Our latest FIAR read is Storm in the Night by Mary Stolz. It's about a boy named Thomas and his grandfather, who share a storm experience. (This book was the perfect pick this week since we have been learning about storms in Science.) Grandfather relays a story from his childhood and Thomas, the boy, learns more about fear and overcoming it. The book is filled with lots of sensory wordage and it's easy to imagine yourself right there, on the porch with Thomas and Grandfather, witnessing the storm, too. Maggie enjoyed it, and it didn't hurt that the story had a cat (Ringo) in it!
So, let me show you what we did.
Day 1 - Social Studies
After we read the book for the first time, we colored our story disk for our map.
There was no definitive geographical setting for this book, but there was the mention of Congregational church bells ringing. Grandfather and Thomas are both African-American. Years ago, my husband and I toured the very first African-American church in the US, in Savannah, Georgia, so Maggie and I decided to place this story disk over Savannah. (You can read more about this church at http://en.wikipedia.org/wiki/First_African_Baptist_Church_(Savannah,_Georgia.)
After that, we discussed the relationship between Grandfather and Thomas, and we talked about fear.
We then completed the FIAR Bible supplement to find out what God tells us about fear.
Day 2 - Language Arts
On Day 2 of our book study, we covered Language Arts. After we talked about contrast in language in the book (for example, the words used in the beginning to relay the strength of the storm versus those used at the end of the book to relay how the storm had quieted) and the use of italics for emphasis, we covered a couple of new vocabulary words that we heard in our reading. We learned the word bough, and the word mandarin. If you look at Ringo's eyes here and in the next picture, you will see what the author meant by "mandarin eyes."
So, of course, we had some mandarin oranges for a snack!
We then talked about onomatopoeia. I got this great idea for a weather mobile to illustrate onomatopoeia at http://schooltimesnippets.blogspot.com/2011/11/fiar-storm-in-night.html, using gray, blue, and yellow cardstock, scissors, a black marker, a hole punch, and string.
First, we cut a big cloud shape from the gray paper. This will be the base of your mobile, that everything else will hang off, so be sure to make it big. Then we used onomatopoeia to write on it a sound it might make ... "BOOM!" We then made a lightning streak from the yellow paper ("ZAP!"), and drops of rain from the blue ("Blip-Blop," "Ping-Pang," and "Drip-Drop.").
We strung it all together to make our mobile!
(For more storm project ideas, see our other posts from this week.)
After our mobile was finished, we talked about personification and simile. In the book, Grandfather recalls a man who had a face “like a crack in the ice.” We talked about simile, and then I challenged her to draw what that might look like. This is her picture, which she explained was "gray and cold, like ice." Smart girl.
Finally, I challenged her to use her five senses to imagine and then complete this poem to describe a thunderstorm:
I see ______.
I hear _______.
I feel _______.
I smell ________.
I taste ______.
Once she completed the poem, I typed it up and we glued it onto gray paper. Then, she added storm stickers to the gray paper, all around her poem.
Here it is!
(Here is a close-up of her poem.)
For our art study of this book, we talked about how the artist used color, to depict darkness and light throughout. We also talked about reflections, and facial expressions. In this picture from the book, you can see Thomas looking out the window, to the right of himself. You can see this by how the artist made his eyes. Maggie and I talked about eye direction ...
Then, Maggie set out to make the faces looking in different directions, to the left, to the right, up, and down.
Here is her face, looking up.
After that, we looked at how the artist drew profiles, like the three here on the book's cover.
Using a blank piece of white paper, tape, and a flashlight, we then set out to draw our own profiles!
(Here is Maggie's.)
She also decided it'd be fun to get her stuffed elephant's profile. (I just realized I snapped yet another picture with our nosy cat, Emmett, lingering in the background!)
Day 4 - Math, Science
Our final study of this reading was devoted to the math and science of the book. For math, we observed the shapes and patterns in the quilt on Grandfather's bed.
We then played this great "Polygon Quilt Game" that I found at http://www.docstoc.com/docs/53711713/Polygon-Quilt-Game, using triangles to form different shapes. The harder the shape found, the more points it gets. (I colored a few ahead of time for Maggie as an example.)
Getting to work ...
In her first try, she scored 20 points!
Then, for science, first, we talked about sources of light and what happens when a little light is present in a dark space. (Even the smallest of lights fills up the darkness!) Here we are in her pitch black closet, after she snapped on the flashlight!
We also talked about aging, noting the differences between Thomas and Grandfather, and the senses, specifically, how some senses become more heightened when one is not in use. (For example, how you can hear better when the room is dark and you are unable to see.) Finally, we talked about storm safety, and put together a "Storm Survival Kit." (This was VERY exciting for her!) She gathered flashlights, extra batteries, a battery-operated radio, first aid items, and a couple of granola bars. (We had talked this week about where we would go in our home in case of a tornado warning, and since we discovered the best place is in Mommy and Daddy's bathroom, and not the kitchen, we thought a couple of snacks might be a good addition to the kit!)
All ready to go! She is very proud of her kit and was happy to find a secure place for it.
We resume school next week, Week 5, with a study of living things, all things forests, and another FIAR book, Three Names by Patricia MacLachlan. Check back with us!