Classroom Links
http://www.scholastic.com/drugs-and-your-body/index.htmody/index.htm
http://kids.mysterynet.com/solveit/ - Team Building mysteries to solve
Unit One: Who Am I? Identity and Friendship
Unit Two: Remembering the Holocaust & Working for Peace
Unit Three: Tales - Myths, Legends, and Fairy Tales
- Scholastic Myth - http://teacher.scholastic.com/writewit/mff/index.htm
- Pourquoi Tales - http://www.planetozkids.com/oban/legends.htm
- Writing Fractured Fairy Tales -http://www.readwritethink.org/classroom-resources/student-interactives/fractured-fairy-tales-30062.html
Unit Four: Slavery and the Underground Railroad
-interactive map of Triangular Trade http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u3/
-Video (triangular trade) http://history.howstuffworks.com/29554-assignment-discovery-triangular-trade-video.htm
- Video (Life on a slave ship) http://history.howstuffworks.com/28699-assignment-discovery-slave-ship-captains-video.htm
- Escape from Slavery (Scholastic) -http://teacher.scholastic.com/activities/bhistory/underground_railroad/
E. L. A. - Year Theme
**Scroll down to see some of the learning we have been doing this year.
**Scroll down to see some of the learning we have been doing this year.
Remembering the Holocaust & Working for Peace
One of my favourite units in ELA is our unit on the Holocaust and World War II. I read the very powerful novel, The Boy in the Striped Pajamas orally to the class. Students work in reading groups and read another novel, Daniel's Story, by Carol Matas. They work in Literature Circle groups to read and discuss the novel.
At the beginning of the unit, students create a class timeline on one of our classroom bulletin boards of important events from this period in history. Students are divided into groups and given a specific period of time between the years 1919 and 1955. They have to research their given time period and select the events they believed to be most interesting and important. After writing this information in their own words, students present their events to the rest of the class and fill in our timeline.
We also been reading real life accounts of children who lived during the Holocaust. Students practice their letter writing by choosing one child who we read about and write a letter to that child. We also talk about how difficult life would have been for children living in Germany and Poland during this time and we brainstorm characteristics that children would have had to have in order to survive the conditions they were living in. In Art, students pick one of those characteristics and attempted to symbolize that characteristic. Below are a few samples of our work:
At the beginning of the unit, students create a class timeline on one of our classroom bulletin boards of important events from this period in history. Students are divided into groups and given a specific period of time between the years 1919 and 1955. They have to research their given time period and select the events they believed to be most interesting and important. After writing this information in their own words, students present their events to the rest of the class and fill in our timeline.
We also been reading real life accounts of children who lived during the Holocaust. Students practice their letter writing by choosing one child who we read about and write a letter to that child. We also talk about how difficult life would have been for children living in Germany and Poland during this time and we brainstorm characteristics that children would have had to have in order to survive the conditions they were living in. In Art, students pick one of those characteristics and attempted to symbolize that characteristic. Below are a few samples of our work:
Tales: Myths, Legends & Fairy Tales
Students have fun learning about myths from all over the world in this unit. The students research and choose a myth that was new to them and are prepare to tell it to the class in their own words through an oral presentation. Students are learning the art of great storytelling and, even though they are nervous, they are excited to share their stories with the rest of the class.
Before looking at myths, the class has an opportunity to brainstorm all the "beasts" that we were familiar with. Students then have the task of creating their own beasts. Students are asked to write a descriptive paragraph about their beast and then read it to a group of their peers. The group members are to draw what they heard described and see how close they can get to their original beast. Students also use plasticine to sculpt their beasts. Check out some of our creations below!
Before looking at myths, the class has an opportunity to brainstorm all the "beasts" that we were familiar with. Students then have the task of creating their own beasts. Students are asked to write a descriptive paragraph about their beast and then read it to a group of their peers. The group members are to draw what they heard described and see how close they can get to their original beast. Students also use plasticine to sculpt their beasts. Check out some of our creations below!
Slavery and the Underground Railroad-
Freedom Quilts
Another one of my favorite units is our unit on the Underground Railroad and students learn about the struggles slaves faced while finding their way to freedom. Students again work in Literature Circle groups to read the Barbara Smucker novel, Underground to Canada.
We read the short story, "Sweet Clara and the Freedom Quilt" and my favorite children's book, Show Way. We talk about a slaves journey on the Underground Railroad on the way to freedom. We then research some of the quilt patterns used by runaway slaves and the meanings behind them. In art, students recreate various quilt patterns and we create our own Freedom Quilt on one of our bulletin board.
We read the short story, "Sweet Clara and the Freedom Quilt" and my favorite children's book, Show Way. We talk about a slaves journey on the Underground Railroad on the way to freedom. We then research some of the quilt patterns used by runaway slaves and the meanings behind them. In art, students recreate various quilt patterns and we create our own Freedom Quilt on one of our bulletin board.
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