Grade Level: - Kindergarten
Subjects: Language Arts, Social Studies, Art, Music, Technology
Learner Outcomes:
The student
will
be able to pick out rhyming words in a short story.
The student
will
use a rhyming pattern to create a book belt.
The student
will
draw and explain a simple map.
The student
will
sing simple songs about bunnies.
The student
will
use illustrations to help complete a class book.
Duration of Lesson: 2-3 days (15 -20 minutes per day)
Materials:
Book Goodnight
Moon by Margaret Wise Brown or any rhyming story about
bunnies.
CD player
or
Tape player
Chart paper
3" wide
sentence
strips (one for each child) or card stock paper for making a
book belt
markers or
crayons
Technology Tools/Courseware:
Computer
Internet
access
Word
Processor
Floppy disk
-
optional (I do one per child and keep it as a part of their
end of the
year portfolio)
Acceptable
Use Policy form signed and on file for each child.
Teacher Notes:
Learn Little
Bunny Foo Foo, if you are not familiar with the song.
Print out
the
list of words to use with the lesson for
Day 1.
Use
sentence
strips or card stock paper to make a book
belt for each child.
Punch holes
and
tie measure yarn and tie ahead of time.
Familiarize
yourself
with the story you're using.
Prepare a
sample
book belt in advance and present it to the children as an example.
Procedures:
Day 1 - Begin by singing a few simple songs
about
bunnies. eg., Little
Bunny Foo Foo. Read Goodnight Moon, or the book
you've
choosen, once without stopping. Then re-read the story, pauseing after
each set of rhyming words. Ask the children to name the rhyming words
you
just read. When you finish reading, use the chart paper to record all
of
the rhyming words the children can remember. Explain that rhyming words
sound the same at the end. Using this list
of words,say a pair of words and have the children clap, stand
up, or raise their hand when they hear two words that rhyme. Save the
chart
paper to help the children remember some of the rhyming words for their
book belts.
Some time during the day have the children dictate and save their ideas for a book belt. Some ideas could be Goodnight School, Goodnight House, Goodnight Farm, or any other theme/holiday you might be working on at the time.
Day 2 - Read Goodnight Moon to the class as a whole. Introduce the book belt that you made. Using your pictures, tell the story on your book belt. Explain to the children that their belts will be used to tell a story as well. Brain storm some additional story ideas, keeping in mind the rhymes in the Goodnight Moon story. Allow timeover the next few days for the children to share their book belt stories.
Day 3 - Visit the story Goodnight Moon one more time. Draw the children's attention the full spread picture of the little bunnies bedroom. Point out the objects in the room and where they are located. Tell the children, "If you were to draw a picture of your room, this could be considered a map of your room." Lead a discussion of what maps are and the many uses of maps. Include the types of people that use maps. With their help/directions draw a simple map of the classroom using chart paper. If there seems to be an interest you may even what to label the pictures and introduce a legend. As an assignment or during free time, have the children draw maps of their rooms or other places they know. Display their maps on a bulletin board or in other areas of the room.
Modifications:
Brainstorming ideas as a group and working with a
partner
should eliminate a need for modifications other than those specified in
their IEP's.
Enrichment Activities:
Bring in different kinds of maps and set up a "Learning
Center" where the children can go to look at the maps.
Evaluation/Assessment:
Evaluate the book belts using the grading
rubric. Make
anecdotal
records during the time when the children are working on their maps.
Look
for students who are making the connection between the bookbelt and
those
who are participating with interest.
West
Virginia
Insructional Goals and Objectives:
RLA: K.3.1, K.1.6, K.1.3
SS: K.1.1, K.4.1, K.4.2
VA: K.1.1
National
Standards:
Language Arts
Standard 4: Gathers and uses information for research purposes
1. Generates questions about topics of personal interest
2. Uses a variety of sources to gather information (e.g.,
informational
books, pictures, charts, indexes, videos, television programs, guest
speakers,
Internet, own observation)
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)
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 (e.g., retells in sequence; relates information to own
life;
describes character, setting, plot)
8. Listens and responds to a variety of media (e.g., books,
audiotapes,
videos)
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)
Music
Standard 1: Sings, alone and with others, a varied repertoire of music
1. Sings ostinatos (repetition of a short musical pattern),
partner
songs, and rounds
Art
Standard 3: Knows a range of subject matter, symbols, and potential
ideas in the visual arts
1. Selects prospective ideas (e.g., formulated thoughts,
opinions,
concepts) for works of art
2. Knows how subject matter, symbols, and ideas are used to
communicate
meaning
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
Geography
Standard 1: Understands the characteristics and uses of maps and globes
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])
2. Powers-up computer, monitor, and starts a computer program
(e.g., checks that printer is switched on and on-line; reboots the
computer
when necessary)
5. Handles diskettes and other computer equipment with care
References:
Resources Cited:
Grading
Rubric source
Little
Bunny Foo Foo.
Goodnight
Moon
Additional Resources:
Music by Dr Jean
Feldman
Simple
Rhymes and Poems
Maps
and Globes
Map
and Story Legends
Bunny
Bullets & Backgrounds
Tell
Me Something Happy Before I Go To Sleep by Joyce Dunbar
Runaway
Bunny by Margaret Wise Brown
Student Resources:
Rabbit
fun & games
Goodnight
Moon Game
Authors: 
Flinn
Elementary
Willa Davis
Kay Dutton
Judy Shivley
| Overview | Lesson 1 | Lesson 2 | Lesson 3 | Lesson 4 | Lesson 5 |