Teacher's Guide for APPLESEEDS Benjamin Franklin

• generate thoughtful questions in prereading to guide thinking at surface (literal) and deep levels (e.g. interpretation, critical thinking) while reading.
• read for understanding as reflected in their answers to questions and ability to distinguish explicit and implicit causes and effects.
• sufficiently support ideas with 'evidence' from the text or other sources.
• identify/explain "Franklinisms" (adages) that are still used today.
• work effectively in groups and with partners to complete assigned tasks.

• December issue of APPLESEEDS
• chart paper
• Causes and Effects Worksheet
• journals

1. Present students with an array of "results" or "effects" and ask them to give "reasons" or "causes" that would fit them personally. For example:
   
   

   Reason / Cause

   Result / Effect I wore a raincoat to school today. I attend ____________ Elementary School. I live in ____________ (name of town).

2. Present students with an array of reasons or causes and ask them to hypothesize possible results or effects. For example:
   
   

   Reason / Cause I like comfortable clothes. My dad got transferred in his job. My little brother is sick.

   Result / Effect

3. Note with students that there wasn't a single correct response in these examples. Situations typically have different, and even multiple, effects in people's lives. Personal factors have a part in creating the effects caused by circumstances that confront people in their daily lives. Sometimes people don't realize the effects were their choice. At other times, effects appear to be the choice of others or seemed to just happen when the 'cause' was set in motion.

1. Introduce the December 2004 APPLESEEDS issue. Have students examine, read, and discuss the magazine's cover page, About the Cover, and the Editor's Note. Invite comments and predictions about content and information they expect to find and/or questions they have. Record these on chart paper.

   In this issue, I predict we'll learn about:

   1. 
      
      
      
   2. 
      
      
      

   As students read and discuss the issue, these will be revisited.
2. The teacher will read the title of the first selection, "Young Ben Franklin," and the names of the author and illustrator. Have students skim the article, noting captions and illustrations. Invite them to share predictions on information they expect to find in the article as well as additional questions they hope will be answered. Record these on the chart paper.

   In this article, I predict we'll learn about:

   1. 
      
      
      
   2. 
      
      
      

   As students read and discuss the article, these will be revisited.
3. Discuss how events around us shape our lives and thinking, often having direct or indirect effects on both. Use the events of 9/11 as an example. Use 9/11 as the situation and suggest multiple causes and results. Have students add to the list generated.
   
   

   Situation: Many innocent people lost their lives when four hijacked planes were used as missiles on 9/11/01.

   Causes:

   Results:

4. Explain to students that events in Benjamin Franklin's life, although not as horrific, shaped what he became and the way he thought.

1. The teacher introduces the reading guide - Causes and Effects Worksheet - for this article.
   Read over the information provided on the worksheet together.
   Explain that as students read, they should think about cause and effect relationships stated or implied by the author.
2. Ask students to read the paragraphs on page 2 aloud. Discuss the content.
3. Direct students' attention to #1 on the Causes and Effects Worksheet. Complete this example together using information provided in the reading. Students should record the group's response in the box on their paper.
4. Direct students to read the selection silently while thinking about the other causes and effects listed on the worksheet as well as their predictions on the chart paper. The teacher circulates to give assistance as needed.
5. Discuss the article. Review their predictions on the chart paper to determine which expectations for information were met. What unexpected information did they discover?
6. Have students work with a partner to complete the Causes and Effects worksheet. They should reread the pages indicated with each item, determine the missing cause or effect, and record it in the box.

Have partners share the causes and effects they recorded on their worksheet. Discuss differences.

Have students respond to the following in their journals.

Benjamin Franklin learned a lot about the world, other people, and skills he'd need to be successful because of circumstances in his life. His parents and family created some of these for him. What have you learned because of circumstances in your life?

1. Ask students which of Benjamin Franklin's expressions meant the most to them in their life right now.
2. Share comments and reactions. Ask students to explain reasons for their choice.
3. Explain that today they'll search for "Franklinisms" (wise sayings) that can guide our thinking and behaviors.

1. Discuss the word "adage." Explain that it's a saying or expression that people use to identify a common observation in everyday life. These observations are often expressed or explained in a metaphorical way. (Explain metaphor if this is a new term for students. A metaphor is a figure of speech in which a word is used to denote an object or idea suggesting a likeness between them. Example = He's a bear when he's tired.)
2. Discuss why people might create and use an adage in their conversations. Discuss how someone might come up with an adage. Example = "A stitch in time saves nine." Discuss how the adage has broader meanings and is interpreted widely.

Have students work with a partner to skim through the text searching for Benjamin's adages that are imbedded in the selections (e.g. in captions, with illustrations).

Have partners share their discovered adages with the class. Ask students why these have stood the test of time and are still remembered and used. Consider what value they hold for people.

• collaboratively generate causes and effects for the examples posed.
• generate prediction/questions in prereading that provoke inquiry at surface (literal) and deep levels (interpretation, drawing conclusions, evaluating, etc.). These were charted.
• read with understanding as indicated in their ability to reflect on predictions posed in prereading.
• extract causes and effects from information in the selection.
• uncover "Franklinisms" that have stood the test of time and might guide our thinking and behavior today.
• work effectively in a variety of grouping formats - whole class, small group, and partners.
• write a complete answer that fulfills criteria of the question type (e.g. iteration of facts, personal interpretation, or synthesis of information with creation of new ideas). Written work will be characterized by clarity of expression, substantive information, personal voice, and appropriate grammar and spelling.

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Updated: 11/21/08 02:19 pm
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