Sophia Mack

READ 3311-010
October 31st, 2018
Fifth Grade

KNIT YOUR BIT:

A WORLD WAR I STORY
BY: DEBORAH HOPKINS AND STEVEN GUARNACCIA
PUBLISHED BY PENGUIN GROUP
TEKS
(5) History. The student understands important issues, events, and individuals in the United States during the 20th and 21st
centuries. The student is expected to:
(A) analyze various issues and events of the 20th century such as industrialization, urbanization, increased use of
oil and gas, the Great Depression, the world wars, the civil rights movement, and military actions;
(24) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid
sources, including electronic technology. The student is expected to:
(D) identify different points of view about an issue, topic, or current event; and
(E) identify the historical context of an event.
(13) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-
term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
(A) generate and clarify questions on a topic for formal and informal inquiry;
(C) identify and gather relevant information from a variety of sources;
(3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about
theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their
understanding. Students are expected to:
(C) explain the effect of a historical event or movement on the theme of a work of literature.
(29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater
complexity. Students are expected to participate in student-led discussions by eliciting and considering suggestions from other group members and by
identifying points of agreement and disagreement.
SUMMARY
When Mikey’s dad leaves home to
fight in World War I, he makes the
decision to contribute to the war
effort. Mikey’s mother suggests
knitting socks for the soldiers to
keep them warm during the winter.
At first, Mikey thinks that this is
too girly. However, when some of
his female classmates challenge him
at the Central Park Knitting Bee,
he decides to give it a go. Though
Mikey’s knitting isn’t fast or perfect,
he still feels good about doing his
part and helping the war effort.
REMEMBERING Question:
What is the Central Park Knitting Bee?

Activity:
Students will make a poster like the one in the book
advertising and describing the Central Park Knitting Bee.

TEKS:
(24) Social studies skills. The student applies critical-
thinking skills to organize and use information acquired
from a variety of valid sources, including electronic
technology. The student is expected to:
(E) identify the historical context of an event.
UNDERSTANDING
Question:
What facts or ideas show how this story relates to World War I?

Activity:
Students will use a bubble map with the main topic “World War I”
to organize their ideas. They should use the book to find facts and
ideas that relate to the main topic and place them in the
surrounding bubbles.

TEKS:
(3) Reading/Comprehension of Literary Text/Theme and Genre.
Students analyze, make inferences and draw conclusions about
theme and genre in different cultural, historical, and contemporary
contexts and provide evidence from the text to support their
understanding. Students are expected to:
(C) explain the effect of a historical event or
movement on the theme of a work of literature.
APPLYING
Question:
How would you convince Mikey that knitting is a good way to help
the war effort?

Activity:
Have students write a letter to Mikey explaining how knitting can be a
good way for him to contribute to the war effort and convincing him
to take part in the Central Park Knitting Bee.

TEKS:
(5) History. The student understands important issues, events, and
individuals in the United States during the 20th and 21st centuries.
The student is expected to:
(A) analyze various issues and events of the 20th
century such as industrialization, urbanization,
increased use of oil and gas, the Great Depression, the
world wars, the civil rights movement, and military actions;
 Question:

ANALYZING Why do you think that Mikey changed his mind

about knitting?

Activity:
Students will create a foldable that explains how
Mikey feels about knitting at the beginning, middle
and end of the story while thinking about the
reasons these feelings might have changed.

TEKS:
(24) Social studies skills. The student applies critical-
thinking skills to organize and use information
acquired from a variety of valid sources, including
electronic technology. The student is expected to:
(D) identify different points of view about
an issue, topic, or current event;
EVALUATING Question:
Can you propose an alternative way that Mikey
could have helped the war effort?

Activity:
Discuss this question with a partner for five
minutes and come up with two different ideas.
Have one of the partners share the group’s
thoughts with the rest of the class.

TEKS:
(29) Listening and Speaking/Teamwork. Students
work productively with others in teams. Students
continue to apply earlier standards with greater
complexity. Students are expected to participate in
student-led discussions by eliciting and considering
suggestions from other group members and by
identifying points of agreement and disagreement.
CREATING Question:
Think about how Mikey was able to be helpful to his
community by trying something new. How can you be helpful
to others through volunteering?

Activity:
Students will create a community volunteer plan and
document their progress. They should use various resources
to research what they can do to help others through
volunteer work.

TEKS:
(13) Inquiry and research: listening, speaking, reading, writing,
and thinking using multiple texts. The student engages in both
short-term and sustained recursive inquiry processes for a
variety of purposes. The student is expected to:
(A) generate and clarify questions on a topic for
formal and informal inquiry;
(C) identify and gather relevant information from a
variety of sources;
 STUDENT FRIENDLY LINKS

https://www.natgeokids.com/uk/di
https://www.nationalww2museum.
https://deborahhopkinson.com scover/history/general-
history/first-world-war/ org/programs/knit-your-bit
(Author)
(How to Knit Your Bit)
(WWI For Kids)
RESOURCES
Dibble, S. (2014, May 19). Museum poster exhibit highlights propaganda of World War I. Retrieved October 30,

2018, from https://www.dailyherald.com/article/20140519/news/140518174/

Hopkinson, D., & Guarnaccia, S. (2013). Knit your bit: A World War I story. New York: Penguin Group.

'Knit a Bit for Our First Line of Defense' WWI Navy League Poster. (n.d.). Retrieved October 30, 2018, from

https://omeka.siue.edu/test_jdespai/items/show/45

Solomon Ref 01. (2018, March 06). Retrieved October 30, 2018, from

https://funacademystudios.com/feature/women-world-war/attachment/solomon-ref-01/

Torres, J. (2018, August 24). Texas Essential Knowledge and Skills. Retrieved October 30, 2018, from

https://tea.texas.gov/curriculum/teks/