Activity Extensions for Velveteen Rabbit

Transcription

1 Activity Extensions for Velveteen Rabbit Please use the student booklet to help introduce the concepts for each page. These extensions are to broaden student s understanding of the subjects presented in the booklet and to give the Content Standards and Objectives covered in the activities. Also provided will be links to additional activities online. For a complete list go to Next Generation Science Standards can be found here. We are now using the Next Generation Standards for all Content Standards and Objectives. Student Guide Page 2 Lesson: Students will become familiar with the characters and story of The Velveteen Rabbit and use a graphic organizer to describe the story. Materials: Study guide page 2 The book The Velveteen Rabbit or the video for the story Several different graphic organizers to use with the story A very simple story map A character profile and other graphic organizers Procedure: Read The Velveteen Rabbit together and use one of the graphic organizers to map the story. This can be done individually or in groups. Discuss the main ideas of the story and whether students feel the rabbit is happier as a real rabbit instead of a stuffed toy. Additional Resources CSO connections: Click Here for CSO s specific to this activity.

2 Student Guide Page3 Lesson: Students will understand what a playwright does and will use a short story or picture book to create their own plays. Materials: Study guide page 3 A character profile and other graphic organizers Procedure: Students can find a short story or a picture that they would like to write a play about. Have students work in small groups, pairs, or alone to create profiles of each character and develop a short story. Students may use story boards to organize their story and then write the dialog for the play with simple directions for actors to follow. Have students then act out the plays with the authors helping when it is necessary. Additional Resources Storyboard paper template Free storyboard template without sign-in CSO connections: Click Here for CSO s specific to this activity. Student Guide Page 4 Lesson: Students will learn the history of the Barter Theatre and how the Great Depression impacted the arts in general. Materials:

3 Study guide page 4 study guide from Barter Theatre Official site for Barter Theatre a site talking about theater in the Great Depression Procedure: Using the study guide and sites from Barter Theatre, learn the history of the Theatre from its founding during the Great Depression. Have students decide how they would prefer to pay for their theater tickets. Why did moving to Virginia help the Barter Theatre during the Great Depression. Additional Resources CSO connections: Click Here for CSO s specific to this activity. Student Guide Page 5 Lesson: Students will compare and contrast the book and the performance of The Velveteen Rabbit. Materials: Page 5 of the Study Guide The book The Velveteen Rabbit or the video for the story Instructions.html Venn diagram Procedure: Read The Velveteen Rabbit story or watch the read along video. Have students list the characters and actions, or anything else they (or you) find important. Keep the list handy

4 so you can refer to it after you go to the play. Talk to students about watching for the similarities and differences between the story they read at school and the live show at the Clay Center. When you return from the show, pull out the list and see what things in it you saw at the live show. List those in the center of the Venn Diagram, then make your list of what happened at the live show and in the story or video that you read before your field trip in the appropriate places on the diagram. Discuss together what you liked about each of the versions and if there was something that you did or didn t like. CSO connections: Click Here for CSO s specific to this activity. Student Guide Page 6 & 7 (top) Lesson: Students will design a toy that they feel they would play with so much they would wear it out. Materials: Study guide pages 6 & 7 on the top Procedure: Using the space provided, design a toy that you could play with so much it would be completely worn out. Label the picture you create with the parts that would make it special. Color the toy to show how you would like it to look. Tell other students what is special about the toy you have created. Discover how you would make this toy and how much it might cost to produce it. What materials would you need and how complicated would your toy be? Would that make it more or less expensive to produce? CSO connections: Click Here for CSO s specific to this activity. Student Guide Page 6 & 7 (bottom) Lesson: Students will understand the way prey avoids predators by using natural defenses. Materials:

5 Study guide pages 6 & 7 on the bottom Procedure: Study the diagram of the rabbit on the bottom of pages 6&7. Notice how different parts of the rabbit are used to help it survive in the wild. Discuss what the rabbit does and how its characteristics help it survive. Find out what predator eats rabbits and how the rabbit gets away. Research and find out what other animals do to survive when they are prey animals. Additional Resources pictures and examples of ways prey can escape predators. CSO connections: Click Here for CSO s specific to this activity. Student Guide Page 8 Lesson: Students will learn proper etiquette for attending live performances and will also actively watch the show with the help of questions to answer. Materials: Student guide page 8 Short video clip and a few rows of chairs Procedure: Have students brainstorm how live theater is different from the movies or watching TV. After they have come up with some differences ask if this reflects how they should act during the performance? What would be disruptive and disrespectful in the theater? Some of the things would be ok during a movie or at home, but might be distracting in the live theater. Ask students to be the most annoying audience and then show how they can correct this behavior. Using the short video, role-play that correct audience by clapping in appropriate spots, or laughing etc. depending on the video you have chosen. Use this time to talk about the characters and plot from the activity from page 6. Ask students to decide what they want to look for in the play so when you come back to discuss it later they will have something to

6 contribute. Don t forget to ask students to look for things that didn t happen in the story you did in class! After the show, discuss with the students what they saw and experienced. Use the questions on pg. 8 of the study guide to get started and have students share with small groups of friends, then ask some groups to share what was said. CSO connections: Click Here for CSO s specific to this activity. Student Guide Page 2 CSO CSO connections: Students will ELA.K.R.C1.1 with prompting and support, ask and answer questions about key details in a literary text. ELA.K.R.C1.2 with prompting and support, retell familiar stories, including key details in literary texts. ELA.K.R.C1.3 with prompting and support, identify characters, settings and major events in a story in literary text. ELA.K.R.C4.1 actively engage in group reading activities of literary texts with purpose and understanding. ELA.K.SL.C13.1 participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). continue a conversation through multiple exchanges. ELA.K.SL.C13.2 confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. ELA.1.R.C1.1 ask and answer questions about key details in a literary text. ELA.1.R.C1.2 retell stories, including key details and demonstrate understanding of their central message or lesson in literary texts.

7 ELA.1.R.C1.3 describe characters, settings and major events in a story, using key details in literary texts. ELA.1.SL.C13.1 participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). build on others talk in conversations by responding to the comments of others through multiple exchanges. ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. ELA.1.SL.C13.2 ask and answer questions about key details in a text read aloud or information presented orally or through other media. ELA.2.R.C1.1 ask and answer key ideas such questions as who, what, where, when, why and how to demonstrate understanding of key details in literary text. ELA.2.R.C1.3 describe how characters in a story respond to major events and challenges in literary text. ELA.2.SL.C13.1 participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). build on others talk in conversations by linking their comments to the remarks of others. ask for clarification and further explanation as needed about the topics and texts under discussion. ELA.2.SL.C13.2 recount or describe key ideas or details from a text read aloud or information presented orally or through other media. ELA.3.R.C1.3 describe characters in a literary story (e.g., their traits, motivations or feelings) and explain how their actions contribute to the sequence of events. ELA.3.SL.C13.1 engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly.

8 come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion:. ask questions to check understanding of information presented, stay on topic and link their comments to the remarks of others. explain their own ideas and understanding in light of the discussion. ELA.3.SL.C13.2 determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively and orally. ELA.4.SL.C13.1 engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. follow agreed-upon rules for discussions and carry out assigned roles. pose and respond to specific questions to clarify or follow up on information and make comments that contribute to the discussion and link to the remarks of others. review the key ideas expressed and explain their own ideas and understanding in light of the discussion. ELA.5.SL.C13.1 engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. follow agreed-upon rules for discussions and carry out assigned roles. pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

9 ELA.6.SL.C13.1 engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grade 6 topics, texts and issues, building on others ideas and expressing their own clearly. come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic,, text or issue to probe and reflect on ideas under discussion. follow rules for collegial discussions, set specific goals and deadlines and define individual roles as needed. pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text or issue under discussion. review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. Return to top Student Guide Page 3 CSO CSO connections: Students will ELA.K.W.C9.3 use a combination of drawing, dictating and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred and provide a reaction to what happened. ELA.1.W.C9.3 write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use transitional words to signal event order and provide some sense of closure. ELA.2.W.C9.3 write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts and feelings, use transitional words to signal event order and provide a sense of closure. ELA.3.W.C9.3 write narratives to develop real or imagined experiences or events using effective technique, descriptive details and clear event sequences. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. Use dialogue and descriptions of actions, thoughts and feelings to develop experiences and events or show the response of characters to situations. Use transitional words and phrases to signal event order.

10 Provide a sense of closure. ELA.4.W.C9.3 write narratives to develop real or imagined experiences or events using effective technique, descriptive details and clear event sequences, Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. Use dialogue and description to develop experiences and events or show the responses of characters to situations. Use a variety of transitional words and phrases to manage the sequence of events. Use concrete words and phrases and sensory details to convey experiences and events precisely. Provide a conclusion that follows from the narrated experiences or events. Return to top Student Guide Page 4 CSO CSO connections: Students will SS.K.E.1 investigate occupations within the school and local community. SS.K.E.2 discover the basic needs of people (e.g., money, bartering, trading, etc.) SS.K.E.3 investigate the exchange of goods and services (e.g., money, bartering, trading, etc.) SS.K.E.4 distinguish between wants and needs. SS.K.H.CL1.3 investigate the past and explore the differences in other people, time and cultures through stories of people, heroes, pictures, songs, holidays, customs, traditions or legends. SS.1.E.1 compare and contrast occupations within the community. SS.1.E.2 distinguish between personal needs and wants and the consequences of personal choices. SS.1.E.3 demonstrate the exchange of goods and services. SS.2.H.CL2 examine cultural contributions of families through the use of literature, primary source documents and oral accounts.

11 SS.3.E.5 correlate competition for products with increases in advertising and changes in pricing. Return to top Student Guide Page 5 CSO CSO connections: Students will ELA.K.R.C3.2 with prompting and support, compare and contrast the adventures and experiences of characters in familiar literary stories. ELA.K.SL.C13.2 confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. ELA.1.R.C3.2 compare and contrast the adventures and experiences of characters in stories in literary texts. ELA.1.SL.C13.2 ask and answer questions about key details in a text read aloud or information presented orally or through other media. ELA.2.R.C3.2 compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures in a literary text. ELA.2.SL.C13.2 recount or describe key ideas or details from a text read aloud or information presented orally or through other media. ELA.3.SL.C13.2 determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively and orally. ELA.4.R.C3.2 compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, traditional literature and literary text from different cultures. ELA.4.SL.C13.2 paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively and orally.

12 ELA.5.R.C3.1 analyze how visual and multimedia elements contribute to the meaning, tone or beauty of a literary text (e.g., graphic novel, multimedia presentation of fiction folktale, myth, poem.) ELA.5.R.C3.2 compare and contrast stories in literary texts in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. ELA.6.R.C3.1 compare and contrast the experience of reading a story, drama or poem to listening to or viewing an audio, video or live version of the literary text, including contrasting what they see and hear when reading the text to what they perceive when they listen or watch. ELA.6.SL.C13.2 interpret information presented in diverse media and formats (e.g., visually, quantitatively orally) and explain how it contributes to a topic, text or issue under study. Return to top Student Guide Page 6 CSO CSO connections: Students will K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. 3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. Return to top Student Guide Page 7 CSO CSO connections: Students will K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive. 1-LS3-1 Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. 3-LS2-1 Construct an argument that some animals form groups that help members survive.

13 3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. 3-LS3-1 Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. 3-LS4-2 Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. Return to top Student Guide Page 8 CSO CSO connections: Students will MU.O.GMK discuss social responsibility through appropriate audience behavior. MU.O.GM discuss and demonstrate social responsibility through appropriate audience behavior. ELA.K.SL.C13.1 participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). continue a conversation through multiple exchanges. ELA.1.SL.C13.1 participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). build on others talk in conversations by responding to the comments of others through multiple exchanges. ask questions to clear up any confusion about the topics and texts under discussion. ELA.2.SL.C13.1 participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

14 follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). build on others talk in conversations by linking their comments to the remarks of others. ask for clarification and further explanation as needed about the topics and texts under discussion. ELA.3.SL.C13.1 engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). ask questions to check understanding of information presented, stay on topic and link their comments to the remarks of others. explain their own ideas and understanding in light of the discussion. ELA.4.SL.C13.1 engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. follow agreed-upon rules for discussions and carry out assigned roles. pose and respond to specific questions to clarify or follow up on information and make comments that contribute to the discussion and link to the remarks of others. review the key ideas expressed and explain their own ideas and understanding in light of the discussion. ELA.5.SL.C13.1 engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly.

15 come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. follow agreed-upon rules for discussions and carry out assigned roles. pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. Return to top