Rotational Symmetry Lesson Plan

Lesson Name: Rotational Symmetry                                                  Grade: 5

Content Standards:

·          CMCF Standard 3.1(a): Use geometric relationships to describe polygons

Learner Background:

Students will already have a background knowledge in line symmetry and will be able to identify shapes that do and do not possess symmetry, indicate where it exists (if at all), and specify if it is horizontal or vertical. Students will receive their first introduction to the concept of rotational symmetry through an interactive online website.

http://www.teacherled.com/2008/01/28/rotational-symmetry/

Goal: Use properties and characteristics of two- and three-dimensional shapes and geometric theorems to describe relationships, communicate ideas, and solve problems

Objective:

·         Students will be able to indicate if an object does or does not possess rotational symmetry

·         Students will be able to identify the order of different shapes and objects

Assessment:

·         Student made t-charts will be evaluated to determine the student’s ability to discriminate between objects that do and do not contain rotational symmetry. They will also be used to determine if students are correctly identifying the order of shapes and objects.

Materials:

Student Introduction:

·         Internet access with Mimio

·         http://www.teacherled.com/2008/01/28/rotational-symmetry/

Student Investigation:

·         Manipulatives (containing both objects with and without rotational symmetry)

Examples: wheels, wheel-shaped pasta, sea star, inside of apple, star fruit, sand dollar, flower, snowflake, sea urchin, fan, windmill, Lego pieces

·         List of items and what part to focus on (place in bins)

·         Chalk

·         Mini stickers

·         Scrap paper

·         Student notebooks and pencils

Student Project:

·         7”x7” square pieces of paper

·         Crayons

·         Rulers

·         Scissors

·         4 cut-out oak tag stars

·         2 cut-out oak tag squares

Learning Activities:

1.      Online interactive learning tool: Students will learn what rotational symmetry is through modeling and guided practice using an interactive online tool. First the teacher will model tracing a shape and turning it to show rotational symmetry. Next the children will be engaged with the activity as they take turns rotating the shapes to see the matches.

2.      Student Investigation: Students will work in small groups of 3-4 students to identify if their group’s materials do or do not possess rotational symmetry. The objects will be placed in a bin. Students will be encouraged to use mini post-it notes or chalk to mark the top of an object and observe how it can look identical to the original form in more than one instance during a full rotation. They will be asked to log in their journals if the objects contain rotational symmetry, and if so, what the order is.

*An introduction to the investigation is necessary. Teacher should model how to appropriately go about determining if rotational symmetry exists. Model when it would be appropriate to trace and when it would be appropriate to tilt head or look with eyes. Teacher should also show how to use the stickers and chalk appropriately. It may be necessary to model what an effective t-chart looks like using an illustration on the board.   

3.      Student Creation: Students will create a pinwheel to demonstrate an object with rotational symmetry. After the pinwheel is created we will compare it to an overhead worksheet containing a windmill, tire, and fan (from Houghton Mifflin Math book). We will turn our pinwheels and count out loud how many turns until we get back to the original position. We will know we have reached our original position because we would have put a large black dot at the top of the pinwheel. We will discuss what characteristics this shape has and why that contributes to whether it has rotational symmetry. We will compare this creation to other shapes that we have explored.

Pinwheel Directions:

Teacher prep:

Cut construction paper (lightly colored) into 6x6" squares. Cut oaktag into approx. 9x6" rectangles. Poke holes in the center of the oaktag with paper clip.

  

1. Divide construction paper into four equal parts and color each square

2. Children will measure 3" lines from the corner to the center of their squares and cut the slits.

3. Bend one side of paper clip out and press into oaktag with flat side directly on bottom

4. Gather every other flap and pull into middle and press down on exposed paper clip

5. Place tape around sharp edge of paper clip.

5. Spin!

Differentiated Instruction:

If students seemed to have trouble with the concept of rotational symmetry after the investigation, it may be necessary to provide a bit more scaffolding before the student creation. Take four equilateral triangles and show how you can make shapes with rotational symmetry simply by flipping the two triangles and keeping the shapes symmetrical horizontally and vertically. The same can be done for the squares. Students should be asked questions during the modeling such as: What makes these shapes symmetrical by rotation? How can I look quickly at this shape and know the order? How can I test the order? Do these shapes have equal sides? Do these shapes have equal angles? What does this information tell me about shapes with rotational symmetry?

Many students will need help bending paper clip and drawing lines into the complete center. Extra assistance may be necessary.  

Hatchet by Gary Paulsen

Copyright: 1986

Publisher: Bradbury Press  

About the book:

Imagine. One minute your gliding through the air on a trip by plane and the next your crashing full force into a lake. You are the only survivor. Meet thirteen year old Brian, and join him on his month-long journey as he fights for his life living off the land in the middle of nowhere. What will he eat? Where will he stay? How will he survive a bear attack, and what will Brian do when a tornado hits? Find out when you read Hatchet by Gary Paulsen.

What is this novel like?

• Survival novel
• 1st in series
• Realistic fiction
• Inspirational

Online Resources to Support Text:

Teacher Resources
Chapter questions (including online versions), story elements, activities, and writing prompts

Key Vocabulary
Vocabulary words

Journaling, Study Guides, and more
Site contains journal prompts, study guides, quotes and explanations, theme/author's purpose


Teaching Suggestions:

1. After reading each chapter, have a whole-class vocabulary discussion where children talk about what they think the definitions of words are. Teacher will facilitate discussion and relate definitions to personal experiences. Children will have an opportunity to relate definitions to their own lives as well.

2. While reading encourage children to keep a journal where they write predictions about what they think will happen next in the story and why.

3. After reading children will write their own mini survival stories.

No Talking by Andrew Clements

Copyright: 2007

Publisher: Atheneum Books

About the Novel:

Have you ever gone a day without talking? What about an hour? A half-hour? Meet Dave. One day he had an idea. I crazy idea! He decided to go an entire day without talking. A whole twenty-four hours! And if you think his idea isn't crazy enough, he made it into a contest - against the girls. And the idea for one full day turned into two, and the only time  a kid could talk was in reponse to a teacher's question - and only three words. No more! You won't be able to speak yourself as you explore what it would be like to give an oral report, attend music class, and play at recess - without saying a  single word. The silence starts.... now!

What is this novel like?

• Realistic fiction
• School story
• Exciting (page turner)
• Unexpected ending

Online Resources to Support Text:

Activities & Discussion Questions 
Site contains activities, research topics, and many discussion questions for teacher use.

Author Study
Teacher-oriented website that generates ideas to conduct an in-class author study. Site focuses on Andrew Clements and his novels, but could be applied to other authors.


Teaching Suggestions:

1. Before Reading: Engage students in a meaningful whole-class discussion about what they think the novel will be about based on the front cover and the title. Encourage students to make predictions about what they think would happen if they did not talk, what the consequences and outcomes might be, and how they would manage to communicate without words.

2. While reading students will keep a journal where they record the noisy and quiet times each day from the start of the novel to the finish. They should include information such as how noise affected their mood or actions. They should also indicate if they have a preference for quietier or noisier parts of the day. After the journals have been completed, students will share their findings and compare and contrast their experiences with those of their peers.

3. Children will write a persuasive essay arguing for or against a full day of 'no talking' providing evidence from the story and from their own experiences.

Are You There God? It's Me, Margaret., by Judy Blume

Copyright: 1970

Publisher: Dell Publishing

About the Novel:

Margaret is confused about religion - just as she's confused about boys, periods, and bras. She's almost twelve but still doesn't know what faith she belongs to. When she moves from the city to the country, religion seems to define people - and Margaret certainly wants to belong. In her search for the right religion, Margaret develops everlasting friendships where she learns to overcome growing pains in her fight to find out what its like to become a teenager.

What is this book like?

• Realistic Fiction
• Oriented towards girls
• Pre-adolescence
• Coming of age

Online Resources to Support Text: 

Judy Blume's Web Site
Children can read her biography, view photos, watch a video about her latest book, learn some writing tips, and more!

Judy Blume Activity
Children can adapt this lesson plan to create comic strips of their favorite scenes of Are You There God? It's Me, Margaret.


Teaching Suggestions:

1. Before Reading: Have children make predictions about the text based on the front cover and the title.

2. During Reading: Children will maintain literature logs or journals where they practiced predicting, summarizing, and interpreting important parts (or favorite parts) of the novel as they read.

3. After Reading: Children will create comic strips depicting their favorite scene or scenes of the novel.

What My Mother Doesn't Know by Sonya Sones

Copyright: 2001

Publisher: Simon & Schuster Books for Young Readers

About the Novel:

Sophie is a freshman in high school; she's fourteen. She's known by her friends as Sophie Dophie, Soso, and Fee. But her first love Dylan calls her Sapphire, and she melts at the sound of it...and then her second love calls her......Marie-Clementine?? Join Sophie on her exciting and emotional journey as she searches for Mr. Right. Will her knight in shining armour be the mysterious and alluring boy she spends hours with chatting on the internet? Or will he be the masked man that swoops in at the Halloween dance and sweeps her off of her feet? Or maybe he will be the misunderstood shy-guy that she just can't seem to keep her eyes off of in art class. Find out when you read What My Mother Doesn't Know by Sonya Sones.

What is this book like?

• Realistic Fiction
• Poetry collection
• Oriented towards girls
• Relatable

Online Resources to Support Text:

Free Verse Lesson Plan
Children can practice writing their own free verse poems in the same or similiar style as Sophie's.

Sonya Sones' Offical Web Site
Site includes book list, writing tips, web site links for teen writers, and contact information!

Teaching Suggestions:

1. Before Reading: Children may be unfamiliar with the format of this novel as a free verse poetry collection and may need help understanding how to read it. The first poems should be read as a read-aloud, practicing pausing at the end of the lines, at punctuation, and re-reading when necessary. It may be helpful to discuss why the author decided to write this book as a collection of poems and how it adds to the reading experience.

2. During Reading: Encourage children to make predictions while they are reading. Have them choose topics of their own or give them a list to choose from if they can't think of any on their own. Examples may include the following:
-Who do you think the masked man is?
-Do you think Dylan is the right guy for Sophie?
-How do you think Grace and Rachel will react when they find out who Sophie's new boyfriend is?

Afterwards the students can discuss how they came up with their predictions and discuss if they were right or wrong.

3. After Reading: Students will create their own free verse poems after learning about the style through a mini lesson (see link).

Diary of a Wimpy Kid: Dog Days by Jeff Kinney

Copyright: 2009

Publisher: Amulet Books

About the Novel:

It's summer vacation and Greg Heffley doesn't want to go outside and enjoy the sun and sand. Instead, he would rather stay inside all day playing video games like Twisted Wizard. Greg is only allowed to enjoy playing these games for so long, because his mother forces him to go outside as well as participate in "family activities." Greg decides that maybe being outside isn't so bad - that is when he's slurping expensive drinks at the country club in town and drooling over the good looking high school lifeguard. But what will Greg do when he runs into a $90.00 bill for him and his best friend Rowley's smoothies, and what will happen when Greg has to choose between his high school sweetheart and cleaning up a pile of vomit? Greg's summer vacation is full of surprises and laughs - you'll never know what he will do and what will be the consequence! Read Dog Days to have a summer vacation like never before.

What is this book like?

• Fiction
• Graphic novel
• Engaging
• Fast-paced
• Kid friendly

Online Resources to Support Text:

Interview with the Author

Kids get to know the author of the famous Diary of a Wimpy Kid series as they learn about his life, hobbies, and life as an author.

Journal Prompt Ideas

Site is full of fun and exciting journal prompts to get kids started!

Teaching Suggestions:

1. Some of the words in Dog Days are challenging for students to understand. Try creating a Wimpy Kid word wall of these terms and encouraging the children to use the new vocabulary words in their writing. The words may be taught explicitly or through interactive games such as vocaublary bingo. 

2. During reading have children fill out a character analysis chart to extend student learning and enhance their appreciation of the text.

Character Chart   

3. After reading, encourage children to create their own journal in the same format as Diary of a Wimpy Kid. Children can choose to create their journal describing events in their own life, or extend events in Greg Heffley's. An interesting topic that children could write about is Greg as a high schooler or college student. 

A Friendship for Today by Patricia C. McKissack

Copyright: 2007

Publisher: Scholastic Press

Description:

Rosemary Patterson is no longer going to Attucks Elementary. In fact, nobody else will either - ever. Rosemary is scared and confused because she doesn't understand why everything between blacks and whites is so complicated... If the whites want to go to school with us so badly, then why don't they just ask? Even worse, this awful girl up the road named Grace is in her new class - and they are worst enemies. And to make things worse, Grace sits right next to Rosemary! And if you think things couldn't get any worse, Rosemary's best friend gets sick and isn't there when she needs him most. Will Rosemary survive her first year in a predominately white elementary school? Will she be able to overcame all of the racial issues she faces living as an African American in the 1950s? Find out when you read A Friendship for Today.

What is this book like?

• Historical fiction
• Educational (learn about segregation and typical discrimination against African Americans during the 1950s and their movement to make justice between races
• Inspirational (two children become friends that originally judged each other due to their race)
• Fast paced
• Relative (Children can relate to many aspects of this novel including bullying and friendship)

Online Resources to Support Text:

Understanding Prejudice - Classroom Activities
Site contains elementary school classsroom activites to help children understand prejudice through hands on experiences.

Stereotypes
This site offers many fabulous lesson plans for social studies, including this lesson plan on stereotypes.
This book not only has many instances of racial stereotypes, but also many gender stereotypes and sexism. This activity would be perfect so that children realize that being prejudiced is not only against race, but against many other items including sex, religion, and culture.

Teaching Suggestions: 

Lesson Name: SRE Framework with A Friendship for Today                       Grade: 5-6

Content Standards:

·         ELA Standard 1.1e: Draw conclusions and use evidence to substantiate them by using texts heard, read and viewed.

·         ELA Standard 1.1f: Make and justify inferences from explicit and/or implicit information.

·         ELA Standard 1.2: Students interpret, analyze and evaluate text in order to extend understanding and appreciation.

·         Social Studies Framework Standard 1(6): Analyze how specific individuals and their ideas and beliefs influenced world history.

·         Social Studies Framework Standard 1(26): Describe how social, cultural, and economic circumstances influence individuals lives.

Learner Background:

To assess learner background the students will create a KWL chart about what it was like to be an African American during the 1950s and earlier. Students may discuss such aspects as slavery, the Underground Railroad, separate but equal, integration, segregation, and racism. As children learn new things while reading the novel they will add them to the list. Students will also put on the list what they want to know. If subjects go unanswered then technology or books should be used to access these answers. 

Objective:

Students will be able to understand the text A Friendship for Today using the SRE framework to guide their comprehension. Students will be able to answer implicit as well as explicit questions through a scaffolded reading comprehension strategy. They will be able to identify characteristics of segregation as well as integration and discuss the detriment thist caused in the 1950s and why it is essential that African Americans join our society as equals.

Assessment:

Students will be assessed formatively through class discussions during small and large literature circles and fish bowl discussions. Students will also be assessed on their ability to create a poster or newspaper article depicting why integration and desegregation is important.

Materials/Resources:

·         Literature study questions

·         Project rubric for assessment

·         Text set of A Friendship for Today

·         Poster paper

·         Crayons

Learning Activities:

Students will read the novel silently at their desks and participate in a variety of discussions after each chapter is read. Generally a chapter a day will be read with the accompaniment of a discussion. The lesson will take approximately 2 school weeks. The questions that were pulled out of the novel are discussion type questions that may be difficult for the reader to understand or grasp on their own. Most discussions will tackle 5-6 questions. The class will be split up into small groups of 4-5 for most of the questions, while leaving more difficult questions for a fishbowl activity. Each chapter will generally have 1-2 fishbowl questions that will be tackled first as a whole group. During the fishbowl activity the teacher will act first as the facilitator and then jump in and out as a participant when necessary, allowing the class to facilitate most or all of the discussion. During small groups the teacher will jump in as a participant to regroup the members to a specific topic or just function as a rotating observer. All students will be encouraged to participate as much as possible. After the discussions students will create either a poster supporting integration and desegregation or a newspaper article for the same purpose. The students are encouraged to tell why segregation is wrong and why African Americans should be included as equals and what they can contribute. This should be a sort of advertisement to encourage people to support anti-segregation.   

Differentiated Instruction:

ELL instruction:

For ELLs with high or moderately high ELP, students may benefit from using a Spanish/English dictionary while reading the novel and completing the poster project. It is highly likely that ELLs will need more time to finish reading the novel and to complete the assignments. ELLs may be encouraged to pre-read chapters at home before instruction or with a teacher before reading them at school silently, or ELLs should read within a small group setting receiving linguistic assistance. ELLs with low ELP may benefit from hearing the novel read orally through the use of an audio. Students will be encouraged to create their posters using the language of their choice.

A Friendship for Today

Fishbowl Questions

Chapter 1: What does mamma laugh at Rosemary’s comment: “If white people want to go to school with us so much, seems to me all they needed to do was ask.”

Chapter 1: Why do you think Rosemary’s mom got so upset over her promise to J.J.?

Chapter 4: Why do you think Rosemary’s mother doesn’t want her to go to the remedial class at Adam’s School?

Chapter 5: Why do you think Mrs. Denapolis decided to keep Rosemary and Grace next to each other if she knows they are enemies?

Chapter 6: Why do you think Rosemary had a change of heart and doesn’t ‘hate’ Grace anymore?

Chapter 7: At what point did Rosemary and Grace realize they were friends?

Chapter 10: What has Rosemary and Grace learned through their friendship?

Small Group Questions

Chapter 1:

Why does the author put the relative prices of gasoline, eggs, etc. at the beginning of the chapter?

Why don’t the Hamiltons’ like Rosemary and her friends?

Why is it Rosemary’s last day at Attucks Elementary?

Chapter 2:

Why is Mrs. Washington moving to Tennessee?

Why doesn’t Mrs. Washington think it’s a good idea to open up her own school?

What school does Rosemary get assigned to? Who else is assigned to this school?

Chapter 3:

Why do you think Mr. Bob says the white school will be more difficult?

What does Rosemary’s father tell her about death?

Why does Rosemary think it is Ms. Jeans’ fault that her mother and father argue so much?

Why does Rosemary envy, just for a moment, the Hamilton family?

Why does J.J. say a girl cat would have been dead?

Chapter 4:

Why do you think Rosemary received such low test scores?

How did Rosemary score on the retest?

Why does Rosemary’s mom say that her and J.J. will be the only colored people at Robertson?

Chapter 5:

How do you think Rosemary feels on her first day of school at Robertson Elementary?

Why does Rosemary cry in class?

How is Grace portrayed by her classmates?

What did Katherine mean when she said “You know how they steal.”

How are the classroom routines the same and/or different than the ones at our school?

Chapter 6:

Do you think Mr. Bob handled the robbery effectively?

Why is J.J. and his family moving to Tennessee?

Was it wrong for Grace to say that colored people can’t be writers?

Who is Harriet Tubman?

Why do you think none of Rosemary’s classmates know nothing about Harriet Tubman?

Chapter 7:

Why didn’t Rosemary make Stuart kiss the bottom of her shoe?

What are Rosemary’s two steps forward?

Why was Grace embarrassed by her father?

Chapter 8:

How does Rosemary feel about her father?

“Rich is how you feel inside, not what you wear or where you live.” How do you feel about Rosemary’s mother’s quote?

What did Rosemary really want for Christmas?

Chapter 9:

What is Estelean upset?

How does Rosemary’s mom show that she is a good person to the Hamiltons’?

Why does the author indicate that Mr. Keggley was being prejudiced at the spelling bee?

Why was the Hawthorne restaurant empty except for Rosemary and her mother?

Why does Rosemary’s father say he made a big mistake?

Why does Rosemary like the television as a gift now, but didn’t before?

Chapter 10:

Why would Mr. Hamilton not accept the dress as a gift?

Why do you suppose Mrs. Hamilton gave permission for Rosemary and Grace to be friends?

War Heroes: Voices from Iraq

Copyright: 2009

Publisher: Scholastic Press

About the Book:

Do you or somebody you know have a friend or relative that went to Iraq or Afghanistan? Have you ever wondered yourself just how terrible it must be to be fighting in a strange and scary place for our country? Well stop wondering! Pick up Allan Zullo's War Heros book and you will be able to read first-hand 100% true accounts of our own U.S. military soldiers fighting for lives, saving their fellow leathernecks while working towards freedom for the Iraqi civilians and world peace for all. You'll be sitting on the edge of your seat as C-4 explosives are bouncing from bunker to bunker and gritting your teeth as brave men risk their lives to save an injured friend in enemy fire. In this relevant and historical time, don't miss out on a great read to learn more about our country and what its like to be a hero as well as an American. 

What is this book like? 

• Nonfiction
• Relevant and up to date
• Heroic
• Inspiring
• Real (describes fully weapons used and contains sensitive violent scenes)

Online Resources to Support Text:

Teaching Tools
This website contains many educational links to sites such as PBS which include lesson plans and teaching strategies for addressing the attacks of September 11, 2001.

Teaching Strategies:

1. It is essential that content-specific vocabulary be taught before the reading of this text. Much of the technical vocabulary can be taught by encouraging children to think of related items using their prior knowledge. For example, it is not necessary to know the functions and styles of different guns or bombs, just the ability to identify that say, a AK-47 is a type of gun. It may be helpful for children to use the glossary in the back of the book and create a chart grouping related terms for easy access during reading. 

2. After each personal story children should be encouraged to pull together or synthesize the information to explain what the passage was about. This will encourage children to focus on the main ideas of the passage and focus less on the nitty-gritty. Children can address as well why certain individuals were considered heroes for their actions.  

3. Students will participate in creating their own award poster for a soldier of their choice. They will draw a picture of the soldier, describe why he or she is important, what their major contributions were doing war, list their hardships they faced in battle, and how they overcame them. Then the class will present them to each other and display them on the wall for all to see as a kind of memorial.

Revolting Rhymes by Roald Dahl

Copyright: 1982

Publisher: Random House

About this book:

Roald Dahl's poetry collection will make you go silly billy! If you enjoyed reading stories while you were young such as Little Red Riding Hood or Cinderella you will love this collection as a big kid! You will laugh out loud as these these popular fairy tales are given completely different endings and completely different attitudes! What will happen when Cinderella's slipper is replaced by her evil stepsister? What wishes will come true when the magic mirror is stolen by Snow White? You will only be able to enjoy these crazy twists by reading Revolting Rhymes by Roald Dahl.   

What is this poetry collection like?

• Controversial (Book has been banned/challenged in several libraries for containing the word slut, the recognition of witches, and the innappropriateness of the text in general)
• Entertaining
• Surprising (Woah, did that just happen?)
• Fun (Children can relate to these stories)

Online Resources to Support Text:

Original Fairy Tales
Site offers child-friendly access to the original fairy tales included in this poetry collection. Ones included in this book that are also available on the site are: Cinderella, Little Red Riding Hood, The Three Little Pigs, and Snow White.

Poetry for Children
Children who are interested in this poetry can have a look at an entire site full of poetry - organized by theme - just for children!

Teaching Suggestions: 

1. Many of the words used in this poetry collection are new vocabulary for children due to being used on account of rhyming. Pull out such words, define them, and relate the word to a more familiar word. Such words may include gory, brooch, cinch, and dainty.

2. Before reading tell children that this particular book was banned/challenged in some libraries across the states. While they are reading have children pay close attention to why this book might be banned. Have children record their ideas during reading and discuss, as a class, these elements. (Ideas: Why was the word slut used? Is it appropriate to change endings of popular fairy tales? Are you bothered by these stories, or did you enoy them? Is it okay that Little Red Riding Hood owned a gun?)

3. As a culminating writing assignment have the children write sequals or alternate endings to one of the fairy tales written by Dahl. What happens to Little Red Riding Hood as she is walking around in the woods wearing the wolf's fur? What would have happened if the prince stayed true to his word and married the evil stepsister?

Joey Pigza Swallowed the Key by Jack Gantos

Copyright: 1998

Publisher: HarperTrophy

About the Novel:

Joey Pigza can't sit still. Not even for five seconds. Some people think he's crazy, while others think he's had too many cookies for breakfast. One second he's thumping around in his seat, the next he's running around with scissors or jumping from the top of a barn into piles of hay. One time he even ate an entire pie - by himself. But Joey's shenanigans only last so long, because after Joey takes his bad behavior too far his teacher Mrs. Maxy sends him away... Where does Joey go, and does he ever lose his springs? Find out more when you read Joey Pigza swallowed the Key.

What is this book like?

• Educational (teaches children about ADHD)
• Stereotypical (teachers should be aware of  the possible negative attitudes towards children with disabilities and be ready to discuss these as a class - the book describes such children very stereotypically and does not resolve negative attitudes or indicate in any way that they are hurtful, invalid, or naive.  
• Believable: Novel is clearly written from the perspective of a 10 year old
• Fast paced

Online Resources to Support Text:

Author's Official Webpage
Author Jack Ganto's site includes teacher's guides to some of his most popular novels and series, reviews and descriptions of many of his books, biography and photos of the author, and even contact information to ask Jack himself some questions personally! How cool!

Lesson Plans
Site includes an in depth lesson for the teaching of this novel, focusing on ADD/ADHD.

Teaching Suggestions:

1. Before reading create a KWL chart with the children to discuss what they already know about ADD and ADHD and what they want to know. While reading the novel the children can add things to the chart as they learn them. Teacher should make sure that students are aware that this novel is a work of fiction and so all of the elements of this disorder may not be completely accurate. It may be wise to compare this novel during discussion of the KWL chart to factual information over the internet or via a nonfiction text.

2. During reading the teacher and children should discuss Joey's viewpoint as he discusses what he sees in the special education classroom focusing on his descriptions of the students. Have students discuss why Joey feels the way he does, why he describes things the way he does, and compare Joey to the other students (including the general education students). Are special education children really that different? Are children with disabilities nice? Should they be included in the classroom or should they be separated? It is imperative that the stereotypes represented in this novel by discussed and it is necessary that children who read this novel will realize that all children are unique and different but that they are all just as important.

3. Have children write an expository writing piece about what they learned about ADHD. Encourage children to use internet as well as nonfiction text to compare the novel to actual symptoms and behaviors of the disorder.

Bridge to Terabithia by Katherine Paterson

Copyright: 1977

Publisher: HarperCollins

About the novel:

Terabithia is a place where Leslie and Jesse could escape it all - their parents, their annoying brothers and sisters, their mean teacher, and their cruel classmates. It was a place where they could be themselves, to play and to imagine without anything else in the world to worry about. It is here that they became best friends, and it is here that Jesse learns to deal with an unexpected tragedy that changes him, and others, forever.

What is this book like?

• Fiction
• Touching
• Surprising
• Fast-paced
• Inspirational

Online Resources to Support Text

Review Questions
This site offers review questions that may engage students' thinking. Students will be able to monitor their own comprehension as they answer these questions that are available per chapter.

Katherine Paterson Website
Official website of Katherine Paterson offers blurbs to many of her novels so children can find other books by the same author that they may enjoy.

Teaching Suggestions:

Lesson Name: Discussing friendship with Bridge to Terabithia                               Grade: 4

Content Standards:

·       ELA Standard 1.1a: activate prior knowledge and establish purpose for reading.

·         ELA Standard 1.1b: monitor comprehension and apply appropriate strategies when understanding breaks down.

·         ELA Standard 1.1f: make and justify inferences from explicit and/or implicit information.

·        ELA Standard 2.3a: Discuss and analyze how characters deal with diversity of human experience and conflict and relate these to real-life situations.

·        NCSS Standard IV(e): Identify and describe ways family, groups, and community influence the individual’s daily life and personal choices

Learner Background: (pre-reading activity)

Before reading we will discuss as a large group the qualities of a good friend, listing each one on the board. Then as a class we will group the terms by relevance into three to four main groups that define a good friend. Then, we will discuss qualities that are not typical of a good friend. As a class we will discuss reasons for why friends may act a certain way, good or bad, encouraging students to realize that how a student, friend, or teacher acts may not always determine whether they are nice or not. (I.e. friend is sick, upset about something, tired, had something bad happen to them, etc.) Then as a class we will construct our own definition of what it means to be a good friend.

Objective:

Students will be able to discuss deeply character development, focusing in on change over time, misconceptions, and characteristics specific to an individual that influence his or her interactions with others. Students will learn to create inferences as they analyze why characters have changed or why a character’s perspective of another changed in some way. Students will also be able to identify how characters impact others positively and relate their findings to their own personal experiences.

Assessment:

v  Before Reading: The students will be assessed formatively during the pre-reading group discussion. The students will be observed on their abilities to talk openly about qualities of a good friend and by their ability to relate them to their own personal experiences with friendship.

v  During Reading: Students will be assessed on their ability to identify characteristics of protagonists and antagonists in the novel, their ability to identify character change over time, and their ability to identify the reasoning or significance of these changes and how it relates to them personally. A character development chart will be used for assessment.    

v  After Reading: Students will be assessed on their ability to create a piece of writing that reflects thought and insight of the beneficial impact of one character to another and relate it directly to a personal experience of their own. The work will be assessed according to a rubric which the students will have a copy of as well.     

Materials/Resources:

·         Bridge to Terabithia text set by Katherine Paterson

·         Character development chart

·         Rubric for grading writing piece

Learning Activities:

During reading the students will be asked questions such as:

·         Have you ever become friends with someone you didn’t like at first?

·         Have you ever not liked a teacher before because you thought she was mean?

·         Do you think that everyone is either nice or mean?

·         What are some reasons why people may not appear nice?

These types of questions will help students to think more complexly as they learn about the characters in the novel. This will make it much easier for students to fill out their character development charts and to think critically about different points of view and why characters are the way they are, how some change over time, and how perceptions of others change as well. After the children have filled out their character charts the students will be asked to choose one character from the novel that grew or changed in some way, or a character that, while not necessarily changing, developed a new perspective in the eyes of either Leslie or Jesse. They will be asked to describe what happened in the novel and discuss what this change means to the student individually.

The children will be encouraged to think about:

·         What this change has taught him/her about friendship

·         What this change has taught him/her about others

·         What this change has taught him/her about themself

As a culminating activity students will write a short paper, 2-3 pages written, about the impact that Leslie and Jesse had on each other relating these ideas to their own life.

Writing Prompt:

Jesse and Leslie's friendship ended so abruptly that Jesse had a difficult time accepting it as reality. However, the experiences these two shared will continue in their memories for a lifetime.  

Describe how either Leslie or Jesse had a positive impact on the other. Identify a time in your own life when a person impacted you in a positive way. Relate these two experiences.

Think about:

·         Conflict/Obstacles

·         Love/Friendship

·         Fear

Differentiated Instruction:

ELL instruction:

For ELLs with high or moderately high ELP, students may benefit from using a Spanish/English dictionary while reading the novel and completing the charts and/or written assignment. It is highly likely that ELLs will need more time to finish reading the novel and to complete the assignments. ELLs with low ELP may benefit from hearing the novel read orally through the use of an audio and answering the questions orally.