H is for Hoosier   |   Miss Rumphius   |   All the Places to Love

H is for Hoosier
By: Cynthia Furlong Reynolds

Supplies:

• 1 copy of the book
• IN state map (There may be one in the classroom or an old road map will work too.)
• Paper, pencil, and crayons or colored pencils

Time: Depending on how far you go with it.

This book uses each letter of the word "Hoosier" and tells you a Hoosier fact to go with that letter. On the side bar of each page, the reader is given historical facts. In fourth grade, children learn about Indiana History. Depending on interest level, you may or may not want to read the historical information.

Ideas:
As you come to a letter that discusses a region or place in Indiana, ask the children to locate the site on a map of Indiana, relative to the school classroom.

• What genre is this book? (Poetry, Nonfiction, Fiction)
• Instruct the students to make their own Indiana alphabet book (This should work best in 4th grade, since they have Indiana history books).
• Ask the children to make their own “T is for Third Grade” (or whichever grade) booklet. Assign them each a letter, or partner them up to do 2 letters. Assign any leftover letters to those who finish first.  Be sure to specify details such as the number of sentences needed, quality of work, neatness, color, and picture.

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Miss Rumphius
By: Barbara Cooney

Supplies:

• 1 copy of book
• Pencil and paper

Time: 45 – 60 min.

This is a story told by a little girl about her great aunt and the things she accomplished in her life. Her great aunt, Miss Rumphius, traveled to faraway places, settled by the sea, and made the world more beautiful (this is what her grandfather always told her that she must do in her lifetime) by spreading lupine seeds in her community.

Ideas:
Give the students a choice of writing topic or you choose for them.

• What are three things you hope to achieve in your life? Why?
• *What can you do to make the world more beautiful?  Does it have to be something tangible? (They may need help in understanding the word "tangible", so be sure there are dictionaries in the room.)
• Did you enjoy this story?  Give three reason why or why not.

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All the Places to Love
By: Patricia MacLachlan

Supplies:

• 1 copy of All the Places to Love
• Students will need paper and pencil at their desks.

Time: 45- 60 min.

This story is told from a little boy’s perspective. He describes, in beautiful language, all the places his family members love. He also tells about his favorite place and how he will someday share it with his new baby sister.

Ideas:

• Discuss the descriptive language used by the author. Ex. “sweet soil" or “sky an arm’s length away”. Is soil sweet? Support your answer with 2 reasons. What do these words mean?
• There are many similes in this book. Children as young as second grade can identify comparisons using "like" or "as". Ex. “trout flashed like jewels in the sunlight” or “ cattails stood like guards”
• If you want the students to share their personal connections with the whole group, just ask. You may have numerous offers (at least up until 4th grade). Feel free to call on as many or as few as you want. One child's story may jog someone else’s memory.
• Ask the children to write about one of their favorite places. Use the following story starters, depending on the students and your comfort level with them. What are some things that surprise you? Are they good or bad?  What makes them that way?Do you know where some of your family members' favorite places are? How do you know? Why do you think it is a favorite place?

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When some pupils finish their work before the others, you can give them several options.

• Read a book quietly at your seat.
• Partner up with another student who is finished to share and critique each other’s papers. (Remember, it is up to you to say if they have done a good job or if they need to work on it a little more.)
• Give them another question to answer.
• Ask them to write about a topic of their choice. (It is always a good idea to throw in “Make sure it is appropriate for school.”)
• If they still have other work to complete, they may do that now.
• Write a critical thinking problem on the board for them to solve.

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Updated 01/14/08tf