17 minute read
Session 2: Learning About Each Other
Session 2
LEARNING ABOUT EACH OTHER
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Courtesy of Maryland Public Television
Learning About Each Other Workshop: Goals
Learning Goals
In this session, families will explore how we can use informational text to learn more about community members.
All four of the FCL sessions focus on the primary MOLLY OF DENALI informational text learning goal: To use
informational text they access and/or create to meet their needs, and wants, including to help them solve real-world problems, to satisfy their curiosity, to take advantage of opportunities, to teach others and to accomplish tasks.
This session also supports a secondary learning goal: to
use detailed descriptions in writing or presenting to help readers generate mental pictures.
Courtesy of WFSU Public Media
NOTE
The informational text learning goals are concepts that are meant to help facilitators guide families’ explorations but do not need to be explicitly stated to families. Families should be focused on the experience of using and creating informational text.
This Session’s Molly Story
In “Fiddle of Nowhere,” Molly’s friend Oscar reads a magazine article about his favorite musician to help Molly learn more about him. Kids will learn more about someone from their family or community and share that information with others by creating a biosketch.
This Session’s Artifact:
A biosketch
Session Priorities
Families will: • Explore biosketches and what they can tell us about a person. • Get to know a community or family member by researching and sharing information about them. • Develop and strengthen positive attitudes towards reading and creating informational text.
TIP
We define family in very open terms. Family represents the people that you feel close to and who you learn from and can include friends and community members.
Courtesy of Alaska Public Media
Concepts/vocabulary to incorporate throughout the workshop:
Informational Text: Text whose main purpose is to convey information. A text can be written words, images, oral language, videos, websites, etc. We can use informational texts to solve everyday problems, satisfy our curiosity, take advantage of opportunities, teach others and complete tasks.
Biographical Text: A type of informational text that shares information about a real person.
Biosketch: A short biographical text that may feature a person’s name, birthday, birthplace and important events in someone’s life. A biosketch can also include major accomplishments and/or a special skill or talent.
Value: An idea or guiding principle we practice that is important and meaningful to our family or community.
Artifact: An item made by humans that has special meaning.
TIP
Another way to phrase this value with nontraditional families may be, “You are an Extension of the Values that You’re Taught.”
TIP
To create a welcoming environment for all types of families, consider phrasing parents or caregivers as “wise Elders” and the “stars in kids’ lives.”
Alaska Native Value
Introduce the Alaska Native value of “Know Who You Are – You Are An Extension of Your Family’’ to center and ground the experience of this session’s workshop. Throughout the center activities, encourage families to discuss how our family history helps guide, shape and inspire us.
Courtesy of GPB
Learning About Each Other Workshop: At-a-Glance
Eat (25 minutes)
Welcome families. Sign everyone in, pass out conversation placemats and name tags and invite everyone to eat.
Show the full episode story, “Fiddler of Nowhere..”
Preview the workshop.
Introduce and discuss the session’s featured Alaska Native Value, “Know who you are – you are an extension of your family.”
Explore
(40 minutes)
Introduce the concept of informational texts, like biographies, that help us learn about real people.
Introduce biosketch example, distribute the Museum Planner, and set up the biosketch activity.
Use prompts in the Museum Planner to gather information about a family member.
Courtesy of WCNY
PLAY
Facilitate family learning and play at three centers in the following sequence:
1. Molly’s Research & Writing Center
Families look through kid-friendly examples of biographical texts to read together. Prompts for notetaking and templates are provided in the Museum Planner. (Please refer to the appendix for a list of suggested biographical text examples.)
2. Tooey’s Make & Take Center
Families create their biosketch of a family member, using the information they collected in their Museum Planner and adding a drawing or photograph.
3. Trini’s Digital Media Center
Families play the “Denali Trading Post” game found in the PBS KIDS GAMES and MOLLY
OF DENALI app and can view the workshop’s episode, “Fiddle of Nowhere,” if they didn’t preview it at home.
Courtesy of WHRO Public Media, Norfolk VA
Extension Ideas
If outdoor space is available, incorporate an outdoor classroom as part of “Molly’s Research & Writing Center.” Lead families outside to explore and observe local nature. This can also help families choose an animal to include in the museum exhibit.
Load tablets with the free Seek by iNaturalist app. Recommend to families to download Seek by iNaturalist if they have smartphones. Through image recognition, the app can help families identify and learn information about plants and animals in their community.
Connect with local Indigenous groups that may have informational text and knowledge to share about animals, birds, insects and/or the surrounding environment.
SHARE
Photo Courtesy of Austin PBS
Bring families back together to share their contribution to the community museum exhibit: a biosketch of a family or community member. Take photos of biosketches for the museum exhibit if kids want to take home the original biosketches.
Preview the next workshop.
Watch interstitial.
Share take-home materials: Recommended one-sheet booklist and a local map.
Goodbye until next time!
Materials
Eat
Name tags
Meal
Conversation placemats
Episode story, “Fiddle of Nowhere”
Computer, projector and speakers
A sample biosketch (of a special relative of yours, a community Elder or a local hero)
Museum Planner and pencil for each child
Explore
Courtesy of Maryland Public Television
PLAY
Molly’s Research & Writing Center
A variety of developmentally-appropriate biographical texts (See appendix for an extended recommended booklist and gather from your local library)
Tooey’s Make & Take Center
Markers, crayons, pencils
Craft supplies to decorate biosketch (stickers, etc.)
Tape or glue as needed Template inside the Museum Planner
Color index cards Mini-photo frames (optional)
Camera and portable printer if taking photos of the family member
Trini’s Digital Media Center
Tablets loaded with “Denali Trading Post” digital game from the PBS KIDS GAMES and Molly of Denali app
Tablets loaded with “Fiddle of Nowhere” story episode Headphones (optional)
SHARE
Removable tape and a display board or space to hang completed biosketches Recommended one-sheet booklist
Local maps for each family
Learning About Each Other: Workshop Rundown
Welcome
Welcome families back to Session Two! Sign them in, distribute placemats and name tags.
Eat (25 minutes)
• As families eat, encourage them to use the prompts and conversation starters to help orient them to the theme of the workshop. The conversation placemat includes a biosketch. • Encourage families to share what they notice. • Watch “Fiddler of Nowhere.” Provide some setup such as, “In today’s story, Molly’s friend Oscar reads a magazine article to Molly about his favorite musician. Let’s see how Molly uses clues from the article to create a mental picture about Oscar’s favorite musician.” • Clean up meal and gather together as a whole group.
Courtesy of WCNY
Introductions and Preview
Preview today’s topic—Learning About Each Other—where families will explore how we can use information books called biographies and other sources to learn about real people. In today’s session, families will have an opportunity to learn and share information about a family member, wise Elder or “star” grown-up in a kid’s life.
At today’s FCL, families will:
• Today’s FCL will include the following:
• Explore informational text and understand how we use it to learn and share information.
Play and learn together at hands-on and digital activity centers in a sequence: • Play: Families will visit three centers following this sequence:
TIP
It is important to use and create informational texts for a clear purpose. Emphasize that in each workshop, families will be creating different pieces of information to help others learn about our community.
1. Molly’s Research & Writing Center - Families will use their Museum Planner to gather information about a special family member. Families will explore examples of biographical text and pick one to read together. The biographical texts will serve as a way to gather information. It also will serve as a model for creating the biosketch. 2. Tooey’s Make & Take Center - Families will create a biosketch of their chosen family member to share. 3. Trini’s Digital Media Center - Families will play the “Denali Trading Post” game found inside the PBS KIDS GAMES and Molly of Denali app to help customers find what they need at this community store. Tablets will also be loaded with the episode, “Fiddle of Nowhere.”
• Share: Families will hang and share their biosketch with the group.
As families wrap up eating, review the placemat activity.
Ask for volunteers to describe what clues they noticed in the magazine cover. Bring attention to the Alaska Native value on the placemat “Know Who You Are – You Are An Extension of Your Family.”
Invite discussion by asking families questions such as:
• What does this value mean to you? • How are you an extension of your family? • What are some activities your family likes to do together? • What types of foods does your family like to make and eat together? • How are you similar to members of your family • What about your family makes you feel proud?
TIP
Share with grown-ups and kids that “family” are the people that you feel close to and learn from and can include friends and community members. Learning About Each Other
TODAY’S STORY
Molly and Oscar learn about Oscar’s favorite musician in a magazine. As Oscar reads the article out loud, Molly uses the information to picture in her mind Finnegan King and his life. This is something good readers often do when they read. It’s a great surprise when they get to meet him in person and compare what they imagined to the star himself!
ALASKA NATIVE VALUE
KNOW WHO YOU ARE
You Are an Extension of Your Family
FAMILY TALK:
• Describe what you see in the magazine page, “Long Live the King.”
• What questions do you think Molly and Oscar might want to ask Finnegan King?
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The contents of this document were developed under a cooperative agreement (PR/Award No. U295A150003, CFDA No. 84.295A) from the U.S. Department of Education. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. MOLLY OF DENALI™ is produced by WGBH Kids and Atomic Cartoons in association with CBC Kids. Molly of Denali, TM/© 2019 WGBH Educational Foundation. All rights reserved. PBS KIDS and the PBS KIDS Logo are registered trademarks of Public Broadcasting Service. Used with permission.
Explore (25 minutes)
Introduce the Concept of a Biosketch
Share your photo/biosketch and invite participants to observe and share what they notice. “What clues help tell us about the person? What can a title, quote, or fact tell us? When we want to learn more, we need to look for clues, generate mental pictures from the information we have, ask questions and figure out where to find our answers.”
Co-viewing the Video
In today’s story, Molly’s friend Oscar reads a magazine article about his favorite musician to Molly (highlight clip from beginning to 3:08). You might ask families: • What kind of information did Molly and Oscar learn from the article? • What did they know about the fiddler before meeting him?
After viewing: Help families make connections between the video clip and ways that descriptions can help us imagine what a person is like. Creating mental pictures when reading or listening can help us understand many kinds of texts, including biographies. Invite participants to describe a person who is special to their family. • What clues would you give to help someone imagine and picture your family member/wise Elder? • Does your family member have a special talent? • What does this person like to do?
Explore (25 minutes) Introduce Biosketch Activity
Talk about how Molly and Oscar were able to unlock clues about the fiddler thanks to the article they read. Explain that the artifact we’ll be working on today is about helping people in our community learn more about each other by sharing about people that make our community special. Invite families to create a biosketch to share information about a family member or special family friend in the community. (It can be the grown-up attending the workshop or a relative or friend that the grown-up attending the workshop is familiar with). To get information, we have to ask questions.
Distribute the Museum Planner and show them the biosketch about Mr. Patak. Invite families to find a quiet spot in the room to read the biosketch and gather information on the profile page about the person they will represent. Encourage families to ask questions and take notes about the person. You can also introduce the biosketch page they will use later at the Make & Take Center to create the final product.
Courtesy of GPB
TIP
If you would like to create the space for grown-ups-only and kids-only time, consider having kids preview centers with facilitators, and in particular, biographical books and other informational text at Molly’s Research & Writing Center. At the same time, gather grown-ups to discuss and reinforce the intention of introducing Alaska Native values and the purpose of the biosketch as part of the mini-museum exhibit. Also, during this time, share tips, strategies, and modifications for the Play Centers with grownups, and invite caregivers to ask questions or share any accommodations they may need for their family during the session.
PLAY (30 minutes)
Introduce the Play section, where families will have a chance to explore examples of biographical text, complete their biosketch for the mini-museum, and play with Molly in the “Denali Trading Post” game.
• Families will rotate through the centers at their own pace, moving to the next activity when their child is ready. They are welcome to revisit centers if they choose. • Invite families to return to the Research & Writing Center and choose a biography to read if they finish early.
Courtesy of Alabama Public Broadcasting
TIP
Add a “Kid Corner” for younger siblings and/or kids that need a break from all of the environmental stimuli. The corner could be part of the “Research & Writing Center” or as a separate center. Include age-appropriate books and MOLLY OF DENALI coloring pages and coloring utensils.
Play Center Set-up
1. Molly’s Research & Writing Center
Families will explore examples of biographical text and pick one to read together. Invite families to look for an interesting photo or fact to share with the group later.
• Set up a variety of age-appropriate biographical books on the table.
2. Tooey’s Make & Take Center
Families will complete a biosketch of their chosen person using the biosketch template provided. The Museum Planner includes a research and documentation page and a separate page to create the artifact – in this case, a biosketch. It’s important for kids to document research separately from creating the actual artifact; repetition can serve to reinforce learning key concepts.
• Set up a variety of writing and crafting materials. • Encourage families to complete the biosketch together, including a drawing or paper doll of the person they have chosen. Invite them to be as creative as they wish with the materials to decorate the page. (Families can also take a photo or find an existing digital photo to use as part of the biosketch.) • Invite families to hang their biosketch in the display space you designate for your community mini-museum.
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Sourcing biographical texts about local and Indigenous people can help kids notice, wonder and draw connections with their community.
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Make enough copies of the biosketch page for your group ahead of time. A template will be included in the Museum Planner. The template should be saved for families to create another biosketch at home.
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Families may have different language and literacy levels. Families can communicate the biosketch orally. Using a smart phone, record the biosketch as an alternative option to writing. For families who regularly communicate in a native language other than English, encourage writing the placard in their native language. Using voice-to-text technology can also help families who may need some extra help with translations or writing.
Courtesy of Maryland Public Television
TIP
Explain and preview the digital game to help grown-ups feel better prepared to lead their child through the game independently. 3. Trini’s Digital Media Center
Families will play digital games and learn about Molly’s town of Qyah.
• “Denali Trading Post Game:” Families will play the “Denali’s Trading Post” game found inside the
Molly of Denali app to help customers find what they need at this community store.
• Set out four fully-charged tablets with the PBS
KIDS Games and Molly of Denali apps and a variety of age-appropriate biographical books on the table.
• Encourage families to play the game together. Kids often like to take the lead but there are lots of ways grown-ups can co-play with their kids by asking questions and “narrating” their experience. Help kids identify the different people in the community of Qyah who visited the store.
• Set up one or more tablets with the full video for
“Fiddle of Nowhere.”
Add in a quick stretch break before bringing everyone together to then share their museum artifact.
Share (25 minutes)
Share (10 Minutes)
Each session concludes with the Share portion—a chance for families to share their ideas and work with one another. This is a fantastic time to celebrate your families’ engaging work!
Encourage participants to be present, enthusiastic, attentive and supportive of one another as they share.
• Invite families to visit the newly created biosketch exhibit!
Encourage families to create a visual picture in their mind as they read the biosketches. • Some additional questions you may ask:
What is one interesting fact you learned about your biosketch grown-up/Elder?
Do you have something in common or similarities with your biosketch grownup/elder?
TIP
Sharing can happen in small and large groups. You may start by encouraging families to share with a neighboring family at their table or lead a “Show-and-Tell,” where kids show each other what they made and talk about the concepts learned. Respond to the energy and comfort of participating families when deciding how to structure this time. Wrap-Up and Take-Home
• Point out and celebrate some of the informational text you saw families using and creating (using specific examples) and some of the ways you saw families supporting each other’s engagement and learning.
• Congratulate families on a successful second workshop!
Make sure families know that the biosketch will be viewed beyond the workshop by others in the community. Remind attendees of the audience for the biosketches and the plan to share them.
• Remind families of next week’s workshop details and the next episode to preview at home. Provide a brief preview to get them excited about what you’ll be doing together next: exploring maps and their community. Invite families to bring a map (paper or digital) that is meaningful to them to share, if they’d like.
• Collect name tags and distribute recommended booklist postcard and a local map to take home.
