5 Kay's Renzulli MMM

The Garden on Green Street by Meish GoldishContent area: Language Arts, Social StudiesThis lesson includes the use of our Constitutional Rights including the Bill of Rights. See #13 for tie in to the Constitution.Pre-reading Questions1. Have any of you grown a vegetable garden? Who would like to share what you have to do to grow and keep a garden? 2. If you have eaten vegetables harvested or picked fresh from a garden, how did they taste differently than the vegetables you have eaten from a grocery store?3. People keep flower gardens too. Why would anyone bother keeping a flower garden if they can’t eat them? Explain your answer. 4. After looking at the cover of the book and leafing through the illustrations, predict what you think will happen to the garden on Green Street?5. Look at the first and last pictures in the story. How are they different? (Contrast) How are they alike? (Compare)6. Take a close look at the buildings in the first and last pictures. How did the illustrator, Judy Jarrett, draw the buildings to show a change from the beginning to the end of the story? What do you think those pictures tell you about the story?7. Has anyone ever fixed something that made you feel proud? Explain what you did and how you felt.During Reading Questions8. In the beginning of the book, why do you think the lot on Green Street was in the condition it was in? Explain your answer.9. Why did the people on Green Street decide to do something to the empty lot? 10. Have you ever fixed something that took a lot of effort and felt real proud of it? Compare/contrast how you felt when you fixed up something to how the people felt about their garden on Green Street. Did you feel like they did/different? 11. What did the narrator of the story mean by “We were famous!”? What do you think made the narrator make that statement?12. Do you think the company had the “right” to take over their garden? Why or why not?13. The people on Green Street rose into action to save their garden. What three basic rights from the Bill of Rights do the people on Green Street use in an attempt to save their garden (first amendment)?14. Have you ever called a family meeting to solve problems? How was that experience similar to the meeting called on Green Street? How was it different?15. How did the freedom of speech and freedom of the press help their attempt to save the garden? Explain how the people used their freedoms to their advantage.16. Looking at pages 12 and 13, does it look like all their efforts to save the garden have paid off? Why or why not?17. Summarize the events that take place on page 15 of the story.18. What do you think might have happened if someone else did not have another lot to sell to the business who wanted to make the garden into a parking lot?19. How do you think the people on Green Street might have prevented the problem in the beginning? 20. What lesson did you learn from reading The Garden on Green Street?21. Why do you think the author wrote this story? What was the author’s purpose?Post reading:22. What is a subject in science that we should study after reading this book? What things would you like to learn about plants after reading this book? 23. We have a literacy garden with both flowers and vegetables in it across from our library. How can we create a focus in our literacy garden to represent something from the Garden on Green Street?

Menu Item #2 Instructional Objectives and Student Activities Menu: This menu breaks down processes used in gathering information about a subject area and incorporates the ideas of Bloom's Taxonomy "by clarifying the process skills" (Renzulli et al, p. 50). The menu gives examples of behaviors under four categories of learning processes: assimilation and retention, information analysis, information synthesis and application, and evaluation.

Renzulli'sFood Court menu item #2

Literature as it ties to the Social Sciences Students could choose this realistic fiction book to study the topic, or a nonfiction book such as “Shh! We’re Writing the Constitution”.

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