READ ACROSS AMERICA WEEK: FEB 26-MARCH 2ND
Feb. 26 – . Teachers read aloud . Students imagine that The Cat in the Hat has come to visit BCS.Students write and illustrate stories of the interesting things that happen next.This can be a whole class writing activity, partners or individually.Celebrate with milk and gold fish while students read aloud their stories.Teachers can do this activity with other classes then get the two classes together to share their stories.
Feb. 27 – /Thoughtful Tuesday: “Unless someone like you cares a whole awful lot, nothing is going to get better. It’s not.” After reading aloud The Lorax discuss the meaning of this statement. Ask students: Can one person make a difference? Can you? Tie this to the Bible. Brainstorm a list of simple actions that you and your students can do everyday to show thoughtfulness to others.
Feb. 28 – What’s a bully? What’s a friend? In Horton Hears a Who! there are characters who tease and say mean things, like the Kangaroos. Then there is Horton, who listens, supports and protects the Whos. Explain to the students that bullies say mean things, while friends say nice things. Review some quotes from the story. Either have students classify each statement or shout “Bully” or “Friend” after each quote. Examples: “You’re safe now. Don’t worry. I wont let you down.” “Find THAT!” sneered the bird. “But I think you will fail.” “I’ll stick by you small folks through thin and through thick.” In the story Horton says, “A person’s a person, no matter how small.” What motivates Horton to protect the Whos? Why do you think Horton persisted even when the other animals made fun of him? How does Horton save the day? What behaviors and actions result in Horton being a hero? Connect Horton’s actions to the Bible.
March 1 – : Students can dress like a tourist with a fanny pack and camera or students can pick a country they would like to visit and dress like the people that live there. Before reading the story ask students to name some places they’ve been and some places they want to go. What makes a destination likable or unlikable? Which books have they read with settings (real or imaginary) that they’d like to visit? Why? After reading, create an Oh, the Places You’ll Go bulletin board. Have students cut balloon shapes out of construction paper. On their balloon, students can draw pictures of where they want to go when they grow up.
March 2 – Green Eggs and Ham/Happy Birthday, Dr. Suess!: Come in a wacky outfit! Mismatched clothes, two different shoes, backwards shirt, etc. Class activity: start at the end. No one turns a phrase on its head quite like Dr. Suess. Have students write word or story problems that have specific answers. You provide answers and directions, and students work backward to pose the problem. For example: ask students to write a word problem that has “eight green eggs” as the answer. Have them look at Green Eggs and Ham to help inspire their word problems. You might get some marvelous questions like “Sam-I-am wants to invite a mouse, a fox, and a goat over to have breakfast with him. If everybody plans to eat two green eggs, how many eggs does Sam-I-am need to cook? Have classes get together to solve each other’s problems in small groups.