Multicultural Connection Lesson Plans
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Aunt Harriet's Underground Railroad in the Sky
Written by Faith Ringgold
Cultural Group: African American
Content Connection: Reading Language Arts, Grades 4 and 5
Topic : Figurative Language
Suggested Exemplars
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Picture Interpretation: Old Locomotive by Lyonel Feininger
Guess Box : compass
Collection (revealed): compass, moss, star, tree, bark
Music Interpretation: Spirituals - "Swing Low, Sweet Chariot;" "Follow the
Drinking Gourd;" "Go Down Moses;" "Jacobs Ladder"
Learning Sequence
1. Play spirituals. Have students discuss what messages these songs reflect.
2. Read aloud Aunt Harriet's Underground Railroad without sharing the pictures.
Students listen for statements that "paint pictures" in one's mind. Write these
statements on the board . Help students recognize these phrases as examples of
figurative language. Compare examples cited by students with a previously
recorded list on a chart, containing the following
3.
4.
5.
6.
7.
8.
9.
10.
Cassie, though you can fly, being a slave will suck you to the
ground like quicksand
Cobwebs from the ceiling hung like gray ghosts
Niagara Falls looked like a giant tea party with a billion cups
of steaming hot tea being poured to a resounding applause
The steam rose from the formed a soft blanket that lifted me
up,up,up above the falls.....
We are free! we have shook the lion's paw! Aunt Harriet yelled
in a
11.
voice that shot through the air like a joyous bolt of
lightning
12. Students explain what each statement means. In groups, students select one of the
statements and draw a picture to interpret the statement. At this time, share
pictures from the story with the students as they share their pictures.
Baby-O
Written by Nancy White Carlstrom
Cultural Group: African Carribean-West Indies
Content Connection: Social Studies , Grade 1
Topic : Transportation
Suggested Exemplars
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Guess Box: Toy bus
Word of the Day: Jitney (bus)
Picture Interpretation: Woman with Mango by Paul Gauguin
Learning Sequence
1. Guess Box (toy bus): Tell them that in the West Indies and in other countries a
bus is sometimes called a jitney.
2. Read the story having children listen for how people use the jitney.
3. Over several days, reread the book allowing students to join in when they
recognize the pattern or anticipate the rhyme.
4. Use a revealed collection of transportation items allowing students to sort and
resort as many ways as possible. Record the categories (color, number of wheels,
land transportation, recreational vehicles, etc.) on cards posted above the
collection. Leave transportation collection out so students can sort and suggest
additional categories on their own.
Extension
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Picture Interpretation: Using Woman with Mango by Paul Gauguin , mask the
mango. Have students predict what is under the paper and discuss their
interpretation of the picture and then relate it to Baby-O.
A Birthday Basket for Tia
Written by Pat Mora
Illustrated by Cecily Lang
Cultural Group: Hispanic
Content Connection: Math, Kindergarten
Topic : Numeration
Suggested Exemplars
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Revealed Collection: basket, bowl, flower pot, teacup, red ball, flowers
Comparison Circles: objects from collection
Learning Seque nce
1. Reveal collection. Discuss how objects relate to each other.
2. Use two comparison circles and have children place objects in circles according to
one or two attributes. Children count objects in each set and determine which has
more.
3. Read book and identify culture as Hispanic and the name Tia meaning aunt.
4. Reflective Dialogue: Discuss the concept of birthday presents. Compare and
contrast Cecilia's gift to Tia with gifts they usually give or get. Why did Tia
appreciate Cecilia's gift so much when it was not something new for her to enjoy?
5. Children count and then sequence the gifts in Cecilia's basket; teacher uses the
words first, second third, etc. An additional sequencing activity would be to ask
the children to recall the gifts in reverse order from which Tia took them from the
basket.
Extension
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Create an original gift basket for someone the child loves using the same thinking
as Cecilia used.
Learn the words to Happy Birthday in Spanish.
The Black Snowman
Written by Phil Mendez
Illustrated by Carole Byard
Cultural Group: African American
Content Connection: Reading/Language Arts Grade 3
Topic : Characterization
Suggested Exemplars
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Music Interpretation: "Winter" by Vivaldi
Comparison Circles: Jacob and Ancestors
Learning Sequence
1. Write the book title, make predictions about who or what the story will be about.
2. Read aloud The Black Snowman.
3. Think-Pair-Share to obtain students initial reaction to the story and address
predictions. During "share" time, question students regarding the mood of the
story.
4. Using Comparison Circles and index cards, students will generate characteristics
of Jacob and the warriors that appeared in the story in order to identify similarities
and differences.
5. Give example of transformation from introductory page:
"AS HE WRAPS THE CLOTH AROUND HIM, HIS MIND TRANSFORMS
INTO THAT OF A YOUNG NATIVE..."
6. Reread the story having children listen for examples of transformations. Some
examples from the story: Brick became an African Warrior trash can lid becomes
a Black Queen
7. Discuss reasons for Jacobs transformation
Extension
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Problem Solving: What happens when the fireman takes the cloth home to his
daughter ? Will she see the same things that Jacob saw? Will it still have its
magic? Will she be "transformed" in any way.
Students create their own Kente cloth and describe the kind of transformation that
may occur for themselves.
Brother Eagle, Sister Sky
Written by Chief Seattle
Illustrated by Susan Jeffers
Cultural Group: Native American Pacific
Content Connection: Math Grade 5
Topic : Geography, Geometry
Suggested Exemplars
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Guess Box: spider model or picture
Picture Interpretation: Fruit Basket by Pablo Picasso, Colonial Cubism by
Stuart Davis, and Landscape with Black Columns , by Paul Klee
Learning Sequence
1. Guess Box with spider.
2. Students listen to the story to decide why there was a spider in the Guess Box.
3. Find pictures of different types of spider webs and students will find
commonalities. (lines, rays, various angles)
4. Ask students to create their own spider webs using black construction paper and
white chalk. Include many different kinds of angles.
5. When webs are complete students can trade webs then locate and measure
different types of angles on each others webs.
Extension
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Do a Picture Interpretation with one of the prints listed under suggested exemplars
or any other picture that illustrates a variety of angle types to provide students
with opportunities to identify various types of angles.
Students use pictures from magazines to locate one of each type of angle
previously mentioned.
Chicken Sunday
Written by Patricia Polacco
Cultural Group: Russian, African American
Content Connection: Math Grade 4
Topic : Money
Suggested Exemplars
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Picture Interpretation: Feathers in Bloom by Marc Chagall
Guess Box : hat or money
Music Interpretation: "Money, Money, Money" from Cabaret
Word of the Day: Money
Learning Sequence
1. Guess Box
2. Read the story.
3. Reflective Dialo gue: What was the problem and how did the children solve it?
4. Have students work in teams to decide how they might set up a table in a store to
sell decorated eggs. They should develop a plan that will include; the location of
the table, a sign to advertise the eggs, and the price of each egg. (Make students
aware that the story took place at least 25 years ago and that the cost of a single
egg would be much different than today.)
5. Have each team create five problems where students will have to give change for
$5.00 for the purchase of eggs at their tables.
Extension
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Students will pretend they want to raise $25.00 to purchase exotic fish for their
aquarium. They decide to sell popcorn. They need to determine what they will
need (amount of popcorn, bags, salt...) and what they will charge per bag to make
a $25.00 profit.
Dancing with the Indians LESSON #1
Written by Angela Self Medearis
Illustrated by Samuel Byrd
Cultural Groups : Native American, African American
Content Connection: Social Studies Grade 2
Topic : Communities/Celebrations
Suggested Exemplars
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Picture Interpretation: Currier & Ives
Learning Sequence
1. Read the story. Children listen to identify communities represented in the story
and the style (poetry) of the book.
2. Reflective Dialogue :
• Why was the family going to the Dance?
• What was the name of the tribe of Indians? Discussion focuses on the two
groups and their reasons for being at the celebration.
3. Students hypothesize the reasons Seminole Indians held these Powwows twice a
year in Oklahoma. They may first list the dances the community performs and
relate them to the reasons.
4. Children work in small groups to create the steps and costumes they think might
be appropriate for one of the dances portrayed in the book.
Extension
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Children attempt to write a story poem about a celebration in their community
(July 4th parade or picnic, Family Reunion, Thanksgiving, etc.).
Dancing with the Indians LESSON #2
Written by Angela Self Medearis
Illustrated by Samuel Byrd
Cultural Groups : Native American, African American
Content Connection: Social Studies Grade 2
Topic : Communities/Celebrations
Suggested Exemplars
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Picture Interpretation: Currier & Ives
Learning Sequence
1. Read the story. Children listen to identify communities represented in the story
and the style (poetry) of the book.
2. Reflective Dialogue:
• Why was the family going to the Dance?
• What was the name of the tribe of Indians? Discussion focuses on the two
groups and their reasons for being at the celebration.
3. Students hypothesize the reasons Seminole Indians held these Powwows twice a
year in Oklahoma. They may first list the dances the community performs and
relate them to the reasons.
4. Children work in small groups to create the steps and costumes they think might
be appropriate for one of the dances portrayed in the book.
Extension
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Children attempt to write a story poem about a celebration in their community
(July 4th parade or picnic, Family Reunion, Thanksgiving, etc.).
The Day the Hurricane Happened
Written by Lonzo Anderson
Illustrated by Ann Grifalconi
Cultural Group: African American, Caribbean
Content Connection: Science Grade 1
Topic : Weather
Suggested Exemplars
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Guess Box: rope, vines
Picture Interpretation: Rain by Marc Chagall, Mediterranean Scene by Raoul
Dufy and Thatched Cottages by Maurice De Vlaminck
Revealed Collection: water, fan, drum (thunder), red flag (hurricane warning),
picture of clouds, blinking light (strobe light)
Word of the Day: hurricane
Learning Sequence
1. Display pictures of clouds, winds, rain, snow.
2. Play music Bolero. Students "act out" weather elements that occur during a
hurricane.
3. Read first half of story - have students identify weather elements that occur during
a hurricane.
4. Reflective Dialogue: Describe the way the hurricane occurred in the story.
5. Pose the problem: You are the weatherman on the island. You want to send out a
warning to the people on the island. You realize that the worse part of the storm is
about to happen and that some damage has already occurred. Have students write
a hurricane warning. Ask: "What advice would you give to the people to prevent
them from being blown away?"
6. Reflective Dialogue: What night happen because of the rain and wind?
7. Read the remainder of the book. List the effects of the hurricane.
Extension
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Investigate the safety precautions to take during a hurricane
Diego
by Jeanette and Jonah Winter
Cultural Group: Hispanic - Mexican
Content Connection: Social Studies Grade 3
Topic : Mexico
Suggested Exemplars
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Guess Box: paint brush
Picture Interpretation: Mother's Helper, Flower Vendor by Diego Rivera
Learning Sequence
1.
2.
3.
4.
Picture Interpretation
Read the story listening for information about life in Mexico.
Revisit pictures and collect information about life in Mexico.
Students work in teams to create a Mexican mural in the style of Diego Rivera.
Extension
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Research the life of Diego Rivera.
Locate work of other Mexican artists (i.e. David Sigueiros, Rufino Tamaryo, Jose
Orozco) and compare their work to Rivera's.
Research Frida Kalro (Rivera's wife). Compare her work with Rivera's
Dumpling Soup LESSON #1
Written by Jama Lee Rattigan
Illustrated by Lillian Hsu-Flanders
Cultural Group: Asian American
Content Connection: Social Studies Kindergarten
Topic : Family
Suggested Exemplars
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Picture Interpretation: Family #1 by Charles Alston
Comparison Circles: Assortment of children's shoes
Learning Sequence
1. 1. Picture Interpretation: Using Family #1 students think up possible titles for this
picture. Encourage students to compare this family with their own. Record the
relationship nouns on cards or on a chart as they come up (mother, father, sister,
brother, aunt, uncle, grandmother, grandfather, niece, nephew, cousin).
2. Children draw pictures representing people who live with them or join them for
family celebrations. Label Pictures for the students using relationship words as
needed. Display and view pictures made by classmates.
3. Read Dumpling Soup aloud.
4. Discuss the shoe store game in the book, and why the families shoes were outside
of the house. Discuss the Asian custom. Talk about the advantages and
disadvantages.
Extension
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After the game, the shoes need to be sorted. Discuss how the shoes could be
sorted. Students remove one of their shoes and use the comparison circles to sort
their shoes.
Dumpling Soup LESSON #2
Written by Jama Lee Rattigan
Illustrated by Lillian Hsu-Flanders
Cultural Group: Asian American
Content Connection: Math K,1,2
Topic : Problem Solving
Suggested Exemplars
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Word of the Day: "dumplings"
Learning Sequence
1. Arrange for students to see, talk about, or experience a variety of dumplings from
many cultures, such as: Chinese won-ton, Spanish empanadas, Polish perogies,
Italian ravioli, Russian knishes, Jewish kneidlach, or other regional dumplings
you or the children discover.
2. Read Dumpling Soup aloud. Discuss the following questions:
"How many people came to the family celebration of the new year?"
"How many mandoo (dumplings) did Grandma, Marisa and the other cooks need
to prepare for the new Year Celebration?"
"What assumptions must we make to determine how many dumplings were
needed?"
3. To determine the number of people and the number of dumplings needed,
children may work cooperatively in small groups using a variety of counters to
represent family members and dumplings. Encourage students to use drawings to
symbolize their solutions to the problems.
4. How many different countries were named as the origin of different family
members? What countries were they? Discuss the origins of their families. Locate
countries on the map.
Extension
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Marisa described the dumplings of the other cooks as perfect. If you were going
to help Marisa make all of her dumplings the same size, what would you suggest
she do? What tools might she need ?
If possible, allow students to make dumplings.
An Enchanted Hair Tale
Written by Alexis De Veaux
Illustrated by Cheryl Hanna
Cultural Group: African American
Content Connection: Reading Language Arts Grades 4 and 5
Topic : Figurative Language
Suggested Exemplars
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Guess Box: a wig or lock of hair
Collection (serial): scissors, metal comb, hair pins, roller, hair dryer, bow,
barrette, hand mirror
Picture Interpretation: Self Portrait by Albrecht Durer, The Bohemian by Frans
Hals, Study of an Old Man by Rembrandt, Woman with a Mango by Paul
Gauguin, Postman Roulin by Vincent Van Gough, The Story Book by William
Alolphe Bougereau
Learning Sequence
1.
2.
3.
4.
5.
6.
Begin with one of the exemplar activities.
Brainstorm and develop a list of attributes of hair.
Read aloud Enchanted Hair Tale.
Review and discuss figurative language.
Reread the story poem.
Each student will generate three or four additional descriptive phrases or similes
about his/her own hair, then write a poem about his/her hair.
7. Student poems can be shared by reading aloud, and then displayed.
Extension
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Create a bulletin board with a large bare tree with branches to be used as a
Figurative Language Tree. Students use construction paper leaves to record
examples of figurative language to place on the tree (i.e. "hair fanned like the
spokes of a wheel, " or "giggled when he talked")
The Flame of Peace
Written by Deborah Nourse Lattimore
Cultural Group: Hispanic
Content Connection: Math Grade 3
Topic : Numeration and Multiplication
Suggested Exemplars
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Collection (revealed) Items Associated with the Number 9 : solar system model
or picture, cat, cloud (9), picture of a baseball team, September calendar page,
three fourths of a dozen, the letter "i", and a menorah.
Learning Sequence
1. Revealed collection (items associated with 9).
2. Read The Flame of Peace while students listen to find out why the number nine is
important.
3. Develop a chart with students using the times tables to discover multiples of 9.
4. Students will study the chart to identify patterns in the list (sum of the digits of the
products equal nine, the numbers in the ones place have an odd /even pattern...)
5. Students use hundred square paper numbered 0-99 , color in the multiples of 9
and continue to identify number patterns.
Extension
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Introduce the Aztec numeration system (see attachment) and complete the
calendar activity.
Students can work in pairs to create a dance represetative of one of the nine
demons in the story.
Flossie and the Fox LESSON #1
Written by Patricia C. McKissack
Illustrated by Rachel Isadora
Cultural Group: African American
Content Connection: Reading/Language Arts Grades 3,4
Topic : Written Expression: Writing a News Article
Suggested Exemplars
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Guess Box: eggs
Word of the Day: fox
Learning Sequence
1. Guess Box
2. Read the story. Discuss the connection with the story.
3. Flossie tells Miz Viola what happened on the way to her house. Miz Viola is so
upset about the "danger" that Flossie had faced that she called the local paper.
4. You are a journalist for the paper. You know Flossie's side of the story. You want
to report your story objectively. You make arrangements to meet with the fox.
Write an article from the pint of view of the fox about the incident.
Flossie and the Fox LESSON #2
Written by Patricia C. McKissack
Illustrated by Rachel Isadora
Cultural Group: African American
Content Connection: Social Studies Grade 3,4
Topic : Map Skills
Suggested Exemplars
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Guess Box: Compass
Words of the Day: map, landmark
Learning Sequence
1. Guess box
2. Read the story. Discuss with students the importance of a compass.
3. Reread the story aloud and have students listen for names of landmarks (places)
where Flossie stopped to converse with the fox. Chart responses on paper. The list
should include:
• Big Mama's house
• woods
• 'side the road
• skipped through woods
• stopped beside a piney tree
• bubbly spring
• clearing with tree stump
• out of the woods
• saw Miz Viola's cabin
4. Provide students with paper. Explain to them that a cousin will be visiting and
they have gotten permission to bring him/her to school. However, because of
testing, he/she cannot come until 10:30 a.m. Students are to draw a map and show
their cousin how to get from their home to school. Remember to include street
names, signs, buildings, and other important landmarks. Share maps.
Full Worm Moon
Written by Margo Lemieux
Illustrated by Robert Andrew Parker
Cultural Group: Native American - Algonquin
Content Connection: Science Grade 3
Topic : Plant Growth
Suggested Exemplars
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Guess Box: worm (real, picture of, or gummy)
Collection: things that help plants grow (sun picture, dirt, water, fertilizer, flower
pot, earthworm)
Learning Sequence
1.
2.
3.
4.
Begin with guess box.
Tell students the title of the story and have them predict the content of the story.
Read the story.
Reflective Dialogue :
• What effect does the full moon have on people's lives?
• How does this book relate to our study of plants?
5. Students can take a "worm walk" to look for worm castings to help them predict
the best location for finding worms.
6. Students can dig up worms and put them in clear containers so they can observe
their behavior.
Extension
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Students can devise experiments to find out more about worm behavior (i.e. do
they like hot/cold, wet/dry, dark/light . . .)
Learn the song "Glow Little Glow Worm" and create a dance to go with it.
Girl Who Loved Caterpillars
(Lesson to be developed)
The Gold Coin
Written by Alma Flor Ada
Illustrated by Neil Waldman
Cultural Group: Hispanic Central American
Content Connection: Science Grade 2
Topic : Butterflies (metamorphosis)
Suggested Exemplars
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Guess Box: Butterfly
Comparison Circles
Word of the Day "metamorphosis"
Learning Sequence
1. Guess Box with Butterfly
2. Read aloud The Gold Coin. Ask students to listen for ways that the main character
is like a butterfly.
3. Reflective Dialogue:
o How is the man like a butterfly?
o What physical changes can we see that let us know about the inner
changes that are occurring ?
o What caused the man to change ?
4. Students generate lists of traits of the main character and butterflies on index
cards. Use comparison circles to make a visual representation of these traits.
5. Discuss metamorphosis.
Extension
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Students pretend to be butterflies and act out the metamorphosis process.
Grandfathers Dream
Written and Illustrated by Holley Keller
Cultural Group: Vietnamese
Content Connection: Science Grade 4
Topic : Ecosystems
Suggested Exemplars
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Guess Box : Fish
Word of the Day: "habitat"
Comparison Circles
Learning Sequence
1. Display Guess Box giving children a clue about the contents of the box (e.g. "I
have areplica/representation of the real thing but I will answer your questions as
though the real object is in the box")
2. Read aloud Grandfathers Dream, reminding students to listen to find out whether
or not fish has a connection in the story. Discuss the connection after reading the
book. Students relate what changes occurred in the story that affected the
inhabitants of this habitat.
3. Students list things that negatively affect the habitats of creeks, streams, or other
bodies of water (may include Chesapeake Bay) near their homes.
4. Think-Pair-Share: With a partner, students list items one needs to create a habitat,
keeping in mind the "inhabitants" they hope to attract to their habitat.
5. Display five loops/circles on the floor , Students will categorize their suggested
items. Discuss possible categories and then give each a name. Assign groups of
students to develop a habitant using the items in the given loop.
Extension
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Explore ways to modify a habitat. Discuss suggested changes and possible results.
Establish conditions that might negatively affect these habits. Discuss what might
happen.
Grandfather's Journey
Written and Illustrated by Allen Say
Cultural Group: Japanese American
Content Connection: Social Studies Grade 2
Topic : Communities -Transportation
Suggested Exemplars
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Collection- Transportation: toy boat, train, steam boat, row boat
Word of the Day - "journey"
Learning Sequence
1. Revealed collection of transportation items. Students will sort the items and
support their classification.
2. After working with the collection, ask students why they think you gathered this
particular collection with these specific items.
3. After discussion, let students know that the items represent forms of
transportation that occur in the story.
4. Discuss the word journey, ask students what types of journeys they have been on,
and what kinds of journeys their Grandparents have been on.
5. Read aloud Grandfather's Journey.
6. Students discuss the Grandfathers journey. Make a "mini time line" to sequence
the events in the story.
7. Reflective Dialogue: Ask students: "How would this journey change if it occurred
today? Would the means of transportation change?"
Extension
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Students describe the different communities portrayed in the story: desert, farm,
cities, Bay area, village, and then create illustrations. These illustrations can be
used on the class time line for the story.
Students create a chart of different forms of transportation, starting with those
used in the story. List advantages/disadvantages of each form on the chart,
returning to chart periodically so students can add to the information.
Grandmother's Adobe Dollhouse
Written by Marylou Smith
Cultural Group: Native American
Content Connection:Science Grade 1
Topic : Constructions
Suggested Exemplars
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Guess Box: brick, dirt
Serial Collection: picture of the sun, water, sand, cookie mold, straw, dirt, clay,
plaster, brick, U.S. puzzle piece of New Mexico
Music Interpretation: "Rodeo" by Aaron Copland
Word of the Day: " adobe "
Learning Sequence
1. Serial Collection - Items Used to Build a House
2. Have students listen to discover how adobe is made as the story is read.
3. Students work in groups to make adobe.
Adobe Recipe
Mix two cups of dirt with water.
Add bits of straw and sand until the mix is stiff.
Use an ice cube tray as a mold.
Put the tray in a warm place to dry.
After 10 days the bricks should be dry for building.
4. Each group of students can use two trays of blocks to build a small structure.
Extension
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Research other types of houses made from mud.
Measure the heights and lengths of finished structures with nonstandard units.
I Need a Lunch Box
(Lesson to be developed)
Iktomi and the Boulder
by Paul Goble
Cultural Group: Native American
Content Connection: Science Grade 4
Topic : Earth Materials
Suggested Exemplars
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Collection: pebble, gravel, rock/stone, picture of a boulder, other types of rocks
Comparison Circles: boulder/rock collection
Learning Sequence
1. Reveal "rock" collection, students examine and compare rocks. Provide
comparison circles for any classifying ideas the students may have.
2. Display cover and title of the book, make predictions about the story.
3. Read Iktomi and the Boulder.
4. Compare/contrast properties of the boulder in the story with rocks in the
collection.
Boulder is:
• sunburnt
• bouncing
• thumping
• temper
• jumping
• angry
5. Students make mock rocks (refer to Science Kit Earth Material Activity 1
"Mock Rock Geology" pg. 3)
6. Reflective Dialogue:
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What are some of the properties of the mock rock?
What tools would you need to take apart a real rock?
How were the mock rocks like/different from "real" rocks and the boulder
in Iktomi and the Boulder?
Extension
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Discuss the last paragraph in the book:
"This story also expla ins why bats have flattened faces, and why there are rocks
scattered all over the Great Plains."
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Brainstorm other reasons why there are rocks scattered all over the Great Plains.
Set up a "Rock Center" where students can add to the collection as they discover
new rocks.
Students create their own Iktomi story.
Immigrant Girl, Becky of Eldridge Street
by Brett Harvey
Illustrated by Deborah Ray
Cultural Group: Russian
Content Connection: Social Studies Grade 5
Topic : Geography, Map Skills
Suggested Exemplars
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Music Interpretation: the "Overture to Fiddler on the Roof"
Picture Interpretation: Fifth Avenue in Winter
Guess Box: model of the Statue of Liberty
Word of the Day:" immigrant"
Learning Sequence
1. Music Interpretation : "Overture to Fiddler on the Roof"
2. Discuss how students felt, and what they thought about while listening to the
music.
3. Read aloud Immigrant Girl. Students make connections between their feelings
during the music and the story.
4. Students recall where the family in the story came from and why.
5. Students list the countries that the early settlers came from and some of their
reasons for coming to America.
6. Students can work in teams to research the countries of origin of the immigrants
to America between 1800-1910.
7. Students can chart the routes taken by these early immigrants and compare them
to the one in the story.
Extension
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Students can research their country of origin and identify it on a large map in the
classroom.
Students can create a journal from the point of view of one of the passengers on
the ship in the story.
Knots on a Counting Rope
Written by Bill Martin, Jr. and John Archambault
Illustrated by Ted Rand
Cultural Group: Native American
Content Connection: Math Grades 4, 5
Topic : Place Value
Suggested Exemplars
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Picture Interpretation: Book Cover
Guess Box: a rope
Collection: abacus, dienes blocks, toothpicks, calculator, computer, counting
bears (things that are used for counting)
Learning Sequence
1. 1. Begin by showing the front cover of the book as a stimulus for discussing what
the story might be about and what the title means.
2. Read the Knots on a Counting Rope and discuss children's earlier predictions
relative to the actual story.
3. Introduce a quipu (ke' poo, see appendix) and explain how it was used by the
Incas.
4. Have children work in pairs or individually to create their own quipus for five and
six digit numerals. Quipus can the be exchanged with members of the student's
team to see if they can read then write the numeral that the quipu represents.
Extension
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Children can investigate counting systems in other cultures.
Use one of the exemplars as a follow-up activity.
Legend of the Persian Carpet LESSON #1
Written by Tomie DePaola
Illustrated by Claire Ewart
Cultural Group: Iranian - Persian
Content Connection: Math Grade 1
Topic : Graphing
Suggested Exemplars
•
•
Serial Collection: Rainbow - crayons (red, orange, yellow, green, blue, indigo,
violet) Kaleidoscope, prism, water prism, color wheel
Picture Interpretation: Brooklyn Bridge by Joseph Stella
Learning Sequence
1. Present collection or do "Picture Interpretation" to arrive at the idea of a rainbow.
2. Read the story to decide why the collection activity was about a rainbow.
3. Discuss the story and complete the graphing activity"Reach for a Rainbow" from
AIMS Spring into Math and Science pp 12-14.
Extension
•
•
Written expression: Ask students: "What might you find at the end of your
rainbow?" or "If I were a rainbow I would . . . "
Why is a rainbow called a rainbow?
Legend of the Persian Carpet LESSON #2
Written by Tomie DePaola
Illustrated by Claire Ewart
Cultural Group: Iranian - Persian
Content Connection: Math Grade 2
Topic : Symmetry
Suggested Exemplars
•
•
Guess Box: carpet
Picture Interpretation: Cheyt M or Vega by Victor Vasarely
Learning Sequence
1. Guess Box or Picture Interpretation
2. Read Legend of the Persian Carpet to discover how the Persian carpet was
created.
3. Reflective Dialogue: discuss the design of the carpet shown in the pictures and
look for examples of symmetry.
4. Complete the "Kaleidoscope" activity from AIMS Primarily Physics to reinforce
the concept.
5. Use pattern blocks to create a symmetrical design that could be used as part of a
design for a Persian carpet.
Extension
•
Problem Solving: Given a carpet with an area of 24 square units, use hundred
square paper to show all of the possible rectangular arrangements that the carpet
might have.
The Magic Amber
Retold and Illustrated by Charles Reasoner
Cultural Group: Korean Folktale
Content Connection: Science Grade 2
Topic : Liquid Exploration
Suggested Exemplars
•
Word of the Day: "absorb"
•
Guess Box: rice
Learning Sequence
1.
2.
3.
4.
Guess Box with rice
Students discuss how rice changes its form when it is cooked.
Read aloud The Magic Amber.
Discuss with students how the rice changed its formed when it was cooked. Was
the amber truly magic ?
5. Conduct an experiment with dry rice and water:
• Present different kinds of rice: minute, long grain, brown, and wild rice
• Students hypothesize what will happen to the rice after adding hot water,
after adding cold water.
• Students predict how long it will take to observe any change in the rice.
• Encourage students to set up the variables for the investigation and
establish a data recording system. For example: Hypothesize if the water
returns to its original form once it is absorbed into the rice, predict time
needed, test hypothesis, reach conclusion.
Extension
•
Explore what other liquids share the same properties as water. Could these liquids
be used to make rice ?
Mary McLean and the St. Patrick's Day Parade
LESSON #1
Written by Steven Kroll
Illustrated by Michael Dooling
Cultural Group: Other International Cultures
Content Connection: Reading/Language Arts Grade 4
Topic : Reality and Fantasy
Suggested Exemplars
•
•
•
Guess Box: clover
Collection: clover, green fabric, green leaves, a troll or leprechaun, other St.
Patrick's Day symbols
Comparison Circles: Reality vs Fantasy
Learning Sequence
1. Guess Box: shamrock or clover
2. Reflective dialogue:
• What connections can you make with a shamrock?
• What is special about a shamrock?
• Why do you think Mr. Finnegan was willing to allow Mary to ride with
him on his St. Patrick's float for a shamrock?
3. Ask children to suggest additions to a collection that begins with the shamrock. If
the suggestion fits the Irish theme say "yes" and add that item if available. Since
they have not yet heard the story their responses and modifications will be based
on their background knowledge and experience as well as the teacher's responses.
4. Read Mary McLean and the St. Patrick's Day Parade .
5. Children illustrate or write summaries of sequences from the story.
6. Place two circles on the floor label one fact and one fantasy. Children sort
pictures into the two sets. If they are not sure they may want to create an
intersection.
Extension
•
Children may write or perform skits that include dialogue they create for Mary
and her family during two difficult scenes: The steerage section of the immigrant
ship and the one bed the whole family shared in the basement on James Street.
Mary McLean and the St. Patrick's Day Parade
LESSON #2
Written by Steven Kroll
Illustrated by Michael Dooling
Cultural Group: Other International Cultures
Content Connection: Social Studies Grade 5
Topic : Immigrant Experience
Suggested Exemplars
•
Serial Collection: Statue of Liberty, ship, small fabric or leather carry-all, comb,
toothbrush, blanket, dried shamrock
Learning Sequence
1. Guess Box: shamrock or clover
2. 1. Read story to the class, telling students to listen to draw conclusions about the
early travel and settling experiences of immigrants to this country.
3. Reflective Dialogue: Discuss the hardships the McLeans faced on their journey
and in their new home.
4. Present the serial collection and have children suggest a title for it.
5. Compare and contrast the immigrant experience of Mary and her family with:
a. earlier immigrants
b. students who have come from another country
Extension
•
Students research their family background to determine if a family member
immigrated to the United States and enter this information in a journal.
Nina's Treasures LESSON #1
Written by Stefan Czernecki and Timothy Rhodes
Illustrated by Stefan Czernecki
Cultural Group: Other International Cultures
Content Connection: Science Kindergarten
Topic : Living Things
Suggested Exemplars
•
•
•
Guess Box: egg
Picture Interpretation: Feathers in Bloom by Marc Chagall
Comparison Circles: fact vs fiction
Learning Sequence
1. Guess Box: egg
2. Use the cover of Nina's Treasures, and have students hypothesize about the
connection between the egg and the story.
3. Read Nina's Treasures.
4. Discuss the changes that happened to Nina during the winter. Compare Nina's
needs with the needs of other living things.
5. Have children use wallpaper scraps to create their own painted eggs.
Extension
•
•
•
Students draw pictures of events that happened in the story and then sequence the
events correctly.
Use the children's pictures with comparison circles to sort the pictures into fact
and fantasy sets about hens.
Use pictures from Chicken Sunday by Patricia Polacco to illustrate how pisanka
(painted eggs) were traditionally created in the Ukraine.
Nina's Treasures LESSON #2
Written by Stefan Czernecki and Timothy Rhodes
Illustrated by Stefan Czernecki
Cultural Group: Other International Cultures
Content Connection: Social Studies Grade 1
Topic : Food
Suggested Exemplars
•
•
•
•
Guess Box: egg, seeds, cornmeal
Picture Interpretation: Feathers in Bloom by Marc Chagall
Collection: fruits and vegetables harvested during the fall
Comparison Circles: real/make-believe
Learning Sequence
1. Guess Box: egg
2. Share the cover of Nina's Treasures, and the first picture that identifies the main
characters.
3. Ask students to think about what might be treasures to Katerina and to Nina.
4. Read Nina's Treasures.
5. Compare and contrast the ways Nina and Katerina obtained food during each
season.
6. Survey students to discover their favorite food or a food they might treasure.
7. Create a class graph of favorite foods.
Extension
•
•
Read Chicken Sunday by Patricia Polacco to show how painted eggs were
originally painted in the Ukraine.
Have children decorate eggs (paper or real) using a continuing pattern of 2 or 3
shapes.
Over The Deep Blue Sea
Written by Daisaku Ikeda
Illustrated by Brian Wildsmith
Cultural Group: Japanese-Pacific Islands
Content Connection: Social Studies Grade 3
Topic : Map Skills Geography
Suggested Exemplars
•
•
Comparison Circles: (1) land forms and (2) water forms
Guess box: turtle
Learning Sequence
1. Guess Box : use a replica of a turtle, unless a live turtle can be found (if model is
used tell students you will answer questions as though the real thing were in the
box).
2. Discuss where turtles might be found, list ideas on index cards. Have students
group their ideas using comparison circles. If they come up with other categories,
suggest sorting by land forms and water forms.
3. Read aloud Over the Deep Blue Sea. Ask students to keep track of how many
different land and water forms are mentioned.
4. Add any new forms to the comparison circles (shore, sea, island, ocean, beach,
mountains, cove, river, current, freshwater streams ) encourage students to look
up any words (using a print or electronic dictionary) if they are unsure of the
meaning .
5. Students can work in pairs to write brief stories using as many of the land and/or
water forms as possible.
Extension
•
Students can create three dimensional models of land and water forms using a
variety of mediums.
Pepito's Story LESSON #1
by Eugene Fern
Cultural Group: Hispanic
Content Connection: School climate
Topic : Beginning of the year
Suggested Exemplars
•
•
•
•
Guess Box: tap or ballet shoe
Picture Interpretation: Dancers on Stage with Bouquet, Ballet School, Frieze of
Dancers , and Dancing Class by Edgar Degas
Music Interpretation: "Bolero" by Ravel
Comparison Circles: student attributes
Learning Sequence
1. Children write five or more attributes that describe themselves on index cards.
2. The teacher reads attributes from one card and children to whom they apply stand
in a large yarn circle at the front of the room. As attributes become more specific,
children leave the circle until only one child is left.
3. Teacher reads a card that lists Pepito's attributes. When the description doesn't fit
anyone, introduce the story and have children listen for Pepito's attributes as the
story is read.
4. Write grandma's quote and have children share what they think is unique about
them.
5. Children draw self portraits on large envelopes and web their traits or interests
around their portraits.
Pepito's Story LESSON #2
by Eugene Fern
Cultural Group: Hispanic
Content Connection: Math Grade 3
Topic : Creating a glyph
Suggested Exemplars
•
•
•
Guess Box: tap or ballet shoe
Picture Interpretation: Dancers on Stage with Bouquet, Ballet School, Frieze of
Dancers , and Dancing Class by Edgar Degas
Music Interpretation: "Bolero" by Ravel
Learning Sequence
1.
2.
3.
4.
5.
Begin with either a guess box or picture interpretation.
Read aloud Pepito's Story.
Discuss grandma's quote with the class.
Introduce glyph concept.
Have children create an "All About Me" glyph. (i.e., head shape = age, body
shape = Number of people in the family, arms = how you feel about math)
River Ran Wild LESSON #1
by Lynne Cherry
Cultural Group: Native American, Nashua
Content Connection: Reading/Language Arts Grade 4
Topic : Letter Writing
Suggested Exemplars
•
•
•
Picture Interpretation: Composition by Jackson Pollack
Guess Box: Dominoes
Word of the Day: pollution
Learning Sequence
1. Picture Interpretation activity, students interpret Composition.
2. Read A River Ran Wild aloud to gather information about how the picture,
Composition, connects to the story.
3. Students work in pairs to chart as many cause/effect relationships that they
remember from the story (building of factories, use of chemicals and plastics,
pulp dumped into river).
4. Students write letters to W.S.S.C. expressing concern about Rock Creek and
offering possible solutions.
A River Ran Wild LESSON #2
by Lynne Cherry
Cultural Group: Native American, Nashua
Content Connection: Science Grade 4
Topic : Ecosystems
Suggested Exemplars
•
•
Picture Interpretation: Composition by Jackson Pollack
Word of the Day: pollution
Learning Sequence
1. Picture Interpretation activity, students interpret Composition.
2. Read A River Ran Wild aloud to gather information about how the picture,
Composition, relates to the story.
3. Students will work in pairs and create a story board (in picture form) showing
how the Nashua River became polluted.
4. Refer to Grade 4 Ecosystem Kit/Lesson 9, "Upsetting the Balance:"
a. Identify the three pollutants and discuss how they negatively affect a
balanced ecosystem.
b. Have students set up experiments with these pollutants, Lesson 10.
Extension
•
Have students complete a Word of the Day journal entry for pollution.
Sachiko Means Happiness
Written by Kimiko Sakai
Illustrated by Tomie Arai
Cultural Group: Japanese American
Content Connection: Reading/Language Arts Grades 2-6
Topic : Conflict/Resolution
Suggested Exemplars
•
•
•
Picture Interpretation: Pictures on pages 8 and 9 of the book
Music Interpretation: "Turn, Turn, Turn"
Word of the Day: "remember" and "forget"
Learning Sequence
1. Students compare and contrast the two pictures on pages 8 and 9 of Sachiko
Means Happiness and discuss the possible relationships.
2. Discuss the concept memory, check the dictionary, give examples of long term
memories (older students may discuss how emotional response affects memory.
3. Read Sachiko Means Happiness aloud. Stop at page 18 and 19 and have students
predict what might happen next.
4. After finishing the book, discuss emotional reactions to the story. Discuss
Alzheimer's Disease with older students, what it is and how it affects its victims.
5. Encourage students to share their own grandparent stories and memories.
Extension
•
Read other grandparent stories. Look for similarities and differences. Students
write their own grandparent stories.
Senefer
Written by Beatrice Lumpkin
Illustrated by Linda Nickens
Cultural Group: Africa Ancient Egypt
Content Connection: Math grade 3
Topic : numeration
Suggested Exemplars
•
Guess Box : a shallow box of sand
Learning Sequence
1. Guess Box: A possible initiating clue "the object in the guess box could be used
for writing."
2. Read Senefer aloud and ask students to listen for how Senefer used sand in the
story.
3. After reading the story have students study the pictures of the counting Senefer
did.
4. They can record the counting symbols on the chalk board next to the Arabic
numerals for 1-10.
5. Present charts of Egyptian and Roman numeration systems for children to
compare.
6. Play the Egyptian Match Game(see attachment) substituting Roman numerals for
Egyptian numerals.
Extension
•
•
Reread pages 14 and 15 about Senefer's solution for the addition of 24 and 38.
Have children work in cooperative groups to solve a similar problem using
Egyptian numerals.
Reread page 24 and have children explain how Senefer arrived at 351 as the
product of 13 x 27. Children can then compare the advantages and disadvantages
of the Roman, Arabic and Egyptian numeration system. Ask children to discover
the missing element in both ancient numeration systems that help make the Arabic
system simpler and computers possible.
Sim Chung and the River Dragon
Retold by Ellen Schecter
Illustrated by June Otani
Cultural Group: Korean Folktale
Content Connection: Science Grade 4
Topic : Ecosystems Habitat
Suggested Exemplars
•
•
Collection/Comparison Circles: Things that come from land and sea: salt, pearl,
driftwood, seaweed, rock, canned fish, seashells.
Picture Interpretation: From the Lake by Georgia O'Keeffe. Explore the picture
for color, mood, feelings, sounds, and discuss possibilities as a habitat.
Learning Sequence
1.
2.
3.
4.
5.
Serial collection of land and sea objects.
Classify objects into comparison circles, discuss all possibilities.
Discuss whether living things can survive under water.
Read Sim Chung and the River Dragon aloud.
Brainstorm ways in which Sim Chung was able to survive her life with the
dragon.
6. Refer to Ecosystems Grade 4 Lesson 4: "Adding Animals to the Aquarium."
Discuss what characteristics animals must have in order to survive in the
aquarium
7. Ask students to imagine that they have just discovered a new species of
underwater life. Students will draw a picture of this new discovery. The criteria
for evaluation are based on the attributes of underwater life (fins, gills, gravid
spot, etc.).
Extension
•
Creative Writing: Students imagine what life would be like if they lived under
water.
Tar Beach
by Faith Ringgold
Cultural Group: African American
Content Connection: Reading/Language Arts Grade 2
Topic : Fact and Fantasy
Suggested Exemplars
•
•
•
Picture Interpretation: Beach at Trouville
Collection: towel, bathing suit, sunglasses, beach ball, sunblock, TIDE
(detergent), pail, shovel, picture of sand castle
Word of the day: beach
Learning Sequence
1. Reveal collection.
2. Introduce title "Tar Beach." Show the cover and have students brainstorm what
the title may mean.
3. Read Tar Beach.
4. Reflective dialogue:
• Is the tar beach in the story like a real beach?
• Why do you think people in the city created "tar" beaches?
• What items in tar beach can be found at the real beach?
• Discuss things that happened in the story that were real (fact) or not real
(fantasy). Chart the answers as the students respond.
Extension
•
Students may be given a choice to find a medium (art, music, drama, dance,
poetry) to tell the other children in their group about a special place in their life or
their family's life.
Three Stalks of Corn
by Leo Politi
Cultural Group: Hispanic, Mexican
Content Connection: Social Studies Grade 1
Topic : Food
Suggested Exemplars
•
•
•
Picture Interpretation: 1082 Harvest Scene by Paul Gauguin
Guess Box: corn, tortilla
Revealed Collection: cornstarch, cornmeal, corn husk meal, popcorn, tortillas,
Mazola margarine, corn oil, Kixcxereal, Doritos
Learning Sequence
1. Revealed collection: "Things made from corn or corn products"
2. Display this statement from the book:
"Corn is very precious to our poeple. It is the basis of much of our food. No part
is thrown away."
3. Read to Three Stalks of Corn. Have the students listen to find ways that corn was
used by the Mexican people. Record student responses.
4. Tortillas are the basis for many Mexican dishes. Have the students sequence the
steps of making tortillas. Students can act out each step.
Extension
•
•
•
If available show students a grinding stone or a mortar and pestle. Teach the
Native American song, "Corn Grinding Stone." Students can sing as they act out
grinding corn.
Follow a recipe to make toritllas. Explore "tamales" by reading Too Many
Tamales by Gary Soto.
A.I.M.S. activities "An Ear of Indian Corn" and "Growing Indian Corn".
Three Strong Women LESSON #1
Written by Claus Stamm
Illustrated by Jean and Mou-sein Tseng
Cultural Group: Japanese
Content Connection: Math and Science Grades 1 and 2
Topic : Weight
Suggested Exemplars
•
•
Collection: (serial) Objects that have Weight Present these in the following
order: elephant, car, cork or sponge, 5 lb. bag of potatoes, paper weight, ball
bearing (or weight for scale), dumbbell.
Word of the Day "weight"
Learning Sequence
1. Collection activity (objects that have weight)
2. Students will order the objects from lightest to heaviest without touching the
objects.
3. Students reorder objects after feeling the weight of each.
4. Read aloud Three Strong Women and ask students to listen for a surprising event.
Discuss events from the story. (does the size of a person indicate the person's
strength?)
5. Students will estimate, then weigh a group of four objects using non-standard
measurement.
Extension
•
Is it humanly possible for a man or woman to throw a tree? What kind of
information do we need to know to find out?
Three Strong Women LESSON #2
Written by Claus Stamm
Illustrated by Jean and Mou-sein Tseng
Cultural Group: Japanese
Content Connection: Science Grade 1
Topic : Construction
Suggested Exemplars
•
•
Collection of building materials: brick, nails, straw, twigs, sand, water, paper,
wood, toothpicks, hangers, dry spaghetti, mud, dirt, clay, marshmallows.
gumdrops.
Picture Interpretation: The Street by Marc Chagall, Rain by Marc Chagall,
Haystacks by Claude Monet, House of Anvers by Van Gogh
Learning Sequence
1. Revealed collection of building materials.
2. Students hypothesize which material is strong enough to hold Paddington Bear (or
other object)
3. Show pictures of the four characters from Three Strong Women, do not reveal the
title of the book. Hypothesize which character is stronger and why.
4. Read aloud Three Strong Women.
5. Discuss concept of biggest vs. strongest. Ask students if their hypothesis about the
pictures has changed. Generate many reasons why. Have students explore
connections between the story and the building materials.
6. Team students to construct a three dimensional structure to hold Paddington Bear.
7. Evaluate structures.
Extension
•
Students generate ideas and come to consensus on a different title for the book,
Three Strong Women. Students will compare/contrast the structures.
Three Strong Women LESSON #3
Written by Claus Stamm
Illustrated by Jean and Mou-sein Tseng
Cultural Group: Japanese
Content Connection: Reading/Language Arts Grade 3
Topic : Simile
Suggested Exemplars
•
•
•
Collection: Objects that are "cool," to introduce the simile "cool as a cucumber."
Wet paper towel, ice cube, fan, cucumber, sunglasses, roller blades, York
Peppermint Patty, picture of Will Smith (or some other person considered to be
"cool"), snow capped mountains, iceberg, or other objects.
Guess Box: cucumber
Word of the Day: "simile"
Learning Sequence
1. Introduce simile by using a revealed collection or guess box.
2. Generate other similes children know and discuss them.
3. Read aloud Three Strong Women and have children identify similes by using a
hand signal when they hear one.
4. Make a chart with similes from the book and have children identify objects being
compared. Create new simile to compare the same objects as those in the book.
5. Follow up: Look for similes in independent or homework reading and have
students add them to the "Similes Chart" illustrate similes
Extension
•
How would this story be different if the three women were men and the story title
was Three Strong Men? Would Forever Mountain have reacted differently?
How?
Three Strong Women LESSON #4
Written by Claus Stamm
Illustrated by Jean and Mou-sein Tseng
Written by Illustrated by
Cultural Group: Japanese
Content Connection: Reading/Language Arts Grades 4 and 5
Topic : Persuasion
Suggested Exemplars
•
•
•
•
•
Word of the Day: "strength," "wrestler"
Collection: "Things That Make People Strong:" can of spinach, vitamins,
dumbbell, carton of milk, fruit, vegetable, pillow (rest)
Guess Box: Vitamins
Picture Interpretation: Cyclist by Richard Lindner Have students explore the
picture leading to connections with athletes, strength, stamina
Music Interpretation: "Sorcerers Apprentice" from Fantasia
Learning Sequence
1. 1.Serial Collection: "Things That Make You Strong"
2. Read Three Strong Women aloud.
3. Provide the following scenario to students:
Maru-me and her family decide to open the "Get Strong Spa". They don't know
how to persuade people to sign up for a three month trial membership. Have
students develop a way to help Maru-me get some customers. In preparation,
review elements of persuasion and criteria for evaluating claims.
Students may work individually or in small groups using their choice of media:
print advertising, commercials, demonstrations, etc. Students present their
solutions to the group.
4. Class evaluates the promotional claims made based on criteria for evaluation.
Extension
•
Conduct a discussion with students centered around the question: "What if all the
wrestlers in Japan signed up for this "Get Strong Spa"? How might this change
wrestling in Japan?
Three Strong Women LESSON #5
Written by Claus Stamm
Illustrated by Jean and Mou-sein Tseng
Cultural Group: Japanese
Content Connection: Math Grade 5
Topic : Estimation and Measurement
Suggested Exemplars
•
•
•
Collection : Olive Oil, Laurel Wreath, Frisbee, Torch (disposable lighter), Spear
Music Interpretation: "Chariots of Fire"
Picture Collection: Possible Shorewood Prints:
Touchdown Yale vs. Princeton by Remington
Salutat by Eakins
Bare Knuckles by Hayes
National Game of Baseball by Currier & Ives
Leisure: Homage to Louis David by Leger
Dynamism of a Cyclist by Boccioni
Cyclist by Lindner
Hockey Players by Kirchner
The Race Track by Dufy
Regatta by Dufy
Race Horses by Degas
Learning Sequence
1. Music Interpretation: Play the theme music from "Chariots of Fire." Have
students brainstorm a possible title.
2. Display a collection of pictures that reflect sports competition, discuss the
connections between the pictures.
3. Read aloud Three Strong Women. Ask students to listen to determine what type
of sports competition occurs in the story.
4. Divide the class into five groups. Place one of the following objects in each
group: frisbees (discus), bamboo or broomstick (javelin), yardstick (jump), rope
circle (wrestling) and jogging shoes (running). Students come to consensus about
which Olympic event each object represents. (objects represent each of the
original Olympic events.).
5. Second Day Refer to AIMS Math+Science = Solution. Mini- measurement
Olympics. Students will participate in a Mini-Olympics: Paper Straw, Javelin
Throw, Paper Plate Discus, Cottonball Shot Put, Right handed marble grab.
6. Review Procedure for estimating and measuring in metric and customary units.
7. Students record and then graph estimated and actual distance of each event.
Determine the difference between the two.
Three Strong Women LESSON #6
Written by Claus Stamm
Illustrated by Jean and Mou-sein Tseng
Cultural Group: Japanese
Content Connection: Science Grade 5
Topic : Structures
Suggested Exemplars
•
•
•
•
Collection of construction toys: Legos, Duplos, Bright Builders, Lincoln Logs,
Bristle Blocks, Tinker Toys, wooden blocks, Kinex, any other building toy.
Comparison Circles: Classify building toys
Music Interpretation: "Rhapsody in Blue" by George Gershwin
Picture Interpretation: Composition #2 by Mondrian, Composition with Color
Area by Mondrian, Arch Tower I by Feininger
Learning Sequence
1. Students hypothesize ways to test a person's strength ( arm wrestling, lifting
weights, tearing a phone book, karate chop a block of wood, wrestling, endurance
race, etc.)
2. Read Three Strong Women aloud.
3. Discuss hypothesis about testing the strength of a person and how they relate to
the book.
4. Revealed collection of building toys, classify some or all of the toys using
comparison circles
5. Students hypothesize ways to test the strength of these building materials and try
them out (make a bridge out of each material and test for supporting a specified
number of objects like books)
6. In pairs or small groups, students use any combination of the building toys to
build any structure that demonstrates the ability to hold a given amount of weight.
7. Share structure with class and demonstrate strength.
Extension
•
Picture Interpretation: Discuss the structures within the pictures.
Too Many Tamales LESSON #1
Written by Gary Soto
Illustrated by Ed Martinez
Cultural Group: Hispanic
Content Connection: Math Grades 2 and 3
Topic : Division
Suggested Exemplars
•
•
•
•
Picture Interpretation: Mother's Helper by Diego Rivera
Collection: bottle of water, corn husks, shredded beef, masa, mixing bowl,
measuring cup, large pot
Guess Box: a ring
Word of the Day: "tamale"
Learning Sequence
1. Present items in serial collection in specified order. Students will brainstorm a
name for the collection, focus on "Things That Will Be Used in a Recipe."
2. Read Too Many Tamales aloud to find out what is being made.
3. Groups students to follow a recipe for making tamales. This can be done as an
assembly line project. Each group can be responsible for one specific step of the
recipe.
4. Pose the following problem:
Maria and her mother made 24 tamales. Maria and her cousins decided to eat all
24 tamales in order to find her mothers lost ring. If the children decide to each eat
a fair share of tamales, how many tamales would each child eat?
5. Students can work in groups of 4 to solve the problem. Distribute 24 cubes or
counters to the group. Students must decide how to divide the counters until each
student has an equal number of cubes
6. Discuss how the children in the story felt after eating all the Tamales. Did each
child eat 6 tamales in the story? Students focus on the one tamale that remained
on the plate. Ask: How was that tamale divided? What fractional part of the
tamale did each child eat? Give each group a "paper tamale " to use to solve the
problem.
Extension
•
Students list steps for making tamales, then create a movement for each step in
tamale making. Play Mexican music and have students act out steps to the music.
Too Many Tamales LESSON #2
Written by Gary Soto
Illustrated by Ed Martinez
Cultural Group: Hispanic
Content Connection: Math Grades 4
Topic : Fractions
Suggested Exemplars
•
•
•
•
Picture Interpretation: Mother's Helper by Diego Rivera
Collection: bottle of water, corn husks, shredded beef, masa, mixing bowl,
measuring cup, large pot
Guess Box: a ring
Word of the Day: "tamale"
Learning Sequence
1. Present items in serial collectio n in specified order. Students will brainstorm a
name for the collection, focus on "Things That Will Be Used in a Recipe."
2. Read Too Many Tamales aloud to find out what is being made.
3. Group students to follow a recipe for making tamales. This can be done as an
assembly line project. Each group can be responsible for one specific step of the
recipe.
4. Students work in cooperative groups to solve the following problems:
Maria and her mother made 24 tamales. Maria and her cousins decided to eat all
24 tamales in order to find her mothers lost ring. If the children decide to each eat
a fair share of tamales, what fractional part of the tamales would each child have
to eat ? How many tamales would each child eat if they ate one- fourth of the
tamales?
Tell the students that Danny realizes that he is unable to eat 6 tamales. Therefore
Dolores, Teresa, and Maria must eat all 24 tamales. What fractional part will each
child eat ? How many tamales would each child have to eat if they ate one-third of
the tamales?
5. Students find the number of tamales each child would have to eat if there were 96
tamales.
6. Students create their own tamale problems using a different number of people to
fair share with.
Extension
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Students list steps for making tamales, then create a movement for each step in
tamale making. Play Mexican music and have students act out steps to the music.
Turtle Knows Your Name LESSON #1
Written by Ashley Bryan
Cultural Group: African-American
Content Connection: Math Grades 1, 2
Topic : Numeration
Suggested Exemplars
•
Guess Box: turtle
Learning Sequence
1. Read Turtle Knows Your Name.
2. Children hypothesize which was the longest name, Granny's or the boy's. They
check their hypotheses.
3. Children hypothesize the longest name in the class. Children print their names
letter by letter on hundred-square chart paper to check their hypotheses. They then
compare the child's name to the characters' names in the story.
Extension
•
Children work in small groups to devise a letter-number code (example a=26,
b=25 etc.) and spell their names in the code. They then decipher the other names
in the group.
•
•
•
Children find other ways of comparing the length of names (use multilink cubes,
lots a links, Legos . . . etc.)
Children look for names among family, schoolmates and friends that may exceed
the longest name in the class.
Create a class bar graph showing the letters that appear most frequently in names
in the classroom.
Turtle Knows Your Name LESSON #2
Written by Ashley Bryan
Cultural Group: African-American
Content Connection: Reading/Language Arts Grades 1, 2
Topic : Rhyming words, figurative langua ge
Suggested Exemplars
•
Picture Interpretation: Turtle Tide Craig Rubadoux, The Poor Fisherman by
Fatata Te Mitt, Hail Mary by Paul Gauguin
Learning Sequence
1. Read Turtle Knows Your Name aloud to the children.
2. Have children recite UPSILAMANA TUMPALERADO's name 'song.' Children
form groups to design a melody and a dance to go with the 'song' that granny sang
and the boy danced.
3. Explore the dual nature of names with child ren. Everyone has a 'title' name (Son,
Daddy, Granny ... etc.) and a given name. Some people have more than on of each
(i.e. daughter and mommy, dad and uncle, mom and grandma) or Susan Ann, Jose
Fernandez, etc.
Extension
•
•
Children create or recite familiar proverbs they may have heard at home.
(example: a stitch in time saves nine, the early bird catches the worm)
Have children share their names and how they were named.
Very Last First Time
Written by Jan Andrews
Illustrated by Ian Wallace
Cultural Group: Native Americans, Inuit
Content Connection: Science Grade 2
Topic : Liquid Exploration
Suggested Exemplars
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•
•
•
Guess Box: ice cube
Music Interpretation: "Winter" by Vivaldi
Picture Interpretation: Blue Atmosphere by Helen Frankenthaler, From the
Lake # 1, Grey Line With Black, and Blue and Yellow by Georgia O'Keeffe
Collection: mussel shell, rock, shrimp, water, sand, crab, anemone, seaweed
Learning Sequence
1. Brainstorm happenings that may or may not be possible ( i. e. ,walking on the
moon, flying, walking on water...) and discuss.
2. Pose this situation: "I have read a really interesting book that I want to share. I
want to decide if it is a true story or fiction."
3. Read Very Last First Time aloud and decide if it is fiction.
4. Reflective Dialogue:
• What property of water would make this story true?
• How could there be a tidepool in the seabead?
• Why didn't it freeze or go out to sea with the tide?
5. Brainstorm possible experiments you could try to prove that the ocean could
freeze allowing people to walk on the ocean floor.
6. Students work in pairs or teams to design experiments to prove this possibility.
Extension
•
•
Use one of the exemplars as a follow-up activity.
Paint a picture of what it was like for Eva under the sea.
Watch the Stars Come Out LESSON #1
Written by Riki Levinson
Illustrated by Diane Goode
Cultural Group: European
Content Connection: Social Studies Grade 1
Topic : Shelter
Suggested Exemplars
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•
•
Guess Box: boat
Comparison Circles: temporary shelters/permanent shelters
Word of the Day: "shelter"
Learning Sequence
1. Guess Box: boat
2. Brainstorm shelters found on land and water.
3. Read Watch the Stars Come Out aloud and have children listen to identify the
types of shelters mentioned.
4. Use comparison circles to classify shelters as either temporary or permanent.
5. Reflective Dialogue: What kinds of things did the boat provide for people as a
shelter? What kinds of things did their new home provide?
6. Students can construct models of temporary shelters using blocks, clay, cardboard
or other materials.
Extension
•
•
Students can design boats that they could live on permanently.
Students can design various boats to find which float best and carry the most
cargo.
Watch the Stars Come Out LESSON #2
Written by Riki Levinson
Illustrated by Diane Goode
Cultural Group: European
Content Connection: Social Studies Grade 4
Topic : History of Maryland
Suggested Exemplars
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•
•
Guess Box: star
Word of the Day: "immigrant"
Comparison Circles: journey in the book/ journey of Maryland settlers
Learning Sequence
1. Guess Box: star
2. Read Watch the Stars Come Out aloud.
3. Reflective Dialogue:
• Look at the picture on page 2. Why were so many people traveling to
America?
• Why couldn't the girl see the stars during the journey?
• How long do you think the journey took?
• How did brother use his stick?
4. Compare/contrast this journey with what we know about the journey of the
Maryland settlers.
Extension
•
•
Create a diary entry of a child traveling from Europe to America.
Chart the distance traveled and amount of time needed to travel from Europe to
Maryland.
Why Mosquitoes Buzz in People's Ears
Written by Vera Aardema
Illustrated by Leo and Diane Dillion
Cultural Group: African
Content Connection: Science Grade 3
Topic : Sound
Suggested Exemplars
•
•
Revealed Collection: (objects that represent rain forest animals) snake skin shoe,
feather, banana, crown, cotton ball, bottle of OFF.
Music Interpretation: "Flight of the Bumble Bee" or "Carnival of the Animals" by
Saint Saens
•
Picture Interpretation: Surprise, Storm in the Forest, Virgin Forest, The Snake
Charmer, and Jungle: Tiger Attacking a Buffalo, by Henri Rousseau
Learning Sequence
1. Revealed Collection: objects that represent rain forest animals
2. Read the title of the book and have children predict the contents.
3. Read Why Mosquitoes Buzz in People's Ears aloud and children listen for the
sounds made by each animal.
4. Complete Lesson #8 from the Grade 3 Sound Unit, "Producing Sound : Making
Model Vocal Cords" or present children with a variety of materials (i.e., straws,
toothpicks, rubberbands) and have them create noise makers to simulate the
sounds made by one of the animals in the story.
Extension
•
•
Children can choose a musical instrument whose sound they feel most closely
simulates the sounds of animals in the story. The story can be reread substituting
the musical instruments for the sounds of the animals.
Create a rain forest mural.
The Woman Who Outshone the Sun
From a poem by Alejandro Cruz Martinez
Illustrated by Fernando Olivera
Cultural Group: Hispanic
Content Connection: Science Grade 4
Topic : Ecosystems Chesapeake Bay
Suggested Exemplars
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•
•
Picture Interpretation: Regatta by Raoul Dufy; Surf, Sand and Rocks by Henry
Glasser
Word of the Day: "ecosystem"
Guess Box: Jar of Water
Learning Sequence
1. Review previously learned information about the ecosystem of the Chesapeake
Bay.
2. Read The Woman Who Outshone the Sun aloud to gather information about the
river's ecosystem.
3. Discuss what happened to the ecosystem of the village once the river left. (no
more rain fell, no birds sang, no otters played, people and animals suffered from
thirst.)
4. Identify a situation where something taken from the Bay has upset the balance in
the ecosystem. Refer to Grade 4 ECOSYSTEM Kit, Lesson 15, "Examining a
Real Environmental Problem."
5. Choosing one item indigenous to the Bay, discuss the effects this loss could have.
(water, fish, crabs, pollution, shells, plant life, etc.)
Extension
•
Conduct a picture interpretation activity using a collection of pictures with
different forms of water to discuss the ecosystems in each picture, compare and
contrast the needs of each system.