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Curriculum Web of Activities
Science, Social Studies, Math, Language Arts, Computers & Internet
By – Donna Hennessy
Primary Subject – Language Arts
Secondary Subjects – Math, Science, Social Studies, Computers/Internet
Grade Level – 5
Walls That Tell a Story Unit
II. Curriculum Web of Activities
III. Narrative Rationale
VI. Lesson Plans:
Lesson Plan 1 –
(Math, Social Studies)
Lesson Plan 2 –
Lesson Plan 3 –
Lesson Plan 4 –
(Language Arts, Other)
II. Curriculum Web of Activities Related to “Talking Walls”
- Donna Hennessy provided us with a graphic visual representation of the activities planned for the thematic unit
Walls That Tell a Story
- based on the book
- by Margy Burns Knight. As you can see, the graphic did not reproduce well in a smaller size, so she included the print version below.
- Walls exist all over the world. Some walls symbolize community and family. Others act as obstacles getting in the way of our goals and dreams. The essential question that is being answered throughout the unit is:
- For each of the nine subject areas, there are at least three lessons, and each contains at least one auditory, kinesthetic, and visual lesson.
- A= Auditory Lesson
- K=Kinesthetic Lesson
- V=Visual Lesson
Language Arts & Literacy:
- Read the book Talking Walls by Margy Burns Knight to the class. (A, V)
- Read Tiki Tiki Tembo (Chinese Culture). (A, V).
- Brainstorm the “walls” in our lives. Write a narrative paper on this. (A, V, K)
- Create a travel brochure on one of the walls the student would like to visit. List all the interesting things to see. (V, K)
- Discuss Nelson Mandela and his role in fighting Apartheid in South Africa. (A)
- Map the various walls discussed in the book “Talking Walls” on a large world map either up on the wall or on the floor. (V, K)
- Find the latitude and longitude of the various walls and add this information to the map. (V, K)
- Try to build our own walls using just 2 pieces of paper, some straws and tape. Determine whose wall is the highest, strongest, etc. (K)
- Build a wall in our classroom using items in the room (desks, chairs, etc.). Use it to divide the class for the day, then discuss its effect on learning. (V, A).
- Examine some of the famous scientists from the cultures discussed in “Talking Walls”.
- Calculate the number of miles it is from our school to the walls mentioned in the book Talking Walls . (V)
- Graph the number of miles from our school to the various countries from lowest to highest. (V, K).
- Determine the most inexpensive way to travel to the various countries in the book. (A)
- Use webquests to research various walls. (V, K).
- Use the library computer to see if there are books related to any of the walls mentioned. (V)
- Type up narratives written in Language Arts using Microsoft Word. (K)
Visual & Performing Arts:
- Analyze the materials used in building the various walls such as brick, clay, stone, cement, wood, etc. (K)
- Listen to Pink Floyd’s The Wall and analyze the lyrics. (A)
- Examine the works of Mexican artist such as Diego Rivera, Jose Orozco and David Siquerios. (V).
- Students will help prepare a Mexican meal for the class to enjoy. (K)
- Have students learn to say “hello” in all of the languages listed in the book. (A)
- The Incas celebrate the festival of Inti Rayma. Discuss this celebration and try to re-inact in it the classroom.
Career Education, Consumer & Family Life:
- Brainstorm ways to break-down the “walls” in our lives, create bricks of our obstacles, and actually knock them down in class when come up with ideas to solve the problems. (K)
- Discuss the conflict the Berlin Wall created. (A)
- Through pictures, view the life and culture of the Aborigines in Australia. (V)
Health & Physical Education:
- Discuss how culture and tradition influence family development. Use the Aborigines wall as an example. (A)
- Look at The Berlin Wall and Nelson Mandela’s prison walls. Determine the psychological harm of these walls.
- Make up dances to go along with many of the cultures discussed in “Talking Walls”. (K)
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