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Learning About Winter with Children's Literature
Margaret A. Bryant, Marjorie Keiper, Anne Petit
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eBook - ePub
Learning About Winter with Children's Literature
Margaret A. Bryant, Marjorie Keiper, Anne Petit
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About This Book
Taking a thematic approach to learning that employs seeing, hearing, reading, and writing, these books outline three four-week, cross-curricular units that develop the competencies children need to become fluent, independent readers and writers. While each unit focuses primarily on language—phonic skills, structural analysis, punctuation, capitalization, poetry, and comprehension—they also include math, science, social studies, music, art, and even mini-lessons in French for cross-cultural appreciation. Understanding that student ability levels in younger grades can vary widely, lesson plans are keyed to three types of learners: emerging, typical, and advanced. The series includes three titles that cover fall, spring, and winter, and the books can be used independently or together throughout the school year.
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Information
1
DECEMBER
Theme: Holiday Customs around the World
Author of the month: Frank Asch
This chapter uses holiday customs of various countries to develop an awareness of cultural differences and continues to help children master the social studies objectives introduced in the previous chapter. Because most schools have a two-week vacation at this time of the year, the work is organized into a time line that covers three weeks but may be adjusted as needed.
The social studies activities, at the end of the chapter, are not arranged by the week but as a whole to simplify planning and implementation of the lessons.
Week 1: Overview
Instructional Books
Happy Birthday Moon by Frank Asch
Moongame by Frank Asch
Moongame by Frank Asch
Related Titles
Corduroy by Don Freeman (to be read aloud)
Bears: A First Discovery Book by Gallimard Jeunesse and Laura Bour (to be
read aloud)
Sierra Club Wildlife Library: Bears by Ian Stirling (to be read aloud)
Polar Express by Chris Van Allsburg (to be read aloud)
Bears: A First Discovery Book by Gallimard Jeunesse and Laura Bour (to be
read aloud)
Sierra Club Wildlife Library: Bears by Ian Stirling (to be read aloud)
Polar Express by Chris Van Allsburg (to be read aloud)
Poems
“Grizzly Bear” by Mary Austin
“December” by Maurice Sendak
“Grandpa Bear’s Lullaby” by Jane Yolan
“December” by Maurice Sendak
“Grandpa Bear’s Lullaby” by Jane Yolan
Music
“The Teddy Bear’s Picnic”
The Nutcracker by Tchaikovsky
The Nutcracker by Tchaikovsky
Objectives
- Structural analysis Review the concept of root words.
Review skills previously introduced and have them assessed. - Comprehension Vocabulary
- Social Studies Compare and contrast holiday customs of different cultures. Develop an appreciation for the influence of these cultures on present customs.
Materials
Word cards in the shape of the moon and the hat worn by Bear
12-by-18-inch drawing paper
3-by-11-inch strips of construction paper
Brown construction paper
12-by-18-inch drawing paper
3-by-11-inch strips of construction paper
Brown construction paper
Poetry and Skills Session
DAY 1
“December”
| Step 1: | Read the poem together. Children will now be familiar with the form, and most will be able to read it with success. |
| Step 2: | Identify rhyming words. Ask the students to offer some other rhymes for the poem. Examples: “Hanukkah tree with candle lights . . . ” “Football tree with helmets and pads . . . ” Encourage and accept all responses. This activity can be continued as a writing project. |
| Step 3: | Distribute copies of the poem for your students to illustrate and include in their poetry notebooks. |
DAY 2
“Grandpa Bear’s Lullaby”
| Step 1: | Read the poem several times with the group. Discuss the meaning. |
| Step 2: | Ask children to identify the root words. Mark them with an erasable pen if the poem is laminated. |
| Step 3: | List the endings that have been added to the root words. Distribute copies of the poem for your students to illustrate and include in their poetry notebooks. |
DAY 3
“Grandpa Bear’s Lullaby”
| Step 1: | Read several times for rhythm and pleasure. Ask children to alternate reading the verses. |
| Step 2: | Review the root words. Children who have trouble with root words should be grouped for individualized instruction. |
| Step 3: | Make a list of words that have been changed through the use of endings. |
DAY 4
“Grizzly Bear”
| Step 1: | Read this several times so the children can enjoy the humor in it. |
| Step 2: | Ask the children to suggest other questions you might ask a grizzly bear. |
| Step 3: | This poem provides an excellent opportunity for creative writing. Even a “silly” response may trigger an idea in another child. Write some variations of the poem on chart paper or the chalk board. |
| Step 4: | Distribute copies of the poem for your students to illustrate and include in their poetry notebooks. |
DAY 5
Children can choose the poetry they wish to read.
Reading Instruction
DAY 1
Biographical sketch of Frank Asch
Frank Asch was born on August 6, 1946, in Sommerville, New Jersey. As a young boy, he loved to play in the woods near his country home. He was happier there than he was in school. In school he sat either by the window so he could look out or in the back of the room, where the teacher would probably not call on him. The success he remembers in first grade was drawing an apple tree; the teacher heaped great praise upon him for the picture. He got no more recognition for his artistic accomplishments until high school, when he walked into the art room and saw an entire board labeled, “Frank Asch—One—Man Show.”
Since leaving school, Mr. Asch has lived in NewYork, California, and India. He has been a library storyteller, done puppetry and children’s theater, and taught in a Montessori preschool. He still performs story-theater productions for children, for which he writes the material and his wife supplies the music. Their company is called “Bellybuttons” (de Montreville & Crawford 1978).
Happy Birthday Moon
Shared Reading
| Step 1: | Introduce the Happy Birthday Moon big book. Discuss the fact that Mr. Asch both wrote and illustrated the book. |
| Step 2: | Note the dedication. Many of his books are dedicated to “Devin.” As the books are read, the children may notice this and begin to ask questions about it. This interest can be a springboard for writing letters to the author. |
| Step 3: | Read the book together. Allow time for the children to enjoy the humor in the story and make comments about the activities of Bear. |
| Step 4: | Discuss Mr. Asch’s stylized illustrations. The simplicity of the pictures reflects the childlike qualities of Bear. He believes that it is possible to talk to the moon if you just get high enough. He has no doubt that he can build a rocket that will take him to the moon to see how it tastes. Bear’s innocence is reflected in the simple forms, clear lines, and limited use of colors in the illustrations. The drawings lack detail and are simple almost to the point of being cliches. |
Small Group Instruction
| Step 1: | Mix abilities for guided reading of student copies. |
| Step 2: | Ask questions that can be answered by finding sentences on the page. Let various children read the sentences aloud. Offer assistance as needed. |
| Step 3: | Make note of difficult vocabulary. Select fifteen to twenty words for focus. Write these on cards cut in the shape of a moon and a top hat. |
DAY 2
Happy Birthday Moon
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