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What Can I Do To Help?

Main Core Tie

Social Studies - 2nd Grade
Standard 1

Authors

Utah LessonPlans

Summary

After reading the story "Frederick", by Leo Lionni and completing some class activities, students will learn that everyone has a responsibility to contribute and that each person's contribution is important.


Materials

  • Frederick, by Leo Lionni
  • Previously prepared "hibernation" area (Create a small space in your room that is barely large enough to hold your class. You can use desks, sheets or
    blankets, large cardboard boxes, etc.)
  • 9" x 12" sheet of white art paper for each student
  • Large chart paper
  • Pencils and crayons
  • Season Acrostic Poem worksheets (pdf)

Additional Resources

  • Frederick, by Leo Lionni; ISBN 0-440-84093-7


Background for Teachers

While Frederick's family collects nuts and berries for winter, Frederick gathers sunshine, colors, and ideas. When the family's stored food runs out, Frederick is able to contribute to his family in his own unique way. We learn that everyone has a responsibility to contribute and that each person's contribution is important.


Intended Learning Outcomes

2. Develop social skills and ethical responsibility.
6. Communicate clearly in oral, artistic, written, and nonverbal form.


Instructional Procedures

Invitation to Learn
Talk about the various groups in which students in your class belong (e.g., families, sports teams, clubs, etc.). Ask several students to choose a group they belong to and tell how they help that particular group (e.g, doing chores, reading to younger brother, babysitting, kicking the ball during the game, etc.).

Instructional Procedures

Day 1

  1. Show the students the book, Frederick. Tell them that it is a story about Frederick, a little mouse, and his family. Let students predict ways Frederick might help his family, such as gathering food for winter or preparing a winter home.
  2. Read the book Frederick to your students.
  3. Discuss the contributions of Frederick and his brothers and sisters to their family. Examine the illustrations to find ways the mice worked together in the story. Did you think Frederick was working when he said he was? Explain. How was Frederick’s contribution differs from that of his brothers and sisters?
  4. Move the class into a previously prepared “hibernation” space in your classroom. Crowd the entire class into this area. Ask the children to pretend that they are Frederick and his family. Tell them that they are going to spend the whole winter here. What will each one do to pass the time? What can you do to help others feel happy?
  5. Are you good at different things than your friends or family?
  6. What are some of the ways students in the classroom work together?
  7. Give each student a piece of white art paper. Ask them to draw a picture of themselves as a member of their class. In their picture they should show one way they can contribute to make their class a better place.
  8. Let students share their illustrations with the class.

Day 2

  1. Review the concepts from day one with the class.
  2. Tell students that they are going to work in cooperative groups (approximately three students per group). Together they will be writing name poems (acrostic poems) about the various seasons of the year. As a group, they need to pick two seasons they would like to write about and illustrate. Remind them of how important it is that every member of the group contributes to the completion of the assigned tasks. They will be evaluated on how well they contribute their own special gift or talent.
     
    Acrostic poem
    Write descriptive words or phrases beginning with the accompanying letter from the name of a season (i.e., spring, summer, autumn, winter) using the Season Acrostic Poem worksheets.
     
    For example: Falling leaves
                            All over the ground
                            Leaves of every color
                            Lovely sight to see
  3. Have each group complete the project on a large sheet of chart paper.
  4. Let each group share their poems. Have each member of the group tell how s/he personally contributed.


Extensions

  • Create torn paper murals depicting the fall or winter. Before you start, discuss the objects you want to include and their colors. Share responsibility in your group for tearing, arranging, and pasting.
  • Journal Writing—Mice and other animals prepare for winter by collecting food. How do people prepare for winter?


Assessment Plan

  • Students will be evaluated on their class participation during the discussions and on how well they worked on a cooperatively assigned task.


Created: 09/24/2004
Updated: 02/05/2018
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