Ring O


Published on

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Ring O

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