Spring 2012 Quotations

Publishing on the Sidewalks

After collecting or creating quotations, students published their work on the sidewalks around campus:

Final Project: Lesson Plan - The Transition to Spring!

Age group: Elementary school students, grade 3 and grade 4; ages 8 years – 10 years old

Objectives of lesson plan: The goal of this plan is to give students a sense of spring weather. This plan would be ideal for a transition between winter and spring, between the months of February and March. Students should be able to identify different variables concerning Groundhog’s Day, various insects and animals that are present during the spring, and weather patterns throughout the season.

Length of lesson plan: 3 hours minimum. Lesson plan would be good for early morning activities before lunch or afternoon activities before school is dismissed. A break during the session, whether it be lunch or a short 10 minute break, may be required to keep children alert and attentive. Teachers should plan to use 3 or more hours for the lesson plan in order to read all 3 books and have the class discussions.

Materials Needed: Groundhog Weather School book

Cloudy with a Chance of Meatballs book with CD-Rom and Movie

In the Tall, Tall Grass book

Barbecue meatballs, pancakes/syrup and juice for a snack, in reference to Cloudy with a Chance of Meatballs

Paper plates, forks, cups and napkins

Students should sit in a group setting, possibly in a circle or different shape. The objective is to help students transition from winter to spring and get them thinking about the activities that may take place during this season. There are some non-fictional facts read in Groundhog Weather Day that can be used for testing questions to evaluate the students' understanding.

Books: All of the books used for this lesson will be picture books. Two thirds of the book selection is picture books with extensive texts, using more detail and information in the stories. Third and fourth grade students are at ages when transitioning from picture books to chapter books and novels are important.

The first book that will be read during the lesson plan is Groundhog Weather School by Joan Holub. The book is fiction, but contains interesting, factual information on Groundhog’s Day. I really enjoyed reading this book because they text is laid out in a comic-book-like design, and provides a plethora of information. The book discusses, in an entertaining manner, the meaning of Groundhog’s Day, and why it is vital to the transition of seasons winter and spring. The illustrations are fun and energetic, and the book is sure to keep children entertained while learning. The length of reading takes between 15 and 25 minutes.

After reading this book, the teacher should ask the following questions to the class in a group setting. These questions will assist students in thinking about the objective of the lesson.

Discussion Questions for Groundhog Weather Day:

1) What day does Groundhog’s Day fall on? Hint: It is in February.

2) What is the significance of Groundhog’s Day?

3) How accurate are groundhog weather predictions?

4) What does it mean if the groundhog sees its shadow on Groundhog’s Day? What if it does not see its shadow?

5) Would you rather the groundhog see its shadow or not? Why?



• The questions should evaluate the understanding of Groundhog’s Day and its relevance to the spring season. Questions and answers will take an estimated 15 minutes.

The second book for the lesson is Cloudy with a Chance of Meatballs by Judi Barrett. This is a wonderful read that has sold over three million copies since its publication. This fictional book is fun and keeps readers anticipating what will happen to the weather in town Chewandswallow next, especially if the students enjoy eating. The book is vital to the plan because although it is fictional, the weather patterns discussed in the book are very similar to various weather patterns during spring (rain, thunderstorms, sunsets and tornados). The weather that comes from the sky is replaced with food, making the story relatively funny and interesting.

To switch up the style of reading, the teacher has the option to play the CD-Rom attached with the book. Students can listen along as the narrator reads to give students experience with different styles of books. The estimated reading time with a narrated CD-Rom is 30 minutes.

After reading, another discussion will take place.

Discussion Questions for Cloudy with a Chance of Meatballs:

1) What is the name of the imaginary town in the story told by grandpa?

2) What were some of the foods that rained from the sky? What is your favorite food in the book?

3) What season was it when eggs, toast, butter and jelly and orange juice fell from the sky? How do you know it was this season?

4) What are some recent weather events that were depicted in the book (possibly thunderstorms, tornados, tsunamis, etc.)? When do these weather storms typically take place?

5) How has the community that experienced the weather events been affected? Both in the book and reality?



• The questions should evaluate students’ understanding of major events caused by weather, such as floods, thunderstorms, tornados and tsunamis. A clear understanding should be apparent- these events typically take place during storm season- in the spring. Discussion should last up to 20 minutes.

The third book for the lesson is In the Tall, Tall Grass by Denise Fleming. I really enjoyed reading this book because of the bright, beautiful illustrations. The pictures look very vibrant and make the reader thing of spring. This is also a good book for this lesson because it discusses different animals and insects that can often be spotted during the spring season that students can identify – caterpillars, rabbits, deer and hummingbirds. It is also a good ending to the reading in the lesson plan- it has shorter texts and the illustrations are enjoyable. The book will take 15 minutes to read.

The last discussion session will take place for 15 minutes.

Questions for In the Tall, Tall Grass:

1) What are some of your favorite animals or insects discussed in the book?

2) Where can you find a caterpillar, ant or bee?

3) What activities can you do in the grass?

4) What are some other animals you may find in the grass?

5) What seasons of the year does grass tend to grow high?

• These questions are meant to help students understand the transition from spring to early summer. Students should be able to identify insects and animals, primarily by picture.

The order of reading the books is vital to the lesson plan. Groundhog Weather School should be read first because Groundhog’s Day takes place in February. The book portrays the transition from winter to spring. Cloudy with a Chance of Meatballs should be read second because it helps to identify many weather events that take place during the spring. In the Tall, Tall Grass should be read last to get students thinking about late spring and early summer weather. It should also help students identify various animals and insects that appear often in these seasons.

After the stories and discussions, the teacher should ask for 2 helpers to help him/her pass out napkins, plates, cups and forks. The snack for the students is barbecued meatballs (that can be cooked in a Crockpot overnight the night prior), orange juice and pancakes and syrup. Small portions are recommended- this is meant to be a snack. Over consumption of these foods may cause a stomach ache. Mini pancakes can be purchased for about $3 at any grocery store, as well as orange juice and syrup. The food will get students thinking about the second book read, and how the people of Chewandswallow may have felt when these foods fell from the sky. While students are eating, the teacher should play the movie, Cloudy with a Chance of Meatballs. Students can evaluate the movie compared to the book afterward:
- What were some main differences between the book and video?
- Which style of book did you enjoy best, hardcopy and audio or video? Why?
- What were some of your favorite parts?

. The movie will also give students experience to alternate ways of reading. The total time for snack and the movie is 1.5 hours.

Ms. Rubinstein's Beauty--Angela McKenzie

Ms. Rubinstein's Beauty

Ms. Rubinstein's Beauty is all about a woman who is very beautiful in every aspect except she has a beard. However, since Ms. Rubinstein has a beard no one sees her beauty until she meets Mr. Pavlov who no one notices because of his elephant trunk. They see each other's beauty and fall in love.

I think this is a very cute book to introduce to children. Although the title may appeal to girls I think the book can appeal to both females and males because of the characters being both male and female but also the circus theme usually appeals to all children. On top of appealing to both genders the book sends a great message in a fun and creative manner. It lets children know that it is ok to be different. I love that it encourages children to like people who are different and gives children who feel out cast a sense of hope that they are wonderful people and will be noticed and that they can fall in love too. The illustrations aren't amazing but they are very eye catching because of all the reds and blacks the illustrator uses.

I think this book would be ok for a classroom but not my first choice. It is a very serious book and may lose the attention of some of the boys because the whole first half of the book talks about Ms. Pavlov. Also, I think that if you use this book with the wrong age group children won't be able to relate to the charters because they are so old. Nonetheless, the book does send a very important message to children that I really like. So, in my opinion I would have this in my class library and encourage children to pick it up but probably not use it as a class during story time.

Montserrat, Pep. Ms. Rubinstein's beauty . New York, N.Y.: Sterling Pub., 2006. Print.

How I Became A Pirate--Angela McKenzie

How I Became A Pirate

I chose to review this book because I actually considered using it with a class a while back. The book is about a boy who goes to the beach and meets a group of pirates while he is there. The pirates invite him to go along on an adventure to bury their treasure.

I like this book because it is just a fun read. It's very relate-able for children because it talks about all kinds of things that kids do in everyday life. It also talks about all the things kids wish they did not have to do like brush their teeth or eat their carrots. On top of that it lets kids use their imagination as they learn all about how to be a pirate. I don't know how much learning a child would get from just reading the book but an adult could definitely guide their learning by talking about the scenarios in the book. For example, the adult could talk about why we have to eat our carrots and brush our teeth. So overall I think it is a great book to introduce to children just for fun and to get them reading and using their imagination but probably not a lot of real learning going on from this book so I probably wouldn't try to make this into a unit but possibly use it as part of unit or theme. I also think the pirate theme would be useful as part of a unit to draw in boys' attention.

Long, Melinda, and David Shannon. How I became a pirate . San Diego: Harcourt, 2003. Print.

Pirates Don't Change Diapers--Angela McKenzie

Pirates Don't Change Diapers

I chose to read Pirates Don't Change Diapers because I really enjoyed the book How I became a Pirate. I must say I was disappointed in this book. It was funny and fun but it was not as exciting as the first book at all. I think children would enjoy reading the book if hey had already read the first book. I say this because the first book really introduces the pirates and tells how Jeremy meets the pirates and becomes one. Without the background I do don't think the story would be as fun to read. It's all about a kid whose mother leaves him home to babysit his sister. While he is babysitting his pirate friends show up to look for their treasure. However, they end up waking up the baby. This means that the pirates have to help babysit before they can find the treasure. Through the book the boy is teaching the pirates how to babysit. They use a lot of play on words to add humor. Like when the pirates think that babysitting means sitting on a baby. I did really like this aspect of the book because it would be great to teach kids about how words can have different meanings. However, there really was not a suspenseful adventure throughout the story like there was in the first book.

Long, Melinda, and David Shannon. Pirates don't change diapers . Orlando, Fla.: Harcourt, 2007. Print.

Kibitzers and Fools: Tales My Zayda Told Me--Angela McKenzie

Kibitzers and Fools: Tales My Zayda Told Me

I chose to read this book simply because it looked fun and I had never heard of it before. This is a book with 13 separate stories that were supposedly told to him by his grandfather who spoke Yiddish. Each story as a funny but true moral at the end.

To say the least I absolutely loved this book. Every story is humorous with an eye catching picture. On top of this the book teaches you new Yiddish words in each story. At the end of the book it has a glossary of all the Yiddish words and their meanings that you learned in the book.

Yiddish is such a fun and silly sounding language that I think kids would love trying to learn the words and use them. On top of that it points out some Yiddish words that we already use in the English language. Even more the book shows what it means to have a moral to a story and some of the pages teach valuable life lessons like how to read a thermometer. Overall, I think this would be a great book to use in a class room both as a group read and an individual read.

Taback, Simms. Kibitzers and fools: tales my zayda (grandfather) told me. New York: Viking, 2005. Print.