Discover English Level 2

CLASSROOM
ACTIVITY GUIDE FOR
Discover
English
LEVEL II K3 ESL
Computer Curriculum Corporation

Sunnyvale, California
26-06723-102 (6/98)
The CCC logo and Computer Curriculum Corporation are registered trademarks
and Discover English is a trademark of Computer Curriculum Corporation.
Copyright 1994 Computer Curriculum Corporation. All rights reserved.
Contents
Getting Familiar with This Classroom Activity Guide . . . . . . . . . . . . . . . . . . .
Features of This Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Listening Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Speaking Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Reading Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Writing Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1
1
2
4
5
6
Listening and Speaking Experiences Strand Activities . . . . . . . . . . . . . . . . . . .
The Fine Musicians . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Using the Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Activity Page Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
List of Related Literature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9
9
10
12
14
Lets Work Out! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Using the Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
20
20
21
23
25
The Little Mice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

32
32
35
38
Mary Had a Little Lamb . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

44
44
45
47
The Little Turtle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

51
51
53
56
Over in the Meadow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

61
61
63
65
iii
Larrys Adventure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Using the Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
List of Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
72
72
74
75
79
Lets Go Shopping! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Using the Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
84
84
85
87
89
Jobs in the Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Using the Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
96
96
98
99
List of Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

Healthy Habits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Using the Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
108
108
110
111
115
The Making of Stone Soup . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Using the Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
120
120
122
123
126
Emergency! Dial 9-1-1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Using the Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
132
132
133
136
138
On Top of the Ocean. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

143
143
145
148
iv
Discovering Space. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Using the Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
153
153
155
157
161
Dont Throw It Away! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Using the Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
166
166
168
169
172
Read-Along and Writing Experiences Strand Activities . . . . . . . . . . . . . . . . . . . 177

City Seen From A To Z. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
177
177
179
181
Hey Diddle Diddle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

187
187
189
191
Every Insect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
195
195
197
201
The Little Red Hen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

205
205
207
209
Our Tree . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
215
215
217
220
Lorenzos Journey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
224
224
226
228
Over in the Meadow. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

235
235
236
239
How a Plant Grows . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

243
243
245
249
The Little Turtle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

254
254
256
258
The Grateful Statues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

261
261
263
265
Mary Had a Little Lamb . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

272
272
273
275
Youll Soon Grow Into Them, Titch . . . . . . . . . . . . . . . . . . . . . . . . . . . .

278
278
280
282
The Little Ant. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

289
289
291
294
The Three Billy Goats Gruff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

301
301
303
306
The Tortoise and the Hare . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

313
313
315
317
vi
Getting Familiar with This

Classroom Activity Guide
The Discover English Classroom Activity Guide contains activities and materials that extend the lessons in the Listening and Speaking Experiences and Read-Along and Writing Experiences strands. These lessons cover a variety of themes relevant to the young learner of English and native speakers of English who are developing
language or literacy skills. The activities and materials presented in this guide were designed by teachers for
teachers so that the online course and video can be integrated into the classroom curriculum. The activities represent a whole-language approach to second language learning in which the computer is one part of a language
arts curriculum. The guide is designed for classroom use, to assist you, the teacher, in helping your students
extend their interactions with the listening and read-along experiences in the Computer Curriculum Corporation Discover English course.
Features of This Guide

Listed below are features of this activity guide:
Contains 30 integrated lessons. The activity guide gives you complete integrated units. Activities across other
subject areas are included in each unit to provide a holistic curriculum for ESL students and other students
developing language skills and concepts.
Provides video and laser disc instructions. Lesson plans give you ideas on how to present 10 video stories from
Discover English, Level II. Lesson plans include video timer numbers and laser disc bar codes to facilitate
teacher presentation of the video. Note that 10 of the lessons are marked with
to indicate that they are
included in the videotape and laser disc component of the course.
Gives exibility of instruction to the teacher. From the ideas provided, you can select activities appropriate for
your students needs. Since very school setting is different, and the needs of each ESL child vary greatly, teachers can organize the classroom and order of instruction to suit their students particular needs. For example, one
teacher may use an activity as an introduction to the theme of the DE computer lesson before the student sees
it on the computer. In another setting, a teacher might want to use an activity as a follow-up to the computer
lesson. A computer lab instructor might choose to rotate the students between the computer and direct instruction using the student activity pages.
Provides sheltered content-area activities. Many lessons in Discover English, Level II, are from the content areas
of science, social studies, health and safety, and performing and ne arts. The language for these areas is sheltered in the presentation. The activities also provide important elementary concepts using sheltered language.
Encourages cooperative group learning. Many of the activities are designed for group participation. Cooperative groups allow a student with limited language abilities to succeed at a task. This approach better facilitates
English-language learning.
Provides materials for student portfolios.
A portfolio is a collection of student work assignments that shows
Getting Familiar with This Activity Guide
examples of actual student work. Portfolios are a helpful tool for assessment of student learning and provide
an excellent source of material to share with parents during conferences. A portfolio should include samples of
work done throughout the year. Material found in an ESL students portfolio usually include:
v
Sample writing activities
Samples of student writing on the computer word processor
An audiocassette of student speech and reading
A videocassette of student performances and presentations
Sample science experiments and results
The following introduction presents an overview of the contents and types of activities included in the Discover
English Classroom Activity Guide. It is divided into four sections, based on the four areas of language arts: listening, speaking, reading, and writing. Each section includes a brief description of different student activities that
fall under that area of language arts learning. Each activity in this activity guide, whether it is a science experiment or a word game, belongs to at least one of the four categories of language arts.
Listening Activities
What You Can Do
Read aloud to the students. As a foundation to the ESL students English language development, students need
to hear good language models by having literature read to them. It is very important that ESL students have
literature read to them every day. Refer to the section Books to Read Aloud for a list of childrens literature
titles appropriate for each lesson that the teacher can read aloud to the students.
Activate learning with Total Physical Response (TPR). Total Physical Response (TPR) is an instructional strategy
for language learning developed by James Asher (1977). This strategy presents language through a series of
commands that can be acted out by the student. Language learners demonstrate comprehension by physically
acting out in response to oral directions.
To carry out a TPR activity, use the following steps:
1.
2.
3.
4.
Model the activity by acting it out.

State what you are doing as you perform the action.
Let students perform the activity.
If appropriate, read the TPR activity.
Shelter the language in the content areas. Content areas in Discover English, Level II, include math, science,
social studies, and health and safety. The English language is sheltered (made accessible to learners) as presented in the computer course and on the video in the content-area lessons. Activities included in this guide also
shelter the language by adhering to these principles:
v
Many lessons are content-driven.
Lessons are student-centered.
Many lessons involve cooperative groups.
Lessons emphasize vocabulary development.
Reading includes prereading, during reading, and postreading activities.
By carrying out the following suggestions, you can make sure that content-area lessons are successfully
sheltered:
1.
2.
3.
4.
5.
6.
Simplify the input by controlling the vocabulary and speaking clearly.

Use contextual clues such as realia, word banks, and visuals.
Check frequently for understanding.
Select lesson topics appropriate to your students and grade level.
Present listening and speaking activities before reading and writing.
Make your instruction student-centered.
Take the class on a eld trip. The activity guide provides suggestions for eld trips related to different lesson
themes. If there is a limited budget for eld trips, invite different people to the class to share their experiences
with your students.
What Your Students Can Do

Create a visual rendition of the theme. Many of the activities require students to make a visual rendition based
on the theme, such as a drawing, map, or poster. ESL students can demonstrate comprehension of material
through the visual arts, without being required to use oral or written language. The drawing can later be used
as a springboard for further language development.
Create a story sequence with pictures. Students can demonstrate their comprehension of a story or other
sequential presentation by ordering pictures to make a story. As students progress in their second language,
they can arrange pictures in sequence with attached words, phrases, or sentences.
Follow directions. Games that require listening skills are an essential part of the ESL curriculum. This activity
guide includes many games, such as Bingo, Lotto, and Twenty Questions. Other activities that teach students
how to follow directions ar e also important for ESL students. The guide provides recipes for cooking as well as
directions for arts and crafts and fun sheets that require students to follow directions. There are activities written
specically to teach students how to follow directions.
Categorize, match, and sort. The guide provides many classication activities for elementary ESL students. For
example, students are asked to sort recycling materials, match seeds to the plants they come from, and identify
animals or insects or not and scenes as emergencies or not. All of these activities involve reasoning skills without
requiring a large language base.
Make graphs. Making graphs is a higher-order thinking skill and is an important way to nd out information
about the class. ESL students can learn at an early age how to read a graph that represents information symbolically (without using written language). The activity guide suggests many topics for graphing and presents
sample graphs for use as models.
Speaking Activities
What You Can Do
Involve the class in group discussion. ESL students need to practice their oral language skills as frequently as
possible. Because it is important not only to allow students to work together and talk through an activity but
also to schedule times for sharing and class discussion, the activity guide outlines many topics for group discussion. For example, students can talk about a theme, value, or concept from a story; retell the story in their
own words; analyze the characteristics of setting, plot, or character; compare and contrast characters or ideas;
or watch part of a video story and predict the outcomes.
Use the Language Experience Approach (LEA). You can lead class discussion on a specic topic and develop
your students oral language skills by using the LEA method of instruction frequently. Students at all levels of
second language acquisition can participate in the LEA group story. As a result of working in an LEA environment, students will begin to make the connection between spoken and written language.
The steps in the LEA sequence are as follows:
1. Have a real-life experience together as a class (for example, watch a science demonstration,
go on a eld trip).
2. Hold a class discussion about the experience (develop oral language).
3. Tell the students they are going to write a story about the experience.
4. Record the students statements about the experience.
5. Read the story back to the group.
6. Make changes to the statements if necessary.
7. Have the group read the story orally with the teacher.
8. Another day, distribute copies of the group story to each student.
9. Read the group story again as a class.
10. Have each child make an illustration to add to the story.
11. Read the group story each day throughout the week.
As a follow-up activity, you can assemble the illustrations and group story into a class book to be available for
students in the classroom library.
Work in cooperative learning groups. Cooperative groups help ESL students achieve success in the classroom,
and most classroom activities can be organized to allow for cooperative group participation. Some of the activities included in this guide that lend themselves to cooperative learning are mural drawing, games, role-playing, and graphing and other measurement activities. Groups can be structured in different ways, such as whole
class, small group, and partners (or buddies).
Invite visitors to the class. When it is not possible to take the students out of the classroom and into the community for real-life learning, bring the real world into the classroom by inviting different experts to visit. You
can draw from the resources of the students parents and family members or reach out into the community to
bring to the class professionals from various lines of work or people with interesting hobbies. Ask your guests
to show realia from their work environment or hobbies to share with your students. Let the students ask questions of the guests, practicing their oral language skills and manners. Encourage your guests to make the visit
hands-on by involving the students in a mini-lesson or demonstration. After each visit, your class can compose
a thank-you letter to send to the guest.

Participate in choral reciting. Choral reciting is one of the best ways to get students to speak in their second
language. Students who learn a simple passage by listening can then practice reciting it again and again in the
anonymity of a large group situation. Discover English provides a wide variety of choral reciting passages from
the Listening Experiences strand. These passages include stories, plays, poems, nursery rhymes, riddles, jokes,
and chants. The words to al the passages that can be recited are given in this guide. The music for all the songs
has also been printed for classroom use.
Create a word bank. Creating word banks is a good way to initiate a new theme or unit of study. Word banks
can help you nd out what your students already know about a given topic and expand their vocabulary related
to that topic. Word banks can also be used as a prewriting step, specically to stimulate writing. To make a word
bank, write your students words and phrases with a colored marker on a large piece of butcher paper. Then
post the word bank on the classroom wall to be easily seen and copied by your students.
Perform with pantomime. Pantomime provides a strong learning experience as children retell a story through
actions alone. Once they have understood the action or message they are to act out, students who are learning
English will have a better chance to communicate on an equal basis with their English-speaking classmates.
Charades are another speech-free activity that is excellent for ESL students.
Role-play with puppets. Your students can use puppets to help in improvising dialogues and actions. Puppets
give ESL students props to work with and remove the fear associated with speaking aloud. There are many different types of puppets that young children can make. Included in this guide are instructions for making nger
puppets, paper bag puppets, stick puppets, and paper dolls.
Reading Activities
What You Can Do
Engage your students in choral reading. Some young studentseven those who are vocal otherwisemay not
want to read out loud. To allay their anxiety about oral reading and to build their skill and condence, you
might try one or more of these choral reading options:
v
Have a group of students read the story, or parts of the story, in unison.
Direct two groups in antiphonal reading: one group reads one paragraph, and the other group reads
the next; or, one group reads variable text, and the other group reads the refrain.
Have one student read the rst part of a sentence or refrain and have a group complete the sentence or
refrain in unison.
Model a few sentences or a paragraph for your students by reading the passage aloud and having
them repeat it after you.

Complete beginning reading activities with a pocket chart. Many of the stories in the activity guide are based on
predictable patterns. These texts lend themselves to being taught with pocket charts. (A pocket chart is a teaching chart that has see-through pockets and can be mounted on a classroom wall. It can display text written on
sentence strips or strips of tagboard with lines for large-size, elementary-style printing.)
Many of the reading activities in this guide ask the teacher to use a pocket chart, sentence strips, and colored
markers. A pocket chart is a necessary tool for elementary ESL reading instruction.
A pocket chart:
v
Displays text in large print to the students.
Allows students and teacher to rearrange the text.
Allows students to match text with pictures.
Lets students substitute words and/or phrases in the text.
Lets students reassemble the whole story.
Other beginning reading activities in the activity guide include crossword puzzles and word searches.
Perform with Readers Theater. Readers Theater is a form of dramatic reading in which students are assigned
to read a particular characters part throughout the story. The Readers Theater stories in the Level II Activity
Guide have patterned language that is relatively easy to memorize. Each reader will need an individual copy
of the story. Give your students time to practice their parts aloud, alone, and in pairs, experimenting with different voices and tones, before they read in front of the class.
Writing Activities
What You Can Do
Make your classroom a world of words. Clear writing depends on clear thinking, and there are no exceptions
with the ESL child. Teachers of ESL children must look past the grammar problems and invented spellings to
capture the thought expressed by emerging writers. ESL students can become better writers only with more
writing experiences. Therefore, ESL teachers need to make writing a priority in all areas of the curriculum. Your
classroom should be full of labels for different objects, word banks, and LEA group stories. There should be
samples of student writing covering the classroom walls and class books in a classroom library. Students should
be encouraged to write down their predictions during a science activity, take notes during a movie, write their
own math word problemswriting must become an integral part of all learning.
Take students dictation. If your students are having difculty writing their thoughts or the stories they want
to tell, let them dictate the words to you. Help them understand the relationship between the words they give
you and the sentences you write. For some students, this step is necessary to bridge the gap between the words
they think and speak and the words they write.
Vary the writing purposes. Students will be more motivated to write if the purpose for writing varies. Writing
styles are different depending on the reason for writing. Provide students with a wide variety of writing topics,
integrating writing into all areas of the curriculum throughout the day. In the activity guide, students are asked
to write for a variety of purposes and to a variety of audiences. For example, students are asked to write a letter
to someone, write recipes, record information from a science experiment, write a story about a real experience,
write simple poetry, write a new verse to an existing song, or write a simple nonction report.

Work with pattern writing. Most of the texts used in Discover English, Level II, have repeated sentences or
refrains or repetitive language patterns. The language pattern (also called a sentence frame or sentence template) is provided for most activities to facilitate student writing. Students use the language pattern as a model
for their own writing. In pattern writing, students are not required to write a complete sentence, paragraph, or
story, but need to change only a few key words in the pattern to make each new sentence their own. In this way,
pattern writing often helps children who are learning English write sentences or short paragraphs.
Make class books. Having students books published and on display in the classroom is an excellent way to
promote student reading and writing. Students put more time into their work when it will be seen by others.
Students also enjoy reading others stories and will read class books over and over again. The activity guide provides topics for class books and instructions for publication. Some of the class book ideas include a collection of
stories, one complete class book around a single topic, a class newspaper, and a class cookbook of recipes.
Label illustrations. Another way to encourage students to use print is by providing charts, maps, and diagrams
and having students label the different parts. In the activity guide, the words that are needed are often given in
a word bank on the same page, and the students only need to copy the word in its correct location. Activities of
this type, heavily represented in the guide, introduce more complex, content-area specic vocabulary to ESL
students without overwhelming them with too much new vocabulary.
Theme: Classics from Around the World
Listening and Speaking

Experiences Strand Activities
The Fine Musicians
Using the Video
Kind of Activity:
Introducing the video topic and new vocabulary
Objectives:
Activate prior knowledge

Learn new vocabulary
Vocabulary:
music; musician
trumpet; guitar; drum; ute; piano; violin
practice
Materials:
Videotape or videodisc
Videodisc, Side A, Frame:
Videodisc, Side A, Bar code:
1054
Introduction
Preview the vocabulary used in this lesson by showing the Introduction section of The Fine Musicians. Talk about
the words music and musician. Next, ask your students to talk about the kinds of music they like and dislike. Ask
the students to name the instruments used in each of their examples.
The Fine Musicians
(LE, Lesson 11)
Kind of Activity:
Interactive viewing of the video
Objectives:
Participate in choral reciting activity

Acquire and use listening and speaking vocabulary
Materials:
Videodisc, Side A, Bar codes:
3530
Story
Play the video song The Fine Musicians all the way through. Replay the video song once or twice to help your
students become familiar with it. As you replay the video, encourage your students to sing along with the tape.
Let the students pretend to play each instrument as they sing. Then, divide the students into two groups and
have them sing along, alternating verses of the song.
Kind of Activity:
Role-playing
Objective:
Use newly acquired vocabulary to express ideas
Materials:
Video camera, blank videocassette, drawing paper, crayons

or colored markers
Ask students to name other musical instruments and show the class how to pretend to play that instrument.
Then, let individual or small groups of volunteers perform a new verse of the song introducing a new musical
instrument. The whole class can sing along to the new verse. Then, videotape the new verses to make your own
class version of The Fine Musicians.
Activity Page Instructions

Song: The Fine Musicians
Kind of Activity:
Choral reciting experience
Objectives:

Materials:
Overhead transparencies of text pages (pp. 1516), overhead projector,

student copies of the Song: The Fine Musicians text pages
Content Connection:
Music; drama
Make and display overhead transparencies of the pages for Song: The Fine Musicians. Ask the students to look
at and listen to the words of the song as you read to them. Point to the words as you read. Read the song again,
The Fine Musicians
(LE, Lesson 11)
10
this time having your students recite with you. Then, teach the students the song and sing it all the way through.
Let the students pantomime how to play each instrument as they sing the verse. Then, divide the class into two
groups and alternate verses between groups. As your students become more comfortable with the song, ask for
six volunteersone for each verse of the song. Pass out copies of the song for the students to take home to share
with their families.
I Practice All Day Long!

Kind of Activity:
Pattern template writing
Objective:
Express ideas through oral and written language
Materials:
Butcher paper, marker, transparency of activity page, overhead

projector, student copies of the activity page I Practice All Day Long!
(p. 17), colored markers or crayons
Prewriting: Review the song The Fine Musicians with your class. Remind the students that the musicians
enjoyed playing music so much that they practiced all day long. Also discuss what might happen to a musician
who didnt practice very often (he or she wouldnt be very good).
Ask the students to think of things that they love to do or things that they practice. Create a list on butcher paper
or on the chalkboard. Then, help the students determine the name of a person who practices his or her activity
and when he or she practices the activity. For example, if a student says that she loves to play soccer, ask her
what you call someone who plays soccer. Assist her in nding the correct term soccer player. When you nish the
brainstorming session, your list might look like the following:
I am a ne . . .
I practice . . .
I love to . . .
soccer player
on Thursdays
Soccer, soccer
play soccer
bike rider
every afternoon
My bike, my bike
ride my bike
reader
at school
Read, read
read books
singer
during chorus
Sing, sing
sing songs
scientist
all day long
Science, science
do experiments
Writing: Make and display a transparency of I Practice All Day Long! Ask your students to look at the class
chart and choose something that they love to do. Model how to use words from the chart to complete each of
the pattern frame sentences. Pass out copies of the student activity page and ask your students to complete the
pattern frame sentences. Monitor and give assistance as needed. Ask the students to illustrate their stories in
the space provided. Encourage the students to share their stories with a partner, then with the class, and then
take them home to share with their families.
11
The Fine Musicians
(LE, Lesson 11)
Musical Instruments Bingo

Kind of Activity:
Playing a game
Objectives:
Acquire and practice new vocabulary

Follow oral directions
Materials:
A variety of real musical instruments, a copy of the Bingo (p. 19) and
Musical Instruments Picture Cards (p. 18) activity pages for each student,
scissors, paste, tagboard, Bingo counters, crayons
Content Connection:
Music
Introduce a variety of real musical instruments to the students. Show them how they work and, if possible, demonstrate how they are played and what sounds they make. Before playing this game, make several copies of the
blank Bingo page and the Musical Instruments Picture Cards page. Let students make their own Bingo cards. First,
ask them to paste the Bingo sheet to tagboard and cut out the squares from the picture card. Then, have students
paste a musical instrument square in each one of the squares on the Bingo page, making a Bingo card. Then, play
Bingo with your class, calling out the name of the instrument as you draw from a set of musical instruments
picture cards. Give a description of the instrument and pantomime how to play it. When you nish the game,
your students can color each square.
Additional Ideas
The Fine Musicians Sing-Along
Kind of Activity:
Singing
Objectives:
Sing aloud for enjoyment

Acquire reading and speaking vocabulary
Materials:
A pocket chart, sentence strips containing the words to the song The
Fine Musicians, blank 3x5-inch index cards, marker
Content Connection:
Music
Write out the words to The Fine Musicians song on sentence strips with blank spaces for the names of the instruments. Display the sentence strips on a pocket chart. Read the words of the song to your students. As you read,
ask your students what words they think might belong in the blank spaces. After they show that they understand the pattern of the song, ask them to think of the names of different musical instruments. Write their
responses on three separate 3x5-inch index cards. Ask a volunteer to choose a set of instrument cards and display them in the blank spaces on the pocket chart. Then, sing the verse all the way through, using the chosen
instrument. Repeat this process with each set of instrument cards.
The Fine Musicians
(LE, Lesson 11)
12
Making Musical Instruments

Kind of Activity:
Making instruments
Objectives:
Create a musical instrument

Materials:
A variety of classroom supplies: different sized boxes, bottles, and cans

(clean!); rubber bands, string, and coat hangers; plastic straws, sand,
waxed paper, pie tins, paper cups, and any other cheap and available
materials
Content Connection:
Music; science
As a class, study different kinds of musical instruments. Invite a musician to the class to demonstrate how to
play different types of instruments, including percussion, wind, and string instruments. For each type of instrument, ask the class to describe how to make the sound (hitting, blowing, plucking, or bowing) and how to
change the pitch (the high or low quality of a sound.) Then, ask students to make a musical instrument of their
own. Provide the supplies listed above. Encourage the students to experiment at making different sounds with
different materials. Allow the students plenty of time to create their instruments.
When the students have made an instrument, ask them to write about it, giving it a name, listing the materials
it is made of, and explaining how to play it. Let each student present his or her instrument to the class. You can
take the role of conductor, letting the students perform a piece of music as a new class orchestra. Then, ask for
a volunteer from the class to be the conductor and lead the music-making.
Music Song
Kind of Activity:
Singing
Objectives:

Acquire speaking and reading vocabulary
Materials:
A pocket chart, sentence strips
Content Connection:
Music
Learn about different musical instruments by teaching your students the following words to the tune of Here
We Go Round the Mulberry Bush:
This is the way we play the _________________ ,
play the ________________ , play the ________________.
This is the way we play the ________________ ,
with all our friends in the classroom.
Write the words to the song on sentence strips with blank spaces for the musical instrument. Display the sentence strips on a pocket chart. Read the words of the song to your students. Model one verse with an instrument
for the students. Then, ask your students to think of other ideas to go in the blank spaces. Write their ideas down
13
The Fine Musicians
(LE, Lesson 11)
on the sentence strips and sing the song. The instruments from the song are:
trumpet
guitar
drums
ute
piano
violin
Students should be encouraged to think of and name other musical instruments. They can nd ideas from the
Musical Instruments Picture Cards activity page (p. 18). Pantomime the action of playing each instrument as the
verse is sung. To review, sing the song all the way through, including all the verses and hand motions.
List of Related Literature

Books
Diamond, D. (1981). The Bremen Town Musicians: A Grimms Fairy Tale. New York: Delacorte Press.
Greene, C. (1962). I Want To Be a Musician. Chicago: Childrens Press.
Greeneld, E. (1991). I Make Music. New York: Black Buttery Childrens Books.
Grimm, J. & Grimm, W. (translated by Bell, A.) (1992). The Bremen Town Musicians. New York: North-South
Books.
Hawkinson, J. (1969). Music and Instruments for Children to Make. Chicago: A. Whitman.
Schubert, I. (1970). Brother John and the Village Orchestra. Glendale, CA: Bowmar.
Shay, A. (1972). What Its Like To Be a Musician. Chicago: Reilly & Lee Books.
Smith, P. (1963). The First Book of the Orchestra. New York: Watts.
Stevens, J., ill. (1992). The Bremen Town Musicians: Retold from the Brothers Grimm. New York: Holiday House.
Audio Recordings
Bernstein, L. (1991). Bernstein Favorites [sound recording]; Childrens Classics. New York: Sony Classical.
Includes the following recordings:
Carnival of the Animals by Saint-Saens, C.
Young Persons Guide to the Orchestra by Britten, B.
Peter and the Wolf by Prokofiev, S.
The Fine Musicians
(LE, Lesson 11)
14
Song: The Fine Musicians 1
2

4 { _ _ l =l
l===========
& _

j

_
(Intro)
We
I
1.
a r e t h e fine m u - si am
cians,
mu -
fine m u - si - cian,
C
C
mu -

l l =l

l===========
& _ __ _

_
G7
si - cians, m u - si - cians. We a r e t h e fine m u si - cian, m u - si -cian.

G7
a fine m u C
I am

=

=========== l
l & l l_ _

si - cians, w e p r a c - tice all d a y

si - cian,
p r a c - tice all d a y
long.
long. My

_ _=
&

l=========== l

G7
trum
G7
love
to
pet,
my
t r u m - pet,
C
& l _ =
l===========
j
play
my
trum
- pet.
mu1a
.
15
The Fine Musicians
(LE, Lesson 11)
Song: The Fine Musicians 2

2.
I am a fine musician,
musician, musician.
I practice all day long.
Guitar, guitar, I love to play guitar.
3.
4.
musician, musician.
My flute, my flute, I love to play my flute.
5.
6.
musician, musician.
My drum, my drum, I love to play my drum.
musician, musician.
Piano, piano, I love to play piano.
musician, musician.
My violin, my violin, I love to play my violin.
mu1b
The Fine Musicians
(LE, Lesson 11)
16
I Practice All Day Long!
Name
I am a fine _________________________________________ ,
__________________________ , ________________________ .
I am a fine _________________________________________ ,
I practice __________________________________________ .
__________________________ , ________________________ ,
I love ______________________________________________ .
mu2
.
17
The Fine Musicians
(LE, Lesson 11)
Musical Instruments Picture Cards
Clarinet
Trumpet
Flute
Guitar
Drum
Violin
Saxophone
Piano
Harp
Gong
Trombone
Tuba
Bass
Recorder
Electric
Guitar
Bells
Harmonica
Cymbals
Xylophone
Accordian
Maracas
Triangle
Banjo
mu3a
The Fine Musicians
(LE, Lesson 11)
18
Wood Sticks Tambourine
ingo
B
Free
mu3b
.
19
The Fine Musicians
(LE, Lesson 11)
Lets Work Out!

Using the Video
Kind of Activity:
Objectives:

Vocabulary:
workout
arm; hand; nger; wrist; elbow; shoulder; waist; leg;
knee; foot; toe; head; face
Materials:
10300
Introduction
Preview the vocabulary used in this lesson by showing the Introduction section of Lets Work Out! Talk about
the expression work out and the word workout and their uses as a verb (work out) and a noun (workout). Next, ask
your students to name different ways to work out. Tell your students that they will soon learn the Discover
English Workout. Ask students to bring or wear comfortable clothing and shoes for this activity.
Kind of Activity:
Objectives:

Materials:
12643
Story
Play the video workout Lets Work Out! all the way through. Replay the video workout again and stop after each
new move is introduced. Demonstrate each move slowly and then continue with the next section of the workout, stopping and demonstrating each time. Replay the video a third time without stopping. Encourage your
Lets Work Out!
(LE, Lesson 12)
20
students to chant along with the tape. Select students to lead others in front of the class in the workout using
the video another time. Use the video frequently as part of your physical education program.

Lets Work Out!
Kind of Activity:
Objectives:

Materials:
Overhead transparencies of the Lets Work Out! 1, 2, and 3 text pages

(pp. 2628), overhead projector, a copy of the text pages for each student
Make and display an overhead transparency of the chant Lets Work Out! Ask the students to look at and listen
to the words of the chant as you read to them. Point to the words as you read. After each line, ask your students
to repeat the body word, like an echo. Read the chant again, this time having your students chant along. Now,
divide the class into two groups. Let one group chant the text and the second group perform the aerobic workout. Then, switch groups. As your students become more comfortable with the chant, ask for small groups of
volunteers to get in front of the class and lead the workout. Pass out copies of the chant for the students to take
home and share with their families.
Body Language
Kind of Activity:
Objectives:

Use a story frame to express concepts being learned
Materials:
A copy of the Body Language activity page (p. 29) for each student,
butcher paper or chalkboard, transparency of the activity page,
overhead projector
Content Connection:
Language arts
21
Lets Work Out!
(LE, Lesson 12)
Prewriting: Remind the students of the actions performed in the story Lets Work Out! Ask the students
to name different actions that they can do with their bodies. For example, begin with the hand. Responses
might include:
hand
foot
head
raise my hand
walk with my feet
nod my head
clap my hands
wear shoes on my feet
shake my head
wave my hands
kick with my foot
turn my head
Writing: Display a transparency of the Body Language (p. 29) activity page. Tell your students that they are
going to write three actions they can do. Model how the students can take the information from the class idea
chart and write their own stories using the activity page. Let the students complete the Body Language story
frame. Ask them to illustrate each of their sentences. Students can share their sentences with the class, then take
them home to share with their families.
The Body Lotto Game

Kind of Activity:
Playing a game
Objectives:
Identify and practice new vocabulary

Materials:
One Body Lotto Game Board activity page (p. 30 or p. 31) for each student,
Lotto game cards, tagboard, scissors, glue
Preparation: Make enough copies of the four Lotto game boards so that each student can have one. Then, copy
a second set of game boards to be used as game cards. Glue the game boards to tagboard. To make playing cards,
cut the second set into individual cards.
Play: Divide students into groups of four or less. Distribute a different playing board to each student in the
group. Give each group a set of game cards. Ask each group of students to turn the game cards face down in a
pile on the table. The rst player draws a card from the pile. If the card matches a picture on the players game
board, he or she places the card on the picture it matches. If it does not match, the card is placed face up in a
discard pile. The next player can choose a card from either pile. The rst player to match all the pictures on his
or her game board is the winner. Dont forgeteach board also has a Free square, and the students need to
match the free square as well as the picture squares.
Lets Work Out!
(LE, Lesson 12)
22
Additional Ideas
Body Parts 1-2-3
Kind of Activity:
Total Physical Response
Objectives:

Demonstrate comprehension through action
Materials:
None
Content Connection:
Health
Teach your students the parts of the body by having them touch various body parts. For example, Touch your
head, eyes, nose, etc. Move down the body and give more complex instructions as the students learn the parts
of the body. Later, your students can play Simon Says. Play Simon Says using the body parts. For example,
Simon says pat your head, blink your eyes, point to your nose, etc.
My Body
Kind of Activity:
Making a model
Objectives:
Make and label a model of the body

Practice new vocabulary
Follow directions
Materials:
Large roll of white butcher paper, pencils, scissors, crayons or colored

markers, blank word cards, glue
Make a full-size tracing of each childs body on a large sheet of butcher paper. Ask the students to draw themselves in workout clothing and color and cut out their body outlines. Pass out word cards to each student. Have
the students write a body word on each card and glue each card onto the correct place in their drawing. Let the
children take home their life-size body models to share with their families!
23
Lets Work Out!
(LE, Lesson 12)
Body Parts Song

Kind of Activity:
Singing
Objectives:

Acquire and practice speaking vocabulary
Materials:
Pocket chart, sentence strips, markers
Content Connection:
Music; health
Write the words to the following song on sentence strips. Display the sentence strips in a pocket chart. Teach
your students the song.
The Body Parts Song

The ngers are connected to the hand.
The hand is connected to the wrist.
The wrist is connected to the arm.
The arm is connected to the elbow.
The elbow is connected to the arm.
The arm is connected to the shoulder.
The shoulder is connected to the body.
The toes are connected to the foot.
The foot is connected to the leg.
The leg is connected to the knee.
The knee is connected to the leg.
The leg is connected to the body.
Rhyme Time
Kind of Activity:
Play a rhyming game
Objective:
Learn rhyming words
Materials:
Small pieces of paper, paper bag
Content Connection:
Language arts
To begin, review the concept of rhyming words with your students. Then, make a list of pairs of rhyming words
with each pair unique. Write each word on a separate small piece of paper. Count your students and place that
number of word pairs in a paper bag. Let each student select a word from the bag. When each student has a
word, let the students move around the classroom trying to nd their partner: the child with a word that rhymes
with theirs. When all the students have found a partner, ask each pair to say their words aloud and check that
they rhyme. Students will love this game and can play it again and again!
Lets Work Out!
(LE, Lesson 12)
24

Ball, J. (1989). Riddles About Our Bodies. Englewood Cliffs, NJ: Silver Press.
Basil, C. (1976). Nailheads and Potato Eyes: A Beginning Word Book. New York: Morrow.
Burstein, J. (1977). Slim Goodbody, the Inside Story. New York: McGraw-Hill.
Evans, D. (1992). Me and My Body. New York: Dorling Kindersley.
Perkins, A. (1969). Hand, Hand, Finger, Thumb. New York: Random House.
Rogers, F. (1974) Your Body Is Wonderfully Made. New York: Putnam.
Rothman, J. (1979). This Can Lick a Lollipop: Body Riddles for Kids. Garden City, NY: Doubleday.
Simon, S. (1981). Body Sense/Body Nonsense. New York: Lippincott.
Smallman, C. (1986). Outside-in: A Lift-the-Flap Body Book. Woodbury, NY: Barrons.
25
Lets Work Out!
(LE, Lesson 12)
Lets Work Out! 1

Come on, everybody!
Lets do the Discover English workout!
Youve got an arm!

Now use your arm.
Lift your arm.
Thats your arm!
Look a little closer now!
Show me your hand!
Use your hand.
Raise your hand.
Thats your hand!
Look a little closer now!
Wheres your little finger ?
Point your finger.
Snap your finger.
Thats your finger!
dw1a
26
Lets Work Out!
(LE, Lesson 12)
Lets Work Out! 2

Did you forget your wrist?
Make a fist and twist it.
Twist your wrist.
Thats your wrist!
Do you have an elbow?

Use your elbow.
Bend your elbow.
Thats your elbow!
Look a little higher now!
Can you find your shoulder?
Use your shoulder.
Shrug your shoulders.
Thats your shoulder!
Look a little lower now!

What about your waist?
Wiggle your waist.
Twist your waist.
Thats your waist!
Look a lot lower now!

I know youve got a leg!
Stretch your leg.
Kick your leg.
Thats your leg!
dw1b
Lets Work Out!
(LE, Lesson 12)
27
Lets Work Out! 3

Even lower now!
I can see youve got a knee!
Move your knee.
Flex your knee.
Thats your knee!
Look way, way down now!
Check out your foot!
Use your foot.
Touch your foot.
Thats your foot!
Look way, way, way down!
Can you show your toe?
Point your toe.
Touch your toe.
Thats your toe!
I said, can you find your head?
Nod your head.
Shake your head.
Thats your head!
Move in closer now!
Show me your face!
Smile with your face.
Dont hide your face.
Thats your face!
dw1c
28
Lets Work Out!
(LE, Lesson 12)
Lets Work Out!
Name
(LE, Lesson 12)
dw2
29
I can ____________________________________.
I can ____________________________________.
I can ____________________________________.
Body Language
The Body Lotto Game Board 1
FREE
FREE
dw3a
30
Lets Work Out!
(LE, Lesson 12)
FREE
FREE
dw3b
Lets Work Out!
(LE, Lesson 12)
31
The Little Mice

The Little Mice
Kind of Activity:
Objectives:

Materials:
Overhead transparencies of the The Little Mice 1 and 2 text pages

(pp. 3940), overhead projector, student copies of the text pages
Make and display overhead transparencies of the story The Little Mice. Ask the students to look at and listen to
the words of the story as you read to them. Read the story again. Tell the students that this story has a moral
it teaches a lesson. Ask the students to identify the sentences that give the moral of the story. The moral is
Remember, children. It always helps to know a second language. Ask the class why they think it is important
to know a second language. Ask your students to tell about any personal experiences that also show why it
helps to know a second language. When the class discussion has ended, pass out copies of the story for your
students to take home to share with their families.
Mouse Story Form

Kind of Activity:
Objectives:

Materials:
A copy of Mouse Story Form activity page (p. 41) for each student,
overhead projector
Content Connection:
Science
Prewriting: If possible, bring a pet mouse to class so your students can observe a real mouse. Elicit your students observations about the mouse and write them down on butcher paper. Allow a week for your students
to observe the behavior of the mouse. If a real mouse is not available for class observation, read aloud some of
the books about mice from the list of related literature for this lesson (p. 38) and elicit information about mice
based on the books and illustrations.
The Little Mice
(LE, Lesson 13)
32
Writing: Display the transparency of the Mouse Story Form activity page. Tell your students that they are going
to write about mice. Model how the students can take the information from the class idea chart to write their
own sentences on the activity page. Let the students complete the Mouse Story Form story frame. Ask them to
draw a picture that shows mice. The stories can be shared with the class and then bound to make a class mouse
book for the classroom library.
What Do the Animals Say?

Kind of Activity:
Objectives:

Materials:
A copy of the What Do the Animals Say? activity page (p. 42) for each
student, butcher paper or chalkboard, transparency of the activity page,
overhead projector
Content Connection:
Language arts
This activity page teaches students the different sounds that animals make. Display an overhead transparency
of the activity page. First, ask the students to name each animal on the page. Then, pointing to one animal at a
time, ask the students to imitate the sound of each animal. Help the students nd the animal sound word for
the animal. Model for your students how to copy the animal sound word into the empty speech bubble for each
animal. Encourage the students to share the animal sounds in their native languages and compare them with
the English versions. When the discussion of the transparency is complete, the students can color their pages.
The animals and their sounds include:
Animal
Sound
mouse
squeak
cat
meow
dog
ruff
bird
tweet
pig
oink
cow
moo
duck
quack
rooster
cock-a-doodle-doo
33
The Little Mice
(LE, Lesson 13)
Look What I Can Do Now!

Kind of Activity:
Objectives:

Materials:
A copy of Look What I Can Do Now! activity page (p. 43) for each student,
overhead projector
Content Connection:
Language arts
Prewriting: Recall from the story The Little Mice that in the beginning the little mice were too young to go outside, but one day the mice did become old enough to play outside. Ask the students to recall things that they
did when they were young. Make a list on butcher paper, making sure to express all the verbs in the past tense.
Once the students have exhausted their ideas for the list, ask them to name things they can do now that they
couldnt do when they were younger. Write these ideas down on another list, this time writing the verbs in the
present form. When you nish, your list might look something like this:
When I was younger, I could . . .
But now I can . . .
crawl
read
drink from a bottle
speak English
cry
ride a bike
eat baby food
play the piano
You can further promote student self-esteem with this activity by praising all student responses and encouraging your students to be proud of the things that they have learned to do.
Writing: Display the transparency of the Look What I Can Do Now! activity page. Tell your students that they
are going to write about something that they did when they were younger and something that they can do now.
Model how the students can take the information from the class idea chart to write their own sentences using
the activity page. Let your students complete the Look What I Can Do Now! story frame. Ask them to draw an
illustration in the box provided above each sentence. The students work can be shared with the class and then
taken home to share with their families.
The Little Mice
(LE, Lesson 13)
34
Additional Ideas
Animal Sounds Chant
Kind of Activity:
Choral reciting activity
Objectives:

Materials:
Sentence strips, colored markers, pocket chart
Content Connection:
Music
Teach your students the following chant to reinforce the animal sound words. Write the words of the chant on
sentence strips and display them in a pocket chart. Teach each of the animal sounds below:
This is a mouse.
a mouse
a mouse
This is a cat.
a cat
a cat
A what?
a what
a what
A what?
a what
a what
A mouse
a mouse
a mouse
A cat
How do you know its a mouse?

a mouse
a mouse
How do you know its a cat?

a cat
a cat
It says Squeak!
Squeak!
Squeak!
It says Meow!
Meow!
Meow!
a cat
a cat
Continue with the following animals and their sounds:

dogruff
cowmoo
birdtweet
pigoink
duckquack
roostercock-a-doodle-doo
Add musical instruments to accompany the animal sounds. Then, let students substitute other animals and
their sounds to extend the chant.
35
The Little Mice
(LE, Lesson 13)
Rules, Rules, Rules!

Kind of Activity:
Brainstorming; writing and publishing
Objectives:
Examining rules at home and at school

Making a personal book of rules
Materials:
Butcher paper, colored markers, writing paper, pencils, crayons
Content Connection:
Social studies
Prewriting: In the story of The Little Mice, Mother Mouse had rules that the baby mice had to follow. One of
Mother Mouses rules at home was that the mice could not go outside to play when they were too young. Ask
the students if their parents make rules that they must follow. Make a list of rules that the students have at home.
Then, ask the students to name the rules at school. Make a list of these rules in another column. Ask the students
to discuss why there are rules and what happens when someone breaks a rule. Talk about the Golden Rule:
Treat others as you would like to be treated yourself.
When you are nished, the chart might look like the following:
Rules at Home
Rules at School
Go to bed at 8:00.
Dont run in the halls.
Dont talk to strangers.
Be nice to others.
Dont talk with your mouth full.
Dont chew gum at school.
Help wash the dishes.
Use a quiet voice in class.
Writing: Distribute writing paper and ask the students to make a two-page rules booklet. They can put their
rules from home on the rst page and the rules at school on the second page.
At home some of my rules are
At school some of my rules are
When the students have nished, let them decorate their rules booklets. Let them take their booklets home to
share with their families.
The Little Mice
(LE, Lesson 13)
36
Two Languages Are Better Than One!

Kind of Activity:
Locating countries on a map; making a graph; sharing a cultural item
Objectives:
Promote self-esteem about speaking two languages

Learning about other families, languages, and cultures
Materials:
World map, colored pushpins, string, photos of students, butcher paper,

colored markers, small squares of paper, crayons
Content Connection:
Social studies; math
Mapping Activity: Promote self-esteem by making students proud of their native languages and proud that
they are learning a second language. First, ask students to nd out their country of origin (and city, if possible)
or, if they are second-generation immigrants, the country that their parents came from. Use a colored pushpin
on a wall map of the world to mark each students country of origin. Connect the pushpin with string to a photo
of each student. Allow the students time to explore this informational bulletin board.
Graphing Activity: If there is a variety of primary languages in your class, create a class graph of rst languages. Distribute a small square of construction paper to each student. Ask each student to write his or her
name on the paper square and then place it in the appropriate column on the class language graph. Interpret
the graph as a class. Create simple math questions based on the graph.
Class Language Graph

Jos
Juan
Nikita
Luisa
Cristina
Yuri
Paulo
Spanish
Russian
Mai
Portuguese Vietnamese
Sharing Activity: To follow up on this theme, encourage the students to bring one object from their native
cultures (toy, food, clothing, photo) to share with the class. Ask them to teach their classmates the names of
the show-and-tell items. Ask them to talk about what they like or what they remember about their countries
of origin.
37
The Little Mice
(LE, Lesson 13)

Carle, E. (1971). Do You Want to Be My Friend? New York: Crowell.
Fischer, A. (1988). The House of a Mouse. New York: Harper & Row.
Fischer-Nagel, H. (1989). A Look Through the Mouse Hole. Minneapolis: Carolrhoda Books.
Kraus, R. (1970). Whose Mouse Are You? New York: Macmillan.
Kraus, R. (1987). Another Mouse to Feed. New York: Macmillan.
Kraus, R. (1987). Leo the Late Bloomer. New York: Harper & Row.
Larrick, N. (1990). Mice Are Nice. New York: Philomel Books.
Moore, V. (1981). Mice Are Rather Nice: Poems About Mice. New York: Atheneum.
Royston, A. (1989). The Mouse. New York: Warwick Press.
Wexler, J. (1989). Pet Mice. Niles, IL: Whitman.
The Little Mice
(LE, Lesson 13)
38
The Little Mice 1
Once upon a time, there was a family of mice.

There was a mother mouse and her three baby mice.
The baby mice were too young to go outside their home.
One day, the young mice were inside
playing a game. One of the little mice
looked outside the window and saw
many interesting things. She asked
her mother if she and her brothers
could go outside.
Mother Mouse told her children they
were now old enough to play outside.
They looked outside their home. They waited
for someone brave to go first. The bravest mouse went first.
Then, her two brothers followed. They were outside at last!
They breathed the air.
They smelled the grass.
They drank the water.
But they did not see . . .
lm1
The Little Mice
(LE, Lesson 13)
39
The Little Mice 2

El gato! The cat!
The cat hissed loudly,
and the mice stood together
quietly. They were scared!
Mother Mouse heard the loud hiss!

She knew the cat had found her children!
Mother Mouse hurried outside

and hid behind a rock.
Mother Mouse whispered to
her children, Run, children, run!
Just then, a loud,

scary sound came out
from behind the rock.
The cat thought he
heard a big, angry dog.
The cat ran away!
Ruff, ruff,
snarl, snarl!
Mother Mouse ran to her children.

She wanted to teach them an
important lesson. Remember
children. It always helps to
know a second language!
lm1b
40
The Little Mice
(LE, Lesson 13)
Mouse Story Form
Name
Mice are _________________________________________.

Mice can _____________________________________________.
Mice eat ________________________________________________.
Mice ___________________________________________________.
Mice ______________________________________________.
lm2
The Little Mice
(LE, Lesson 13)
41
;;;;
;;;;
;;;;
;;;;
;;;;
;;;;
;;;;
;;;;
;;;;
What Do the Animals Say?
Name
ruff
meow
tweet
squeak
cock-a-doodle-doo
quack
oink
moo
lm3
42
The Little Mice
(LE, Lesson 13)
Look What I Can Do Now!
Name
When I was young, I could

___________________________
___________________________
___________________________
___________________________
___________________________
___________________________.
But now I can_____________

___________________________
___________________________
___________________________
___________________________
___________________________
___________________________.
lm4
The Little Mice
(LE, Lesson 13)
43
Mary Had a Little Lamb

Song: Mary Had a Little Lamb
Kind of Activity:
Objectives:

Materials:
Overhead transparencies of the Song: Mary Had a Little Lamb 1 and 2 text
pages (pp. 4849), overhead projector, colored transparency marking
pen, student copies of text pages
Content Connection:
Music
Make and display an overhead transparency of the nursery rhyme song Mary Had a Little Lamb. Ask the students
to look at and listen to the words of the song as you sing to them. Invite students to come up to the transparency
and underline the repeated phrases from the song with a colored marker. Sing the song again, this time asking
the students to sing the repeated phrases. Divide the students into two groups: the leaders and the echoers. Let
the leaders sing the rst, third, and fourth lines of each verse, and the echoers sing the second line. Then, switch
groups. Pass out copies of the song for the students to take home and sing with their families.
Marys Maze
Kind of Activity:
Problem solving
Objective:
Draw a path from beginning to end
Materials:
Overhead transparency of the Marys Maze activity page (p. 50),

overhead projector, student copies of the activity page, pencils, crayons
Ask students to recall that Mary walked to school in the song Mary Had a Little Lamb. Explain to students that
there were no buses or cars in the days when the song was written, so children had to walk to school. Tell them
that sometimes they walked a long distance to and from school. Next, display the overhead transparency of the
Marys Maze activity page. Explain to the students that a maze is a twisted path that goes from one place to
another, sometimes with paths that go nowhere. Point to the drawings of Mary and the little lamb and the
school. Explain to the students that they will need to draw a path to school for Mary and the little lamb. Show
the students how to draw the line without crossing over any walls of the maze. Ask them to erase any path lines
that are dead ends. Distribute student copies of the activity page and ask your students to help Mary and her
little lamb nd the school. When the students have completed the maze, let them color their pages.
(LE, Lesson 14)
44
Additional Ideas
Class Pet Graph
Kind of Activity:
Making a graph
Objective:
Acquire skills in making and reading graphs
Materials:
Chalkboard or butcher paper
Content Connection:
Math
Ask your students to choose their favorite pet animals. Their favorite animals could be pets they already have
or ones that they would most like to have. Make a class graph of their responses.
Class Pet Graph
?
Cat
Dog
Fish
Bird
45
Snake
Other
(LE, Lesson 14)
Nursery Rhyme Time!

Kind of Activity:
Language arts
Objective:
Read and learn Mother Goose rhymes
Materials:
Pocket chart and sentence strips
Teach your students other nursery rhymes about lambs and sheep. You can write the words on sentence strips
and display them in a pocket chart, or teach the rhymes to the students without using print. For example:
Little Boy Blue
Baa! Baa! Black Sheep
Little Boy Blue,

Come blow your horn,
The sheeps in the meadow,
The cows in the corn.
Where is the boy
Who looks after the sheep?
Hes under a haystack,
Fast asleep.
Baa, baa, black sheep,

Have you any wool?
Yes, sir, yes, sir,
Three bags full.
One for the master,
One for the dame,
And one for the little boy
Who lives down the lane.
Little Bo-Peep
(Repeat rst four lines.)
Little Bo-Peep has lost her sheep

And doesnt know where to nd them;
Leave them alone, and theyll come home,
Dragging their tails behind them.
My Little Lamb
Kind of Activity:
Art; writing
Objectives:
Demonstrate comprehension through visual art

Express ideas through written language
Materials:
Blue construction paper, a variety of colored construction paper, glue,

pencils, cotton balls, scissors, sentence strips, pocket chart, colored
markers, writing paper
Content Connection:
Language arts; art
Explain to your students that a lamb is a young sheep. Ask them if they have ever seen a real lamb. Talk about
what a lamb looks like with your students. Then, bring in books with pictures of lambs, including pictures of
lambs in nursery rhyme books.
(LE, Lesson 14)
46
Distribute a large sheet of blue construction paper and a small piece of black construction paper to each student.
Have the students cut the face of a lamb out of the black construction paper. Then, have them glue the face onto
the large sheet of blue construction paper. Next, have students use pencils to draw the outline of the lambs body
on the construction paper. Then, students can add construction paper legs, ears, eyes, and tail. Finally, have the
students glue cotton balls to their drawings to cover the lambs body. Encourage students to add additional
items made out of colored construction paper, such as bows, caps, shoes, or glasses, to make their lambs unique.
Expand on the art activity by having the students write about their little lambs. Display the following sentence
patterns on sentence strips in a pocket chart and ask the students to write sentences about their pet lambs.
Sentences can include:
My little lamb is named ________________________ .
My little lamb follows me to ____________________ .
My little lamb looks ___________________________ .
My little lamb eats _____________________________ .
My little lamb likes ____________________________ .
Ask the students to share their art and read their sentences aloud to the class. Then, let them take their work
home to share with their families.

Alderson, B. (1986). The Helen Oxenbury Nursery Rhyme Book. New York: Morrow.
dePaola, T. (1985). Tomie dePaolas Mother Goose. New York: Putnam Publishing Group.
dePaola, T. (1986). Tomie dePaolas Nursery Tales. New York: Putnam Publishing Group.
Edens, C. (1988). The Glorious Mother Goose. New York: Atheneum.
Hale, S. J. (1990). Mary Had a Little Lamb. New York: Scholastic.
Hale, S. J. (1984). Mary Had a Little Lamb. New York: Holiday House.
Scarry, R. (1970). Richard Scarrys Best Mother Goose Ever. New York: Golden Press.
Underhill, L. (1987). This Is the House That Jack Built. New York: Henry Holt.
Watson, J. (1976). The Golden Mother Goose. New York: Golden Press.
Wilkes, A. (1992). Animal Nursery Rhymes. New York: Dorling Kindersley.
Yolen, J. (1992). Jane Yolens Mother Goose Songbook. Honesdale, PA: Caroline House.
Zuromskis, D., ill. (1978). The Farmer in the Dell. Boston: Little Brown.
47
(LE, Lesson 14)
Song: Mary Had a Little Lamb 1

by Sarah Josepha Hale
4
l=========== l
& 4 _ l l =

1.
G7
M a r -y h a d a
lit- t l e l a m b , lit - t l e l a m b

l l =l
& _

l===========
lit - t l e l a m b , M a r - y h a d a
G7
lit - t l e l a m b , its
C
l _ =
&
l===========

fleece
was
white
as
2. Everywhere that Mary went,
Mary went, Mary went,

Everywhere that Mary went,
The lamb was sure to go.
3. He followed her to school one day,
School one day, school one day.

He followed her to school one day,
Which was against the rule.
mll21a
(LE, Lesson 14)
48
snow.
Song: Mary Had a Little Lamb 2
4. It made the children
Laugh and play,

Laugh and play,
Laugh and play.
It made the children
Laugh and play,
To see a lamb at school.
5. And so the teacher
Turned him out,

Turned him out,
Turned him out.
And so the teacher
Turned him out,
But still he lingered near.
6. He waited patiently,
Patiently, patiently.
He waited patiently,
Till Mary did appear.
mlle1b
49
(LE, Lesson 14)
Marys Maze
Name
Help Mary and her little

lamb find the school.
School
mlle2
(LE, Lesson 14)
50
The Little Turtle

The Little Turtle by Vachel Lindsay
Kind of Activity:
Choral reciting experience; Total Physical Response
Objectives:

Materials:
Overhead transparency of The Little Turtle by Vachel Lindsay text page

(p. 57), overhead projector, student copies of the text page
Make and display an overhead transparency of the text page The Little Turtle by Vachel Lindsay. Ask the students
to look at and listen to the words of the poem as you read to them. Read the poem expressively and in rhythm.
Then, read the poem again, encouraging your students to read along if possible. Next, add body movements to
accompany the turtles actions from the poem. For example, as the students read He swam in a puddle. He
climbed on the rocks, they can move their arms in a swimming motion and then in a climbing motion. You can
choose student volunteers to make up the motions for snapped and caught and then lead the class in a
group performance. Pass out copies of the poem for the students to take home to share with their families.
Sequence: The Little Turtle

Kind of Activity:
Sequencing
Objectives:
Sequence main events in a chant

Materials:
A copy of the Sequence: The Little Turtle activity page (p. 58) for each
student, transparency of the activity page, overhead projector, scissors,
crayons, stapler
Pass out copies of the activity page. Tell your students that they are going to make their own booklets of the The
Little Turtle poem by putting the verses of the poem in the correct order. Go over each picture with your
students, asking them to explain what they see in each illustration. Remind them that the boxes are not in the
51
The Little Turtle
(LE, Lesson 15)
correct order. Draw their attention to the small blank square in the top right-hand corner of each picture box.
Explain that they will:
1.
2.
3.
4.
5.
Write the number that shows the order of each picture box.
Color the pictures.
Cut the picture boxes out of the sheet.
Put the picture boxes in the correct sequence.
Read the poem aloud from the booklet to check that it is in the correct order.
Staple the pages together when the students have them in the correct order. For sturdier booklets, you can have
your students glue their pages into small booklets made of colored construction paper. When the students have
nished making their booklets, they should practice reading the chant to each other. Have them take their booklets home for extra practice and to share with their families.
Puppets: The Little Turtle

Kind of Activity:
Making puppets
Objectives:
Practice following oral directions

Act out a poem with puppets
Materials:
Copies of the Puppets: The Little Turtle 1 and 2 activity pages (pp. 5960)
for each student, crayons or colored markers, scissors, glue, one paper
lunch bag for each student
Content Connection:
Drama; art
Introduction: Pass out copies of the activity pages and one paper lunch bag to each student. Tell your students
that they are going to make a paper bag puppet of the little turtle and nger puppets of the animals he tries to
catchthe mosquito, ea, and minnow.
Making the Puppets:
Turtle Paper Bag PuppetHave your students:
1.
2.
3.
4.
5.
Color the face and the tongue of the little turtle and cut it out of the activity page.
Turn the paper bag so that the bottom-end ap is facing up.
Draw the body of the little turtle on the paper bag itself.
Glue the head of the little turtle onto the bottom-end ap.
Glue the tongue of the little turtle just below the bottom-end ap so that the head slightly overlaps it.
Character Finger PuppetsHave your students:

1.
2.
3.
Color the character nger puppets.

Cut the nger puppets out of the activity page.
Glue the ends of the tabs together to complete the nger puppets.
Role-Playing: When your students have nished making their puppets, divide them into pairs. Ask each pair
to use the puppets to act out the poem. One student can read the poem while the partner uses the puppets to
perform the little turtles actions. Ask the students to switch parts so that every student gets the opportunity to
perform with the puppets and to practice reading. Encourage the pairs to perform for other pairs within the
classroom and/or travel to another classroom to give a puppet show.
The Little Turtle
(LE, Lesson 15)
52
Additional Ideas
Animal Homes
Kind of Activity:
Pattern sentence writing; art
Objectives:
Demonstrate comprehension through written language

Demonstrate comprehension through art
Materials:
Butcher paper, colored markers, white construction paper, pencils,

crayons
Content Connection:
Science; art
Prewriting: Recall that the poem says that the little turtle lives in a box. Explain to the students that the box is
the turtles shell, and he carries it with him wherever he goes! The turtles home is part of his body! Then, ask
the students to brainstorm the names of animals and where they live. Write down their responses in a twocolumn list on butcher paper, starting with the example of the little turtle and his shell. When you are nished,
part of the list might look like this:
Animal
Home
turtle
shell
horse
stable
bat
cave
whale
ocean
eagle
nest
coyote
cave
Pass out a large sheet of white construction paper to each student. Ask the students to fold the paper to make
four sections. Tell the students to write This is a home for a turtle. at the bottom of the rst section. Then, ask
them to illustrate the turtle and his homea shell (called a box in the poem.) When the students have nished
their rst illustration, display the following sentence frame:
This is a home for a ________.
Ask the students to select three other animals that they want to draw. Have them copy the sentence at the bottom of each section on their paper, lling in an animals name for the blank line. Then, let the students illustrate
their sentences. When the students have nished, ask them to share their four sentences with a partner. Let the
students take their work home to share with their families.
53
The Little Turtle
(LE, Lesson 15)
Animal Homes: 3-D Art

Kind of Activity:
Art
Objective:
Demonstrate comprehension through visual arts
Materials:
Brainstorm chart from Animal Homes, white construction paper for each
student, scraps of colored construction paper, scissors, glue, stapler,
string
Content Connection:
Science; art
After completing the previous activity, Animal Homes, continue with this art activity about animal homes. Display the class brainstorm chart of animals and their homes. Ask the students to pick one animal and its home
to be displayed in a 3-D art projecta triangular diorama.
Holding an 812 x11-inch sheet of white construction paper vertically:
1.
2.
3.
4.
5.
6.
7.
Fold down the top left corner of the paper until it meets the right side and makes a triangle. Crease the
paper and then open it up again.
Fold down the top right corner of the paper until it meets the left side and makes a triangle. Crease
the paper.
Cut off the extra strip of paper below the triangle.
Open up the triangle. You should have a square with an x from having folded the sheet of paper.
Cut on the fold from one corner to the center of the square.
Fold one piece over the other on each side of the cut.
Tape these pieces together.
Voil! You now have a free-standing pyramid. Use this shape as the container for student dioramas.
Supply students with a variety of colored construction paper, scissors, and glue. Let each student create a scene
that includes an animal and its home. Show the students how to make tabs to make things stand up in the
diorama. When each student has completed the 3-D art, staple four pyramids together side-to-side, making a
four-sided display, and hang it from the classroom ceiling with string. These pyramids make delightful classroom displays!
The Little Turtle
(LE, Lesson 15)
54
Bingo: Rhyming Words

Kind of Activity:
Playing a game
Objective:
Materials:
Butcher paper, colored markers, 3x5-inch index cards, copy of Bingo

(p. 19) for each student, pencils, Bingo counters for each student
Content Connection:
Language arts
Read aloud the poem The Little Turtle again to your students. Ask students to name the pairs of words that have
a similar sound to themwords that rhyme. Now ask the students to name words that rhyme with other words,
such as words about turtles and words from the poem. For example:
box, rocks
flea, me, he
caught
catch
snap
at
swim
shell
Ask the class to make an exhaustive list of words that rhyme with the words above. When your students have
nished, you can copy the words from the list onto separate index cards to save for playing Bingo. Save the
rhyming word chart for another session.
On another day, bring out the chart of rhyming words. Point to each word and ask the students to read each
word on the list. Then, distribute a blank Bingo sheet (p. 19) to each student. Ask the students to copy one word
from the rhyming word list into each box on the Bingo page. Allow the students plenty of time to ll in their
Bingo pages. Distribute Bingo counters to each student. Now you can play Bingo with the class, drawing from
the pile of word cards made from the class rhyming word list. When students call out Bingo! have them read
each word in their Bingo rows. Let the students trade Bingo boards if they like and then play again. There will
be a rhyme every time!
55
The Little Turtle
(LE, Lesson 15)

Berger, M. (1992). Look Out for Turtles! New York: Harper Collins.
Bourgeois, P. (1986). Franklin in the Dark. New York: Scholastic.
Freschet, B. (1971). Turtle Pond. New York: Scribner.
Frisch, C. (1991). Turtles. Vero Beach, FL: Rourke Publications.
George, W. (1989). Box Turtle at Long Pond. New York: Greenwillow Books.
Heller, R. (1981). Chickens Arent the Only Ones. New York: Scholastic.
Hoberman, M. (1987). A House Is a House for Me. New York: Penguin Books.
Hoke, J. (1970). Turtles and Their Care. New York: Franklin Watts.
Oda, H. (1986). The Turtle. Milwaukee: Raintree Publishers.
Palazzo-Craig, J. (1982). Turtles. Mahwah, NJ: Troll Associates.
Papastavrou, V. (1992). Turtles and Tortoises. New York: Bookwright Press.
Selsam, M. (1965). Lets Get Turtles. New York: Harper & Row.
Souza, D. (1992). Whats Under That Shell?: A Book About Turtles. Minneapolis: Carolrhoda Books.
The Little Turtle
(LE, Lesson 15)
56
The Little Turtle

by Vachel Lindsay
There was a little turtle.

He lived in a box.
He swam in a puddle.
He climbed on the rocks.
He snapped at a mosquito.
He snapped at a flea.
He snapped at a minnow.
And he snapped at me.
He caught the mosquito.

He caught the flea.
He caught the minnow.
But he didnt catch me.
By permission of Nicholas C. Lindsay on behalf of The Estate Of Vachel Lindsay
itle1
57
The Little Turtle
(LE, Lesson 15)
Sequence: The Little Turtle
T he
Li tt le
Litt
T ur t le

He caught the flea.

He lived in a box.
itle2
The Little Turtle
(LE, Lesson 15)
58
Puppets: The Little Turtle 1
itle3a
59
The Little Turtle
(LE, Lesson 15)
Puppets: The Little Turtle 2
itle3b
The Little Turtle
(LE, Lesson 15)
60
Theme: Nature and Animals
Over in the Meadow

Song: Over in the Meadow
Kind of Activity:
Choral reciting experience; Total Physical Response
Objectives:

Materials:
Overhead transparencies of the Over in the Meadow 1 and 2 text pages

Make and display an overhead transparency of the song Over in the Meadow. Ask the students to look at and
listen to the words of the song as you sing (or chant) to them. Sing the song again, this time asking your students
to sing along if possible. Next, add body movements to accompany the animals actions from the chant. For
example, as the students sing Swim! said the mother, they can move their arms in a swimming motion. You
can choose student volunteers to make up the motions and then lead the class in a group performance. Give
your students many opportunities to listen to and sing the chant. Pass out copies of the song for the students to
take home to share with their families. (Text versions of Over in the Meadow have a total of 10 verses.)
Sequence: Over in the Meadow

Kind of Activity:
Sequencing
Objectives:
Sequence main events in a chant

Materials:
A copy of the Sequence: Over in the Meadow activity page (p. 68) for each
student, transparency of the activity page, overhead projector, scissors,
crayons, stapler
Pass out copies of the activity page. Tell your students that they are going to make their own books of Over in
the Meadow by cutting out the boxes and putting them in the correct order. First, go over each picture with your
students, asking them to explain what they see in each illustration. Remind them that the boxes are not in the
61
Over in the Meadow
(LE, Lesson 16)
correct order. Draw their attention to the small blank square in the top right-hand corner of each picture box.
Then, explain that they will:
1.
2.
3.
4.
Write the number that shows the order of each picture box.
Color the pictures.
Cut the picture boxes out of the sheet.
You can staple the pictures together to make a little booklet for each student. For sturdier booklets, you can
have your students glue their pages into small books made of colored construction paper. When the
students have nished making their booklets, they should practice singing the chant to each other. Have them
take their booklets home for extra practice and to share with their families.
Finger Puppets: Over in the Meadow

Kind of Activity:
Role-playing
Objectives:
Participate in small group dramatization

Materials:
Student copies of the Finger Puppets: Over in the Meadow 1, 2, and 3

activity pages (pp. 6971), scissors, crayons
Content Connection:
Art; drama
Divide your class into ve groups and assign each group to a different verse of the song. Pass out copies of the
Finger Puppets: Over in the Meadow activity pages. Have each group of students color, cut out, and put together
the nger puppets for their verse. For example, the third verse about bluebirds has four characters: the mother
and three babies. Encourage the students to color the nger puppet babies so that each baby looks unique. If
there is time, the students can draw a background scene of the meadow habitat of the animal.
Ask your students to practice singing their verses of Over in the Meadow. Give them enough time to practice so
that they become condent about singing. Let the students perform the song for the class using their nger puppets. When the students appear sufciently condent, let them perform the story to small groups of younger
students.
Over in the Meadow
(LE, Lesson 16)
62
Additional Ideas
My Beautiful Meadow
Kind of Activity:
Visual art
Objective:
Demonstrate comprehension through visual art
Materials:
Colored tissue paper, paste or glue, crayons, scissors, drawing paper
Content Connection:
Art
First, demonstrate to your students how to tear or cut tissue paper to make a picture. Then, distribute a sheet of
drawing paper and colored tissue paper to each student. Ask the students to make a picture of an area in a
meadow out of colored tissue paper. Have the students lay out the tissue paper rst and then glue it onto the
paper, making sure that many pieces of tissue paper overlap. When these meadow scenes have dried, ask the
students to add details with crayons. These pictures will make a beautiful bulletin board display!
Name that Meadow Animal!

Kind of Activity:
Pantomime
Objective:
Demonstrate comprehension through pantomime
Materials:
3x5-inch index cards, hat or bag
Content Connection:
Drama
Before class, write the names or draw pictures of many different types of meadow animals on 3x5-inch cards.
Place the cards in a hat or bag. Ask one student at a time to select a card from the bag and pantomime the animal
on the card. Let the class try to guess which animal the student is miming.
63
Over in the Meadow
(LE, Lesson 16)
What Are You Told to Do?

Kind of Activity:
Pattern writing
Objectives:

Make a class book
Materials:
Butcher paper, colored markers, pocket chart, sentence strips, writing

paper, drawing paper
Content Connection:
Language arts
Special Consideration:
You should be aware of instances in which it would be advisable for

your students not to obey an adult or authority gure.
Prewriting:
v
v
v
v
v
Remind the students that each mother animal tells her babies to do something. For example:
The mother toad tells the baby toad to wink.

The mother sh tells her babies to swim.
The mother bluebird tells her babies to sing.
The mother muskrat tells her babies to dive.
The mother honeybee tells her babies to buzz.
Ask the students to recall whether or not the baby animals did what their mothers told them to do. (They did
what their mother told them to do without disagreeing or questioning.) Next, ask the students to think of people
of authority who give them commands (such as parents, guardians, older siblings, and teachers). Record their
responses in a column on a class chart. Then ask students to give examples of things they are told to do. Record
these ideas in a second column on the class chart.
Writing: Display the following sentences in a pocket chart:
____________________
So I do it.
tells me to _________________ .
Ask the students to complete the sentence on a piece of scratch paper, lling in the name of people who tell them
to do something, and what they tell them to do. As each student nishes, correct his or her sentence and then
ask the student to rewrite the sentence at the bottom of drawing paper in colored markers. Let the students draw
illustrations of themselves doing what an authority told them to do. Collate the pages into a class book and
display in the classroom library. Parents and guardians will enjoy looking at this book when they visit your
classroom!
Over in the Meadow
(LE, Lesson 16)
64

Beall, P. (1987). Wee Sing Presents Over in the Meadow: A Musical Story/Play. Los Angeles: Price/Stern/Sloan.
Brown, M. (1986). A Childs Good Night Book. New York: Harper Trophy Edition.
Brown, M. (1993). Under the Sun and the Moon and Other Poems. New York: Hyperion Books for Children.
Carle, E. (1990). The Very Quiet Cricket. New York: Philomel.
Fleming, D. (1993). In the Small, Small Pond. New York: Henry Holt & Company.
Galdone, P. (1986). Over in the Meadow. New York: Simon & Schuster Books for Young Readers.
Keats, E. (1971). Over in the Meadow. New York: Scholastic.
Langstaff, J. (1985). Over in the Meadow. San Diego: Harcourt Brace Jovanovich.
Lionni, L. (1985). Fredericks Fables. New York: Random House, Inc.
McCauley, J. (1986). Animals and Their Hiding Places. Washington, DC: National Geographic Society Books for
Young Explorers.
Ryder, J. (1989). Under the Moon. New York: Random House.
Wood, A. (1982). Quick as a Cricket. Singapore: Childs Play (International) Ltd.
65
Over in the Meadow
(LE, Lesson 16)
Song: Over in the Meadow 1
2

4 l l =l

l===========
&
C
1.
O- v e r i n t h e m e a d - ow, i n t h e s a n d i n t h e

l l =l
_ _
l===========
&

G7
s u n , lived a n o l d
moth - e r toad a n d her

l
j
_
l_
l===========
l _=
&

G7
lit - t l e t o a d - i e
one.
"Wink!" s a i d t h e

l l =l
j
& _ _
l===========

_ _ _ _

F
moth - e r
"I
wink!" s a i d t h e o n e .
So
she

l _ l l _=
l===========
&

G7
winked all
d a y i n t h e sand i n t h e sun.
ovle1a
Over in the Meadow
(LE, Lesson 16)
66
Song: Over in the Meadow 2

2. Over in the meadow,
In the stream so blue,

Lived an old mother fish
And her little fishies two.
Swim! said the mother.
We swim! said the two.
So they swam all day
In the stream so blue.
In a nest in a tree,
Lived an old mother bluebird
And her little birdies three.
Sing! said the mother.
We sing! said the three.
So they sang all day
In their nest in the tree.
In the reeds on the shore,

Lived an old mother muskrat
And her little ratties four.
Dive! said the mother.
We dive! said the four.
So they dived all day
In the reeds on the shore.
In a snug beehive,
Lived a mother honeybee
And her little bees five.
Buzz! said the mother.
We buzz! said the five.
So they buzzed all day
Near the snug beehive.
ovle1b
67
Over in the Meadow
(LE, Lesson 16)
Sequence: Over in the Meadow
e r iin tthe
e r n he
v
Ov
O
Meadow
ovle2
Over in the Meadow
(LE, Lesson 16)
68
Finger Puppets: Over in the Meadow 1
ovle3a
69
Over in the Meadow
(LE, Lesson 16)
ovle3b
Over in the Meadow
(LE, Lesson 16)
70
ovle3c
71
Over in the Meadow
(LE, Lesson 16)
Theme: Social Studies
Larrys Adventure
Using the Video
Kind of Activity:
Objective:

Vocabulary:
transportation
car; bike; bus; train; boat; plane
adventure
Materials:
20300

Introduction
Preview the vocabulary used in this lesson by showing the Introduction section of Larrys Adventure. Introduce
the word transportation. Ask the students to name different types of land, sea, and air transportation. Ask the
students to share experiences they have had with transportation. Make a word bank.
Kind of Activity:
Objectives:

Materials:
22864

Story
Play the story Larrys Adventure all the way through. Ask the class to name the kinds of transportation they saw
in the video. Then, replay the video story a second time. Rewind and repeat the video as many times as appropriate for your students. On the chalkboard, make a list of Larrys modes of transportation.
Larrys Adventure
(LE, Lesson 17)
72
Kind of Activity:
Language experience
Objectives:
Recall details
Materials:
Videotape or videodisc, sentence strips, pocket chart, colored markers,

drawing paper, crayons
22864

Story
Activity 1: Explain what an adventure is to the class. Ask your students to name adventure stories they have read
or seen on TV or in movies. Ask them what kinds of adventure stories they have imagined.
Activity 2: Ask your students to think about Larrys adventure in the video. Call on different students to share
one thing they remember from the video. Prompt them if necessary. Write their responses on sentence strips and
display them in a pocket chart. Then, ask the class to help you sequence the events as seen in the video by rearranging the sentence strips in order. Ask your students to check that the sentences are in order and that they
have included everything. When all the events have been named and sequenced, read them back with your
class. Show the video again. Ask the students to name things they missed in the video.
Activity 3: Ask the students to say true or false to the following sentences. You can add statements of your own
as well! Then, watch the video again to check the students answers.
True
False
Larry met a dog.
The plane landed at the house.
Larry wore a seat belt in the car.
The bus did not stop for Larry.
Larry makes pizza.
Larrys car was brown.
There was a sh in the water.
The boat had a motor.
Larry delivered a pizza.
Larry did not get money for the pizza.
73
Larrys Adventure
(LE, Lesson 17)

Larrys Adventure
Kind of Activity:
Objectives:

Materials:
Overhead transparencies of the Larrys Adventure 1 and 2 text pages

(pp. 8081), overhead projector, student copies of text pages
Make and display overhead transparencies of the Larrys Adventure text pages. Point to the words from the story
as you read to your students, asking them to listen and follow along as you read. Read the story again, this time
asking your students to repeat each line after you. Now, add hand motions or body movements for each kind
of transportation that Larry uses. You can divide the class into two groups, and each group can read alternate
lines of the story. Pass out copies of the story for your students to take home to share with their families.
The Trouble with Larry

Kind of Activity:
Objectives:

Materials:
A copy of the The Trouble with Larry activity page (p. 82) for each
student, butcher paper or chalkboard, transparency of the activity page,
overhead projector
Content Connection:
Language arts
Prewriting: Discuss the story pattern that exists in Larrys Adventure. Let the students recall that each time Larry
tries a type of transportation, something unfortunate happens, and he doesnt get very far. Ask the students to
brainstorm other unfortunate events that could have happened to Larry when he used each type of transportation. Create a two-column list on butcher paper. Then, add other modes of transportation that Larry might have
used and the unfortunate event that could have happened with this type of transportation. For example, Larry
might have fallen off a horse or tried to pilot a sailboat when there was no wind.
Writing: Display the transparency of the The Trouble with Larry activity page. Tell your students that they are
going to write a new transportation adventure for Larry. Model how the students can take the information from
the class idea chart to write their own stories using the activity page. Let your students complete the The Trouble
with Larry story frame. Ask them to illustrate both sentences as separate drawings in the two boxes on the page:
Larry with one kind of transportation on the left side, and the unfortunate event that happens to Larry on the
right side. The stories can be shared with the class and then bound into a class book for the classroom library.
Larrys Adventure
(LE, Lesson 17)
74
My Pizza Book
Kind of Activity:
Pattern writing
Objectives:

Materials:
Overhead transparency of the My Pizza activity page (p. 83), overhead projector, student copies of the activity page, butcher paper,
marking pen
Content Connection:
Language arts; art
Once students have made their own pizzas using English mufns (see activity below, Making Pizza), they can
write their own pizza stories. Ask the students to name the ingredients that they like on a pizza. Write their
responses on a class chart. Then, distribute copies of the activity page to the students and let them complete the
sentence pattern by adding their ingredients of choice:
On my pizza I like _______ , ________ , _______ , and _______.
Next, students can color the cover entitled My Pizza Book, cut it out, and staple it to the writing page. You
can let your students share their books with the class or read them in pairs.
Additional Ideas
Making Pizza
Kind of Activity:
Objectives:
Demonstrate comprehension through pantomime or nonverbal cues

Sequence events in a procedure
Materials:
Pastry brush, knife, cutting board, toaster oven, oven rack, paper
towels, ingredients to make pizza (English mufns, tomato sauce,
grated cheese, chopped olives, pepperoni slices, pineapple, etc.),
sentence strips, colored markers, pocket chart
This activity works best with a small group of students. Ask the students to observe as you demonstrate making
pizza with real ingredients (follow the steps below). Elicit from the students the steps involved in making pizza.
Make pizza again, stating each step from the procedure list below. Go through the steps another time. Then,
have your students make their own pizzas, reciting each step as they proceed. You can repeat this procedure as
many times as necessary for your students. For additional reading practice, you can write the six steps in Making Pizza on sentence strips and display in a pocket chart. Ask your students to help you sequence the steps.
Then, the students can read the steps while performing the hand motions.
75
Larrys Adventure
(LE, Lesson 17)
Making Pizza
1.
2.
3.
4.
5.
6.
Roll out the dough.

Spread on the sauce.
Sprinkle on the cheese.
Add the toppings.
Bake in the oven.
Cut it up and eat! Enjoy!
(Hand motions of rolling over an English mufn.)

(Spread tomato sauce on English mufn with pastry brush.)
(Sprinkle on cheese.)
(Add the toppings that you like.)
(Put in toaster oven for 5 minutes. Bake at 350F.)
(Use knife and cutting board to cut into slices. Then, you can eat
your pizza.)
Pizza Graphs
Kind of Activity:
Making a graph
Objectives:
Acquire skills in making and reading a graph

Develop observational skills
Materials:
Butcher paper, 5x5-inch pieces of white construction paper,

crayons, tape
Content Connection:
Math
Students can make graphs of their favorite kind of pizza. On a 5x5-inch square of white paper, students can
draw a picture of their favorite kind of pizza and put it on the class graph. The teacher and students should
make observations about the trends of the graph. On another day, the students can make a second graph showing their favorite pizza restaurant.
Class Pizza Graph
?
Cheese
Pizza
Larrys Adventure
(LE, Lesson 17)
Pepperoni Vegetarian
Pizza
Pizza
76
Other
Geometric Modes of Transportation

Kind of Activity:
Art
Objective:
Reinforce vocabulary and concepts through a creative art project
Materials:
Small, medium, and large shape templates, colored construction paper,

scissors, paste, colored markers or crayons
Content Connection:
Art; math
Display samples of circles, squares, rectangles, and triangles in small, medium, and large sizes. Ask each student to try to create a picture of one mode of transportation using only the four shapes. Model a simple example
for the class. Then, ask the students to sketch another kind of transportation using only the shapes. Once the
students have completed their sketches, let them trace the shape template outlines onto colored construction
paper and cut them out. Have the students paste their shape pictures onto a large sheet of white construction
paper. They can use colored markers or crayons to illustrate the background scene. Display the completed pictures on a classroom bulletin board.
Transportation Songs
Kind of Activity:
Singing
Objectives:

Acquire and practice speaking vocabulary
Materials:
Content Connection:
Music; social studies
Help your students learn about different types of transportation by teaching them the following songs:
The Wheels on the Bus

The wheels on the bus go round and round,
Round and round,
Round and round.
The wheels on the bus go round and round,
All through the town.
Additional Verses:
2.
3.
4.
5.
6.
7.
The doors on the bus go open and shut, etc.

The windows on the bus go up and down, etc.
The wipers on the bus go swish, swish, swish, etc.
The babies on the bus cry waa, waa, waa, etc.
The mommies on the bus say shh, shh, shh, etc.
The daddies on the bus say I love you, etc.
77
Larrys Adventure
(LE, Lesson 17)
Row, Row, Row Your Boat

Row, row, row your boat
Gently down the stream.
Merrily, merrily, merrily, merrily,
Life is but a dream!
Ive Been Working on the Railroad

Ive been working on the railroad
All the live-long day.
Ive been working on the railroad
Just to pass the time away.
Cant you hear the whistle blowing?
Rise up so early in the morn.
Cant you hear the captain shouting?
Dinah, blow your horn!
Dinah, wont you blow, Dinah, wont you blow,
Dinah, wont you blow you hor-or-orn?
Dinah, wont you blow, Dinah, wont you blow,
Dinah, wont you blow you horn?
Someones in the kitchen with Dinah.
Someones in the kitchen I kno-ow-ow-ow.
Someones in the kitchen with Dinah.
Strumming on the old banjo.
And singing fee, , ddley-i-oh.
Fee, , ddley-i-o-o-o-oh.
Fee, , ddley-i-oh.
Strumming on the old banjo.
You can display the songs using the overhead projector and transparencies, a pocket chart, or the chalkboard,
and/or you can make copies for each student. Your class can perform the songs for other students in the school.
Larrys Adventure
(LE, Lesson 17)
78

Aylesworth, T. G. (1975). Cars, Boats, Trains and Planes of Today and Tomorrow. New York: Walker.
Barbour, K. (1987). Little Ninos Pizzeria. San Diego: Harcourt Brace Jovanovich.
Calmenson, S. (1992). Zip, Whiz, Zoom! Boston: Little, Brown.
Kovalski, M. (1991). Pizza for Breakfast. New York: Morrow Junior Books.
Martino, T. (1989). Pizza! Milwaukee: Raintree Publishers.
Pillar, M. (1990). Pizza Man. New York: T. Y. Crowell.
Rey, M. (1985). Curious George and the Pizza. Boston: Houghton Mifin.
Rockwell, A. (1986). Things That Go. New York: Dutton.
Scarry, R. (1972). Richard Scarrys Hop Aboard! Here We Go! New York: Golden Press.
79
Larrys Adventure
(LE, Lesson 17)
Larrys Adventure 1
This is Larry!
Larry makes pizza.
Larry takes orders over the phone.
He delivers anywhere!
One day, Larry had a transportation adventure.
Larry drove his car.

But, the car broke down.
So, Larry rode his bike.

But, the bike got a flat tire.
So, Larry rode the bus.

But, the bus went the wrong way.
la1a
Larrys Adventure
(LE, Lesson 17)
80
Larrys Adventure 2
So, Larry tried to catch a train.

But, the train didnt stop.
So, Larry rowed a boat.

But, the boat didnt float.
So, Larry caught a plane.

But, Larry had to jump.
's
y
rr a
a z
L iz
P
That was Larrys transportation adventure!

la1b
.
81
Larrys Adventure
(LE, Lesson 17)
BUS
P
STO
Larrys Adventure
But, _________________________
Name
(LE, Lesson 17)
82
______________________________ .
B
ST US
OP
_____________________________ .
So, Larry _____________________
The Trouble with Larry
BUS
STOP
la2
My Pizza
My Pizza
On my pizza I like
____________, ____________,
________________________,
and _________________.
la3
.
83
Larrys Adventure
(LE, Lesson 17)
Theme: Community and People
Lets Go Shopping!
Using the Video
Kind of Activity:
Objectives:

Vocabulary:
barbecue; list
chicken; bread; watermelon
carrots; juice; milk; eggs
dessert; cake; candy; ice cream
shopping; checkout counter; cart
money; change
Materials:
35600

Introduction
Preview the vocabulary used in this lesson by showing the Introduction section of Lets Go Shopping! Talk about
going shopping. Ask students where they go shopping and what they shop for. Do they get to go shopping
alone or with their parents? What do they like and dislike about shopping?
Kind of Activity:
Objectives:

Compare and contrast
Materials:
38285

Story
Play the story Lets Go Shopping! all the way through. Ask the class to name ways in which Kenji and Mimi are
alike and different in the story. Replay the video story a second time and ask the students to contribute additional ideas. Repeat the video as many times as appropriate for your students.
Lets Go Shopping!
(LE, Lesson 18)
84
Kind of Activity:
Language experience
Objectives:
Recall details
Materials:

drawing paper, crayons, video camera, blank videocassette
38285

Story
Activity 1: Ask your students to think about Kenji and Mimi as they go shopping. Call on different students to
share one thing they remember from the video. Prompt them if necessary. Write their responses on sentence
strips and display in a pocket chart. Then, ask the class to help you sequence the events by rearranging the sentence strips in the order that the events happened in the video. Ask your students to check that the sentences
are in order and that they have included everything. When all the events have been named and sequenced, read
them back with your class. Show the video again. Ask the students to name the things they missed in the video.
Activity 2: Pass out the drawing paper. Ask your students to draw pictures of their favorite scene from the
video. Then, have the students write sentences about why this is their favorite scene from the story. Encourage
your students to share their work with the rest of the class.
Activity 3: Talk with your students about having a barbecue. What would they buy for their own barbecue? Distribute drawing paper. Ask the students to draw the things that they would buy for their own barbecues.
Remind them that, like Kenji, they can only buy one dessert! Ask the students to write word labels for each food
item. Let the students share their illustrations with the class.

Lets Go Shopping!
Kind of Activity:
Objectives:

Materials:
Overhead transparencies of the Lets Go Shopping! 1, 2, and 3 text pages

(pp. 9092), overhead projector, a copy of the text pages for each student
Make and display overhead transparencies of the dialogue Lets Go Shopping! Ask the students to look at and
listen to the dialogue as you read it to them. Point to the name of the person who is speaking and then read the
part in an appropriate voice. Point to the words and illustrations as you read. Read the dialogue again, this time
85
Lets Go Shopping!
(LE, Lesson 18)
having your students recite with you. Then, divide the class into two groups: one to read Mimis part, and one
to read Kenjis part. You can read the clerks parts. As your students become more comfortable with the dialogue, ask for volunteers for the parts of Mimi, Kenji, and the different clerks. Pass out copies of the dialogue
for the students to take home to share with their families.
When I Go Shopping . . .
Kind of Activity:
Objectives:

Materials:
A copy of the When I Go Shopping activity page (p. 93) for each student,
butcher paper, transparency of the activity page, overhead projector
Content Connection:
Survival skills
Prewriting: Discuss going to the supermarket with your students. Ask them to name the different sections of
the supermarket. Write the names of these four sections: bakery, dairy, meat, and produce. Ask the students to
name the different kinds of food that their families buy in these sections at the store. On a sheet of butcher paper,
write each item under the appropriate column heading, creating a list of foods.
Writing: Display the transparency of the When I Go Shopping activity page. Tell your students that they are
going to name things that they buy at the supermarket. Model how the students can take the information from
the class idea chart and write their own stories using the activity page. Let your students complete the When I
Go Shopping story frame. Ask them to illustrate each of their food choices in the shopping cart illustration area.
The students can share their stories with the class and then take them home to share with their families.
Lets Go Shopping! Food Bingo

Kind of Activity:
Playing a game
Objectives:

Materials:
A copy of the Bingo page (p. 95) and the Food Picture Cards (p. 94)
activity page for each student, tagboard, Bingo counters
Before playing this game, make several copies of the blank Bingo page and the Food Picture Cards page. Paste the
Bingo sheets onto the tagboard and cut out the squares from the picture cards. Then, paste a food square in each
one of the squares on the Bingo pages, making several different Bingo cards. Remember to save one set of food
squares for the game.
In class, divide your students into small groups. Give each group a Bingo card and a set of Bingo counters. Then,
play Bingo with your class, calling out the name of the food. When you nish the game, your students can color
each square.
Lets Go Shopping!
(LE, Lesson 18)
86
Additional Ideas
Shop Talk
Kind of Activity:
Role-playing
Objectives:

Materials:
Butcher paper, markers
Content Connection:
Drama
Review with your students some of the phrases Mimi and Kenji used when shopping, as well as other phrases
your students might know. Write down the students ideas in two columns (shoppers phrases and clerks
phrases) on butcher paper. Some of the phrases include:
Shopper
Clerk
Excuse me . . .
Can I help you?
How much does this cost?
That will be ____ dollars.
Can you help me?
Here is your change.
Where are the . . . ?
Have a nice day!
Divide your students into small groups of two or three. Ask them to take the roles of store clerk and shopper.
Ask each group of students to choose a store and prepare a short skit that takes place in that store. Or, students
may choose a specic section of the supermarket for their skits setting. Encourage your students to use the
phrases of politeness that are modeled in the dialogue. If possible, let them make or bring to school any props
needed for their skit. Give the groups plenty of time to practice their skit and then let each group perform in
front of the class.
Food ABC Book

Kind of Activity:
Making a class book
Objective:
Demonstrate comprehension through illustration
Materials:
Butcher paper, large sheets of construction paper, crayons or markers
Content Connection:
Health
As a class, brainstorm a list of foods. Write each food name under the alphabet letter that it begins with. You can
read the list to the students and ask them to identify which foods are healthy and which are not. Circle the
87
Lets Go Shopping!
(LE, Lesson 18)
healthy foods. Then, assign each student a letter and ask each student to write that letter on a large sheet of construction paper. Ask the students to write the names of foods on the paper and then illustrate those foods. Your
students can also cut out pictures of food from magazines (but watch out! most of these foods may not be
healthy). For example:
A
apple, avocado
banana, bread, beans
chicken, cookies, cheese
Balancing Fruit Act

Kind of Activity:
Measuring mass of fruit
Objective:
Become familiar with calibrated standard weights and balance
Materials:
Balance scales, calibrated standard weights or nonstandard measuring

weights, paper and pencils, brown bags, a variety of fruits for small
groups of students
Content Connection:
Math; science
Use a balance scale for a variety of activities. Teach your children how to use a balance scale, using nonstandard
units of measure such as counters, marbles, blocks, etc., and later using metric gram weights.
Divide students into small groups so that each group has a balance scale and a set of weights. Remind the students that some foods bought in the grocery store are purchased by weight. Ask the students to name foods that
are sold by weight. Then, give each group a brown bag containing three to ve different fruits (for example,
orange, apple, pear, banana, kiwi). Before the bag is opened, ask the students to predict how many pieces of fruit
are in their bags. Then, have the students open the bags and count the pieces of fruit. Have your students do the
following activities:
v
Weigh each fruit separately. Record the weights.

Our orange weighs 15 marbles.
or
Our orange weighs 65 grams.
Add up the total weight. Record.
Write true sentences about their fruit. Give examples:

A ______ weighs more than a _______.
A _______ weighs less than a _______.
A _______ and a _______ are close in weight.
The ______ is the heaviest fruit.
The ______ is the lightest fruit.
When the students are done weighing the fruit, let them eat the fruit! Enjoy!
Lets Go Shopping!
(LE, Lesson 18)
88

Allard, H. (1979). I Will Not Go to Market. New York: Dial Press.
Freeman, D. (1968). Corduroy. New York: Penguin.
Fujikawa, G. (1989). Lets Eat. New York: Putnam Publishing Group.
Garland, S. (1982). Going Shopping. Boston: Atlantic Monthly Press.
Gibbons, G. (1984). Department Store. New York: Harper & Row.
Grossman, B. (1989). Tommy at the Grocery Store. New York: Harper & Row.
Heller, R. (1979). Lily at the Table. New York: Macmillan.
Parenteau, S. (1981). Ill Bet You Thought I Was Lost. New York: Lothrop, Lee & Shepard Books.
Rockwell, A. (1979). The Supermarket. New York: Macmillan.
89
Lets Go Shopping!
(LE, Lesson 18)
Lets Go Shopping! 1
Lets go shopping with Mimi and Kenji.
Kenji, you find dessert. I will
find these things. Lets meet
at the checkout counter.
Checkout Counter
Where is the checkout counter?
Here is the checkout
counter.
Fresh
Meat
Can you help me? I need

two chickens.
Here are two chickens.
Thank you!
Candy! I love candy!
Excuse me, how much does

watermelon cost?
Fresh
Produce
The watermelon costs

two dollars.
How much do these carrots cost?
The carrots cost sixty-nine cents.
Thanks!
sh1a
Lets Go Shopping!
(LE, Lesson 18)
90
Lets Go Shopping! 2
Cake! I love cake!
Bakery
Excuse me, where is the bread?
Here is the bread.
Thanks!
Strawbe
Vanilla
rr
Ice Crea y
Cho
Ice Cream
m
c
Ice olate
Crea
m
Ice cream! I love ice cream!
Frozen
Foods
JUICE
Excuse me, can you help me get

the juice?
Heres the juice.
Thanks a lot.
No problem.
Excuse me, where are the

milk and eggs?
Dairy
eggs
eggs
MILK
MILK
eggs
Thank you.
MILK
eggs
MILK
MILK
eggs
MILK
MILK
eggs
MILK
MILK
MILK
eggs
MILK
MILK
MILK
The milk and eggs are

over there.
eggs
Sure.
eggs
eggs
eggs
eggs
Milk and eggs.

sh1b
91
Lets Go Shopping!
(LE, Lesson 18)
Lets Go Shopping! 3
What did you buy for dessert?
I bought cake, candy, and ice cream!
Cake, candy, and ice cream?
OK, how about just
ice cream?
Yes, just ice cream.
Put the rest back.
Stra
wbe
rry
e
at
ol
oc eam
Ch eCr
Ic
Vanilla
IceCream
Sigh!
Eighteen dollars and

fifty cents, please.
Here is the money.
Here is your change.
Thank you!
Are we done shopping?

Yes Kenji, lets go home and have a barbecue!
Awesome! Lets go!
sh1c
Lets Go Shopping!
(LE, Lesson 18)
92
93
In the produce section, I buy ___________________________________________ .
In the meat department, I buy __________________________________________ .
In the dairy section, I buy ______________________________________________ .
In the bakery, I buy ____________________________________________________ .
Name
When I Go Shopping . . .
sh2
Lets Go Shopping!
(LE, Lesson 18)
Food Picture Cards
MILK
ORANGE
JUICE
eggs
milk
apple
juice
eggs
cake
CEREAL
RICE
rice
cheese
bread
grapes
cereal
chicken
orange
tomato
carrot
banana
onion
watermelon
beans
potato
meat
COOKIES
Vanilla
Ice
Cream
peas
corn
cookies
ice cream
fish
sh3a
Lets Go Shopping!
(LE, Lesson 18)
94
ingo
B
Free
sh3b
95
Lets Go Shopping!
(LE, Lesson 18)
Jobs in the Community

Using the Video
Kind of Activity:
Objectives:

Vocabulary:
grow up
community; workers
doctor; clinic; stethoscope
reghter; re station; re truck
banker; bank; money
police ofcer; police station; police car
mail carrier; post ofce; mail truck
Materials:
Butcher paper, colored markers

45000

Introduction
Preview the vocabulary used in this lesson by showing the Introduction section of When I Grow Up . . . Jobs in
the Community. Explain the word community and ask students to name the jobs of different people in the community. Make a list on butcher paper of the jobs mentioned. Then, explain the expression grow up. Ask each student the question What do you want to be when you grow up? Add your students responses to the class list
of jobs.
(LE, Lesson 19)
96
Kind of Activity:
Objectives:

Materials:
45812

Story
Play the video When I Grow Up . . . Jobs in the Community all the way through. Refer to the class list of jobs in the
community from the previous activity. In the class list, circle the jobs that were shown in the video. Add the jobs
shown in the video that were not on the list. Replay the video a second time or more as needed.
Kind of Activity:
Recall information from the video
Objectives:
Recall details
Materials:
Videotape or videodisc, drawing paper, crayons

45812

Story
Activity 1: Ask your students to think about the video When I Grow Up . . . Jobs in the Community. Name an object
and ask the students to state whether or not it appeared in the video. If they think it appeared in the video, ask
them to state how it appeared and who was using it. When the class has responded to ten items, watch the video
again and check for correctness. Some objects to include are given in the chart below.
In the video
Not in the video
stethoscope
scissors
pole
swing
horse
cow
money
gold
stamps
cash register
97
(LE, Lesson 19)
Activity 2: Pass out the drawing paper and have the students draw what they want to be when they grow up.
Then, ask them to write sentences to explain their illustrations. Encourage them to share their work with the
rest of the class.

Kind of Activity:
Objectives:

Materials:
Overhead transparency of the Jobs in the Community 1 and 2 text pages

(pp. 104105), overhead projector, copies of the text pages for each
student
Make and display overhead transparencies of the story Jobs in the Community. Ask the students to look at and
listen to the words of the story as you read to them. Point to the words as you read. Read the story again, this
time having your students recite with you. Then, divide the class into two groups and have them read aloud
alternate lines. After your students have become more comfortable with the story, ask for ve volunteers to
read the storyone for each occupation. Pass out copies of the story for the students to take home to share with
their families.
What I Want to Be
Kind of Activity:
Objectives:

Materials:
A copy of the What I Want to Be activity page (p. 106) for each student,
butcher paper, colored markers, transparency of the activity page,
overhead projector
Content Connection:
Social studies
Prewriting: Discuss the pattern that exists in the story What I Want to Be. Let the students recall that each child
states what he or she wants to be as an adult and then each child says three things about that occupation. Ask
the students to name other jobs that they might want to have. Create a list of occupations on butcher paper.
Then, for each occupation, elicit sentences that describe that job. Write these down next to the occupation.
(LE, Lesson 19)
98
Writing: Display the transparency of the What I Want to Be activity page. Tell your students that they are going
to write about what they want to be when they grow up. Model how the students can take the information from
the class idea chart and write their own stories using the activity page. Let the students complete the What I
Want to Be story frame. Ask them to draw themselves as grownups in the careers of their choice. The stories
should be shared with the class and then bound into a class book for the classroom library or taken home to be
shared there.
Paper Doll and Hats

Kind of Activity:
Art
Objectives:

Materials:
A copy of the Paper Doll and Hats activity page (p. 107) for each student,
crayons or markers, popsicle sticks (for puppets), glue
Content Connection:
Art; drama
Let students color paper dolls in the clothes of their professions. They can use any of the hats from the page of
hat patterns for their paper dolls. These paper dolls can be made into popsicle puppets for further extension.
Students can be put in small groups to create a puppet show or play starring their puppets. Tell students that
each puppet must act out and describe one thing that a person with that occupation would do. Ask each group
to perform its play for the rest of the class.
Additional Ideas
Occupations ABC Book
Kind of Activity:
Making a class book
Objective:
Demonstrate comprehension through illustration
Materials:
Butcher paper, marker, construction paper, crayons
Content Connection:
Social studies
As a class, brainstorm a list of occupations. Write the name of each occupation under the alphabet letter that it
begins with. Then, assign a letter to each student and have each student write his or her letter on a large sheet
99
(LE, Lesson 19)
of construction paper. Ask each student to write on the sheet of paper the name of an occupation that begins
with the letter he or she has and then draw a picture of a person practicing that occupation. For example:
A
Artist
an illustration of someone painting a picture
Baseball Player
someone hitting a baseball with a bat
Cook
someone cooking in a kitchen
Dentist
someone looking into a patients mouth, etc.
Whats My Job?
Kind of Activity:
Asking questionsguessing game
Objectives:
Guess the occupation of a visitor

Learn about the occupation of a visitor
Materials:
None
Content Connection:
Social studies
Invite a variety of people to your classroom to talk about their work through a Twenty Questions kind of
game called Whats My Job? The guest will enter the room and sign his or her name on the chalkboard. The
students can ask yes/no questions about the career of the visitor. Once the class has guessed the visitors occupation, that person can share with the class some interesting information or tools used in his or her career. The
guest can demonstrate some part of his or her work. After the guest has gone, make a class book of thank-you
letters and mail it to the guest.
Act It Out!
Kind of Activity:
Creative dramatics
Objective:
Materials:
Butcher paper, markers, small strips of paper, hat or bag
Content Connection:
Drama; social studies
Ask your students to think of activities that are performed by different community workers where they live.
Make a list of ideas on butcher paper. When you are done, your list might include the following ideas as well
as many more:
v
v
v
v
ghting a re
delivering mail
collecting trash
selling something
(LE, Lesson 19)
100
v
v
v
v
doing ofce work

pumping gas
building something
keeping people healthy
For another day, copy each of the students ideas onto small strips of paper. Fold the paper strips and place them
in a box or a hat. Have a student or a small group of students pantomime the activity. Class members can guess
what activity the students are performing.
Who Uses This?

Kind of Activity:
Guessing game
Objective:
Materials:
A variety of tools that are used in different occupations (see

list below)
Content Connection:
Social studies
Show your students an item used on the job, or a picture of that item. Teach the students the name of the item
and let them repeat the word after you say it. Ask the students to guess in which occupation it is used. Some
tools include:
Tools Used on the Job
cash register
work gloves
saddle
thermometer
pencil
shovel
whistle
eating utensils
tape measure
scissors
magnifying glass
typewriter
There is more than one correct answer for each item, and the students should try to name all the occupations in
which that tool is used. Now, ask your students to draw pictures of a tool that they will use in their occupations
when they grow up. Collect each picture and let the class name the tool and the occupation of the person who
would use it.
101
(LE, Lesson 19)
Meet Your Community

Kind of Activity:
Field trip/class language experience story
Objectives:
Acquire listening and speaking vocabulary

Write a class language experience story
Materials:
Sentence strips, markers, pocket chart, writing paper, drawing

paper, crayons
Content Connection:
Social studies
Students will learn more about community helpers by seeing them in action at the workplace. Try to arrange as
many trips as possible to work sites throughout the community so that your students will gain rst-hand
knowledge about community helpers.
Some places to take your class include:
hospital
re station
farm
post ofce
mall
library
radio/TV station
newspaper ofce
The day following the eld trip, ask the students to describe things they did or saw. Write each sentence down
on a sentence strip and display it in a pocket chart. Read each sentence aloud. Then, ask the students to help put
the sentences in order of what happened rst, second, . . . last. Move the sentences around at the students
request. Once there is agreement on the order of events, read the sentences again, now in order. Ask the students
to copy down the class story and draw illustrations of the eld trip on drawing paper. The students should take
their stories and illustrations home to share their eld trip experiences with their families.
(LE, Lesson 19)
102

Adler, L. (1990). Help Wanted: Riddles About Jobs. Minneapolis: Lerner Publications Company.
Aitken, A. (1979). Ruby! Scarsdale, New York: Bradbury Press.
Ancona, G. (1976). And What Do You Do?: A Book About People and Their Work. New York: Dutton.
Arnold, C. (1982). What Is a Community? New York: Franklin Watts.
Arnold, C. (1982). Who Works Here? New York: Franklin Watts.
Berenstain, S. (1987). The Berenstain Bears on the Job. New York: Random House.
Burton, V. (1942) The Little House. Boston: Houghton Mifin.
Butterworth, N. (1992). Busy People. Cambridge, MA: Candlewick Press.
Farber, N. (1973). I Found Them in the Yellow Pages. Boston: Little, Brown.
Gibbons, G. (1984). Fire! Fire! New York: Crowell.
Gibbons, G. (1982). The Post Ofce Book. New York: Crowell.
Hankin, R. (1985). I Can Be a Doctor. Chicago: Childrens Press.
Klein, N. (1973). Girls Can Be Anything. New York: Dutton.
Lillegard, D. (1986). I Can Be a Carpenter. Chicago: Childrens Press.
Lisker, S. (1973). I Am. New York: Hastings House Publishers.
Merriam, E. (1989). Mommies at Work. New York: Simon & Schuster Books for Young Readers.
Miller, M. (1990). Who Uses This? New York: Greenwillow Books.
Parish, P. (1988). Amelia Bedelias Family Album. New York: Greenwillow Books.
Pitt, V. (1972). Lets Find Out About the Community. New York: Franklin Watts.
Rockwell, A. (1981). When We Grow Up. New York: Dutton.
Scarry, R. (1976). Richard Scarrys Busiest People Ever. New York: Random House.
Wandro, M. (1981). My Daddy Is a Nurse. Reading, MA: Addison-Wesley.
Wilkinson, J. (1970). Come to Work With Us in . . . Milwaukee: Sextant Systems.
103
(LE, Lesson 19)
Jobs in the Community 1

What do you want to be when you grow up?
I want to be a doctor.
A doctor works in a clinic.
A doctors job is to help people when theyre sick.
Sometimes, a doctor saves peoples lives.
A doctor uses a stethoscope.
She listens to your heart.
I want to be a
firefighter. A firefighter
works at a fire station.
A firefighters job is
to put out fires.
Sometimes, a firefighter
slides down a pole.
A firefighter drives a
fire truck.
cw1a
104
(LE, Lesson 19)
Jobs in the Community 2
POLICE
ARTMENT
DEP
To w
y
Cit
POLI
ur
CE
I want to be a police officer.

A police officer works at
a police station.
A police officers job is to keep the
community safe.
Sometimes, a police officer
rides a horse.
A police officer drives a police car.
LOANS
LOANS
- Car
I want to be a banker.
A banker works at a bank.
A bankers job is to keep
money in a safe place.
Sometimes, a banker
lends people money.
A banker counts money.
- Home
- Personal
!
Bank of Trust
Bank of Trust
U.S. POST
OFFICE
I want to be a mail carrier.

A mail carrier works at a post office.
A mail carriers job
is to deliver the mail.
Sometimes, a mail carrier
drives a mail truck.
A mail carrier sees stamps from
around the world.
What do you want to be when you grow up?
cw1b
(LE, Lesson 19)
105
;;;;;;;;;
;;;;;;;;;
;;;;;;;;;
;;;;;;;;;
;;;;;;;;;
What I Want to Be
Name
When I grow up,
I want to be a _____________________________________________ .
I will work in a ____________________________________________ .
I will ______________________________________________________ .
Sometimes, I will __________________________________________ .
I will use a ________________________________________________ .
cw2
106
(LE, Lesson 19)
Paper Doll and Hats

Choose a hat . . .
Police
Dept.
rtment
pa
Your To
w
ire
n F De
339
ip B
nsh as
ll Ca
eba p
Champio
12594
. . . or make your own hat.

cw3
(LE, Lesson 19)
107
Theme: Health and Safety
Healthy Habits
Using the Video
Kind of Activity:
Objectives:

Vocabulary:
health; healthy
junk food; eating healthy food
dirty hands; washing hands
watching too much TV; exercise
Materials:
Videodisc, Side B, Frame:
387
Videodisc, Side B, Bar code:

Introduction
Preview the vocabulary used in this lesson by showing the Introduction section of Healthy Habits: Eating Right,
Keeping Clean, and Exercising. Talk about the words health and healthy. Ask the question What can you do to be
healthy? and let students name things that they can do that are good for them.
Kind of Activity:
Objectives:

Materials:
2978
Videodisc, Side B, Bar codes:

Story
Explain what a superhero is to the class. Ask the students to name all the superheroes they know about. Then,
play the story Healthy Habits: Eating Right, Keeping Clean, and Exercising all the way through. Ask the class what
kind of superhero Healthy Helen is and what some of her powers are. Replay the video story a second time.
Healthy Habits
(LE, Lesson 20)
108
This time, encourage your students to chant along with the tape. Rewind and repeat the video as many times
as appropriate for your students. You can display transparencies of Healthy Habits 1 and 2 (pp. 116117) for your
students to follow as they chant.
Kind of Activity:
Language experience
Objectives:
Recall details
Develop an understanding of story structure
Materials:

2978

Story
Activity 1: Ask your students to think about the story and remember the things that happened to Ral, Christina, and Kenji. Call on different students to share one thing they remember from the video. Prompt them if necessary. Write their responses on sentence strips and display them in a pocket chart. Then, ask the class to help
you sequence the events from the video by rearranging the sentence strips to be in order. Ask your students to
check that the sentences are in order and that they include everything. When all the events have been named
and sequenced, read them back with your class. Show the video again. Ask the students to name the things they
missed in the video.
Activity 2: Pass out the drawing paper. Ask your students to draw a picture of their favorite scene from the
story. Then, have them write sentences explaining why this is their favorite scene from the story. Encourage
them to share their work with the rest of the class.
Activity 3: Help your students make their own video about healthy habits. Use the script of Healthy Habits as a
model. Have your students plan, direct, and act in other scenes that could happen with Healthy Helen.
109
Healthy Habits
(LE, Lesson 20)

Healthy Habits
Kind of Activity:
Objectives:

Materials:
Overhead transparencies of the Healthy Habits 1 and 2 text pages

Content Connection:
Drama
Make and display overhead transparencies of the Healthy Habits text pages. Point to the bold writing on the
pages and explain to the students that these are the sections of a rap about health. Focus your chanting on this
part only. Create simple hand motions for each line of the chant. Then, recite the chant in rhythm to your students. Repeat as many times as needed to get the students to chant along. Then, divide the class into three
groups. Assign each group one verse of the chant to perform, and have the whole class perform the nal verse.
Then, switch groups so that students will get to recite different verses. As the students become more comfortable with the chant, let them add rhythm instruments or dance moves to it. Pass out copies of the chant for your
students to take home and share with their families.
Good for Me!

Kind of Activity:
Pattern writing
Objective:
Materials:
Chalkboard or butcher paper, student copies of the Good For Me!

pattern-writing page (p. 118), pencils, crayons, construction paper,
stapler
Content Connection:
Health
Review the Healthy Habits health rap with your students. Next, ask the students to brainstorm a list of foods
and/or activities that are good for them. List these in one column on butcher paper. Then, have the students
think of other foods and/or activities that are not good for them and list these in a second column. If necessary,
you can draw pictures for each item in the list. Review the ideas before continuing.
Let students complete the Good for Me! story-frame booklet. Ask students to illustrate one of the sentences in the
empty box. Staple the pages together inside two sheets of construction paper to make a booklet. The students
can share their stories with a partner and then take their booklets home to share with their families.
Healthy Habits
(LE, Lesson 20)
110
Washing Your Hands

Kind of Activity:
Objectives:

Materials:
Overhead transparency of the Washing Your Hands activity page (p. 119),
overhead projector, sink with running water, soap, towel
Content Connection:
Health
Ask the students to observe you as you demonstrate washing your hands. Elicit from the students the steps
involved in washing your hands. Wash your hands again, stating each step from the Washing Your Hands activity
page. Go through the steps a second time. Then, have your students act out and say each step along with you.
You can repeat this procedure as many times as necessary for your students. As your students become more
condent, ask for volunteers to lead the group or class. (Teachers can follow up with other health-related TPR
activities on similar topics such as brushing your teeth, combing your hair, and getting dressed in the morning).
Additional Ideas
Health Graph
Kind of Activity:
Making a graph
Objectives:

Materials:

crayons, tape
Content Connection:
Math
As a class, your students can make a graph that shows their favorite kinds of exercise. Display an empty graph
grid on a large sheet of butcher paper. Include columns of different types of exercise that your students partici
pate in (such as soccer, gymnastics, running, baseball, swimming, etc.). Also display the category Other to
include all other forms of exercise not listed on the graph. Distribute a small square of paper to each student
and ask each student to illustrate his or her favorite type of exercise. If possible, have each student write the
111
Healthy Habits
(LE, Lesson 20)
name of the exercise below the illustration. Then, ask the students to place their squares in the correct column
on the class graph. The teacher and students should make observations about the trends shown in the graph.
Class Exercise Graph
Soccer
Gymnastics
Running
Baseball
Swimming
Other
Healthy Helen Returns!

Kind of Activity:
Creative dramatics
Objectives:

Demonstrate comprehension through nonverbal cues
Materials:
None
Content Connection:
Drama; health
Get the students warmed up to dramatics by playing a game of charades. Let individual students act out a
hygiene activity such as brushing teeth or taking a shower and have the rest of the class try to guess the healthy
habit. Then, divide the class into small groups and let each group act out a new scene in which Healthy Helen
intervenes and helps a child make a healthy decision. One student should play the role of Healthy Helen in each
skit and intervene in an unhealthy decision dramatized by the other group members. If necessary, replay the
videotape to recall how Healthy Helen intervenes.
Healthy Habits
(LE, Lesson 20)
112
Health Song
Kind of Activity:
Singing
Objectives:

Materials:
Content Connection:
Music; health
Learn about good health habits by teaching your students the following words to the tune of Here We Go
Round the Mulberry Bush:
This is the way we ________ , ________ , ________ .
This is the way we ________ so early in the morning.
Write the words to the song on sentence strips with blank spaces for the healthy activity. Display the sentence
strips on a pocket chart. Read the words of the song to your students. Model one healthy activity for the students. Then, ask your students to think of other ideas to go in the blank spaces. Write their ideas down on sentence strips and sing the song. Ideas may include: eat good food, wash our hands, exercise, brush our teeth, cut
our nails, take a shower, wash our clothes, etc. Add movements for each verse. To review the ideas, sing the song
all the way through, including all the verses and hand motions.
Nutrition
Kind of Activity:
Eating healthy snacks
Objectives:
Learn about healthy snacks

Acquire new vocabulary
Materials:
Copies of letter to parents with snack ideas
Content Connection:
Health
Teach the students about healthy snacks by eating healthy snacks in class. Begin by making a list of healthy
snacks with the class. The list should include fruit snacks, vegetable sticks, crackers and cheese, fruit juices, etc.
Remember: healthy snacks need not be expensive! Assign two students each day to bring a healthy snack to
share with the class, perhaps during a video or quiet time. After the whole class has shared snacks, the students
will have many more ideas about what to choose as a healthy snack!
113
Healthy Habits
(LE, Lesson 20)
Health Posters
Kind of Activity:
Making a poster
Objective:
Understand concepts of good hygiene
Materials:
White construction paper, colored marking pens, rulers
Content Connection:
Art; health
Let students brainstorm many ways of practicing good hygiene. Then, have them make posters that reinforce
good hygiene. Hang the posters around the room to reinforce concepts.
Exercise Unit
Kind of Activity:
Total Physical Response; exercise
Objective:
Learn new exercises
Materials:
None
Content Connection:
Physical education; health
Are your students getting enough exercise? Probably not! Help your students get motivated about exercise by
making it fun and giving it importance. Take a break during class each day to stand up and exercise. Begin by
teaching the students some stretches, using Simon Says with simple movements, and then by doing simple
exercises. Take your students out each day for a game, a run, or a brisk walk around the school, or have them
follow an obstacle course.
Healthy Habits
(LE, Lesson 20)
114

Fiction
Adoff, A. (1979). Eats: Poems. New York: Lothrop, Lee & Shepard Books.
Barrett, J. (1978). Cloudy with a Chance of Meatballs. New York: Atheneum.
Galdone, P. (1975). The Gingerbread Boy. New York: Seabury Press.
Hoban, R. (1964). Bread and Jam for Frances. New York: Harper & Row.
Isenberg, B. (1984). Albert the Running Bears Exercise Book. New York: Clarion Books.
Nonction
Berger, M. (1985). Germs Make Me Sick! New York: Crowell.
Burstein, J. (1977). Slim Goodbody, the Inside Story. New York: McGraw-Hill.
Patent, D. (1983). Germs! New York: Holiday House.
Rockwell, H. (1973). My Doctor. New York: Macmillan.
Showers, P. (1968). Hear Your Heart. New York: T. Y. Crowell Co.
115
Healthy Habits
(LE, Lesson 20)
Healthy Habits 1
I am Healthy Helen,
superhero of health.
I help people make healthy
choices to stay in good health.
Lets follow these children as
they learn healthy habits!
COLA
This is Ral.
Ral wants a snack.
Lets see if Ral chooses
to eat a healthy snack.
Oh, oh! Ral has
chosen junk food!
This is a job for Healthy Helen!
Eating food thats good for you

Will make you smart and strong.
Eating food thats good for you
Will last your whole life long!
Another child decides to
follow healthy habits!
Wash your
hands!
Health alert!
This is Christina.
She will eat a healthy snack too.
But first, Christina has to use
the bathroom. Lets see if
Christina remembers to wash
her hands. Oh, oh! Christina
didnt wash her hands!
hl1a
Healthy Habits
(LE, Lesson 20)
116
Healthy Habits 2
Washing hands is good for you!
Wash germs and dirt away.
Washing hands is good for you!
Wash your hands each day!
Another child decides to follow healthy habits!

P
P
A
A
A
O
O
O
S
S
S
Health alert!
This is Kenji.
Kenji needs something to do.
Lets see if Kenji exercises.
Oh, oh! Kenji is
watching television!
Exercise is good for you!

youll be happyon the run.
Exercise is good for you!
Youll make friendsyoull have fun!
Another child decides to
follow healthy habits!
Healthy food, washing hands,

Exercise, and more.
All these things are good for you!
Be healthythats the score!
We hope you will choose to follow
the same healthy habits!
hl1b
.
117
Healthy Habits
(LE, Lesson 20)
Good for Me!
Name
______________________________________ is good for me.

______________________________________ is good for me.
______________________________________ is good for me.
But, _____________________________ is not good for me.
hl2
Healthy Habits
(LE, Lesson 20)
118
Washing Your Hands
SOAP
P
A
A
A
O
O
O
S
S
SOAP
Washing Your Hands

1.
2.
3.
4.
5.
6.
Turn on the water.

Get your hands wet.
Use soap.
Rinse your hands.
Turn off the water.
Dry your hands on a towel.
SOA
P
hl3
.
119
Healthy Habits
(LE, Lesson 20)
The Making of Stone Soup

Using the Video
Kind of Activity:
Objectives:

Vocabulary:
traveler; magic stone

clergyman; salt and pepper
farmer; potatoes
tailor; carrots
shoemaker; onions
baker; noodles
hunter; meat
Materials:
11400

Introduction
Preview the vocabulary used in this lesson by showing the Introduction section of The Making of Stone Soup. Ask
the students to name how the children get ready to put on a play (follow a director, nd costumes, collect props,
etc.). Next, explain the occupation of each character: Clergyman, Farmer, Tailor, Shoemaker, Baker, Hunter.
Then, ask the students to name the food item each character has. Watch the video again to check their answers.
(LE, Lesson 21)
120
Kind of Activity:
Interactive viewing of the story
Objectives:

Develop an understanding of story structure
Materials:
12725

Story
Play the story The Making of Stone Soup all the way through. Ask the students what the traveler wanted. Ask
them why the townspeople hid their food from the traveler. (They did not want to share with her.) Ask the students to recall where each character hid his or her food. Then, discuss how the traveler tricked the people with
her magic stone. Replay the video story a second time or more as needed.
Kind of Activity:
Language experience
Objectives:
Recall details
Materials:

12725

Story
Activity 1: Ask your students to think about the story and recall what happened to the traveler. Call on different
students to share one thing they remember from the video. Prompt them if necessary. Write their responses on
sentence strips and display them in a pocket chart. Then, ask the class to help you sequence the events from the
video by rearranging the sentence strips in order. Ask your students to check that the sentences are in order and
that they include everything. When all the events have been named and sequenced, read them back with your
class. Show the video again. Ask the students to name the things they missed in the video.
Activity 2: Pass out the drawing paper. Ask your students to draw pictures of their favorite scenes from the
story. Then, have them write sentences explaining why. Encourage the students to share their work with the rest
of the class.
Activity 3: Let your class put on the play Stone Soup as it was done in the video. Use the script of The Making of
Stone Soup (pp. 127128) as a model. Have your students plan, direct, and act out the story of the traveler. Videotape their performance.
121
(LE, Lesson 21)

Kind of Activity:
Objectives:

Acquire listening, speaking, and reading vocabulary
Materials:
Overhead transparencies of the The Making of Stone Soup 1 and 2 text

pages (pp. 127128), overhead projector, copies of the text pages for
each student, costumes or props, videotape recorder and cassette
Content Connection:
Drama
Make and display overhead transparencies of the script for the play The Making of Stone Soup. Ask your students
to look at and listen to the words as you read the play to them. Point to the face of each character as you read,
using different character voices for the different parts. Read the play again, asking your students to repeat each
pattern sentence after you. Then, assign parts and let the students act out the play. Divide the Narrator and Traveler parts between the teacher and students who are able to read these parts with ease. The performers have
only one line each. Let the students put together simple costumes or props to enhance their parts. Videotape the
students so that they will be able to watch themselves later.
Finger Puppets: Stone Soup

Kind of Activity:
Role-playing
Objectives:

Materials:
Student copies of the Finger Puppets: Stone Soup 1 and 2 activity pages
(pp. 129130), scissors, crayons
Content Connection:
Drama
Divide your students into pairs. Pass out copies of the Finger Puppets: Stone Soup activity pages. Have each pair
of students color, cut out, and put together their nger puppets. Ask them to practice retelling the story of Stone
Soup in their own words. Give your students enough time to practice so that they can become condent with
their lines. If the students seem sufciently condent, let them perform the story to small groups of younger
students.
(LE, Lesson 21)
122
New Soup Recipes

Kind of Activity:
Brainstorming; writing and publishing
Objectives:
Identify vegetables that could be used in a soup

Express ideas with brief descriptions or pictures
Materials:
Chalkboard or butcher paper, student copies of the Story Form: Soup Pot
activity page (p. 131), writing paper, pencils
Content Connection:
Health
As a class, brainstorm about vegetables, spices, or meats that could go into a new recipe for stone soup. Talk
about healthy foods that would taste good in soup. Your students may want to look through cooking magazines
for ingredients, or you may just want to list them on butcher paper. Then, ask your students to create their own
recipe for stone soup. Have them write their soup recipes on the Story Form: Soup Pot activity page. Then, ask
the students to cut out their recipes and the title page My Soup and staple the two pages together. Invite students to read their recipes aloud to the class and then have them take their recipe books home to share with their
families.
Additional Ideas
Soup Graph
Kind of Activity:
Making a graph
Objectives:

Materials:

crayons, tape
Content Connection:
Math
Have students graph their favorite types of soup. Each student should draw a picture of his or her favorite soup
on the 5x5-inch square and place it on the class graph in the appropriate column. Ask the students questions
relating to the graph.
123
(LE, Lesson 21)
Class Soup Graph
CH IC K EN
SOU P
T O M ATO
SOU P
x x x x x
Vegetable
Soup
Beef
Soup
Chicken
Soup
Bean
Soup
Tomato
Soup
Wonton
Soup
Sequence the Story

Kind of Activity:
Sequencing
Objective:
Illustrate events from the story in correct sequence
Materials:
White construction paper, crayons
Content Connection:
Language arts
Your students can sequence the story. They should divide a piece of construction paper into thirds and then
label the rst section Beginning, the second section Middle, and the last section End. The students should
illustrate what happened in the story for each section. Encourage your students to share their projects with their
classmates or see if they can retell the story by looking at their illustrations.
(LE, Lesson 21)
124
Make Stone Soup

Kind of Activity:
Making soup
Objectives:
Follow directions
Use cup and teaspoon measurements
Materials:
Soup ingredients, measuring cups and spoons, soup recipe, crockpot,

bowls, spoons
Content Connection:
Math
As a class, students can make stone soup. Have the students measure out the ingredients for the soup. Let the
students recite the story while they make the soup. As a related activity, students can illustrate their own placemats and arrange the eating utensils for the stone soup meal.
Stone Soup Recipe

In a large crock pot, add the following ingredients.
Let the mixture cook on high for 4 hours.
1 clean stone
2 potatoes, diced
4 cups water
2 carrots, sliced
3 beef bouillon cubes
2 onions, diced
1 teaspoon salt
2 cups cooked egg noodles
1 teaspoon pepper
1 pound browned ground

beef or sausage
Make a Magic Stone

Kind of Activity:
Art
Objective:
Express creativity through art
Materials:
Stones, water-based enamel paint, paintbrushes
Content Connection:
Language arts
Have each student bring in a smooth stone. Recall that the traveler tricked the townspeople by saying that she
had a magic stone that could make stone soup. Tell the students that they are going to paint their stones so
they will be special, magic stones.
Ask students rst to sketch a simple pattern that they will paint on one side of the stones. When the students
are happy with their sketches, provide them with the special paints and brushes. Let the stones dry overnight.
The students should keep their magic stones with them at school until they have completed the writing activity
My Magic Stone.
125
(LE, Lesson 21)
My Magic Stone
Kind of Activity:
Writing
Objective:
Express ideas in writing
Materials:
Butcher paper, gray construction paper, writing paper, pencils, colored

marking pens or crayons, scissors
Content Connection:
Language arts
Have your students carefully observe their painted magic stones (see previous art activity). Ask them questions
such as What is the name of your magic stone?, Where did you nd your magic stone?, or How did you
know that it was a magic stone? Ask the students to imagine that their stones are really magic. What does each
stone do? Brainstorm with the class and make a list on butcher paper of the things a magic stone can do. Then,
ask your students to write sentences about what their magic stone can do:
My magic stone can _______________________________ .
If students are more advanced, they can write a complete story about their magic stones.
Have each student publish his or her stone sentences in a personal stone-shaped booklet that looks like their
stone. Let the students read their sentences to a partner and to the class. They can take their stones and stories
home to share with their families. A week or two later, discuss with the students what magic their stones have
been doing at their homes. Let your students share their experiences.

Baylor, B. (1974). Everybody Needs a Rock. New York: Scribner.
Brown, M. (1947). Stone Soup. New York: Scribner.
dePaola, T. (1975). Strega Nona. New Jersey: Prentice-Hall.
Lobel, A. (1977). Mouse Soup. New York: Harper and Row.
Sendak, M. (1987). Chicken Soup with Rice: A Book of Months. New York: Scholastic.
Steig, W. (1969). Sylvester and the Magic Pebble. New York: Windmill Books.
Stewig, J. W. (1991). Stone Soup. New York: Holiday House.
Zemach, H. (1964). Nail Soup, a Swedish Folk Tale. Chicago: Follett Publishing Co.
(LE, Lesson 21)
126
The Making of Stone Soup 1

Once upon a time, there was a traveler who came
to town. She had traveled a long way and was
very hungry. She asked people if they would
share their food, but they hid their food.
We have no food to share!
But, the traveler knew they had food. The traveler had an idea.
Then, you must be hungry too! I need a big pot of water.
Then, I can use this magic stone to make soup for everyone.
Stone soup?!
The people were curious. They
brought a big pot of water and
put it on the fire. The traveler
put the stone into the
pot and began to stir.
Stone soup tastes good, but it
would taste even better with some
salt and pepper.
The clergyman had some salt and pepper.
Mmmm! Stone soup tastes good, but it would taste even better
with some potatoes!
The farmer had some potatoes.
with some carrots!
The tailor had some carrots.
ss1a
127
(LE, Lesson 21)
The Making of Stone Soup 2

with some onions!
The shoemaker had some onions.
with some noodles!
The baker had some noodles.
with some meat!
The hunter had some meat.
The traveler let the soup cook. Everyone thought the soup
smelled delicious! At last, the soup was ready!
The stone soup is ready. Come and get it!
They ate and ate and ate the soup.
Fantastic!
Great!
Super!
The best!
All that was left was the stone.

Since you liked it so much, Ill give you this magic stone.
You can make soup together whenever you want.
Who would have thought you could make such delicious soup
from a stone?!
To thank her, the people gave the traveler lots of food for her trip.
And thats how you
make stone soup!
ss1b
(LE, Lesson 21)
128
Finger Puppets: Stone Soup 1
ss2a
129
(LE, Lesson 21)
Finger Puppets: Stone Soup 2
ss2b
(LE, Lesson 21)
130
My
Soup
Story Form: Soup Pot
ss3
131
(LE, Lesson 21)
Emergency! Dial 9-1-1

Using the Video
Kind of Activity:
Objectives:

Vocabulary:
emergency; dial 9-1-1

re; crime; accident; someones hurt
telephone or phone
trouble
Materials:
22700

Introduction
Preview the vocabulary used in this lesson by showing the Introduction section of Emergency! Dial 9-1-1. Talk
about emergencies with the class. What kinds of emergencies have they seen or heard about? Talk with your
students about how important it is to stay calm in an emergency.
Kind of Activity:
Objectives:

Materials:
23939

Story
Play the story Emergency! Dial 9-1-1 all the way through. Ask the class to recall the different emergencies they
saw in the video. Replay the video a second time. Encourage your students to sing along with the tape. Repeat
the video as many times as appropriate for your students.
(LE, Lesson 22)
132
Kind of Activity:
Objectives:
Recall details
Materials:
Videotape or videodisc, butcher paper, colored markers, drawing

paper, crayons
23939

Story
Ask your students to recall the procedure for calling 9-1-1. Elicit the four steps from the students and write them
on butcher paper in the order your students give them. The correct order of steps is:
In an emergency . . .
1.
2.
3.
4.
Dial 9-1-1.
Say what the emergency is.
Say your name and address.
Stay on the phone.
Show the video again to check for accuracy and make changes as needed.

Kind of Activity:
Objectives:

Materials:
Overhead transparencies of the Emergency! Dial 9-1-1 text page (p. 139),
overhead projector, a copy of the text page for each student
Make and display overhead transparencies of the chant Emergency! Dial 9-1-1. Ask the students to look at and
listen to the words of the chant as you read to them. Read the chant expressively and in rhythm. Show the students how you return to the refrain after each verse. Read the chant again, this time having your students chant
along with the refrain. Now, divide the class into three groups. Assign a verse to each group and have the whole
class read the refrain. As your students become more comfortable with the chant, ask for volunteers to get in
133
(LE, Lesson 22)
front of the class and lead the chant. Pass out copies of the chant for the students to take home to share with
their families.
Is It an Emergency?
Kind of Activity:
Identifying emergencies
Objective:
Differentiate between emergencies and non-emergencies
Materials:
Overhead transparency of the activity page Is It an Emergency? (p. 140),

overhead projector, a copy of the activity page for each student, crayons
or markers
Discuss with students what kinds of things are and are not emergencies. Explain to the class that it is very
important not to dial 9-1-1 unless they are reporting a real emergency. Then, display the overhead of Is It an
Emergency? and talk about what is happening in each picture. Ask the students to locate the real emergencies in
the picture. Circle the pictures that they identify as emergencies. Next, distribute a copy of the activity page to
each student and ask them to color only the situations that are real emergencies. Go over the page when the
students have nished.
9-1-1 Emergency Procedure Booklet

Kind of Activity:
Sequencing
Making a booklet
Objectives:

Create a booklet
Materials:
Overhead transparency of the 9-1-1 Emergency Procedure Booklet activity

page (p. 141), overhead projector, a copy of the activity page for each
student, crayons or markers, colored construction paper, scissors,
stapler
Content Connection:
Language arts
Teach your students the four steps to follow when they witness an emergency. The students should be able to
state what they will do for each of the four steps. The steps are:
1.
2.
3.
4.
In an emergency, I will call 9-1-1.

Then, I will say what the emergency is.
Then, I will say my name and address.
I will stay on the phone.
(LE, Lesson 22)
134
Next, display the overhead transparency of the activity page. Explain to the students that the four steps are not
in the correct order. Go over each text box and picture with your students by asking them to read along. Pass
out copies of the activity page. Ask students to color, cut out, and order the four 9-1-1 emergency steps. Monitor
and provide assistance as needed. Then, students can assemble their own 9-1-1 procedure booklets with construction paper. When the students have nished, they should practice reading the steps to each other in pairs.
Have the students take the booklets home for continued practice and to share with their families.
Emergency Information
Kind of Activity:
Learn emergency information
Objective:
Acquire survival skill language
Materials:
Transparency of the Emergency Information activity page (p. 142),

overhead projector, a copy of the activity page for each student, pencils
Content Connection:
Art
Talk with your students about why it is important to know their names, addresses, and phone numbers. Talk
about when they would need to know this information. Display an overhead transparency of the Emergency
Information activity page. Make sure your students understand the words Name, Address, and Number on the
page. Pass out copies of the activity page. Ask students to write their phone numbers in the box on the picture
of the telephone. Then, ask them to ll in their name on the correct line. Ask the students to take the activity
page home and ll in the missing information for homework. The next day, divide the students into pairs and
ask them to state their names, addresses, and phone numbers to their partners. They should follow these sentence patterns:
My name is _____________________________ .
My address is __________________________________ .
or
I live at ________________________________________ .
My phone number is ______________________________ .
135
(LE, Lesson 22)
Additional Ideas
Emergency: Act It Out!
Kind of Activity:
Creative dramatics
Objective:
Materials:
Butcher paper, markers, telephone prop
Content Connection:
Art; drama
If it is appropriate, ask your students to think of different emergencies. Make a list of ideas on butcher paper. Be
aware that many ideas will be expressed! When you are done, your list might include the following:
drowning
robbery
car accident
cutting yourself
poisoning
falling out of a tree
re
purse snatching
In groups of three, have your students create a play about one of the emergencies from the list. Two students
will act out the emergency, and the third will call 9-1-1 for help. The student on the phone should follow the
four steps for a 9-1-1 emergency. Give the groups time to practice their skits and then allow each group to perform in front of the class. For more variation, the students can perform their skits using puppets.
My House
Kind of Activity:
Art
Objectives:
Demonstrate comprehension through visual arts

Practice survival vocabulary
Materials:
Classroom art supplies: colored construction paper, foil, felt, wallpaper

samples, material swatches, glue, scissors
Content Connection:
Art
Allow your students to be creative with shared classroom art supplies. Have each student make a house on construction paper. Each student should glue the house to a large sheet of construction paper for display. When the
students have completed their art, ask them to write their addresses beneath the pictures.
(LE, Lesson 22)
136
Visitors to the Classroom

Kind of Activity:
Speaking
Objectives:
Practice survival vocabulary

Use listening and speaking vocabulary
Writing for a purpose
Materials:
Construction paper, writing paper, pencils
Content Connection:
Social studies
Invite a representative from the local re or police department to your classroom to talk about emergency procedures. Ask the representative to review with the class the steps to follow when calling 9-1-1. Ask the re
ghter what steps to follow if the student is in a re. Ask the police ofcer to talk about ways to prevent crime.
Encourage the students to ask questions and to get involved in a class discussion. The students can make thankyou note cards and inside the cards write thank-you letters to the visitors the following day.
The Fire Is Out

Kind of Activity:
Experiment
Objective:
Learn about re
Materials:
Candle, matches, jar, metal pie tin, butcher paper, marker
Content Connection:
Science; safety
Your students can learn about re safety procedures by learning how re works. Demonstrate to your students
the simple science activity of a candle and a jar. Ask them to predict what they think will happen when a jar is
placed over a burning candle. Write down their predictions on butcher paper. Next, drip wax from a burning
candle into a small puddle in a metal pie tin. Place a candle in the wax so that when it hardens the candle will
not move. When the candle is burning brightly, place the jar over the candle and watch what happens. Ask the
students to explain what happened. Write down the students responses on butcher paper. Demonstrate the
activity again. Review with your students that re needs air to burn, and without it, the re goes out. Ask students how this fact relates to the safety precautions people should follow during a re. For instance, ask the students if they think that opening a window is a good idea or a bad idea. (Its a bad idea if they are in the same
room as the re, because the oxygen in the fresh air would feed the ames. If the re is on the other side of a
door, it might be a good idea because the fresh air could provide ventilation.)
137
(LE, Lesson 22)
Smoke Alarm: Check!

Kind of Activity:
Home awareness
Objective:
Learn about smoke detectors
Materials:
A smoke detector with batteries, candle, matches
Content Connection:
Safety; science
Bring a real smoke detector to class and explain what it is and how it works. Demonstrate how it works with
candle smoke. Remove the batteries and demonstrate again. Show your students how to test whether the batteries are low. Ask the students to check if there are smoke detectors near the sleeping areas and kitchen in their
homes. Ask them to test each smoke detector with their families help and report to class the next day. Remind
your students that smoke detectors save lives and that the batteries should be replaced once a year!

Arnold, C. (1982). Who Keeps Us Safe? New York: Franklin Watts.
Broekel, R. (1981). Police. Chicago: Childrens Press.
Greeley, S. (1992). S.T.A.R. Junior First Aid: An Easy-to-Read Manual for Children and Adults. San Mateo, CA:
Western Book/Journal Press.
Johnson, J. (1986). Police ofcers, A to Z. New York: Walker.
Marston, H. (1991). To the Rescue. New York: Cobblehill Books.
Matthias, C. (1984). I Can Be a Police Ofcer. Chicago: Childrens Press.
Melle, J. (1991). My 911 Book for Help. South San Francisco, CA: California Storybook Publishing.
Oleksy, W. (1983). Paramedics. New York: J. Messner.
Pelta, K. (1978). What Does a Paramedic Do? New York: Dodd, Mead.
Rockwell, A. (1985). The Emergency Room. New York: Macmillan.
Shapp, M. (1964). Lets Find Out About Safety. New York: Franklin Watts.
Vandenburg, M. (1975). Help! Emergencies That Could Happen to You, and How to Handle Them. Minneapolis:
Lerner Publications Co.
(LE, Lesson 22)
138

Refrain:
An emergency is what you see
When you see trouble,
When you see trouble.
Youre not alone,
Pick up the phone.
When you need someone,
Dial 9-1-1!
Verse 1:
Dial 9-1-1
If you see a fire.
When you smell smoke,
Dial
Its not a joke!
9-1-1
When you see a fire,
When you smell smoke,
Its a 9-1-1 emergency. (Refrain)
Verse 2:
Dial 9-1-1
If you see a crime.
When you need police,
Make a call for peace.
When you see a crime,
When you need police,
Its a 9-1-1 emergency.
Dial
9-1-1
(Refrain)
Verse 3:
Dial 9-1-1
If someones hurt.
When an ambulance is what you need.
When an ambulance is what you need,
Its a 9-1-1 emergency.
(Refrain)
Dial
9-1-1
te1
.
139
(LE, Lesson 22)
Is It an Emergency?
Name
te2
(LE, Lesson 22)
140
9-1-1 Emergency Procedure Booklet
0
*
8
7
5
4
2
1
9-1-1
In an emergency, I will call

9-1-1.
I will stay on the phone.
Name,
Address.
Emergency!
Then, will say my name

and address.
Then, I will say what the

emergency is.
te3
.
141
(LE, Lesson 22)
Emergency Information
My Number
Name
Address
Dial 9-1-1 in an emergency!

te4
(LE, Lesson 22)
142
Theme: Science
On Top of the Ocean

Song: On Top of the Ocean
Kind of Activity:
Objective:

Materials:
Overhead transparencies of the Song: On Top of the Ocean 1 and 2 text

pages (pp. 149150), overhead projector, student copies of the text pages
Make and display overhead transparencies of the Song: On Top of the Ocean text pages. Ask the students to look
at and listen to the words and pictures on the overhead transparencies as you sing to them. Then, invite the students to sing along with you by repeating each line of the song. Sing each line of the song and have the students
echo back each line. Repeat the song as many times as necessary. As the class becomes more condent with the
words and melody of the song, divide the students into two groups and ask one group to lead and the other to
echo. Pass out copies of the song for the students to take home to share with their families.
Connect the Dots: Ocean Animals

Kind of Activity:
Art
Objectives:
Follow directions
Problem solving
Materials:
Overhead transparency of the Connect the Dots: Ocean Animals activity

page (p. 151), overhead projector, transparency marking pen, a copy of
the activity page for each student, pencils, crayons or colored markers
Display the overhead transparency of the Connect the Dots: Ocean Animals activity page and distribute a copy to
each student. Show students that there are ve different illustrations on the page. For each illustration, there are
either alphabet letters or numbers next to each dot. Tell the students to connect the dots in the order of the alpha-
143
On Top of the Ocean
(LE, Lesson 23)
Theme: Science
bet if there are letters or in counting order if there are numbers. Ask the students to pick up their pencils each
time they complete an outline of an animal and start on a new area. There are ve different ocean animals for
this activity. The animals are:
sea otter, dolphin, whale, shark, lobster
When the students have nished connecting the dots for each ocean animal, ask them to write the name of the
animal in the empty word box next to each animal. Let them color each animal.
Ocean Animal Information Form

Kind of Activity:
Objectives:

Materials:
An assortment of books about ocean animals, a copy of the Ocean

Animal Information Form activity page (p. 152) for each student for each
ocean animal discussed, transparency of the activity page, overhead
projector, transparency pen, pencils, crayons, construction paper
folders, stapler
Content Connection:
Language arts; science
Prewriting: There are so many different animals that live in the ocean. Expand the students knowledge base
about ocean animals by reading aloud books about ocean animals (see p. 148 for a list of suggested books about
ocean animals). Share both ction and nonction titles with the students. After a new kind of ocean animal has
been introduced to the students, have them ll out an information page for the ocean animal. Try to include
books about the following animals:
sea otter, dolphin, whale, shark, tuna, viperfish, squid, crab, lobster
Writing: Distribute a copy of the Ocean Animal Information Form to each student. Display a transparency of the
Ocean Animal Information Form. As a whole class, ll in the information to complete the form on the overhead
transparency. Have each student complete the form as well. Elicit information from the students and show them
how to make check marks in the appropriate boxes. Encourage them to write a sentence or more about the animal in the note space at the bottom of the page. The students should draw a picture of the ocean animal in the
space provided. Students can keep their Ocean Animal Information Forms in a construction paper folder. When
they have learned about eight to 10 different kinds of ocean animals, they can staple their folder together to
make a book. Students should take their books home to share with their families.
On Top of the Ocean
(LE, Lesson 23)
144
Theme: Science
Additional Ideas
If I Were a Scuba Diver
Kind of Activity:
Creative writing
Objectives:

Use imagination
Materials:
Butcher paper, markers, crayons
Content Connection:
Prewriting: After sharing books and movies about ocean explorers with the class, take the students on an
underwater imagination adventure! Turn off the lights and ask the students to close their eyes. Have the
students imagine that they are scuba divers down in the ocean, just as Gabriel imagined that he was an underwater diver. In a soothing voice, guide your students through an underwater experience. Talk about some of the
following:
v
v
v
v
how you feel underwater

how quiet it is underwater
what you see underwater
where you can go underwater
When the students come up from their underwater experience, ask them to think about what they would do
if they were scuba divers. Write down the students responses in a list on butcher paper.
Writing: Display the following sentence frame on several sentence strips in a pocket chart:
If I were a scuba diver, I would _____________________ .
Distribute writing paper and ask the students to write ve sentences based on the sentence frame. When they
are nished, let them draw themselves as scuba divers. The students can share their sentences with a partner
and with the class and then take them home to share with their families.
145
On Top of the Ocean
(LE, Lesson 23)
Theme: Science
Facts About Ocean Animals

Kind of Activity:
Art
Objectives:
Materials:
Sentence strips, colored markers, pocket chart, large drawing paper,

pencils, crayons
Content Connection:
Science
Copy the following facts about ocean animals onto sentence strips and display them in a pocket chart. Read each
fact aloud to the class and talk about it. Divide the students into cooperative groups or pairs. Let each group
make a poster that explains one of the facts about ocean animals. Display each poster on the classroom wall and
have each group share its poster with the class.
Facts About Ocean Animals:

v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
Whales, dolphins, and sea otters are mammals. Sharks are sh.
Fish breathe with gills.
Fish have ns and scales.
All sh hatch from eggs.
Larger sh eat smaller sh.
Dolphins and whales breathe through a blowhole.
Dolphins and whales talk by making sounds underwater.
Some ocean animals have shells.
Many ocean mammals like to play.
Whales are bigger than dinosaurs.
Most sharks do not eat people.
A lobster is blue-green in the water.
When a lobster is cooked, it turns bright red.
Lobsters have eight legs, two pincers, and two eyes on stalks.
Many sea otters have been hunted for their fur. Sea otters are endangered animals.
Sea otters use a rock to break open shells for food.
On Top of the Ocean
(LE, Lesson 23)
146
Theme: Science
Underwater Fantasy Fish

Kind of Activity:
Art
Objectives:
Materials:
Sentence strips, colored markers, pocket chart, drawing paper, pencils,

crayons, scissors
Content Connection:
Language arts
Tell your students that there are many different types of sh and many have very strange names! One at a time,
display the names of the following real sh on sentence strips in a pocket chart. Read the names of each sh:
starsh
sunsh
hammerhead shark
jellysh
ying sh
sawsh shark
catsh
cowsh
stonesh
buttery sh
guitarsh
toadsh
clown sh
batsh
sea horse
buttersh
angelsh
Tell the students that these are the real names of sh, but if you did not know what they looked like, you might
think they were fantasy sh! Ask each student to select a sh and use his or her imagination to think of what
the sh might look like. Then, have the students make large illustrations of their fantasy sh with crayons on
drawing paper. Ask each student to cut out his or her sh and place it on a large blue bulletin board titled
Underwater Fantasy. Display the name of the sh under each sh drawing on the bulletin board. If possible,
share photos of the real sh with the class.
147
On Top of the Ocean
(LE, Lesson 23)
Theme: Science

Fiction
Bowden, J. (1979). Why the Tides Ebb and Flow. Boston: Houghton Mifin.
Carle, E. (1987). A House for Hermit Crab. Saxonville, MA: Picture Book Studio.
Lionni, L. (1968). Swimmy. New York: Pantheon
Seuss, Dr. (1947). McElligots Pool. New York: Random House.
Nonction
Chapin, H. (1962). The Remarkable Dolphin and What Makes Him So. New York: Young Scott Books.
Cook, J. (1973). Blue Whale. New York: Dodd, Mead and Company.
Heller, R. (1985). How to Hide an Octopus & Other Sea Creatures. New York: Grosset & Dunlap.
Leonard, R. (1964). Skipper, the Dolphin. San Francisco: Harr Wagner Publishing Company.
McDearman, K. (1973). A Day in the Life of a Sea Otter. New York: Dodd, Mead and Company.
Peck, C. (1977). Scholastic Funfacts of Underwater Worlds. New York: Scholastic.
Silverstein, A. (1971). Mammals of the Sea. San Carlos, CA: Golden Gate Books.
Stephens, D. (1973). Dolphins, Seals and Other Sea Mammals. New York: Putnams Sons.
Tokuda, W. (1986). Humphrey the Lost Whale: A True Story. Union City, CA: Heian.
Watson, J. (1975). Whales: Friendly Dolphins and Mighty Giants. New York: Golden Press.
On Top of the Ocean
(LE, Lesson 23)
148
Theme: Science
Song: On Top of the Ocean 1

To the tune of On Top of Old Smokey
3 . .
l===========l
& 4 _ { _
l=

C
1.
On
top
of
the
cean,

. .

& l l l =
l===========l
G7
W h e r e waves
s p l a s h all
day,
.
l l l =l

l===========
& _ _

C
saw a
young sea
o t - ter,
l l l l =
_. _. _
l&
==========={

C
who
asked
me
to
play.
oc1a
149
On Top of the Ocean
(LE, Lesson 23)
Theme: Science
Song: On Top of the Ocean 2

2. Deep down in the ocean,
All sparkling and bright,

I saw a blue dolphin,
We swam through the night.
So salty and wet,

I saw a huge whale,
Its the biggest one yet.
Where its quiet and dark,

I hid in a seashell,
When I saw a big shark.
On top of the sand,

I saw a red lobster,
With a big pincer hand.
6. So, if youre in the bathtub,
Theres no need to pout.

Pretend youre in the ocean,
You wont want to get out.
oc1b
On Top of the Ocean
(LE, Lesson 23)
150
Theme: Science
Connect the Dots: Ocean Animals

3
2
Name
5
1
8
b c
10
9
e
f
1
7
oc2
151
On Top of the Ocean
(LE, Lesson 23)
Theme: Science
Ocean Animal Information Form

Name
Name of ocean animal:

Animal group:
eyes
pincers
fins
scales
gills
shell
legs
Animal has ( ):
tail
Notes: ________________________________________
_______________________________________________
_______________________________________________
oc3
On Top of the Ocean
(LE, Lesson 23)
152
Theme: Science
Discovering Space
Using the Video
Kind of Activity:
Objectives:

Vocabulary:
space
telescope; moon; stars; constellations; sun; planets; earth;
astronaut; space shuttle; space suit
oat
Materials:
31000

Introduction
Preview the vocabulary used in this lesson by showing the Introduction section of Discovering Space. Talk about
the word space. Ask the students to name objects that are in space. Ask them if they have ever looked through a
telescope to see things in space.
NOTE: The Big Dipper in the video is incorrectly drawn, with six stars instead of seven.
153
Discovering Space
(LE, Lesson 24)
Theme: Science
Kind of Activity:
Objectives:

Materials:
33828

Story
Play the story Discovering Space all the way through. Explain to the students that Ana had imagined that she was
an astronaut traveling through space. Ask the students to tell what it was like for her in space: how she felt and
what she saw. Then, replay the video story a second time. Repeat the video as many times as appropriate for
your students.
Kind of Activity:
Objectives:
Recall details
Materials:

Story
Discovering Space
(LE, Lesson 24)
154
33828
Theme: Science
Activity 1: Ask your students to recall the video Discovering Space. Ask them to tell whether Ral or Ana did
the following things.
Question
Answer
Who took out a telescope?
Ral
Who held a teddy bear?
Ana
Who wore a baseball cap?
Ral
Who pretended to be an astronaut?
Ana
Who explained what constellations are?
Ral
Who oated in space?
Ana
Who said Earth to Ana! Earth to Ana!?
Ral
Who forgot to wear a spacesuit?
Ana
Then, show the video again and let students check their answers.
Activity 2: Pass out the drawing paper. Ask each student to draw a picture of himself or herself as an astronaut
in space. Have the students include in the illustration at least one thing that they would see if they were astronauts exploring space. Then, ask them to write sentences to accompany their pictures. Encourage the students
to share their work with the rest of the class.

Discovering Space
Kind of Activity:
Objectives:

Materials:
Overhead transparencies of the Discovering Space 1 and 2 text pages

Content Connection:
Make and display overhead transparencies of the story Discovering Space. Ask the students to look at and listen
to the words of the story as you read to them. Point to the words as you read. Read the story again, this time
having your students recite with you. Then, divide the class into two groups and alternate verses between
groups. After your students have become more comfortable with the story, ask for six volunteersone for each
verse of the story. Pass out copies of the story for the students to take home to share with their families.
155
Discovering Space
(LE, Lesson 24)
Theme: Science
Astronauts: In the Space Shuttle On the Moon

Kind of Activity:
Objective:
Materials:
Books about space exploration, sentence strips, markers, pocket chart,

transparency of Astronauts: In the Space ShuttleOn the Moon activity
page (p. 164), overhead projector, student copies of activity page,
crayons
Content Connection:
Prewriting: Distribute picture books about space shuttle life to the students. Allow the class plenty of time to
read the books. Then, write the following sentence on a sentence strip and place it in a pocket chart:
Astronauts _______________ in the space shuttle.
Ask the class to recall information from the story about what astronauts do on the space shuttle. Elicit their ideas
and write them down on sentence strips beneath the blank line. Students can add other ideas to the list, based
on recalling their own information and having looked at picture books about space shuttle life. Once the idea
bank is full, the students are ready to write.
Writing: Display the transparency of Astronauts: In the Space ShuttleOn the Moon. Ask your students to look
at the class chart and choose an activity that astronauts do in the space shuttle. Model how to use words from
the chart to complete the pattern frame sentence. Pass out copies of the student activity page and ask your students to complete the top part. Monitor and give assistance as needed. Ask the students to illustrate their sentences in the space provided. Follow the same prewriting and writing procedure for the bottom half of the
activity page about what astronauts do on the moon. The frame sentence is:
Astronauts _______________ on the moon.
All the responses for this sentence need to be in the past tense, since the activities took place in the past. When
both sections are written and illustrated, encourage the students to share their sentences with a partner, then
with the class, and then take them home to share with their families.
The Astronauts Duffel Bag

Kind of Activity:
Vocabulary builder
Objectives:
Express ideas through illustration

Use imagination
Materials:
A duffel bag, butcher paper, markers, student copies of the top half of
the The Astronauts Duffel Bag activity page (p. 165), transparency of the
duffel bag, overhead projector, 2x2-inch squares of white paper, crayons
Content Connection:
Art; science
Discovering Space
(LE, Lesson 24)
156
Theme: Science
Bring in a large army-type duffel bag to class. Ask the students to imagine that this is an astronauts bag. In it,
they can take things for their trip in the space shuttle. Ask the students what they would take with them if they
were going to spend a week in the space shuttle. Write down or sketch student ideas on butcher paper or on the
chalkboard. Distribute the copies of the top half of the The Astronauts Duffel Bag activity page. Give each student
ten 2x2-inch squares of white paper. Ask the students to draw the 10 things they would bring with them on a
space shuttle voyage. The students should color and cut out the duffel bags, staple them together, and place the
10 drawings of their belongings in them. Let the students share their items with a partner and then take them
Telescope for Looking at a Constellation

Kind of Activity:
Making a telescope
Objectives:

Materials:
Empty paper towel roll for each student, styrofoam cup for each
student, masking tape, T-pins, student copies of the bottom half of the
The Big Dipper Diagram activity page (p. 165), 3x3-inch squares of black
construction paper
Content Connection:
Art; science
Show students how to make a telescope to look at the constellation the Big Dipper. Each child needs an empty
paper towel roll for the telescope. If paper towel rolls are not available, students can make a tube out of tagboard
by rolling the tagboard and taping it so that it ts inside the small end of the styrofoam cup. Push out the bottom
of a styrofoam cup and attach the small end of the cup with masking tape to the paper towel or tagboard roll.
Place the 3x3-inch diagram of the Big Dipper constellation over a 3x3-inch square of black construction paper.
Let each child use a T-pin to poke out the holes of the Big Dipper, making bigger holes for the brighter stars.
Tape the black construction paper over the large end of the cup. Look through the end of the tube, and its a
telescope! Thats the Big Dipper!
NOTE: The Big Dipper in the video is incorrectly drawn, with six stars instead of seven.
Additional Ideas
If I Were an Astronaut
Kind of Activity:
Creative writing
Objectives:

Use imagination
Materials:
Butcher paper, markers, sentence strips, pocket chart, pencils, writing

paper, drawing paper, crayons
Content Connection:
157
Discovering Space
(LE, Lesson 24)
Theme: Science
Ask the students to close their eyes and imagine that they are astronauts in space, just as Ana did, imagining
that she was an astronaut. Ask the students questions to stimulate their imagination, such as: What do you do
in space? What do you see there? Where are you going? How are you getting there? Elicit responses from the
students and write them down on butcher paper or on the chalkboard. Encourage the students to use their
imagination and accept all ideas.
Write the following sentence pattern on a sentence strip and display it in a pocket chart:
If I were an astronaut, I would ______________________ .
Ask the students to nish the sentence by using words from the class brainstorming chart. You can ask more
advanced students to tell a story describing what they would do if they were astronauts. Then, ask the students
to draw an illustration of themselves as astronauts somewhere in space. The students can share their stories
with partners and the class and then take them home to share with their families.
Invent a Constellation
Kind of Activity:
Art; pattern writing
Objectives:
Make a picture
Write about the picture
Materials:
Drawing paper, pencils, blue construction paper, cotton swabs, bleach,

writing paper, sentence strips, pocket chart
Content Connection:
Art; language arts
Read or paraphrase to students myths from different cultures about constellations. Explain to the students that
they will be making their own constellations and writing their own myths about the constellations. Students
may also want to use real constellations that appear in myths or stories from their own cultures. Begin by asking
the students to make a simple drawing of a picture. Then, they can add dots to their pictures where they want
the stars to be (the picture will look like a connect-the-dots activity). Next, on a sheet of blue construction
paper, students can use a cotton swab and bleach to draw the stars that form the picture. The bleach spots will
turn white and look like stars in the sky. On another sheet of paper, students will write about their constellations. To help your students, write pattern sentences on sentence strips and place them in a pocket chart. The
students can use the following patterns:
My constellation is called __________________________ .
My constellation has __________________________stars.
My constellation looks like _________________________ .
The story of my constellation is: _____________________
_________________________________________________
_________________________________________________ .
Discovering Space
(LE, Lesson 24)
158
Theme: Science
Phases of the Moon Booklet

Kind of Activity:
Making a booklet
Objectives:
Create a booklet
Follow oral and written directions
Become familiar with the phases of the moon
Materials:
Six sheets of paper for each student, pencils, crayons or markers
Content Connection:
Science; language arts
Give each student six sheets of paper. Ask the students to copy the words to the poem on the bottom portion of
each page. Then, as a class, decide which picture of the moon should appear on each page. In this way, the students will become familiar with the phases of the moon. The students should draw each phase of the moon and
then color it. Ask the students to go home and look at the moon that night. The next day, the students can draw
and color the last page of their booklets. Students should take their booklets home to share with their families.
Phases of the Moon Booklet

Title page
THE MOON
Page 1
The moon looks so big tonight!

Its called a full moon.
full moon
Page 2
Now the moon is only half a circle.

Its called a half-moon.
half-moon
Page 3
The moon can be a little slice.

Its called a crescent moon.
crescent moon
Page 4
Sometimes the moon has no light at all.

Its called a new moon.
new moon
Page 5
Look up in the sky tonight.

Which moon do you see?
159
Discovering Space
(LE, Lesson 24)
Theme: Science
Space Songs
Kind of Activity:
Singing
Objectives:

Materials:
Content Connection:
Music; health
Have your students learn about different space concepts by teaching them the song Twinkle, Twinkle,
Little Star:
Twinkle, twinkle, little star,
How I wonder what you are.
Up above the world so high,
Like a diamond in the sky.
Twinkle, twinkle, little star,
How I wonder what you are.
Then, work with the class to create another verse for this song about other objects in space, such as the moon, a
comet, the sun, or a planet. Write the words to the song on sentence strips with blank spaces for the words to be
substituted. Display the sentence strips on a pocket chart. Read the words of the song to your students. Ask your
students to think of other ideas to go in the blank spaces. Write their ideas down on sentence strips and sing the
song. Here is an example (the underlined words can be replaced with others):
Shining, shining, big, round moon,
How Id like to visit you soon.
Up above the world so high,
Like a baseball in the sky.
Shining, shining, big, round moon,
How Id like to visit you soon.
Discovering Space
(LE, Lesson 24)
160
Theme: Science

Fiction
Asch, F. (1982). Happy Birthday, Moon. New York: Prentice-Hall.
de Brunhoff, L. (1972). Babar Visits Another Planet. New York: Random House.
Hirst, S. (1990). My Place in Space. New York: Orchard Books.
Keats, E. (1987). Regards to the Man in the Moon. New York: Aladdin Books.
Nonction
Armbruster, A. (1990). Astronaut Training. New York: Franklin Watts.
Barton, B. (1988). I Want to Be an Astronaut. New York: Thomas Y. Crowell.
Behrens, J. (1984). I Can Be an Astronaut. Chicago: Childrens Press.
Branley, F. (1987). The Planets in Our Solar System. New York: Harper & Row.
Cole, J. (1990). The Magic School Bus: Lost in the Solar System. New York: Scholastic Inc.
Embury, B. (1990). The Dream Is Alive: A Flight of Discovery Aboard the Space Shuttle. New York: Harper & Row.
Greene, C. (1984). Astronauts. Chicago: Childrens Press.
Moeschl, R. (1989). Exploring the Sky: 100 Projects for Beginning Astronomers. Chicago: Chicago Review Press.
OConnor, K. (1983). Sally Ride and the New Astronauts: Scientists in Space. New York: Franklin Watts.
Ride, S. (1986). To Space and Back. New York: Lothrop, Lee & Shepard.
Wheat, J. (1977). Lets Go to the Moon. Washington, DC: National Geographic Society.
Star Stories
Laurie, A. (1979). The Heavenly Zoo: Legends and Tales of the Stars. New York: Farrar, Straus & Giroux.
Lee, J. (1982). The Legend of the Milky Way. New York: Holt, Rinehart and Winston.
Limburg, P. (1976). Whats in the Names of Stars and Constellations. New York: Coward, McCann & Geoghegan.
Vautier, G. (1981). The Shining Stars: Greek Legends of the Zodiac. New York: Cambridge University Press.
Wood, M. (1982). Spirits, Heroes, and Hunters from North American Mythology. New York: Schocken Books.
161
Discovering Space
(LE, Lesson 24)
Theme: Science
Discovering Space 1
What are you looking
at?
The moon! The moon
looks so big tonight.
It looks even bigger
through my telescope.
Here, look!
Wow!
Great, huh?
Yeah! The moon looks so close!
Lets look at the stars.
Okay! We can look at the moon, stars, planetsall of space!
Long ago, people looked at the night sky.
They imagined they saw pictures in the stars.
Groups of stars that make pictures are called constellations.
See that one?
Oh, which constellation is that?
Thats the Big Dipper.
I wonder what its like in space.
You float in space. The stars are
all around you.
Wow!
as1a
Discovering Space
(LE, Lesson 24)
162
Theme: Science
Discovering Space 2
Did you remember
your space suit?
Oops!
Now youre an astronaut
exploring space.
Whats that?
The space shuttle!
Oh!
Astronauts ride in the space shuttle.
And thats not all they do there!
They eat in the space shuttle.
They sleep in the space shuttle.
They work in the space shuttle.
They exercise in the space shuttle.
They even play with toys in the space shuttle.
Im going to the moon!
Astronauts have already been to the moon. They walked
on the moon. Well, they jumped. They worked on the moon.
They even drove a car on the moon!
I can see earth from here!
Earth to Ana!
Earth to Ana!
Someday Im going to be an astronaut!
as1b
163
Discovering Space
(LE, Lesson 24)
Theme: Science
Astronauts:
In the Space ShuttleOn the Moon
Name
Astronauts _____________________ in the space shuttle.
Astronauts ____________________________ on the moon.

as2
Discovering Space
(LE, Lesson 24)
164
Theme: Science
The Astronauts Duffel Bag
My Duffel Bag
___________________________
The Big Dipper Diagram
as3
165
Discovering Space
(LE, Lesson 24)
Theme: Science
Dont Throw It Away!

Using the Video
Kind of Activity:
Objectives:

Vocabulary:
mess; trash; garbage

newspapers; plastic bottles; aluminum cans; glass bottles
recycle
landll; recycling center
Eco the sea otter
Materials:
40700

Introduction
Preview the vocabulary used in this lesson by showing the Introduction section of Dont Throw It Away! Explain
the words trash, garbage, and landll. Ask the students to name things that they throw out in the trash. Ask your
students What will happen if people continue to ll up the landlls with trash? Explore your students
answers as a whole class.
Dont Throw It Away!
(LE, Lesson 25)
166
Theme: Science
Kind of Activity:
Objectives:

Materials:
43970

Story
Play the story Dont Throw It Away! all the way through. Ask the students to name the four recyclable
materials that are named in the video (paper, plastic, aluminum, glass.) Replay the video a second time or more
as needed.
Kind of Activity:
Language experience
Objectives:
Recall details
Materials:

drawing paper, crayons
43970

Story
Activity 1: Ask your students to think about the video and recall events. Call on different students to share one
thing they remember about recycling from the video. Prompt them if necessary. Write their responses on sentence strips and display them in a pocket chart. Then, ask the class to help you sequence the events as seen in
the video by rearranging the sentence strips. Ask your students to check that the sentences are in order and that
they include everything. When all the events have been named and sequenced, read them back with your class.
Show the video again. Ask the students to name things they missed in the video.
Activity 2: Pass out the drawing paper and have your students fold it in thirds lengthwise. Ask them to draw
the symbol for recycling in the center panel and to draw a picture of one thing that can be recycled on the left
side and what it might become after having been recycled on the right side. Then, have the students write sentences to explain their illustrations. Encourage your students to share their work with the rest of the class.
167
Dont Throw It Away!
(LE, Lesson 25)
Theme: Science

Dont Throw It Away! Recycling
Kind of Activity:
Objectives:

Overhead transparencies of the Dont Throw It Away! Recycling 1, 2, and 3
text pages (pp. 173175), overhead projector, a copy of the text pages for
each student
Materials:
Make and display overhead transparencies of the dialogue Dont Throw It Away! Recycling. Point to the picture
of the person speaking and then read the words. Ask the students to look at and listen to the words of the dialogue as you read to them. Read the dialogue again, this time having your students read along. As your students
become more comfortable with the dialogue, ask for small groups of volunteers to read the parts of Eco the sea
otter, Nicky, Bobby, Ana, and Mimi. Pass out copies of the dialogue for the students to take home to share with
their families.
Paper, Plastic, Glass, Aluminum

Kind of Activity:
Classication activity
Objectives:
Classify items based on one attribute
Materials:
A copy of the Paper, Plastic, Glass, Aluminum activity page (p. 176) for
each student, butcher paper or chalkboard, transparency of the activity
page, overhead projector
Content Connection:
Science
Display the transparency of the Paper, Plastic, Glass, Aluminum activity page. Name each small item on the page
so that the students become familiar with all the items. Then, distribute the student copies of the activity page.
Ask the students to cut out the 12 squares with objects and paste them onto the correct recycling bins. When the
students have nished, review their answers as a whole class. Let the students color their pages and take them
Dont Throw It Away!
(LE, Lesson 25)
168
Theme: Science
Additional Ideas
What I Can Do
Kind of Activity:
Creating a booklet about the theme of conservation
Objective:
Identify and illustrate new concepts
Materials:
Sentence strips, colored markers, pocket chart, pencils, crayons, large

sheets of white construction paper
Explain to your students that recycling is just one part of what we can do to save our natural resources and our
environment. Ask students to name things that they do to help the environment. Then, write the following sentences on sentence strips and display in a pocket chart:
Recycle.
Turn off lights.
Turn off water.
Keep the air clean.
Distribute a large sheet of construction paper to each student. Demonstrate to the students how to fold the sheet
of paper into four sections or boxes. Ask the students to fold their paper into four boxes. Then, ask them to copy
each sentence from the pocket chart at the bottom of each box on the paper. Ask the students to illustrate each
sentence, showing different ways to help the environment in each box. Invite your students to share their pages
with the class and then display their work on a classroom bulletin board.
Landlls Are Filled

Kind of Activity:
Science experiment
Objective:
Learn about landlls and composting
Materials:
Large potting containers, potting soil, shovel, some vegetable peels,

grass clippings, apple core, plastic wrap, aluminum foil, piece of
styrofoam cup
Content Connection:
Science
Review the word landll with your students. Discuss how trash is disposed of if it is not recycled or composted.
Talk about the problems that have been caused by landlls. Would you want to have a landll in your backyard?
What will happen when the landll is lled?
Then, explain to the students that some materials are biodegradable and will break down and become part of
the Earth. Ask students to name items that they think are biodegradable.
169
Dont Throw It Away!
(LE, Lesson 25)
Theme: Science
Bring six large potting containers to class. Fill each container with potting soil. Then, use the shovel to dig a
wide, deep hole in each container. Bury one item in each container: vegetable peels, grass clippings, apple core,
plastic wrap, aluminum foil, piece of styrofoam cup. Label each container. Then, cover each item again with the
soil. Each week, dig up each item to see what has happened. In a month, it should be difcult to nd the biodegradable materials but easy to nd the others. Ask your students which materials are better for the Earth. Then,
ask them why it is important to recycle.
Get Into the Recycling Cycle!

Kind of Activity:
Class recycling program
Objective:
Practice recycling
Materials:
None
Content Connection:
Science; math
Start a recycling project in your classroom. Bring in four large containers and label them PAPER, PLASTIC,
ALUMINUM, and GLASS. Ask your students to bring in their recyclable trash from morning snacks and lunch.
Keep a record for each material, such as a graph, of the total number of recyclables received. After two weeks,
see how many recyclables have accumulated. Then, discuss again why things that can be replaced shouldnt ll
up landlls. Compare the graphs for each of the materials.
Spread the Word: Recycle!

Kind of Activity:
Making a poster
Objective:
Understand concepts of recycling
Materials:
White construction paper, colored marking pens, rulers
Content Connection:
Art
Ask your students to make posters that tell others to recycle. Show your students the international symbol for
recycling and let them use this symbol if they desire. If possible, laminate the posters so that they will be
durable. Get permission to put up the posters throughout the school, especially in areas where students eat
snacks or meals. If one is not already in existence, start a campus recycling program and provide recycling bins
next to the trash cans in the eating areas.
Dont Throw It Away!
(LE, Lesson 25)
170
Theme: Science
Whats All This Trash?

Kind of Activity:
Sorting trash
Objectives:
Count and sort

Materials:
Large trash bags
Content Connection:
Science; math
Divide your class into small groups during the physical education period. Give each group a large trash bag
and have them collect trash from the campus. If you are lucky enough to have a campus with no trash on the
grounds, you may want to make a eld trip to a nearby park or other location in need of a cleanup. When the
class regroups inside, count and sort the trash. You can sort the trash into two groups (organic and inorganic or
recyclable and nonrecyclable) or more (paper, plastic, aluminum, glass, biodegradable, other). Make a class
graph that shows the amount of each kind of trash. Ask questions about the graph. On another day, follow the
same procedures, but this time, ask your students to collect only recyclable materials. Check that the students
understand which items are recyclable and which are not.
Recycled Art
Kind of Activity:
Art
Objective:
Create an abstract piece of art using recycled materials
Materials:
Collection of used materials to be used for an art sculpture such as

paper bags, egg cartons, meat trays, plastic six-pack holders, cans,
bottles, newspapers, paper scraps, plastic cups, etc.; paints; brushes;
glue; scissors
A week before doing this activity, ask your students to bring to class used materials that could be used to make
an art sculpture. Demonstrate how used materials can be painted and reused. Encourage your students to be
creative as they make an abstract art sculpture out of the materials available in class.
171
Dont Throw It Away!
(LE, Lesson 25)
Theme: Science

Books
The Earth Works Group. (1990). 50 Simple Things Kids Can Do to Save the Earth. Kansas City, MO: Andrews and
McMeel.
Foster, J. (1991). Cartons, Cans and Orange Peels: Where Does Your Garbage Go? New York: Clarion Books.
Gibbons, G. (1992). Recycle!: A Handbook for Kids. Boston: Little, Brown.
Gutnik, M. (1992). Experiments That Explore Recycling. Brookeld, CT: Millbrook Press.
Seltzer, M. (1992). Here Comes the Recycling Truck! Morton Grove, IL: A. Whitman.
Shanks, A. (1973). About Garbage and Stuff. New York: Viking Press.
Simmons, R. (1976). Recyclopedia: Games, Science Equipment, and Crafts from Recycled Materials. Boston:
Houghton Mifin.
Wilcox, C. (1988). Trash! Minneapolis: Carolrhoda Books.
Songs
Van Manen, H. (1990). We Recycle [sound recording]; & Other Songs for Earth Keepers. Beulah, CO: People
Records.
Dont Throw It Away!
(LE, Lesson 25)
172
Theme: Science
Dont Throw It Away!

Recycling 1
Hey, guys, have you seen that
book about Eco the Sea Otter?
I think its over there.
This place is a mess! I cant find
that book. I just see newspapers!
And plastic bottles!
And aluminum cans!
And glass jars!
Theres sure a lot of trash here! Lets throw it away!
Trash! Lets get rid of it!
Wait a minute, this isnt trash!
Its Eco the Sea Otter!
Did you say trash?
C
ur
Yo
Eco, what can we do?

This place is a mess!
o un
Te l e p h o n e
D i r e c t or y
ty
A -M
Just look at all this trash!

Lets throw it away.
Whoa! Who knows where all this trash goes?
A truck takes the trash away.
Right, a truck takes the trash away.
Where does the truck go?
ec1a
1994 Computer Curriculum Corporation.
173
Dont Throw It Away!
(LE, Lesson 25)
Theme: Science
Dont Throw It Away!

Recycling 2
I dont know.
The truck takes the trash to landfills like this one.
We dont have enough landfills for all our trash.
Yuck! But what can we do?
You can do a lot! You can recycle! Just watch.
Okay, lets recycle. Can you help us, Eco?
Sure! You can start by collecting used paper. The used paper
goes to the recycling center. It does not go to the landfill. Here,
the used paper is recycled. Its made into new paper!
The new paper can be made into different things.
Oh, like a new book? Wow!
This book is made with recycled paper!
k
oo
y B
or
St
Book
Story tes
ri
Favo
Hey, what can I do?
I know! You can collect used plastic. The used plastic goes to
the recycling center. Here, the used plastic is recycled. Its made
into new plastic. The new plastic can be made
into different things.
Oh, like a new plastic bat?
This bat is made with recycled plastic!
What can I do?
I know. You can collect used aluminum.
The used aluminum goes to the recycling center.
Here, the used aluminum is recycled. Its made into new
aluminum. The new aluminum can be made into different things.
ec1b
Dont Throw It Away!
(LE, Lesson 25)
174
Theme: Science
Dont Throw It Away!

Recycling 3
Oh, like new cans for juice? Great!
These cans are made with recycled aluminum.
C
What about me? What can I do?
O RN
y
'y
C'
y ui 'C
J ui ' ic e
C' J ic e
Ju
J ui ' ic e J u
Ju
I know! I know! You can collect used glass. The used glass goes
to the recycling center. It does not go to the landfill. Here,
the used glass is recycled. It is made into new glass.
The new glass can be made into different things.
Oh, like a new glass light bulb? Amazing!
This lightbulb is made with recycled glass.
Hey, we can read our book now!
Okay! This place looks great!
Yeah!
Remember, dont throw trash away. Recycle!
Keep Earth beautiful.
ec1c
175
Dont Throw It Away!
(LE, Lesson 25)
Paper
Yo
ur
Co
un
Dont Throw It Away!
(LE, Lesson 25)
Plastic
G r a pe
J e ll y
ne
pho
Te l e rectory
Di
A-
Sh
am
Glass
po
y
C'
J ui ' ic e
Ju
Paper, Plastic, Glass, Aluminum
Aluminum
O RN
Theme: Science
ec2
176
Read-Along and Writing

Experiences Strand Activities
City Seen From A To Z
City Seen From A to Z by Rachel Isadora
Kind of Activity:
Choral reading experience
Objectives:
Participate in choral reading activity

Acquire reading vocabulary
Materials:
Overhead transparency of the City Seen From A to Z by Rachel Isadora

activity page (p. 183), overhead projector, a copy of the text page for
each student
Display the overhead transparency of the activity page. Tell the class that you are going to read the words from
City Seen From A to Z by Rachel Isadora aloud. Ask your students to look carefully at the words as you read them.
Point to the words as you read them. Then, read the words with your students. Continue to read the story with
your students until they are very comfortable with it. Have students point out instances of the words in their
own environment as they are read (e.g., art on the bulletin board, friends on the playground, etc.). Pass out copies of the text page for your students to take home to share with their families.
177
(RE, Lesson 11)
My Favorite Letter
Kind of Activity:
Pattern writing and publishing
Objectives:
Use a sentence pattern to organize and express ideas

Display information in a simple graphic form
Materials:
Overhead transparency of the My Favorite Letter activity page (p. 184),

overhead projector, a copy of the activity page for each student,
chalkboard or butcher paper, pencils, crayons or colored markers
Content Connection:
Language arts
Prewriting: Brainstorm with your students ve to 10 words for each letter of the alphabet. Record their
responses on butcher paper so that you can display them around the classroom. Next, display the transparency
of My Favorite Letter. Direct your students attention to the small empty box near the top of the page. Explain
that they are to write their favorite letter inside the box. Select a volunteer to give you the name of his or her
favorite letter. Record the letter inside the box, using the capital letter form. Then, read the sentences on the
overhead along with your class. Select several volunteers to give you the names of four things that begin with
the sample letter and record them on the blank lines on the activity page. Read the completed sentences with
your students. Continue by writing the sample letter one more time inside the box on the last line of the activity
page. Finally, read the last sentence on the activity page.
Writing: Pass out copies of the activity page and ask your students to complete the pattern sentences about
their favorite letters. Monitor and give assistance as many times as needed. When the students have completed
the assignment, encourage them to share their writing with the class. Ask your students to take their completed
writing assignments home to share with their families.
A City Seen From A to Z Picture Dictionary

Kind of Activity:
Making an alphabet book
Objective:
Learn alphabetical order
Materials:
A copy of the City Seen From A to Z: Alphabet Word Cards (pp. 185186)
activity pages for each student, crayons, glue, 26 3x5-inch unlined index
cards with a hole punched in the upper left-hand corner for each
student, one plastic binding ring for each student
Content Connection:
Language arts
Tell your students that they are going to make alphabet booklets. Pass out one copy of each page of the City Seen
From A to Z: Alphabet Word Cards, 26 index cards, and one plastic binding ring to each student. Explain to your
students that they are going to:
1.
2.
3.
4.
5.
Color the pictures on the activity pages.

Carefully cut the pictures out of the pages.
Glue one picture onto each index card.
Arrange the cards in alphabetical (ABC) order.
Put the cards together and then place the plastic binding ring through the holes to fasten the
book together.
(RE, Lesson 11)
178
When your students have completed their alphabet booklets, they can practice reading the words to each other.
Throughout the year, students can write in new words to make a more complete dictionary.
Additional Ideas
A School Seen From A to Z
Kind of Activity:
Making an alphabet book
Objectives:
Phoneme awareness, development of sound-symbol correspondence

Materials:
Lined writing paper, a plain white construction paper booklet for each
student, pencils, crayons or colored markers
Content Connection:
Art
Preparation: Make a booklet for each student by stapling 14 sheets of plain white construction paper together.
Walking Field Trip: Pass out lined writing paper to each student. Have each student write one letter of the alphabet on each line of the sheet of paper. Then, take a walking eld trip around your school. Ask your students to
look for objects that begin with each letter of the alphabet. Have them record their ideas on their writing paper
as they walk along, using either invented spelling or small pictures to record their entries.
Making the alphabet book: When you return to class, ask students to draw pictures of the objects they observed
on their walk. Provide each student with a premade booklet. Write the words A School Seen from A to Z on the
chalkboard and have your students copy these words on the rst page of their booklets to make a cover. Next,
beginning with the letter A, have the students write each letter of the alphabet in its capital form and then draw
the picture of the object beginning with its sound that they recorded on their walk. Be sure to tell your students
to write one letter on each page and to use both sides of their sheets of paper. When the books have been completed, display them around the classroom for everyone to enjoy and have a reading hour for the students to
read their books to each other.
179
(RE, Lesson 11)
Pretend Alphabet Soup

Kind of Activity:
Auditory discrimination
Objective:
Acquire and practice letter-sound correspondence
Materials:
An assortment of magazines that can be cut and torn apart, scissors,

glue, butcher paper
Content Connection:
Art
Preparation: Divide your class into working groups of ve to six students each. Provide each group with
a piece of butcher paper with a large soup kettle drawn on it, several magazines that they can cut apart, glue,
and scissors.
Making the Soup: Have your students go through their magazines and nd a picture to represent each letter of
the alphabet. Ask them to cut the pictures out of the magazine and glue them to the butcher paper soup kettle.
When they have completed their alphabet soup, have them name all the ingredients in their pots and say the
letter that they hear at the beginning of each word.
You can have the groups trade their soup kettles and see if each group can name all the words in the pot.
A Real Alphabet Soup

Kind of Activity:
Auditory discrimination
Objectives:
Acquire and practice letter-sound correspondence

Vocabulary development
Materials:
An assortment of foods to be used to make a real alphabet soup, a large

pot for making the soup, cutting boards, plastic knives, spoons, a hot
plate or stove top, butcher paper, alphabet noodles, soup bowls, spoons
Content Connection:
Health; art
Preparation: Tell your class that you will be making a real alphabet soup. Brainstorm with your class various
healthy foods that could be used to make their soup. Start with the letter A and record their responses. For example, you could have asparagus for the letter A, beets for the letter B, carrots for the letter C, etc. When you have
nished eliciting and recording your students responses, select the foods from your list that you think would
make a good soup. Assign specic foods to your students to bring to class.
Making the Soup: Fill a large cooking pot 2/3 full of water and add six to eight chicken, beef, or vegetable bouillon cubes. Have your students help you wash and cut the assorted food items they have brought to class. Place
them in the pot. Let the pot simmer for a few hours. Then, add your alphabet noodles and cook the soup for
10 minutes more on higher heat. At this point, your alphabet soup is ready to eat. Enjoy!
(RE, Lesson 11)
180
Writing: After the class has enjoyed eating the alphabet soup, they can write about their experiences. Pass out
lined writing paper with space at the top for your students to draw pictures. Write the following pattern sentences on the board:
Alphabet soup is so easy to make.
Just pick out some letters and then you take:
___________
___________
___________
___________
___________
___________
for the letter

for the letter
for the letter
for the letter
for the letter
for the letter
___________
___________
___________
___________
___________
___________
Clean and cut, dice and chop.

Pare and peel and then you stop!
Bring to a boilthats all you do!
Then the soups all ready for me and you!
Model how to copy the rst two lines of the poem on one piece of writing paper. Then, demonstrate how to
write in each ingredient for the soup and the letter it represents on the blank spaces. You can direct your students attention to the ideas on the board. Finally, have the students copy the last four lines of the poem. When
they have completed writing, they should illustrate their poems. Staple the pages together, and they will have
a completed recipe booklet about alphabet soup.

Poetry
Poetry about the ABCs from the following collection:
Hopkins, Lee Bennett, Ed. (1988). Side by Side Poems to Read Together. New York: Simon and Schuster Books for
Young Readers.
All in a Word, by Aileen Fisher, page 28
ABC Song, page 29
A Was Once an Apple Pie, by Edward Lear, page 34
Poetry about the city from the following collection:
Merriam, Eve. (1989). A Poem for A Pickle. New York: Morrow Junior Books.
A City Ditty
Junk
Urban Rainbow
181
(RE, Lesson 11)
ABC Books
Brent, Isabelle. (1993). An Alphabet of Animals. Boston: Little, Brown and Company.
Bruce, Lisa. (1993). Olivers Alphabets. New York: Bradbury Press, MacMillan Publishing Co.
deMejo, Oscar. (1992). Oscar deMejos ABC. New York: A Laura Geringer Book, an imprint of HarperCollins
Publishers.
Ehlert, Lois. (1989). Eating the AlphabetFruits and Vegetables From A to Z. New York: Harcourt Brace
Jovanovich.
Harada, Joyce. (1982). Its the ABC Book. South San Francisco, CA: Heian International, Inc.
Hubbard, Woodeigh. (1990). C is for Curious. An ABC of Feelings. San Francisco: Chronicle Books.
Johnson, Crockett. (1963). Harolds ABC. New York: Harper Collins Publishers.
Lillie, Patricia. (1986). One Very, Very Quiet Afternoon. New York: Greenwillow Books
Martin, Bill, Jr., and Archambault, John. (1989). Chicka Chicka Boom Boom. Simon & Schuster Books for Young
Readers. New York: Simon and Schuster.
Pienkowski, Jan. (1993). ABC Dinosaurs. New York: Lodestar Books, Afliate of Dutton Childrens Books.
(RE, Lesson 11)
182
City Seen From A to Z

by Rachel Isadora
Art
Beach ball
Car wash
Dolls
Entrance
Friends
Gallery
Hat
Ice cream
Jazz
Kitten
Lion
Music
Night
Ocean
Pigeon
Quiet
Roller skates
Snowman
Tutu
Umbrella
Valentine
Window box
Xmas
Yo-yo
Zoo
Copyright 1983 by Rachel Isadora

By permission of Greenwillow Books, a division of William Morrow & Company, Inc.
az1
.
183
(RE, Lesson 11)
az2
(RE, Lesson 11)
184
R
Name
B I
is a wonderful letter! So many words start that way!
I would like to say that
is a wonderful letter!
and __________________________ and _________________________ .
Like __________________________ and _________________________
A N
My Favorite Letter
City Seen From A to Z: Alphabet Word Cards
Art
XYZ 321
XYZ321
Beach ball
Car wash
Dolls
Entrance
Friends
Gallery
Hat
Ice cream
Jazz
Kitten
Lion
Music
az3a
.
185
(RE, Lesson 11)
City Seen From A to Z: Alphabet Word Cards
Night
Ocean
Quiet
Pigeon
Roller skates
Be
Mine
Snowman
Tutu
Umbrella
Valentine
Window box
Xmas
Yo-yo
Zoo
az3b
(RE, Lesson 11)
186
Hey Diddle Diddle

Hey Diddle Diddle
Kind of Activity:
Choral reading experience; Total Physical Response (TPR)
Objectives:

Develop a sense of rhythm of the English language
Materials:
Overhead transparency of the Hey Diddle Diddle text page (p. 192),
Display the overhead transparency of the poem Hey Diddle Diddle. Tell the class that you are going to read the
poem out loud. Ask your students to look carefully at the words as you read them. Point to the words as you
read. Continue to read the poem with your students until they are very comfortable with it. Then, add body
motions to accompany the poem. For example, as the students read The cow jumped over the moon, they can
move their hands to show the concept of over. As they continue to read The little dog laughed, they can place
their hands on their stomachs and pretend to laugh. You can choose student volunteers to make up the motions
and then lead the class in a group performance. Pass out a copy of the poem to all the students for extra practice
and to share with their families.
Sequence: Hey Diddle Diddle

Kind of Activity:
Comprehension
Objective:
Demonstrate understanding of a poem

Develop independent reading skills
Materials:
Overhead transparency of the Sequence: Hey Diddle Diddle activity page

(p. 193), overhead projector, a copy of the activity page for each student,
crayons or colored markers, glue or glue sticks
Content Connection:
Language arts
Display the transparency of the Sequence: Hey Diddle Diddle activity page. Tell your students that they are going
to make booklets about the poem Hey Diddle Diddle. Explain that each picture box shows something that happened in the poem. Be sure to note that the pictures are not in the correct order. Go over each picture box and
ask your students to describe what is happening. Then, draw your students attention to the sentence strips on
the activity page. Read the sentences with your students and explain that they are to match each sentence strip
187
Hey Diddle Diddle
(RE, Lesson 12)
with its correct picture. Finally, point out the small, blank squares in the top right-hand corner of each picture
box. Tell your students that they will write the number in each square that shows which picture box goes rst,
second, third, and fourth.
Using the activity pages: Pass out a copy of the activity page to each student. Ask your students to:
1.
2.
3.
4.
5.
6.
7.
Color the pictures.

Cut the sentence strips out of the activity page.
Match each sentence strip with its picture.
Glue the sentence strips in the boxes at the bottom of each picture box.
Write the number that shows which picture box goes rst, second, third, and fourth in the blank
square in the top right-hand corner of each picture box.
Cut the picture boxes out of the activity page.
Staple the pictures together to make a little booklet for each student. When the students have nished making
their booklets, they can practice reading the poem.
And the Dish Ran Away with the Spoon!

Kind of Activity:
Objectives:
Use a rhyme pattern to organize and express ideas

Materials:
Overhead transparency of the And the Dish Ran Away with the Spoon!
activity page (p. 194), overhead projector, a copy of the activity page for
each student, chalkboard or butcher paper, pencils, crayons or colored
markers
Content Connection:
Language arts; art
Ask your class to name the animals that are found in the poem Hey Diddle Diddle. Then, ask the students to
name their favorite animals. Write their responses on the board. Next, display the overhead transparency of the
And the Dish Ran Away with the Spoon! activity page. Show your students how they can create their own written
versions of the poem by using the ideas from the board. Choose some of the animals from the board and write
their names in the appropriate blanks on the overhead transparency of the activity page. Then, ask your students to read the new version along with you. Finally, pass out copies of the activity page. Ask your students to
create their own versions of the poem by using original or class-generated ideas from the board. The students
can then illustrate their poems in the illustration box and share them with the class.
Hey Diddle Diddle
(RE, Lesson 12)
188
Additional Ideas
Flannel Board Story Sequence
Kind of Activity:
Retelling of a poem; using a annel board
Objective:
Practice reading vocabulary
Materials:
Flannel board, annel board cutouts of a cat, ddle, cow, moon, dog,
dish, and spoon, sandpaper, pocket chart, sentence strips with the
words to the poem Hey Diddle Diddle
Content Connection:
Language arts; art
Preparation: Prepare annel board cutouts of the cat, ddle, cow, moon, dog, dish, and spoon. You can use construction paper to make the gures and then laminate them to make them more durable. Glue a small piece of
sandpaper to the back of each piece so that the pieces will stick to the annel board.
Using the Flannel Board: Write the words to the poem Hey Diddle Diddle on sentence strips and display them
in the pocket chart. Divide your class into groups of seven. Give a annel board cutout to one child in each
group of seven. Read the poem with your students. As you say the rhyme together, have each student who is
holding a annel board piece place it on the annel board at the appropriate time. You can repeat this procedure
until all the children have had an opportunity to participate.
Variation for Older Students: You can have your students make their own annel boards and annel board
pieces. Supply each student with an 11x17-inch piece of cardboard and a piece of annel material two to three
inches larger than the cardboard. Have your students cover the cardboard with the annel and then fold the
material sides down on the back of the cardboard. Then, have them tape the sides into place. The students can
draw their annel board pieces for the poem and color or paint them. They will then glue a small piece of sandpaper to the back of each annel board piece.
189
Hey Diddle Diddle
(RE, Lesson 12)
Make a Class Book

Kind of Activity:
Writing and publishing
Objectives:
Participate in making a class book

Acquire and practice reading and writing vocabulary
Materials:
Pocket chart and sentence strips with the words to the poem Hey
Diddle Diddle, large 11x17-inch pieces of white construction paper,
pencils, crayons or colored markers
Content Connection:
Language arts; art
Display the sentence strips of the poem Hey Diddle Diddle in the pocket chart. Divide your class into working groups of four students. Ask the groups to work together and to create a book for the poem Hey Diddle
Diddle. Tell the students that they will:
1.
2.
3.
4.
Copy one part of the poem onto the 11x17-inch construction paper and then illustrate it. (Within each
group, the children should decide for themselves who will copy each part.)
Place the pages in the correct order.
Work together to create a cover for the book.
Staple the pages of the book together.
When the groups have nished making their books, have them take turns reading them to the class.
More Mother Goose

Kind of Activity:
Language arts
Objective:
Read and learn Mother Goose rhymes
Materials:
Pocket chart and sentence strips
Gather a collection of Mother Goose rhymes and write the words on sentence strips to be displayed in your
pocket chart. An example that might directly tie into some of the ideas from Hey Diddle Diddle is:
I had a cat, and the cat pleased me,
I fed my cat by yonder tree;
Cat goes ddle-i-fee.
I had a cow, and the cow pleased me,
I fed my cow by yonder tree;
Cow goes moo, moo,
Hey Diddle Diddle
(RE, Lesson 12)
190
I had a dog, and the dog pleased me,

I fed my dog by yonder tree;
Dog goes bow-wow, bow-wow
Cow goes moo, moo,
Read the poems with your students until they are comfortable with the reading vocabulary. When your students
have learned the poems, you can have them create a class book for each Mother Goose rhyme. They can make
annel board pieces for each rhyme and then perform the rhymes for other classes.

Cooney, B. (1981). Tortillitas Para Mam and other Nursery Rhymes. New York: Henry Holt.
Delacre, Lulu. (1989). Arroz Con Leche, Popular Songs and Rhymes from Latin America. New York: Scholastic Inc.
dePaola, T. (1985). Tomie dePaolas Mother Goose. New York: Putnam.
dePaola, Tomie. (1988). Tomie dePaolas Book of Poems. New York: G.P. Putnams Sons.
Kemp, M. (1991). Hey Diddle Diddle. New York: Penguin Books.
Prelutsky, Jack, Ed. (1986). Read-Aloud Rhymes for the Very Young. New York: Alfred A. Knopf.
Prelutsky, Jack, Ed. (1988). Sing a Song of Popcorn. New York: Scholastic Inc.
Prelutsky, Jack, Ed. (1988). Side by Side Poems to Read Together. New York: Simon and Schuster.
Prelutsky, Jack, Ed. (1983). The Random House Book of Poetry for Children. New York: Random House.
Underhill, L. (1987). This Is the House That Jack Built. New York: Henry Holt.
Zuromskis, D. S. Ill. (1978). The Farmer in the Dell. Boston: Little Brown.
191
Hey Diddle Diddle
(RE, Lesson 12)
Hey Diddle Diddle
Hey diddle diddle,

The cat and the fiddle,
The cow jumped

Over the moon.
The little dog laughed

To see such fun,
And the dish ran away

With the spoon.
hd1
Hey Diddle Diddle
(RE, Lesson 12)
192
Sequence: Hey Diddle Diddle
The cow jumped

Over the moon.
And the dish ran away

With the spoon.
Hey diddle diddle,

The cat and the fiddle,
The little dog laughed

To see such fun,
hd2
.
193
Hey Diddle Diddle
(RE, Lesson 12)
And the Dish Ran Away with the Spoon!
Name
Hey diddle diddle,

The ____________________ and the fiddle,
The ____________________ jumped
Over the moon.
The little _____________________ laughed
To see such fun,
And the dish ran away with the spoon.
hd3
Hey Diddle Diddle
(RE, Lesson 12)
194
Every Insect
Every Insect by Dorothy Aldis
Kind of Activity:
Objectives:

Develop a sense of the rhythm of the English language
Materials:
Overhead transparency of Every Insect by Dorothy Aldis (p. 202),

Display the overhead transparency of the poem. Tell the class that you are going to read the poem Every
Insect aloud. Ask the students to look carefully at the words as you read them. Point to the words as you read.
Then, read the poem with your students until they are comfortable with the reading vocabulary. Pass out copies
of the text page and divide your students into pairs. Ask the pairs to practice reading the poem to each other.
After the students have had sufcient time to practice reading together, choose volunteers to read the poem to
the class. Review the vocabulary by asking where the insect body parts are. Have students point out where the
head, middle, stomach, brain, feelers, heart, and legs are. Encourage your students to take the poem home to
memorize.
195
Every Insect
(RE, Lesson 13)
Insect Diagram
Kind of Activity:
Making a diagram
Objectives:
Label the parts of an insect

Follow directions
Materials:
Overhead transparency of the Insect Diagram activity page (p. 203),

Content Connection:
Science
Display the transparency of the Insect Diagram page. Point to each word in the word bank as you read the words
aloud with the class. Then, pass out copies of the activity page to your students. Point to the rst empty box on
the transparency. Ask the students to name the part of the insect. Have the students write the correct word label
in the empty box. As an extension of this activity, ask students to invent their own insects. Have them each draw
a diagram of the invented insect and label its parts. The students can then name their new insects and write sentences about them.
Is It an Insect?
Kind of Activity:
Classify and categorize, based on physical properties
Objectives:
Find the insects in a large picture

Categorize animals based on physical properties
Materials:
Overhead transparency of the Is It an Insect? activity page (p. 204),

overhead projector, a copy of the activity page for each student, pencils,
crayons or colored markers
Content Connection:
Science
Ask students to recall the characteristics of an insect that are mentioned in the poem Every Insect by Dorothy
Aldis. Elicit the students responses. Next, display the transparency of the Is It an Insect? activity page. Explain
that there are insects and other creatures in the large picture. Tell the students that they need to circle all the
insects and draw a square around the animals that are not insects. The animals that are not insects are the turtle,
worm, spider, and snail. Let students color the pages and take them home to share with their families.
Every Insect
(RE, Lesson 13)
196
Additional Ideas
Rhyme Time
Kind of Activity:
Learning poems and chants about insects
Objectives:
Participate in choral reading activities

Acquire and practice reading vocabulary
Materials:
Poems and chants
Content Connection:
Language arts; drama
Teach your students the following poems.
The Caterpillar
The Caterpillar
by Christina Rossetti
A caterpillar crawled to the top of a tree.

I think Ill take a nap, said he.
So under a leaf he began to creep
To spin a cocoon;
Then he fell asleep.
Brown and furry

Caterpillar in a hurry;
Take your walk
To the shady leaf or stalk . . .
All winter he slept in his cocoon bed,

Till Spring came along one day and said,
Wake up, wake up, little sleepy head.
Wake up, its time to get out of bed.
So he opened his eyes that sunshiny day.
Lo! He was a buttery and ew away!
May no toad spy you,

May the little birds pass by you;
Spin and die,
To live again a buttery.
The Grasshopper
The Beehive
There was a little grasshopper

Who was always on the jump.
And because he never looked ahead,
He always got a bump.
Here is the beehive.

Where are the bees?
Hidden away where nobody sees.
Watch as they come out of their hive
One, Two, Three, Four, Five!
Hurt No Living Thing

by Christina Rossetti
Hurt no living thing:
Ladybird, nor buttery,
Nor moth with dusty wing,
Nor cricket chirping cheerily,
Nor grasshopper so light of leap.
Nor dancing gnat, or beetle at,
Nor harmless worms that creep.
197
Every Insect
(RE, Lesson 13)
You can display the poems and chants on the overhead projector, a pocket chart, or the chalkboard and make
copies for each student. Review any unfamiliar vocabulary with your students. You can make up hand movements to accompany the words of the poems The Caterpillar, The Beehive, and The Grasshopper. Your class can then
perform the chants for other students in the school.
Wrapping Paper Butteries

Kind of Activity:
Art
Objectives:
Make a buttery
Express concepts being learned through creative art
Materials:
Assorted wrapping paper cut into 10- and 5-inch squares, an assortment
of colored pipe cleaners
Content Connection:
Art
Preparation: Gather an assortment of colorful wrapping paper. Cut the paper into 10- and 5-inch squares.
Divide your class into work groups of four to six students. Provide each group with enough materials so that
each student can make two butteries.
Art Project: For each buttery, have your students:
1.
2.
3.
4.
5.
6.
Take one 10-inch square and one 5-inch square piece of wrapping paper.
Fold each square into pleats by holding it on the diagonal and folding the paper back and forth,
accordion-style.
Place the larger pleated square on top of the smaller pleated square.
Tie the pleated squares together by twisting a pipe cleaner around them.
Bring the ends of the twisted pipe cleaners up so that they look like a butterys feelers.
Spread the pleated wrapping paper apart to make the butterys wings.
You can arrange the completed butteries on a bulletin board or hang them over your classroom windows for
a colorful display.
Every Insect
(RE, Lesson 13)
198
Moths and Butteries

Kind of Activity:
Compare and contrast; writing and publishing
Objectives:
Make a Venn diagram to compare and contrast moths and butteries

Materials:
An assortment of books and magazines about moths and butteries,

chalkboard, butcher paper, writing paper, drawing paper, pencils,
Content Connection:
Science
This activity is most suitable for students with writing experience.
Preparation: Gather an assortment of books and magazines about moths and butteries. An especially good
source is Usborne First Nature Butteries and Moths, EDC Publishing, Tulsa, Oklahoma, 1980.
Making the Venn Diagram: Write the headings Moths and Butteries in large letters on the chalkboard or
butcher paper. Read the materials you have collected to your class. As you read, ask your students to listen for
facts about butteries and moths. Ask them to raise their hands each time they hear a fact. Call on volunteers
to repeat the fact they have just heard and then write the information under the appropriate heading.
When you have completed reading your collected materials and listing the facts for each insect, draw a large
Venn diagram on a large piece of butcher paper. Label one circle Moths and the other Butteries. Explain
that a Venn diagram is a type of graph that will help your students see how moths and butteries are the same
and how they are different. Then, explain the parts of the Venn diagram to your students. Read the facts listed
199
Every Insect
(RE, Lesson 13)
under each heading on the chalkboard and then have your students decide where they should be placed in the
Venn diagram. Provide as much assistance as needed. When you have competed the activity, your Venn diagram might look like this:
Butterflies
Moths
They fly.
They fly at night.
They are insects.
They fly during the day.
They make a cocoon.
They drink nectar.
They make a chrysalis.
They spread their wings

flat when they rest.
They have three body

parts.
They close their wings when

they rest.
Their wings are covered with scales.
Pattern Writing: Write the following story frame on the chalkboard.
Moths and Butteries

Moths and butteries are not the same. Here is how
they are different:
A moth _______________________________ .
But a buttery _________________________ .
A buttery ____________________________ .
But a moth ____________________________ .
Here is how they are the same:
A moth and a buttery _________________ .
They both _____________________________ .
And they both _________________________ .
Model for your students how they can take the information from the Venn diagram to complete the pattern sentences. Monitor their work and provide as much assistance as needed.
Every Insect
(RE, Lesson 13)
200

Fiction
Carle, Eric. (1969). The Very Hungry Caterpillar. New York: Philomel Books.
Carle, Eric. (1990). The Very Quiet Cricket. New York: Philomel Books.
Howe, James. (1987). I Wish I Were a Buttery. San Diego: Gulliver Books, Harcourt Brace Jovanovich.
Roop, Peter & Connie. (1986). Going Buggy! Jokes About Insects. Minneapolis: First Avenue Editions.
La Coccinella Editrice, Varese. (1978). (English text copyright 1981). The Little Green Caterpillar. New York:
Grosset & Dunlap.
McKissack, Patricia and Fredrick. (1988). Bugs! Chicago: Childrens Press.
McNulty, Faith. (1986). The Lady and the Spider. New York: Harper Trophy Book.
Nonction
Braithwaite, Althea. (1990). Insects. Mahwah, NJ: Troll Associates.
Fischer-Nagel, Heiderose & Andreas. (1986). The Life of the Honeybee. Minneapolis: First Avenue Editions.
Goor, Ron and Nancy. (1990). Insect Metamorphosis. New York: Atheneum, Macmillan Publishing Company.
Julivert, Angels. (1991). The Fascinating World of Bees. Translated from Spanish El fascinante mundo de las abejas
Hauppauge, NY: Barrons Educational Series, Inc.
Katz, Bobbi. (1989). The Creepy, Crawly Book. New York: Random House, Inc.
Parker, Nancy Winslow, & Wright, Joan Richards. (1987). Bugs. New York: Greenwillow Books.
Selsam, Millicent. (1981). Where Do They Go? Insects in Winter. New York: Scholastic Inc.
Simon, Seymour. (1975). Pets in a Jar. New York: Viking Press.
Usborne First Nature Butteries and Moths. (1980). London: Usborne Publishing.
Usborne First Nature Creepy Crawlies. Insects and Other Tiny Animals. (1982). London: Usborne Publishing.
Watts, Barrie. (1987). Ladybug. Morristown, NJ: Silver Burdett Press.
201
Every Insect
(RE, Lesson 13)
Every Insect
by Dorothy Aldis
Every Insect (ant, fly, bee)
Is divided into three:
One head,
one chest,
one stomach part.
Some have brains.

All have heart.
Insects have
no bones,
No noses.
But with feelers they can smell
Dinner half a mile away.
Can your nose do as well?
X-RAY
Also youd be
in a fix
With all those
legs to manage:
Six.
Every Insect by Dorothy Aldis reprinted by permission of
G. P. Putnams Sons from QUICK AS A WINK, copyright 1960
by Dorothy Aldis, copyright 1988 by Roy E. Porter.
bu1
Every Insect
(RE, Lesson 13)
202
Insect Diagram
Name
feelers
head
chest
stomach
legs
heart
bu2
.
203
Every Insect
(RE, Lesson 13)
Is It an Insect?
Name
bu3
Every Insect
(RE, Lesson 13)
204
The Little Red Hen

The Little Red Hen
Kind of Activity:
Objectives:

Learn to identify punctuation marks
Materials:
Overhead transparencies of The Little Red Hen 1, 2, and 3 text

pages (pp. 210212), overhead projector, a copy of the text pages
for each student
Display the overhead transparencies of the story The Little Red Hen. Tell the class that you are going to read the
story out loud. Ask them to look carefully at the words as you read them. Draw your students attention to the
quotation marks around the words Who will help me plant this wheat? Briey explain that the marks are
called quotation marks and that their purpose is to let the reader know that someone in the story is talking.
Ask the class to locate other sentences that begin and end with quotation marks. When the students have
located and read a sentence, ask them to identify the character who is speaking.
Next, divide your class into two groups. Ask one group to read the sentences that begin and end in quotation
marks for the little red hen. Ask the other group to read the sentences that begin and end in quotation marks for
the duck, mouse, and pig. Tell the class that you will read all the sentences that do not have quotation marks.
Read the story together one more time, asking the students to switch parts. Pass out a copy of the story to each
student for extra practice and to share with his or her family.
205
The Little Red Hen
(RE, Lesson 14)
Sequence: The Little Red Hen 1 and 2

Kind of Activity:
Sequencing; matching
Objectives:

Practice independent reading skills
Match story text with the correct picture
Sequence the main events in a story
Materials:
Transparencies of the Sequence: The Little Red Hen 1 and 2 activity pages
(pp. 213214) activity pages, overhead projector, a copy of the activity
pages for each student, scissors, crayons or colored markers, glue
Content Connection:
Language arts; art
Introduction: Display the transparencies of the Sequence: The Little Red Hen 1 and 2 activity pages. Tell your students that they are going to make booklets that show all the things that the little red hen did. Explain that each
picture box shows the little red hen performing a task from the story. Be sure to note that the pictures are not in
the correct order. Go over each picture box and ask your students to describe what is happening. Then, draw
your students attention to the sentence strips on the second activity page. Read the sentences along with your
students and explain that they are to match each sentence strip with its correct picture. Finally, point out the
small, blank squares in the top right-hand corner of each picture box. Explain to the students that they are to
write the number that shows which picture box is rst, second, third, fourth, fth, and sixth.
Using the Activity Pages: Pass out copies of the activity pages to each student. Ask your students to:
1.
2.
3.
4.
5.
6.
7.
Color the pictures.

Cut the sentence strips out of the Sequence: The Little Red Hen 2 activity page.
Match each sentence strip with its picture.
Glue the sentence strips in the boxes at the bottom of each picture box.
Write the number that shows which picture box is rst, second, third, fourth, fth, and sixth in the
blank square in the top right-hand corner of each picture box.
Cut the picture boxes out of the activity pages.
Staple the pictures together to make a little booklet for each student. When the students have nished their
booklets, they can practice reading the story The Little Red Hen.
The Little Red Hen
(RE, Lesson 14)
206
Additional Ideas
Hardworking You!
Kind of Activity:
Objective:
Express and organize ideas in writing
Materials:
Butcher paper, colored markers, writing paper, pencils, crayons
Content Connection:
Language arts; art
Prewriting: Tell your students that they are going to write stories about the work they do at home and at school.
Ask them to think about the jobs they do at home and at school. Record their responses on butcher paper in list
form. When you nish your discussion, your list might look like the following:
At home I . . .
At school I . . .
wash the dishes
clean the erasers
make my bed
put my things away
dry the dishes
pass out papers
clean the table
work in groups
put my clothes away
read books
help take out the garbage
write stories
work in the garden
draw pictures
dust the furniture
listen to the teacher
Writing: Display the following sentence patterns on the board:

At home I ____________________ .
At school I ___________________ .
For more advanced students, you could add a temporal reference to the sentences:
Every day, at home I ___________________________ .
On Monday, at home I _________________________ .
On Tuesday, at school I _________________________ .
Tell your students that they are to copy the sentence starters and complete the sentences with examples of work
they do at home and at school. Model for your students how they can take the ideas from the prewriting chart
and use them to complete the sentence patterns. Monitor the class and provide assistance as needed. Ask students to illustrate their sentences. When your students have completed the assignment, ask for volunteers to
read their stories to the class.
207
The Little Red Hen
(RE, Lesson 14)
Readers Theater
Kind of Activity:
Dramatic reading experience
Objectives:
Participate in a dramatic reading activity

Develop sight-reading vocabulary
Develop oral reading skillsreading with expression
Materials:
Large plain white paper plates, yarn, crayons or colored markers,

scissors, a copy of the The Little Red Hen text pages for each student
Content Connection:
Drama; art
Art Activity: Divide your students into groups of ve. Gather the necessary materials and tools for each group
to make a mask for each character and the narrator in The Little Red Henve paper plates, yarn, crayons or
colored markers, and a pair of scissors. Then, have each group make ve masks: the hen, the duck, the mouse,
the pig, and the narrator. Ask students to use their scissors to cut the holes for the eyes and the nose. You can
staple a piece of yarn to each side of the paper plates so that your students can tie their masks at the back of their
heads or attach the paper plates to popsicle sticks the students can hold up to their faces.
Readers Theater: Pass out additional copies of the The Little Red Hen text pages. Ask the students to use the text
pages as a Readers Theater script. The characters are the little red hen, the duck, the mouse, the pig, and the
narrator. Be sure to have your students use their newly created masks to enhance their performances! The students in each group can take turns reading the different parts. Allow the groups plenty of time to practice and
then select volunteers to perform their Readers Theater productions.
Comparing Versions of The Little Red Hen

Kind of Activity:
Analyze different versions of the story
Objective:
Compare and contrast different versions of the story
Materials:
Several versions of The Little Red Hen, chalkboard or butcher paper
Content Connection:
Language arts; art
Preparation: Gather as many versions of The Little Red Hen as you can nd in your personal, school, and public
libraries. Read them with your class. Create a class chart like the one that follows, recording information from
the stories as you read aloud.
The Little Red Hen
(RE, Lesson 14)
208
Little Red Hen Comparison Chart

Animals in
the Story
duck, cat, pig
Work the Little Red Hen Does

plant, water, cut, pound the our,
go to the mill, make bread, eat
the bread
What the Other Animals

Say to the Hen
Not I!
Use the information on the chart to compare and contrast the different versions. When you have completed the
chart, you can ask your students to write their own versions of The Little Red Hen using ideas from each of
the versions.

dePaola, Tomie. (1978). Pancakes for Breakfast. San Diego: Harcourt Brace Jovanovich.
Lionni, Leo. (1967). Frederick. New York: Random House.
McGovern, Ann. (1963). The Ant and the Grasshopper (p. 13). In Aesops Fables. New York: Scholastic Book
Services.
McQueen, Lucinda. (1985). Little Red Hen. New York: Scholastic.
Van Allsburg, Chris. (1988). Two Bad Ants. Boston: Houghton Mifin Company.
Zemach, Margot. (1983). The Little Red Hen. An Old Story. Canada: HarperCollins Canada Ltd.
209
The Little Red Hen
(RE, Lesson 14)
The Little Red Hen 1

Once upon a time, a little red hen
lived with her chicks on a farm.
One spring day, the little red hen found
some grains of wheat in the farmyard.
Who will help me plant this wheat?

asked the little red hen.
Not I, said the duck.
Not I, said the mouse.
Not I, said the pig.
Then Ill do it myself,
said the little red hen.
And she did.
Who will help me water the wheat?

And she did.
rh1a
The Little Red Hen
(RE, Lesson 14)
210
In the summer, the wheat

grew tall and yellow.
Now who will help me cut the wheat?

And she did.
Who will help me carry the wheat to

the mill where they make flour?
And she did.
rh1b
.
211
The Little Red Hen
(RE, Lesson 14)

Who will help me make
some bread with this flour?
And she did.
This bread smells so good!

Who will help me eat it?
I will! said the duck.
I will! said the mouse.
I will! said the pig.
Oh, no, you wont!
My chicks will help
me do that!
And they did.
rh1c
The Little Red Hen
(RE, Lesson 14)
212
Sequence: The Little Red Hen 1
rh2a
.
213
The Little Red Hen
(RE, Lesson 14)
Sequence: The Little Red Hen 2
The little red hen planted

the grains of wheat herself.
The little red hen cut the

wheat herself.
The little red hen carried the

wheat to the mill herself.
The little red hen ate the

bread with her chicks.
The little red hen watered

the grains of wheat herself.
The little red hen made

some bread herself.
rh2b
The Little Red Hen
(RE, Lesson 14)
214
Theme: Science
Our Tree
Our Tree by Marchette Chute
Kind of Activity:
Objectives:

Materials:
Overhead transparency of the Our Tree by Marchette Chute text page

(p. 221), overhead projector, a copy of the text page for each student
Display the overhead transparency of the poem Our Tree. Tell the class that you are going to read the poem
aloud. Ask the students to look carefully at the words as you read them. Point to the words as you read. Continue to read the poem with your students until they are comfortable with it. Then, add body movement to
accompany the poem. For example, as the students read When autumn comes, our apple tree is full of things
to eat, they can move their hands to their mouth in an eating motion. As they continue to read The apples
hang from every branch to tumble at our feet, they could begin to roll their hands above their heads and continue the motion down to the oor. You can choose student volunteers to make up the movements and then lead
the class in a group performance. Pass out a copy of the poem to each student for extra practice and to share
with his or her family.
The Seasons of Our Tree

Kind of Activity:
Comprehension
Objectives:
Demonstrate understanding of a poem

Materials:
A copy of the The Seasons of Our Tree (p. 222) activity page for each
student, a copy of the Our Tree by Marchette Chute text page (p. 221) for
each student, crayons or colored markers
Content Connection:
Science; art
Pass out copies of the text page Our Tree by Marchette Chute and read the poem aloud with the class. Review the
four season words with your students and talk about how the tree looks in each season. Then, pass out copies
215
Our Tree
(RE, Lesson 15)
Theme: Science
of the activity page. Draw the students attention to the season words beneath the four illustration boxes.
Explain that they will:
1.
2.
Draw a picture of the apple tree in each season as it is described in the poem.
Color the completed pictures.
Monitor and provide assistance as needed. When the students have nished the activity page, they should practice reading the poem to each other, either in small groups or in pairs. Have the students take the activity page
and text page home for continued practice and to share with their families.
Apples, Apples, Apples

Kind of Activity:
Objectives:
Use a story pattern to organize and express ideas

Use metaphors in writing
Materials:
A copy of the Apples, Apples, Apples activity page (p. 223) for each
student, an apple for each student, chalkboard or butcher paper, pencils,
crayons or colored markers, overhead projector, a transparency of the
Apples, Apples, Apples activity page
Content Connection:
Language arts
Prewriting: Pass out copies of the activity page and an apple for each student. As a class, discuss in order how
apples look, smell, sound when youre biting and chewing them, and nally, how they taste. Make a chart on
the board and record your students responses. For each sense, have students record ideas from the class chart
to their own apple brainstorm area. After the discussion, a students apple brainstorm area might look like
the following:
How Apples
Look
How Apples
Smell
How Apples
Sound
How Apples
Taste
round
like fresh owers
crunchy
delicious
like a big tooth
like perfume
crisp
juicy
red or green
like sweet candy
snappy
sweet
Writing: Display the transparency of Apples, Apples, Apples. Model how to use the words from the apple brainstorm area to complete each of the pattern sentences below. Monitor your students and give assistance as many
times as needed. Encourage the students to share their sentences with the rest of the class once they have completed the assignment. Some sample sentences are:
Apples look ______________ .
Apples smell______________ .
Apples taste ______________ .
Our Tree
(RE, Lesson 15)
216
Theme: Science
Additional Ideas
Apple Categories
Kind of Activity:
Categorizing apples
Objective:
Acquire skills in categorizing

Materials:
Apples, butcher paper, 5x5-inch pieces of white construction paper,

crayons, glue
Content Connection:
Math
Preparation:
of apple.
Ask your students to bring an apple to school. Tell them they should bring their favorite kind
Making a Real Graph: Have each student place his or her apple on the oor or table, creating rows of apples that
are similar. The children can decide how they want to categorize their apples, for example, by shape, color, or
size. When all the apples have been placed on the oor and the real graph has been completed, ask your students questions such as: How many apples are in each category? Which category has the smallest number of
apples? Which category has the largest number of apples? Also ask your students to compare the number of
apples in each category.
Making a Representational Graph: After you have explored all the possible combinations of questions for your
real graph, take a large piece of butcher paper and tape it to a wall in your room. Give each student a 5x5-inch
piece of paper. Ask the students to draw a picture of their apple and to glue their picture onto the butcher paper
to make a representational graph.
217
Our Tree
(RE, Lesson 15)
Theme: Science
Apple Chants
Kind of Activity:
Learning classic play chants
Objectives:

Materials:
Play chants
Teach your students the following play chants:
Apple Tree
Apples
As I went up the apple tree,

all the apples fell on me.
Bake a pudding, bake a pie,
Did you ever tell a lie?
Yes, you did, you know you did.
You broke your mothers teapot lid.
Way up high in the apple tree,

Two little apples smiled at me.
I shook that tree as hard as I could.
Down came the apples
Mmm, they were good!
Four Seasons
Spring is showery, owery, bowery.
Summer: hoppy, croppy, poppy.
Autumn: wheezy, sneezy, freezy.
Winter: slippy, drippy, nippy.
You can display the chants on the overhead, or in a pocket chart of the chalkboard, and make copies for each
student. Your class can perform the chants for other students in the school.
Sponge Art
Kind of Activity:
Art
Objectives:
Make a sponge painting

Through creative art, express concepts being learned
Materials:
Pink, white, green, red, brown, and black tempera paints, several
shallow pans to hold the paints, sponge pieces approximately 3x3-inch,
11x17-inch white drawing paper, paint brushes, crayons or colored
markers
Content Connection:
Art
Preparation: Divide your class into workstations of four to six students. Provide each group with shallow pans
of pink, green, red, brown, and black tempera paint; two to three sponge pieces for the red, white, pink, and
green paints; and paintbrushes for each student. Distribute one piece of drawing paper to each student.
Our Tree
(RE, Lesson 15)
218
Theme: Science
Art Project: Have your students fold their drawing paper into four sections and label each section with the
name of a season of the year. Explain that they will:
1.
2.
3.
4.
5.
6.
Use their paintbrushes and the black and brown paints to make the trunk and branches of an apple
tree in each box.
Sponge pink paint on the tree labeled Spring.
Sponge green paint on the tree labeled Summer.
Sponge green and red paint on the tree labeled Fall.
Sponge white paint on the tree labeled Winter.
Use crayons or colored markers to create an appropriate seasonal background for each apple tree.
You can display the completed pictures on a bulletin board titled The Life Cycle of an Apple Tree.
Apple Prints
Kind of Activity:
Art
Objectives:
Make an apple print

Through creative art, express concepts being learned
Materials:
Green, red, and yellow tempera paints, several shallow pans to hold the
paints, white drawing paper, several apples cut in half
Content Connection:
Art
Divide your class into work stations of four to six students. Provide each group with shallow pans of red, green,
and yellow paint. Distribute one apple half and one piece of drawing paper to each student. Tell your students
that they will:
1.
2.
3.
4.
Dip their apple half into a pan of paint and lightly coat the apple with color.
Place the apple half on their drawing paper and press down to make a print. Continue to place
the apple in different positions on the paper until there is no color remaining on the apple.
Dip the apple half into another color and make more apple prints on the paper.
Dip the apple half into the remaining color and continue to make more apple prints.
When they have completed making their apple prints you will have a colorful collection of art work that will
make a cheerful autumn bulletin board!
Idea for More Advanced Students: Have the students write a poem such as a Haiku about apples over their apple
prints or have them write a poem in the center of the paper and then frame it with a border of apple prints.
For example:
Apples
Crunchy, sweet
Delicious!
Red, green, golden, too!
Precious!
219
Our Tree
(RE, Lesson 15)
Theme: Science

Books About Seasons or Apples
Gibbons, G. (1984). The Seasons of Arnolds Apple Tree. New York: Harcourt Brace Jovanovich.
Goennel, H. (1986). Seasons. Boston: Little, Brown and Company.
McMillan, Bruce. (1979). Apples How They Grow. Boston: Houghton Mifin Company.
Wildsmith, Brian. (1983). The Apple Bird. Oxford: Oxford University Press.
Poetry About the Seasons or Apples from the Following Collections

Brown, Margaret Wise. (1993). Under the Sun and the Moon and Other Poems. New York: Hyperion Books
for Children.
Apple Trees, page 2
All The Bright Colors, page 18
Golden Air, page 23
Three White Rabbits Running, page 28
dePaola, Tomie. (1988). Tomie dePaolas Book of Poems. New York: G.P. Putnams Sons.
Rain of Leaves, by Aileen Fisher, page 19
The Swallow, by Christina Rossetti, page 82
Bed in Summer, by Robert Louis Stevenson, page 88
Huck, Charlotte S. (1993). Secret Places. New York: Greenwillow Books
Autumn Leaves, by Aileen Fisher, page 24
Prelutsky, Jack, Ed. (1983). The Random House Book of Poetry for Children. New York: Random House.
Beyond Winter, by Ralph Waldo Emerson, page 38
Smells, by Kathryn Worth, page 39
When, by Dorothy Aldis, page 40
The March Wind, Anonymous, page 41
Read-Aloud Rhymes for the Very Young. (1986). New York: Alfred A. Knopf.
Little Seeds, by Else Holmelund Minarik, page 14
August Heat, Anonymous, page 32
Ode to Spring, by Walter R. Brooks, page 56
The Spring Wind, by Charlotte Zolotow, page 56
Sing a Song of Popcorn. (1988). New York: Scholastic Inc.
I heard A Bird Sing, by Oliver Herford, page 20
Sunakes, by Frank Asch, page 26
Rain, by Myra Cohn Livingston, page 29
Our Tree
(RE, Lesson 15)
220
Theme: Science
Our Tree
by Marchette Chute
When spring comes round, our apple tree
Is very full of flowers,
And when a bird sits on a branch,
The petals fall in showers.
When summer comes, our apple tree

Is very full of green,
And everywhere you look in it.
There is a leafy screen.
When autumn comes, our apple tree

Is full of things to eat.
The apples hang from every branch
To tumble at our feet.
When winter comes, our apple tree

Is full of snow and ice,
And rabbits come to visit it . . .
We think our tree is nice.
From Around and About by Marchette Chute, copyright 1957

by E.P. Dutton. Copyright renewed 1984 by Marchette Chute.
Reprinted by permission of Elizabeth Roach.
ot1
.
221
Our Tree
(RE, Lesson 15)
Theme: Science
The Seasons of Our Tree

Name
Spring
Summer
Autumn
Winter
ot2
Our Tree
(RE, Lesson 15)
222
Theme: Science
Apples, Apples, Apples

Name
I love apples!
Apples look _______________________________________ .
Apples smell ______________________________________ .
When I bite into an apple, it sounds ________________
__________________________________________________ .
Apples taste ______________________________________ .
ot3
.
223
Our Tree
(RE, Lesson 15)
Lorenzos Journey
Lorenzos Journey
Kind of Activity:
Objectives:

Materials:
Overhead transparencies of the Lorenzos Journey 1, 2, and 3 text

for each student
Display the overhead transparencies of the text. Tell the class that you are going to read the story Lorenzos Journey out loud. Point to the pictures on the text pages and choose volunteers to explain the meaning of the different words representedriver, lake, mountains, valley, hills, forest, shore, ocean, and island. Then, read the story with
your students. Point to the words as you read. Continue to read with your students until they are very comfortable with the text. Pass out copies of the text pages and divide your students into pairs. Ask each pair to practice
reading the story to each other. After the students have had sufcient time to practice reading together, choose
volunteers to read the story to the class. Encourage your students to take the story home to share with their families.
Lorenzos Journey Map

Kind of Activity:
Labeling places on a map
Objectives:
Introduce map-reading skills

Develop reading vocabulary
Materials:
Overhead transparency of the Lorenzos Journey Map activity page

(p. 232), overhead projector, copy of Lorenzos Journey Map activity page
for each student, pencils, crayons or colored markers, scissors, glue
Content Connection:
Social studies; art
Introduction: Make and display a transparency of the activity page. Discuss the names of all the places on the
map. Then, read the list of words with the class and ask your students to nd the number of the part of the picture that corresponds to each word.
Lorenzos Journey
(RE, Lesson 16)
224
Using the Activity page: Pass out the student copies of the activity page. Then, ask your students to nd each
geographic area on the map and write its number next to its name in the list. When you have checked your students work, let them color their maps.
My Journey
Kind of Activity:
Story illustrating
Objectives:
Use the context of a story to practice new vocabulary

Materials:
Overhead transparency of the My Journey activity page (p. 233),

overhead projector, copy of the activity page for each student,
Content Connection:
Art; social studies
Preparation: Ask your students to remember the story of Lorenzos Journey. Recall all the places he visited. Tell
your students that they are going to draw a map about their own journeys. Discuss the kinds of places they
would like to visit, such as a desert, the ocean, a lake, or an island. Accept all responses as given and write them
on the board. Next, ask your students to suggest the kinds of things they might see at each place they visit.
Record their responses. When you have nished eliciting ideas, your chalkboard might look like the following:
Place
What You Might See
the ocean
a whale, waves, a shark,

a boat, an octopus
the desert
a tortoise, cactus plants,

a snake, a lizard
a forest
trees, a rabbit, squirrels,

owers, a fox
Read the ideas with the class and ask your students if they want to make any changes or additions.
Making the Map: Display the transparency of the My Journey activity page. Explain that it is a map and that the
large empty boxes are places for your students to draw their ideas. Now pass out a copy of the activity pages
to each student. Tell your students that they are going to make up their own journeys by choosing three places
from the board and drawing one in each large box. Draw their attention to the small boxes under each picture
box. Explain that they are to write the name of each place they draw in the small boxes. When they have nished
drawing and labeling their pictures, they will be ready to work on the next activity page, The Story of My Journey.
225
Lorenzos Journey
(RE, Lesson 16)
The Story of My Journey

Kind of Activity:
Pattern writing; publishing
Objectives:

Materials:
Overhead transparency of the The Story of My Journey activity page

Content Connection:
Language arts; art
Writing Activity: Display the overhead transparency of the The Story of My Journey activity page. Read the sentences at the top of the page. Next, demonstrate how your students can create their own written stories to go
along with the maps they made in the previous lesson. Choose a place and some items that the students suggested they could see there and write the names of the items in the appropriate blanks on the overhead. Read
the sentences aloud as a class. Then, pass out a copy of the activity page to each student. Ask your students to
create their own stories to accompany their maps. Make sure to tell them to refer to their maps to remember the
places to write about and to refer to the class idea chart to check their spelling. Monitor and provide assistance
as needed. When your students have completed their stories, you can display them along with the maps on a
class bulletin board.
Additional Ideas
Make a Classroom Map
Kind of Activity:
Making a map
Objectives:
Acquire skills in making and reading maps

Materials:
White construction paper, pencils, crayons or colored markers
Content Connection:
Social studies; art
Preparation: Ask your students to examine the classroom very carefully. Call on volunteers to name all the
places they see in the room. Record their responses on the chalkboard. Tell your students that you want them
to draw a picture of the classroom that shows all the places that they talked about. Demonstrate to students how
to draw the classroom from a birds eye view, looking down on the room, by drawing a small map of the room
on the chalkboard or on a large piece of butcher paper.
Making a Map: Give a piece of construction paper to each student. Ask your students to draw their maps. You
can monitor and provide assistance as needed. When your students have completed their drawings, you can
call on volunteers to share their work.
Lorenzos Journey
(RE, Lesson 16)
226
Homework Idea: You can ask each student to choose a room in his or her house and then make a map of it. You
can then display their homework maps on a classroom bulletin board.
Variation: When your students have learned how to make a map of the classroom, you can take them on a
walking eld trip around your school. When you return to class, you can divide your students into working
groups of four to six. Assign each group the task of making a map of the school.
Rhyme Time
Kind of Activity:
Learning play chants and a poem about different places
Objectives:

Materials:
Play chants and the poem Where Go the Boats?
Content Connection:
Language arts
Teach your students the following play chants and poem:
The Lake
A Sailor
As I was walking near the lake,

I met a little rattlesnake.
He ate so much of jelly-cake,
It made his little belly ache.
A sailor went to sea sea sea

To see what he could see see see.
But all that he could see see see,
Was the bottom of the deep blue sea sea sea.
Down in the Valley
Down by the River
Down in the valley

Where the green grass grows,
There sat Mary,
Sweet as a rose.
She sang, she sang,
She sang so sweet.
Along came John and kissed her cheek.
Down by the river,

Down by the sea.
Sally went shing
With Daddy and me.
Where Go the Boats?

by Robert Louis Stevenson
Dark brown is the river,
Golden is the sand.
It ows along forever,
With trees on either hand.
On goes the river

And out past the mills,
Away down the valley,
Away down the hill.
Green leaves a-oating,

Castles of the foam,
Boats of mine a-boating
Where will all come home?
Away down the river,

A hundred miles or more,
Other little children
Shall bring my boats ashore.
227
Lorenzos Journey
(RE, Lesson 16)
You can display the play chants and the poem on an overhead transparency, a pocket chart, or the chalkboard
and make copies for each student. Your students can copy the play chants and poem and illustrate them to demonstrate their understanding of the different locations.

Books
Brown, Margaret Wise. (1990). Four Fur Feet. Text and illustrations copyright 1961. Text copyright renewed
1989 by Roberta Brown Rauch Illustrations. Copyright renewed 1989 by Remy Charlip. Columbiana, AL:
Hopscotch Books, an imprint of WaterMark, Incorporated.
Felix, Monique. (1983). The Further Adventures of the Little Mouse Trapped in a Book. La Jolla, CA: A Star & Elephant Book from Green Tiger Press.
Gag, Wanda. (1928). Millions of Cats. Renewal copyright 1956 by Robert Janssen. New York: Scholastic by
arrangement with Coward-McCann, Inc.
Knowlton, John. (1985). Maps and Globes. New York: Harper & Row.
Wayland, April Halprin. (1989). To Rabbittown. New York: Scholastic.
Poetry About Places from the Following Collections

dePaola, Tomie, Ed. Tomie dePaolas Book of Poems. (1988). New York: G.P. Putnams Sons.
The Hungry Waves, by Dorothy Aldis, page 77
Hopkins, Lee Bennett, Ed. (1988). Side by Side Poems to Read Together. New York: Simon & Schuster Inc.
Sea Wave, by Sandra Liatsos, page 11
Seaweed, by Myra Cohn Livingston, page 11
Huck, Charlotte, Ed. (1993). Secret Places. New York: Greenwillow Books.
The Island, by Dorothy Aldis, page 14
If Once You Have Slept on an Island, by Rachel Field, page 19
This is My Rock, by David McCord, page 20
Merriam, Eve. (1988). You Be Good & Ill Be Night. New York: Morrow Junior Books.
Fish, Fish
In the Woods
Moore, Lillian, Ed. (1992). Sunakes: Poems for Children. New York: Clarion Books.
Sitting in the Sand, by Karla Kuskin, page 61
There Once Was a Pufn, by Florence Page Jacque, page 80
Lorenzos Journey
(RE, Lesson 16)
228
Lorenzos Journey 1
Lorenzo said good-bye to his
family and friends. I am off
to see the world, said Lorenzo.
I will return and share with
you the things I find on
my journey.
Lorenzo followed the river from his town.

The river is very long!
There are berries growing by the river.
Lorenzo saw a lake at the end of the river.

The water in the lake is cold!
There is a green frog living by the lake!
Lorenzo saw some

mountains beside the lake.
The mountains are covered
with snow! The mountains
are so tall they touch the clouds!
ge1a
229
Lorenzos Journey
(RE, Lesson 16)
Lorenzos Journey 2
Lorenzo walked into a valley below
the mountains. This is a beautiful
green valley. These flowers
smell wonderful!
Lorenzo climbed some hills

beside the valley. These hills
are covered with grass.
There are many sheep eating
grass on the hill.
Lorenzo saw a forest beyond the hills.

There are tall trees in the dark forest.
There is a deer behind one of the trees!
Lorenzo saw the shore beyond

the forest. This is a sandy shore.
There are seashells everywhere!
ge1b
Lorenzos Journey
(RE, Lesson 16)
230
Lorenzos Journey 3
Lorenzo saw the ocean from the shore. The water in
the ocean is very blue. Look! There is a boat in the water!
Lorenzo rowed the boat

out to an island in the ocean.
This is a small island.
Look! There is a treasure
chest under the palm trees!
Lorenzo took the treasure chest back

home to share with his family.
Lorenzo told everyone about

his exciting journey. His friend
asked him what place he liked
best. Lorenzo replied, I saw
many beautiful places on my
journey, but my favorite place
is still our town by the river!
ge1c
231
Lorenzos Journey
(RE, Lesson 16)
Lorenzos Journey
(RE, Lesson 16)
ge2
232
hills
island
shore
forest
ocean
river
lake
valley
mountain
Lorenzos Journey Map

Name
My Journey
Name
ge3
233
Lorenzos Journey
(RE, Lesson 16)
Lorenzos Journey
(RE, Lesson 16)
ge4
234
And when my trip had ended, I was really glad to see

My home, my friends and family, waiting just for me!
I saw __________________________________________________________________________ .
Finally, I went to _______________________________________________________________ .
I saw __________________________________________________________________________ .
Next, I went to _________________________________________________________________ .
I saw __________________________________________________________________________ .
First, I went to _________________________________________________________________ .
I went on a journey and traveled far away.

Ive written down my story of what I saw each day.
Name
The Story of My Journey
Over in the Meadow

Over in the Meadow
Kind of Activity:
Objectives:

Materials:
Overhead transparencies of the Over in the Meadow 1 and 2 text pages

(pp. 240241), overhead projector, a copy of the text pages for each
student
Display the overhead transparencies of the chant Over in the Meadow. Point to the animals on the text page and
ask your students to tell you their names and the actions that they perform in the chant. Tell the class that you
are going to read the chant aloud. Ask the students to look carefully at the words as you read them. Point to the
words as you read. Continue to read the chant with your students until they are comfortable with it. Pass out
copies of the chant to the students for extra practice and to share with their families.
Over in My Meadow
Kind of Activity:
Pattern writing; publishing
Objectives:

Reinforce present/past tense verb forms
Materials:
Overhead transparencies of the Over in the Meadow text pages

(pp. 240241), overhead projector, ve or six copies of Over in My
Meadow activity page (p. 242) for each student, chalkboard or
butcher paper, pencils, crayons or colored markers
Content Connection:
Science; art
Special Considerations:
Teacher can ll in all or some of the blanks, depending on students

reading and writing readiness
Brainstorming: First, make sure the students know what a meadow is by showing pictures of different meadow
landscapes. As a class, talk about other animals that might be found in a meadow. Record your students
responses. Then, ask your students to think about the part of the meadow in which these other animals might
235
Over in the Meadow
(RE, Lesson 17)
live. This is a good opportunity to teach the word habitat by explaining that a habitat is a place where a plant or
animal lives and grows. Record your students responses. Next, ask them to think of two words that describe
the habitats of their animals. Finally, have your students think of words that name actions the animals perform.
Record the present tense form of the verb and then elicit the past tense form from your students. You can do this
by saying, for example, Today the little turtles swim. Yesterday the little turtles ______. Attempt to get the correct response from your students and then supply the past tense if they are unable to say it on their own. When
you have nished eliciting responses, your class idea chart might look like the following:
Animal
Habitat
Words That
Describe
the Habitat
turtle
pond
little, splashy
swim
swam
snake
grass
tall, green
crawl
crawled
squirrel
tree
big, leafy
climb
climbed
What the
Animal Does
What the
Animal Did
Writing: Model for your students how to use words from the chart to complete the sentences. As a class, ll in
the example of the turtle and read the completed sentences out loud. Pass out copies of the activity pages. Have
your students write their own chants. Monitor the class and give assistance as needed. When your students
have completed their pages, ask them to illustrate them in the spaces provided on their activity pages. Staple
the pages together into booklets and encourage your students to read their booklets with a friend during
class reading time. Put the booklets on display in the classroom and encourage the students to read the
different versions.
Additional Ideas
Meadow Mural
Kind of Activity:
Cooperative art project
Objectives:
Learn about meadow animals

Work in cooperative groups
Materials:
Butcher paper, crayons or colored markers, glue, scissors, an assortment

of magazines and books containing articles about meadow animals
Content Connection:
Science; art
Preparation: Gather an assortment of magazines and books about various meadow animals for your students
to use as reference materials. Good sources included Zoobooks, Ranger Rick, National Geographic World, Your Big
Over in the Meadow
(RE, Lesson 17)
236
Backyard, and the Eyewitness Juniors Series of Amazing Animals. Make a Meadow Animals chart, like the one
below, on the chalkboard or on a large piece of butcher paper.
Animal
Habitat
(where the
animal lives)
Diet
(what the
animal eats)
Predators
(what enemies
the animal has)
Defenses
(how the animal
protects itself)
Ask your students to think of animals that live in a meadow and record their responses on the chart. Next, ask
your students to name the animals habitats, diets, predators, and defenses. Students can either rely on their
prior knowledge or use the available reference materials to conrm or add to their knowledge base. If your class
names an animal for which you do not have available resources or complete information, you can select a student or group of students to take on the special assignment of using the school library and questioning the
librarian to discover the missing information.
Cooperative Art Activity: Divide your students into cooperative groups of four. Pass out one large piece of
butcher paper, scissors, glue, and colored crayons or markers to each group. Ask the students to select several
animals from the completed Meadow Animals chart and work together to create a mural that will show the
information they have learned. Monitor the groups and provide assistance as needed. When the groups have
completed their murals, you can have them share their products with the entire class. Display the murals on the
walls around the room.
237
Over in the Meadow
(RE, Lesson 17)
Comparing Versions of Over in the Meadow

Kind of Activity:
Analyze different versions of the chant
Objective:
Materials:
Several versions of Over in the Meadow, chalkboard or butcher paper
Content Connection:
Preparation: Gather as many versions of Over in the Meadow as you can nd in your personal, school, and public
libraries. Read and/or sing them along with your class. Create a class chart like the one below for each version.
Over in the Meadow

Illustrated by: ___________________
Retold by: ______________________
Animals in the Version
How Many Baby Animals
Where the Animals Live
What the Animals Do
Use the information on the chart to compare and contrast the different versions. When you have completed the
charts, recite the chant, using the ideas from all the versions.
Over in the Meadow
(RE, Lesson 17)
238

Brown, Margaret Wise. (1986). A Childs Good Night Book. New York: Harper Trophy Edition.
Brown, Margaret Wise. (1993). Under The Sun And The Moon And Other Poems. New York: Hyperion Books
for Children.
Carle, Eric. (1990). The Very Quiet Cricket. New York: Philomel.
Fleming, Denise. (1993). In the Small, Small Pond. New York: Henry Holt & Company.
Keats, Ezra Jack. (1971). Over In The Meadow. New York: Scholastic.
Lionni, Leo. (1985). Fredericks Fables. New York: Random House, Inc.
McCauley, Jane R. (1986). Animals and Their Hiding Places. Washington, DC: National Geographic Society Books
For Young Explorers.
Ryder, Joanne. (1989). Under the Moon. New York: Random House.
Wood, Audrey. (1982). Quick as a Cricket. Singapore: Childs Play (International) Ltd.
239
Over in the Meadow
(RE, Lesson 17)
Over in the Meadow 1

Over in the meadow,
In the sand in the sun,
Lived an old mother toad
And her little toadie one.
Wink! said the mother.
I wink! said the one.
So she winked all day
In the sand in the sun.
Over in the meadow,

In the stream so blue,
Lived an old mother fish
And her little fishies two.
Swim! said the mother.
We swim! said the two.
So they swam all day
In the stream so blue.
Over in the meadow,

In a nest in a tree,
Lived an old mother bluebird
And her little birdies three.
Sing! said the mother.
We sing! said the three.
So they sang all day
In their nest in the tree.
ov1a
Over in the Meadow
(RE, Lesson 17)
240
Over in the Meadow 2
Over in the meadow,

In the reeds on the shore,
Lived an old mother muskrat
And her little ratties four.
Dive! said the mother.
We dive! said the four.
So they dived all day
In the reeds on the shore.
Over in the meadow,

In a snug beehive,
Lived a mother honeybee
And her little bees five.
Buzz! said the mother.
We buzz! said the five.
So they buzzed all day
Near the snug beehive.
ov1b
.
241
Over in the Meadow
(RE, Lesson 17)
Over in the Meadow
(RE, Lesson 17)
242
So they _______________________ all day in the _________________________________________.
____________________! said the mother. We _________________! said the ______________.
Lived an old mother _______________________ and her little _____________________________.
Over in my meadow in the ____________________________________________________________,
Name
Over in My Meadow
;;;;;;;;;;
;;;;;;;;;;
;;;;;;;;;;
;;;;;;;;;;
;;;;;;;;;;
ov2
Theme: Science
How a Plant Grows

How a Plant Grows
Kind of Activity:
Objectives:

Materials:
Overhead transparencies of How a Plant Grows 1 and 2 text pages

(pp. 250251), overhead projector, a copy of the text pages for
each student
Display the overhead transparencies of the story How a Plant Grows. Point to the pictures on the text page and
ask your students to tell you what they remember from the story. Tell the class that you are going to read the
story aloud. Ask the students to look carefully at the words as you read them. Point to the words as you read
them. Continue to read the story with your students until they are comfortable with the reading vocabulary.
Pass out a copy of the story to each student for extra practice and to share with his or her family.
Sequence: How a Plant Grows

Kind of Activity:
Sequencing
Objectives:

Materials:
Overhead transparency of the activity page Sequence: How a Plant Grows

(p. 252), overhead projector, a copy of Sequence: How a Plant Grows for
each student, crayons or colored markers, scissors, pencils
Content Connection:
Language arts; science; art
Introduction: Display the transparencies of the Sequence: How a Plant Grows activity page. Tell your students that
they are going to make booklets that show the steps Rosa followed to grow a tomato plant. Explain that each
picture box shows one step of the process. Then, look at each picture and read the sentence. Explain that the
pictures are not in the correct order. Finally, point out the small, blank squares in the top right-hand corner of
each picture box. Explain to the students that they are to write the number that shows which picture box is rst,
second, third, fourth, fth, and sixth.
243
How a Plant Grows
(RE, Lesson 18)
Theme: Science
Using the Activity Pages: Pass out a copy of the activity page to each student. Ask your students to:
1.
2.
3.
4.
5.
Color the pictures.

Cut out the 12 pages of the booklet.
Write the number that shows which picture box is rst, second, third, and so on in the blank square in
the top left-hand corner of each picture box. There is no number for the title or The End pages.
Staple the twelve pages together in the upper left-hand corner.
When the students have nished their booklets, they can practice reading the story of How a Plant Grows to a
partner and then take the booklets home to share with their families. The sequence is:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
First, Rosa plants a tomato seed.

The seed starts to grow. First, the roots grow down.
Then, a stem grows.
The leaves open.
Branches grow off the stem. More leaves grow.
The plant grows ower buds.
The owers bloom!
Tomatoes start to grow.
The tomatoes ripen. The tomatoes are ready to eat!
Rosa eats a tomato.
My Garden
Kind of Activity:
Pattern writing
Objectives:

Activate prior knowledge about plants
Materials:
A copy of the My Garden activity page (p. 253) for each student,
transparency of the activity page, overhead projector, crayons or colored
markers, pencils, pictures of plants that could be grown
in a garden
Content Connection:
Science; language arts; art
Prewriting: Ask your students to pretend that they are going to plant gardens. Tell them to think of what they
would like to plant in their gardens. Then, call on volunteers to share their thoughts. Talk about the kinds of
tools the students would need to plant their gardens. (You may have students from rural backgrounds who will
How a Plant Grows
(RE, Lesson 18)
244
Theme: Science
be able to share a wealth of information with the class!) Make a list of plants that could be grown in a garden.
Your list might look like the following:
Plants I Can Grow
in My Garden
peas
corn
owers
beans
radishes
pumpkins
lettuce
Writing: Display the transparency of the My Garden activity page. Tell your students that they are going to
write about planting a garden. Model how the students can take the information from the class idea chart and
write their own sentences. Pass out copies of the activity page. Have your students write their own sentences.
Monitor and provide assistance as needed. Then, explain that the blank box at the top of the activity page is for
them to draw pictures of what their gardens will look like when their plants have grown. Ask the students to
include drawings of the garden tools they used. Display the completed stories in the classroom.
Additional Ideas
Plant Chants
Kind of Activity:
Objectives:

Develop sight reading vocabulary
Materials:
A pocket chart, sentence strips containing the words to the Plant Chants
Write the words to the following chants on sentence strips and display the strips on a pocket chart. Then read
the words with your students. As an alternative to the pocket chart, you can display the words on an overhead
transparency or make a copy of each chant for each student.
245
How a Plant Grows
(RE, Lesson 18)
Theme: Science
Five Red Tomatoes

Five red tomatoes hanging on the vine.
The rst one said, Gee, were growing ne!
The second one said, We have lots of sun.
The third one said, And water for everyone.
The fourth one said, Our growing time is through.
The fth one said, Now the farmer has work to do!
Then, one by one, the tomatoes were plucked.
They were packed for the city,
And away they were trucked.
My Tomato Seed
I had a small tomato seed I planted in the ground.
I watered and I waited, and guess what I soon found?
The roots grew down, the stem grew up, and then some leaves grew too.
My little plant just wasnt doneit grew and grew and grew!
Soon it had some owers, and then much to my surprise,
It grew round and green tomatoesso tiny in their size.
They ripened and changed color from green to orange, then red.
They are ready to be eaten! I licked my lips and said.
My tomatoes were delicious, and inside a wondrous thing!
Tomato seeds were waiting to be planted in the spring!
Read the words of the chants with your students. As you read, ask the students to follow along. Discuss the
meanings of the chants or ask your students to paraphrase the chants. Continue to read the chants with your
students until they are uent in their oral reading. You can teach hand motions to accompany each chant. After
you have spent a few days practicing, dont be surprised to hear your students plant chanting out on the
playground!
Lets Do Some Planting!

Kind of Activity:
Science experiment
Objectives:
Observe the development of a bean plant from its seed

Participate in a long-term science activity
Keep a record of a science experiment
Materials:
At least one lima bean per student (presoaked overnight), one milk
carton per student, potting soil, scissors, pencils, record paper, string
or yarn
Content Connection:
Science
This activity will take several weeks to complete. Make sure you do not
start the activity before a vacation period.
Preparation: Begin collecting student milk cartons a few weeks before you want to begin your activity. Collect
enough cartons so that you have one per student. The night before you begin the activity, soak enough lima
beans so that each student in your class can have at least one.
How a Plant Grows
(RE, Lesson 18)
246
Theme: Science
Introduction: Tell your students that they are going to be scientists. Explain that scientists are people who use
their eyes to examine things and then write down what they see. Scientists will often study something for a long
time, looking, watching, writing, and then comparing what they see each day. Then, by reading what they have
recorded and by thinking about the information, scientists can learn new things. Continue by explaining that
you want your students to be plant scientists, or botanists, and that for the next few weeks they will be
involved rst in planting and then in observing the growth of their very own bean plants.
Preparing the Plant Containers: Give one milk carton to each student. Model how the students will use their scissors to cut off the tops of their cartons. (You may want to do this part of the activity yourself if you have younger
students.) Next, demonstrate how the students will make a small opening on the bottom of the carton for drainage. Then, have each student ll his or her container with soil. Demonstrate that the soil level should be about
one thumb-length away from the top of the milk carton. Next, pass out the presoaked lima beans. Have your
students place the seeds in their cartons, then lightly cover them with soil. Put the cartons in a large tray that is
deep enough to catch the draining water. Place the tray with the cartons in a sunny place inside the classroom
where your students can easily water them and watch them grow.
Observation and Record-Keeping: For the next few weeks, give your students ample opportunities to observe
their plants. Make sure they water the plants as often as necessary! As the plants begin to sprout, ask your students to record their observations by drawing what they see. Help them pay close attention to the details of their
plants, drawing the smallest of changes. Make sure they date each drawing. An example of an observation
record sheet is provided on the next page. You can also prepare a growth chart like the one below. Each week,
the students can use a piece of yarn or string to measure their plants. After measuring, they cut the yarn and
tape it onto their growth chart. At the end of the activity, they will have a graph of their plants growth. Ask
your students to attach their drawings and graphs together to form a complete record. Students can then compare their records with each other and discuss their ndings.
Name:
Date Planted:
My Plants Growth Chart
Week One
Week Two
Week Three
247
Week Four
How a Plant Grows
(RE, Lesson 18)
Theme: Science
Name:
Date:
Here Is My Plant Today
Seeds, Seeds, Seeds

Kind of Activity:
Predicting; comparing and contrasting
Objectives:
Match seeds with their plants

Use observations and prior knowledge to make predictions
Compare and contrast various kinds of seeds
Work in a cooperative group
Materials:
Seeds collected from the fruits you and your students have eaten, an
assortment of plant and seed catalogs to be cut up and torn apart,
butcher paper, scissors, glue
Content Connection:
Science
Introduction: Ask your students to save some seeds from the fruits they have eaten at home or at school and
bring them to the classroom. Ask the students to show their seeds and have the rest of the class try to guess
which fruits they may have come from. Then, label the seeds. Continue this procedure for several days, or until
you have collected a large assortment of seeds.
Cooperative Activity: Divide the class into cooperative groups of four to six students. Provide each group with
an assortment of from eight to 10 different kinds of seeds that are clearly labeled, a large piece of butcher paper,
glue, and scissors. Ask the groups to nd pictures of the plants that match their seeds in the plant and seed
catalogs you have provided for them to cut and tear apart. Have the students cut the pictures out of the catalogs
and glue them with the seeds to the butcher paper. As the groups complete their projects, display them around
the classroom so that all students can compare and contrast the different sizes, shapes, colors, and textures of
the seeds.
How a Plant Grows
(RE, Lesson 18)
248
Theme: Science

Asch, Frank. (1985). Bears Bargain. New York: Scholastic.
Carle, Eric. (1987). The Tiny Seed. Natick, MA: Picture Book Studio.
Donahue, Mike. (1988). The Grandpa Tree. Boulder, CO: Roberts Rinehart, Inc.
Fell, Derek. (1989). A Kids First Book of Gardening. Philadelphia: Running Press.
Gibbons, Gail. (1984). The Seasons of Arnolds Apple Tree. San Diego: A Voyager/Harcourt Brace Jovanovich
Book.
Heller, Ruth. (1983). The Reason for a Flower. New York: Grosset & Dunlap.
McMillan, Bruce. (1979). Apples How They Grow. Boston: Houghton Mifin Company.
Merrill, Claire. (1973). A Seed Is a Promise. New York: Scholastic.
Oechsli, Helen & Kelly. (1985). In My Garden. New York: Macmillan.
Titherington, Jeanne. (1986). Pumpkin Pumpkin. New York: Greenwillow Books.
Udry, Janice May. (1956). A Tree Is Nice. New York: Harper & Row.
Wildsmith, Brian. (1983). The Apple Bird. Oxford: Oxford University Press.
249
How a Plant Grows
(RE, Lesson 18)
Theme: Science
How a Plant Grows 1

First, I plant a tomato seed.
The seed needs light and
water to grow.
The seed starts to grow.

First the roots grow down.
Then a stem grows.
Now the leaves open.
Branches grow
off the stem.
More leaves
grow.
pl1a
How a Plant Grows
(RE, Lesson 18)
250
Theme: Science
How a Plant Grows 2
The plant grows

flower buds.
The flowers
bloom!
Tomatoes are
starting to
grow.
The tomatoes
ripen. They
change color
first orange,
then red!
The tomatoes
are ready to eat!
I love to eat
tomatoes!
Now I can plant another

tomato seed.
pl1b
251
How a Plant Grows
(RE, Lesson 18)
Theme: Science
Sequence: How a Plant Grows
How a
Plant
Grows
The tomatoes
ripen. The
tomatoes are
ready to eat!
The leaves
open.
The plant grows

flower buds.
Rosa eats a
tomato.
First, Rosa
plants a tomato
seed.
Branches grow
off the stem.
More leaves
grow.
The seed starts

to grow. First
the roots grow
down.
The
End
Tomatoes start
to grow.
Then a stem
grows.
The flowers
bloom!
pl2
How a Plant Grows
(RE, Lesson 18)
252
Theme: Science
My Garden
Name
Im going to plant a garden.

I will plant _________________ and ____________________.
I will also plant some __________________________
and __________________________.
My plants need ___________________________ and
______________________________ to grow!
pl3
253
How a Plant Grows
(RE, Lesson 18)
The Little Turtle

The Little Turtle by Vachel Lindsay
Kind of Activity:
Objectives:

Materials:
Overhead transparency of the The Little Turtle by Vachel Lindsay

text page (p. 259), overhead projector, a copy of the text page for
each student
Display the overhead transparency The Little Turtle by Vachel Lindsay. Point to the pictures on the text page and
ask your students to tell you about the turtle and the actions he carries out in the poem. Tell the class that you
are going to read the poem out loud. Ask them to look carefully at the words as you read them. Point to the
words as you read. Continue to read the poem with your students until they are comfortable with the reading
vocabulary. Pass out a copy of the poem to each student for extra practice and to share with his or her family.
My Little __________
Kind of Activity:
Objectives:
Use a chant pattern to organize and express ideas

Practice past-tense verb forms
Materials:
Overhead transparency of the My Little ________ activity page (p. 260),

overhead projector, student copies of the activity page, butcher paper or
chalkboard, pencils, crayons or colored markers
Content Connection:
Prewriting: As a class, brainstorm the names of animals. Record your students responses. Then, ask your students to think about where their animals might live. Record the responses for each animal next to its name.
Next, ask your students to think of actions each animal might have done when it was glad and when it was sad.
The Little Turtle
(RE, Lesson 19)
254
Record the past tense form of the verb. When you have nished eliciting responses, your class idea chart might
look like the following:
What It Did
When Glad
What It Did
When Sad
a meadow
jumped
hopped
slept
hid
frog
a pond
croaked
hopped
croaked
swam
bird
a nest
ew
sang
tweeted
ate worms
tiger
in the jungle
played
ran
roared
went in a cave
Animal
Where It Lived
rabbit
Writing: Display the overhead transparency of the My Little _______ activity page. Tell your students that they
are now ready to write their own chant. Model how the students can take the information from the class idea
chart and write their own chants using the activity pages. For example:
My Little Frog
There was a little frog, as cute as he could be.
He lived in a pond and he winked at me.
He hopped when he was glad.
He croaked when he was sad.
I loved my little frog, and he loved me!
After you have completed modeling the activity page, read the class-created chant aloud with your students.
Pass out copies of the activity pages. Have your students write their own chants. Monitor the class and give
assistance as needed. When your students have completed their chants, ask them to illustrate the chants in the
space provided on their activity pages. If you have your students work on more than one chant, staple the pages
together to make booklets. Encourage your students to read their chants to friends or in front of the class. Display the chants on your bulletin board.
255
The Little Turtle
(RE, Lesson 19)
Additional Ideas
My Turtle Play Chant
Kind of Activity:
Objectives:

Materials:
A pocket chart, sentence strips containing the words to the My Turtle

play chant
Write the words to the My Turtle play chant on sentence strips and display the strips on a pocket chart.
Hand motions
My Turtle
This is my turtle.
He lives in a shell.
He likes his home very well.
Make a st with your thumb tucked inside.
He pokes his head out

When he wants to eat.
And he pulls it back
When he wants to sleep.
Pop your thumb up from inside your st.

Tuck your thumb back inside your st.
Read the words of the chant to your students. As you read, ask the students to follow along. Continue to read
the chant with your students until they are uent in their oral reading. Then, teach them the hand motions that
accompany the chant.
Lets Learn About Box Turtles

Kind of Activity:
Expository writing
Objectives:
Use an expository paragraph frame to express concepts learned

Experience the writing process from rst draft to nal copy
Extract relevant information from an assortment of orally presented text
Categorize information
Materials:
Butcher paper or chalkboard, writing paper, pencils, an assortment of

magazines and books containing articles about box turtles
Content Connection:
For advanced second-grade students and above. This activity may take
several days to complete.
The Little Turtle
(RE, Lesson 19)
256
Preparation: Gather an assortment of magazines and books containing information about box turtles that you
can read to and share with your class. (Zoobooks, Turtles, is an excellent source.) Make a web like the one below
on the chalkboard or on a large piece of butcher paper.
Places they live
What they look like
Box
Turtles
What they eat
How they protect

themselves
Interesting facts
Review the web with your students by explaining that the circle in the middle contains the subject you are going
to study, box turtles. The lines in the web reach out to the different categories for which you want to nd information. Ask your students if they have any categories they would like to add to the web and then record their
responses. Draw on your students prior knowledge by asking them if they have facts that they would like to
place in the web. Then, tell the students that you are going to read to them about box turtles from a variety of
books and magazines and that you would like them to stop you when they learn a fact that they want to put in
the web. Read from the information you have gathered and record the information the students ask you to put
in the web. When you have nished reading from your materials, you can ask your students if the web looks
complete. If your students feel that they need more information, you can assign a group the task of consulting
with the school librarian to help them nd the missing facts.
Prewriting Activity:
butcher paper:
Display the following paragraph frame on the chalkboard or on a large piece of

Box Turtles
Box turtles are __________________________ .
They have ______________________________ .
They also have __________________________ .
Box turtles live in _______________________ .
They can also be found in ________________ .
They eat _______________________________ .
Sometimes they eat ______________________ .
Box turtles protect themselves by __________ .
I learned that box turtles _________________ .
Box turtles are interesting animals to study.
257
The Little Turtle
(RE, Lesson 19)
Read the paragraph frame with your students. Explain that they are going to take the information from the web
and use it to complete the sentences in the paragraph frame. You can model the procedure to help your students
get started. If you have students who need more instruction, take them aside and complete the paragraph frame
with them in a group.
Writing: Pass out writing paper. Ask the students to copy and complete the sentences from the paragraph
frame. Monitor your students and provide assistance as needed. When the students have nished writing, hold
a writing conference to help them edit and proofread their work. Make corrections as needed and then ask the
students to rewrite their paragraphs for a nal copy.
Thumbprint Turtle Art

Kind of Activity:
Arts and crafts
Objectives:

Materials:
Several ink pads, drawing paper, narrow-tipped marking pens, crayons
Content Connection:
Art
Preparation: Provide each student with a piece of drawing paper. Distribute one ink pad to each group of four
to six students. You might want to have a supply of damp cloths available for students to wipe their thumbs on.
Explain that the students are each going to make a scene from the poem The Little Turtle by using crayons or
markers to draw the background scene and their thumbs and the ink pad to make the little turtle.
Art Activity: Have your students draw their background scenes rst. You can suggest that they include the
rocks and the puddle and any of the characters from the poem that they wish. Next, demonstrate how they
should press their thumbs onto the ink pad and then press that same thumb down on their art paper to make
the little turtles shell. (You can recommend that they can wipe their thumbs clean with a damp cloth when they
have nished making the turtles shell.) Finally, have the students ll in the details of the turtles head, face, and
legs with their marking pens.

Bourgeois, Paulette. (1986). Franklin in the Dark. New York: Scholastic.
Fleming, Denise. (1993). In the Small, Small Pond. New York: Henry Holt & Company.
Heller, Ruth. (1981). Chickens Arent the Only Ones. New York: Scholastic.
TurtlesVolume Five Number 8 Zoobooks. (1988). San Diego: Wildlife Education, Ltd.
The Little Turtle
(RE, Lesson 19)
258
The Little Turtle

by Vachel Lindsay

He lived in a box.

He caught the flea.
lt1
259
The Little Turtle
(RE, Lesson 19)
My Little ______________
by ________________________
There was a little __________________, as cute as he could be.
He lived in ________________________ and he winked at me.
He __________________________ when he was glad.
He __________________________ when he was sad.
I loved my little ________________________, and he loved me!
lt2
260
The Little Turtle
(RE, Lesson 19)
The Grateful Statues

Kind of Activity:
Reading experience
Objectives:
Participate in a directed reading activity

Use the context of the story to identify new words
Develop reading uency
Identify punctuation marks
Materials:
Overhead transparencies of the The Grateful Statues 1, 2, and 3 text

for each student
Display the overhead transparencies of the story The Grateful Statues. Tell the class that you are going to read the
story aloud. Before you begin reading, draw your students attention to the quotation marks around the words
Today is the last day of the year. Tomorrow we must eat rice cakes to celebrate the New Year. Ask your
students if they remember what the marks are called and why they are used. If necessary, explain that the
marks are called quotation marks and that their purpose is to let the reader know that someone in the story
is talking. Read the story, asking your students to look carefully at the words. Track the sentences on the overhead projector as you read.
Read the story a second time, asking your students to read along with you. Continue to read until you feel your
students have had sufcient practice. Review the story one last time and discuss it. Next, point to individual
words on the overhead. Call on volunteers to read them. If individual students have difculty reading specic
words, encourage them to use the context of the sentence to help gure out what the word could be. Continue
this process until you feel that your class has had sufcient opportunity to practice reading the key vocabulary.
Pass out a copy of the text page to each student. Divide your class into pairs. Have the students in each pair
practice reading the story to each other.
261
(RE, Lesson 20)
Word Search: The Grateful Statues

Kind of Activity:
Word search puzzle
Objective:
Materials:
Transparency of the Word Search: The Grateful Statues activity page

(p. 270), overhead projector, a copy of the activity page for each student
Make and display a transparency of the activity page. Review the vocabulary words at the bottom of the page.
Demonstrate for your students how to nd the words by locating and circling one or two words in the word
search. Pass out copies of the activity page. Have your students work independently as you monitor the class
and provide assistance as needed.
Character Analysis: Mr. Mito

Kind of Activity:
Vocabulary development
Objectives:
Build reading and speaking vocabulary

Identify character attributes
Materials:
Overhead transparency of the Character Analysis: Mr. Mito activity page

(p. 271), an overhead projector, a copy of the activity page for each
student, pencils
Display a transparency of the activity page. Draw your students attention to the vocabulary at the bottom of
the page. Explain that the words are attributes, or qualities that could be used to describe a character in a story.
Read the words with your students and call on volunteers to explain the meaning of each word. Next, discuss
the character of Mr. Mito. Ask your students to recall the story and think of qualities that would describe his
character. Point to the picture of Mr. Mito and the six empty boxes that surround him. Explain that they are to
select from the list at the bottom of the page six words that they think best describe the character of Mr. Mito
and write them in the empty boxes. Pass out copies of the activity page. Monitor and provide assistance as
needed. When your students have completed the activity, have them share their work and explain their reasons
for selecting the words. The following pattern can be used:
Mr. Mito was kind because he gave his hats away.
(RE, Lesson 20)
262
Additional Ideas
Analyze the Story
Kind of Activity:
Story analysis
Objective:
Understand basic story elementscharacter, setting, plot
Materials:
Content Connection:
Language arts; art
Ask your students to remember the story The Grateful Statues. Have them retell the story by calling on
volunteers to share the various story parts. Then, ask your class to think about the story as you ask them the
following questions.
Questions
Possible Student Responses
Who are the characters in this story?
Mr. Mito, Mrs. Mito, six statues of Jizo
Where does this story take place?
in old Japan
Is the story real or make-believe?
make-believe
How do you know?
Statues cannot come to life.
Does someone in the story have a problem?
Yes, Mr. and Mrs. Mito do. They are poor and want to
earn money to buy rice cakes for the New Year.
How do they try to solve their problem?
Mr. Mito tries to sell straw hats, but no one will

buy them.
How does the story end?
The stone statues reward Mr. Mito for giving all his hats
to them, and they leave rice cakes for him to celebrate
the New Year.
Record your students responses on the board or butcher paper under the following headings:
v
v
v
v
The Characters and the Setting

The Problem
How the Characters Solve the Problem
How the Story Ends
When you have nished asking the questions and your class has responded, pass out one piece of 12x18-inch
white construction paper to each student. Ask your students to fold the paper into fourths so that they have four
large boxes. Next, tell your students to label the top of each box with one of the headings from the board. Tell
them to copy the words or sentences that go with each heading at the bottom of each box. Finally, ask your students to illustrate each box.
263
(RE, Lesson 20)
New Years Around the World

Kind of Activity:
Class discussion
Objective:
Learn about and appreciate other cultures
Materials:
Butcher paper, an assortment of books about New Year celebrations

from around the world
Content Connection:
Social studies
Preparation: Gather an assortment of books containing information about how various cultures celebrate the
New Year. See the bibliography for a list of good sources. Ask parents to come to school to share the ways in
which they celebrate the New Year.
Recording: Make a class chart on a large piece of butcher paper. Record the information learned about the vari
ous cultures. Keep the chart on display and continue to add to it throughout the year whenever a particular culture celebrates its New Year. Categories for your chart might include the name of the culture, the date that the
New Year is celebrated, the year being celebrated, the special foods eaten, the special customs observed, and the
special New Years greeting used.
Bulletin Board Story

Kind of Activity:
Retelling of the story
Objective:
Express concepts being learned through art and writing
Materials:
Butcher paper, drawing paper, sentence strips, crayons, colored markers

or paints
Content Connection:
Art
Cover a large bulletin board in your classroom with plain butcher paper. Then, divide the board into four sections. Tell your class that you want them to help you divide the story The Grateful Statues into four parts. The
four parts are:
1.
2.
3.
4.
Mr. and Mrs. Mito at home

Mr. Mito trying to sell his hats
Mr. Mito meeting the six statues of Jizo and deciding to give them his hats
The statues rewarding Mr. Mito for his kindness.
Next, divide your class into four groups and make each group responsible for one story part. Assign each group
the task of drawing the characters and background for its part of the story, as well as writing on sentence strips
sentences that tell what is happening. Arrange the students work on the bulletin board and ask each group to
share its work with the rest of the class.
(RE, Lesson 20)
264
Mr. and Mrs. Mito Write a Thank-You Letter

Kind of Activity:
Letter writing
Objective:
Learn how to write a thank-you letter
Materials:
Butcher paper or chalkboard, writing paper, pencils
Content Connection:
Language arts
Ask your students to remember the story The Grateful Statues and to think about the way in which the statues
said thank you to Mr. Mito. Tell the class that you want them to pretend that they are Mr. and Mrs. Mito and
write thank-you letters to the statues for the rice cakes. Go over the form of a thank-you letter with the entire
class. Be sure to include the date, salutation, body of the letter, and closing. Then, ask your class to tell you some
of the things Mr. and Mrs. Mito could say to the statues in their letter. Record your students responses on the
board. Pass out writing paper and ask your students to write their letters. Monitor and provide assistance
as needed.

Stories About Inanimate Objects That Come to Life
Bang, Molly. (1985). The Paper Crane. New York: Greenwillow Books.
Croll, Carolyn. (1989). The Little Snowgirl. New York: A White Bird Book, G.P. Putnams Sons.
Walt Disney Productions. (1973). Walt Disneys Pinocchio. New York: Random House, Inc.
Williams, Margery. (1975). The Velveteen Rabbit. New York: A Camelot Book, Avon Books.
General Multicultural Literature About Holidays

Groh, Lynn. (1964). New Years Day. Champaign, IL: Garrard Publications.
Kalman, Bobbie. (1985). We Celebrate the New Year. Toronto: Crabtree.
Kelly, E. (1984). Happy New Year. Minneapolis: Carolrhoda Books.
Sing, Rachel. (1992). Chinese New Years Dragon. New York: Halfmoon Books, Simon & Schuster.
Warren, J. and McKinnon, E. (1988). Small World Celebrations: Multicultural Holidays to Celebrate with Young
Children. Everett, WA: Warren Publishing House.
Waters, K. and Slovenz-Low, M. (1990). Lion Dancer. New York: Scholastic.
265
(RE, Lesson 20)
Literature About the People, Traditions, and Folklore of Asia

Battles, E. (1978). What Does the Rooster Say, Yoshio? Chicago: Albert Whitman.
Chang, K. (1977). The Iron Moonhunter. San Francisco: Childrens Book Press.
Coblence, J.M. (1988). Asian Civilizations. New York: Silver Burdett.
Coutant, H. (1974). First Snow. New York: Alfred A. Knopf, Inc.
Dooley, N. (1991). Everybody Cooks Rice. Minneapolis: Carolrhoda Books.
Ginsburg, Mirra. (1988). The Chinese Mirror. San Diego: Gulliver Books.
McDermott, G. (1975). The Stone-Cutter: A Japanese Folktale. New York: Viking.
Morimoto, J. (1988). Mouses Marriage. New York: Pufn.
Mosel, Arlene. (1972). The Funny Little Woman. New York: E.P. Dutton.
Say, A. (1991). Tree of Cranes. Boston: Houghton Mifin.
Khank Tuyer, Tran. (1987). The Little Weaver of Thai-Yen Village. San Francisco: Childrens Book Press.
Uchida, Y. (1987). The Two Foolish Cats. New York: Margaret K. McElderry.
Yashima, M. and T. (1961). Momos Kitten. New York: Pufn.
Young, Ed. (1989). Lon Po Po. New York: Philomel Books.
Stories with the Theme of Selessness

Bryant, Sara Cone. (1963). The Burning Rice Fields. New York: Holt, Rinehart and Winston, Inc.
dePaola, Tomie. (1983). The Legend of the Bluebonnet. New York: G.P. Putnams Sons.
Roy, Ronald. (1978). A Thousand Pails of Water. New York: Alfred A. Knopf, Inc.
(RE, Lesson 20)
266
The Grateful Statues 1
Long ago in Japan, Mr. Mito and his wife, Mrs. Mito, lived in a
house near a village. They were old and very poor.
Mrs. Mito made straw hats for Mr. Mito to sell in the village.
One day Mr. Mito said, Today is the last day of the year.
Tomorrow we must eat rice cakes to celebrate the New Year.
But we have no money to buy rice cakes, said Mrs. Mito.
What shall we do?
I will sell these five new hats, said Mr. Mito.
So Mr. Mito went out to sell the five new hats.
But no one wanted to buy them.
It began to snow very hard, so Mr. Mito decided to go back home.
gs1a
267
(RE, Lesson 20)

On the way home, he came upon six statues.
They were statues of Jizo, the protector of children.
Ah, the poor statues!
thought Mr. Mito.
I know they are made of stone.
But, even so, they must be cold
standing in the snow.
Mr. Mito tied a hat

on each statue.
He tied his own hat
on the sixth statue.
Then he hurried
back home.
You are almost frozen! cried Mrs. Mito. What happened?

No one wanted to buy the hats, said Mr. Mito.
I gave them to the statues of Jizo.
I gave away my own hat too.
You were very kind to the statues,
said Mrs. Mito.
Im sorry that we will not have rice
cakes to celebrate the New Year.
It is better to be kind than to have
all the rice cakes in the world.
gs1b
(RE, Lesson 20)
268

It was late, so Mr. and Mrs. Mito went to bed. And early the
next morning, while they slept, something magical happened.
The statues started to sing.

A kind old man walking in the snow
Gave us hats to save us from the cold.
So we bring him rice cakes for the New Year!
Mr. and Mrs. Mito ran to the door. Just outside, they found four
huge rice cakes. In the distance, they could see the six statues of
Jizo walking away. The statues were still wearing the straw hats.
The statues brought these wonderful rice cakes to us!
said Mr. Mito.
You gave them hats to protect
them from the cold, said Mrs. Mito.
So they gave us these rice cakes
to show they are grateful.
Mr. and Mrs. Mito were grateful
too, for now, they could
celebrate the New Year.
gs1c
269
(RE, Lesson 20)
Word Search: The Grateful Statues

Name
sell
poor
village
Jizo
grateful
snow
New Year
Japan
rice cakes
statues
stone
cold
celebrate
kind
hat
gs2
(RE, Lesson 20)
270
271
strong
mean
old
lazy
poor
foolish
sad
kind
young
happy
weak
funny
Mr. Mito was . . .
Character Analysis: Mr. Mito
rich
friendly
helpful
angry
Name
gs3
(RE, Lesson 20)

Mary Had a Little Lamb by Sarah Josepha Hale
Kind of Activity:
Objectives:

Materials:
Overhead transparency of the Mary Had a Little Lamb by Sarah Josepha

Hale text page (p. 276), overhead projector, a copy of the text page for
each student
Display the overhead transparency of the text Mary Had a Little Lamb by Sarah Josepha Hale. Point to the pictures
on the text page and ask your students to tell you what is happening in each part of the poem. Tell the class that
you are going to read the poem aloud. Ask them to look carefully at the words as you read them. Point to the
words as you read. Continue to read the poem together with your students until they are comfortable with it.
As an alternative, you can choose a student volunteer to lead the reading for the class. Pass out a copy of the
poem to each student for extra practice and to share with his or her family.
My Pet
Kind of Activity:
Objectives:
Use a story frame to express and organize ideas

Display information in graphic form
Materials:
Transparency of the My Pet activity page (p. 277), overhead projector, a

copy of the activity page for each student, chalkboard or butcher paper,
pencils, crayons or colored markers
Content Connection:
Brainstorming: As a class, discuss the main idea of the poem Mary Had a Little Lambpets and how to take care
of them. Then, ask your students to think about their own pets. Ask those students who do not have pets to
think about animals that they would like to have as pets. List your students responses. Next, ask your students
to name the characteristics of their petsfor example, does the pet have fur or a tail? Record the responses.
Then, ask your students to think about what they feed their pets. Record this information. Continue the activity
(RE, Lesson 21)
272
by asking them to tell you where the pets live. For example, do they live in an aquarium or a doghouse? Finally,
ask your students to tell you what their pets can do. Again, record the responses. When you have nished eliciting responses, your class idea chart might look like the following:
Kind of Pet
What It Has
What It Eats
Where It Lives
What It Can Do
a dog
fur, a tail, four paws,

teeth
dog food,
kibble
in my house
run, jump, play

catch, sleep with
me
a parakeet
feathers, a beak,
wings, two legs
seeds
in a cage
y, sing, chirp
a cat
fur, a tail, four paws,

whiskers, teeth
mice,
birds,
cat food
in my house,
in the garden
stretch, yawn,
scratch, meow,
chase mice
Writing: Display the overhead transparency of the activity page. Model how the students can take the information from the class idea chart to complete the story frame. Choose one of the pets from the chart and ll in
the story frame as a whole class. Read the completed story along with your class. Then, pass out copies of the
activity page to each student. Have your students write their own stories. Monitor the class and give assistance
as many times as needed. When your students have completed their stories, ask them to illustrate the stories in
the space provided.
Additional Ideas
Pet Mural
Kind of Activity:
Cooperative art project
Objectives:
Learn about the proper care of pets

Work in cooperative groups
Materials:
Butcher paper, crayons or colored markers, an assortment of magazines

that contain a variety of animal pictures to be cut apart, scissors, glue
Content Connection:
Art; science
Preparation: Gather an assortment of magazines containing various animals for your students to cut apart.
Good sources include Zoo Books, Ranger Rick, National Geographic World, Your Big Backyard, and pet food manufacturers brochures.
Cooperative Art Activity: Divide your students into cooperative groups of four. Pass out one large piece of
butcher paper, scissors, glue, and colored crayons or markers to each group. Make sure each group has an ample
273
(RE, Lesson 21)
supply of magazines to be cut apart. Ask the students to select several animals that they think would make good
pets and work together to create a mural that will show
v
v
v
v
the animal
what the animal eats
where the animal lives
how to take good care of the animal
Be sure to explain to your students that they can draw pictures as well as use the magazine pictures to create
their murals. Monitor the groups and provide assistance as needed. When the groups have completed their
murals, you can have them share their work with the entire class and hang them up on the school walls.
A Good Pet
Kind of Activity:
Objectives:
Use a story frame to express and organize ideas

Display information in graphic form
Materials:
Chalkboard or butcher paper, writing paper, pencils, drawing paper,

Content Connection:
Language arts; art
Brainstorming: Ask your students to name animals that they think would make good pets. Record their
responses. Next, ask your students to name animals that they think would not make good pets. Record their
responses. When you have nished, your lists might look like the following:
Animals That Would
Make Good Pets
Animals That Would Not

Make Good Pets
cat
lion
dog
tiger
rabbit
elephant
goldsh
rattlesnake
parakeet
crocodile
gerbil
shark
hamster
gorilla
Modeling: Write the following poem pattern on the chalkboard or large piece of butcher paper.
A ________________________
A ________________________
A ________________________
But _______________________
(RE, Lesson 21)
would make a very good pet.

would make a better one yet!
would certainly please the vet.
you would not want to get!
274
Model how the students can take the information from the class idea chart to complete the poem pattern. Ask
a volunteer to choose an animal from the good pet section of the chart. Write the word on the rst blank space
in the rst sentence. Ask another volunteer to choose a different animal from the good pet section. Write the
word on the blank line in the second sentence. Select another volunteer to choose a third animal from the good
pet section and write it on the blank space in the third sentence. Finally, ask another volunteer to select an animal from the would not make a good pet section and write that word in the blank space in the fourth sentence.
Read the completed poem along with your class. Erase the students word choices so that just the poem pattern
remains on the chalkboard or butcher paper.
Writing: Pass out the writing paper. Have your students copy the poem pattern and write their own animal
choices in the blank lines. Monitor the class and give assistance as many times as needed. When your students
have completed their poems, ask them to illustrate them on the drawing paper and share their poems with
the class.

Poetry
dePaola, Tomie. (1985). Tomie dePaolas Mother Goose. New York: G.P. Putnams Sons.
Little Boy Blue, page 25
Little Bo-Peep, page 33
Baa, Baa, Black Sheep, page 50
Stories with the Theme of Pets

Brandenberg, Franz (1986). Cock-A-Doodle-Doo. New York: Greenwillow Books.
Kellogg, Steven. (1971). Can I Keep Him? New York: Dial Press.
Marshak, Samuel, Translated by Richard Pevear. (1989). The Pup Grew Up! New York: Henry Holt & Company.
Sadler, Marilyn (1990). Elizabeth and Larry. New York: Simon & Schuster Books for Young Readers.
275
(RE, Lesson 21)

by Sarah Josepha Hale
Mary had a little lamb.
Its fleece was white as snow.
And everywhere that Mary went
The lamb was sure to go.
He followed her to school one day.

That was against the rule.
It made the children laugh and play
To see a lamb at school.
And so the teacher turned him out,

But still he lingered near,
And waited patiently about,
Till Mary did appear.
What makes the lamb love Mary so?

The eager children cry.
Oh, Mary loves the lamb, you know,
The teacher did reply.
ml1
(RE, Lesson 21)
276
My Pet
Name
My pet is _________________________________________.
My pet has _______________________________________.
I feed my pet _____________________________________.
My pet lives ______________________________________.
My pet can _______________________________________.
ml2
277
(RE, Lesson 21)
Theme: Family, Home and Self
Youll Soon Grow Into Them, Titch

Youll Soon Grow Into Them, Titch, by Pat Hutchins
Kind of Activity:
Objectives:

Identify quotation marks and understand their purpose
Materials:
Overhead transparencies of the Youll Soon Grow Into Them, Titch 1 and 2,
by Pat Hutchins text pages (pp. 285286), overhead projector, a copy of
the text pages for each student
Display the overhead transparency of the text Youll Soon Grow Into Them, Titch, by Pat Hutchins. Tell the class
that you are going to read the story aloud. Ask the students to look carefully at the words as you read them.
Point to the words as you read. Next, draw your students attention to the quotation marks around the words
You can have my old pants, theyre too small for me. Explain that the marks are called quotation marks and
that their purpose is to let the reader know that someone in the story is talking. Choose a volunteer to identify
the speaker of the line. Ask the class to locate other sentences that begin and end with quotation marks. When
students have located and read a sentence, ask them to identify the character who is speaking.
Select four volunteers to read the parts of Titch, Pete, Mary, and Mother from the overhead. Ask the rest of the
class to read all the sentences that do not have quotation marks along with you. Before you begin reading, discuss the types of voices each character might have and then ask each volunteer to practice producing that kind
of voice. Read the story together as many times as your class prefers, providing opportunities for all students
who wish to perform by reading character lines. Pass out a copy of the story to each student for extra practice
and to share with his or her family.
Small, Medium, and Large

Kind of Activity:
Following oral directions
Objectives:
Demonstrate understanding of the concept of relative size

Materials:
Small, medium and large t-shirts, index cards, colored markers,

overhead transparency of the Small, Medium, and Large activity page
overhead projector pens, pencils, crayons
Display three t-shirts in the following sizes: small, medium, and large (make sure the size differences are very
obvious). Hold up the word small written on an index card. Read the word as a class. Then, ask a volunteer to
(RE, Lesson 22)
278
place the card on the small shirt. Do the same with the words medium and large. Ask students to give examples
of small, medium, and large items in the classroom. When the students are familiar with the three words to
describe size, continue with the activity page.
Display the overhead transparency of the activity page and pass out copies of the activity page to each student.
Explain that some of the clothes are small, some are medium, and some are large. Ask the students to point to
the row of pants. Ask the students to write the letter s above the small pair of pants. Then have them write the
letter m above the medium pants and the letter l above the large pants. Invite a volunteer to come up to the overhead projector and write in the letters s, m, and l. Do the same with the row of sweaters and the row of socks.
Students should have all nine items labeled as small, medium, or large. Now ask the students to use their crayons
to follow these directions:
1.
2.
3.
Color the small items of clothing red.

Color the medium items of clothing green.
Color the large items of clothing blue.
When your students have completed the activity, use the overhead projector to go over the answers as a
whole class.
My Family Shield
Kind of Activity:
Learning about the family; developing self-esteem
Objectives:

Display information in simple graphic form
Materials:
Overhead transparency of the My Family Shield activity page (p. 288),

overhead projector, overhead projector pens, a copy of the activity
page for each student, pencils, crayons, scissors, glue, colored construction paper
Content Connection:
Art
As a class, talk about the members of Titchs family. Discuss the concept of family and how families are all
different. Ask your students who the members of their families are and what things they do together. Pass out
a copy of the My Family Shield activity page to each student. Display a transparency of the shield on the overhead projector. Explain that a family shield tells others about a persons family. Model for your students how to
complete the shield by lling in each area with information about your own family. Complete the following
areas one at a time, letting the students draw in their information at the same time:
1.
2.
3.
4.
5.
At the top, write your family name. Model how to draw block-style letters.
In the center, draw your self-portrait. Draw your face and neck.
In the left box, draw one or two things you are good at. Use symbols if necessary, such as a book for
reading or a baseball and bat for baseball.
In the large bottom center area, draw a picture of your family (only faces).
In the right box, draw something your family enjoys doing together.
Monitor and give assistance as many times as needed. Ask the students to color the shields and then cut them
out. Glue the shields onto colored construction paper and display them on a bulletin board in the class. Encourage students to explain their family shields to the rest of the class so that all the students can talk about themselves and their families.
279
(RE, Lesson 22)
Additional Ideas
Families Together
Kind of Activity:
Drawing; writing
Objective:
Identify activities that families do together
Materials:
Drawing paper, paints, crayons, or colored markers
Content Connection:
Art; social studies
Brainstorm: As a class, discuss the kinds of activities families do together. Record your students ideas. You can
suggest various categories of things their families might doat home, for fun, during the summer, or during
the winter.
Drawing: Ask your students to select an idea from the group brainstorming activity and draw pictures that
show how they would do that activity with their families.
Writing: When your students have completed drawing their ideas, you can have them each dictate or write
stories that illustrate their pictures.
Family Album
Kind of Activity:
Pattern writing
Objectives:

Materials:
Writing paper, drawing paper, pencils, crayons, chalkboard or

butcher paper
Content Connection:
Social studies; language arts; art
Prewriting: As a class discuss all the possible members of a family and the things that each family member can
do. Record your students responses in two columns on a chart.
Writing: Write the following pattern sentences on the board:
My _______________________ is a member of my family.
My ____________________ can ______________________
_________________________________________________ .
But, best of all, my____________ can ________________ !
Model for your students how they can take the ideas from the prewriting chart and ll in the blank lines of the
story. Have your students complete each line of the story and illustrate their ideas for three (or more) members
of their family. When they have completed their stories and illustrations, staple the pages together to make
booklets. Ask for volunteers to share their booklets with the class.
(RE, Lesson 22)
280
Dramatize the Story

Kind of Activity:
Readers Theater
Objective:
Express concepts being learned through drama
Materials:
Several sets of the following: a large pair of pants, a large sweater, a

large pair of socks, extra copies of the Youll Soon Grow Into Them, Titch,
1 and 2 text pages
Content Connection:
Drama
Preparation: Gather as many sets of the above-mentioned clothing as needed for your class.
Readers Theater: Have your students work together in groups to prepare a Readers Theater performance.
Explain that Readers Theater usually does not use costumes but that for this story you have brought in a few
items of clothing. Show your students the oversized articles of clothing and explain how the character of Titch
can put them on at the appropriate time. Divide your students into groups of ve so that four students can read
the roles of the characters and one student can play the part of the narrator. Make extra copies of the Youll Soon
Grow Into Them, Titch, 1 and 2 text pages available for each student. The text pages can easily be turned into
scripts by highlighting the speaking lines for each player. Encourage your students to give expression to their
voices to bring the characters to life for their audience. Remind them that the success of a Readers Theater production depends on the readers use of creative expression! Allow your students plenty of time to practice and
then encourage them to perform for other classes in the school. You can videotape their performances and send
the tape around the school for other classes to enjoy.
My Clothes
Kind of Activity:
Art
Objectives:
Make a self-portrait
Materials:
Tagboard, white construction paper, paint, crayons or colored markers,

yellow, black, brown, and red yarn, scissors, glue
Content Connection:
Art
Divide your class into groups of four to six students. Provide each group with scissors, glue, the different colors
of yarn, construction paper, paint, and crayons and/or colored markers. Tell your students that they will:
1.
2.
3.
4.
Create self-portraits by drawing pictures of their bodies on the tagboard.

Use the different drawing and painting materials to create the clothing they are currently wearing.
Select the colored yarn that best matches their hair color and use it to create the hair on their portraits
by cutting it and gluing it onto the paper gures.
Cut their self-portraits out of the tagboard.
When your students have completed their self-portraits, they can have fun trying to identify who each tagboard
gure represents. You can arrange the gures on a bulletin board to create a miniature classroom!
281
(RE, Lesson 22)
Analyze the Theme of Family

Kind of Activity:
Explore various stories that share the theme of family
Objectives:

Analyze stories
Materials:
An assortment of stories selected from the list of literature in the section

List of Related Literature, located at the end of this set of activities.
Gather as many stories as you can nd in your personal, school, and public libraries that have the themes of
family and growing. Read them with your class. Discuss the various feelings, problems, solutions, and
experiences that the characters in each story have. Ask your students to extend these concepts by comparing
them to their own experiences and situations. Encourage all your students to share their experiences. You can
have your students draw or write about the ideas exchanged.

Stories with the Theme of Growing
Brandenberg, Aliki. (1992). Im Growing! New York: HarperCollins Publishers.
Stories with the Theme of Family

Brown, Marc. (1987). Arthurs Baby. Boston: Little, Brown and Company
Blaine, Marge. (1975). The Terrible Thing That Happened at Our House. New York: Scholastic.
Gaylord, Laurel Porter. (1991). I Love My Mommy Because. New York: Dutton Childrens Books.
Cole, Babette. (1983). The Trouble with Mom. England: Kaye & Ward, Ltd. First American edition published in
1984. New York: Coward-McCann Inc.
Hoban, Russell. (1964). A Baby Sister for Frances. New York: Harper & Row.
Johnston, Tony. (1991). Grandpas Song. New York: Dial Books for Young Readers, a Division of Penguin Books,
USA Inc.
Keats, Ezra Jack. (1967). Peters Chair. New York: Harper Trophy.
Mayer, Mercer. (1983). Just Grandma and Me. New York: A Golden Book Western Publishing Company, Inc.,
Racine, WI.
Mayer, Mercer. (1986). Just Me and My Little Sister. New York: A Golden Book Western Publishing Company,
Inc., Racine, WI.
(RE, Lesson 22)
282
Mayer, Mercer. (1983). The New Baby. New York: A Golden Book Western Publishing Company, Inc.,
Racine, WI.
Munsch, Robert. (1986). Love You Forever. Scarborough, Ontario: Firey Books Ltd.
Viorst, Judith. (1988). The Goodbye Book. New York: Atheneum, Macmillan Publishing Company.
Wood, Audrey. (1990). Weird Parents. New York: Dial Books for Young Readers, a Division of Penguin Books,
USA Inc.
Poetry with the Theme of Growing from the Following Collections

Big, by Dorothy Aldis, page 28
Something About Me, Anonymous, page 28
The World, by Barbara Young, page 28
The Wish, by Ann Friday, page 29
Viorst, Judith. (1981). If I Were in Charge of the World and Other Worries. New York: Aladdin Books, Macmillan
Publishing Company.
Good-bye, SixHello, Seven, page 51
Teddy Bear Poem, page 52
Poetry with the Theme of Family from the Following Collections

dePaola, Tomie, Ed. (1988). Tomie dePaolas Book of Poems New York: G.P. Putnams Sons.
Growing Old, by Rose Henderson, page 58
Mother to Son, by Langston Hughes, page 55
Little, by Dorothy Aldis, page 53
Some Things Dont Make Any Sense at All, by Judith Viorst, page 53
Silly Song/Cancin Tonta, by Federico Garca Lorca, page 42
My Brother, by Dorothy Aldis, page 31
Griego, Margot C., Ed. (1981). Tortillitas para Mam. New York: Henry Holt and Company.
Mamas Kiss/El Beso de Mam
Sisters Dressing Rhyme/Rima de la Hermana Vistindose
Little Tortillas/Tortillitas
Lullaby/Arrullo
Hopkins, Lee Bennett, Ed. (1988). Side by Side Poems to Read Together. New York: Simon & Schuster Inc.
Good Night, by Nikki Giovanni, page 68
Bed Mate, by Constance Andrea Keremes, page 69
Merriam, Eve. (1989). A Poem for a Pickle. New York: Morrow Junior Books.
Menu
Baby June
Uncle Dick
Brother Pete
Sister Ann
283
(RE, Lesson 22)
Moore, Lillian, Ed. (1992). Sunakes: Poems for Children. New York: Clarion Books.
Babys Drinking Song, by James Kirkup, page 26
Granny, by Patricia Hubbell, page 64
Hug o War, by Shel Silverstein, page 68
grandpa in march by Arnold Adoff, page 68
Prelutsky, Jack, Ed. (1991). For Laughing Out Loud. Poems to Tickle Your Funnybone. New York: Alfred A. Knopf.
The Parent, by Ogden Nash, page 32
Brother, by Mary Ann Hoberman, page 45
Mummy Slept Late and Daddy Fixed Breakfast, by John Ciardi, page 46
My Sister Laura, by Spike Milligan, page 28
(RE, Lesson 22)
284
Youll Soon Grow Into Them, Titch 1

by Pat Hutchins
Titch needed new pants.
His brother Pete said,
You can have my old pants,
theyre too small for me.
Theyre still a bit big for me,
said Titch.
Youll soon grow into them,
said Pete.
And when Titch needed a new
sweater, his sister Mary said,
You can have my old sweater,
its too small for me.
It's still a bit big for me,
said Titch.
You'll soon grow into it,
said Mary.
And when Titch needed new

socks, they both said, You
can have our old socks,
theyre too small for us.
And Ill soon grow into them,
said Titch.
ti1a
285
(RE, Lesson 22)
Youll Soon Grow Into Them, Titch 2

I think, said Mother,
that Titch should have
some new clothes.
SOCKS
So Dad and Titch went

shopping. They bought a
brand-new pair of pants, a
brand-new sweater, and a
brand-new pair of socks.
And when Mother

brought their brand-new
baby home, Titch wore
the new clothes.
There, said Titch, he can

have my old pants, and my
old sweater, and my old
socks. Theyre much too
small for me!
Theyre a bit big for him,

said Pete and Mary.
Hell soon grow into them,
said Titch.
Copyright 1983 by Pat Hutchins. By permission of Greenwillow
Books, a division of William Morrow & Company, Inc.
ti1b
(RE, Lesson 22)
286
Small, Medium, and Large

Name
ti2
287
(RE, Lesson 22)
My Family Shield
Name
ti3
(RE, Lesson 22)
288
The Little Ant

The Little Ant
Kind of Activity:
Objectives:

Materials:
Overhead transparencies of the The Little Ant 1, 2, and 3 text pages

(pp. 295297), overhead projector, a copy of the text pages for each
student
Display the overhead transparencies of the story The Little Ant. Tell the class that you are going to read the story
aloud. Ask your students to look carefully at the words as you read them. Point to the sentences in bold print.
Explain to the students that this is a pattern story that repeats the earlier lines. Tell them that each time they
come to one of the bold sentences, they read it and then read each previous bold sentence as well. Show students
on the overhead where to jump each time they come to the refrain. For example, the sentence about the wind
would be read like this:
Wind, scatter the cloud.
Cloud, cover the sun.
Sun, melt the snow.
Snow, let go, so I can go home!
Read the story a second time. Ask the class to read the bold text parts of the storywhere the little ant calls out
for help. Encourage your students to be very expressive each time they add a line to their part. Ask your students to help you make up movements to accompany the little ants requests for help. The students could, for
example, make a biting motion with their teeth when they read Flea, bite the dog, or reach their arms out in
a catching motion as they read Cat, catch the mouse. Continue to read and act out the story as many times
as your class prefers. For continued practice, you can divide your students into pairs and have them take
turns reading the story to each other. Pass out copies of the story for your students to take home to share with
their families.
289
The Little Ant
(RE, Lesson 23)
Sequence: The Little Ant 1 and 2

Kind of Activity:
Sequencing
Objectives:

Materials:
Overhead transparency of the activity page Sequence: The Little Ant 1

and 2 (pp. 298299), overhead projector, a copy of the activity pages for
each student, crayons or colored markers, scissors, pencils
Content Connection:
Language arts; art
Introduction: Display the transparencies of the Sequence: The Little Ant activity pages. Tell your students that
they are going to make booklets that tell what happened to each character in the story. Explain that each picture
box shows one action from the story. Then, look at each picture and read the sentence. Explain that the pictures
are not in the correct order. Finally, point out the small squares in the top right-hand corner of each picture box.
Explain to the students that they are to write the number that shows which picture box is rst, second, third,
and so on.
Using the Activity Pages: Pass out copies of the activity page to the students. Ask your students to:
1.
2.
3.
4.
5.
Color the pictures.

Cut out the 12 pages of the booklet.
Write the number that shows which picture box is rst, second, third, and so on in the blank square in
the top right-hand corner of each picture box. There is no number for the title or The End pages.
Staple the 12 pages together in the upper right-hand corner.
When the students have nished their booklets, they can practice reading the story of The Little Ant to a partner,
and then take their booklets home to share with their families. The correct sequence is:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
THE LITTLE ANT

The ea began to bite the dog.
The dog began to chase the cat.
The cat began to catch the mouse.
The mouse began to gnaw the wall.
The wall began to block the wind.
The wind began to scatter the cloud.
The cloud began to cover the sun.
The sun began to melt the snow.
The snow let go of the Little Ants leg.
She ran home as fast as her little legs would carry her.
THE END
The Little Ant
(RE, Lesson 23)
290
Word Search: The Little Ant

Kind of Activity:
Word search puzzle
Objective:
Materials:
Transparency of the Word Search: The Little Ant activity page (p. 300),
overhead projector, a copy of the activity page for each student
Make and display a transparency of the activity page. Review the vocabulary words at the top of the page. Demonstrate for your students how to nd the words by locating and circling one or two in the word search. Pass
out copies of the activity page. Have your students work independently as you monitor the class and provide
assistance as many times as needed.
Additional Ideas
Flannel Board Story Sequence
Kind of Activity:
Retelling of a story using a annel board
Objective:
Practice reading vocabulary
Materials:
Flannel boards, construction paper, sandpaper, crayons or colored

markers, scissors, glue, a copy of the The Little Ant 1, 2, and 3
(pp. 295297) text pages for each student
Content Connection:
Language arts; art
Preparation: Divide your class into groups of four to six students. Provide each group with a annel board and
materials to make the annel board characters. Ask each group to use its materials to make annel board characters of the ant, snowake, ea, dog, cat, mouse, wall, wind, cloud, and sun. Explain that they are to:
1.
2.
3.
Draw and color the characters.

Cut them out.
Glue a small piece of sandpaper to the back of each character.
Using the Flannel Boards: Pass out copies of the The Little Ant text pages. Ask each group to practice reading the
story using the annel board characters. After they have had sufcient time to practice, call on volunteer groups
to perform for the class. You can send your performing groups to other classrooms to share the story.
Variation: You can have your students make their own annel boards. Supply each student with an 11x17-inch
piece of cardboard and a piece of annel material two to three inches larger than the cardboard. Have your students cover the cardboard with the annel. Then, ask them to fold the sides of the material down on the back
of the cardboard and tape them into place.
291
The Little Ant
(RE, Lesson 23)
Mom and Dad Know Best

Kind of Activity:
Story writing
Objectives:
Analyze the moral of a story

Use a story frame to write a story
Materials:
Writing paper, pencils, chalkboard or butcher paper
Content Connection:
Language arts
Prewriting: Ask your students to think about the story The Little Ant and recall the warning the Little Ants
father gave her before she went out to play. Ask your students to tell you what happened to the Little Ant when
she did not listen to her fathers advice. Then, ask your students to think of a time when their own parents or
guardians warned them not to do something. Have your students share their stories, and as they do, ask them
to suggest the reasons why their parents or guardians gave them their advice. Next, ask your students to give
you reasons why it is a good idea for them to listen to their parents. Record their responses on the chalkboard.
Writing: Write the following story frame on the chalkboard:
My parents/guardians give me good advice because they
love me.
I listen to my parents/guardians because
_________________________________________________
_________________________________________________
_________________________________________________ .
I love my parents/guardians!
Read the story frame with your students. Tell them that the blank lines are spaces for them to write down three
reasons why they should listen to their parents advice. Model how they can use the ideas from the chalkboard
to complete the story frames. Pass out writing paper to each student.
Have your students copy the rst two sentences from the chalkboard. Next, have them select three ideas from
the prewriting activity to ll in the blank spaces. Finally, have them copy the last sentence from the board.
Monitor the class and provide assistance as needed. When the students have completed their stories, you can
ask them to draw pictures to illustrate their ideas. Ask for volunteers to read their stories to the class.
The Little Ant
(RE, Lesson 23)
292
Mural Art
Kind of Activity:
Art
Objectives:
Make a mural
Materials:
Four to six large pieces of white butcher paper, colored construction

paper, paints, crayons, colored markers, glue
Content Connection:
Art
Preparation: Divide your class into groups of four to six students. Provide each group with one large piece of
white butcher paper, a variety of differently colored construction paper, glue, paint, paintbrushes, crayons and/
or colored markers, and scissors.
Art Project: Have the groups work together to create murals that show the story The Little Ant. Explain that
they can:
1.
2.
3.
Use their paints, crayons, and/or markers to draw.

Draw the story background pictures directly on the butcher paper.
Use their construction paper to draw the storys characters and then cut them out and glue them to the
butcher paper.
You can display the completed murals outside your classroom door for the rest of the school to enjoy!
Snowake Art
Kind of Activity:
Art
Objective:
Make snowake mobiles
Materials:
Assorted sizes of white mufn-tin liners, glue, glitter, one wire coat
hanger per student, white thread
Content Connection:
Art
Divide your class into groups. Provide each student with six to 10 mufn-tin liners and one wire coat hanger.
Supply each group with scissors, white glue, silver glitter, and white thread. Tell your students that they will
use their materials to create snowake mobiles. Explain that they are to:
1.
2.
3.
Open each mufn-tin liner into a smooth paper circle.

Fold the circles in half. Then, fold one edge of the half circle into place in the center of the paper. Next,
fold the remaining edge so that it meets the previously folded edge at the center of the paper.
Cut small triangles and other shapes into the edges of the folded mufn tin liners to make snowake designs.
293
The Little Ant
(RE, Lesson 23)
4.
5.
6.
Open the folded and cut mufn tin liners to reveal the snowake design. Lightly daub the snowake
with glue and sprinkle with silver glitter.
Pull a piece of white thread through one of the openings on the snowake and tie it in place. Tie the
other end of the snowake to the wire coat hanger.
Continue this process until all of the snowakes have been made and tied onto the hanger.
You can hang the mobiles across the classroom and watch the snowakes oat in the air!

Brown, Margaret Wise. Wait Till The Moon Is Full Text. (Copyright renewed 1976 by Roberta Brown Rauch).
New York: Harper Trophy.
Van Allsburg, Chris. (1988). Two Bad Ants. Boston: Houghton Mifin Company.
The Little Ant
(RE, Lesson 23)
294
The Little Ant 1

The winter was long and cold.
La Hormiguita, the Little Ant,
had not seen the sun in many months.
One day, she and her father went to
the door to see if spring had come.
Look, Papa! The sun is shining, and
the snow has melted! Spring is here!
May I go outside to play?
No, mi jita, said her father. It is too cold
and it may still snow. You must stay inside.
But La Hormiguita did not listen to her father. As soon as he was
busy, she ran outside to play in the grass. Just as she climbed to the
top of a blade of grass, she saw a big snowflake falling from the sky.
The snowflake fell on La Hormiguitas leg.
She could not move.
So La Hormiguita called out to La Nieve,
the snow, to let go of her leg so she could
go home.
Snow, let go, so I can go home!
But the snow wouldnt let go of
her little leg. So La Hormiguita
called out to El Sol, the sun,
to melt the snow.
Sun, melt the snow.
But the sun wouldnt melt the snow.
So La Hormiguita called out to
La Nube, the cloud, to cover the sun.
Cloud, cover the sun.
li1a
295
The Little Ant
(RE, Lesson 23)
The Little Ant 2

But the cloud wouldnt cover the sun.
El Viento, the wind, to scatter the cloud.
Wind, scatter the cloud.
But the wind wouldnt scatter the cloud.
So La Hormiguita called out
to La Pared, the wall, to block the wind.
Wall, block the wind.
But the wall wouldnt block the wind.
El Ratn, the mouse, to gnaw holes in the wall.
Mouse, gnaw holes in the wall.
But the mouse wouldnt gnaw holes in the wall.
El Gato, the cat, to catch the mouse.
Cat, catch the mouse.
But the cat wouldnt catch the mouse.
El Perro, the dog, to chase the cat.
Dog, chase the cat.
But the dog wouldnt chase the cat.
La Pulga, the flea, to bite the dog.
Flea, bite the dog.
Well, you may know that the flea is a cousin to the ant. And, when
the flea heard La Hormiguita crying for help . . .
li1b
The Little Ant
(RE, Lesson 23)
296
The Little Ant 3
The flea began to bite the dog.

The cloud began to cover the sun.
The snow let go of

La Hormiguitas little leg.
And she ran home as fast as
her little legs would carry her.
La Hormiguita waited happily

until Father told her that
spring had come for sure!
li1c
297
The Little Ant
(RE, Lesson 23)
Sequence: The Little Ant 1
nt
Th
Little A
e
The snow let go of the little ants leg.
The cloud began to block the sun.
The flea began to bite the dog.
li2a
The Little Ant
(RE, Lesson 23)
298
Sequence: The Little Ant 2
he End
T
She ran home as fast as her little

legs would carry her.
li2b
299
The Little Ant
(RE, Lesson 23)
Word Search: The Little Ant
Name
bite
W E
sun
melt
dog
flea
snow
ant
wind
mouse
WOR D S
TO
F IN D
block
cat
cloud
BONUS
W O RD S
chase
scatter
li3
The Little Ant
(RE, Lesson 23)
300
gnaw
cover
catch
spring
The Three Billy Goats Gruff

Kind of Activity:
Objectives:

Learn to identify quotation marks
Materials:
Overhead transparencies of the The Three Billy Goats Gruff 1, 2, and 3 text
pages (pp. 307309), overhead projector, a copy of the text pages for
each student
Display the overhead transparencies of the story The Three Billy Goats Gruff. Tell the class that you are going to
read the story aloud. Ask them to look carefully at the words as you read them. Point to the words as you read.
Draw your students attention to the quotation marks around the words Whos that tripping over my bridge?
Explain that the marks are called quotation marks and that their purpose is to let the reader know that someone in the story is talking. Ask the class to locate other sentences that begin and end with quotation marks.
When students have located and read a sentence, ask them to identify the character who is speaking.
Next, divide your class into four sections. Ask one section to read the sentences that begin and end in quotation
marks for the Little Billy Goat Gruff, the second section to read the sentences for the Middle-sized Billy Goat
Gruff, the third section to read the sentences for the Big Billy Goat Gruff, and the fourth section to read the sentences for the troll. Tell the class that you will read all the sentences that do not have quotation marks. Before
you begin reading, discuss the type of voice each character might have and ask each section to practice using
the characters voice. Read the story together as many times as your class prefers. Have the sections switch parts
so that everyone gets a chance to read all of the character lines. Pass out a copy of the story to each student for
extra practice and to share with his or her family.
301
(RE, Lesson 24)
Crossword Puzzle: The Three Billy Goats Gruff

Kind of Activity:
Clozecompleting a crossword puzzle
Objectives:

Materials:
Transparencies of the Crossword Puzzle: The Three Billy Goats Gruff 1

and 2, activity pages (pp. 310311), overhead projector, overhead
projector pen, a copy of the activity pages for each student, pencils
Content Connection:
Language arts
Introduction: Display an overhead transparency of Crossword Puzzle 1. Direct your students attention to the
word boxes and numbers on the page. Then, display Crossword Puzzle 2. Tell your students that each sentence
contains a missing word. Explain that they will choose words from the word bank written under the bridge to
complete each sentence. Then, show your students where to write the words in the crossword puzzle on the rst
page. Explain that one letter goes in each box. Model how to write the missing words in the crossword puzzle
by doing a few examples with the class.
Completing the Crossword Puzzle: Pass out copies of the activity pages to each student. Have the students complete the sentences and the crossword puzzle. Monitor the class and provide assistance as needed.
Stick Puppets: The Three Billy Goats Gruff

Kind of Activity:
Making puppets
Objectives:
Practice following oral directions

Act out a story with puppets
Materials:
A copy of the Stick Puppets: The Three Billy Goats Gruff activity page
(p. 312) for each student, crayons or colored markers, scissors, glue, four
popsicle sticks for each student, 12x18-inch white construction paper for
each student
Content Connection:
Drama; art
Introduction: Pass out a copy of the activity page and four popsicle sticks to each student. Tell your students
that they are going to make stick puppets for the characters in the story The Three Billy Goats Gruff.
Making the Puppets: Ask your students to:
1.
2.
Color the characters from Stick Puppets: The Three Billy Goats Gruff and then cut them out of the activity
page. (To make sturdier puppets, you can have your students glue the characters to tagboard.)
Glue the characters to each of the popsicle sticks.
Making the Scenery: Pass out one sheet of 12x18-inch white construction paper to each student. Have your students make the background for the story by drawing the bridge, stream, hillside, and grass.
(RE, Lesson 24)
302
Role-Playing: When the students have completed their puppets, divide the students into groups of four. Pass
out additional copies of The Three Billy Goats Gruff 1, 2, and 3 text pages. Ask each group to use the puppets to
act out the story. Tell each group to assign one member each to read the parts of the Little Billy Goat, the Middlesized Billy Goat, the Big Billy Goat, and the Troll. Continue by telling all four students to read the part of the
narrator together. Ask them to switch parts so that every student gets the opportunity to perform all the parts.
Encourage the groups to perform for each other within the classroom and/or travel to another classroom and
give a puppet show.
Additional Ideas
Analyze the Story
Kind of Activity:
Story analysis
Objective:
Understand basic story partscharacter, setting, plot
Materials:
Content Connection:
Language arts; art
Ask your class to remember the story The Three Billy Goats Gruff. Have the students retell the story by calling on
volunteers to share the various story parts. Then, ask your class to think about the story as you ask them the
following questions.
Questions
Possible Student Responses
Who are the characters in this story?
the three billy goats and the troll
Where does this story take place?
on a bridge, up a hillside
Is the story real or make-believe?
make-believe
How do you know?
Goats cant talk or think like the goats in the story. Trolls
are not real.
Does someone in the story have a problem?
Yes, the goats want to cross the bridge so they can eat
grass and go up the hillside, but a troll doesnt want them
to cross the bridge. He wants to eat the goats.
How do they solve their problem?
The goats take turns going over the bridge. The goats
promise the troll that the next goat is going to be bigger
and better to eat. Then, when the big billy goat crosses
the bridge, he pushes the troll into the stream.
How does the story end?
The billy goats never have to think about the troll again
and can always cross the bridge to eat grass.
303
(RE, Lesson 24)
Record your students responses on the board or butcher paper under the following headings:
v
v
v
v
The Characters
The Problem
How the Characters Solve the Problem
How the Story Ends
When you have nished asking the questions, and your class has responded, pass out one piece of 12x18-inch
white construction paper to each student. Ask your students to fold the paper into fourths so that they have four
large boxes. Next, tell your students to label the top of each box with one of the headings from the board. Tell
them to copy the sentence that goes with each heading at the bottom of the box. Finally, ask your students to
illustrate each box.
Lets Learn About Billy Goats

Kind of Activity:
Expository writing
Objectives:
Use an expository paragraph frame to express concepts learned

Experience the writing process from rst draft to nal copy
Extract relevant information from an assortment of orally
presented texts
Categorize information
Materials:
Butcher paper or chalkboard, writing paper, pencils, an assortment of

magazines and books containing articles about goats
Content Connection:
Science
For advanced second-grade students and above. This activity could

take several days to complete.
Preparation: Gather an assortment of magazines and books containing information about goats that you can
read to and share with your class. Encyclopedias and books about farm animals make excellent resources. Make
a web like the one below on the chalkboard or on a large piece of butcher paper.
What they look like
Places they live
Billy
Goats
Interesting facts
What they eat
(RE, Lesson 24)
304
Review the web with your students by explaining that the circle in the middle contains the subject you are going
to study, billy goats. The lines on the web reach out to different categories for which you want to nd out information. Ask your students if they have any categories they would like to add to your web and then record their
responses. Draw on your students prior knowledge by asking them if they have facts that they would like to
place in the web. Then, tell the students that you are going to read to them about billy goats from a variety of
books and magazines and that you would like them to stop you when they learn a fact that they would like to
put in the web. Read from the information you have gathered and record the information the students ask you
to put in the web. When you have nished reading from your materials, you can ask the students if the web
seems complete. If your students feel that they need more information, you can assign a group the task of consulting with your school librarian to nd the missing facts.
Prewriting Activity:
butcher paper.
Display the following paragraph frame on the chalkboard or on a large piece of

Billy Goats
Billy goats are ____________________________________
They have _______________________________________
They also have ___________________________________
Billy goats live ___________________________________
They can also be found ____________________________
They eat _________________________________________
Sometimes they eat _______________________________
I learned that billy goats ___________________________
Billy goats are interesting animals to study.
.
.
.
.
.
.
.
.
Read the paragraph frame with your students. Explain that they are going to take the information from the web
and use it to complete the sentences in the paragraph frame. You can model the procedure for the class to get
your students started. If you have some students who need more instruction, take them aside and complete the
paragraph frame as a group.
Writing: Pass out writing paper. Ask the students to copy and complete the sentences from the paragraph
frame. Monitor and provide assistance as needed. When the students have nished writing, hold a writing conference to help them edit and proofread their work. Make corrections as needed and then ask the students to
rewrite their paragraphs for a nal copy.
Dramatize the Story

Kind of Activity:
Readers Theater
Objective:
Express concepts being learned through drama
Materials:
Copies of the text pages The Three Billy Goats Gruff 1, 2, and 3
Content Connection:
Drama
As a variation to the stick puppet dramatization of the story, have your students work together in groups to prepare a Readers Theater performance. Divide your students into groups of ve so that four students can read
305
(RE, Lesson 24)
the roles of the characters and one student can read the part of the narrator. Make extra copies of the text pages
available for each student. The text pages can easily be turned into scripts by highlighting the speaking lines for
each player. Encourage your students to use their voices to bring the characters to life for their audience.
Remind them that Readers Theater usually does not use costumes or scenery and depends on the readers use
of creative expression! Allow your students plenty of time to practice and then encourage them to perform for
other classes in the school. As an extra treat, you can videotape your students performances and then pass the
videotape around to different classes at your school.

Brett, Jan. (1992). Trouble with Trolls. New York: G.P. Putnams Sons.
Causley, Charles. (1970). Quack! Said the Billy-Goat. New York: A Harper Trophy Book, Harper & Row
Publishers.
dePaola, Tomie. (1977). Helgas Dowry: A Troll Love Story. San Diego: Harcourt Brace Jovanovich.
Jonsen, George. (1977). Favorite Tales of Monsters and Trolls. New York: Random House.
Sharmat, M. (1980). Gregory, the Terrible Eater. New York: Four Winds Press, Macmillan Publishing Company.
(RE, Lesson 24)
306
The Three Billy Goats Gruff 1

Once upon a time,
there were three
billy goats who wanted
to go up a hillside
to eat grass. The last
name of all three billy
goats was Gruff!
On the way up to the
hillside, there was a
bridge they had to
cross. And under the
bridge lived
a mean, ugly troll.
First of all, the little billy goat started to cross the bridge.
Who's that tripping over my bridge? roared the troll.
Oh, its only me, Little Billy Goat Gruff, said the billy goat.
Im going up the hillside to eat some grass.
Oh, no, you arent,
said the troll.
I'm coming to
gobble you up.
Oh, no, please dont eat me. Im too little, said the little billy goat.
Wait for Middle-Sized Billy Goat Gruff. Hes bigger than I am.
You can eat him!
Okay, said the troll. I can eat Middle-Sized Billy Goat Gruff.
You can go over the bridge.
And Little Billy Goat Gruff went over the bridge.
bg1a
307
(RE, Lesson 24)

A little later, the middle-sized billy goat started to cross the bridge.
Whos that tripping over my bridge? roared the troll.
Oh, its only me, Middle-Sized Billy Goat Gruff, said the billy goat.
Im going up to the hillside to eat some grass.
Oh, no, you arent,
said the troll.
Im coming to
gobble you up.
Oh, no, please dont eat me. Im too little, said the billy goat.
Wait for Big Billy Goat Gruff. Hes bigger than I am.
You can eat him!
Okay, said the troll. I can eat Big Billy Goat Gruff.
You can go over the bridge.
And Middle-Sized Billy Goat Gruff went over the bridge.
Just then, the big billy goat started to cross the bridge.
Whos that tramping over my bridge? roared the troll.
Its me! Big Billy Goat Gruff, said the billy goat.
Im going up the hillside to eat some grass.
Oh, no, you arent, said the troll.
Im coming to
gobble you up.
bg1b
(RE, Lesson 24)
308
Well, come along, then!

said the billy goat.
The big billy goat
butted the troll with
his sharp horns . . .
and knocked him off
the bridge into
the stream below.
And that was the last
time the troll ever
bothered the three
billy goats!
Then Big Billy Goat Gruff went up to the hillside.

There, the three Billy Goats Gruff ate, and ate,
and ate. They got so fat they could hardly walk home.
Snip, snap, snout,

This tale's told out.
bg1c
309
(RE, Lesson 24)
Crossword Puzzle:
Name
2
3
4
5
7
bg3a
(RE, Lesson 24)
310
Crossword Puzzle:
Down
1. Once upon a time, there were three ______________ ______________.
2. The billy goats wanted to _____________ grass.
3. The second billy goat was ______________________- sized.
4. The billy goats had to ___________________ a bridge.
5. A troll lived ____________________ the bridge.
6. The big billy goat had sharp ___________________.
7. Who's that tripping ________________ my bridge? roared the troll.
eat
under
Gruff
middle
little
hillside
troll
cross
bridge
mean
big
billy goats
horns
over
stream
Across
1. The third billy goat was ________________.
2. The first billy goat was _________________________.
3. The troll was __________________ and ugly.
4. The last name of the billy goats was _____________________.
5. The big billy goat knocked the troll over the ____________________.
6. The billy goats wanted to go up to a ____________________________.
7. The _________________ wanted to gobble up the billy goats.
8. The troll fell into the _________________________.
bg3b
311
(RE, Lesson 24)
Stick Puppets:
bg2
(RE, Lesson 24)
312
The Tortoise and the Hare

Kind of Activity:
Objectives:

Materials:
Overhead transparencies of the The Tortoise and the Hare 1 and 2 text
pages (pp. 318319), overhead projector, a copy of the text pages for
each student
Display the overhead transparencies of the story The Tortoise and the Hare. Tell the class that you are going to read
the story out loud. Ask your students what the message of the story is and why. Draw your students attention
to the pictures for the characters of the narrator, the hare, the tortoise, the mouse, and the owl. Explain that these
pictures show who is talking. Ask the class to count the number of times each character talks. Next, divide your
class into four sections. Have the rst section read the hares lines, the second section read the lines for the tortoise, the third section read the lines for the mouse, and the fourth section read the lines for the owl. Tell the class
that you will read the narrators lines. Pass out a copy of the story to each student for extra practice and to share
with his or her family.
Sequence: The Tortoise and the Hare

Kind of Activity:
Sequencing
Objectives:
Sequence main events in a story

Materials:
Overhead transparency of Sequence: The Tortoise and the Hare 1 and 2

(pp. 320321), overhead projector, copies of the activity pages for each
student, crayons or colored markers
Content Connection:
Language arts; art
Display the transparencies of the activity pages. Tell your students that they are going to make their own booklet of The Tortoise and the Hare by putting the pages in the correct order. Go over each picture and text box with
313
(RE, Lesson 25)
your students by asking them to read along with you the text that accompanies the pictures. Remind them that
the boxes are not in the correct order. Draw their attention to the small blank square in the top right-hand corner
of each picture and text box. Explain that they will:
1.
2.
3.
4.
Write the number that shows which picture and text box are rst, second, third, etc., in the
blank square.
Color the pictures.
Cut each box out of the sheet.
Put the boxes in the correct sequence.
Pass out copies of the activity pages to each student. Monitor and provide assistance as needed. You can staple
the pictures together to make a little booklet for each student. For a sturdier booklet, you can have your students
glue their pages into a small book made of construction paper. When the students have completed their booklets, they should practice reading the story to each other. Have them take their booklets home for extra practice
and to share with their families.
The correct order for the story is:
1.
2.
3.
4.
5.
6.
7.
8.
One day, a hare saw a tortoise moving slowly down a path in the woods.
You must be the slowest animal in the woods! said the hare to the tortoise.
Im not so slow, answered the tortoise. How about a race?
So all the animals in the woods came to watch the race. The owl was the judge.
Soon the hare was far ahead of the tortoise. So she decided to stop and take a nap.
And after a while, the tortoise slowly and quietly passed the hare.
Suddenly, the hare woke up because the other animals were cheering.
I cant believe it! You beat me! said the hare.
Slow and steady wins the race! said the tortoise.
Fast and Slow!

Kind of Activity:
Objectives:

Use comparisons
Materials:
Overhead transparency of the Fast and Slow! activity page (p. 322),
Content Connection:
Language arts; art
(RE, Lesson 25)
314
Prewriting: Write the following headings on a large piece of butcher paper: Fast and Slow. Ask your class
to name animals or moving objects that are fast and slow. After the discussion, your chalkboard might look like
the following:
Fast
Slow
hare
tortoise
lion
slug
cheetah
snail
jet
paper airplane
Writing: Display the transparency of Fast and Slow! Ask your students to look at the class list of words under
the headings Fast and Slow. Explain the concepts of fast, faster, and fastest and slow, slower, and slowest. Ask students to choose their favorite ideas from each category and then to put them in order of speed.
Model how to use the words from the lists to complete each of the sentences. Pass out copies of the activity page
and ask your students to complete the pattern sentences. Monitor their work and give assistance as many times
as needed. When the students have completed the assignment, encourage them to share their stories with the
rest of the class.
Additional Ideas
Readers Theater
Kind of Activity:
Dramatic reading experience
Objectives:
Participate in a dramatic reading activity

Develop oral reading skills such as reading with expression
Materials:
Large plain white paper plates, construction paper, yarn, crayons or

colored markers, glue, scissors, a copy of The Tortoise and the Hare 1 and 2
text pages for each student
Content Connection:
Drama; art
Art Activity: Gather the necessary materials and tools for each child to make a mask for the characters in The
Tortoise and the Hare four paper plates, construction paper, yarn, crayons or colored markers, and a pair of scissors. Then, have your students make their masks by drawing the faces for the tortoise, hare, mouse, and owl
with their crayons or markers on the back of the paper plates. Ask them to use their scissors to cut the holes for
the eyes and nose. You can staple a piece of yarn to each side of the paper plates so that your students can tie
their masks at the back of their heads or glue them to popsicle sticks.
315
(RE, Lesson 25)
Readers Theater: Pass out additional copies of The Tortoise and the Hare text pages. Divide your students into
groups of four and ask them to use the text pages as Readers Theater scripts. You might suggest that one student play the part of the tortoise, another student play the part of the hare, another student play the part of the
owl and the mouse, and another student read the part of the narrator. Be sure to have your students use their
newly created masks to enhance their performances! Within each group, the students can take turns reading the
different parts. Allow the groups plenty of time to practice and then select volunteers to perform their Readers
Theater productions.
Character AnalysisThe Tortoise and the Hare

Kind of Activity:
Analyzing a story; vocabulary building
Objective:
Character analysis
Materials:
11x17-inch white construction paper, crayons or colored markers,

chalkboard or butcher paper
Content Connection:
Language arts; art
Write the following headings on the chalkboard or large piece of butcher paper: Hare and Tortoise. Ask
your students to recall these characters from the story The Tortoise and the Hare and think of words that could
describe them. Write their responses on the board under the appropriate headings. When you have nished,
your chalkboard might look like the following:
Hare
Tortoise
fast
slow
sure of herself
persistent
conceited
steady
insulting
keeps going
Pass out one sheet of white construction paper to each student. Ask the students to fold the paper in half and
draw a picture of the hare on one side and a picture of the tortoise on the other. Then, ask them to copy the words
from the chalkboard that describe each character and write these words around the character they describe.
Monitor and provide assistance as needed.
(RE, Lesson 25)
316
Mural Art
Kind of Activity:
Art
Objectives:
Make a mural
Materials:
Four to six large pieces of white butcher paper, colored construction

paper, paints, paintbrushes, crayons, colored markers, glue
Content Connection:
Art
Preparation: Divide your class into groups of four to six students. Provide each group with one large piece of
white butcher paper, a variety of different-colored construction paper, glue, paint, paintbrushes, crayons,
colored markers, and scissors.
Art Project: Have your students work together to create a mural that shows the story The Tortoise and the Hare.
Explain that they can:
1.
2.
3.
Use their paints, crayons, and markers to draw.

Draw directly on the butcher paper.
Draw on their construction paper and then cut the items out and glue them onto the butcher paper.
You can then display the completed murals outside your classroom door for the rest of the school to enjoy!

Stories with the Theme of Perseverance
Kraus, Robert. (1971). Leo the Late Bloomer. New York: E.P. Dutton.
Lionni, Leo. (1992). Mr. McMouse. New York: Alfred A. Knopf, Inc.
Piper, Watty. (1954). The Little Engine That Could. New York: The Platt & Munk Co.
Poetry About Rabbits from the Following Collection

Brown, Margaret Wise. (1993). Under the Sun and the Moon and Other Stories. New York: Hyperion Books for
Children.
A Cottontail Rabbit in a Cotton Field, page 8
Run, Bun, Run, page 10
Three White Rabbits Running, page 28
317
(RE, Lesson 25)
The Tortoise and the Hare 1

One day, a hare saw a tortoise moving slowly down a
path in the woods.
You are so slow.
You must be the slowest
animal in the woods.
Oh, Im not so slow.
How about a race?
Ha, ha, ha, ha, ha!

You cant beat me in a race!
Yes, I can.
Ill race you and Ill win!
This will be the easiest race
I've ever run!
Hey, everybody!
The tortoise and the hare
are going to have a race.
Come and watch!
So all the animals in the woods came to watch the race.

yh1a
(RE, Lesson 25)
318
The Tortoise and the Hare 2

The owl was the judge.
Begin here.
Run through the woods.
The first to get to the
stream will be the winner.
Ready, set, GO!
Soon the hare was far

ahead of the tortoise. So she
decided to stop and take a nap.
Meanwhile, the tortoise kept on
going slowly and steadily. And
after a while, the tortoise slowly
and quietly passed the hare.
Suddenly, the hare woke up

because the other animals were cheering.
The hare ran as fast as she could. But she was too late.
The tortoise had won the race!
I cant believe it!
You beat me!
Slow and steady
wins the race!
th1b
319
(RE, Lesson 25)
And after a while, the tortoise slowly and

quietly passed the hare.
(RE, Lesson 25)
Soon the hare was far ahead of the tortoise.

So she decided to stop and take a nap.
Im not so slow, answered the tortoise.

How about a race?
Sequence: The Tortoise and the Hare 1
One day, a hare saw a tortoise moving

slowly down a path in the woods.
th2a
320
321
So all the animals in the woods came

to watch the race. The owl was the judge.
You must be the slowest animal in the

woods! said the hare to the tortoise.
I cant believe it! You beat me!

said the hare.
Slow and steady wins the race!
said the tortoise.
Suddenly, the hare woke up because the

other animals were cheering.
Sequence: The Tortoise and the Hare 2
th2b
(RE, Lesson 25)
(RE, Lesson 25)
th3
322
A ________________________ is the fastest of all!
But a __________________________ is faster.
A _____________________________ is the slowest of all!
But a _____________________________ is slower.
A _____________________________ is slow.
Slow!
Fast!
Name
A ________________________ is fast.
Fast and Slow!

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CLASSROOM

ACTIVITY GUIDE FOR

Computer Curriculum Corporation

Copyright 1994 Computer Curriculum Corporation. All rights reserved.

Listening and Speaking Experiences Strand Activities . . . . . . . . . . . . . . . . . . .

The Fine Musicians . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Lets Work Out! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The Little Mice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Mary Had a Little Lamb . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The Little Turtle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Over in the Meadow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Jobs in the Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

List of Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

The Making of Stone Soup . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Emergency! Dial 9-1-1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

On Top of the Ocean. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Dont Throw It Away! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Read-Along and Writing Experiences Strand Activities . . . . . . . . . . . . . . . . . . . 177

Hey Diddle Diddle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The Little Red Hen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Over in the Meadow. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

How a Plant Grows . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The Little Turtle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The Grateful Statues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Mary Had a Little Lamb . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Youll Soon Grow Into Them, Titch . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The Little Ant. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The Three Billy Goats Gruff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The Tortoise and the Hare . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Getting Familiar with This

Features of This Guide

A portfolio is a collection of student work assignments that shows

Getting Familiar with This Activity Guide

Sample writing activities

Samples of student writing on the computer word processor

An audiocassette of student speech and reading

A videocassette of student performances and presentations

Sample science experiments and results

Model the activity by acting it out.

Many lessons are content-driven.

Lessons are student-centered.

Many lessons involve cooperative groups.

Getting Familiar with This Activity Guide

Lessons emphasize vocabulary development.

Reading includes prereading, during reading, and postreading activities.

Simplify the input by controlling the vocabulary and speaking clearly.

What Your Students Can Do

Getting Familiar with This Activity Guide

Getting Familiar with This Activity Guide

What Your Students Can Do

Getting Familiar with This Activity Guide

What Your Students Can Do

Displays text in large print to the students.

Allows students and teacher to rearrange the text.

Allows students to match text with pictures.

Lets students substitute words and/or phrases in the text.

Lets students reassemble the whole story.

Getting Familiar with This Activity Guide

What Your Students Can Do

Getting Familiar with This Activity Guide

Getting Familiar with This Activity Guide

Theme: Classics from Around the World

Listening and Speaking

Introducing the video topic and new vocabulary