Activity #1 → Day 1:
Bring the students to the carpet or gathing area and tell them that, tomorrow, you are going to read them a book.
Share the title and name of the author with your students, "Agate" by Joy Morgan Dey and Nikki Johnson, and take a few minutes to look at the cover. Ask the students, “What is an agate?”
Students can use Turn and Talk or Think, Pair, Share protocol, to either share what they know or brainstorm.
After one minute or so, ask students to share what they talked about/came up with. Students can share via Pick a Stick or Raise a Hand protocol.
It might be a good idea to write some of what is shared on board or chart paper, so it is visible to students.
After everything has been shared, read the page, “Agate, the Secret Jewel,” to the students. This page can be found at the back of the book.
Activity #2 → Day 1:
Tell the students that the main character of tomorrow’s story is a moose, named Agate.
Along with Agate, there are other animals in the story that are also named after other gems and the gems throughout the story are birthstones. Define what a birthstone is, if needed.
Ask the students to get in groups, based on the month they were born. If there is a month with just one student, they can join either the month before or after, depending on the number of that month’s group.
Once the students are in groups, share the meaning of each birthstone. See "Agate Birthstone Meanings" (attached document).
Give a simple definition of what each birthstone gem means. For example, “An example of wisdom is making good decisions.”
Assuming that, as the teacher, you know when each student’s birthday is, give each student, in each group, the appropriate "Agate the Moose Coloring Sheets" (attached document).
Each group should find a spot to color. They can start coloring today, and if they do not finish, complete the coloring page tomorrow.
While students are coloring, go around to each group and define the words, related to their month, more in depth compared to the whole class conversation.
Each student should choose one of the words that defines their birthstone, using, "Speaking Frames" (attached document). If students need help writing, feel free to write for them, spell for them, etc..
**If your students are able to, they can continue with the affirmation and give an example of how they exemplify that word. For example, “I am wise. I make good decisions.”
Activity #3 → Day 2:
Bring the students to the carpet or gathering area and read the book, "Agate" by Joy Morgan Dey and Nikki Johnson, to your students.
After reading the book, ask your students what Agate’s problem was, in the story. He has low self-esteem, meaning he thinks everyone around him has value but him.
Have students think about all the amazing things his friends knew about him and how different those two thoughts are.
Have students form a circle. Have them think about one thing they know about themself, that is positive.
Once they have an idea, have them show you via the Thumbs Up, Thumbs Down protocol.
Use Ball Toss protocol, to have them share out with the group. Truly emphasize how important it is that the first thought each student has about themself and/or another person, is a positive one and how important it is to get to know others and what they are like on the inside.
When reading, if you like to use story props, here are some options to print, cut apart, and laminate: "Agate and Birthstone Pictures" and "Agate Characters Story Props" (attached documents).
When using the agate pictures, choose one, of the agates, to go along with the outside of the agate stone picture.
Use velcro to attach the outside of the agate stone to the agate symbol card.
On the page where Agate the Moose is almost in tears, discuss what an agate looks like on the outside. Students tend to use words like “plain” or “gray.”
After reading the page, in the book, where the friends “polish” Agate the Moose with their kind words, remove the outside of the agate symbol to reveal the inside and discuss what they think about the agate now. Students tend to use words like “beautiful,” “blue,” “stripes,” etc., which lead to a discussion about how it is important to get to know our friends and what they are like, on the inside.
If possible, it would be beneficial to have actual agates to then pass around, to the students, to look at and feel!
Activity #4 → Day 3:
Allow students time to finish coloring the "Agate the Moose Coloring Sheets" with the affirmation, “I am ___.” If students finish their coloring page, they may turn it in so it can be hung up and take an "Agate Mandala Coloring Sheet" (attached document), to color and take home.
Common Core Standards:
K.SL.1 ( Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. )
K.SL.2 ( Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. )
K.SL.3 ( Ask and answer questions in order to seek help, get information, or clarify something that is not understood. )
K.SL.4 ( Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. )
1.SL.1 ( Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. )
1.SL.1.a ( Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). )
1.SL.1.b ( Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. )
1.SL.2 ( Ask and answer questions about key details in a text read aloud or information presented orally or through other media. )
2.SL.1 ( Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. )
2.SL.1.a ( Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). )
2.SL.1.b ( Build on others’ talk in conversations by linking their comments to the remarks of others. )
2.SL.2 ( Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. )