Teacher's Guide for COBBLESTONE ^® Colonial Philadelphia

1. F stands for a fact question. The answer should be literally stated in the text - a 'right there' answer.
2. I stands for inference question. This connects something the author alludes to rather than states with one's own ideas. It involves reading between the lines or making a connection with what the author is saying and one's background knowledge from a variety of sources.
3. V stands for a vocabulary question. Students question the meanings of new and/or unusual words they find in the text. These are words they want to discuss further. They may or may not be words the author has italicized.
4. E stands for an experience question or one that makes text-to-self or text-to-world connections.

Through the activities designed for this issue, students will:

• read for understanding and details as reflected in their sketches of scenes described in an article.
• engage in group discussions in a way that extends and expands the groups' knowledge and respects everyone's contribution.
• generate thoughtful questions and answers as they follow the F.I.V.E. strategy in guiding their comprehension at surface and deeper levels.
• work effectively in groups to complete assigned tasks.

• October 2004 issue of COBBLESTONE^®
• chart paper
• Internet projection source or copies of pages from www.ushistory.org/libertybell/index.html.
• large sheets of white drawing paper
• crayons, markers, colored pencils
• mural paper for construction of wall map

Anticipatory Set (Motivation):

Ask students why they think bells are used in so many situations to announce events - both happy and sad. Have students share situations they can think of where bells were used in such a way. Ask students, "Have you ever heard of or seen the Liberty Bell?" Share information. Project the website, www.ushistory.org/libertybell/index.html, on the screen or have printouts of the pages. Introduce students to the Liberty Bell in Philadelphia, PA. Explain that they'll be reading about this city that was at the heart of the American colonies.

Teacher Input:

1. Introduce the October 2004 COBBLESTONE^® issue. Have students examine, read, and discuss the magazine's cover page, About the Cover, the Editor's Note, the quotations related to work ethic found on the emblem, and the Table of Contents (TOC). Invite comments and predictions about content and information they expect to find and/or questions they have. Record student's comments on chart paper. These will be reviewed at the end of the readings and activities to determine which inquiries were not addressed in the issue. Students can choose to research answers to these during independent work time and report back to their peers.
2. Review the visualization strategy - explaining how and why good readers make mental images as they read. The teacher will read the title of the first selection, Pigs and Pickpockets, along with 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. The teacher scribes their questions and comments on chart paper.
3. The teacher reads page two aloud and then sketches the scene she's visualizing. While drawing, the teacher orally describes - with rationale for each - the details included in the sketch. Explain that the sketch does not have to have expert artistic quality. It's the best you can do artistically while including all the details that can be justified.

Guided Practice:

1. Students are assigned to one of five groups.
2. Students are instructed to read the remainder of the article and visualize the sights and sounds of old Philadelphia. Have students share mental images, justifying them with text references or personal knowledge from other sources.

Closure:

1. Explain how they'll use visualization in their retelling of important information in this article. They'll work in their group to sketch a scene described in the article. Each group's sketch will be added to a wall map of old Philadelphia displayed in the hall outside of the classroom (see pages 6-7). The teacher's model sketch will also be included.
2. Students will be given their group's assignment.
   • Group 1 Sketch: Merchant's House and Business (page 3)
   • Group 2 Sketch: People at Work in Philadelphia (page 3)
   • Group 3 Sketch: Market Stalls (page 4)
   • Group 4 Sketch: Docks on the Delaware River (page 4)
   • Group 5 Sketch: People Relaxing with Favorite Activities (page 5)

Independent Practice:

Sometime during the day or following day, students will work with their group to complete a sketch based on the reading as well as a section of the wall size street map of Philadelphia. The teacher circulates to give assistance as needed. Students will write summaries of their scene on a 5x8 index card and attach these to the wall map with their sketch. Summaries may also be word-processed. Additional pictures from Internet sources may be added if this technology is available.

Anticipatory Set (Motivation):

1. Discuss the term 'melting-pot' as it's been used to describe our American society. It's referred to in the last sentence on page 18.
2. Ask students to consider whether William Penn created more of a 'salad bowl' than a 'melting pot'. He envisioned a community that respected differences - one that allowed all ingredients to maintain their distinct features instead of melting together into one form.
3. Have students review the article, City of Immigrants, to outline when different cultural groups came to Philadelphia and what each contributed. The teacher will construct a time line on chart paper as students share. This will be added to the wall map.
4. Explain to students that they'll be using a new strategy as they review an article from the text. This is an article that describes how Philadelphia was an early model of a society that fostered women's right to have careers outside of the home.

Teacher Input:

1. Remind students that they have worked with question generating. Discuss the kinds of questions they have talked about (e.g. literal, inferential, etc.). Ask students to explain why good readers generate questions as they read and then check to see if their questions were answered.
2. Explain the F.I.V.E. strategy that's based on students' question generating and question answering as they read text. Describe the four parts of the F.I.V.E. strategy. Each requires the reader to generate and answer his own question related to the text read.
   • F stands for a fact question. The answer should be literally stated in the text - a 'right there' answer.
   • I stands for inference question. This connects something the author alludes to rather than states with one's own ideas. It involves reading between the lines or making a connection with what the author is saying and one's background knowledge from a variety of sources.
   • V stands for a vocabulary question. Students question the meanings of new and/or unusual words they find in the text. These are words they want to discuss further. They may or may not be words the author has italicized.
   • E stands for an experience question or one that makes text-to-self or text-to-world connections.

Guided Practice:

1. Direct student back to the article, William Penn and the Founding of Philadelphia. Have students orally summarize or retell all they remember from the article.
2. The teacher will share her F.I.V.E. questions for the article William Penn and the Founding of Philadelphia and invite students to collaboratively answer them.
   • F. = What were core beliefs of the group known as Quakers?
   • I. = How did William Penn's life experiences shape his beliefs about people's rights and freedoms?
   • V. = Is the word proprietor still used today? Who would be a proprietor in our society?
   • E. = Soon after William Penn received the royal charter that gave him Pennsylvania, he drafted a constitution for his colony that reflected his beliefs about freedom and tolerance. His efforts, however, met some obstacles and setbacks. How was his situation like emerging democracies in our world today - places where people are trying to build a new governmental process to replace repressive regimes?
3. Group Activity: Students will meet with members of their sketch group from the previous lesson. They will generate F.I.V.E. questions and answers for the article, Butchers, Bakers, and Bonnet Makers.
4. Groups pose their F.I.V.E. questions to the class and elicit responses before sharing their answers.

Closure:

1. Ask students to describe how the F.I.V.E. strategy helped them better understand the article with which it was used.
2. Call on students to explain each step of the strategy.

Evaluation:
With work samples along with anecdotal notes of observations during discussions, the teacher will assess students' ability to:

• construct accurate mental images of text and represent these in sketches that incorporate prior knowledge and logical interpretations.
• generate questions and answers that provoke inquiry at literal and deeper levels (e.g. interpretation, drawing conclusions, evaluating) when using the F.I.V.E. strategy.
• read with understanding as reflected in their contributions to class discussions.
• determine which questions posed during the introduction of the issue remain unanswered.
• work effectively in a variety of grouping formats - whole class, small group, and partners.

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Updated: 11/21/08 11:32 am
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