This project was done in conjunction with our social studies
curriculum (non-fiction reading/informational text)- communities
and local history. After spending seven weeks studying about the
history of Corona we read Margaret Wise Brown's The Important
Book. As a culminating activity each student wrote about
Corona using the format of The Important Book.
Illustrations were created to go along with the poems.
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Charlie's picture of the Corona Races.
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Anthony's picture of Corona today.
(not
available after 7/2007) |
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The
City of
Corona
is a suburban community located in Southern
California. It is home to more than 145,195 people.
Corona is located approximately 45 miles southeast of Los
Angeles in western Riverside County.
We learned that Corona was the Lemon Capital
of the World.
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Here's the collaborative poem written by our class:
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Corona is an Important Town
The important thing
about Corona is that there are a lot of places to eat and play.
Corona is a safe place to live.
Corona has lots of places to buy toys, malls, markets, lots of
places to see movies, and Laser Tag.
We like Corona because it is clean.
We have citrus like oranges and lemons that we grow and eat.
Corona has different kinds of weather.
Long ago, we had auto races.
Mr. Taylor and his crew founded Corona.
But, the important thing about Corona is that there are a lot of
places to eat and play.
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Other websites of interest are:
Corona Municipal
Airport
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Grade three standards addressed for the entire unit:
History-Social Science Content Standards-Continuity and Change
3.3 Students draw from historical and
community resources to organize the sequence of local historical events and
describe how each period of settlement left its mark on the land.
Research the explorers who visited
here, the newcomers who settled here, and the people who continue to
come to the region, including their cultural and religious traditions
and contributions.
Describe the economies established by
settlers and their influence on the present-day economy, with emphasis
on the importance of private property and entrepreneurship.
Trace why their community was
established, how individuals and families contributed to its founding
and development, and how the community has changed over time, drawing on
maps, photographs, oral histories, letters, newspapers, and other
primary sources.
English-language Arts Content
Standards.
2.0 Reading Comprehension
Students read and understand
grade-level-appropriate material. They draw upon a variety of
comprehension strategies as needed (e.g., generating and responding to
essential questions, making predictions, comparing information from
several sources). The selections in Recommended Literature,
Kindergarten Through Grade Twelve illustrate the quality and
complexity of the materials to be read by students. In addition to their
regular school reading, by grade four, students read one-half million
words annually, including a good representation of
grade-level-appropriate narrative and expository
text (e.g., classic and contemporary literature, magazines,
newspapers, online information). In grade three, students make
substantial progress toward this goal.
Structural Features of Informational Materials
2.1 Use titles, tables of contents, chapter headings, glossaries, and
indexes to locate information in text.
Comprehension and Analysis of
Grade-Level-Appropriate Text
2.2 Ask questions and support answers by connecting prior knowledge with
literal information found in, and inferred from, the text.
2.3 Demonstrate comprehension by identifying answers in the text.
2.4 Recall major points in the text and make and modify predictions
about forthcoming information.
2.5 Distinguish the main idea and supporting details in expository text.
2.6 Extract appropriate and significant information from the text,
including problems and solutions.
Writing
1.0 Writing Strategies
Students write clear and coherent sentences and
paragraphs that develop a central idea. Their writing shows they
consider the audience and purpose. Students progress through the stages
of the writing process (e.g., prewriting, drafting, revising, editing
successive versions).
Organization and Focus
1.1 Create a single paragraph:
Develop a topic sentence.
Include simple supporting facts and
details.
Penmanship
1.2 Write legibly in cursive or joined italic, allowing margins and
correct spacing between letters in a word and words in a sentence.
Evaluation and Revision
1.4 Revise drafts to improve the coherence and logical progression of
ideas by using an established rubric.
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