Week 6: Deborah Freedman author study (K), Folktales Around the World (1), Learners in Our World (2)
Week 2 of the Deborah Freedman author study. This will culminate with a whole-kindergarten Skype visit with Deborah at the end of the month!
At the end of the lesson, students can: identify the role of an author; identify a variety of feelings displayed in response to scenarios* (*from SecondSteps); use shelf-markers to assist in selecting books
Our book conversation focused on feelings. Mouse and Frog display a wide range of feelings in the book and struggle with their friendship – something very familiar to K students. Talking through their authentic reactions to Frog taking over the story (and Mouse’s reaction) was a powerful connection to their classroom-based SEL learning.
At the end of the story, to prepare for our author Skype, students brainstormed with knee-neighbors to generate questions for Deborah Freedman. Please excuse my messy handwriting – this wasn’t best modeled work; rather, it was getting their ideas down ASAP so we could check out before dismissal!
This was also the first week K’s could choose books from anywhere in the library using a shelf-marker. After I led today’s modeling, there will be quick (1min) student-led modeling of this skill for the next 4-8 weeks.
Our LAST week of our Folktales Around the World study! Based on student feedback, we had to continue for one more week and include the continent of Europe. Unfortunately, I couldn’t find a good trickster tale to share…so Margaret Read MacDonald came to the rescue with Too Many Fairies.
At the end of the lesson, students can: sing and locate the continents of the world; identify traits of folktales make predictions; name feelings when presented with physical clues*, use claim evidence reasoning, locate and label the folktale’s origin on the world carpet map
For this story, students had two focuses: identify the feelings of the old lady AND the fairies (and how behavior was impacted based on the feelings) and make a claim as to having the fairies come to their house. Overall, a good discussion spurred by a Celtic folktale…even for the students who didn’t want to read “a fairy book”.
To conclude our unit on Learners Around Our World, I chose a 2017 WCCPBA nominee to bring the learning full-circle: Anne Sibley O’Brien’s I’m New Here. With children from 3 different countries (Guatemala / S Korea / Somalia) moving to a school in America, this reinforced the idea that we are all learners while opening a conversation on empathy and compassion.
At the end of the lesson, students can: independently access a database; locate and label a country/continent on a world map; use and understand map features; use physical, verbal, and situational clues to determine what others are feeling*; identify ways to show compassion for others in response to scenarios*
During reading, we had whole-class discussion on how the students felt in their new schools. We also talked about the (seemingly unfair) expectations of one of the teachers. After sharing, I modeled again how to access CultureGrams, and students were set to work locating and labeling one of the countries featured in the story on a world map (a “magic map”, as I call it, thanks to Quiver!).
However…this happened in one class:
It was a Make It Work moment…time to model flexibility and problem-solving! Thinking fast, we used a generic world country map to locate and label countries as a whole class (thankfully, Google still worked!). By modeling a growth mindset of “problems happen” and staying calm, we were successful and met our learning goals. And next week, they’ll use CultureGrams one more time!
PS: CultureGrams fixed the problem in a matter of minutes after the tweet!