Grade Level: Kindergarten
Subjects: Language Arts, Mathematics, Science, Music, Art, Health, and Technology
Learner Outcomes:
The
student
will be able to recite or sing the nursery rhyme, "Twinkle, Twinkle
Little
Star".
The
student
will be able to identify words in a rhyming pattern.
The
student
will be able to substitute words in a rhyming pattern.
The
student
will be able to use a rebus chart to make a glyph.
The
student
will be able to read a glyph.
Duration of Lesson: 2 Days (20 - 30 minutes per day)
Materials:
Twinkle,
Twinkle Little Star by Iza Trapani.
Two
milk
cartons per child
Colored
paper
Paper
squares
sized to fit cartons and programmed with pictures of six animals and
words
"Star
Glyph"
White
and
yellow stars
Gold
and
red star stickers
Blue
and
Multicolored glitter
Red
and
pink pipecleaners
Glue
Technology Tools/Courseware:
Computer
Media
projector
Acceptable
Use Policy form signed and on file for each child
Headphones
Tape/CD
Player
Tape
or
CD with "Twinkle, Twinkle Little Star"
Microsoft
Power Point
Teacher Notes:
To
make
the "Rhyming Cube", save, wash, and dry two milk cartons per child.
Trim the cartons to the same
size.
Insert the open end of one carton inside the
open end of the other carton.
Cover the cube with colored paper. Next, use pictures
of six animals (e.g., bee, bunny,
bear, dog, fly, cat) on squares designed slightly
smaller than a side of the cube.
Each
paper square could be programed with the words,
"Twinkle, twinkle little (picture
of animal), next line, "How I wonder (. . .?").
To
make
the "Star Glyph", cut out a large star from a 9 x 12 sheet of
posterboard
for each child.
Make a rebus chart similar to the
one provided. Prepare craft materials so that the
children may work in small groups.
Procedures:
Day 1 - The children will look at the cover of
the book, Twinkle, Twinkle Little Star by Iza Trapani and
predict
the theme of the book. They will listen to the traditional rhyme
and then the story Trapani uses to expand the rhyme. Follow up the
story
by singing, "Twinkle, Twinkle Little Star", and view a powerpoint
of stars and planets.
After making a rhyming cube for each child,
have the children color the pictures, cut them out, and glue them on
the
cube. When the cubes are complete, have each child use the
pictures
and the "Twinkle, Twinkle, Little Star" rhyme pattern to compose their
own verses. For example, "Twinkle, twinkle little bee. How
I wonder (will you sting me?)".
Day 2 - The children will make a star
glyph.
In advance, cut out a star for each child from oak tag or poster
board.
Make a rebus chart similar to the one
provided.
Prepare materials so that the children may work in small groups.
Materials:
White and yellow stars
Gold and red star stickers
Blue and multicolored glitter
Large or small wiggle eyes
Red and pink pipe cleaners
scissors
Have the children make a star glyph. Read the
rebus
chart to the whole group. Next, have the children sit in small
groups.
Distribute the colored stars according to the children's answers and
have
the children write their names on the back. Then have the
children
answer each question on the rebus chart and use the designated
materials
to decorate their stars. Caution - The children may try to choose
the color they like best or what another child chooses. It is
important
that the materials are based on their preferences. Place in a
safe
location to dry.
Day 3 - Assemble the whole group of children. Pick up the glyphs one at a time. Announce the owner's name and have a volunteer use the star glyph and the rebus chart questions to interpret what their classmate likes better. After all the glyphs have been discussed, display the star glyphs on the bulletin board. Have the children look at the collection of star glyphs. Direct them to look for likenesses and differences and discuss their findings. Character Education may be reinforced when the children discover that like their glyphs, they are more alike than they are different.
Modifications:
Modify according to individual IEP's. If children
lack parental consent to access the internet, children may listen to
the
rhyme, "Twinkle, Twinkle Little Star" rhyme/song on a tape or compact
disk.
They may view stars and planets from pictures in books or pictures
printed
from the internet.
Enrichment Activities:
The children could make a graph using the rebus chart
and star glyphs. For example, how many children like cats?
How many children like dogs?
The children could go on a field trip to visit a
Planetarium.
The children could also learn another star
nursery
rhyme, "Star Light, Star Bright".
The children could take their rhyming cube home and do
the rhyming activity with their parents.
The children could make constellations using glow in
the dark stars or star shaped hole punches in black paper.
The children could bring items from home that are star
shaped for a class center.
The children could listen to the rhyme at the listening
center.
The children could visit a nursery rhyme web site on
the computer.
The children could make a star necklace. Use rhyme on
one side and write name/outline with glue and glitter on the other side.
The children could make/cut star shaped sugar cookies
and sprinkle with sugar to make them twinkle.
The children could make a star pointer.
Evaluation/Assessment:
Evaluation will be based on: class participation,
observation, assessment of rhyme composition, and glyph project
completion/comprehension.
West Virginia Instructional Goals and Objectives:
MA: K.1.7, K.2.1, K.4.2
SC: K.2.2K.2.4, K.4.4
GM: K.1.7
Music
Standard 1: Sings, alone and with others, a varied repertoire
of music
Standard 2: Performs on instruments, alone and with others, a
varied repertoire of music
1. Echoes short rhythms (2-4 measure) and melodic patterns
Standard 3: Improvises melodies, variations, and accompaniments
Visual Arts
Standard 1: Understands and applies media, techniques, and
processes
related to the visual arts
1. Knows the differences between art materials
3. Knows how different media (e.g., oil, watercolor, stone, metal),
techniques,
and processes are used to communicate ideas, experiences, and stories
4. Uses art materials and tools in a safe and responsible manner
Standard 2: Knows how to use structures (e.g., sensory qualities,
organizational
principles, expressive features) and functions of art
1. Knows the differences among visual characteristics (e.g.,
color, texture) and
purposes of art (e.g., to convey ideas)
Standard 5: Understands the characteristics and merits of one's
own artwork and the
artwork of others
1. Knows various purposes for creating works of visual art
Health
Standard 7: Knows how to maintain and promote personal health
1. Knows basic personal hygiene habits required to maintain
health
Language Arts
Listening and Speaking
Standard 8: Uses listening and speaking strategies for different
purposes
1. Makes contributions in class and group discussions (e.g.,
recounts personal
experiences, reports on ideas and personal knowledge about a topic,
initiates
conversations, connects ideas and experiences with those of others)
2. Asks and responds to questions
3. Follows rules of conversation (e.g., takes turns, raises hand
to speak, stays
on topic, focuses attention on speaker)
4. Uses different voice level, phrasing, and intonation for
different
situations
5. Uses level-appropriate vocabulary in speech (e.g., number
words; words that
describe people, places, things, events, shape, color, size,
location, actions;
synonyms, antonyms; homonyms, word analogies, common figures
of speech)
6. Gives and responds to oral directions
7. Recites and responds to familiar stories, poems, and rhymes
with patterns
8. Listens and responds to a variety of media (e.g., books,
audiotapes,
videos)
Viewing
Standard 9: Uses viewing skills and strategies to understand and
interpret
visual media
1. Understands the main idea or message in visual media (e.g.,
pictures,
cartoons, weather reports on television, newspaper photographs, visual
narratives)
2. Uses a variety of strategies to predict content and meaning
in visual media
4. Knows different features (e.g., facial expressions, body
language,
gesture,)
5. Knows different elements from films, videos, television, and
other visual
media that appeal to him or her (e.g., scary parts, action segments,
particular characters, color, sound effects, animation, layout, music)
Mathematics
Standard 5: Understands and applies basic and advanced properties
of the concepts of
geometry
1. Understands basic properties of (e.g., number of sides,
corners,
square
corners) and similarities and differences between simple geometric
shapes
3. Understands that geometric shapes are useful for representing
and describing
real world situations
Science
Standard 3: Understands the composition and structure of the
universe and the Earth's
place in it
1. Knows basic patterns of the Sun and Moon (e.g., the Sun
appears
every day
and the Moon appears sometimes at night.
2. Knows that the stars are innumerable, unevenly dispersed,
and of unequal
brightness
Technology
Standard 1: Knows the characteristics and uses of computer
hardware
and operating
systems
1. Knows basic computer hardware (e.g., keyboard and mouse,
printer,
monitor,
output, hard and floppy disk, case for the CPU [central processing
unit])
References:
Resources Cited:
Twinkle,
Twinkle Little Star by Iza Tripani.
Additional Resources:
Dr.
Jean Sings SillySongs - "Twink-A-Link"
Student Resources:
Song
Lyrics (listen to song)
Enchanted
Learning (rebus story)
Authors:
Willa Davis
Kay Dutton
Judy Shivley
| Overview | Lesson 1 | Lesson 2 | Lesson 3 | Lesson 4 | Lesson 5 |