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  • 1. Ring-O
    Elise Andrews
  • 2. Skippyjon JonesJudy Schachner
    1. Begin by talking about pets and what kinds the students have.
    2. Ask each student to write a story about their favorite moment with their pet.
    3. Once they are done, ask each student to come up front and tell their story. Make sure they say by, and their name.
    4. Make a chart on the board and make a tally for each type of animal each student talks about
    5. Create a bar graph on paper and ask the students to come up and color in the boxes that correspond to their animals.
    M-K.1.6 Record and organize information and answer questions about data using objects and pictures in context.
    K.1.17 Read their own names.
  • 3. Skippyjon Jones Judy Schachner
    1. Read Skippyjon Jones aloud. Have students identify the front and back of the book.
    2. On pages 12-13, count together how many Los Chimichangos there are.
    3. On page 9, Skippyjon sings a song to the tune of the Mexican Hat dance.
    4. Discuss the origin of the Hat Dance and then teach it to the students.
    5. Have them get into a circle in the middle and dance around the sombrero.
    S-K.2.1 Use whole numbers, up to 10, in counting, identifying, sorting, and describing objects and experiences.
    LA-K.1.1 Concepts about Print: Identify the front cover, back cover, and title page of a book.
  • 4. Skippyjon Jones Judy Schachner
    1. Reread Skippyjon Jones.
    2. Discuss how Skippyjon likes to jump on his big boy bed.
    3. Have a few students share a time when they were jumping on their bed.
    4. Ask the students to go back to their seats and draw a picture of their experiences.
    5. When they are done, hang them around the room.
    S-K.2.2 Draw pictures and write words to describe objects and experiences
    K.7.5 Tell an experience or creative story in a logical sequence (chronological order, first, second, last).
    Gardner- Intrapersonal
  • 5. Skippyjon Jones Judy Schachner
    1. Re-read Skippyjon Jones.
    2. Discuss the many types of beans that the bad Bumblebeeto takes.
    3. Pass out a hand full of beans to eat child and have them separate them by size, color, or texture.
    4. Ask the students to compare and contrast 2 of the beans.
    5. Ask the students what else could you do with beans?(Eat, plants, create something)
    S-K.6.1 Describe an object by saying how it is similar to or different from another object.
    LA- K.4.8 Organize and classify information into categories of how and why or by color or size.
  • 6. Skippyjon Jones Judy Schachner
    1. Read the book CATS, by Seymour Simon.
    2. Read the book DOGS, by Seymour Simon.
    3. Compare and contrast dogs and cats based on the books as a group.
    4. Make a list as a class of other types of animals.
    S-K.4.1 Give examples of plants and animals
    LA- K.1.3 Understand that printed materials provide information.
    Gardner- Interpersonal
  • 7. Skippyjon Jones in Mummy Trouble Judy Schachner
    1. Read Skippyjon Jones in Mummy Trouble.
    2. Ask the students to identify the main characters.
    3. Explain how mummies used to be made and what materials they used.
    4. Providing toilet paper rolls, have 2 students pair up and take turns wrapping themselves up like mummies.
    Once everyone is wrapped, take a class picture and then clean up.
    S-K.3.1Describe objects in terms of the materials they are made of, such as clay, cloth, paper, etc.
    LA-K.3.3 Identify characters, settings, and important events in a story
    Gardner- Bodily Kinesthetic
  • 8. Skippyjon Jones in Mummy Trouble Judy Schachner
    1. Have the students sit in a circle at their desks. Pick one student to write down a sentence about a dog and cat racing.
    2. Pass the paper and have the next student add another sentence. Continue until the story goes all the way around the room.
    3. Give all directions orally.
    4. Once the story is complete, have the students draw a picture.
    S-K.3.2 Investigate that things move in different ways, such as fast, slow, etc.
    LA K.7.1Understand and follow one and two-step directions
    Gardner-Visual/Spatial, Linguistic
  • 9. Skippyjon Jones in Mummy Trouble Judy Schachner
    1. Re-read Skippyjon Jones in Mummy Trouble
    2. Talk about Pyramids and how they were constructed.
    3. Have students get into groups of 3 or 4 and build a pyramid using foam cups.
    4. Students should color the cups first using markers.
    5. While students are building, the teacher should walk around and ask questions such as who is the main character?, where did he travel to?, etc.
    S-K.5.1 Use shapes to describe different objects
    LA-K.2.3 Generate and respond to questions
    Gardner- Bodily-Kinesthetic
  • 10. Skippyjon Jones in Mummy Trouble Judy Schachner
    1. Have the students sit on the carpet in front of the teacher.
    2. Take turns coming up with ideas for a story about Skippyjon Jones doing an experiment.
    3. Talk about how everyone can do science and learn about the world around them.
    LA-K.4.2 Tell a story that the teacher or some other person will write.
    S-K.1.2 Begin to demonstrate that everyone can do science
  • 11. Skippyjon Jones in Mummy Trouble Judy Schachner
    1. Have the students go to
    2. Let them explore the website and do the activities there.
    3. After, re-read the story and discuss rhyming words.
    4. Say a word like cat, and have as many students come up with a rhyming word.
    LA-K.1.10 Say rhyming words in response to an oral prompt