MGSLRNBPKY + AEIOU Lesson Plan

Continuation of Tembong Mandarambong Lesson Plan

Level: Pre-School/Kindergarten/Grade One
Subject: MGSLRNBPKY + AEIOU Words (Filipino)
Story: Tembong Mandarambong

I. Layunin

A. Basic Group

1. Mabasa ang mga salitang binubuo ng mga letrang mgslrnbpky + aeiou
2. Mapagtapat-tapat ang mga magkakaugnay na salitang binubuo ng mgslrnbpky + aeiou
3. Mabuo ang salita mula sa mga letra upang malaman kung ano ang nasa larawan
4. Maibigay ang tamang salita na pinahuhulaan sa larong "Sumuko"

B. Average Group

1. Mapagsunud-sunod ang mga pangungusap upang mabuo ang isang maikling kuwento at masagot ang mga tanong tungkol sa kuwento
2. Makabuo ng pangungusap mula sa larawan
3. Makapagsanay sa pag-intindi ng pangungusap
4. Makpagbasa ng maikling kuwento at masagot ang mga tanong dito.

C. Fast Group

1. Makabuo ng maikling kwento mula sa larawan
2. Maibigay ang kabaligtaran ng mga salita mula sa kahon at magamit ito sa mga pangungusap
3. Mapunan ng mga pangungusap at mga salita upang mabuo ang ideya ng isang maikling kuwento at masagot ang mga tanong tungkol dito.

II. Paksa at Kagamitan

A. Paksa:  Mga salitang binubuo ng letrang mgslrnbpky + aeiou

B. Kagamitan:
1. Worksheets
2. Sumuko cards
3. Story card rings
4. Plastic eggs
5. Story chart
6. Flashcards

III. Pamamaraan

A. Basic Group

1. Oral Work (Sumuko cards)
Magpapahula ng isang salita.  Hahatiin ang mga pangkat sa dalawang grupo.  Magbibigay ang guro ng clues at huhulaan ng mga mag-aaral ang mga letra para mabuo ang salita.

2. Seatwork 1
Pagtapat tapatin ang mga magkakaugnay na salita mula sa Hanay A papuntang Hanay B.

3. Seatwork 2
Ayusin ang mga letra para mabuo ang salitang naaangkop sa larawan.

B. Average Group

1. Seatwork 1
Basahin ang mga sumusunod na pangungusap at pagsunud-sunorin ang mga ito.  Ilagay ang bilang na isa hanggang anim upang makabuo ng isang maikling kwento.

2. Seatwork 2
Mula sa larawan, gumawa ng mga pangungusap.

3. Oral Work
Maghagis ng itlog sa isang basket.  Kung ano ang nalusutan ng itlog, kukuha ng card dito at babasahin ang mga nakasulat dito.

C. Fast Group

A. Seatwork 1
Gamit ang larawan, gumawa ng isang nakakatuwang kwento.

B. Oral Work
Mayroong isang di nabuong kwento, kailangang kumpletuhin ito sa pamamagitan ng pagbili ng naaangkop na salita sa "Tindahan ni Titser" na chart.  Pagkatapos ng kwento, sasagutin ang mga katanungang nakahanda.

C. Seatwork 2
Gamitin ang mga salita sa pangungusap at hanapin sa kahon ang mga kabaliktaran nito.

 
Tembong Mandarambong Lesson Plan
Salitang Kilos Lesson Plan

Salitang Kilos Lesson Plan

Continuation of Tembong Mandarambong Lesson Plan

Level: Pre-school/Kindergarten/Grade One
Subject: Verbs (Salitang Kilos)
Story: Si Tembong Mandarambong

I. Layunin

A. Magamit ang mga salitang kilos sa pagpapahayag ng mga gawain
B. Makagawa ng isang maikling usapan gamit ang mga salitang kilos

II. Paksa

Babasahin ang mga sumusunod pangungusap na may larawan sa pisara:

Mga Gawain ni Tembong Mandarambong
1. Si Tembong ay nagtitinda ng walis.
2. Bumili ang isang tagabaryo ng walis kay Tembong.
3. Ang lahat ng mga tagabaryo ay naglilinis ng kanilang bakuran.
4. Ang kalat ay winalis ni Tembong.

III. Pamamaraan

A. Paglalahad
1. Isasagawa lahat ng mga salitang may salungguhit.

B. Talakayan
1. Ano ang ginagawa ni Tembong sa walis? Paano nagkaron ng walis ang mga taga-baryo? Ano ang ginagawa  ng mga taga-baryo gamit ang walis?  Ano ang ginawa ni Tembong sa kalat?
2. Ano ang napansin nyo habang sila ay gumagawa?  Sila ba ay nakahinto o gumagalaw?  Kapag sinabing sila ay gumagalaw, sila ay kumikilos.  Ang tawag sa mga salitang may salungguhit  ay mga Salitang Kilos.

C. Pagsasanay
Bibigyan ang mga mag-aaral ng gawain.  Kailangang mapunan ang mga patlang ng mga Salitang Kilos na naaangkop sa mga larawan.  Pagkatapos ay iuulat sa klase habang ginagawa ang tinutukoy ng Salitang Kilos.

D. Assimilation
1. Game: Charades
Hatiin ang klase sa dalawang pangkat.  Ang unang pangkat ay bubunot ng mga Salitang Kilos at kanilang isasagawa ito.  Ang ikalawang pangkat naman ay huhulaan kung anong kilos ang pinapahulaan at pagkatapos ay gagamitin sa pangungusap ang nahulaang mga Salitang Kilos:
a. Sumasayaw
b. Kumakanta
c. Lumalangoy
d. Nagsusuklay
e. Naliligo
f. Tumalon
g. Kumakaway
h. Maglalaba
i. Aakyat
j. Umaakyat

Lesson Plan for Tembong Mandarambong
MGSLRNBPKY + AEIOU Words Lesson Plan

Semi-Detailed Lesson Plan for Tembong Mandarambong

Level: Pre-school/Kindergarten/Grade 1
Subject: Reading

I. Layunin:

A. Maisip na:
1. Dapat ding isipin ang kalagayan o nararamdaman ng ibang tao sa paggawa ng isang bagay.
2. Masmabuting magkaroon ng malinis na baryo kaysa magkaroon ng marumi
3. Nakakasama sa kapwa ang pagnanakaw
4. Masarap tumulong sa kapwa

B. Mapahalagahan ang kalinisan, pagtutulungan at pagbibigayan

C. Makasagot at makagawa ng mga sumusunod na gawain:
1. Character Profile tungkol kay Tembong
2. Maisulat ang iniisip ni Tembong sa Comic Balloon
3. Maiulat ang mga pangyayari sa Newspaper Chart
4. Maikumpara ang Baryo Walis gamit ang Before and After Chart

II. Paksa at Kagamitan:

A. Paksa:  Tembong Mandarambong ni Susan Dela Rosa Aragon (Adarna Publishing House)

B. Kagamitan: 
1. Charts
2. Timer
3. Flashcards
4. Mga lawaran

III. Pamamaraan:

A. Panimulang Gawain:

1.  Paglinang ng Talasalitaan
Magsasalaysay ng isang kuwento ang guro at gagamitin ang mga salita at konseptong kailangang linawin.   Gagamit rin ang guro ng context clues, larawan at drama upang higit na maunawaan ng mga mag-aaral ang ibig ipahiwatig ng mga ito.   Gagamit din ng flashcards para mabigyan ng kahulugan ang mga konsepto at salita.
a. Baryo
b. Mandarambong
c. Palasyo
d. Ubod
e. Nainggit
f.  Tuktok

2. Panggayak
Magpapakita ang guro ng larawan sa mga bata.  Tatawag ng mag-aaral upang ilarawan ang baryo sa larawan.

3. Tanong Panggayak
Ngayon sa ating kwento, alamin natin kung anong klaseng baryo ang Baryo Walis.

B. Pagbabasa
Babasahin ang kwento gamit ang aklat.  Habang nagbabasa ay magtatanong ang guro para mabigyan ng pagkakataon ang mga mag-aaral na makapagbigay ng kanilang kuru-kuro sa mga pangyayari.

C. Pagtalakay sa Kwento

1. Pamamahagi ng EA Posters


a. Unang Pangkat (Character Profile) - Pupunan ang profile ng mga impormasyon tungkol sa katangian ni Tembong
b. Pangalawang Pangkat (Comic Balloon) - Isulat kung ano ang iniisip ni Tembong
c. Pangatlong Pangkat (Newspaper Chart) - Isulat sa pahayagan kung ano ang nangyari sa Baryo Walis isang gabi
d. Pang-apat na Pangkat (Before and After Chart) - Isulat at ikumpara ang mga katangian ni Tembong noon at ngayon


2. Pagtalakay

a. Anong klaseng baryo ang Baryo Walis? Ilarawan ang Baryo Walis.
b. Ano ang dahilan bakit tinawag na Baryo Walis ang baryo ni Tembong?
c. Ilarawan ang mga taong nakatira sa Baryo Walis.
d. Sino ang namumukod tangi sa lahat ng mga nakatira sa Baryo Walis?

(Presentation: Unang Pangkat)


e. Anu-ano ang mga katangian ni Tembong na kaiba sa mga taga Baryo Walis?
f. Anong katangian ni Tembong ang ayaw ninyo?
g. Bakit ayaw nyo sa ganitong katangian?
h. Ano ang kanyang hilig gawin?
i.  Dahil sa pagkahilig nya sa walis, ano ang kanyang naisip isang araw?

(Presentation: Pangalawang Pangkat)


j. Itinuloy ba ni Tembong ang kanyang iniisip?
k. Kailan nya ito isinagawa?
l.  Nagtagumpay ba si Tembong sa kanyang pagnanakaw sa walis?

(Presentation: Pangatlong Pangkat)


m. Pagkatapos ng kanyang pagnanakaw, ano ang sumunod na ginawa?
n. Saang lugar sya pumunta?
o. Ano ang ginawa nya sa bundok?
p. Nagtagumpay ba sya sa paggawa ng palasyong walis?
q. Dahil dito, ano ang naramdaman nya?
r.  Ano naman ang nangyari sa baryo nung wala na ang mga walis?

(Presentation: Ikaapat na Pangkat)


s. Nang makita ni Tembong ang kanyang baryo, ano ang kanyang naramdaman?
t. Ano ang dahilan at sya ay nalungkot at nagsisi?
u. Kung kayo si Tembong, kukunin nyo rin ba ang mga walis?  Bakit?
v. Ano ang mararamdaman nyo kung kayo naman ang ninakawan ni Tembong?
w. Sa tingin nyo ba tama ang ginawa ni Tembong? Bakit?
x.  Kung ang kaibigan nyo ay may magandang laruan, kukunin nyo ba ito katulad nang ginawa ni Tembong sa mga walis? Bakit?
y. Ano ang mararamdaman nyo kung kayo ang kinuhanan ng gamit?
z. Sa tingin nyo, kung kayo ang kumuha ng gamit ng ibang tao, sasaya ba kayo?

Verb Lesson Plan for Tembong Mandarambong
MGSLRNBPKY + AEIOU Lesson Plan

Long O Words Lesson Plan

Continuation of The Dream Eater Lesson Plan
Level: Pre-School/Kindergarten/Grade One
Subject: Long O Words
Story: The Dream Eater

I. Objectives:

A. Basic
1. To match pictures with long O sounds.
2. To rearrange letters to form long O words.
3. To complete phrases using the appropriate long O words.

B. Average
1. To complete phrases using the appropriate long O words.
2. To complete sentences using the appropriate long O words.
3. To answer comprehension questions about previously read sentences.

C. Fast
1. To complete sentences using the appropriate long O words.
2. To answer comprehension questions about previously read sentences.
3. To answer comprehension questions about previously read story.

II. Subject Matter:
A. Basic - mastery of long O words with CVC and CVCV pattern
B. Average - mastery of long O words with CVCV and CCVCV pattern
C. Fast - mastery of long O words with CVCV/CCVCV pattern

III. Procedure:

A. Basic

1. Oral Work: Picture Puzzle

The students will be divided into 2 groups. After the signal, a member will form a picture puzzle and choose the correct word that matches the picture puzzle. The first member who reads the word out loud, will get a point for their group. The members will take turns in completing the puzzles until everyone has participated. The group with the most number of points at the end of the game wins.

Picture Puzzle: doe, bone, nose, toe, cone, rose

2. Seat Work 1: Form That Word!

There are ten envelopes, each containing pictures and letters. The students will rearrange the letters to form the word that matches the pictures. They will make a sentence using the formed word and write it on their worksheets.

Words: doe, bone, nose, pole, mole, toe, cone rose, hose, hoe

3. Seat Work 2: Dragon Claws

There are 5 dragon feet with movable claws posted on one side of the room. There are incomplete sentences written on the dragon feet. The choices are written on the dragon claws. The students will choose the correct word that will complete the sentences.
a. He is the (sole, mole) owner of the car.
b. Her (mole, pole) is right beside her nose.
c. Drink milk to have strong (bones, notes).
d. Use the (hose, nose) to water the roses.
e. Slow down in the school (zone, tone).

B. Average

1. Oral Work: Boardgame

The students will be divided into two groups. There will be a board game with different colored steps. After rolling the dice, the students will pick a colored card that corresponds with the color they "landed on." Written on each colored card is an incomplete phrase. The students will choose the correct word that will complete the phrase and read it out loud, the first that will cross the finish line wins.
Phrases:
a._____ for the best (joke, hope)
b._____ a vase (wrote, broke)
c.make a _____ (joke, cope)
d. _____ a poem (phone, wrote)
e. used the _____ (phone, Rome)

2. Seatwork 1: Bamboo Leaves

There will be 5 bamboos with movable leaves on one corner of the room. Written on each bamboo is an incomplete phrase. The choices are written on the bamboo leaves. The students will write the completed phrase on their worksheets.
a. crack a (joke, robe, cope)
b. (broke, hope, cope) a promise
c. talk on the (phone, rope, Rome)
d. (Rome, rope, role) in Europe
e. (poke, cope, hope) in the eye

3. Seatwork 2: Baku Heads

There will be 4 baku heads posted on one side of the room. The mouth of each head can be opened. Written on the tongue of each baku is a sentence followed by a comprehensive question. The students will write their answers in phrases on their worksheets.
a. The pope lives in Rome. Where does the pope live?
b. You should not lose your hope. What should you not lose?
c. He bought a new phone yesterday. What did he buy yesterday?
d. He used a rope to tie the dog. What did he use to tie the dog?

C. Fast

1. Oral Work: Search the Aliens

The students will be divided into 2 groups. After the signal, the students will search the aliens to find the word that will complete the sentence. The first member who reads the completed sentence will get a point for their group.
a. _____ the door. (close)
b. When there is ____ there is fire. (smoke)
c. The church has a ____. (dome)
d. He____ a rope yesterday. (stole)
e. The____is rough. (stone)

2. Seat Work 1: Yukio Heads

There will be 5 Yukio heads posted on one side of the room. Each head
can be opened to reveal 2 sentences followed by comprehension questions.
The students will write their answers in complete sentences on their
worksheets.
a. The candidate spoke to the people. What did the candidate do?
He wanted them to vote for him. What did he want the people to do?
b. He chose the wrong answers. What did he do?
The room was filled with smoke. What was the room filled with?

3. Seat Work: Dragon Scales

There will be a dragon with removable scales posted on one side of the room. There will be a poem (My World by C.J. Heck) followed by comprehension questions. The students will write their answers on their worksheets.

Lesson Plan For The Dream Eater
Adjective Lesson Plan For The Dream Eater
The Dream Eater Videos

Adjective Lesson Plan

Continuation of The Dream Eater Lesson Plan
Level: Kindergarten, Grade 1, Grade 2
Subject: Adjectives/Descriptive Words
Story: The Dream Eater

I. Objectives:

A. To identify words that describe people, places and things in sentences.
B. To give examples of sentences with descriptive words.

II. Materials:

sentence charts, food cut-outs, worksheets

III. Procedure:

A. Presentation

I have here some sentences from the story. Lets read them one by one.

1. Yukio is very helpful.
2. He lives in a peaceful village.
3. He saw a strange creature.

B. Discussion

1. Look at sentence number 1, who is very helpful? (underline nouns)
Look at sentence number 2, where does Yukio live?
Look at sentence number 3, what did Yukio see?

2. Look at the underlined words.
What kind of boy is Yukio? (encircle adjectives)
What kind of village does he live in?
What kind of creature did he see?
What kind of words do they describe?
What do you think these words are calle if they describe
people, places and things?

3. I have some more examples here.
Who can tell me the descriptive words?
Which words do they describe?
Sentences:
1. The book is heavy.
2. He lives in a big city.
3. She is very kind.

C. Assimilation

Sally Goes to Market
The class will be divided into two groups. There will be food cut-outs with sentences written on the back. After the signal and type of food to look for is given, a member of each group will pick up the basket, get the food and write the desriptive word on the board. The first member who writes the correct word will get a point for their group. The group with the most number of points at the end of the game wins.

Sentences:

1. The pie is delicious.
2. The room is clean.
3. She is an intelligent girl.
4. The class is very quiet.
5. He is a nice person.
6. She has curly hair.
7. The house is very big.
8. The bag is expensive.
9. He owns a shiny mirror.
10. His sister is pretty.

IV. Evaluation

Encircle the descriptive words in the sentences. Underline the words that they describe.

1. He carried a heavy stone yesterday.
2. She likes to eat sweet fruits.
3. Do not eat if your hands are dirty.
4. The monster is very strong.
5. He gave her colorful pillows.
6. The spider has long legs.
7. She baked a round cake.
8. Her son is very lazy.
9. The selfish boy does not have friends.
10. There is a tiny button on the dress.

Lesson Plan for The Dream Eater
Long O Words Lesson Plan
The Dream Eater Videos

Semi-Detailed Lesson Plan For The Dream Eater

Level: Pre-School/Kindergarten/Grade 1
Subject: Reading

I. Objectives:

A. To learn the value of helping others in need.
B. To learn the value of gratitude.
C. To describe Yukio through a character profile.
D. To describe the baku through a character profile.
E. To write a conversation between Yukio and the baku.
F. To make a chart comparing everybody's dreams.
G. To make an award for Yukio and the baku.
H. To appreciate the illustrator's beautiful drawings.

II. Selection:

The Dream Eater by Christian Garrison
Illustrated by Diane Goode
(Macmillan Publishing Company, 1978)

III. Materials:

book, flashcards for unlocking of difficulties,
activity posters, writing and coloring materials, timer

IV. Procedure:

A. Pre-reading

1. Unlocking of Difficulties

a. bamboo - This is a drawing of a bamboo plant. What can you say about this plant? Compare its parts with other plants.
b. tender shoots - The farmer planted the tender shoots of bamboo yesterday. What do we mean by tender shoots? How long does it take for plants to grow?
c. nightmare - After watching a horror movie, I had a nightmare. In my nightmare, I was being chased by monsters. What does nightmare mean? What kind of dream did I have?
d. bandits - The policemen are looking for bandits who stole a lot of money. What do you think bandits mean? What is another word for bandits?
e. terrible - I heard a terrible news last week. A lot of people died because of the storm? What do you think terrible means? What kind of news did I hear?
f. strange - The strange plant has violet leaves. What does strange mean? Do
plants usually have violet leaves?

2. Motivation Question:
What kind of dreams do you have when you sleep at night?

3. Motive Question:
Let's find out in the story what kind of dreams the villagers have.

B. Reading
What do you think Yukio and the baku will do? (page 10)

III. Post-Reading

A. Engagement Activities

1. Character Profile - the group should be able to describe Yukio's characteristics.
2. Character Profile - the group should be able to describe the baku's characteristics.
3. Speech Bubble - the group should be able to write the conversation between Yukio and the baku.
4. Chart - the group should be able to make a "Before And After" chart about the villagers' dreams.
5. Award - the group should be able to make an award for the baku and Yukio.

B. Discussions:

1. Where did the story happen?
2. What is the name of the little boy in the story?
3. What kind of dreams is he having?
4. Who else are having nightmares?
5. What did they tell Yukio?
6. What did Yukio feel?
7. What happened when Yukio went to the river?
8. What did he see?
9. What happened to the baku?
10. What did Yukio do?
11. If you were Yukio would you do the same thing? Why?
12. How did the baku feel after being helped by Yukio?
13. What did the baku say to Yukio?
14. What did Yukio want the baku to do?
15. When they crossed the river bridge, what did the baku do?
16. If you were the baku, would you do the same thing? Why?
17. How do you think the villagers felt when their nightmares disappeared?
18. Why is it important to help others who are in need?
19. When you help others, how do you feel afterwards?
20. When somebody helps you, what should you do?

Adjective Lesson Plan For The Dream Eater
Long O Words Lesson Plan
The Dream Eater Videos

U Words Lesson Plan

Continuation of Cookie Monster Lesson Plan
Level: Pre-school/Kindergarten
Subject: U Words
Story: Cookie Monster And The Cookie Tree

I. Objectives:

A. Basic
1. To practice reading words with short U sounds.
2. To match picture puzzles with short U sounds.

B. Average
1. To form words with short U sounds.
2. To complete sentences using short U words

C. Fast
1. To arrange words to form sentences.
2. To complete sentences using U words.

II. Subject Matter:

A. Basic – mastery of short U words with CVC pattern
B. Average – mastery of short U words with CVCC pattern
C. Fast – mastery of short U words with CVCC/CCVCC pattern

III. Procedures:

A. Basic

1. Oral Work: Follow that Cookie

The students will be divided into 2 groups and form 2 lines. There will be a giant board game composed of 12 steps from the start to finish. A representative from each group will roll the die and move their groups’ token. Then he or she will read the printed word out loud that their token will land on. The members will take turns until everyone has participated. The group who reaches the last board first wins the
game.

Words; rub, mud, cut, but, nub, hum, tug, run, fun, sud, bug, jug

2. Seatwork: Pull the Bucket

There will be a pocket chart filled with wells posted on one side of the room. There are short U words written on the well. The students can pull the bucket to find puzzle pieces. Then they will fit the puzzle pieces together and match the picture formed with the chart U word. The students will write their answers on the worksheets what will be provided for them.

B. Average

1. Oral Work – Alphabets

The students will be divided into 2 groups and form 2 lines. The students will be given with different colors. After the teacher gives the signal, a representative from each group will get the letters with the same color as their belt. They will unscramble the letters and clip them to the belts to form short U words. Then they will read the word out loud and go to the end of their line. Whoever reaches his or her line first gets a point for their group. The members will take turns in forming the words until everyone has participated. The group with the most number of points at the end of the game wins.

2. Seatwork – Cookie Jar

There will be a cookie jar filled with different kinds of cookies. Written at the back of each cookie are incomplete sentences. The students can open the cookies and short U words will pop up. The students will write the completed sentences on the worksheets that will be provided for them.

C. Fast

1. Oral Work – Monster-mouths

The students will be divided into 2 groups and form 2 lines. After the teacher gives the signal a representative from each group will get some cookie monster’s mouth. There are words printed on the cookies. He or she will arrange the words to form a sentence, read it out loud then go back to their lines. Whoever reaches their line first gets a point for their group. The members will take turns until everyone has participated. The group with the most number of points at the end of the game wins.

2. Seatwork - Witch Heads

There will be a pocket chart filled with witch heads on one side of the room. There will be incomplete sentences printed on the witch’s hat. The eyelids of each witch can be pulled down to reveal the choices. The students will write the completed sentences on the worksheets that will be provided for them.

Semi-Detailed Lesson Plan For Cookie Monster And The Cookie Tree

Level: Pre-school/Kindergarten
Subject: Reading

I. Objectives

A. To realize the value of sharing.
B. To realize that if you try hard enough, you will succeed.
C. To describe the witch through a character profile.
D. To describe the cookie monster through a character profile.
E. To state the cookie monster’s problem through a diary.
F. To write the conversation regarding an argument between the witch and the cookie tree.
G. To make a certificate of recognition for cookie monster and the witch for learning how to share.
H. To appreciate the author’s style by using speech bubbles in presenting the characters’ dialogues.

II. Selection:

Cookie Monster and the Cookie Tree by David Korr
(Western Publishing Company Inc, 1977)

III. Materials:

book, flashcards for unlocking of difficulties,
activity posters, writing and coloring materials, timer

IV. Procedure:

A. Prereading

1. Unlocking of Difficulties

a. ridiculous – unbelievable, laughable
Last weekend, I went to see a magic show. The magician said he could turn a handkerchief into a rabbit. The audience did not believe him. They told him it was ridiculous and they all laughed. What do you think ridiculous means? Did the audience think he can really turn the handkerchief into a rabbit?

b. discouraged – hopeless
Even though the audience did not believe him, he still tried to do his trick. He waved his arms in the air but nothing happened. The audience just laughed at him and he felt discouraged. What do you think discouraged means? How do you think the magician felt? Do you think he felt confident that he could still do the trick?

c. cast a spell – say magic words
Then the magician remembered that he forgot to cast a spell on the handkerchief. He said, “Abracadabra” and it turned into a rabbit. What does cast a spell mean? What did the magician do? What kind of words did he say?

B. Motive and Motivation Questions:

1. Motivation Question:
Have you seen magicians do magic tricks? Can you name some of them?

2. Motive Question:
Let’s find out in the story what magic trick the witch will do.

C. Reading
What do you think the cookie monster will do? (page 8)

D. Post Reading

1. Engagement Activities:

a. Character Profile – the group will enumerate the witch’s characteristics.
b. Character Profile – the group will enumerate the cookie monster’s characteristics
c. Diary – the group will state cookie monster’s problem
d. Speech Bubble – the group will write the conversation regarding an argument between the witch and the cookie tree.
e. Certificate of Recognition – the group will make a certificate for cookie monster and the witch for learning how to share.

2. Discussion:

Who was visiting a tree in the forest?
What kind of tree does she own?
How did the witch feel about the cookie tree?
Did she want to share it with anyone else? Why?
Who else came to the forest?
What is the cookie monster famous for?
When the witch saw the cookie monster, what did she do?
What kind of spell did she cast on the cookie tree?
What happened when the cookie monster saw the cookie tree?
What did the cookie tree tell the cookie monster?
What did the cookie monster do after talking to the cookie tree?
How did the witch feel after the cookie monster left?
When cookie monster reached Sesame Street, what did he do?
Did his friends believe him? Why?
What do you think happened before when the cookie monster had cookies? Do you think he shared them with his friends?
How did cookie monster feel when his friends did not believe him?
While the cookie monster was with his friends, what was the witch doing?
What can you say about the witch? What did she have in common with cookie monster?
Did the cookie monster find anyone to share cookies with him? Why?
If you were the cookie monster would you give up? Why?
What did the cookie monster decide to do?
What did he see when he returned to the forest?
What did the cookie monster and the witch decide to do?
What did the cookie tree do?
Did the cookie monster and the witch get any cookies? Why?
What happened to the spell? Why?
What happened to the cookie tree after the cookie monster stopped eating?
If you were the witch or the cookie monster would you do the same thing? Why?
If one of your classmates forgot his or her snack what would you do? Why?
Why is it important to share?

Pronoun Lesson Plan For Cookie Monster And The Cookie Tree
U Words Lesson Plan For Cookie Monster And The Cookie Tree

A House For Hermit Crab

Author: Eric Carle

Illustrator: Eric Carle

Publisher: Aladdin; Reprint edition (April 1, 2002)

Language: English

Summary: This cute fable is about Hermit Crab who has outgrown his shell and is looking for a new one. Along the way, he meets new friends who eventually help him decorate his new home. He lives with his friends for a short time because he has to look for another house. In the end, he finds a smaller crab who accepts his offer of his old shell and promises that his friends would be taken care of.

Classroom Uses: Storytelling, Read Alouds

Besides showing that we should help out when someone need it and that change can be a good thing; this book also includes information about different sea creatures. This is a great tool to teach children about marine life and their habitats.

Eric Carle's illustrations and stories are great! Highly Recommended!

Lesson Plan for A House For Hermit Crab

A Lesson Plan for How To Be A Happy Hippo

Level: Kindergarten
Subject: Reading

I. Objectives:

A. To realize that happiness does not depend on material things alone
B. To appreciate the author's humorous portrayal of characters
C. To respond to the story through the following engagement activities:

1. Venn Diagram
2. Comic Balloon
3. Writing A Letter
4. Drawing the Events
5. Horace's Plan

II. Subject Matter and Materials:

A. Selection: How To Be A Happy Hippo by Jonathan Shipton
Little Tiger Press, 2000

B. Materials:

1. charts for engagement activities
2. clay and stuff toy for unlocking difficulties

III. Procedure:

A. Pre-reading

1. Unlocking of Difficulties

a. scrambled out - Because I was so tired, I lost balance and fell while walking up the stairs. I scrambled out before my brother sees me. What do you think is the meaning of scrambled out? (unlock the word by acting it out)

b. wallow - Carabaos love to play in the mud. They like to wallow. (demonstrate it using a stuff toy and clay)

c. wedge - Philip made a wedge of mud and threw it on the grass. (demonstrate by making a ball out of clay)

2. Developing a Purpose for Reading

a. Schematic Web
What can you say about hippos?
What do you know about them?
What are the similarities between you and hippos?

b. Motivation:

Is there someone that you miss?

c. Motive Question:

In our story, let us find out who is it that Horace misses.

B. Reading

The teacher will read the story aloud while the students will follow silently. He or she would ask students to read certain parts of the story.

C. Post Reading

Engagement Activities

Instructions:

Group 1: "Horace and Me" chart
Fill in the chart with the ways in which you think you are similar to Horace and ways in which you ar different.

Group 2: "Daddy's Boy" chart
Fill in the comic by answering the question, "What did Horace tell his dad one morning?" "What was his dad's response?"

Group 3: "Horace's Plan" chart
What did Horace do when his father never came? This group will recall the plans of Horace by drawing and describing it.

Group 4: "Father and Son" chart
Fill in the chart with different things that Horace and his dad did after he fell from the trap.

Group 5: "Dear Dad" chart
Pretend that you are Horace. Write a letter to your daddy hippo after spending the whole day with him.

Timer: Horace's dad will fall on the trap. When he finally gets into the trap, you should be finished with your work.

Discussion:

1. Why did Horace miss his dad?
2. Why was his father always not around?
3. What did Horace feel about his Dad's absence?
4. What were the things that Horace wanted to do with his Dad?
5. What are the things that you would like to do with your Dad?
6. In what ways are you similar to Horace? In what ways are you different?
7. What did Horace do one morning?
8. What did he ask from his dad?
9. What was hid dad's answer?
10. What did Horace feel after hearing his dad's promise?
11. Did Mr. Hippo come as promised?
12. What did Horace feel?
13. If you were Horace, would you feel the same way? Why?
14. What did Horace do?
15. Where did he go?
16. What did he do in the jungle?
17. Why did he dig a hole?
18. After digging, what did he do with the hole? What was it
for?
19. For whom was the trap?
20. Why did he want to trap his dad?
21. What happened the next morning? What did they hear?
22. Who was the first one to rush out to the trap?
23. What happened to Horace?
24. Why did he fall?
25. Was he hurt?
26. What did Horace and Mr. Hippo do?
27. How long did they play in the mud?
28. What else did they do?
29. What happened to Horace after spending the whole day with his
dad?
30. What did he whisper to his dad?
31. What made Horace happy?
32. Did you enjoy the story? Why?