Stories and Rhymes

Theme

5 Stories and Rhymes

Week 1 Nursery Rhymes Dear Family, Week 2 Traditional Tales During the next four weeks, we will be discovering stories in many Week 3 Folktales forms and formats. Children will explore traditional and modern Week 4 Ballads and Fables rhymes; stories delivered through poetry, chants, and ballads; and stories from many cultures. Sometimes children will sing the Our character education stories. Sometimes they will role-play the stories, making the focus will be on developing the concepts of commitment characters come alive through their actions. Sometimes they will and loyalty. change familiar stories to create their own. Prepare to hear reports about the wonderful characters they are meeting.

Literacy Math As we begin this theme, children will recite and learn Children will begin to collect data and organize it in many traditional nursery rhymes. Sometimes we give simple graphs. We use tally marks to keep track of them a bit of a twist like Dr. Becky Bailey has done our data. You will also hear your child using ordinal with “Wonderful Woman.” This poem is a new version numbers (first, second, third) to indicate order. Help of the traditional poem “There Was an Old Woman your child practice at home with a simple sorting Who Lived in a Shoe.” Learn this one and enjoy reciting activity. Make an observation. For example, say: The it with your child. glass of milk is bigger than the salt shaker. Ask your child to identify something else that is bigger than Wonderful Woman the salt shaker. Continue and then switch to smaller by Becky Bailey objects. Say: My carrot stick is smaller than the salt shaker. Physically sort the objects into two groups A wonderful woman lived in a shoe or keep a tally mark count. Repeat the activity with (hold hands) She had so many children other comparing words, such as longer and shorter, (“Lead” partner turns other partner’s hands thicker and thinner, heavier and lighter. over palms up) She knew exactly what to do. (“Lead” touches each finger of partner’s hand) She held them. She rocked them, Notes (“Lead” closes partner’s hand in a fist and rocks it gently) And tucked them in bed. “I love, I love you,” is what she said.

FSPK_Letters_English.indd 34 6/7/11 8:12 AM re eac ts A T her en s T ar o P o Theme

5 Stories and Rhymes

Literacy Outdoors Calming Strategy Read, read, read! Ask each of your family Remember the poem about the boy Teach someone how to relax and get rid members to read a favorite story. Tell yourself named Jack who jumped over the of stress using the Kite Breathing calming stories as you take a picture walk through all candlestick. Practice your jumping strategy. the books that look interesting to you. Then so that you can be nimble and quick. draw your own story. Add a few words or ask Find a safe place on a soft surface ● Pretend your hands are kites. Your arms an adult to add the words for you. (grass or sand). Place one paper cup will be the string of the kites. You will use on the ground and jump over it. Add your breath to create air for the kites. another cup and try again. How tall ● Place your right hand, palm up, in front can you make your cup tower before of your mouth, and exhale to create air. you knock it over? Math ● Move your kite (hand) up toward the left Do you know any counting rhymes and side of your body and fly your kite from stories? Here are two to get you started. Can left to right across your body. you find more? ● Inhale, and slowly lower your kite (hand). One, two, buckle my shoe. ● Three, four, shut the door. Repeat the activity with your left hand. Five, six, pick up sticks. Theme Job Seven, eight, lay them straight. Ask your family to show you photos Nine, ten, a big fat hen. and tell you true stories about One, two, three, four, five— themselves. Start a photo gallery Once I caught a fish alive. Six, seven, eight, nine, ten— by placing pictures of special family Then I let it go again. members on your refrigerator. Look Why did I let it go? at your picture collection as you Because it bit my finger so. learn each person’s special story. Which finger did it bite? This little finger on the right.

FSPK_PATT_English.indd 61 11/3/10 2:02 PM Lesson Plans for Stories and Rhymes • Cuentos y rimas - Nursery Rhymes (Week 1) Date Teacher January,08-12,2018 Ms. Mina Character Commitment, Compromiso Writer's Corner Wonderful Word culture, cultura Technology Education Loyalty, Lealtad Letter English-Aa, Bb, Cc, Dd, Ee, Ff Literacy Phonological Awareness (Rhyming) Math Counting, Whole-Part Relationship Knowledge Spanish-Aa, Bb, Cc, Dd, Ee, Ff alike, broth, crown, different, fleece, half, hare, injury, mystify part, radiant, tuffet, twinkle, whole, wounds English Vocabulary

igual, caldo, corona, diferente, lana, mitad, liebre, lesión, desconcertar, parte, radiante, banquito, brillo, entero, heridas Spanish Vocabulary

LESSON Day 1 Day 2 Day 3 Day 4 Day 5 COMPONENTS • Unite-Sing “The Nursery Rhyme • Unite-Recite the rhyme “Sana, Sana” • Unite-Sing along with "Nursery Rhyme • Unite-'Sing Nursery Rhyme Rap" (p. • Unite-Sing along with "Nursery Rap” (p. 181) tell the children this (p. 186) talk about how this is a rhyme Rap" (p. 181) or nursery rhymes on the 181) or songs from the Nursery Rhyme Rap." week will be about Rhyme the first from Latin America Nursery Rhymes CD. Rhyme CD. • Calming-Encourage children to get rhyme they will talk about is Humpty • Calming-Invite children to choose a • Calming-Invite children to choose a • Calming-ITell the children that they into a crawling position and move like Dumpty calming strategy and perform it. calming strategy and perform it. are going to pretend their hands are a kitten-slink, arch, and stretch. • Calming-Invite children to choose a • Connect-Invite children to perform • Connect-Tell children there are several kites. Their arms will be the string of Encourage them to arch their back calming strategy and perform it. the movements to "Twinkle, Twinkle, nursery rhymes that use the name Mary. the kites, and they wiill use their like a cat and then release the arch so • Connect-Recite the original version Little Star" (p.178) with partners. They are going to learn a nursery rhyme breath to create air for the kites. that their tummies are almost touching of Humpty Dumpty (p. 185) and then • Morning Message-Jack and Jill went about one Mary and her lamb. Teach Demonstrate (p.40) the ground. Have them inhale on the the cooperative version (p. 171). Ask up the hill. children "Mary had a Little Lamb" (p. • Connect-Play "My School Family" (. arch and exhale on the release. Next about the difference in the rhyme. 170). • 175). Encourage children to work with have them sit back on their heels Greeting Circle Have children identify a rhyme where Morning Message-Miss Mary Mack a partner. Instruct them to change stretching their arms and shoulders. people are helpful. wears black. partners every time they hear boom, • Connect-Invite children to sing and • Morning Message-Humpty Dumpty boom, boom. • move to "Get Ready!" (p. 174) Review sat on a wall. Humpty Dumpty had a Morning Message-Kites are rising in the words and then the movements great fall. the sky. that accompany the song. Explain that the activities in the song help our brains be able to focus and concentrate. • Morning Message-Three little kittens lost their mittens.

Moving and “Stars and Stripes Forever” with “Ring around the Rosie” • “Ronda de “Miss Mary Mack” clapping game Dance with streamers to music Drop the Mitten • Deja caer el mitón musical eggs las rositas” singing game game Learning

• Analyze and produce rhyming words Mandarin Class! • Identify letter at beginning of alliterative Mandarin Class! • Analyze the rhyming words mitten phrases and kitten Centers • Identify straight lines in alphabet letters • Retell the story of the three little Literacy (Oral • Language and Literacy-Match kittens Language, objects to create rhyming pairs Centers • Library and Listening- Match pairs of • ABC-Shape M or B with play dough Centers Phonics, sounds • Language and Literacy-Sort buttons by • ABC-Match magnetic letters to Handwriting, Read • ABC-Match alphabet letters attributes letters in alphabet book Aloud) • Library and Listening-Listen to and clap • Language and Literacy-Match pairs with chant of mittens • Library and Listening-Retell “Three Little Kittens” • “Tres lindos gatitos” . LESSON Day 1 Day 2 Day 3 Day 4 Day 5 COMPONENTS “This Is the House that Jack Built” • • Work with rhyming words “Hey Diddle Diddle” • Hey mentironsín Centers “Cucú” • “Ribbit, Ribbit” (Cultural “Ésta es la casa que Juan construyó” (Nursery Rhyme • Cuentos infantiles flip • ABC-Shape letters with string or Rhymes flip book) listening story (p. 196) chart) yarn • Display the rhyme talk about how it • Used the flannel story box created to Writer's Corner-Write Jack and Jill in • Recite the rhyme • Language and Literacy-Match comes from Latin America show this tell the story journal then have the children • Explain to the children that the animals rhyming words on a globe illustrate the nursery rhyme. in the story are doing make believe • Writer's Corner-Paint Japanese • Point out that the word Cucu is a “Peter, Peter, Pumpkin Eater” • actions symbols onomatopiea word “Daniel, Daniel” (Nursery Rhyme • • Talk about how the words Moon and • Read the rhyme in both English and Cuentos infantiles flip chart) Spoon Rhyme Writer's Corner- Talk about nursery Spanish • Recite the rhyme encourage children rhymes. Write Nursery Rhymes in “ to say it with you point out that the “Little Miss Muffet” or “Arroz con leche” journal, then have the children "There Was an Old Woman” (Nursery pumpkin is Peter’s home (Nursery Rhyme • Cuentos infantiles flip illustrate their favorite one. Rhyme • Cuentos infantiles flip chart) • Point out that shell and well rhyme chart) • Display the rhyme along with have the children make a list of words • Display the rhyme along with vocabulary cards that also rhyme with well vocabulary cards •Read the Rhyme "Sweet mother who • Compare the story “This is the house • Talk about a tuffet use other words to lived in a shoe" that Jack built” talk about the decribe a tuffet • Display the rhyme along with differences in the two homes in the • Read "Food Nursey Story Folder to vocabulary cards compare the 2 story compare other rhymes about food stories Phonic-“Egg Letters” Have the children wall eggs fall off the wall like Phonic-Phonic book Phonic- Phonic book Humpty Dumpty have the children match the upper and lower case letter as they fall out of the cracked eggs H.W.O.T- work in "My First School Book"

• Creativity Station-Use stencils to • Creativity Station-Discuss safety and • Creativity Station-Paint with black • Creativity Station-Make kites • Creativity Station-Trace hands and draw an egg shape make a poster tempera paint or draw with white chalk • Pretend and Learn-Test the wind design mittens • Pretend and Learn-Build a wall with • Pretend and Learn-Pretend to treat on black construction paper direction outside using bubbles • Pretend and Learn-Discuss the role Weekly Learning blocks and explore items that balance injuries with brown paper strips • Pretend and Learn-Discuss the • Science-Set up a kite stand to sell of mittens and hold ice cubes with and Centers • Science-Balance a plastic egg on a • Science-Place a pretend first-aid kit elephant that jumped the fence and kites without them wall built from blocks in the center and pretend to bandage provide items to toss in the air and watch • Science-Provide mittens to match wounds drop • Science-Provide black clothing for children to explore • Work in math book. • Work in math book. Science Science Chef-It-Up! Centers • Practice counting • Recognize wholes are collections of • Creativity Station-Divide dough • Introduce parts and wholes parts Centers shapes into a specific number of • Use pattern blocks to help solve a • Creativity Station-Make a two-color pieces Centers problem part-to-whole wheel Math and Science • Science-Sort items by those that • Sensory Table-Count squirts needed • Science-Mix yellow and red food break and those that do not to fill a container Centers coloring Math- Continue to work on numbers 0 • Math-Cut a string into two equal- • Creativity Station-Make handprint to 10(Focus numbers 6-8) sized pieces. mittens Math-Continue to work on numbers 0 Math-Have the children use counting to 10(Focus numbers 9-10) blocks to orders groups 0 to 10

PATHS- Play the game "Sticking to PATHS- Discuss the feeling jealous Manners- Greetings review with the "Loyalty- Display the vocabulary word Kreme TV Show time! our Friends read the story "Twiggles special day" children how they would greet a VIP Loyaty read "Old Henry and talk about Character talk about how we should all play if the heighboors in the story were Education together and not be jealous of each loyual to Henry other

• Reflecting on the day • Reflecting on the day • Reflecting on the day • Reflecting on the day • Reflecting on the day Closing Circle • Check on Commitments • Check on Commitments • Check on Commitments • Check on Commitments • Check on Commitments • Kindness Tree • Kindness Tree • Kindness Tree • Kindness Tree • Kindness Tree • Family Connection • Family Connection • Family Connection • Family Connection • Family Connection LESSON Day 1 Day 2 Day 3 Day 4 Day 5 COMPONENTS • Play Please Don’t Let the Ball Fall • • Provide first-aid props. Turn bicycles • Encourage children to Jump the Fence • Invite children to fly the kites made in • Play Find the Mitten • Busquen el No dejen que la pelota caiga (p. 193). into emergency vehicles. • Saltar la cerca (p. 193). the Creativity Station. mitón (p. 193). Outdoor Learning

• Demonstrates empathy and caring •Is able to increase or decrease • Increasingly interacts and • Increasingly interacts and • Assumes various roles and for others intensity of emotions more communicates with peers to initiate communicates with peers to initiate responsibilities as part of a classroom • Produces a word that rhymes with a consistently, although adult guidance pretend-play scenarios that share a pretend-play scenarios that share a community given word is sometimes necessary common plan and goal common plan and goal • Increasingly interacts and communicates with peers to initiate pretend-play scenarios • Responds to different musical styles • Practices good habits of personal • Responds to different musical styles • Begins to understand difference and that share a common plan and goal Learning Goals through movement and play health and hygiene through movement and play connection between feelings and • Creates or recreates stories, moods, or • Uses information learned from books • Participates in classroom music • Produces a word that rhymes with a behaviors experiences through dramatic by describing, relating, categorizing, activities given word representations or comparing and contrasting How to Make Take-Home Storybooks

1. Locate the take-home storybook on the Family Connections CD. The first page of the file on the CD is the optional cover. When you have printed the cover, cut the page lengthwise and discard the directions. 2. The next two pages of the file on the CD are the eight pages of the story. If your printer allows you to print two-sided, do just that. If you can only print one-sided, print the two pages. 3. Reproduce the story on one two-sided page. If you printed on two pages from the CD, select the option on your copy machine that allows you to output one two-sided copy from two one-sided pages. 4. Cut the pages in half lengthwise and fold in half (hamburger fold) aligning the pages in numerical order. 5. Lay the cover behind the folded inside pages and staple.

6 3

4 5

1 8

4 5

6 3

2 7 Kite Breathing Kite Breathing © Becky Bailey © Becky Bailey

This is a calming activity that your child has learned This is a calming activity that your child has learned at school. When children feel upset, it is helpful for at school. When children feel upset, it is helpful for them to have a repertoire of strategies for calming them to have a repertoire of strategies for calming down and developing self-control. If your child down and developing self-control. If your child becomes upset, you may want to suggest using becomes upset, you may want to suggest using the strategy. the strategy.

●● Pretend your hands are kites. ●● Pretend your hands are kites.

●● Place your right hand (palm up) in front of ●● Place your right hand (palm up) in front of your mouth and exhale to create air. your mouth and exhale to create air.

●● Move your kite (hand) up toward the left ●● Move your kite (hand) up toward the left side of your body, and fly your kite from left side of your body, and fly your kite from left to right across your body. to right across your body.

●● Now inhale and slowly lower your kite ●● Now inhale and slowly lower your kite (hand). (hand).

●● Repeat the activity with your left hand. ●● Repeat the activity with your left hand.

Kite Breathing Kite Breathing © Becky Bailey © Becky Bailey

●● Pretend your hands are kites. ●● Pretend your hands are kites.

●● Place your right hand (palm up) in front of ●● Place your right hand (palm up) in front of your mouth and exhale to create air. your mouth and exhale to create air.

●● Now inhale and slowly lower your kite ●● Now inhale and slowly lower your kite (hand). (hand).

●● Repeat the activity with your left hand. ●● Repeat the activity with your left hand.

©2010 Frog Street Press, Inc. Family Connections CD Kite Breathing Lesson Plans for Stories and Rhymes • CentOS y rimes - Traditional Tales (Week 2) Date Teacher Jan,15-19,2018 Ms.Mina Character Commitment, Compromise Reading Buddy; Sounds and Rhymes Wonderful Word traditional, traditional Technology Education Loyalty, Leal tad X.A.1. X.A.2. III.B.6. III.A.1. Letter English-Gg, Hu, Ii, JJSF, Ki, All Literacy Comprehension and Dramatic Expression Math Measurement, Ordering by Attributes Knowledge Spanish-Gg, Hu, Ii, JJSF, Ki, All audience, barnyard, carnivore, dress rehearsal, durable, factual, fictional, greedy, longest, original, porridge, shortest, survey, traditional, trowel, version English Vocabulary

audience, corral, carnívoro, ensayo general, durable, objetivo, ficticio, glotón, el más largo, original, avena, el más corto, encuesta, tradicional, paleta, versión Spanish Vocabulary

LESSON Day 1 Day 2 Day 3 Day 4 Day 5 COMPONENTS • Building community : Sing "Three • Building community : Sing Three • Building community : Through the • Building community :Sing " Caring • Building community : Sing : I'm a Bears'Rap " (p.179) Piggs (p.181) Woods (p.183) Friends " ( p.174 ) Little Acron Brown " (p.180) • Morning Message : The three bears • Morning Message : Who huffs and • Morning Message : " Little Red sat • Morning Message : " Littlle rRed Hen • Morning Message:" Henny Penny sat on chairs . puffs and blows houses down ? on the high bed . count to ten " and Goosy Loosey went to find the " Huff and Puff calming strategy " Invite children to choose a calming Invite children to choose a calming king " Greeting Circle " Kite breathing strategy " Connect " Here Is the Beehive " ( p.168) strategy and implement it . strategy and implement . ask children to pick a calming strategy Time: (p.170) Connect : Invite children to participate Connect : Play " I Wish You Well " Connect : " People to People " ( . Commit: Implement the safe keeper in " Three Nice Mice " (p.175) (p.175) p.177) Commit: Implement the safe keeper ritual. Commit: Implement the safe keeper Commit: Implement the safe keeper Commit: Implement the safe keeper ritual. ritual. ritual. ritual.

Invite children to participate in a walk “One Pink Piglet” action song What Time Is It, Mr. Wolf? Game “New Chicken Dance” “Henny Penny” • “La gallina Tina” Moving and on Walk-on Nursery Rhyme (p .191) (p.195) ( p.194 ) dance Learning Time: Three Bears’ Rap “Three Billy Goats Gruff” • Little Red “Little Red Hen” story folder “Henny Penny” Tina” story folder • Describe setting (Developmental Storybook ) • Discuss wolves • Describe the setting • Identify rhyme in character names • Compares Papa Bear and Baby Bear • Discuss character motivation • Identify factual and fictional • Consider Little Red Hen’s decision to • Discuss story problems • Think of alternative endings information eat alone Read-Aloud “The Three Bears” • story folder “The Gingerbread Boy” • “El story Time: • Compare two versions of the same “The Three Pigs” “The Boy Who Cried Wolf” listening “Little Red” story folder folder story (Developmental Storybook ) story • Compare characters • Discuss fox’s trick • Discuss attributes of building • Listen for the word wolf in a story • Describe how Little Red uses her • Compare Foxy Loxy to this fox materials • Identify lesson (moral) senses • Consider characters’ commitments

• Fine Motor-Invite children to spoon • Fine Motor-Play pick-up sticks (Pig • Fine Motor-Challenge children to tie • Fine Motor-Invite children to pretend • Fine Motor-Have children take their porridge (ice-cream salt) from a pot Two’s house) up a stuffed animal wolf with ribbons they are rolling dough for bread shoes off and try to pick up acorns or into • Pretend and Learn-Invite children to • Pretend and Learn-Pretend that Little • Pretend and Learn-Invite children to marbles with their toes Weekly Learning small, medium, and large bowls pretend they live with the troll Red is carrying a basket of magnetic plant and harvest wheat • Pretend and Learn-Invite children to Centers • Pretend and Learn-Make Alphabet • Construction-Build a home that the letters to her Grandmother’s home • Construction-Build a farm make acorn soup Time: Soup for Little Miss Muffet using the wolf can’t blow down • Construction-Build a jail cell for the • Construction-Reenact the story of magnetic letters . wolf Henny Penny using plastic farm animals

• Reenact the story of the three bears Mandarin Class! • Compare two versions of Little Red Mandarin Class! H.W.O.T- Work with Wooden Letters. with emphasis on sound effects Riding Hood • Analyze rhyming character names H.W.O.T- work in our journals. • Determine most significant H.W.O.T- Practicing writing our names • Create sound effects for retelling of properly. Centers differences the story Centers Literacy • Pretend and Learn-Dress up as three bears and Goldilocks Centers • ABC-Find alphabet letters in Centers Learning Centers • Language and Literacy-Retell the • Creativity Station-Sequence story character names • Writer's Corner-Copy character Time: story events • Creativity Station-Create a new story names • ABC-Match magnetic letters to letter • Language and Literacy-Create a new character • Creativity Story-Paint a story setting cards version of a story Phonics Work Book Phonics Work Book Phonics work Book Write the word barnyard Write the word greedy LESSON Day 1 Day 2 Day 3 Day 4 Day 5 COMPONENTS Work in math book. Work in Math book. Science Science Chef-It-Up! • Match character voices to xylophone • Play a matching and counting game • Sort objects and explain categories • Observe and test attributes of pitches • Tally results to a survey question • Order Anglegs by size different paper squares • Order balls from softest to hardest about Little Red Hen Math and Science Centers Centers Centers Centers • Library and Listening-Graphically • Creativity Station-Blow paint with Learning Centers • Science-Mix and compare colors • Writer's Corner-Create a picture represent pitch on xylophone straws Time: • Math-Measure and compare the rolls graph • Math-Play Shortest Straw game • Science-Test force needed to blow of different balls • Math-Make predictions, order cube over cube towers towers of different heights

PAHTS : Lesson 20 (p. 5 - 2 ) PATHS : Playing Together Manners: Meating and greeting Virtue : Have children learn about Kreme TV Show Time! Sharing and Caring Fill a small bags with item such as Cutting with knife loyalty . Teach them learn how to be Use turdle and hedgehog read the stickers , treats and small toys . Have Holding cookie or crackers and the loyal to family , friends ,school and Character dialogue , use Twiggle and Henritta 's each child come up to the front of the silverware correctly country . puppets class with a partner . Together , the Education children pick a bag and share the contents with each other .

• Encourage children to play with • Invite children to play Mr. Troll, May • Encourage children to play What • Vary the game of Duck, Duck, • Invite children to play a traditional small, I? • Sr. Duende, ¿puedo…? (p. 193) Time Is It, Mr. Wolf? • ¿Sr. Lobo, qué Goose • Pato, pato, ganso by Mexican game, La gallinita ciega • medium, and large balls hora es? (p. 194) changing the goose to a hen—Duck, The Outdoor Learning Duck, Hen • Pato, pato, gallina (p. Blind Hen (p. 193) 193)

• I.C.6. Demonstrates empathy and • Is aware of where own body is in •Demonstrates empathy and caring for • Begins to have meaningful friends • Shows competence in initiating caring for others space, respects personal boundaries others • Participates in classroom music social interactions • Provides appropriate information for • Demonstrates receptive vocabulary • Produces a word that rhymes with a activities • Participates in classroom music various situations (three to four thousand words) given word • Names at least 20 upper- and at activities • Shows interest in books • Retells or reenacts a story after it is • Names at least 20 upper- and at least 20 lowercase letters • Uses information learned from books by • Uses information learned from books by read aloud least 20 lowercase letters • Uses a wide variety of words to label describing, relating, categorizing, orcomparing and contrasting describing, relating,categorizing, • Uses information learned from books • Uses a wide variety of words to label and describe people, places, things, Learning Goals • Asks and answers appropriate questions or comparing and contrasting by describing, relating, categorizing, and describe people, places, things, and actions • Uses category labels to understand how about the book or comparing and contrasting and actions words and objects relate to each other • Retells or reenacts a story after it is read • Shows understanding by responding aloud appropriate Important Message

Quick Wheat Bread Makes 16 half-slice servings

Ingredients 2 3/4 cups flour 2 3/4 cups whole wheat flour 2 T yeast 2 T sugar 1 T salt 2 cups hot water

Mix four cups of flour with yeast, sugar, and salt. Pour in water. Mix three minutes. Stir in remaining flour until not sticky.

Knead eight minutes. Put in greased bowl and cover with damp towel. Let rise 15 minutes. Punch down. Divide in half and shape loaves. Cut an X in the top, brush with water.

Place on middle shelf in cold oven. Place a water pan on lowest shelf. Turn to 400 degrees. Bake 40-50 minutes.

Take Home Notes.indd 13 1/13/11 3:48 PM Lesson Plans for Stories and Rhymes • Cuentos y rimas - Fairytales (Week 3) Date Teacher Jan, 22-26,2,2018 Ms. Mina Character Commitment, Compromiso Words, Words, Words; Extra Reading Buddy Wonderful Word magic, mágico Technology Education Loyalty, Lealtad X.A.1. X.A.2. III.A.1. II.D.1.

Letter English-Mm, Nn, Oo, Pp, Qq, Rr Literacy Phonological Awareness—rhyming words Math Number and Operation Knowledge Span.-Mm, Nn, Ññ, Oo, Pp, Qq, Rr add, castle, celebration, commitment, customers fairy tale, fewer, leather, magic, mattress, more, palace, pantomime, princess, purchase, setting, summoned, take English Vocabulary away sumar, castillo, celebración, compromiso, clientes, cuentos de hadas, menos, cuero, mágico, colchón, más , palacio, pantomima, princesa, compra, escenario, Spanish Vocabulary convocado, quitar LESSON Day 1 Day 2 Day 3 Day 4 Day 5 COMPONENTS Unite- Sing "Five Little Speckled Unite- Teach the children to sing "A Unite- Teach the children "Dragon Unite- Sing "Are you sleeping?" (p Unite- Sing "This Little Elf" (p179). Frogs" (p 181). Tell the children that Stomping Giant" (p 178). Ask children Chase" (p 193). Tell the children that 178). Tell the children that today's Ask children what they know about today they will hear a story about a what they remember about "Jack and today they will review what they have fairytale is about the sleepy elves. Point out that elves are often prince who was turned into a frog. the Beanstalk" from their study of learned about giants and dragons and princess who sleeps on 20 portrayed as helpful. Disengage the stress- Demonstrate giants learn about more fairytales. mattresses. Disengage the stress- Review and then invite the children to swim Disengage the stress- Encourage Disengage the stress- Encourage Disengage the stress- Tell the "Wonderful Woman" (172). Repeat so like frogs in slow motion. As they children to breathe like a giant. Inhale children to demonstrate how a dragon children that in honor of the sleepy the other partner may lead move their arms from in front of their a big gulp of air and slowly exhale the might stretch when he wakes up in the princess they will hear about today, Connect- Explain that in the story bodies to besides their bodies, have big gulp of air. take several giant morning. Demonstrate inhaling and they are going to breathe like a today they will hear about some elves them lift their head and inhale. When breaths. Connect- exhaling as a dragon would if he were sleeping prince or princess. Have that are helpful. We help each other they bring their arms back in front of Review the words and actions to trying to blow flames across the room. them lie down on the floor and every day in our classroom. Celebrate them, have them slowly exhale. "Jack Be Noodle" (p170). Ask children Connect- Use Fanny Frog to help inhale slowly and exhale fully. being helpful by singing "That was Connect- Ask children about their to find a partner. Repeat three times, implement the absent child ritual and Encourage this slow breathing for a helpful" (176). Commit- experience teaching family members focusing on different body parts. the welcome back ritual. full minute. Connect- Absent Implement the safe keeper ritual and the animal greeting. Challenge Switch roles so everyone gets a turn Commit- Implement the safe keeper child ritual and the welcome back the daily commitment ritual. Greeting Circle children to work with a partner to creat to do the actions. Mention that the boy ritual and the daily commitment ritual. ritual. Introduce "Wee Willie Morning Message- "Can an elf make Time: a frog greeting using safe touches and in this rhyme has the same name as Morning Message- "Once upon a Winkle" (p 171). Teach the words a shoe? " Say the morning message making eye contact. the boy in a story we will hear today time in Dragon Land dragons ruled. " first and then demonstrate the and have children produce words that Commit-Implement the safe keeper Commit- Implement the safe keeper Say the morning message and have actions with a partner. rhyme with shoe and make. ritual and the daily commitment ritual. ritual and the daily commitment ritual. children produce words that rhyme Commit - Implement the safe Remind the children that when they do Remind the children of the promise with time. Explain why the words keeper ritual and daily commitment the safe keeper ritual they are making the princess in yesterday's story made Dragon and Land begin with ritual. commitments to help keep the to the frog. A promise is a uppercase letters. Morning Message- "The princess classroom safe. commitment. When they make their slept on the pea ". Say the morning Morning message- "Today we will commitment today, they are making a message and have children read about a frog prince" . Say the promise to do their best. produce words that rhyme with pea. morning message and have children Morning message- "Jack climbed the produce words that rhyme with frog beanstalk more than once".

Princess Ball Roll • La bola de la Practice giant movements—walk, Create dragon and giant shadows Who’s Got the Pea? • ¿Quién tiene Boot, Boot, Shoe • Botas, botas, Moving and princesa game jump, hop el guisante? game zapato game Learning Time: The Frog Prince • El príncipe sapo The Frog Prince • El príncipe sapo “Odon, the Giant” • “Odón, el gigante" “The Princess and the Pea” • “La “The Shoemaker and the Elves” • “El • Discuss main characters • Discuss story setting listening story princesa y el guisante” story folder zapatero y los duendes” story folder • Introduce fairytale elements • Notice Frog’s actions reveal his • Discuss onomatopoeia • Identify characters in story • Identify and compare parts of shoes character • Identify onomatopoeia words • Develop vocabulary • Develop concept of consumer Read-Aloud Reagan’s Journal • El diario de Time: Reagan “Jack and the Beanstalk” • Juan y los “Kilum” • “Kilum” listening story The Frog Prince • El príncipe sapo “The Sweet Mother Who Lives in a • Develop vocabulary frijoles mágicos” story folder • Develop vocabulary • Discuss how word choice affects Shoe” • “La señora que vive en un • Discuss family celebration • Discuss story setting • Compare make-believe world to real story zapato” listening story • Compare castles in two stories world • Compare princesses • Compare nursery rhymes II.D.5., III.D.2., IV.D.1. II.D.5., II.C.2., III.D.3. VII.B.2., II.D.4., III.D.3. II.D.1., III.D.2., III.D.3. II.D.1., III.D.1., III.D.2. LESSON Day 1 Day 2 Day 3 Day 4 Day 5 COMPONENTS • Construction-Build small bed for the • Construction-Construct a cage for • Construction-Design and build a • Construction-Build a bed for the • Construction-Build a bench for the frog so he doesn’t have to sleep on the golden goose maze for Bunny Foo Foo’s mice princess so she doesn’t have to shoemaker Weekly Learning the princess’s pillow • Fine Motor-Play Is the Giant Asleep? • Fine Motor-Challenge children to sleep on so many mattresses • Fine Motor-Encourage children to Centers • Fine Motor-Encourage children to • ¿Está dormido el gigante? stack the giant’s gold coins (pennies) • Fine Motor-Explore pebbles in lace shoes sort frogs by size • Creativity Station-Provide green • Creativity Station-Show them how to socks • Creativity Station-Invite children to Time: • Creativity Station-Invite children to paint and invite children to paint make mice from their fingerprints • Creativity Station-Create pebble design a pair of shoes design a new ball for the princess beanstalks prints • Identify fairytale elements in story Mandarin • Compare fairytales Mandarin • Think about how shoes protect feet • Identify rhyming words Writer's corner- write princess • Identify real and make-believe Writer's corner- write the word • Categorize shoes by use and and/or prince elements in the story castle. Have them design their material used in making them Centers own castle • ABC-Sort words by ending letter Centers Centers • Library and Listening-Listen to a • ABC-Copy the word dragon • Pretend and Learn-Sort and display Literacy story • Library and Listening-Listen to story shoes in store Learning Centers • Sensory Table-Retrieve magnetic • Language and Literacy-Retell story • Creativity Station-Draw a picture letters and match to letter cards with sound effects of a shoe house, write the word Time: Writer's corner- write the word Work in Phonics shoe fairytales. Discuss favorite fairytale. • Language and Literacy-Retell story Work in Phonics with story props Work in Phonics

Math book Math book Science Science Chef-It-Up! • Introduce addition and subtraction • Estimate number of cubes in a grab • Science-Use mirrors to make with concrete models • Organize data in two-column chart reflecting patterns Centers Math and Science • Play Catch and Compare • Atrapa y • Sensory Table-Use play dough Learning Centers Centers Centers compara and pebbles for counting game • Math-Match frog counters to dot • Science-Plant bean seeds • Science-Compare “covering” Time: cube numbers • Gross Motor Area-Toss beanbags Centers attributes of different materials • Gross Motor Area-Roll dot cube to and score throws • Pretend and Learn-Match scooped move along a path cotton balls to dot card PATH- Have the children add PATH- Have the children add Manners Reivew the Rules of Loyalty- Give the children story Kreme VT Show Time! compliments to their compliments compliments to their compliments Introduction examples have them decide if the PATHS journal journal children in the stories are loyal

• Teach the children how to play Leap • Play Grab the Goose • Atrapa el • Invite children to play Duck, Duck, • Draw a hopscotch grid. • Provide chalk and invite children to Frog • Salta la rana or set them up to ganso (p.193) Goose • Pato, pato, ganso (p. 193) Encourage children to use the trace around their shoe do Frog Jumps • Salta la rana (p. princess’s pea (a pebble) as a Outdoor Learning 193). marker

• I.A.1. Is aware of where own body is • I.C.2. Assumes various roles and • I.A.1. Is aware of where own body is • I.B.2.c. Is able to increase or • I.C.4. Increasingly interacts and in space; respects personal responsibilities as part of a classroom in space; respects personal decrease intensity of emotions communicates with peers to initiate boundaries community boundaries more consistently, although adult pretend-play scenarios that share a • I.C.3. Shows competence in initiating • IX.A.2. Coordinates sequence of • I.C.4. Increasingly interacts and guidance is sometimes necessary common plan and goal social interactions movements to perform tasks communicates with peers to initiate • I.C.6. Demonstrates empathy and • I.C.2. Assumes various roles and • IX.A.2. Coordinates sequence of • III. B.3. Deletes a word from a pretend-play scenarios that share a caring for others responsibilities as part of a classroom movements to perform tasks compound word common plan and goal • III.B.6. Produces a word that community • II.D.1. Uses a wide variety of words • II.D.5. Uses category labels to • VI.A.4. Investigates and describes rhymes • III.C.1. Names at least 20 upper- and Learning Goals to label and describe people, places, understand how words and objects sources of energy including light, heat, with a given word at least 20 lowercase letters things, and actions relate to each other and electricity • II.D.1. Uses a wide variety of • VII.B.2. Participates in activities to • III.D.2. Uses information learned • III.D.2. Uses information learned • II.D.5. Uses category labels to words to label and describe people, help them become aware of what it from books by describing, relating, from books by describing, relating, understand how words and objects places, things, and actions means to be a consumer categorizing, or comparing and categorizing, or comparing and relate to each other • III.D.1. Retells or reenacts a story • II.D.4. Uses a large speaking contrasting contrasting • II.C.2. Perceives differences after it is read aloud vocabulary, adding several new words between similar-sounding words daily Wonderful Woman Wonderful Woman © Becky Bailey © Becky Bailey

This is a ritual you might want to use as you tuck This is a ritual you might want to use as you tuck your child into bed. It is one of Becky Bailey’s I Love your child into bed. It is one of Becky Bailey’s I Love You Rituals. You Rituals. A wonderful woman lived in a shoe A wonderful woman lived in a shoe (Hold hands.) (Hold hands.) She had so many children She had so many children (Lead turns partner’s hands over palms up.) (Lead turns partner’s hands over palms up.) She knew exactly what to do. She knew exactly what to do. (Lead touches each finger of partner’s hand.) (Lead touches each finger of partner’s hand.) She held them. She rocked them, She held them. She rocked them, (Lead closes partner’s hand in a fist and rocks (Lead closes partner’s hand in a fist and rocks it gently.) it gently.) And tucked them in bed. And tucked them in bed. “I love, I love you.” is what she said. “I love, I love you.” is what she said. (Lead hugs partner.) (Lead hugs partner.)

©2010 Frog Street Press, Inc. Family Connections CD Wonderful Woman Lesson Plans for Stories and Rhymes - Ballads, Folktales and Fables (Week 4) Date Teacher Jan,29toFeb,02,2018 Ms.Mina Character Commitment, Compromiso ABC and XYZ; Math-Compare It Wonderful Word exaggerate, exagerar Technology Education Loyalty, Lealtad

Letter Eng-Ss, Tt, Uu, Vv, Ww, Xx, Yy, Zz Literacy Problem Solving, Oral Language Math Ordinal Numbers Knowledge Spn-Ss, Tt, Uu, Vv, Ww, Xx, Yy, Zz after, ballad, before, brisk, cause, effect, exaggerate, fable, folktale, lasso, lumberjack, moral, Mr., organizer, second, tall tale, third, weather vane English Vocabulary

después, balada, antes, paso ligero, causa, efecto, exagerar, fábula, cuento folclórico, lazo, leñador, moral, señor, organizado, segundo, cuento increíble, tercero, Spanish Vocabulary veleta LESSON Day 1 Day 2 Day 3 Day 4 Day 5 COMPONENTS • Building community- Sing the song • Building community- Tell children • Building community- Teach • Building community- Teach • Building community- Teach "Frog Went a Court'in" (p.182) talk that today's story is a Latin American children the song "There Was an Old children "Three Tricky Turtles" (p183) children "Johnny Appleseed" (p180) about how this song is a ballad ballad called "El Senor don Gato." Lady Who Swallowed a Fly" (p. 184) Tell children they will hear two stories Explain that Johnny Appleseed is a • Calming Strategy-Tell children that "The Ballad of Sir Cat" (p.192) Explain Explain that this song is also a story today about turtles. In both stories the character from a tall tale. Tall tales are Frog and Miss Mousie need some that this is a humorous ballad about a which means it can be considered a turtles are tricky. exaggerated stories. Some tall tales help blowing balloons up for their cat that falls from a roof and dies, but ballad. • Calming Stategy-Implement Bunny are based on people who really lived; wedding. Invite children to practice is miraculously revived by the smell of • Calming Strategy-Invite children to Breathing. (p168) Remind children others are about fictional characters. Balloon. (p. 168) fish-a dinner no cat can resist. do Belly Breathing. On their inhale, that a rabbit is one of the main Johnny Appleseed really lived, but he • Connect-Ask children to share • Calming Strategy-Teach children challenge them to extend their bellies characters in the stories today. didn't do all of the things people say experiences teaching their family Cat's Meow. (p. 168) calming strategy. to match the size of what they imagine • Connect-Invite children to sing along he did. He planted apple seeds apple members "Wonderful Woman" Demonstrate getting down on all fours the old woman's belly was when she and move with "Caring Friends" seeds all over the country, but •Morning Message- Frog asked Miss like a cat. Lower your head. Take a swallowed the cat. (p174) Remind children that caring probably not as many as people say. Mousie to be his bride. big deep breath. Slowly exhale while • Connect-The old woman swallowed friends show loyalty to one another by • Calming Strategy- Invite children to lifting your head and meowing like a eight animals. Let's use safe touches keeping eachother safe. Caring do Apple Picker stretches. Greeting Circle cat and arching your back. Repeat and eye contact to extend pinky hugs friends follow through on their Demonstrate reaching your left hand several times. to eight friends. commitments. One of our stories up to the right side of your body as if • Connect-Play "Todos juntos" "All • Morning Message-There was an old today is filled with loyal friends. picking apples from a tree and then Together" (p. 173) Demonstrate the woman who swallowed a fly. • Morning Message- Will the tortoise bend down and put the apple in a actions as children sing along. Point win the race? pretend basket. Do the same with the out that the song is in English and left side. Have children inhale as they Spanish just like the ballad they are reach for the apple and exhale as they learning about today . Sing the song in place the apple in the basket. both languages. • Connect- Review "On your Face" •Morning Message-Which words (p172) rhyme with cat? • Morning Message- Which story is your favorite tall tale?

Moving and “Five Speckled Frogs” (p181) • “Cinco Musical Cat and Fish • Gato y pez Itsy Bitsy Spider dance Move like story animals Act out exaggerations ranitas moteadas” and “Shubert‟s musical game Learning Shuffle” (p173) • “El baile de Shubert” LESSON Day 1 Day 2 Day 3 Day 4 Day 5 COMPONENTS • Identify rhyming story words Mandarin • Identify the beginning, middle, and Mandarin • As a class, write a tall tale • Add to story with new rhymes H.W.O.T- work in journals end of a story • Writer's Corner-Copy letters and • Writer's Corner-Write letters to story • Use a cause-effect organizer to words Centers Centers character show story events • Creativity Station-Illustrate part of • Language and Literacy-Sequence Centers story story cards • Math-Sequence story events • Gross Motor Area-Pretend to grease • Library and Listening-Listen to story • Language and Literacy-Sort rhyming a giant skillet “Frog Went a Courtin„ ” • “Sapito se word cards • Fine Motor-Locate flannel shirts in Literacy (Oral fue a casar un buen día” listening • Library and Listening-Listen to story catalog story• Sequence the story events “Groundhog‟s Dance” • “El baile de la “Paul Bunyan” listening story Language, • Identify story events as fiction and marmota” listening story • Introduce tall tale as a genre Phonics, could happen • Introduce folktale as a genre • Identify exaggerations in story The Rooster Who Went to His Uncle‟s • Role-play story with chant Handwriting, Read Wedding • El gallo que fue a la boda “Pecos Bill” listening story Aloud) de su tío “The Chihuahua and the Leopard” • • Enrich vocabulary • Develop vocabulary “El perrito Chichuahua y el leopardo” • Compare Pecos Bill to modern • Chart cause-and-effectrelationships story folder superheroes Phonics- phonic book • Develop vocabulary Phonics-phonic book • Writer's Corner-Design a wedding • Discuss the moral of the story • Writer's Corner-Make a numbered invitation guest book Phonics- phonic book • Writer's Corner-Practice writing . words on the board with chalk

• Pretend and Learn-Invite children to • Pretend and Learn-Role-play the • Pretend and Learn-Make a Fly Trap • Pretend and Learn-Supply racing • Pretend and Learn-Pretend to make role-play the wedding of Frog and wedding of El Señor don Gato and his Stew clothing and gear for children to flapjacks (pancakes) Miss Mousie bride or set up a hospital to treat El • ABC-Play "catch the fly" with explore • ABC-Make play dough pancakes for Weekly Learning • ABC-Find the magnetic letters S, s Señor don Gato magnetic letters • ABC-Play Find the Letter • Busca la Paul Bunyan and imprint with Centers through Z, z in the frog pond (sensory • ABC-Go fishing for letters • Construction-Build homes for the letra magnetic letters table) • Construction-Build a new home for animals the old woman swallowed • Construction-Build a racetrack for • Construction-Build a bed for Paul • Construction-Build a home that will El Señor don Gato and his bride the tortoise and the hare race Bunyan be appropriate for a mouse and for a frog Math book Math book Science • Science Chef-it-up! • Use ordinal numbers to describe • Use ordinal numbers to label stops Use tally marks to count • Measure distances with string wedding guests along a pathway • Use chain loops to represent story • Order strings by length events Centers Math and Science Centers Centers • Math-Track order cubes are • Math-Play a game with frog counters • Sensory Table-Form numerals with Centers removed from stack play dough • Creativity Station-Make a story chain • Fine Motor-Stuff a sock with blocks • Science-Sort harmful and safe items

PATH- Sing inside/out and paly PATH- Feelings review to review Manners- Review the Five uses of a Loyalty- Talk about Citizenship and Kreme TV Show Time! Character Simon says feeling version facial features assiciated with the four Napkin what it is ti be a good citizen in the basic feelings classroom Education

• Play Leap Frog • Salta la rana (p. • Play Old Gray Cat • El viejo gato gris • Blow bubbles. Pretend that the • Invite children to participate in relay • Pretend the parachute is Paul 193) (p. 194) bubbles are flies and encourage races Bunyan‟s shirt and shake it out to dry children to catch all the bubbles so the it. Challenge children to take Paul Outdoor Learning old woman won‟t swallow them Bunyan giant steps around the perimeter of the parachute (Paul‟s shirt) LESSON Day 1 Day 2 Day 3 Day 4 Day 5 COMPONENTS • Shows initiative in independent • Is aware of where own body is in • Shows competence in initiating • Demonstrates empathy and caring • Is aware of where own body is in situations and persists in attempting to space; respects personal boundaries social interactions for others space; respects personal boundaries solve problems • Begins to understand difference and • Is aware of own feelings most of the • Shows understanding by responding • Is able to increase or decrease • Responds to different musical styles connection between feelings and time appropriately intensity of emotions more through movement and play behaviors • Names at least 20 upper- and at • Coordinates sequence of consistently, although adult guidance • Produces a word that rhymes with a • Produces a word that rhymes with a least 20 lowercase letters movements to perform tasks is sometimes necessary given word given word • Asks and answers appropriate • Uses information learned from books • Shows understanding by following Learning Goals • Demonstrates understanding of • Asks and answers appropriate questions about the book by describing, relating, categorizing, two-step oral directions, and usually terms used in the instructional questions about the book • Uses a wide variety of words to label or comparing and contrasting follows three-step directions language of the classroom • Seeks to understand print and describe people, places, things, • Demonstrates receptive vocabulary • Uses a wide variety of words to label • Uses information learned from books and actions (three to four thousand words) and describe people, places, things, by describing, relating, categorizing, or and actions comparing and contrasting • Asks and answers appropriate questions about the book