Welcome to Kid Works® Deluxe

Transcription

Welcome to Kid Works® Deluxe
TABLE OF CONTENTS
PROGRAM OVERVIEW SHEET
WELCOME
3 Enhancing the Reading-Writing Connection
3 Using the Story Starters
4 Thematic Units and Early Childhood Units
5 Bookbinding
5 Getting Started
6 Scope and Sequence Charts
UNIT 1
9
18
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– FEELINGS
Lesson 1: Facial Expressions Show Feelings
Lesson 2: The Giving Tree
Lesson 3: Your Heart
UNIT 2
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48
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– IMAGINATION
Lesson 1: Around the Neighborhood
Lesson 2: Where the Wild Things Are
Lesson 3: Snails’ Tales
UNIT 3
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– NATURE’S TREASURES
Lesson 1: Tall Tales
Lesson 2: The Little Red Hen
Lesson 3: Flower Shower
UNIT 4
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100
107
– NIGHT AND DAY
Lesson 1: My Day and Night
Lesson 2: There's a Nightmare in My Closet
Lesson 3: Celebrate the Sun
EARLY
114
120
126
132
CHILDHOOD
Unit 1 – Feelings
Unit 2 – Imagination
Unit 3 – Nature’s Treasures
Unit 4 – Night and Day
APPENDIX – STICKERS
Reproduction of these pages by the classroom teacher for use in the classroom is permissible.
Reproduction of any part of this book for an entire school or school system or for commercial use is strictly prohibited.
© 2007 Knowledge Adventure, Inc. All Rights Reserved. Kid Works, Kid Works Deluxe and Knowledge Adventure are
registered trademarks or trademarks in the United States and other countries.
© 2007 Knowledge Adventure, Inc. All Rights
Reserved.
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Kid Works Deluxe
Kid Works® Deluxe
Build Reading, Writing, and Creativity Skills
Curriculum Skills:
Levels:
✓ Facilitates early writing skills
✓ Develops a sight vocabulary
✓ Facilitates the composition and editing
process in writing
✓ Teaches relationships between words and
pictures
✓ Facilitates creative writing
✓ Develops a link between writing and
reading
✓ Encourages creativity
Pre-K through Grade 4
Subject:
Language Arts
Reading/Writing
Creativity
Activity Components:
Write – Write and edit stories using words, pictures, and sound effects. Read back your
story in your own voice or any of 6 funny
bug voices.
Draw – Draw pictures using tools, picture book
pictures, stickers, and animated stickers.
Record narration to describe your picture or
tell a story.
Story Playback – Hear your story told from the
book cover to the very end.
Main Screen:
Special Features:
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© 2007 Knowledge Adventure, Inc.
All Rights Reserved.
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Combines a word processor, a paint
program, and text-to-speech
Converts text to stickers and stickers to text
Delightful sound effects
Printable storybooks in three different
formats
Easy-to-use graphical interface, simple
enough for pre-readers
Player feature can send a greeting to
someone who doesn’t have Kid Works
Kid Works Deluxe
Welcome to Kid Works Deluxe Teacher's Guide
This Guide is designed to help teachers of
Pre-K–Grade 4 learners utilize Kid Works Deluxe to help students develop skills in
writing and reading and make effective
use of the computer as a learning resource.
Teachers will find Kid Works Deluxe a
highly effective tool in all areas of the
curriculum. Students will love using it to
express themselves with words, pictures,
and speech. They can develop skills in
writing as well as drawing and painting.
Students will enjoy creating all types of books
to share with their families and classmates.
tions. Kid Works Deluxe truly takes the readingwriting connection one step further by encouraging young authors to become illustrators as
well as readers and writers.
Enhancing the Reading-Writing
Connection with Kid Works Deluxe
Because the skills required for good reading
and good writing are related, the development of one process can be of great benefit to
the other. Kid Works Deluxe provides an environment for communication that enhances
children’s reading and writing skills in three
ways: (1) through the use of text-to-speech
technology, (2) through the capability of combining text, graphics, sound effects, and
speech, and (3) through the use of story
starter writing prompts.
Using the Story Starters
The story starters in Kid Works Deluxe enhance
the reading-writing connection by providing a
level of interactivity while at the same time
prompting students to compose in many different subject areas, such as language arts,
math, science, social studies and creative writing. These cross-curricular prompts enhance
the reading-writing connection by providing
writers with an environment that elicits their
ideas and spurs their imagination.
Kid Works Deluxe provides students with a talking word processor that gives them immediate
auditory access to what has been written, enabling them to read and reread their stories
independently.
The capability of combining text, graphics,
computer speech, recorded speech, and
sound effects provides endless opportunities
for producing uniquely creative final produc-
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Listening, thinking, speaking, writing and
reading are interactive processes used by
learners to negotiate and construct their own
meaning.
Thematic Units
This Teacher’s Guide features four thematic
units: Feelings, Imagination, Nature’s Treasures, and Night and Day. Each unit contains
three lessons based upon the theme focus.
Through the use of the writing prompts, students:
• Are given meaningful and varied opportunities in which to practice writing.
• Tell, retell, illustrate, describe and share
personal responses to real-life experiences.
• Use word processing to simplify the process of writing.
• Use a speech-to-print process, in which students first concentrate on what they want to
say, progress to how they want to say it,
and exercise options for changing form,
content or both.
• Use technology to support the integration of
listening, speaking, reading, and writing
with the learning of language skills in
meaningful contexts.
These lessons are designed to help you incorporate computer use into a cross-curricular
approach to writing and reading. Student activities before the computer, at the computer,
and after the computer are suggested. These
activities include whole-group, small-group,
and activity-center instructions. In addition,
strategies for cooperative learning that promote interaction and cooperation among students are featured throughout the lessons.
Curriculum areas covered by the lessons include language, drama, literature, art, logic,
spatial visualization, mathematics, movement,
music, science, and social studies. Students are
encouraged to explore and make choices, in
both oral and written language, and to use
these explorations and choices to become motivated and fluent speakers and writers.
When students are using the prompts, encourage them to:
• Save a selected writing prompt with their
own unique name.
• Listen to all the pages included in the
prompt before beginning to write.
• Maximize available writing space on each
page by:
– Deleting directions once they are read.
– Working with one small section at a
time.
– Replacing underlines and spaces by
highlighting them before typing the
answers or responses to prompts.
– Creating extra “Write” pages after the
prompts to continue writing.
Early Childhood Units
Encourage young children to draw pictures
and record their stories. Clicking the Playback
button will play back the pictures and the narration. The Early Childhood units contain suggestions for using the material included in the
four thematic units with young children.
These activities are designed to allow young
children to learn by exploration, manipulation
and investigation and to share their findings
with their classmates.
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Bookbinding
Getting Started
The books created in Kid Works Deluxe can be
bound and placed in the classroom, school or
home library.
The first step in getting Kid Works Deluxe integrated into your classroom is to become familiar with the software. A quick and easy way to
get into the heart of the program is to follow
Project #1 in the manual—Create a Family Album. This will expose your students to the
fabulous art, powerful tools, and fun features
of the software.
Bookbinding Materials
• Kid Works Deluxe printed pages, and two
blank pages the same size as the printed
pages
• Two pieces of cardboard, each 1⁄2" longer
and wider than the paper for the inside
pages
• 1" or wider tape and some glue
• Stapler or needle and thread (depending on
the way you wish to attach the pages)
• Cover material (colored butcher paper,
wallpaper, wrapping paper, etc.) which is
1" larger on all sides than the two pieces of
cardboard when they are placed side by
side
Once your students are familiar with the software, select a thematic unit and begin with the
first lesson. The units may be introduced in
any order you wish, but the lessons within
each unit build upon each other and should be
pursued in the order presented. As students
interact with each lesson, they will become
more familiar with the Kid Works Deluxe software components.
You will be thrilled as your students develop
proficiency employing this powerful software
tool. They will be motivated to explore and be
creative as they develop their skills in writing
and reading and build confidence with their
various forms of expression.
Bookbinding Directions
• Place the pages of the book in a neat pile
with one blank page on top and one on the
bottom.
• Staple or sew all the pages together along
the left edge.
• Place the cardboard pieces side by side and
tape them together, leaving a little space of
approximately 1⁄2" (for the spine) between
the two pieces.
• Put glue along all four edges of each piece;
center them on the cover material, glue side
down.
• Fold the edges of the cover material up over
the cardboard on the inside, and glue them
down.
• To attach the book, glue the blank sheets at
the front and back to the inside of the cover.
Scope and Sequence Charts
The Scope and Sequence Charts on the next
two pages (pgs. 6–7) correlate the lessons to
program components and curriculum areas.
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Unit 4: Night and Day
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Playback
Unit 3: Nature’s Treasures
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Unit 2: Imagination
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Feelings
Lesson 1: Facial Expressions Show
Unit 1: Feelings
Thematic Units
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Unit 4: Night and Day
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Unit 3: Nature’s Treasures
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Lesson 1: Facial Expressions Show
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Early Childhood
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Art
INTRODUCTION
Thematic Unit 1: Feelings
Since self-expression along with proper tools is the key to good writing, the lessons presented in this
thematic unit, Feelings, provide the road to get there. When children can write about how they feel,
how the world feels to them, and how they think others feel, then they are able to write about their
experiences. This includes their experiences in all areas of life. To incorporate feelings into writing is
an essential and important part of the language arts experience.
The following is an outline of the three cross-curricular lessons in the thematic unit Feelings.
Lesson One
Title: Facial Expressions Show Feelings
Curriculum Focus: Social Studies and Fine Arts
The following learning experiences can be used both on and off the computer:
• Produce and interpret graphic material by relating words to pictorial content and
pictorial content to words.
• Work in cooperation with a partner to achieve a common goal.
• Use art to express moods and feelings.
• Become aware of how materials change when they are mixed together.
Lesson Two
Title: The Giving Tree
Curriculum Focus: Language Arts
• Participate in simple improvisational activity.
• Interpret the cause and effect involved in characters’ actions.
• Use appropriate form to write a friendly letter.
• Use poetry to identify, describe, and summarize the topic of a story.
Lesson Three
Title: Your Heart
Curriculum Focus: Science and Math
• Recognize which foods are low and high in calories.
• Discover the relationship between physical exercise and burning calories.
• Write and solve number sentences that reflect real-life situations.
• Become aware of the benefits of good health care.
© Knowledge Adventure, Inc. and its licensors.
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Kid Works Deluxe
FEELINGS
LESSON 1
Facial Expressions Show Feelings
Social Studies/Fine Arts
Materials
Kid Works Deluxe
The Six Ovals (activity sheet)
Faces Poem (blackline master)
Making Faces (blackline master)
Sticker Reference Pages (blackline masters)
Paper Plate Clown Faces (blackline master)
Cookie Faces (blackline master)
crayons
pencils
scissors
9" paper plates
glue or paste
colored construction paper
Vocabulary
angry
bratty
bright
chin
climb
curly
dark
ears
expression
eyebrows
eyes
face
frown
gleam
hair
happy
head
lonely
mad
miserable
mouth
night
nose
oval
paint
pout
proud
puzzled
sad
scrunched
shy
smile
tongue
wicked
yawn
Before the Computer
FEELINGS
LESSON 1
by Joyce Koff
I painted a face
That was sad
I painted the mouth
In a frown
I painted a face
That was shy
I painted the eyes
Looking down
I painted a face
That was angry
I painted the eyebrows
Scrunched tight
I painted a face
That was wicked
I painted its eyes
Fire bright
I painted a face
That was bratty
I painted its tongue
Sticking out
I painted a face
That was miserable
I painted its lips
In a pout
This poem was reprinted with the permission of the author.
Copyright © Davidson & Associates, Inc., 1995
12
Following Directions
Using the Six Ovals activity sheet (pg. 12), students:
• Follow the directions on the sheet to create six faces.
• Check the faces on their finished products to see if they followed directions properly.
• Color their completed work, adding accessories such as hats,
bows, jewelry, etc.
FACES
Kid Works Deluxe Blackline Master
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FEELINGS
LESSON 1
FACES by Joyce Koff
I painted a face
That was sad
I painted the mouth
In a frown
I painted a face
That was shy
I painted the eyes
Looking down
I painted a face
That was angry
Scrunched tight
I painted a face
That was wicked
I painted its eyes
Fire bright
I painted a face
That was bratty
Sticking out
I painted a face
That was miserable
I painted its lips
In a pout
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FEELINGS
LESSON 1
MAKING FACES
bashful
bored
cold
confident
curious
disappointed
disgusted
frightened
frustrated
guilty
happy
hot
hurt
jealous
joyful
lonely
lovestruck
mischievous
miserable
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tired
Literature
After distributing copies of the poem Faces (pg. 13), the teacher
and class use it as follows:
• The teacher reads the poem aloud to the class while the
class silently reads along.
• The teacher and class read the poem aloud together.
• The teacher selects student volunteers to read each indi vidual stanza.
• After each stanza is read, the class imitates the stanza’s face
and discusses its expression. This is continued until the
entire poem has been read.
• The teacher selects five or six students to be a chorus of
mimes. The student mimes stand in the front of the room.
The remaining students and the teacher read the poem
aloud again. The mime chorus makes the appropriate faces
as each stanza is read.
Oral Language
The teacher distributes copies of the Making Faces blackline master (pg. 14), and has students do the following:
• Divide into pairs.
• Select a leader for each pair who will select facial expressions from the Making Faces activity sheet and direct his
or her partner in making those faces. For example: “Raise
your eyebrows. Form your mouth into a narrow oval.”
• The partner guesses what feelings these faces show.
• Have partners change roles and complete the activity.
b At the Computer
Using copies of the Making Faces blackline master and the poem
Faces, students create the poem’s six facial expressions using the
draw and record features.
1. After starting a new book, students write the title “Making
Faces” on the Book Cover Screen.
2. They open a Draw page and create the first expression of the
poem.
3. When the drawing is complete, click on the microphone icon
and read the first stanza of the poem. Save.
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4. Select the next page as draw. Continue drawing the expressions and recording the poem.
5. Click Play to hear the whole poem read aloud.
6. If your students don't have access to a microphone, type
the poem and draw the expressions.
After the Computer
FEELINGS
LESSON 1
Cooking
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COOKIE FACES
Materials
One large oatmeal cookie per student
Ice cream sticks to spread frosting
Large mixing bowl
Electric mixer
One paper plate per student—to place cookies on to frost and decorate
2 large spoons
Small paper cups
Frosting Ingredients
6 unbeaten egg whites
3 cups of corn syrup
3 teaspoons of vanilla
1/2 teaspoon salt
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Decorating Ingredients
Assorted candies:
M & M’s®
Jellybeans
Colored marshmallows
Colored sprinkles
Break eggs and separate the yolks from the egg whites, putting egg whites
into the mixing bowl.
Combine unbeaten egg whites with corn syrup, vanilla, and salt.
Beat with electric mixer or spatula until fluffy and spreadable.
Spoon the frosting into the paper cups.
Spread the frosting on your cookie and make a cookie face using the candy
assortment.
Show off your finished cookie face and eat your creation.
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FEELINGS
LESSON 1
PAPER PLATE CLOWN FACES (CONTINUED)
Art
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Distribute a copy of the Cookie Faces blackline master (pg.
15), one oatmeal cookie, a paper plate, a paper cup, an ice
cream stick, and assorted candy to each student.
Follow the recipe with the class. Give students the opportunity to break eggs, separate egg yolks from egg whites,
measure ingredients and put them into the mixing bowl.
Students take turns mixing the ingredients until the frosting
is fluffy and spreadable.
Choose students to spoon the frosting into the paper cups.
Each student spreads frosting on his or her cookie and
makes a cookie face using the candy assortment.
After showing off the finished cookie faces, the students
eat their creations.
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Give students copies of the clown patterns and directions (pgs. 16 and 17), a paper plate, crayons, scissors, glue
or paste, and cotton balls.
Follow the directions on the Paper Plate Clown Faces
blackline master (pg. 16).
Have the students draw an expression on the paper plate.
Share the different paper-plate clowns as a group.
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FEELINGS
LESSON 1
THE SIX OVALS
Read and follow each direction carefully to draw six ovals and turn each into a special face.
Always read an entire direction before you make any marks on your paper.
1. Draw six ovals. Draw them so they almost fill up the sheet of paper. You can arrange
them in any way you wish.
2. Number the ovals 1–6. Put the numbers directly under each oval.
3. It’s time now to make some faces! Start by giving #1 eyes, a nose, a mouth, ears, and
hair.
4. Next, give #2 a smile...just a smile.
5. Now give #6 a frown.
6. Give #4 two letter O’s for eyes.
7. Give #3 an upside-down number 7 for a nose.
8. Give #5 some very small ears. Give it a small mouth, a very small nose, and very small eyes.
9. Give #2 a very big nose. Give it curly hair, too.
10. Go back to #3. Give it two dots for eyes, and two upside-down letter V’s for eyebrows.
11. Draw a bee sitting on top of #6’s head. No wonder #6 is mad!
12. Give #6 a nose. Above the nose, give that same face some eyes that are looking up at
the bee.
13. #3 is tired! Give it a mouth that is yawning.
14. Give #4 a letter U for a nose. Give it a mouth that is just a straight line.
15. Make the eyes on #4 look like they are looking at the bee on the head of #6.
You’re done!
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FEELINGS
LESSON 1
FACES
by Joyce Koff
I painted a face
That was sad
I painted the mouth
In a frown
I painted a face
That was shy
I painted the eyes
Looking down
I painted a face
That was angry
Scrunched tight
I painted a face
That was wicked
I painted its eyes
Fire bright
I painted a face
That was bratty
Sticking out
I painted a face
That was miserable
I painted its lips
In a pout
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Kid Works Deluxe
FEELINGS
LESSON 1
MAKING FACES
bashful
bored
cold
confident
curious
disappointed
disgusted
frightened
frustrated
guilty
happy
hot
hurt
jealous
joyful
lonely
mischievous
miserable
lovestruck
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tired
Kid Works Deluxe
FEELINGS
LESSON 1
COOKIE FACES
Materials
Large mixing bowl
Electric mixer
2 large spoons
Small paper cups
1/2 teaspoon salt
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Assorted candies:
M & M’s®
Jellybeans
Colored sprinkles
assortment.
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FEELINGS
LESSON 1
PAPER PLATE CLOWN FACES
Materials
9" paper plate
Crayons
Scissors
Glue or paste
Cotton balls
Directions
• Color and cut out the bow tie. Glue the neck to the back of the plate.
• Color the top of the plate.
• Cut slits at the top of the plate for the hair. Curl it by rolling each strand over the
end of a pencil.
• Color and cut out the clown’s eyes and nose. Paste them on the middle of the
plate.
• Color and cut out the clown’s hat. Paste it to the back of the plate.
• Paste a cotton ball at the tip of the hat.
• Draw an expression on your clown. How does your clown feel?
(Continued on the next page.)
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FEELINGS
LESSON 1
PAPER PLATE CLOWN FACES (CONTINUED)
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FEELINGS
LESSON 2
The Giving Tree
Language Arts
Materials
Kid Works Deluxe
Letter to Someone Special (activity sheet)
Feelings Bibliography (blackline master)
The Giving Tree – Synopsis (blackline master)
Suggested: The Giving Tree by Shel Silverstein
Stair Poems (activity sheet)
envelopes
pencils
postage stamps
Vocabulary
adjective
apples
body
branches
build
caring
children
closing
friends
greeting
giving
heading
house
money
old
place
sail
sell
signature
strong
stump
summary
time
topic
trunk
wife
world
young
Before the Computer
FEELINGS
LESSON 2
The Giving Tree
THE GIVING TREE by Shel Silverstein – Synopsis
This is a story about a boy who was loved and cared for throughout his life by a tree.
Every time the tree could give something of herself, she was happy.
When the boy was young he climbed her trunk, swung from her branches, and ate her
apples. This made the tree happy.
When he grew older and needed money to buy things, the tree told him to take her
apples and sell them. Because this made him happy, the tree was happy.
When he came back again as a young man, he needed a home. The tree told him to
cut down her branches and build a house for himself, a wife, and children.
Returning as a grown man, he told the tree that he needed a boat so he could sail
away and see the world. She told him to cut down her trunk.
Literature
Read The Giving Tree by Shel Silverstein (or the blackline synopsis) to the class. Encourage the students to discuss how each
character feels as the story progresses.
When he came back as an old man, he was too old to climb, swing, sell, build, or sail.
The tree thought she had nothing left to give. But, in fact, she could give exactly what
the man needed—a stump to rest on. The old man sat down on her stump, and the tree
was happy.
Oral Language
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Divide the story into five acts:
Act One: The boy is young and the tree is full of apples and
leaves. The tree is happy.
Act Two: The boy grows older and his world is becoming
bigger than that of himself and the tree.
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Kid Works Deluxe
Act Three: The boy has become a young man. His world is
becoming bigger still. It now will include a wife, a
house, and children.
Act Four: The boy is a grown man. He wants to see more of
the world.
Act Five: The boy is an old man. All he needs in the world is
the tree. The tree is happy.
Choose students to become each of the characters below. As
the characters, have them tell what their lives are like and how
they feel about what is happening to them.
The Young Boy – Act One
The Branchless Tree – Act Three
The Full Tree – Act One
The Grown Man – Act Four
The Older Boy – Act Two
The Tree Stump – Act Four
The Fruitless Tree – Act Two The Old Man – Act Five
The Young Man – Act Three The Resting Tree – Act Five
Written Language
FEELINGS
LESSON 2
The Giving Tree
Name _______________________
LETTER TO SOMEONE SPECIAL
It’s fun to write and to receive. Write a friendly letter to someone special to you. You
could write one to a cousin, a grandmother, a grandfather, or a favorite teacher. A
good friend would like to hear from you too. Tell them about an event in a book you
have read, the way the event made you feel, and the way it made the characters feel.
Use the Kid Works Deluxe Sticker Reference Pages and the Making Faces page as
guides to help you picture your feelings.
(Sender’s Address)
(Street Address) _____________________________
HEADING (City, State Zip) _____________________________
(Date) ______________________________________
______________________,
GREETING
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
BODY
________________________________________________________________
________________________________________________________________
CLOSING__________________________________
SIGNATURE _________________________________
23
Kid Works Deluxe Activity Sheet
After selecting and reading a book from the Feelings Bibliography blackline master (pg. 22) or the library, the students
complete the Letter to Someone Special activity sheet (pg. 23).
In the activity, they learn the rules for writing a friendly letter.
They will also be prompted to write the letter to a special person in their lives describing an event in the book, the way the
event made them feel, and the way it made the characters feel.
Students should be encouraged to use the Kid Works Deluxe
Sticker Reference Pages and the Making Faces blackline master when writing the letter.
b At the Computer
•
•
Have students take their completed Letter to Someone
Special activity sheets to the computer. After starting a
new book, they write the title “Letter to Someone Special”
on the Book Cover.
Have students open a Write page and type their letter. Students are encouraged to replace words that express feelings
with appropriate stickers from the Feelings, Things to Do 1
or 2, and other sticker categories.
19
Kid Works Deluxe
•
After clicking the Play button and listening to their
letters being read, students print them. They address an
envelope to the “special person in their lives” and are encouraged to send the letters in the mail or use the Player
feature to email the letter.
After the Computer
FEELINGS
LESSON 2
The Giving Tree
Name _______________________
STAIR POEMS
Every time the tree could give something of herself, she was happy. When the boy was
young he climbed her trunk, swung from her branches, and ate her apples. When he
grew older and needed money to buy things, the tree told him to take her apples and
sell them. When he came back again as a young man, he needed a home. The tree
told him to cut down her branches and build a house for himself, a wife, and children.
away and see the world. She told him to cut down her trunk. When he came back as
an old man, he was too old to climb, swing, sell, build, or sail. The tree thought she had
nothing left to give. But, in fact, she could give exactly what the man needed—a stump
to rest on. The old man sat down on her stump, and the tree was happy.
The Giving Tree by Shel Silverstein
Lifetime Friends
The teacher and class brainstorm to create a group stair poem
using a familiar “feelings” story. The teacher writes the poem on
the board. The students write their own stair poem using the
activity sheet (pg. 24).
A Boy’s Lifetime
Caring, Giving, Strong
Tree
To create a stair poem from your book, follow the directions listed on each of the steps below.
_______________________
4. Write a summary
of the topic.
_________________________
3. Write the place or
time of the topic.
_________________________
2. Write three
adjectives that
describe the topic.
_________________________
1. Write the topic
of the poem.
24
20
Kid Works Deluxe
FEELINGS
LESSON 2
The Giving Tree
When the boy was young, he climbed her trunk, swung from her branches, and ate her
cut down her branches and build a house for himself, his wife, and his children.
was happy.
21
Kid Works Deluxe
FEELINGS
LESSON 2
The Giving Tree
FEELINGS BIBLIOGRAPHY
Title
Alfie Gives a Hand
Animals Should Definitely Act Like People
Best Friends
Best Friends for Frances
Boy, a Dog, and a Frog
A Chair for My Mother
Do You Want to Be My Friend?
Ernest and Celestine
Fat Cat: A Danish Folktale
Feeling Afraid
Feelings
Friends
Good-bye, Sammy
Happy Birthday Moon!
He’s My Brother
I Like You
I’m Moving
Ira Says Goodbye
Let’s Be Friends Again
Making Friends
My Friend William Moved Away
The Owl and the Woodpecker
The River That Gave Gifts
The Runaway Bunny
Say It!
We Adopted You, Benjamin Ku
Wilfrid Gordon McDonald Partridge
22
Author
Shirley Hughes
Judith Barrett
Miriam Cohen
Russell Hoban
Mercer Mayera
Vera B. Williams
Eric Carle
Gabrielle Vincent
Jack Kent
Rochelle Barsuhn, Sylvia R. Tester,
Jane W. Watson
Aliki
Helme Heine
Liza K. Murrow
Frank Asch
Joe Lasker
Sandol Warburg
Martha Whitmore Hickman
Bernard Waber
Hans Wilhelm
Fred Rogers
Martha Whitmore Hickman
Brian Wildsmith
Margo Humphrey
Margaret Wise Brown
Charlotte Zolotow
Linda W. Girard
Mem Fox
Kid Works Deluxe
FEELINGS
LESSON 2
The Giving Tree
Name _______________________
It’s fun to write and to receive letters. Write a friendly letter to someone special to you.
You could write one to a cousin, a grandmother, a grandfather, or a favorite teacher. A
Use the Kid Works Deluxe Stickers and the Making Faces page as guides to help you
picture your feelings.
______________________,
GREETING
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
BODY
________________________________________________________________
________________________________________________________________
CLOSING _________________________________
SIGNATURE _________________________________
23
Kid Works Deluxe
FEELINGS
LESSON 2
The Giving Tree
Name _______________________
STAIR POEMS
Every time the tree could give something of herself, she was happy. When the boy was
young, he climbed her trunk, swung from her branches, and ate her apples. When he
grew older and needed money to buy things, the tree told him to take her apples and
sell them. When he came back again as a young man, he needed a home. The tree
told him to cut down her branches and build a house for himself, his wife, and his children. Returning as a grown man, he told the tree that he needed a boat so he could
sail away and see the world. She told him to cut down her trunk. When he came back
as an old man, he was too old to climb, swing, sell, build, or sail. The tree thought she
had nothing left to give. But, in fact, she could give exactly what the man needed—a
stump to rest on. The old man sat down on her stump, and the tree was happy.
The Giving Tree by Shel Silverstein
Lifetime Friends
A Boy’s Lifetime
Caring, Giving, Strong
Tree
To create a stair poem from your book, follow the directions listed on each of the steps below.
_______________________
4. Write a summary
of the topic.
_________________________
3. Write the place or
time of the topic.
_________________________
2. Write three
adjectives that
describe the topic.
_________________________
1. Write the topic
of the poem.
24
Kid Works Deluxe
FEELINGS
LESSON 3
Your Heart
Science/Math
Materials
Kid Works Deluxe
A Healthy Heart (activity sheet)
Foods Count (activity sheets)
Foods Count Story Problems (activity sheets)
The Question and Answer Song (blackline masters)
The Sticker Reference Pages (blackline masters)
Counting Calories (blackline master)
Burning Calories (blackline
master)
American Heart Association
publications
health magazines
library books
Vocabulary
artery
beat
calories
doctor
energy
exercise
food
healthy
heart
muscle
physical
pulse
rate
rhythm
snack
stethoscope
throb
thump
treat
vein
Before the Computer
FEELINGS
LESSON 3
Your Heart
30
Music:
After distributing The Question and Answer Song—“What Do You
Want A Heart For?” by Joel Herron, the teacher and class use it as
follows:
• The teacher sings the song aloud to the class while the class
follows silently.
• The teacher reads the song aloud to the class while the class
reads along silently.
• The teacher reads the song’s questions (pg. 28). The students
read the answers.
• Using the music provided (pgs. 29–30), the teacher guides the
class in the singing of the song.
• The teacher divides the class into two sections. One section
sings the questions. The other sings the answers.
25
Kid Works
Deluxe
Kid Works Deluxe Teacher’s
Instructions
FEELINGS
LESSON 3
Your Heart
Name _______________________
A HEALTHY HEART
Answer the following questions about your heart.
1. What do you hear when you listen to your heart? _________________________________
2. Why is your heart like a pump? ___________________________________________________
3. What does the heart pump? _____________________________________________________
Research
•
•
4. How do you think the heart pumps blood through your body? _____________________
___________________________________________________________________________________
5. What foods should you eat to keep your heart healthy? ___________________________
___________________________________________________________________________________
6. Why is exercise good for your heart? _____________________________________________
7. Why is smoking bad for your heart? _______________________________________________
List as many ways as you can to keep your heart healthy.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
32
FEELINGS
LESSON 3
Your Heart
Name _______________________
COUNTING CALORIES
List One – Calories of Food Stickers
Apple
Banana
Cake with frosting (2" slice)
Candy
Carrot
Cookies
Corn (1 ear)
Egg
Grapes
Hamburger (including bun)
Lemon
Milk
Peanuts (30)
Pear
Pizza (4"x5" slice)
Pretzel (10 sticks)
Turkey (1/2 breast)
Calories Per Serving
80
100
370–445
110–160
30
140
59
63
35
260
50
150
150
100
135
10
413
List Two – Other Favorite Snacks and Desserts
Bagel
Brownies
Cupcake with frosting
Hot dog (including bun)
Ice cream
Malted milk shake
Milk shake
Popcorn (lightly buttered)
Sherbet
Soda
Sundae
Yogurt
165
140
185
210
270
500
400
75
270
260
215–325
230
The teacher distributes the Healthy Heart activity sheet (pg. 31).
Using reference materials from the American Heart
Association, health magazines, library books, and other
reference material, students complete the activity sheet by
answering the questions and listing things they can do to
keep their heart healthy.
33
Writing
•
•
•
•
•
The teacher distributes the Kid Works Deluxe Sticker Reference Pages (see Appendix), the Counting Calories
blackline master (pg. 32), and the Foods Count activity sheets
(pgs. 34–37).
Students write the names of all the foods they can find
from the Kid Works Deluxe Sticker Reference Page on the
first Foods Count activity sheet.
Students use the Counting Calories blackline master to
find and write the number of calories in each food they
listed on the activity sheet.
The teacher distributes the Burning Calories blackline master
(pg. 33). Students complete the second Foods Count activity sheet.
Students use the information gathered on the activity sheets
and the blackline masters to create two math story
problems.
b At the Computer
•
FEELINGS
LESSON 3
Your Heart
Name _______________________
FOODS COUNT WORD PROBLEMS
Use the numbers on your completed Foods Count activity sheets, along with the Counting Calories and Burning Calories information sheets to write two math story problems.
Read and solve the two sample problems below:
Question One
Joe wanted to buy lunch in the school cafeteria on Friday. His mother said he could
buy lunch if it had less than 550 calories. Read the menu below. Tell how many calories
the school lunch had and whether Joe’s mother would let him buy lunch.
Friday’s Menu
Pizza (one slice)
Apple
Milk
Cookies
Calories
135
80
150
140
•
How many calories did the lunch have in all? ________________________________________
Was Joe able to eat lunch in the cafeteria that day? ________________________________
Question Two
Joe was really hungry that Friday. His friend hated cookies and Joe said, ”I’ll eat yours.”
After he ate all the cookies, he remembered that he was not supposed to eat more
than 550 calories.
How many calories did he have in all?_______________________________________________
How many more than 550 calories did Joe eat? _____________________________________
What could he do to burn the extra calories? ________________________________________
How long would it take him? ________________________________________________________
37
•
•
Students take their completed Foods Count activity sheets to
the computer. After starting a new book, they write the title
“Foods Count Word Problems” on the Book Cover Screen.
They open a Write page and type one of the story problems
they created. Then they start another Write page and type the
second story problem.
After clicking the Play button and listening to their
word problems being read, they click the Text-to-Sticker sign
to see their food words.
Students open a Draw page and design a healthy food picture. They use the Silly Scribbler heart stamp to create a
border and place stickers of healthy foods in the center.
26
Kid Works
Deluxe
Instructions
After the Computer
•
•
•
•
Print out the word problems.
Students are divided into groups.
Each group is given a set of story problems created by students in other groups. They solve the problems.
One student is selected to be the reporter and shares the
problems solved by the group with the class.
27
Kid Works
Deluxe
Instructions
FEELINGS
LESSON 3
Your Heart
THE QUESTION AND ANSWER SONG
“What Do You Want a Heart For?”
Question: What do you want a heart for?
Answer:
To thump, to thump.
Question: What do you need a heart for?
Answer:
To pump, to pump.
Question: Will you always take good care of it like the doctor says you should?
Answer:
I’ll never make it overwork or treat it bad!
Question: That’s good! And will you eat the proper food, make sure it’s healthy for
your heart?
Answer:
I won’t eat things that make me fat. I know it isn’t smart.
Question: And will you exercise?
Answer:
I’ll exercise, I’ll run and swim and play.
Both:
The doctor says that it’s good for your heart, so do some ev’ry day. The
doctor says that it’s good for your heart, so do some ev’ry day!
28
Kid Works Deluxe
FEELINGS
LESSON 3
Your Heart
29
Kid Works Deluxe
FEELINGS
LESSON 3
Your Heart
30
Kid Works Deluxe
FEELINGS
LESSON 3
Your Heart
Name _______________________
A HEALTHY HEART
Answer the following questions about your heart:
1. What do you hear when you listen to your heart? _________________________________
2. Why is your heart like a pump? ___________________________________________________
3. What does the heart pump? _____________________________________________________
4. How do you think the heart pumps blood through your body? _____________________
___________________________________________________________________________________
5. What foods should you eat to keep your heart healthy? ___________________________
___________________________________________________________________________________
6. Why is exercise good for your heart? _____________________________________________
7. Why is smoking bad for your heart? _______________________________________________
List as many ways as you can to keep your heart healthy:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
31
Kid Works Deluxe
FEELINGS
LESSON 3
Your Heart
Name _______________________
COUNTING CALORIES
List 1 – Calories of Foods Pictured in Stickers
Apple
Banana
Cake with frosting (2" slice)
Candy
Carrot
Cookies
Corn (1 ear)
Egg
Grapes
Hamburger (including bun)
Lemon
Milk
Peanuts (30)
Pear
Pizza (4"x5" slice)
Pretzel (10 sticks)
Turkey (1/2 breast)
80
100
370–445
110–160
30
140
59
63
35
260
50
150
150
100
135
10
413
List 2 – Other Favorite Snacks and Desserts
Bagel
Brownies
Cupcake with frosting
Hot dog (including bun)
Ice cream
Malted milk shake
Milk shake
Popcorn (lightly buttered)
Sherbet
Soda
Sundae
Yogurt
165
140
185
210
270
500
400
75
270
260
215–325
230
32
Kid Works Deluxe
FEELINGS
LESSON 3
Your Heart
Name _______________________
BURNING CALORIES
List 1 – Calories burned per hour by engaging
in actions pictured in Kid Works Stickers
(Things to Do 1 and 2 categories)
climbing
dancing (fast)
dancing (slow)
fishing
painting
running (really fast)
running (slow)
sitting
skating (ice)
skating (roller)
swimming (slow)
swimming (very fast)
walking
360
310
155
185
135
870
360
65
255
270
385
470
240
List 3 – Simple pleasures—just for fun
baking cookies
daydreaming
eating popcorn
petting a cat
walking a dog
watching a baseball game
writing a letter
33
31.5
18
21
25.5
70.5
18
25.5
Kid Works Deluxe
FEELINGS
LESSON 3
Your Heart
Name _______________________
FOODS COUNT
Below, write the names of all the foods you can find from the Kid Works Deluxe Sticker
Reference Pages. Then use the Counting Calories page to tell how many calories there
are in each food.
Food
Calories
_______________________________
_________________________________________
_______________________________
_________________________________________
_______________________________
_________________________________________
_______________________________
_________________________________________
_______________________________
_________________________________________
_______________________________
_________________________________________
_______________________________
_________________________________________
_______________________________
_________________________________________
_______________________________
_________________________________________
_______________________________
_________________________________________
_______________________________
_________________________________________
_______________________________
_________________________________________
_______________________________
_________________________________________
_______________________________
_________________________________________
_______________________________
_________________________________________
34
Kid Works Deluxe
FEELINGS
LESSON 3
Your Heart
Name _______________________
FOODS COUNT (CONTINUED)
List at least ten actions shown on the Sticker Reference Pages. Tell how many calories each
burns.
Actions
Calories Burned Per Hour
_______________________________
_________________________________________
_______________________________
_________________________________________
_______________________________
_________________________________________
_______________________________
_________________________________________
_______________________________
_________________________________________
_______________________________
_________________________________________
_______________________________
_________________________________________
_______________________________
_________________________________________
_______________________________
_________________________________________
_______________________________
_________________________________________
_______________________________
_________________________________________
_______________________________
_________________________________________
_______________________________
_________________________________________
_______________________________
_________________________________________
_______________________________
_________________________________________
35
Kid Works Deluxe
FEELINGS
LESSON 3
Your Heart
Name _______________________
FOODS COUNT WORD PROBLEMS
Use the numbers on your completed Foods Count activity sheets, along with the Counting Calories and Burning Calories information sheets, to write two math story problems.
First, read and solve the two sample problems below:
Question One
Joe wanted to buy lunch in the school cafeteria on Friday. His mother said he could
buy lunch if it had less than 550 calories. Read the menu below. Tell how many calories
the school lunch had and whether Joe’s mother would let him buy lunch.
Friday’s Menu
Pizza (one slice)
Apple
Milk
Cookies
Calories
135
80
150
140
How many calories did the lunch have in all? ________________________________________
Was Joe able to eat lunch in the cafeteria that day? ________________________________
Question Two
Joe was really hungry that Friday. His friend hated cookies, and Joe said, ”I’ll eat yours.”
After he ate all the cookies, he remembered that he was not supposed to eat more
than 550 calories.
How many calories did he have in all?_______________________________________________
How many more than 550 calories did Joe eat? _____________________________________
What could he do to burn the extra calories? ________________________________________
How long would it take him? ________________________________________________________
36
Kid Works Deluxe
FEELINGS
LESSON 3
Your Heart
Name _______________________
FOODS COUNT WORD PROBLEMS (CONTINUED)
Write two word problems of your own below:
1. _________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. _________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
37
Kid Works Deluxe
INTRODUCTION
Thematic Unit 2: Imagination
Students need to be provided with a variety of experiences and learn to draw from them as they
listen, speak, read and write. For this reason, the lessons presented in this thematic unit,
Imagination, are rich with experiences. At the same time, these lessons are designed to encourage
students to use their imagination and turn these ordinary experiences into extraordinary and
unique ones. The combination of experience and individual imagination is an essential tool in the
writing process.
The following is an outline of the three cross-curricular lessons in the thematic unit Imagination.
Lesson One
Title: Around the Neighborhood
• Make predictions, gather information, and compare findings.
• Explore people, places, and things found in the community.
• Prepare a pictograph which describes information gathered.
• Differentiate between fact and imagination.
Lesson Two
Title: Where the Wild Things Are
• Write a note to give important information.
• Write a fantasy setting for an existing story.
• Read, understand, and create recipe directions.
• Select from a variety of materials composed of different sizes, shapes, and textures, and organize them to create a work of art.
Lesson Three
Title: Snails’ Tales
• Explore, observe, and examine objects using a combination of senses to collect
and process data.
• Follow auditory and visual directions to draw an object.
• Write a word problem using scientific facts.
• Select and use science textbooks and other reading references to gather factual
information.
IMAGINATION
LESSON 1
Around the Neighborhood
Materials
Kid Works Deluxe
Taking a Walk Around the Neighborhood
Checklist (activity sheets)
Picturing My Neighborhood (activity sheets)
Around the Neighborhood Pictograph
(blackline master)
About Eve Merriam and Places to Hide
a Secret Message (blackline master)
pencils
crayons
markers
art paper
Vocabulary
airplane
ant
ball
balloon
beautiful
bicycle
bird
bus
car
cloud
colorful
flag
flower
football
hat
house
interesting
kite
ladybug
message
moonshell
nest
penny
poet
pudding
raindrop
raisin
school
secret
surprising
tree
ugly
umbrella
verses
window
windowpane
yard
Before the Computer
IMAGINATION
LESSON 1
Name _______________________
TAKING A WALK AROUND THE NEIGHBORHOOD
Place a ✓ next to each item listed below that you think you will see on your walk around
the neighborhood.
airplane ___
cloud ___
kite ___
train ___
ant ___
dog ___
ladybug ___
tree ___
ball ___
door ___
leaf ___
truck ___
balloon ___
flag ___
mailbox ___
wagon ___
bird ___
flower ___
nest ___
window ___
bus ___
football ___
stop sign ___
worm ___
car ___
hat ___
sun ___
yard ____
cat ___
house ___
swings ___
(Continued on the next page.)
43
Observation
After distributing the Taking a Walk Around the Neighborhood activity sheets (pgs. 42–43), use them as follows:
• The teacher leads a discussion encouraging students to
identify items named on the activity sheet that they expect
to see on the walk.
• Students work independently to complete the activity
sheet, checking items they expect to see, writing the names
of items they expect to see more than once, and writing the
number of times they expect to see the checked items.
• On the walking field trip, students record the items they
actually see and how many times they see them.
39
Kid Works Deluxe
IMAGINATION
LESSON 1
Name _______________________
PICTURING MY NEIGHBORHOOD
1. What is the most interesting thing you saw on your walk? __________________________
Draw a Picture of it
Write About It
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
2. What is the most ugly thing you saw on your walk? ________________________________
Write About It
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
3. What is the most colorful thing you saw on your walk? _____________________________
Write About It
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
45
Kid Works Deluxe Activity
Creative Writing
The teacher distributes the Picturing My Neighborhood activity sheets (pgs. 44–45), and has the students do the following:
• Discuss the most interesting, ugly, colorful, beautiful, and
surprising things they saw on their walk.
• Write and draw a picture story about their individual
choices for the most interesting, ugly, colorful, beautiful,
and surprising things.
• Share their finished work during an oral discussion.
b At the Computer
IMAGINATION
LESSON 1
•
Name _______________________
AROUND THE NEIGHBORHOOD PICTOGRAPH INSTRUCTIONS
Write the Title, Around the Neighborhood, by ___________________ , at the top of the
(your name)
page.
Write two-line descriptions as follows:
• On the first line, type the number of times you saw the item. Then type the
adjective of your choice from the following list:
beautiful
surprising
colorful
LINE ONE: I saw ______________
interesting
ugly
_______________________
(number of times you
______________
(choice of adjective)
(item)
saw the item)
•
On the second line, type the name of the item as many times as you actually
saw it.
LINE TWO: ______________
(item)
______________
_______________
_______________
(item)
(item)
(item)
•
Example: I saw 4 beautiful clouds.
cloud cloud cloud cloud
Change the item words to picture icons by clicking
.
47
•
•
•
Students take their completed Around the Neighborhood
Pictograph Instructions activity sheets (pg. 46) to the computer.
After starting a new story, they write the title “Around the
Neighborhood” on the Book Cover Screen.
They open a Write page and follow the directions on the
activity sheet to create a pictograph of their own.
They select Enlarged or Side by side from the Print menu
and print their completed pictograph.
They place it in a class book titled “Picturing Our Walk
Around the Neighborhood.”
After the Computer
IMAGINATION
LESSON 1
ABOUT EVE MERRIAM
“Writing poetry is where my heart is. I started writing verses when I was quite
young, and by the time I got into high school I was writing serious poems for the
school magazine, as well as political and light verse for the weekly newspaper at
school. It never occurred to me that someday I would like to be a writer. I simply
wrote. I think one is chosen to be a poet; you write poems because you must,
because you cannot live your life without writing them.”
secret
“Sometimes I’ve
spent weeks looking for precisely the right word. It’s like having a
message
tiny marble in your pocket; you can feel it. Sometimes you find a word and say,
‘No, I don’t think this is precisely it....’ Then you discard it, and secret
take another and
message
another until you get it right. What I’d like to stress above everything
else is a joy
of the sounds of language. I have only one rule for reading it—please read a
poem out loud.”
PLACES TO HIDE A SECRET MESSAGE
Kid Works
in a raindrop
on a windowpane
is fun!
in a moonshell
in a raisin in rice pudding
—Eve Merriam
secret
message
secret
message
48
Poetry
After distributing the About Eve Merriam blackline master
(pg. 47), the teacher and class use it as follows:
• They read and discuss the poet and her feelings about
poetry.
• The teacher reads the poem out loud to the class while the
class silently reads along.
• The teacher and class read the poem out loud together.
• Individual students volunteer to read the poem out loud
to the class.
40
Kid Works Deluxe
Art
After distributing crayons, markers, pencils, art paper and
other drawing materials, the teacher leads a class discussion in
which students:
1. Name a place in Eve Merriam’s poem that could only
exist in the imagination. For example, a moonshell.
2. Name a place in Eve Merriam’s poem that could really
exist. For example, a raindrop on a windowpane.
3. Discuss which spot was the best hiding place for a secret
message in Eve Merriam’s poem and why.
4. Brainstorm to create a list of both real (but hard-to-find)
and imaginary places where they would hide a secret
message.
5. Draw and color a picture of the place where they would
hide a secret.
6. Write a sentence under their picture telling about the place
in which they chose to hide their secret.
7. Write the message they hid, on the back of the paper.
41
Kid Works Deluxe
IMAGINATION
LESSON 1
Name _______________________
TAKING A WALK AROUND THE NEIGHBORHOOD
Place a ✓ next to each item listed below that you think you will see on your walk around
the neighborhood.
airplane ___
cloud ___
kite ___
train ___
ant ___
dog ___
ladybug ___
tree ___
ball ___
door ___
leaf ___
truck ___
balloon ___
flag ___
mailbox ___
wagon ___
bird ___
flower ___
nest ___
window ___
bus ___
football ___
stop sign ___
worm ___
car ___
hat ___
sun ___
yard ____
cat ___
house ___
swings ___
(Continued on the next page)
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Kid Works Deluxe
IMAGINATION
LESSON 1
Name _______________________
TAKING A WALK AROUND THE NEIGHBORHOOD (CONTINUED)
Write the names of items you think you will see more than once, and the number of
times you expect to see them.
Name of Item
Number of Times I
Think I Will
See the Item
________________________________
____
________________________________
____
________________________________
____
________________________________
____
________________________________
____
________________________________
____
________________________________
____
________________________________
____
________________________________
____
________________________________
____
Write the names of items you saw. Write the number of times you saw them.
Name of Item
Number of Times I
Saw the Item
________________________________
____
________________________________
____
________________________________
____
________________________________
____
________________________________
____
________________________________
____
________________________________
____
________________________________
____
________________________________
____
________________________________
____
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Kid Works Deluxe
IMAGINATION
LESSON 1
Name _______________________
PICTURING MY NEIGHBORHOOD
1. What is the most interesting thing you saw on your walk? __________________________
Draw a Picture of It
Write About It
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
2. What is the most ugly thing you saw on your walk? ________________________________
Write About It
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
3. What is the most colorful thing you saw on your walk? _____________________________
Write About It
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
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Kid Works Deluxe
IMAGINATION
LESSON 1
Name _______________________
PICTURING MY NEIGHBORHOOD (CONTINUED)
4. What is the most beautiful thing you saw on your walk? ____________________________
Write About It
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
5. What is the most surprising thing you saw on your walk?____________________________
Write About It
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
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Kid Works Deluxe
IMAGINATION
LESSON 1
Name _______________________
AROUND THE NEIGHBORHOOD PICTOGRAPH INSTRUCTIONS
Write the Title, “Around the Neighborhood," on the book cover.
Write two-line descriptions as follows:
• On line one, in the first space, type the number of times you saw the item.
In the second space, type the adjective of your choice from the following list:
beautiful
surprising
colorful
interesting
ugly
In the third space, type the name of the item or items.
LINE ONE:I saw ______________
(number of times you
_______________________
______________
(choice of adjective)
(item)
saw the item)
•
On line two, type the name of the item as many times as you actually saw it.
LINE TWO: ______________
(item)
______________
_______________
(item)
(item)
_______________
(item)
Example: I saw 4 beautiful clouds.
cloud cloud cloud cloud
Change the words to stickers by clicking
.
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Kid Works Deluxe
IMAGINATION
LESSON 1
ABOUT EVE MERRIAM
“Writing poetry is where my heart is. I started writing verses when I was quite
young, and by the time I got into high school I was writing serious poems for the
school magazine, as well as political and light verse for the weekly newspaper at
school. It never occurred to me that someday I would like to be a writer. I simply
wrote. I think one is chosen to be a poet; you write poems because you must,
because you cannot live your life without writing them.”
secret
“Sometimes I’ve
spent weeks looking for precisely the right word. It’s like having a
message
tiny marble in your pocket; you can feel it. Sometimes you find a word and say,
‘No, I don’t think this is precisely it....’ Then you discard it, and secret
take another and
message
another until you get it right. What I’d like to stress above everything else is a joy
of the sounds of language. I have only one rule for reading it—please read a
poem out loud.”
PLACES TO HIDE A SECRET MESSAGE
Kid Works
in a raindrop
on a windowpane
is fun!
in a moonshell
in a raisin in rice pudding
—Eve Merriam
secret
message
secret
message
47
Kid Works Deluxe
IMAGINATION
LESSON 2
Where the Wild Things Are
Language Arts
Materials
Kid Works Deluxe
Where the Other Things Are (activity sheet)
My Imaginary Trip (activity sheet)
Where the Wild Things Are—Synopsis (blackline master)
Suggested: Where the Wild Things Are by
Maurice Sendak
Max’s Soup (blackline master)
pencils
markers
crayons
drawing paper
feathers
yarns
paints
sticks
sequins
glitter
dry flowers
fluorescent paint
construction paper
glue
scissors
Vocabulary
adventure
blinking
claws
courageous
frightening
hungry
imaginary
lonely
loved
mischievous
powerful
roars
stare
tame
terrible
Before the Computer
IMAGINATION
LESSON 2
Name _______________________
WHERE THE WILD THINGS ARE by Maurice Sendak – Synopsis
Because he was very mischievous, Max was sent to bed without
his supper. He took an imaginary trip to a place where wild animals lived. They were frightening, with terrible roars and teeth,
eyes and claws. But Max tamed them by being very courageous
and staring into their eyes without blinking. The wild things called
him the most wild thing of all and made him king. Being king of
the wild things, Max was very powerful and could do whatever
he wanted in his imaginary world. But he grew lonely and
wanted most of all to go back home where he was loved. He
sailed back to his room where his supper was waiting for him.
53
Literature
Read Where the Wild Things Are by Maurice Sendak (or the synopsis, pg. 51) to the class. Encourage the students to discuss
the imaginary trip Max takes to where the wild things are.
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Kid Works Deluxe
Oral Language
IMAGINATION
LESSON 2
Name _______________________
WHERE THE OTHER THINGS ARE
Pretend that when Max got on the boat, it didn’t take him to Where the Wild Things Are.
Instead, it took him to one of the other places listed below.
Where the Lonely Things Are
Where the Loved Things Are
Where the Hungry Things Are
Where the Mischievous Things Are
Where the Tame Things Are
On another piece of paper, draw a picture of one of the things that lived in the place
Max went to.
Tell about Max’s adventure with the things he met below:
He sailed off through night and day
and in and out of weeks
and almost over a year
to where the____________________ things are.
Three things Max noticed about the way the ______________ things looked were:
1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
Two things the ___________________________ things said to Max were:
1. ___________________________________________________________________________
2. ___________________________________________________________________________
The most important thing Max said to the __________________ things was:
___________________________________________________________________________________
___________________________________________________________________________________
54
IMAGINATION
LESSON 2
Name _______________________
RUNNING AWAY FROM HOME
Pretend you are Max and write a note to your mother. First write the answers to the
questions below.
Why are you leaving? ______________________________________________________________
Where are you planning to go? _____________________________________________________
How will you get there? _____________________________________________________________
What will you do when you get there?_______________________________________________
Do you plan to ever come back? ___________________________________________________
If you plan to come back, when will you return? _____________________________________
Now, at the computer, put all the answers into one good note.
Dear __________________________________,
55
The teacher distributes the Where the Other Things Are activity sheets (pg. 52) and has the students do the following:
• Discuss what the story would be like if the boat had taken
Max to: Where the Lonely Things Are; Where the Loved
Things Are; Where the Hungry Things Are; Where the
Mischievous Things Are; or Where the Tame Things Are.
• Divide the class into five cooperative learning groups.
Each group selects a recorder and reporter. Working together, the group members complete the activity. The
recorder writes the group story.
• The reporters read their group story to the entire class.
Written Language
Pretending to be Max, students use the My Imaginary Trip
activity sheets (pg. 53) to write a note to their mother. In the
note, they will explain why they are leaving, where they plan
to go, how they plan to get there, what they are planning to do
once they arrive, and if and when they plan to return.
b At the Computer
•
•
•
•
•
Students take their completed My Imaginary Trip activity
sheets to the computer.
After starting a new story, they write the title “My
Imaginary Trip” on the Book Cover Screen.
They open a Write page and type the note they created on
their activity sheet.
They open a Draw page and select a picture book picture
from the Around the World or Scenery pages for their
story. They customize it by adding text, stamps, stickers,
etc.
They listen to and print their stories.
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Kid Works Deluxe
After the Computer
Cooking
IMAGINATION
LESSON 2
MAX’S SOUP
Materials
knives
vegetable peelers
spoons
crock pot
individual bowls
Ingredients
water
a wide variety of vegetables such as:
carrots
celery
onions
bell pepper
potatoes
seasoning (salt, pepper)
Peel and cut vegetables. Put small pieces of vegetables in the pot with water.
Season with salt and pepper. Cook on high until vegetables are tender. Add
seasoning to taste. Serve.
56
When Max returned from his trip to see the wild things, his
supper was waiting for him. First ask students to imagine
what was in Max’s bowl, then have them pretend it was a delicious bowl of Max’s Soup. Follow the recipe for Max’s Soup,
(pg. 54). Show a variety of vegetables. Have students suggest
the quantities for each ingredient. They can eat the soup for a
class snack.
Art
Teachers and students make a list of materials they will use to
create the wildest things they can ever imagine. They collect
and bring as many of the listed items as they can find to class.
Some items on the list may be feathers, yarn, sticks, sequins,
glitter, dry flowers, buttons, fluorescent paints, etc. Once the
materials are gathered, students choose sheets of colored construction paper and create their wild thing.
50
Kid Works Deluxe
IMAGINATION
LESSON 2
Name _______________________
51
Kid Works Deluxe
IMAGINATION
LESSON 2
Name _______________________
WHERE THE OTHER THINGS ARE
Pretend that when Max got on the boat, it didn’t take him to Where the Wild Things Are.
Instead, it took him to one of the other places listed below:
Where the Lonely Things Are
Where the Loved Things Are
Where the Hungry Things Are
Where the Mischievous Things Are
Where the Tame Things Are
On another piece of paper, draw a picture of one of the things that lived in the place
Max went to.
Below, tell about Max’s adventure with the things he met:
He sailed off through night and day
and in and out of weeks
and almost over a year
to where the____________________ things are.
Three things Max noticed about the way the ______________ things looked were:
1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
Two things the ___________________________ things said to Max were:
1. ___________________________________________________________________________
2. ___________________________________________________________________________
The most important thing Max said to the __________________ things was:
___________________________________________________________________________________
___________________________________________________________________________________
52
Kid Works Deluxe
IMAGINATION
LESSON 2
Name _______________________
My Imaginary Trip
questions below:
Why are you taking this trip? ________________________________________________________
Dear __________________________________,
53
Kid Works Deluxe
IMAGINATION
LESSON 2
MAX'S SOUP
Materials
knives
vegetable peelers
spoons
crock pot
individual bowls
Ingredients
water
carrots
celery
onions
bell peppers
potatoes
Season with salt and pepper. Cook on medium high until vegetables are tender.
Add seasoning to taste. Serve.
54
Kid Works Deluxe
IMAGINATION
LESSON 3
Snails’ Tales
Science/Art/Math
Materials
Kid Works Deluxe
Snail Watching (activity sheet)
Snail Facts (activity sheet)
Have You Ever Watched a Snail?
(blackline master)
How to Draw a Snail (blackline master)
snails
jars
lids with air holes
small water container
leaves
magnifying glass (one for every two
students)
encyclopedias
books on snails
science books
Vocabulary
base
bones
detect
feeler
gland
inch
magnifying
mollusk
pound
secrete
shell
skin
slime
tentacles
thimble
weather
Before the Computer
Discussion
IMAGINATION
LESSON 3
Snails’ Tales
HAVE YOU EVER WATCHED A SNAIL?
by Joyce Koff
Have you ever watched a snail
Sliding slowly on a leaf
It never makes a sound
And never hears one either
It stops on just the right spot
For lunch is important in his world
It takes him all the way to dinner
This poem was reprinted with the permisson of the author.
61
After distributing copies of the poem Have You Ever Watched a
Snail? by Joyce Koff (pg. 58), the teacher and students use it as
follows:
• Students discuss everything the poet has “watched” about
snails.
• The teacher leads a discussion encouraging students to tell
about things they have noticed when “watching” snails.
The teacher writes them on the board or under the title
“Things I Saw When I Watched the Snails.”
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Kid Works Deluxe
IMAGINATION
LESSON 3
Snails’ Tales
Name _______________________
SNAIL WATCHING
Observation
•
Write what you discovered about snails during your snail-watching time.
Three words that describe my snail are ___________________________________________ .
How did your snail move? _______________________________________________________
Where did it seem to be going? _________________________________________________
What does its “skin” feel like? ____________________________________________________
Do you think it liked to be touched? How do you know? __________________________
________________________________________________________________________________
What else did your snail like? _____________________________________________________
•
What didn’t it like? ______________________________________________________________
What does its shell look and feel like? ____________________________________________
Describe the most interesting thing you learned about the snail when you
looked at it through a magnifying glass. __________________________________________
________________________________________________________________________________
What did the snail do when you put it into its house? How do you think it felt? Why?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
62
•
•
•
The teacher gets snails at the pet store. (The ideal number
is one for every two students.)
Students divide into pairs. Each team is given a snail, a
jar, a lid with air holes, a smaller lid with water, leaves,
and a magnifying glass.
Students place the lid with water and the leaves in the
large jar to make a home for their snail.
The partners spend about 20 minutes observing the snail.
They can choose to touch it gently, hold it, let it move by
itself on their desk, etc. At the end of the 20 minutes, the
team puts the snail in its new home—the covered jar.
Students write their observations on the Snail Watching
activity sheet (pg. 59).
b At the Computer
•
IMAGINATION
LESSON 3
Snails’ Tales
HOW TO DRAW A SNAIL
Follow the steps below to create a snail:
Step 1 – Click and select a dark color from the Crayon Box.
Step 2 – Choose the Silly Scribbler Pencil.
Step 3 – Start in the middle and draw the snail’s spiral shell.
Step 4 – Continue to use the Pencil to sketch in the head
and tail. (The drawing you make does not have to be
identical to the drawing you see.)
Step 5 – Give the snail two antennas and an eye to show its
unique personality.
Step 6 – Begin at the left side of your screen and add the
snail’s trail. Make the line straight, wiggly, or up and down. It
can go up, over, around, or anywhere.
Step 7 – Think about where the snail is spending the afternoon. Perhaps you’ll use the stamps and the tools to add a
flower or sun, or just some interesting ground.
•
Step 8 – Choose the Paint Can or Spray Bottle to fill in each
part of the picture with the colors of your choice.
Step 9 – Write a story about your snail’s day on a Write page.
Step 10 – Save your story when it is finished.
•
63
•
•
•
After the teacher distributes copies of the How to Draw a
Snail blackline master (pg. 60) to the class, the students go
to the computer in pairs. Each student gets two pages—a
Draw page and a Write page.
After starting a new story, they write the title “Our Snails”
on the Book Cover Screen.
The students decide which partner will be the director and
which will be the artist. They select a Draw page.
The director reads the first step of How to Draw a Snail to
the artist and guides the artist as he or she follows the directions and begins to draw the snail. The pair continues this
process until the artist has completed the picture. Select a
Write page and leave it blank. Turn to the next page.
The pair selects another Draw page, changes roles and repeats the above process. Use the Write pages to tell a story
about the snails.
The finished books are printed and displayed on a bulletin
board.
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Kid Works Deluxe
After the Computer
IMAGINATION
LESSON 3
Snails’ Tales
Math
Name _______________________
SNAIL FACTS
A snail is a mollusk and mollusks have 0 bones.
Snails make the 1 shell in which they live.
They have 1 foot on which they crawl.
Snails have a head with 2 feelers or tentacles.
At the base of each feeler is 1 eye.
Some snails are as small as a thimble; some have 5-pound shells.
Snails have been around for millions of years.
One gland on the foot secretes a slime which helps it move.
The number of sounds snails can hear or make is 0.
Snails detect changes in light but detect 0 changes in form.
As a snail grows, its shell also grows. So if a snail grows one inch, its shell will have
to grow.
A snail’s shell grows as long as it’s alive.
In cool weather, the growth of the shell slows and sometimes stops.
Students are given copies of the Snail Facts activity sheet (pg.
61). Using the facts given and some of their own, they write
math problems about snails.
Look in a science book or encyclopedia. Find three new facts about snails and write
them in the space below.
1. __________________________________________________________________________________
2. __________________________________________________________________________________
3. __________________________________________________________________________________
Following the example below, write two math word problems about snails. Use the numbers in your “Snail Facts” to help you.
Example: Add the number of eyes a snail has to the number of its feet. Subtract
the total from the number of pounds a snail’s shell can weigh.
1. __________________________________________________________________________________
Art
2. __________________________________________________________________________________
64
The teacher displays the students’ Snails’ Tales on a Snails’
Trails bulletin board.
• Students pick colored construction paper of their choice
and mount their snail’s story on it.
• The teacher tacks brightly colored yarn in a squiggly line
across the front of the classroom to create a “Snail’s Trail.”
• Stories are placed in random fashion along the line of the
yarn.
• The teacher cuts a large rectangular sheet of white butcher
paper. The students design and paint a banner titled “The
Snail’s Trail.”
57
Kid Works Deluxe
IMAGINATION
LESSON 3
Snails’ Tales
by Joyce Koff
58
Kid Works Deluxe
IMAGINATION
LESSON 3
Snails’ Tales
Name _______________________
SNAIL WATCHING
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
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Kid Works Deluxe
IMAGINATION
LESSON 3
Snails’ Tales
HOW TO DRAW A SNAIL
Follow the steps below to create a snail:
Step 1 – Click and select a dark color from the Crayon Box.
Step 2 – Choose the Silly Scribbler Pencil.
Step 3 – Start in the middle and draw the snail’s spiral shell.
Step 4 – Continue to use the Pencil to sketch in the head
and tail. (The drawing you make does not have to be
identical to the drawing you see.)
Step 5 – Give the snail two antennas and an eye to show its
unique personality.
Step 6 – Begin at the left side of your screen and add the
snail’s trail. Make the line straight, wiggly, or up and down. It
can go up, over, around, or anywhere.
Step 7 – Think about where the snail is spending the afternoon. Perhaps you’ll use the stamps and the tools to add a
flower or sun, or just some interesting ground.
Step 8 – Choose the Paint Can or Spray Bottle to fill in each
part of the picture with the colors of your choice.
Step 9 – Write a story about your snail’s day on a Write page.
Step 10 – Save your story when it is finished.
60
Kid Works Deluxe
IMAGINATION
LESSON 3
Snails’ Tales
Name _______________________
SNAIL FACTS
A snail is a mollusk and mollusks have 0 bones.
Snails make the 1 shell in which they live.
They have 1 foot on which they crawl.
Snails have a head with 2 feelers or tentacles.
At the base of each feeler is 1 eye.
Some snails are as small as a thimble; some have 5-pound shells.
Snails have been around for millions of years.
One gland on the foot secretes a slime which helps it move.
The number of sounds snails can hear or make is 0.
Snails detect changes in light but detect 0 changes in form.
As a snail grows, its shell also grows. So if a snail grows one inch, its shell will have
to grow.
A snail’s shell grows as long as it’s alive.
In cool weather, the growth of the shell slows and sometimes stops.
Look in a science book or encyclopedia. Find three new facts about snails and write
them in the space below:
1. __________________________________________________________________________________
2. __________________________________________________________________________________
3. __________________________________________________________________________________
Following the example below, write two math word problems about snails. Use the numbers in your “Snail Facts” to help you.
Example: Add the number of eyes a snail has to the number of its feet. Subtract
the total from the number of pounds a snail’s shell can weigh.
1. __________________________________________________________________________________
2. __________________________________________________________________________________
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Kid Works Deluxe
INTRODUCTION
Thematic Unit 3: Nature's Treasures
Important to the learning and writing process is the child’s ability to understand the steps and time
involved in completing a task. Nature is a great teacher. In this thematic unit, Nature’s Treasures, a
child can see the time and steps taken by nature—an apple seed to an apple tree, a grain of wheat to
a loaf of bread—and learn that the learning and writing process requires the same time and care. At
the same time, children learn to respond to stories selected with the theme of nature by creating
their own fiction.
The following is an outline of the three cross-curricular lessons in the thematic unit Nature’s
Treasures.
Lesson One
Title: Tall Tales
• Discover and explore literature of and about a period in American history.
• Use information about the lifestyle and form of writing that developed during a
particular period in history and write original works using that form.
• Place chronological events in sequential order on a time line.
• Develop drawing skills at the computer using line, color, shape, dark and light,
texture, and decoration.
Lesson Two
Title: The Little Red Hen
• Encounter new vocabulary in meaningful context.
• Construct a positive personal value system based on the model introduced
through literature.
• Identify a sequence of events.
• Retell and revise a familiar story through improvisation.
Lesson Three
Title: Flower Shower
• Explore, probe, and investigate to find the functions of various plant parts.
• Develop a science vocabulary.
• Understand the quantitative relationship between assigned numerical values of
letters in a word, and use these values to place words in numerical order on a list.
• Understand the quantitative relationship between assigned numerical values of
letters on a telephone dial, and use these values to create and solve number problems.
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Kid Works Deluxe
NATURE’S TREASURES
LESSON 1
Tall Tales
Materials
Kid Works Deluxe
A Tall Tale (blackline master)
A Tale Tale of My Own (activity sheet)
Be an Illustrator (activity sheets)
Johnny Appleseed – Synopsis
(blackline master)
Planting an Apple Tree (activity sheet)
Apple Head Puppets (activity sheet)
apples
paper towels
trays
knives
flowerpots
fertilizer
cardboard egg cartons
potting soil
popsicle sticks
fabric scraps
apple peelers
string
buttons
lemon juice
face powder
yarn
glue
bowl
hair spray
scissors
refrigerator
small covered
containers
Vocabulary
adventure
appetite
barefoot
believable
blossoms
curious
enormous
exaggerated
fertilizer
guide
hero
highlight
humor
lumberjacks
packhorse
pioneers
prune
ragged
sacks
scraps
seed
settlement
settlers
shrink
sightings
tale
unbelievable
west
wrinkle
zillions
Before the Computer
LESSON 1
Tall Tales
A TALL TALE
A tall tale is an American invention based on the story of a hero. The hero is usually a person, but
it can be an animal such as a dog or a cow, or anything you can think of such as a flower, a vegetable, or even a balloon. While this country was being built, the builders—lumberjacks, cowboys, railroad workers, etc.—would sit around a campfire at the end of a hard day's work and
entertain each other by telling stories of heroes who were bigger, stronger, faster, and hungrier
than anyone alive. Tall tales were and still are meant to be filled with lies so unbelievable that
nobody would ever take them seriously.
Below is an example of a modern-day tall tale. As you read it, think about what parts of the story
are believable and what parts are unbelievable.
Once there was a little girl who lived on the third floor of an apartment building. She was the champion soap bubble blower in her neighborhood. One day
she blew a soap bubble so heavy that it fell through her floor, through the second floor, and through the first floor. She called all her neighbors, but the bubble
was traveling so fast that by the time her neighbors arrived the bubble had
made a hole so deep that no one could even see it. The bubble went past the
center of the earth. At the other end, in China, there was a little boy standing
exactly at the opposite spot where the bubble had begun its journey through
the center of the earth. All of a sudden, the boy felt himself being lifted into the
air by a giant bubble. No one in China could believe their eyes. They ran to
catch the boy but by the time anyone had reached the spot, the bubble and
the boy were just a small dot in the sky. Since that time, there have been zillions
of boy bubble sightings throughout the world.
69
Oral Language
After distributing copies of A Tall Tale (pg. 66), the teacher
and class use it as follows:
• The teacher and class read and discuss the first paragraph,
which describes and defines tall tales.
• During an oral discussion, students tell about special times
and places in today’s world where they sometimes tell
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Kid Works Deluxe
•
LESSON 1
Tall Tales
Name _______________________
A TALL TALE OF MY OWN
Use the suggestions below to help you write a tall tale of your own.
1. Read the five tall tale beginnings.
2. Think about believable things that could happen to the following: a friend who
has an enormous appetite, a smart fish, a loud baby, a girl holding lots of balloons, and a curious monkey.
3. Think about unbelievable things that could happen to the following: a friend who
4. Choose one of the tall tale beginnings below and write your own tall tale.
TALL TALE BEGINNINGS
I once had a friend who had such an
enormous appetite that…
I once had a pet fish that was so smart
that…
I once heard about a baby who cried so
loud that…
I once saw a girl holding so many balloons
that…
I once read about a monkey that was so
curious that…
Illustrate your tall tale.
70
made-up or exaggerated stories (for example: at camp
around a campfire, at a slumber party, at the dinner table).
The teacher and class read and discuss the modern-day tall
tale on the activity sheet. Some discussion questions are:
✓ What does believable mean?
✓ What parts of the tall tale are believable?
✓ What is the most believable thing that is told about in
the story?
✓ What does unbelievable mean?
✓ What is the most unbelievable thing that is told about
in the story?
✓ What does humor mean?
✓ What is humorous about a tall tale?
✓ What is the funniest thing that happens in the story?
Creative Writing
The teacher distributes copies of A Tall Tale of My Own
(pg. 67) and has the students do the following:
• Discuss each of the tall tale beginnings as a class and answer
the following questions:
1. What believable things could happen to the person or
thing mentioned?
2. What unbelievable things could happen to the person or
thing mentioned?
• Choose one of the tall tale beginnings and use it to write
their own tall tales.
• Illustrate the completed tall tale.
• Share their completed tall tales during an oral discussion.
b At the Computer
LESSON 1
Tall Tales
•
Name _______________________
BE AN ILLUSTRATOR
Follow the steps below to create an illustration for your tall tale.
Step 1 – Bring your tall tale illustration to the computer. You can use it as a guide as you draw
your computer illustration.
Step 2 – Click and select a dark color from the crayon
box. You will use this color to draw the outline for your illustration.
Step 3 – Use the following drawing tools to complete
and change the outline for your picture.
• Shape Tool – For things like heads and
eyes, the sun, the earth, flowers, use the
circle or oval. For walls, planters, windows,
steps, sidewalks, stores, chimneys, suitcases, and all other boxlike places, use the
square or rectangle.
• Ruler – For things like pickup trucks, sides
of a house, a picture frame, a table, a
fence and all other places you need to
have straight lines.
• The Silly Scribler Pencil – For bodies, noses,
hills, clouds, trees, leaves, and everything
else you want to draw that isn’t a circle, an
oval, or a straight line.
• Eraser – To erase any part of your illustration.
Step 4 – Use the following tools and the colors of your
choice to complete your illustration.
• Paint Can – To color in clothing, faces,
the sun, the sky, and everything else you
think needs a solid color.
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•
•
Students take their completed Tall Tale of My Own
activity sheets and Be an Illustrator activity sheets
(pgs. 68–69) to the computer.
After starting a new story, they write the title “My Tall
Tale” on the Book Cover Screen.
They open a Draw page and follow the directions for Be an
Illustrator, creating an illustration for their tall tale which
uses all the drawing and coloring tools available.
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•
•
•
•
They open a Write page and type their tall tales.
They add further illustrations by opening up new Draw
pages.
They listen to, save and print their tall tales.
Students share their completed tall tales during an oral
discussion.
After the Computer
LESSON 1
Tall Tales
JOHNNY APPLESEED – Synopsis
The tall tale, Johnny Appleseed, is based on the life of a man named John Chapman.
Because John Chapman spent his life planting apple seeds, people called him Johnny
Appleseed. He loved flowers and knew how to plant them, feed them, and make them
grow. But greater than his knowledge and love of flowers was his love for growing
apples. When he grew up he started selling apple seeds to the settlers and pioneers
heading west. He decided to join them on the adventure and go west also. He headed
west from the East Coast toward Ohio. Since the country was very new, there were no
paved roads. Johnny had to travel on Indian trails. He walked barefoot with a
packhorse loaded down with sacks of apple seeds. As he walked, he stopped at
settlements and helped settlers plant apple trees. Starting with the seedlings, he would
teach the settlers how to care for them and would stay at each settlement until the
seedlings began to become trees. From settlement to settlement, he planted and
taught people how to grow apple trees. For fifty years, Johnny traveled and planted his
apple trees. He loved nature and lived outdoors with animals and Indians. Soon stories
about him were being told around evening campfires of new settlements.
The tales exaggerated Johnny’s love for apple trees, his gentle nature, the way he
looked, and the speed at which he was able to plant and grow hundreds of trees. The
tales about Johnny’s love for apple trees began when he was a baby. They say he
would scream and yell until his parents let him play with the branch of an apple tree full
of blossoms. People said that Johnny had such a gentle nature that he couldn’t even
prune the branch of an apple tree because he thought it caused the tree pain. According to the tales, you could always spot Johnny from miles away. First you’d see the
long-handled pot that he wore as a hat. As he came closer, you could see the coffee
sack with two armholes he always wore as a shirt. As for his pants, they were always
ragged. Johnny’s power to grow apple trees was said to be unbelievable. People said
that all he needed to do was drop a seed on the earth and in five minutes an apple
tree appeared.
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LESSON 1
Tall Tales
PLANTING AN APPLE TREE
Tell the students that they, like the folks in Johnny Appleseed’s story, are going to learn how to
plant apple seeds. Explain that unlike the seeds that grew into tall trees almost overnight in the
tall tale, theirs will require lots of patience—about fifteen years for the tree to grow apples of its
own.
Materials
apples
knives
refrigerator
small covered containers
paper towels
trays
flower pots
fertilizer
potting soil
love
Directions
Step 1 The teacher or one of the students cuts the apples in half.
Step 2 Remove the seeds carefully. (Once the seeds are removed, you can eat the
apple.)
Step 3 Put the seeds in the small container. Cover the container and place it in the
refrigerator. Write today's date on the calendar.
Step 4 Keep the seeds in the refrigerator for six weeks. The long cold spell will make
them think they have gone through a cold winter.
Step 5 Remove the containers from the refrigerator and place the seeds between two
American Folklore
Read the American tall tale Johnny Appleseed, (pg. 70) with
the class. During a class brainstorming session, students respond to the following questions:
• Why was John Chapman a hero to American pioneers?
• What were some interesting events that really happened in
his life?
• What was special about the way he went about planting
the trees which helped to build our country?
• What things are told in the tall tale about Johnny Appleseed
that are so unbelievable that you can tell they are
exaggerations?
Growing Things
Students plant apple seeds that can grow into an apple tree by
following the directions on the Planting an Apple Tree blackline master (pg. 71). Make a timeline of the apple tree’s
progress.
pieces of paper towel.
Step 6 Moisten the paper towels every day. After several weeks, the seeds will begin
to sprout.
Step 7 Once the seeds have sprouted, plant them about one inch deep in pots or egg
carton sections filled with potting soil. Place the pots or egg cartons on trays.
Step 8 Water the apple plants regularly and keep them in a sunny place.
Step 9 As the plants grow, you will need to replant them in larger pots.
Step 10 Fertilize them occasionally and give them lots of love.
Step 11 When the weather is warm, plant your biggest plants outside.
Step 12 Be patient, and one day you will be able to eat an apple grown from your own
apple tree.
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LESSON 1
Tall Tales
APPLE HEAD PUPPETS
Follow the directions below to make old-fashioned apple dolls with faces so wrinkled that they
look like dried-up prunes.
Materials
apples
apple peeler
lemon juice concentrate
bowl
popsicle sticks
fabric scraps
string
small buttons
face powder
yarn
hair spray
scissors
glue
Directions
Step 1 Take all the skin off the apple except for a circle of skin which you will leave
around the apple stem.
Step 2 Use a paring knife to carve eyes, nose and mouth into the apple to make an
Art
Students make old-fashioned apple doll puppets by following
the directions on the Apple Head Puppets blackline master
(pg. 72).
apple face. The cuts need to be deep, but not so deep that they go through
the apple.
Step 3 Pour lemon juice into a bowl. Soak the apple in the juice for at least an hour.
This will stop the apple from turning brown.
Step 4
Stick your apple head onto a popsicle stick. (The stick will become your puppet’s
body.) Use glue to make sure the head stays on the stick.
Step 5 Tie a string to the apple stem and hang your apple in a warm, dry place.
Step 6 For the next 15 to 30 days, watch your puppet’s head shrink and wrinkle as it dries.
Step 7 When the apple is dry, powder it with face powder to give it a skin tone. When
you have finished powdering your puppet’s face, spray it with hair spray to
make the color last.
Step 8 Now it’s time to add the finishing touches to your doll. Use fabric scraps to create
clothes for the body of your doll, yarn for the hair, and buttons for the eyes. You
can also add sequins, glitter, or other decorations to make your puppet look just
the way you’d like it to.
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LESSON 1
Tall Tales
A TALL TALE
A tall tale is an American invention based on the story of a hero. The hero is usually a
person, but can be an animal such as a dog or a cow, or anything you can think of such
as a flower, a vegetable, or even a balloon. While this country was being built, the builders—lumberjacks, cowboys, railroad workers, etc.—would sit around a campfire at the
end of a hard day's work and entertain each other by telling stories of heroes who were
bigger, stronger, faster, and hungrier than anyone alive. Tall tales were and still are
meant to be filled with lies so unbelievable that nobody would ever take them seriously.
Below is an example of a modern-day tall tale. As you read it, think about what parts of
the story are believable and what parts are unbelievable.
was traveling so fast that by the time her neighbors arrived, the bubble had
catch the boy, but by the time anyone had reached the spot, the bubble and
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LESSON 1
Tall Tales
Name _______________________
A TALL TALE OF MY OWN
Use the suggestions below to help you write a tall tale of your own.
1. Read the five tall tale beginnings.
2. Think about believable things that could happen to the following: a friend who
3. Think about unbelievable things that could happen to the following: a friend who
4. Choose one of the tall tale beginnings below and write your own tall tale.
TALL TALE BEGINNINGS
I once had a friend who had such an
enormous appetite that…
I once had a pet fish that was so smart
that…
I once heard about a baby who cried so
loud that…
I once saw a girl holding so many balloons
that…
I once read about a monkey that was so
curious that…
Illustrate your tall tale.
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LESSON 1
Tall Tales
Name _______________________
BE AN ILLUSTRATOR
Follow the steps below to create an illustration for your tall tale.
Step 1 – Bring your tall tale illustration to the computer. You can use it as a guide as you draw
your computer illustration.
Step 2 – Click and select a dark color from the crayon
box. You will use this color to draw the outline for your illustration.
Step 3 – Use the following drawing tools to complete
and change the outline for your picture:
• Shape Tool – For things like heads and
eyes, the sun, the earth, or flowers, use the
circle or oval. For walls, planters, windows,
steps, sidewalks, stores, chimneys, suitcases, and all other boxlike places, use the
square or rectangle.
• Ruler – Use this for things like pickup trucks,
sides of a house, a picture frame, a table,
a fence, and all other places you need to
have straight lines.
• The Silly Scribbler Pencil – Use this for
bodies, noses, hills, clouds, trees, leaves,
and everything else you want to draw that
isn’t a circle, an oval, or a straight line.
• Eraser – Use this to erase any part of your
illustration.
Step 4 – Use the following tools and the colors of your
choice to complete your illustration:
• Paint Can – To color in clothing, faces,
the sun, the sky, and everything else you
think needs a solid color.
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LESSON 1
Tall Tales
Name _______________________
BE AN ILLUSTRATOR (CONTINUED)
• Spray Bottle – Use this to color and high
light bunches of leaves and flowers, the
pavement, sidewalks, the sky, hair and fur,
and anything else you wish to color or
highlight with sprays of color. Sometimes
it’s fun and interesting to add sprays of
color to places already colored with the
Paint Can.
Step 5 – Click and select the Color Cycling Tool and
Silly Scribbler to add a rainbow of flowers,
birds, hearts, or any other designs.
Step 6 – Toggle to the Sticker Mode and add stickers
to give the perfect finish to your illustration.
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LESSON 1
Tall Tales
The tall tale Johnny Appleseed is based on the life of a man named John Chapman.
apples. When he grew up, he started selling apple seeds to the settlers and pioneers
tales said Johnny’s love for apple trees began when he was a baby. They said he
that all he needed to do was drop a seed on the earth, and in five minutes an apple
tree appeared.
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LESSON 1
Tall Tales
tall tale, theirs will require lots of patience—about 15 years for the tree to grow apples of its own.
Materials
apples
paper towels
knives
flowerpots
refrigerator
potting soil
trays
fertilizer
love
Directions
Step 1 The teacher or a student cuts the apples in half.
Step 2 Remove the seeds carefully. (Once the seeds
are removed, you can eat the apple.)
refrigerator. Mark today's date on the calendar.
to sprout.
Step 7 Once the seeds have sprouted, plant them about one inch
deep in pots or egg carton sections filled with potting soil.
Place the pots or egg cartons on trays.
Step 8 Water the plants regularly and keep them in a sunny place.
Step 12 Be patient, and one day you will be able to eat an apple
grown from your own apple tree.
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Kid Works Deluxe
LESSON 1
Tall Tales
APPLE HEAD PUPPETS
Follow the directions below to make old-fashioned apple dolls with faces so wrinkled that they
look like dried-up prunes.
Materials
apples
apple peeler
lemon juice concentrate
bowl
popsicle sticks
fabric scraps
string
small buttons
face powder
yarn
hair spray
scissors
glue
Directions
Step 1 Take all the skin off the apple except for a circle of skin which you will leave
around the apple stem.
Step 2 Use a paring knife to carve eyes, a nose and a mouth into the apple to make an
apple face. The cuts need to be deep, but not so deep that they go through
the apple.
Step 3 Pour lemon juice into a bowl. Soak the apple in the juice for at least an hour.
This will stop the apple from turning brown.
Step 4 Stick your apple head onto a popsicle stick. (The stick will become your puppet’s
body.) Use glue to make sure the head stays on the stick.
Step 5 Tie a string to the apple stem and hang your apple in a warm, dry place.
Step 6 For the next 15 to 30 days, watch your puppet’s head shrink and wrinkle as it dries.
Step 7 When the apple is dry, powder it with face powder to give it a skin tone. When
you have finished powdering your puppet’s face, spray it with hair spray to
make the color last.
Step 8 Now it’s time to add the finishing touches to your doll. Use fabric scraps to create
clothes for the body of your doll, yarn for the hair, and buttons for the eyes. You
can also add sequins, glitter, or other decorations to make your puppet look just
the way you’d like it to.
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Kid Works Deluxe
LESSON 2
The Little Red Hen
Language Arts
Materials
Kid Works Deluxe
The Little Red Hen – Synopsis (blackline master)
What the Little Red Hen Did (activity sheets)
The Little Red Hen and Me (activity sheet)
Bread From Dough (blackline masters)
Sculptures From Dough (blackline master)
yeast
brushes
brown sugar
shortening
whole-wheat flour
all-purpose flour
bowl
electric skillet
paint
cornstarch
salt
Vocabulary
cornstarch
dough
flour
grain
ground
knead
lukewarm
mill
portions
reap
sculpture
weeds
wheat
yeast
Before the Computer
LESSON 2
Literature
The Little Red Hen
THE LITTLE RED HEN – SYNOPSIS
This is the story about a hen who lived with a cat, a dog, and a mouse. Because the
cat, the dog, and the mouse liked to sleep all day, the hen had to do all the housework.
One day when she was working in the garden, she found some grains of wheat. She
asked the cat, the dog, and the mouse who would help her plant the seeds. Immediately they all said, “Not I.” And so the hen planted the seeds, watered them, and pulled
the weeds. After a while, the wheat grew and became ripe. Again, she asked who
would help her reap the grain. Again they replied, “Not I.” Next she asked them who
would take the wheat to the mill to be ground into flour. As usual, they answered, “Not
I.” After taking the wheat to the mill, she came back with a bag of fine white flour. She
asked who would bake the bread from the flour. They, of course, answered, “Not I.” She
made bread and put it in the oven. Soon the whole house was filled with a delicious
smell. When the cat, the dog, and the mouse smelled the bread, they woke up and
made their way quickly into the kitchen. At that moment, the hen was taking the bread
out of the oven. She asked who would help her eat the bread. They all cried, “I will!”
The little red hen said, “All by myself I planted the seeds, I watered the seeds, and I
reaped the grain, I took it to the mill to be ground into flour. All by myself I mixed the
flour to make the bread. And all by myself I am going to eat it!” And she did.
81
Read The Little Red Hen by Paul Galdone (or the synopsis,
pg. 76) to the class. Encourage the students to discuss the lack
of cooperation the hen received from the time she planted the
seeds through the time she baked the bread.
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Language Arts – Sequencing
LESSON 2
The Little Red Hen
WHAT THE LITTLE RED HEN DID (CONTINUED)
During a class discussion, students relate the events that
happened in the story from memory. They then complete
What the Little Red Hen Did, (pgs. 77–78), matching the steps
the hen took from the time she planted her seeds to the time
she ate the bread.
Oral Language – Improvisation
83
Tell the class that they are going to act out a new version of the
story of The Little Red Hen. Choose one child to be the little
red hen. The rest of the children decide what they want to
be—they can be an animal such as a horse or a kangaroo, a
person such as a clown or a ballerina, or a character from television, film, or books. The little red hen approaches the characters one by one. When the little red hen approaches, each character does something special—the kangaroo hops, the ballerina dances, the Ninja swings its sword. The hen asks each
character to help her do one thing in the process of taking seed
to bread. The character decides whether or not to help the hen
and answers either “I will” or “Not I.” At the end of the play,
the hen asks, “Who will help me eat the bread?” Everyone answers, “I will.” The characters that helped say to the others,
“We helped to plant the seeds, water the seeds, pull the
weeds, reap the grain, take the wheat to the mill, and bake the
bread. We will eat it by ourselves!”
Creative Writing
The teacher distributes copies of The Little Red Hen and Me
(pg. 79) and has the students do the following:
• Pretend they’re a character from television, film, or books.
• Write a description of themselves.
• Write a story describing what happened when the little
red hen asked them to help her.
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b At the Computer
•
Students take their completed Little Red Hen and Me
stories to the computer. They write the title “The Little Red
•
•
•
•
Hen and Me” at the Book Cover Screen.
They open a Write page and type their stories.
Then they open a Draw page and illustrate their stories.
They listen to, save, and print their stories.
The stories are placed in a class book titled “Our Adventures with the Little Red Hen.”
After the Computer
Bread From Dough (pgs. 80–81)
Students learn about the ingredients, the conditions, and the
methods involved in the bread-making process as they follow
a recipe for baking whole-wheat bread.
LESSON 2
The Little Red Hen
SCULPTURES FROM DOUGH
Mix the ingredients below to make a fun dough of cornstarch, salt and water. Use the
dough to make a sculpture of an animal, a person, or a character from television, film,
or books. Let the sculpture dry. Then paint it.
Materials
bowl
electric skillet
paint
brushes
Ingredients
2 cups salt
2
⁄3 cup water
1 cup cornstarch
1
⁄2 cup additional water
Directions
1. In an electric skillet, mix the salt with 2/3 cup water.
2. Turn on the heat and cook on a medium setting for 4 to 5 minutes. Turn off the heat.
3. Mix the cornstarch and 1/2 cup cold water in a bowl. Stir this into the cooked mixture
until the texture is smooth.
4. Cook on a medium setting until the mixture is thick.
5. Cool.
6. Sculpture the dough into the shape you want.
7. Paint your sculpture.
87
Sculptures From Dough (pg. 82)
Students gather, measure, and mix the ingredients to make
dough from cornstarch, salt, and water. They use the dough to
make sculptures of animals or characters from television, film,
or books. They paint their completed project.
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Kid Works Deluxe
LESSON 2
The Little Red Hen
This is the story about a hen who lived with a cat, a dog, and a
mouse. Because the cat, the dog, and the mouse liked to
sleep all day, the hen had to do all the housework. One
day when she was working in the garden, she found
some grains of wheat. She asked the cat, the dog, and
the mouse who would help her plant the seeds. Immediately
they all said, “Not I.” And so the hen planted the seeds,
watered them, and pulled the weeds. After a while, the
wheat grew and became ripe. Again, she asked who would help her reap the grain.
Again they replied, “Not I.” Next she asked them who would take the wheat to the mill
to be ground into flour. As usual, they answered, “Not I.” After taking the wheat to the
mill, she came back with a bag of fine white flour. She asked who would bake the
bread from the flour. They, of course, answered, “Not I.” She made bread and put it in
the oven. Soon the whole house was filled with a delicious smell. When the cat, the
dog, and the mouse smelled the bread, they woke up and made their way quickly into
the kitchen. At that moment, the hen was taking the bread out of the oven. She asked
who would help her eat the bread. They all cried, “I will!” The little red hen
said, “All by myself I planted the seeds, I watered the seeds, I
reaped the grain, and I took it to the mill to be ground into
flour. All by myself I mixed the flour to make the bread. And
all by myself I am going to eat it!” And she did.
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LESSON 2
The Little Red Hen
WHAT THE LITTLE RED HEN DID
Cut out each sentence below and each picture on the next page. Match the sentence with the correct picture and paste them on a separate sheet of paper.
The hen took the wheat to the mill.
The hen pulled the weeds when the seeds grew.
The hen planted the seeds.
The hen ate the bread.
The hen found grains of wheat in the garden.
The hen asked the dog, cat, and mouse to help her plant the seeds.
The hen baked the bread.
The hen watered the seeds.
The hen brought the flour home from the mill.
The hen reaped the grain.
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LESSON 2
The Little Red Hen
WHAT THE LITTLE RED HEN DID (CONTINUED)
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LESSON 2
The Little Red Hen
Name _______________________
THE LITTLE RED HEN AND ME
Choose a character you wish to become. You could be an animal such as a horse or a kangaroo,
a person such as a clown or a ballerina, or a character from television, film, or books. Answer
the following questions about yourself.
What kind of animal, person, or character are you? __________________________________
What is your name? ________________________________________________________________
Describe the way you look. _________________________________________________________
___________________________________________________________________________________
List two things you like to do.
1. __________________________________________________________________________________
2. __________________________________________________________________________________
List two things you don't like to do.
1. __________________________________________________________________________________
2. __________________________________________________________________________________
Write a story telling how you met the little red hen, what you did when she asked you for
your help, and why.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
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LESSON 2
The Little Red Hen
BREAD FROM DOUGH
Ingredients for two loaves of whole-wheat bread:
Amount/Name
1 pkg. active dry yeast
Why It Is Used
Suggestions
It makes the bread rise by
Keep the temperature between
producing a gas that is held
80° and 85°. If the temperature
in bubbles. When the bubbles
is too high, the yeast will die.
expand, the dough rises.
1
⁄4 cup warm water
21⁄2 cups hot water
1
⁄2 cup brown sugar
It is used to soften the yeast and
If the temperature is too low, the
keep the temperature right.
yeast's growth will be slow.
It is used to dissolve the sugar,
It must cool to 85° before it is
salt, and shortening.
mixed with the yeast.
It gives the yeast the energy it
needs to make the gas which
expands the bubbles. It also adds
flavor and helps to brown the bread.
3 tsp. salt
The salt gives the bread flavor and
helps keep it fresh.
1
⁄4 cup shortening
It helps make the bread's texture
smooth.
3 cups stirred whole-
It gives the bread its flavor
Most breads are made
wheat flour
and nutritional value.
from both hard wheat
and soft flour.
5 cups sifted all-purpose
flour
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LESSON 2
The Little Red Hen
BREAD FROM DOUGH (CONTINUED)
Directions for making bread:
Soften yeast in 1⁄4 cup warm water (85°) and keep separate.
Mix together hot water, sugar, salt, and shortening. Cool to lukewarm (85°). Stir in wholewheat flour and one cup of the white flour. Beat well. Stir in the softened yeast. Add
enough of the remaining flour to make a moderately stiff dough. Place the mixture on a
lightly floured surface. Knead the bread for about 10 to 12 minutes until it is smooth and
satiny.
HOW TO KNEAD BREAD: Curve your fingers over the dough and push it down
with the heel of your hand. Turn the dough slightly.
Fold the dough in half, and push it down again.
Shape the dough into a ball. Place the ball in a lightly greased bowl. Turn the dough
ball one time so that the entire surface is greased. Cover the bowl. Put the bowl in a
warm place for about 11⁄2 hours until the dough doubles in size. Punch the dough ball
down. Cut it into two portions. Shape each portion into a smooth ball. Cover the dough
balls and let them rest for 10 minutes.
HOW TO PUNCH BREAD: Plunge your hand into the dough, making an indentation in the center. Fold the edges of the dough toward the center.
Shape the dough into loaves. Place them in greased 81⁄2" x 21⁄2" x 41⁄2" loaf pans. Let them
rise for about an hour and 15 minutes until they double in size. Bake the bread in a 375°
oven for about 25 minutes. Then cover the bread with foil and bake it for 20 minutes
more.
EAT THE BREAD!
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LESSON 2
The Little Red Hen
SCULPTURES FROM DOUGH
Mix the ingredients below to make a fun dough of cornstarch, salt and water. Use the
dough to make a sculpture of an animal, a person, or a character from television, film,
or books. Let the sculpture dry. Then paint it.
Materials
bowl
electric skillet
paint
brushes
Ingredients
2 cups salt
2
⁄3 cup water
1 cup cornstarch
1
⁄2 cup additional water
Directions
1. In an electric skillet, mix the salt with 2/3 cup water.
2. Turn on the heat and cook on a medium setting for 4 to 5 minutes. Turn off the heat.
3. Mix the cornstarch and 1/2 cup cold water in a bowl. Stir this into the cooked mixture
until the texture is smooth.
4. Cook on a medium setting until the mixture is thick.
5. Cool.
6. Sculpture the dough into the shape you want.
7. Paint your sculpture.
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Kid Works Deluxe
LESSON 3
Flower Shower
Science/Math
Materials
Kid Works Deluxe
Investigation 1: Why Roots? (activity sheet)
Investigation 2: Why Stems? (activity sheet)
The Parts of a Flower (activity sheet)
Dial a Flower (activity sheet)
Flower Math (activity sheet)
food coloring
flowers with stems
water pitchers
plastic cups
radish seeds
blotting paper
chart paper
scissors
magnifying glasses
Vocabulary
bloom
blotter
colorful
flower
garden
investigation
leaf
magnify
manufacture
marvelous
mineral
pedal
radish
root
seed
several
spread
stem
straight
telephone
travel
vase
Before the Computer
Brainstorming
The teacher writes the title “What We Know About Flowers”
on blank chart paper and asks the students to tell what they
know about flowers and plants. The teacher writes the students’ responses on the chart. Some questions to generate
ideas are:
• Do you know the names of the parts of the flower?
• What do you know about the roots of flowers? Do they
grow up or down? Why do flowers need them?
• Why do you think flowers need stems? Leaves? Flowers?
• What other things do you know about flowers and plants?
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LESSON 3
Flower Shower
Name _______________________
INVESTIGATION 1: WHY ROOTS?
This investigation will help you find out why roots are important to plants and flowers.
Materials (for five small groups)
About 60 radish seeds or flower seeds (12 per group)
10 transparent plastic cups (2 per group)
10 sheets of blotting paper (2 per group)
5 pitchers of water (1 per group)
Directions (for each of the five groups)
1. Line the plastic cups with blotting paper.
2. Fill the blotter-lined jars with water. Let the water remain in the cups for a few moments
to allow the blotters to become thoroughly soaked. Then pour out most of the water.
3. Place the radish or flower seeds between the blotter and the wall of each cup (about
1
⁄3 of the way from the top).
4. Observe the roots of your plants over several days. Add small amounts of water if the
blotter becomes dry.
5. Answer the questions below:
In what direction do the roots grow first? _________________________________________
In what other direction do the roots grow? _______________________________________
Why do you think your plants need roots? ________________________________________
________________________________________________________________________________
Do you think your plants need anything else beside water to grow? If you do, what
do you think they need?
________________________________________________________________________________
________________________________________________________________________________
Do you think that the best place for your plants to continue to grow is in the glass? If
not, what would be a better place? Why?
________________________________________________________________________________
________________________________________________________________________________
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Investigation 1: Why Roots?
Using the activity sheet, Why Roots? activity sheet (pg. 86), the
teacher does the following:
• Introduces the lesson by telling students that they will
conduct an investigation to find out why plants need roots.
• Divides the class into five smaller groups. Each group does
the following:
– Selects a recorder to write the group's observations and
a reporter to share the observations with the class.
– Follows the directions given by the teacher for the
investigation.
After the groups have finished the investigation, the teacher
and class discuss the results as follows:
• Each reporter shares the observations of his or her group.
• The teacher writes the title “What We Have Learned About
Roots” on blank chart paper and asks the students to tell
what they have learned about roots. The teacher writes the
information on the chart.
LESSON 3
Flower Shower
Name _______________________
INVESTIGATION 2: WHY STEMS?
This investigation will help you find out why stems are important to plants and flowers.
10 tall thin plastic containers to be used as vases (2 per group)
5 containers of red food coloring (1 per group)
5 containers of blue food coloring (1 per group)
About one dozen white carnations or other white flowers with stems (2 per group)
5 pairs of scissors (1 per group)
10 magnifying glasses (2 per group)
1. Fill the vases with water.
2. Add red liquid food coloring to the water in one vase and blue liquid food coloring
to the water in the other. (The deeper the color of the water, the easier it will be to
observe the results of the investigation.)
3. Recut the stems at a slant and immediately place them in the solution.
4. Place the flowers and vases in the sunniest and lightest place in the room.
5. Watch what happens to the stems, leaves, and flowers within the next few hours.
6. Answer the questions below.
What happened to the stems, leaves and flowers? _______________________________
________________________________________________________________________________
What part of the plant did the dye get to first? Second? Third? ____________________
________________________________________________________________________________
Take the plants out of the water and look at them through a magnifying glass. What
do you see?
________________________________________________________________________________
________________________________________________________________________________
What did you learn about stems from this investigation? ___________________________
________________________________________________________________________________
94
Investigation 2: Why Stems?
Using the Why Stems? activity sheet (pg. 87), the teacher does
the following:
• Introduces the lesson by telling students that they are
going to conduct an investigation to find out why plants
need stems.
• Divides the class into five smaller groups. Each group
does the following:
– Selects a recorder to write the group's observations and
a reporter to share the observations with the class.
– Follows the directions given by the teacher for the investigation.
After the groups have finished the investigation, the teacher
and class discuss the results as follows:
• Each reporter shares the observations of his or her group.
• The teacher writes the title “What We Have Learned About
Stems” on blank chart paper and asks the students to tell
what they have learned about stems. The teacher writes the
information on the chart.
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Kid Works Deluxe
LESSON 3
Flower Shower
Poetry
Name _______________________
THE PARTS OF A FLOWER
Read the poem below, then answer the questions.
FLOWER POWER by Joyce Koff
A flower’s roots grow down and spread wide
The flower couldn't make a move even if it tried
Through the root enter minerals and water
To make the flower grow stronger and stronger
The stem's where food travels from root to flower
To give the flower “flower power”
The stem always stands straight and tall
Would never let the flower fall
Leaves are the manufacturing place
Food for the flower is mixed in this space
With the sun an important tool
Leaves know how to make food without going to school
The flower is busy all day for sure
It knows how flowers are a cure
So it makes seeds for more flowers to grow
Making the world such a marvelous, colorful show.
What are the four parts of a flower? __________________
_______________________
__________________
_______________________
Why is each flower part important?
Root ________________________________________________________________________
Stem ________________________________________________________________________
Leaf _________________________________________________________________________
Flower _______________________________________________________________________
95
After distributing copies of the poem Flower Power (pg. 88), the
teacher and class use it as follows:
• The teacher reads the poem aloud to the class while the class
silently reads along.
• The teacher and class read the poem aloud together.
• The teacher divides the class into four groups. Each group
reads the stanza for a different flower part.
• The teacher selects students to stand in front of the room and
become the different parts of a flower through movement as
the rest of the class reads the stanza that describes that part in
the poem.
• At the end of the lesson, students write the answers to the
questions about the parts of the flower.
b At the Computer
•
•
•
After starting a new story, students write the title “Diagram
of a Flower” on the Book Cover Screen.
They open a Draw page and use the various art tools to
draw a large diagram of a flower showing its four parts:
roots, stem, leaves and flower.
After selecting the Text Block, they pick a font, style, and
size from the Font menu. They click the place on the
diagram where they want to label each flower part and
then type its name and description.
After the Computer
LESSON 3
Flower Shower
Name _______________________
DIAL A FLOWER
Write the names of five flowers. Then use the telephone buttons below to answer the following
questions.
Names of Flowers:
_________
Flower 1
__________
Flower 2
abc
1
ghi
2
jkl
def
__________
Flower 3
__________
Flower 4
__________
Flower 5
1. For Flower 1, add the number that corresponds with the first letter and the number that corresponds with the last letter in
its name. For example, Rose: R =7 and
E = 3 7 + 3 = 10.
3
mno
4
5
6
pqrs
tuv
wxyz
7
8
9
0
2.
For Flower 2, find the sum of the numbers
that correspond with the first three letters
in its name.
3.
that correspond with all the letters in its
name.
4. For Flower 4, add the numbers that correspond with all the letters in its name, then
subtract the number that corresponds with the last letter in its name.
5. For Flower 5, add the numbers that correspond with the first and second letter in its
name. Then multiply the total by 2.
97
•
Using the Flower Math and Dial a Flower activity sheets
(pgs. 89–90), students solve math problems using the following skills:
• Ordering flower words according to the number of
letters in the words.
• Reading and solving word problems involving
addition, subtraction, and multiplication using corresponding letters and numbers on the telephone buttons
or dial.
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LESSON 3
Flower Shower
Name _______________________
1
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
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LESSON 3
Flower Shower
Name _______________________
________________________________________________________________________________
________________________________________________________________________________
do you see?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
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LESSON 3
Flower Shower
Name _______________________
FLOWER POWER
by Joyce Koff
_______________________
__________________
_______________________
Root ________________________________________________________________________
Stem ________________________________________________________________________
Leaf _________________________________________________________________________
Flower _______________________________________________________________________
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LESSON 3
Flower Shower
Name _______________________
FLOWER MATH
Below are ten words we associate with the word flower. Place them in order beginning with the
word that has the fewest letters and ending with the word that has the most letters. If two
words have exactly the same number of letters, put them in alphabetical order.
bloom
happy
rain
petals
sun
stem
colorful
seeds
smell
garden
_________
_________
_________
_________
__________
_________
_________
_________
_________
__________
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Kid Works Deluxe
LESSON 3
Flower Shower
Name _______________________
DIAL A FLOWER
Write the names of five flowers. Then use the telephone buttons below to answer the following
questions.
Names of Flowers:
_________
Flower 1
__________
Flower 2
abc
def
1
2
3
ghi
jkl
mno
4
5
6
pqrs
tuv
wxyz
7
8
9
0
__________
Flower 3
__________
Flower 4
__________
Flower 5
1.
For Flower 1, add the number that corresponds with the first letter and the number that corresponds with the last letter in
its name. For example, Rose: R = 7 and
E = 3, and 7 + 3 = 10.
2.
that correspond with the first three letters
in its name.
3.
that correspond with all the letters in its
name.
4.
For Flower 4, add the numbers that correspond with all the letters in its name, then
subtract the number that corresponds with the last letter in its name.
5.
For Flower 5, add the numbers that correspond with the first and second letters in its
name. Then multiply the total by 2.
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Kid Works Deluxe
INTRODUCTION
Thematic Unit 4: Night and Day
One of the earliest things children are aware of is the difference between light and dark and day
and night. Through this awareness, children can see how outside forces influence their perception of the world around and within themselves. In this thematic unit, night and day are used
to show how a child’s world changes every day as morning turns to night and night turns to day—
how a little bit of light and staying awake can make a nightmare become a friend and how much
can be learned by observing the movement of the sun.
The following is an outline of the three cross-curricular lessons in the thematic unit Night and Day.
Lesson One
Title: My Day and Night
•
Complete survey related to a topic.
•
Compare and contrast data in order to classify words in categories.
•
Create a unique artistic message from a few given lines.
•
Develop a sensitivity to rhyme and elements of repetition.
Lesson Two
Title: There’s a Nightmare in My Closet
•
Identify a sender, receiver, and message in a communication situation.
•
Develop critical thinking by reacting personally to story content.
•
Follow written/oral directions to create an imaginary character.
•
Describe, recall, evaluate, and report details of a selected piece of literature.
Lesson Three
Title: Celebrate the Sun
•
Read a clock to specify time by the hour.
•
Discover the correspondence between the time of day and the sun’s position in
the sky.
•
Perform a sequence of movements such as bending, stretching, turning, and
twisting in response to directions.
•
Observe, identify, and describe the sun’s relationship to shadows and fading.
© Knowledge Adventure, Inc. and its licensors.
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Kid Works Deluxe
NIGHT AND DAY
LESSON 1
My Day and Night
Materials
Kid Works Deluxe
My Day and Night Life Survey (activity sheet)
Day and Night Haikus (activity sheet)
Day and Night Nursery Rhymes (blackline master)
Flower Cutout Pattern (blackline master)
Star Cutout Pattern (blackline master)
chart paper
butcher paper
glue
scissors
paints
brushes
Vocabulary
bright
daydream
dew
diamond
dumpling
kite
light
moon
shadow
sky
spooky
syllable
twinkle
wonder
world
Before the Computer
NIGHT AND DAY
LESSON 1
My Day and Night
Name _______________________
MY DAY AND NIGHT LIFE SURVEY
Check (✓) the response that best describes your day or night for each statement below. To write your own
response, first check (✓) “other,” then write.
Day
I think the perfect time to wake up is
___ 6:00 A.M.
___ 8:00 A.M.
___ 10:00 A.M.
___ 11:30 A.M.
___ 1:00 P.M.
___ other _________
Night
I think the perfect time to go to bed is
__
__
__
6:00 P.M.
7:00 P.M.
8:00 P.M.
__
10.00 P.M.
__
__
midnight
other __________
When I wake up, I usually feel
___ cranky.
___ cheerful.
___ angry.
___ tired.
___ sad.
___ other _________
When I get tired, I usually feel
__ crabby.
__ silly.
__ crazy.
__ sleepy.
__ dreamy.
__ other __________
During the day I like to
___ go to school.
___ play with my friends.
___ walk around by myself.
___ daydream.
___ clean my room.
___ other _________
When I sleep, I like to have
__ a light on.
__ all the lights off.
__ a stuffed animal or a toy.
__ the door left open.
__ a snack by my bed.
__ other ____________
I think the prettiest thing I can see
during the day is
___ a cloud.
___ a flower.
___ a butterfly.
___ a rainbow.
___ a mountain.
___ other __________
I think the spookiest thing I can imagine
during the night is
__ a nightmare.
__ a ghost.
__ total darkness.
__ a sudden loud noise.
__ a strange animal in my bed.
__ other ____________
103
A Survey
The teacher distributes copies of the My Day and Night Life
Survey (pg. 95) and has the students do the following:
• During an oral discussion, students talk about the days
and nights of their lives.
• After each statement from My Day and Night Life Survey
is read by the teacher or a student volunteer, students
choose one of the responses listed on the survey or write
a response of their own.
• When the survey is complete, students share their
responses with the class.
Oral Language
•
The teacher writes the title “Day” on a sheet of chart paper
and the title “Night” on another sheet.
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•
•
NIGHT AND DAY
LESSON 1
My Day and Night
Name _______________________
DAY AND NIGHT HAIKUS
Haiku poetry originally came from Japan. It is a tiny picture in words. Because there are only
three lines with a total of seventeen syllables in the entire poem, the poet needs to pick the most
important and descriptive words and leave the rest to the reader's imagination. Below are two
examples of “Day” haikus.
Flowers shine with dew
Kites swing in the windy sky
I'm happy today
Birds wake me early
Sun makes a shadow for me
That I try to catch
Directions
Listen as your teacher reads each poem. Count each syllable with your fingers. You will
find that the first line has five syllables, the next seven, and the third five again.
Example: Line One: Flow ers shine with dew
1
2 3
4
5
Line Two: Kites swing in the wind y sky
1
2 3 4 5 6 7
Line Three: I'm hap py to day
1 2 3 4 5
Write your own “Day” haiku below
Line One (5 syllables) _______________________________________________________________
Line Two (7 syllables) ________________________________________________________________
Line Three (5 syllables) ______________________________________________________________
Write your own “Night” haiku below
104
The teacher leads a brainstorming session in which students name words that remind them of day and words
that remind them of night.
The teacher lists the responses on the appropriate chart.
Poetry
After copies of Day and Night Haikus (pg. 96) are distributed,
the teacher and students do the following:
• The teacher describes a haiku poem to the class, telling
them that it is based on the number of syllables in each line
rather than on rhythm and rhyme.
• The teacher reads one of the day haikus to the class, then rereads it slowly while the class counts the syllables in each line
on their fingers. In this way, they will discover that the first
line has five syllables, the second seven and the third five. Students and teacher reread the poem together.
• Students look at the Day chart and find words from the
poem that are on the list. They add day words from the
poem that had not been listed.
• Using the Night chart, students create a class haiku poem
about night, using the words on the list to help them create
a “five-seven-five” haiku pattern.
• Students write day and night haiku poetry of their own.
b At the Computer
•
•
•
•
•
•
•
•
Students take their completed Day and Night Haikus activity sheets to the computer.
After starting a new story, they write the title “Day and
Night” on the Book Cover Screen.
They open a Write page and type the day haiku they created on their activity sheet.
They open a Draw page and create a day picture.
They open a Write page and type the night haiku they created on their activity sheet.
They open a Draw page and create a night picture.
They listen to, save, and print their day and night haikus.
Students read their completed haikus to their classmates.
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After the Computer
NIGHT AND DAY
LESSON 1
My Day and Night
STAR CUTOUT PATTERN
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Kid WorksDeluxe Blackline Master
NIGHT AND DAY
Art
The teacher divides the class into two groups and distributes
two large sheets of butcher paper (each the size of one-half of a
large classroom bulletin board). One group paints a mural
illustrating day and the other group paints a mural illustrating night. Students can look at the words on the Day and
Night charts and at pictures in books and magazines to get
ideas for the content of their mural. The students’ day haiku
printouts are mounted on the Flower Cutout Pattern (pg. 97,)
and their night haiku printouts are mounted on the Star Cutout Pattern (pg. 98). These papers are then glued to the appropriate mural. (Note: The cutout patterns may need to be enlarged.)
LESSON 1
My Day and Night
Name _______________________
DAY AND NIGHT NURSERY RHYMES
Drama
Diddle, Diddle Dumpling
The teacher distributes copies of Day and Night Nursery
Rhymes (pg. 99). Individually or in pairs, students choose at
least one nursery rhyme to memorize and recite to the class in
a dramatic fashion.
Diddle, diddle dumpling, my son John
Went to bed with his stockings on,
One shoe off and one shoe on,
Diddle, diddle dumpling, my son John.
Twinkle, Twinkle Little Star
Twinkle, twinkle litte star,
How I wonder what you are,
Up above the world so high,
Like a diamond in the sky.
Twinkle, twinkle little star,
How I wonder what you are.
Star Light, Star Bright
Star light, star bright,
First star I see tonight,
Wish I may, wish I might
Make my wish come true tonight.
Hey Diddle, Diddle
Hey diddle, diddle,
The cat and the fiddle,
The cow jumped over the moon.
The little dog laughed to see such a sight,
And the dish ran away with the spoon.
107
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Kid Works Deluxe
NIGHT AND DAY
LESSON 1
My Day and Night
Name _______________________
Check (✓) the response that best describes your day or night for each statement below. To write your
own response, first check (✓) “other,” then write your answer.
Day
___ 6:00 A.M.
___ 8:00 A.M.
___ 10:00 A.M.
___ 11:30 A.M.
___ 1:00 P.M.
___ other _________
Night
__ 6:00 P.M.
__ 7:00 P.M.
__ 8:00 P.M.
__ 10.00 P.M.
__ midnight
__ other __________
___ cranky.
___ cheerful.
___ angry.
___ tired.
___ sad.
___ other _________
__ crabby.
__ silly.
__ crazy.
__ sleepy.
__ dreamy.
__ other __________
During the day, I like to
___ go to school.
___ daydream.
___ clean my room.
___ other _________
__ a light on.
__ other ____________
during the day is
___ a cloud.
___ a flower.
___ a butterfly.
___ a rainbow.
___ a mountain.
___ other __________
during the night is
__ a nightmare.
__ a ghost.
__ total darkness.
__ other ____________
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NIGHT AND DAY
LESSON 1
My Day and Night
Name _______________________
DAY AND NIGHT HAIKUS
Haiku poetry originally came from Japan. It is a tiny picture in words. Because there are only
three lines with a total of 17 syllables in the entire poem, the poet needs to pick the most important and descriptive words and leave the rest to the reader's imagination. Below are two examples of “Day” haikus:
Flowers shine with dew
Kites swing in the windy sky
I'm happy today
Birds wake me early
Sun makes a shadow for me
That I try to catch
Directions
Listen as your teacher reads each poem. Count each syllable with your fingers. You will
find that the first line has five syllables, the next seven, and the third five again.
Example: Line One: Flow ers shine with dew
1
2 3
4
5
Line Two: Kites swing in the wind y sky
1
2 3 4 5 6 7
Line Three: I'm hap py to day
1 2 3 4 5
Write your own “Day” haiku below:
Write your own “Night” haiku below:
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NIGHT AND DAY
LESSON 1
My Day and Night
FLOWER CUTOUT PATTERN
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NIGHT AND DAY
LESSON 1
My Day and Night
STAR CUTOUT PATTERN
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NIGHT AND DAY
LESSON 1
My Day and Night
Name _______________________
DAY AND NIGHT NURSERY RHYMES
Diddle, Diddle Dumpling
Diddle, diddle dumpling, my son John
Went to bed with his stockings on,
One shoe off and one shoe on,
Diddle, diddle dumpling, my son John.
Twinkle, Twinkle Little Star
Twinkle, twinkle litte star,
How I wonder what you are,
Up above the world so high,
Like a diamond in the sky.
Twinkle, twinkle little star,
How I wonder what you are.
Star Light, Star Bright
Star light, star bright,
First star I see tonight,
Wish I may, wish I might
Make my wish come true tonight.
Hey Diddle, Diddle
Hey diddle, diddle,
The cat and the fiddle,
The cow jumped over the moon.
The little dog laughed to see such a sight,
And the dish ran away with the spoon.
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Kid Works Deluxe
NIGHT AND DAY
LESSON 2
There’s a Nightmare in My Closet
Language Arts
Materials
KidWorksDeluxe
There’s a Nightmare in My
Closet—Synopsis (blackline master)
Moving the Nightmare From My
Closet (activity sheet)
Creating a Nightmare (blackline master)
More From Mercer Mayer (master)
white art paper
magazines
glue
scissors
Vocabulary
asleep
awake
beard
closet
creature
dark
event
full
lonely
mischievous
monster
mysterious
nightmare
porcupine
scary
style
tuck
ugly
unique
weird
worry
Before the Computer
NIGHT AND DAY
LESSON 2
THERE’S A NIGHTMARE IN MY CLOSET by Mercer Mayer
This is a story about a boy who had a nightmare (monster) that hid in his
closet. He would always close the closet door and fall asleep. One night he
decided to get rid of his nightmare. He stayed awake, and just as the room
grew dark, he saw the nightmare coming towards him. At that moment, the
boy shot him with his popgun and the nightmare began to cry. Because the
monster wouldn't stop crying, the boy tucked him into bed and closed the
closet door. As soon as the boy and the monster were in bed, the boy started
to worry. He thought that there might be another nightmare in his closet. But
since there was no room for another nightmare in his bed, he'd have no
place for a new one. So he stopped worrying.
113
Literature:
Read There’s a Nightmare in My Closet by Mercer Mayer (or the
synopsis, pg. 103) to the class. Discuss how the boy knew that
there was a nightmare in his closet and how he planned to get
rid of the nightmare once and for all. Then distribute copies of
Moving the Nightmare From My Closet (pg. 104) and have the
students answer the discussion questions.
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Kid Works Deluxe
NIGHT AND DAY
LESSON 2
CREATING A NIGHTMARE
Materials:
11" x 14" white art paper
magazines
paste
scissors
Directions:
Read and follow each direction carefully to create your very own nightmare. Remember to always read an entire direction before you cut, paste, or draw.
1. Lay your paper on your desk so that the edge that faces you is 11" wide.
2. Draw a large oval to make the shape of the outside of your monster-like nightmare’s
head. Make it cover most of your paper.
3. Search through a magazine and find 3 eyes and 3 eyebrows. Cut them out. Paste
them on your paper, giving your monster 3 eyes and 3 eyebrows. (None of these
need to match.)
4. Your monster has a very large and unusual nose. Search through the magazines to
find just the right one. Cut it out and paste it on the art paper under its eyes.
5. Find a picture of teeth. Your monster's teeth are so large you can always see them.
Cut out the teeth and place them under the nose.
6. Search for a picture of very full upper lips. Cut it out and paste it so it just covers the
top of the teeth.
7. Now find the narrowest bottom lips in the magazine. Cut the picture out and paste
it so it just covers the bottom of the teeth.
8. Now give your monster a full head of hair. (Both sides can be different in style and
color.) Ears might be nice, or a moustache or a beard.
9. Give your monster a name. Place it on the wall for all to see.
115
Language Arts – Following Directions
Using Creating a Nightmare (pg. 105), students:
• Follow the directions on the sheet to create a nightmare
monster.
• Display the finished products to see how each student created a unique monster while following identical directions.
• Select a panel of judges for a monster beauty contest. This
panel will judge which monster looks:
funniest
happiest
ugliest
prettiest
saddest
most unique
scariest
friendliest
most mysterious
weirdest
loneliest
most colorful
(Try to think enough categories for every monster to be a winner.)
Oral Language – A Class Letter
The teacher tells the class that they are going to write a group
letter to the boy’s monster from the book There's a Nightmare in
My Closet. While the class dictates a letter, the teacher writes
it on chart paper. They decide on the following items:
• What the greeting will be.
• Why they are writing.
• What they want to ask and tell the monster in the letter.
For example:
✓ How does it feel to scare children?
✓ What does it do during the day when the boy doesn’t
see it?
✓ Why do monsters seem to only appear at night?
✓ What advice would the monster give to children?
b At the Computer
•
•
•
•
•
After starting a new story, students write the title “A Letter
to My Nightmare” on the Book Cover Screen.
They open a Write page and type the letter.
They open a Draw page and create a picture for their nightmare.
They print their nightmare letters and exchange them with
each other.
The recipients of the letters become the monsters. As mon-
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•
sters, they type, print, and send a letter of reply to the
original author.
The original authors read the letters and the replies orally
to the class.
After the Computer
NIGHT AND DAY
LESSON 2
MORE FROM MERCER MAYER
About the Author:
The young boy Mercer Mayer was afraid of the dark. There’s a Nightmare in My Closet is
a true story taken from his childhood. As a child, he would close his closet door so that
he could hear the sound of the latch opening if the monster were to come out. Mayer
was born in Arkansas in 1943 and traveled all through the United States with his family.
Besides being a writer and illustrator, Mayer loves to play the guitar, paint, and walk in
the woods where the critters that he writes about live.
Some other books by Mercer Mayer are described below. Select one to read to yourself.
Just for You – A little porcupine finds a way to help his mother.
Just Grandma and Me – A fun-filled day at the beach is spent by Little Critter
and his grandma.
Just Grandpa and Me – Little Critter and his grandpa share an outing filled
with great times.
Just Me and My Babysitter – Little Critter spends a mischievous evening with
his babysitter.
Just Me and My Dad – Little Critter and his dad have a special time on a
camping trip.
Merry Christmas Mom and Dad – A Christmas story about Little Critter and
his family.
What Do You Do Wth a Kangaroo – A story about a girl who has lots of funny
animal problems.
Report on the book you chose. Describe your favorite character. What was your favorite
part in the story? Would you recommend this book to your friends? Why?
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Book Report
After distributing copies of More from Mercer Mayer
(pg. 106), the teacher and students discuss both Mr. Mayer and
the book list containing short descriptions of other books he
has written. Students select one of the books to read. They give
an oral or written report on the book.
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NIGHT AND DAY
LESSON 2
THERE’S A NIGHTMARE IN MY CLOSET by Mercer Mayer — Synopsis
This is a story about a boy who had a nightmare (a monster) that hid in his
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NIGHT AND DAY
LESSON 2
Name _______________________
MOVING THE NIGHTMARE FROM MY CLOSET
The boy in the story found a way to move his monster-like nightmare out of his closet.
What did he do?
___________________________________________________________________________________
___________________________________________________________________________________
Why would it be important to stay awake when you want to catch a nightmare?
___________________________________________________________________________________
___________________________________________________________________________________
In your opinion, is just before dark the best time to catch a monster? Give the reason for
your answer.
___________________________________________________________________________________
___________________________________________________________________________________
When you have a nightmare, is it usually about a scary creature or about a scary event?
___________________________________________________________________________________
___________________________________________________________________________________
When you have a nightmare, what helps you get rid of it?
___________________________________________________________________________________
___________________________________________________________________________________
Where else in your room or in your house could a monster-like nightmare live besides a
closet?
___________________________________________________________________________________
___________________________________________________________________________________
If you wanted to make friends with a nightmare, what would you do?
___________________________________________________________________________________
___________________________________________________________________________________
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NIGHT AND DAY
LESSON 2
CREATING A NIGHTMARE
Materials:
11" x 14" white art paper
magazines
paste
scissors
Directions:
Read and follow each direction carefully to create your very own nightmare. Remember to always read an entire direction before you cut, paste, or draw.
1. Lay your paper on your desk so that the edge that faces you is 11" wide.
2. Draw a large oval to make the shape of your monster-like nightmare’s head. Make it
cover most of your paper.
3. Search through a magazine and find 3 eyes and 3 eyebrows. Cut them out. Paste
them on your paper, giving your monster 3 eyes and 3 eyebrows. (None of these
need to match.)
4. Your monster has a very large and unusual nose. Search through the magazines to
find just the right one. Cut it out and paste it on the art paper under its eyes.
5. Find a picture of teeth. Your monster's teeth are so large you can always see them.
Cut out the teeth and place them under the nose.
6. Search for a picture of a very full upper lip. Cut it out and paste it so it just covers the
top of the teeth.
7. Now find the narrowest bottom lip in the magazine. Cut the picture out and paste
it so it just covers the bottom of the teeth.
8. Now give your monster a full head of hair. (Both sides can be different in style and
color.) Ears might be nice, or a moustache or beard.
9. Give your monster a name. Place it on the wall for all to see.
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NIGHT AND DAY
LESSON 2
MORE FROM MERCER MAYER
About the Author:
The young boy Mercer Mayer was afraid of the dark. There’s a Nightmare in My Closet is
a true story taken from his childhood. As a child, he would close his closet door so that
he could hear the sound of the latch opening if the monster were to come out. Mayer
was born in Arkansas in 1943 and traveled all through the United States with his family.
Besides being a writer and illustrator, Mayer loves to play the guitar, paint, and walk in
the woods where the critters that he writes about live.
Some other books by Mercer Mayer are described below. Select one to read to yourself.
Just for You – A little porcupine finds a way to help his mother.
Just Grandma and Me – A fun-filled day at the beach is spent by Little Critter
and his grandma.
Just Grandpa and Me – Little Critter and his grandpa share an outing filled
with great times.
Just Me and My Babysitter – Little Critter spends a mischievous evening with his
babysitter.
Just Me and My Dad – Little Critter and his dad have a special time on a
camping trip.
Merry Christmas Mom and Dad – A Christmas story about Little Critter and his
family.
What Do You Do With a Kangaroo? – A story about a girl who has lots of funny
animal problems.
Report on the book you chose. Describe your favorite character. What was your favorite
part in the story? Would you recommend this book to your friends? Why?
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NIGHT AND DAY
LESSON 3
Celebrate the Sun
Science/Math
Materials
Kid Works Deluxe
Dancing to Celebrate the Sun
(blackline master)
Your Sundial (blackline master)
Making a Silhouette (blackline master)
Daytime Blueprints (blackline master)
cardboard circles
flashlight
crayons or markers
watch or clock
comfortable clothes
sun
black paper
scissors
pencil
Vocabulary
capture
celebrate
chin
measure
numerical
outline
relax
silhouette
stretch
sundial
sunrise
trace
Before the Computer
NIGHT AND DAY
LESSON 3
Celebrate the Sun
DANCING TO CELEBRATE THE SUN
What You Need:
comfortable clothes
soft ground
sun
What to Do:
1. Face the sun. Relax your body. Place your hands at your sides and breath in
and out slowly.
2. Raise your arms toward the sun until they are up and over your head. Lean
your head and arms back, bending your body towards the sun.
3. Bend slowly forward until your hands touch the ground.
4. Keep your hands on the ground, and slowly lower your body towards the
ground with your torso raised and your legs straight back. Hold up your body
weight using your hands and toes.
5. Keeping your back straight, lower you body slowly to the ground. Keep your
chin down and breath slowly.
6. Straighten your arms to lift the upper part of your body away from the
ground. Raise your head to the sun.
Dance
Following the instructions in Dancing to Celebrate the Sun
(pg. 109), the teacher leads the students in routines composed
of stretching, bending, and breathing exercises done as a celebration of the sun.
7. Stand up slowly, raising your hands and arms back toward the sun. Bend your
head back.
8. Slowly return to your starting position with your hands relaxed at your sides.
9. Breath in and out slowly 5 times.
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NIGHT AND DAY
LESSON 3
Celebrate the Sun
YOUR SUNDIAL
With the sundial you make, you will be able to tell sun time. A pencil will become a special
pointer which will cast a shadow to mark the hours. The shadow moves as the sun moves
across the sky.
What You Need:
cardboard circle (about 30 centimeters across)
crayons or markers
a pencil
watch or clock
What to Do:
• Find the center of the cardboard circle and push the pencil through it.
• Wait for a sunny day and take your sundial outside.
• Start as close to sunrise as you can.
• Leave the sundial in one place all day from the time the sun rises until it sets.
• Pay attention to your clock or watch. Every hour, draw a line to mark where the
pencil’s shadow falls.
• Write a numeral indicating the hour shown on your watch at the edge of the
circle on the line.
Math – Measuring Time
Using Your Sundial (pg. 110), students:
• Follow the directions on the sheet to create a sundial.
• Leave the sundial in the same spot from sunrise to sunset.
• Use it to tell the approximate sun time.
XII
I
XI
X
II
III
IX
VIII
IV
VII
V
VI
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NIGHT AND DAY
LESSON 3
Celebrate the Sun
MAKING A SILHOUETTE
What You Need:
large sheet of black construction paper
tape
chalk
scissors
overhead projector
What to Do:
1. Tape a large sheet of black construction paper to the wall.
2. Have your partner stand about one foot in front of the black paper.
3. Place the overhead projector on a table. Move it back and forth until the
shadow of your partner’s head is cast on the black paper.
4. Trace around the shadow with chalk.
5. Remove the paper from the wall and cut the outline of the shadow from the
black paper to make a silhouette.
6. Mount the finished silhouette on a bulletin board titled “You Light Up My Life.”
7. Trade places with your partner. Have your partner make your shadow by
repeating steps one through seven. Place the shadow on the bulletin board.
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Science – Silhouettes
With the directions for Making a Silhouette (pg. 111), students:
• Divide into pairs.
• Capture their partner’s silhouette by placing a light in such
a way that it casts a shadow of his or her head on paper.
• Mount and display the finished silhouette on a classroom
bulletin board titled “You Light Up My Life.”
b At the Computer
•
•
•
•
After starting a new story, students write the title
“(Someone’s Name) Is Special to Me” on the Book Cover
Screen.
They open a Write page and complete the sentence
“(Name) is special to me because...”
They open a Draw page and use stickers and stamps to
create a story in pictures about their special person.
After printing the story, they paste it on their special
person’s silhouette.
After the Computer
NIGHT AND DAY
LESSON 3
Celebrate the Sun
DAYTIME BLUEPRINTS
What You Need:
paper sacks
collection of objects (leaves,
dark blue paper
flowers, sticks, straws, toothpicks,
tape
scissors
paper clips, etc.)
a sunny day
What to Do:
1. During a brainstorming session, discuss common items found inside and outside the
classroom that could be used to make a picture collage when pasted together
on a sheet of paper.
2. Distribute a paper sack for students to use for collecting their objects. Have them
search inside and outside the classroom for these items.
3. Distribute blue paper, scissors, and tape to the students.
4. Have students lay out leaves, flowers, paper clips, etc., in an interesting arrangement
on the blue paper.
5. Have students make tiny rolls of tape. Lightly place the tape on the edges of the
items. Make sure that none of the tape shows. Use enough tape so that no sunshine
will sneak under the items when the paper is placed in the sun.
6. Lay the artwork in direct sunlight on the pavement or a table. Tape the edges of the
paper so it won't blow away.
Follow the directions on pg. 112:
• Hand out copies of Daytime Blueprints.
• Have students collect items and tape them to a sheet of
blue construction paper.
• Put the papers in the sunlight until the sun fades the
paper, leaving an imprint on the paper.
7. Let the paper sit in the sunlight all day. At the end of the day, check to see if the
paper has faded. If it has, remove the objects carefully to reveal the blueprint. If not,
leave the objects on the paper and put the paper out for more fading on the next
sunny day.
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NIGHT AND DAY
LESSON 3
Celebrate the Sun
What You Need:
comfortable clothes
soft ground
sun
What to Do:
and out slowly.
head back.
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NIGHT AND DAY
LESSON 3
Celebrate the Sun
YOUR SUNDIAL
across the sky.
What You Need:
crayons or markers
a pencil
watch or clock
What
•
•
•
•
•
to Do:
Find the center of the cardboard circle and push the pencil through it.
Wait for a sunny day and take your sundial outside.
Start as close to sunrise as you can.
Leave the sundial in one place all day from the time the sun rises until it sets.
Pay attention to your clock or watch. Every hour, draw a line to mark where the
circle on the line.
XII
I
XI
X
II
III
IX
VIII
IV
VII
V
VI
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NIGHT AND DAY
LESSON 3
Celebrate the Sun
MAKING A SILHOUETTE
What You Need:
tape
chalk
scissors
overhead projector
What to Do:
2. Have your partner stand about one foot in front of the black paper, facing to
the side.
repeating the steps. Place the shadow on the bulletin board.
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NIGHT AND DAY
LESSON 3
Celebrate the Sun
DAYTIME BLUEPRINTS
What You Need:
paper sacks
collection of objects (leaves,
dark blue paper
flowers, sticks, straws, toothpicks,
tape
paper clips, etc.)
scissors
a sunny day
What to Do:
1. During a brainstorming session, discuss common items found inside and outside the
classroom that could be used to make a picture collage when pasted together
on a sheet of paper.
2. Distribute a paper sack for students to use for collecting their objects. Have them
search inside and outside the classroom for these items.
3. Distribute blue paper, scissors, and tape to the students.
4. Have students lay out leaves, flowers, paper clips, etc., in an interesting arrangement
on the blue paper.
5. Have students make tiny rolls of tape. Lightly place the tape on the edges of the
items. Make sure that none of the tape shows. Use enough tape so that no sunshine
will sneak under the items when the paper is placed in the sun.
6. Lay the artwork in direct sunlight on the pavement or a table. Tape the edges of the
paper so it won't blow away.
7. Let the paper sit in the sunlight all day. At the end of the day, check to see if the
paper has faded. If it has, remove the objects carefully to reveal the blueprint. If not,
leave the objects on the paper and put the paper out for more fading on the next
sunny day.
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Introduction
Early Childhood: Thematic Units 1-4
The purpose of this chapter is to provide early-childhood educators with ideas for
using the resources included in the twelve lessons in this book. These developmentally
appropriate activities are designed to set the stage for young children to learn through
exploration, manipulation, and investigation. They take into account the fact that young
children are concrete learners who must first find out for themselves and then discuss
their findings with their classmates.
Each of the following lessons includes materials to be used in whole group or small
group settings, at the computer, and at classroom activity centers.
Thematic Unit 1: Feelings
Lesson 1: Facial Expressions Show Feelings
Thematic Unit 2: Imagination
Lesson 3: Snails' Tales
Thematic Unit 3: Nature’s Treasures
Thematic Unit 4: Night and Day
Lesson 2: There's a Nightmare in My Closet
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FEELINGS FOR EARLY CHILDHOOD
LESSON 1
Before the Computer
FEELINGS
LESSON 1
Group Activity
FACES by Joyce Koff
I painted a face
That was sad
I painted the mouth
In a frown
•
Read Faces (pg. 13) After the poem is read, read it again
one stanza at a time. After each stanza, go around the
group of children and ask the following questions:
Stanza 1 – When did your face have a frown?
Stanza 2 – Why do you think shy eyes look down?
Stanza 3 – When do you make an angry face?
Stanza 4 – Who had the most wicked face you have
ever seen in a movie or on television?
Stanza 5 – What does your face look like when you are
being a brat?
Stanza 6 – What happened to make your face look
miserable?
•
Enlarge Making Faces (pg. 14) to poster size. Have the children sit in a circle. Select a child to stand up and choose
one of the faces on the poster to imitate. The other children
guess what facial expression that child is making. After the
correct expression is guessed, choose another child. Repeat
the process until everyone has had a turn.
•
Have the children make a book entitled “My Computer
Words.” Provide them with a blank book (several sheets of
paper stapled together) and a copy of the Sticker Reference
Pages (pgs. 138–144). Have them cut out several stickers
from the Feelings category with the accompanying words
and paste each on the top of a page in the book. The descriptive words become the titles of the pages. Students find
other pictures that correspond to their chosen titles from
magazines, newspapers, etc., to cut out and paste on the
appropriate pages.
I painted a face
That was shy
I painted the eyes
Looking down
I painted a face
That was angry
Scrunched tight
I painted a face
That was wicked
I painted its eyes
Fire bright
I painted a face
That was bratty
Sticking out
I painted a face
That was miserable
I painted its lips
In a pout
12
FEELINGS
LESSON 1
MAKING FACES
bashful
bored
cold
confident
curious
disappointed
disgusted
frightened
frustrated
guilty
happy
hot
hurt
jealous
joyful
lonely
lovestruck
mischievous
miserable
13
tired
boots
purple
family
coat
red
father
dress
white
grandfather
angry
yellow
grandmother
happy
mother
sad
sister
scared
glasses
hat
Dinosaurs
tractor
Feelings
mittens
allosaurus
pajamas
brachiosaurus Farm
pants
diplodocus
barn
scarf
pterodactyl
cow
shirt
sabertoothed
tiger
duck
shoes
stegosaurus
goat
socks
triceratops
goose
apple
tyrannosaurus
rex
hen
banana
black
velociraptor
horse
blueberries
blue
wooly
mammoth
mouse
grapefruit
pig
grapes
Colors
brown
Family
sick
green
baby
rooster
pink
brother
sheep
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silly
sleepy
surprise
Fruit
lemon
lime
Kid Works Deluxe Stickers
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b At the Computer
Students select a Write page and type a list of titles from their
“My Computer Words” book. After listening to the computer
read the words they have written, they save and print their
word list. Students click
and see their titles become
icons. After listening to the computer read the icons, they save
and print their picture list.
After the Computer
FEELINGS
LESSON 1
COOKIE FACES
Materials
Large mixing bowl
Electric mixer
2 large spoons
Small paper cups
1/2 teaspoon salt
•
•
•
•
•
•
Assorted candies:
M & M’s®
Jellybeans
Colored sprinkles
assortment.
14
Activity Center
Follow the recipe on Cookie Faces (page 15), to prepare frosting
for the cookie faces. Provide necessary material and decorating
ingredients to allow the children to create faces of their choice
for the cookies. Encourage the children to discuss the choices
they make as they are in the process of creating the faces.
When the faces are completed, the children tell about them.
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The Giving Tree
LESSON 2
Language Arts
Before the Computer
FEELINGS
LESSON 2
The Giving Tree
Group Activity
•
Read The Giving Tree by Shel Silverstein (or the synopsis,
pg. 21) to the class. Using an overhead projector and overhead pens or the chalkboard and chalk, illustrate the changes
in the tree’s appearance while following the chronology of
events that occurred between the boy and the tree. Begin by
drawing a large tree filled with apples hanging from its many
branches. One by one, discuss the events that happen in the
story to change the appearance of the tree. Using a damp rag
or an eraser, the students guide you or a classmate in erasing
the part of the tree that was given to the boy, thus showing
the appearance of the remaining tree. Use the synopsis as a
guide.
•
During a class discussion, have students describe things
that the tree gave to the boy. After the discussion, students
brainstorm to create a list of people who are special to the
entire class—the principal, an aide, the custodian, the
school nurse, etc. Write the names on chart paper. Using
the Letter to Someone Special activity sheet (pg. 23) as a
guide, students dictate a class thank-you letter to a person
on the list. After writing the letter on chart paper, read it or
select a student volunteer to read it out loud.
When the boy was young he climbed her trunk, swung from her branches, and ate her
cut down her branches and build a house for himself, a wife, and children.
was happy.
21
FEELINGS
LESSON 2
The Giving Tree
Name _______________________
It’s fun to write and to receive. Write a friendly letter to someone special to you. You
could write one to a cousin, a grandmother, a grandfather, or a favorite teacher. A
Use the Kid Works Deluxe Sticker Reference Pages and the Making Faces page as
guides to help you picture your feelings.
(Sender’s Address)
(Street Address) _____________________________
HEADING (City, State Zip) _____________________________
(Date) ______________________________________
______________________,
GREETING
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
BODY
________________________________________________________________
________________________________________________________________
CLOSING__________________________________
SIGNATURE _________________________________
23
b At the Computer
Place the list of special people and the class letter in a location
visible from the computers. Students select a Write page and
type either the class letter to someone special or a letter of their
own to someone on the list. Have students listen to their letters. Encourage students to add an illustration. They print
their letters. The letters are placed in envelopes and delivered
by hand.
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After the Computer
Activity Center
•
Through body movement, have students interpret the following stages in the life of the Giving Tree:
Turn yourself into the Giving Tree when it was full of
apples.
Turn yourself into the Giving Tree losing the apples.
Turn yourself into the Giving Tree losing its branches.
Turn yourself into the Giving Tree becoming a stump.
•
Provide students with paper, crayons, tagboard, glue, and
leaves (these can be gathered by students or the teacher).
Have children draw the skeleton of the tree—the trunk
and bare branches—filling as much paper space as possible. They complete the picture by gluing leaves to the
tree. Place the pictures around the room to make a forest of
trees. Remaining leaves can be used to create tree people
as students choose leaves of various sizes and shapes to
make the head and other body parts.
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Your Heart
LESSON 3
Science/Math
Before the Computer
queen
store
kick
stand
skeleton
street
knock
sweep
sword
taxi
laugh
swim
treasure
traffic light
lift
swing
listen
talk
paint
walk
unicorn
Things To Do 1
wizard
The City
catch
clap
Things To Do 2
whistle
airport
climb
pull
apartment
cook
push
bakery
cry
read
ball
bus stop
cut
ride
blocks
fire hydrant
dance
run
doll
hospital
dive
sew
game
library
eat
sing
jump rope
mailbox
hang
sit
kite
phone booth
hear
sleep
marbles
post office
hop
slide
puppet
stop sign
jump
smile
152
write
Toys
race cars
Group Activity
Sing verses of the song “If You’re Happy and You Know It, Clap
Your Hands” with the class. At the end of each line, have the children move in the way the song suggests.
Verse 1:
If you’re happy and you know it, clap your hands. (clap, clap)
If you’re happy and you know it, then your face will really
show it. (smile, smile)
Verse 2:
Replace the words “clap your hands” with the words “stamp
your feet” (stamp, stamp) .
Other Improvisational Verses:
• Enlarge the Things to Do 1 and Things to Do 2 Sticker Reference Pages to poster size. Using action stickers as a reference,
students select substitutes for the words “clap your hands” to
create new verses for the song.
• At the end of each line, students will move in the way the
words in that line suggest. Examples: “sing a song” (la, la),
“jump up high” (jump, jump), “laugh out loud” (ha, ha).
b At the Computer
Students take copies of the “My Body” Sticker Reference Pages to
the computer. After starting a new story, students write the title
“Body Parts Count” on the Book Cover Screen. Then:
• They open a Write page and type two number sentences for
two of the body parts pictured on the My Body stickers reference pages as follows: Begin each sentence with the number
1 or the number 2. Select the picture of one of the body parts
from the My Body section of the Sticker Book.
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•
•
Place the sticker next to the typed number. Choose an action
sticker to go with the body part from the Things to Do 1 or 2
sections of the sticker book. Place the action sticker next to the
body part sticker. Examples: Two eyes cry. One hand writes.
Two feet dance.
After students listen to, save, and print their stories, place
them in a class book, “Body Parts Count.”
After the Computer
Activity Center
Have the children make a book entitled “My Body Parts Are
For…”
• Provide them with a blank book (several sheets of paper
stapled together) and a copy of the “My Body” Sticker Reference Pages.
• Have them cut icons which represent body parts (eye, foot,
etc.) and corresponding words from the reference pages
and paste each on the top of a page in the the book. The
icons and words become the titles of the pages.
• Provide magazines, newspapers, catalogs, etc. On the appropriate pages, students will paste cut-out pictures which
show people using the body parts in the title.
FEELINGS
LESSON 3
Your Heart
30
Teach The Question and Answer Song—“What Do You Want A
Heart For?” by Joel Herron to the class by doing the following:
1) Have the class listen as you sing it.
2) Have them listen again as they hum with you.
3) Have them sing the answers to the questions “What do you
want a heart for?” and “What do you need a heart for?” as
you sing the questions.
4) Have them sing the answers to other questions in the song
as they become familiar with more of the words.
5) Have them sing the questions and answers. Have students
create and sing a new song using the first four lines of the
original. For example: What do you want a hand for? To
clap, to clap. What do you need a hand for? To catch, to
catch.
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IMAGINATION FOR EARLY CHILDHOOD
Around The Neighborhood
LESSON 1
Before the Computer
Group Activity
Teach the class the following Navaho chant. Have them chant
it with you.
With beauty may I walk.
With beauty before me, may I walk.
With beauty behind me, may I walk.
With beauty above me, may I walk.
With beauty below me, may I walk.
With beauty all around me, may I walk.
Tell the children that the class is going to take a walk around
the neighborhood. Have them close their eyes and picture
themselves walking through the neighborhood. Guide them
on this journey by telling them to look and imagine what is
before them, behind them, above them, below them, and all
around them. Take the class on a walk around the neighborhood. As you and the class walk slowly, stop often and encourage the children to look in all the above directions. Give
them time to talk among themselves, sharing what they see at
each stop.
Activity Center
Provide art paper, markers, paints, magazines, newspapers,
catalogs, etc. Have students draw and color a picture of themselves in the center of the paper. Then have them draw something beautiful before them, behind them, above them, and
below them. When the pictures are done, have them share
their work orally with the class. Display the pictures on a bulletin board titled “Picturing My Neighborhood.”
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b At the Computer
•
•
After starting a new story, students write the title
“Beautiful Things” on the Book Cover Screen.
They open a Draw page and create a picture of themselves
and all the beautiful things around them. They are to:
1) Draw a picture of themselves in the center.
2) Choose Silly Scribbler stamps and stickers that represent
beauty above them and fill the space above their head
with them.
3) Repeat this with stamps and stickers representing
objects before, behind, and below them.
4) The picture is finished when the background around the
picture of the child is filled with stamps.
After the Computer
Have students collect small objects they find around their
neighborhood such as leaves, rocks, shells, seeds, flowers,
and sticks and bring them to class in a paper bag. Follow
the recipe below to prepare plaster-of-Paris molds of neighborhood treasures.
Ingredients: plaster of Paris, water, food coloring, plastic
coffee-can lids, shells, rocks, leaves, seeds, flowers, sticks, etc.
Directions: Mix plaster of Paris according to the directions on
the package. Tint with food coloring(s) of choice. Pour the
mixture into plastic coffee-can lids. While the mixture is wet,
guide the students as they add rocks, leaves, seeds, sticks, and
other neighborhood treasures of their choice.
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LESSON 2
Language Arts
Before the Computer
IMAGINATION
LESSON 2
Name _______________________
53
IMAGINATION
LESSON 2
Name _______________________
RUNNING AWAY FROM HOME
questions below.
Why are you leaving? ______________________________________________________________
Dear __________________________________,
55
Group Activity
Read Where the Wild Things Are by Maurice Sendak (or the
synopsis, pg. 51) to the class. Talk about Max's dream or
imaginary trip to Where the Wild Things Are. Have students
take turns role-playing the characters in the story. Choose
someone to be the mother, someone to be Max, and several students to be the wild things. Each time the mother gets angry at
Max, she calls him a wild thing and sends him to his room
without his supper. Max goes to sleep, and goes to the place
Where the Wild Things Are. The wild things try many different
ways to scare Max. But he proves to be the bravest and is
crowned king. Max can spend some time ordering the wild
things around and enjoying his reign, but in the end he must
return to his room and eat the food his mom has left for him.
During a class discussion, have students pretend that they are
Max and are planning to run away from home to go to the
place Where the Wild Things Are. Ask the questions provided
on the My Imaginary Trip activity sheet (page 53).
After each question, encourage lots of discussion before a final
answer to that question is chosen by the group. Use the final
answers to compose a group note to Max's mother. After writing the note on chart paper, read it or ask for a student volunteer to read it out loud.
Activity Center
Provide students with large sheets of glossy print paper
(butcher, shelf, etc.), finger paints, a tape recorder, earphones,
and a recording of Grieg’s Peer Gynt Suite #1 , or dramatic and
powerful music of your choice. Have children listen carefully
to the music, picture it, and imagine a place filled with very
wild things. As they listen to the music, have them paint the
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land of the wild things that the music brings to their minds.
Have the children talk about the land of the wild things and use
their finished pictures as references.
b At the Computer
•
•
•
•
The teacher places the My Imginary Trip note in a
location visible from the computers.
After starting a new story, students write the title “Running
to Where the Wild Things Are” on the Book Cover Screen.
They open a Write page and type either the class note or a
note of their own to Max’s mother. Students individualize
their notes by adding stamps and stickers.
They print the notes and place them in a class book.
After the Computer
IMAGINATION
LESSON 2
MAX’S SOUP
Materials
knives
vegetable peelers
spoons
crock pot
individual bowls
Ingredients
water
carrots
celery
onions
bell pepper
potatoes
Follow the recipe for Max’s Soup (pg. 54). Provide a variety of
suggested ingredients, allowing the children to create a custom
brew of Max’s Soup. Serve the soup as a class snack.
Season with salt and pepper. Cook on high until vegetables are tender. Add
seasoning to taste. Serve.
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Snails’ Tales
LESSON 3
Science/Art/Math
Before the Computer
IMAGINATION
LESSON 3
Snails’ Tales
by Joyce Koff
This poem was reprinted with the permisson of the author.
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IMAGINATION
LESSON 3
Snails’ Tales
Name _______________________
SNAIL WATCHING
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
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Group Activity
Read Have You Ever Watched a Snail? by Joyce Koff (pg. 58) to
the class. Discuss what the poet has noticed about snails. Write
the title “What We Know About Snails” on chart paper. Ask
the students to share what they already know about snails
with the group. Write the facts on the paper. Write the title
“What We Want to Find Out About Snails” on a new sheet of
chart paper. Ask the students to share what they would like to
find out about snails. Write their questions on the paper.
Activity Center
Provide snails, jars, lids for the jars with air holes, smaller lids
to fill with water, leaves, and magnifying glasses. Supervise
the students as they use the above materials to make a home
for their snails. With the Snail Watching observation sheet
(pg. 59) as a discussion guide, encourage students to carefully
observe, touch, hold, and magnify the snails to find out as
much as they can about them.
Group Activity
During a class discussion, have students share information
they discovered through snail watching. Review the chart
titled “What We Want to Find Out About Snails.” Have students answer all the questions they can. Write their answers
on the chart. Discuss ways in which they can find the answers
to the unanswered questions (library, parent, older brother or
sister, pet store, gardeners, etc.). Continue to update the chart
as new information is brought to class.
Distribute paper, pencils, crayons, and markers to the class.
Using an overhead projector and grease pens, have the class
watch and draw as you show and describe for them these
step-by-step directions for drawing a snail: Start in the middle
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of the page and draw the snail’s spiral shell. When the shell is
complete, draw a head and then a tale. Give the snail two antennas and an eye. Draw a wiggly line under the snail to show
the snail's trail. Use the crayons or markers to give your snail a
unique appearance. Draw in a background to show where
your snail is spending the afternoon. Perhaps you’ll add some
flowers, a sun, or just a shady spot on the ground.
b At the Computer
After starting a new story, students write the title “My Snail”
on the Book Cover Screen. Then:
• They open a Draw page and draw a computer snail, exploring and using as many of the art tools as they can to
produce a unique and interesting snail.
• After completing the picture, they select a Write page and
describe their snail.
• They save and print their pictures and stories.
After the Computer
Display the students’ completed stories and pictures on a
Snails’ Trails bulletin board.
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NATURE’S TREASURES FOR EARLY CHILDHOOD
Tall Tales
LESSON 1
Before the Computer
LESSON 1
Tall Tales
A TALL TALE
A tall tale is an American invention based on the story of a hero. The hero is usually a person, but
it can be an animal such as a dog or a cow, or anything you can think of such as a flower, a vegetable, or even a balloon. While this country was being built, the builders—lumberjacks, cowboys, railroad workers, etc.—would sit around a campfire at the end of a hard day's work and
entertain each other by telling stories of heroes who were bigger, stronger, faster, and hungrier
than anyone alive. Tall tales were and still are meant to be filled with lies so unbelievable that
nobody would ever take them seriously.
Below is an example of a modern-day tall tale. As you read it, think about what parts of the story
are believable and what parts are unbelievable.
was traveling so fast that by the time her neighbors arrived the bubble had
catch the boy but by the time anyone had reached the spot, the bubble and
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Group Activity
After telling the class that the story they are about to hear is
filled with such big lies about people and events that nobody
would ever believe them, read them the tall tale about the little
girl in A Tall Tale (pg. 66). During a class discussion about tall
tales, ask the students to choose which was the very biggest lie
in the story and the silliest lie, and to give the reasons for their
choices. Continue the discussion by asking, “What is the biggest and silliest lie you ever told or heard?”
Activity Center
Cut sheets of butcher paper into strips 51⁄2" x 22" long, creating
the tall background for a tall tale illustration. Provide pencils,
crayons, markers, paints, etc., and have children draw a picture
of the biggest and silliest lie they ever heard or told. Encourage them to use the entire length of the paper.
Group Activity
Write the title “Our Biggest and Silliest Tales” on chart paper.
Write the students' tales behind their biggest and silliest tall
drawings as they share them orally with the class. Example:
“Once I had a pet bird that was so strong it could fly me anywhere I wanted to go.” After the discussion, place the long
strips on a bulletin board titled “Tall Picture Tales.”
b At the Computer
•
•
•
The teacher places the chart of Biggest and Silliest Tales in
a location visible from the computers.
After starting a new story, students write the title “My Big
Silly Tale” on the Book Cover Screen.
They open a Write page and either type their original
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•
•
biggest and silliest tale or create a new one using tales told
during the group activity. Have students change text to
stickers.
After listening to the stories, they save and print them.
The printed stories are placed in a class book titled “Our
Biggest and Silliest Tales.” Students read the picture stories to each other.
LESSON 1
Tall Tales
The tall tale, Johnny Appleseed, is based on the life of a man named John Chapman.
apples. When he grew up he started selling apple seeds to the settlers and pioneers
tales about Johnny’s love for apple trees began when he was a baby. They say he
that all he needed to do was drop a seed on the earth and in five minutes an apple
tree appeared.
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Group Activity
Using Johnny Appleseed – Synopsis (pg. 70) as a reference, tell
the class how a real man named John Chapman became the
subject of a tall tale—Johnny Appleseed. Explain some of the
things that made people think Johnny was special. Discuss
why some of the stories about Johnny couldn’t possibly be true.
After the Computer
LESSON 1
Tall Tales
tall tale, theirs will require lots of patience—about fifteen years for the tree to grow apples of its
own.
Materials
apples
knives
refrigerator
paper towels
trays
flower pots
fertilizer
potting soil
love
Directions
Step 1 The teacher or one of the students cuts the apples in half.
Step 2 Remove the seeds carefully. (Once the seeds are removed, you can eat the
apple.)
refrigerator. Write today's date on the calendar.
to sprout.
Step 7 Once the seeds have sprouted, plant them about one inch deep in pots or egg
carton sections filled with potting soil. Place the pots or egg cartons on trays.
Step 8 Water the apple plants regularly and keep them in a sunny place.
Tell students that they, like the folks in Johnny Appleseed's
story, are going to learn how to plant apple seeds. Be sure to
explain that real apple trees don’t grow overnight—it takes
about 15 years for a tree to grow apples of its own. Follow the
directions on Planting an Apple Tree (page 71) to begin the
process.
Step 12 Be patient, and one day you will be able to eat an apple grown from your own
apple tree.
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The Little Red Hen
LESSON 2
Language Arts
Before the Computer
Group Activity
LESSON 2
The Little Red Hen
This is the story about a hen who lived with a cat, a dog, and a mouse. Because the
cat, the dog, and the mouse liked to sleep all day, the hen had to do all the housework.
One day when she was working in the garden, she found some grains of wheat. She
asked the cat, the dog, and the mouse who would help her plant the seeds. Immediately they all said, “Not I.” And so the hen planted the seeds, watered them, and pulled
the weeds. After a while, the wheat grew and became ripe. Again, she asked who
would help her reap the grain. Again they replied, “Not I.” Next she asked them who
would take the wheat to the mill to be ground into flour. As usual, they answered, “Not
I.” After taking the wheat to the mill, she came back with a bag of fine white flour. She
asked who would bake the bread from the flour. They, of course, answered, “Not I.” She
made bread and put it in the oven. Soon the whole house was filled with a delicious
smell. When the cat, the dog, and the mouse smelled the bread, they woke up and
made their way quickly into the kitchen. At that moment, the hen was taking the bread
out of the oven. She asked who would help her eat the bread. They all cried, “I will!”
The little red hen said, “All by myself I planted the seeds, I watered the seeds, and I
reaped the grain, I took it to the mill to be ground into flour. All by myself I mixed the
flour to make the bread. And all by myself I am going to eat it!” And she did.
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Read The Little Red Hen by Paul Galdone (or the synopsis, pg.
76) to the class. Involve the children in the story by stopping
each time the little red hen asks her friends to help her. Have
the class give the answer they think the hen’s friends will give.
At the end of the story, when the little red hen asks for help to
eat the bread, ask the class what they think the little red hen’s
friends will answer. Discuss the ending of the story with the
class. Read the story again. This time, have the students become the animals and answer at the appropriate places, without any prompting from you.
Activity Center
At the top of five large sheets of tagboard, write the following
sentences describing events from the story: “The hen found
grains of wheat in the garden. The hen planted the seeds. The
hen watered the seeds. The hen reaped the grain. The hen took
the wheat to the mill.” Have students draw and color illustrations to go with each description on the tagboard. Encourage
them to use as much of the space as they can. When the illustrations are complete, select five students to come to the front
of the room and face the class. Mix up the tagboard illustrations and give one to each of the five students. Have the class
direct the students holding the tagboard to change places until
they are standing in the correct order so that the tagboard illustrations tell the story in the correct sequence.
Whole Group
Tell the class that they are going to act out a new version of the
story of the little red hen. Choose one child to be the little red
hen. The rest of the children decide what they want to be—
they can be an animal such as a horse or a kangaroo, a person
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such as a clown or a ballerina, or a character from television,
film, or books. The little red hen approaches the characters one
by one. When the little red hen approaches, each character
does something special—the kangaroo hops, the ballerina
dances, the Ninja swings its sword. The hen asks each character to help her do one thing in the process of taking seed to
bread. The character decides whether or not to help the hen
and answers either “I will” or “Not I.” At the end of the play,
the hen asks, “Who will help me eat the bread?” Everyone answers, “I will.” The characters that helped say to the others,
“We helped to plant the seeds, water the seeds, pull the
weeds, reap the grain, take the wheat to the mill, and bake the
bread. We will eat it by ourselves!”
LESSON 2
The Little Red Hen
BREAD FROM DOUGH
Ingredients for two loaves of whole-wheat bread:
Amount/Name
1 pkg. active dry yeast
Why It Is Used
Suggestions
It makes the bread rise by
Keep the temperature between
producing a gas that is held
80° and 85°. If the temperature
in bubbles. When the bubbles
is too high, the yeast will die.
expand, the dough rises.
1
⁄4 cup warm water
It is used to soften the yeast and
keep the temperature right.
21⁄2 cups hot water
1
⁄2 cup brown sugar
If the temperature is too low, the
yeast's growth will be slow.
It is used to dissolve the sugar,
It must cool to 85° before it is
salt, and shortening.
mixed with the yeast.
It gives the yeast the energy it
needs to make the gas which
expands the bubbles. It also adds
flavor and helps to brown the bread.
3 tsp. salt
The salt gives the bread flavor and
helps keep it fresh.
1
⁄4 cup shortening
It helps make the bread's texture
smooth.
3 cups stirred whole-
It gives the bread its flavor
wheat flour
and nutritional value.
Most breads are made
from both hard wheat
and soft flour.
5 cups sifted all-purpose
flour
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Using Bread From Dough (pg. 80) as a reference, explain the
conditions and the methods involved in the bread-making
process as you guide students through a recipe for baking
whole-wheat bread. As you proceed, write important words
on a chart (for example, dough, knead, punch, oven, etc.). After
the class helps you bake the bread, ask them to help you eat it.
b At the Computer
After starting a new story, students write the title “Baking
Bread” on the Book Cover Screen. Then:
• They open a Draw page and a Write page, describing the
thing(s) they liked most about baking bread.
• Students save and print their own work.
After the Computer
Give all students an opportunity to share their work with the
class by reading their stories aloud or telling about their
pictures.
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Flower Shower
LESSON 3
Science/Math
Before the Computer
Group Activity
Bring in many different types of flowers and plants with roots,
stems, and flowers intact for students to observe and discuss.
One by one, hold up the plants and ask the following questions:
Who can point to the stem of the flower? The root? A leaf? The
flower? Students answer the questions by coming to the front of
the room and pointing to the part in question.
Activity Center
Place magnifying glasses, microscopes, art paper, crayons or
markers, and a variety of plants with flowers, roots, and stems
intact on a table. Have children examine the plants with magnifying glasses, a microscope, and their eyes and try to guess why
plants need flowers, roots, and stems. Have each child choose
his or her favorite plant and draw a picture of it showing all its
parts. Encourage children to use all the observation tools—eyes,
magnifying glasses, microscope—as they add details to their
drawing. Help students label each part of the plant.
b At the Computer
•
•
•
After starting a new story, write the title “Diagram of a
Flower” on the Book Cover Screen.
Open a Draw page and use the various art tools to draw a
large diagram of a flower showing its four parts—the
roots, stem, leaves and flower.
Click the Text Tool. Pick a font, style and size in the
Caterpillar menu, click the appropriate place on the dia
gram where you want to write, and label each flower part
by typing its name and description.
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After the Computer
LESSON 3
Flower Shower
Name _______________________
1
________________________________________________________________________________
Activity Center
Using Investigation 1: Why Roots? (pg. 86) as a guide, provide
materials and oral directions to students as they perform a
hands-on investigation to learn more about roots and to discover what their purpose is.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
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LESSON 3
Flower Shower
Name _______________________
Using Investigation 2: Why Stems? (pg. 87) as a guide, provide
materials and oral directions to students as they perform a
hands-on investigation to learn more about stems and to discover what their purpose is.
________________________________________________________________________________
________________________________________________________________________________
do you see?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
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Group Activity
LESSON 3
Flower Shower
Name _______________________
FLOWER POWER by Joyce Koff
_______________________
__________________
_______________________
Read The Parts of a Flower by Joyce Koff (pg. 88) to the class
one stanza at a time. After each stanza, ask questions about
what facts the poet has conveyed through the poem. For example, after the first stanza, ask: “How do the roots grow?
Why do you think they spread wide? How do they help the
flower get strong?”
Root ________________________________________________________________________
Stem ________________________________________________________________________
Leaf _________________________________________________________________________
Flower _______________________________________________________________________
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As you read each stanza of the poem, have students interpret
through body movement the different parts of a flower. Then
have them put all the parts together as a flower dance.
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NIGHT AND DAY FOR EARLY CHILDHOOD
My Day and Night
LESSON 1
Before the Computer
Group Activity
Recite the rhyme “Hickory Dickory Dock” with the class:
Hickory dickory dock,
The mouse ran up the clock,
The clock struck one,
The mouse ran down,
Hickory dickory dock.
Have students improvise new verses, with the mouse doing
something new each time the clock strikes a new number.
Example:
Hickory dickory dock,
The mouse ran up the clock,
The clock stuck two,
The mouse did something new,
Hickory dickory dock.
NIGHT AND DAY
LESSON 1
My Day and Night
Name _______________________
Check (✓) the response that best describes your day or night for each statement below. To write your own
response, first check (✓) “other,” then write.
Day
___ 6:00 A.M.
___ 8:00 A.M.
___ 10:00 A.M.
___ 11:30 A.M.
___ 1:00 P.M.
Night
__ 6:00 P.M.
__ 7:00 P.M.
__ 8:00 P.M.
__ 10.00 P.M.
__
__
___ other _________
___ cranky.
___
___
___
___
___
midnight
other __________
__ crabby.
cheerful.
angry.
tired.
sad.
other _________
__
__
__
__
__
silly.
crazy.
sleepy.
dreamy.
other __________
During the day I like to
___ go to school.
___ daydream.
___ clean my room.
___ other _________
__ a light on.
__ other ____________
during the day is
___ a cloud.
___ a flower.
___ a butterfly.
___ a rainbow.
___ a mountain.
___ other __________
during the night is
__ a nightmare.
__ a ghost.
__ total darkness.
__ other ____________
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queen
store
kick
stand
skeleton
street
knock
sweep
sword
taxi
laugh
swim
treasure
traffic light
lift
swing
listen
talk
paint
walk
unicorn
Things To Do 1
wizard
The City
catch
clap
Things To Do 2
whistle
airport
climb
pull
apartment
cook
push
bakery
cry
read
ball
bus stop
cut
ride
blocks
fire hydrant
dance
run
doll
hospital
dive
sew
game
library
eat
sing
jump rope
mailbox
hang
sit
kite
phone booth
hear
sleep
marbles
post office
hop
slide
puppet
stop sign
jump
smile
Enlarge My Day and Night Life Survey (pg. 95) to poster size,
or copy it on acetate and project it on an overhead. Read and
discuss each survey statement, e.g., “I think the perfect time to
wake up is…” Elicit responses from the class. Students make
their choices by raising their hands. The teacher counts the
number of responses for each choice and writes that number.
This continues until the survey is complete.
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write
Toys
race cars
Activity Center
The teacher provides construction paper of various colors, a
copy of the Things To Do 1 and Things To Do 2 categories
(pg. 143) of the Kid Works Deluxe Sticker Reference Pages, scissors, glue, and pencils. Have students fold the paper in half.
On the top of the left half, they write “Day.” On the top of the
right half, they write “Night.” Have students cut out each
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sticker and its accompanying title and decide whether it is a
daytime or nighttime action. After making their decision, they
glue each sticker on the appropriate side of the page.
b At the Computer
•
•
•
•
•
After starting a new story, students decide whether they
want to create a Day book or a Night book.
After writing the title “Day” or “Night” on the Book Cover
Screen, they open a Draw page and draw a picture of
either day or night.
Using the Day and Night Action Paper they completed at
the activity center as a reference, students write the names
or descriptions of activities they like to do at the time they
chose.
They change text to stickers and listen to, save, and print
their stories.
Each of the stories is placed in an appropriate space on a
class bulletin board which has been divided into two sections: one with black construction paper and white writing
titled “Night,” and one with white construction paper and
black writing titled “Day.”
After the Computer
Activity Center
Recite the Day and Night Nursery Rhymes (pg. 99) with
the class.
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LESSON 2
Language Arts
Before the Computer
Group Activity
NIGHT AND DAY
LESSON 2
THERE’S A NIGHTMARE IN MY CLOSET by Mercer Mayer
This is a story about a boy who had a nightmare (monster) that hid in his
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Read There's a Nightmare in My Closet by Mercer Meyer (or the
synopsis, pg. 103) to the class. Have students brainstorm ideas
on what a nightmare is. Write the responses on a chart titled
“Nightmares Are…” Examples:
Nightmares are scary.
Nightmares are weird.
Nightmares are sad.
Nightmares are bad dreams.
Nightmares are lonely.
Nightmares are silly.
Nightmares are never fun.
Nightmares are friendly.
Nightmares are pretty.
Activity Center
Place white construction paper, paste, pencils, crayons, markers, magazines, newspapers, and catalogs at the activity center.
Have students draw a large oval to form the shape of the
nightmare's head. Have them search through magazines, etc.,
and choose eyes, noses, mouths, teeth, hair, and other interesting features to paste in the oval to create a nightmare's face.
Encourage them to use a variety of eyes, noses, etc., telling
them that nightmares often have a different amount of facial
features than boys and girls.
Group Activity
Have the children sit in a circle. Place the “Nightmares Are…”
chart in the center of the circle. Have one student at a time
stand holding his or her completed nightmare in front of the
class next to the chart. Students decide which statement(s)
from the chart best describe the nightmare on display. For example: “John’s nightmare is scary and silly.”
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b At the Computer
FEELINGS
LESSON 1
•
MAKING FACES
bashful
bored
cold
confident
curious
disappointed
disgusted
frightened
frustrated
guilty
happy
hot
hurt
jealous
joyful
lonely
lovestruck
mischievous
miserable
13
tired
•
•
•
•
The teacher places large poster-sized copies of Feelings
and Making Faces in a visible location near the computer.
After starting a new story, students write the title “My
Nightmare” on the Book Cover Screen.
They open a Write page and describe their nightmare.
They open a Draw page and draw their nightmare.
They listen to, save and print their nightmare books.
After The Computer
Mount each student’s description and the nightmare he or she
created on a class bulletin board.
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Celebrating the Sun
LESSON 3
Science/Math
Before the Computer
Group Activity
NIGHT AND DAY
LESSON 3
Celebrate the Sun
What You Need:
comfortable clothes
soft ground
sun
What to Do:
and out slowly.
head back.
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NIGHT AND DAY
LESSON 3
Celebrate the Sun
YOUR SUNDIAL
across the sky.
What You Need:
crayons or markers
a pencil
watch or clock
What to Do:
• Find the center of the cardboard circle and push the pencil through it.
• Wait for a sunny day and take your sundial outside.
• Start as close to sunrise as you can.
• Leave the sundial in one place all day from the time the sun rises until it sets.
• Pay attention to your clock or watch. Every hour, draw a line to mark where the
circle on the line.
XII
I
XI
X
II
III
IX
VIII
IV
VII
V
VI
Have students stand at arm’s distance in a semicircle facing
you. Model the movements illustrated in Dancing to Celebrate the Sun (pg. 109) and lead the students in the dance.
After the class has completed the dance, have student volunteers take your place in front of the circle and make up movements of their own as the rest of the class follows.
120
Prepare students for the sundial activity by showing them
how to keep track of each hour on the clock in the room. Assign students to act as timekeepers. It will be their job to let the
class know when a new hour is about to begin. At that time,
revisit the sundial with the class. Begin the activity when the
clock reaches the first new hour. Follow the directions on Your
Sundial (pg. 110) to create a sundial. Leave the sundial in the
same spot from sunrise to sunset. Each time the timekeepers
report that a new hour is about to begin, take the class outside
and draw a line showing where the sun's shadow falls at that
time of the day.
Activity Center
NIGHT AND DAY
LESSON 3
Celebrate the Sun
MAKING A SILHOUETTE
What You Need:
tape
chalk
scissors
overhead projector
What to Do:
2. Have your partner stand about one foot in front of the black paper.
repeating steps one through seven. Place the shadow on the bulletin board.
121
Use the directions for Making a Silhouette (pg. 111) as a guide
to create a silhouette of each child. As you are working with
the group, point out how easy it is to identify each student by
looking at his or her features that appear on the shadow. Discuss curly hair, size of features, smiles, etc. Mount the profiles
in front of the class for all to see.
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b At the Computer
•
•
•
After starting a new story, students write the title “My
Profile” at the Book Cover Screen.
They open a Write page and write a description of their
features that together to make their profile. They tell about
their eyes, nose, hair style and color, eyelashes, mouth, chin,
cheeks, eyebrows, etc.
When they finish the descriptions, they listen to, save,
and print them.
After the Computer
Group Activity
Collect and read the students’ descriptions of their profiles to
the class. As you read the descriptions, have the class study the
profiles in front of the room. After you are finished reading, ask
them to guess whose profile you have described.
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APPENDIX
STICKERS
KID WORKS DELUXE STICKER REFERENCE PAGES
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ABOUT THE AUTHORS
As a writing team, Beverly Ellman and Joyce Koff have contributed teacher support materials for many educational publications.
Beverly’s background as a classroom teacher, software designer,
and educational computer consultant, together with Joyce’s background as a published poet as well as her extensive knowledge of
literature for children and adults, resulted in the imaginative and
succinct writing activities in this edition.
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Welcome to Kid Works® Deluxe

Transcription

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