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Transformational/Critical

Activity
Book:
A Chair for My Mother by Vera B. Williams

Themes, Concepts, and Values:


o

Economics- counting, banking, saving, purchasing choices, and wants and needs

Perseverance- persevering through tough times; waiting for something you really want or
need

Family- working together as a team; sharing burdens; importance of home

Community- being neighborly; helping others; sharing burdens

Working Class- those who work and have to save for needs

Setting- teaching about city life

Fire- teaching how a fire can affect a person's life; loss; introduce the story during National
Fire Prevention Month (October)

Jobs- a waitress job; what are tips; responsibility at work

Emotions- fear, sorrow, excitement, empathy and dreams deferred.

As you can see above, this book covers so many themes. I have used it in a thematic unit that integrated math,
social studies, science, and of course language arts. The following activity will focus on family, working
together and taking responsibility.

Questions to Initiate the Creative Dialogue


The following questions were designed to help prompt the dialogue for each phase. The questions are
intended to initiate real dialogue as they will incorporate real life situations and experiences of the students.
They need not be asked separately, but in a normal conversation format. The benefits of the phases is that
they keep us from just asking simple retell questions and guide the students to think critically and analyze
what was read. Another benefit of the phases is that they allow the students to make personal connection,
while leading them to a plan of action.

Descriptive Phase
Begin the lesson by asking the students if they are responsible for anyone at home (e.g., helping a younger
sister or brother get ready for school.) Listen to students responses. Read story aloud. The teacher will ask
students to point out any new vocabulary words. As the teacher reads the story, descriptive questions will be
asked. These questions will ask students to explore the characters, motivations, themes and purposes present
in the story and are designed to promote conversations. The questions will ascertain the comprehension of
the story and its concepts.
When the story is over, ask the students to turn and talk to their partners about how they liked or disliked
the story. Ask students to support their statements with specific examples in the text. After a short time,
have students that are willing share their discussion points.
Possible questions:

Ask students to figure out who is telling the story (a little girl)

How would you describe the girl?

Why was the family saving for a new chair?

Why was this the perfect arm


chair? Interpretive Phase
Personal

Do you think this was a worthwhile goal for the family


To promote self-expression of feelings and emotions and to relate the book content to
the reader's experiences:
Vocabulary: Introduce students to vocabulary: waitress, money jar, tulip, charcoal and ashes,
Describe
responsibility
for helping
out furniture
as a character
neighbor,
aunttaking
(mothers
sister), bank,
exchange,
store. traits.
Write the words on the board and

Ask
students
to
describe
how
they
are
responsible
for
chores
or jobs at home or school.
ask students to listen for the words in the story.
Ask students to tell about a time they did something good without being asked.
Have you encountered a similar situation?
How is what you experienced different from what happened in the story?

Critical Multicultural Phase


To promote higher-thinking skills and encourage reflection. Students will analyze more deeply,
explore alternatives, and make judgments based on their own values.

Do you believe it is important to help others out?


Why is it important to have family, friends, and the support of others?
What do you think makes people help each other out?
What happens when many people contribute to get a job done?
What would have happened if the community had not cooperated?

Creative/Transformative Phase
To develop childrens critical awareness so they are able to make decisions that will enrich their own
lives and improve the world around them.
The girls community comes together to help her family with their burned belongings, do you know of a
person or family that would benefit from your help? In what ways would you help those in need? Would you
solicit others to help you? How would you go about this? How do you think you would feel after helping
them out?

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