|
Intent
|
We’re
planting our fall carrots in the garden this month, so let’s investigate this
kid-pleasing veggie in a fun, funny story time.
|
|
Introduction
|
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.
|
|
|
Finger play: This is Big (source:
traditional)
Wiggle Fingers,
Wiggle So, Wiggle High, Wiggle Low.
Wiggle Left, Wiggle
Right: Wiggle Fingers OUT of SIGHT!
|
|
|
Library Expectations:
“4 finger rules” of the library:
quiet
(finger to mouth)
watch
teachers (fingers to eyes)
listen
to stories and directions (cup ears)
and always
walk (walking fingers.)
|
|
|
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 pack
of carrot seeds)
Show
students a packet of carrot seeds. Ask
them what it is, what they would do with it.
Open the packet (into a Ziploc bag) and allow the students to hold the
bag containing seeds. What do they
know about carrots? Has anyone grown
them at home? How to we cook/eat them?
Do other animals eat carrots?
|
|
|
Word of the Week: say it, syllabicate
it TEACHER draws it in the air, invites students to “air write” with
her.
English: Carrot
Spanish: Zanahoria (szah-na-HOR-ee-ah)
(sign language is a real language where people use their hands to communicate.
Here is the sign for carrot. Hold your
right hand like you’re holding a big carrot and pretend to bring it to your
mouth to take a bite. Try it!
|
|
Resource
|
Mystery Book! (The Carrot Seed by Ruth Krauss. Harper & Row 1973.)
Before: Before story time, wrap the cover of
the book with craft paper and write “Mystery Book” on the front. Let students
know they’re going to come up with a name for this book once they’ve read it
(this is a great game that works on summarizing and comprehension
skills.)
During: Predict what happens next… will the plant ever grow?
After: Students guess what
the title of the book could be. Second reading (if time allows) have students
read mother, father, and big brother lines aloud with you.
|
|
Activity
|
Action Rhyme: Carrots
See the carrots in the ground
(form a carrot with hands and point to the ground.) I pull them up without a sound (pull carrots out) I wash and clean them up and down. (scrub up and down with your palms of your hands) I love to eat them all year round. (Pretend to eat carrots) |
|
Resource
|
Poem: “Carrots” in Falling Up by Shel Silverstein. (Harper Collins, 1996.)
Before Reading: Have you ever heard carrots are good for your
eyes?
During Reading: Read the poem. Listen for rhyme, descriptive writing. Name them as they occur.
After Reading: Reveal
picture!
|
|
Resource
|
JOKES:
Q: What did the
carrot say to the tomato?
A: I don't know. I didn't even know carrots could talk!
Q: How do you know carrots are good for your
eyes?
A; Have you ever seen a rabbit wearing glasses?
Read more at
http://www.hellokids.com/c_5840/reading-and-learning/jokes-and-riddles/easter-jokes-for-kids/carrot-joke#yXDM1vyHC6jIP0jZ.99
|
|
Resource
|
The Enormous Carrot by
Vladimir Vagan (Scholastic, 1998)
Before: Use cover to
spark interest.
During: This cumulative
tale has great pictures to help predict what happens on the next page. It’s fun to use voices for the different
farm animals.
After: This is the
simplest of folk tales: remind students that a folk tale often has talking
animals who solve a problem
|
|
Activity:
|
Carrot Patch! Use a big
square of brown craft paper and draw a garden-ish scene with the heading: Our
Carrot Patch. Students have 5-6 in
carrot templates that they color then cut out and glue to the patch: put in rows.
|
|
Activity:
|
Snack Time! This week
we have a sample of baby carrots for all our students.
|
|
Wrap-up
|
Review: word of week and intent.
Goodbye
Song:
Open, shut them.
Open, shut them.
Raise your hands up high.
Open, shut them.
Open, shut them.
Wave and say goodbye.
|
Other book
resources:
Creepy Carrots
(I never got into this book, but 1-2 graders did. Maybe yours will, too?)
I Will Never,
Not Ever, Eat A Tomato by Lauren Child (a Charlie & Lola book)
Other
activities
This website has a carrot slider puzzle: http://www.kidsturncentral.com/games/sliders/slider31.htm
There is a World Carrot Museum! Visit it online for experiments and carrot
lore: http://www.carrotmuseum.co.uk/index.html
Activity: Orange fruits and vegetables: each student gets a photo card with an orange
fruit or vegetable on it. Go around the
circle, can the students name the items?
Talk about the name & experiences children have had with each
item. Have students stand up and make
groups: fruits/vegetables, Grows
underground/grows above ground, round/not round, whatever other categories you
can come up with! Collect cards and
start next story. (This could be a
fun activity, especially if you had
samples of the many foods: cantaloupe, orange, starfruit, carrots, pumpkin…) I have about 15 different orange fruits and
veggies on photo cards, but surprisingly many kids didn’t even know simple ones
like cantaloupe, let alone kumquats… would be fun to teach them!)
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
No comments:
Post a Comment