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ED 116 218 Child Language; *Creative Activities DOCUMENT RESUME ED 116 218 CS 202 419 TITLE Give Me an Idea: A Language Handbook for Teachers. Volume 1 and 2. INSTITUTION Lynnfield Public Schools, Maas. PUB DATE 67 NOTE 594p. EDRS PRICE MP-$1.08 HC- $29.8.3 Plus Postage DESCRIPTORS Child Language; *Creative Activities; *Creative Writing; Educational Games; *Educational Resources; Elementary Education; Grammar; *Language Arts; *Learning Activities; Poetry; Sentences; Teaching Guides; Writing Skills ABSTRACT The two volumes of this sourcebook are designed for elementary teachers to help encourage children's creativity. The volumes offer activities and suggestions for language arts teachers who are interested in a variety of approaches to helping children appreciate poetry; do elaborative thinking; understand generic and specific words; understand sentence patterns, sentence expansion, and sentence order; and ultimately transfer these disciplines to their own creative writing. The volutes are divided into sections which deal with grades 1-6. The activities include writing to music, descriptive writing, writing about pets, choral reading, listing similes, reading poetry, illustrating poems, and rearranging sentences. (TS) **************#,********************k******************************4c*** * Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * 'reproducibility are dften encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS) .. -EDRS is not * responsible for the quality of the original doCUment. Reproductions * * supplied by EDRS are the best that can be made from the original. * *****************************************r.*************************** U S DEPARTMENTOF HEALTH, EDUCATION i WELFARE - NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS !SEENREPRO- DUCED EXACTLY AS RECEIVEDFROM THE PERSON OR ORGANIZATIONORIGIN- ATING IT POINTS OF VIEWOR1OPINIONS STATED DO NOT NECESSARILYREPRE. SENT OFFICIAL NATIONAL INSTITUTEOF EDUCISTiON -POSITION OR POLICY Give Me an Idea A Language Handbook forTeachers Produced by The Language Summer Workshop, 1967 Volume I Participants Mollie Babcock Patricia Banks Veronica Hatch Eloise- Kenney Virginia Mitchell Nancy Santeusanio, Chairman Lynnfield Public Schools Lynnfield, Mass, 'Preface Give Me an Idea is a language handbook forteachers who are concerned with the creative impulse in children. It is the teaching of language through a variety of approaches with one general purpose: to help the teacher encourage the creativeness of children. This general purpose is achieved by giving children an opportunity: 1) to appreciate poetry 2) to do elaborative thinking through brainstorming to-understand generic and-,specific words, sentence patterns, sentence expansion, sentence order 'and ultimately, 11.) to transfer these disciplines to their own creative writing. Give Me an Idea is not linked to a basic language text. It is a sourcebook for the teacher who is truly con.7. cerned about teaching her children to think, to speak, to appreCiate and to write effectively.Vihat better tools is a teacher able to offer her children? CHORAL SF'FAX316 ALL GRADES A Choral Speaking - (Introduction) Choral speaking is essentially:group ral reading. It is often called "choralreading." Choral speaking should be anintegral part of the language program. Its chief value is that itis enjoyable. In addition to this characteristic,choral speaking: 1. Is a good technique for whole class participation (every pupil can take partsuccessfully even in the absence of specialtalent) 2. Provides ain, opportunity toteach-goo'd pronounciation and intonation. 3. Can be usedato develop'an apprecia- tion for fine literature orpoetry. - COLORS OF THINGS By L. B. Scott Use light blue flannel for flannelgraph. Light blue is for the sky. Teacher: Yellow, yellow, what is yellow? Children: The sun 4s-yellow, All: Shinirig priLht to make daylight. reacher: Blue, blue, what is blue? ChildrenC't The sky is blue All: Where clouds float high and birdies fly. Teacher: Red, red, what is red? Children: An apple is red: ripe and sweet...good to eat. Teacher: Green, green, what is green? Children: Grass is green. All: It's animal food and very good, Teacher: Purple, purple, what is purple? Children: Geapes are purple. All: / On a vine, seven, eight, nine. Teacher: Orange, oralge, what is orange? Children: Carrots are orange All: With Vitamin A, that helps us play. Teacher: Brown, brawn, what is brown? Children: A potato is brown. All: Any size: many eyes. Teacher: Black, black, what is black? Children: A crow is black. All: Let's draw a craw from beat to toe. Teacher: White, white, what is white? Children: Asheet is white, All: Cool and wide. You sleep inside. - 3 LITTLE BOY BLUE - arranged by L.B.S. All: Little Boy Blue, come blow your horn. Boy: Ho -hum! All: (loudly) The sheep are in the meadow.' Solo: The col,. are in the corn! All: Yes, where IS the little, boy who looks after the sheep? Boy; Zzzzzzzzzzzzzzzzzzz(snore) All: (Laughingly) He's under the haystack---fasta sleep' LITTLE JACK HORN ER All: Little Jack Horner. jack: That's ME. All: Sat in a corner. Jack: I did, All: Eating a Christmas pie. Jack: Yum, yuml All: He stuck in his thumb, Jack: Like this. All: And pulled out a Owns Jack: Look, look', All: And said,' Jack: What a GOOD boy am II Children may dramatite both of thesearrangements. Stick puppets can also be usedeffectively. Best of all, thesearrangementi help foster vocal variety, so that children willbecome aware of the eneffective sing-song method oftenemployed es. It IR THE WIND by Robert Louis Stevenson Teacher: I saw you toes the kites on high And blow the birds about the sky:, And all around I heard yvni pass, Like ladies' skirts across-the grass-- All: 0 wind, a-blowing all day long, 0 wind, that sings so loud a songs Teacher I saw the different things you di!d, But always you yourself you hid. I felt you pu h, I heard you call, I could,not see yourself at all- - All: 0 wind, a-blowing all day long, 0 wind, that sings so lopd a songl Teacher: 0 you that are so strong .and cold, 0 blower, are you young or old? Are you a beast of field aid tree, or just a atrongcr child than me? All: 0 utnds a-blowing all day long, 0 wind, that sings so loud a songs *If children do not have copies of thepoemsltis suggested that the teacher write the refrain on the chalkboard and point to it when the group is to respond. FOREST 'THANKSGIVING - by Solveig Paulson Russell arranged and adapted by Louise Binder Scott I am thankful for nuts. (Squirrel.) All: Said the little gray squirrel, Shaking his tail witha flip and a curl. Solo: I am thankful for lets, . (Rabbit) All: Said the rabbit so furry. Mine cover the ground ina hop and a hurry. Solo: 1 anthankful for seeds andmy shiny, bright eyes, (Chipmunk) All: Said the chipmunk blinkingand looking so wise. Solo: I an thankful for berries thatgrow everywhere, (Bear All: And for fish and for honey, Said little brown bear. Solo: I an thankful for wings: (Crow) All: Said the shiny blackcrow, Craw: And so are all other birdsthat I know. All We are thankful,we are thapkful, The forest folk sai d, As each little creature bowedits head, And each one thought how wiseindeed, Is the Fatherls care for eachsmall needl t: Use with e 9 SOME GIVE Group 1: Someone came knocking At my wee, small door; GroupV: Someone came knocking, I'm sure - sure - sure; Solo 1; I listened, I opened, Solo 2: I looked to left and right, Group 1: But nought there was astirring In the still dark night; Group 2: Only the busy beetle 7 Tap-tapping in the wall, All: Only from the forest Solo ,3: The screech-owl's calls Solo 4: Only the cricket whistling' While the dewdrops fall, All: So I know not who came knocking At all, at al 1, at all. Walter -de la Mare THE ANIMAL'S PARADE All: Boom ta boom boom ta boom. Hear the jungle druw. Boom ta boom, boom ta boom, Hear the animals come. Solo 1: -I'm Leo the Lion, stronC and proud. Solo 2: I'm Ella the Elephant, really acrowd. Yr (-:.10 3: Monty Monkey is my name. Solo h: mine is Max, and I'm quite tame. All: Boom ta boom, boom to boom,. Hear the jungle drum Boom ta boom, boom ta boom, Ta dum, dum, dum. Agnes Curren VAMM AN INDIGNANT MALE Solo 1: The way they scrub Me in the tub, Girls: I think there's Hardly any doubt All: Sometimes they'll rub and rub and rub Solo 2: Until they simply Rub me out. A. B. Ross 10 - HAVE YOU WATCHED THE FAIRIES Leader: Have you watched the fairies whenthe rain is done Spreading out their little wings todr# them in the sun? Class: I have, I have! Isn't it fun? (Refrain) Leader: Have you heard the fairies all amongthe limes Singing little fairy tunes to littlefairy rhymes? Class: I have, I have! Lots and lots of times! Leader: Have you seen the fairies dancingin the air? And dashing off behind the stars totidy up their hair? Class: I have,I have! I've been there. Rose ryleman WHO HAS SEEN THE WIND Group 1: Who has seen the wind? .Group 2: Neither I nor you; All: But when the leaves hangtrembling The wind is passing through. Group 1: Who has seen the wind? Group 2: Neither you nor I; All: But when the trees bow downtheir heads The wind is passing by. Christina 0. Rosetti A CHINESE NURSERY RI YNE Girls: He tan up the candlestick All: The little mossy brown, Boys: To steal and eat tallow, All: And he couldn't get down.
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