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Friday, October 21, 2011
Sunday, October 2, 2011
Every Cowgirl Needs Dancing Boots
Janni, R. (2011). Every Cowgirl Needs Dancing Boots. New York: Dutton Children's Books. Grade 1-3
Written by: Rebecca Janni
Genre: Fiction
Theme: Friendship and embracing differences
Subject Area: Social Science
Summary:
Nellie Sue has brand new dancing boots but she can't go dancing alone. The glitter girls don't seem all that nice and they wear ballet shoes which is why Nellie Sue thinks that no one will want to have a hoedown with her. Nellie Sue decides that she would try anyways, but during the hoedown Nellie slips and falls. She is embarrassed and thinks the hoedown is ruined until one of the glitter girls helps her out.
Initiating Questions and Activities:
Put on some music and play a quick game of freeze dance before sitting down to read the story. After playing show the children that anyone can dance. Then have the students sit in a circle and share their favorite songs to dance to.
Extending Question and Activity:
Give the children a cut out of a boot or a boot writing page. In the boot have them write ways they can help a friend. Hang these around the classroom as instant and daily reminders of how to be a good friend.
Written by: Rebecca Janni
Genre: Fiction
Theme: Friendship and embracing differences
Subject Area: Social Science
Nellie Sue has brand new dancing boots but she can't go dancing alone. The glitter girls don't seem all that nice and they wear ballet shoes which is why Nellie Sue thinks that no one will want to have a hoedown with her. Nellie Sue decides that she would try anyways, but during the hoedown Nellie slips and falls. She is embarrassed and thinks the hoedown is ruined until one of the glitter girls helps her out.
Initiating Questions and Activities:
- Do you have dancing boots or know anyone who does?
- Why do you think every girl needs dancing boots?
- Is dancing for just girls or can boys dance too?
- What do you think will happen in this story?
Put on some music and play a quick game of freeze dance before sitting down to read the story. After playing show the children that anyone can dance. Then have the students sit in a circle and share their favorite songs to dance to.
Extending Question and Activity:
- Why was Nellie Sue sad in the beginning?
- What did you think was going to happen after Nellie Sue fell?
- What was your favorite part of the story?
- How could you help a friend?
Give the children a cut out of a boot or a boot writing page. In the boot have them write ways they can help a friend. Hang these around the classroom as instant and daily reminders of how to be a good friend.
The Day it Rained Hearts
Bond, F. (2002). The Day it Rained Hearts. New York: HarperCollinsPublisher. Grade Pre-K-2
Written by: Felicia Bond
Genre: Fiction
Theme: Importance of friends and family, creativity
Subject Area: Social Science
Summary:
One day it rains hearts and Cornelia collect many of them. She believes that each heart is special for different reasons and she decides that she will send them to all the people and things that are special in her life.
Initiating questions and activties:
Have the children sit down at their desks and take out their journal. Give them a writing prompt:
If it rained hearts I would...
Then have them draw a picture along with their writing.
Extending Questions and Activities:
Give the children all different shape and sized hearts. Show them in the book all the creative things that Cornelia did with hearts. Have them glue hearts on their page to make a picture like Cornelia did with the valentine for turtle. In the picture, she makes a turtle out of hearts. The children can make someone or something special to them out of hearts!
Written by: Felicia Bond
Genre: Fiction
Theme: Importance of friends and family, creativity
Subject Area: Social Science
One day it rains hearts and Cornelia collect many of them. She believes that each heart is special for different reasons and she decides that she will send them to all the people and things that are special in her life.
Initiating questions and activties:
- Has it ever rained hearts?
- If you could have it rain anything what would it be? Why?
- What would you do if it rained hearts?
Have the children sit down at their desks and take out their journal. Give them a writing prompt:
If it rained hearts I would...
Then have them draw a picture along with their writing.
Extending Questions and Activities:
- Where all the hearts the same?
- What made each of them special?
- Who did the valentines go to?
Give the children all different shape and sized hearts. Show them in the book all the creative things that Cornelia did with hearts. Have them glue hearts on their page to make a picture like Cornelia did with the valentine for turtle. In the picture, she makes a turtle out of hearts. The children can make someone or something special to them out of hearts!
The Ugly Pumpkin
Horowitz, D. (2005). The Ugly Pumpkin. London: Puffin Books. Grades Pre-K-2
Written by: Dave Horowitz
Genre: Fiction
Theme: Embracing Differences
Subject Area: Social Science
Summary:
This is about a pumpkin who feels very sad, because he is ugly and doesn't fit in with the rest of the pumpkins. No one ever picks him from the pumpkin patch which is also another reason he is a sad pumpkin. So he wanders off and hides in bushes. He sees all these other "pumpkins" that look just like him until he realizes that he really isn't a pumpkin, he is a squash!
Initiating Questions and Activities:
Ask students if they have ever felt odd or different. Discuss with the students on what makes a person odd or different. Discuss that not one person is ever the same which is what makes everyone so special. Ask the kids to go around the room and share something special about them or something different they might have that others do not. For example: I have glasses and many of my friends do not have glasses.
Extending Questions/Activities:
Give the students a squash. If you cannot get a hold of actual squash, cut squash out of paper. Give the kids all sorts of supplies such as glitter, feathers, googly eyes ect. to dress up their squash. Show that even though they may be different on the outside, you may be beautiful on the inside. Us decorating the squash is demonstrating how she/he may feel on the inside.
Written by: Dave Horowitz
Genre: Fiction
Theme: Embracing Differences
Subject Area: Social Science
This is about a pumpkin who feels very sad, because he is ugly and doesn't fit in with the rest of the pumpkins. No one ever picks him from the pumpkin patch which is also another reason he is a sad pumpkin. So he wanders off and hides in bushes. He sees all these other "pumpkins" that look just like him until he realizes that he really isn't a pumpkin, he is a squash!
Initiating Questions and Activities:
- Does the pumpkin look happy?
- Why do you think the pumpkin is ugly?
- Would you pick this Pumpkin for Halloween?
Ask students if they have ever felt odd or different. Discuss with the students on what makes a person odd or different. Discuss that not one person is ever the same which is what makes everyone so special. Ask the kids to go around the room and share something special about them or something different they might have that others do not. For example: I have glasses and many of my friends do not have glasses.
Extending Questions/Activities:
- What did the pumpkin end up being?
- What is a squash?
- What do you use squash for?
Give the students a squash. If you cannot get a hold of actual squash, cut squash out of paper. Give the kids all sorts of supplies such as glitter, feathers, googly eyes ect. to dress up their squash. Show that even though they may be different on the outside, you may be beautiful on the inside. Us decorating the squash is demonstrating how she/he may feel on the inside.
I Like Me!
Carlson, R. (1988). I Like Me!. New York: Trumpet. Grades Pre-K-K
Written by: Nancy Carlson
Genre: Fiction
Theme: Self-Esteem
Subject Area: Social Science
Summary:
This is a story in which a Pig talks about her best friend- herself. This book shares with the readers about loving yourself and embracing differences and similarities with others.
Initiating Questions and Activities:
Have students sit in a circle. Go around the circle and have every child say something that they like about themselves. Then ask them if there are ever times when they feel like they are unhappy with themselves.
Extending Questions and Activties:
Give children a pig cut out. Have them dress the pig how they like to dress. Around the pig, with the help from a teacher write things down that you like about yourself and things that you like to do with yourself!
Written by: Nancy Carlson
Genre: Fiction
Theme: Self-Esteem
Subject Area: Social Science
This is a story in which a Pig talks about her best friend- herself. This book shares with the readers about loving yourself and embracing differences and similarities with others.
Initiating Questions and Activities:
- Do you like yourself? Why?
- Why do you think the Pig likes herself?
- What are some reason which you would like yourself?
- Why is like yourself a good thing?
Have students sit in a circle. Go around the circle and have every child say something that they like about themselves. Then ask them if there are ever times when they feel like they are unhappy with themselves.
Extending Questions and Activties:
- What are somethings that the pig likes about herself?
- What things can you do just by yourself?
- How do you cheer yourself up?
- How do you fix your mistakes?
Give children a pig cut out. Have them dress the pig how they like to dress. Around the pig, with the help from a teacher write things down that you like about yourself and things that you like to do with yourself!
The Cow That Laid an Egg
Cutbill, A. (2009). The Cow that Laid an Egg. New York: HarperCollins Publisher. Grades Pre-K-1
Written by: Andy Cutbill
Genre: Fiction
Theme: Animals hatching eggs
Subject Area: Science
Summary:
Marjorie is a cow who feels sad that she can not ride bicycles and do handstands like all the other cows. To make Marjorie feel better, the chickens came up with a plan. The next morning Marjorie woke up with a fabulous surprise, She had laid an egg! Everyone in the town in astonished by the news and Marjorie felt so special. While Marjorie takes care of the egg everyone wonders and wait to see waht will hatch out of the egg.
Initiating Questions and activities:
Have a discussion with the children about if cows lay eggs or not. Then make a T-chart on the board. On one side write animals that lay eggs and on the other write animals that don't lay eggs. Brainstorm with the class and see how many animals you can come up with.
Extending Questions and Activity:
Give each child a piece of paper. Have each child draw an egg. Have them all think of their favorite animals. Have them write the name of their favorite animal and then write "That Laid an Egg." For example: The Giraffe that Laid an Egg. Then draw what the animal looks like on the egg. For example: I would draw giraffe spots on the egg. Under the egg have the kids write how the giraffe laid the egg. For example: The chickens played a trick on the giraffe, and while she was sleeping they painted an egg and put it where she was sleeping.
Written by: Andy Cutbill
Genre: Fiction
Theme: Animals hatching eggs
Subject Area: Science
Marjorie is a cow who feels sad that she can not ride bicycles and do handstands like all the other cows. To make Marjorie feel better, the chickens came up with a plan. The next morning Marjorie woke up with a fabulous surprise, She had laid an egg! Everyone in the town in astonished by the news and Marjorie felt so special. While Marjorie takes care of the egg everyone wonders and wait to see waht will hatch out of the egg.
Initiating Questions and activities:
- Do cows lay eggs?
- Do you think the cow really laid an egg?
- What do you think will hatch out of the egg?
- How do you think the cow feels about laying an egg?
Have a discussion with the children about if cows lay eggs or not. Then make a T-chart on the board. On one side write animals that lay eggs and on the other write animals that don't lay eggs. Brainstorm with the class and see how many animals you can come up with.
Extending Questions and Activity:
- How did Marjorie feel at the beginning of the book?
- How did she feel at the end of the book?
- Is there something that your friends can do that you can't do?
- Do you think Marjorie really laid an egg?
Give each child a piece of paper. Have each child draw an egg. Have them all think of their favorite animals. Have them write the name of their favorite animal and then write "That Laid an Egg." For example: The Giraffe that Laid an Egg. Then draw what the animal looks like on the egg. For example: I would draw giraffe spots on the egg. Under the egg have the kids write how the giraffe laid the egg. For example: The chickens played a trick on the giraffe, and while she was sleeping they painted an egg and put it where she was sleeping.
Friday, September 30, 2011
The Sandwich Swap
Al Abdullah, R. (2010). The Sandwich Swap. New York: Disney. Grades 1-3
Written by: Queene Rania Al Abdullah with Kelly DiPucchio
Award: Parent Choice Award, NYSRA Charlotte Award Nominee
Genre: Fiction
Theme: Friendship
Subject Area: Social Science
Summary:
Lily and Salma are very best friends. They do everything together and like all the same things, until one day they come in with different sandwiches. At first it seems like nothing, but the the problem escalates. The two girls cannot bare to be different from one another, but who is right? A food fight breaks out in the cafeteria and the girls have to decide what is more important, friendship or differences?
Initiating Questions and Activties:
Have a discussion with the class. Go around in a circle and ask what everyone's favorite sandwich is, if another child like the same sandwich as another child you can have them put a thumb up to agree, but don't have the other kids but a thumb down. Tell them that everyone likes different things, no two people like exactly the same things. Then ask the children if we should swap sandwiches or food in general. Explain to kids that we shouldn't share food at school, but maybe they could ask a parent or guardian that they would like to try something new.
Extending Questions and Activity:
Get out a large sheet of paper. Draw a huge sandwich. Include several different layers. Example: Bread, meat, cheese, lettuce tomato, onion ect. Make sure each layer is thick enough so you can write in each layer. Above the sandwich write "The Friendship Sandwich." With the class brainstorm what would make a "Yummy," "Perfect," and "Good" friendship sandwich. You can start them off with one for example: On one layer: Accepting and Embracing our friend's differences.
Written by: Queene Rania Al Abdullah with Kelly DiPucchio
Award: Parent Choice Award, NYSRA Charlotte Award Nominee
Genre: Fiction
Theme: Friendship
Subject Area: Social Science
Lily and Salma are very best friends. They do everything together and like all the same things, until one day they come in with different sandwiches. At first it seems like nothing, but the the problem escalates. The two girls cannot bare to be different from one another, but who is right? A food fight breaks out in the cafeteria and the girls have to decide what is more important, friendship or differences?
Initiating Questions and Activties:
- Have you ever swapped a sandwich with your friend?
- What is your favorite kind of sandwich?
- What is the relationship between the two girls on the cover?
- What kind of sandwich don't you like?
Have a discussion with the class. Go around in a circle and ask what everyone's favorite sandwich is, if another child like the same sandwich as another child you can have them put a thumb up to agree, but don't have the other kids but a thumb down. Tell them that everyone likes different things, no two people like exactly the same things. Then ask the children if we should swap sandwiches or food in general. Explain to kids that we shouldn't share food at school, but maybe they could ask a parent or guardian that they would like to try something new.
Extending Questions and Activity:
- Why were Lily and Salma different?
- Why was there a food fight?
- How did the girls solve their problem?
- Which sandwich would you want? Lily's or Salma's?
Get out a large sheet of paper. Draw a huge sandwich. Include several different layers. Example: Bread, meat, cheese, lettuce tomato, onion ect. Make sure each layer is thick enough so you can write in each layer. Above the sandwich write "The Friendship Sandwich." With the class brainstorm what would make a "Yummy," "Perfect," and "Good" friendship sandwich. You can start them off with one for example: On one layer: Accepting and Embracing our friend's differences.
Ella Sarah Gets Dressed
Chodos-Irvine, M. (2003). Ella Sarah Gets Dressed. China: Harcourt Books. Grades Pre-K-K
Written by: Margaret Chodos-Irvine
Awards: Caldecott Medal
Genre: Fiction
Theme: Re-reading/retelling the story
Subject Area: Language Arts
Summary:
Ella Sarah just wants to wear her favorite items of clothing even though they don't match. Everyone in her family tries to get her to match, but each time she refuses. So finally, Ella Sarah dresses in the clothes that she wants to wear. Her friends show up and love her outfit--her friends are in mix-matched clothes as well!
Initiating Questions/Activities:
Read the children a description of what Ella Sarah would like to wear. Have them draw each item of clothing that you read off. As you read the story have the children hold up the picture that you are talking about. For example, When I read the line, "My dress with orange-and-green flowers," the children would hold up the drawing of the dress. This story is very repetitive which is why I believe that it would be very helpful for the children to pick out the parts of this story by holding up a picture.
Extending Questions and Activities:
Have each child draw a picture of themselves in their favorite outfits. Then have them write about their favorite outfit. Tell the students to wear their favorite outfit on the next day of school. Then take a picture of the child in their favorite outfit. Create a scrapbook call Miss Dever's (teacher's name) Class get's dressed. Each child will have two pages, one with a picture of themselves wearing their favorite outfit and one that they drew.
Written by: Margaret Chodos-Irvine
Awards: Caldecott Medal
Genre: Fiction
Theme: Re-reading/retelling the story
Subject Area: Language Arts
Ella Sarah just wants to wear her favorite items of clothing even though they don't match. Everyone in her family tries to get her to match, but each time she refuses. So finally, Ella Sarah dresses in the clothes that she wants to wear. Her friends show up and love her outfit--her friends are in mix-matched clothes as well!
Initiating Questions/Activities:
- How do you decide what to wear in the morning?
- Who picks out your clothes?
- What's your favorite thing to wear?
- What do you think the problem in the story is going to be?
Read the children a description of what Ella Sarah would like to wear. Have them draw each item of clothing that you read off. As you read the story have the children hold up the picture that you are talking about. For example, When I read the line, "My dress with orange-and-green flowers," the children would hold up the drawing of the dress. This story is very repetitive which is why I believe that it would be very helpful for the children to pick out the parts of this story by holding up a picture.
Extending Questions and Activities:
- Did what Ella Sarah wanted to wear match?
- Why did everyone want her to change?
- What were her friends wearing?
- Do you like to pick out your own clothes?
Have each child draw a picture of themselves in their favorite outfits. Then have them write about their favorite outfit. Tell the students to wear their favorite outfit on the next day of school. Then take a picture of the child in their favorite outfit. Create a scrapbook call Miss Dever's (teacher's name) Class get's dressed. Each child will have two pages, one with a picture of themselves wearing their favorite outfit and one that they drew.
A Sick Day for Amos McGee
Stead, P. (2010). A Sick Day for Amos McGee. New York: Roaring Brook Press.
Written by: Philip C. Stead
Award: Caldecott Medal
Genre: Fiction
Theme: Friendship
Subject Area: Social Science
Summary: Amos McGee is a zoo keeper. He does something special each day with each animal, until one day Amos gets sick. The animals miss him terribly, so they make accommodations to visit Amos at his house. Amos feels better from the help of his friends!
Take a picture walk through the story. After the picture walk, have the children write down what they think will happen in the story. Have them share their ideas with the class. Bring all the student's ideas together and write them on the board. Keep these up until the end of the story.
Extending Questions and Activity:
With the class make a large Venn-Diagram on the board. In the first circle write what you thought was going to happen just by doing a picture walk, in the next circle write what happened, and in the middle write the similarities between what you thought was going to happen and what actually happened. Then discuss with the class how they knew what was going to happen just by looking at the pictures and/or why they thought something was going to happen that didn't actually happen just by looking at the pictures.
Written by: Philip C. Stead
Award: Caldecott Medal
Genre: Fiction
Theme: Friendship
Subject Area: Social Science
Initiating Questions and Activity:
- Who is on the cover?
- Why are there zoo animals in a house?
- Have you ever seen an animal play cards?
- Do you have any pets that play games? If so what kind of games?
Take a picture walk through the story. After the picture walk, have the children write down what they think will happen in the story. Have them share their ideas with the class. Bring all the student's ideas together and write them on the board. Keep these up until the end of the story.
Extending Questions and Activity:
- Why didn't Amos go to work?
- Have you ever had to miss anything for being sick?
- How do you cheer your friends up when they're not feeling well?
- Where you surprised at what the animals did?
- How do you think the animals made Amos feel?
With the class make a large Venn-Diagram on the board. In the first circle write what you thought was going to happen just by doing a picture walk, in the next circle write what happened, and in the middle write the similarities between what you thought was going to happen and what actually happened. Then discuss with the class how they knew what was going to happen just by looking at the pictures and/or why they thought something was going to happen that didn't actually happen just by looking at the pictures.
Don't Bump the Glump and Other Fantasies
Silverstein, S. (1964). Don't Bump the Glump! and Other Fantasies. New York: HarperCollinsPublisher. Grades 3-6
Written by: Shel Silverstein
Genre: Poetry, Fantasy
Theme: Poetry/Writing Poetry
Subject Area: Language Arts/ English
Summary:
This is a book of fantasies and poems about all sorts of things from The Wild Gazite, The Galloping Griss to The Long-Necked Preposterous! This a a great book in which your imagination goes wild and where readers will be laughing as they read these poems!
Initiating Questions and Activities:
Before reading the story, have the children look at the cover. Then give them a piece of paper and some water colors. Have them create a mythical, made up character. Then after reading we will use this painting for the extending activity.
Extending Questions and Activities:
Have the students take their painting. Just by looking at the painting have them write a list in their journal of some of their creatures characteristics (include looks, personality, and what they like to do--
USE YOUR IMAGINATION!) Then with that information write a haiku and then attach it to your creature.
How to write a Haiku: (Write on the board)
First and Last Line= 5 Syllables
Middle Line= 7 Syllables
Written by: Shel Silverstein
Genre: Poetry, Fantasy
Theme: Poetry/Writing Poetry
Subject Area: Language Arts/ English
This is a book of fantasies and poems about all sorts of things from The Wild Gazite, The Galloping Griss to The Long-Necked Preposterous! This a a great book in which your imagination goes wild and where readers will be laughing as they read these poems!
Initiating Questions and Activities:
- What do you think a Glump is?
- Why might you not want to bump a Glump?
- What does the Glump look like?
- What does fantasy mean?
Before reading the story, have the children look at the cover. Then give them a piece of paper and some water colors. Have them create a mythical, made up character. Then after reading we will use this painting for the extending activity.
Extending Questions and Activities:
- Do all poems have to rhyme?
- What was your favorite poem? Why?
- How do you think the Shel Silverstein came up with these creatures?
- Are the characters real?
Have the students take their painting. Just by looking at the painting have them write a list in their journal of some of their creatures characteristics (include looks, personality, and what they like to do--
USE YOUR IMAGINATION!) Then with that information write a haiku and then attach it to your creature.
How to write a Haiku: (Write on the board)
First and Last Line= 5 Syllables
Middle Line= 7 Syllables
Officer Buckle and Gloria
Rathman, P. (1995). Officer Buckle and Gloria. New York: G.P Putman's Sons. Grades 2-3
Written by: Peggy Rathmann
Award: The Caldecott Metal
Genre: Fiction
Theme: Safety and the importance of friendship
Subject Area: Social Science
Summary:
Office Buckle goes to schools and give safety talks. Unfortunately, learning about safety isn't the most entertaining to students, until Gloria comes along. Gloria is a police dog that goes with Officer Buckle to safety talks. While Officer Buckle talks, Gloria acts out what he is saying--Learning about safety has never been so fun for students! The most important safety tip of all that Officer Buckle learns is that you need to stick with a buddy at all times.
Initiating Questions and Activities:
Cut out circles about the size of a soup can. Then have each child make a police badge that includes Officer (Child's name) Here to help! Discuss what police officers do and why they are important people to have in our community.
Extending Questions and Activity:
Give each student a star shaped piece of paper. Have each child come up with a different classroom safety rule. Have them write the rule and draw a picture on the star. Have them share them with the class and then hang them in the classroom as a constant reminder of ways we can be safe.
Written by: Peggy Rathmann
Award: The Caldecott Metal
Genre: Fiction
Theme: Safety and the importance of friendship
Subject Area: Social Science
Summary:
Office Buckle goes to schools and give safety talks. Unfortunately, learning about safety isn't the most entertaining to students, until Gloria comes along. Gloria is a police dog that goes with Officer Buckle to safety talks. While Officer Buckle talks, Gloria acts out what he is saying--Learning about safety has never been so fun for students! The most important safety tip of all that Officer Buckle learns is that you need to stick with a buddy at all times.
Initiating Questions and Activities:
- Where does the police officer look like he is?
- What do you think the dog is doing?
- Why do you think they are at a show?
- Can you predict what will happen in the story?
Cut out circles about the size of a soup can. Then have each child make a police badge that includes Officer (Child's name) Here to help! Discuss what police officers do and why they are important people to have in our community.
Extending Questions and Activity:
- Why was Office Buckle sad?
- What did Gloria do when Officer Buckle wasn't looking?
- How did Gloria feel with out Officer Buckle?
- How did they feel when they were together?
- Why are safety talks important?
Give each student a star shaped piece of paper. Have each child come up with a different classroom safety rule. Have them write the rule and draw a picture on the star. Have them share them with the class and then hang them in the classroom as a constant reminder of ways we can be safe.
We Are in a Book!
Willems, M. (2010). We Are in a Book!. New York: Hyperion Books for Children. Grades: Pre-K-1
Written by: Mo Willems
Awards: Theodor Seuss Geisel Honor
Genre: Fiction
Theme: Reading/importance of re-reading
Subject Area: Language Arts
Summary: Gerald the Elephant and Piggie the Pig realize that they are in a book and that readers are reading them! They also realize that they can make the reader say anything that they want them to say, like "banana." They think this is hilarious until they realize the book must, at some point, end, so they encourage readers to re-read the book after the book is over.
Initiating Questions and Activity:
Questions:
Have the children sit with a partner. Have them whisper to each other what book they would like to be in. Why would they want to be in that book? What would they do if they were in a book? Then have the children share what book they would like to be in and why.
Extending Questions and Activity:
Have the children close their eye and imagine if they were in a story with Piggie and Gerald. What would they have a reader say? After discussing this with the class, have the complete this worksheet:
We Are in a Book Activity! (Page 12). Have them draw themselves with Gerald and Piggie on the worksheet, then when the whole class is finished make a class book to add to the class library.
Written by: Mo Willems
Awards: Theodor Seuss Geisel Honor
Genre: Fiction
Theme: Reading/importance of re-reading
Subject Area: Language Arts
Summary: Gerald the Elephant and Piggie the Pig realize that they are in a book and that readers are reading them! They also realize that they can make the reader say anything that they want them to say, like "banana." They think this is hilarious until they realize the book must, at some point, end, so they encourage readers to re-read the book after the book is over.
Initiating Questions and Activity:
Questions:
- What animals do you see on the cover?
- What is the Pig doing?
- How does the elephant's face look?
- Looking at the title, what do you think might happen in the story?
Have the children sit with a partner. Have them whisper to each other what book they would like to be in. Why would they want to be in that book? What would they do if they were in a book? Then have the children share what book they would like to be in and why.
Extending Questions and Activity:
- What made Gerald and Piggie laugh?
- What type of words would you have a reader say that are appropriate?
- What was your favorite part of the book?
- Would you want to re-read the story?
- What stories do you like to read over and over again?
Have the children close their eye and imagine if they were in a story with Piggie and Gerald. What would they have a reader say? After discussing this with the class, have the complete this worksheet:
We Are in a Book Activity! (Page 12). Have them draw themselves with Gerald and Piggie on the worksheet, then when the whole class is finished make a class book to add to the class library.
Thursday, September 29, 2011
Pigs in the Panty: Fun with Math and Cooking
Axelrod, A. (1999). Pigs in the Pantry: Fun with Math and Cooking. New York: Aladdin. Grades K-2
Written by: Amy Axelrod
Genre: Fiction
Theme: Measurement
Subject Area: Math
Summary:
The Pig's mother is sick. The father, daughter, and son decide that they should do something nice for their mother, so they make her some chili. Through measuring, pouring, and burning the chili, the kids make a mess! Mother Pig comes down and is surprised at the mess, but pleasantly surprised by the kind act of her family. At the end of the book, there is an actual recipe for the chili.
Initiating questions/activity:
With the students, pretend that you're making cookies. As a class, brainstorm what ingredients you would need in order to make cookies. Make up numbers as to how many cups/teaspoons ect. of each item (exaggerate the amount). Ask the students if these would make the cookies, why or why not? Have a discussion on the importance of measurement.
Extending questions/activity:
Give the students a piece of paper and think of their favorite recipe or have them make one up. Have them write down ingredients and directions as to how to bake the recipe. Make sure they are reasonable amounts. Then make a class recipe book.
Written by: Amy Axelrod
Genre: Fiction
Theme: Measurement
Subject Area: Math
The Pig's mother is sick. The father, daughter, and son decide that they should do something nice for their mother, so they make her some chili. Through measuring, pouring, and burning the chili, the kids make a mess! Mother Pig comes down and is surprised at the mess, but pleasantly surprised by the kind act of her family. At the end of the book, there is an actual recipe for the chili.
Initiating questions/activity:
- What do you think the pigs will do in the pantry?
- What do you do in the pantry?
- What kinds of things do you have to measure?
- Why do people (or pigs) have to measure things?
With the students, pretend that you're making cookies. As a class, brainstorm what ingredients you would need in order to make cookies. Make up numbers as to how many cups/teaspoons ect. of each item (exaggerate the amount). Ask the students if these would make the cookies, why or why not? Have a discussion on the importance of measurement.
Extending questions/activity:
- Why did the Pig cook?
- What happened with the chili?
- What did they use to make the chili?
- Have you ever baked or cooked anything?
Give the students a piece of paper and think of their favorite recipe or have them make one up. Have them write down ingredients and directions as to how to bake the recipe. Make sure they are reasonable amounts. Then make a class recipe book.
Monster Math
Miranda, A. (1999). Monster Math. New York: Harcourt Brace & Company. Grades K-2.
Written by: Anne Miranda
Subject Area: Math
Genre: Fiction
Theme: Counting, adding, subtracting, group counting
Summary: Little Monster is having a party. The party quickly escalates and one monster turns into 40 monsters! Mother Monster gets very overwhelmed and asks some to leave. This is a fantastic story that uses many types of math such as addition, counting by multiples, and subtraction.
Initiating questions/activity:
Questions:
Have the students sit in a circle. Then have them count off by how many people are in the class. Take the number and write it on the board. Then add it to the number of monsters on the cover. Then subtract the amount of monsters from students in the class. Then take other things in the room and do the same thing (such as number of days in the month, so take September 29th. Add 29 (number of days we have had so far this month) and 10 (number of monsters on cover) and then subtract the number of monsters by the days of the month.
Extending Activity and Question:
Questions:
Act out the story. Start with one monster, and continuously add the monsters and you re-read the story. This will help children actually see what you're doing with the monster throughout the book. So start with adding as it does in the book and then subtract the monsters when the book tells you to subtract them.This visual will really help the children understand the math in the book. While you're subtracting and adding students have a scribe (or the teacher) write the math problem on the board that is being done. This will give students two visuals.
Written by: Anne Miranda
Subject Area: Math
Genre: Fiction
Theme: Counting, adding, subtracting, group counting
Initiating questions/activity:
Questions:
- How many monsters are on the cover?
- What kind of math do you think we will do with these monsters?
- Have you ever seen a monster?
- Are monster real?
Have the students sit in a circle. Then have them count off by how many people are in the class. Take the number and write it on the board. Then add it to the number of monsters on the cover. Then subtract the amount of monsters from students in the class. Then take other things in the room and do the same thing (such as number of days in the month, so take September 29th. Add 29 (number of days we have had so far this month) and 10 (number of monsters on cover) and then subtract the number of monsters by the days of the month.
Extending Activity and Question:
Questions:
- Why did monsters show up at the other monsters house?
- Why did monster leave the monster's house?
- What was the largest number of monsters at the house?
- What was the smallest number of monsters at the house?
Act out the story. Start with one monster, and continuously add the monsters and you re-read the story. This will help children actually see what you're doing with the monster throughout the book. So start with adding as it does in the book and then subtract the monsters when the book tells you to subtract them.This visual will really help the children understand the math in the book. While you're subtracting and adding students have a scribe (or the teacher) write the math problem on the board that is being done. This will give students two visuals.
Have you Filled a Bucket Today? A guide to Daily Happiness for Kids
McCloud, C. (2010). Have You Filled a Bucket Today? A Guide to Daily Happiness for Kids. Michigan: Nelson Publishing & Marketing. Grade K-4
Written by: Carol McCloud
Awards:
Have a discussion with the children about how you could be a good friend. Have the kids sit in a circle and have each student share one way they could be a good friend. Then, have the students go around in the circle again and state one way someone has been a good friend to them.
Extending Questions/Activities:
Questions:
Make cards with different scenarios between people (positive and negative). Hand a card to each child in the class. Have a bucket in the front of the room and a bag of something desirable (example: candy). Have the students come to the front of the room and read their situation. If the situation is positive, put a piece of candy in the bucket and if it is negative, take a piece of candy out. This will show kids that they would be happier with "more candy" or in the case of self-esteem, more compliments and kind words and actions. Next, make sticks with the student's name on each popsicle stick. Have the kids sit in a circle and pick a stick. The kids will go around the room, pick a stick and say a compliment about their classmate or do something for them that could "fill their bucket."
Written by: Carol McCloud
Awards:
2007 - Mom's Choice Award, Best Children's Picture Book (Behavioral category)
2007 - Writer's Digest Self-Published Book Award, Best Children's Picture Book
2007 - DIY Book Festival, Best Children's Picture Book
2007 - Books-and-Authors.net, Best Children's Picture Book
2007 - Best You Can Be Foundation, Top 10 Children's Books
2007 - London Book Festival, Honorable Mention
2008 - Nautilus Book Award, Silver Medal (Children's/Young Adults - Non-Fiction)
2008 - NABE Pinnacle Book Achievement Award
2011 - Purple Dragonfly Book Award, First Place (Educational/Instructional category)
Subject Area: Social Science
Genre: Fiction
Subject Area: Social Science
Genre: Fiction
Summary:
This story is about anti-bullying and self-esteem. It states that you need to "Fill Buckets." This simply means that your need to be nice to friends, teachers, parents, grandparents, and essentially everyone, and a simple compliment or nice action can really make a difference in a person's day. If you are unkind to people then you dip their bucket making them not have as happy of a day. The book gives all sorts of way that your could fill someone's buckets and ways to prevent dipping their buckets.
Initiating Questions/Activity:
- How do you make yourself happy?
- How do other make you happy?
- What do you do to make people happy?
- What do you think the buckets are about?
Have a discussion with the children about how you could be a good friend. Have the kids sit in a circle and have each student share one way they could be a good friend. Then, have the students go around in the circle again and state one way someone has been a good friend to them.
Extending Questions/Activities:
Questions:
- How could you fill a bucket?
- How would your friends feel if you dipped their bucket?
- Who has an imaginary bucket?
- What would fill your bucket?
Make cards with different scenarios between people (positive and negative). Hand a card to each child in the class. Have a bucket in the front of the room and a bag of something desirable (example: candy). Have the students come to the front of the room and read their situation. If the situation is positive, put a piece of candy in the bucket and if it is negative, take a piece of candy out. This will show kids that they would be happier with "more candy" or in the case of self-esteem, more compliments and kind words and actions. Next, make sticks with the student's name on each popsicle stick. Have the kids sit in a circle and pick a stick. The kids will go around the room, pick a stick and say a compliment about their classmate or do something for them that could "fill their bucket."
The Hello, Goodbye Window
Juster, N. (2005). The Hello, Goodbye Window. New York: Michael Di Capua Books. Grades K-2.
Written by: Norton Juster and Chris Raschka
Awards: Caldecott Award Winner
Subject Area: Language Arts
Genre: Fiction
Summary:
This story is about a window, a very special window. This young girl's grandparents have a house with many windows, but there is only one hello, goodbye window, and that is the one in the kitchen. The young girl loves this window, because she can play tricks and games with her grandparents through the window, scare them, make funny faces, and wave. When she is inside, he grandparents say sometimes you never know who you may see through the window which is what is so exciting. This story is a great story about love between a young girl and her grandparents.
Theme: Relationships and imagination
Initiating Questions and Activities:
Draw a large window on the board. Have the children look out the window and tell you what they see. As the tell you what they see, write or draw it in the window that you drew on the board. Ask them what they might see during each season if they looked out that same window.
Culminating and Extending Questions:
Give the children a long piece of paper. Have them draw three windows.
In the first window: Draw what they see from their kitchen window at home--Looking out.
In the second window: Draw what they see looking in their window at home (Looking in).
In the third window: Use your imagination and draw something that you would like to see outside your window, that you probably wouldn't normally see. (example: I would want to wake up and see a giraffe outside of my window or I would want to wake up and see it snowing icecream!)
Written by: Norton Juster and Chris Raschka
Awards: Caldecott Award Winner
Subject Area: Language Arts
Genre: Fiction
Summary:
This story is about a window, a very special window. This young girl's grandparents have a house with many windows, but there is only one hello, goodbye window, and that is the one in the kitchen. The young girl loves this window, because she can play tricks and games with her grandparents through the window, scare them, make funny faces, and wave. When she is inside, he grandparents say sometimes you never know who you may see through the window which is what is so exciting. This story is a great story about love between a young girl and her grandparents.
Theme: Relationships and imagination
Initiating Questions and Activities:
- What does the cover tell us?
- Who do you think look in and out of the window?
- Do you have windows where you live?
- What do you see outside of your window?
Draw a large window on the board. Have the children look out the window and tell you what they see. As the tell you what they see, write or draw it in the window that you drew on the board. Ask them what they might see during each season if they looked out that same window.
Culminating and Extending Questions:
- What character's were in the story?
- Who or what would you want to see if you looked out the window?
- Is there a special room that your grandparents spend most their time in?
- What made the window special?
Give the children a long piece of paper. Have them draw three windows.
In the first window: Draw what they see from their kitchen window at home--Looking out.
In the second window: Draw what they see looking in their window at home (Looking in).
In the third window: Use your imagination and draw something that you would like to see outside your window, that you probably wouldn't normally see. (example: I would want to wake up and see a giraffe outside of my window or I would want to wake up and see it snowing icecream!)
Tuesday, September 20, 2011
The Three Pigs
Wiesner, D. (2001). The Three Pigs. New York: Clarion Books. Grades 1-3.
Written by: David Wiesner
Awards: Caldecott Award Winner
Subject Area: Language Arts
Genre: Folktale/Fairytale
Summary:
This story isn't your typical "Three Little Pigs" story. This is a story of three pigs who outsmart the evil fox. When the Fox huffs and puffs, he thinks he ate the pigs, but really they jumped right out of the story for safety. The pigs end up in other stories where they meet knew friends who will later help them defeat the Fox. The characters return to their own story to enjoy fox soup and everyone else lives happily ever after.
Theme: Writing/story telling, details
Initiating Questions and Activities:
Culminating and Extending Questions:
Give each student a blank booklet (approx. 5-10 pages). Have each students color her/himself in their favorite story (not literally, have them make a re-make of their favorite picture book/fairytale). Make sure there are multiple characters, the student them self being one of them. This story should be mostly pictures (if not all) and little words. Have each student present their story and the role they would play in the story. Then ask the children if them entering the story changed the story at all. Then, ask how the story changed when the pigs left the story. Think about who the pigs saved in the other stories--if the pigs never left what would of happened to the dragon? This activity can help kids realize that one addition or subtraction to a detail can change the whole story and maybe even other stories as well. This also helps with their literacy, because they're going through a picture walk in their own book and "reading" their story.
Written by: David Wiesner
Awards: Caldecott Award Winner
Genre: Folktale/Fairytale
Summary:
This story isn't your typical "Three Little Pigs" story. This is a story of three pigs who outsmart the evil fox. When the Fox huffs and puffs, he thinks he ate the pigs, but really they jumped right out of the story for safety. The pigs end up in other stories where they meet knew friends who will later help them defeat the Fox. The characters return to their own story to enjoy fox soup and everyone else lives happily ever after.
Theme: Writing/story telling, details
Initiating Questions and Activities:
- Does anyone know the story of the Three Little Pigs?
- What would you make your house of? (After asking question #1)
- How do you think this story will be different from other Three Little Pig stories?
- What character do you think will be in the story?
Culminating and Extending Questions:
- Did you think the Fox really ate the pigs at first?
- Why do you think the Fox wanted to eat the pigs?
- Did you like how the story started and began?
- How did the Pigs end up in other stories?
(More questions under activity)
Give each student a blank booklet (approx. 5-10 pages). Have each students color her/himself in their favorite story (not literally, have them make a re-make of their favorite picture book/fairytale). Make sure there are multiple characters, the student them self being one of them. This story should be mostly pictures (if not all) and little words. Have each student present their story and the role they would play in the story. Then ask the children if them entering the story changed the story at all. Then, ask how the story changed when the pigs left the story. Think about who the pigs saved in the other stories--if the pigs never left what would of happened to the dragon? This activity can help kids realize that one addition or subtraction to a detail can change the whole story and maybe even other stories as well. This also helps with their literacy, because they're going through a picture walk in their own book and "reading" their story.
Sunday, September 18, 2011
Duck for President
Cronin, D. (2004). Duck for President. New York: Simon and Schuster Books for Young Readers. Grades K-2.
Written by: Doreen Cronin
Awards: New York Times Best Illustrated Books
Subject Area: Social Studies
Genre: Fiction
Summary: All the animals at the farm are sick of doing chores. They wonder why Farmer Brown is in charge anyways. This is when they decide that it is time for an election. They think that if they get rid of farmer brown than the farm will be a nice, kinder, and gentler farm. Each animal contributed to the election. In order to vote, the voters must fit a certain criteria. After the votes were collected, it was announced that Duck was president. Suck realizes that running a farm is tough work, so he continues his journey up the political system with the help of his animal friends.
Themes: Voting, Political Positions, Presidents
Initiating Questions and Activities:
Have a discussion with your students. Talk about getting a class mascot. Have two stuff animals that could potentially be the class mascot. Have the children make posters for the animals and describe why each animal would make a good class mascot. By the end, each student should have a poster that supports a candidate of their choice. Have the kids make a quick presentation of why they want a certain mascot over another.
Culminating and Extending Questions:
After the students present their posters/signs and give their mini-speeches have the students vote for their favorite mascot. Have them fill out their ballots. Then count the votes for each mascot and announce it to the class.Then have a discussion with the class on why they think one won over the other. What is the mascots good qualities and why would they make a good class mascot. Then explain to the kids that they will each take a turn taking the mascot home and when they take him home they will write about their adventures with the class mascot.
Written by: Doreen Cronin
Awards: New York Times Best Illustrated Books
Subject Area: Social Studies
Genre: Fiction
Themes: Voting, Political Positions, Presidents
Initiating Questions and Activities:
- Looking at the cover, would you vote for Duck for president?
- What job do you think Duck would be the best at?
- Why do you think duck wants to run for president?
- Would you want to run for president?
Have a discussion with your students. Talk about getting a class mascot. Have two stuff animals that could potentially be the class mascot. Have the children make posters for the animals and describe why each animal would make a good class mascot. By the end, each student should have a poster that supports a candidate of their choice. Have the kids make a quick presentation of why they want a certain mascot over another.
Culminating and Extending Questions:
- What makes a good president?
- What made Duck a good president?
- What made Farmer Brown a poor president?
- What could you do to win a presidency or any type of position?
- What are some positive and negative things about being a president?
After the students present their posters/signs and give their mini-speeches have the students vote for their favorite mascot. Have them fill out their ballots. Then count the votes for each mascot and announce it to the class.Then have a discussion with the class on why they think one won over the other. What is the mascots good qualities and why would they make a good class mascot. Then explain to the kids that they will each take a turn taking the mascot home and when they take him home they will write about their adventures with the class mascot.
Wednesday, September 14, 2011
So You Want to Be President?
George, J., Small, D. (2000). So You Want to Be President. New York: Philomel Books. Grades 2-5.
So You Want to Be President
Written by: Judith St. George and David Small
Winner of the Caldecott Medal
Subject Area: Social Studies
Genre: Non-fiction
Summary:
This book shares with children that presidents have all been different and anyone can be president. There has been presidents of all shapes, sizes, professions, and more! This books tells readers the positive and fun things about being president, but also the negative and not-so-fun things that the president has to do. This book is fantastic for children, because it shows that presidents can be just like you and me. This book can help children decipher whether or not it is worth being the President of the United States. This is information that you most likely will not find in a typical history book!
Themes: Presidents of the United States of America
Initiating Questions and Activities:
Questions:
After reading the story draw a T-chart on a large piece of paper or on a board. On one side label it "good" and the other side "bad." Have the kids brainstorm the positive (good) and negative (bad) aspects of being a president. After the chart is complete discuss with the children whether or not they would want to be the president and why.
Culminating and Extending Questions:
Questions:
Have the students take out a journal or give them a piece of lined paper. Give them a writing prompt on the board: "If I was president of the United States, I would..." Have the students write things they would change, who they would help, and what type of president they would be. On another piece of paper, have the students draw what they think they would look like if they were president and/or illustrate their writing. Then collect all the pages, make it into a book, and share it with the class. You could even let the kids take turns bringing the book home to show their families and friends.
So You Want to Be President
Written by: Judith St. George and David Small
Winner of the Caldecott Medal
Subject Area: Social Studies
Genre: Non-fiction
Summary:
This book shares with children that presidents have all been different and anyone can be president. There has been presidents of all shapes, sizes, professions, and more! This books tells readers the positive and fun things about being president, but also the negative and not-so-fun things that the president has to do. This book is fantastic for children, because it shows that presidents can be just like you and me. This book can help children decipher whether or not it is worth being the President of the United States. This is information that you most likely will not find in a typical history book!
Themes: Presidents of the United States of America
Initiating Questions and Activities:
Questions:
- Who wants to be the president of the United States one day?
- Why would it be fun to be the president?
- What would be hard about being president?
- What does the president do?
- Can you name any of our presidents?
After reading the story draw a T-chart on a large piece of paper or on a board. On one side label it "good" and the other side "bad." Have the kids brainstorm the positive (good) and negative (bad) aspects of being a president. After the chart is complete discuss with the children whether or not they would want to be the president and why.
Culminating and Extending Questions:
Questions:
- What would you change if you were president?
- What president do you think you would be most like? Why?
- What type of president would you be?
- Did you like to find out all this new information about the presidents?
Have the students take out a journal or give them a piece of lined paper. Give them a writing prompt on the board: "If I was president of the United States, I would..." Have the students write things they would change, who they would help, and what type of president they would be. On another piece of paper, have the students draw what they think they would look like if they were president and/or illustrate their writing. Then collect all the pages, make it into a book, and share it with the class. You could even let the kids take turns bringing the book home to show their families and friends.
Monday, September 12, 2011
The Falling Raindrop
Johnson, N., Chin, J. The Falling Raindrop. New York: Tricycle Press. Grades 2-4
Written by: Neil Johnson & Joel Chin
Subject area: Science
Genre: Fiction
Summary:
A storm starts to broom and out of that ugly storm comes an optimistic raindrop. Once the raindrop is born (or created by the storm) he becomes so excited, because he can fly. Suddenly, the raindrop has a thought--maybe instead of flying, he is really falling! The once optimistic raindrop cannot enjoy his journey, because he is unsure where he will end up. He eventually sees and lands in a scary fire, but little to the raindrops knowledge, he goes back up into the air and eventually becomes a rain drop again. Not only does this story teach us of our water cycles, but it also teaches us that good things can come from change.
Themes: The Water Cycle
Initiating Questions and Activities:
Questions:
Call on three students to come up to the front of the classroom. Have one hold a picture of a storm cloud, one the sun, and one a raindrop. Act out the water cycles. Have the rest of the kids make the sounds of a thunderstorm. As they are doing this have the dark cloud walk in front of the class. As the kids get to be louder, have the raindrop come out standing up and slowly sitting down under the cloud. As the storm calms down have the cloud disappear and have the sun come out. As the sun warms up have the raindrop slowly stand up. This will demonstrate the earth's water cycle.
Culminating and Extending Questions:
Split the students into even groups. Give each group a large piece of paper. Have the children draw a comic strip starring a raindrop. Have the students create and dramatize the life of a raindrop. This is a fun way for kids to remember how the water cycles works. Have each group present. Each poster should include: Storm Clouds, water vapor, rain, sun/warmth, steam, and regular clouds.
Written by: Neil Johnson & Joel Chin
Subject area: Science
Genre: Fiction
Summary:
A storm starts to broom and out of that ugly storm comes an optimistic raindrop. Once the raindrop is born (or created by the storm) he becomes so excited, because he can fly. Suddenly, the raindrop has a thought--maybe instead of flying, he is really falling! The once optimistic raindrop cannot enjoy his journey, because he is unsure where he will end up. He eventually sees and lands in a scary fire, but little to the raindrops knowledge, he goes back up into the air and eventually becomes a rain drop again. Not only does this story teach us of our water cycles, but it also teaches us that good things can come from change.
Themes: The Water Cycle
Initiating Questions and Activities:
Questions:
- Have you ever had a rain drop land on you?
- How would you feel if you were a raindrop falling quickly from the sky?
- Where does rain come from?
- How does rain get back up to the sky?
- How does the sky look when it is raining or about to rain?
Call on three students to come up to the front of the classroom. Have one hold a picture of a storm cloud, one the sun, and one a raindrop. Act out the water cycles. Have the rest of the kids make the sounds of a thunderstorm. As they are doing this have the dark cloud walk in front of the class. As the kids get to be louder, have the raindrop come out standing up and slowly sitting down under the cloud. As the storm calms down have the cloud disappear and have the sun come out. As the sun warms up have the raindrop slowly stand up. This will demonstrate the earth's water cycle.
Culminating and Extending Questions:
- What do you think it would be like to be a raindrop? How would you feel?
- Where would you want to land if you were a raindrop?
- How do the sun and clouds work together?
- How does the raindrop get back up to the sky and back down?
Split the students into even groups. Give each group a large piece of paper. Have the children draw a comic strip starring a raindrop. Have the students create and dramatize the life of a raindrop. This is a fun way for kids to remember how the water cycles works. Have each group present. Each poster should include: Storm Clouds, water vapor, rain, sun/warmth, steam, and regular clouds.
Tuesday, September 6, 2011
Parts
Parts
Arnold, T. (1997). Parts. New York: Dial Books For Young Readers. Grades K-2.
Written by: Tedd Arnold
Subject area: Science
Genre: Fiction
Summary:
This is a story written about a young boy who is going through some typical childhood developmental changes. All these incidents happening to the boy, such as losing some hair, peeling skin, and losing teeth, are terrifying the young boy. He completely blows his issues out of proportion and convinces himself that terrible things are happening to him. He finally stresses himself out so much that he tapes himself together in hopes that nothing else will be lost from his body. When his parents find their son covered in masking tape, they decide that it is time to have a talk about the changes we experience in life. This a great, fun, rhyming story which will have kids laughing and will also reassure them that the changes that are occurring in their life are completely normal---they happen to everybody!
Themes:
Life cycle/childhood development
Initiating Questions and Activities:
Questions:
Have a group discussion with the class. Ask them questions asking how they would feel regarding "losing" part of their body (example: a tooth). How did they feel? Were they nervous/excited/happy/scared? Then discuss that changes happen to everybody constantly. Change is always happening around us. Talk to the students about different changes in the world and in our life. Then do a class graph of how many students have lost teeth. This will help prove to the children that losing teeth and other changes happen (eventually) to everybody.
Culminating and Extending Questions and Activities:
Questions: What was your favorite part to the story? The boy sounded silly, but did you ever feel upset or scared when you "lost" part of your body? Why do changes happen to us? Changes can be scary, but how can they be good? How do we know when we're just going through a change and when something might really be wrong with us?
After each section where the boy has another problem, ask the child if that has happened to them
Activity:
Have each student find a partner. Give each child a large sheet of paper. Have each partner trace each others body. Then the children will fold their paper "body" in half vertically. On one side they will color themselves in as they are now and then they will color themselves in as they may be in the future. This will show that everyone is going to change at some point in their life time.
Arnold, T. (1997). Parts. New York: Dial Books For Young Readers. Grades K-2.
Written by: Tedd Arnold
Subject area: Science
Genre: Fiction
Summary:
This is a story written about a young boy who is going through some typical childhood developmental changes. All these incidents happening to the boy, such as losing some hair, peeling skin, and losing teeth, are terrifying the young boy. He completely blows his issues out of proportion and convinces himself that terrible things are happening to him. He finally stresses himself out so much that he tapes himself together in hopes that nothing else will be lost from his body. When his parents find their son covered in masking tape, they decide that it is time to have a talk about the changes we experience in life. This a great, fun, rhyming story which will have kids laughing and will also reassure them that the changes that are occurring in their life are completely normal---they happen to everybody!
Themes:
Life cycle/childhood development
Initiating Questions and Activities:
Questions:
- Looking at the cover, what does the boy look like he is feeling?
- Can you name some body parts?
- Have you ever had a stomach ache or had any part of your body ache?
- Why do you think the boy on the cover looks so worried?
Have a group discussion with the class. Ask them questions asking how they would feel regarding "losing" part of their body (example: a tooth). How did they feel? Were they nervous/excited/happy/scared? Then discuss that changes happen to everybody constantly. Change is always happening around us. Talk to the students about different changes in the world and in our life. Then do a class graph of how many students have lost teeth. This will help prove to the children that losing teeth and other changes happen (eventually) to everybody.
Culminating and Extending Questions and Activities:
Questions: What was your favorite part to the story? The boy sounded silly, but did you ever feel upset or scared when you "lost" part of your body? Why do changes happen to us? Changes can be scary, but how can they be good? How do we know when we're just going through a change and when something might really be wrong with us?
After each section where the boy has another problem, ask the child if that has happened to them
- Have you ever lost some hair?
- Have you ever found fuzz in your belly button?
- Has your skin ever peeled?
- Has anything gray and wet ever fallen out of your nose?
- Have you ever had a loose tooth?
- How did you feel when these things happened to you?
- Did "losing" any part of your body ever make you nervous?
Activity:
Have each student find a partner. Give each child a large sheet of paper. Have each partner trace each others body. Then the children will fold their paper "body" in half vertically. On one side they will color themselves in as they are now and then they will color themselves in as they may be in the future. This will show that everyone is going to change at some point in their life time.
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