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Curriculum

Reading for Character

Special Programs

Fourth Grade

Research with the Big6

Reading for Character

RESPECT

SPECIFIC OBJECTIVES OR QUESTIONS FOR LEARNERS TO MEET OR KNOW

1. Students will understand the meaning of the word RESPECT. (content)
   
   
2. Students will be able to recognize and demonstrate respectful behavior. (skills)
   
   
3. Students will begin to understand why RESPECT is an important character trait to develop and how it helps us work together as a society for the betterment of all. (attitudes/behavior)
   
   

Old Coyote
Author: Nancy Wood

Summary: Realizing that he has come to the end of his days, Old Coyote recalls many of the good things about his life.

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CITIZENSHIP

SPECIFIC OBJECTIVES OR QUESTIONS FOR LEARNERS TO MEET OR KNOW

1. Students will understand the meaning of the word CITIZENSHIP. (content)
   
   
2. Students will be able to recognize and demonstrate good CITIZENSHIP behavior. (skills)
   
   
3. Students will begin to understand why CITIZENSHIP is an important character trait to develop and how it helps us work together as a society for the betterment of all. (attitudes/behavior)
   
   

So, You Want to be President?
Author: Judith St. George

Summary: Presents an assortment of facts about the qualifications and characteristics of U.S. presidents, from George Washington to Bill Clinton.

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CARING

SPECIFIC OBJECTIVES OR QUESTIONS FOR LEARNERS TO MEET OR KNOW

1. Students will learn what it means to be a caring person. (content)
   
   
2. Students will demonstrate caring behavior. (skills)
   
   
3. Students will begin to understand how simple acts of caring help to make the world a better place. (attitudes/behavior)
   
   

The Christmas Candle
Author: Richard Paul Evans

Summary: On Christmas Eve, Thomas buys a magical candle that changes the way he views his fellow human beings and helps him feel charity for those less fortunate than he.

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TOLERANCE

SPECIFIC OBJECTIVES OR QUESTIONS FOR LEARNERS TO MEET OR KNOW

1. Students will understand the meaning of the word TOLERANCE. (content)
   
   
2. Students will be able to recognize and demonstarate TOLERANT behavior. (skills)
   
   
3. Students will begin to understand why TOLERANCE is an important character trait to develop and how it helps us work together as a society for the betterment of all. (attitudes/behavior)
   
   

Henry and the Kite Dragon
Author: Bruce Edward Hall

Summary: In New York City in the 1920s, the children from Chinatown go after the children from Little Italy for throwing rocks at the beautiful kites Grandfather Chin makes, not realizing that they have a reason for doing so.

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INTEGRITY

SPECIFIC OBJECTIVES OR QUESTIONS FOR LEARNERS TO MEET OR KNOW

1. Students will learn that INTEGRITY means having and using good strong values. (content)
   
   
2. Students will begin to think about and evaluate in a reflective manner, their own values and behaviors. (skills)
   
   
3. Students will begin to understand that the "right" thing to do is not always the easiest thing to do. (attitudes/behavior)
   
   

A Day's Work
Author: Eve Bunting

Summary: When Francisco, a young Chicano boy, tries to help his grandfather find work, he discovers that even though the old man cannot speak English, he has something even more valuable to teach Francisco.

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FAIRNESS

SPECIFIC OBJECTIVES OR QUESTIONS FOR LEARNERS TO MEET OR KNOW

1. Students will learn that FAIRNESS means treating other people the way you want to be treated. (content)
   
   
2. Students will learn to treat people fairly. They will also learn how to appropriately handle situations that may seem unfair. (skills)
   
   
3. Students will begin to understand that FAIR does not always mean the same or equal. (attitudes/behavior)
   
   

The True Story of the Three Little Pigs
Author: John Scieszka

Summary: Alexander T. Wolf gives his own outlandish version of what really happened when he tangled with the three little pigs.

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REPONSIBILITY

SPECIFIC OBJECTIVES OR QUESTIONS FOR LEARNERS TO MEET OR KNOW

1. Students will learn that each of us is responsible for our own actions, words, thoughts and choices. (content)
   
   
2. Students will learn to think about possible consequences before making choices. (skills)
   
   
3. Students will understand that freedom comes with a great deal of responsibility. (attitudes/behavior)
   
   

Baby Rattlesnake
Author: Te Ata

Summary: Willful Baby Rattlesnake throws tantrums to get his rattle before he's ready, but he misuses it and learns a lesson.

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Special Programs

9/11 - A Tribute to the World Trade Center

SPECIFIC OBJECTIVES OR QUESTIONS FOR LEARNERS TO MEET OR KNOW

1. Students will learn some historical information about the World Trade Center. (content)
   
   
2. Students will be able to locate the state of New York on a map of the United States . They will also be able to locate the site of the former World Trade Center on a state map of New York. (skills)
   
   
3. Students will begin to understand why the World Trade Center was a symbol of freedom. (attitudes/behavior)
   
   

The Man Who Walked Between the Towers
Author: Mordicai Gerstein

Kirkus Review: A spare recounting of Philippe Petit's daring 1974 wire walk between the Twin Towers depicts him as a street performer who defies authority to risk his feat, is arrested, and then sentenced to perform for the children of New York. At the conclusion, on the only non-illustrated page are the stark words, "Now the towers are gone," followed by the changed skyline and finally by a skyline on which are etched the ghost-like shapes of the towers as memory of the buildings and of Petit's exploit. At the heart are the spreads of Petit on the narrow wire, so far above the city that Earth's curve is visible. Two ingenious gatefolds draw readers' eyes into the vertiginous sweep of wirewalker—sky and city below. Unparalleled use of perspective and line—architectural verticals opposed to the curve of wires and earth—underscore disequilibrium and freedom. In a story that's all about balance, the illustrations display it exquisitely in composition. Readers of all ages will return to this again and again for its history, adventure, humor, and breathtaking homage to extraordinary buildings and a remarkable man.

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What is a Pilgrim?

SPECIFIC OBJECTIVES OR QUESTIONS FOR LEARNERS TO MEET OR KNOW

1. Students will begin to understand the “broader” meaning of the word Pilgrim. (content)
   
   
2. Students will develop critical thinking skills by discussing story questions based on Bloom’s taxonomy. (skills)
   
   
3. Students will begin to empathize with Molly as they come to understand that they could someday find themselves in Molly’s situation as the “new” person. (attitudes/behavior)
   
   

Molly's Pilgrim
Author: Barbara Cohen

Booklist Review: First published in 1983, this affecting story tells of a Russian immigrant girl whose mother makes a contemporary Pilgrim doll (modeled on herself, a modern pilgrim who came to America seeking religious freedom) for the class model of the first Plymouth Thanksgiving. The new illustrations, shaded pencil drawings, are often sensitively drawn, though the characters' expressions sometimes seem exaggerated. Apparently set in the 1940s, the story still has relevance today. (Reviewed November 15, 1998)

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Why We Honor Dr. Martin Luther King Jr.

SPECIFIC OBJECTIVES OR QUESTIONS FOR LEARNERS TO MEET OR KNOW

1. Students will know some biographical information about Dr. Martin Luther King Jr. They will learn why we honor him as a great American.(content)
   
   
2. Students will be able to locate on a map of the United States, places where important civil rights events occurred. Students will identify key words in Dr. King’s teachings on non-violence. (skills)
   
   
3. Students will become excited to learn more about Dr. Martin Luther King Jr. and this important piece of our history, what it means and why we can still learn from it today. (attitudes/behavior)
   
   

Martin's Big Words
Author: Doreen Rappaport

Kirkus Review: Beginning with the startling cover, which contains only the face of Martin Luther King Jr., with his smile broad, and his eyes crinkled in laughter, this title intrigues. It's an homage in words and pictures, in which the author weaves King's words with her own to present a brief but stately portrait of the American hero. Rappaport explains that as a child King was determined to use "big words," no doubt the result of listening to his father preach. On many subsequent spreads, King is pictured as an adult, and a direct quote is reproduced in bold type. In fact, King's words were huge in idealism, delivering a message that was big in simple yet profound ways that can be understood by young readers. In smaller print, Rappaport gives historical context. Her sentences have a directness and symmetry that sets off King's more transcendent, poetic quotes. Collier's watercolor and cut-paper-collage illustrations express deep feeling. On the cover and final two portraits, King is depicted with a subtle monochromatic technique, which alludes strongly to a stained-glass metaphor, represented in portraits of King's church. In other spreads featuring King himself, his face is lit, giving it a powerful visual weight and compelling readers to pay attention. While the cover portrait shows his eyes glancing to the side, in the final portrait he looks directly at the reader, his eyes offering an unmistakable challenge. Author and Illustrator Notes are moving as well as informative, and quotes are attributed. Readers will hear his voice echo in this presentation. (timeline, bibliography) (Nonfiction. 5-9) (Kirkus Reviews, August 15, 2001)

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Introduction to Folklore

Teaching Story Elements with favorite picture books

Fourth Grade

1st Quarter - Introduction to the Library Media Center

SPECIFIC OBJECTIVES

1. Students will be oriented to the media center with regards to the layout and the use of OPAC in order to locate materials effectively. Students will also learn our policies, procedures and expectations for behavior when using the media center. (content)
   
   
2. Students will use OPAC to access materials efficiently and effectively. (skills)
   
   
3. Students will work toward becoming independent learners who appreciate having access to a state of the art media center. (attitudes/behavior)
   
   

2nd Quarter - Use of Information

SPECIFIC OBJECTIVES

1. Students will learn to locate and access information both intellectually and physically. (content)
   
   
2. Students will use reference materials, indexes and tables of content to find information within relevant sources. (skills)
   
   
3. Students will understand that in order to find relevant information they need to engage (e.g., read, hear, view, touch) themselves with a multitude of resources. (attitudes/behavior)
   
   

3rd Quarter - Big6

SPECIFIC OBJECTIVES

1. Students will learn about the Big6 process model for solving information problems. (content)
   
   
2. Students will apply the steps of the Big6 to a research project on a topic of their choice. (skills)
   
   
3. Students will begin to understand that research is a multiple step process that takes time and effort to do well. (attitudes/behavior)
   
   

4th Quarter - Literature Appreciation and Media Literacy

SPECIFIC OBJECTIVES

1. Students will begin to understand that not all literature and all media will appeal to all people. They will begin to have some understanding of themselves and their preferences as consumers of literature and media. (content)
   
   
2. Students will be able to define and explain basic terms, e.g. genre, media, literature, media literacy. Students will be able to evaluate information from a variety of sources and begin to make connections between these sources. (skills)
   
   
3. Students will demonstrate awareness of the need to be critical thinkers while consuming various forms of literature and media. (attitudes/behavior)
   
   

Research with the Big6

The Big6™ Skills

The Big6 is a process model for solving an information problem.

Using the Big6 process for solving information problems helps students to become independent learners. Using practical skills to navigate the research process makes learning more interesting for the students as they begin to appreciate the joys of discovering information independently.

1. Task Definition

1.1 Define the information problem
1.2 Identify information needed (to solve the information problem)

What is my current task?
What are some topics or questions I need to answer?
What information will I need?

2. Information Seeking Strategies

2.1 Determine all possible sources (brainstorm)
2.2 Select the best sources

What are all the possible sources to check?
What are the best sources of information for this task?

3. Location and Access

3.1 Locate sources (intellectually and physically)
3.2 Find information within sources

Where can I find these sources?
Where can I find the information in the source?

4. Use of Information

4.1 Engage (e.g., read, hear, view, touch)
4.2 Extract relevant information

What information do I expect to find in this source?
What information from the source is useful?

5. Synthesis

5.1 Organize from multiple sources
5.2 Present the information

How will I organize my information?
How should I present my information?

6. Evaluation

6.1 Judge the product (effectiveness)
6.2 Judge the process (efficiency)

Did I do what was required?
Did I complete each of the Big6 Stages efficiently?

The "Big6™" is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz.

For more information, visit: www.big6.com

Lisa Ryder, MEd., MLIS
Media Specialist

508-923-3506 ext. 3240 lryder@freelake.org

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