Picture a Business
For this activity, children create helpful books about local businesses to show
what resources are available to their community.
WHAT YOU NEED
- Newspapers and advertising supplements
- Drawing and writing paper
WHAT TO DO
- Discuss with students the different types of businesses in their
community. To stimulate children's thinking,
have them look at newspapers and advertising supplements for local
- Make a list of children's contributions on the chalkboard. Help them list a
variety of business establishments medical centers, supermarkets, shoe
stores, or restaurants.
- Choose one of the businesses children name. Ask children to close
their eyes and "picture in their minds" that place of business. Encourage
children to visualize by asking such questions as:
- What does the front of the building look like? Is there a window
display? Is there a sign? What does it tell you about what it is like inside?
- What does it look like inside? Are there desks? Counters? Special
Equipment? Things for sale? Special gadgets, like computers, cash registers,
- Who is inside? What work are they doing? Do they wear special uniforms?
- Are there people inside who do not work there? What are they doing?
- List children's answers on the chalkboard. Repeat the exercise with two
or three other businesses.
- Divide the class into small groups, and assign one business to
each group. Tell children that they are going to make a book about
each business. Assign one child to make the cover of the
book by drawing and labeling an outside view of the business. Other children
can draw one of the scenes in the list.
- Have children write one or two simple sentences to describe each scene
they drew. Bind the pictures and sentences together to make a book about that business.
- Pair the groups and have them exchange their books, reading aloud their
descriptive sentences. Encourage them to explore what is alike and different about the two businesses.
Before you discuss it in class, make this a homework assignment that children first
research with their parents.
Review initial consonant clusters or digraphs by having children think
of something they have seen in one of the businesses. For example, you might
hold up a book for a department store and ask students what they could find
inside that begins with a certain cluster or digraph. A child might respond,
for str- : "I went into the store and bought string. Or, for th- : "I went into
the store and got a thimble."
Children might enjoy testing their knowledge in a cumulative memory
game, using information from the books they made: Child 1 says, "I went into
Howe's Department Store and bought sneakers." Child 2 repeats that, and adds to it:
"I went into Howe's Department Store and I bought sneakers and books.
Child 3 adds: "I went into Howe's Department Store and bought sneakers,
books, and tape." When the list becomes too long to remember, start again with
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