Gerstein, M. (2003). The man who walked between the towers, Brookfield: Roaring Brook Press.

 

ISBN: 0-7613-2868-8

Philippe Petit's incredible walk between the Twin Towers is recalled though ink and watercolor. We are reminded that although the World Trade Center is gone, it, and Philippe's journey live on in memory.

Rating: 4Q/4P

 

Ages: Grades 5-9

 

Subjects: Deviance, Tightrope Walking, Entertainers/Entertainment, World Trade Center, 9/11

 

Media: Ink and Watercolor

 

Curricular Connections: History, Language Arts/Creative Writing (how to adapt a historical event into a story).

km 7/9/09

 

 

Gerstein, M. 2003. The man who walked between the towers. Brookfield, CN: Roaring Brook Press. ISBN: 0-7613-2868-8

 

 

 

Annotation – When the Twin Towers in New York City were under construction, a plucky tightrope walker dreamed about walking between them—and he did.

 

 

 

Media – Ink and watercolors

 

 

 

Rating – 4 Text and 3 Illustrations and 5 Popularity

 

 

 

Use of Metaphor – The author shows us through this true story that a “walk” hundreds of feet up in the air can be a goal for all of us if we decide to try. As readers, we can take the real walk of Phillipe Petit and apply it to our own lives by working to achieve our goals. In many ways we all “walk” a tightrope in our lives and finding our way and choosing our path is always fraught with challenges.

 

 

Lesson Plan for the Man Who Walked Between the Towers by Mordicai Gerstein

 

 

Unit – Social Conflicts

 

 

 

Grade 6-8 – Cross-Curricular Connections – History and Math (if desired)

 

 

 

Objective 1 – The students will use the book, The Man Who Walked Between the Towers as a springboard to discussing teacher selected and student generated points.

 

Objective 2 – Student will write at least 2 paragraphs on a selected question or comment from class groups. They will support their opinion by using the text or illustrations from the book.

 

 

 

Targeted Introductory Concepts

 

·         Breaking the law

·         Amount of punishment for crime

·         Safety issues

·         What is “right” and what is “wrong

 

 

Targeted Critical Thinking Elements

 

Evaluate: Determine if you think Philippe was “right” or “wrong” to do his stunt. Make an argument and support your point of view according to your own understanding.

 

Analyze: Decide for yourself what other ideas are presented in addition to the story, for example: Look at the illustrations—what do they “say” to you? Why did the author/illustrator use that type of illustration? Do the illustrations tell more about what is happening than the text? Can you determine what kind of man Philippe was by carefully reviewing the illustrations?

 

 

 

California State Standards Historical and Social Sciences Analysis skills for grades 6-8

 

Research, Evidence, and Point of View

 

1. Students frame questions that can be answered by historical study and research.

    

2. Students distinguish fact from opinion in historical narratives and stories.

    

 

 

Materials

 

The Man Who Walked Between the Towers by Mordicai Gerstein

 

Paper and pen/pencil

 

 

 

Arrangement/Procedure

 

 

Small Group Work

 

·         Students work with their pre-selected groups of 4-5

 

·         Students brainstorm to generate questions about the book in general, text and illustrations in particular; assumptions about Philippe’s stunt; rightness or wrongness, etc.

 

·         All questions and comments are accepted

 

·         All questions and comments will be recorded by 1-2 self-selected students on a flip chart

 

·         Questions and comments will be reported to the entire class by 1-2 self-selected students

 

 

 

Large Group Work

 

·         Each group posts and reports on their questions and comments on their flip chart

·         After each group report, teacher identifies one or two significant comments and/or questions for students to think reflect for writing assignment

Individual Work

 

·         Several minutes are provided for individual students to look at each flip chart to decide what question or comment they will write about

 

·         Student selects question or comment and writes at least 2 paragraphs with supporting material taken from the text or illustrations. Opinions are encouraged.

 

 

 

Extension/Enrichment

 

·         Check out author’s website: www.mordicaigerstein.com

 

·         Ask students to find other Caldecott Honor or Medal books in the school library

 

 

 

Assessment

 

Students read to their small group their essay or teacher grades essay privately.

 

 

 

Resources Consulted

 

www.mordicaigerstein.com

 

www.coollessons.org

 

 

 

Notes/Reflections

Make sure previously formed groups are safe for students to voice their opinions, comments and questions.

 

Nancy