This blog includes two lessons that were developed as part of a social studies education course project. First, you will view the two lessons, "Wisconsin & Minnesota Author: Anne Pellowski" and "A Day In The Life". The lessons are part of a unit which is educating 3rd graders on understanding the influence of agriculture on family life of the past and present. These two lessons involve people from the Winona, Minnesota area.
The pictures for the "Day In The Life" lesson were found at the Winona Historical Society in Winona, MN and were photo copied there and later scanned onto this blog. The newspaper clippings were found using the Winona Newspaper Project, accessed through the Winona State University Library Home page, under "Winona Newspaper Project".
Thursday, December 6, 2007
Wisconsin/Minnesota Author
Wisconsin and Minnesota Author:
Anne Pellowski
Introduction:
• The students will begin reading books written by Anne Pellowski. She was born in Pine Creek, Wisconsin and grew up in rural Wisconsin and later lived in Winona, Minnesota. The books we will read are about 5 generations of women from the Pellowski family, from rural Trempealeau County, Wisconsin. There are connections to Winona, Minnesota, in the books, as some family members lived in Winona and Ms. Pellowski attended St. Mary’s College.
• Students will keep a journal on agriculture and life from reading the books. They will write in their journal after each chapter is completed.
• They will be doing an activity in language arts with the book as well.
Materials
• 4X6 note card and markers
• Copies of the following books by Anne Pellowski:
o First Farm in the Valley: Anna’s Story
o Winding Valley Farm: Annie’s Story
o Stairstep Farm: Anna Rose’s Story
o (Reading level is stated 3rd grade through 5th grade for all books)
• Share information from “The Polish People in Winona” article.
o http://rschooltoday.com/demographics/polish/Information.html
Newspaper articles from:
http://www.winona.edu/library/databases/winonanewspaperproject.htm
Goal:
• By reading the books, students will become familiar with families who lived and farmed in western Wisconsin and Winona, Minnesota.
• Via newspaper clippings, they can become familiar with more of their personal stories.
Objective:
Students will learn about the past in the Winona and Western Wisconsin farming communities. They will understand the family, social, and community relationships of these people.
Activity:
Introduction: (10 min.)
• Share biographical information on Anne Pellowski
o http://www.soe.usfca.edu/departments/ime/rtwconf/speakers/pellowski.html
o www.greenwood.com/catalog/author/P/Anne_-_Pellowski.aspx
o Share Polish background sheet to introduce the origin of the settlers who have established parts of this area.
• Map of Minnesota and Wisconsin and locate the towns or areas where the families are from.
Development:
• (5 minutes)Divide class into groups randomly.
• Pass out the books and newspaper clipping suggested to go with the book. Allow students to begin reading, and go around to each group to explain the newspaper article.
o (15 minutes, about 5 with each group)Meet with each group to discuss their newspaper clipping. (the other groups will be doing silent reading)
o Have students write down the names on a 4x6 note card from the articles with the “Pellowski” family name, or highlighted names in the articles (if the person was married their name would be different than Pellowski). Inform the students that those names will be recognized in their book, as they are family characters from the books.
o In the back of some of the books is a family tree, use this to see if they can match the names from the articles to the names on the tree, make copies if students don't have a copy in thier book.
• (10 minutes) Introduce the journal assignment and have them begin their first journal assignment even though they may not be through the first chapter.
• The students will write 1-5 sentences in their journal for each chapter. Share with them some options of writing about the following (have these written on the board for reminders)
o If they get to a character from their newspaper clipping, tell about what that character encountered in the story.
o Write about the influences of agriculture on the families and individuals in the book (what was going on, chores, work, planting, harvesting, cooking, family gatherings, what did the girls do versus the boys-what did the girls/boys want to do).
o Example: Pvt. Lawrence Pellowski, newspaper obituary clipping.
• In the book Stairstep Farm: Anna Rose’s Story, chapter “Strawberry Surprise”, Lawrence is out picking strawberries with his brother Francis and they are talking about the strawberry harvest and what their mother will make with the strawberries.
Accommodation Note: if you have students with reading difficulties or needing help, you may want to print out single chapters at a time, that way they may not feel too overwhelmed and can work one print out at a time.
Closure: (5 minutes)
• Ask students to share with the class what they have read about so far.
• Ask, “who has a questions about the journal assignments”.
Assessments:
• Journals turned in after each chapter. Time will vary with readers (they will be graded on 5 chapters)
• Graded on the sentences they write:
o 1 sentence = 1 point
o 2-3 sentences = 3 points
o 4-5 sentences = 5 points
References:
www.greenwood.com/catalog/author/P/Anne_-_Pellowski.aspx
http://rschooltoday.com/demographics/polish/Information.html
http://www.soe.usfca.edu/departments/ime/rtwconf/speakers/pellowski.html
Winona Newspaper Project:
http://www.winona.edu/library/databases/winonanewspaperproject.htm
BOOKS:
Pellowski, Anne. First Farm in the Valley: Anna’s Story. Polish Institute of
Winona, MN (1982) & Putnam Publishing.
Pellowski, Anne. Winding Valley Farm: Annie’s Story. St. Mary’s Press.
Winona, MN. (1982).
Pellowski, Anne. Stairstep Farm: Anna Rose’s Story. St. Mary’s Press.
Winona, MN. (1982).
Also in this series, but not chosen for this assignement:
Pellowski, Anne. Wind Willow Farm: Betsy’s Story (1982)
Pellowski, Anne. Betsy’s Up and Down Year (1982)
Anne Pellowski
Introduction:
• The students will begin reading books written by Anne Pellowski. She was born in Pine Creek, Wisconsin and grew up in rural Wisconsin and later lived in Winona, Minnesota. The books we will read are about 5 generations of women from the Pellowski family, from rural Trempealeau County, Wisconsin. There are connections to Winona, Minnesota, in the books, as some family members lived in Winona and Ms. Pellowski attended St. Mary’s College.
• Students will keep a journal on agriculture and life from reading the books. They will write in their journal after each chapter is completed.
• They will be doing an activity in language arts with the book as well.
Materials
• 4X6 note card and markers
• Copies of the following books by Anne Pellowski:
o First Farm in the Valley: Anna’s Story
o Winding Valley Farm: Annie’s Story
o Stairstep Farm: Anna Rose’s Story
o (Reading level is stated 3rd grade through 5th grade for all books)
• Share information from “The Polish People in Winona” article.
o http://rschooltoday.com/demographics/polish/Information.html
Newspaper articles from:
http://www.winona.edu/library/databases/winonanewspaperproject.htm
Goal:
• By reading the books, students will become familiar with families who lived and farmed in western Wisconsin and Winona, Minnesota.
• Via newspaper clippings, they can become familiar with more of their personal stories.
Objective:
Students will learn about the past in the Winona and Western Wisconsin farming communities. They will understand the family, social, and community relationships of these people.
Activity:
Introduction: (10 min.)
• Share biographical information on Anne Pellowski
o http://www.soe.usfca.edu/departments/ime/rtwconf/speakers/pellowski.html
o www.greenwood.com/catalog/author/P/Anne_-_Pellowski.aspx
o Share Polish background sheet to introduce the origin of the settlers who have established parts of this area.
• Map of Minnesota and Wisconsin and locate the towns or areas where the families are from.
Development:
• (5 minutes)Divide class into groups randomly.
• Pass out the books and newspaper clipping suggested to go with the book. Allow students to begin reading, and go around to each group to explain the newspaper article.
o (15 minutes, about 5 with each group)Meet with each group to discuss their newspaper clipping. (the other groups will be doing silent reading)
o Have students write down the names on a 4x6 note card from the articles with the “Pellowski” family name, or highlighted names in the articles (if the person was married their name would be different than Pellowski). Inform the students that those names will be recognized in their book, as they are family characters from the books.
o In the back of some of the books is a family tree, use this to see if they can match the names from the articles to the names on the tree, make copies if students don't have a copy in thier book.
• (10 minutes) Introduce the journal assignment and have them begin their first journal assignment even though they may not be through the first chapter.
• The students will write 1-5 sentences in their journal for each chapter. Share with them some options of writing about the following (have these written on the board for reminders)
o If they get to a character from their newspaper clipping, tell about what that character encountered in the story.
o Write about the influences of agriculture on the families and individuals in the book (what was going on, chores, work, planting, harvesting, cooking, family gatherings, what did the girls do versus the boys-what did the girls/boys want to do).
o Example: Pvt. Lawrence Pellowski, newspaper obituary clipping.
• In the book Stairstep Farm: Anna Rose’s Story, chapter “Strawberry Surprise”, Lawrence is out picking strawberries with his brother Francis and they are talking about the strawberry harvest and what their mother will make with the strawberries.
Accommodation Note: if you have students with reading difficulties or needing help, you may want to print out single chapters at a time, that way they may not feel too overwhelmed and can work one print out at a time.
Closure: (5 minutes)
• Ask students to share with the class what they have read about so far.
• Ask, “who has a questions about the journal assignments”.
Assessments:
• Journals turned in after each chapter. Time will vary with readers (they will be graded on 5 chapters)
• Graded on the sentences they write:
o 1 sentence = 1 point
o 2-3 sentences = 3 points
o 4-5 sentences = 5 points
References:
www.greenwood.com/catalog/author/P/Anne_-_Pellowski.aspx
http://rschooltoday.com/demographics/polish/Information.html
http://www.soe.usfca.edu/departments/ime/rtwconf/speakers/pellowski.html
Winona Newspaper Project:
http://www.winona.edu/library/databases/winonanewspaperproject.htm
BOOKS:
Pellowski, Anne. First Farm in the Valley: Anna’s Story. Polish Institute of
Winona, MN (1982) & Putnam Publishing.
Pellowski, Anne. Winding Valley Farm: Annie’s Story. St. Mary’s Press.
Winona, MN. (1982).
Pellowski, Anne. Stairstep Farm: Anna Rose’s Story. St. Mary’s Press.
Winona, MN. (1982).
Also in this series, but not chosen for this assignement:
Pellowski, Anne. Wind Willow Farm: Betsy’s Story (1982)
Pellowski, Anne. Betsy’s Up and Down Year (1982)
A Day in the life
A Day in the Life: Rural Family Comparisons
Introduction
We will be discussing differences between life today in 2007, and life in the late 1800s-early 1900s (roughly 1890-1910). The children will be able to note drastic differences, as well as many similarities, by viewing pictures from the earlier time and then making lists about their daily life.
Materials
• Pictures from historical society (20-25 pictures)
• Journal notebook kept in class
• Pencils, markers, colored pencils (something to draw and write with)
• Large sheets of paper or black board, dry erase board
• “What is Agriculture?" worksheet or paper where they can log definitions and notes, I created one using questions from the lesson
• Take home sheet: matching “Agriculture in your life sheet?”
Goals:
• Students will look at pictures to see how families have changed over time.
• Students will start to see the differences that agriculture played in the past and the role agriculture does today, when comparing their life to the pictures.
Objectives:
• Students will explain what agriculture is and it’s role in society (why they need to be aware of all aspects)
• Students will explain 8-10 similarities and differences in family life from 1890-1900 and today, 2007: clothing, jobs, houses, technology are examples.
Activity:
Introduction
• (5 minutes)Ask the children to close their eyes and imagine their lives without T.V, Game Boy, X-box, cell-phones, refrigerators, microwaves and McDonalds.
o Tell the class, today, they will be discussing differences in the daily life of people from the 1880-1900, and their lives today.
o Inform them that they will be learning about the impact of rural agriculture life and the importance that agriculture plays in everyday life.
• (10 minutes)Hand out “What is agriculture work sheet?” In a class discussion, write the word agriculture on the board and ask the students what they think agriculture means? —make sure to have them get a definition established and written down.
o Definition: science of cultivating (maybe use simple term of “working”) soil to produce crops and raising livestock and other animals for products
o Why is agriculture important? Why know the history?
o How does agriculture affect our life, or how does it impact our life?
o What do we use as agriculture products?
o What kinds of agriculture are still used today? (Examples: milking cows, growing eggs and chickens, farming and selling goods)
o Other questions to mention:
• Society and community: support, sharing of goods, helping neighbors, did neighbors help out, were they strangers or likely family?
Development
o (5 minutes)Share various pictures with the class; found at Winona Historical Society, and are from Winona and surrounding areas
• (5 minutes)Give 5 pictures to each group of 4 students. Allow students to make observations (8-10) about the people or places in the pictures. Have them make lists on a piece of paper: What do they see in the picture?
• Clothing, family members
• Housing
• Machinery, vehicles, technology
• Farms, land
• (5 minutes)Share those lists and put them up on walls around the room
• (3 minutes)Next, in small groups, make a list of things they have today
• Clothes
• Housing
• Machinery, vehicles, Technology
• Farms, land
• (5 minutes)Share and discuss differences and similarities the students have with the two lists they have made comparing pictures and their life:
o Some questions to facilitate discussion:
• Where were their houses? Do the pictures show neighborhoods or individual homes surrounded by land?
• Who may have lived in the house? Who lives in your house?
• Did they look happy or sad, and why do you think so?
• Did life look difficult? Was there a lot of work to do?
Closure: (7 minutes)
• Ask if the students have any questions from the lessons
• Have students take remaining class time to journal a couple of sentences what life would have been like in the 1880-1900, and how would they feel living then?
Assessment:
• Lists during group work will be checked to see if they matched pictures
• Reading their journals to see how they answered the sentences about life back then (the differences to today)
• Take home sheet of “Agriculture in Your Life” to match products (check to see if they understand where products come from)
Resources:
• USDA Ag in the classroom review sheet. www.agclassroom.org
• What is agriculture sheet? Created by Erica Deitelhoff
• Winona Historical Society: pictures of various farming families.
Introduction
We will be discussing differences between life today in 2007, and life in the late 1800s-early 1900s (roughly 1890-1910). The children will be able to note drastic differences, as well as many similarities, by viewing pictures from the earlier time and then making lists about their daily life.
Materials
• Pictures from historical society (20-25 pictures)
• Journal notebook kept in class
• Pencils, markers, colored pencils (something to draw and write with)
• Large sheets of paper or black board, dry erase board
• “What is Agriculture?" worksheet or paper where they can log definitions and notes, I created one using questions from the lesson
• Take home sheet: matching “Agriculture in your life sheet?”
Goals:
• Students will look at pictures to see how families have changed over time.
• Students will start to see the differences that agriculture played in the past and the role agriculture does today, when comparing their life to the pictures.
Objectives:
• Students will explain what agriculture is and it’s role in society (why they need to be aware of all aspects)
• Students will explain 8-10 similarities and differences in family life from 1890-1900 and today, 2007: clothing, jobs, houses, technology are examples.
Activity:
Introduction
• (5 minutes)Ask the children to close their eyes and imagine their lives without T.V, Game Boy, X-box, cell-phones, refrigerators, microwaves and McDonalds.
o Tell the class, today, they will be discussing differences in the daily life of people from the 1880-1900, and their lives today.
o Inform them that they will be learning about the impact of rural agriculture life and the importance that agriculture plays in everyday life.
• (10 minutes)Hand out “What is agriculture work sheet?” In a class discussion, write the word agriculture on the board and ask the students what they think agriculture means? —make sure to have them get a definition established and written down.
o Definition: science of cultivating (maybe use simple term of “working”) soil to produce crops and raising livestock and other animals for products
o Why is agriculture important? Why know the history?
o How does agriculture affect our life, or how does it impact our life?
o What do we use as agriculture products?
o What kinds of agriculture are still used today? (Examples: milking cows, growing eggs and chickens, farming and selling goods)
o Other questions to mention:
• Society and community: support, sharing of goods, helping neighbors, did neighbors help out, were they strangers or likely family?
Development
o (5 minutes)Share various pictures with the class; found at Winona Historical Society, and are from Winona and surrounding areas
• (5 minutes)Give 5 pictures to each group of 4 students. Allow students to make observations (8-10) about the people or places in the pictures. Have them make lists on a piece of paper: What do they see in the picture?
• Clothing, family members
• Housing
• Machinery, vehicles, technology
• Farms, land
• (5 minutes)Share those lists and put them up on walls around the room
• (3 minutes)Next, in small groups, make a list of things they have today
• Clothes
• Housing
• Machinery, vehicles, Technology
• Farms, land
• (5 minutes)Share and discuss differences and similarities the students have with the two lists they have made comparing pictures and their life:
o Some questions to facilitate discussion:
• Where were their houses? Do the pictures show neighborhoods or individual homes surrounded by land?
• Who may have lived in the house? Who lives in your house?
• Did they look happy or sad, and why do you think so?
• Did life look difficult? Was there a lot of work to do?
Closure: (7 minutes)
• Ask if the students have any questions from the lessons
• Have students take remaining class time to journal a couple of sentences what life would have been like in the 1880-1900, and how would they feel living then?
Assessment:
• Lists during group work will be checked to see if they matched pictures
• Reading their journals to see how they answered the sentences about life back then (the differences to today)
• Take home sheet of “Agriculture in Your Life” to match products (check to see if they understand where products come from)
Resources:
• USDA Ag in the classroom review sheet. www.agclassroom.org
• What is agriculture sheet? Created by Erica Deitelhoff
• Winona Historical Society: pictures of various farming families.
Sunday, December 2, 2007
Newspaper Clippings
The people in the newspaper clippings can be matched to characters from Anne Pellowski's books. This is interesting for children reading the books to see that the characters were real people. It introduces them to newspaper reading too.
Subscribe to:
Posts (Atom)