Read Seedfolks+Activities+for+9th+Grade.pdf text version

Seedfolks Unit Plan for RWT-Greene Reading Log/Compare and Contrast Activity (Activity A) Please complete this chart as we read the story in class. Each character in the book has a distinct background and purpose for coming to the garden. For each character answer each of the following questions: Character Ethnicity Contribution Motivation How did the character learn about the garden? What does the character gain from participating in the garden?

Kim

Ana

Wendell

Gonzolo

Leona

Seedfolks Unit Plan for RWT-Greene

Sam

Virgil

Sae Young

Curtis

Nora

Maricela

Amir

Florence

Seedfolks Unit Plan for RWT-Greene Introduction to Seedfolks by Paul Fleischman (Activity B) Seedfolks is a novel about a neighborhood that undergoes major changes. The book is divided into chapters, and each chapter is written from the perspective of a person who lives in the neighborhood. By reading each of the character's stories, you will begin to understand how the individuals came together for the betterment of their community. Questions for Discussion: 1. In your own words, define community.

2. What is the dictionary definition of community?

3. Is the connotation of the word community the same as the denotation of word community? Why or why not?

4. What makes a community?

5. How have you seen your community change over time?

6. What do you think your community will be like in the future?

Seedfolks Unit Plan for RWT-Greene Seedfolks Journal Prompts (Activity C) Please respond to the daily prompt. You will need to address each question in your response. Please respond in 7-10 sentences. Day 2: People in a neighborhood always get along. What keeps neighbors from getting along? Do you know all of your neighbors? Which ones do you get along with best? Day 3: Making a difference in your community or neighborhood is always easy. Is it always easy to make a difference in your community? What are some obstacles to making a difference? What would it take to make a difference in your community? Day 4: Nature is a way for people to be drawn together. How does nature draw people together? How can nature pull people apart? Do you like to be in nature? Is nature peaceful? Day 5: Good things that happen in one part of the world seldom affect things that are going on in another part of the world. Does what happens in your neighborhood affect what happens in your school? Does what you eat for lunch affect how you feel for the rest of the day? Does the news from around the world affect what happens in your community? Day 6: People who do good deeds always know whom they affect. What are some good things that you do that other people might not notice? Name the most recent nice things that someone did for you. Have you been affected by someone who didn't know that he or she was affecting you? Day 7: Difference can be good. Do you have friends who are completely different than you? What can you learn from people who are different than you?

Seedfolks Unit Plan for RWT-Greene Visually Representing (Activity D) Sometimes people use visual representations to share their feelings or ideas. During this activity you will visually represent one character through a vehicle other than words. Please select one of the following activities and use the materials present in class to represent your character. 1. Open-Minded Portrait: Draw an outline of your character's face. Divide the picture into two parts. On one side, place words or symbols that represent what the character dislikes, fears, or worries about. On the other side, place words or symbols that represent what the character likes, enjoys, or looks forward too. Also, please incorporate any details about the character's physical appearance. Around the face, write phrases and words that illustrate what other characters think about your character. Full Body Portrait: Create a full body image of your character. HEAD: Thoughts, Ideas BODY: Physical descriptions MOUTH: Important things the character says FEET: Where the character is from or where the character would like to go HANDS: What the character contributes to the garden AROUND THE CHARACTER: Things that others say about your character HEART: Things that the character loves

2. 3-D image: Create a 3-D image of your character. Since the book revolves around the creation of a community garden, you may choose to use items from nature to garnish your image. Collage: Using the images present in class, please create a collage that depicts the characters' likes and dislikes. Include items and images that are significant to the character. Also, please include images that depict what the character enjoys about participating in the garden.

Found Poetry Found poetry allows you to create poetry using the author's words instead of your own. Please re-read the section that features your character. Then select 40 words or phrases and rewrite the words as a poem. Your poem ought to reflect the essence of the character you are representing. Your poem does not have to rhyme.

Seedfolks Unit Plan for RWT-Greene Create your own Seedfolk Activity (Activity E) Our class will be creating our own mini-Seedfolks books. To do so, you will be working with 4-5 other students, while researching your own heritage. The project will involve all steps of the writing process, and research in the library. After reading Seedfolks by Paul Fleischman, you will research your family's ethnic heritage, learn about immigration, and create a small chapter as though you were one of Gibb Garden's Seedfolks. The journal prompts that you complete each day will help you to find a point of view for your Seedfolk. Important Web Resources: Immigration Websites such as the Center for Immigration Studies and Immigration and Naturalization Services. www.historychannel.com/ellisisland/index 2. html www.ellisisland.org www.ellisisland.com Procedure: 1. Talk to your family to find out about your heritage. If possible, talk to your extended family as well. Ask questions that you think are relevant for your Seedfolk chapter. Is it important that you know exact dates? Or do you want to relay a family story that has been passed down from generation to generation? 2. Research immigration using websites, books, or magazines. Based on what you have learned so far about your ethnic heritage, respond to the following journal entry: What do you think it was like for your ancestors once they arrived in America? Or if your ancestors were Native Peoples, what might it have been like when new immigrants arrived? 3. Choose some plants which connect to your ethnic heritage. Use a search engine to help you select a plant. This plant will be the plant that your Seedfolk plants in your chapter. 4. Review the historical events questions. Interview a relative about an event on the list. Take notes on what your relative says. 5. Meet with your small group to share your findings. During this meeting, you will learn about your classmates' heritage and background. You will then connect all of your stories so that all of your Seedfolks are somehow connected.

Seedfolks Unit Plan for RWT-Greene 6. Now it is time to write your own chapter! Working with your group, each of you will draft your own unique chapter while weaving all of your Seedfolks' stories together. 7. Lastly, you will share your stories with the class. Create a Powerpoint or poster to visually relay your findings.

Seedfolks Unit Plan for RWT-Greene Interdisciplinary Activity (Activity F) Please select one of the following activities to complete as your capstone activity for Seedfolks. You will be working in groups of 2 or 3 to complete the assignment. Art 1. Draw a picture of the Gibb Street Garden that corresponds with the information provided in the novel. Your picture should be textual sound, colorful, and depict the daily comings and goings of the community members. History and Social Studies 2. Research immigration from one of the countries mentioned in the novel. Report your findings from the class. Your report should be factually sound and provide personal stories as well. 3. Gardens have been around for thousands of years. Research the origins of gardens and some of the beliefs associated with them. Write a short paper explaining your findings. Include a timeline. Language Arts 4. Write separate four diary entries from Sam's point-of-view that explain the four most important things that forged the gardeners into a community of friends. 5. Write a list of interview questions for a local television reporter to ask the gardeners for a special news report on the Gibb Street Garden. Conduct the interview and present the recording/video clip to the class. Math (complete all math activities if you choose this category and create a poster explaining your findings) 6. If the average area of each gardener as 5'wide and 20' long, what is the area of the average garden plot? 7. If Virgil's father planted four times as large of an area as the other gardeners, what is the area of the plot in which he planted the baby lettuce? 8. If an apartment rented for $250.00 before the garden became popular, and the landlord raised the rent 15% after the garden became popular. What is new amount of rent for the apartment? Science 9. Determine the primary vegetables produced in your state. Research the ideal weather conditions and water requirements for each vegetable. Also, research pests and diseases commonly affecting the particular crop, and the ways in which the crop is used. Share your findings with the class. Consumer and Family Sciences 10. Prepare a recipe from one of the countries mentioned in the novel. Bring the dish in to class to share with your peers. Please prepare a short report about the country and dish to share with the class.

Information

8 pages

Find more like this

Report File (DMCA)

Our content is added by our users. We aim to remove reported files within 1 working day. Please use this link to notify us:

Report this file as copyright or inappropriate

280196


You might also be interested in

BETA
Seedfolks 2.0
Seedfolks 2.0