All+the+Places+to+Love+Reinforcing+Activity


 * All the Places to Love:**

**B. Identify the physical and human characteristics of places and regions in North America.** Read the book, //All the Places to Love,// aloud to the students. After the book is finished, hold a discussion with the students about how the author describes the physical features of the land.

Have the students get out a notebook or a piece of paper and have the students write about a particular place that they love. This place could be their homes, a favorite vacation spot etc. The students should explain the reasons why they love this place. They should also describe the physical features and characteristics of the place they love. Ask the students to describe what makes the location unique.

First, model how you would respond to the prompt and then have the students respond. As you are modeling, make sure that you are thinking aloud so the students can better understand your thought process. The modeling process should include attention to the detail of the land and a great amount of sensory words. It is important that the students understand the difference in telling somebody there is a hill and explaining where it is located and how it looks. Write only a few sentences, and then encourage the students to start writing as well. Invite the students to begin writing their responses as you are writing yours. It is important that you write along with the students. When the students are responding to the prompt, give the students ample time to write out their responses. When the students are finished writing ask for student volunteers to share their responses.

Use the students’ responses to start a discussion about the various places in North America. Display a map of North America and have student volunteers point out where the places they love are on the map. Review what makes these places that they love unique.

After the group discussion, have the students get with a partner and describe a place to one another. While partner A is describing the place to partner B, partner B should be drawing a picture of what the place looks like based on the details given by partner A. After this is done then they switch roles and partner A draws while partner B explains. Students will then go back to their seats and with the pictures of their partners place. They will then draw another picture of what their own place looks like. Students will then show the class all of their pictures and how their partner's interpretations differ from their own. Discuss with the students the Geographic Theme of Place. Explain that Place relates to what makes a location unique. //All places have characteristics that give them meaning that distinguish them from other places.//

 **Other Ohio Academic Content Standards that this book could be used to teach are:** **People in Societies**