Intent
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See above!
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Introduction
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Bring students to carpet, get them settled.
Welcome Song (To London Bridge
is Falling Down)
Welcome to the library, library,
library. Welcome to the library,
Please come inside and read.
We’re glad to have you here today,
here today, here today.
We’re glad to have you here today,
today’s a special day.
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Finger play: This is Big (source:
traditional)
Wiggle Fingers,
Wiggle So, Wiggle High, Wiggle Low.
Wiggle Left, Wiggle
Right: Wiggle Fingers OUT of SIGHT!
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Library Expectations- “4 finger rules” of the library: (source
M. Lynn)
quiet
(1 finger to mouth)
watch
teachers (2 fingers to eyes)
listen
to stories and directions (3 fingers cup ears)
and always
walk (4 fingers make floor, other hand makes 2 walking fingers.)
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Mystery Bag: What’s
inside the mystery box today? The object inside the box will give us a
clue what our story time is going to be about. (Object this week is pie
pan, or you could use apple slicer or another cooking tool!)
We
are passing the mystery bag around today.
What does this object feel like?
What words can we use to describe it? (flat, round, lightweight.) Students may observe it has a noise if you
tap it… it’s an aluminum pie plate, something we use to make delicious apple
pie!)
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Word of the Week: say it, syllabicate
it TEACHER draws it in the air, invites students to “air write” with
her.
English: Apple
Spanish: Manzana (Mahn-TZAH-nah)
ASL
sign: (http://www.babysignlanguage.com/dictionary/a/apple)
(Sign
language is a real language where people use their hands to communicate. The sign for apple – pretend your cheek is
the apple and that your finger (hook right index finger) is the stem. Now pull the stem off (two quick
turn/pulls) That’s apple.)
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Resource
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That Apple Is Mine! by Katya Arnold. Holiday House, 2000.
Before: This book is a folk tale; that means
it’s an old, old story. Like in many
folk tales, the animals are the characters, and they can talk. In this book, they have an argument. Have you ever fought with someone over
something you both wanted? It’s not
fun, and sometimes it’s hard to decide how to stop fighting. See if you can
follow along and find out how the animals settle their argument.
During: Look for the little worm…a cute visual motif.
After: Was that a good
solution to their problem? (Most will agree yes, but many kids are concerned
that the worm didn’t get a bite of the apple!)
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Activity
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Action Rhyme: Way Up High In The Apple Tree (Source
unknown!)
Way up high in the apple tree
standing, arms high like branches
Two little apples smiled at me
make fists
I shook that tree as hard as I could
shake your whole body
Down fell the apples touch the ground
MMM! They were good!
Pretend to eat the “apples”
Dozens more great
rhymes and songs about apples at http://www.alphabet-soup.net/dir2/applesong.html.
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Resource
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Worm
wiggled into an apple
Worm
wiggled into the core
Worm
wiggled OUT of the apple
I
just can’t eat anymore!
Before Reading: As we read in previous book, we know worms love apples. How would you feel if you ate an apple and
found a worm hole?
During Reading: Read the poem. Listen for rhymes, point them out.
After Reading: Involve action make up
hand gestures or have students wiggle like a worm in their seat as they re-read
poem.
As an alternative, more mature students may enjoy “Johnny
Appleseed” by Rosemary and Stephen Vincent Benet. The illustrated version would give them
something to look at to build imagery.
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Resource
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JOKES:
Q: What kind of
apple isn’t an apple?
A: A pineapple.
Q: If an apple a day keeps the doctor away,
what does an onion a day do?
A: Keep everyone
away!
Knock-Knock. Who’s There?
Henrietta. Henrietta Who?
Henrietta
worm that was in his apple!
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Resource
Alternate
Resource
|
How to Make and Apple Pie and See The World. (Accessed on Discovery Streaming as part of
Reading Rainbow. Running time of
segment is 11 minutes, story is last 4 minutes of segment)
*Also available in print: by Marjorie
Priceman, Random House, 1994.
Watching the segment, we start with
a discussion of cooking. What are some
things we cook with apples in them?
Levar Burton cooks spaghetti sauce in the beginning of this clip- ask
kids to think of a time when they helped cook in the kitchen. Though the clip isn’t 100% rooted in the
theme of the story time, I like it because it does stimulate conversation
about doing things together with parents at home, and I hope it encourages
kids to get their families to cook together.)
Curious George
Meets The
Press (This video used to be free
online. Now it’s $1.99.) Everyone’s favorite monkey learns (accidentally)
how to turn an apple into apple cider.
This is a great video, about 10 minutes long, and would be a great
tie-in to making spiced cider in class.
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Activity:
|
1.
Apple Tree. Cut a big “trunk” and branches from dark
brown craft paper. Have kids color a
die-cut apple their favorite apple color (yellow, red or green) and tape
their apple to the tree.
2.
Alternatively, there are some great Apple
Coloring Sheets on the internet if you don’t want to go through the trouble
of making a tree trunk and die-cuts!
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Activity:
|
If your budget and timing allows, serving gently spiced apple
cider in a crock-pot would be a nice touch that smells great, too.
CHECK OUT BOOKS!
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Wrap-up
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Review: word of week and intent.
Line Up By: YOUR favorite color apple (red, green, yellow!) Goodbye Song:
Open, shut them.
Open, shut them.
Raise your hands up high.
Open, shut them.
Open, shut them.
Wave and say goodbye.
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Other book resources:
The Seasons of Arnold’s Apple Tree by Gail Gibbons, Voyager Books, 1984.)
This is my
go-to book for the apple unit, but I needed a break from it this year. Back in 2015!
The Apple Pie Tree by Zoe Hall,
Blue Sky Press, 1996.
Zoe Hall’s
trademark collage art looks appealing in this easy non-fiction book about the
yearly cycle of an apple tree. Short
enough for any attention span and full of details!
Other
activities
Apple Harvest
time delay video of apples
flowering/growing/harvest
apple song
better apple song
Action Rhyme: To Tune of: Mulberry Bush
All around the apple tree, apple tree, apple tree.
All around the apple tree, on a frosty morning.
This is the way we climb the ladder, climb the ladder, climb the ladder.
This is the way we climb the ladder on a frosty morning.
-pick the apples
-wash the apples
-peel the apples
-cook the apples
-eat the apples
On a frosty morning!
All around the apple tree, apple tree, apple tree.
All around the apple tree, on a frosty morning.
This is the way we climb the ladder, climb the ladder, climb the ladder.
This is the way we climb the ladder on a frosty morning.
-pick the apples
-wash the apples
-peel the apples
-cook the apples
-eat the apples
On a frosty morning!
This
Week’s TEKS: 1 (A) words represented by
print
1 (C) 1:1
correspondence word/print
1 (F)
Conventions of Print
1 (G) Parts
of A Book
2 (B)
Identify Syllables in spoken words
3 (A)
Identify common sounds letters represent
4 (A)
Identify what happens next based on cover, illustration
4 (B) Ask
& respond to questions about text
5 (c)
sort pictures into conceptual categories by attribute
6 (A)
Identify elements of a story: setting character, key events
6 (b)
themes of well-known folk tales and fables
6 (C)
Recognize sensory details
6 (d)
recurring characters and phrases in folk tales
7 Poetry has regular beat, similar word
sounds (rhyme, alliteration)
8 (a) retell
a main event from a story told aloud
8
(B) describe characters in a story and reasons for their actions
10 (D) use
titles/illustrations to make predictions about text
10 (B)
retell important facts in an expository text
18
(A) use phonological knowledge to match
sounds to letters
19
(A) ask questions of class-wide interest (with adult assistance)
20
(A) gather evidence from provided text sources (with adult assistance)
21 (A)
listen attentively by facing speakers and asking questions
21 (B)
Follow oral directions that involve a short, related sequence of events
RC(fig 19)
(D) make inferences based on cover,
title, illustrations and plot
RC(fig 19)
(A) discuss purpose for reading & listening to various texts
RC(fig
19) (A) discuss purpose for reading or listening to various texts
RC(fig 19)
(B) ask and respond to questions about
texts
