program authors - ellis familyellis2020.org/treasures/tg-treasures/unit1_plan.pdf · program...

Program AuthorsDr. Donald R. Bear

University of Nevada, RenoReno, Nevada

Dr. Janice A. DoleUniversity of Utah

Salt Lake City, Utah

Dr. Jana EchevarriaCalifornia State University, Long Beach

Long Beach, California

Dr. Jan E. HasbrouckEducational Consultant - J.H. Consulting

Seattle, Washington

Dr. Scott G. ParisUniversity of MichiganAnn Arbor, Michigan

Dr. Timothy ShanahanUniversity of Illinois at Chicago

Chicago, Illinois

Dr. Josefi na V. TinajeroUniversity of Texas at El Paso

El Paso, Texas

A Reading/Language Arts Program

Contributors

Time Magazine, Accelerated Reader

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Program Authors

Dr. Donald R. BearUniversity of Nevada, Reno

• Author of Words Their Way and Words Their Way with English Learners

• Director, E. L. Cord Foundation Center for Learning and Literacy

Dr. Scott G. ParisUniversity of Michigan, Ann Arbor

• Chair, Graduate Program in Psychology, University of Michigan

• Principal Investigator, CIERA, 1997–2004

Dr. Janice A. DoleUniversity of Utah

• Investigator, IES Study on Reading Interventions

• Member, National Academy of Sciences Committee: Teacher Preparation Programs, 2005–2007

Dr. Timothy ShanahanUniversity of Illinois at Chicago

• Member, National Reading Panel

• President, International Reading Association, 2006

• Chair, National Literacy Panel and National Early Literacy Panel

Dr. Jana EchevarriaCalifornia State University, Long Beach

• Author of Making Content Comprehensible for English Learners: The SIOP Model

• Principal Researcher, Center for Research on the Educational Achievement and Teaching of English Language Learners

Dr. Josefina V. TinajeroUniversity of Texas at El Paso

• Past President, NABE and TABE

• Co-Editor of Teaching All the Children: Strategies for Developing Literacy in an Urban Setting and Literacy Assessment of Second Language Learners

Dr. Jan E. HasbrouckEducational Consultant

• Developed Oral Reading Fluency Norms for Grades 1–8

• Author of The Reading Coach: A How-to Manual for Success

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Contributing Authors

Dr. Adria F. KleinProfessor Emeritus, California State University, San Bernardino

• President, California Reading Association, 1995

• Co-author of Interactive Writing and Interactive Editing

Dr. Doris Walker-DalhouseMinnesota State University, Moorhead

• Author of articles on multicultural literature and reading instruction in urban schools

• Co-chair of the Ethnicity, Race, and Multilingualism Committee, NRC

Dolores B. MalcolmSt. Louis Public SchoolsSt. Louis, MO

• Past President, International Reading Association

• Member, IRA Urban Diversity Initiatives Commission

• Member, RIF Advisory Board

In memory of our esteemed

colleague and friend,

Dr. Steven A. Stahl

Dr. Stephanie Al OtaibaAssistant Professor, College of Education Florida State University

Dr. Susan M. BrookhartBrookhart Enterprises LLC - Helena, MTCoordinator of Assessment and EvaluationDuquesne University, Pittsburgh, PA

Kathy R. BumgardnerLanguage Arts Instructional SpecialistGaston County Schools, NC

Dr. Douglas FisherProfessor, Language and Literacy EducationSan Diego State University

Dr. Vicki L. GibsonLongmire Learning Center, Inc.College Station, TX

Dr. Connie R. HebertNational Literacy ConsultantLesley UniversityThe ReadWrite PlaceWest Springfield, MA

Dr. Sharon F. O’NealAssociate Professor, College of EducationTexas State University – San Marcos

Dinah ZikeDinah-Might Adventures, L.P.San Antonio, TX

Program Consultants

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Student Reviewers: Special thanks to the students of our program reviewers who reviewed the literature selections.

Mable AlfredReading/Language Arts AdministratorChicago Public Schools, IL

Suzie BeanTeacher, KindergartenMary W. French AcademyDecatur, IL

Beverly BrownTeacher, KindergartenWashington Irving School Indianapolis, IN

Linda BurchTeacher, KindergartenPublic School 184Brooklyn, NY

Ann BurtonTeacher, Grade 4Cameron Park Elementary SchoolHillsborough, NC

Debra K. CaseyAssistant PrincipalWeisser Park ArtsMagnet SchoolFt. Wayne, IN

Robert J. Dandorph PrincipalJohn F. Kennedy Elementary SchoolNorth Bergen, NJ

Suzanne DelacruzPrincipalWashington Elementary SchoolEvanston, IL

Roberta DobrzenieckiTeacher, Grade 2Lafayette Elementary SchoolHammond, IN

Carol DockeryTeacher, Grade 3Mulberry ElementaryMilford, OH

Karryl EllisTeacher, Grade 1Durfee SchoolDecatur, IL

Christina FongTeacher, Grade 3William Moore Elementary SchoolLas Vegas, NV

Lenore FurmanTeacher, KindergartenAbington Avenue SchoolNewark, NJ

Beth HollandTeacher, KindergartenJeffreys Grove Elementary SchoolRaleigh, NC

Renee JonesCurriculum and Instruction Title I DirectorIndianapolis Public SchoolsIndianapolis, IN

Sister Miriam KaeserAssistant Superintendent Archdiocese of CincinnatiCincinnati, OH

Akida Kissane LewisPrincipal54th Street Elementary SchoolLos Angeles, CA

Toni KringPrincipalForest Park Elementary SchoolFt. Wayne, IN

LaVonne LeePrincipalRozet Elementary SchoolGillette, WY

Christi LindemanTeacher, Grade K/1Veterans Park ElementaryLexington, KY

SuEllen MackeyTeacher, Grade 5Washington Elementary SchoolDecatur, IL

Jan MayesCurriculum CoordinatorKent School District Kent, WA

Robyn MorrisTeacher, Grade 2Druid Hills Elementary SchoolCharlotte, NC

Bonnie NelsonTeacher, Grade 1Solano School, Osborn Elementary District Phoenix, AZ

Cyndi NicholsTeacher, Grade K/1North Ridge Elementary SchoolCommack, NY

Sharron NormanCurriculum DirectorLansing School DistrictLansing, MI

Renee OttingerLiteracy Leader, Grades K–5Coronado Hills Elementary SchoolDenver, CO

Cassandra L. PerezBilingual/ESL Instructional SpecialistRemynse ElementaryGrand Prairie, TX

Effie J. PhillipsTeacher, Grade 1Vance Elementary SchoolAsheville, NC

Michael PragmanPrincipalWoodland Elementary SchoolLee’s Summit, MO

Carol RoseTeacher, Grade 2Churchill Elementary SchoolMuskegon, MI

Monica SandovalPrincipalWharton ElementaryHouston, TX

Laura R. Schmidt-WatsonDirector of Academic ServicesParma City School District, OH

Dianne L. SkoyLiteracy Coordinator,Grades K–5Minneapolis Public SchoolsMinneapolis, MN

Charles StaszewskiESL Teacher, Grades 3–5John H. William School, No. 5Rochester, NY

Sandra Sunderland-WillisSpecial Education SpecialistFort Wayne CommunitySchool DistrictFort Wayne, IN

Patricia SynanNew York City Department of Education

Lynne VitkusTeacher, Grade 3Ernest R. Elliott Elementary SchoolMunster, IN

Beth WareLead Literacy TeacherWake County School District Raleigh, NC

Jackie WestPrincipalSea Breeze Elementary Bradenton, FL

Charlotte WilliamsTeacher, Grade 3Durant ElementaryRaleigh, NC

Stephanie YearianTeacher, Grade 2W. J. Zahnow ElementaryWaterloo, IL

Program Reviewers

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RESEARCH Why It Matters

PhonicsIn grades 3-6, phonics instruction helps students to think more

effectively about how words are spelled and the implications of these

spelling patterns for pronunciation and meaning. Just as phonics

instruction guides the young or struggling reader to use letter sounds

and basic spelling patterns in order to translate printed words into

pronunciations, phonics instruction for older readers emphasizes the

mastery of more complex or difficult patterns. Successful phonics

instruction during these grades focuses more on multiple-syllable

words, and on morphological elements such as prefixes, suffixes,

and derivations. These morphological elements not only influence

pronunciation and spelling, but are also closely connected to the

interpretation of word meanings. Effective upper-grade phonics

instruction guides students to recognize and use the spelling patterns

across words for decoding and meaning interpreting.

Best PracticesEffective phonics instruction at the

upper grades

■ provides explicit instruction in spelling

or word patterns;

■ emphasizes the decoding of multiple-

syllable words and words with

complex patterns;

■ focuses on spelling patterns of

prefixes, suffixes, and roots;

■ teaches more than just pronunciation

and spelling, but also links these to

the interpretation of word meanings;

■ teaches simpler sound-symbol

relations and the decoding of less

complex words to struggling readers.

References:

• Ehri, L.C., Nunes, S.R., Stahl, S.A., & Willows, D.M. (2001). Systematic phonics instruction helps students learn to read:

Evidence from the National Reading Panel’s meta-analysis. Review of Educational Research, 71, 393–447.

• Singson, M., Mahony, D., & Mann, V. (2000). The relation between reading ability and morphological skills: Evidence

from derivational suffixes. Reading and Writing: An Interdisciplinary Journal, 12, 219–252.

• Nagy, W., Berninger, V., Abbott, R., Vaughan, K., & Vermeulen, K. (2003). Relationship of morphology and other language

skills in at-risk second-grade readers and at-risk fourth-grade writers. Journal of Educational Psychology, 95, 730–742.

Dr. Timothy Shanahan

■ READING, YES! 4–6

Video Series: Module 4, Decoding and

Spelling

Online Course: Accredited college course

available at www.macmillanmh.com

■ TREASURES FOR TEACHERS

Video Series: Phonemic Awareness and

Phonics

Online: See www.macmillanmh.com for

best practices in phonics.

vi

http://www.macmillanmh.com


How did the return of elk to one national park and gray

wolves to another affect the ecosystems of those parks?

A male and female elk in their new home, the Great Smoky Mountains National Park

National parks protect wildlife, history, and culture.

Still, hundreds of plants and animals have disappeared

from our national parks. That’s because their environment

has changed, mostly because of human activities.

Today park rangers work to restore the balance of each

park ecosystem. They are bringing plants and animals

back into their natural environments. So far, the programs

are working—especially for elk and wolves.

ComprehensionGenreA Nonfiction Article tells

facts about a person, place,

or event.

SummarizeMain Idea and DetailsThe main idea of an

article is what it is mostly

about. Details give more

information about the

main idea.

Real World Reading

74

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Theme: Let’s ExplorePlanning the UnitUnit Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16B

Unit Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16D

Assessment Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16F

Unit Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16H

Research and Inquiry Instruction and Cross-Curricular Projects

Using the Student BookThe Mystery of the Missing Lunch . . . . . . . . . . . . . . . . . . . . 16J

A Walk in the Desert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44A

“Animals Come Home to Our National Parks” . . . . . . .70A

The Astronaut and the Onion . . . . . . . . . . . . . . . . . . . . . . . . .82A

The Raft . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108A

Test Strategy: Think and Search . . . . . . . . . . . . . . . . . . . . . . . . 144

Wrapping Up the UnitWriting Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .147A

Personal Narrative

Computer Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147I

Unit Closer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .147K

Unit AssessmentDiagnose and Prescribe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147M

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147O

Additional Lessons and ResourcesAdditional Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T1

Classroom Library Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T11

Theme Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T17

Word Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T20

Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T26

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T34

Main Selections

Unit Assessment

Let’s Explore 16A

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Theme: Let’s Explore

ORAL LANGUAGE• Listening, Speaking, Viewing Theme

Mysteries

Build Background

ThemeAdapting to Survive

Build BackgroundWORD STUDY

• Vocabulary

• Phonics/Decoding

Vocabulary

allergies, assignments, suspicious, accuse, consideration, consume, evidence

Dictionary: Unfamiliar Words

PhonicsShort vowels

Vocabulary

shimmer, eerie, swallows, lurk, climate, silken, lumbering

Context Clues: Surrounding Words

PhonicsLong a

READING• Comprehension

• Fluency

• Leveled Readers/ELL Readers

ComprehensionStrategy: Make Inferences

and AnalyzeSkill: Problem and

Solution

Repeated Reading: Intonation/Pausing

APPROACHINGMystery of the Lost Glasses

ON LEVELCase of the Missing Scarf

BEYONDThe Trash Detectives

ENGLISH LANGUAGE LEARNERSThe Missing Scarf

ComprehensionStrategy: Summarize

Skill: Main Idea and Details

Repeated Reading: Tempo

APPROACHINGSurvival in the Great Sandy

Desert

ON LEVELSurvival in the Sahara

Desert

BEYONDSurvival in the Great Basin Desert

ENGLISH LANGUAGE LEARNERSLife in the Sahara Desert

LANGUAGE ARTS• Writing

• Grammar

• Spelling

WritingPersonal Narrative

Grammar

Sentences

Spelling

Words with Short Vowels

WritingPoem

Grammar

Subjects and Predicates

Spelling

Words with Long a

pages 16J–43V pages 44A–69V

WEEK 1 WEEK 2

16B

ThemeOur National Parks

Build Background

ThemeAstronauts

Build Background

ThemeWildlife Watchers

Build Background

Vocabulary

roamed, completed, journey, natural, wildlife

Word Parts: Compound words

PhonicsLong e

Vocabulary

endless, universe, protested, realistic, sensible, astronaut, paralyzed

Dictionary: Using a Dictionary

PhonicsLong i

Vocabulary

raft, scattered, disgusted, nuzzle, downstream, cluttered

Context Clues: Paragraph Clues

PhonicsLong o

ComprehensionStrategy: Summarize

Skill: Main Idea and Details

Repeated Reading: Pronunciation

APPROACHINGThe Animals of Isle Royal

ON LEVELThe History of Acadia

National Park

BEYONDPreserving Unique Places

ENGLISH LANGUAGE LEARNERSAcadia National Park


and AnalyzeSkill: Analyze Character

Repeated Reading: Intonation/Pausing

APPROACHINGElevator to Trouble

ON LEVELSummer in Space

BEYONDBack to School

ENGLISH LANGUAGE LEARNERSSpace Adventure


and AnalyzeSkill: Character, Setting,

Plot

Repeated Reading: Tempo/Pacing

APPROACHINGThe Secret Code

ON LEVELX Marks the Spot

BEYONDSaving Larry

ENGLISH LANGUAGE LEARNERSJamal’s Surprises

WritingResponse to Literature

Grammar

Simple and Compound

Sentences

Spelling

Words with Long e

WritingPersonal Letter

Grammar

Complex Sentences

Spelling

Words with Long i

WritingJournal

Grammar

Run-on Sentences

Spelling

Words with Long o

How did the return of elk to one national park and gray

wolves to another affect the ecosystems of those parks?

A male and female elk in their new home, the Great Smoky Mountains National Park

National parks protect wildlife, history, and culture.

Still, hundreds of plants and animals have disappeared

from our national parks. That’s because their environment

has changed, mostly because of human activities.

Today park rangers work to restore the balance of each

park ecosystem. They are bringing plants and animals

back into their natural environments. So far, the programs

are working—especially for elk and wolves.

ComprehensionGenreA Nonfiction Article tells

facts about a person, place,

or event.

SummarizeMain Idea and DetailsThe main idea of an

article is what it is mostly

about. Details give more

information about the

main idea.

Real World Reading

74

pages 70A–81V pages 82A–107V pages 108A–143V

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WEEK 3 WEEK 4 WEEK 5 WEEK 6

Test StrategyThink and Search

Writing Personal Narrative

Unit 1 Assessment, 7–24

ComprehensionProblem and Solution;Main Idea and Details; Analyze Character;Character, Setting, Plot

Vocabulary StrategiesDictionary: Unfamiliar Words, Using a Dictionary; Context Clues: Surrounding Words, Paragraph Clues; Word Parts: Compound Words

Text Features/Literary Elements/Study Skills

Charts, Diagrams, Maps, Assonance and Metaphor, Using the Dictionary

GrammarSentences

WritingPersonal Narrative

Fluency Assessment

Diagnose and PrescribeInterpret AssessmentResults

Let’s Explore 16C

Grade 4

Teacher’sResource

BookIncludes:• Decodable Passages

• Spelling and VocabularyWord Cards

• Writing Rubrics

Macmillan/McGraw-Hill


WeeklyContracts

Grade 4

Writing

My To-Do ListReading

Social Studies

Technology

Science

Word Study

Leveled Readers

Independent Practice

Isabella

Vincent

Jack Eliza

Dean

Maria

Green

Preserving Unique Places

Jamal’s Surprises

by Julian Fleisher

illustrated by Kristin Sorra

Realistic Fiction

SpaceSpace AdventureAdventure

by Sunita Apteillustrated by Jeffrey Lindberg

Science Fiction

by Max Winter

Informational Nonfiction

Life in the Sahara Desert

by Kathy Kinsner

Informational Nonfiction

The Missing Scarf

by Meish Goldishillustrated by Stacey Schuett

Mystery

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sTheme: Let’s Explore

Literature Teaching Support

Teacher’s Edition

Leveled Readers

Classroom Library Trade Books

ELL Leveled Readers

Vocabulary Cards

Read-Aloud AnthologyIncludes Plays for Readers’ Theater

Student Edition

Transparencies

ELL Teacher’s Guide Teacher’s Resource Book

Class Management Tools

Small Group How-To Guide

Rotation Chart

Dinah Zike Foldables™

allergies evidence

Weekly Contracts

16D

Grade 4

Phonics/SpellingPRACTICE BOOK


ReadingWORKSTATION FLIP CHART


WORKSTATION FLIP CHART


Word Study



Science/Social Studies


Writing


ReadingWORKSTATION FLIP CHART




Word Study



Science/Social Studies


Writing


Student Practice

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Home-School Connection

• Take-Home Stories

• Homework Activities

Approaching Level Beyond Level English Language Learners

On Level

Leveled Practice

Spelling Practice Book Grammar Practice Book

Literacy Workstation Activities

Treasure ChestFOR ENGLISH LANGUAGE LEARNERS

TriumphsAN INTERVENTION PROGRAM

R E A D I N G

READING, YES!

• Videos

• Online Course

TREASURES FOR TEACHERS

• Videos

CD ROM CD ROM

• Vocabulary PuzzleMaker

• Handwriting

• Instructional Navigator

Interactive Lesson Planner

• Student Navigator

• Assessment Tool

• Accelerated Reader Quizzes

A

UDIO CD AUDIO CD

• Listening Library

• Fluency Solutions

www.macmillanmh.com• Author/Illustrator

Information

• Research and Inquiry

Activities

• Vocabulary and Spelling

Activities

• Oral Language Activities

• Computer Literacy

• Leveled Reader Database

Let’s Explore 16E


Screening, Diagnostic, and Placement AssessmentsScreening

Use the Oral Reading Fluency passages on pages 28–39 in our

Screening, Diagnostic, Placement Assessment book for screening.

Diagnostic Tools for Instructional Placement

For an individually administered Diagnostic, use the Informal Reading

Inventory passages on pages 104–111 in our Screening, Diagnostic,

Placement Assessment book.

For a group administered Placement Test, see pages 215–223 in our

Screening, Diagnostic, Placement Assessment book.

Use the results from these assessments to determine the instructional

levels of your students for differentiated instruction grouping.

Monitoring ProgressOngoing Informal Assessments

■ Daily Quick Check Observations

■ Weekly Comprehension Check

■ Weekly Fluency Practice Passages

Formal Assessments

■ Weekly Assessment includes

On-Level Assessments

Approaching Level Assessments

■ Fluency Assessment

■ Running Records

■ Unit and Benchmark Assessment

■ ELL Practice and Assessment

Weekly Tests

Unit Progress Test

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Managing and Reporting Assessment Online Instructional Navigator Interactive Lesson Planner

■ All Teacher Edition Pages

■ Electronic Lesson Planner

■ Student Blackline Masters

Assessment Tool

16F

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National Test Alignment

NAEP National Assessment of Educational Progress ITBS Iowa Tests of Basic Skills

TerraNova/

CAT6

TerraNova, the Second Edition SAT10 Stanford Achievement Test

KEY

GRADE 4 UNIT 1 ASSESSED SKILLSNAEP TerraNova/

CAT6

ITBS SAT10

COMPREHENSION STRATEGIES AND SKILLS

• Strategies: Make Inferences and Analyze,

Summarize

♦ ♦ ♦ ♦

• Skills: Problem and Solution, Main idea and

Details, Character, Setting, Plot

♦ ♦ ♦ ♦

VOCABULARY STRATEGIES

• Dictionary ♦ ♦

• Context clues ♦ ♦ ♦ ♦

• Word parts ♦ ♦ ♦ ♦

TEXT FEATURES AND STUDY SKILLS

• Charts ♦ ♦ ♦

• Dictionary ♦

• Diagram ♦ ♦ ♦

• Maps ♦ ♦ ♦

GRAMMAR, MECHANICS, USAGE

• Sentence types ♦ ♦ ♦

• Subjects and Predicates ♦ ♦

• Simple and compound sentences ♦ ♦

• Complete sentences and sentence combining ♦ ♦ ♦

• Sentence punctuation ♦ ♦ ♦

• Correcting fragments and run-ons ♦ ♦ ♦

• Using commas in complex sentences ♦ ♦

WRITING

• Personal Narrative ♦

16G


Theme ProjectBuild Background Write this theme statement on the board: We can

explore the real world and make-believe worlds through stories. Ask,

If you could choose any place or time in history to explore, what would

you choose?

Encourage students to brainstorm both fictional and nonfictional places,

people, and times.

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RESEARCH STRATEGIES

Cite and Record Sources

• Give credit for others ideas, images, and information.

• Use bibliographic information to cite sources and understand the importance of doing so.

• Do not pass off others’ ideas and words as your own.

Research and InquirySelf-Selected Theme Project

State the Problem and Identify Needed Information Tell students that

they will research stories to find out more about a people, time, or place.

Students exploring real people can examine

biographical stories, diaries, and letters. Students

exploring a mythical time can examine fairy tales,

folk tales, or myths, legends, and fantasies. Students

exploring places can research maps, almanacs, atlases,

and Web sites.

Identify Resources for Finding Information Have

students make a list of all the places they can look to

find stories and informational texts, such as library and

media centers, bookstores, and the Internet.

Find the Information Have students use the resources that they

identified to locate fiction and informational texts that give information

about their person, place, or time. Remind them to paraphrase main

ideas, key concepts, key actions, and supporting details.

Organize the Information After students collect their research

information, have them list it by topic and subtopic. They should use

their notes to help them recall, elaborate on, and organize ideas.

See the Unit Closer on pages 147K–147L for Step 5: Create the

Presentation and Step 6: Review and Evaluate.

16H

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Cross-Curricular Projects

Social Studies Activity: “Visit” a MuseumMuseums are full of artifacts that can help you learn about places and people of long

ago.

Invite students to take a tour of a museum Web site, such as the Smithsonian’s or the

Metropolitan Museum’s. Have them download an image of something they found

interesting. They should also be able to explain the significance of the object.

Have students create their own museum tour by creating a class mural of the different

images chosen by the students. Invite students to take turns sharing what they learned

with the rest of the class.

CHARACTER BUILDING: CARING

• Use the class mural to discuss reasons why we are grateful for those who came before us. Then discuss how we can express our gratitude for those who live among us and those who will come after us. Discuss that one simple way we show respect and caring to others is by choosing language that is appropriate to the situation and respectful of their feelings.

For Technology research and presentation strategies, see the Computer Literacy Lessons on pages 147I–147J.

Exploring MusicExploring music is another way to help you learn more about yourself and other times,

people, and places.

• Have students choose music of a time and place that interests them. They can use the

Internet, books, films, and recordings.

• They can choose to explore composers, styles of music, and even instruments. Have

students use the following questions to help them organize their presentations: How

did music influence the people and culture of the time? How did the music reflect a

point of view? Did music deliver a message? After their research, invite students to

share what they have learned.

• In conclusion, have a discussion about students’ favorite style of music and why they

enjoy it. Invite students to describe the impact of all music on their lives and society

as a whole.

Let’s Explore 16I

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