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Maine Samplers addendum Bully for You, Teddy Roosevelt! by Jean Fritz |
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Putnam, 1991 Summary: With her usual zesty attention to detail, Jean Fritz brings Theodore Roosevelt to life in this fascinating biography. Highlighted are his conservation work, hunting expeditions, and his political career as well as his family life and leisure activities. Level: RL: 4 IL: 4-8 Themes: overcoming physical limitations; love of/appreciation for life; social consciousness. Activities 1. Small groups: What health problem did Teddy have as a child and young adult? (p.10) Ask one student to research and share orally with the group any modern medical discoveries which help this ailment. Students may wish to use Ask Jeeves: http://www.ajkids.com/ to find the answers. The Notes section at the end of the book list some old -fashioned remedies; ask a different student to find and share other old "cures." Discuss in small groups these differing approaches. Look through Bully for You; find and discuss at least two passages that show how ill health affected his life. Make a simple chart using the headings: ............................Page number ...... | ...... Effect on Teddy or Event...... |...... Stated or Implied.......... (Teachers may need to check on students' understanding of "implication.") While the first two students are researching, a third student could interview someone who suffers from this condition, asking about symptoms, cures, and the effects on his or her life. [Information Skills: location, selection, interpretation. Thinking Skills: knowledge, analysis] 2. In your reading journals write about Teddy Roosevelt's feelings about hunting. Support your entries with specific quotes or retelling of events. Include page numbers. How do you feel about hunting? Collect (for a class bulletin board) newspaper or magazine articles which support different sides of the issue. After reading these, write a letter to the editor of your local newspaper expressing your point of view. Include supporting evidence. [Information Skills: selection, location, writing. Thinking Skills: synthesis] 3. What unique idea did T.R. have about spelling? (page 110) Make a list of words YOU would change if you could. Tape record at least five people who come from different areas reading the list. Carefully transcribe the words phonetically. What do the lists look like now? Discuss in a small group whose pronunciation you would use in the simplification. (Information Skills: application. Thinking Skills: comprehension, application) Optional: Read Kraske's story of the Dictionary. Write and perform before your class a monolog about Samuel Johnson. (Information Skills: location, selection. Thinking Skills: knowledge, analysis.) 4. When Roosevelt became the twenty-sixth President, he was NOT voted into office. Explain how this happened. What was Teddy's special distinction at that time? Survey ten people outside of your class room to see if they know the presidential chain of office. (i.e. Who would be President if something happened to Clinton? If something happened to Gore?) Make a graph of your classes responses. What can you infer from this survey? 5. Teddy Roosevelt lived during an exciting, rapidly changing time in American history. Research some highlights. (e.g. what was happening in science, architecture, earthquakes, aeronautics, etc.) Make and illustrate a time line (1850-1925) to be shared with the social studies teacher. Include descriptions of daily life. (e.g. fashion, hairstyles, leisure) [Information Skills: location, selection, Thinking Skills: knowledge, comprehension] RESOURCES
by Audrey Conant, Information Literacy Chair, Maine Association of School Librarians |
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