Mentor Handbook:
Agenda:
June 7, 2012
Introduce yourself to the student.
Get paper and markers and make name tags.
Begin to read the book.
Finish reading the book.
Talk to them about the book.
Go over vocabulary and lesson.
Give them note cards and write the words and meaning.
And if time give the quiz on the book.
The Great Kapok Tree by Lynne Cherry.
PZ7.C4199
Vocabulary Words:
Depend- In need
Ancestors- Family members
Troupe- A group
Streaming- Letting through or to make way
Howling- Making noise or to yell
Comprehension Check:
1. How many men walked into the Rain Forest?
a. 4
b. 3
c. 2
d. 1
2. The animals were watching the men.
a. True
b. False
3. The larger man "whacked" at the tree!
a. Yes
b. No
4. What was the man doing to the tree?
a. Looking at it
b. Cutting it down
c. Looking for animals
d. Touching it
5. The tree was _________ to the animals.
a. Home
b. Food
c. Place
d. Entertainment
6. Did the man cut down the tree?
a. No
b. Yes
7. Are trees around the world being cut down?
a. Yes
b. No
8. Does it affect nature and its surrondings?
a. Yes and why
b. No and why
Reflection:
On June 7, many of the students were a little shy, but later warmed up and became a little more talkative. We read Thr Great Kapok Tree, as a group. We each read a page or two and passed it around. The students understood the book and the issue tied into it, which was trees being cut down and Mother Nature not being valued.
Lesson/Skill Focus: Ecology...How nature is mistreated.
Materials:
1 book
About 50 notecards (each day)
8 Markers
PZ7.C4199
Vocabulary Words:
Depend- In need
Ancestors- Family members
Troupe- A group
Streaming- Letting through or to make way
Howling- Making noise or to yell
Comprehension Check:
1. How many men walked into the Rain Forest?
a. 4
b. 3
c. 2
d. 1
2. The animals were watching the men.
a. True
b. False
3. The larger man "whacked" at the tree!
a. Yes
b. No
4. What was the man doing to the tree?
a. Looking at it
b. Cutting it down
c. Looking for animals
d. Touching it
5. The tree was _________ to the animals.
a. Home
b. Food
c. Place
d. Entertainment
6. Did the man cut down the tree?
a. No
b. Yes
7. Are trees around the world being cut down?
a. Yes
b. No
8. Does it affect nature and its surrondings?
a. Yes and why
b. No and why
Reflection:
On June 7, many of the students were a little shy, but later warmed up and became a little more talkative. We read Thr Great Kapok Tree, as a group. We each read a page or two and passed it around. The students understood the book and the issue tied into it, which was trees being cut down and Mother Nature not being valued.
Lesson/Skill Focus: Ecology...How nature is mistreated.
Materials:
1 book
About 50 notecards (each day)
8 Markers
Agenda:
June 12, 2012
Salutations.
Begin to read the book.
Finish reading the book.
Talk to them about the book.
Go over vocabulary and lesson.
Give them note cards and write the words and meaning.
And if time give the quiz on the book.
Let's Talk About Race by Julius Lester
C305.8: Chandler Public Library
Vocabulary Words:
Race- Texture- Visual quality of a surface
Housewife- A married women who manages her own household
Minister- Person authorized to conduct religious worship
Beneath- Below; Lower place
Comprehension Check:
1. Is any race better than another race?
a. Yes
b. No
2. "Beneath everyone's skin are ________!"
a. Bones
b. Meat
c. Veins
d. Skin
3. In our history have there been issues about race and equality?
a. Yes
b. No
4. What races were presented in the book?
a. Blacks
b. Hispanics
c. Asians
d. Whites
e. All of the above
5. What race are you?
a. Short answer
6. In your opinions do issues of race and inequality happen today?
a. Yes and why
b. No and why
Reflection:
June 12, 2012
Lesson/Skill Focus: Inequality.
Materials:
1 book
About 50 notecards (each day)
8 Markers
C305.8: Chandler Public Library
Vocabulary Words:
Race- Texture- Visual quality of a surface
Housewife- A married women who manages her own household
Minister- Person authorized to conduct religious worship
Beneath- Below; Lower place
Comprehension Check:
1. Is any race better than another race?
a. Yes
b. No
2. "Beneath everyone's skin are ________!"
a. Bones
b. Meat
c. Veins
d. Skin
3. In our history have there been issues about race and equality?
a. Yes
b. No
4. What races were presented in the book?
a. Blacks
b. Hispanics
c. Asians
d. Whites
e. All of the above
5. What race are you?
a. Short answer
6. In your opinions do issues of race and inequality happen today?
a. Yes and why
b. No and why
Reflection:
June 12, 2012
Lesson/Skill Focus: Inequality.
Materials:
1 book
About 50 notecards (each day)
8 Markers
Agenda:
June , 2012
Salutations.
Begin to read the book.
Finish reading the book.
Talk to them about the book.
Go over vocabulary and lesson.
Give them note cards and write the words and meaning.
And if time give the quiz on the book.
Tornadoes! by Gail Gibbons
C551.55: Chandler Public Library
Vocabulary Words:
Demolish- to destroy/ ruin
Foundations- basis of groundwork
Devastation- threatening
Humid- containing high amount of water vapor
Cumulonimbus- a cloud of class of thunderstorm conditions
Comprehension Check:
1. What do tornadoes damage?
a. Houses
b. Cars
c. Families
d. All of the above
2. Are their different levels of tornadoes?
a. Yes
b. No
3. Tornadoes have different wind speeds between 65 mph and 201 mph!
a. True
b. False
4. Do tornadoes destroy?
a. Yes and why
b. No and why
5. How many regions exoerience tornadoes in the United States?
a. 4
b. 3
c. 2
d. 0
6. In the United States the regions are Florida and the Middle section?
a. Yes
b. No
7. Are tornadoes apart of Natural Disasters?
a. Yes
b. No
8. Do you think tornadoes are bad?
a. Yes and why
b. No and why
Reflection:
On June 12,
Lesson/Skill Focus: Natural disasters.
Materials:
1 book
About 50 notecards (each day)
8 Markers
C551.55: Chandler Public Library
Vocabulary Words:
Demolish- to destroy/ ruin
Foundations- basis of groundwork
Devastation- threatening
Humid- containing high amount of water vapor
Cumulonimbus- a cloud of class of thunderstorm conditions
Comprehension Check:
1. What do tornadoes damage?
a. Houses
b. Cars
c. Families
d. All of the above
2. Are their different levels of tornadoes?
a. Yes
b. No
3. Tornadoes have different wind speeds between 65 mph and 201 mph!
a. True
b. False
4. Do tornadoes destroy?
a. Yes and why
b. No and why
5. How many regions exoerience tornadoes in the United States?
a. 4
b. 3
c. 2
d. 0
6. In the United States the regions are Florida and the Middle section?
a. Yes
b. No
7. Are tornadoes apart of Natural Disasters?
a. Yes
b. No
8. Do you think tornadoes are bad?
a. Yes and why
b. No and why
Reflection:
On June 12,
Lesson/Skill Focus: Natural disasters.
Materials:
1 book
About 50 notecards (each day)
8 Markers
Agenda:
June 19, 2012
Salutations.
Begin to read the book.
Finish reading the book.
Talk to them about the book.
Go over vocabulary and lesson.
Give them note cards and write the words and meaning.
And if time give the quiz on the book.
Water Everywhere by Jill Atkins.
C553.7: Chandler Public Library
Vocabulary Words:
Contained- to be controlled
Covered- to place something over
Several- being more than two but fewer than many
Vanishes- to disappear quickly
Tsunami- unusually large sea wave
Comprhension Check:
1. How many main seas are there in the world?
a. 7
b. 5
c. 1
d. 0
2. How many oceans are there?
a. 5
b. 2
c. 3
d. 1
3. What is the water process called?
a. Water cycle
b. H2O
4. Does water come from underground?
a. Yes
b. No
5. How long can camels go without drinking water?
a. 1 day
b. 5 days
c. 20 days
d. 1 month
6. Plants need water to grow!
a. True
b. False
7. Is water important?
a. Yes and why
b. No and why
8. Is water supply scarce?, in your opinion.
a. Yes
b. No
Reflection:
On June 19, the students and i both enjoyed "Water Everywhere". It was informative and interesting!
Lesson/Skill Focus: Lack of water supply.
Materials:
1 book
About 50 notecards (each day)
8 Markers
Agenda:
June 21, 2012
Salutations.
Begin to read the book.
Finish reading the
book.
Talk to them about the book.
Go over vocabulary and lesson.
Give
them note cards and write the words and meaning.
And if time give the quiz on the book.
C553.7: Chandler Public Library
Vocabulary Words:
Contained- to be controlled
Covered- to place something over
Several- being more than two but fewer than many
Vanishes- to disappear quickly
Tsunami- unusually large sea wave
Comprhension Check:
1. How many main seas are there in the world?
a. 7
b. 5
c. 1
d. 0
2. How many oceans are there?
a. 5
b. 2
c. 3
d. 1
3. What is the water process called?
a. Water cycle
b. H2O
4. Does water come from underground?
a. Yes
b. No
5. How long can camels go without drinking water?
a. 1 day
b. 5 days
c. 20 days
d. 1 month
6. Plants need water to grow!
a. True
b. False
7. Is water important?
a. Yes and why
b. No and why
8. Is water supply scarce?, in your opinion.
a. Yes
b. No
Reflection:
On June 19, the students and i both enjoyed "Water Everywhere". It was informative and interesting!
Lesson/Skill Focus: Lack of water supply.
Materials:
1 book
About 50 notecards (each day)
8 Markers
Agenda:
June 21, 2012
Salutations.
Begin to read the book.
Finish reading the
book.
Talk to them about the book.
Go over vocabulary and lesson.
Give
them note cards and write the words and meaning.
And if time give the quiz on the book.
Energy Makes Things Happen by Kimberly Bradley
C531.6: Chandler Public Library
Vocabulary words:
Energy- Having available power
Active- Engaged in action
Transfers- To remove from one place to another
Move- To pass from one place to another
Gasoline- Flammable liquid mixture
Comprehension Check:
1. Everything has energy!
a. True
b. False
2. There are many different kinds of _____!
a. Energy
b. Light
c. Things
d. Wind
3. _____ energy sails sailboats across a pond.
a. Light
b. Water
c. Wind
4. Everything we eat gets used up by our bodies!
a. True
b. False
5. ______ gives us energy to do our work!
a. Food
b. Animals
c. People
6. Most of our energy comes from _____!
a. Light
b. Heat
c. Sun
d. Energy
7. Is conserving energy important?
a. Yes and why
b. No and why
8. How do you use your energy?
a. EXPLAIN
Reflection:
On June 21, the students and i both enjoyed "Energy Makes Everything Happen". It was interesting!
Lesson/Skill Focus: Conserving energy.
Materials:
1 book
About 50 notecards (each day)
8 Markers
C531.6: Chandler Public Library
Vocabulary words:
Energy- Having available power
Active- Engaged in action
Transfers- To remove from one place to another
Move- To pass from one place to another
Gasoline- Flammable liquid mixture
Comprehension Check:
1. Everything has energy!
a. True
b. False
2. There are many different kinds of _____!
a. Energy
b. Light
c. Things
d. Wind
3. _____ energy sails sailboats across a pond.
a. Light
b. Water
c. Wind
4. Everything we eat gets used up by our bodies!
a. True
b. False
5. ______ gives us energy to do our work!
a. Food
b. Animals
c. People
6. Most of our energy comes from _____!
a. Light
b. Heat
c. Sun
d. Energy
7. Is conserving energy important?
a. Yes and why
b. No and why
8. How do you use your energy?
a. EXPLAIN
Reflection:
On June 21, the students and i both enjoyed "Energy Makes Everything Happen". It was interesting!
Lesson/Skill Focus: Conserving energy.
Materials:
1 book
About 50 notecards (each day)
8 Markers