Nursery Rhymes Overview

Transcription

Nursery Rhymes
A nine-week unit of study for kindergarten students
2010-11
Hella Rumschlag, Library Media Specialist, Mohawk Trails Elementary School, Carmel, IN
Overview
Goal:
Students will become familiar with the classic Mother Goose Nursery Rhymes.
Objectives:
Students will be able to recite or sing 10 Mother Goose Rhymes (highlighted rhymes are
featured in the video):
o Hey Diddle Diddle
o Hickory Dickory Dock
o Jack and Jill
o Jack, Be Nimble
o Little Bo Peep
o Little Boy Blue
o Little Miss Muffet
o One, Two, Buckle My Shoe
Students will learn to use a computer mouse to color in pictures of various nursery rhymes at
http://www.enchantedlearning.com/rhymes/painting/
Students will distinguish fantasy from reality by comparing nursery rhymes with nonfiction
books about related topics (e.g. Hey Diddle Diddle compared with a nonfiction book about cows
or cats).
Students will identify the following shapes: rectangle, oval, circle, and triangle.
Students will organize picture cards to put the beginning, middle, and end of a nursery rhyme in
the correct order.
Students will create number books from 1-10.
Students will make text to text connections between the classic rhymes and other versions such
as:
o Truckery Rhymes by Jon Scieszka
o The Completed Hickory Dickory Dock, by Jim Aylesworth
o Humpty Dumpty Climbs Again, by Dave Horowitz
o You Read to Me, I’ll Read to You: Very Short Mother Goose Rhymes to Read Together, by
Mary Ann Hoberman
Groups of 2 or 3 students will act out nursery rhymes with simple props in “Mother Goose’s
Goose is Loose!”
CCS Academic Standards:
English/Language Arts
K.1.3 Understand that printed materials provide information.
K.2.5 Identify the order (first, last) of information.
K.3.1 Distinguish fantasy from reality.
K.3.5 Understand what is heard or seen by responding to questions (who, what, where).
K.7.1 Understand and follow one- and two-step spoken directions.
1.7.1 Listen attentively.
1.7.2 Ask questions for clarification and understanding.
K.7.2 Share information and ideas, speaking in complete, coherent sentences.
K.7.4 Recite short poems, rhymes, and songs.
1.7.6 Recite poems, rhymes, songs, and stories.
1.7.10 Use visual aids, such as pictures and objects, to present oral information.
Math
K.2.5 Relate literature to mathematical concepts.
K.4.1 Identify and describe common geometric objects: circle, triangle, square, rectangle, cube,
ellipse (oval) 3, and rhombus (diamond) 3 using correct mathematical terminology.
K.6.5 Create and interpret object graphs and picture graphs.
Unit Timeline (See below for lesson plans for each week)
Week 1: Introduce the Unit
Read Mother Goose rhymes and show a video: “Richard Scarry’s Best Sing-Along Mother Goose
Video Ever!”
Week 2: Fantasy vs. Reality; Shapes
Read/recite a Mother Goose rhyme and read a nonfiction book on a related topic.
Humpty Dumpty shapes (rectangle, oval, circle, triangle)
Week 3: Beginning, Middle, End; Online Coloring Pages
Read/recite Mother Goose rhymes and ask students to put picture cards in the correct order.
Hey Diddle Diddle
One, Two Buckle My Shoe
Students use their mouse to color in pictures of Nursery Rhymes:
Week 4: Read selections from The Neighborhood Mother Goose, by Nina Crews; Create Number
Book
In this book, Mother Goose rhymes are set in a city.
Create number book to go along with One, Two, Buckle My Shoe
Week 5: Assign roles; Decorate props
Students color in headbands and other props for the production.
Week 6: Rehearsal
Send home printouts of rhymes and ask parents to review them with their children.
Week 7: Dress Rehearsal
Students color in invitations to take home.
Week 8: Performance for Parents
Performance is followed by a light snack and an opportunity for parents to explore the
library with their children.
Week 9: Other Versions
Read Truckery Rhymes and ask students to compare and contrast with the original Mother
Goose rhymes.
Create a graph showing students’ favorite part of the project.
Rhymes, Characters, and Props
Hey Diddle Diddle
Hey diddle diddle!
The cat and the fiddle,
The cow jumped over the moon.
The little dog laughed
To see such sport,
And the dish ran away with the spoon.
Characters:
Cat
Cow
Dog
Dish
Spoon
Props:
Big dish
Big spoon
Cat headband
Cow headband
Dog headband
Big moon
Hickory Dickory Dock
Hickory dickory dock,
The mouse ran up the clock.
The clock struck one,
The mouse ran down,
Hickory dickory dock.
Characters:
Mouse
Clock
Props:
Mouse headband
Clock face
Jack and Jill
Jack and Jill went up the hill
To fetch a pail of water.
Jack fell down and broe his crown
And Jill came tumbling after.
Characters:
Jack
Jill
Props:
Headbands for Jack and Jill
Pail
Jack, Be Nimble
Jack be nimble,
Jack be quick,
Jack jump over the candlestick!
Characters:
Jack
Props:
Candle in candlestick holder
Little Bo Peep
Little Bo Peep has lost her sheep
And can’t tell where to find them.
Leave them alone and they’ll come home.
Wagging their tails behind them.
Characters:
Little Bo Peep
Sheep
Props:
Bonnet for Little Bo Peep
Shepherd’s staff
Sheep headbands
Sheep tails
Little Boy Blue
Little Boy Blue come blow your horn.
The sheep’s in the meadow;
The cow’s in the corn.
Where is the little boy that looks after the
sheep?
He’s under the haystack, fast asleep!
Characters:
Little Boy Blue (dressed in blue)
Sheep
Cow
Props:
Horn
Corn
Sheep headband
Cow headband
Hat for Little Boy Blue
Haystack
Little Miss Muffet
Little Miss Muffet
Sat on a tuffet
Eating her curds and whey.
Along came a spider
Who sat down beside her
And frightened Miss Muffet away.
Characters:
Miss Muffet
Spider
Props:
Hat for Miss Muffet
Bowl with spoon
Short stool
Paper spider
One, Two, Buckle My Shoe
One, two,
Buckle my shoe;
Three, four,
Knock at the door;
Five, six,
Pick up sticks;
Seven, eight,
Lay them straight;
Nine, ten;
A good, fat hen
Characters:
Four students (1-2, 3-4, 5-8, 9-10)
Props:
Buckle shoes
Sticks
Plush hen
Print Sources
Crews, Nina. Neighborhood Mother Goose. New York: Greenwillow Books, 2004.
Hoberman, Mary Ann. You Read to Me; I’ll Read to You: Very Short Mother Goose Tales to Read
Together. New York: Little, Brown, and Company, 2005.
Horowitz, Dave. Humpty Dumpty Climbs Again. New York: G.P. Putnam’s Sons, 2008.
Moore, Jo Ellen; Ginny Hall; Leslie Tryon; and Betsy Franco. How to Do Plays With Children. Monterey,
CA: Evan-Moore Corp, 1986.
The Real Mother Goose. New York: Checkerboard Press, 1944.
Sanderson, Ruth. Mother Goose and Friends. New York: Little, Brown, and Company, 2008
Scieszka, Jon. Truckery Rhymes. New York: Simon & Schuster Books for Young Readers, 2009.
Warren, Jean. Nursery Rhyme Theme-a-Saurus. Torrance, CA: Totline Publications, 1993.
Websites
http://w4.nkcsd.k12.mo.us/~rbeckett/Nursery%20Rhymes.htm
Lesson Plans: Mother Goose Week 1
Goal: Introduce the unit and explain the product: a play about Mother Goose. The classroom teacher
will participate in the performance and parents will be invited.
Objectives:
Students will start to learn these Mother Goose rhymes:
Students will watch and listen to the video and participate in a discussion to assess
comprehension afterwards.
Students will understand that Mother Goose rhymes have been part of our culture for over 200
years; their great-grandparents, grandparents, and parents learned them as well.
Students will learn that there are many different books of Mother Goose rhymes.
Students will listen to Mother Goose rhymes read from a book and will recite rhymes with the
instructor.
Students will know on which shelf they can find Mother Goose books (398.8) in the library.
CCS Academic Standards
K.7.2 Share information and ideas, speaking in complete, coherent sentences.
Materials:
VHS tape: “Richard Scarry’s Best Sing-Along Mother Goose Video Ever!”
VCR and projector
The Real Mother Goose, illustrated by Blanche Fisher Wright
Mother Goose and Friends, selected and illustrated by Ruth Sanderson
Procedure:
1. Explain that we will be meeting each Friday for 9 weeks to work on a special Mother Goose
project.
2. We will learn rhymes and act them out in a play called “The Goose is Loose!”. We will use
simple props, headbands, and some costumes. The classroom teacher will play the part of
Mother Goose in the final production. Parents will be invited to attend the play.
3. Show students several different books of Mother Goose rhymes. Explain that Mother Goose
rhymes have been around for over 200 years; students’ parents, grandparents, and greatgrandparents will be familiar with them.
4. Read and/or sing some familiar rhymes, such as Hickory Dickory Dock , Little Miss Muffet, and
Little Boy Blue.
5. Introduce the video; invite students to sing along if they like. (Video = 25 minutes )
6. After the video, ask comprehension questions of the group. Remind students to raise their
hands and wait to be called on to answer a question.
a. Who was Huckle looking for?
b. What was Little Bo Peep looking for?
c. Who went up the hill with Jack? What were they fetching?
d. Why was Miss Muffet frightened?
e. What happened after the mouse ran up the clock?
f. Where was Little Boy Blue sleeping?
g. What did Lowly make for Huckle and his family?
7. Ask students to turn and talk to each other about their favorite part of the video.
8. Finish by reciting and or singing Hickory Dickory Dock , Little Miss Muffet, and Little Boy Blue .
Goals: Students will distinguish between fantasy and reality, comparing animals in selected Mother
Goose rhymes with animals in nonfiction books. Students will glue pre-cut paper shapes to create a
picture of Humpty Dumpty.
Objectives:
Students will start or continue to learn these Mother Goose rhymes (new this week in bold):
o Little Boy Blue
o Jack and Jill
o Hey Diddle Diddle
Students will understand that real animals do not behave as the animals in some Mother Goose
rhymes do.
Students will understand that fantasy is make-believe whereas nonfiction books have real facts
and information.
Students will understand that nonfiction books with facts and information are on one side of the
library.
Students will recognize the following shapes: oval, triangle, rectangle, and circle.
CCS Standards:
K.1.3 Understand that printed materials provide information.
K.3.1 Distinguish fantasy from reality.
Materials:
The Real Mother Goose, illustrated by Blanche Fisher Wright
Nonfiction books about cats, dogs, and cows
Pre-cut shapes in Ziploc bags and blank construction paper to construct a picture of Humpty
Dumpty
Glue sticks
Markers to write names and to further decorate the pictures
Procedure:
Part 1 – 20 minutes
1. Start by reciting or singing the rhymes learned last time: Humpty Dumpty and Jack and Jill.
2. Read Hey Diddle Diddle and ask students to repeat lines with you.
3. Ask students: “What is a fiddle?” “Can a cat really play a fiddle?” “Can a cow jump over the
moon?” “Do dogs really laugh?” “Can a dish really run away with a spoon?”
4. Point out that this is fantasy or make-believe and can’t really happen. Show students
illustrations in the book: And the Dish Ran Away with the Spoon, by Janet Stevens to make the
point.
5. Show students simple nonfiction books about dogs, cats, and cows. Read one or two and ask
students to share an interesting fact after each one.
1. Ask students to move to tables for the next activity. Each place should have a blank piece of
construction paper, a glue stick, as well as a Ziploc bag with one large oval (body), one small oval
(mouth), one rectangle, one large triangle, one small triangle, and two circles.
2. Starting with the large rectangle for the wall, instruct students to glue shapes to create a picture
of Humpty Dumpty. Use the document camera to demonstrate for students.
3. If time allows, give students markers to further decorate their pictures.
Goal: Students will practice left-click with a mouse. Students will understand beginning, middle, and
end.
Objectives:
o Little Boy Blue
o Jack and Jill
o Hey Diddle Diddle
o Humpty Dumpty
o One, Two Buckle My Shoe
Students will use a mouse to color in Mother Goose pictures online at
Students will put sequence cards for 4 Mother Goose rhymes in the correct order.
o Hey Diddle Diddle
K.2.5 Identify the order (first, last) of information.
Materials:
Computer lab
Sequence cards for Hey Diddle Diddle, One, Two, Buckle My Shoe
Music CD of Mother Goose songs or songs selected from
http://www.mothergooseclub.com/songs.php
Procedure:
1. Students will log in with the generic login and navigate to the correct page.
2. Instruct students to click on a color in the palette, then click in a space to color it in.
3. Recite/sing various rhymes displayed on the big screen during the course of the session.
1. Move students to the media center and instruct them to sit at the tables. Each place should
have a set of sequencing cards, paper, and glue stick.
2. Instruct students to put the cards in the correct order.
3. While students are working, play a CD of Mother Goose songs in the background.
Goals: Students will create a number book. They will understand that there are different books with the
same Mother Goose rhymes.
Objectives:
o Little Boy Blue
o Jack and Jill
o Hey Diddle Diddle
o Humpty Dumpty
o Jack, Be Nimble
Students will count shapes and glue them on the appropriate page of a number book (from 110).
Students will listen and participate in reciting Mother Goose rhymes from the book: The
Neighborhood Mother Goose.
Math
K.2.5 Relate literature to mathematical concepts.
K.4.1 Identify and describe common geometric objects: circle, triangle, square, rectangle, cube,
ellipse (oval) 3, and rhombus (diamond) 3 using correct mathematical terminology.
Materials:
Blank book with numbered pages for each child
Die cut mini-shapes for pages
Glue stick for each child
Pencil
Colored pencils
The Neighborhood Mother Goose by Nina Crews
Rhythm sticks
Procedure:
1. Recite the rhyme One Two, Buckle My Shoe and ask students to hold up the appropriate
number of fingers for each line. Have students repeat the rhyme with you. Give some students
the opportunity to keep the beat with rhythm sticks.
2. Have students sit at the tables. Each place should have a blank book, a pencil, a glue stick, and
die cut mini-shapes within reach.
3. Ask students to write their names on the front cover of their books.
4. Point out that the rhyme is printed on the inside front cover of the book.
5. Ask students to flip through the book and look at the numbers. They will be gluing down the
correct number of shapes for each number.
6. Instruct students to put a dot of glue on the page, then apply the shape.
7. Collect the books so that students may continue to work on them over the next 2 weeks.
1. Ask students to sit in front of the rocker.
2. Show them the cover of The Neighborhood Mother Goose and explain that the rhymes are the
same, but Nina Crews illustrated this book with photographs taken in a city.
3. Tell students that you will give them clues before reading each rhyme, so that they can guess
which one it is.
a. Page 6 – Hey Diddle Diddle (I see a cat, a fiddle, and a cow.)
b. Page 25 – Little Miss Muffet (I see a girl eating curds and whey.)
c. Page 34 – Humpty Dumpty (I see an egg sitting on a wall.)
d. Page 43 – Jack and Jill (I see a boy and a girl with a pail.)
4. Introduce 1 additional rhyme at this point and ask students to repeat after you:
a. Page 13 – Jack Be Nimble
5. If time allows, begin a discussion about the props we could use to act out one or more of these
rhymes. Tell students we will be working on creating props next week.
NOTE: Between weeks 4 and 5, media specialist, instructional assistant, and classroom teacher assign
students to roles in the play.
Goals: Students will decorate props in preparation for our play.
Objectives:
o Little Boy Blue
o Jack and Jill
o Hey Diddle Diddle
o Humpty Dumpty
o Jack, Be Nimble
o Little Bo Peep
Students will learn which rhyme they will be acting out.
Students will color in headbands and other props for our play.
Materials:
Props for students to color:
Hey Diddle Diddle
o Big dish
o Big spoon
o Cat headband
o Cow headband
o Dog headband
Hickory Dickory Dock
o Mouse headband
o Clock headband
Jack and Jill
o Headband for Jack
o Headband for Jill
Jack, Be Nimble
o Paper towel roll and tissue paper candle in holder
Little Bo Peep
o Sheep headbands
o Sheep tails
Little Boy Blue
o Sheep headband
o Cow headband
Little Miss Muffet
o Paper spider
Colored pencils, crayons, and markers
Paper strips and stapler to adjust headbands
CD of rhymes and songs to play in the background
Procedure:
1. Tell students to put their names on the inside or back of their props before they start.
2. Ask students to do their best work. (Remind them that they will be using these props in a play.)
3. If students finish their props, they may continue to work on their Number Books from Week 4.
Goal: Students will understand how the play is organized and which rhyme they will act out. (See play
pages below.)
Objectives:
Students will participate in reciting or singing every rhyme.
Students will patiently wait until it is their turn to act out their rhyme.
Students will take home a printed copy of the rhyme they are acting out to practice at home.
Materials:
All props for all rhymes (see above)
Rocker for the adult playing Mother Goose
Printed copies of rhymes for students to take home
Procedure:
1. Students will act out rhymes in the following order:
a. Little Miss Muffet
b. Hey Diddle Diddle
c. Jack and Jill
d. Hickory Dickory Dock
e. Jack, Be Nimble
f. Little Bo Peep
g. Little Boy Blue
h. One, Two Buckle My Shoe
2. The whole class will be sitting in a row in order of appearance against the back wall of the
sunroom; students who are acting out each rhyme may stand and come forward, then go back
and sit in the same place.
Goal: Students will rehearse the play in its entirety twice. They will color invitations to take home.
Objectives:
Students will participate in reciting or singing every rhyme.
Students will patiently wait until it is their turn to act out their rhyme.
Students will take home invitations for parents and guardians to come to the play.
Materials:
All props for all rhymes (see above)
Rocker for the adult playing Mother Goose
Invitations for students to take home
Mother Goose puzzle pieces to as required by the play “Mother Goose’s Goose is Loose!”
Procedure:
1. Students will act out rhymes in the following order:
a. Little Miss Muffet
b. Hey Diddle Diddle
c. Jack and Jill
d. Hickory Dickory Dock
e. Jack, Be Nimble
f. Little Bo Peep
g. Little Boy Blue
h. One, Two Buckle My Shoe
2. The whole class will be sitting in two rows against the back wall of the sunroom; students who
are acting out each rhyme may stand and come forward, then go back and sit in the same place.
3. With each rhyme, a puzzle piece will be added to the white board behind the rocker.
4. Remind students to do their very best for the play next week.
Goal: Play performance!
Objectives:
Students will do their best as they participate in the play.
Following the play, they will enjoy a light snack with their guests.
Materials:
All props, picture cards, and puzzle pieces
Costume for Mother Goose (optional)
Tables will be moved from the sunroom and chairs lined up for the audience.
A finger food snack (check approved list) with plates and napkins will be set out on round tables
on either side of the sunroom.
Procedure:
1. Welcome the audience and thank them for coming. Tell them that their students have been
learning Mother Goose rhymes and are excited about sharing what they have learned. Invite
them to stay for a light snack after the performance and to feel free to explore the library with
their child until it’s time to go back to class.
Goal: Students will listen to other versions and spinoffs of Mother Goose rhymes. The class will create a
bar graph.
Objectives:
Students will identify the original rhymes upon which the verses in Truckery Rhymes are based.
Students will identify the rhymes mentioned in Humpty Dumpty Climbs Again.
Media specialist and IA will read Mother Goose poems for two voices.
Students will contribute to a bar graph to show their favorite aspects of this project.
Math
K.6.5 Create and interpret object graphs and picture graphs.
Materials:
Truckery Rhymes by Jon Scieszka
Humpty Dumpty Climbs Again, by Dave Horowitz
You Read to Me, I’ll Read to You, by Mary Ann Hoberman
Large graph on the wall
Square of paper for each child
Glue sticks
Procedure:
1. Seated in front of the rocker, students will listen to selections from Truckery Rhymes and
identify the original rhymes. (The book includes 5 rhymes from the play; some others may
also be familiar to students.)
2. Students will listen to Humpty Dumpty Climbs Again and identify the rhymes alluded to in
that story.
3. If time allows, we will read The Completed Hickory Dickory Dock, by Jim Aylesworth.
4. Each child will glue a square onto the large wall graph to show which rhyme was their
favorite. After completing the graph, we will discuss what it shows.
NOTE: The 10 Mother
Goose rhymes listed
above will be inserted into
this script.

Nursery Rhymes Overview

Transcription

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