Learning About Spring with Children's Literature
160
Learning About Spring with Children's Literature
160eBook
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Overview
Product Details
| ISBN-13: | 9781613746103 |
|---|---|
| Publisher: | Chicago Review Press, Incorporated |
| Publication date: | 06/01/2006 |
| Sold by: | Barnes & Noble |
| Format: | eBook |
| Pages: | 160 |
| File size: | 671 KB |
| Age Range: | 5 - 8 Years |
About the Author
Read an Excerpt
Learning About Spring with Children's Literature
Cross-Curricular Units Based on the Works of Mercer, Richard L'Amour, Arnold Lobel, 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: 978-1-61374-610-3
CHAPTER 1
MARCH
Young children are fascinated by dinosaurs. This topic captures their imagination and is an excellent vehicle for comparing and contrasting the real with the imaginary, presenting measurement skills, and stimulating creative thinking. The author of the month is Mercer Mayer.
Week 1: Overview
Instructional Books
There's a Nightmare in My Closet by Mercer Mayer
Giant Dinosaurs by Erna Rowe
The Monster Bed by Jeanne and Susan Willis
Related Titles
There's a Monster under My Bed by James Howe (to be read aloud)
Poems
"The March Wind" Anonymous
"Who Has Seen the Wind?" by Christina Georgina Rossetti
"March" by Maurice Sendak
Objectives
1. Phonetic skills
Identify and use the combination qu.
2. Punctuation
Begin to understand the uses of commas.
3. Comprehension
Begin to understand how to draw conclusions.
Materials
Word cards in the shape of monsters
(Note pads are available in these shapes and are a quick source of paper for this purpose.)
Poetry and Skills Session
DAY 1
March Step Introduce the poem and have the children read along. 1:
Step Relate the poem to the ideas about March weather. The old saying "In like 2: a lion, out like a lamb" is good motivation for discussion. Is March really a windy month? What could cause so much wind? Allow time to share opinions.
Step Read the poem again. Review the ow and ou sounds. Ask for volunteers to 3: circle these sounds in the poem.
Step Ask for volunteers to circle consonant blends in the poem. 4:
DAY 2
"Who Has Seen the Wind?"
Step Reread "March." Briefly review the discussion about wind. 1:
Step Introduce "Who Has Seen the Wind?" It is another poem about the winds 2: of March. Read the poem to the class.
Step Help the children identify the metaphors in the poem. Can trees really "bow 3: down their heads"? Why would a poet choose to say that? Encourage the children to conclude that this is a way of painting a picture with words to create images of the wind.
Step Reread the poem. Have individuals mark long and short vowels. 4:
Step Briefly discuss the use of question marks, colons, and apostrophes in the 5: poem.
DAY 3
"The March Wind"
Step Briefly review the two poems introduced this week, allowing time for 1: further discussion.
Step Introduce "The March Wind." Read it with the children several times, 2: encouraging them to enjoy making the sound of the wind.
Step Ask children to identify the verbs in the poem. Circle the verbs with a blue 3: erasable marker.
Step Identify the adjectives, circling them with a marker of a contrasting color. 4: This poem is also a useful tool for the review of long and short o.
DAY 4
Use this time to reread the poems presented this week. Encourage the children to feel the movement of the wind in the words of the poems. Allow them to stand and sway like trees as they read "Who Has Seen the Wind?" Encourage them to add their own ideas for feeling the movement.
As an ongoing part of the reteaching process, utilize this session to reinforce skills that have been difficult for the students to master.
DAY 5
Read favorite poems for pleasure.
Reading Instruction
DAY 1
Biographical sketch of Mercer Mayer
Mr. Mayer was born in Little Rock, Arkansas, on December 30, 1943. Because his father was in the navy, the family lived in different places. One of their homes was on a naval base surrounded by forests and swamps. Mr. Mayer spent much of his time catching the small animals that lived there. As an adult, he worked in an advertising agency but quit that job. Determined to use his artistic ability, he went to many publishers before he finally received a commission to illustrate The Gillygoofang for Dial Press. The first book published under his own name was a wordless book, A Boy, a Dog and a Frog (deMontreville & Crawford 1978).
There's a Nightmare in My Closet was published in 1968 and was a true story. As a child, Mr. Mayer was afraid of the dark and would close the closet door before going to sleep. He believed that the click of the latch would serve as a warning that the "googly monster" was coming out and give him time to run (Commire 1971).
According to Mr. Mayer, he doesn't draw monsters, he draws "critters." He believes that his stories are given to him rather than created by him. When commenting on his Frog books, Mr. Mayer says that he does not think of the plots; it is as though he is Frog's creation!
Mr. Mayer finds inspiration in many places. Ah-Choo had its beginning when he was conducting a workshop for some teachers in New Orleans. He finished the book on the flight home. It was on the same flight that he got the idea for Hiccup(Commire 1977).
There's a Nightmare in My Closet
Shared Reading
Step Read the biographical sketch of Mercer Mayer. Relate his fear of the dark 1: and monsters to the personal experiences of children in the class.
Step Read There's a Nightmare in My Closet to the class. Encourage 2: discussion about the story, giving special attention to the ending. Are monsters afraid? What would frighten them? Let the children discuss their definitions of monsters.
Step Relate the theme of monsters to dinosaurs. How are they alike? How are 3: they different?
Step Lead the discussion to the portrayal of dinosaurs as villains in movies. 4:
Small Group Instruction
Combine all ability levels for this session.
Step Bring the children to the reading center in small groups to read the story, 1: allowing time for enjoyment of the pictures.
Step Begin a list of new vocabulary words; each group should contribute. Ask 2: the children to locate these words in the text.
Step Review phonetic skills as needed. 3:
Step Write the vocabulary words on cards that are cut in a "monster" shape. 4:
DAY 2
There's a Nightmare in My Closet
Shared Reading
Step Briefly recap the story. Encourage the students to share what they enjoyed 1: most about the story. Help them focus on the author's use of his own fears to write a book.
Step Pass out the vocabulary cards compiled during the previous session. As the 2: story is read, each child should hold up his or her word when it appears on the page.
Step Briefly outline with the children the parts of the story: the problem, the 3: decision to do something about it, the action taken, and the results. Write this outline on the chalkboard or large chart paper for use during extension activities.
Small Group Instruction
EL: Review the vocabulary with this group. Help them identify words that are causing problems and determine which decoding strategies will unlock the words.
Ask the children to read the story silently. After everyone has completed the story, ask them to choose their favorite page and read it out loud.
TR: Introduce The Monster Bed. Ask for predictions about the content of the story. Record these in a prominent place. Using directed reading strategies, have the children read the story silently. Ask content questions. Note words that are difficult. At the end of the session, write these words on vocabulary cards. Invite individuals to share the decoding strategies they used to read the new words.
Quickly reread the predictions and compare them with the story. Encourage the children to discuss clues on the cover that helped them predict accurately. Identify some events in the story that could not be predicted. Should clues to an entire story be given when designing a cover? What is the purpose of the cover?
AL: Introduce The Monster Bed. Ask for predictions, and record them for later use. Ask the children to read the story silently. Make note of the words that are difficult. At the end of the reading, encourage students to share the strategies they used for decoding the words. Ask the following questions:
Where is "Withering Wood"?
What are some attributes that Dennis shares with young children? (He's polite, he gets scared, and he has a bear for comfort.)
Note the animals that look like characters from Where the Wild Things Are.
How is Dennis different? (He lives in a cave, and he is afraid of humans.)
What does "hooky" mean?
Why would it be frightening to be told one does not exist? Relate this to being ignored, which is something most children understand.
DAY 3
Giant Dinosaurs.
Shared Reading
Step Introduce the big book of Giant Dinosaurs. Most students can 1: probably read it at this time of year with some support from you. It has a high interest level because of the pictures and text. Do not plan to read all of it in one session. Allow plenty of time for the children to discuss the subject of each page. This is a good opportunity to assess the knowledge of the class on the topic of dinosaurs. Note the children who have a large store of information, and use them as resource persons.
Step Many words in this unit will be new for the children. Begin a "New Word 2: List" on large chart paper or a bulletin board. Encourage the children to help make decisions about words to be included. Although someone in the class might be familiar with suggested words, establish the rule that if a word is new to several students, it qualifies for the list. You should model by adding a word occasionally. Children need to understand that adults are also continually learning; it helps them feel more comfortable asking questions. This list of words will be helpful when the children are doing creative writing.
Small Group Instruction
EL: Begin this session with some vocabulary drill. Direct the children to sort the words into categories: nouns, verbs, and adjectives. Find compound words and words that have long vowels, short vowels, vowel-r blends, and endings. Quickly write the qu combination on the board and discuss it. Make a list of words that begin with this combination.
Have the children read the book with a partner.
TL: Review the new words, grouping them by vowel sounds; root words; compound words; words with one, two, or three syllables; or other categories the children may suggest. Ask the students to find in the story and then read sentences that have an adjective, a root word with an ending, a contraction, or a question mark. Working with a partner, they are to make a list of adjectives used in the story. Allow approximately five minutes for this activity. Compare the lists at the end of that time.
Before closing the session, let each child read the book with a partner.
AL: The focus of this session is the variety of words used to describe movement. Begin by asking for verbs. Among the most frequently suggested examples may be walk, run, skip, and hop. List these on the board. Instruct the children to look through the story and find other ways to move, such aswander and creep. Follow the same procedure for words indicating that someone is talking. Discuss these words and the increased meaning they give to sentences.
Distribute paper to the children and have them write one or two sentences using some of these words. Share the results.
DAY 4
Giant Dinosaurs
Shared Reading
Step Briefly review the content of Giant Dinosaurs. Allow time for 1: children to share information and/or materials. Encourage them to bring books, models, pictures, and other materials to share with the class. Begin a center to display the contributions. (Be sure that all items are labeled with the owner's name.)
Step Continue reading and discussing the new material. It is important that the 2: students be allowed to comment freely on the content even if extra time is required. Student enthusiasm is a major factor in the success of this unit.
Step Help the children decode the names of dinosaurs by syllables. This text, like 3: most dinosaur books, breaks the names into syllables for easier pronunciation. Demonstrate how this technique can be used to unlock difficult words.
Small Group Instruction
Step Mix ability groups for this session. Review the meaning of an adjective and 1: ask the children to suggest examples.
Step Have them work in pairs or groups of three to make lists of words that 2: mean big or small. Provide copies of other books so the children will have other sources for their research. Each group should record its findings. Help them get started by suggesting examples: BIG - huge, large, monstrous.
Step At the end of a predetermined time, bring the groups together and, using 3: their findings, compile a master list of the words they found. Write the words on chart paper or the chalkboard to be used later in creative writing activities.
DAY 5
Giant Dinosaurs
Shared Reading
Step Reread the book. Encourage the students to discuss what they have learned 1: from it. Scientists are constantly finding new information about dinosaurs, so children may find information in some books that is no longer considered true. Be open to those who have new information on this subject.
Step Select vocabulary from this book, and write it on cards. Using Post-it 2: Notes, cover the words in the text and distribute the cards among the class.
As the book is read, the child with the word that has been blocked holds it up and reads the word. This cloze activity is always fun for the children.
Small Group Instruction
Step Pass out the monster pictures the children drew earlier in the week (see 1: extension activity 1), and ask them to write a story with this monster as the central character. Briefly discuss monster stories the children have read.
Review what makes them exciting. Read the list of words compiled during the previous sessions, and encourage the children to use many of these words in their stories. Because the words have been listed, the children should not be concerned about spelling. Devote the reading time to this activity. Circulate among the students offering help where needed, encouraging progress and gently reminding them to use capitals and periods.
Step At the end of the session, encourage each child to read his or her story to a 2: partner or, if time permits, to the class.
Step Attach the stories to the monster pictures. Display them in the hall or on a 3: bulletin board.
Independent Activities
Materials
Drawing paper
Black construction paper for mounting pictures
Writing paper
2-by-2-inch cards on which the letters of "scary monster" have been written
4-by-6-inch pieces of tag board for monster pictures
3-by-4-inch cards for alphabetical-order game
Extension Activities
• Early in the week, give each child a large piece of drawing paper, placing it the "long" way on the desk. Direct them to draw a large monster with the top of its head touching one edge and the bottom of its feet touching the opposite edge. The children should add details to the picture so others will know all about this scary monster. After the picture is complete, have the children cut out their monsters and mount them on a sheets of black paper. This will be used for various purposes during the unit.
• Pass out four sheets of picture paper (paper that has lines at the bottom and a place for a picture at the top) to each child. With one part on each page, use the outline dictated by the class during the second day's session of shared reading and have the children write and illustrate their own story about something they were afraid of when they were smaller. Combine the finished pages, design a cover, and staple the books together. Allow time for the class to share their stories with each other.
• Distribute paper on which the children will write and illustrate a common adjective. Examples: draw a large sun, write "hot"; draw a large foot, write "big"; draw a small mouse, write "little." It may be helpful to write a list of adjectives on the board to stimulate ideas. Let each child decide the size of his or her book. It should not be so long that the children will become discouraged from finishing the assignment.
Note: Just as children can be put off by a plate of food that is too full, a page that is too large can also have an adverse effect. One solution is to precut the pages to an interesting size, for example, 4 1/2 inches by 12 inches.
Small Group and Center Activities
• Make a cylinder with a sheet of 12-by-18-inch construction paper. Glue or staple the ends together. Using this cylinder and the classroom scrap box, the children are to create a threedimensional monster. Scraps of fabric, aluminum foil, pipe cleaner, ribbon, fake fur, and other materials may stimulate creativity. Precut shapes glued to a darker backgrounds can be the starters for creating monsters.
• Write the letters that make the words "scary monster" on individual cards, one letter to a card. Cover a box with black paper. Glue large question marks on the outside. Place the letter cards in the box. Place a stack of paper cut into monster shapes and an assortment of colored writing tools near the box. The children are to dump the cards on the table, form words with the letters, and record them on the monster paper.
(Continues...)
Excerpted from Learning About Spring 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 - MARCH,
2 - APRIL,
3 - MAY,