Grade Level(s): 3rd and 4th
Subject Areas: Literature
Social Studies
Learner Outcomes:
Students will:
1. Read chapters 1, 2 and 3 of Ben and Me.
2. Will determine settings of the story.
3. Acquire vocabulary used in the story.
4. Gain an understanding
of the meaning of authenticity in regard
to historical accounts of famous people.
5. Become users of the Internet to determine locations of cities
mentioned in the book, and in some cases, determine a
route from their home to specific cities.
6. Use various sources to gain background knowledge on Benjamin
Franklin and his accomplishments.
Time Frame: Three 45 minute periods
Materials:
Ben and Me
by Robert Lawson
U.S. maps, a road atlas, Rand McNally Tripmaker CD-ROM
pencils, markers, crayons
vocabulary worksheets
Technology Tools:
1999 World Book Encyclopedia on CD-ROM
Merriam-Webster Online
Map Quest
Rand McNally Tripmaker
CD-ROM
Internet access
PowerPoint
Teacher Notes:
Teachers will need to decide how the book will be read. You may choose
to
read it to the students
or have multiple copies for students and have them
take turns reading the
story aloud.
Procedures:
1. Introduce the book Ben and Me by discussing point
of view. Explain that when writing biographical accounts of famous
people it is necessary to have accurate information. First-hand information
is always the best. Eye-witness accounts are touted in the media
because of their credibility. In this story, Amos not only wants
to "set the record straight" about Ben Franklin and his inventions, he
also wants to claim some of the credit for his brilliant achievements.
A discussion of what authenticity is and the credibility of a mouse's point
of view is appropriate at this time. In the story, when Amos discovered
where he was, he recognized Franklin immediately because he was already
a famous person. Ask students to think about their knowledge of Franklin
and if they would know him if they actually encountered him in real life.
2. Explain that in the process of reading this book and exploring
Franklin's life, we will be examining what Amos says and learning some
new vocabulary words. Students have for years dreaded the dictionary,
so this is a good time to show how to use Merriam-WebsterOnline.
3. At this time start reading the book. Assign or read aloud
chapters 1, 2, and 3 and then discuss the questions.
4. Since the story begins in Philadelphia, some discussion of of
the role of that city in colonial America should be included here. Franklin's
Philadelphia is an excellent site to begin this research. "Ben
Franklin and Philadelphia" is also a part of the study in the third grade
social studies curriculum. Students may take a virtual visit to the
city by visiting Seven
Tours Through Historic Philadelphia.
5. Now that students have become acquainted with Philadelphia and
why Ben Franklin might have chosen to live there, perhaps they would like
to visit it. All trips require knowledge of how to get there.
Using Map Quest, ask students
to locate Philadelphia and their own hometown. Explain how to calculate
the distance between two cities and then allow students to work in groups
of two to calculate the distance between their hometown and Philadelphia
and determine a route to take there. These groups could also use
Rand McNally TripMaker to experience another source of map reading.
6. Now that Philadelphia has been explored, it is time to read about
Ben Franklin.
Amos gives us one perspective and the Internet and other sources provide
a more accurate account of his life and accomplishments. After listing
specific Internet sites, such as Benjamin
Franklin, Leader of America, for students to access, review some of
the basics of using a search engine. Again allow them to work in
groups of two to search for the "real accounts" of the incidents Amos describes
in the story.
7. As a culminating
activity, review the procedures for making slides for a PowerPoint presentation.
Divide the class into groups of two again and give them time to work on
one slide to contribute to a class presentation. These slides can
depict any aspect of Ben Franklin's life. Encourage them to include
his inventions and his contributions to America's struggle for freedom.
Modifications: Teachers should determne
specific needs of students as indicated on Individual
Educational Plan.
Enrichment:
Name Game activity. Amos' family consisted of 26 children named in
alphabetical order with
Amos being the oldest. Have students complete a
worksheet brainstorming
names for Amos' siblings.
Evaluation/Assessment:
Evaluation will be an on-going process throughout this lesson. Students
will be expected to participate in reading, discussing, learning vocabulary,
mapping a route to Philadelphia, and making a slide for a class PowerPoint
presentation.
West
Virginia Instructional Goals and Objectives:
English/Language Arts
Listening/Speaking 3.1, 3.2
Reading Comprehension 3.15, 3.16, 3.19
Language 3.70
Computer Technology 3.90
Social Studies
Geography 3.29
History 3.38
Study Skills 3.46
References: Ben
and Me by Robert Lawson
1999 World Book Encyclopedia on CD-ROM
Merriam-Webster Online
Map Quest
Rand McNally TripMaker CD-ROM
The
Ben Franklin Page
The
Life of Benjamin Franklin
Communities Adventures in Time and Place,
McMillan/McGraw-Hill
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