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Mini Page Archive - July 2006: Issue 27 - 30
Polite Things To Say -- Issue 27 -- July 1-7
Printable Version
This week's standards: Students demonstrate respectful and caring relationships in the family, workplace and community.
(Family and Consumer Science: Interpersonal Relationships)
Students demonstrate appreciation for diverse perspectives, needs and characteristics of individuals and families.
(Family and Consumer Science: Family)
Activities:
- Choose the five polite sayings you like the most in today's Mini Page. Put them on a poster for your room.
- Paste a comic strip on a piece of paper. Now write new dialogue for the characters using polite sayings from today's Mini Page.
- Find a polite saying in today's Mini Page that shows
(a) you respect someone,
(b) you like to spend time with someone,
(c) you want to help someone, and
(d) you want to make someone feel good.
- Look at newspaper reviews of movies or television programs. Circle all the words and phrases that say good
things about the programs or performers.
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Do your own research. For one day, pay careful attention to the polite
language you hear among your family and friends. Write down all the
positive and polite things everyone says. Then compare your list with
the list in The Mini Page. Share your results with your family and
friends.
(standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)
A Portrait Detective -- Issue 28 -- July 8-14
Printable Version
This week's standards: Students identify works of art as belonging to particular cultures, times and places. (Visual Arts)
Students use different media, techniques and processes to communicate ideas, experiences and stories. (Visual Arts)
Activities:
- Select a family member or friend and create your own portrait of that person. Share your portrait with others.
- Collect photos of people in the newspaper. Select people from different fields: athletes, entertainers, government
leaders and regular citizens. Put your photos in your own "portrait gallery" scrapbook. Write a sentence about each person
under his/her photo.
- Cut out the head and shoulders of someone in a newspaper photo. Paste the head on a large piece of white paper.
Now create a portrait of that person: draw the person's body; draw the person in an interesting position; draw an
unusual background for the portrait.
- Look at the portraits in today's Mini Page. How many portraits show
(a) people in sports,
(b) politicians and
(c) people in the arts?
Why do you think each of these people was selected to be featured in a portrait?
- Explore how different art media can be used to create portraits. Ask several friends to join you in an art experiment.
Together, select a person who would make a good subject for a portrait. Then have each friend create a portrait of
that person using a different type of drawing tool: colored markers, crayons, watercolor or tempera paint, or a
fine-point black felt pen. Compare your finished portraits. Talk about how the medium you use changes the
nature of your portrait. What are the advantages of each medium? Use resource books and the Internet to look at
portraits, paying attention to the art medium used to create each portrait.
(standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)
Digging in Your Back Yard -- Issue 29 -- July 15-21
Printable Version
This week's standards: Students understand the characteristics of organisms: their needs,
structures and behaviors. (Science: Life Science) Students understand the properties of
earth materials. (Science: Physical Science) Students understand the characteristics and
life cycles of organisms. (Science: Life Science)
Activities:
- Draw pictures of three different creatures you*ve seen in soil near where you live.
Label your pictures.
- Make a list of all the living creatures you*ve seen in the soil near your home. Show your
list to family members and friends. What other creatures have they seen? How many on your
list are also in today’s Mini Page?
- Which of the arthropods in today’s Mini Page (a) eat only plants or roots, (b) eat other
living creatures, and (c) use tricks and traps to catch other animals?
- Look for stories or columns about soil and gardening in your newspaper. Circle all the words that
describe soil or refer to preparing soil for planting. Make a list of the ways gardeners improve
the ground for gardens, such as special treatments or additives for the soil.
- Use resource books and the Internet to learn more about the soil in your area. Use these
questions to guide your research: What kind of geologic area do you live in? What type of soil
do you find in your area? What types of minerals are in the soil? What types of plants grow well
in the soil? What are the advantages or disadvantages of that kind of soil?
(standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)
Folk Art -- Issue 30 -- July 22-28
Printable Version
This week's standards: Students identify works of art as belonging to particular cultures, times and places.
(Visual Arts) Students understand how an artist’s experiences influence the development of specific
artworks. (Visual Arts)
Activities:
- Create a different setting for a newspaper photo. Cut out a person from a photograph in the
newspaper. Paste the person on a blank piece of paper. Now draw a new scene around the person.
Write a sentence telling about your new picture.
- Make lists of unusual items that folk artists might use to create sculptures. Look in the newspaper
to find objects in three different categories: hardware, food, sports equipment. Cut out pictures of
items and paste each set on a separate piece of paper. Now give your papers to family members or
friends and challenge them to draw a picture using the items.
- Look at the weather map in today's newspaper. What areas of the country might face
thunderstorms? What areas will be safe?
- Look at the different art in today’s Mini Page. What materials were used by folk artists
to create (a) animals, (b) people and (c) transportation?
- Use resource books and the Internet to learn more about folk artists. Select one artist to
investigate. Use these questions to guide your research: What was the artist’s regular job or
career? What materials does the artist like to use? What subjects does the artist like to portray?
How did the artist get started? Where is the artist’s work on display?
(standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)
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