rosie revere, engineer - librarysparks · web resource · library lessons · march 2015 •...

Web Resource · Library Lessons · March 2015 • LibrarySparks

Rosie Revere, Engineer

Introduction: Rosie Revere, creative but shy, is someone many students will be able to identify with. In just a few pages the reader discovers Rosie’s problems, learns her coping skills, and appreciates how she overcomes her challenges.

Grade Level: K–2

Time Allocation: 20–25 minutes

Objectives:

• Thestudentwilllistencriticallyandrespondwithappropriateinformation,questions,ideas,and opinions.

• Thestudentwilldemonstrateunderstandingofatextbyansweringkeyquestions.

• Thestudentwillrecountastoryanddetermineitscentralmessage.

• Thestudentwilldescribehowthemaincharactersinastoryrespondtomajorevents and challenges.

Materials:

• Rosie Revere, Engineer by Andrea Beaty, illustrated by David Roberts

• Visual:ClassBookReview

• Paperandpencils

Procedure:

1. Introduce the lesson by showing the class the cover of Rosie Revere, Engineer. Ask the students if the cover gives them any ideas about what the book might be about. Note:Thebook jacket illustration is from the one on the hardback’s cover. Either one may be used to introduce the book.

2. Readthebooktothestudents.Thistakesaboutfiveminutes.

3. Divide the students into pairs or small groups.

4. Displaythevisualandreadthesixquestionstotheclass.Explaintothestudentsthatyouwouldlikeeachgrouptopicktwoofthequestionsfromthelisttoanswer.Theymaypickanytwotheywish.Tellthemthattheyhaveafewminutestodecideonagroupresponseandthattheyaretobepreparedtosharetheiranswerswiththeclass.Theymayusetheprovided paper and pencils to make notes if they wish. Note: When students are allowed to choosethequestionstheywouldliketoanswer,theyoftenspendmoretimeprocessingthequestionsandaremoreengagedintheanswersofothers.Also,inaclassoffifteenormorestudents,seldomdoanyofthequestionsgounselected.

5. Checkforunderstandingbyreviewingthestudents’responsesasagroup.

6. Concludethelessonbythankingthestudentsforbeingsuchgoodlistenersandselectingtheperfectquestionstoanswer.

LESSON I


Class Book Review

1. Rosie Revere is the main character. What are three interesting things about her?

2. What was Rosie Revere’s problem?

3. Was Rosie Revere able to solve her problem? If so, how?

4. Theauthorwrotethestoryinrhyme.Whatdoesthismean?

5. Did you like the rhyming of the story? Why or why not?

6. What was the most interesting part of this story?

LESSON I

Rosie Revere, EngineerWritten by Andrea Beaty and Illustrated by David Roberts


Rosie Revere, EngineerIntroduction: Rosie Revere, Engineer is written in delightful rhyming couplets. In fact, the title of the book, like that of its predecessor, Iggy Peck, Architect, also rhymes.

Grade Level: 1–3


Objectives:

• Thestudentwilldemonstrategrowthintheuseoforallanguagebylisteningtoandunderstanding a rhyming story.

• Thestudentwillrecognizeandproducerhymingwords.

Materials:

• Rosie Revere, Engineer

• Activitysheet:What’sNext?

• Writingtools

Procedure:

1. Beginthelessonbyreadingthisintroductoryrhymetothestudents:

Today’sstorywillbefuntohear.

It’s about a girl named Rosie Revere.

So let’s get ready to listen and understand

About a young engineer who had a grand plan.

2. Read Rosie Revere, Engineertothestudents.Thistakesaboutfiveminutes.

3. Remindthestudentsthatwordsthatrhymehavesimilarendingsounds.Pointoutthatthisstorywas written in rhyme. Ask them if they liked the rhyme.

4. Distribute the activity sheets and writing tools. Students may work independently or in small groups.Theactivitysheetmayalsobedisplayedasavisualandtreatedasateacher-directedexercise.

5. Readtheactivitysheet’sintroductiontothestudents.Ifnecessary,completethefirstitemasclass.Studentsshouldbeabletomatch“OliviaTwist”with“Scientist.”Allowstudentstimetocomplete the activity.

6. Checkforunderstanding.Answers:

1. D, 2. G, 3. I (or E), 4. E (or I), 5. F, 6. A, 7. B, 8. J, 9.C,10. H.

7. AskthestudentswhattheythinkshouldbethetitleofAndreaBeaty’snextbook. Encourage students to create possible rhyming names and occupations of their own.

Enrichment Activity: Discuss the skills and talents needed for the listed professions. Ask the students toeachpickonetheythinkwouldbethemostinteresting.Thenhavethemfindinformationaboutthat profession in books or online.

LESSON II


What’s Next?Author Andrea Beaty has written two books about young people who have interesting talents:Iggy Peck, Architect and Rosie Revere, Engineer.

In each case the main character’s name rhymes with the occupation (job) they are good at doing. Will she write another book? If so, what might be its title?

Match the occupation on the left to the person’s name on the right. Which match do you thinkshouldbethenexttitle?

1. ______ Archaeologist A. KellyCarr

2. ______ Astronaut B. Dwight Knight

3. ______ Author C. Lee Kaplan

4. ______ Civil Rights Lawyer D. OliviaTwist

5. ______ Mastermind E. Bobby Boyer

6. ______ Movie Star F. Amanda Kind

7. ______ Playwright G. Scott Knott

8. ______ Registered Nurse H. Sammy Ride

9. ______ Star Ship Captain I. J.R. Gore

10. ______ Tour Guide J. NancyVerse

Extra Credit:Createaninterestingnamethatrhymeswithsomeoftheseoccupations:Scientist,InteriorDecorator,MasterChef,Environmentalist,President,Explorer,orAirplanePilot.

LESSON II


Rosie Revere, Engineer Introduction: Students learning about Rosie Revere and her adventures in engineering may be motivatedtolearnmoreaboutthetopicofengineers.Thiswouldbeanexcellenttimetointroducesomeoftheuniquefeaturesfoundininformationaltexts.

Grade Level: 1–3


Objectives:

• Thestudentwillreviewandidentifytextfeatures,suchasmaps,graphs,diagrams,specializedprint, sidebars, and captions.

• Thestudentwilllocatevarioustextfeaturesinaselectedinformationaltext,includingthetableofcontents,index,andglossary.

Materials:

• Rosie Revere, Engineer

• InformationalTextFeatureMarkers(asetforeachstudentpairorgroup)

• Selectedinformationaltextsfromthelibrarycollection;engineeringandinventionbooksworkwell (Dewey 600s).

Procedure:

1. PreparetheInformationalTextFeatureMarkerspriortoclassbyduplicatingthesetsandcuttingthemarkersapart.Thesemarkersworkwellwhenprintedoncardstock.Managingthemarkers is easier if each set is a different color.

2. Introduce the lesson by showing the students the front cover of the book Rosie Revere, Engineer.Askthestudentsiftheythinkthisbookisafictionbookoranonfictionbookandwhythey think so.

3. Readthebooktothestudents(iftimeallows).Thistakesaboutfiveminutes.

4. Explainthatthemaincharacterinthebookenjoyedinventingthingsandprobablyvisitedthelibrarytofindbookstoreadaboutinventions.Shewouldneedtounderstandhowtoaccesstheinformationinthesenonfictionbooks.

5. Showthestudentsexamplesoftheeighttextfeaturestheywillbelookingforinthisactivity.Youmayeitheruseexamplesfromapreselectedbookorreviewthecontentonthemarkers.

6. Organizethestudentsinpairsorsmallgroups.

7. Instructthestudentstoselectabookfortheirtask.Theymayeitherchooseabookfromaselection that has been pulled from the shelves for them or select one of their own. Books classifiedinthetechnology/appliedsciencesection(Dewey600s)workwellwiththislesson.

8. Distributeasetoftextmarkerstoeachgroup.

9. Instructthestudentstolookthroughtheirselectedbooksforthevarioustextfeaturesfoundonthemarkers.Whentheyfindone,theyaretoplacethatmarkeronthatpage.Theyshouldtrytofindasmanytextfeaturesaspossible.Note:Notallbookswillhavealleightfeatures.

10. Encouragestudentstosharetheirfindingswiththeclass.AskthestudentsiftheythinkRosieRevere would have found the book they selected helpful.

11. Instruct the students to remove the markers from the books at the end of the lesson.

LESSON III


Informational Text Feature Markers

LESSON III

Table of ContentsListofchaptersandpagenumbers;

found in the front of the book.

Example:

IndexAlphabetical list of

topicsandpagenumbers;foundinthe back of the book.

Example:

GlossaryAlphabeticallistofdefinitionsof

special words.

Example:

Graphs/ChartsInformation displayed in a

diagram form.

Example:

Table of ContentsIntroduction …….... page 1Getting Ideas …..… page 3 Finding Materials … page 7

IndexArchitect 22–26 Engineer 11–15Builder 9, 20, 32 Inventor 29–31Designer 4–7 Invention 17–22

GlossaryArchitect:apersonwhodesigns buildings

Experiment:aplannedinvestigation or test

Invention:anewdevice,methodor process

USA UK

Canada

Australia

Other


Informational Text Feature Markers

LESSON III

Special PrintDifferentfonts,sizes,andcolorsused

to show important words.

Example:

CaptionsStatement near a picture that

explainswhatthepictureisabout.

Example:

SidebarBoxedsectionofapagecontaining

interesting information.

Example:

MapsShows the location of a place or

feature on the Earth’s surface

Example:

Highlighted Boldface Italics

BIGTEXT Underlined

LeonardoDaVinciwasafamous Italian engineer.

Five Famous Engineers1. Archimedes2.LeonardodaVinci3.ThomasEdison4. Michael Faraday5.PhiloFarnsworth


Reading. Studentswhofindpicturebooksaboutcreativekidsinterestingmayenjoythesetitles:

• The Boy Who Loved Math: The Improbable Life of Paul Erdos by Deborah Heiligman, illustratedbyLeUyenPham.RoaringBrookPress,2013.

• Iggy Peck, ArchitectbyAndreaBeaty,illustratedbyDavidRoberts.HarryN.Abrams,2007.

• Marvelous Mattie: How Margaret E. Knight Became an Inventor by Emily Arnold McCully.Farrar,StrausandGiroux,2006.

• The Most Magnificent ThingbyAshleySpires.KidsCanPress,2014.

• Toy BoatbyRandalldeSève,illustratedbyLorenLong,Philomel,2007.

• Violet the Pilot by Steve Breen. Dial, 2008.

• Young Frank, ArchitectbyFrankViva.HarryN.Abrams,2013.

Enrichment Activities

rosie revere, engineer - librarysparks · web resource · library lessons · march 2015 •...

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