the Lights Burning, Abbie -The Story
Grade Levels: Third and Fourth Grade
Subjects: Reading, Language
Arts, Art, Music
Time Frame: 7-60 minute periods
the Lights Burning, Abbie by Peter and Connie Roop (Authors) and
Peter Hanson (Illustrator)- historical fiction book
Lighthouse- by Deborah Hopkinson (Author) and Kimberly Bulcken
Mural paper (large newspaper print, roll
paper, or butcher paper)
notebooks or logs (Can be done on word
Worksheets and games
Colored pencils and small magic markers.
Mural activity requires larger markers,
smaller markers, colored pencils or crayons. Explore watercolor pencils
or black ink pens for a different effect.
8 inch by 36 inch lengths of paper for
Computer for online games
VCR and television
Word processing or PowerPoint presentation
Teachers should look at the following
sites for background information about the stories. Read
about Abigail Burgess Grant http://www.cybercomm.net/~freddie/burgess/abbie.htm
After reading from this site, teachers will have much historical information
to give to students which makes Abbie very appealing. Also see http://www.lkwdpl.org/wihohio/gran-abb.htm
and also http://groton.k12.ct.us/WWW/cb/teacher.html
or the following http://www.catsmeow.com/product/1970.htm
Teachers have flexibility in this lesson
to make shorter class periods with a longer time or add in more days as
it will depend on students and the amount of interrupted time as to how
much you will accomplish. Also, it is dependent upon number of computers
Teachers can order the books by clicking
on the names of the books which will take them to a site.
Teachers may want to study the vocabulary
Vocabulary lessons are available as games
online or can be downloaded then copied. There are several varieties
depending on how much time or whether you might want to use them as a homework
The teacher will introduce the book
Keep the Lights Burning, Abbie. She/he might want to read
a bit from the excerpt in teacher's notes about Abbie or she/he might want
to let students explore the vocabulary
online or work in cooperative groups with the various puzzle and games.
The teacher will want to have first read the book and studied the vocabulary
words herself. Students will then play games online at the following
site or teacher will have downloaded puzzles and games and pass
out. More vocabulary
games on lighthouse words are available.
The teacher will explain the process
for keeping a journal or diary for the next two weeks. The teacher
might want to read an example of journal entries of her own and brainstorm
a list of what students might want to write about. Appropriateness
should be discussed. Also, for the reluctant writer minimum requirements
should be discussed such as write at least 2 paragraphs or a total of 100
words. The teacher can determine the format (word processor, small
notebooks or booklets that the students prepare, or even PowerPoint if
time allows.) The teacher may want to check journals each day during
the 2 week period to make sure students are writing or students could read
each other's at the beginning of each lesson. Students and teachers
can use the rubric to evaluate if they
Students will read Keep
the Lights Burning, Abbie in pair share groups (groups of 2).
The teacher should put a stronger reader with a weaker reader so everyone
can get through the story.
Students will complete the comprehension
lesson which is to develop 3 questions of their own about the story and
to answer the questions about the story by playing the Comprehension
Abbie game online or answering the worksheet questions.
The teacher will read the story Birdie's
Lighthouse to the class. The class can discuss.
The teacher will discuss the parts of
a story - (setting, characters, problem, and solution)
Students will begin a story in the round.
Please see Deborah
Hopkinson's site for more information about how this works before you
try it. Look under journal and letter writing. Everyone writes a
beginning, then passes it on three more times. The teacher discusses
qualities that should take place at each writing sequence. Students
should focus on the character of Abbie or someone in her family. They might
discuss her brother who is away and missing his family, her younger sisters
who are frightened or jealous, her mother who is very ill or her father
who is terribly worried and feels his has made a terrible decision to leave
at this time. They should certainly use any information they have
learned about lighthouses, navigation, the sea or living by the ocean.
The teacher may want to transpose these
stories to make a collection for the class or have students volunteer to
do this activity when they have finished other lessons.
Teachers should refer to the
information about Abbie Burgess and the story and disseminate information
as needed to students. Students will complete the timeline
on the story, Keep
the Lights Burning, Abbie. Students will begin to make their
own timeline of their life. The teacher may want to have sheets of
paper taped together to form about a 3 foot long paper or find rolls of
paper about 6 to 8 inches long. Students should think of obvious
milestones in their life. . . being born, walking, talking, going to kindergarten,
etc. or they might want to do it by age 0 then spaces for each year where
they can write in something that was significant to them.
Teachers might encourage some brainstorming
before hand to make this activity less stressful for the teacher - with
examples such as riding a bike, playing a sport, learning to read, using
the computer, going away to camp, getting the first permanent tooth, getting
braces or glasses, learning to ski, swim, etc. Family developments
such as a new sibling, a marriage, divorce or death are also realistic.
Small markers or colored pencils work
well for this activity as some students may even illustrate their milestones.
A teacher rubric will help with evaluation and should be shared with students
at the beginning of the lesson.
Session 6 This activity may require
an extra session or added time.
Students will practice the schwa
sound by playing the game online of schwa words.
Students will practice capitalization
of words by correcting words in the story that need to be corrected.
Students can work in groups of two on
the computer or work in pairs on the worksheets for practice. This
is up to the teacher's discretion.
Students will be divided into approximately
3 groups. Each group will be given the following outline. The
teacher can let them revise or add to the scenes but the following is a
guideline of the story. Scene 1: Abbie talking with her father
about caring for the lamps and the reasons that he must leave. Scene
2: Abbie watching her father's boat sail off. Scene 3:
Abbie talking to her sisters and mother at home. Scene 4: Abbie
at the lighthouse, lighting lamps and watching the storm roll in.
Scene 5: Abbie scraping the ice off the windows and shivering in
the night. Scene 6: Abbie rescuing the hens as a big wave rolls
in towards them. Scene 7: Papa coming home.
Students could discuss the format . .
. will they let the scenes move into each other or will they draw a line
in between. Will they label the scenes? Will they add more?
What medium will they use? (Crayon, ink, marker, pencil, colored
pencils or watercolor pencils) Do they have other ideas?
Students can display in the hall, cafeteria,
Please see note.
Students will watch READING
RAINBOW'S Keep the Lights Burning, Abbie. (30 minutes)
Students will discuss the ship in the
bottle activity. If the teacher has a ship in a bottle or can borrow one,
it would be interesting for the students to have a hands on sample.
Students will name 5 characteristics
about themselves and 5 characteristics about Abbie. How are they
alike and how are they different? See the characteristics
worksheet on Microsoft Office.
Virginia Instructional Goals:
Students may purchase a kit and make
a ship in the bottle activity.
Students may role play and act our the
parts of Captain Burgess, Abbie, her mother or her sisters. See the
Music - Students can listen to Debussy's
La Mer and think about how the composer tries to express the many moods
of the sea. Children can even draw what they hear in the second playing
of the music.
Discuss constellations and how they were
used as a navigational tool. Sea captains used them to guide their
Read the following sugar cookie recipe. If time doesn't allow the
mixing, buy prepared dough and let students form a lighthouse.
Let students put together puzzles of
lighthouses. There are many easily available at department stores.
Look at web sites about lighthouses.
Listening/Speaking-3.1, 3.2, 3.8, 4.1,4.3,
Reading Comprehension-3.15,3.16, 3.17,
3.18, 3.19, 3.20. 3.27, 4.19, 4.20, 4.21, 4.22, 4.26,
Reading Vocabulary-3.27, 4.43, 4.44,
Study Skills-4.85, 4.86
Computer Technology-3.85, 4.93, 4.95
Language Arts-1, 5, 8
Life Skills-Thinking and Reasoning
Historical Understanding 1, 2
See the list.
Orndorff, Connie Williams,
Carol Young - Wiles