{"id":1273,"date":"2021-12-06T21:47:26","date_gmt":"2021-12-07T02:47:26","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=1273"},"modified":"2022-04-06T16:47:28","modified_gmt":"2022-04-06T20:47:28","slug":"please-clean-up-your-room","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/being-responsible-2\/please-clean-up-your-room\/","title":{"rendered":"Read Aloud: Please Clean Up Your Room!"},"content":{"rendered":"\n<div id=\"body\">\n\n\t\t\t\n<div id=\"Section-One\" class=\"section\">\n\n<strong>Written by Itah Sadu<br>\nIllustrated by Roy Condy<br><\/strong><br>\n\n\t\t\t<strong>Text Type:<\/strong>\n\n\n\t\t\tFiction: Narrative\u2014Humorous Story\n\t<p><strong>Summary:<\/strong> Christopher helps his neighbours and does most of his chores, except cleaning up his room. His room is so messy that his family and friends find it disgusting and even the bugs stay away. When Christopher&#8217;s goldfish begin to feel sick, they enlist the help of thousands of cockroaches who invade Christopher&#8217;s messy domain, demanding that he clean up his space. Christopher is so terrified, he quickly cleans up his room to the joy and amazement of his family.<br><\/p> \n\t\n\t<p><strong>Text Features<\/strong><br>\n\t\t\t\u2022 words in italic for emphasis<br>\n\t\t\t\u2022 words in capitals to differentiate text<br><\/p>\n\t\n\t<p><strong>Visual Literacy<\/strong><br>\n\t\t\t\u2022 supportive illustrations<br><\/p>\n\t\t\t\t\n\t<p><strong>Strategy Teaching<\/strong><br>\n\t\t\t<\/p><p>\u2022 integrated throughout the lesson<br>\n\t\t\t\u2022 prompts focus on a range of strategies (Making Connections, Evaluating, Analyzing, Inferring, Predicting, Synthesizing)<br>\n\t\t\t\u2022 the comprehension purpose for listening highlights Analyzing\/inferring<\/p>\n\t\n\t<p><strong>Assessment Opportunities<\/strong>\n <\/p><p>Note each student&#8217;s ability to: <br>\n\t\t\t\u2022 attend to reading<br>\n\t\t\t\u2022 participate in partner and whole-class discussions<br>\n\t\t\t\u2022 understand the inquiry question<br>\n\t\t\t\u2022 make connections and evaluate by providing an opinion and a supporting reason\n\t\t\t<br><\/p>\n\t\t\t<p><strong>Time:<\/strong> approximately 30\u201340 minutes<\/p>\n\n<\/div><div id=\"Section-Two\" class=\"section\">\n\t\n\n<h2 id=\"BEFORE_READING\">BEFORE READING<\/h2>\n\t\t\t<strong><i>Establishing the Inquiry Focus<\/i><\/strong>\n\t\t\t<ul>\n\t\t\t<li>Explain to students that you      will be reading a book about a young boy who refuses to follow through on one of his responsibilities at home.<br>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\n\t<strong><i>Activating and Building Background Knowledge<\/i><\/strong>\n\t\t\t\n\t\t\t<ul>\n\t\t\t<li><p class=\"speach-bubble left\">Why do you think these responsibilities are important?<\/p>\n\t\t\t\t\n\t\t\t\tReview the term \u2018responsibility\u2019 and discuss the types of responsibilities students have at home. [Making connections]\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul type=\"disc\">\n\t\t\t<li><p class=\"speach-bubble left\">Think about the types of responsibilities, or tasks, you have at home. What are you responsible for? Who decided on these tasks? Why are these tasks important to your family? What would happen if you didn&#8217;t complete your responsibilities? Pair with your partner to discuss your ideas. Be ready to share with the whole group.<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to tell a partner about the responsibilities they have at home. \t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul type=\"disc\">\n\t\t\t<li>Display the <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/grade-1\/pdfs\/beingresponsible\/group_anticip_guide.pdf\" target=\"_blank\" rel=\"noopener\">Group Anticipation      Guide BLM<\/a> on an overhead or      interactive whiteboard. Read each statement aloud. Have students think      about the statement and then indicate if they agree (thumbs-up signal) or      disagree (thumbs-down signal) with the statement. Take a visual tally to      see who agrees or disagrees with each statement and record these numbers      in the Before column of the chart. [Making connections\/evaluating]<br><br>\n\t\t\t<strong>Note:<\/strong> Depending on the time of year, you might want to provide students with their own copy of the Group Anticipation Guide, and they can record their opinions independently.<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul type=\"disc\">\n\t\t\t<li>Choose one of the statements      (e.g., \u2018Having chores and responsibilities helps you grow up to be a good      person.\u2019) and ask students to work with a partner to explain whether they      agree or disagree and provide their reasoning. [Evaluating]      <\/li>\n\t\t\t<\/ul>\n\t\t\t<ul type=\"disc\">\n\t\t\t\t\n\t\t\t<li><p class=\"speach-bubble speach-bubble-long left\">In this book, who do you think might be saying, &#8220;Please clean up your room!&#8221;? Why do you think that? Have you ever been asked to clean up your room? What would happen if you refused to clean up your room?<\/p>\n\t\t\t\t\n\t\t\t\tRead the title of the book, <em>Please Clean Up Your Room!<\/em> and the      names of the author and illustrator. Ask students to interpret the title      and make connections with personal experiences. [Analyzing\/making connections]\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul type=\"disc\">\n\t\t\t<li><p class=\"speach-bubble speach-bubble-long left\">Look at the boy on the front cover. How do you think he is feeling? How do you know that? What clues do you see? Why might he be feeling this way?<\/p>\n\t\t\t\t\n\t\t\t\tShow the front cover of the      text and ask students what the boy on the cover may be feeling.      [Inferring]\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul type=\"disc\">\n\t\t\t<li><p class=\"speach-bubble speach-bubble-long left\">The boy on the front cover is Christopher. He refuses to clean up his bedroom. What do you think will happen in the story because he refuses to clean up his room? Why do you think Christopher might not want to clean his room?<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to make      predictions about what will happen in the text. [Predicting]<\/li>\n\t\t\t<\/ul>\n\t\t\t\n\t\n\t<strong><i>Setting a Purpose for Listening<\/i><\/strong>\n\t\n\t\t\t<ul>\n\t\t\t<li><p class=\"speach-bubble left\">As I read the story, I want you to listen carefully to find out what happens to Christopher and his family when he refuses to clean up his room. Also think about the statements on the Group Anticipation Guide and gather information that agrees or disagrees with your opinions.<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to listen to find      out what happens to Christopher when he refuses to carry out his      responsibility. Also remind students to think about the statements on the Group      Anticipation Guide as the text is read aloud. [Analyzing\/inferring]\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n<\/div><div id=\"Section-Three\" class=\"section\">\n\t\n<h2 id=\"DURING_READING\">DURING READING<\/h2>\n\t\t\t\n\t\t\t<ul>\n\t\t\t<li>Read the text with expression      and enthusiasm. Since the text has a repetitive, poem-like section      describing Christopher\u2019s room, allow students to join-in on this section      throughout the text. Ensure that you take the time to share the      illustrations as they add immensely to the understanding of the story.<strong><\/strong><\/li>\n\t\t\t<\/ul>\n\t\t\t<ul type=\"disc\">\n\t\t\t<li>Pause at various points in the      text to discuss important aspects of the story. Alternate between asking      students to discuss as a whole group and with partners.<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul type=\"disc\">\n\t\t\t<li>Prompts for discussion include:\n\t\t\t<ul>\n\t\t\t<li>(p. 1) What kind of person is Christopher? Describe him to a partner. [Inferring]\n\t\t\t<\/li><li>(pp. 2\u20133) Look carefully at the picture of Christopher\u2019s room. Turn to a partner and describe Christopher\u2019s room. [Inferring]<\/li>\n\t\t\t<li>(p. 3) Why do you think Christopher might not want to clean his room? [Inferring]<\/li>\n\t\t\t<li>(p. 4) Do you think Christopher should clean his room? Why or why not? [Evaluating]<\/li>\n\t\t\t<li>(p. 5) If you were Christopher\u2019s friend, would you want to stay at his house? Why or why not? [Making connections\/evaluating]<\/li>\n\t\t\t<li>(p. 9) What is a cockroach? Where do they come from? Why do people dislike cockroaches? [Making connections]<\/li>\n\t\t\t<li>(p. 11) How do you know this book is fiction (not true)? [Analyzing]<\/li>\n\t\t\t<li>(p. 16) Why is this illustration funny? [Inferring]<\/li>\n\t\t\t<li>(p. 24) Do you think Mr. Cockroach is a good or bad character? Back up your opinion with details from the text. [Evaluating\/inferring]<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li><\/ul>\n\n<\/div><div id=\"Section-Four\" class=\"section\">\n\n\t\t\t<h2 id=\"AFTER_READING\">AFTER READING<\/h2>\n\t\t\t<ul>\n\t\t\t<li><p class=\"speach-bubble left\">In the story, Christopher refused to clean up his room. What was his reason for not cleaning his room? What happened to his family and friends as his room got messier? What did Christopher&#8217;s parents do to try to get him to clean up his room? How was the situation resolved?<\/p>\n\t\t\t\t\n\t\t\t\tReview what happened to      Christopher and his family when he refused to clean up his room. Discuss how the situation was solved. [Analyzing]\n<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul type=\"disc\">\n\t\t\t<li>Continue discussing the text      using the following questions: [Evaluating]\n\t\t\t<ul>\n\t\t\t<li>What do you think might have happened if the goldfish hadn\u2019t solved the problem?<\/li>\n\t\t\t<li>Why do you think Christopher\u2019s parents wanted him to clean up his room?<\/li>\n\t\t\t<li>Who was affected by Christopher\u2019s decision to keep a messy room? (Christopher, parents, grandmother, friends, goldfish) Do they have the \u2018right\u2019 to live in a clean space? <\/li>\n\t\t\t<li>Do you think Christopher is a good pet owner? Why or why not?\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul type=\"disc\">\n\t\t\t<li><p class=\"speach-bubble speach-bubble-long speach-bubble-long left\">Let&#8217;s revisit the Group Anticipation Guide. I want you to think about the information you learned in the story. Do you agree or disagree with the statements? Has your opinion changed because of what happened in the story? Has the story made you think in a different way?<\/p>\n\t\t\t\t\n\t\t\t\tReturn to the statements on the      Group Anticipation Guide BLM.      Have students confirm or revise their opinion, based on information from      the text. [Evaluating]<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul type=\"disc\">\n\t\t\t<li><p class=\"speach-bubble left\">Let&#8217;s look at each column on our chart. Have our opinions changed on some of the statements? Did the story make us think in a different way?<\/p>\n\t\t\t\t\n\t\t\t\tReread each statement and have      students signal their opinion (thumbs-up or thumbs-down). Tally the number      for each opinion and record this number in the After column of the Group      Anticipation Guide. Compare the Before and After columns to see if opinions      have changed. [Evaluating]\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul type=\"disc\">\n\t\t\t<li>Ask students what ideas they      learned from this story that helped to answer the question \u201cWhy do we have      rules and responsibilities?\u201d (Possible answers may include safety, health,      keeping the environment clean.) Record students\u2019 suggestions on the web      organizer created in Introducing the Inquiry Unit. [Synthesizing]     \n\t\t\t<\/li><\/ul>\n\n<\/div><div id=\"Section-Five\" class=\"section\">\n\t\n<h2 id=\"FURTHER_READINGS\">FURTHER READINGS<\/h2>\n\t\t\t\n\t\t\t<ul>\n\t\t\t<li>          Discuss comprehension of      vocabulary during a rereading of the text as it has many descriptive words      that may require clarification, e.g., \u2018cheesy,\u2019 \u2018fungi,\u2019 \u2018cockroach,\u2019 \u2018business,\u2019      \u2018terrified,\u2019 \u2018speck,\u2019 \u2018thoughtful.\u2019 <\/li>\n\t\t\t<\/ul>\n\t\t\t<ul type=\"disc\">\n\t\t\t<li><p class=\"speach-bubble left\">We have recorded our opinions about each of the statements on the Group Anticipation guide. As I read the story again, I want you to listen carefuly to see if you can determine what the author might think about each of the statements. What clues does the author give you of her opinion?<\/p>\n\t\t\t\t\n\t\t\t\tReread the text during another      session to find evidence of the author\u2019s thinking. Review the statements      on the Group Anticipation Guide BLM       and have students listen for the author\u2019s opinion. [Evaluating\/ inferring]\n\t\t\t<\/li>\n\t\t\t<li> Complete the Author column on the Group Anticipation Guide, asking students to suggest whether the author agrees\/disagrees with each statement. Students can provide clues from the text to justify their ideas. Compare the two After Reading columns, students versus author, to see similarities and differences.\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul type=\"disc\">\n\t\t\t<li>On      another occasion, reread the text to compare the illustrations of      Christopher\u2019s bedroom (pp. 2\u20133 and pp. 28\u201329). In partners, students can      discuss the changes in the bedroom and what Christopher had to do to clean      up his room.\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul type=\"disc\">\n\t\t\t<li><p class=\"speach-bubble left\">Let&#8217;s reread the pages where he author uses a poem-like section to describe Christopher&#8217;s room. Why do you think the author repeats this description throughout the story? Have you ever seen this technique used by another author (e.g., Robert Munsch)? Why is this technique effective?<\/p>\n\t\t\t\t\n\t\t\t\tDiscuss      the author\u2019s craft. Explain that authors sometimes use repetition when      they write. Discuss the effectiveness of the technique and the possibility      of using this technique in personal writing.<strong> \n\t\t\t<\/strong><\/li>\n\t\t\t<li>Remind students of the Inquiry      Question, and ask if they have any further ideas about why we need rules      and responsibilities. Add their ideas to the web (e.g., fair division of      work in the home).\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n<\/div><div id=\"Section-Six\" class=\"section\">\n\n\t<h2 id=\"EXTENDING_THE_INQUIRY\">EXTENDING THE INQUIRY<\/h2>\n\t\t\t\n\t\t\t<p>You may consider using some of the following suggestions to extend the inquiry.<\/p>\n\t\t\t<ul>\n\t\t\t<li>Create a chart to compare the texts in this unit and other books you may read. Record what is learned about rules and responsibilities after reading each text.\n\t\t\t<\/li>\n\n\t\t\t<div align=\"center\">\n\t\t\t\t\n\t\t\t<strong>Why Do We Have Rules and Responsibilities?<\/strong><br>\n\t\t\t<br>\n\t\t\t\t\n\t\t\t<figure class=\"wp-block-table is-style-regular\">\n\t\t\t<table>\n\n            <tbody><tr>\n\t\t\t\t\n\t\t\t<th width=\"94\"><div align=\"center\"><strong>Text<\/strong><\/div><\/th>\n\t\t\t<th width=\"45\"><div align=\"center\"><strong>Home<\/strong><\/div><\/th>\n\t\t\t<th width=\"50\"><div align=\"center\"><strong>School<\/strong><\/div><\/th>\n\t\t\t<th width=\"80\"><div align=\"center\"><strong>Community<\/strong><\/div><\/th>\n\t\t\t<th width=\"180\"><div align=\"center\"><strong>What We Learned<\/strong><\/div><\/th>\n\t\t\t<\/tr>\n\t\n\t\t\t<tr><td valign=\"top\"><div align=\"left\"><strong><em>&nbsp;Please Clean<br>\n\t\t\t&nbsp;Up Your<br>\n\t\t\t&nbsp;Room! <\/em><\/strong><\/div><\/td>\n\t\t\t<td valign=\"top\"><div align=\"left\">&nbsp; yes <\/div><\/td>\n\t\t\t<td><div align=\"left\"><\/div><\/td>\n\t\t\t<td><div align=\"left\"><\/div><\/td>\n\t\t\t<td valign=\"top\"><p align=\"left\">\n\t\t\t&nbsp; &#8211; responsibility: cleaning<br>\n\t\t\t&nbsp;&nbsp;&nbsp; your room <\/p>\n\t\t\t<div align=\"left\">&nbsp; &#8211; reasons: health, safety, <br>\n\t\t\t&nbsp;&nbsp;&nbsp; care about others, fair<br>\n\t\t\t&nbsp;&nbsp;&nbsp; division of work <\/div><\/td>\n\t\t\t<\/tr><\/tbody><\/table>\n\n<\/figure>\n\t\t\t\n\t\t\t<\/div>\n\n\t\t\t<\/ul>\n\t\t\t<ul>\n\t\t\t<li>Invite students to act out the story of <em>Please Clean Up Your Room! <\/em>using puppets from the Oral Language Kit and the <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/grade-1\/pdfs\/beingresponsible\/cockroach_puppets.pdf\" target=\"_blank\" rel=\"noopener\">Cockroach Puppets BLM<\/a>. Ask the following questions: <em>If you were Christopher\u2019s family or friend, what would you say to him? What would Christopher say in return?<\/em><\/li>\n\t\t\t<\/ul>\n\t\t\t<ul>\n\t\t\t<li>Have students think about the story and how it would change if:\n\t\t\t<ul>\n\t\t\t<li>the cockroaches didn\u2019t help<\/li>\n\t\t\t<li>Christopher\u2019s Mom and Dad took away all of his privileges<\/li>\n\t\t\t<li>the goldfish died<strong><\/strong><br>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\n\t\t\t<li>Ask students to make a list of tasks (responsibilities) around the home, e.g., doing dishes, making beds, taking the dog for a walk, feeding pets, tidying bedroom, picking up toys, turning off lights, etc. Have them survey classmates to see how many students help with each of the different tasks. Together, create a bar graph to show how many students get involved in each activity.<br>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul>\n\t\t\t<li>Provide opportunities for students to set, negotiate, and follow rules throughout the day. Make-believe play situations as well as game-playing promote the necessity of creating rules.<strong><\/strong><br>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul>\n\t\t\t<li>Observe students following the classroom rules and contributing positively to the classroom environment. Notice and name how students contribute to group effectiveness by:\n\t\t\t<ul>\n\t\t\t<li>asking questions and seeking clarification from peers<\/li>\n\t\t\t<li>playing and working with others in pairs or small groups<\/li>\n\t\t\t<li>making decisions in small groups to achieve common goals<\/li>\n\t\t\t<li>listening attentively when working in groups<\/li>\n\t\t\t<li>showing care for, and encouraging, other members of a group or team<\/li>\n\t\t\t<li>taking turns and sharing equipment in pairs or small groups<\/li>\n\t\t\t<li>talking about roles in completing a group task<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<ul>\n\t\t\t<li>Read and discuss other books with characters that follow\/do not follow rules or fulfill their responsibilities. Encourage students to talk about their learning and to ask questions. The following texts might promote extensive dialogue:\n\t\t\t<ul>\n\t\t\t<li><em>No, David! <\/em>by David Shannon: Scholastic Inc., 1998 (Fiction: David, an energetic and inquisitive child, seems to break all the household rules.)<\/li>\n\t\t\t<li><em>David Goes to School <\/em>by David Shannon: Scholastic Inc., 1999 (Fiction: David is off to school and has great trouble behaving and following the rules.)<\/li>\n\t\t\t<li><em>David Gets in Trouble<\/em> by David Shannon: Scholastic, 2002 (Fiction: When David gets in trouble, he has excuses right up until bedtime, when he realizes he really is sorry and apologizing makes him feel better.) <\/li>\n\t\t\t<li><em>Strega Nona: An Original Tale <\/em>by Tomie dePaola: Half Moon Books, 1975 (Fiction: When Strega Nona goes on vacation, she leaves Big Anthony in charge of her magic pasta pot. However, Big Anthony does not follow the rule about the pot and is determined to show the townspeople how it works.)<\/li>\n\t\t\t<li><em>Goldilocks and the Three Bears <\/em>by James Marshall: Puffin, 1998 (Fiction: While the three bears go for a ride on their bicycles, Goldilocks enters their house, eats a bowl of porridge, tries out their chairs and beds, and then falls asleep. Did Goldilocks \u2018break the rules\u2019?)<\/li>\n\t\t\t<li><em>Goldilocks Returns <\/em>by Lisa Campbell Ernst: Simon and Schuster Books, 2000 (Fiction: Thirty years after Goldilocks first met the three bears, she returns to fix up their cottage and soothe her guilty conscience.)<\/li>\n\t\t\t<li><em>Piggybook <\/em>by Anthony Browne: Dragonfly Books, 1990 (Fiction: An overworked and underappreciated Mrs. Piggott leaves her family to fend for themselves. They literally turn into \u2018pigs\u2019 and realize that household responsibilities need to be democratically assigned.) <\/li>\n\t\t\t<li><em>Please Play Safe! Penguin\u2019s Guide to Playground Safety<\/em> by Margery Cuyler: Scholastic Press, 2006 (Fiction: In this delightful tale, all of the characters break the playground safety rules. By the end of the story, they realize the rights and wrongs of playground play.)<\/li>\n\t\t\t<li><em>Down the Road <\/em>by Alice Schertie: Houghton Mifflin Harcourt, 2001 (Fiction: A little girl is given the responsibility of buying eggs at the store all by herself.)<\/li>\n\t\t\t<li><em>The Signmaker\u2019s Assistant <\/em>by Tedd Arnold: Puffin, 1997 (Fiction: Norman, the signmaker\u2019s assistant, takes advantage of the signmaker\u2019s absence and then regrets it.)<\/li>\n\t\t\t<li><em>Officer Buckle and Gloria <\/em>by Peggy Rathmann: G.P. Putnam\u2019s Sons, 2002 (Fiction: Children at Napville Elementary School always ignore Officer Buckle\u2019s safety tips, until a police dog named Gloria accompanies him when he gives his safety speeches.)<\/li>\n\t\t\t<li><em>The Berenstain Bears and the Trouble With Chores <\/em>by Stan and Jan Berenstain: Festival, 2005 (Fiction: Papa Bear and the cubs do not want to join-in with the household chores. Mama Bear lets things slip to teach everyone a lesson.)<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Written by Itah Sadu Illustrated by Roy Condy Text Type: Fiction: Narrative\u2014Humorous Story Summary: Christopher helps his neighbours and does most of his chores, except cleaning up his room. His room is so messy that his family and friends find it disgusting and even the bugs stay away. When Christopher&#8217;s goldfish begin to feel sick, [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":3299,"parent":1251,"menu_order":4,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-1273","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1273","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/comments?post=1273"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1273\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1251"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media\/3299"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=1273"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}