NOVEMBER National American Indian Heritage Month
FAIRY TALES & FANTASY
GIVING THANKS, PILGRIMS AND INDIANS
Grades 3-6 Review of "DEWEY"
November 6th is Election Day, share books on Presidents of the United States
*Author Spotlight: C. S. Lewis, Mark Twain
Read Aloud Book List using monthly themes or books from spotlighted authors:
***"So You Want to be President"? by Judith St. George, Ill. by David Small
"Duck for President!" by Doreen Cronin
Books about Dia de los muertos or Day of the Dead - Nov. 1 & 2
"The Three Pigs" by David Wiesner (wordless)
Favorite Thanksgiving Books
Optional for Week #1: For Presidential Election Year
Read Aloud "So You Want to Be President" by Judith St. George Ill. by David Small.
I started off my lesson by choosing about 10 different pages and I put sticky note tabs in the sides because I didn't have time to read it all. I told the kids that this is the 2001 Caldecott winner. It had to be updated for the 2012 Election and to show Barack Obama as our current president.
1. We discussed the White House and why there is a bowling alley, swimming pool and movie theatre there. (Privacy)
2. We talked about the pets presidents have had. Rooselvelt had a zoo.
3. We discussed the previous jobs presidents have had before becoming president, including tailor and sailor and Movie Star.
4. I asked questions like, "Who was the largestor tallest president.
5. We discussed funny facts about certain presidents, such as the fact that a big tub had to be built for William Taft, because he weighed over 300 lbs.
6. We discussed Abe Lincoln and other presidents who were very famous or assasinated.
7. We learned new vocabulary, such as "tidbits, homely, assasinated, Shetland pony, Caldecott Award, Oath", and others.
8. We discussed the pros and cons of being president: being famous is a pro, but then there is little privacy and you can't just go anywhere without taking a huge group of body guards, Secret Service men, etc...
9. We voted for who we wanted as president and discussed privacy and rules of conduct for voting, at what age you can legally vote, etc...
The lesson was a hit and only took about 15-20 minutes.
Here is another lesson plan from Scholastic.
Week #1 FAIRY TALES or Folktale? (See Stretchy Lesson Plans by Pat Miller for additional games to teach this concept.)
Library Skills or Objective: To recognize the various features that distinguish the difference between a fairy tale, fantasy book and a folktale.
Activity: Teach the differences in each of the 3 separate genres.
Fantasy- Imaginative fiction that features especially strange setting and characters. Animal fantasy is where the animals talk, science fiction and high fiction, like Harry Potter, are some examples.
Folktale- An anonymous, timeless and placeless tale that expresses the rituals, traditions and beliefs of common people. Folktales are often told orally and passed down through generations. Folktales include, Goldilocks and the Three Bears, The Three Little Pigs and Three Billy Goats Gruff.
Fairy Tale - Stories that often involve royalty, triumph over evil, wishes, magic, etc. Characters often include trolls, witches, dragons, fairies and other fantasy characters. Tales that were collected by the Grimm brothers or Charles Perrault are considered fairy tales. Hans Christian Andersen wrote original fairy tales.
Write the number 398.2 on the white board. Tell the students that this is where these books are kept. Go over and see the area. On each table, stack numerous books from the above genres and have the students sort them into 3 stacks, fairy tale, folktale or fantasy. (Create simple labels with index cards for each stack on each table.)
You can also tell a bit about each book and do the activity as a whole group for younger children by holding up a book and having them put their thumbs up, because fairies fly up, if it's a fairy tale, thumbs down if it's a folktale, because folktales are handed down through the ages, and thumbs to the side if it's a fantasy book. Discuss why the book is or is not one of the above.
Read aloud a favorite folktale or fairy tale.
(Since this can be a little over the heads of K-1, I am going to teach these little ones more about the alphabet, keeping shelves neat and books straight.) See "Complete Library Skills" Grades K-2
Week #2 is STORY ELEMENTS
Library Objective: The younger students will identify the three parts of a story - beginning, middle and end.
Grades 2-6: Discuss story elements, such as Setting, which includes the characters, location and time of the story, the Problem of the story and the Goal for solving it. The goal often includes events to get to the resolution. Then the resolution of the story will be discussed.
Activity: Ray Reutzel's STORY MAPS, are an excellent way in which to take a story apart and see each of these key elements. Read a book to the class and then dissect it below, to see the story elements.
Here's a different version using the story, "Alice in Wonderland".
Week #3 GIVING THANKS - Here are some fabulous read-a-loud picture books for Thanksgiving week. I got this list from books4learning.blogspot.com
TOP 10 Thanksgiving Books
10 Fat Turkeys (ages 2-6) byTony Johnston
Ten goofy turkeys are sitting on a fence. One by one they fall off because of some crazy antics, such as whistling in a shoe, trying to roller skate, balancing some bricks, and swanning a swan dive. Each turkey is unique “dressed,” either formally or causally. Why I Chose It: It is a fun counting book with humorous illustrations. The language is poetic and pleasing. Students can predict the next number as they count backwards.
A Plump & Perky Turkey (ages 5-10) by Teresa Bateman
The town of Squawk Valley wants a turkey for their Thanksgiving feast, but the turkeys go into hiding once the leaves begin to change. Then, one of the townspeople comes up with a plan to hold arts and crafts fair where everyone makes a turkey sculpture out of something like soap, oatmeal, or clay. They decide to lure a turkey out of hiding by asking for a “model” for their works of art. Signs are placed all over the woods which one lone turkey answers. After posing, he camouflages himself amongst all the other faux turkeys before he is caught. He eventually escapes. Why I Chose It: The illustration and language are wonderful. It is written in a rhythmic poetic verse with lots of alliteration. The narrative shows the people being clever, but unfortunately, once again the turkey is even more cunning. Finally, it exhibits the town working together toward a goal. Even though it does not turn out the way they hoped, they still celebrate thankfully (sort of).
A Turkey for Thanksgiving (ages 5-9) by Eve Bunting
Mr. and Mrs. Moose are preparing a Thanksgiving dinner for some of their animal friends. Mrs. Moose shares her longing to have a turkey for the holiday meal. So Mr. Moose goes into the forest looking for one. As his friends see him on his quest, they join him. They find and catch a turkey for dinner…but not in the way the reader might expect. A similar story is Sometimes it’s Turkey, Sometimes it’s Feathers (ages 4-8) by Lorna & Lecia Balian. Why I Chose It: My son was delighted with the story. (It was early in our Turkey reads, so he was not burned out yet.) The ending is unexpected. The characters are kind, considerate, and cooperative.
Beauty and the Beaks (ages 6-11) by Mary Jane and Herm Auch
Beauty (a chicken) runs a beauty shop called the Chic Hen. She loves to make other hens look their best. She is also the only chicken who can fly out of the coop to “eggsplore.” One day Lance, a new bird, moves into the coop in preparation for a special feast. He acts conceited because he is the only one invited. When Beauty finds out that Lance is not a guest but the main course, she and the other hens give him a makeover to look like a hen. Why I Chose It: The illustrations are the most creative! The characters are hand-made chicken mannequins with constructed sets. The story has a good moral. Even though Lance is not kind to the other birds, they still help to save him. Finally, the story has lots of wonderful wordplay from “egg” substitutions in “ex” words to puns on words like “dressing.”
Miguel receives a live turkey in the mail from his father, a truck driver. He is instructed to take care of it until Thanksgiving. This request is unusual since Miguel lives in the city. Despite the circumstances, Miguel, his family, and the community all help to take care of it. When it comes to Thanksgiving though, Miguel cannot stand the thought of eating his pet. Fortunately, a solution is found. Why I Chose It: This book has a unique setting for this type of book (the city). It illustrates a multicultural, non-traditional family (grandparents and an aunt take care of him while his father words as a trucker). The whole community works together to help out Miguel.
I’m A Turkey (ages 4-8) by Jim Arnosky
I’m A Turkey is not necessarily a Thanksgiving story. Instead, it explains the world through the perspective of a turkey. It is the most realistic portrayal of a turkey in these picture book fictions. There is, though, some element of personification since the turkey is narrating. The turkey discusses how they communicate, how they fly, and what they fear. For another realistic turkey narrative, check out A Thanksgiving Turkey (ages 6-11) by Julian Scheer. It is the story of a boy and his grandfather as they hunt a turkey over several months time period. Why I Chose It: This book gives a concise and entertaining view of the world through the eyes of a turkey that is mostly realistic.
Run,Turkey, Run! (ages 3-7) by Diane Mayr
Run, Turkey, Run! is an energetic narrative that is sure to get children involved and excited. Thanksgiving is only one day away! Turkey needs to find a place to hide from the farmer. As the farmer comes out of the house, Turkey hightails it out of there to the sound of “Run, Turkey, Run!” The rest of the narrative follows a consistent format of hiding, finding, and escaping with regular intervals of alliterative onomatopoeia and the repetitive participatory phrase, “Run, Turkey, Run!” The Turkey manages to escape into the forest that is until the family spots him while looking for a Christmas tree…then the whole process starts again. Why I Chose It: I enjoyed this book because it is conducive to student participation. The language is pleasurable and lively. There is also a teaching opportunity for language arts on alliteration and onomatopoeia.
Thelonius Turkey Lives! (On Felicia Ferguson’s Farm) (ages 5-9) byLynn Rowe Reed
Thelonius lives happily on the Ferguson Farm. As Thanksgiving approaches, he becomes worried about his frequent, delicious meal and daily feather plucking. As a result, he decides he will not go to the chopping block without a fight! Thelonius begins to play some outrageous tricks on Felicia. The ending is surprising and satisfying to both children and turkeys. Why I Chose It: The collage illustrations are creative, but a bit on the busy side for my preferences. On the other hand, the story is well-written and engaging.
Turk and Runt: A Thanksgiving Comedy (ages 4-8) by Lisa Wheeler
Turk’s parents are proud of him. His father wants him to be an athlete while his mother has hopes he will be a dancer. Daily, Turk works to please his parents by practicing his football and ballet moves. His brother Runt, on the other hand, is ignored though he is the wisest and cleverest of the birds. Fortunately, Runt’s antics save the family when hungry shoppers come by to pick the best turkeys for their Thanksgiving meals. Why I Chose It: I like the moral that looks can be deceiving. The story is humorous and entertaining. The ending is clever.
Turkey Trouble (ages 4-9) by Wendi Silvano
Of all the turkey books, this one has some of the best and most creative illustrations. The turkey knows he is about to become the main course in a Thanksgiving dinner. He avoids the farmer by dressing up as various animals on the farm, but no matter what animal he tries to hide as, he is always discovered. Eventually, he comes up with what I think is the most ingenious disguise and solution to the family’s Thanksgiving hunger. Why I Chose It: I love the picture and the disguises. It has the most original ending. I vote it top Turkey pick!
Gus, The Pilgrim Turkey (ages 6-9) by Teresa Bateman
Gus is a turkey with style. He loves to wear unique outfits and hats. He enjoys the seasons and the natural wonders. Gus loves his life on the farm…until his farm friends tell him about Thanksgiving! He packs his backpack with food and his favorite outfits. Then, he follows the other birds south for the winter. He travels south until he ends up on a ship that arrives at the South Pole on Thanksgiving Day. Once again, he must flee hungry people. He cleverly hides among the penguins with his New Year’s Eve tuxedo. The penguins are willing to help him learn to adapt in his new environment. Turkey realizes that like the Pilgrims at Plymouth Rock, he too is a pilgrim in a strange, new place.
Turkey Craft with Leaves
Turkey Crafts from Danielle's Place
Thanksgiving & Turkey Crafts & Decorations
DLTK's Turkey Craft
Turkey Crafts from Danielle's Place
Thanksgiving & Turkey Crafts & Decorations
DLTK's Turkey Craft
Grades 2-6 Review of "DEWEY"
Summary: This lesson is designed to help students understand the Dewey Decimal system. It is formatted as a competition between classes and can be carried out over a 5-6 week period as classes visit the library once a week.
Library Skills or Objective: Students will identify the proper arrangement of books in the library. Students will use call numbers to select and read materials according to personal interests.
Students will become familiar with the various sections of the library and the call numbers for each section.
Resources: Assorted empty containers (snack/cereal boxes, pet items, toothpaste boxes) sufficient for one item per student
Activity: Tell the students that you need their help in sorting some objects. Have each student select an item. Ask the students to wander around and look at other students’ items. Using non-verbal communication, have the students group similar items on library tables or counters. Have students describe the rational for each grouping. Ask them to describe the advantages in placing similar items together. Explain that it is the same with books. Share examples from the Dewey classification system. Explain that if each of us wrote a non-fiction book about dinosaurs, they would be spread all over the library! Showcase several “hundreds” that are of particular interest to second graders and above. Invite them to select books from these sections.
Additional Dewey Lesson Plan
Title: “Dewey Shuffle”
Library Objective: Students will become familiar with the various sections of the library and the call numbers for each section.
Resources: Call number cards (attached)
Introduction: Mention the title of a favorite book of students at this grade level, and ask them to pretend they want to find it to check it out. Discuss some strategies for finding the book, leading them to remember the
Dewey Decimal System Vocabulary:
*nonfiction *story collection
1. Go over the different sections of the library and the call numbers for each section.
2. Distribute cards, with call numbers on them, to students and have them locate a book that matches the call number on their card.
3. Have the students raise a hand so the LMS can check to see if they have located the correct call number.
4. Repeat this procedure as long as time permits. Each student should visit each section. You may need to do this activity for several weeks.
Choose several students to demonstrate the proper shelving of books.
*Recreated from lesson plans by the Hanover County Public Schools, Ashland, Virginia