Author: ekittre

Mini Unit: Comprehension of Informational/Procedural Texts

Link to Recipe:  http://www.ourbestbites.com/2010/09/kids-in-the-kitchen-slime/

Content Area: English Language Arts and Reading

Summary: This blog provides a recipe to make homemade slime. This recipe could be utilized in Science or Math, but I chose to directly connect it to a fourth grade English Language Arts and Reading TEK.  The recipe is easy enough to be carried out in the classroom and is non-edible allowing for all students to participate. Additionally, while this recipe is targeted to young children, older students would still benefit from exploring both the finished product, as well as following the recipe.

Instructional Strategy: For this lesson, students would begin by reading the recipe and discussing the procedure. Then, they would carefully determine each of the steps needed to successfully complete the recipe. Finally, in small groups, students would assemble all necessary ingredients and make homemade slime by following the recipe.

TEK: 4th Grade

(13) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:

(A) Determine the sequence of activities needed to carry out a procedure (e.g., following a recipe).

One Great Text: American Progress by John Gast

This famous image is entitled “American Progress”. Painted in 1872 by John Gast, it portrays an allegorical female figure of America leading pioneers and railroads westward.  This image is synonymous with the American belief of Manifest Destiny.

I chose this particular image not only for its metaphorical meaning, but also complexity and the potential it would have for an amazing discussion during Social Studies. This image would work very well during a unit on America’s expansion westward. This beautiful painting has the possibility of sparking conversations about technology, transportation, culture, families, and jobs.  Additionally, I selected this particular image because it contains a multitude of smaller vignettes that illustrate a deeper meaning. A discussion could be had about what the ethereal woman represents and how each of these vignettes underneath her relate to a particular aspect of westward expansion.

I shared this image with a few students in my 4th grade class. Here are a few of their responses:

“She looks like a giant angel, a long time ago. There’s storm in the corner.”

“I like this picture….I want to know more.”

“It looks like all those people are running from her…a ghost.”

“It’s a god. Nobody’s looking at her. I want to find out what’s happening.”

Author Presentation: Kristine O’Connell George

[slideshare id=14432944&doc=authorpresentation-120924100903-phpapp02]

Kristine O’Connell George is one of the principle voices in contemporary children’s poetry.  Her beautifully written poetry effortlessly communicates her love of nature and the outdoors. Throughout her twelve published works, George spans themes such as relationships, like those with our parents or siblings, nature, animals, special moments within our lives, and the natural beauty of the outside world.  Her use of imagery, point of view, and imaginative voice throughout all of her works allows her to weave magical tales in just a few short lines.  Her poems would pair best with the Science TEKS in grades 1st-3rd relating to the study of frogs, life cycles, trees, and plants.

 

Snippet: A Pig is Big by Douglas Florian

This beautifully illustrated children’s book explores ‘what’s big?’ within our world.  Through rhyme, author Douglas Florian, weaves a silly and entertaining story about a chubby, pink pig as he travels around the world. The story highlights the comparison between the concepts of big, bigger, and biggest.  A math lesson where size comparison is investigated would be an ideal environment to use this book.

Here’s a snippet:

“What’s big? A pig is big. A pig is fat. A pig is bigger than my hat. What’s bigger than a pig? A cow. It’s bigger than a boar or sow. It’s bigger yesterday and now. What’s bigger than a cow? A car. It’s bigger than a cow by far. Inside a car a cow can squeeze. And drive a pig to town with ease. What’s bigger than a car? A truck. A truck can haul a car that’s stuck, that’s stuck in all the mud—bad luck. What’s bigger than a truck? (p. 1-10)”