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Friendship |
• What does it mean to be a friendly person?
• What are our responsibilities to our common humanity? |
*Thinking interdependently
*Listening with understanding and empathy
*Managing impulsivity
*Finding humor
*Using the classroom values to guide decisions
-Take care of self
-Care for others
-Take care of physical surroundings
-Let others care for you
-Working together |
*Communication:
-Conflict: Talk, Walk,& Squawk;
-Stop, Look, Listen, & Respond.
*The language of friendship:
-words
-body language
-entering play
-ending play
*Characteristics of friendship:
-Friendly behavior
-People of any age can be a friend.
-A friendly person uses problem-solving skills
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*Respond to stories on topic
*Internalize modeling of teacher and peer behavior
*Use friendly behaviors in group meetings
-raise a quiet hand
-give others think time
*Introduce self and others
*Get attention appropriately by using hand on the arm
*Use the language of politeness
*Use friendly health-related behaviors
-example: sneeze, cough into elbow
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*Journal page responses to prompts
*Role-play situations with solutions
*Observations
Discussions to see how student is internalizing skills
Parent reports re students' use of skills taught at school in other environments.
Parent reports of students talking about other children in their class.
Friendship surveys |
*Books
*Musical games
*Songs
*Dances
*Visual Art
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*Awareness and respecting of
-differing approaches to friendship
-friendly behavior transcends differences
-importance of getting to know another
-lessons learned about friendship through stories and songs of many races and cultures.
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Building community |
* How will my family and schoolmates learn about one another?
* Will I have friends at school?
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* Close observation
* Finding common ground
* Appreciating the similarites and differences among people
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* Understanding how home life and school community can connect
* Friendship can emerge through shared interests
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* Building personal connections with other children in the classroom community
* Recognizing classmates in photographs
* Finding connections within the group about favorite activities at home
* Recognizing and discussing similarities and differences
* Documenting connections between people
* Creating a family book to share with classmates and teachers |
* Teacher observation |
* Home visit
* Photographs
* Roll-paper, colored pens
* Booklets for each family's pictures
* Literature about friendship, similarites and differences in people & homes |
* All people have similarites and differnces
* Most people can make connections through shared interests |
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Tools |
•What is a tool?
•Who uses various families of tools?
•How do various tools work?
•Why do you choose certain tools to do certain jobs?
•How are tools used throughout the world?
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*Safety
*Creative problem solving
*Working interdependently
*Analytical thinking
*Craft |
*How various tools work
*How to match a given tool to a given job
*Tool families or classifications
*Tools can be made of many materials
*Parts of your body can be a tool
*Relationship of a tool to a simple machine
-wheel
-screw
-wedge
-lever
-inclined plane
*A tool helps to make a job easier
*Tool jobs and names
*You can create a tool
*Tools need to be used safely
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*Match tool to a job through
-take aparts
-sewing
-cooking
-woodworking
-gardening
-claywork
*Classify tools by attributes
*Create tools to solve a challenge
*Brainstorm tools and what tools are
*Close observation
*Classify tool families
*Create tools to help with an unusual task
*Writing and painting using tools
*Carpentry and woodworking
*Visit people doing their jobs at school
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*Observation
*Journal entries
*Parent Feedback
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*Various books, songs, games
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*Different cultures create and adapt tools to the needs of the job and environment
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Honeybees |
* What makes a honeybee a honeybee? |
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* Honeybee habitats
* Parts of a honeybee
* How honeybees make honey
* How honeybees communicate (waggle dance)
* How honeybees help the environment |
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* Teacher observation |
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Fairies and Fairytales |
• What are fairies and how do they live?
• What is a fairytale?
• What life lessons are learned from fairytales?
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*Imagining
*Creative thinking
*Generating ideas, some outside the boundaries of standard convention
*Generating own standards for evaluating reality and fantasy
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*Concept of imagining
*Stories require a theme, a setting, main characters, a problem/s, and solution/s
*Every culture has fairytales
*Concepts of goodness, fairness, equity, evildoing, obedience, consequences
*Cause and effect |
*Use imagination
*Develop and articulate theories about fairies, habitats and habits
*Examine and interpret evidence of fairies
*Estimate and predict
*Communicate via letters, books, art
*Collaborate to build fairy environments
*Expand the concept to include other fantasy characters
*Draw inferences from the literature of fairies
*Dictate and illustrate stories
*Construct fairies
*Write notes to fairies (The fairies answer!)
*Derive value lessons from fairy conundrums
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*Teacher conversations
*Interviews for stories
*Letters to fairies
* Artwork |
*Stories and poems
*Books generated by the children
*Playhouse props
Block props |
*Fantasy creatures come from all cultures
*Rich collection of literature & illustrations representing many cultures
*Many cultures use fantasy literature and storytelling as a teaching tool
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Circus |
• What is a circus?
• Who can be the participants in a circus?
• What is a circus act?
• How do you get ready for a circus?
• How do you prepare to perform in front of an audience?
• What is a culminating event? |
* Risk taking
* Confidence
* Humor
* Making make-believe
* Creating thinking
* Social relations: collaboration, cooperation
* Respect and appreciation for each other
* Following directions
* Practicing patience
* Practicing safety
* Taking pride in an accomplishment graciously
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* A circus is a performance that entertains and amazes an audience
* Circus performers may include: clowns, jugglers, tightrope walkers, magicians, animals, trapeze artists, acrobats, cannon shooters, tumblers, contortionists, ringmaster, and so on
* Performing in a circus takes a degree of risk
* A circus act can be performed by one or more people or animals. The act is introduced at the beginning and concludes with a bow.
* Getting ready for a circus involves: choosing an act, practicing acts, making and/or assembling costumes, making decorations, invitations, programs, face-painting, making props, having a dress rehearsal
* Real circus animals are dependent upon the performers and the people who care for and train them to keep them safe and healthy and content
* Circus performers and families depend on one another to learn, to be safe, to have fun, and to earn a living
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* Work with teachers to choose and perfect an appropriate act
* Make decorations (primarily clowns using many techniques)
* Paint cicus shoes
* Decorate programs and invitations
* Make props
* Assemble costumes and make parts where necessary
* Participate in face painting appropriate to their act
* Gain confidence in performing in front of an audience
* Provide an attentive audience for their peers
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* Observe that all performers have a safe and enjoyable experience
* Audience feedback
* Journal pages
* Conversation with children
* Children reappear after The Great Disappearing Act
* Discussion and artwork following the reading of circus-related literature |
*Circus literature, music, videos
*Special visitors
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* Everyone can participate in a circus
* Throughout history, circuses or circus-like performances are found in many cultures
* Anyone can make a circus as long as you have imagination |
