Environment often dictates how people structure their lives, how they live, how they think and in many cases, how they earn a living. While reading each story, we will be looking at the environment, natural resources, climate, and perhaps the religion(s) of its people. When possible, we will review the historical events of the time frame in which the story takes place.
The reading of short stories will allow the class to study more regions of the world over a period of time and more fully utilize an interdisciplinary approach to achieve the following.
Objectives:
-
¥ Increase reading comprehension skills.
-
¥ Introduce and reinforce research skills through the use of the library media center (LMC).
-
¥ Increase awareness of other people and other cultures.
-
¥ Sharpen observational skills.
-
¥ Develop students' ability to evaluate what they read and experience.
-
¥ Increase students' awareness of environment, natural resources, and its impact on cultures.
-
¥ Increase vocabulary through exposure to literature.
-
¥ Improve problem-solving techniques.
-
¥ Improve writing skills.
-
Each story will be a jumping-off point to achieve the above objectives.
Strategies:
-
I. As a class we will read a story reflecting another place or another time - or both.
-
II. Students will be asked to :
-
____
a - Describe setting(s), to include time(s) and place(s).
-
____
b - Describe characters.
-
____
c - Summarize plot.
-
____
d - Articulate conflict.
-
____
e - Use new vocabulary words in sentences and story form.
Information, responses, thoughts in activities a-e will be written in journals.
Initially this task will be teacher directed. It will become an independent activity as students' skills improve.
-
III. Concurrently vocabulary, definitions, and information related to time, setting, historical frame, environment, and culture will be generated.
-
IV. As students progress from one region and or time frame, they will be asked to record this information.
-
V. At every opportunity, the environment and its natural resources, coupled with the prevailing culture, will be discussed as it relates to the culture and time frame in which we live.@Text:For items III, IV, V the LMC will be in use by the students.
-
Art will be part of the unit as students will be asked to draw their favorite scenes or create dioramas.
-
Introduction of each story begins with vocabulary development. Vocabulary will be defined by students unless it is labeled teacher vocabulary.
-
As students read, they will be asked to compare and contrast tales and life
-
experiences.