Citation:
Krensky, S. (2007). John henry. Minneapolis, MN: Millbrook Press, Inc.
Summary:
John Henry by Stephen Krensky tells the legend of John Henry, the strong railroad worker who was always seen with a hammer in his hand. John Henry describes the persistence and hard work that lead to John's expertise and strength with his hammer. This author does a nice job of choosing language that enables young readers to successfully read this text independently. This text is also a little different than most John Henry children's books and tells a more realistic tale.
Lesson/Activity:
State Standards:
Krensky, S. (2007). John henry. Minneapolis, MN: Millbrook Press, Inc.
Summary:
John Henry by Stephen Krensky tells the legend of John Henry, the strong railroad worker who was always seen with a hammer in his hand. John Henry describes the persistence and hard work that lead to John's expertise and strength with his hammer. This author does a nice job of choosing language that enables young readers to successfully read this text independently. This text is also a little different than most John Henry children's books and tells a more realistic tale.
Lesson/Activity:
State Standards:
Social Studies Standard 2-1 - The student will demonstrate an understanding of cultural contributions made by people from the various regions of the United States.
Social Studies Indicator 2- 1.4 - Recall stories and songs about regional folk figures who have contributed to the development of the cultural history of the United States, including Pecos Bill, Brer Rabbit, Paul Bunyan, Davy Crockett, and John Henry. (G, H)
ELA Standard 2.4 - The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.
ELA Indicator 2 - 4.2 - Use complete sentences (including simple sentences with compound subjects and predicates) in writing.
Lesson Objectives:
The student will organize the sequence of John Henry by Stephen Krensky.
The student will write two complete sentences to narrate a text.
Materials:
1. A copy of John Henry by Stephen Krensky for every student.
2. Photocopied illustrations from one story in the text for each group.
3. Pencils
4. Lined Paper
Procedures:
1. TTW arrange the students in small groups.
2. TTW give each student a copy of John Henry by Stephen Krensky.
3. TTW assign each group one story from the text.
4. The students in the small group will take turns reading one part of the story aloud.
5. After reading the story, the students will put the text aside.
6. The students will arrange the provided pictures that illustrate the text into the correct sequence of events.
7. After arranging the sequence of events, each student will write two sentences to describe one illustration (each student will complete a different illustration).
Social Studies Indicator 2- 1.4 - Recall stories and songs about regional folk figures who have contributed to the development of the cultural history of the United States, including Pecos Bill, Brer Rabbit, Paul Bunyan, Davy Crockett, and John Henry. (G, H)
ELA Standard 2.4 - The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.
ELA Indicator 2 - 4.2 - Use complete sentences (including simple sentences with compound subjects and predicates) in writing.
Lesson Objectives:
The student will organize the sequence of John Henry by Stephen Krensky.
The student will write two complete sentences to narrate a text.
Materials:
1. A copy of John Henry by Stephen Krensky for every student.
2. Photocopied illustrations from one story in the text for each group.
3. Pencils
4. Lined Paper
Procedures:
1. TTW arrange the students in small groups.
2. TTW give each student a copy of John Henry by Stephen Krensky.
3. TTW assign each group one story from the text.
4. The students in the small group will take turns reading one part of the story aloud.
5. After reading the story, the students will put the text aside.
6. The students will arrange the provided pictures that illustrate the text into the correct sequence of events.
7. After arranging the sequence of events, each student will write two sentences to describe one illustration (each student will complete a different illustration).
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