Learning About Winter with Children's Literature
160
Learning About Winter with Children's Literature
160Paperback
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Overview
Product Details
| ISBN-13: | 9781569762059 |
|---|---|
| Publisher: | Chicago Review Press, Incorporated |
| Publication date: | 06/30/2006 |
| Series: | Learning About... Series |
| Pages: | 160 |
| Sales rank: | 725,060 |
| Product dimensions: | 8.50(w) x 11.00(h) x 0.36(d) |
| Age Range: | 5 - 8 Years |
About the Author
Read an Excerpt
Learning About Winter with Children's Literature
Cross-Curricular Units Based on the Work of Frank Asch, Ezra Jack Keats, Tomie de Paola, and More
By Margaret A. Bryant, Marjorie Keiper, Anne Petit
Chicago Review Press Incorporated
Copyright © 2006 Margaret A. Bryant, Marjorie Keiper, and Anne PetitAll rights reserved.
ISBN: 978-1-56976-205-9
CHAPTER 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
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)
Poems
"Grizzly Bear" by Mary Austin
"December" by Maurice Sendak
"Grandpa Bear's Lullaby" by Jane Yolan
Music
"The Teddy Bear's Picnic"
The Nutcracker by Tchaikovsky
Objectives
1. Structural analysis
Review the concept of root words.
Review skills previously introduced and have them assessed.
2. Comprehension
Vocabulary
3. 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
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
Shared Reading
Step 1: Reread the big book together. Have small groups take different parts of the story. One child can be the narrator, some can be Bear, others can read the moon's part. The latter lends itself to dramatization as the volume changes like an echo. Encourage the children to have fun with it.
Step 2: Identify rhyming words.
Small Group Instruction
EL: Work with the vocabulary words. Have each child choose a word and use it in a sentence. Then select more difficult words and read them. Have the children find a word on a page and then read aloud the sentence in which it appears.
TL:
Step 1: Discuss Bear's motives in the story.
Step 2: List adjectives that describe Bear. Use various vocabulary words in sentences to describe him.
Step 3: Ask which part of the story could be true. Which part is purely fiction? Let individuals choose a favorite page and read it to the group.
AL:
Step 1: Read the story silently for enjoyment.
Step 2: Encourage the group to discuss the appealing qualities of Bear.
Step 3: Ask which parts of the story are the most difficult to believe. Why? If the children were writing the story, what would they change?
Step 4: Have the children choose a present they would give Moon and write a story about it.
DAY 3
Moongame
Shared Reading
Step 1: Introduce the big book of Moongame. Ask for predictions about the story. Write these on a chart or chalkboard, and evaluate them after the story has been read.
Step 2: Read the book. Encourage discussion of similarities with Happy Birthday Moon. A Venn diagram is useful for this comparison.
Small Group Instruction
EL:
Step 1: If this group is ready for new material, follow the same procedure as with Happy Birthday Moon. If they need more time to master the vocabulary, don't introduce the new book.
Step 2: Find the words that are nouns, verbs, and adjectives. Read the words together. Arrange them in alphabetical order.
Step 3: Have the children read the story with a partner. (Take this opportunity to observe and evaluate comprehension and vocabulary development.)
TL: Read Moongame, using comprehension questions to guide the reading. Allow time for discussion of illustrations and comparison with Happy Birthday Moon.
AL: Read Moongame silently. Encourage discussion of the books and their similarities and differences with other Asch books. Have the students write literature reports comparing the two books.
DAY 4
Polar Express
Shared Reading
Step 1: Read Polar Express to the group. Allow time for the children to comment on the story and the illustrations. Encourage them to draw
parallels between the dream-like quality of both the story and the pictures. Mr. Van Allsburg's use of color and line creates this quality in the illustrations.
Step 2: Compare these pictures to those of Mr. Asch. Discuss what the creators may be trying to say through the pictures. Broaden the discussion to include other authors with whom they are familiar.
Small Group Instruction
EL: Using the vocabulary, have the children compose a story about a bear and write it on chart paper or the chalkboard. Duplicate it for their use. Distribute large drawing paper and fold it in half (hamburger fold). Illustrate the story on one half, saving the other side to mount the story they have written.
Allow time for this group to read their story to the class or to a friend.
TL: Have the students read the book silently. Address any vocabulary that is troubling them. These words should be written unobtrusively on a slip of paper during the silent reading session. After the book has been read, put the words on the board and suggest means of decoding them. In this way, no child is embarrassed when asking for help. Usually they will see some words they knew that someone else did not.
AL:
• The literature reports done in the previous session are used as the basis of this discussion. Have the students share their reports with the group. Respond favorably to all, but help students appreciate the subtle differences that may have been observed.
• Ask again for adjectives that describe Bear. Extend the list that is being formed, encouraging the explanations of choices. The stage might be set for the children by stating, "I think Bear is very innocent." This will encourage them to ask for an explanation and model the kind of discussion desired.
DAY 5
Shared Reading
• Place both Asch big books side by side and discuss them. Which was the favorite? Why?
• Read both stories. Find vocabulary and phrases that are the same in both books.
• Discuss where Mr. Asch might get ideas for these stories. Could they come from a child? What would be some other ideas for stories?
Small Group Instruction
EL:
• This session should produce successful experiences for this group. Allow students to read the story written during the previous session. Make favorable comments about the story.
• Let them choose a page from one of the Bear books to read aloud, either alone or with a partner.
TL: Read the book as a play, with children taking the parts of the characters and the narrator and one providing sound effects. Do this several times so that all have the opportunity to participate equally.
AL:
Step 1: Make a sequence chain of one of the books. Distribute strips of paper, 3 by 11 inches. The children write sentences about what happened in the story on each of the strips. These are pasted together to form a sequence chain. The children can draw, cut out, and paste a brown bear to the first circle.
Step 2: Share the chains with the group, and then hang them in a window or other prominent place, commenting on those who have taken time to do an exceptional job.
Independent Activities
Materials
Books for writing activities
Writing and construction paper
Several empty boxes that have been gift wrapped so the top can be removed
Green construction paper cut in the shape of fir trees
Construction paper cut in shapes of bears and honey pots
Extension Activities
• Begin individual bear books based on information learned while reading the nonfiction titles. As each bear is studied, have the children draw a picture of that bear, write several sentences about it at the bottom of the picture, and place it in a folder until all have been presented. Combine the pages into a book, add a cover, and let the children name and decorate their book. (This is a good tool for the evaluation of comprehension, writing skills, and task completion.)
• Happy Birthday Moon offers several possibilities for literature extension. The idea of giving the moon a birthday present delights young children. Suggest that they think of one. It will be necessary to get this present to the moon, so they must devise a method of transporting it. Write a story describing the present and how it will be conveyed to the moon. Illustrate the story with a picture or, if time permits, allow the children to 'build' the illustration with construction paper. (This is a good use for the paper in the scrap box.)
• Make a holiday dictionary by presenting the children with blank books constructed from writing paper, stapled inside a construction paper cover. Using half-page sections, write a letter of the alphabet on each page. Throughout the month, add words under the appropriate letter. Small illustrations can follow each word.
Small Group and Center Activities
• Place the words from the Asch books in the bottom of a gift box. Put the box on a table so the children can play games with the words.
• Write math facts on small Christmas tree shapes. Cut the trees apart so that the problem and answer are on different parts of the tree. Place these in a basket or other attractive container for students to match.
• Cut out bear and honey pot shapes. Write a contraction on the bear and the words that make up the contraction on the honey pot. Place the shapes in a container and have the children match them.
• Cover three small boxes with gift paper. Label one "nouns," the second "verbs," and the third "adjectives." Write words on colored circles to represent decorations for a Christmas tree. On the back of each word, write N (noun), V (verb), or A (adjective). The children are to place the words in the correct box. One child in the group is the checker. After the words have been sorted, the checker turns each word over to see whether it is in the correct box.
Science
Objectives
Identify seven species of bears.
Understand the concept of hibernation.
Learn about the habits, diet, and behavior of bears.
Discuss the following characteristics of bears:
• Bears are mammals. They have fur, give birth to young, and nourish the young with milk from the mother's body.
• Bears are not true hibernators. They sleep during the winter but wake on warm days to look for food.
• Bears usually give birth to two cubs during the winter. Cubs are tiny but grow rapidly.
• There are eight species of bears. From smallest to largest they are as follows:
Sun bear: the smallest of the bears, it is found in lowland forests of southeast Asia.
Panda bear: it lives in a small area of China.
Sloth bear: it lives in the jungles of Sri Lanka, Pakistan, and India.
Asiatic black bear: this bear is found in southern and southeast Asia.
American black bear: North America is home to this bear.
Spectacled bear: this is the only bear found in South America.
Brown bear: it lives throughout the world and includes the grizzly.
Polar bear: it is found through the Arctic regions (Stirling 1992).
Math
Prepare a life-size graph of bears. Measure the length of a polar bear on a long piece of butcher paper. Mark the height of this bear. Have children draw pictures and record information about them.
As each bear is studied, add its height to the graph. Hang the completed graph on the wall of the room or in the hall. This gives children a concrete visual concept of the comparative sizes of bears.
Foreign Language
Introduce descriptive words related to bears: colors, sizes, temperament, and body parts.
(Continues...)
Excerpted from Learning About Winter with Children's Literature by Margaret A. Bryant, Marjorie Keiper, Anne Petit. Copyright © 2006 Margaret A. Bryant, Marjorie Keiper, and Anne Petit. Excerpted by permission of Chicago Review Press Incorporated.
All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.
Excerpts are provided by Dial-A-Book Inc. solely for the personal use of visitors to this web site.
Table of Contents
Contents
Title Page,Copyright Page,
DEDICATION,
INTRODUCTION,
1 - DECEMBER,
2 - JANUARY,
3 - FEBRUARY,
SCOPE AND SEQUENCE FOR - Learning About Spring with Children's Literature,
SCOPE AND SEQUENCE FOR - Learning About Fall with Children's Literature,