the idea. that each person'interprets. things his Os.in way. .
..,
This.' activity will entail the class li4tening `to 'a record-
and then each child, expressing his-feelings through a drawl:ng..4,. 1 P. -I
gabh child is gii.5en a 'piece iai drawing paper, and one of the. . . -
following:' crayons, paints, colored pencils,,dtd.' ,Each child
show& and explainsOlis-picturd.' Vile childeen shol4d realize '.,.. .-
. . th'at each person's Picturels5different. Thy ,piceuies ;.a. be-.. ) 1,,:.. ,
'.
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CONCEPT::
PIIRPOOF LESSON:
FAMILIES ON THEriG0:4 -"41;
4r
110111141RPP'
iATERIAIS' NEEDED:
.., ,, ..,
iTORY:
fl
discissiiii.-tke -Oa.made:aware of the Jeatins for
a
motel, cisfuners, heik!d;:reserfatiens;
_ J pests.- tt ,
-, Master waft hart. and -indiyidutchills:- Rural-
Neighborhoed.;
.
4
.)
- "Amy., do you see Ms,. 'Meyers over there ?" ,'..
"Yi-, Josh, I dcx. And aren't.the windows at hei ,motel,. . . . . , ,
2-- r. : - . ,
2"They
.sure ,are, ;tam. Bet :she' s..getting reasly for the
, - -, . . v*t . e. .Ste Fait 'too,' Jo':Sh." - .
"I .wotildn 1 t doubt it' Amy , but -even if sther wash' t .a
4
- sparkling!?
. State Fair .pdmirig Ms. Meyers always keepsoher motel shining.-
d ci. She says: she wants to keep her 'customers imipy."
. .., 2.. -. ,
. J :"1#7,ell ellp*theIe, . Josh and .A.Tar*,) bms"
"We 'r jus-A1 fine, MS: Mgyers.,`-griu- yot-Ir motelf' ,
yoal todayl,"i_sljust,
sparkling. " - . 2..---
1,..- "Oh thanklou ,sp..mlich,,- 'Did you knOw that my- motel -,is -,
:- ',-,'.*7-`5,... ,.. ---- booked. solid-,tc;1 .tiie. whole ".morthVP
. _. ,. . .
-,-.1.-- . - ._.,
.-,-'-- -
-wReally-' ms'. /4eyers' "Ii-muit,be be`cause yoil-k4ep it 'so- ,-,. . I.: r. ,
_r; Apat.:and oleail, -,sql,d Josh.- "s1
* _ -. , ...", 4. - ., ..A. t' ., I fa.. 4 ''. I.'''' _,.r- :-, "wwela: I-- try 'me besbut -yoli know,. Amy and Josh, ,I,think -
.. 2 ,. . 2.
families-4.702;e;41,so...going to 1)e having quite a'lot of2families visiting...
_
2
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4
A
1s,gs gat Zaur 'State Fair this yeaY.:"
,"Realfy;, Ms : Meyers," said Ainsi:".,
!Viliy- 4;1:5",ou. "say ,tliaW "atied Joshes*
"Well, Josh, it seems:that I liave'ai-r-ase-ul lot of famirses .
who made reservations. this year'-eVen without the State Fair4. , 1,
.
205.
-.
- .40.1; .
""7_ 7 ;'.
iJ
,
coming.' It j4gt seems as though more laud more_ipm4lies are-- r: i ; . ' ...1
traveling." -c
-
r ,
"You know, Ms. Meyers, I think yOu're="right," said Amy._,
. 10,. -. .
"My Dad says that he sees a lot of people traveling and there,_.
are always loads of triilers in the parks here in ou nei-ghbor-
, ..
hocid." .
"That's 'might, Amy.. You might e'veicbUild
a few more rooms on my motel. Got "to keep up with our trayeling.-.
fami lies, you know."
"Gee, Ms..Meyers, that would be 'swell. Just think, JOsh .*,
the more people visiting.andtraveling, the more'home made pies
Ms. Meyers will have to bake for her guests and ycid know what4 r r
that means, Josh." ,
....
"I sure' do, Ay; it means more lei-overs for us.:"_.,4 c.
. , .. P
'Speaking of leftovers," said Ms. Meyers', "does anyone feel.
like .having some hot-peach;pie?w , .
. .
"PEACH PIE!" yelled:Amy -and Josh. -,"We sure, do'!".
- With.ithat,amy, Josh and Ms. Meyers went into the motel,:
tfor asuper treat..
.,
QUESTIONS:'DISCUSSION;., .. .
.. , .,1 , . . ...
. . ,1: 'why do you think Ms:. Meyers kept her looking so,hicer
.
... , .. -..
f. Wag Ms. Meyers' motel going to 'be busier this year thaniA..
the past?. .
. - .
4. 3, What:waq. MS.. Meyers 4oingAo do to meet this in' e.,
business?-.
.-t
..
.
: 4. 'What Vap said in thestory that xmlade-y.S think:that more4 to. . .
',. .
.. ..,
.
.
. families, are on thego?':--
'
5. Have you'ever traveled with your family? Where ?' ,.What did .;1 ..:. 2
..- ,
:-. * -,, 4)
you-see? t '-
. What have you een in your neighborhood amid on the highwy
tfiat would pek yOU'think Oatmore'faillilies arg"on the go?
I.
162%
206
a'
0
.F0110W-12 ACTIVITIES:: o
1. Draw a picture of a place-that you ti.aveled to. T0 .1.,
.
.-the clasp abut it. r 0
_ -'2.. _Travel Agent - -Each chi-lci -cuts but -a:picture of a place. 4 ,
he cgoulsi like) to travel,....sto. 116-then makes believe that,he $is a travel agent'and--plansthe: trip, means of trans -'_
a"portation, resertrations; etc-. . ; ..
.:-.
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