Lesson Plans

Lesson Plan:

Grade: 1^st/2^nd

Topic: Learning American Coins – Summing It Up

Herber Format

I. PRE-INSTRUCTION PHASE

1. NYS Standards:

Math Standards 1, 4, 5 and 7

Math Standard 1 – Students use mathematical reasoning to analyze mathematical situations, make conjectures, gather evidence, and construct an argument.

1A. Students will observe likenesses and differences, using at least two categories at a time.

1C. Students will clarify problems, using discussions with the teacher or knowledge with others.

Math Standard 4 – Students use mathematical modeling/multiple representation to provide a means of presenting, interpreting, communicating and connecting to mathematical information and relationships.

4B. Record information with tallies.

4C. Compare dimensions of various objects

4E. Compare attributes of objects – size, shape, weight, etc.

Math Standard 5 – Students use measurement in both metric and English measure to provide a major link between the abstractions of mathematics and the real world in order to describe and compare objects and data.

5E. Collect and display data

5F. Compare data in terms of number, equality, inequality, similarities and differences.

Math Standard 7 – Students use patterns and functions to develop mathematical power, appreciate the true beauty of mathematics, and construct generalizations that describe patterns simply and efficiently.

7H. Utilize children’s literature for motivation, exploration and problem solving.

ELA Standards 1,2,3,4

Students will read, write, listen and speak for:

Information and understanding

Literary response and expression

Critical analysis and evaluation

Social interaction

CDOS Standard 2

Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.

2. Objectives:

Cognitive: Learner will demonstrate ability to discriminate between different currency, recognize and express its value and apply this mathematical knowledge to real world situations.

Affective/Social: Students will work cooperatively in groups, listen and respond to their fellow group members and contribute to a final group product.

3. Content:

A. Concept: Each coin is unique, has a different monetary value, and can be added

to other coins to make sums.

B. Key Vocabulary: Currency- The money used in a country

Purchase-To get something by paying money

Compare-To study to find out how things are alike or different

Contrast-To show differences based on comparing

Observe-To see or notice

Data-Individual facts, figures and other items of information

Log Sheet-To make a written record of

Cost-An amount of money paid for something

Sum-The number that results from adding two or more

numbers

Feature-A part of quality of something

Value-The worth, usefulness or importance of something

Total-Being all there is; making up the whole; entire

Price-The amount of money for which something is sold

C. Facts: We can rely on counting coins.

Each piece of currency is unique.

People use money sums in everyday life.

It is important to know how to calculate money amounts.

D. Task Analysis:

Listen to Read Aloud

Work with a book’s page numbers

Fill in the blank

Weigh an Item

Measure an Item

Use Study Cards or Remember Values

Total money to $1.00

Use a magnifying glass

Work within a group to draw conclusions

Use data to determine outcomes

Use imagination

Shop for a pet and its accessories

Write money amounts down

Total money amounts

Write a paragraph

Draw

Share items in front of the classroom

Watch a video

4. Instructional Aids/Resources:

2 Paper Bags

A Dollar Bill

50 Pennies

Poem Sheets

Book: The Coin Counting Book

Xerox copies of The Coin Counting Book

Data Sheets

Conclusion Sheets

Rulers

Study Cards

Scales

Magnifying Glasses

7 ea: Penny, Nickel, Dime, Quarter, Half Dollar, Dollar Coin,

Dollar Bill

Price Lists

Log Sheets

Pet Store Items: Pet Food and Equipment

Crayons or Markers

Television

Internet for Virtual Tour *Appointment Needed

Popcorn

5. Student Modifications

Allow use of study cards for activities

Provide vocabulary list

Shorten poem worksheet to three problems instead of seven

Provide immediate feedback during activities

Provide a highlighted copy of The Coin Counting Book’s

xerox pages

Allow additional time during writing activities.

II. INTERACTIVE PHASE

1. Set/Focusing Event: Which Sounds Like More Money?

Set two paper bags in front of the students. Ask the students, “Can you tell me which of these paper bags has more money in it?” (No). “How about, if I help you figure that out. I will shake each bag. Listen carefully.” Shake each bag. One will have a dollar bill in it and will make little or no sound. The other bag will have 50 pennies in it. This will make a lot of sound. Now have the students raise their hands according to the bag which they estimate to have had the most money in it. Have two students count the hands and write the number on the board. After the votes have been totaled, open the bags and show the students the contents. Count the money and write this on the board. The students will observe that the bag with more money was actually quieter. Ask the students, “Could we rely on the sound of the money or could we rely on our counting and adding money?” Be certain the students know that we need to rely on adding and counting money as a skill.

Bridge: Now please meet me at the reading area. We are going to read a book that will show you how money can be added together.

2. Implementation/Practice:

A. Activity One: Fill in the Blank Money Poems

Have the students join you in the reading area. Read the book The Coin Counting Book by Rozanne Lanczak Williams. After reading the book, give each student Xerox copies of the book that they may refer to. Now instruct the students to go back to their desks and have two students hand out the “Money Poems” page. Each student can use their xerox pages to assist them in completing the poems on this paper. The poems have been taken from the book and this is a literal activity. Page numbers are given on the worksheet to assist the students.

Formative Check: Circulate the classroom while the students are filling in the Money Poems page. Are they referring to their Xeroxed book? Are they finding the correct answers and comprehending their answers?

Questions: Is there more than one way to have five cents?

How many ways can you think of to make twenty five cents?

A dime equals ten cents, what else does?

Mini-Closure: Students should find their summer partner and take turns reading their money poems to each other.

Bridge: Ask the students to please return the poem sheets to the teacher’s desk. Take out their rulers and study cards. Count off by 7’s and form groups to prepare for the next activity.

B. Activity Two: Compare/Contrast Currency

There will be seven stations in this activity. Each station will have a different piece of currency. Each station will have several examples of the currency. Students will be bringing their rulers and study cards with them to the stations. Provide a small scale and some magnifying glasses at each station. Each group will rotate through the stations and work on individual Data Sheets. Use an auditory signal to tell the students when one minute is left and when time at each station is complete. The students will work together yet fill out individual data sheets. After they have filled out their data sheets, give each group a Conclusion Sheet. The students will then continue to work in their groups to fill out a group Conclusion Sheet. The students will apply the information that they have gathered. They will need to use their Data Sheets to fill out the Conclusion Sheet.

Questions: Did your magnifying glass help you find any special features?

How many pieces of currency were made of paper? How many of metal?

Did you find a gold colored coin?

Which coin took the most of to total one dollar?

Does the largest coin have the greatest value?

Does the smallest coin have the least value?

Formative Check: Be certain to circulate around the different stations while the students are working on their data sheets. Are they using the measuring and observation tools in the correct way? Are they stretching their selves by using precise measurements and detailed features? When the groups are working on the conclusion sheet, are they able to come to a concensus and understand the value of everyone’s work?

Mini-Closure: After the conclusion sheets are filled out, each member of the group agree to the answers, sign the sheet and turn it into the teacher.

Bridge: We have now thoroughly studied our coins. Let’s use some real world skills with our coins. I would like you to please close your eyes and pretend that you have entered the Little Creatures Pet Shop.

C. Activity Three: Totally Pets

We are going to visit the Little Creatures Pet Shop. Have items set up in an area within the room or on tables in the hallway or cafeteria. Each item will be labeled with a price card that shows the cost. The price card will have the actual coins and a price listed. For instance, the goldfish bowl will have a card in front of it that reads “Cost: (below this will be taped two quarters) Below that is written “50 Cents”. The price sheets will also be on display in within the Little Creatures Pet Shop Area. In this way, the kids may take the prices from the price sheet or from the price cards. The price sheet will use coin stamps for the students to figure the cost from. Have kids write down what pet they wish to buy and what other items they would need to buy for this pet. They should log the price of the pet and all of the items needed. The students would then add to find the total amount it would cost to bring this pet home.

After their log sheets are complete, they need to write about their pet. The subject of their writing would be the pet they chose and in their opinion, would this pet be worth the money it would cost. Students will use critical thinking to assess the cost of the pet and its value. Instruct the students to begin their paper as follows “I would choose a ______________ for a pet. This pet would cost ______________ to bring home. In my opinion, this pet would/would not be worth this money because ………… Have the students list three supporting reasons or facts and conclude with a strong concluding sentence that supports their paper. While the students are writing their paragraphs, you can play the song “How Much Is That Doggie In The Window”.

Questions: Do you understand how much a hamster costs?

Why did you choose this pet?

What items does he absolutely have to have at first?

Would this be a pet you would choose in real life?

Do you think this pet would like your choices? Why?

Do you think that is a lot of money to spend on a pet? Why/Why not?

Formative Check: Walk around while the students are shopping and making decisions. Are they using their log sheet correctly? Are they thinking about their options and making individual choices?

Mini-Closure: Have the students draw a picture of their pet in his new home. Try to include some of the items you purchased in this drawing.

3. Questions: Are asked throughout the lesson plan.

4. Closure: Have the children share their total cost, writing and pictures from the Little Creatures Pet Shop with the classroom. After everyone has shared their work, the pictures and paragraphs should be put on display within the classroom.

5. Extending Activity: Virtual Tour of the US Department of Treasury

We will have a virtual field trip. This field trip is available at http://www.ustreas.gov/offices/management/curator/virtual/index.html. We will take the complete tour of the treasury building. Explain to the children that the Treasury Department is a part of the United States government. Some of its many duties is to produce money and to supervise our nation’s banks. Today we are going to Washington D.C., our nation’s capitol and tour our nation’s treasury building. This is a virtual tour that comes to us from the internet. This tour will last seven minutes. Please find a seat on the floor in front of the television. I will hand out some popcorn and we can start our virtual field trip.

Name: _________________________________

Date:___________________________________

Money Poems

Please fill in the blanks on these money poems. You may use The Coin Counting Book to help you.

One penny, two pennies,

Three pennies, four.

What will we get

When we add just one more?

________________________(P. 3)

Let’s count our five pennies

Just one more time.

If we add five more pennies,

We’ll have

_____________________(P. 5)

What else equals

A dime or ten cents?

Five pennies and one __________(P. 6)

Makes perfect math sense.

Two dimes and a ___________(P. 12)

Make one quarter, too.

So do five nickels

Five nickels for you.

What else makes one dollar?

It is important to know.

____________Nickels

__________ Quarters

___________ Dimes In A Row.

“Acceptance of one’s life has nothing to do with resignation, it does not mean running away from the struggle. On the contrary, it means accepting it as it comes” Bartlett’s Quotations

Summary: A Chinese family moves from Chungking, China to Brooklyn, New York in 1947. This requires the main character, a ten year old Chinese girl, to honor her Chinese heritage and assimilate into American culture. Stickball, Jackie Robinson and Brooklyn Dodger baseball help Shirley Temple Wong find America as a land of acceptance and opportunity.

Bandit, Sixth Cousin, finds out she is moving to America with her mother to join her father. She is given an official name by her Grandfather – Shirley Temple Wong.

Shirley makes the trip to America with her mother. They sail to San Francisco and then take a train to Brooklyn, New York. She and her mom see the differences from their Chinese home and their American home.

Shirley starts fifth grade at P.S. 8 without speaking English. Her mother tells her that she will be like an Ambassador for China at her school.

Shirley feels lonely and homesick. Her mother has her begin piano lessons with the landlord. Her father buys her rollerskates.

After colliding with a classmate, Shirley gets punched and has two black eyes. But things are not as they seem as in her grandfather’s Wispy Whiskers story. Shirley ends up becoming good friends with the tallest, fastest, strongest girl in fifth grade – the same girl that gave her black eyes. Shirley starts playing stickball with the other kids.

Shirley pledges allegiance as it sounds to her. She questions the teacher who Jackie Robinson is because the stickball players call her this name. The class hears that Jackie Robinson represents America, fair play and opportunity as well as being a great baseball player.

Dodger fever hits Shirley as she follows Jackie Robinson and listens to the Brooklyn Dodger’s baseball games. Shirley integrates a Chinese custom with her landlord as she begins taking her landlord’s bird for a walk outside.

While the landlord is away, Shirley and her parents take care of the landlord’s duties including the scary furnace room. Shirley gets to know her apartment building and its residents.

Shirley dreams that she returned to China and was not liked or recognized by her extended family. Her mother assures Shirley that she has not changed. Shirley makes friends with a new girl in school, Emily.

The Dodgers and the Yankees play in the 1947 World Series. Shirley listens to the games with her classmates.

The Wong family misses the Mid Autumn festival with their family in China, but choose to celebrate this holiday in their own home.

Emily wins an election to be an assembly representative and make a presentation to Jackie Robinson, but she turns this honor over to Shirley. Shirley meets her hero Jackie Robinson. She feels the support of her family, classmates, the residents of her apartment building, and her extended Chinese family.

Write on the chalk or dry erase board the following quotation and its translation into everyday words:

“Acceptance of one’s life has nothing to do with resignation, it does not mean running away from the struggle. On the contrary, it means accepting it as it comes” Bartlett’s Quotations

Leave this quote on the board the entire time you are reading the book. At the beginning of the introductory lesson, introduce the book and then read this quote to the class.

There are times in all of our lives when we will need to face change or challenges and have to “step up to the plate” to do this. People can adjust to change and still keep a personal identity. Shirley Temple Wong “stepped up to the plate” just like Jackie Robinson. It was not easy, but they both successfully faced challenges and changes.

The Bulletin Board will be the closure activity for the introductory lesson. After the students have made their worldwide literary passports, they will display them on the bulletin board as we begin to journey with the main character from China to America.

2. Cognitive Objective: Before reading the novel, LWDAT identify, locate and give one unique characteristic about the main character’s homeland.

Affective Objective: Students will be able to work together, assist and support one another while they effectively utilize technology to create products.

5. Student Modifications: Give instruction on note taking and provide students with a partial outline to complete for note taking during the video.

Allow for different learning styles by providing a visual example of literacy worldwide passport while students are completing task, playing music for auditory learners, using the computer, watching a video clip and working with hands and creative materials.

6a. Set/Focusing Event: Show the students a real passport. Ask if anyone knows what it is and what it might be used for. Have a classroom discussion about passports, what they are used for and how they are obtained.

Bridge: We need to travel to China in our next novel. Our novel is going to be In the Year of the Boar and Jackie Robinson. Show the book to the class. A quote which can relate to this story is written on the board. Read to the class “acceptance of one’s life has nothing to do with resignation, it does not mean running away from the struggle. On the contrary, it means accepting it as it comes”. Let’s make a worldwide literacy passport that will take us on our journey.

Using construction and computer paper, students will make their own passports. Students will work at a picture-taking station, a computer processing station, their desks and a stamping station. There should be no lines at any station. Students will work in pairs, but produce an individual passport. Students will pair up according to eye color and take turns taking each other’s photo. They will use a digital camera and print out the photo on regular computer paper. This photo will be glued in their homemade passport. Students will work at desks to construct the passport. While students are working, play Chinese music softly in the background. Provide an example of a finished literacy worldwide passport that can be passed around and also on an overhead while students complete their passport.

Formative Check: Walk around the room and see if the children understand the assignment and are able to use the technology. Be certain they are assisting each other in a positive and productive manner.

Mini-closure: After their passports are made, they will be stamped by the teacher with a panda bear stamp that will allow them to enter China with their classroom.

Formative Check: While stamping the passport during the mini- closure, have the student summarize what a passport is used for and where they are traveling.

Bridge: Now let’s all bring our passports over to the reading area and we will find the place that our passports are taking us to.

Locate China on a map and on a globe. Watch a short video about China, its landmarks, cultures and customs. The Video “Stories From China: Land and People” is available on WCNY’s Video on Demand Website (http://wcny.org/education/). This video has a segment called “Pedicab” which will show the students about city life in China. Have the students use a video note taking worksheet while they watch this video.

Formative Check: Check to see how difficult it is for students to locate China. Be certain each student can locate China before moving on. See what the children list on the KWL chart. Be certain they have some basic knowledge about China and some curiosity.

Mini-closure: Using the list from the video, revisit the KWL and add items onto the KWL chart. Keep the KWL chart posted in the classroom.

Bridge: Now we have our passports, we know where China is, and we have seen what China looks like. Before we start to read In the Year of the Boar and Jackie Robinson, let’s incorporate a little bit of ourselves into Chinese. Let’s write our names in Chinese so that we feel a personal connection with China and the main character of our novel.

Show the children a list of names in the first chapter. (These are more Chinese in nature.) Ask them what they think this list is. Then show them a complete list of names in the book. (There will be American names in this list.) Ask them what they think this list is. They should come up with the idea that both lists are names. Ask if names from different countries and cultures vary. Ask if a person can have more than one name. Point out that the main character has three names – Shirley Temple Wong, Bandit and Sixth Cousin. Have each student put their nickname on an index card and fold it in half. Put the cards into a bowl or a box and stir them up. Have the students one at a time come up and randomly pick a card, read the nickname and try to guess whose nickname it might be.

Formative Check: The teacher should quietly place two cards in the bowl with the main character’s nicknames. Then check to see if the students know the main character’s formal name and nicknames. Be certain the students understand the difference between formal names and nicknames.

Mini-Closure: Tell your Fall partner if you used your formal name or your nickname on your passport and explain why.

Closure: Have the students display their passports on a bulletin board that highlights going from China to New York. The bulletin board will show flags from China and the United States of America and the students worldwide literary passports. They may want to add the actual book itself or photos of China in this display area.

Extending Activity: For an extending activity, the students can make a journal entry. If time does not allow for this in class, they can write a paragraph for homework. The paragraph should include: I think it would be interesting to live in another country because…. I think it would be hard to live in another country because…… I would/would not like to move to another country with my family because…..

Evaluate if the students understand that some of the names in the book may not be familiar to them.

Read student journal entries for comprehension about living in a foreign country.

-Did any of the material or technology seem too hard or too easy for any of the students?

-Do students seem to understand enough about China and Chinese names to help them better understand the first chapter of this book?

At the end of this chapter, have the students find what their name is in Chinese. Bookmark the website, http://www.mandarintools.com/chiensename.html. They can work in pairs and use this website to find their Chinese name. Students will need to enter their given (first) name, family (last) name, their essence (choices from a drop down list), gender and birth date.

After they find their Chinese name, they can make a bookmark. They should print their name out on card stock. They can then use their print out to make a bookmark with their Chinese name. To make the bookmark, cut the card stock to size, fold and glue. Use a hole punch to make a hole at the top. Thread through several pieces of yarn. Cut yarn to size.

A video clip is available at http://www.wcny.org/education/. It is entitled “Stories From China: Land and People” and there is a video clip about writing with the Chinese language. The video clip is called “Write Chinese”. Play this video clip after the students have made their bookmark to emphasize the difference in language.

Have the children estimate what they believe the distance (in miles) of Shirley’s trip. She traveled from Chungking, China to San Francisco, California and then to Brooklyn, New York. After everyone has made an estimation, have everyone find these actual cities and figure out what the actual mileage was. Compare the estimations to the actual mileage

After reading this chapter, ask the students to write down a prediction. Shirley has now moved from Chungking, China to Brooklyn, New York and the year is 1947. She is now starting fifth grade. Answer the question -what do you predict will happen to Shirley? Please write at least five sentences with your prediction. After all of the predictions are written, collect them and place them in a shoebox. Tell the students that after we have read the story, we will open the prediction box and read our predictions.

Each student should write a letter to Shirley Temple Wong of Brooklyn, New York. They may tell her about a time when they were homesick or lonely. They may also explain to Shirley about different lessons, sports, hobbies or activities that they have tried. Perhaps they may tell Shirley about a lesson or activity that they were not good at. They may tell about a time that their parent felt they were doing something unsafe. The students should try to empathize with Shirley and make her feel better. After, the students will use a self assessment to evaluate their writing.

Shirley started playing stickball with the other children. This was not a game she played in China. Can anyone tell me what stickball is? Introduce stickball, tell about how the game is played, show the website http://www.streetplay.com/stickball/introduction/shtml and read the stickball poems.

If the weather allows, take the students outside and have them attempt a game of stickball using a mop handle and a rubber ball. They will probably discover that the ball is not easy to hit.

Discuss with the students who Jackie Robinson is and why he is significant in American history. Jackie Robinson was the first African American to play Major League Baseball. Show the students the movie “The Jackie Robinson Story”. He portrays himself in this movie and it is for ages 8 and up.

After the movie, refer to the organizing idea/concept. Explain that Jackie Robinson had to accept his life’s challenge and he did so by “stepping up to the plate”. Explain the saying “step up to the plate” as meaning that people need to face challenges and “take a swing” at what comes to them.

Whether you hit the ball or strike out, you at least took a swing! If Jackie Robinson had not faced the challenge, there might still be a color line, or no African Americans playing baseball today.

After reading this chapter, have the students write on an index card three customs that they or their family practices. It can be anything from a meal, holiday, weekly activity or extended family activity. We will then do inside-outside circle. After they have written down three customs, they need to count off by A-B-A-B. All of the A’s will form a circle and then turn outwards. All of the B’s will form a circle facing an A. We will then take turns sharing a custom with our partner. Then the B’s will move three people to their right and then this partner grouping will share customs. Now the A’s will move three steps to their right and share their customs with their new partner. In this way, we have discovered and shared customs with other classmates.

In this chapter, Shirley left red paint handprints in the basement. Have the students illustrate what the basement looked like with these handprints. She refers to her painted handprints as a masterpiece. Show what her “masterpiece” looked like to you. Then write a couple of sentences under your illustration to explain the scene. The illustrations can be hung up around the room or down the hallway so the students may do a gallery walk and look at each other’s illustrations. Every student will peer review another piece of work. We are looking for positive comments and constructive criticism on the written peer review.

After the students have read this chapter, expand on America as a great country that offers opportunity and freedom of speech. Let the students experience freedom of speech as they debate an issue. The issue is “Should Shirley have used candy as bribery when she babysat for the triplets?” Have the students count off by 1-2-1-2. The 1’s will try to support Shirley’s position of using candy. The 2’s will disagree and support the position that she should not have used candy with the triplets. A rubric will be used for the debate. The teams have time to refer to the chapter for facts and work with each other for ideas. They can sit facing each other and stage the debate.

This chapter centers Shirley listening to the 1947 world series on the radio. After reading the story, play some of the memorable radio calls from this world series. If you cannot find an audio tape, refer to Dodger Radio Calls at http://www.dodgers2001.com/multimedia/audio_gallery

In this chapter, Shirley’s family remembers a holiday that they celebrated in China. It celebrated the fullest moon of the year. Ask the children if they have ever celebrated the fullest moon of the year* of the Mid Autumn Festival. Ask the students if they could write a paragraph about the Mid Autumn festival and describe it to me? They wouldn’t be able to. Ask them if I asked them to write a paragraph about Thanksgiving could they do that? Then allow the students to have a grand discussion about this. When they are done ask them to make a journal entry that would start with Shirley must have felt sad not to celebrate her holiday. The holiday I would miss celebrating the most is……. Because……….

This is the final chapter of the book. Have the class divide up into three groups by counting 1-2-3 1-2-3… Each group will be working together on a literacy project. The project will be done on large poster board (one per group) and shared with the class when finished.

Group 1 can work on a concept map that outlines the elements of the book. First base should be the setting, second base should be the main event, third base should be the problem, home plate should list the solution and the characters should be listed at home plate. Title the concept map with the title of the book. Quote the organizing idea somewhere on the concept map.

Group 2 can work on a character analysis of Shirley Temple Wong. How did Shirley change throughout this story? Focus on how the author evolved or changed the main character (Shirley) from the beginning of the story until the end of this book. The title of the character analysis should be the title of the book. Quote the organizing idea under the character analysis and explain how Shirley’s story worked with our quote.

Group 3 can work on a Venn diagram comparing Shirley to Jackie Robinson. One circle will represent Shirley. One circle will represent Jackie Robinson. Where the circles intersect will be the common features of Shirley and Jackie Robinson. Title the Venn diagram with the name of the book. Write the quote at the bottom of the page.

When each group has completed their literary assignment, they will present it to the class. In addition to presenting the assignment, they should also tell the class how they felt the quote relates to their item.

Culminating Activity: After we have finished reading the book and sharing our group literacy projects, we will have a classroom lunch – complete with Chinese food! I would ask a local Chinese restaurant for an affordable lunch that consisted of several Chinese food items and fortune cookies. I would have the food set out on long tables in the hallway. Each of the students would take a plate, chopsticks and fork and go through the buffet. We would try to use chopsticks, but have utensils, in case! Be careful of nut allergies – see if the restaurant uses peanut oil or has peanuts in any of the food. Then as we eat in the room, we could listen to Chinese music. We would take out our prediction box and read through the predictions and compare what we thought might happen with what actually happened.

Math – We could find out what an abacus was and how it was used by the Chinese. We could do math exercises using the abacus.

Shirley stated in the book that there were 500 million people who lived in China. How much is 500 million?

Social Studies – We could look at the Chinese years and discover why they are named after animals and why they use higher numbers than we do, i.e.- The Year of the Dog, 4645. We could also investigate the Chinese New Year

We could also interpret the Pledge of Allegiance. Shirley had a hard time with the words. We know the words, but do we know what they mean?

You could also study immigration and the different ethnic groups that have come to America.

Pandas could be studied. Silk cocoons are mentioned in the book. This process could be studied and silk could be shared. The process of molting is also mentioned in the book. This could be studied also.

They could make paper lanterns, lion or dragon masks. They could paint or sculpt dragons.

Music - The music teacher could be asked to incorporate some Chinese songs into her section.

-Allow cooperative/group work to ability (i.e. – during the debate, can ring the bell for time).

Naturalist – Journal about foreign country, travel idea, nature scenes in video

-Self-Assessment can be done after the student have written a letter to the main character.

-Peer Assessment can be done after the illustration is made. Give the students a peer assessment form and encourage constructive criticism.

-Rubrics can be given to the debate teams. They should try to meet the rubric to the best of their ability.

-Effective teacher feedback should be provided throughout, especially during journal writings and discussions.

-Summative evaluation is done at the end of the book. After all of the chapters have been read, the students will have group literacy projects. These projects involve character analyses and story elements. These projects will have rubrics. It will be important that the students comprehend the book and how it relates to the quote we have had on the board. Student input should show growth toward understanding of the characters in relation to the quote.