Students understand that human life has a beginning, a time of growth, and ending. They develop an appreciation for the sacredness of life and understand how experiences differ from one culture to another. Students begin their journey through time by thinking about their own histories. Students interviewed older people about what life was like long ago and celebrated rich heritage of family traditions in their classroom. Project: Students gave 10-minute presentations on family heritage.

                                                                     Changes Objectives

1. Students will recognize/name stages of life cycles of a butterfly,plant, and human.

2. Students will be able to tell their cultural heritage through researching their family tree including interviews with older family members.

3. Students will recognize circle story elements when reading literature relating to life cycle.

4. Students will appreciate that while we are all different with different backgrounds, etc. we all have the same life cycle and family lineages. Students will develop an appreciation for these cultural differences.
 
 

Sincerely,

Mrs. Guenther ________________________

(Parent Signature)
 
 

1. My birth date (Month, day, and year)

2. The day of the week

3. What time of day was I born?

4. How much did I weigh?

5. What was my length?

6. Where was I born (Country, state, city)

7. Name of the hospital

8. The name of the doctor who delivered me

9. Who was there when I was born?

10. Did I have a difficult time at birth?

11. What was the weather like that day?

12. Who was the president?

13. What was the big news that day? (e.g. the headlines on the front page)

14. What was going on in sports?

15. Was I named that day and how did you decide my name?

16. Any other interesting facts that makes my birth date special?

17. When I was born, how many generations of my family were there?

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Lito went to the nursery down the street and bought a small tree. Lito said, "Este arbol is para mi nieto. This tree is for my grandson." Abuelito decorated the tree each year for Pablo’s birthday.

Directions: Fill in the Chart.
 

Pablo’s Birthday	Decorations
First
Second
Third
Fourth
Fifth

 

How would you decorate the tree for your birthday?
 
 

Have you ever planted a tree to remember a special occasion?
 
 

Do you have special birthday traditions you celebrate each year?
 
 

Directions: After reading A Birthday Basket for Tia, please fill out the chart below.
 

Items	Cecilia’s Memories
Book
Mixing Bowl
Flower Pot
Tea Cup
Ball
Flowers

 
 
 

Dear Parents,

The students read A Birthday Basket for Tia. In this book, the main character gathers a basket of items that remind her of special memories with her aunt. The students have been asked to gather a basket of six items that remind them of special memories with a family member or friend. Each student is also asked to include a favorite book that has special memories. Each student will give a presentation about his/her special memories to the class. This assignment is due Friday, September 11, 1998. I look forward to learning more about the students. Thank you for your support and cooperation.

Sincerely,

Mrs. Guenther
 
 

Items	My Memories
Book Title:
1
2
3
4
5
6

Bob would ask Bobby to tell him the story of how Bobby taught Bob to walk.

Bob taught Bobby to walk. Bob would say, "Now one foot, now the other."

Bobby taught Bob how to walk. He would say, "Now one foot, now the other."

Bobby would ask Bob to tell him the story of how Bob taught Bobby to walk.

Bobby knew Bob was getting better. Bob gave a little sneeze when Bobby put the elephant block on top.

Bobby and Bob loved each other. They enjoyed doing activities together.

Bobby would build a tower of blocks. Bob would sneeze when Bobby put the elephant block on top.

Bob had a stroke. He was very ill. He couldn’t talk or walk.
 
 

1. What did you think about this story and its characters?
 
 
 
 
 
 

2. List compound words from the story.
 
 
 
 
 
 
 
 
 
 

3. Draw a life cycle for a character in the story.
 
 
 
 
 
 
 
 
 

4. How did Bobby and his grandfather help each other?
 
 

1. How did Bobby and his grandfather help each other?
 
 

2. What is special about living in a large family that has grandparents?
 
 

3. How do you think Bobby felt while his grandfather was in the hospital? Have you ever been worried about someone who was ill?
 
 
 
 
 
 

Tommie de Paola, the author of this book, wrote the story because his own grandfather had a stroke when Tomie was younger.
 
 

Can you remember anything that happened to you that you would like to write a story about?
 
 
 
 
 
 

Do you know what a stroke is and how it can happen?
 
 

Directions: Put these words under the correct category.
 

Compound Words	Long Vowels with Silent "e"	Short Vowels

 

Grandfather pile walk sick help

Grandpa back time make home

stroke scare best blink upset

smile blocks birthday fireworks anyone

something sometimes

Dear Parents,

The students are reading stories about the special relationships between grandparents and grandchildren. Many of the stories also refer to the cultural heritage of the grandparents. In order to make these stories more relevant to the students, each student has been asked to find out the names of the countries that their ancestors once came from. Each student has been asked to prepare a presentation about his or her family’s heritage. The activity is meant to celebrate each child’s unique cultural heritage and to introduce the students to games, hobbies, feasts, holidays, and food of the world’s diverse population. Students should be prepared to give their presentation on October 23, 2000. We will have a tasting party on October 23 during lunch. Students may bring food for the class that represents their heritage. Please call if you have any questions or concerns. Thank you for your support and cooperation. It is greatly appreciated.

Sincerely,

Mrs. Guenther

1. Each student shall find out what country/countries his/her ancestors are from.
2. Each student shall locate the country/countries on the world map.
3. Each student shall share five facts about that country/countries
4. Interview your parents or grandparents to find out what life was like when they were your age or a special memory they have of the past.
5. Students may make and bring in a special food for the whole class.
6. Each student shall choose a special holiday that has special meaning to his/her family and explain how his/her family celebrates.
7. Each student shall be knowledgeable about the above activities in order to present a 10-minute presentation on their family’s heritage



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8. Each student shall make a display of the information and pictures for the class.

 

 
 
















Heritage Report Rubric

Name:




Presentation Content	Points	Student’s Evaluation	Teacher’s Evaluation
Located country/ countries on the world map.	1
Shared five facts about each country.	5
Interviewed parents or grandparents to find out what life was like when they were student’s age.	5
Brought in a special food for class.	1
Brought in a favorite family recipe.	1
Shared a special family holiday.	5
Display Board
Family pictures/family tree displayed.	1
Map of countries displayed.	1
Information about the country/countries displayed.	5
Information typed.	1
Format was creative and colorful.	1
Presentation
Spoke clearly.	1
Looked at audience.	1
Knowledgeable about the information presented.	1
Total Points	30	/30 =	/30 =

Science: Life Cycle of the Painted Lady

Systematic Observation

Students observed and recorded data about the growth and stages of the Painted Lady butterfly. Several different forms were used to record the data. Important dates of the Painted Lady changes were recorded on a calendar. The caterpillar’s length was measured and recorded over time on a chart. This information was also shown on a line graph. Pictures were also used to show the growth and changes of the caterpillar.
 
 
 
 
 

Painted Lady Essay Test Rubric




Section	Total Points	Student’s Points
Cycle
1. Egg, caterpillar, chrysalis, and butterfly listed.	4 pts.
2. Additional information included.
Parts of Butterfly
1. Butterfly is an insect.	1 pt.
2. Three body parts are thorax, abdomen, and head.	3 pts.
3. Has six legs.	1 pt.
4. Has 4 wings.	1 pt.
5. Has a feeding tube.	1 pt.
6. Additional information included.
Differences
1. Body differences listed.	1 pt.
2. Antenna differences stated.	1 pt.
3. Time of day it flies stated.	1 pt.
4. Position it rests stated.	1 pt.
5. Formation of cocoon or chrysalis stated.	1 pt.
6. Additional information included.
Overall Appearance
1. Indented paragraphs.	1 pt.
2. Wrote complete sentences usually.	1 pt.
3. Used capitals usually.	1 pt.
4. Used punctuation usually.	1 pt.
5. Prepared additional outline or web.	1 pt.
Essay Total	21 pts.


 
 
 
 
 
 
 
 
 
 
 

Miss Eula Mae Walker was Stewart and Winston's ________________.

She had a ____________ like slow thunder and sweet rain.

Miss Eula Mae admired ______________ Mr. Kodinski's _____________.

On __________________ Miss Eula almost always cooked fried chicken for dinner.

Mr. Kodinski thought the children had thrown ________ at his door.

The children made Mr. Kodinski __________ eggs.

The children sold Pyssanky eggs to earn   _______ money to buy a hat for Miss Eula.

Mr. Kodinski gave the children a beautiful ____________   gift wrapped.

The children gave Miss Eula the hat for ____________Sunday.
 

Miss Eula looked beautiful in her hat as she sang in the ________________.
 

Words:
Chicken Sunday
choir
eggs
Easter
grandmother
hatbox
hats
money
Pysanky
voice

Mrs. Katz and Tush
Study Guide

Why did Larnel's mother stop to see Mrs. Katz every other day?
What country is Mrs. Katz from?
What did Larnel bring to show Mrs. Katz?
How did Larnel describe the kitten?
What did Larnel agree to do in order to help Mrs. Katz with the kitten?
Why did Mrs. Katz call the kitten Tush?
What did Mrs. Katz do to take care of Tush?
Did Larnel keep his promise to Mrs. Katz?
How were Larnel's people and Mrs. Katz's people alike?
What did Mrs. Katz do to say kaddish for her Myron?
Why was Mrs. Katz worried about Tush?
What is the celebration of Passover?
What is matzoh?
What surprise did Mrs. Katz have for Larnel?
Why had Tush been acting strangely?
Who said a kaddish for Mrs. Katz?
What sorrow did Larnel and Tush help Mrs. Katz overcome?

Journal Response
What was the relationship between Larnel and Mrs. Katz like?  How did the relationship change over the years?  What was it like at the beginning?  What was it like at the end?  What activities did they do together over the years to become good friends?

Mrs. Katz and Tush
By Patricia Polacco
Comprehension Quiz

Mrs. Katz was born in ___________________________.
She was sad because her husband,_______________, had died.
______________mother visited Mrs. Katz every day.
Larnel brought Mrs. Katz a ________________.
Larnel _______________ to help Mrs. Katz with the kitten.
The kitten had no tail.  Mrs. Katz named her ___________.
Mrs. Katz worked ____________ dresses in the garment district, when she came to America.
Larnel went with Mrs. Katz to the cemetery to say _________ for her husband.
Mrs. Katz baked a ______________  almost every day for Larnel.
__________was gone.  She had gone out the window to the fire escape.
Larnel's ____________ found Tush in the back alley.
Larnel celebrated Passover_________ with Mrs. Katz.
Mrs. Katz used her wedding ___________ for a tablecloth for the Passover meal.
They had gefilte _________ and spicy chopped apples with potato pancakes for the Passover meal.
For a gift for Larnel, Mrs. Katz had made a hand-knit ________ for him.
Tush had ______ kittens.
As the years passed Mrs. Katz became part of Larnel's ____________.

Thunder Cake Comprehension Quiz

Grandma and her granddaughter  gathered ingredients to make ____________ cake

There were ___________from Nellie Peck Hen.

There was __________ from old Kick Cow.

They walked through ___________   ____________ to the dry shed.

There were 3 overripe ___________   from the trellis and some strawberries.

There was chocolate ___________ for  the cake.

As they waited for the cake, Grandma told her granddaughter  how _________ she had been getting the ingredients for the cake.

When the _____________roared,  grandma and her granddaughter  ate the thunder cake.
 
 

Words
brave
egg
frosting
milk
Tangleweed Woods
tomatoes
thunder
thunder