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NAME:
Miss Celine Sandor
SCHOOL:
Meadowside Elementary School
CLASS:
Grade 5 Room 22
SCHOOL PHONE:
203.783.3555(6)
Celine Sandor
Meadowside School
Grade 5
A Literary Approach
Some are unforgettable read-alouds that bring the real drama of the people
and the manner in which they coped with or surmounted the heavy obstacles of
war, slavery, and racism; Some are novels of the wars fought during our
country’s history and can be used with each student in an integrated
learning
experience. There are several pieces of literature that enhance, enrich and
extend the content material of the Milford curriculum. I will use these
sources to take a more in-depth perspective. I have found these stories,
non-
fiction informational text as well as primary sources to have a profound
impact on students, and adults alike. There are many sensitive stories of
the Underground Railroad, The Revolutionary War, Immigration, The Civil War
and the Holocaust.
Every morning, the children will be the hosts of Good Morning America in
which they lead the class in the Pledge in sign language, reciting “The New
Colossus” , the “poem of the month”; for the given month, a patriotic song
such as America the Beautiful, God Bless America the National Anthem – The
Star Spangled Banner will be chosen and all of these will be interpreted.
Current event and a more global perspective will be done by inferencing of
political cartoons. The children are responsible for one per week (four per
month). They are learning to look for caricatures, symbols, captions,
satire
and irony as they are entertained, informed and possibly persuaded while
interpreting the news. I believe that this is a wonderful way to have the
children involved in knowing about their world, interpreting information,
making inferences and drawing conclusions. I ask that you please monitor
these though, for they could be a little inappropriate at times. The
anniversary of September 11, will be reflected via the interpretation and
inference of political cartoons, Mayor Rudy Guiliani’s speech as well as
Lincoln’s Gettysburg Address as it too, pertains to the tragedy. We will
attempt to memorialize the spirit and patriotism; the life and liberty of
which our country is founded on. Constitution Day will be celebrated on
September 17th and we discuss the founding fathers hope to preserve a newly
independent nation, the Preamble and famous artist, Norman Rockwell’s, Four
Freedoms, as the students create their own.
We are also fortunate enough to receive TIME for Kids every week. This
edition is very similar to TIME in that it hits on the major news events
(not
to mention the high interest kid’s stories). It allows for the students to
see how expository text is written and includes supporting details such as
leads, thesis statements, anecdotes, quotes, statistics and descriptive
segments. Every Thursday is TFK day in which the children will be reading,
analyzing and summarizing their favorite articles for their own TIME
Magazine. Each magazine will be filled with their articles and picture
layout. Look for it in June!
Immigration
I will be starting the year with the immigrant experience and Ellis Island.
Reasons and influence on America will be objectives covered. Bria O’Casey’s
narrative, “A Crossing Dark and Dangerous”, is a great sample of an expected
narrative writing assignment the students will be handling as they choose
their own identities and write using the vocabulary and description
necessary
to depict this massive travel in steerage. The sight of the Statue of
Liberty, a beacon of hope, expressed by Emma Lazarus’ poem, “The New
Colossus”;…“Give me your tired, your poor, your huddled masses, yearning to
breathe free,” will start the students in writing their own liberty poetry
of
freedom’s many meanings. They will be interpreting information from various
sources in order to create Statue of Liberty brochures containing the
history
and symbolism of this gift of friendship from France. Annushka’s Story is
another great example of just one of the many immigrants’ experiences. If
Your Name was Changed at Ellis Island and Immigrant Kids are great
springboards for detailed newspaper writing and expository standards such as
elaboration, organization and details, not to mention actual photos of child
labor; coal miners, newsies, shoe shiners, etc. There is a lot of great
literature that contain descriptive segments and key vocabulary. The Memory
Coat is a wonderful historical fiction story about the journey through Ellis
Island. The children will be performing plays to re-enact the crossing to
America, the sight of the Statue of Liberty, Ellis Island experience and
life
in America, where the streets were said to be “paved with gold.” The Witch
of Fourth Street contains small, moral stories such as Keplik the
Matchmaker,
the Fish Angel and Vincent the Good, that not only reinforce vocabulary
development, and literary devices such as similes and personification, but
social standards and ethical values. The 100 Dresses is a wonderful read-a-
loud that I use to refine reading skills (what to do before, during and
after
reading) as well as teach morals, ethics and conflicts of conscience.
Madonna, the singer turned children’s book author, speaks of the misjudgment
of individuals in The English Roses, an all too true story of a present day
Cinderella; we can’t help but put ourselves in her shoes! Let’s see if we
can
make a sequel or a boy’s version! The power of words and the course of
misguided rumors teach us the ever present lesson of gossip and its
magnitude
in her story, Mr. Peabody’s Apples. Find out how a down pillow can teach
this lesson! Also by Madonna, The Adventures of Abdi reminds us of the
belief that positive attitude is immeasurable and “everything happens for
the
best”, when a young orphan finds him self with “snakes in the grass” and a
positive thought. Yakov and the Seven Thieves tells a touching story of a
man’s hope to save his sick son and the good will of a man who knows
because “he has walked in his shoes” and where we will find hope and faith
in
even the most unlikely of folks. An animal perspective, Lotsa de Casha
gives
us a new outlook on what is truly important, can’t be bought. We will look
closely at van Gogh’s, The Potato Eaters, to identify reasons for
immigrating
as well as creating dialogues and performing skits. A great read-aloud to
captivate the children is Gooseberries to Oranges. This novel deals with
the
differences of cultures and the sameness of preservation of life. We will
also be looking into the life of a famous immigrant, Irving Berlin, and his
thoughts on writing God Bless America.
French-Indian War
Who, where and why will be covered with particular emphasis on the
Proclamation of 1763 as a precursor of difficulties with Great Britain and
the first step to breaking ties with mother country.
October will be mystery month, as we will spend a great deal of time at 227B
Baker Street. Sherlock Holmes and his sidekick Watson will allow us to
solve
the mysteries of reading: point of view, inferences, deductive reasoning,
suspense and critical stance, not to mention a love for reading. Sir Arthur
Conan Doyle eludes us with his powerful writing and inspires us to read
great
mysteries; The Speckled Band, The Spector Bridegroom and The Red Headed
League, to just name a few. We will also be reading a Milford core book
titled Dollhouse Murders. None other than mystery poet, Edgar Allan Poe and
his riveting poem, The Raven, will mirror both of these novels. (I have a
strong love for the New England painter; grandson of Grandma Moses, Will
Moses’ art, life and stories will be shared by all.) Once told by the great
Washington Irving; The Legend of Sleepy Hollow, Johnny Appleseed and Rip Van
Winkle. (lends itself beautifully to the Revolutionary War) will be plotted
and re-created. These titles will lend themselves well to sequencing and
the
study of tall-tales. NC Wyeth, the artist, paints and writes a wonderful
story titled NC Wyeth's Pilgrims. We will be able to focus on the landing
of
the first settlers with some little known facts about them and their voyage
on the Mayflower. A study of author and illustrator, Chris Van Allsburg and
his mysterious Harris Burdick sketches will be an excellent opportunity to
interpret and infer information to create the stories behind the pictures
that were left many years ago in a publisher’s office, never to be retrieved
again. We will also read The Gardens of Abdul Gasazi, The Sweetest Fig and
The Widow’s Broom to predict story outcomes, to identify main ideas and
character studies. In becoming scientists we will be working of the skills
of observation and deduction as we examine fingerprints, DNA as well as
substances and fibers to identify and draw conclusions. As part of the
micro-
worlds unit, we will look critically at evidence through magnifying lenses
and microscopes. Who knows perhaps we may have to become sleuths to solve
our very own Room 22 mystery. Not everything will be as it appears. As a
continuation of independent reading, the students will be sharing canned
mystery book reports. We have a classroom chock-full of mystery books from
which to choose!
American Revolution
Reasons and significance are major aspects to be covered during the
unfolding
of the Revolution. There are many great ways to teach for cause and effect
lessons. I find it pertinent to tie in CT heroes and notables such as:
Benedict Arnold, and Nathan Hale, the young school teacher whose,
“only regret was that he had but one life to lose for his country.” Other
stories such as General Washington’s Buttons lend themselves to small
biographical readings. Literature, primary sources (even old texts to
compare the handling of the topic), as well as the fairly primitive movie
Johnny Tremain, based on the book with the same title will enable us to
paint
the images in our minds. An illustrated ABC of the American Revolution is a
great way for kids to do the research, and represent the concept visually,
for each letter in a calendar like format. Expectations include caption,
originality, spelling, accuracy, etc. Longfellow’s poem, Paul Revere’s
Ride, is a great way to introduce his notoriety. An engraving done by Paul
Revere of the Boston Massacre will be scrutinized and compared to the
primary
sources of the event. Why is the picture so different than what actually
happened? What message was this Son of Liberty trying to send? We will
touch upon Ralph Waldo Emerson’s, “Shot Heard ‘round the World.” at the
introduction of the battles of Lexington and Concord. The Secret Soldier
as well as the Sign Painter’s Secret are wonderful stories and resources
that
can be tied in. The Brown Bag School of the American Revolution contains
little known stories and facts, which I will be using to introduce many
poignant lessons.
If time is kind to us we will be studying Shakespeare and perhaps Romeo and
Juliet and Hamlet. Stay tuned…
Founding of our Government
The Constitution, The Constitutional Convention as well as Articles of
Confederation and the Bill of Rights will be covered again by text as a jump
off point. Valuable literature such as Behind Closed Doors, Shhh! They’re
Writing the Constitution will enable us to write and reenact the meeting of
the forefathers of our country. We may expand on Milford and CT’s role
during this time. This is another great time for group projects such as
plays and skits and formal letter writing. Norman Rockwell’s, Four
Freedoms,
just might come in handy in the interpretation of the basis of our
government
thru paintings.
Westward Movement
Lewis and Clark led by their trusty guide Sacagawea and the Voyage of
Discovery trek their way cross country in an attempt to find an all water
route to the Pacific. Along with water and meeting Native Americans, we
will
be examining plant life and vegetation as this will be an excellent time to
head outside to discover Eco-systems. Connecting map skills, journal
writing
and letter writing to President Jefferson of their progress will head on our
agenda. Team efforts of “The Corps of Discovery” and Dear Levi are great
and chronicle trip west. York, a wonderful narrative, gives us the
underlying ideals of the only slave on the expedition. His immense stature
and seemingly “native” appearance make him an excellent asset on this
uncharted venture. His dream of freedom is echoed throughout. Does he gain
what he so desires? By analyzing a variety of primary sources we can use
high order thinking skills to build a more comprehensive interpretation.
This is an excellent time to read The Sign of the Beaver, as it coincides
with the pride and persecution of the Native American existence. The Trail
of Tears is another fascinating historical event in which the Cherokee
Indians were forced to either assimilate to American culture or move onto
reservations. Forced to move by the government, many died during this vast
migration and were memorialized by the cropping of pure roses along The
Trail
Where They Wept. By interpreting Chief Seattle’s speech, … ”how can you own
the sky, the wind or the rain?” and the illustrations of Susan Jeffers’
book,
Brother Eagle, Sister Sky, we will tell the story of the plight of the
Native
Americans to save their land and culture. Perhaps a dream catcher will
remind us of the plight of the natives in their endless task of preserving
nature against outside forces. By taking a critical stance on this issue,
we
will take a side of either the U.S. Government or the Cherokees to decide –
whose land is it anyway?
Amistad
We will be involved in an in-depth learning experience about the Amistad.
It
was a scarcely known and highly ignored era until recent years. It is an
important milestone as one of the reasons of the Civil War. Again,
wonderful
literature and Internet resources can branch this topic well. This is a
great time to expand upon black history and use the novel The Cay.
Wonderful
lessons will be planned to not only teach writing, but to instill values and
morals in the plight against prejudice. Interpretation of the song, The
Dance by Garth Brookes, brings up the idea of reflection of the path taken
in
life: is it better to love and lose, than to have never loved at all?
The Nation Divided and Preserving the Nation
The Civil War lends itself easily to many poignant resources and stories of
valuable literature. The poem, Candle in the Window will allow us to take a
glimpse into the mind of our 16th president, Abraham Lincoln, as he sees his
country torn in two. We will write to his mother, Nancy Hanks to tell her
about the man her son grew to be after her passing, when he was just a
child. I will be using the favorites such as Pink and Say, Sojourner Truth,
Barefoot, and Sweet Clara and the Freedom Quilt to describe all perspectives
of the war. We will learn that this is not a war about good and bad guys,
but about the tragedy of brother vs. brother and that there is not just one
reason for a complex historical event. We will learn that the “pen is
mightier than the sword” as we see how a novel can transform the views of a
nation in Harriet Beecher Stowe’s, Uncle Tom’s Cabin. These allow for
detailed reading and further writing to dovetail with the era. I will be
using a multi text approach to most of the aforesaid units. I may give
students a sheet with text titles and pages that cover the unit as
additional
resources. Harriet Tubman is another wonderful woman in history that will
be
covered, Walt Whitman’s, O’ Captain, My Captain, is a wonderful initiation
of
the assassination of President Lincoln. Sometimes I may use a LAP (Learning
Activity Packet) that is developed with a menu of tasks that require
students
to research and discover inside the various texts. I will also cover the
reconstruction that follows the war. I will be using some of the powerful
paintings depicting this era by American Artist, Winslow Homer, such as “The
Cotton Pickers” and “A Veteran in a New Field.” This will give the children
the visualization of some of the experiences of the war. We will also be
investigating the life story of Homer and his experience.
Giving and Taking (the Road Not Taken)
During the holidays I love to share Charles Dickens’, A Christmas Carol, to
address kindness and good will toward men. Of course the children will also
be working on meaningful reading comprehension skills such as inferencing
and
synthesizing. Perhaps we will perform a little Oliver Twist as well. We
will also peek at Louisa May Alcott’s, Little Women, especially at the
Christmas morning scene when the strong sisters decide to give what they
have
for breakfast to a needy family as we hold our own Victorian Christmas.
They
realize that though their father is off fighting in the war for them, this
is
their way to give thanks. We will also be sharing good will toward others
while we hold our own Victorian Christmas. One Yellow Daffodil is a tender
and touching Chanukah story of a man who has forgotten his years in a WWII
concentration camp and his religion only to be reminded by hope in a yellow
daffodil. Trees of the Dancing Goats by a favorite, Patricia Polacco, will
bring together both Chanukah and Christmas in a poignant story of the gifts
of giving. We will read about Vermont legend, Snowflake Bentley and create
and original and detailed brochure about the simple photographer’s life and
accomplishments using a variety of sources and perspectives. January is
Frost country as we are Stopping by Woods on a Snowy Evening. We will also
recall times when we too, “took the road less traveled by…” and… “it made
all
the difference” as described in The Road Not Taken. January is also a time
of reflection to the historical shuttles, Challenger and Columbia, as we
introduce and interpret High Flight by John McGee and the life of the
devoted
teacher on board the Challenger, Christa McCauliff.
Hope in Yellow Lemons and Daffodils
We will be the hosts of Daffodil Days, a fundraiser for the American Cancer
Society. The reward will be intrinsic in the giving, as we volunteer our
time to a cause that is near and dear to all of our hearts here at
Meadowside. Of course, the poem by William Wordsworth, Daffodils will
coincide with this festival. Another powerful, true story of a brave young
girl’s battle with neurblastoma and internalize, “when life gives you
lemons,
make lemonade.”
A most misunderstood painter, Vincent van Gogh will be on our palettes as we
seek to understand this great painter and his challenge to express himself
in
a world of doubters. Not becoming famous in his lifetime, Vincent was later
sung about by Don McLean in his interpretation titled, Starry, Starry
Night.
The Yellow House and The van Gogh Café are excellent springboards for the
reading/writing connection and interpretation of underlying themes. We will
compare Vincent to another artist in her own right. A recluse, Emily
Dickinson, will share her poetry about hope with us. The irony, she was not
famous within her lifetime, either. Barbara Cooney writes and illustrates a
wonderful story about the mysterious poet who loved nature and piano in her
book aptly titled, Emily. It is chock full of personification that, we too,
will use in our writing interpretation of Emily.
Prior and Post WWII
I will then move along through the twentieth century, The Roaring Twenties,
the Industrial Revolution, the Great Depression, “Dirty Thirties”, the Dust
Bowl and culminate with WWII and peace after the Bombing of Hiroshima. The
children will be constructing scrapbooks containing pictures, letters,
badges, home-front memorabilia and journals of the war. Sadako and the
Thousand Paper Cranes is a post Hiroshima tragedy of a victim of radiation
who involves everyone in a spirited existence of folding origami cranes for
eternal life. Her monument stands in Hiroshima’s Peace Park today. We will
fold paper cranes and write Japanese Haikus in her memory. A good closure
activity for the year involves students designing and constructing original
peace monument with very exacting requirements, (location, message,
description, and audience). This would be an excellent time to dove-tail on
the Japanese tradition of lantern sails, as we embark upon floating and
sinking. The White Cliffs of Dover poetically composes feelings of war and
peace. Again, Patricia Polacco, moves us with The Butterfly, another
wonderful read aloud that we will compare as we also interpret a poem with
the same title by Pavel Freedman, a young 22 year old confined in a
concentration camp. We will raise and release butterflies as a tribute to
all of the Jewish who suffered so greatly. This being another great time to
revisit Eco-systems. Number the Stars, the story of the plight of the
Jewish
culture, friendship and survival during the mass genocide will bring us to a
family who struggles to save their Jewish friends. I will again show the
paintings from the famous Norman Rockwell, who followed the war, with his
profound illustrations such as Rosie the Riveter, Charting War Maneuvers,
The
American Way, to name a few. We will look closely at the life of Rockwell
to
write a biographical expository about the quiet, back country man. The
Yellow Star will bring us into the Resistance with King Christian X as he
stands up against the Axis powers in his silent plight to hide Jews amongst
a
community of star bearers. We will also peer into the life of Eleanor
Roosevelt to see a woman who overcame great obstacles with grace and prowess
to lead our country through the most difficult of times. Barbara Cooney
writes of her in a book titled, Eleanor. We see this “First Lady of the
World” and her perseverance for equal rights in her Declaration of Human
Rights.
At this point in June, I begin to have Sea Fever, which poetically describes
how we must go down to the serenity of the beach again, to move on in life,
to propel ourselves into facing new challenges, keeping constant our spirits
and ties to our seaward home in Milford. I love to conclude with my
favorite
Barbara Cooney book, Miss Rumphius, in her life’s path to do three things:
travel to great places, return to live by the sea and make the world more
beautiful.
At this point we will have come full circle. The children will have a
profound love for literature and life long learning.
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