Social Studies Concept Being Taught in This Lesson: Respect for Others Feelings

Book Kit Template

Social studies concept being taught in this lesson: Respect for others’ feelings

Book Title: Cheyenne Again by Eve Bunting

Book Author and Publication Date: 1995

ISBN#: 0395703646

This Book Kit was planned by: Katie Nichols

Grade Level this kit is intended for: 2

Core Curriculum Standard and Objective:

Content Standard 2 3b: Develop an acting ability to relate to characters’ thoughts and feelings

Materials for the Lesson:

Cheyenne Again
Paper for each student
Pencils

Lesson Objective: Students will learn to identify and relate to characters’ feelings.

Background Knowledge: basic knowledge of story elements – they should know what a character is.

Anticipatory Set/Invitation to Learn: Do any of you have feelings? Does everyone have the same feelings in every situation? Discuss for a minute.

Listening Focus:

We are going to be reading a story about a Native American boy, his friends, and some of their experiences. Listen for different things that any of the characters may be feeling or thinking.

Method for sharing the book:

I will read the book, asking guiding questions at several points, such as:

How do you think Young Bull is feeling? Why?
Look at so-and-so’s face. What does that tell us about what this person is feeling or thinking?
How would you feel if this happened to you?

Instructional Procedures:

After we read, talk a little bit about some of the things we noticed in the story. Re-read the first two pages, telling the children to listen closely since we will be acting them out. Then, using choice sticks, have a few volunteers come up to make the scene at the front of the room. Have them freeze and then tap them one at a time to talk about what they’re feeling in that scene. Repeat for the carpentry scene, the marching scene, and the scene where they catch Young Bull.

Then, have the kids pair up. One child will be the interviewer and the other child will choose a character from the book to be. The first child will interview the character for 2 minutes and then they will switch roles. We will come back and talk for a minute about the different experiences we had.

Last, have the students go back to their desks to write a letter to Young Bull. They should write about their experience today, what they felt, and what they think about what happened to Young Bull. If they finish they can illustrate their letter.

Closure: This will be the discussion after the interviewing, before they write their letter. We will talk about the different feelings we saw/had during the story and the drama experiences.

Evidence of Student Learning: Their letter would show if they understood at least what Young Bull felt in the story.

Integrated Learning Activities Template

Activity 1: Somebody-Wanted-But-So Charts

Level of Bloom’s Comprehension: Knowledge

Students will fill out the chart with the appropriate story elements: Somebody (character) Wanted (what they wanted) But (problems/roadblocks) So (what happened/resolution).

Activity 2: Which Way Should Young Bull Go?

Level of Bloom’s Comprehension: Evaluation

Students will have to find the best way for Young Bull to go when he is running away. Should he walk in a circular, triangular, rectangular, or other way and why?

Activity 3: Free Verse Poems

Level of Bloom’s Comprehension: Synthesis

Note that the book is written in free verse poem, which is a poem that doesn’t have to rhyme, doesn’t have to have rhythm, but is just whatever the author wants. You can be as imaginative as you want! Show a couple of other examples (Autumn, Wolf, Technology). Have the students write and illustrate their own free verse poems (for a class book).

Activity 4: C/C Young Bull and Us

Level of Bloom’s Comprehension: Analysis

Using the graphic organizer, students should compare and contrast their own experiences with Young Bull’s. For example, the child may have been away from home before, or may have felt like they didn’t fit in, or may have felt scared, or lonely, etc.

Activity 5: What’s Important to YOU

Level of Bloom’s Comprehension: Application

Once Young Bull accepted that he needed to stay at school, he used his imagination to travel back home and drew pictures of something important to him – his home, the warriors, the horses. Now it’s your turn to use your imagination. Think of something that is very important to you and draw and color it on your paper.

Game Details and instructions:

Charades: Students will be in one group. One person will pull out a slip of paper with a feeling on it and act it out. The other students have to guess within 30 seconds to get the point.

Feelings to act out: Angry, happy, sad, frustrated, lonely, scared, worried, nervous, excited, dreamy, sleepy, bored, loving, crazy, relaxed

Name:______

Fill out the chart with the character (Somebody), what they wanted (Wanted), what got in their way (But), and how they resolved the problem (So).

Somebody / Wanted
But. . . / So. . .

Name:______

Fill out the chart.

Young Bull’s Experiences / Similarities Between Your Experiences / Your Experiences

Free Verse Examples:

TECHNOLOGY

It would be technology
If
I wrote this poem on a computer.
It would be technology
If
Everything was digital.
It would be technology
If
People invented new things.
But...
I like the way the world is now.

Autumn
by Fern

Wind

Blowing briskly

Leaves fall

From

The

Trees

We rake

Colored leaves

Big

Pile.

And jump.

WOLF

I am a wolf.
My name is
Arrgo. I
am the the leader
of my group. In the
middle of the
night we give
a big roar.
AAAWWWWWWOOOOOOOO!!!!!!!!
We see a
hare going
across the artic.
I am going for it.
I catch it with
a leap of fear!
Now every night
we catch our
prey and we
give our roar
in the middle of the night.
AAAWWWOOOOOOOOO!!!!!!!!!!!

Somebody Wanted But So

Fill out the chart with information from the story.

Somebody: the character

Wanted: what that character wanted

But: what got in the character’s way of getting what they wanted

So: how they resolved the problem. Did they get what they wanted? Or something better?

Level of Bloom’s Taxonomy: Knowledge

Which Way to Go?

Young Bull is running away and needs your help! Look at your map. There are several different ways that he can take. Try out each of them and decide which one works best. Explain your reasoning on the back. You may choose your own way to go, but you still need to explain on the back.

Level of Bloom’s Taxonomy: Evaluation

Free Verse Poems

Listen to the teacher talk about free verse poetry. Then write your own free verse poem on a sheet of paper. It can be about anything you want it to be! When you finish writing, illustrate your poem. These will go in a class book, so do your very best job!

Level of Bloom’s Taxonomy: Synthesis

Compare and Contrast

Fill out the chart. On the left side, write down Young Bull’s experiences. On the right side, write down some of your experiences in life. In the middle, write the things that are similar between you and Young Bull. Have you ever had the same feelings? Have you had similar experiences?

Level of Bloom’s Taxonomy: Analysis

What’s Important to YOU?

Make sure you put your name on your paper.

Level of Bloom’s Taxonomy: Application

Charades!

The first person chooses a slip of paper from the bucket and reads the feeling on it. This person has to act it out so everyone else can guess! Use the timer to time each person’s turn. When the timer goes off, if someone hasn’t guessed yet, the paper goes back in the bucket. Then it’s someone else’s turn.

Which Way? Map

Book Kit Grading Rubric - please complete and hand in with assignment

Candidate Name Course/Section ______

Highest Quality Indicator / Score:
Lesson Plan / An appropriate quality children’s literature book is selected for the social studies lesson that clearly supports the topic/standard of the lesson. / 0 / 1 / 2
The lesson objective is appropriate and is clearly stated. The objective is MET by what is taught/done during the lesson. / 0 / 1 / 2
Any necessary background knowledge for this lesson is included . / 0 / 1 / 2
The instructional procedures and activities are the biggest section of your lesson plan: there is 15 – 20 min. of relevant instruction with activities, and/or object lessons that specifically teach your objective. / 0-25, your score: ______
This lesson plan stands alone without the station activities and teaches the objective well. / 0 / 1 / 2
Activities included in the lesson are age/grade appropriate and realistic. / 0 / 1 / 2
All necessary worksheets, maps, activity pages, games, pictures, music, or supplementary pages are included or referenced. / 0 / 1 / 2
The lesson includes how the teacher will assess student learning and any materials needed for doing this. / 0 / 1 / 2
The lesson includes enough information for another teacher to replicate the teaching experience. / 0 / 1 / 2
Overall, this lesson makes sense and is a good idea; it could be used in a real classroom. / 0 / 1 / 2
Web Organizer / The web organizer includes at least 5 ideas for integrating curriculum areas with the book; each makes appropriate connections to the book, the social studies lesson, and to other content subjects. / 0 / 1 / 2 / 3 / 4 / 5
Learning Game / The game reinforces new learning about the concept or trait OR provides necessary background or content knowledge. / 0 / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10
Integrated Learning Activities / Each integrated learning activity extends understanding and learning in relevant, meaningful ways. These activities include different levels of Bloom’s Taxonomy and implement a variety of learning styles (head, hand, heart). All directions and necessary paperwork are included. Overall, each activity makes sense, is appropriate, and could be used in a real classroom.
#1 Technology (something that couldn’t be done otherwise…) / 0 / 1 / 2 / 3 / 4
#2 Integrated / 0 / 1 / 2 / 3 / 4
#3 / 0 / 1 / 2 / 3 / 4
#4 / 0 / 1 / 2 / 3 / 4
#5 / 0 / 1 / 2 / 3 / 4
Hard Copy / The hard copy of the Book Kit is completely prepared and all elements are available for display and review on the sharing day. / 0 / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10
The entire book kit is neatly done and it is appealing, professional, and easy to use. All components are created on a computer rather than handwritten / 0 / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10
Electronic Copy / The electronic copy of the Book Kit is submitted; complete, and received by the instructor on the date and time it is due. Each kit is sent as a zip file and is titled as follows: booktitle(topictaught)_yourfirstnamelastname.zip
(i.e. TheWall(VietnamWall)_janaeoveson.zip) / 0 / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10