How Worldly Are You?

DESIGNED BY: Helen B. Bradley, Brennen Elementary

GRADE LEVEL: 5th
SUBJECT(S): Reading & Social Studies (easily adapted for 2nd-4th)

1) CORE CURRICULUM OBJECTIVE(S):

Reading : Locate, recall, classify and compare details, in a sequence or from the selection.(5-CM-4)  Sequence events and/or steps in a process using dramatizations, retelling, pictures, charts, and media.(5-CM-5)  Locate, interpret, use or apply information contained in various forms, including maps.(5-AR-3) Collect and organize relevant information in order to construct a product such as an oral presentation, etc. (5-AR-4) Read for an audience using appropriate intonation or inflection with appropriate rate, volume, and articulation. (5-SK-5) Incorporate compositional elements in writing. Maintain consistent use of first or third person.(5-WD-4)  Edit for fragments and run-on sentences distinguishing between clearly written sentences and sentences that contains errors in expression or construction.(5-WE-1) Edit for conventions of Standard English usage and distinguish between correct and incorrect usage.(5-WE-2)  Edit for spelling capitalization, and punctuation. (5-WE-3), (5-WE-4), (5-WE-5)

Social Studies  Locate places using relative terms.(5SSG-1)  Represent places in different ways (symbols, maps).(5SSG-6)

2) OVERVIEW: This lesson contexts literature and geography. It provides auditory, visual, as well as, tactile/kinesthetic modalities for all learning modes. The teacher teaches the six map components (TL DOGS: Title Legend, Date, Orientation, Grid, and Signature) in the Social studies class, films are viewed and students in cooperative groups draw a map of their classroom and present it to the class. The teacher then bill Peete's book, CHESTER THE WORLDLY PIG, aloud to the class. Students get into cooperative groups and determine the places Chester visited and the correct sequence of the visits. The students draw a map depicting Chester's travels using the six map components taught in Social Studies class. The cooperative groups write 5 test questions for their map that must be answered by the other groups. Individually, students will predict what happened to Chester after Peete's story ended and write an additional ending, thoroughly editing the paper. The students will present their maps, take each groups test, and then read their ending to the story to the class.

3) FOCUS/ESSENTIAL QUESTION(S): How will knowing the six map components (title, legend, date, orientation, grid, and signature) give readers a working knowledge of maps?

How will being proficient in reading skills accommodate your gaining knowledge in social studies map reading skills?

4) TIME FRAME: Seven forty-five minute sessions

5) RESOURCES/MATERIALS: Peete, Bill. CHESTER, THE WORLDLY PIG Houghton Mifflin Co. Boston: 1985 OUR COUNTRY. Silver Burdett Morristown, NJ: 1993, pp 2-23, 320-321, 394-395, 618-627 GOODE'S WORLD ATLAS. Rand McNally & Co. Chicago: 1993 US ATLASFOR YOUNG PEOPLE. Troll Assoc. Mahwah, NJ: 1991 CLASSROOM ATLAS. Rand McNally Chicago: 1992

Films From Richland District 1 FINDING DIRECTIONS WTH A MAP MP8-0804 (12 MIN) Language of maps mp8-0805 (11 MIN) Learning to read maps mp8-032 (12 min)

Class Wall Maps
A large sheet of paper for each group
Set of colored markers for each group
Computer with Internet access and LCD projector URL:http://www.realkids.com/club.shtml
Map of school rubric
Map of Chester's Travels rubric

6) CULMINATING ASSESSMENT: Assessment includes rubrics for the groups' two maps and presentations, student's composition, the oral reading of the composition to the class, and the tests taken on the groups' map tests.

Map of School Rubric

Map of Chester's Travels Rubric
Criteria Quality

7) INSTRUCTIONAL ACTIVITIES: Lesson 1: Review and discuss the importance of the six map components (TL DOGS: Title of map, Legend or key of map, Date map was made, Orientation or compass rose, Grid system or latitude/longitude, Signature of person or company making the map. Use maps in the classroom and maps in the students' books. Hint: TL DOGS helps students remember the six components.

Students will work in cooperative groups of four-five. The groups will draw a map, using TL DOGS, of their classroom or some other location at the school. The group will then present their maps to the class explaining symbols, grid, etc.... Hint: There should be jobs assigned by the group to the group members, such as; artist, time keeper, noise patrol, materials handlers and editor.

Lesson 2: The teacher will read Bill Peet'es story, CHESTER, THE WORLDLY PIG, to the class.

Students will work in cooperative groups of four-five to determine the places Chester visited. Given xerox copies of the book, each group should be able to sequence Chester's travels and draw a group map using TL DOGS.

Lessons 3, 4: Each group should write 5-question in a test format of their choice to accompany their maps.

The class should take the other groups' tests. Hint: You may need to run copies of the test for the class. Each group should then present their map to the class explaining what each symbol represents and why they chose that symbol.

Lessons 5, 6: Students predict what they believe happened nest to Chester after Peete ended the story. They should write an new ending for the book. Students will use editing techniques learned in class.

Hint: Use an LCD projector to open the following site on the Internet. URL: http://www.realkids.com/club.shtml. This site for aspiring young writers offers accounts of real-life kid authors, tips on getting started, and answers to frequently asked questions about writing and writers.

Lesson 7: Students should share their compositions with the class.