STUDENT ACTIVITIES USING CHILDREN’S LITERATURE

INTRODUCTION:

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

Activity #1 Poor Frog’s Almanac

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

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

Age Level: 8-11

 After reading section on Ben Franklin as a printer students will be asked to create their
own Almanac
 Divide students into four groups and assign each group a season for them to research
and write about.
 After research has been done on subject matter students will write one page about the
subject.
 All students will contribute one favorite quote into the almanac.
 After all groups have submitted their work I will put the stories into publisher format and
produce almanac.

Student Directions:

1. Students will divide into four groups each group representing a season
 2. Students will select at least for sub-topics that occur in their season. Examples would be:
weather, holidays, travel, foods, sporting events, etc…

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

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

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

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

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

Assessment:

Group Planning -- Research Project : Frogs Almanac

Teacher Name: Mr. Patnode

Student Name: ________________________________________

CATEGORY 4 3 2 1
Ideas/Research Researchers Researchers Researchers Researchers
Questions independently independently identify, with identify, with
identify at least 4 identify at least 4 some adult help, considerable
reasonable, reasonable at least 4 adult help, 4
insightful, ideas/questions reasonable reasonable
creative to pursue when ideas/questions ideas/questions
ideas/questions doing the to pursue when to pursue when
to pursue when research. doing the doing the
doing the research. research.
research.
Plan for Students have Students have Students have Students have no
Organizing developed a clear developed a clear developed a clear clear plan for
Information plan for plan for plan for organizing the
organizing the organizing the organizing the information
information as it information in the information as it AND/OR
is gathered and final research is gathered. All students in the
in the final product. All students can group cannot
 research product. students can independently explain their
All students can independently explain most of organizational
independently explain this plan. this plan. plan.
explain the
planned
organization of
the research
findings.
Quality of Researchers Researchers Researchers, Researchers,
Sources independently independently with some adult with extensive
locate at least 2 locate at least 2 help, locate at adult help, locate
reliable, reliable least 2 reliable at least 2 reliable
interesting information information information
information sources for sources for sources for
sources for EACH of their EACH of their EACH of their
EACH of their ideas or ideas or ideas or
ideas or questions. questions. questions.
questions.
Delegation of Each student in Each student in Each student in One or more
Responsibility the group can the group can the group can, students in the
clearly explain clearly explain with minimal group cannot
what information what information prompting from clearly explain
is needed by the s/he is peers, clearly what information
group, what responsible for explain what they are
information s/he locating. information s/he responsible for
is responsible for is responsible for locating.
locating, and locating.
when the
information is
needed.

Date Created: Jun 19, 2008 09:07

am (CDT)

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Activity #2 Find Your Match

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

Objectives: Students will recognize opposites by finding the person that is holding the card
opposite of theirs.
Age Level: Kindergarten

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

 Each student will only receive one card.

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

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

Student Directions:

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

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

3. After student reads card the student that believes they are the opposite will stand up.

4. The student who read their card will go over to the person who stood up and check to
see if their card matches. If the students believe the cards match then they will come to
the front.

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

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

Assessment:

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

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Activity #3 Super Duper

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

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

Age Level: 7-10

Directions:

 After reading about Gods and Goddesses we will discuss the similarities with modern
day superheroes.

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

 Each story will contain the hero or villain’s name, where they are from, their super
powers, a conflict and solution.

Student Directions:

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

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

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

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

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

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

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

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

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

10. After they have created their outline students will write their stories in their journals.
Stories will be no less than 5 sentences.

Assessment:

Story Writing : Super Duper

Teacher Name: Mr. Patnode

Student Name: ________________________________________

CATEGORY 4 3 2 1
Characters The main The main The main It is hard to tell
characters are characters are characters are who the main
named and named and named. The characters are.
clearly described described. Most reader knows
in text as well as readers would very little about
pictures. Most have some idea the characters.
readers could of what the
describe the characters looked
characters like.
accurately.
Problem/Conflict It is very easy for It is fairly easy for It is fairly easy for It is not clear
the reader to the reader to the reader to what problem the
understand the understand the understand the main characters
problem the main problem the main problem the main face.
characters face characters face characters face
and why it is a and why it is a but it is not clear
problem. problem. why it is a
problem.
Solution/Resolution The solution to The solution to The solution to No solution is
the character's the character's the character's attempted or it is
problem is easy problem is easy problem is a little impossible to
to understand, to understand, hard to understand.
and is logical. and is somewhat understand.
There are no logical.
loose ends.
Creativity The story The story The story There is little
contains many contains a few contains a few evidence of
creative details creative details creative details creativity in the
and/or and/or and/or story. The author
descriptions that descriptions that descriptions, but does not seem to
contribute to the contribute to the they distract from have used much
reader's reader's the story. The imagination.
enjoyment. The enjoyment. The author has tried
author has really author has used to use his
used his his imagination. imagination.
imagination.
Requirements All of the written Almost all (about Most (about 75%) Many
requirements 90%) the written of the written requirements
were met. requirements requirements were not met.
were met. were met, but
several were not.

Date Created: Jun 19, 2008 09:50 am

(CDT)

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Activity #4 Journalistic Assessment
Book: Hesse, Karen, (2001). Witness New York: Scholastic Press

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

Age Level: 9-11

Directions:

 Students will interview people at school and at home about a current event and write
down each person’s response.

 We will then look at responses from a disposition stand point and categorize them in
class.

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

Student Directions:

1. Student will select a topic that they would like to interview other people about. Topic
must be submitted for approval.

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

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

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

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

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

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

Assessment:
 Interview : Journalistic Journey

Teacher Name: Mr. Patnode

Student Name: ________________________________________

CATEGORY 4 3 2 1
Note taking At least four At least three At least two The report
people were people were people were contains none of
interviewed. interviewed. interviewed. the elements of
Student’s notes Student’s notes Student’s notes 4, 3,or 2.
are well written. are well written. are well written.
All questions Four questions Three questions
have been have been have been
answered and answered and answered and
signed by the signed by the signed by the
candidate. candidate. candidate.
Report Writing The report is well The report is The report The report
organized and fairly organized contains at least contains none of
contains at least and contains at one quote from the elements of
one quote from least one quote the interview. The 4, 3,or 2.
the interview. The from the student
student interview. The expresses how
expresses how student they felt before
they felt before expresses how and after the
and after the they felt before interview.
interview. and after the
interview.
Knowledge Student can Student can Student can The report
Gained accurately accurately accurately contains none of
answer several answer a few answer a few the elements of
questions about questions about questions about 4, 3,or 2.
the person who the person who the person who
was interviewed was interviewed was interviewed.
and can tell how and can tell how
this interview this interview
relates to the relates to the
material being material being
studied in class. studied in class.

Date Created: Jun 19, 2008 10:54

am (CDT)
Activity #5 Snow Day

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

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

Age Level: 7-10

Directions:

 After reading Snowflake Bentley students will select a piece of construction paper of any
color.

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

 When all students have completed their snowflakes we will put them on the wall with
each student’s name and title the project, Snow Day.

Student Directions:

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

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

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

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

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

6. Then with your right hand, open up the right side of the paper and push the fold the
opposite way toward the left side of the paper, so that you're inverting the fold, and
pushing the right sides fold into the left side of the folded paper.
 7. Don't push it all the way to the left hand fold. You need to stop pushing about 1/3 of the
way into the other side. You'll start to see that a triangle is forming. Actually, the right
side will start to look like two triangular wings. Press those folds down.

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

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

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

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

12. Start by cutting a very simple pattern - try a diamond shape at the end. Make a short cut
down diagonally away from the edge, a second cut back toward the edge but not
completely (say 1/4" from edge). Then cut a straight line down parallel to the edge to
about 1/2" from point. Then cut down diagonally, completely across.

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

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

Assessment:

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