And So We Begin
To rouse student curiosity, share that in upcoming weeks (approximately 8 through 10) they will take an extraordinary excursion that connects the past with the present. Advise that while taking this journey, they must use all of their senses: by doing so, they will catapult themselves into time periods and places that are "invisible yet visible." The trek will incorporate making use of academic skills across disciplines in imaginative ways. We must tote sketch pads and colored pencils and technological equipment to record our findings. Emphasize that to get the most out of extraordinary journey, they must be attentive listeners, alert observers, and creative thinkers—willing to share their viewpoints, findings, and constructive arguments with one another in a mature way. They will use creative writing, drawing, and cartography skills at strategic points throughout the excursion. They too must be willing to work together as collaborative groups to make the journey most memorable and rewarding. Using such "grown up" intros establishes a tone for building vocabulary—and student buy-in. Tone set, we can forge ahead.
Weeks 1 and 2: Laying the Foundation for Collaboration
Our initial week of school will encompass establishing a classroom community where children and their viewpoints are valued. From day one, behavioral guidelines are laid. Students play an integral role in developing classroom rules, highlighting expected behaviors to be embraced by each individual therein. (The instructor serves primarily as facilitator and recorder.) Those behaviors include being respectful to one another, putting one's best foot forward even during challenging moments, following through with completing and submitting all classwork and homework assignments, and lending a helping hand to others who may need our support. Candid discussions and collaboration are encouraged.
Literary Accompaniments. Read aloud sessions will be strategically incorporated into our course of instruction to reinforce the unit course of study coupled with the social development concept of collaborative effort. Through the use of multicultural children's book resources, students will additional grasp the concepts of time and space, geographic locale, and human interaction between people across cultures in New England during the 17 th century. Collaboration and interaction between aboriginal people and colonists during the colonial period will be visualized through the use of five commendable literary works: Joseph Bruchac's "Squanto" (a tale grounded in fact told from the perspective of a Pawtucket clan member); Lynne Cherry's "A River Ran Wild," (accentuating how the Nashua people of the Massachusetts Nashua River Valley region made use of and respected the natural resources surrounding their homeland) and Kate Water's historical fiction companion book series, "Tampenum's Day" (the day in the life of a Wamponoag boy)," Sarah Morton's Day" (a day in the life a young girl during New England colonial times), and "Samuel Eaton's Day" (a day in the life of a newcomer to New England shores).
Through the use of the above-noted activities, children soon begin to internalize that community members support one another, and that we, as a classroom community, will dive into the learning experience, candidly and respectfully sharing our views, substantiating the foundation for our reasoning with finesse. Through the use of this tone-setting approach, children begin to embrace that they have a voice, that their voices and viewpoints are valued. Implementing this approach helps to set a tone for camaraderie, respect, and accountability among classroom peers. In time, the children will internalize that each student is a valued member and contributor to the community, that the way we interact and communicate with one another constitute skills that help individuals navigate effectively through life.
Classroom Set-Up. The physical classroom layout too will be established to reinforce our community philosophy. Depending on class size, tables are situated in groups of 4 or 5, labeled in accordance with the number of students per table. Students, by seating arrangement, are provided numbers. When engaged in classroom team discussions, students by seat-number designation will be provided rotating roles. (For example, during a team/group discussion, children at each table situated in Seat 1 may be called upon to serve as a recorder for the group; children in Seat 2 may serve as timekeeper, keeping peers abreast of the allotted time to complete an assignment; students in Seat 3 may serve as task master, ensuring that conversations are in accordance with the topic at hand for the group, and so on.) Ground rules established, the foundation has been made for collaborative interaction during strategic moments throughout the course of the school year.
Brainstorming Session. I make it a point to always canvass my students to determine what they already know, zeroing in on an overarching, essential question: in this instance, "What constitutes a city?" When presented with such an inquiry, my students immediately respond, "skyscrapers, office buildings, churches, museums, fire and police departments, hospitals, schools, business, people, busy streets… a basic visual sense of "city" is conveyed. Using our Eno Board (the equivalent of a Smart Board), I chart their assertions; we vow to revisit them at the close of our unit study to compare and contrast our original viewpoints and to embrace how much we have learned.
Empowering Vocabulary
On an ongoing basis, introduce students to basic geographic terminology upon which they will build and experientially discover as the journey progresses. The above-noted listing includes a several words with which to begin. Additionally introduce students to architectural terminology to include Baroque, Beaux Arts, and Victorian Gothic, reflective of French, English, and Italian design. Als canvass students to determine their knowledge of geometric shape terminology. Maintain a word-wall listing that includes representations with labels depicting a wide range of polygons, three-dimensional shapes, and line attribute terminology (e.g., parallel, intersecting, congruent…). Place these lists in a strategic locale in your classroom for ongoing reference purposes.
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