Through study of the North Carolina mountain community, our students will experience literature, art and music. Our students will know and understand choices families and communities make based on their geographic location. They will understand the habit Seek First To Understand, Then To Be Understood and embrace their own uniqueness and how they can contribute to their community.
Materials
Coat of Many Colors by Dolly Parton, illustrated by Judith Sutton
Writing paper
Construction paper (2 pieces covering cover of book)
Chart paper (labeled like a tree map has, does, is)
Sticky notes
Peel and stick labels with word RICH printed on it!
Question Cards:
1. Is the book genre of the book fiction or nonfiction?
2. Is the main character male or female?
3. Is the main character a human, an animal or a machine?
4. Does the book take place in the past, present or future?
5. Is the setting of this book in the city, the country, or a suburb?
Activities
1. Open lesson by asking students to put on a sticky note a picture or word that shows something that a rich person has, does, is. (Quick work time- set timer!!)
2. Children transition to the carpet by quickly sharing their idea and putting it on the tree map chart. Reflect quickly about what children shared… say “Oh ok so this is what RICH means” model making sentences from chart… A rich person is__. A rich person has____. A rich person has___.”
3. Hold up book covered with construction paper (front and back) and hand out question cards (1-5) tells children “today we are going to read a story about a girl who is VERY RICH!”
4. Call out #’s and have children read question and you answer 1 at a time tearing off a little of the paper at a time revealing parts of the cover. (this is a way to introduce a new book )
5. Read story stopping at several key points to check for understanding. Words/places to stop: rags, didn’t have a coat…way down in the fall, always emphasize word rich, patches on my britches and holes in both my shoes, coat worth more than their gold, precious.
6. Compare and contrast the girl’s definition of rich and the one on the tree map.
7. Ask the question “how can she be rich?” suggest that maybe rich means Special.
8. Have children turn and talk about how the girl and her family are special. Share. (they can either actually write new answers on sticky notes, or you can or you can just pretend to by gesturing where you would put them)
9. Ask (but not for an answer) “Are you special?”
10. Send children to seat to create a picture that shows “I am special because…____” have children write sentence at the bottom of paper.
11. Have children share pictures and then use label to cover the word special with the word rich.
Differentiation Approaches
1. English Language Learners-visuals, acting out story, stopping to discuss vocabulary.
2. Students with ADHD-break lesson into short segments, post lesson segments, so they know when transitions are coming.
3. Students with autism or Asperger’s Syndrome- post lesson segments so they know when transitions are coming.
4. Students who are differently abled-preferential seating, addressing each individual as needed.
5. Students who complete the work quickly and carelessly-talk to students about revision, checking over your work.
6. Students who complete the work quickly and successfully-coaching others, ask how students can expand on what they have done.
Assessment
Picture and sentence produced at the end will show evidence of learning and connections.
Follow Up and Extension Ideas
This is just a list of a bunch of follow up and extension ideas I have for this!!
1. Explore Appalachian mountain traditions and lifestyle as seen in book through exploring realia, videos, pictures other stories.
2. Take a look at other parts of the world that have similar land features with the Appalachian Mountains and compare the lifestyles, etc.
3. Look for other examples of quilt making and repurposing of materials to make useful objects.
4. Covey Connections:
5. Dramatic play in groups of Seek first to Understand
6. Exploring Dolly’s real story looking at how she “found her voice”
7. Researching other artists, musicians from Appalachian mountains.
8. Make quilts or weavings using repurposed materials.
9. Invite Jodee (our Magnet coordinator ) to work with students on clogging.
10. Use LEGO Story Starter or Build to Express to reflect on story and learning.
11. Use journals created in art lesson to reflect all year on learning and growth.
Additional Details
- Grade Level: First
- Arts Content Area: Theatre Arts, Visual Arts
- Non-Arts Content Area: English Language Arts
