Train Whistle

Lesson 2: Perseverance

Subjects:  Language Arts, Mathematics, Social Studies

Learner Outcomes:

The student will identify 3 characteristics of perseverance.
The student will demonstrate an understanding of elapsed time by answering three questions correctly.
The student will identify five characteristics of railway travel.

Duration of Lesson: 3 days, 45 minute lessons

Materials:

Kate Shelley and the Midnight Express by Margaret Wetterer (ISBN 0-87614-541-1)
Transportation Through the Ages:  Trains Of The Past by Mark Beyer (ISBN 0-7635-7884-3)
Reading Journal

Technology Tools and Courseware:  Overhead projector, computer

Teacher Notes:

Because content standards do not exist for character education, the lessons in this unit are designed around the academic standards.  These lessons can be used together as a character unit, or they can be used independently for specific character traits or in certain academic areas.

Procedures:

Day 1 - Language Arts

Step 1:  Discuss heroes - What they are? Do you know any? Explain to students that often being a hero is just being the best person you can be.  Explain that often, being the best person you can be involves helping others.  Discuss perseverance - the act of continuing steadfastly, when faced with discouragement.  Mention the Little Engine That Could, how it continued up the mountain.  Teacher will share an episode in which they persevered.  Allow students to share a time when they have continued to try something, even when something was working against them.
Step 2:  Ask students where they hear train sounds.  Are there train tracks near their homes?
Explain that trains played an important role in Kate Shelley's life.  Share the first half (through p. 22) of Kate Shelley and the Midnight Express by Margaret K. Wetterer. Upon completion of reading, students will locate any train vocabulary and record in their reading journal.  Students will also list ways in which Kate perseveres in the first half of the story.  Discuss characteristics of perseverance.
Step 3:  Discuss first half of story.  Share train vocabulary and write on chart paper to display in the classroom.  Review the definition of perseverance and characteristics of being a hero. Predict what will happen in the second half of the book in Reading Journal.  Read remainder of story aloud to the group.
Step 4:  Discuss second half of story.  Discuss predictions - Were your predictions correct?  How did Kate Shelley persevere?  Discuss characteristics of perseverance.  Share any other train vocabulary.  Explain Bio-Poems to children.  Create a sample to share with students.  Students will compose a Bio-Poem for Kate Shelley. Rubric for Bio-Poem
Step 5:  Extension Activity:  Create an Autobiographical Poem.

Day 2 - Social Studies

Step 1:  Review the concept of perseverance.  Discuss characteristics.  If children have difficulty with characteristics, provide clues.  Allow children to give examples of perseverance.  Share the story The Little Engine That Could".  Discuss the ways in which the Little Engine persevered.   Have students list three characteristics of perseverance. Access prior knowledge of trains.  Discuss the attributes of the Little Engine.  Ask students if they have ever ridden a train.  Predict ways in which trains were used in the past. Brainstorm a list on the overhead.  Preview vocabulary (diesel fuel, engineer, steam engine, fireman) Share the story Trains Of The Past, with students.
Step 2:  Discuss the train facts from the story.  Compile information on a graphic organizer. Graphic Organizer
Step 3:  Students will create a time line of train events from the story. Timeline
Step 4:  Students will link to the following web sites to gather ten (10) additional train facts.

Step 5:  Link to jigzone.com to work jigsaw puzzles of trains. 

Boxcars
 Locomotives
6 piece puzzle (easy)
 6 piece puzzle (easy)
16 piece puzzle
 16 piece puzzle
32 piece puzzle (difficult)
 32 piece puzzle (difficult)

Day 3 - Math

Step 1:  Review perseverance.  Talk about characteristics of persevering.  Students will compose a paper detailing a time in which they persevered.  Suggest to students that they may have persevered in school with a subject that was difficult for them.  Teachers may use personal score systems for this assignment.  Discuss how the Little Engine persevered and was able to keep on schedule, segue into elapsed time.

Introduce Elapsed Time - time that has passed or that has gone by.
Talk about the time between the start of school and lunch, lunch and the end of school, the start and finish of school, etc.
              School:    8:00
              Lunch:   12:10 - elapsed time 4 hours and 10 minutes

              Lunch:   12:10
              End of
              School:    3:30 - elapsed time 3 hours and 20 minutes

              Start of School:  8:00
              End of School:    3:30 - elapsed time 7 hours and 30 minutes
Step 2: Discuss with students the importance of elapsed time, especially when dealing with train or bus schedules.  Use example worksheet to make an overhead transparency for practice elapsed time.  Example (overhead)

Step 3:  Independent worksheet
Step 4:  Quiz for Day 2.

Modifications:

Modifications will be based on student need and Individualized Education Plans.  General modifications to include oral reading and direct instruction on math tasks.

Enrichment:

Take a class field trip to ride a train.
Role-play Kate Shelley and the Midnight Express.
Visit a train/bus station and talk with the engineer about schedules and the importance of arriving on time.
Study the history of railroads in West Virginia.

Evaluation/Assessment:

Bio-Poem Rubric
Time Line
Graphic organizer
Elapsed Time Worksheet
Elapsed Time Quiz

West Virginia Instructional Goals and Objectives:

Reading:  2:19, 2:34, 2:36, 2:38, 2:39, 3:15
Social Studies/History:  2:20, 3:38, 3:43
Math:  2:45

National Standards:

Language Arts:
Reading - Standard 5, Level 1, #7; Level 2, #4
Writing - Standard 1, Level 1, #7; Level 2, #9

History:
Standard 1, Level 1, #2, #6; Level 2, #8

Math:
Standard 4, Level 1, #3

Behavioral Studies:
Standard 2, Level 1, #3
Standard 3, Level 2, #1, #4

Working With Others:
Standard 2, Level 4, #3, #4, #8

Authors:

Tammy Samples
Connie Wright
Deanna Young

 
 
Overview Lesson 1
Caring/Compassion		 Lesson 2
Perseverance		 Lesson 3
Fairness		 Lesson 4
Responsibility		 Lesson 5
Respect		 Lesson 6
Honesty

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