Week Two, Day One
Objectives:
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- To identify steps that lead to problem solving
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- To apply those steps to real life experiences
Many young children do not obtain the skills to solve problems. They are unsure of how to approach a situation that is upsetting them, hence their initial reaction may be to hit or shout. We need to provide them with a foundation to approach a problem and steps to resolve their conflicts effectively. At times young students have difficulty expressing their anger. We model for them how to use relaxation techniques, or allow them to draw a picture of what is bothering them.
In the story, W
hen Sophie gets Angry, Really, Really Angry,
by Molly Bang, the author portrays Sophie’s anger through use of metaphors. For example, she writes “Sophie is a volcano ready to explode” (11 Bang). As Sophie becomes angry we see her anger revealed in many ways. She yells, she kicks and she screams, then she decides to run to the forest to calm herself. I do not want to reinforce a behavior of running away, so I tell my students that she is not running away from home; she is imagining a quiet place to think. Sophie’s quiet place reflects tranquility through use of nature. She sees trees, hears birds singing, and feels the breeze. The environment soothes her and she recovers from her anger, and returns home to her family.
The activity we will use will incorporate our graphic organizer to plan a new strategy for Sophie to approach her problem. The following questions will be asked to help us arrive at a solution: What steps did she take to overcome her problem? How did Sophie solve her problem? Is there another way you would advise her to conquer her problem? What are the steps you would advise her to take to find a resolution to her problem? By giving the responsibility to the students, I am building a foundation for retelling a story by focusing on the sequential steps and critical thinking process that lead to the problem being resolved.
Week Two, Day Two
Objectives:
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- To develop strategies to approach problem solving
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- To utilize language to discuss the approaches and outcomes
Many of my students have younger siblings and are learning to cope with no longer being an only child. This frustration also carries into the classroom where the child may become defiant or act out to receive the attention he or she is lacking at home. In the selection,
Peters Chair
by Ezra Jack Keats, Peter is coming to accept his new baby sister. He realizes that he has outgrown the small things he used as a baby. The turning point occurs when Peter sits in his little chair, and discovers that it is too small. This helped him to understand he was becoming older and could give his things to his new sister.
As a follow up activity to this story, I would brainstorm with the students things that they would be willing to give up because they are too old to use them. This would include things like a stroller, blanket or bottle. The students could vocalize why they would be embarrassed to have a friend see them using these items at this age. Then, they will create a sequential booklet of the selected item, and write about how it was used, and how they will dispose of it.
Week Two, Day Three
Objectives:
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- To recognize differences and similarities through literature
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- To appreciate cultural, social and physical differences
Many students are teased. Children go through an awkward stage of physical and social development. Some students have difficulty responding to change. For these reasons, they choose teasing or mockery to compensate for their insecurity. The victim of the teasing experiences hurt feelings during the development of his or her self-identity. We as educators must guide our students and assist them to recognize, acknowledge, and respect the differences of others.
The story
Chrysanthemum
by Kevin Henkes
is a story about a little mouse that is teased because of her name
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A beautiful flower called a Chrysanthemum inspired her name. At the beginning of the story Chrysanthemum is extremely proud of her name, she chants it as she walks to school, and writes it in the sand. Chrysanthemum’s disposition changes when she is at school. Her classmates snicker when her name is mentioned; they tease her about her name, and create silly names for her. She becomes the focus of mockery throughout the day until the students have music class. The music teacher discusses her own name and Chrysanthemum realizes that she and her teacher have something in common; they both were named after flowers. Chrysanthemum regains her confidence and her classmates become envious after the teacher tells them that she named her newborn baby Chrysanthemum.
Students will be paired together. They will complete a questionnaire while interviewing their partner. They will take turns introducing their partners to the class. This activity will promote good self-esteem and create a positive atmosphere among the students in the class. This activity will enable the students to recognize their similarities and differences.
Week Two, Days Four and Five
Objectives:
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- To appreciate the differences of others
Arthur’s Eyes by Marc Brown, is another story that shows how teasing can affect one’s confidence. “Four-eyes!” The children shout to Arthur as they recognize his new accessory. Teasing becomes unbearable for Arthur, even worse than when he could not see the blackboard in class, or missing baskets at gym class. As the teasing continues Arthur decides to hide his glasses, which causes mayhem. Arthur mistakenly walks into the girl’s bathroom because he cannot read the sign on the door without his glasses. After the chaos, he tries his glasses again and realizes that they are a positive feature. He was then able to read and solve all of the math problems, and make numerous baskets during gym class. His outlook changed and he became proud of his new look.
Students will create a mural where they each do a self portrait. These illustrations will demonstrate the differences in each student.