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Ring o activity-356


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Ring o activity-356

  1. 1. Ring-O Activity<br />Andrea Schwoeppe<br />Education 356<br />A collection of activities based off books or songs<br />With Science and Language Arts (Gardner M.I.)<br />
  2. 2. When Moon Fell Downby: Linda Smith<br />From<br />When Moon Fell Down is an episodic fantasy. The moon topples from his perch and lands in a farmer's lawn: "The rye smelled sweet,/ The night winds whirled,/ Circling Moon in a misty wreath,/ And he beamed in awe/ At this wondrous world / The stars above and earth/ beneath." Wearing cowboy boots and a zippered sweater on the torso and limbs that support him, Moon meets a cow who accompanies him to town. Moon is entranced by a blinking sign, while Cow "poke[s] around the milkman's cart." Their adventures come to an abrupt halt the next morning, when he orders them back where they belong. The late Smith's rhyme is lilting and soothing, while Brown's watercolors are agreeably inviting. But in their adherence to a uniform perspective, they underserve one of the themes the pleasure of seeing a familiar object from a new angle. Moon is an eager observer: "He'd never seen the trunks of trees/ Or blades below the farmer's plow./ Moon didn't know a horse had knees,/ But things were strangely sideways now." Reminiscent of both e.e. cummings and "Hey Diddle Diddle," Smith's rhythms and phrasing create a fanciful entertainment for bedtime fun. Ages 4-8. <br />
  3. 3. When Moon Fell Downby: Linda Smith<br />Activity:<br />Read the book aloud to students.<br />Fantasy is something that really wouldn’t happen in the real or natural world. Reality is something that could happen in the natural world. Do you think this book is fantasy or reality?<br />Ask students questions about the moon. Can the moon really fall down out of the sky? What does a full moon look like? Does the moon always look the same every night?<br />Discuss with the class the different phases of the moon. (full moon, new moon, first quarter, and last quarter moon)<br />Have students look at the moon tonight. For homework they will come back to class and discuss what they saw. <br />Science K.1.1- Raise questions about the natural world.<br />Language Arts K.3.1- Distinguish fantasy from reality<br />Gardner – Naturalistic (Studying the moon) <br />
  4. 4. Shape Capersby: CathrynFalwell<br />From<br />Shapes! <br />Circles <br />Squares <br />Triangles <br />Semicircles <br />Rectangles <br />What can you do with them? Anything! Everything! The only limit is your imagination. <br />Come on! Let's go on a shape caper! <br />
  5. 5. Shape Capersby: CathrynFalwell<br />Activity:<br />Have students identify shapes they see in the classroom.<br />Look around the room and have students identify objects based on their shape. (ex: chalkboard, clock, the book)<br />Students cut out different shapes from old magazines, using different shapes, colors, and sizes to create a picture of their favorite animal. Use at least 3 different shapes.<br />They will write two sentences. One saying what the animal is. The other one states why they chose that animal.<br />Science K.5.1- Use shapes—such as circles, squares, rectangles, and triangles– to describe different objects<br />Language Arts K.5.1- Draw pictures and write words for a specific reason<br />Gardner- Visual Spatial, Intrapersonal (create a picture using different shapes, personal choice for animal) <br />
  6. 6. Countdown To Kindergartenby: Alison McGhee<br />From<br />Ten days before kindergarten starts, a dark-haired girl wakes up in a panic. "I've heard from a first grader that they have a lot of rules there," she confides, locking eyes with the audience. "You have to know how to tie your shoes. By yourself." Days nine, eight, seven and so on bring various shoelace disasters. The girl tangles the laces around her cat by accident; she drenches them with syrup on purpose. At dinner, her father jokes, "How's your bowl of shoelaces I mean spaghetti?" If all the girl's fears are for naught, at least they provide her with a conversation opener: at kindergarten, she commiserates with one, then two, then three new friends who can't tie their shoes either. In this witty children's debut, novelist McGhee (Rainlight) combines a puckishly structured counting book like Peggy Rathmann's Ten Minutes Till Bedtime with an amiable exploration of new-school anxiety. Bliss (Which Would You Rather Be?) makes skillful use of voice bubbles and cartoon gestures, surrounding the narrator with a teddy bear, a rag doll and a sympathetic, precocious tabby that recalls the bookish dog he created for A Fine, Fine School. <br />
  7. 7. Countdown To Kindergartenby: Alison McGhee<br />Activity:<br />Read the book out loud. <br />Count to ten together. Then, count backwards from ten together.<br />Have students say the rhyme –One, Two, Buckle My Shoe several times.<br />Have students identify the rhyming words used.<br />Divide students into groups with 4-5 students in each group. Each group will be given different manipulatives, such as coins, and buttons which are different sizes, shapes, and colors. The students will work together to sort the similar shapes and sizes of objects in ways to easily describe them.<br />Science K.2.1- Use whole numbers, up to 10, in counting, identifying, sorting, and describing objects and experiences.<br />Language Arts K.1.10- Say rhyming words in response to an oral prompt.<br />Gardner- Verbal-Linguistic, Interpersonal, Musical (saying rhyme, working in groups, rhyming)<br />
  8. 8. My School’s a Zooby: Stu Smith<br />From<br />Kindergarten-Grade 2–Following a field trip to the zoo, a boy wakes up to find that everyone in his world has turned into an animal. His day grows wackier by the hour as ordinary situations are turned upside down, from breakfast with a zebra and rhino (his parents) to lions in the lunchroom and hyenas on the playground. Then, just as abruptly, things return to normal, leaving him to worry about the next field trip: a visit to a dinosaur display. While the rhyming text is unexceptional, Catrow's illustrations are full of fun, overflowing with eccentric creatures large and small that imbue the book with unrestrained merriment. A visual delight for story times.<br />
  9. 9. My School’s a Zooby: Stu Smith<br />Activity:<br />After reading the book aloud, have students name the animals that were used in this book. Write the names of the animals on the board, so students can see the words and associate spelling with pictures. <br />Have the students retell the story. What happened at the beginning, middle, and end. <br />Ask several questions to get them thinking. Why do you think he was seeing those different animals and events at school? What do you think will happen when he sees the dinosaur display?<br />If possible take students to visit the zoo.<br />Science K.4.1-Give examples of plants and animals.<br />Language Arts K.3.2- Retell (beginning, middle, end) familiar stories.<br />Gardner- Verbal-Linguistic, Interpersonal (retelling, brainstorming list of animals)<br />
  10. 10. The Nose Bookby: Al Perkins<br />From<br />Noses are interesting and serve many purposes including the one of holding up glasses.<br />A super-simple look at noses of all kind, color, and shape, including their multiple uses and maddening maladies! <br />
  11. 11. The Nose Bookby: Al Perkins<br />Activity:<br />Read the book out loud to the students.<br />Have students do the Hokey Pokey. The first time use the body parts given. The second time, use different body parts, such as nose, back, shoulder, and hip.<br />Describe and sort animals based on the type of nose they have. (long, short, pointed, rounded, bendable, or straight) Create a chart and have the types of noses be headers and the animals the students name, fall under them.<br /> Divide students into groups of 2. Each group chooses an animal and then writes 4 descriptive sentences based on the type of nose it has. Each group must use at least 6 descriptive words all together.<br />Science 1.1.1- Observe, describe, draw, or sort objects carefully to learn about them.<br />Language Arts 1.5.4- Use descriptive words when writing.<br />Gardner- Bodily Kinesthetic, Interpersonal (Hokey Pokey, group sentences)<br />
  12. 12. When We Go CampingBy: MargrietRuurs<br />From<br />Ages 4-8. The thrill of getting close to nature comes across clearly in this book, which is as handsome as it is informative. A brother and sister are on a camping trip with their parents. As they pull their canoe into the water, birds are singing. It's time to explore. Later, there's work to be done: making a fire, preparing food, and hoisting the supplies up a tree so the bears won't get them. Hiking gives the family a chance to observe the way the animals live. Even as the sun falls, there's much to observe--from the stars in the sky, to the crickets chirping. A key at the back gives a bit of information about the animals that appear in each painting. The painterly art is a pleasure to look at. Its almost photographic reality gives children the feeling of being right in the picture. A good introduction for children who have never been camping, and a nice remembrance for those who have.<br />
  13. 13. When We Go CampingBy: MargrietRuurs<br />Activity:<br />Take students outside to read this book. Sit on the ground in a circle.<br />Students are to listen attentively to the story.<br />Explain that all living things, including animals and humans need food, water, and air to survive. Ask students to explain in what ways the family had those 3 essentials when camping. What about the animals they saw?<br />Go around the circle and have students share personal camping stories. <br />If allowed, create s’mores by using teddy grams, miniature marshmallows, and miniature Hershey chocolate squares.<br />Science 1.4.4- Explain that most living things need water, food, and air.<br />Language Arts 1.7.1- Comprehension: Listen attentively<br />Gardner- Naturalistic, Interpersonal (reading outside, sharing experiences)<br />
  14. 14. The Curious GardenBy: Peter Brown<br />From<br />One boy's quest for a greener world... one garden at a time. While out exploring one day, a little boy named Liam discovers a struggling garden and decides to take care of it. As time passes, the garden spreads throughout the dark, gray city, transforming it into a lush, green world. This is an enchanting tale with environmental themes and breathtaking illustrations that become more vibrant as the garden blooms. Red-headed Liam can also be spotted on every page, adding a clever seek-and-find element to this captivating picture book.<br />
  15. 15. The Curious GardenBy: Peter Brown<br />Activity:<br />Read story out loud to students.<br />Have students give examples of different roles people have in their community or family. ( ex: gardener, farmer, business man, chef, police, fireman, mother, father, brother)<br />Predict what you think would have happened if Liam hadn’t started gardening in the town. Do you think plants would have ever started growing? Would others in the community have started taking care of plants? Write your thoughts and ideas in your journal. Be sure to write complete sentences. (review and give examples of complete and incomplete sentences) <br />Science 2.4.8- Give examples of different roles people have in families and communities.<br />Language Arts 2.6.2- Sentence Structure: Distinguish between complete and incomplete sentences.<br />Gardner- Logical-Mathematical, Intrapersonal (predicting, writing in journal)<br />
  16. 16. Hand, Hand, Fingers, ThumbBy: Al Perkins<br />From<br />Illusion is in full color. Hand, Hand, Fingers, Thumb is a madcap band of dancing, prancing monkeys explain hands, fingers, and thumbs to beginning readers. <br />
  17. 17. Hand, Hand, Fingers, ThumbBy: Al Perkins<br />Activity: (do in Gymnasium or somewhere for lots of room for students to move around)<br />Read book out loud to students in the gym. Students should sit close to the teacher to see the words in the book. They can follow the words written on the page from left to right.<br />Have students describe how monkeys are similar and different from humans. (ex: we both have hands, fingers, and thumbs)<br />Sing five little monkeys song to students. Have students listen carefully the first time. Then have students say it with you. After students have the song down pat, have students do actions to the song. (when you say jump, they jump up and down, pretend to hold phone when momma calls doctor, lay gently on ground when monkeys fall off bed, and hold up number of fingers to represent the number of monkeys on the bed) <br />
  18. 18. 5 Little Monkeys Song<br />Three little monkeys jumping on the bed<br />One fell off and bumped his head<br />So Momma called the doctor and the doctor said<br />No more monkeys jumping on the bed!<br />Two little monkeys jumping on the bed<br />One fell off and bumped his head<br />So Momma called the doctor and the doctor said<br />No more monkeys jumping on the bed!<br />One little monkey jumping on the bed<br />He fell off and bumped his head<br />So Momma called the doctor and the doctor said<br />No more monkeys jumping on the bed!<br />No little monkeys jumping on the bed<br />None fell off and bumped their head<br />So Mamma called the doctor and the doctor said<br />Put those monkeys back in bed!<br />Activity continued:<br />Science K.6.1- Describe an object by saying how it is similar to or different from another object.<br />Language Arts K.1.2- Follow words from left to right and from top to bottom on the printed page.<br />Gardner- Musical, Bodily-Kinesthetic (singing, dancing) <br />
  19. 19. Bumble Bugs and ElephantsBy: Margaret Wise Brown<br />From<br />This 1938 collaboration will please todays children. Opposite pairs are presented in rhythmic text, with font sizes that grow larger and smaller: Once upon a time/there was a great big bumble bug/and a tiny little bumble bug/And there was a great big butterfly/and a little tiny butterfly. Delightful scenes include chickens, birds, turtles, and elephants. The red, blue, green, white, and black pictures are striking in their simplicity. The final pages invite listeners to continue the story with their own big and little suggestions. A perfect choice for story times.<br />
  20. 20. Bumble Bugs and ElephantsBy: Margaret Wise Brown<br />Activity:<br />Read the book out loud to students<br />Have students think of different objects, besides animals that can be little tiny and great big.<br />Students chose an animal or different object that can be little tiny and great big. They will create pictures of the two objects and label them as either being little tiny or great big. (use construction paper, pipe cleaners, cotton balls, buttons, glue, and scissors to allow creativity). They should also write other words to describe the objects or what the animals are doing.<br />Science K.2.2- Draw pictures and write words to describe objects and experiences.<br />Language Arts K.4.3- Write using pictures, letters, and words.<br />Gardner- Visual-Spatial, Intrapersonal (create picture, individually)<br />
  21. 21. ChickaChicka Boom BoomBy: Bill Martin Jr. and John Archambault<br />From<br />In this bright and lively rhyme, the letters of the alphabet race each other to the top of the coconut tree. When X, Y and Z finally scramble up the trunk, however, the weight is too much, and down they all tumble in a colorful chaotic heap: ``ChickaChicka . . . BOOM! BOOM!'' All the family members race to help, as one by one the letters recover in amusingly battered fashion. Poor stubbed toe E has a swollen appendage, while F sports a jaunty Band-Aid and P is indeed black-eyed. As the tropic sun goes down and a radiant full moon appears, indomitable A leaps out of bed, double-daring his colleagues to another treetop race. This nonsense verse delights with its deceptively simple narrative and with the repetition of such catchy phrases as ``skit skatskoodledoot.'' Ehlert's bold color scheme, complete with hot pink and orange borders, matches the crazy mood perfectly. Children will revel in seeing the familiar alphabet transported into this madcap adventure.<br />
  22. 22. ChickaChicka Boom BoomBy: Bill Martin Jr. and John Archambault<br />Activity:<br />Read book out loud. <br />Have students recognize and point out the letters that are capital and lower cased. Have students say the letters with the teacher as it is being read again.<br />Students sing the ABC song.<br />Have students give examples of different types of tree’s. If they are able to try to have them describe what they look like and where they can be found. Some tree’s are stronger than others, depending on the type and size.<br />If time allows sing the Boom Chicka Boom repeating song. (Words on next slide)<br />
  23. 23. Boom Chicka Boom<br />I said a boom chicka boom[Students repeat]I said a boom chicka boom.[Students repeat]<br /> I said a boom chickarockaChickarocka, chicka boom[Students repeat]<br />I said a boom chicka boom.[Students repeat]<br />Oh yeah (echo), uh huh (echo), next time (echo)<br />A little softer (echo).<br />A little louder...A little slower...<br />A little faster...<br />The end!!!<br />Science K.4.1- Give examples of plants and animals.<br />Language Arts K.1.6- Recognize and name all capital and lowercase letters of the alphabet<br />Gardner-Musical, Verbal-Linguistic, Interpersonal, Naturalistic (singing, listening and repeating rhyme, sharing thoughts about trees)<br />