Learning About Fall with Children's Literature
160
Learning About Fall with Children's Literature
160eBook
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Overview
Product Details
| ISBN-13: | 9781613746073 |
|---|---|
| Publisher: | Chicago Review Press, Incorporated |
| Publication date: | 06/30/2006 |
| Sold by: | Barnes & Noble |
| Format: | eBook |
| Pages: | 160 |
| File size: | 780 KB |
| Age Range: | 5 - 8 Years |
About the Author
Read an Excerpt
Learning About Fall with Children's Literature
Cross-Curricular Units Based on the Works of Eric Carle, Robert Kalan, Ludwig Bemelmans, and more
By Margaret A. Bryant Marjorie, Keiper Anne Petit
Chicago Review Press Incorporated
Copyright © 2006 Margaret A. Bryant, Marjorie Keiper, and Anne PetitAll rights reserved.
ISBN: 978-1-61374-607-3
CHAPTER 1
SEPTEMBER
Week 1: Overview
Instructional Book
The Very Hungry Caterpillar by Eric Carle
Related Titles
Animals, Animals by Eric Carle (to be read aloud)
Dragons, Dragons by Eric Carle (to be read aloud)
Other Eric Carle titles
I Wish I Were a Butterfly by James Howe (to be read aloud)
Poems
"Bug in a Jug" anonymous
"Keep a Poem in Your Pocket" by Beatrice de Regniers Schenk
"Oh the Toe-Test" by Norma Farber
Music
Papillons by Robert Schumann
Video
Eric Carle: Picture Writer. Directed by Rawn Fulton
Objectives
1. Phonetic skills
Begin to understand short and long o.
2. Structural analysis
Identify nouns.
Recognize and build word families.
3. Comprehension
Begin to make predictions.
Begin to understand the sequence of events in a story.
Recognize number words one through seven.
Materials
Word cards:
18 to 20 circles of green construction paper, approximately six inches in diameter, and one red circle that looks like the caterpillar's head. Write the vocabulary words on the green circles, laminate the cards, and, for magnets, attach pieces of magnetic tape to the backs.
Cards with the pictures of the food in The Very Hungry Caterpillar
Cards with the days of the week, number words one to seven, and the words juicy, leaf, cocoon, and beautiful butterfly
Self-stick removable note pads
Poetry and Skills Session
Strategies for Presenting Phonetic Skills
Before each poetry and skills session write the poem on a large sheet of chart paper. Laminate the poem so the children will be able to write on it with washable pens. The surface can be cleaned at the end of each session and the poems used over and over again.
Finding a way to store these poems certainly presents a challenge. We organize the poems by theme and month, clip them together with clothespins, and lay them flat in a storage closet. The clothespins are labeled with the name of the month, or theme, and the packages can be located easily.
As you introduce phonetic skills, the class records words that have related sounds. Students can add to these lists indefinitely and you can display them in several ways:
• Attach large chart paper to a wall in the classroom.
• Cover large empty boxes in paper and stack them in a corner with two of the sides displayed. Students will write a long vowel on one face and the short vowel on the other.
• Divide a bulletin board into sections.
• Suspend charts from the ceiling.
Word families are an effective way to extend vocabulary and reinforce rhyming words. Begin with a base and change the beginning sound. Involve the students in this process. For example:
og
hog
dog
frog
These lists of words serve as clues of the sounds of the letters and are also helpful when the students are doing creative writing.
DAY 1
"Keep a Poem in Your Pocket"
Step Discuss the content and meaning of the 1: verses.
Step Identify the rhyming words. Observe the 2: repetition of the chorus.
Step Introduce the sound of long o. 3:
Step Have the children listen as the poem is read. 4: After you have read the poem, have students name words in which they heard the sound.
As you read the poem, give auditory clues by slightly emphasizing the appropriate words.
Step Step Have the students point to the words that 5: contain the sound. If the poem has been laminated the students can circle words with a washable pen.
Step Reread the poem together at the end of the 6: session and give each student a copy to be illustrated and placed in his or her poetry book.
Teacher's Tip
The poetry notebooks are a good tool to help children learn organizational skills. Take a few moments to help the children learn to
open and close binders while protecting their fingers
number the pages, beginning by placing a "1" in the upper right-hand corner of the first poem
turn the poems in the book to the left side of the cover when adding poems
place new poems face up on the right side
close the rings
move all poems to the right
If the children form the habit of numbering the poems, turning all pages to the left of the book, and placing the new poem at the end, they will find it easier to locate a particular poem to read aloud.
DAY 2
"Keep a Poem in Your Pocket"
Step Reread the poem and review the sounds 1: discussed.
Step Introduce the sound of short o. Use several 2: examples, then ask the children to find words in the poem that have the short o sound.
Step Review the long o and compare the sounds of 3: the two.
Step Reread the poem together. 4:
DAY 3
"Oh the Toe-Test"
Step Read the poem to the class. 1:
Step Allow the children time to enjoy the rhythm 2: of the poem.
Step Discuss the meaning of the poem. 3:
Step Locate words that contain an o. 4:
Step Read these words and ask children to identify 5: the sound the vowel makes. If the poem is laminated, circle words using one color for long o and a different color for the short o.
Step Reread the poem together and distribute 6: copies for the poetry books.
DAY 4
"Oh the Toe-Test"
Step Read the poem with the class and allow time 1: for comments and discussion.
Step Review the vowel sounds. 2:
Step Choose a word from the poem, change the 3: beginning sound to make a word family.
Help the children use several of these words in a sentence, creating a short, original poem.
DAY 5
"Bug in a Jug"
This poem is intended to be humorous. The children will like the rhythm of the words.
Step Read the poem once to the children and then 1: several times with them.
Step Discuss the rhythm of the poem and note that 2: there are no rhyming words.
Step Talk about the meaning of the short lines. 3: Perhaps the children will enjoy dramatizing the poem.
Step Read the poem a final time for fun. 4:
Distribute copies for poetry notebooks. 5:
Reading Instruction
DAY 1
Biographical Sketch of Eric Carle
Eric Carle was born in Syracuse, New York, on June 25, 1929. His parents were German immigrants. While he was in kindergarten, he painted on large pieces of paper with bright colors and he remembers feeling very happy (de Montreville and Crawford, 1978).
His family moved back to Germany when he was six years old. He was not happy in his new home because he missed his friends and did not like his new, much stricter school. During this time he thought alot about bridges and wished there was one that would take him back to America. He would have taken his German grandmother with him if it had been possible (Kovacs and Preller 1991).
Mr. Carle returned to the United States in 1950 and began his career as an artist. He designed book covers and began illustrating books for beginning readers. He found that he really liked working on books for children and began writing some of his own. His first book was called 1, 2, 3, to the Zoo. It won a prize for illustrations in Italy and Germany (de Montreville and Crawford 1978). Perhaps his recollection of kindergarten art was one of the reasons he chose the technique of collage to illustrate his books.
He has a studio in his home where he paints tissue paper in unique colors and textures. These brightly colored papers become the illustrations for his stories (Norby and Ryan 1988). Mr. Carle draws the picture on the paper, uses the sketch as the pattern, and then cuts the shape from the tissue paper he has previously prepared. In The Very Hungry Caterpillar he tells the story from the perspective of the caterpillar, so the illustrations are large. He overlaps pieces of the tissue paper, which adds shading to the picture. He incorporates white space in the illustrations to add a positive and negative dimension to his work.
Children have told him that there is a mistake in The Very Hungry Caterpillar but Mr. Carle feels that the word "cocoon" sounds better in the text than "chrysalis" (Kovacs and Preller 1991).
After reading the biography of Eric Carle aloud to your students, discuss his illustrations with the class. Young children usually respond to the simplicity of his work and are quick to note his repeated use of a sun with rays of light.
The Very Hungry Caterpillar
Shared Reading
Step Discuss the cover and title of The Very 1: Hungry Caterpillar.
Step Have children make predictions about the 2: content. Record these predictions.
Step Read the story together. Encourage group response where 3: appropriate. Example: "He was still hungry."
Step Reread the predictions and discuss them with 4: children. Accept all contributions in a positive manner. It is necessary to help students feel free to make suggestions, even when the students are unsure. Respond in a positive way to the answers that are less appropriate. It takes courage for a child to risk being wrong.
Small Group Instruction
The following discussion questions are presented to each group and you should adjust your expectations to the abilities of the children. Encourage advanced students to respond with in-depth answers, while accepting more abbreviated answers from the other children. However, it is appropriate to encourage all students to elaborate.
Discussion questions for the three groups:
• What was the sequence of the items eaten?
•Was the caterpillar greedy? Explain
• How did the caterpillar feel at the end of the week?
• What parts of the story could really happen and what parts couldn't?
• How does this story compare to the actual facts known about caterpillars?
EL: Read with the children as a choral reading. Pause on different pages and have individuals read to find specific information.
TL: If appropriate, allow this group to read the whole book independently. They may read it as a play, or choose their favorite page.
AL: Have students read the book independently.
DAY 2
The Very Hungry Caterpillar
Shared Reading
Step Use self-stick notes to block out previously 1: chosen vocabulary. Give
the students word cards on which these words have been written. As the group reads the story, have the children supply the missing words.
Step Identify "name words" (nouns). Begin a chart 2. of insect nouns. Encourage children to add to the list daily. Students may begin a caterpillar dictionary in which they write the words, illustrate them, and perhaps use them in a sentence. At this early stage many young children have limited skills and endurance for writing assignments. Use activities that are appropriate to their developmental levels.
Small Group Instruction
EL: Have individuals choose a favorite page to read orally. Use word cards from the shared reading session for vocabulary development.
TL: Have children work in pairs and read to each other. Observe the fluency of the readers and note those who need assistance. Use cards from the shared reading session for vocabulary development.
AL: Oral reading is important for this group also. Allow them to read with partners, and informally evaluate fluency, expression and comprehension. Students choose the vocabulary words and make up new sentences. They could make up word riddles and have others in the group guess the word. This activity could be done with a mix of students from all groups.
DAY 3
The Very Hungry Caterpillar
Shared Reading
Step Discuss illustrations. Compare them to those 1: in other Eric Carle titles.
Step Children play a sequence game with the food 2: from the story. Students can use items on a flannel board to retell the story. They can match pictures to words.
Step Have children discuss the picture of the 3: butterfly at the end of the story. Is it a real butterfly? Encourage the students to use their knowledge of butterflies to support their answers.
Step Read the story aloud and, before you turn 4: each page, have someone place the picture of the next item the caterpillar eats, the corresponding word, and the appropriate number word on a chalk tray or other surface.
Small Group Instruction
All groups
Step Combine groups in a mix of fluent and 1. emergent readers. Have children read the story in pairs or trios.
Step Encourage the children to discuss the story 2. among themselves. What did they like about the story? Could this story be used with a different insect? What food was their favorite? Would they have added any other food?
DAY 4
Shared Reading
During this session read aloud a book about moths and butterflies. Have students compare the facts in this story to what happens in The Very Hungry Caterpillar. Record their responses on a chart. Label the statements "Fact" and "Fiction." Allow time for the students to discuss the two books.
Small Group Instruction
EL: Hold up individual vocabulary words from The Very Hungry Caterpillar. Have students locate and read aloud the sentences in which they appear. Allow volunteers to choose a word and use it in a sentence while you write the sentence on the board. Because children choose their own words, they naturally select those that they are able to read; this activity gives all a feeling of success. After each child has had a turn, ask the group to read the sentences together.
TL: This group follows the same procedure as the previous group. Allow the children to take turns placing the days in order and matching the other words to the appropriate day.
AL: This group will be able to perform the same activity but in less time. Encourage them to arrange the cards to show the day, the food, and so on. Suggest that they work together to create a story about "A Very Hungry ________ ." They can write the stories or tell them to the group. They will enjoy making puppets or using original cut-outs of the characters when telling their story.
DAY 5
Shared Reading
Read a new Eric Carle title to the class and compare the illustrations, the theme of the story, and the characters with those in The Very Hungry Caterpillar.How are the books alike, and how are they different? Allow students time to discuss Mr. Carle's artistic style and recall what they learned in the biographical sketch.
Small Group Instruction
Creative Writing
Place the vocabulary from The Very Hungry Caterpillar somewhere where children can see it. Distribute large sheets of paper to the children and have them fold the paper into fourths. In each box, each child will write a sentence using one of the vocabulary words and illustrate the sentence. When they are finished, have them cut the sections apart, staple them together, and make a cover for their books.
This activity gives children a foundation to begin creative writing. They will probably ask often for correct spellings of words. Suggest they tell what sounds they hear in the word and write those sounds down, stating that if they can read their stories, the spelling is good enough. They will need time to develop the confidence to use invented spelling and this process will be helpful.
Independent Activities
Materials Needed
Three lists of words: one with the days of the week, one with the foods named in the
book, and one with numbers one through seven
Green construction paper and a circle pattern.
Newsprint, 12 by 18 inches
Beans, macaroni, curly pasta, and pasta bows
Pressed paper egg cartons
Pipe cleaners
Paper lunch sacks
Manila paper
Extension Activities
• At this stage students' writing skills are limited, so it is better to ask children to draw their ideas. Duplicate words and pictures from The Very Hungry Caterpillar and have children cut them apart, place them in sequence, and illustrate them.
• Have students illustrate the life cycle of a butterfly. Students will write words in boxes numbered 1 through 4 and illustrate each stage using beans for the egg, macaroni for the pupa, curly pasta for the chrysalis, and a pasta bow for the adult.
• Begin an insect book that students will add to throughout the unit. Draw a picture of a large insect on the board. Label the parts. Children each make their own drawing and write the names of the parts.
• Develop a caterpillar corner. Have the children paint sections of egg cartons, attach pipe cleaners for antenna, and draw or glue on eyes. These creations go in the caterpillar corner. Display a calendar in the corner and discuss the length of time it takes for a butterfly to emerge from a cocoon. Place the "caterpillar" in a paper sack "cocoon". Mark the days off the calendar. During the "metamorphic period," have students make butterflies. On the day the insects are to chrysalize, put the adults made by the students into the sacks. Have students take them out.
Construction of Butterfly
• Fold 12-by-18-inch sheets of manila paper in half. Have each child draw a large butterfly on one side of one sheet. Holding the paper carefully, cut the butterflies from both sheets so the student has two identical insects. They color a top and bottom. Spread paste on the blank side and fit both together. Then have students mold the butterfly over the side of the hand or a pencil. The wings can be turned up and they will hold their shape.
(Continues...)
Excerpted from Learning About Fall with Children's Literature by Margaret A. Bryant Marjorie, Keiper Anne Petit. Copyright © 2006 Margaret A. Bryant, Marjorie Keiper, and Anne Petit. Excerpted by permission of Chicago Review Press Incorporated.
All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.
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Table of Contents
Contents
Title Page,Copyright Page,
DEDICATION,
INTRODUCTION,
1 - SEPTEMBER,
2 - OCTOBER,
3 - NOVEMBER,
SCOPE AND SEQUENCE FOR - Learning About Winter with Children's,
Literature,