patnodestudent activities

8/14/2019 PatnodeStudent Activities

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STUDENT ACTIVITIES USING CHILDRENS LITERATURE

INTRODUCTION:

This project consists of five activities from five books, ranging from first grade to sixth grade.The goal of the assignment was to create projects for students to do that help bring the book tolife. It is important students learn to read for content as well as application. I chose the first bookbecause it was great for group activities. I chose the second activity because it easily transfersoutside the classroom. I chose the third activity because every person in the world has fanciedthemselves a hero before and I want to encourage that through writing. I chose the fourthactivity because of its uniqueness and it provides students an opportunity to see how the otherpeople respond to situations and how that affects them. Finally, I chose the last activity becauseI simply wanted children to identify with their own uniqueness.

Activity #1 Poor Frogs Almanac

Book: Fradin, Dennis Brindell, (2002). Who Was Ben Franklin?New York: Groset & Dunlap

Objectives: Students will create an Almanac using Ben Franklins model.

Age Level: 8-11

After reading section on Ben Franklin as a printer students will be asked to create theirown Almanac

Divide students into four groups and assign each group a season for them to researchand write about.

After research has been done on subject matter students will write one page about thesubject.

All students will contribute one favorite quote into the almanac.

After all groups have submitted their work I will put the stories into publisher format andproduce almanac.

Student Directions:

1. Students will divide into four groups each group representing a season


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2. Students will select at least for sub-topics that occur in their season. Examples would be:weather, holidays, travel, foods, sporting events, etc

3. After students have chosen at least four subtopics they will create an outline in whichthey discuss how they will organize their subtopics story in the almanac.

4. After students organize the subtopics they will determine where they plan to get theirinformation from and okay with the instructor. Examples would be specific internet sitesand books.

5. Now students will delegate responsibility amongst their group. All students will berequired to explain the content of their topic.

6. Students will be given 2-3 days to find information on their season and type a one pagestory containing all subtopics.

7. Do not forget to find one inspirational quote to submit with project this does not have tobe seasonally related.

Assessment:

Group Planning -- Research Project : Frogs Almanac

Teacher Name: Mr. Patnode

Student Name: ________________________________________

CATEGORY 4 3 2 1Ideas/ResearchQuestions

Researchersindependentlyidentify at least 4reasonable,insightful,creativeideas/questionsto pursue when

doing theresearch.

Researchersindependentlyidentify at least 4reasonableideas/questionsto pursue whendoing theresearch.

Researchersidentify, withsome adult help,at least 4reasonableideas/questionsto pursue whendoing the

research.

Researchersidentify, withconsiderableadult help, 4reasonableideas/questionsto pursue whendoing the

research.

Plan forOrganizingInformation

Students havedeveloped a clearplan fororganizing theinformation as itis gathered andin the final

Students havedeveloped a clearplan fororganizing theinformation in thefinal researchproduct. All

Students havedeveloped a clearplan fororganizing theinformation as itis gathered. Allstudents can

Students have noclear plan fororganizing theinformationAND/ORstudents in thegroup cannot


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research product.All students canindependentlyexplain theplannedorganization of

the researchfindings.

students canindependentlyexplain this plan.

independentlyexplain most ofthis plan.

explain theirorganizationalplan.

Quality ofSources

Researchersindependentlylocate at least 2reliable,interestinginformationsources forEACH of theirideas orquestions.

Researchersindependentlylocate at least 2reliableinformationsources forEACH of theirideas orquestions.

Researchers,with some adulthelp, locate atleast 2 reliableinformationsources forEACH of theirideas orquestions.

Researchers,with extensiveadult help, locateat least 2 reliableinformationsources forEACH of theirideas orquestions.

Delegation ofResponsibility

Each student inthe group canclearly explainwhat informationis needed by thegroup, whatinformation s/heis responsible forlocating, andwhen theinformation isneeded.

Each student inthe group canclearly explainwhat informations/he isresponsible forlocating.

Each student inthe group can,with minimalprompting frompeers, clearlyexplain whatinformation s/heis responsible forlocating.

One or morestudents in thegroup cannotclearly explainwhat informationthey areresponsible forlocating.

Date Created: Jun 19, 2008 09:07am (CDT)

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Activity #2 Find Your Match

Book: Boynton, Sandra, (1995). Opposites?:Little Simon Name

Objectives: Students will recognize opposites by finding the person that is holding the cardopposite of theirs.


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Age Level: Kindergarten

After reading Opposites, pass out cards containing objects that are opposites.

Each student will only receive one card.

After everyone has a card call on one student to read their card. After student readstheir card ask the class who has the opposite of

Once students find their opposite have them stand at the front of the class and ask themto choose another student to read their card, until all students have found their match.

Student Directions:

1. Cards containing opposites will be passed out to each student. Each student will begiven one card.

2. After student receives card, one student sill be chosen to read their card

3. After student reads card the student that believes they are the opposite will stand up.4. The student who read their card will go over to the person who stood up and check to

see if their card matches. If the students believe the cards match then they will come tothe front.

5. After the cards have been verified by the teacher to match. The pair at the front of theclass will pick one other student to read their card.

6. The process will repeat until all students have found a match.

Assessment:

This will be an observational assessment verifying that all students understand the concept ofvarious opposites. The game may be repeated until all students have an understanding ofopposites.

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Activity #3 Super Duper

Book: Houle, Michele M., (2001). Gods and Goddesses in Greek MythologyNew Jersey:Enslow Publishing

Objectives: Students will create a short story, with a minimum of 6 sentences, involving acharacter they have created.

Age Level: 7-10


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Directions:

After reading about Gods and Goddesses we will discuss the similarities with modernday superheroes.

Students will then write a short story about a superhero or villain they will create.

Each story will contain the hero or villains name, where they are from, their superpowers, a conflict and solution.

Student Directions:

1. Student s will take out writing journals and title the project with a character name.

2. Students will be reminded the Gods and Goddesses were a form of iconic adulation forpeople to justify events and the world.

3. Student s will then be asked what character would you create to help yourunderstanding of the world.

4. After this they will create an outline for their story.

5. Students will first choose a power or name for their character.

6. Next, they will choose where their character is from.

7. Next, they will determine a problem their character must face on earth.

8. Next, they will determine a solution for their character to combat the problem.

9. Finally, they will determine an outcome or conclusion for their story.

10. After they have created their outline students will write their stories in their journals.

Stories will be no less than 5 sentences.

Assessment:

Story Writing : Super Duper


Student Name: ________________________________________

CATEGORY 4 3 2 1


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Characters The maincharacters arenamed andclearly describedin text as well aspictures. Most

readers coulddescribe thecharactersaccurately.

The maincharacters arenamed anddescribed. Mostreaders wouldhave some idea

of what thecharacters lookedlike.

The maincharacters arenamed. Thereader knowsvery little aboutthe characters.

It is hard to tellwho the maincharacters are.

Problem/Conflict It is very easy forthe reader tounderstand theproblem the maincharacters faceand why it is aproblem.

It is fairly easy forthe reader tounderstand theproblem the maincharacters faceand why it is aproblem.

It is fairly easy forthe reader tounderstand theproblem the maincharacters facebut it is not clearwhy it is aproblem.

It is not clearwhat problem themain charactersface.

Solution/Resolution The solution tothe character'sproblem is easyto understand,and is logical.There are noloose ends.

The solution tothe character'sproblem is easyto understand,and is somewhatlogical.

The solution tothe character'sproblem is a littlehard tounderstand.

No solution isattempted or it isimpossible tounderstand.

Creativity The storycontains manycreative detailsand/ordescriptions that

contribute to thereader'senjoyment. Theauthor has reallyused hisimagination.

The storycontains a fewcreative detailsand/ordescriptions that

contribute to thereader'senjoyment. Theauthor has usedhis imagination.

The storycontains a fewcreative detailsand/ordescriptions, but

they distract fromthe story. Theauthor has triedto use hisimagination.

There is littleevidence ofcreativity in thestory. The authordoes not seem to

have used muchimagination.

Requirements All of the writtenrequirementswere met.

Almost all (about90%) the writtenrequirementswere met.

Most (about 75%)of the writtenrequirementswere met, butseveral were not.

Manyrequirementswere not met.

Date Created: Jun 19, 2008 09:50 am(CDT)

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Activity #4 Journalistic Assessment

Book: Hesse, Karen, (2001). WitnessNew York: Scholastic Press

Objectives: Students will create a journalistic log and then write a short story, minimum of 6sentences, on how the responses made them feel.

Age Level: 9-11

Directions:

Students will interview people at school and at home about a current event and write

down each persons response.

We will then look at responses from a disposition stand point and categorize them inclass.

Students will then write their own response to the information they have uncovered andhow it affected them.

Student Directions:

1. Student will select a topic that they would like to interview other people about. Topic

must be submitted for approval.

2. After topic has been approved students will generate a list of questions about the topicnumbering them from least too most important. Submit to instructor for approval.

3. Once questions have been set up, make up a list of people you would like to interview.

4. Next, put your five most important questions on a piece of paper leaving yourself aboutfive lines between each question so that you can right down their answers. A separateinterview form should be used for everyone on your list.

5. Next, conduct interview with those on your list. Make sure you get a signature and phonenumber of everyone you interviewed on your paper.

6. Next, organize information from your interviews. ( This will be done in different waysdepending on the grade level of the student.)

7. Next write a story about what you learned from your interview, include how you feltbefore the interview and how you felt afterwards. Be sure to include at least one quotefrom the interview.

Assessment:


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Interview : Journalistic Journey


Student Name: ________________________________________

CATEGORY 4 3 2 1Note taking At least four

people wereinterviewed.

Students notesare well written.All questionshave beenanswered andsigned by thecandidate.

At least threepeople wereinterviewed.

Students notesare well written.Four questionshave beenanswered andsigned by thecandidate.

At least twopeople wereinterviewed.

Students notesare well written.Three questionshave beenanswered andsigned by thecandidate.

The reportcontains none ofthe elements of

4, 3,or 2.

Report Writing The report is wellorganized andcontains at leastone quote fromthe interview. The

studentexpresses howthey felt beforeand after theinterview.

The report isfairly organizedand contains atleast one quotefrom the

interview. Thestudentexpresses howthey felt beforeand after theinterview.

The reportcontains at leastone quote fromthe interview. Thestudent

expresses howthey felt beforeand after theinterview.

The reportcontains none ofthe elements of4, 3,or 2.

KnowledgeGained

Student canaccuratelyanswer severalquestions aboutthe person whowas interviewed

and can tell howthis interviewrelates to thematerial beingstudied in class.

Student canaccuratelyanswer a fewquestions aboutthe person whowas interviewed

and can tell howthis interviewrelates to thematerial beingstudied in class.

Student canaccuratelyanswer a fewquestions aboutthe person whowas interviewed.

The reportcontains none ofthe elements of4, 3,or 2.

Date Created: Jun 19, 2008 10:54am (CDT)


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Activity #5 Snow Day

Book: Briggs, Jacqueline, (1998). Snowflake BentleyBoston: Houghton Mifflin Company

Objective: Students will construct a snowflake out of construction paper to symbolize their

uniquenessAge Level: 7-10

Directions:

After reading Snowflake Bentleystudents will select a piece of construction paper of anycolor.

Students will be given instructions on how to fold their paper they will then begin cuttingtheir snowflake.

When all students have completed their snowflakes we will put them on the wall with

each students name and title the project, Snow Day.

Student Directions:

1. After reading Snowflake Bentleystudents will select a piece of construction paper.

2. *** This activity is challenging due to the complexity of the folds, having prepared thepaper for younger students is better

3. Take an 8 1/2 x 11 sheet and cut off an inch from the bottom of the sheet to make it an 81/2 by 10" sheet.

4. Fold in half - join the two 8 1/2 inch sides together at the top so you end up with an 8 1/2x 5 rectangle.

5. Hold the folded side of the paper in your left hand, holding it upright. Hold the middle ofthe fold.

6. Then with your right hand, open up the right side of the paper and push the fold theopposite way toward the left side of the paper, so that you're inverting the fold, andpushing the right sides fold into the left side of the folded paper.


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7. Don't push it all the way to the left hand fold. You need to stop pushing about 1/3 of theway into the other side. You'll start to see that a triangle is forming. Actually, the rightside will start to look like two triangular wings. Press those folds down.

8. Once you see that you have the right-side triangles, take the rest of the left side and foldit up as you did the right side. The bottom fold will go up to meet the right folds of the two

wings.

9. This should result in a perfectly aligned triangle - the sides should all match, the pointshould be down and the top should have jagged points from the corners of the paper.

10. To make the six-sided snowflake, take the triangle of paper and fold it in half so you geta thinner triangle. The point will still be the same point, just of a skinnier triangle.

11. You are now ready to cut out the snowflake. Cut along the edge of the triangle that hasmultiple folds showing (not the jagged top, not the single-fold side). Make sure you startcutting far enough down the side for your design to show on each snowflake prong.You'll see the lowest part of the paper folds when you look at the side you're supposedto cut on. It's probably 1 1/2 to 2 inches from the top.

12. Start by cutting a very simple pattern - try a diamond shape at the end. Make a short cutdown diagonally away from the edge, a second cut back toward the edge but notcompletely (say 1/4" from edge). Then cut a straight line down parallel to the edge toabout 1/2" from point. Then cut down diagonally, completely across.

13. Unfolding takes some patience, but you'll have your first six-sided snowflake.

14. Students will hang each of their snowflakes in the prepared area of the classroom.

Assessment:

Students will only be graded on participation. Did they hand a snowflake in?

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