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Suggested level: Intermediate (Grades 3, 4, 5)
The following Heartwood lesson uses a journal entry as a beginning and follows through to an extended writing piece appropriate for inclusion in a student's portfolio. This is a two-part lesson with suggested time frames. It is based on the Design of a Heartwood Lesson (Preview, Story, Discussion, and Activity). Teachers may choose from the ideas, create their own entries and assignments, and modify the lesson to fit their particular needs.
Part 1 (Basic)
Objective
Students will understand how to identify and discuss Heartwood attributes displayed by story characters.
Materials
Heartwood Journals
Miss Rumphius by Barbara Cooney
(Heartwood book/Kit 1/2)
Preview: 5-10 minutes
Teachers have many choices in previewing a Heartwood book with their students. Here are a few ideas for preview journal entries for use with Miss Rumphius.
1. Mapping
Together, teacher and students map prior knowledge of the main attribute of the book to be read.
2. Questioning
Teachers ask their students to answer a question related to their own experience. Example: “Have you ever been given some good advice by a grandparent or another older adult? Write a few sentences in your journal about that advice.”
3. Listing
Teachers ask students to make a list in their journals of things they might do to make the world more beautiful.
Story: 7 minutes
Teachers read the story aloud and show illustrations.
Discussion: 10 minutes
- What are the different kinds of respect in the story? (Respect for the young and the old, respect for the earth, self-respect, pride in a job well done.)
- Describe Miss Rumphius. How would the villagers describe her to their children?
- What were the three goals Miss Rumphius wanted to accomplish in her life?
- Why did Miss Rumphius feel that she should make the world more beautiful when she thought it was already pretty nice?
- How did others react to her plan to beautify the world? Did their opinions cause her to change her actions? Why or why not?
- How could you, as an individual, change the world? — based on the Heartwood lesson card for Miss Rumphius
Writing Activity: 10 minutes
After listening to the teacher read Miss Rumphius and discussing the story, students are ready to make a journal entry. Rather than assigning a specific writing prompt, teachers may elicit suggestions from the class.
To keep the entries informal, the teacher may draw a face on the chalkboard with a “think bubble” above it. As students brainstorm ideas for writing, the teacher writes them in the bubble. Students are told to choose one of the ideas. Many students will begin to write after just a few suggestions are given.
Sharing: 10 minutes
Students may present their journal entries in one of the following ways:
- Whole class—In front of the class students read or tell about their writing, using a microphone if possible.
- Peer response group—Students read their entries in groups of four or five.
- Partners—Students read their entries to each other.
Part 2 (Extended)
This lesson follows Part 1 and a reading of Johnny Appleseed. (This is one way Heartwood may be integrated into the language arts curriculum. It helps students produce a piece of writing following standards.)
Objective
Students will develop an extended writing piece about attributes displayed by story characters, and will improve their understanding of respect.
Activities
Reading Johnny Appleseed, creating a Venn Diagram comparing Johnny Appleseed and Miss Rumphius, and developing a piece of writing about these two characters.
Materials
Heartwood Journals
Books
Johnny Appleseed (Several versions are available; check your library.)
Miss Rumphius by Barbara Cooney (Heartwood book/Kit 1/2)
Objective
Students will respond to literature by comparing and contrasting character traits of Miss Rumphius and Johnny Appleseed.
Directions
The teacher draws a Venn diagram (see Heartwood Teachers’ Guide) on the chalkboard and students draw one in their journals, overlapping the ovals so that the middle area is large enough for writing a list of phrases. Set up the diagram and elicit information from the class similar to that in Harlan’s example below. Differences are written on the two sides of the diagram under each character, and similarities are written in the middle under “Both.”
After completing the Venn diagram, ask students to give suggestions for topic sentences to begin writing their first drafts. Then, on their own or with a partner, students make up sentences comparing the two characters using the information from their Venn diagrams. Students are given help completing their papers with ending sentences. (See Eva's first draft below.) Later these papers will be revised, edited, and published.
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