Objectives:

• Students will apply the information they used in lesson four and develop a sense of the process of making fabric from fibers by writing and illustrating their own book about a plant fiber and an animal fiber that was (and is) used to make fabric.
• Students will make use of research and investigation skills by looking for further information to answer the questions in the information books provided at the fibers center and the folder on weaving (see materials and sample of the folder).
• Students will synthesize the science information on fibers, their social studies background on colonial times, and their language skills by working from their own knowledge base and skill level to write a book that provides concrete information and models an authentic purpose for writing.

Materials:

• Booklet: From Fibers to Fabrics: How Cloth was made and used in Colonial America - one for each student (see sample)
• pencils and colored pencils
• Resource Materials - Folder on weaving (see sample), Fibers from Plants, Fibers from Animals, The Weaver's Gift.

Procedure:

1. The concepts in the lesson were originally introduced in the earlier lesson, but to refresh the students' memory I will ask show some of our fiber samples at morning meeting and ask the students what they know about each fiber. Another piece to the introduction of this activity will be to read The Weaver's Gift and our morning literature sharing time. The reading of this book will help to give students ideas and the less skilled readers in the room an opportunity to hear the book once before being expected to use it as a resource material.
2. The work on the book will take place at the fibers center. Five students can work there at a time and the students rotate throughout the day.
3. The students will answer the questions on each page using their own knowledge and the resource materials. The depth of their answers will be dependent on their grade and ability level. I expect all the writing to be completed before they begin on the illustrations because the writing is the main focus.
4. Students at the center work together when needed to help each other read of find information.
5. My role throughout the work time is one of facilitator or support. I will help students read or find information is needed and work one on one with a few students that need a great deal of support to focus. At this time, though students will be at other centers as well and my support is also needed in those places.

Evaluation:

1. I will read each students' book to check for accurate information, complete sentences (or ideas, depending on ability level), neat writing, and a synthesis of the information from the science and social studies backgrounds. Students will be evaluated in terms of their individual ability level. If a book is turned in the I do not believe is that studentŐs best work then they will be asked to make corrections, additions, or begin again.
2. Evaluation will also take place during their work time to see if they are on task, using the materials correctly, and supporting each other in the group. If these are not being met, I will re-direct or provide support/instruction at time.

Extension Activities:

1. We will be extending our research on weaving and fibers by doing some weaving of our own, using yarn and cardboard looms. We will also learn weaving terms like: loom, warp, weft etc. and different types of weaving stitches.
2. Another extension is to take a close look at the kinds of weaving or use of textiles by groups of people. For example Native American weaving and read the book Annie and the Old One. Also investigate African American uses of fibers, textiles, and weaving. Compare all of the weavings and textile production by different groups of people.
3. An extension that connects to our other emphasis on Colonial America is to look at Colonial jobs that use textiles and fabrics. Learn about the jobs, tools, and products.