Introduction: 

SLMS begins by telling the students that Mrs. Ovios shared with

her that the class has read Flat Stanley and took him home over spring break. She is also aware that they have decided to travel to their own special state or country (s/c) which they have chosen. Where have they decided to visit? Students share their choices with the group. The SLMS states that she has set aside some books for them to begin researching their s/c however, before they begin their research, I have a special book I would like to share. This book is called, Me On The Map, by Joan Sweeney. This book will help you to plan your visit to the s/c that you chose. SLMS reads the book and pauses on pages to point out things that are familiar or to ask questions. For example, “Look, she has a river going through her town just like we do here in Saranac.” “Here is the state where this girl lives, but where is our state of New York? Oh, here it is!” (pointing to NY) and “Does this map of the world look familiar? Where have you seen this?” (in their class)

When the book is complete the SLMS begins to introduce the task.

Body:

Day One:

SLMS moves to the dry erase board and begins by stating, “So, you want to go on a trip! Let’s stop and think a minute. What are a few things that you will need to bring on your trip? What do you bring when you go camping or to stay at a friends house?” As students think of things SLMS writes them down or draws pictures to represent the items. Then the SLMS asks, “How will you travel to get to where you want to go?” Students continue to brainstorm ideas as SLMS writes them on the board.

Next the SLMS introduces the journal, holding up a sample of the finished project. “We will soon begin our research and I want to show you a journal I made for you to keep along the way. This is my journal of a visit to Iceland. Notice on the top red sheet it says “My trip to….” and I wrote “Iceland” this is where you will write the name of the s/c that you chose. The next orange page reads, “I will bring….” Here you will draw a picture or write two things that you will bring on your trip.” The SLMS continues by showing what each of the 9 pages asks for. She states, “Today we will work to the page that reads, “I have arrived! Here is the flag.” I have printed each student a flag of their s/c that will be glued just like the one I have here for Iceland.” The SLMS asks the students if anyone has a question. They move to their seats, grouped by s/c. Each table has the labeled envelopes with the s/c name listed. This was set up prior to the lesson for ease in transition from sitting to moving to tables. The SLMS points to  the table for those who are visiting Florida, another for those visiting Australia, another table for those visiting Texas, China, Germany and another table for those visiting NY. Each child is given a journal.

To begin, the SLMS asks them to flip the journals over and write their name on the back. Students are then asked to start on the top red page and write in the name of their s/c. The SLMS holds up the Iceland example journal and refers them to the envelope on their desk that has their s/c written on the front.

Next they flip to the orange page and the SLMS asks a student to read out loud what the next item is that they need to consider. Here, students draw or write two items that they have decided to bring.

Next they flip to the yellow page and another student reads “I will travel by..”. Here students are reminded of the world or state map that we looked at. At each table, there is a map available for students to share. Students are asked to look at the map to determine what ways they could travel to their destination. For example, SLMS, holding up a world map, reviews where NY is, and points to where Australia is. She asks, “Is it possible to take a train or a car or a bus from NY to Australia?” At this point the collaborating teacher and LMS mentor join the SLMS to assist students with using the map/atlas at their tables. With this help, the groups are encouraged to continue to work on the next green and purple pages, where they identify what they will see on their way. An example is shared with them; if they fly over an ocean, they can write the name of the ocean, or identify a state they flew over, such as our neighboring state of Vermont. This part of the lesson should not be rushed and students are reminded that we have a lot of time so they can work carefully to identify and write them in their journal.

The SLMS assists students needing help. Moving along to the final step for today, a student reads the next green page which reads, “ I have arrived! Here is the flag.” The SLMS asks the students to get the pre-printed flag out of the envelope. They are asked to glue it onto the page, but to pay attention so they do not glue it upside down, as sometimes it is hard to tell which way the flag should be flying! The SLMS, collaborative teacher and SLMS mentor rotate to the tables to assist students.

Day Two:

Students are welcomed back into the library and asked to have a seat on the storytime rug. SLMS gives a brief review of last weeks accomplishments, then begins by holding up the Iceland journal. “Today we will begin looking through books I have collected for you to begin your research on the s/c you chose. We will work on the last few pages of the journal. The yellow page reads, “My favorite place was…” As you look through the books, look at the photos or illustrations and read about them. You will see people, you will see animals, you will see landmarks of particular places that are important in that particular s/c, and you will see people playing sports and other activities. You will decide on one of the favorite things you saw or visited and you will draw a picture of it and write the name of it on the yellow page. You are welcome to draw more than one thing too!”  The SLMS instructs students that when they are done, they will need to look at the map/atlas and determine what s/c they would like to visit next. When they decide, they will write it on the orange

paper that reads “My next trip will be to..” The SLMS shows them the example in her hand. Finally, she explains that on the red page, they need to list the resources they used to complete the project. The SLMS walks to the board where the words from last week are written. She points out that she has added one more resource, “books” to the list, because that is a resource they will be using today. Students are asked if they have any questions about today’s activity?

Students are assigned to the tables that now have their research books set out for them to begin their research. SLMS begins playing a CD softly, to provide background music to provide an environment that is conducive to learning and discovering. SLMS and collaborative teacher rotate to the tables to facilitate browsing and discussion of what students are seeing, reading, and discoveruing while “visiting” their country.

Conclusion:

Day One:

The collaborative teacher and I set aside two classes (50 minutes

each) for students to do their research and journals. At the end of day

one, students accomplished the goal for the lesson. They worked hard

and I recognized that by thanking them for working so nicely

together. I was particularly impressed with the neat cursive

handwriting they have and with their map reading skills. In closing

today’s lesson, the SLMS states, “I would like you to think about

what resources we used today to help us with our research thus far?

When I say the word “resources”, what does that mean?” As students

began to define the word, the SLMS acknowledges their terms. Then

asks again, “What resources have we used today?” SLMS writes them

on the board for all to see. She adds that she used the internet to

obtain the flags they pasted in their journal and adds that to the list.

Next time we meet, we will continue with our research using books

that I have collected for this project. Until then I would like students

to put their journals in their library folders and put all the crayons into

the containers on your table.

Day Two:

When all students have completed their journal, the music is stopped

and the SLMS picks up the map of the United States and the map of

the World. Speaking softly, students are asked to be respectful and

to listen carefully as each student stands up and shares:

·        Where they visited

·        A favorite place or site they visited

·        Where they want to travel next

Using the map, students will also point to the next s/c they plan to

visit. All students have their turn and assistance is gently provided   

when needed. The SLMS provides verbal encouragement and praise

to each student for a job well done!

Students are asked to share their thoughts on using the journal as a

way to collect their information. Is there another way they would have

liked to put their research together?

SLMS thanks all students and tells them that she has a special surprise

in the computer area of the library. A link is set up on the desktop to

provide access for students to listen to the national anthem of the

country they studied! Soon the library is filled with music. The SLMS

rotates to the computers and shows students how to click on another

country’s anthem, because there is extra time. Students quickly access

these with minimal help! What a way to celebrate success!