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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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A Monument for September 11
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Uncorrected Text
One World Trade Center was made to be the talest building in New York city in 2012. It is a monument to help us remember those who lost there lives on september 11 2001. One World Trade Center stands 1,776 feet high in honnor of the year America claimed it’s independence. People form all over the world visit the bilding every year
Answer Key
One World Trade Center was made to be the tallest building in New York City in 2012. It is a monument to help us remember those who lost their lives on September 11, 2001. One World Trade Center stands 1,776 feet high in honor of the year America claimed its independence. People from all over the world visit the building every year.
Copyright © Education World
Subject: Writing
Grade: 3
Lesson Objective: To write the rest of the story based on the chapter read from Touchdown Kid student handout.
Common Core Standard: CCSS.ELA-LITERACY.W.3.3- Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Materials:
Printable Student Handout Worksheet
Starter:
Say:
Do you ever spend time making up your own stories? What is the best part of that? (Allow the students to answer.)
Main:
Say:
Making up stories can be a lot of fun. It is fun and exciting to make up characters and the things that happen to them.
Making up a story can be fun, but it can also be difficult to think of names for characters and things that happen to them.
One way to be able to make up a story without having to think of everything is to write what happens next in a story. You could do this with a story like “Little Red Riding Hood” and explain what happens after Little Red Riding Hood runs away instead of being eaten by the wolf.
When writing what happens next in a story that someone else wrote, it is important to notice the characteristics of the characters and the setting of the story. That is important because then you can keep the characteristics and the setting the same as you write more of the story.
You should keep all of those details in mind when you are figuring out what you want to have happen next in the story.
You can keep the story going the same way that the author had it, or you can change it and make something completely different happen as long as the setting and the characteristics of the characters stay the same.
You are going to be writing what you think happened next with Liam and Cory from Touchdown Kid. If you need to, you can go back and read the excerpt that you we read before you start writing.
Does anyone have any questions?
Feedback:
Say:
Who would like to share the story that you wrote? (Allow the students to share.)
Related lessons:
Emergency Sub Plan: Football - Reading
Emergency Sub Plan: Football - Writing
Emergency Sub Plan: Football - Math
Emergency Sub Plan: Football - Social Studies
Written by Kimberly Greacen, Education World® Contributing Writer
Kimberly is an educator with extensive experience in curriculum writing and developing instructional materials to align with Common Core State Standards and Bloom's Taxonomy.
Copyright© 2019 Education World
Dear Teacher’s Lounge,
I am so tired of people talking to me about wellness. It seems totally hypocritical to say that teachers need to prioritize our health, and then throw endless rules and policies at our heads that change by the day. My stress level is through the roof. I’m just being real here when I ask if it’s possible to prioritize anything but low-level sanity.
~Dazed and Confused
Dear Dazed,
You are absolutely right. People tell us one thing, and then their actions speak a lot louder. In this case, I don’t think that anyone is intentionally being hypocritical when they tell you to be well and then give you a bazillion things to deal with, but to be blunt, the rapidly changing conditions of this whole pandemic make all decisions extremely transient. We don’t know which way we’re going or what we’re doing, and that is disorienting at best and traumatic at worst.
I once had a really stressful job, one that kept me up at night and haunted me in the daytime. Once a day at lunchtime, I would grab a giant mug of something caffeinated and head outside, where I would walk around the building and remember that life existed outside of cinderblock. I always wound up in the same place: on the steps outside the front of the building, looking out at the cars speeding down the street and remembering that the microcosm of my workspace was not real life. Sure, it felt that way. But real life was my home, my children, my husband, my love of the beach and all things chocolate.
There is a whole lot of noise in our heads right now, and it intensifies each day. We worry about becoming proficient in online platforms for learning, about whether we can/should/must record classes, if kids have their cameras on or off, or what will happen if we can’t teach all the things we know are important. If we get stuck in our worry, which might seem like the responsible thing to do, we will not make it out of the year with even our sanity (which, Dazed, is kind of a low bar, but I understand what you’re saying).
Wellness tips don’t work because they’re too individualized to reach, well, individuals. My walk around the building did it for me, and so does my morning workout and my protein latte as I gear up for work each day. My best friend meditates when she gets up, which is great for her. My brother takes two walks, one before work and one after, to clear his head. My mother practices the piano for hours. My husband cuddles with the dog. My son rides his bike each evening, and one of my daughters wanders the house singing to herself while the other lies on her back and stares at the ceiling. These are all wellness moves, and they are extremely personal.
Districts tell you to prioritize wellness because they know it’s important, but they also can’t be the ones doing it for you. It’s their job to get teachers through this new world, but nobody can do everything, so your wellness is going to have to be up to you. If it helps, make a list of all the things you like to do that make you feel good. Then, try and figure out how many you can fit into a normal workday, and how many you can incorporate into weekends. It might even help to pick one big thing that has to happen to lower your stress and commit to that one thing. If it’s a workout, do five minutes and see if you can go for ten. If it’s a hot bath, schedule it into the day just like you would a meeting. But make sure it’s something you look forward to, something that you will want to do, because if it’s not, it will never happen. Then, and only then, do you have a chance to drown out the noise and worry and confusion in your head, and just remember that it will all be okay.
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Dear Teacher’s Lounge,
My school district is not returning in person for a few months, and I have been upset to hear people express the idea that teachers do not have the right to stay home and jeopardize students and their education. They compare us to doctors and other essential workers. Even my close friend said that retail workers are just fine going back, so why am I so adamant about staying home? My question is, how do I respond to these arguments? I know they’re flawed, but I’m having a difficult time responding in the moment.
~Virtual Teacher
Dear Virtual Teacher,
First of all, ugh. This time is difficult enough without people arguing constantly about the challenging decisions that we all face. Agreeing to disagree would be nice without people pretending they understand the shoes others walk in.
In terms of how teachers respond to attacks about going back to a physical classroom, the most important thing is to stay civil. American society has never placed a premium on valuing teachers, and these times are no different. In fact, this pandemic has shined a harsh light on the reality: teachers are appreciated for childcare far more than for our skills as educators. In other words, it is harder than normal to feel comfortable defending our profession these days.
But regarding how you respond to people who attack virtual teaching, here are some possible replies:
Comparing one profession to another is not helpful right now. Clearly, teachers and doctors should not be compared other than through the lens that we both got into our respective professions to serve others. That is pretty much where the analogy ends. The same holds true for comparing teachers to firefighters, or grocery store cashiers, or tightrope walkers. None of us has a true understanding of what other professionals do until we’re there doing it along with them.
School buildings are not like retail spaces or offices that are populated by adults. Children will struggle to maintain proper distance despite their best efforts, large numbers of people will cross into shared spaces like hallways and gyms no matter how hard we try to avoid it, masks will come off and be quickly misplaced or used as slingshots, and ancient ventilation systems will make the spread of what is now accepted as an airborne virus even more efficient, particularly once colder months arrive. By their sheer volume of occupants alone, schools have the potential to become daily superspreading events.
Unlike many essential workers, teachers can do the job remotely. Can it be done as well? No, but the same problem exists in person as teachers try to instruct behind plexiglass and masks. Having said that, good instruction can exist in both scenarios. We just need to let it happen and stop telling teachers they can’t make it work.
Truthfully, you can’t convince anyone that your own point of view is the right one, but you can share your own ideas in a respectful way and expect the same of others. The people who are angriest about virtual learning right now are concerned parents, many of whom have essential jobs of their own without needed childcare. We can understand their dilemma (some of us have that exact dilemma as teachers as well), while we also hope they understand ours. These are impossible choices, and our compassion about that should be foremost as we engage in conversation.
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Dear Teacher’s Lounge,
This might sound dumb, but I’m really stressing out about the appearance of my “classroom” at home. My district doesn’t allow virtual backgrounds, and I live in a cramped apartment with other people. How do I create a calm space for my students, or at least the appearance of one?
~Bad Setup
Dear Bad Setup,
It’s not a dumb question at all. In our filtered social media world, everyone thinks that people live in these gorgeous Pinterest-style spaces, but I assure you that the reality is quite different. Your question is a serious one, and it’s not just about having a less-than-ideal living space as a teacher. Many of our students live in poverty, and they are alarmed at the prospect of showing us their living situations. What can we do to help ourselves and them?
If at all possible, aiming the computer’s camera at a wall can make any space neutral. Windows backlight the individual and can make it hard to see anything but a silhouette, so walls are better for visibility. If a wall isn’t possible for whatever reason, covering the area behind us with a blanket or large cloth can also create that illusion of neutrality. Students will be focused on you more than your background once they adjust to seeing you every day, so being functional over beautiful is more important in terms of background.
With apartment-mates or loud family members, the best thing we can do is remember to mute ourselves as much as possible. I spent the summer sharing the dining room table with my three kids, and I spent as much of the time on mute as I could to block noise out. I also got a cheap pair of headphones with a mic attachment, and that made it harder for others to hear my own background when I was talking, since the mic mainly picked up my voice.
If it’s affordable, other backgrounds can make the space behind you prettier. Some people get screens and use them as a barrier to what is happening behind them, or do some minimal decorating (plants, a poster) to change up the classroom look. Whatever you decide to do, remember that no adults actually expect you to live in serenity, much less children. Our professional veneers have been stripped away by months of Zoom meetings, and people understand that our real lives lurk just beyond our screens. As we begin the year, staying aware of our children who might have more to hide than just a messy house is a particular concern, and one that we should be most tuned into.
Have a question, comment, or helpful tip about virtual teaching and learning? Send them to the Teacher’s Lounge We’ll get through this - together!
Read more tips and advice from Teacher's Lounge!
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
Copyright© 2020 Education World 
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