Non-Fiction Literature:
- Title: “Watch Out! On the Road”
- Author: Claire Llewellyn
- Publication Date: 2006
- Publisher: Holder Children’s Books
- Content Area: Literature
- Grade Level: 5th Grade
Description: This is a book that touches on issues relating to car safety and street safety. It allows students to put themselves in this situation and see ways in which they may keep themselves safe. Many of the situations that the book lays out are situations that we have all been in and can relate to.
How to integrate it into the main curriculum: This assignment would be introduced in student’s literature classes. They will take the information that they have learned through (individually) reading this book and write about an experience in which they used street/motor vehicle safety. They will then expand on that experience and write about how using those safety precautions helped keep them safe.
Learning Objective:
- Students will…
- Read the book to themselves
- Write about a time/experience in which they used street/motor vehicle safety
Core Integration:
- Follow up Assignment: Write about a time/experience in which they used street/motor vehicle safety.
- Expansion: If time permits, students may act out their scenarios. Each student may play a different roll, such as: a driver, passenger, a car, a sidewalk, etc.
Excerpts from the book: Important safety details…
- 11: “Stay on the sidewalk, next to an adult.”
- 14: “Always choose the safest place to cross the road. One good place is at a traffic light.”
- 16: “A crosswalk is another good place to cross the street.”
- 19 “But NEVER run out into the road.”
- 20-21: “Always cross the road safely. First, find a place where you can see the road clearly. Then, stop by the curb and look both ways. Listen for traffic, too. When the road is empty, walk straight across, and look and listen as you go.”
- 25-26: “Can you keep yourself safe when you’re in a car? Everyone has to wear a seat belt – the driver, the passengers, and baby, too. A seat belt helps to keep you safe.”
- 27: “Roads are not the best places to play.”
National Health Education Standards:
- Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.
- 5.1: Identify health0related situations that might require a thoughtful decision.
- 5.2: Analyze when assistance is needed in making a health-related decision.
- 5.3: List healthy options to health-related issues or problems.
- 5.4: Predict potential outcomes of each option when making a health-related decision.
- 5.5: Choose a healthy option when making a decision.
- 5.6: Describe the outcomes of a health-related decision.
- Standard 7: Students will demonstrate the ability to practice health-enhancing behavior and avoid or reduce risks.
- 5.1: Identify responsible personal health behaviors.
- 5.2: Demonstrate a variety of healthy practices and behaviors to maintain or improve personal health.
- 5.3: Demonstrate a variety of behaviors to avoid or reduce health risks.
Common Core Standards:
- ELA-LITERACY.W.5.3.D
Use concrete words and phrases and sensory details to convey experiences and events precisely. - ELA-LITERACY.W.5.3.E
Provide a conclusion that follows from the narrated experiences or events.
- You are able to purchase this book by clicking on this link: Watch Out! On the Road
Fiction Literature:
- Title: “Texting 1, 2, 3 (Dear Know-It-All)”
- Author: Rachel Wise
- Publication Date: July 23, 2013
- Publisher: Simon Spotlight
- Content Area: Literature
- Grade Level: 5th Grade
Description: This is a chapter book about texting and driving. Two students are assigned to write a paper about texting and they don’t see the importance, until one of their brothers gets into a car accident while texting and driving. They also write an article in their next school paper, which has a huge impact on everyone in their school, including their principal.
How to integrate it into the main curriculum:
- Students will work on creating a rough draft, editing their writing, and then designing a final story wheel.
- This book will be both read at home and aloud to the class. Each week they will be assigned to read a chapter out of the book, on Friday the teacher will read the next chapter to the class. Once the class has finished reading the book they will be assigned to create a story wheel. This will demonstrate the students understanding through writing and drawing about the characters, setting, problem, solution, purpose, etc. Students will write a rough draft of what will be included in their story wheel, then revise their writing and create their final story wheel. The students will then present their work to the class and the story wheels will be displayed around the class if they choose.
Learning Objective:
- Students will…
- Individually read the book
- Listen to the book being read in class
- Write a rough draft of what will be on their story wheel
- Revise their writing
- Create a story wheel
- Share their story wheel with their class
Core Integration:
- Follow Up Assignment:
- Students will create a story wheel displaying the traits of the character, setting, problem, solution, purpose, etc. They will then share their wheels with the class and either choose to have them posted around the classroom or take them home.
Excerpts from the book:
- Pg. 52: “They had just done a study and found that one – third of teens admit to texting while driving.”
- Pg. 101: “What came up were tons of articles about the dangers of texting while driving. There were some very scary statistics correlating texting and serious accidents, cer – tainly not something to be taken lightly.”
- Pg. 135: “He was driving to pick up his girlfriend when she texted him and asked, “Where r u? We’re going 2b late.” He took his eyes off the road for one second to text back, “Don’t worry. I’m on my way.” That might have be the last thing he ever did.”
National Health Education Standards:
- Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
- 2.5.1: Describe how family influence personal health practices and behaviors.
- 2.5.2: Identify the influence of culture on health practices and behaviors.
- 2.5.3: Identify how peers can influence healthy and unhealthy behaviors.
- 2.5.4: Describe how the school and community can support personal health practices and behaviors.
- 2.5.5: Explain how media influences thoughts, feelings, and health behaviors.
- 2.5.6: Describe ways that technology can influence personal health.
- Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.
- 8.5.1: Express opinions and give accurate information about health issues.
- 8.5.2: Encourage others to make positive health choices.
Common Core Standards:
- CCSS.ELA-LITERACY.W.5.5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- ELA-LITERACY.RF.5.4
Read with sufficient accuracy and fluency to support comprehension.- ELA-LITERACY.RF.5.4.A
Read grade-level text with purpose and understanding. - ELA-LITERACY.RF.5.4.B
Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. - ELA-LITERACY.RF.5.4.C
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
- ELA-LITERACY.RF.5.4.A
- ELA-LITERACY.SL.5.1.A
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
You are able to purchase this book by clicking on this link: Texting 1, 2, 3 (Dear Know-It-All)