I read Jan
Brett's "Town Mouse Country Mouse" and held a class discussion
on the theme of the book and the traits of the characters that
suited them to where they lived and why they couldn't live
somewhere else. The students shared where they would like to
live and why. We then took at look at things that can be found
in both places and things that are unique to each locale. We
practiced doing Venn diagrams with the things found in the city
or country. For the students' simple Kidspiration 2 project I
asked them to sort animals into city or country super groupers.
Some animals could go in both. I used this activity as a "sneak
preview" for a unit coming up in the spring on habitats and
animal life cycles.
Response and Analysis Students read and respond to a wide
variety of significant works of children's literature. They
distinguish between the structural features of the text and the
literary terms or elements (e.g., theme, plot, setting,
characters). The selections in Recommended Literature,
Kindergarten Through Grade Twelve illustrate the quality and
complexity of the materials to be read by students.
of Grade-Level-Appropriate Text 3.1 Identify and describe the
elements of plot, setting, and character(s) in a story, as well
as the story's beginning, middle, and ending. 3.2 Describe the
roles of authors and illustrators and their contributions to
print materials. 3.3 Recollect, talk, and write about books read
during the school year.
Plants and animals
meet their needs in different ways. As a basis for understanding
this concept: Students know different plants and animals inhabit
different kinds of environments and have external features that
help them thrive in different kinds of places.