The Mailbox Prep
So, I’m about to embark on the 5th time teaching The Mailbox by Audrey Shafer to my 6th graders. I’ve refreshed my prediction board because it was starting to look a little sad. I’ve added a couple of words (foster care and PTSD). It looks great, even if I say so myself. What do you think?
I’ve also loaded links into Google Classroom that will be used as extended activities or added background information that connect to the story. I haven’t specifically nailed down the order in which I’ll share these with my kids, though. This is the first year all my kids have had their own iPads and have quick and easy access to internet searches. So, I’ll try to keep detailed notes and plans on how and when I’ve used them. I don’t want to spoil anything. Also, I’m thinking that some of these might be used when we must be “flexible” because circumstances outside of our control will change my class times, or will take some of my kids out of my class. (ELL testing, assemblies, snow days, etc.) See those links below:
- Meet the author
- Of Mice and Men by John Steinbeck (summary with spoilers!)
- Tarzan of the Apes by Edgar Rice
- The Call of the Wild by Jack London
- Arlington Cemetery
- Purple Heart
- Distinguished Cross
- Vietnam War Memorial
In addition, I have loaded vocabulary words from the first chapter into Quizlet.com. One word, however, is not in the chapter. It’s dialect. Most of my kiddos don’t yet know what this is. Every time Uncle Vernon speaks, he is using his dialect, which tends to throw them off. You could have a mini-lesson on dialect, using examples from other books. I will probably only have time to brush over it, which is why I added it to the vocabulary list.
Ideally, I will load words from each chapter onto Quizlet, or maybe later into the book, I will use some other vocabulary lesson. I know there are better ways to teach vocabulary, but my kiddos need something that will help them learn a boat load of words in a short amount of time. Most of them are English as second language learners.
Now, notice I said ideally. Once we get going, I’m going to be pressed for time. I’ll be spending weekend time, like right now, on prepping for this. At some point, being with my family and taking care of my personal life will take precedence. I’m planning on starting the book after next week. Or, at least, creating and building anticipation and excitement in my students for the book. It makes a difference. It captures the attention of more kiddos, even those who haven’t paid attention or given a flip about school since day one. That should be something else I keep track of, come to think of it–the individual kids who haven’t participated in their own learning during the first semester.
Sidebar: I’ve missed a few days of my 500-words-a-day challenge. So, I’m going to do a couple more posts today to try and catch up.