Thanksgiving 1. Five Little Turkeys

VPK Curriculum Enhancement Activities
Circle Time Activities Theme: Thanksgiving

1. Five Little Turkeys: Materials: Chart paper & markers. Before you begin this activity; write the poem on chart paper, leaving room

for turkey cutouts attached with Velcro. Encourage the students to use their fingers as “turkeys”. Emphasize and define the word in bold type. Hint: This is a great poem to copy and send home for parents to enjoy with their children.

Five Little Turkeys

5 little turkeys standing beside the door, One waddled off, and then there were 4.
4 little turkeys frolicking under a tree, One waddled off, and then there were 3. 3 little turkeys bored with nothing to do, One waddled off, and then there were 2.
2 little turkeys basking in the noon day sun,
One waddled off, and then there was 1.
One little turkey, better run away For soon it will be Thanksgiving Day!

4 Year Old Standards Addressed:

II.A.1 Shows curiosity and is eager to learn new things and have new experiences III.B.b.1 Interacts with and develops positive relationship with peers IV.A.1 Increases knowledge through listening IV.C.2 Shows increased vocabulary to describe many objects, actions, and events IV.F.1 Shows motivation for reading

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2. Graph Favorite Thanksgiving Food:

Materials: poster board or chart paper, pictures of seasonal food (turkey, mashed potatoes, cranberry sauce, pumpkin pie, sweet potatoes, etc.), markers.

Before you begin this activity: create graph based on seasonal food Directions:

1. Ask each child what their favorite seasonal food is and record each

student’s response. Be sure to include a category for “other” so that

all students may choose their true favorite.
2. Once the graph is complete discuss the results.

Variation:

1. Provide each child with a strip of paper and ask them to write their name (you may need to assist them).
2. Allow the students to place their name strips under their favorite food.

I.A.1 Shows characteristics of good health to facilitate learning II.D.1 Shows initial signs of planning and learning from their experiences IV.C.1 Shows an understanding of words and their meanings IV.D.1 Uses age-appropriate grammar in conversations and increasingly complex phrases and sentences IV.G.1 Shows motivation to engage in written expression V.A.f.3 Represents and analyzes data

3. Let’s Be Thankful: Materials: Chart Paper and markers. Directions:

1. Begin by singing Twinkle, Twinkle, Little Star and explain that you are going to change the words to make a Thanksgiving song.
2. Write the song on chart paper and illustrate using drawings or magazine pictures.

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3. Ask students about things for which they are thankful (maybe even make a class list).

Let’s Be Thankful

(Sung to: Twinkle, Twinkle Little Star)

Let’s be thankful for this day

For our friends and our play

Let’s be thankful; let’s be glad

For our food and the things we have

Let’s give thanks for you and me

And our home and family.

I.A.3 Demonstrates auditory ability to facilitate learning and healthy growth and development II.A.1 Shows curiosity and is eager to learn new things and have new experiences II.C.1 Approaches daily activities with creativity III.B.b.1 Interacts with and develops positive relationship with peers IV.B.1 Speech is understood by both a familiar and an unfamiliar peer or adult

4. All the Little Turkeys: Materials: Chart paper, markers. Before you begin this activity; Copy poem onto chart paper and illustrate. Directions:

1. Introduce the poem to the class by reading through one time before asking them to join in. Demonstrate actions and movements to accompany words.
2. Ask students what they notice about the words tree and Me and

gobble and wobble (they rhyme).

3. Give examples of other words that rhyme with these words

(remember…nonsense words count!).

4. Ask students why they think the turkeys might be hiding in the tree
(accept all answers).

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5. Ask for ideas about other places turkeys might hide (accept all answers).

All the Little Turkeys

(Sung to: Shortin’ Bread)

See all the turkeys up in the tree,
All the little turkeys try to hide from me. All the little turkeys go gobble, gobble, All the little turkeys go just like this All the little turkeys go wobble, wobble, All the little turkeys go just like this.

I.C.1 Demonstrates increasing motor control and balance III.B.b.1 Interacts with and develops positive relationship with peers IV.A.1 Increases knowledge through listening IV.B.1 Speech is understood by both a familiar and an unfamiliar peer or adult IV.E.3 Uses appropriate language and style for context IV.F.2 Shows age-appropriate phonological awareness IV.F.4 Demonstrates comprehension of text read aloud V.D.b.1 Explores music

5. Thanksgiving Story:

Materials: Book about Thanksgiving (The First Thanksgiving Day: A Counting Story-Laura Krauss Melmed, The Story of Thanksgiving-Nancy J. Skarmeas, Thanksgiving, What Makes it Special-Harold Myra, P is for Pilgrim: A Thanksgiving Alphabet-Carol Crane).

Directions:

1. Read a story and discuss elements of the first Thanksgiving. Be sure

to include words like feast, Native Americans, Pilgrims, ship, cooperation, etc.

2. Introduce the poem, Five Pilgrims by reciting it and explaining the motions.
3. Ask students to join in and repeat 2-3 times.

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Five Little Pilgrims

Five Pilgrims fish in the morn (act like casting and reeling in fish)
Five Native Americans help them plant corn (bend down and plant corn)
The Native Americans bring the corn (hold up one hand)
The Pilgrims bring the meat (Hold up the hand)
Ten new friends sit down to eat (eat hands together)

III.B.b.1 Interacts with and develops positive relationship with peers IV.A.1 Increases knowledge through listening V.A.a.1 Demonstrates understanding of one-to-one correspondence V.A.a.2 Shows understanding of how to count and construct sets V.A.a.3 Shows understanding by participating in the comparison of quantities V.C.a.1 Begins to recognize and appreciate similarities and differences in people V.D.d.1 Explores dramatic play and theatre

Art
Theme: Thanksgiving

1. Turkey Feather Painting:

Materials: Feathers, tempra paint, paper and paper plates.

Directions:

1. Provide different colors of paint on paper plates with feathers. 2. Encourage children to dip the feathers into the paint and the use them as paintbrushes on their paper.
3. Enhance children’s language skills by asking them question and adding

language to what they are doing. For example: “You are making broad stokes.” “Wow, it sure looks different than when you paint with a brush. Can you tell a difference? What is the difference?”

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I.D.3 Shows beginning control of writing by using various drawing and art tools with increasing coordination II.A.1 Shows curiosity and is eager to learn new things and have new experiences II.C.1 Approaches task with flexibility and inventiveness III.A.b.2 Begins to use materials with increasing care and safety IV.C.2 Shows increased vocabulary to describe many objects, actions, and events V.D.a.1 Explores visual arts

2. Indian Corn Painting:

Materials: Indian Corn (can be found at grocery store), tempra paint, paper plate, box lid, paper, thick paper.

Directions:

1. Place paper plate into box lid. Provide different colors of paint on plate plates with corn cob.
2. Discuss how Indian corn differs from the corn children are accustom to seeing/eating.
3. Encourage your children to dip the cobs into the paint and then roll around on the paper. The corn will make an interesting design. Have children work in pairs or small groups to encourage social interaction and enhance language skills.
4. Also, have children do some comparing and contrasting of their paintings.

I.D.1 Demonstrates increasing control of small motor muscles to perform simple tasks III.B.b.1 Interacts with and develops positive relationship with peer III.B.b.2 Develops special friendships V.B.a.2 Examines objects and makes comparisons V.D.a.1 Explores visual arts

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3. Rubber Glove Turkey:

Materials: Clear rubber gloves, tissue paper cut or torn and rolled into small

balls (red, orange, green…), popcorn.

Before project begins have children tear/cut tissue paper and roll into small balls, separating by color. (This could be a small group activity earlier in the week)

Directions:

1. Have children create a turkey by stuffing the four fingers of the rubber glove with colored tissue paper.
2. Have children use red tissue paper to stuff the thumb, explaining to

children that this is the turkey’s waddle.
3. Encourage children to count the turkey’s feathers.

4. Have children fill the palm of the glove with popcorn. 5. Tie off the glove at the bottom for a cute, colorful turkey.

Be available to facilitate this project with rich language and encouragement if children encounter difficulties.

I.A.2 Shows visual abilities to facilitate learning and healthy growth and development I.D.2 Uses eye-hand coordination to perform fine motor tasks II.B.1 Attends to tasks for a brief period and seeks help when needed IV.C.1 Shows an understanding of words and their meanings V.A.a.1 Demonstrates understanding of one to one correspondence V.A.e.1 Shows understanding of spatial relationships and uses position words (e.g., above, below, next to, beside, on top of, inside, outside)

4. Straw Art:

Materials: Hay/straw, pine needles, glue and tag board/poster board and glue.

Directions:

1. In small groups have children create a collage using listed materials.

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2. Discuss the different textures and smells of the pine needles and straw, etc.
3. Discuss where materials came from and how else the materials might be used.
4. Discuss the positions of the materials on the paper.

For example: “You put your hay diagonally across your paper. But your friend put his vertically, that’s up and down.”

5. Have children discuss with their friends what they did first, second…

V.A.a.6 Shows understanding of and uses appropriate terms to describe ordinal positions V.A.e.3 Understands and can tell the difference between orientation terms (e.g., horizontal, diagonal and vertical

5. What’s for Thanksgiving Dinner?

Materials: Several magazines (November issues with Thanksgiving foods work best), glue, scissors and paper plates.

Directions:

1. Have child cut out pictures from magazines of the foods that they would like to have for Thanksgiving Dinner.
2. Talk to children about their food choices. Remember that they are choosing what they would like to have.
3. Ask children if they have eaten that type of food in the past.
Use this opportunity to discuss the different food choices, protein, carbohydrates, fruits and vegetables.
4. Ask children why they made some of their choices. 5. When all children have completed their “meals”, do some comparing and contrasting. For example: It looks like everyone choose a desert but not everyone choose a vegetable.

6. Also, you can graph some of the children’s choices. For example: Most popular vegetable…

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I.A.10 Makes healthy food choices I.D.1 Demonstrates increasing control of small motor muscles to perform simple tasks II.D.1 Shows initial signs of planning and learning from their experiences III.B.a.1 Shows increasing confidence in their own abilities IV.C.1 Shows an understanding of words and their meanings V.A.f.3 Represents and analyzes data V.B.a.2 Examines objects and makes comparisons

Gross Motor/ Music & Movement Activities
Theme Thanksgiving

1. The Turkey Song:

Materials: Chart paper with song written with words and pictures.

Directions:

1. Sing song and act out with exaggerated motions. 2. Discuss words that may not be familiar to children.

Turkey Song

I have a turkey big and fat.
He spreads his wings and walks like that. (waddle)
His daily corn he would not miss.

And when he talks, he talks like this: “gobble, gobble, gobble.”

I.A.1 Shows characteristics of good health to facilitate learning II.A.1 Shows curiosity and is eager to learn new things and have new experiences III.B.b.1 Interacts with and develops positive relationship with peers IV.A.1 Increases knowledge through listening

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IV.C.2 Shows increased vocabulary to describe many objects, actions, and events IV.F.1 Shows motivation for reading

2. Turkey in the Straw:

Materials: Upbeat music, CD player, and felt feathers.

Directions:

1. Cut out colored felt in the shape of feathers. 2. Give each child 2 feathers. 3. While music is playing have children move feathers according to your directions. For example: Put your feathers in front of you, put one feather on top of your head. . .

I.A.3 Demonstrates auditory ability to facilitate learning and healthy growth and development I.C.1 Demonstrates increasing motor control and balance I.C.2 Demonstrates the ability to combine movements for gross motor skills V.A.a.1 Demonstrates understanding of one to one correspondence V.A.e.1 Shows understanding of spatial relationships and uses position words (e.g., above, below, next to, beside, on top of, inside, outside) V.D.c.1 Explores creative movement and dance

3. We’re Going on a Turkey Hunt: (We’re going on a Bear Hunt replacing

Bear with Turkey) Materials: Chart paper, markers, and song written with words and pictures. You will need to change the end of the song in order for it to make sense to

the children. (Two claw feet, lots of colorful feathers, one red waddle…)

Directions:

1. Read through song once. 2. Ask children if it seems familiar to them. 3. Ask them what is the same/different about this song. 4. Sing and act out song.

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I.C.1 Demonstrates increasing motor control and balance II.C.1 Approaches daily activities with creativity III.B.b.1 Interacts with and develops positive relationships with peers IV.E.3 Uses appropriate language and style for context IV.F.1 Shows motivation for reading V.A.e.4 Uses directions to move through space and find places in space (e.g., obstacle courses, Simon Says, Mother May I?, Hop Scotch, giving simple directions)

4. Ring Around the Turkey:

Materials: Chart paper, markers, and a picture of a pumpkin.

Before beginning activity: write song out on chart paper. Directions:

1. Have children form a circle and place the picture of a turkey in the middle of the circle.
2. Explain the different ways that you will be moving around the turkey.

Ring Around the Turkey (Sung to “Ring Around the Rosie”)

Ring around the turkey Feathers on my back
Gobble, gobble They all fall down

March around the turkey
Feathers on my back
Gobble, gobble They all fall down

Stomp around the turkey Tip-toe around the turkey Jump around the turkey

I.A.1 Shows characteristics of good health to facilitate learning

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III.D.1 Interacts easily with one or more children III.B.b.1 Interacts with and develops positive relationships with peers IV.C.1 Shows an understanding of words and their meaning V.A.c.1 Understands characteristics of patterns and non-patterns and begins to reproduce them with at least two elements (e.g., red/blue, red/blue versus a non-pattern like a rainbow) I.C.1 Demonstrates increasing motor control and balance

5. Turkey Pokey: (Sung to “Hokey Pokey”) Directions:

1. Discuss with children the parts of a turkey and their relation to their body parts:
Wings = Arms Drumstick = Legs Tail feathers = Bottom Waddle = Under chin

2. Explain that the “Turkey Pokey” is done like the “Hokey Pokey” except

turkey body parts will be used instead of human body parts.

III.B.b.1 Interacts with and develops positive relationship with peers IV.A.1 Increases knowledge through listening IV.E.2 Initiates, asks questions, and responds to adults and peers in a variety of settings V.A.a.1 Demonstrates understanding of one-to-one correspondence V.A.e.1 Shows understanding of spatial relationships and uses position words (e.g., above, below, next to, beside, on top of, inside, outside) V.D.c.1 Explores creative movement and dance

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Outdoor Experiences Theme: Thanksgiving

1. “Chicken, Chicken, Turkey”: Directions:

1. In this game, students sit down in a circle facing each other. 2. One person is "it" and walks around the circle. As they walk around, they tap people's heads and say whether they are a "chicken" or a "turkey".
3. Once someone is the "turkey" they get up and try to chase "it" around the circle. The goal is to tap that person before they are able sit

down in the "turkey’s" spot.

4. If the turkey is not able to do this, they become "it" for the next round and play continues.
5. If they do tap the "it" person, the person tagged has to sit in the center of the circle.

6. Then the turkey becomes “it” for the next round.

7. The person in the middle can't leave until another person is tagged and they are replaced.

I.A.9 Participates in physical fitness activities I.C.1 Demonstrates increasing motor control and balance III.B.b.1 Interacts with and develops positive relationship with peers IV.B.1 Speech is understood by both a familiar and an unfamiliar peer or adult V.A.e.1 Shows understanding of spatial relationships and uses position words (e.g., above, below, next to, beside, on top of, inside, outside)

2. Pin the Feather on the Turkey:

Materials: Large poster board, markers, construction paper, tape, scissors, bandanna.

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Directions:

1. Draw a large turkey without tail feathers on poster board (or mount a large turkey cutout with feathers removed).
2. Hang it on a wall or fence. 3. Draw feathers on colored construction paper (on for each student). 4. Write student names on each feather (or have them do this). 5. Place a piece of tape on each feather. 6. Blindfold one child at a time using the bandanna. 7. Ask the blindfolded student to twirl around three times and then point them in the direction of the turkey.
8. Once everyone has pinned their feather on the turkey, discuss the position of each feather (closest, next to, under, above, farthest, etc.).

I.D.2 Uses eye-hand coordination to perform fine motor tasks II.A.1 Shows curiosity and is eager to learn new things and have new experiences IV.A.1 Increases knowledge through listening IV.A.2 Follows multi-step directions

V.A.e.2 Describes relative position from different perspectives (e.g., “I am on top of the climber and you are below me.”)

III.A.b.1 Follows simple rules, agreements, and familiar routines with teacher support

3. Turkey Hide & Seek: Materials: none needed Directions:

1. Play just like Hide and Seek. 2. Have all but one or two of your students (turkeys) hide and let the other children (farmers) seek.
3. Designate an area (pen) for the farmers to keep the turkeys once they are found.
4. Once they have all been found, discuss where the turkeys were hiding

(under the slide, behind the trash can, beside the building, etc.) also discuss who was found first, second, third, etc.

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I.A.9 Participates in physical fitness activities I.C.1 Demonstrates increasing motor control and balance II.B.1 Attends to tasks for a brief period and seeks help when needed III.B.b.1 Interacts with and develops positive relationship with peers V.A.a.6 Shows understanding of and uses appropriate terms to describe ordinal positions

4. Turkey Bowling:

Materials: 8-12 two liter bottles each filled with 2 inches of sand, turkey cutouts to attach to each bottle or paint bottles and add feathers to each, various sizes of playground balls.

Directions:

1. Students take turns using a playground ball to knock down the

“turkeys”.

2. Encourage students to experiment with different sized balls and

discuss observations and results (“What happened when you used the smaller ball?” “Why do you think that happened?” “Which ball will you use next time?” “What do you think will happen?”