and Writing Connections for the Lesson
The Story Behind a Stamp
- Identify Main Idea and Details
- Ask Questions and Make Predictions to Set a Purpose for Reading
- Connect to Prior Knowledge/Build Background Knowledge
- (About Reading Strategies)
Commemorative, engravings, conservation, endangered, species
Prior to reading the selection, ask students to bring in stamps from letters their
families have received. Have students work in small groups to look at and talk about
the designs represented on the stamps. Invite students to sort the stamps into a
variety of categories. (Building Background Knowledge)
Generate anticipatory questions about stamps. Ask students questions about how stamps
are made: Who decides on the designs for stamps? How are they designed? How many
different kinds of stamps are there? Where do stamps come from? How do stamps reveal
information? What information do stamps reveal? (Building Background Knowledge)
Read aloud the title of the article. Show the commemorate
stamp that features the whooping crane. Invite students
to ask questions and make predictions based on the
title and the details illustrated on the stamp. Encourage
students to generate questions using a 5 W?s and H Chart: Who? Where? What? When? Why? How? Questions that may elicit
students? responses: "What do you think the "story behind the whooping
crane stamp" will be?" "Who do you think initiated the idea of a whooping
crane stamp?" "Why do you think this stamp was created?" "How
did the designer of the stamp decide which details to include on the stamp?"
"When was the stamp created?" "Where do you think the stamp
After students generate questions, encourage them to predict the possible answers.
(Asking Questions/Making Predictions to Set Purpose for Reading)
Read "The Story Behind
A Stamp." Invite students to "mark up the text" by circling
unfamiliar words, highlighting key details, and writing
notes in the margins.
Revisit the selection to collect main ideas and details. Invite students
to create a Concept Map for the facts revealed in the article.
This article provides an introduction to Wildlife Conservation
stamps. It does not reveal a significant number of details.
What other details could the author have
included in the article? With a group of students, list
questions that could be answered in a longer, more detailed
article. Have students generate a list of research
questions for the topic, "Wildlife Conservation Commemorative Stamps."
Collect words and phrases that describe the reasons why the stamp was created.
1. How can the postal stamp help whooping cranes?
Making Connections: Stamp of Approval
1. Why do we make commemorate stamps?
2. What do you think Bob Hines considered when he designed the stamp?
Evaluation (Examine Author' s Strategies)
1. What do you think of the lead sentence in this short article? Why do you think
the author chose to start the paragraph with a statement of historic fact?
2. What was the author?s purpose in writing this article?
3. What words or phrases did the authors use to describe the stamp? Did the author
provide enough details for readers to visualize the whooping crane stamp?
Write a fictional story using the following story elements: Main Character:
An Artist; Setting: Your Hometown; Problem: Wants to Help Save Whooping Cranes; Solution:
Artist Uses His/Her Talents to Create Commemorative Stamps.
Write a commemorative poem for whooping cranes.
Writers paint pictures with words. Sentences that make a picture are called
Snapshot Sentences. Write snapshot sentences to describe the commemorative stamp
which features the whooping crane.