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Ask the Presidents Grade Level: 3-6
Story Preview: Penny shows her lack of understanding of and knowledge about the presidency when she e-mails to her teacher a joke about the president. Her teacher's reaction spurs Penny to go online to learn more about what a president does. There, she discovers a Web site at which former presidents chat about their accomplishments, and learns what those men consider to be the important qualities of a president.
Roles: Narrator, Penny, Ms. Abbington (teacher), I_Like_Ike (Dwight Eisenhower), Honest_Abe (Abraham Lincoln), Gentleman_Farmer (George Washington), Monty_Cello (Thomas Jefferson), New_Deal (Franklin D. Roosevelt), Pillbox_Hat (Jacqueline Kennedy), PT_Boat_Commander (John F. Kennedy), Great_Communicator (Ronald Reagan)
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Setting: present day, school and home
Theme: Presidents' Day
Vocabulary:
- dud: failure or misfit
- secede: withdraw from a group
- Confederacy: union of persons, parties, or states
- morals: values or beliefs
- virtues: good or admirable qualities
- executive branch: the branch of the U.S. government responsible for carrying out the laws; includes the President, Vice President, Cabinet members, and heads of some agencies.
- legacy: something received from a predecessor
- promote: contribute to the growth of
Props: none required
Follow-Up Questions:
- What are the full names of the presidents in the script?
- What is the full name of each of those president's first ladies?
- What branch of the U.S. government is the Supreme Court part of?
- What is the Declaration of Independence?
- Which presidents gave their lives for their office?
- Which president do you think had the most difficult term of office? Why?
- Do you agree that "courage, commitment, and communication" are the most important qualities of a President?
- Do you think Penny only dreamed about the chat room? Why or why not?
Follow-Up Activity:
Separate students into small groups and ask each group to research a president in this script: I_Like_Ike (Dwight Eisenhower); Honest_Abe (Abraham Lincoln); Gentleman_Farmer (George Washington); Monty_Cello (Thomas Jefferson); New_Deal (Franklin D. Roosevelt); Pillbox_Hat (Jacqueline Kennedy) and PT_Boat_Commander (John F. Kennedy); or Great_Communicator (Ronald Reagan). Have students look for information that explains the alias used by each speaker and comments he or she makes. (For example, why does John F. Kennedy call himself PT_Boat_Commander and the "man who accompanied Pillbox Hat to this chat"?) Next, have students create a profile for the speakers that includes the years that each president served, place of birth, and other key facts. Reconvene to share their findings as a class and put the presidents on a timeline based on the events they discuss and their years in office.
Click here for a printable script.
Article by Cara Bafile
Education World®
Copyright © 2006 Education World
02/10/2006
Updated 01/20/2010
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When I was in the classroom daily, nothing quite took away my mojo like having a staff meeting scheduled during my sacred planning period. I needed that time with my old-school calendar planner to make some order out of the chaos in my brain and to reassure myself that I would not be heading into my classroom in the next day or week or whenever without a solid game plan. Aside from grading endless stacks of papers, one of the chief teacher stressors is lesson planning. What else would explain the myriad websites, curriculum companies, and resources that exist to help mitigate the day-to-day planning process? Even though it can be overwhelming to continuously plan excellent lessons that engage students, a few strategies can help to hone the process, make it easier, and ensure that time spent having a life doesn’t get pushed out of the way by lesson planning.
Think Big Picture
In a planning meeting, I once listened to a group of teachers debate which podcast to use to demonstrate a concept for about 40 minutes. The truth is, any of the podcasts (or a choice of all) would have been just fine; the more pertinent question was whether a podcast was the best way to maximize student acquisition of the concept at that point in time. It is pretty easy to forget the forest as we look at trees or, even more common, individual leaves. In other words, we get mired in little details and forget the purpose behind what we’re doing. To combat this tendency, keep the central focus in a visible place at all times. I typically take student learning goals for a unit and write them in huge block letters at the top of my calendar for every week of planning. That way, those pesky little details become less important with the knowledge that the “why” behind instruction can be approached from a variety of ways. As long as students are engaged and can show their progress, that should be our primary measure of success in planning.
Stay One Week Ahead
My first year teaching, a helpful teacher with far more experience came up to me one day as I was flipping through a curriculum binder in what must have appeared to be agony. “Don’t make this harder,” he said. “Just stay one week ahead of the game for now.” His advice was simple, but yet so helpful. For the first couple of years of teaching, I did enough work to stay one week ahead. As I became more adept, I made better connections among the weeks, building out to a much more comprehensively planned unit. However, the stress level of looking at all the possible learning pathways at one time dissipated, and lesson planning became less of a hated process; in fact, I began to look forward to applying some of my creativity to weekly lessons.
Don’t Get Complicated
One of my dearest teaching friends used to plan herself right into a corner. She’d spend hours creating really intricate assignments, only to find herself mired in stacks of grading that she could not dig herself out of. The truth is, while we want to create lessons that kids love, that does not always mean a complex project or something mega-inventive. Some of my most successful lesson plans were the simplest ones. As long as I provided various options for students to reach a goal, gave them a chance to move around and talk to one another, and listened to their feedback, I had pretty good odds of reaching students successfully on any given day. That doesn’t mean that we should never go that extra mile to plan really awesome lessons; however, it just cannot happen every day. We would all lose our minds, or leave the profession as my friend eventually did. Simplicity is sustainable; overly intricate methods are a quick path to burnout.
Make Sure Kids Own It
A few weeks ago, I observed a beautiful math class. The students were working on various components of complex equations, and then the teacher had them jigsaw the components of what they learned, get into small groups, and teach one another. Every student was on task, and they all had total buy-in with the lesson. We put so much pressure on ourselves to plan good lessons, but why can’t we give some of that ownership to kids? When teachers set up routines that allow students the freedom to become experts, they don’t have to work as hard to plan; rather, a lot of the work involves following up during and after instruction to accurately measure what students know, and what they still need to learn. A lot of lesson planning stress is actually grounded in management and control; teachers fear that if they give over more of the planning to kids, that chaos will ensue. However, that belief could not be further from the truth. If the teacher builds a classroom of trust and student efficacy, the gains are immeasurable.
We spend a lot of time stressing out about lesson plans to the point that it becomes a survival game involving an endless series of tasks. Learning should not be the equivalent of a to-do list; rather, it should be a celebration of all that kids can do to become critical thinkers and contributors to society. If we are stuck in an endless loop of “what,” we will never think about “why.” Think about how to reframe lesson planning so that instead of fearing it, we see it as an opportunity to bring out the best aspects of the content we teach.
Written by Miriam Plotinsky, Education World Contributing Writer
Miriam is a Learning and Achievement Specialist with Montgomery County Public Schools in Maryland, where she has worked for nearly 20 years as an English teacher, staff developer and department chair. She is a National Board Certified Teacher, and recently earned her certification in Education Administration and Supervision. She can be followed on Twitter: @MirPloMCPS
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Introduction: Students are often excited about the opportunity to learn cursive writing! To master their letter formation, they will need lots of modeling and opportunities to practice their writing. This lesson guides you through how to model writing the lowercase and uppercase “a” and how to provide students with three different opportunities for independent practice. The lesson gives consideration to visual, auditory, and kinesthetic learning styles.
Materials:
Chart paper
Marker
Mini-whiteboards and markers or clipboards, paper, and pencils
Juggling scarves (optional)
Printable Cursive Writing Lesson Plan with Student Worksheets
Lowercase Cursive A Worksheet
Uppercase Cursive A Worksheet
Cursive Letter Aa Printable Poster
Preparation:
The teacher will need lined chart paper to write on. Position the chart paper where all students can easily see it.
Each student needs either a mini-whiteboard and marker or alternatively, a clipboard or other hard surface, paper, and pencil.
If available, each student needs a juggling scarf. If scarves are not available, this step in the lesson can be modified.
Print a copy of the lowercase and uppercase “a” worksheets for each student.
Print the letter “Aa” poster and hang it in the classroom in an area easily accessed by students.
Whole Group Lesson:
Begin by introducing students to the cursive lowercase “a.” Refer to the printable poster to show students what the “a” looks like. This poster can remain in your classroom as an anchor chart for students to refer to when they are writing.
Using chart paper, model how to write the letter “a.” It is helpful to provide students with a verbal pathway as you write: Around, down, swing up. Model the formation of the letter “a” several times, using the verbal pathway each time.
Model for students how to form the letter “a” in the air using a juggling scarf. If you do not have scarves, students can use their index finger to make the letter “a” in the air. Have them chime in with the verbal pathway as they practice forming the letter several times.
Ask students to practice writing the letter “a” on their whiteboards or paper. Have them make the letter several times. Remind them to use the verbal pathway.
Independent Practice:
Provide each student with the lowercase “a” worksheet. Circulate around the room, supporting as necessary, as they complete the worksheets. Students who experience difficulty may need to see the formation modeled again and/or be reminded of the verbal pathway to guide their writing.
Ask students to share the names and occupations they thought of that begin with the letter “a,” which will help out any classmates who need ideas.
Follow-Up:
Use this same lesson structure to introduce the uppercase “A.” Be certain to point out that the lowercase “a” is a short letter and the uppercase “A” is a tall letter. The printable poster is very helpful for showing students the difference in height between the two letters.
Extensions:
Students can use other modalities to practice forming their letters. Other ideas include:
Salt trays
Chalkboards
Slime
Sand
Paint
Use the same lesson structure to introduce more cursive letters.
Free printable version of Printable Cursive Writing Lesson Plan - Courtesy of PrimaryLearning.org
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