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F:\Edu 356\Ring O
 

F:\Edu 356\Ring O

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10 books with lessons plans for each one.

10 books with lessons plans for each one.

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    F:\Edu 356\Ring O F:\Edu 356\Ring O Presentation Transcript

    • Heather Reinbrecht Education 356
      • From Amazon.com:
      • This book is good for all ages. This is a very funny book that many kids and adults will enjoy. Diary of a Worm is about a worm and his life and some things that happen in his life. He has a friend that is a spider that adds a great touch to the book. The illustrations are also very bright and colorful and explain the book with out even needing words. This book is very enjoyable and is good for reading when ever you feel like it.
      • Read the book to the students.
      • List different facts the students learned about worms from reading the book to them.
      • Ask the students to show you how a worm moves.
      • Have the students draw a picture what their day as a worm would look like.
      • After they draw their picture have them measure the worm they drew.
        • Language Arts-1.2.3 -Analysis of Grade-Level Appropriate Nonfiction and Informational Text: Respond to who, what, when, where, why, and how questions and recognize the main idea of what is read.
        • Science-1.2.4 -Measure the length of objects having straight edges in inches, centimeters, or nonstandard units.
        • Gardner-Bodily-Kinesthetic, Intrapersonal, Visual-Spatial, Logical- Mathematical, Verbal-Linguistic
      • From Amazon.com:
      • Move over, Charlotte's Web! There's another wonderful spider tale out, and it's terrifically imaginative. If people are scared of spiders, what are spiders scared of? "People with big feet," claims the young spider whose diary comprises this tale. The book offers a unique perspective - a spider on the wall, you might say - on an arachnid's life. The secret to a long and happy spider's life? Never fall asleep in a shoe. Which is a great reminder for young readers to check their shoes before putting them on. The author nicely mixes facts - spiders are not insects, and their existence keeps troublesome insect populations at bay - with fantasy as she gives her spiders some very human, and very funny, characteristics: "We tried the seesaw. It didn't work." The little spider has to do a lot of things his human counterparts do, like safety drills at school and homework. And he has two improbable best friends who would normally be dinner - Fly and Worm - much to the chagrin of his own parents and the horror of his friends' families. This is a welcome addition to the author's "diary" series, in which she teams up with the inventive and award-winning illustrator Harry Bliss.
      • Read the book to your students, stopping periodically to ask what they think will happen next.
      • Ask them different questions about spiders. (ex. How many legs does a spider have?)
      • If possible the students on a spider web hunt. Give them magnifying glasses so they can really see the webs. (Show them different samples.)
      • If used near Halloween, have them create spiders and spider webs to decorate your room with.
      • Sing Itsy, Bitsy, Spider afterwards.
        • Language-1.3.3 -Confirm predictions about what will happen next in a story.
        • Science-1.2.5 -Demonstrate that magnifiers help people see things they could not see without them.
        • Gardner-Naturalistic, Musical, Bodily-Kinesthetic, Logical- Mathematical, Verbal-Linguistic
      • From Amazon.com:
      • Fly is friends with Worm and Spider, and as with the other books, all three are often seen together. Fly is learning how to "be a fly", with some ups and downs along the way (She isn't so thrilled with the idea of the food chain...). She also wants to be a superhero, though she is told that she is not cut out for the job. The illustrations are as superb as the other books, and there are several scientific facts that sneak in to the story. Keen observers will have fun picking out all the details in the artwork! A must-read, and a welcome addition to any children's library!
      • Read the story aloud to the students.
      • Have the students discuss how the book was similar and different to the two previous ones.
      • Ask the students what they would do if they were a fly.
      • Have the students pick another creature to research and write a diary of.
      • Get into a circle and have the students share their different journals.
        • Language-1.5.2 -Write brief expository (informational) descriptions of a real object, person, place, or event, using sensory details.
        • Science-1.2.7 -Write brief informational descriptions of a real object, person, place, or event using information from observations.
        • Gardner- Interpersonal, Verbal-Linguistic, Intrapersonal
      • From Amazon.com:
      • CLICK, CLACK, MOO COWS THAT TYPE is outstanding. Doreen Cronin's snappy and punchy writing makes for a great read aloud! The surprise ending is crafty too! As a classroom resource, students can study onomatopoeia, letter writing and surprise endings. Teachers! Have your students take on the voice of another farm or zoo animal and write a letter demanding some creative luxury too! Betsy Lewin's pictures work well with the text. She even provides an artist's note about how she accomplished the effects in the book! All around, a unique and creative picture book!
      • Show students the cover of the book, ask them what animals are on the cover and see if they can tell you what the type writer is. Who is the Author and Illustrator?
      • Read the story aloud to the children.
      • Ask them if they have pets and if they do what do they think their pets would ask them for if they could.
      • Have them write a letter to their family for something they would like similar to the one the cows wrote. (ex. a TV in their room)
        • Language-1.2.1 -Structural Features of Informational Materials: Identify the title, author, illustrator, and table of contents of a reading selection.
        • Science-1.2.7 -Write brief informational descriptions of a real object, person, place, or event using information from observations.
        • Gardner-Interpersonal, Intrapersonal, Verbal-Linguistic
      • From Amazon.com:
      • Another great story from Carle. His illustrations are always fantastic, but his stories can be erratic. This on is a dead-on hit. It is the brief story of a caterpillar's feeding frenzy before he makes his metamorphosis into a butterfly. The book introduces children to the days of the week, the names of fruits, and numbers as the caterpillar eats through different foods each day --two pears on Tuesday, three plums on Wednesday, etc.-- until he finally weaves his cocoon and emerges as a beautiful butterfly. This story is a hit every time. Carle's bright colors and clever die-cut artwork never cease to entertain even the youngest child, and there is surely nothing in nature closer to magic than the emergence of a butterfly. This is a beautiful and fun book that will enthrall any child.
      • Begin by reading the story to the students.
      • Ask them if they can name the food the caterpillar ate throughout the story.
      • Discuss the life cycle of butterfly with the students.
      • Have the students act out the different cycles. ( Egg- curl up in a ball, Larva- wiggle like a worm, Pupa- lay down with colorful scarves, Butterfly-students walk around flapping their arms.)
        • Language-1.2.2 -Identify text that uses sequence or other logical order.
        • Science-1.1.3 -Recognize that and demonstrate how people can learn much about plants and animals by observing them closely over a period of time. Recognize also that care must be taken to know the needs of living things and how to provide for them.
        • Gardner-Verbal-Linguistic, Interpersonal, Bodily-Kinesthetic, Logical-Mathematical
      • From Amazon.com:
      • Is A Worry Worrying You? is a picture book for children that combines whimsical artwork with honest and practical advice for dealing with worries - from everyday worries about bullies and the first day of school to not-so-common worries such as a rhino wandering the neighborhood! A "Worry" is depicted as a big blue monster with no manners, that stays like an uninvited guest - but only as long as one lets it. Is A Worry Worrying You? shows young people means of dealing with worries, from confronting it directly or working on whatever is worrying one, to focusing on happy thoughts, engaging in activities like playing with cards or baking a cake, or talking with friends. Highly recommended.
      • Ask the students if they know what a worry is.
      • Then read the book to them.
      • Ask the students to discuss some of their worries, start out by sharing some of your own worries.
      • Have the students write down or draw a picture of some of the things that are worrying them. Create a Worry Box for the students to place their worries in and send away to get rid of them. After all the worries in the box have the class count the total number together.
        • Language-1.7.8 -Relate an important life event or personal experience in a simple sequence.
        • Science-1.2.1 -Use whole numbers, up to 100, in counting, identifying, measuring, and describing objects and experiences.
        • Gardner-Bodily- Kinesthetic, Logical-Mathematical, Interpersonal, Verbal-Linguistic
      • From Amazon.com:
      • The story opens up thematically and pictorially with the 2-page spread describing the Opening Ceremonies. Teams of other penguins come from the "Highlands," the "Lowlands," the "Fun Lands," and Tacky's own "Nice Icy Land." They all march with dignity--except for Tacky who falls on his head while carrying the 'Nice Icy' pennant. However, this episode gives observant readers some insight into his character: Although Tacky falls down, he manages to hold the flag aloft with his feet. Could there be something more to him than his clownishly lazy behavior suggests? Well, sort of. His team wins the NO-bobsled race but is disqualified because they use Tacky as a bobsled. Penguin ski-jumping, as we all know, uses frozen fish for skis; Tacky's fish skis thaw when he chills (so to speak) by a pot-bellied stove before the race, and floppy fish make for funny aerodynamics. Finally, there's a relay race. The first four members of Team Nice Icy Land pass the baton neatly to each other, but when it's passed to the last skater, Tacky, he eats it! "Ate it? Ate it. Well, it looked like a hot dog." In frustration, his teammates chase him, and Tacky, thinking it's a game of tag "skated faster. And faster. And faster and faster and barreled across the finish line in record time." However, will a strict judge (wearing a button that says, "I rule") award them first place when the baton has disappeared? I'll only reveal that the resolution involves X-rays and that the four other penguins give Tacky a big hug. Lester concludes, "Tacky was an odd bird, but a nice bird to have around."
      • Start out by discussing the Winter Olympics. Use pictures or video clips to spark interest.
      • Ask what types of sports they have in the Winter Olympics.
      • Read the book to the students.
      • Have the students work together in groups to create their own story of the Winter Olympics.
        • Language-1.7.10 -Use visual aids, such as pictures and objects, to present oral information.
        • Science-1.1.1 -Observe, describe, draw, and sort objects carefully to learn about them.
        • Gardner-Interpersonal, Visual-Spatial, Verbal-Linguistic
      • From Amazon.com:
      • The book No, David! is the perfect book for any adult to share with a child. The illustrations of the devilishly cute David make both children and adults laugh at his antics while at the same time feeling sorry for him and the trouble he finds. David seems oblivious to all the actions that elicit the responses "No, David!" "No, No, No!" "Come back here David!" and "Settle down!" The illustrations of David walking across the rug covered in mud, overflowing the bathtub, jumping up and down on his bed dressed as a cowboy, and watching TV while every toy he owns is spread all over the floor make all children laugh with the understanding that they've been there before. What child hasn't been so deeply engrossed in an activity only to be jolted out of it by an adult pointing out the "mess" they have made? Children closely follow the story, even though the words may be few, the pictures tell the whole story. The bright and funny illustrations tell the story of David's mischief. The illustrations become hilarious when David is corrected for picking his nose and for running down the street without clothes. Children revel in the delight of knowing what he's doing wrong and understanding how it feels. The book is wonderful for adults too; it is refreshing to remember the simple joy of childhood imagination. No matter what David does throughout this day, he needs cleaning up, reprimanding and constant supervision. David seems to do all this with the innocence of childhood, he doesn't realize that his 'fun' creates a huge mess. The end of the book satisfies all readers, child and adult. David is in 'time out' for his latest mischief when his mother says, "Davey, come here," and reminds him that "Yes Davey, I love you". The simple text and the detailed illustrations make the reader feel that all is better, and David is forgiven for his mis-adventures. This is a wonderful book to share with children, they respond with lots of prior knowledge, lots of elaboration, and lots of love for this devilish little boy all adults and children can relate too. The author has written another book about David going to school, I wonder what trouble he'll find next.....
      • Have the students list things their families have told them No! for doing.
      • Read the story to them.
      • Ask the students how David’s mother felt about him even though she got onto him a lot.
      • Ask the students to think some science activities they may do at home that their parents would say no too. Have them write a short paragraph explaining things their parents would not allow.
        • Language-1.7.5 -Use descriptive words when speaking about people, places, things, and events.
        • Science-1.1.1 -Observe, describe, draw, and sort objects carefully to learn about them.
        • Gardner-Intrapersonal, Interpersonal, Verbal-Linguistic
      • From Amazon.com:
      • Camilla loves lima beans, but won't eat them because no other children like them. One day she wakes up with bright stripes across her face. From then on she turns into anything she eats or talks about. She then learns to deal with being different and made fun of by her classmates, until a old lady comes and gives her lima beans to eat. When she returns to normal Camilla decides that she doesn't care what anyone thinks and eats all the lima beans she wants. The cover design really sets this book off. The colorful stripes and big words attract children to read this story. The author gives a unique story to help children understand that different is not bad. The characters are very stereotypical in a funny way. For example when talking with the doctors, "Then the specialist went to work on Camilla. They squeezed and jabbed, tapped and tested." The detail and description in this story is excellent and the illustrations along with the character development go together to make a hilarious yet "deep" story plot. This book is written for transitional and fluent readers, but children of all ages would enjoy this story. This story could be used when discussing differences and doing what is right. Teachers could use it when working on writing with detail.
      • Use at the beginning of the school year and discuss what the students worries are.
      • Read the students the story.
      • Ask them questions to think about from the book. (ex. Why did Camilla not want to tell anyone she liked lima beans?)
      • Have them compare the different items discussed throughout the book.
      • The students should get to know each other, have them create a picture or story “I have a bad case of the…” (ex. If someone likes cooking, theirs would be I have a bad case cooking.
        • Language-1.2.3 -Analysis of Grade-Level Appropriate Nonfiction and Informational Text: Respond to who, what, when, where, why, and how questions and recognize the main idea of what is read.
        • Science-1.2.6 -Describe and compare objects in terms of number, shape, texture, size, weight, color, and motion.
        • Gardner-Bodily-Kinesthetic, Verbal-Spatial, Verbal-Linguistic, Intrapersonal, Interpersonal
      • From Amazon.com:
      • As the first page states..."This is Olivia. She is good at lots of things." And she is. Good at wearing people out, scaring her brother, combing her ears, getting dressed, building sand castles, painting...everything but napping. She's a precocious, feisty, imaginative, wonderful little pig. Ian Falconer has captured the essence of a pre-schooler in his first children's book. His short, simple text is complimented by his expressive black and white illustrations, with just a touch of bright red to highlight the right parts. This is a book your youngsters will want to read again and again, as they see a bit of themselves in Olivia. A must for all home libraries, Olivia is sure to become a classic.
      • Read the book to the students.
      • Discuss how Olivia can be anything she wants to be because of her imagination and creativity.
      • List some of the things that she could be when she goes up.
      • Have the students come up with ways they use creativity everyday.
      • Ask them to write down how they can do something creative within each subject in school. (Science, Math, English, Art, Music, etc.)
        • Language-1.7.3 -Give, restate, and follow simple two-step directions.
        • Science-1.1.1 -Observe, describe, draw, and sort objects carefully to learn about them.
        • Gardner- Intrapersonal, Interpersonal, Verbal -Linguistic