Miss Greer and Miss Moxley Title- Diary of a worm, spider, and second graders
Broad Goals- The students will practice their library behaviors while listening to a read aloud. Students will be able to differentiate fact from fiction using a Facts-“Faction”-Fiction chart. They will be able to make predictions, check for reading comprehension, and identify sequence of events. The students will also practice their typing skills by writing their first journal entry.
Charleston Community Information Literacy/Media Curriculum Profiles
The lesson will begin with a brief introduction to Cronin using the computer to show interesting facts and several books written by her. The students will then learn about the difference between fact and fiction. Next, the students will listen as Miss Greer reads aloud “Diary of a Worm.” As the students are listening they are to be completing their Facts-“Faction-Fiction charts. While reading Miss Greer will take time to discuss the pictures and events taking place in each entry. Having listened to the story, the students will then participate in a group discussion reviewing the main parts of the story (setting, characters, time, events, etc.). Miss Moxley will then read “Diary of a Spider” aloud to the class. Students are to continue filling in their charts while being active listeners. The students will review their charts explaining their reasons for placing information in the selected categories. Once both stories have been read and discussed, the class will then move on to typing. Using Microsoft Word the students will type a one paragraph journal entry describing their day.
“Diary of a Worm”
“Diary of a Spider”
Access to computers (Microsoft Word)
Sahlman, Rachel. "Clara Barton." SPECTRUM Home & School Magazine. [http://www.incwell.com/Spectrum.html] (September 25, 2008).
Maikell-Thomas, Barbara. "Discovered Historical Documents Uncover The First Official Missing Persons Investigator, Clara Barton." [http://www.pimall.com/nais/n.barton.html] (September 25, 2008).
Clara Barton, 1821-1912, Civil War Nurse, Founder American Red Cross. [http://americancivilwar.com/women/cb.html]. (September 26, 2008).
Clara Barton. [http://en.wikipedia.org/wiki/Clara_Barton]. (September 24, 2008).
Good morning Team Barton! Let’s start by taking a few minutes to review what we covered the last time we met. Who remembers what story we read together (“Pink and Say)? That’s right; we read a story about two boys, Pink and Say. What was the main idea of the story (racial issues; purpose of the Civil War)? Yes, the story illustrated what life was like during the Civil War. What was the main reason for the Civil War (slavery)? Absolutely, the ending slavery was a major part of the civil, however there was much more to it. During that time there was disagreements between the north and the south because the south wanted to secede, or break away, from the north. Abraham Lincoln did not want this because he felt that it would destroy the United States. Now, the story not only helped us understand what it was like for soldiers during the Civil War, it also helped us get a better understanding of what life in general was like during the 19th century. The story’s illustrations showed us a time of cooking pits, laundry lines, butter churns, candlelight, and other household items. We also came across some of the vocabulary that was common during the 1800’s. At the end of our lesson we started our team dictionary. Think back to last week and let’s review some of the new words we learned (porridge, war whoop, spectacles, ransack, etc.) Excellent, times sure have changed since Clara Barton’s era wouldn‘t you agree. Who thinks they would like to have lived in the 19th century?
Purpose and Importance of the Lesson-
Today’s lesson is important because the team is will be learning about all of the wonderful things that Clara Barton did throughout her life to be considered a hero. They will be engaged throughout the entire lesson from completing their note-taking worksheets to creating a time line. They will be increasing their vocabulary skills by adding to our Team Dictionary as well as improving their writing skills along the way. Students will be instructed with the use of PowerPoint presentation as well as other visual aids. In order to check comprehension the students will complete a short quiz including literal, sequential, and inferential questions to enhance their cognitive learning skills. To ensure student participation, the team will partake in several group discussions as well.
Alright team, today we’re going to learn about some of the incredible things that Clara Barton did throughout her life. We’re going to cover the years from her birth up until the Civil War when she became involved with medical care. First, we’re going to watch a short video about Ms. Barton to refresh your memory. You’ve already seen a short part of this video already form our skit but we think that it’s important for you to watch to gain some background information before jumping into the specific details. While watching the video be thinking about what we’ve already learned about so far as well as things that you would like to learn more about. At the end of the day we’re going to add to our K-W-L charts so make sure you’re paying attention.
Having watched the video what are some things that you think we might cover in today’s lesson (birthday, family, teaching, nursing, Civil War, medicine, Red Cross)? Fabulous, well let’s get started and see just how many things you guess right. First I’m going to hand each of you a worksheet. Who can tell me what is on this worksheet (blank timeline). Using your worksheets we’re going to complete half of our timeline. We will complete the timeline when we cover the events that took place during Clara’s lifetime from the time she founded the American branch of the Red Cross until her death. Above each date there is an empty box. In each box we’re going to write what took place then. Let’s do the first one together. We’re going to start right from the very beginning of Clara’s life. Who remembers which holiday she was born on (Christmas)? That’s right; Clara Barton was born on Christmas day 1821 in Oxford, Massachusetts. So what should we put in the first box (Clara Barton is born Christmas day)? Continue filling out your charts because at the end of the lesson we’re going to create a wall sized timeline to show your parents at open house.
Clara’s parents Sarah and Stephen were abolitionists. Raise your hand if you know what abolitionist means? Abolitionists were people who were against slavery and wanted to end it. Clara was the youngest of five. She had two brothers, David and Stephen, and two sisters, Dorthea (Dolly) and Sally. As a child, Clara was educated at home and was very bright. Her father, who had once been a captain in the war, taught Clara all about geography and about the battlefield. This helped her in her work later in life. Clara's mother also helped, in teaching her how to sew and to cook. Sally and Dorothy, who were both teachers, taught Clara how to read. Stephen, her older brother, taught her arithmetic and David, the eldest, taught everything else; for instance, how to ride anything on four legs, how to balance, and how to take care of and nurse animals.
When Clara was eleven years old her brother, David, fell from a rafter while building a new barn. Who knows what a rafter is? A rafter is actually part of the framework of a roof. For two years Clara stayed by his side and learned to administer all of his medicines. He was her very first patient. Along with her brother’s accident Clara was fascinated with medicine which had something to do with her family tree. Clara’s great-aunt, Martha Ballard, was notorious for her work as a midwife in Hallowell, Maine (later Augusta). It is believed that she helped deliver nearly one thousand babies between the years of 1777 and 1812. She was known for administering medicines just like a doctor would.
Before she continued on with her interest in nursing, Clara followed in her siblings footsteps and entered into the world of education. Having heard this, what job do you think Clara had before she was a nurse (a teacher)? That’s right, in 1839 Clara started teaching. “When Clara Barton was sixteen, phrenologist Lorenzo Fowler advised her to become a teacher to cure her shyness. Based on Fowler’s advice what do you think a phrenologist does? Actually, a phrenologist is someone who claims to be able to read your character from the shape of your skull. Do you think there are very many people in that profession today? For ten years, Barton taught in a small Massachusetts town, where her brother owned a factory. After she was invited to teach in a private school in Bordentown, New Jersey, Barton recognized the community's need for free education, and despite opposition, set up one of the first free public schools in the state. When officials appointed a male principal in her place, Barton resigned.” Do you think that this was typical during the 1800’s (yes or no)? Absolutely, during the 1800s women were not treated as equals to men. Do you think Clara agreed with this type of treatment for women (No)? That’s right. Clara was very much so against the unfair treatments that women, amongst other groups, were subject to. Along with being a hero, Clara is also known as a humanitarian because of her strong views. Who can tell us what humanitarian means in their own words? A humanitarian is someone who is involved in improving people's lives and reducing suffering. In later lessons you will learn more about Clara and her role as a humanitarian. If you have any questions take a second to write them down on the back of your worksheet so you can add them to your K-W-L charts later.
In 1854, she moved to Washington, where she became the first woman to work at the Patent Office. Who can tell us what a patent is (A grant made by a government that confers upon the creator of an invention the sole right to make, use, and sell that invention for a set period of time). Knowing this, what do you think she did while working in the office (kept records of patents)? In 1862 Barton established an agency to obtain and distribute supplies to wounded soldiers. July 1862, she obtained permission to travel behind the lines. In 1864 she was appointed by Union general Benjamin Butler as the "lady in charge" of the hospitals at the front of the Army of the James. In 1865, President Abraham Lincoln placed Barton in charge of the search for the missing men of the Union Army. During this time a young soldier, Dorence Atwater, came to Clara with a list of nearly 13,000 dead soldiers’ names. With Clara’s help this list was published in the newspaper after war ended. This list became known as “The Atwater List.” Did you know that you can still see this list at the Andersonville National Historic Site in Georgia Because of the work they did Clara and Dorence became known as the "Angels of Andersonville." This experience launched her on a nationwide campaign to identify all soldiers missing during the Civil War. She published lists of names in newspapers and exchanged letters with soldiers’ families.
Barton then achieved widespread recognition by delivering lectures around the country about her war experiences. She met Susan B. Anthony and began a long association with the suffrage movement. She also became acquainted with Fredrick Douglass and became an activist for black civil rights, or an abolitionist. Do you know any interesting facts about either of these famous people?
As she grew older, Clara’s hard work on the battlefield and searching for missing soldiers put a toll on her health. In 1869 doctors recommended that she take time to rest. In 1870 while overseas she became involved with an organization that she would later bring to the United States. Can you guess which organization it was? If you need a hint take a look at this icon.
We’re actually going to stop right here before diving into Barton’s involvement with the Red Cross. Before we learn about the organization we’re going to first learn about Civil War medicine and why Clara knew that changes needed to be made in order to help soldiers and respond to natural disasters.
Before we move on to the next activity let’s take a look at your timelines. Next, we’re going to see how much you can recall. Turn your worksheets over. I’m going to pass out two index cards to each of you. Written on the card is an important event that took place during Clara’s life. We’re going to give you two minutes to put them in the correct order on the wall-sized time line. Feel free to help one another, but only if that person asks for it. When you’ve taped your event to its correct place please sit down. If you can get them all in the correct order you will each get a special treat (pre-approved candy). Please don’t look at your index cards until I say “go.” Does anybody have any questions? Alright, on your mark, get set, go!
At the end of two minutes review the students’ timeline. Let’s take a look at what you came up with. If there are any mistakes explain why and have students help determine the correct place for the index card. If necessary go back to the corresponding slide.
Wow, you did guys did that so fast! Now, when we start to leaning about the remainder of Clara’s life we will complete our timeline. At the end of the semester we’re going to show our team timeline to other groups and parents at open house. Later on we’re going to make some drawings to add to timeline as well. You should all be very proud of yourselves. This timeline is an example of the hard work that you’ve been putting in during our lessons. You guys are going to be Barton experts at the end of the unit.
Great job! You all did a wonderful job today. While you’re working on your vocabulary pages you can go ahead and eat your treat. If you have gum make sure you throw it away before heading back to class. Throughout today’s lesson I heard several new words. The words that we’ve selected for us to define are suffrage, civil rights, humanitarian, abolitionist, Patent Office, rafter, midwife, and leeches. Just like last week, we’re going to write our definition of the term in our own words, draw a picture that represents your definition, then past the actual definition to the bottom on your paper. Don’t forget to sign your name so everyone can see your hard work.
Guided Practice and Modeling-
Time lines- At the beginning of the lesson the teacher will show the class how to go about completing their timeline worksheets while following along with the PowerPoint presentation. Looking at the first blank the teacher first has the students identify what year the first blank belongs to. For example the first blank is for 1821. Next, the teacher will review which event took place during that year using the corresponding slides. Throughout the lesson the teacher will take time to make sure that students are completing the chart correctly. At the end of the lesson the group will review their answers and reteach information when necessary; returning to the slide that has the correct answers.
Team Dictionary- Teacher will review instructions for completing individual vocabulary sheets. Students are to first define their vocabulary term in their own words. Next, draw a picture to support their definition. After completing their drawing students are then given a strip of paper with the actual definition provided by the teacher that they are to glue to the bottom of their worksheets.
Great job today Team, You guys did a wonderful job following along and participating in today’s activities. Before we get ready to go does anyone have any questions? As we get ready to head out let’s go around and share one thing with the group that we found to be the most interesting. Now, get excited because the next time we meet we’re going to learn about some very interesting medicines and tools that were used during the Civil War. Have a good weekend and see you next week!
someone who claims to be able to read your character from the shape of your skull