5th Grade Classroom
Objective:Students will use appropriate sequencing skills in order construct a kite that illustrates the
appropriate sequence of events that have occurred in the book and describe what they have
learned about Benjamin Franklin.
Two roles of register tape
Yarn or wrapping string
Left over pieces of multi-colored construction paper
(You could also use white plastic bags and balsa rods if you REALLY wanted to be able to fly them.)
A completed kite that you have made so students can see what is expected of them. DO NOT make it so glamorous that students feel they cannot achieve the same level of artwork or quality.
Estimated Time: 90 min. to 2 periods.
Motivation:Ask students, “what are some your most favorite things to do on a warm Spring or Summer
day in order to relax?” “What was the one thing that Amos mentioned that Benjamin
Franklin enjoyed most when he wanted to relax?” A Kite.
1. Inform the students that they will be making their own Ben and Me kites. Also inform them that these
are not the types of kites that they can fly. The kite is purely for informational purposes.
2. Explain that although kites come in a variety of shapes and sizes, that they are going to be constructing
kites that resemble Benjamin Franklin’s kite. (You could have pictures or samples of some of the other
types of kites–box, cylinder, dragon, etc.)
3. Hand each person a poster board, three three-foot long sections of register tape, and the kite-making
4. Read the directions and items on the checklist aloud as they follow along.
5. Demonstrate how to place things in proper sequence by walking them through the sequencing of the
four pictures attached to this unit. As the teacher places the pictures in order, with the help of the
students, explain what visual clues might be used to identify where the picture belongs. Also explain
that students can use the same strategies when trying to place events in the story in their proper order.
Demonstrate this strategy again by using an example from the book.
6. Inform students that while this activity is an individual project, meaning that each student must turn one
in, that they may work together in finding the correct sequencing of the story line. In addition,
encourage students to ask their peers for feedback on their writing–meaning that they should ask a peer
at their table to help them edit their sentences for spelling, grammar, punctuation, vocabulary, and
7. Show students a completed kite that you have created, but with different events for sequencing and only
a few of the inventions mentioned in the book–kids will love to point out that you forgot some.
8. Answer any questions they may have and then have students repeat to the class what the directions are.
Give the class the remainder of the period to make their kites.
Students will be assessed on:
1. Ability to properly sequence the given list of events.
2. Adherence to directions.
3. Appropriate use of materials and time.
4. Writing abilities.
5. Seeking and giving assistance from/ to peers.
Journal writing using the directions:
1. Select a sentence and paragraph from the book that you really enjoyed.
2. Copy the sentence or paragraph in your journal. Write the name of the chapter and page number where
the passage came from.
3. Under your copied sentence or paragraph explain why you chose this passage clearly enough that others
can understand what you are saying.
When students have finished their kites, ask students to help in hanging them from the ceiling or taping them to the hallway walls for display. Have students take a tour of the kites once they are in place so that they can see the work of their classmates.
Inform students that once all the kites have been finished that they will have the opportunity to share their favorite passage from the story and explain why the like it so much or what it meant to them.