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One fish two fish red fish blue fish (book)By Dr. Seuss<br />
One fish two fish red fish blue fish<br />Activity #1<br />Read the book aloud to the students.<br />While reading the boo...
One fish two fish red fish blue fish<br />Activity #2<br />1.  Read the story aloud to the students.<br />Once the story h...
One fish two fish red fish blue fish<br />Activity #3<br />Read the book aloud to the students.<br />After reading the boo...
One fish two fish red fish blue fish<br />Activity #4<br />Read the story aloud to the students.<br />Once you have succes...
One fish two fish red fish blue fish<br />Activity #5<br />Read the story aloud to the students.<br />Once the story has b...
Cloudy with a Chance of Meatballs (book)By Judy Barrett<br />
Cloudy with a Chance of Meatballs<br />Activity #1<br />Read the book aloud to the class.<br />After reading the book, tel...
Cloudy with a Chance of Meatballs<br />Activity #2<br />Read the story aloud with the students.<br />After reading the boo...
Cloudy with a Chance of Meatballs<br />Activity #3<br />Read the book aloud to the students.<br />Sing the song, “Singin’ ...
“Singin’ In The Rain”<br />Lyrics:<br />I'm singing in the rain,<br />Just singing in the rain; What a glorious feeling, I...
The Very Hungry Caterpillarby Eric Carle<br />
The Very Hungry Caterpillar<br />Activity #1<br />Read the book aloud to the students.<br />Talk about the patterns of the...
The Very Hungry Caterpillar<br />Activity #2<br />Read the story aloud to the students.<br />After reading the story, disc...
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Ringo

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Transcript of "Ringo"

  1. 1. One fish two fish red fish blue fish (book)By Dr. Seuss<br />
  2. 2. One fish two fish red fish blue fish<br />Activity #1<br />Read the book aloud to the students.<br />While reading the book, have the students write down the different types of fish.<br />After reading, discuss all of the different types of fish, and the types of features they have.<br />Have the students to pick one type of fish they want to be. Give them materials to make their own fish. (construction paper, foam paper, etc)<br />Once the students have made their own fish, have them write on the fish what type of fish it is, and the features it has. (color, shape, is it sad, how many feet it has, etc)<br /> Science 1.4.2 :Observe and describe that there can be differences, such as size or markings, among the individuals within one kind of plant or animal group. <br /> English 1.5.4 :Use descriptive words when writing. <br />Gardner- Bodily-Kinesthetic (craft)<br /> Interpersonal (discussing)<br />
  3. 3. One fish two fish red fish blue fish<br />Activity #2<br />1. Read the story aloud to the students.<br />Once the story has been read, explain to the students that they will make their own One fish two fish red fish blue fish story. They will make their own book as a class by replacing kindergarten student for fish in the story.<br />To make this class book, just refer to the first six pages of Onefish two fishredfishbluefish. The teacher should write the new story up on the board or on paper somewhere in the classroom.<br />To follow up on the story, ask the students how their world is different than a fish’s.<br />If possible, have the students perform their story for another class.<br />Science K.1.1 : Raise questions about the natural world.<br />English K.4.2 : Tell a story that the teacher or some other person will write.<br />Gardner- Verbal-Linguistic (creating/telling a story)<br />
  4. 4. One fish two fish red fish blue fish<br />Activity #3<br />Read the book aloud to the students.<br />After reading the book, pass out different colored fish crackers to the class.<br />The teacher will make a pattern with their fish crackers, and the students have to make the same pattern. Repeat this activity making different patterns.<br />Once this is completed, give the students worksheets that have different color fish patterns on them. The students need to finish the worksheets by completing the rest of the patterns with their crackers.<br />After completing the worksheets, have the students to write a short story about patterns that occur in their life. (school, sports, other activities, schedule)<br />Math 1.3.4 : Create and extend number patterns using addition.<br /> English 1.5.1 : Write brief narratives (stories) describing an experience<br />Gardner- Logical-Mathematical (using manipulative-the fish crackers)<br />
  5. 5. One fish two fish red fish blue fish<br />Activity #4<br />Read the story aloud to the students.<br />Once you have successfully read the story, talk about why fish live in the water.<br />To help the students get a visual idea of what it looks like underwater, have the class make Red Fish Blue Fish Jell-O Bowl Snacks.<br />To make the bowls, follow the directions on the back of the Jell-O box. Have the students to measure out the ingredients. Make sure that the Jell-O is blue. Pour the Jell-O into disposable plastic clear cups. Let the Jell-O cool for about 2 hours. Once the mixture has cooled for 2 hours, press a red Swedish Fish into the middle of the mixture. Let the mixture chill for another 2 hours or until firm.<br />After making their Jell-O, as a class have them to discuss a short story of their own about a cooking experience they have had. The teacher will write the stories up on the board for everyone to see.<br /> Math K.5.1 :Make direct comparisons of the length, capacity, weight, and temperature of objects and recognize which object is shorter, longer, taller, lighter, heavier, warmer, cooler, or holds more.<br />English K.4.2 : Tell a story that the teacher or some other person will write.<br />Gardner- Bodily-Kinesthetic (hands on activity)<br />
  6. 6. One fish two fish red fish blue fish<br />Activity #5<br />Read the story aloud to the students.<br />Once the story has been read, talk to the students about the ocean. Give them facts about the ocean such as: the ocean is salt water and why it is, why it is blue, how much of the Earth is water, etc.<br />Talk about how fish live in the ocean, and how it is their habitat. Have them to write a short essay about what their favorite fish it, and why it is their favorite.<br />After the class discussion, have each student to make their own ocean. In order to do this, fill a plastic bag half full with sand. Pour blue water on top of the sand. Place tiny plastic fish into the bag. Explain to them that they have made their own little ocean.<br /> Science 2.4.1: Observe and identify different external features of plants and animals and describe how these features help them live in different environments. <br />English 2.5.2:Write a brief description of a familiar object, person, place, or event that: • develops a main idea. • uses details to support the main idea<br />Gardner- Interpersonal (discussion of the ocean)<br />
  7. 7. Cloudy with a Chance of Meatballs (book)By Judy Barrett<br />
  8. 8. Cloudy with a Chance of Meatballs<br />Activity #1<br />Read the book aloud to the class.<br />After reading the book, tell the students to observe the clouds on their way home or sometime when they are outside. (You could also do this during class time if the weather is nice)<br />While observing the clouds, have the students to draw what the clouds look like. Also write a short essay about why you think the clouds looked the way they did.<br />Have the students to bring their drawing back to class. <br />Let each students explain their picture to the class, and have them tell why the clouds looked like they did when their drew their picture.<br />Display the pictures in the room for the students to look at. <br /> Science 2.2.5 : Draw pictures and write brief descriptions that correctly portray key features of an object.<br />English 2.5.2:Write a brief description of a familiar object, person, place, or event that: • develops a main idea. • uses details to support the main idea<br />Gardner- Naturalistic (cloud watching)<br /> Interpersonal (sharing their drawings)<br />
  9. 9. Cloudy with a Chance of Meatballs<br />Activity #2<br />Read the story aloud with the students.<br />After reading the book, tell the students they are going to learn about weather patterns. Go over key vocabulary words such as: weather, rain, snow, atmosphere, temperature, and cloudy.<br />Once you have gone over the vocabulary, have the students to walk over to the window. (If the weather is nice, take them outside) Have them to determine what type of weather is happening.<br />Talk about what the weather is like for that day. As a group have the class to predict what the weather will be like for the rest of the week. Every day have them to write down what the weather was like in a journal. At the end of the week, check to see if their predictions were right.<br />Science2.3.2 :Investigate, compare and describe weather changes from day to day but recognize, describe, and chart that the temperature and amounts of rain or snow tend to be high, medium, or low in the same months every year.<br /> English 2.7.9 :Report on a topic with supportive facts and details.<br />Gardner- Intrapersonal (journal log keeping)<br />
  10. 10. Cloudy with a Chance of Meatballs<br />Activity #3<br />Read the book aloud to the students.<br />Sing the song, “Singin’ In The Rain” a couple of times through.<br />Using the song as a guide, tell the students to write a short story about what types of activities would they could do outside on a rainy day.<br />After they have written their stories, discuss as a class why the Earth must have rain.<br />Science1.4.4 : Explain that most living things need water, food, and air.<br />Enlgish1.5.1 :Write brief narratives (stories) describing an experience.<br /> Gardner-Musical (singing)<br />
  11. 11. “Singin’ In The Rain”<br />Lyrics:<br />I'm singing in the rain,<br />Just singing in the rain; What a glorious feeling, I'm happy again!<br />I'm laughing at clouds so dark up above. <br />The sun's in my heart, and I'm ready for love.<br />Let the stormy clouds chase everyone from the place; <br />Come on with the rain, I have a smile on my face. <br />I walk down the lane with a hap-hap-happy refrain, <br />Singing, just singing in the rain<br />
  12. 12. The Very Hungry Caterpillarby Eric Carle<br />
  13. 13. The Very Hungry Caterpillar<br />Activity #1<br />Read the book aloud to the students.<br />Talk about the patterns of the life cycle of butterflies.<br />After talking about them, have the students to practice putting them in order. <br />Once they have practiced doing this, take the class outside. (if the weather is nice) Outside, have the students to look for butterflies or caterpillars. Also when they are outside, have the to pretend like they are butterflies. Have them to flap their wings and fly like a butterfly would.<br />If there is time, have them to write a short story about butterflies. Have them pretend they are actually one for a day, and they must describe what they did during their day as a butterfly.<br />Science 1.4.2 : Observe and describe that there can be differences, such as size or markings, among the individuals within one kind of plant or animal group. <br />English: 1.5.4 : Use descriptive words when writing. <br />Gardner-Bodily-Kinesthetic (flapping their wings like a butterfly)<br /> Naturalistic (going outside and exploring) <br />
  14. 14. The Very Hungry Caterpillar<br />Activity #2<br />Read the story aloud to the students.<br />After reading the story, discuss how the caterpillar ate many types of foods in the book.<br />As a class, prepare a graph with the foods the caterpillar ate. <br />Give each student a sticky note. On the back of the stick note, have them to write their name. Each student will place their sticky note on the graph according to which food on the graph is their favorite.<br />After all of the sticky notes are placed, discuss which foods were picked the most/least. Also determine how many people liked each food.<br />Math1.2.1 : Show the meaning of addition (putting together, increasing) using objects.<br />English 1.2.4: Follow one-step written instructions.<br />Gardner- Logical-Mathematical (collecting food data)<br /> Visual-Spatial (graphing)<br />
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