This document provides information about finger plays and pantomime activities for preschool children. It discusses how finger plays use simple actions and finger movements to help children develop memory and language skills. Examples of popular finger plays are provided, including "Itsy Bitsy Spider" and "Five Little Monkeys." The document also defines and compares mime and pantomime, noting that pantomime revolves around character and plot while mime focuses more on movement. Key elements of preparing and presenting effective pantomimes are outlined.
This document provides fingerplays, rhymes, and action songs for children ages 3-6. It includes the rhyme "My Hands" which instructs children to place their hands in different positions on their body. Another rhyme, "Storytime", describes hiding hands and wiggling fingers. The fingerplay "Open Them, Shut Them" involves opening and closing hands and clapping. Additional rhymes and songs like "Reach Up High" and "What I Can Do?" incorporate movements like touching body parts, spinning, and hopping. The document aims to engage young children through rhymes and gestures.
This document describes the major parts of the human body, including the head, neck, shoulders, arms, hands, trunk, waist, hips, thighs, knees, legs, feet, ankles, and toes. It explains the basic functions of each body part, such as the ears are for hearing, eyes are for seeing, and mouth is for speaking and eating. The document provides a high-level overview of the human body parts and their functions.
This document discusses comparatives and how to form comparisons in English. It explains that comparatives are used to compare two things and outlines several rules: one-syllable adjectives take -er, two-syllable adjectives ending in y take -ier, and those with more than two syllables use 'more' in front. Irregular adjectives like good and bad have unique comparatives as well. It also discusses using 'as...as' for comparisons of equality and 'not as...as' or 'less...than' for comparisons of inequality.
This document teaches the use of demonstrative pronouns "this", "that", "these", and "those" by providing examples of how to identify a single object nearby or far away and identify multiple nearby or faraway objects. It explains that "this" and "these" are used for nearby items while "that" and "those" are used for items farther away.
The document contains an exercise to practice using the demonstrative pronouns "this", "these", "that", and "those". It provides 25 sentences with a blank and the correct demonstrative pronoun to fill in the blank. The answers are provided to check understanding. The exercise focuses on distinguishing between and appropriately using the different demonstrative pronouns in sentences.
The document describes several major organs in the human body including the brain, lungs, liver, stomach, intestines, spleen, pancreas, heart, kidneys, and bladder. It provides details on the functions of each organ, such as the brain controlling the body, the lungs breathing in oxygen and breathing out carbon dioxide, the liver filtering the blood, and the heart pumping blood to all organs. Maintaining a healthy lifestyle through diet and exercise is important to keep all the organs functioning properly.
Words with the Long i Sound Spelled as ighMAILYNVIODOR1
This document provides examples of words containing the long /i/ sound spelled as "igh". It lists common words like "night", "right", and "fight" and organizes them into phrases and sentences for practice reading. Examples are given of "igh" words used in simple phrases like "tight pants" and sentences such as "The elephant has heavy thighs". The purpose is to teach readers words containing the long /i/ sound represented orthographically as "igh".
This document provides fingerplays, rhymes, and action songs for children ages 3-6. It includes the rhyme "My Hands" which instructs children to place their hands in different positions on their body. Another rhyme, "Storytime", describes hiding hands and wiggling fingers. The fingerplay "Open Them, Shut Them" involves opening and closing hands and clapping. Additional rhymes and songs like "Reach Up High" and "What I Can Do?" incorporate movements like touching body parts, spinning, and hopping. The document aims to engage young children through rhymes and gestures.
This document describes the major parts of the human body, including the head, neck, shoulders, arms, hands, trunk, waist, hips, thighs, knees, legs, feet, ankles, and toes. It explains the basic functions of each body part, such as the ears are for hearing, eyes are for seeing, and mouth is for speaking and eating. The document provides a high-level overview of the human body parts and their functions.
This document discusses comparatives and how to form comparisons in English. It explains that comparatives are used to compare two things and outlines several rules: one-syllable adjectives take -er, two-syllable adjectives ending in y take -ier, and those with more than two syllables use 'more' in front. Irregular adjectives like good and bad have unique comparatives as well. It also discusses using 'as...as' for comparisons of equality and 'not as...as' or 'less...than' for comparisons of inequality.
This document teaches the use of demonstrative pronouns "this", "that", "these", and "those" by providing examples of how to identify a single object nearby or far away and identify multiple nearby or faraway objects. It explains that "this" and "these" are used for nearby items while "that" and "those" are used for items farther away.
The document contains an exercise to practice using the demonstrative pronouns "this", "these", "that", and "those". It provides 25 sentences with a blank and the correct demonstrative pronoun to fill in the blank. The answers are provided to check understanding. The exercise focuses on distinguishing between and appropriately using the different demonstrative pronouns in sentences.
The document describes several major organs in the human body including the brain, lungs, liver, stomach, intestines, spleen, pancreas, heart, kidneys, and bladder. It provides details on the functions of each organ, such as the brain controlling the body, the lungs breathing in oxygen and breathing out carbon dioxide, the liver filtering the blood, and the heart pumping blood to all organs. Maintaining a healthy lifestyle through diet and exercise is important to keep all the organs functioning properly.
Words with the Long i Sound Spelled as ighMAILYNVIODOR1
This document provides examples of words containing the long /i/ sound spelled as "igh". It lists common words like "night", "right", and "fight" and organizes them into phrases and sentences for practice reading. Examples are given of "igh" words used in simple phrases like "tight pants" and sentences such as "The elephant has heavy thighs". The purpose is to teach readers words containing the long /i/ sound represented orthographically as "igh".
This document discusses demonstrative adjectives and provides examples of their singular and plural forms depending on distance from the speaker. Demonstrative adjectives include this, that, these, and those and change form based on whether referring to a singular or plural noun and if the object is near to or far from the speaker.
IF I WERE vs IF I WAS
What's the difference between “if I were" and "if I was"?
Are they both correct? Have a look at this sheet to find out.
NOTE: The phrase "if I were you" may come up in the key word transformation part (use of English part 4) of the B2 First and C1 Advanced exams.
#B2First #c1advanced #keywordtransformation #sentencetransformation #useofenglishpart4 #IELTS #TOEIC #TOEFL #englishgrammar #cambridgeenglish #englishteacher #ifiwasvsifiwere
This document defines key weather-related terms and concepts:
- It describes weather as the condition of the atmosphere in a certain area at a given time. It also discusses meteorology, meteorologists, and the Philippine Atmospheric Geophysical Astronomical Services Administration.
- Key weather elements that are described include air temperature, wind speed and direction, cloud formation, and rainfall. Instruments for measuring these such as thermometers, anemometers, wind vanes, rain gauges, and barometers are also outlined.
- The Beaufort scale for describing wind speed is mentioned, as are terms for describing cloud coverage such as clear, partly cloudy, and overcast.
The document discusses body management and movement skills. It explains that the body has different parts that enable specific movements and that these parts must be moved properly to perform everyday activities. It also outlines four basic body shapes - stretch, curl, tuck, and twist - that the body forms when moving and provides examples of when each shape is used. Maintaining awareness of how the body forms these shapes is important for physical education and safety.
This document provides a teaching guide for a 1st grade physical education class. It outlines four modules that teach students about body awareness, action songs, moving with confidence, and exploring personal and general space. The modules include performance standards, competencies, lesson plans, worksheets and assessments. The lessons incorporate locomotor skills, non-locomotor movements, rhythmic activities, dances, and games to develop students' physical fitness and motor skills.
This document lists and describes the different coins and banknotes of the Philippine monetary system. It details the various denominations, from the 5 centavo coin to the 1000 peso note. It also provides examples of writing monetary values using the centavo and peso symbols. Finally, it presents a word problem asking how much money Jessica has based on the listed coins and notes in her possession.
This document discusses common and proper nouns. It defines a noun as a word that names a person, place, thing, or idea. It explains that common nouns are not capitalized unless they start a sentence, while proper nouns are always capitalized as they refer to specific people, places, or things. Examples of common and proper nouns are provided. The document concludes by reminding the reader of the definitions and characteristics of common and proper nouns.
Engish 3 Compare and Contrast Information heardKarlaMaeDomingo
Anna and Sarah are twins in third grade but they have some differences in their tastes. Anna likes apples and milk for snacks while Sarah prefers bananas, cereal and juice. They both enjoy the story of Alice in Wonderland, but Anna likes reading the book whereas Sarah prefers watching the movie. They have both similarities as twins and differences in their preferences.
This document provides instructions for a card game where participants are shown incomplete sentences with accompanying images and must hold up the card with the pronoun - "this", "these", "that", or "those" - that best completes the sentence based on the image. Players will receive cards with these four pronouns and take turns matching cards to images and sentences as they are displayed on screen.
Nilo and Allan went to a pet shop. They saw a green parrot behind bars in a cage, an owl with big eyes in front of a tree, and a kingfisher beside Nilo that catches fish for food. The colorful birds at the pet shop will fly behind Nilo and Allan to find their nests.
1. The document provides an English lesson plan for week 2 day 3.
2. It reviews poetic elements like rhyme, sound devices, sensory images, and figurative language.
3. Students are tasked with analyzing a multi-stanza poem using these elements.
This document provides a lesson plan on countable and non-count nouns for grade 1 students. It includes objectives, examples of count and non-count nouns, drills, riddles, a dialogue, questions, and activities for students to practice identifying and classifying nouns. The lesson teaches students to distinguish between mass nouns that cannot be counted from count nouns that can be enumerated.
The document provides clues about the weather through descriptions of the sky, clouds, sun, wind, and rain. Students are instructed to watch the weather forecast and be prepared to share what they observe the next day. The mystery word is "weather" as indicated by the initial clue that it is the condition of the air around us.
The document discusses filling out forms, with the objectives of identifying what forms are, learning how to fill them out correctly and honestly, and being able to do so for things like school forms. It states that forms are used to gather essential information and provide templates, with some requiring more details than others. Students are expected to identify common forms they use, fill them out accurately and legibly, and recognize the importance of providing correct information.
Water is essential for life and has unique properties. It can exist in three states - solid, liquid, and gas. The lesson teaches students about the importance of water, its chemical formula, and the roles it plays in daily life and biology. Students conduct group activities like creating slogans or skits about water and discuss why conservation is important. The teacher evaluates learning through an identification quiz and essay assignment about life without water.
This document describes a preschool activity where the children acted out the children's book "The Itsy Bitsy Spider". The teacher chose this book because it has a simple storyline and characters familiar to the children. The children helped identify the characters and props needed to act out the story. They each chose a role and created props representing their character using materials like construction paper, markers, and poster board. The children practiced their roles and presented the story to the class. They enjoyed it so much that they acted out another verse the next day, problem-solving along the way.
The document introduces the character Incy Wincy Spider and teaches the children's song "Incy Wincy Spider" through interactive images and audio. It prompts the user to identify images of a spider, rain, sun, and spout as it sings the lyrics, then allows the user to listen to the full song. The song is about Incy Wincy Spider climbing up the water spout, getting washed out by the rain, and climbing back up when the sun comes out.
This document discusses demonstrative adjectives and provides examples of their singular and plural forms depending on distance from the speaker. Demonstrative adjectives include this, that, these, and those and change form based on whether referring to a singular or plural noun and if the object is near to or far from the speaker.
IF I WERE vs IF I WAS
What's the difference between “if I were" and "if I was"?
Are they both correct? Have a look at this sheet to find out.
NOTE: The phrase "if I were you" may come up in the key word transformation part (use of English part 4) of the B2 First and C1 Advanced exams.
#B2First #c1advanced #keywordtransformation #sentencetransformation #useofenglishpart4 #IELTS #TOEIC #TOEFL #englishgrammar #cambridgeenglish #englishteacher #ifiwasvsifiwere
This document defines key weather-related terms and concepts:
- It describes weather as the condition of the atmosphere in a certain area at a given time. It also discusses meteorology, meteorologists, and the Philippine Atmospheric Geophysical Astronomical Services Administration.
- Key weather elements that are described include air temperature, wind speed and direction, cloud formation, and rainfall. Instruments for measuring these such as thermometers, anemometers, wind vanes, rain gauges, and barometers are also outlined.
- The Beaufort scale for describing wind speed is mentioned, as are terms for describing cloud coverage such as clear, partly cloudy, and overcast.
The document discusses body management and movement skills. It explains that the body has different parts that enable specific movements and that these parts must be moved properly to perform everyday activities. It also outlines four basic body shapes - stretch, curl, tuck, and twist - that the body forms when moving and provides examples of when each shape is used. Maintaining awareness of how the body forms these shapes is important for physical education and safety.
This document provides a teaching guide for a 1st grade physical education class. It outlines four modules that teach students about body awareness, action songs, moving with confidence, and exploring personal and general space. The modules include performance standards, competencies, lesson plans, worksheets and assessments. The lessons incorporate locomotor skills, non-locomotor movements, rhythmic activities, dances, and games to develop students' physical fitness and motor skills.
This document lists and describes the different coins and banknotes of the Philippine monetary system. It details the various denominations, from the 5 centavo coin to the 1000 peso note. It also provides examples of writing monetary values using the centavo and peso symbols. Finally, it presents a word problem asking how much money Jessica has based on the listed coins and notes in her possession.
This document discusses common and proper nouns. It defines a noun as a word that names a person, place, thing, or idea. It explains that common nouns are not capitalized unless they start a sentence, while proper nouns are always capitalized as they refer to specific people, places, or things. Examples of common and proper nouns are provided. The document concludes by reminding the reader of the definitions and characteristics of common and proper nouns.
Engish 3 Compare and Contrast Information heardKarlaMaeDomingo
Anna and Sarah are twins in third grade but they have some differences in their tastes. Anna likes apples and milk for snacks while Sarah prefers bananas, cereal and juice. They both enjoy the story of Alice in Wonderland, but Anna likes reading the book whereas Sarah prefers watching the movie. They have both similarities as twins and differences in their preferences.
This document provides instructions for a card game where participants are shown incomplete sentences with accompanying images and must hold up the card with the pronoun - "this", "these", "that", or "those" - that best completes the sentence based on the image. Players will receive cards with these four pronouns and take turns matching cards to images and sentences as they are displayed on screen.
Nilo and Allan went to a pet shop. They saw a green parrot behind bars in a cage, an owl with big eyes in front of a tree, and a kingfisher beside Nilo that catches fish for food. The colorful birds at the pet shop will fly behind Nilo and Allan to find their nests.
1. The document provides an English lesson plan for week 2 day 3.
2. It reviews poetic elements like rhyme, sound devices, sensory images, and figurative language.
3. Students are tasked with analyzing a multi-stanza poem using these elements.
This document provides a lesson plan on countable and non-count nouns for grade 1 students. It includes objectives, examples of count and non-count nouns, drills, riddles, a dialogue, questions, and activities for students to practice identifying and classifying nouns. The lesson teaches students to distinguish between mass nouns that cannot be counted from count nouns that can be enumerated.
The document provides clues about the weather through descriptions of the sky, clouds, sun, wind, and rain. Students are instructed to watch the weather forecast and be prepared to share what they observe the next day. The mystery word is "weather" as indicated by the initial clue that it is the condition of the air around us.
The document discusses filling out forms, with the objectives of identifying what forms are, learning how to fill them out correctly and honestly, and being able to do so for things like school forms. It states that forms are used to gather essential information and provide templates, with some requiring more details than others. Students are expected to identify common forms they use, fill them out accurately and legibly, and recognize the importance of providing correct information.
Water is essential for life and has unique properties. It can exist in three states - solid, liquid, and gas. The lesson teaches students about the importance of water, its chemical formula, and the roles it plays in daily life and biology. Students conduct group activities like creating slogans or skits about water and discuss why conservation is important. The teacher evaluates learning through an identification quiz and essay assignment about life without water.
This document describes a preschool activity where the children acted out the children's book "The Itsy Bitsy Spider". The teacher chose this book because it has a simple storyline and characters familiar to the children. The children helped identify the characters and props needed to act out the story. They each chose a role and created props representing their character using materials like construction paper, markers, and poster board. The children practiced their roles and presented the story to the class. They enjoyed it so much that they acted out another verse the next day, problem-solving along the way.
The document introduces the character Incy Wincy Spider and teaches the children's song "Incy Wincy Spider" through interactive images and audio. It prompts the user to identify images of a spider, rain, sun, and spout as it sings the lyrics, then allows the user to listen to the full song. The song is about Incy Wincy Spider climbing up the water spout, getting washed out by the rain, and climbing back up when the sun comes out.
Vibram 5 finger shoes, The latest innovation from the world leader in high-performance rubber soles.
When Vibram founder, Vitale Bramani, invented the first rubber soles for mountaineering boots in 1935
Now 75 years later, Vibram is still known around the world as the undisputed leader in soling technology for a wide range of quality performance footwear products.
Vibram manufactures more than 34 million soles annually for more than 1,000 premium footwear brands worldwide.
FiveFingers is the latest example of the relentless commitment to research and product innovation at Vibram. Industrial Designer, Robert Fliri, first proposed the idea of FiveFingersfootwear to Marco Bramani, grandson of Vibram founder Vitale Bramani, who immediately embraced the concept.
The adventurous spider named Incy Wincy Spider climbs up a water spout but gets sent back down when it starts raining. After the rain stops and the sun comes out, the persistent Incy Wincy Spider climbs up the water spout again, this time with no problem.
This document contains the script for a play titled "30 Reasons Not To Be in a Play". The play is a comedic piece that provides 30 reasons why the characters believe being in a play is a bad idea. In the opening scene, the full cast gathers on stage to deliver the title and introduce Reason #1, which is simply stated as "Plays suck!". The characters then proceed to act out Reason #2, which involves a traumatic experience one character had being forced to be in a play in 2nd grade by their strict teacher Miss Griswold. The characters emphasize the psychological damage done by the experience.
The document discusses Syd Field's three-act structure model for screenplays. It presents Field's model of a screenplay being divided into three acts: Setup, Confrontation, and Resolution. Each act features certain plot points and events. Act I introduces the characters and situation. Act II features obstacles and a midpoint crisis. Act III contains a climax and resolution. The document then provides examples of how three characters' stories in a short film follow aspects of the first two acts, but cannot include a full third act resolution due to the film's brevity.
Mime began as a form of communication before spoken language and later developed into a form of entertainment. It originated in ancient Greece and was brought to Rome, growing more popular under Emperor Augustus. Mime continued through the Middle Ages as Commedia Dell'Arte street performances and moraliy/miracle plays. Famous mimes like Charlie Chaplin and Rowan Atkinson used mime, movements, and facial expressions to develop beloved comedic characters without words. The social, economic, historical, and technological factors of different eras influenced the development and popularity of mime as a performing art.
Elements of Literature and the combined arts (Chapter 7)Marygrace Cagungun
This document discusses the key elements of literature, including emotional appeal, intellectual appeal, and humanistic value. It provides examples of works that demonstrate these elements, such as poems by Elizabeth Browning and Jose Rizal's novels. The document also covers classifications of literature such as escape and interpretative works, as well as uses of literature like moralizing works and therapeutic poems. Additionally, it outlines elements of poetry like imagery, figurative language, and the use of metaphors and similes.
The document discusses the key elements of drama as outlined by Aristotle over 2000 years ago and still used today. It describes Aristotle's six original elements of drama: plot, theme, characters, dialogue, music/rhythm, and spectacle. It then discusses some modern additions to the elements: convention, genre, and audience. Each element is defined in detail. The document provides a useful overview of the core components that make up dramatic works and performance.
This document discusses the anatomy and functions of leaves. It begins by defining a leaf as a lateral outgrowth of a stem with an axillary bud that performs photosynthesis. A typical leaf consists of a petiole, blade, midrib and veins. Leaves can be arranged alternately, opposite, or in whorls on the stem. The venation, margins, shapes, bases and apices can vary. Specialized leaves exist for reproduction, aeration, support, protection, storage, attraction, and absorption/digestion of insects and nutrients.
This document provides information about a 10th grade English learner's material developed by the Department of Education of the Philippines. It was collaboratively developed by educators from various schools and reviewed by experts. The material aims to provide meaningful tasks to develop students' 21st century skills through world literature. It contains four modules with lessons designed to enhance students' language and literary skills through integrated activities centered on analysing and interacting with texts. Each lesson provides objectives, activates prior knowledge, introduces a text, includes discovery tasks, and ends with a final task to demonstrate learning. The material aims to help students understand how to lead meaningful lives.
I use this powerpoint during Rhyme Time toddler storytime for ages 2-3.5 at the Westerville Public Library. it includes the words to the songs, rhymes, books, and activities we will be focusing on that week.
The document provides several English rhymes and finger plays that can help young children learn numeracy skills. It includes rhymes for counting from 1 to 10, as well as rhymes involving addition, subtraction and colors. Actions are described to accompany the rhymes and reinforce the concepts. Reciting rhymes is presented as an engaging way for children to learn numbers and counting in a playful way.
Literacy in the playground clapping games 2011Kevin Cummins
The document provides instructions for several clapping and rhyming games that can be played in groups or with a partner. The games involve clapping hands, slapping hands, and incorporating movements along with call-and-response rhymes or songs. Playing these games helps develop children's literacy and awareness of syllables and rhythm.
This document contains a collection of English language songs and rhymes intended for teaching English to young children in a preschool or kindergarten setting. The rhymes cover topics like parts of the body, actions, counting, colors, animals, and routines of the day. They are designed to be sung or chanted along with hand motions and movements to help teach vocabulary in an engaging way for young learners.
This document provides guidance for conducting a storytime session with young children. It includes summaries and songs about various farm animals. The session is meant to encourage different developmental skills in children of different ages. Babies can make animal sounds, toddlers can say names and repeat phrases, and preschoolers can retell stories. Developing narrative skills through storytelling helps children understand how stories work and aids future reading comprehension.
This document appears to be an activity packet for a stuffed animal sleepover event. It includes songs, fingerplays, and games to do with stuffed animals. It also provides instructions for picking up stuffed friends at the event and mentions souvenirs the stuffed friends can receive. The packet is intended to provide entertainment and activities for children to do with their stuffed animals.
The document is a lesson plan for teaching 7 students aged 7 about jungle animals. The 60 minute lesson has 3 main parts: 1) A lead-in story about Simba the lion getting lost in the jungle to review animal vocabulary. 2) An activity where students search the classroom to find animal flashcards and Simba. 3) Singing a song while imitating animal movements. The lesson aims to develop various skills while reviewing jungle animals through interactive and engaging activities.
This document contains the lyrics to many common children's songs sung in English and other languages. The songs cover a wide range of topics including greetings, numbers, animals, colors, actions, and holidays. They utilize repetition, rhyme, and call-and-response elements to help young children learn.
This document contains a collection of songs, rhymes, chants and activities commonly used in English language learning workshops for children. It includes call-and-response style songs to teach greetings, body parts, counting and colors. Movement activities teach coordination and team building. The songs aim to make English learning fun through music and physical participation.
This presentation is for middle, high, or upper elementary school students. It introduces (and reviews) poetic form and structure, rhythm, meter, word choice, and author's purpose (conveyed by mood and tone). This presentation focuses on sound devices and figurative language and their use and application in poetry. May be accompanied with guided note handout and activities found on www.literacystationinspiration.com.
Use it or Lose it! Games for the Creative 21st Century LearnerSusan Hillyard
This document provides information about a presentation by Susan Hillyard on using creative games in the language classroom. The presentation will explore teacher beliefs about creativity, challenge myths that creativity is difficult and only for the gifted, and provide strategies for getting students to develop speaking skills through using language creatively. The emphasis will be on competence in speaking through practicing new structures, vocabulary, pronunciation, and communication in a relaxed way. Cooperation among students will also be stressed as important for the 21st century learner. The workshop portion of the presentation will have teachers practicing sample creative activities.
This document provides an introduction to poetry, discussing various elements of poetry including the left and right brain, poet vs. speaker, traditional vs. organic forms, rhythm, sound devices, imagery, figurative language, and poetic forms. It explains concepts like iambic pentameter, defines common poetic devices like simile and metaphor, and provides examples of these devices in poems. The overall purpose is to introduce readers to the key components of poetry and how to analyze poems.
This document provides an introduction to poetry, discussing various elements of poetry including the left and right brain, poet vs. speaker, traditional vs. organic forms, rhythm, sound devices, imagery, figurative language, and poetic forms. It explains concepts like metaphor, simile, personification and provides examples of these from poems. It also discusses different types of poetic forms like couplets, tercets and cinquains. The overall document serves as a guide to understanding various components of poetry.
The speaker is recalling dancing with their father as a child. In the first stanza, the speaker describes clinging to their father as they waltzed drunkenly around the kitchen until pots fell from shelves, upsetting the speaker's mother. In the second stanza, the speaker notes their father's battered hand holding their wrist tightly and missing steps, scraping the speaker's ear on a buckle. The last stanza describes the father beating time on the speaker's head with his dirty palm before waltzing the speaker off to bed still holding onto his shirt.
Using pattern stories in the world language classroom helena curtainborzna
The document summarizes different types of pattern stories that can be used in language classrooms, including cumulative stories, familiar sequence stories, question and answer stories, repetition of phrases, rhyming stories, circular stories, and songs. It provides examples of each type and discusses how pattern stories help with language learning through repetition of core language structures. It also includes two sample pattern stories written by teachers for their language students.
This document contains the lyrics and instructions for several children's songs and activities centered around sharks, including "Baby Shark", "Row Row Row Your Boat", "Five Little Fishies", and directions for a baby shark puppet craft and scavenger hunt. It introduces shark characters like Luna and Lee and encourages interactive hand motions like clapping, waving, and pretend swimming. The songs teach counting, colors, family members and other basic concepts in a fun, musical way for young kids.
The document summarizes the daily activities and songs at a Tales at 10 early childhood program. It includes songs about clapping hands, opening and closing hands, elephants with wrinkles, penguins playing in the snow, baby shark, a garden snail, head shoulders knees and toes, barking like a dog, pointing fingers and twisting, a little mouse hiding, and shaking sillies out. The program incorporates music, movement, puppetry, and books to engage young children in early literacy.
The document outlines the activities and structure of a baby storytime program including songs, books, and interactive activities focused on early literacy skills like open-ended questions, rhyming, and music. Some highlights included waking up different body parts, hello songs, reading variations of "Row, Row, Row Your Boat", fingerplays, and discovery time. The storytime aims to engage babies through language, literacy, music and movement.
This document provides the lyrics to 10 songs commonly used in preschool transitions and activities. The songs cover a range of topics from hand washing to putting toys away and include call-and-response parts to engage children. They encourage movement, counting, colors, shapes, and mindfulness through playful repetition.
How to Write an Essay About A Person. Ultimate Guide and Tips. 23 Profile Essay Examples On A Person Tips - scholarship. How to Write an Essay about a Person. Young Person Essay - Libby Humphreys. Stirring First Person Essay Thatsnotus. Inspirational person essay examples. Scholarship Essay Examples That .... 43 Write About Yourself Essay Examples PNG - scholarship. Descriptive essay about a person you admire. Descriptive Essay About .... What Is A Good Opening Sentence For Persuasive Essay. Essay Describe A Funny Person : Descriptive writing describe a person. How to write a descriptive essay on a person - How to Write a .... 001 First Person Essay Example Examples Goal Blockety Co What Does .... Descriptive Essay About Person Sketsa. How to descriptive essay. How to Write a Descriptive Essay: 14 Steps .... 005 Third Person Essay Example First Examples Goal Blockety Co How To .... 001 What Inspires You Essay Example Write An About Someone Who How To .... College Essay About An Influential Person - Nick Huber. 009 First Person Essay Example Creative Writing Pdf By Service Issuu An .... 001 Do People Really Fall In Love Essay Sample Essays On Thatsnotus. Write my essay - essay person influenced your life - 2017/10/11. How to Write an Essay about a Person - How to Write an Essay How to .... School Essay: Descriptive essays on a person. Persuasive essay: Composition describing a person. Who Inspires Me Essay : The Person Who Inspires Me Most Essay. 011 Personal Narrative Essay Example High School Examples And Forms .... 026 Tips For Writing Narrative Essay Write In Minutes An First Person S .... 023 Example Of Who Am I Essay Valid Describe Yourself College Within .... The Person i Admire The Most - Free Essay Example StudyDriver.com. FREE 6 Descriptive Essay Samples in PDF. 019 Essay Example What Is The Effect Of First Person Narrative .... Definition essay: 3rd person essay Person Essay Person Essay
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This document outlines personnel policies and standards for appointments and personnel actions in the civil service as established by Executive Order No. 292. It states that all appointments will be based on merit and fitness determined by competitive examination. It defines various personnel actions like appointment, promotion, transfer, reinstatement, and separation. It requires that all personnel actions comply with rules from the Commission and that promotions go through a merit promotion plan and screening process established by each department.
This document discusses whether all solutes dissolve in solvents through a series of group activities using different materials and water. The activities show that flour and sand do not dissolve in water and form suspensions while sugar and salt do dissolve. Substances dissolve if they are soluble, meaning they are crystalline and "like" each other through properties like being polar. Non-crystalline or insoluble substances that do not dissolve spread throughout water as suspensions instead of forming a uniform solution. Proper shaking of medicine suspensions is needed to disperse undissolved drug particles evenly.
This three sentence summary provides the essential information about the document:
The document discusses the 2010 romantic drama film "Letters to Juliet" starring Amanda Seyfried. It summarizes the film's plot about a fact-checker who discovers old love letters in Verona, Italy and embarks on a journey to help find the long lost love from one of the letters. The document also includes quotes from the film praising its charming and romantic story, and expressing how it makes the reader want to believe in true love.
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Children's Literature: Pantomime & Finger Play
1. DRAMATIC &CREATIVE READING ACTIVITIES
-Finger Play
-Pantomime
Prepared By:
KRISTINEANN B. DEJESUS
BEED 4-23
2.
3. FINGER PLAYS
Finger plays and rhymes come to life during
circle andlarge grouptimes as preschool children
show word meaning through simpleactions and
finger movements. Preschoolers developmemory
and recall skillsas they sing and recite the songs and
poems in this curriculumresourcecollection.
4. FINGER PLAYS
o Fingerplays, action poems, nursery rhymes, and songs are
grouped according to early childhood education themes.
o Finger play songs are children’s songs thatare designed to be
accompanied by hand movementsthatrelate to the content.
5. Finger plays and action rhymes are brief
stories—often with rhymes— that are
paired with finger or body motions.
Finger plays and action rhymes help
toddlers learn about rhyming words and
poetry. They get toddlers to listen, speak,
and pair words with actions.
6. Sometimes a toddler says a
rhyme and uses his/her fingers,
hands, or body to “act it out.”
When s/he does these things, s/he
is playing a finger play or action
rhyme.
7. • Finger plays and action rhymes can be about any
subject that interests your toddler.
• If the finger play or action rhyme is a new one,
teach it with pleasure.
• Repeatthe finger play or action rhyme slowly.
You start the finger play or action rhyme.
8. • Let the toddler lead the finger play or action
rhyme as muchas possible, even if s/he
makesmistakes.
• Trying new finger plays or actionrhymes is
funfor the toddler, but don’t forget the old
favorites.
• Encouragethe toddler to try finger plays and
action rhymes.
9. Finger play Songs that Tell aStory
Some of the most popular fingerplay songs in the United
States are probably:
1.The Eensy-WeensySpider—whichhas several variant
spellings including“ItsyBitsy Spider”
2. I Had a LittleTurtle
3. This Little Piggy
4. WhereIs Thumbkin?
10. Finger playSongs About Everyday Things
and Counting
Other finger play songs repeat basic
information about life, without telling a story.
1. The Wheels on the Bus
2. Here are Grandma’s Spectacles
3. Open, Shut Them
4. If You’re Happy and You Know It
5. I’m a Little Teapot
11. Finger playSongs for Long Trips
The sequence of movements provides a balance for
the large motor movements in many singing games
and dances.
1. Skip to My Lou
2. The Hokey Pokey
and circle games:
1. Lucy Locket,
2. Ring Around the Rosie
3. Farmer in the Dell
4. Hot Potato,
5. Duck Duck Goose!
12. 1. Eensey Weensey Spider
Some people say “itsy bitsy”, some
people say “incy wincy. This song is a
staple in classrooms and homes
worldwide.
13. 2. Five Little Monkeys
Those monkeys jumping on the bed
and refusing to go to sleep. Kids can
relate to this song, and are sure to
giggle at the idea.
14. 3. Wheels on the Bus
This song can be sung over and over. This
song can be done as a finger play, or, if
space is available, act it out with chairs, a
bus driver and passengers.
15. 4. Rock, Scissors, Paper
It is great for using your imagination to
come up with all kinds of fun
combinations. This song also helps teach
left and right. Using just the three symbols
of rock (fist), scissors (two fingers
extended) or paper (hand open with
fingers extended), make various foods,
animals and other common objects.
16. 5. Open Shut Them
This is a classic kids’ song that
has been around for a long
time.
17. I CAUGHT A FISH
One, two, three, four, five. -(Hold up fingers one at a time on right
hand.)
I caught a fish alive.- (Cup hands and pretend to catch a fish.)
Six, seven, eight, nine, ten,- (Hold up fingers one at a time on left
hand.)
I let it go again.- (Pretend to release the fish.)
Why did you let that fishy go?- (Cock head to one side.)
Because it bit my finger so. - (Shake head.)
Which finger did it bite? – (Cock head to one side.)
My little finger on my right.- (Hold up right pinky.)
18. MONKEYS AND
ALLIGATOR
Five little monkeys- (Hold up 5 fingers.)
Swinging from a tree, Teasing Mr. Alligator, -(Point finger as if teasing.)
“Can’t catch me! You can’t catch me!”- (Shake head “no.”)
Along came Mr. Alligator quiet as can be -(Put palms together and
slowly, move like an alligator.)
And snatched a monkey right out of the tree! - (Open and clap palms
as if chomping on something.)
Four…three…two…one
“Missed me, missed me!-(Put open hands on either side of your head
and wiggle.)
Now you gotta kiss me!”
19. Tommy Thumb
Tommy Thumb's up and
Tommy Thumb's down.
Tommy Thumb dancing all
around.
Tommy's on my shoulders,
Tommy's on my head.
Then my little Tommy goes
straight to bed.
Peter Pointer's up and Peter
Pointer's down.
Peter Pointer's dancing all
around.
Peter's on my shoulders,
Peter's on my head.
Then my little Peter goes
straight to bed.
Mary Middle's up and Mary
Middle's down.
Mary Middle's dancing all
around.
Mary's on my shoulders,
Mary's on my head.
Then my little Mary goes
straight to bed.
Ricky Ring's up and Ricky
Ring's down.
Ricky Ring's dancing all
around.
Ricky's on my shoulders,
Ricky's on my head.
Then my little Ricky goes
straight to bed.
Petunia Pinky's up and
Petunia Pinky's down.
Petunia Pinky's dancing all
around.
Petunia's on my shoulders,
Petunia's on my head.
Then little Petunia goes
straight to bed.
Finger Family's up and
Finger Family's down.
Finger Family's dancing all
around.
Fingers on my shoulders,
fingers on my head.
Then my little fingers go
straight to bed.
20. Five Little Caterpillars
Five little caterpillars wiggling on a leaf,
One falls off, goes to sleep.
Close her eyes and wait a week,
Up comes a butterfly floating on the
breeze.
Four little caterpillars wiggling on a leaf,
One falls off, goes to sleep.
Close his eyes and wait a week,
Up comes a butterfly floating on the
breeze.
Three little caterpillars wiggling on a leaf,
One falls off, goes to sleep.
Close her eyes and wait a week,
Up comes a butterfly floating on the
breeze.
Two little caterpillars wiggling on a leaf,
One falls off, goes to sleep.
Close his eyes and wait a week,
Up comes a butterfly floating on the
breeze.
One little caterpillar wiggling on a leaf,
She falls off, goes to sleep.
Close her eyes and wait a week,
Up comes a butterfly floating on the
breeze.
No more caterpillars, no more leaves!
Five little butterflies floating on the
breeze.
21. Old Brass Wagon (shapes)
Circle to the left, Old Brass Wagon
Circle to the left, Old Brass Wagon
Circle to the left, Old Brass Wagon
Now there's one my darling
Oval to the right, Old Brass Wagon
Oval to the right, Old Brass Wagon
Oval to the right, Old Brass Wagon
That makes two my darling
Square in the middle, Old Brass Wagon
Square in the middle, Old Brass Wagon
Square in the middle, Old Brass Wagon
Now there’s three my darling
Triangle up high, Old Brass Wagon
Triangle up high, Old Brass Wagon
Triangle up high, Old Brass Wagon
That makes four my darling
Rectangle down low, Old Brass Wagon
Rectangle down low, Old Brass Wagon
Rectangle down low, Old Brass Wagon
That makes five my darling!
Rhombus to the side, Old Brass Wagon
Rhombus to the side, Old Brass Wagon
Rhombus to the side, Old Brass Wagon
We'll stop at 6 my darling
We'll stop at 6 my darling
Let's stop at 6 my darling!
22. Little Mousie Brown
Little Mousie Brown
Crawled up the big, white candlestick
And couldn't get back down
So she called to her Grandma
"Grandma! Grandma!"
But Grandma was not around,
So she curled into a little ball and rolled herself right
down
Yes she curled into a little ball and rolled herself right
down!
(Repeat- Grandpa, Mamma, Dadda)
23. While sitting at your desk, perform the following
imaginary actions without talking:
1. Writing a letter
2. Picking up a glass of cold water
3. Drinking a cup of hot chocolate
4. Eating a jumbo chocolate chip cookie in three bites.
24. MIME vs. PANTOMIME
• Mime comes from the Greek word m i m e s i s ,
meaning “to imitate an activity.” Mime’s main
activity is movement, and its content often deals
with the complex meanings and forces of life.
• Pantomime comes from the Latin word p a n t o m i
m u s , meaning “all gestures used in support of a
theme.” Pantomime revolves around character and
plot, using imaginary props and people to tell a story.
• In both arts, the actors portray characters and
scenes through facial expressions and body language
that the audience can easily understand.
25. MIME
Mimes do not speak with their
mouths, but express life through
movement and through using
their bodies to suggest their
environment.
Mime has many different styles,
including rituals, commedia dell’
arte, silent acting, and French
classical mime.
Mime is more complex, based on
theme, illusion, and plot, requiring
a higher level of communication
between the performer and the
audience.
PANTOMIME
A dramatic technique of
communicating through gesture
without speech.
Pantomime uses mime techniques
to communicate and create
characters and plot to its
audience.
Pantomime usually has simple and
chronological story lines, such as
brushing your teeth, playing a
tuba, watching a tennis match, or
stepping on a piece of gum.
MIME vs. PANTOMIME
26. MIME
• is the “silent” art of using body movements to
create an illusion of reality. The word “mime”
can also refer to the performer of this art. Mime
is a very old form of theatrical expression.
• an art that lies somewhere between drama and
dance.
• Mime techniques are often difficult and
demanding to do. They involve a system of
exercises and technical strategies of dramatic
movements.
27. ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
The most famous mime in the world is
probably Marcel Marceau.
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
A talented mime can make you
believe he is actually doing what
he is only pretending to do.
Mime
Thesilent art ofusing body movements to
create anillusion ofreality.
28. Withouteverneeding to
say a word, silent-screen
star Charlie Chaplin(here,
tipping his hatto a police
officer inCityLights) made
millions of people laugh
and cry.
29. PANTOMIME
o Pantomime is the extended use of mime
techniques in telling a story. Other
definitions might include “acting without
words,” “non-verbal communication
telling a story,” or “telling a story in
chronological order using only gestures.”
o Cavemen told their hunting stories and
other adventures using their body
movements to express themselves.
30. PANTOMIME
o A single actor often played many roles in
the form of interpretive dances
accompanied by a chorus who told a story
from mythology.
o In medieval times, characters in the miracle
plays used pantomime to communicate the
good and bad of humankind.
o The goal of all the characters was to be at
peace with each other and keep harmony
31. Pantomime
the use of mime techniques, actingwithout words, to tell a
story.
istheartofcreating theillusionofrealityandtheartof
imaginingtheworldtogether withothers.
-ClaudeKipnis
32. ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Pantomime is closely related to jugglingandacrobatics.
Throughout history, people have been entertained by
artists suchas this“Jack in the Box” at the Drury Lane
Theatre in London, who have specialized in pantomime,
juggling, and acrobatics
Theartofpantomimeisthe
languageoftheheart.
-MarcelMarcau
33. PANTOMIME
• It is still used in England in “farces” staged
around Christmas.
• Participating in pantomime will help you
develop your confidence, personal resources,
and stage techniques. Realistic pantomime
requires time, study, and self-discipline, but it is
fun.
• It is basically an art that requires concentration
on details in movements and expression.
34. • Physical skills are needed to be able to
communicate with your audience. Studying and
using pantomime techniques that enhance muscular
coordination, poise, and facial expression will help
you be more successful.
• Pantomime is extremely effective with an audience
because people are more inclined to believe what
they see than what they hear.
• Pantomime is an effective and powerful acting skill.
This is why your stage movement and pantomime
activities in class should be clearly communicated
with simplicity, accuracy, consistency, and
exaggeration.
PANTOMIME
35. PANTOMIME
• In pantomime you should show, not tell, what
is happening. You must visualize in your mind
the images you want to project to your
audience.
• Make your actions clear and exact so that your
observers are never in doubt about what is
happening in your pantomime.
• Begin your preparation by selecting an idea or
story line for your pantomime.
36. • The structure of a pantomime story line is
prepared with the three basic parts —the
beginning, middle, and end.
• An introduction (introduces the
character), a conflict (establishes a
problem), and the resolution (solves the
problem).
PANTOMIME
37. Key Elements in Preparing and
Presenting your Pantomime
1. Simplicity-helps the audience understand what
is happening in your presentation.
2. Accuracy-makes the presentation believable and
precise.
3. Consistency-keeps all the items in a pantomime
the same size, shape, weight, and in the same
place.
4. Exaggeration-makes the actions in pantomime
bigger than life, helping the audience see your
action with more clarity.
38. Focus, Reach, Take, Accent, and
Release
If you focus (visualize) and then reach (approach)
for your object (for example, an imaginary glass of
water), it is easier for your audience to follow
your action. Don’t forget to take (establish space)
and release (let go of) your object.
However, 80 percent of your pantomime is the
accent- showing size, shape, weight, level,
texture, temperature, and any other detail that
will lead to clarity of movement.
39. Other traditions of pantomime
in a presentation
1. Wearing clothes that are black,
white, and sometimes accented with
red;
2. Soft, flexible black flat shoes; and
3. White makeup to neutralize the
performer’s face.
40. Through movement and expression, you can
create a whole world of characters, objects, and
places in the story, your pantomime.
■ ■ ■ ■ ■ ■ ■ ■ ■
■ ■ ■ ■ ■ ■
Lucille Ballwas such a
talented pantomime artist
and comedienne that her“I
Love Lucy”arebeing enjoyed
on cable television networks
overforty years after they
werefirst produced.