First Clay Mathematics Institute Millennium Prize Announced Today

Lea Bedürftig

Description

• cours magistral
• expression écrite

FOR IMMEDIATE RELEASE • March 18, 2010 Press contact: James Carlson: ; 617-852-7490 See also the Clay Mathematics Institute website: • The Poincaré conjecture and Dr. Perelmanʼs work: • The Millennium Prizes: • Full text: First Clay Mathematics Institute Millennium Prize Announced Today Prize for Resolution of the Poincaré Conjecture a Awarded to Dr. Grigoriy Perelman The Clay Mathematics Institute (CMI) announces today that Dr. Grigoriy Perelman of St.

• application of differential equations to geometric problems
• ricci flow
• conjecture
• curvature
• dimension
• dimensional shapes
• 3 mathematics
• mathematics
• equation
• time

Sujets

• Cours magistral
• Gromov
• Kleiner
• Thurston
• Hamilton
• Melrose
• Margulis
• Perelman

Informations

• Publié par: romek
• Nombre de lectures: 18
• Langue: English

Extrait

The Frog and Toad are Friends
Written and Illustrated by Arnold Lobel
Literature Unit Plan


st ndLevel: 1 /2 Grade
Subject: Language Arts, Other
Developed by: Lea Corcoran

The Frog and Toad are Friends
This book is a compilation of short stories about Arnold Lobel’s beloved characters Frog and
Toad. Although this book was first published in 1970, the universal themes within are still
relevant for children today. The stories are written in a manner that is perfect for developing
readers to strengthen their reading skills. Each story depicts Frog and Toad in different
situations, and the theme of friendship is continually developed through each of the stories.
Children can see that even though Frog and Toad are different, they can still be very good
friends. They care for one another and demonstrate their feelings through acts of kindness and
unselfishness. Lobel’s writing also includes a level of humor to which children can relate.


Arnold Lobel
During his lifetime, Arnold Lobel wrote and illustrated numerous books. He attended art school,
and first began drawing pictures for children’s books based on ideas from the cartoons his own
children watched. Several of his works have won literary awards; such as the Caldecott and
Newberry Honors.

Lobel grew up in New York, where he lived with his grandparents. As a child, he loved
checking books out from the library. He often used to tell stories, and then illustrate them, to
entertain his classmates when he was a young boy. Lobel married and raised two children in
New York.

Summary of Unit
The purpose of this unit is to help developing readers further their skills in reading, writing,
comprehension, and communication. Students will be introduced to new vocabulary, learn how
to use story maps, and complete Venn diagrams. They will also have the opportunity to further
develop their letter writing skills. On top of the academic elements, students will discuss the
importance of friendships and ways to strengthen those relationships. The unit will conclude
with a student produced event entitled “The Frog and Toad Festival”.
This unit also provides an opportunity for several interdisciplinary connections. Students will
learn new information in regards to science, math, visual art, and even performing arts. Included
in each lesson is an exercise that relates to another subject area. Along side this unit, students
will begin studying frogs and toads in science.

Desired Understandings/Objectives
Students will demonstrate developing comprehension skills by:
 Summarizing the basic sequence of events that occur in the story
 Making text-to-self connections
 Using story illustrations to enhance comprehension
 Writing or drawing a response to text

Student will demonstrate an understanding of fiction by:
 Identifying which aspects of the story are true or fanciful
 Creating their own fictional scenes or stories

Student will demonstrate an understanding of the theme of friendship by:
 Completing a friendship collage
 Writing about a friend
 Writing about Frog’s and Toad’s actions
 Writing a letter to a friend
 Participating in daily discussions about friendship and Frog and Toad’s relationship

Student will demonstrate an understanding of the elements of a story by:
 Completing a story map
 Writing a story of their own

Students will demonstrate developing reading skills by:
 Reading in class – independently and as a group
 Responding to what they have read – both verbally and in writing
 Indentifying new vocabulary

Students will demonstrate an understanding of how to write a letter by:
 Writing a letter to a friend
 Sending an email to the teacher
 *completing an additional post card activity

Student will demonstrate an understanding of similarities and differences by:
 Identifying frogs and toads
 Describing the actions and preferences of frogs and toads
 Answering questions about Frog and Toad

Students will demonstrate an understanding of physical attributes by:
 Identifying the missing button  Sorting buttons on a Venn Diagram
 Describing the characters in the book
Methods of Assessment
 Group discussion
 Private dialogue with teacher
 Written work to be turned in – Letter, daily writing, completed story map
 New vocabulary words used correctly in sentences composed in writing workshop
journal
 Artistic interpretations will be evaluated for concept understanding
 Final portfolio evaluation



Preparing for the Unit
In preparation for this unit, students will have already begun to study frogs and toads in their
science class. They will have learned basic letter writing skills, as well as the basic parts of a
story. Students will have prior experience using graphic organizers, including Venn diagrams.

To begin the literature unit, the teacher will lead a discussion about friendship. Students will be
asked such questions as:
 What makes a good friend?
 What are some ways to show someone that you are their friend?
 Who can be a friend?
After the discussion has begun, the teacher and students will begin to compile a list of attributes
and actions of friends that will be posted in the room throughout the unit.

The teacher will then read the students the poem “Friendship” by Risa Jordan. The students will
be asked to respond to what they have just heard and possibly add to their “friendship” list.
After this, the students will be introduced to the book The Frog and Toad are Friends. They will
be told about the author and take a picture walk through the book. The students will be asked to
make predictions about the stories and Frog and Toad’s friendship.

Reading and Responding
Each day of this unit will be structured around a story in the book. The activities for each story
will be varied to accommodate different learning styles. Upon completion of this book, students
may begin reading the next book in the series: Frog and Toad Together.

Students will begin each day by creating sentences with the previous day’s new vocabulary
words, and recording them in their writing workshop notebook.

Day 1 Activities – “Spring”
The teacher will introduce the theme of friendship through a poem. Students will then help to
create a list about what they think makes a good friend. The teacher will read the story to the
students, and students will later have the opportunity to reread the story independently. Students will create a collage about what they feel represents a good friend. These collages will all be
joined together to create a large classroom friendship collage.

*Students will also create and display a frog or toad that they have selected during science class.
This will be colored in or decorated in any way the student wants

Day 2 Activities – “The Story”
Prior to reading, teacher will lead a discussion on the elements of a story. Students will read
“The Story” in small groups, and then as a class. Together, the students and teacher will
complete story maps. Students will then illustrate a scene of their choosing from the story map.

Day 3 Activities - “A Lost Button”
Students will each be given a button, and while the story is being read they will have to
determine if their button is the same as the one Toad lost. For a math activity, students will
categorize and list attributes of various buttons, as well as use a Venn diagram to sort and
organize the buttons. Upon completion of the day, students will attach their buttons to a drawing
of a coat that represents the one that Toad gave Frog. A writing activity that addresses how Frog
and Toad helped each other will also be included.

Day 4 Activities – “A Swim”
This story will be read out loud by the students. Afterwords, the class will discuss and identify at
least 4 different emotions that Toad feels in the story. Students will then write about a time
when they felt one of Toad’s emotions. In science, students will discuss whether or not both
Frog and Toad would have gone swimming, and what the similarities and differences are
between the activities of both creatures.

Day 5 Activities – “The Letter”
This lesson is explained in detail at the end of the unit plan. It includes a discussion of what a
letter’s purpose is, why Frog sent Toad a letter, and an activity that requires each student to write
a letter to a friend. This lesson focuses on strengthening friendships, as well as on further
developing letter writing and communication skills.

*Possible Day 6-10 Activities – from Frog and Toad Together
If students are enthusiastic about reading and the characters at the end of the first week, this unit
will continue to include the next of Lobel’s series.

“The List” – Learn how to make a list and discuss why people might want to make lists
“The Garden” – Story map, science of how a garden grows
“Cookie” – Partner reading activities, nutrition lesson, learning about recipes
“Dragons and Giants” – Discuss bravery, why this is an exciting story, write about a time you or
som