discover english level 2

CLASSROOMACTIVITY GUIDE FOR Discover

EnglishLEVEL II K3 ESLComputer Curriculum CorporationSunnyvale, California

26-06723-102 (6/98)

The CCC logo and Computer Curriculum Corporation are registered trademarks and Discover English is a trademark of Computer Curriculum Corporation.Copyright 1994 Computer Curriculum Corporation. All rights reserved.

ContentsGetting Familiar with This Classroom Activity Guide . . . . . . . . . . . . . . . . . . . 1

Features of This Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Listening Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Speaking Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Reading Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Writing Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Listening and Speaking Experiences Strand Activities . . . . . . . . . . . . . . . . . . . 9

The Fine Musicians . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Using the Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Activity Page Instructions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12List of Related Literature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Lets Work Out! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Using the Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Activity Page Instructions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23List of Related Literature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

The Little Mice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Activity Page Instructions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35List of Related Literature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Mary Had a Little Lamb . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Activity Page Instructions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45List of Related Literature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

The Little Turtle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Activity Page Instructions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53List of Related Literature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

Over in the Meadow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61Activity Page Instructions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61iii

Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63List of Related Literature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

Larrys Adventure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72Using the Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72Activity Page Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75List of Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

Lets Go Shopping! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84Using the Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84Activity Page Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87List of Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

Jobs in the Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96Using the Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96Activity Page Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99List of Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

Healthy Habits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108Using the Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108Activity Page Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111List of Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

The Making of Stone Soup . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120Using the Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120Activity Page Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123List of Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126

Emergency! Dial 9-1-1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132Using the Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132Activity Page Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136List of Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138

On Top of the Ocean. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143Activity Page Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145List of Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148iv

Discovering Space. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153Using the Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153Activity Page Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157List of Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161

Dont Throw It Away! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166Using the Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166Activity Page Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169List of Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172

Read-Along and Writing Experiences Strand Activities . . . . . . . . . . . . . . . . . . . 177

City Seen From A To Z. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177Activity Page Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179List of Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181

Hey Diddle Diddle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187Activity Page Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189List of Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191

Every Insect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195Activity Page Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197List of Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201

The Little Red Hen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205Activity Page Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207List of Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209

Our Tree . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215Activity Page Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217List of Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220

Lorenzos Journey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224Activity Page Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226List of Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228v

Over in the Meadow. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235Activity Page Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236List of Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239

How a Plant Grows . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243Activity Page Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245List of Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249

The Little Turtle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254Activity Page Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256List of Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258

The Grateful Statues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261Activity Page Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263List of Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265

Mary Had a Little Lamb . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272Activity Page Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273List of Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275

Youll Soon Grow Into Them, Titch . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278Activity Page Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 280List of Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282

The Little Ant. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289Activity Page Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291List of Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294

The Three Billy Goats Gruff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301Activity Page Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 303List of Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 306

The Tortoise and the Hare . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 313Activity Page Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 313Additional Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315List of Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 317vi

Getting Familiar with This Classroom Activity Guide

The Discover English Classroom Activity Guide contains activities and materials that extend the lessons in the Lis-tening and Speaking Experiences and Read-Along and Writing Experiences strands. These lessons cover a vari-ety of themes relevant to the young learner of English and native speakers of English who are developinglanguage or literacy skills. The activities and materials presented in this guide were designed by teachers forteachers so that the online course and video can be integrated into the classroom curriculum. The activities rep-resent a whole-language approach to second language learning in which the computer is one part of a languagearts curriculum. The guide is designed for classroom use, to assist you, the teacher, in helping your studentsextend their interactions with the listening and read-along experiences in the Computer Curriculum Corpora-

tion Discover English course.

Features of This GuideListed below are features of this activity guide:

Contains 30 integrated lessons. The activity guide gives you complete integrated units. Activities across othersubject areas are included in each unit to provide a holistic curriculum for ESL students and other studentsdeveloping language skills and concepts.

Provides video and laser disc instructions. Lesson plans give you ideas on how to present 10 video stories fromDiscover English, Level II. Lesson plans include video timer numbers and laser disc bar codes to facilitateteacher presentation of the video. Note that 10 of the lessons are marked with to indicate that they areincluded in the videotape and laser disc component of the course.

Gives flexibility of instruction to the teacher. From the ideas provided, you can select activities appropriate foryour students needs. Since very school setting is different, and the needs of each ESL child vary greatly, teach-ers can organize the classroom and order of instruction to suit their students particular needs. For example, oneteacher may use an activity as an introduction to the theme of the DE computer lesson before the student seesit on the computer. In another setting, a teacher might want to use an activity as a follow-up to the computerlesson. A computer lab instructor might choose to rotate the students between the computer and direct instruc-tion using the student activity pages.

Provides sheltered content-area activities. Many lessons in Discover English, Level II, are from the content areasof science, social studies, health and safety, and performing and fine arts. The language for these areas is shel-tered in the presentation. The activities also provide important elementary concepts using sheltered language.

Encourages cooperative group learning. Many of the activities are designed for group participation. Coopera-tive groups allow a student with limited language abilities to succeed at a task. This approach better facilitates1 Getting Familiar with This Activity Guide

English-language learning.

Provides materials for student portfolios. A portfolio is a collection of student work assignments that shows

examples of actual student work. Portfolios are a helpful tool for assessment of student learning and providean excellent source of material to share with parents during conferences. A portfolio should include samples ofwork done throughout the year. Material found in an ESL students portfolio usually include:

Sample writing activities

Samples of student writing on the computer word processor

An audiocassette of student speech and reading

A videocassette of student performances and presentations

Sample science experiments and results

The following introduction presents an overview of the contents and types of activities included in the DiscoverEnglish Classroom Activity Guide. It is divided into four sections, based on the four areas of language arts: listen-ing, speaking, reading, and writing. Each section includes a brief description of different student activities thatfall under that area of language arts learning. Each activity in this activity guide, whether it is a science experi-ment or a word game, belongs to at least one of the four categories of language arts.

Listening Activities

What You Can Do

Read aloud to the students. As a foundation to the ESL students English language development, students needto hear good language models by having literature read to them. It is very important that ESL students haveliterature read to them every day. Refer to the section Books to Read Aloud for a list of childrens literaturetitles appropriate for each lesson that the teacher can read aloud to the students.

Activate learning with Total Physical Response (TPR). Total Physical Response (TPR) is an instructional strategyfor language learning developed by James Asher (1977). This strategy presents language through a series ofcommands that can be acted out by the student. Language learners demonstrate comprehension by physicallyacting out in response to oral directions.

To carry out a TPR activity, use the following steps:

1. Model the activity by acting it out.2. State what you are doing as you perform the action.3. Let students perform the activity.4. If appropriate, read the TPR activity.

Shelter the language in the content areas. Content areas in Discover English, Level II, include math, science,social studies, and health and safety. The English language is sheltered (made accessible to learners) as pre-sented in the computer course and on the video in the content-area lessons. Activities included in this guide alsoshelter the language by adhering to these principles:

Many lessons are content-driven.

Lessons are student-centered.Getting Familiar with This Activity Guide 2

Many lessons involve cooperative groups.

Lessons emphasize vocabulary development.

Reading includes prereading, during reading, and postreading activities.

By carrying out the following suggestions, you can make sure that content-area lessons are successfullysheltered:

1. Simplify the input by controlling the vocabulary and speaking clearly.2. Use contextual clues such as realia, word banks, and visuals.3. Check frequently for understanding.4. Select lesson topics appropriate to your students and grade level.5. Present listening and speaking activities before reading and writing.6. Make your instruction student-centered.

Take the class on a field trip. The activity guide provides suggestions for field trips related to different lessonthemes. If there is a limited budget for field trips, invite different people to the class to share their experienceswith your students.

What Your Students Can Do

Create a visual rendition of the theme. Many of the activities require students to make a visual rendition basedon the theme, such as a drawing, map, or poster. ESL students can demonstrate comprehension of materialthrough the visual arts, without being required to use oral or written language. The drawing can later be usedas a springboard for further language development.

Create a story sequence with pictures. Students can demonstrate their comprehension of a story or othersequential presentation by ordering pictures to make a story. As students progress in their second language,they can arrange pictures in sequence with attached words, phrases, or sentences.

Follow directions. Games that require listening skills are an essential part of the ESL curriculum. This activityguide includes many games, such as Bingo, Lotto, and Twenty Questions. Other activities that teach studentshow to follow directions ar e also important for ESL students. The guide provides recipes for cooking as well asdirections for arts and crafts and fun sheets that require students to follow directions. There are activities writtenspecifically to teach students how to follow directions.

Categorize, match, and sort. The guide provides many classification activities for elementary ESL students. Forexample, students are asked to sort recycling materials, match seeds to the plants they come from, and identifyanimals or insects or not and scenes as emergencies or not. All of these activities involve reasoning skills withoutrequiring a large language base.

Make graphs. Making graphs is a higher-order thinking skill and is an important way to find out informationabout the class. ESL students can learn at an early age how to read a graph that represents information symbol-ically (without using written language). The activity guide suggests many topics for graphing and presentssample graphs for use as models.3 Getting Familiar with This Activity Guide

Speaking Activities

What You Can Do

Involve the class in group discussion. ESL students need to practice their oral language skills as frequently aspossible. Because it is important not only to allow students to work together and talk through an activity butalso to schedule times for sharing and class discussion, the activity guide outlines many topics for group dis-cussion. For example, students can talk about a theme, value, or concept from a story; retell the story in theirown words; analyze the characteristics of setting, plot, or character; compare and contrast characters or ideas;or watch part of a video story and predict the outcomes.

Use the Language Experience Approach (LEA). You can lead class discussion on a specific topic and developyour students oral language skills by using the LEA method of instruction frequently. Students at all levels ofsecond language acquisition can participate in the LEA group story. As a result of working in an LEA environ-ment, students will begin to make the connection between spoken and written language.

The steps in the LEA sequence are as follows:

1. Have a real-life experience together as a class (for example, watch a science demonstration, go on a field trip).

2. Hold a class discussion about the experience (develop oral language).3. Tell the students they are going to write a story about the experience.4. Record the students statements about the experience.5. Read the story back to the group.6. Make changes to the statements if necessary.7. Have the group read the story orally with the teacher.8. Another day, distribute copies of the group story to each student.9. Read the group story again as a class.

10. Have each child make an illustration to add to the story.11. Read the group story each day throughout the week.

As a follow-up activity, you can assemble the illustrations and group story into a class book to be available forstudents in the classroom library.

Work in cooperative learning groups. Cooperative groups help ESL students achieve success in the classroom,and most classroom activities can be organized to allow for cooperative group participation. Some of the activ-ities included in this guide that lend themselves to cooperative learning are mural drawing, games, role-play-ing, and graphing and other measurement activities. Groups can be structured in different ways, such as wholeclass, small group, and partners (or buddies).

Invite visitors to the class. When it is not possible to take the students out of the classroom and into the com-munity for real-life learning, bring the real world into the classroom by inviting different experts to visit. Youcan draw from the resources of the students parents and family members or reach out into the community tobring to the class professionals from various lines of work or people with interesting hobbies. Ask your gueststo show realia from their work environment or hobbies to share with your students. Let the students ask ques-tions of the guests, practicing their oral language skills and manners. Encourage your guests to make the visitGetting Familiar with This Activity Guide 4

hands-on by involving the students in a mini-lesson or demonstration. After each visit, your class can composea thank-you letter to send to the guest.


Participate in choral reciting. Choral reciting is one of the best ways to get students to speak in their secondlanguage. Students who learn a simple passage by listening can then practice reciting it again and again in theanonymity of a large group situation. Discover English provides a wide variety of choral reciting passages fromthe Listening Experiences strand. These passages include stories, plays, poems, nursery rhymes, riddles, jokes,and chants. The words to al the passages that can be recited are given in this guide. The music for all the songshas also been printed for classroom use.

Create a word bank. Creating word banks is a good way to initiate a new theme or unit of study. Word bankscan help you find out what your students already know about a given topic and expand their vocabulary relatedto that topic. Word banks can also be used as a prewriting step, specifically to stimulate writing. To make a wordbank, write your students words and phrases with a colored marker on a large piece of butcher paper. Thenpost the word bank on the classroom wall to be easily seen and copied by your students.

Perform with pantomime. Pantomime provides a strong learning experience as children retell a story throughactions alone. Once they have understood the action or message they are to act out, students who are learningEnglish will have a better chance to communicate on an equal basis with their English-speaking classmates.Charades are another speech-free activity that is excellent for ESL students.

Role-play with puppets. Your students can use puppets to help in improvising dialogues and actions. Puppetsgive ESL students props to work with and remove the fear associated with speaking aloud. There are many dif-ferent types of puppets that young children can make. Included in this guide are instructions for making fingerpuppets, paper bag puppets, stick puppets, and paper dolls.

Reading Activities

What You Can Do

Engage your students in choral reading. Some young studentseven those who are vocal otherwisemay notwant to read out loud. To allay their anxiety about oral reading and to build their skill and confidence, youmight try one or more of these choral reading options:

Have a group of students read the story, or parts of the story, in unison.

Direct two groups in antiphonal reading: one group reads one paragraph, and the other group reads the next; or, one group reads variable text, and the other group reads the refrain.

Have one student read the first part of a sentence or refrain and have a group complete the sentence or refrain in unison.

Model a few sentences or a paragraph for your students by reading the passage aloud and having them repeat it after you.5 Getting Familiar with This Activity Guide


Complete beginning reading activities with a pocket chart. Many of the stories in the activity guide are based onpredictable patterns. These texts lend themselves to being taught with pocket charts. (A pocket chart is a teach-ing chart that has see-through pockets and can be mounted on a classroom wall. It can display text written onsentence strips or strips of tagboard with lines for large-size, elementary-style printing.)

Many of the reading activities in this guide ask the teacher to use a pocket chart, sentence strips, and coloredmarkers. A pocket chart is a necessary tool for elementary ESL reading instruction.

A pocket chart:

Displays text in large print to the students.

Allows students and teacher to rearrange the text.

Allows students to match text with pictures.

Lets students substitute words and/or phrases in the text.

Lets students reassemble the whole story.

Other beginning reading activities in the activity guide include crossword puzzles and word searches.

Perform with Readers Theater. Readers Theater is a form of dramatic reading in which students are assignedto read a particular characters part throughout the story. The Readers Theater stories in the Level II ActivityGuide have patterned language that is relatively easy to memorize. Each reader will need an individual copyof the story. Give your students time to practice their parts aloud, alone, and in pairs, experimenting with dif-ferent voices and tones, before they read in front of the class.

Writing Activities

What You Can Do

Make your classroom a world of words. Clear writing depends on clear thinking, and there are no exceptionswith the ESL child. Teachers of ESL children must look past the grammar problems and invented spellings tocapture the thought expressed by emerging writers. ESL students can become better writers only with morewriting experiences. Therefore, ESL teachers need to make writing a priority in all areas of the curriculum. Yourclassroom should be full of labels for different objects, word banks, and LEA group stories. There should besamples of student writing covering the classroom walls and class books in a classroom library. Students shouldbe encouraged to write down their predictions during a science activity, take notes during a movie, write theirown math word problemswriting must become an integral part of all learning.

Take students dictation. If your students are having difficulty writing their thoughts or the stories they want to tell, let them dictate the words to you. Help them understand the relationship between the words they giveyou and the sentences you write. For some students, this step is necessary to bridge the gap between the wordsthey think and speak and the words they write.Getting Familiar with This Activity Guide 6

Vary the writing purposes. Students will be more motivated to write if the purpose for writing varies. Writingstyles are different depending on the reason for writing. Provide students with a wide variety of writing topics,integrating writing into all areas of the curriculum throughout the day. In the activity guide, students are askedto write for a variety of purposes and to a variety of audiences. For example, students are asked to write a letterto someone, write recipes, record information from a science experiment, write a story about a real experience,write simple poetry, write a new verse to an existing song, or write a simple nonfiction report.


Work with pattern writing. Most of the texts used in Discover English, Level II, have repeated sentences orrefrains or repetitive language patterns. The language pattern (also called a sentence frame or sentence tem-plate) is provided for most activities to facilitate student writing. Students use the language pattern as a modelfor their own writing. In pattern writing, students are not required to write a complete sentence, paragraph, orstory, but need to change only a few key words in the pattern to make each new sentence their own. In this way,pattern writing often helps children who are learning English write sentences or short paragraphs.

Make class books. Having students books published and on display in the classroom is an excellent way topromote student reading and writing. Students put more time into their work when it will be seen by others.Students also enjoy reading others stories and will read class books over and over again. The activity guide pro-vides topics for class books and instructions for publication. Some of the class book ideas include a collection ofstories, one complete class book around a single topic, a class newspaper, and a class cookbook of recipes.

Label illustrations. Another way to encourage students to use print is by providing charts, maps, and diagramsand having students label the different parts. In the activity guide, the words that are needed are often given ina word bank on the same page, and the students only need to copy the word in its correct location. Activities ofthis type, heavily represented in the guide, introduce more complex, content-area specific vocabulary to ESLstudents without overwhelming them with too much new vocabulary.7 Getting Familiar with This Activity Guide

Getting Familiar with This Activity Guide 8

Theme: Classics from Around the World

Listening and Speaking Experiences Strand Activities

The Fine Musicians

Using the Video

Kind of Activity: Introducing the video topic and new vocabulary

Objectives: Activate prior knowledgeLearn new vocabulary

Vocabulary: music; musiciantrumpet; guitar; drum; flute; piano; violinpractice

Materials: Videotape or videodiscVideodisc, Side A, Frame: 1054Videodisc, Side A, Bar code:

Introduction

Preview the vocabulary used in this lesson by showing the Introduction section of The Fine Musicians. Talk aboutthe words music and musician. Next, ask your students to talk about the kinds of music they like and dislike. Askthe students to name the instruments used in each of their examples.9 The Fine Musicians (LE, Lesson 11)

Theme: Classics from Around the WorldKind of Activity: Interactive viewing of the video

Objectives: Participate in choral reciting activityAcquire and use listening and speaking vocabulary

Materials: Videotape or videodiscVideodisc, Side A, Frame: 3530Videodisc, Side A, Bar codes:

Story

Play the video song The Fine Musicians all the way through. Replay the video song once or twice to help yourstudents become familiar with it. As you replay the video, encourage your students to sing along with the tape.Let the students pretend to play each instrument as they sing. Then, divide the students into two groups andhave them sing along, alternating verses of the song.

Kind of Activity: Role-playing

Objective: Use newly acquired vocabulary to express ideas

Materials: Video camera, blank videocassette, drawing paper, crayonsor colored markers

Ask students to name other musical instruments and show the class how to pretend to play that instrument.Then, let individual or small groups of volunteers perform a new verse of the song introducing a new musicalinstrument. The whole class can sing along to the new verse. Then, videotape the new verses to make your ownclass version of The Fine Musicians.

Activity Page Instructions

Song: The Fine Musicians

Kind of Activity: Choral reciting experience

Objectives: Acquire and use listening and speaking vocabularyParticipate in choral reciting activity

Materials: Overhead transparencies of text pages (pp. 1516), overhead projector, student copies of the Song: The Fine Musicians text pages

Content Connection: Music; dramaThe Fine Musicians (LE, Lesson 11) 10

Make and display overhead transparencies of the pages for Song: The Fine Musicians. Ask the students to lookat and listen to the words of the song as you read to them. Point to the words as you read. Read the song again,

Theme: Classics from Around the Worldthis time having your students recite with you. Then, teach the students the song and sing it all the way through.Let the students pantomime how to play each instrument as they sing the verse. Then, divide the class into twogroups and alternate verses between groups. As your students become more comfortable with the song, ask forsix volunteersone for each verse of the song. Pass out copies of the song for the students to take home to sharewith their families.

I Practice All Day Long!

Kind of Activity: Pattern template writing

Objective: Express ideas through oral and written language

Materials: Butcher paper, marker, transparency of activity page, overhead projector, student copies of the activity page I Practice All Day Long! (p. 17), colored markers or crayons

Prewriting: Review the song The Fine Musicians with your class. Remind the students that the musiciansenjoyed playing music so much that they practiced all day long. Also discuss what might happen to a musicianwho didnt practice very often (he or she wouldnt be very good).

Ask the students to think of things that they love to do or things that they practice. Create a list on butcher paperor on the chalkboard. Then, help the students determine the name of a person who practices his or her activityand when he or she practices the activity. For example, if a student says that she loves to play soccer, ask herwhat you call someone who plays soccer. Assist her in finding the correct term soccer player. When you finish thebrainstorming session, your list might look like the following:

Writing: Make and display a transparency of I Practice All Day Long! Ask your students to look at the classchart and choose something that they love to do. Model how to use words from the chart to complete each ofthe pattern frame sentences. Pass out copies of the student activity page and ask your students to complete thepattern frame sentences. Monitor and give assistance as needed. Ask the students to illustrate their stories inthe space provided. Encourage the students to share their stories with a partner, then with the class, and thentake them home to share with their families.

I am a fine . . . I practice . . . I love to . . .

soccer player on Thursdays Soccer, soccer play soccer

bike rider every afternoon My bike, my bike ride my bike

reader at school Read, read read books

singer during chorus Sing, sing sing songs

scientist all day long Science, science do experiments11 The Fine Musicians (LE, Lesson 11)

Theme: Classics from Around the WorldMusical Instruments Bingo

Kind of Activity: Playing a game

Objectives: Acquire and practice new vocabularyFollow oral directions

Materials: A variety of real musical instruments, a copy of the Bingo (p. 19) and Musical Instruments Picture Cards (p. 18) activity pages for each student, scissors, paste, tagboard, Bingo counters, crayons

Content Connection: Music

Introduce a variety of real musical instruments to the students. Show them how they work and, if possible, dem-onstrate how they are played and what sounds they make. Before playing this game, make several copies of theblank Bingo page and the Musical Instruments Picture Cards page. Let students make their own Bingo cards. First,ask them to paste the Bingo sheet to tagboard and cut out the squares from the picture card. Then, have studentspaste a musical instrument square in each one of the squares on the Bingo page, making a Bingo card. Then, playBingo with your class, calling out the name of the instrument as you draw from a set of musical instrumentspicture cards. Give a description of the instrument and pantomime how to play it. When you finish the game,your students can color each square.

Additional Ideas

The Fine Musicians Sing-Along

Kind of Activity: Singing

Objectives: Sing aloud for enjoymentAcquire reading and speaking vocabulary

Materials: A pocket chart, sentence strips containing the words to the song The Fine Musicians, blank 3x5-inch index cards, marker


Write out the words to The Fine Musicians song on sentence strips with blank spaces for the names of the instru-ments. Display the sentence strips on a pocket chart. Read the words of the song to your students. As you read,ask your students what words they think might belong in the blank spaces. After they show that they under-stand the pattern of the song, ask them to think of the names of different musical instruments. Write theirresponses on three separate 3x5-inch index cards. Ask a volunteer to choose a set of instrument cards and dis-play them in the blank spaces on the pocket chart. Then, sing the verse all the way through, using the chosenThe Fine Musicians (LE, Lesson 11) 12

instrument. Repeat this process with each set of instrument cards.

Theme: Classics from Around the WorldMaking Musical Instruments

Kind of Activity: Making instruments

Objectives: Create a musical instrumentExpress ideas through oral and written language

Materials: A variety of classroom supplies: different sized boxes, bottles, and cans (clean!); rubber bands, string, and coat hangers; plastic straws, sand, waxed paper, pie tins, paper cups, and any other cheap and available materials

Content Connection: Music; science

As a class, study different kinds of musical instruments. Invite a musician to the class to demonstrate how toplay different types of instruments, including percussion, wind, and string instruments. For each type of instru-ment, ask the class to describe how to make the sound (hitting, blowing, plucking, or bowing) and how tochange the pitch (the high or low quality of a sound.) Then, ask students to make a musical instrument of theirown. Provide the supplies listed above. Encourage the students to experiment at making different sounds withdifferent materials. Allow the students plenty of time to create their instruments.

When the students have made an instrument, ask them to write about it, giving it a name, listing the materialsit is made of, and explaining how to play it. Let each student present his or her instrument to the class. You cantake the role of conductor, letting the students perform a piece of music as a new class orchestra. Then, ask fora volunteer from the class to be the conductor and lead the music-making.

Music Song


Objectives: Sing aloud for enjoymentAcquire speaking and reading vocabulary

Materials: A pocket chart, sentence strips


Learn about different musical instruments by teaching your students the following words to the tune of HereWe Go Round the Mulberry Bush:

This is the way we play the _________________ ,play the ________________ , play the ________________.This is the way we play the ________________ ,with all our friends in the classroom.

Write the words to the song on sentence strips with blank spaces for the musical instrument. Display the sen-13 The Fine Musicians (LE, Lesson 11)

tence strips on a pocket chart. Read the words of the song to your students. Model one verse with an instrumentfor the students. Then, ask your students to think of other ideas to go in the blank spaces. Write their ideas down

Theme: Classics from Around the Worldon the sentence strips and sing the song. The instruments from the song are:

trumpet guitar

drums flute

piano violin

Students should be encouraged to think of and name other musical instruments. They can find ideas from theMusical Instruments Picture Cards activity page (p. 18). Pantomime the action of playing each instrument as theverse is sung. To review, sing the song all the way through, including all the verses and hand motions.

List of Related Literature

Books

Diamond, D. (1981). The Bremen Town Musicians: A Grimms Fairy Tale. New York: Delacorte Press.

Greene, C. (1962). I Want To Be a Musician. Chicago: Childrens Press.

Greenfield, E. (1991). I Make Music. New York: Black Butterfly Childrens Books.

Grimm, J. & Grimm, W. (translated by Bell, A.) (1992). The Bremen Town Musicians. New York: North-SouthBooks.

Hawkinson, J. (1969). Music and Instruments for Children to Make. Chicago: A. Whitman.

Schubert, I. (1970). Brother John and the Village Orchestra. Glendale, CA: Bowmar.

Shay, A. (1972). What Its Like To Be a Musician. Chicago: Reilly & Lee Books.

Smith, P. (1963). The First Book of the Orchestra. New York: Watts.

Stevens, J., ill. (1992). The Bremen Town Musicians: Retold from the Brothers Grimm. New York: Holiday House.

Audio Recordings

Bernstein, L. (1991). Bernstein Favorites [sound recording]; Childrens Classics. New York: Sony Classical.

Includes the following recordings:

Carnival of the Animals by Saint-Saens, C.

Young Persons Guide to the Orchestra by Britten, B.

Peter and the Wolf by Prokofiev, S.The Fine Musicians (LE, Lesson 11) 14

Theme: Classics from Around the World. 15 The Fine Musicians (LE, Lesson 11)

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Theme: Classics from Around the WorldThe Fine Musicians (LE, Lesson 11) 16

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Song: The Fine Musicians 2

I am a fine musician, musician, musician.I am a fine musician, I practice all day long.Guitar, guitar, I love to play guitar.

I am a fine musician, musician, musician. I am a fine musician, I practice all day long. My drum, my drum, I love to play my drum.

I am a fine musician, musician, musician.I am a fine musician, I practice all day long.My flute, my flute, I love to play my flute.

I am a fine musician, musician, musician. I am a fine musician, I practice all day long. Piano, piano, I love to play piano.

I am a fine musician, musician, musician.I am a fine musician, I practice all day long.My violin, my violin, I love to play my violin.

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I am a fine _________________________________________ ,

__________________________ , ________________________ .

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__________________________ , ________________________ ,

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Theme: Classics from Around the WorldThe Fine Musicians (LE, Lesson 11) 18

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Clarinet Trumpet Flute Guitar Drum

Violin Saxophone Piano Harp Gong

Trombone Tuba Bass Recorder ElectricGuitar

Bells Harmonica Cymbals Xylophone Accordian

Maracas Triangle Banjo Wood Sticks Tambourine

Musical Instruments Picture Cards


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Theme: Classics from Around the WorldLets Work Out!

Using the Video

Kind of Activity: Introducing the video topic and new vocabulary

Objectives: Activate prior knowledgeLearn new vocabulary

Vocabulary: workoutarm; hand; finger; wrist; elbow; shoulder; waist; leg;knee; foot; toe; head; face

Materials: Videotape or videodiscVideodisc, Side A, Frame: 10300Videodisc, Side A, Bar code:

Introduction

Preview the vocabulary used in this lesson by showing the Introduction section of Lets Work Out! Talk aboutthe expression work out and the word workout and their uses as a verb (work out) and a noun (workout). Next, askyour students to name different ways to work out. Tell your students that they will soon learn the DiscoverEnglish Workout. Ask students to bring or wear comfortable clothing and shoes for this activity.

Kind of Activity: Interactive viewing of the video

Objectives: Participate in choral reciting activityAcquire and use listening and speaking vocabulary

Materials: Videotape or videodiscVideodisc, Side A, Frame: 12643Videodisc, Side A, Bar codes:

Story

Play the video workout Lets Work Out! all the way through. Replay the video workout again and stop after eachnew move is introduced. Demonstrate each move slowly and then continue with the next section of the work-out, stopping and demonstrating each time. Replay the video a third time without stopping. Encourage yourLets Work Out! (LE, Lesson 12) 20

Theme: Classics from Around the Worldstudents to chant along with the tape. Select students to lead others in front of the class in the workout usingthe video another time. Use the video frequently as part of your physical education program.


Lets Work Out!



Materials: Overhead transparencies of the Lets Work Out! 1, 2, and 3 text pages (pp. 2628), overhead projector, a copy of the text pages for each student

Make and display an overhead transparency of the chant Lets Work Out! Ask the students to look at and listento the words of the chant as you read to them. Point to the words as you read. After each line, ask your studentsto repeat the body word, like an echo. Read the chant again, this time having your students chant along. Now,divide the class into two groups. Let one group chant the text and the second group perform the aerobic work-out. Then, switch groups. As your students become more comfortable with the chant, ask for small groups ofvolunteers to get in front of the class and lead the workout. Pass out copies of the chant for the students to takehome and share with their families.

Body Language


Objectives: Express ideas through oral and written languageUse a story frame to express concepts being learned

Materials: A copy of the Body Language activity page (p. 29) for each student, butcher paper or chalkboard, transparency of the activity page, overhead projector

Content Connection: Language arts21 Lets Work Out! (LE, Lesson 12)

Theme: Classics from Around the WorldPrewriting: Remind the students of the actions performed in the story Lets Work Out! Ask the studentsto name different actions that they can do with their bodies. For example, begin with the hand. Responsesmight include:

Writing: Display a transparency of the Body Language (p. 29) activity page. Tell your students that they aregoing to write three actions they can do. Model how the students can take the information from the class ideachart and write their own stories using the activity page. Let the students complete the Body Language storyframe. Ask them to illustrate each of their sentences. Students can share their sentences with the class, then takethem home to share with their families.

The Body Lotto Game

Kind of Activity: Playing a game

Objectives: Identify and practice new vocabularyFollow oral directions

Materials: One Body Lotto Game Board activity page (p. 30 or p. 31) for each student, Lotto game cards, tagboard, scissors, glue

Preparation: Make enough copies of the four Lotto game boards so that each student can have one. Then, copya second set of game boards to be used as game cards. Glue the game boards to tagboard. To make playing cards,cut the second set into individual cards.

Play: Divide students into groups of four or less. Distribute a different playing board to each student in thegroup. Give each group a set of game cards. Ask each group of students to turn the game cards face down in apile on the table. The first player draws a card from the pile. If the card matches a picture on the players gameboard, he or she places the card on the picture it matches. If it does not match, the card is placed face up in adiscard pile. The next player can choose a card from either pile. The first player to match all the pictures on hisor her game board is the winner. Dont forgeteach board also has a Free square, and the students need tomatch the free square as well as the picture squares.

hand foot head

raise my hand walk with my feet nod my head

clap my hands wear shoes on my feet shake my head

wave my hands kick with my foot turn my headLets Work Out! (LE, Lesson 12) 22

Theme: Classics from Around the WorldAdditional Ideas

Body Parts 1-2-3

Kind of Activity: Total Physical Response

Objectives: Follow oral directionsDemonstrate comprehension through action

Materials: None

Content Connection: Health

Teach your students the parts of the body by having them touch various body parts. For example, Touch yourhead, eyes, nose, etc. Move down the body and give more complex instructions as the students learn the partsof the body. Later, your students can play Simon Says. Play Simon Says using the body parts. For example,Simon says pat your head, blink your eyes, point to your nose, etc.

My Body

Kind of Activity: Making a model

Objectives: Make and label a model of the bodyPractice new vocabularyFollow directions

Materials: Large roll of white butcher paper, pencils, scissors, crayons or colored markers, blank word cards, glue

Make a full-size tracing of each childs body on a large sheet of butcher paper. Ask the students to draw them-selves in workout clothing and color and cut out their body outlines. Pass out word cards to each student. Havethe students write a body word on each card and glue each card onto the correct place in their drawing. Let thechildren take home their life-size body models to share with their families!23 Lets Work Out! (LE, Lesson 12)

Theme: Classics from Around the WorldBody Parts Song


Objectives: Sing aloud for enjoymentAcquire and practice speaking vocabulary

Materials: Pocket chart, sentence strips, markers

Content Connection: Music; health

Write the words to the following song on sentence strips. Display the sentence strips in a pocket chart. Teachyour students the song.

The Body Parts Song

The fingers are connected to the hand.The hand is connected to the wrist.The wrist is connected to the arm.The arm is connected to the elbow.The elbow is connected to the arm.The arm is connected to the shoulder.The shoulder is connected to the body.

The toes are connected to the foot.The foot is connected to the leg.The leg is connected to the knee.The knee is connected to the leg.The leg is connected to the body.

Rhyme Time

Kind of Activity: Play a rhyming game

Objective: Learn rhyming words

Materials: Small pieces of paper, paper bag

Content Connection: Language arts

To begin, review the concept of rhyming words with your students. Then, make a list of pairs of rhyming wordswith each pair unique. Write each word on a separate small piece of paper. Count your students and place thatnumber of word pairs in a paper bag. Let each student select a word from the bag. When each student has aword, let the students move around the classroom trying to find their partner: the child with a word that rhymeswith theirs. When all the students have found a partner, ask each pair to say their words aloud and check thatthey rhyme. Students will love this game and can play it again and again!Lets Work Out! (LE, Lesson 12) 24

Theme: Classics from Around the WorldList of Related Literature

Ball, J. (1989). Riddles About Our Bodies. Englewood Cliffs, NJ: Silver Press.

Basil, C. (1976). Nailheads and Potato Eyes: A Beginning Word Book. New York: Morrow.

Burstein, J. (1977). Slim Goodbody, the Inside Story. New York: McGraw-Hill.

Evans, D. (1992). Me and My Body. New York: Dorling Kindersley.

Perkins, A. (1969). Hand, Hand, Finger, Thumb. New York: Random House.

Rogers, F. (1974) Your Body Is Wonderfully Made. New York: Putnam.

Rothman, J. (1979). This Can Lick a Lollipop: Body Riddles for Kids. Garden City, NY: Doubleday.

Simon, S. (1981). Body Sense/Body Nonsense. New York: Lippincott.

Smallman, C. (1986). Outside-in: A Lift-the-Flap Body Book. Woodbury, NY: Barrons.25 Lets Work Out! (LE, Lesson 12)

Theme: Classics from Around the World26 Lets Work Out! (LE, Lesson 12)

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Come on, everybody!Lets do the Discover English workout!

Lets Work Out! 1

Youve got an arm!Now use your arm.Lift your arm.Thats your arm!

Look a little closer now!Show me your hand!Use your hand.Raise your hand.Thats your hand!

Look a little closer now!Wheres your little finger?Point your finger.Snap your finger.Thats your finger!

Theme: Classics from Around the WorldLets Work Out! (LE, Lesson 12) 27

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Lets Work Out! 2

Did you forget your wrist?Make a fist and twist it.Twist your wrist.Thats your wrist!

Do you have an elbow?Use your elbow.Bend your elbow.Thats your elbow!

Look a little higher now!Can you find your shoulder?Use your shoulder.Shrug your shoulders.Thats your shoulder!

Look a little lower now!What about your waist?Wiggle your waist.Twist your waist.Thats your waist!

Look a lot lower now!I know youve got a leg!Stretch your leg.Kick your leg.Thats your leg!


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Lets Work Out! 3

Even lower now!I can see youve got a knee!Move your knee.Flex your knee.Thats your knee!

Look way, way down now!Check out your foot!Use your foot.Touch your foot.Thats your foot!

Look way, way, way down!Can you show your toe?Point your toe.Touch your toe.Thats your toe!

I said, can you find your head?Nod your head.Shake your head.Thats your head!

Move in closer now!Show me your face!Smile with your face.Dont hide your face.Thats your face!


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Theme: Classics from Around the WorldThe Little Mice


The Little Mice



Materials: Overhead transparencies of the The Little Mice 1 and 2 text pages (pp. 3940), overhead projector, student copies of the text pages

Make and display overhead transparencies of the story The Little Mice. Ask the students to look at and listen tothe words of the story as you read to them. Read the story again. Tell the students that this story has a moralit teaches a lesson. Ask the students to identify the sentences that give the moral of the story. The moral isRemember, children. It always helps to know a second language. Ask the class why they think it is importantto know a second language. Ask your students to tell about any personal experiences that also show why ithelps to know a second language. When the class discussion has ended, pass out copies of the story for yourstudents to take home to share with their families.

Mouse Story Form



Materials: A copy of Mouse Story Form activity page (p. 41) for each student, butcher paper or chalkboard, transparency of the activity page, overhead projector

Content Connection: Science

Prewriting: If possible, bring a pet mouse to class so your students can observe a real mouse. Elicit your stu-dents observations about the mouse and write them down on butcher paper. Allow a week for your studentsto observe the behavior of the mouse. If a real mouse is not available for class observation, read aloud some ofthe books about mice from the list of related literature for this lesson (p. 38) and elicit information about miceThe Little Mice (LE, Lesson 13) 32

based on the books and illustrations.

Theme: Classics from Around the WorldWriting: Display the transparency of the Mouse Story Form activity page. Tell your students that they are goingto write about mice. Model how the students can take the information from the class idea chart to write theirown sentences on the activity page. Let the students complete the Mouse Story Form story frame. Ask them todraw a picture that shows mice. The stories can be shared with the class and then bound to make a class mousebook for the classroom library.

What Do the Animals Say?



Materials: A copy of the What Do the Animals Say? activity page (p. 42) for each student, butcher paper or chalkboard, transparency of the activity page, overhead projector


This activity page teaches students the different sounds that animals make. Display an overhead transparencyof the activity page. First, ask the students to name each animal on the page. Then, pointing to one animal at atime, ask the students to imitate the sound of each animal. Help the students find the animal sound word forthe animal. Model for your students how to copy the animal sound word into the empty speech bubble for eachanimal. Encourage the students to share the animal sounds in their native languages and compare them withthe English versions. When the discussion of the transparency is complete, the students can color their pages.The animals and their sounds include:

Animal Sound

mouse squeak

cat meow

dog ruff

bird tweet

pig oink

cow moo

duck quack

rooster cock-a-doodle-doo33 The Little Mice (LE, Lesson 13)

Theme: Classics from Around the WorldLook What I Can Do Now!



Materials: A copy of Look What I Can Do Now! activity page (p. 43) for each student, butcher paper or chalkboard, transparency of the activity page, overhead projector


Prewriting: Recall from the story The Little Mice that in the beginning the little mice were too young to go out-side, but one day the mice did become old enough to play outside. Ask the students to recall things that theydid when they were young. Make a list on butcher paper, making sure to express all the verbs in the past tense.Once the students have exhausted their ideas for the list, ask them to name things they can do now that theycouldnt do when they were younger. Write these ideas down on another list, this time writing the verbs in thepresent form. When you finish, your list might look something like this:

You can further promote student self-esteem with this activity by praising all student responses and encourag-ing your students to be proud of the things that they have learned to do.

Writing: Display the transparency of the Look What I Can Do Now! activity page. Tell your students that theyare going to write about something that they did when they were younger and something that they can do now.Model how the students can take the information from the class idea chart to write their own sentences usingthe activity page. Let your students complete the Look What I Can Do Now! story frame. Ask them to draw anillustration in the box provided above each sentence. The students work can be shared with the class and thentaken home to share with their families.

When I was younger, I could . . . But now I can . . .

crawl read

drink from a bottle speak English

cry ride a bike

eat baby food play the pianoThe Little Mice (LE, Lesson 13) 34


Animal Sounds Chant

Kind of Activity: Choral reciting activity

Objectives: Acquire and practice new vocabularyParticipate in choral reciting activity

Materials: Sentence strips, colored markers, pocket chart


Teach your students the following chant to reinforce the animal sound words. Write the words of the chant onsentence strips and display them in a pocket chart. Teach each of the animal sounds below:

This is a mouse. This is a cat.a mouse a cata mouse a cat

A what? A what?a what a whata what a what

A mouse A cata mouse a cata mouse a cat

How do you know its a mouse? How do you know its a cat?a mouse a cata mouse a cat

It says Squeak! It says Meow!Squeak! Meow!Squeak! Meow!

Continue with the following animals and their sounds:

dogruff cowmoo

birdtweet pigoink

duckquack roostercock-a-doodle-doo

Add musical instruments to accompany the animal sounds. Then, let students substitute other animals andtheir sounds to extend the chant.35 The Little Mice (LE, Lesson 13)

Theme: Classics from Around the WorldRules, Rules, Rules!

Kind of Activity: Brainstorming; writing and publishing

Objectives: Examining rules at home and at schoolMaking a personal book of rules

Materials: Butcher paper, colored markers, writing paper, pencils, crayons

Content Connection: Social studies

Prewriting: In the story of The Little Mice, Mother Mouse had rules that the baby mice had to follow. One ofMother Mouses rules at home was that the mice could not go outside to play when they were too young. Askthe students if their parents make rules that they must follow. Make a list of rules that the students have at home.Then, ask the students to name the rules at school. Make a list of these rules in another column. Ask the studentsto discuss why there are rules and what happens when someone breaks a rule. Talk about the Golden Rule:Treat others as you would like to be treated yourself.

When you are finished, the chart might look like the following:

Writing: Distribute writing paper and ask the students to make a two-page rules booklet. They can put theirrules from home on the first page and the rules at school on the second page.

When the students have finished, let them decorate their rules booklets. Let them take their booklets home toshare with their families.

Rules at Home Rules at School

Go to bed at 8:00. Dont run in the halls.

Dont talk to strangers. Be nice to others.

Dont talk with your mouth full. Dont chew gum at school.

Help wash the dishes. Use a quiet voice in class.

At home some of my rules are At school some of my rules areThe Little Mice (LE, Lesson 13) 36

Theme: Classics from Around the WorldTwo Languages Are Better Than One!

Kind of Activity: Locating countries on a map; making a graph; sharing a cultural item

Objectives: Promote self-esteem about speaking two languagesLearning about other families, languages, and cultures

Materials: World map, colored pushpins, string, photos of students, butcher paper, colored markers, small squares of paper, crayons

Content Connection: Social studies; math

Mapping Activity: Promote self-esteem by making students proud of their native languages and proud thatthey are learning a second language. First, ask students to find out their country of origin (and city, if possible)or, if they are second-generation immigrants, the country that their parents came from. Use a colored pushpinon a wall map of the world to mark each students country of origin. Connect the pushpin with string to a photoof each student. Allow the students time to explore this informational bulletin board.

Graphing Activity: If there is a variety of primary languages in your class, create a class graph of first lan-guages. Distribute a small square of construction paper to each student. Ask each student to write his or hername on the paper square and then place it in the appropriate column on the class language graph. Interpretthe graph as a class. Create simple math questions based on the graph.

Sharing Activity: To follow up on this theme, encourage the students to bring one object from their nativecultures (toy, food, clothing, photo) to share with the class. Ask them to teach their classmates the names ofthe show-and-tell items. Ask them to talk about what they like or what they remember about their countriesof origin.

Class Language Graph

Jos

Juan Nikita Luisa

Cristina Yuri Paulo Mai

Spanish Russian Portuguese Vietnamese37 The Little Mice (LE, Lesson 13)

Theme: Classics from Around the WorldList of Related Literature

Carle, E. (1971). Do You Want to Be My Friend? New York: Crowell.

Fischer, A. (1988). The House of a Mouse. New York: Harper & Row.

Fischer-Nagel, H. (1989). A Look Through the Mouse Hole. Minneapolis: Carolrhoda Books.

Kraus, R. (1970). Whose Mouse Are You? New York: Macmillan.

Kraus, R. (1987). Another Mouse to Feed. New York: Macmillan.

Kraus, R. (1987). Leo the Late Bloomer. New York: Harper & Row.

Larrick, N. (1990). Mice Are Nice. New York: Philomel Books.

Moore, V. (1981). Mice Are Rather Nice: Poems About Mice. New York: Atheneum.

Royston, A. (1989). The Mouse. New York: Warwick Press.

Wexler, J. (1989). Pet Mice. Niles, IL: Whitman.The Little Mice (LE, Lesson 13) 38

Theme: Classics from Around the WorldThe Little Mice (LE, Lesson 13) 39

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The Little Mice 1

Once upon a time, there was a family of mice.There was a mother mouse and her three baby mice.

The baby mice were too young to go outside their home.

One day, the young mice were inside playing a game. One of the little mice looked outside the window and saw many interesting things. She asked her mother if she and her brothers could go outside.

Mother Mouse told her children they were now old enough to play outside. They looked outside their home. They waited for someone brave to go first. The bravest mouse went first. Then, her two brothers followed. They were outside at last!

They breathed the air.

They smelled the grass.

They drank the water.

But they did not see . . .

Theme: Classics from Around the World40 The Little Mice (LE, Lesson 13)

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The Little Mice 2

El gato! The cat!The cat hissed loudly, and the mice stood together quietly. They were scared!

Mother Mouse ran to her children. She wanted to teach them an important lesson. Remember children. It always helps toknow a second language!

Mother Mouse heard the loud hiss! She knew the cat had found her children!

Mother Mouse hurried outside and hid behind a rock.Mother Mouse whispered to her children, Run, children, run!

Just then, a loud, scary sound came out from behind the rock. The cat thought he heard a big, angry dog. The cat ran away!

Ruff, ruff,snarl, snarl!


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Mouse Story Form

Mice are _________________________________________.

Mice can _____________________________________________.

Mice eat ________________________________________________.

Mice ___________________________________________________.

Mice ______________________________________________.

Name

Theme: Classics from Around the World42 The Little Mice (LE, Lesson 13)

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What Do the Animals Say?

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meow

tweet

squeak

cock-a-doodle-doo

quack

oink

moo

Name


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Look What I Can Do Now!

When I was young, I could

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________.

But now I can_____________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________.

Name

Theme: Classics from Around the WorldMary Had a Little Lamb


Song: Mary Had a Little Lamb



Materials: Overhead transparencies of the Song: Mary Had a Little Lamb 1 and 2 text pages (pp. 4849), overhead projector, colored transparency marking pen, student copies of text pages


Make and display an overhead transparency of the nursery rhyme song Mary Had a Little Lamb. Ask the studentsto look at and listen to the words of the song as you sing to them. Invite students to come up to the transparencyand underline the repeated phrases from the song with a colored marker. Sing the song again, this time askingthe students to sing the repeated phrases. Divide the students into two groups: the leaders and the echoers. Letthe leaders sing the first, third, and fourth lines of each verse, and the echoers sing the second line. Then, switchgroups. Pass out copies of the song for the students to take home and sing with their families.

Marys Maze

Kind of Activity: Problem solving

Objective: Draw a path from beginning to end

Materials: Overhead transparency of the Marys Maze activity page (p. 50), overhead projector, student copies of the activity page, pencils, crayons

Ask students to recall that Mary walked to school in the song Mary Had a Little Lamb. Explain to students thatthere were no buses or cars in the days when the song was written, so children had to walk to school. Tell themthat sometimes they walked a long distance to and from school. Next, display the overhead transparency of theMarys Maze activity page. Explain to the students that a maze is a twisted path that goes from one place toanother, sometimes with paths that go nowhere. Point to the drawings of Mary and the little lamb and theschool. Explain to the students that they will need to draw a path to school for Mary and the little lamb. Showthe students how to draw the line without crossing over any walls of the maze. Ask them to erase any path linesthat are dead ends. Distribute student copies of the activity page and ask your students to help Mary and herMary Had a Little Lamb (LE, Lesson 14) 44

little lamb find the school. When the students have completed the maze, let them color their pages.


Class Pet Graph

Kind of Activity: Making a graph

Objective: Acquire skills in making and reading graphs

Materials: Chalkboard or butcher paper

Content Connection: Math

Ask your students to choose their favorite pet animals. Their favorite animals could be pets they already haveor ones that they would most like to have. Make a class graph of their responses.

Class Pet Graph

Cat Dog Fish Bird Snake Other

?45 Mary Had a Little Lamb (LE, Lesson 14)

Theme: Classics from Around the WorldObjectives: Demonstrate comprehension through visual artExpress ideas through written language

Materials: Blue construction paper, a variety of colored construction paper, glue, pencils, cotton balls, scissors, sentence strips, pocket chart, colored markers, writing paper

Content Connection: Language arts; art

Explain to your students that a lamb is a young sheep. Ask them if they have ever seen a real lamb. Talk aboutwhat a lamb looks like with your students. Then, bring in books with pictures of lambs, including pictures oflambs in nursery rhyme books. Where is the boyWho looks after the sheep?Hes under a haystack,Fast asleep.

Little Bo-Peep

Little Bo-Peep has lost her sheepAnd doesnt know where to find them;Leave them alone, and theyll come home,Dragging their tails behind them.

One for the master,One for the dame,And one for the little boyWho lives down the lane.

(Repeat first four lines.)

My Little Lamb

Kind of Activity: Art; writingNursery Rhyme Time!

Kind of Activity: Language arts

Objective: Read and learn Mother Goose rhymes

Materials: Pocket chart and sentence strips

Teach your students other nursery rhymes about lambs and sheep. You can write the words on sentence stripsand display them in a pocket chart, or teach the rhymes to the students without using print. For example:

Little Boy Blue

Little Boy Blue,Come blow your horn,The sheeps in the meadow,The cows in the corn.

Baa! Baa! Black Sheep

Baa, baa, black sheep,Have you any wool?Yes, sir, yes, sir,Three bags full.Mary Had a Little Lamb (LE, Lesson 14) 46

Theme: Classics from Around the WorldDistribute a large sheet of blue construction paper and a small piece of black construction paper to each student.Have the students cut the face of a lamb out of the black construction paper. Then, have them glue the face ontothe large sheet of blue construction paper. Next, have students use pencils to draw the outline of the lambs bodyon the construction paper. Then, students can add construction paper legs, ears, eyes, and tail. Finally, have thestudents glue cotton balls to their drawings to cover the lambs body. Encourage students to add additionalitems made out of colored construction paper, such as bows, caps, shoes, or glasses, to make their lambs unique.

Expand on the art activity by having the students write about their little lambs. Display the following sentencepatterns on sentence strips in a pocket chart and ask the students to write sentences about their pet lambs.Sentences can include:

My little lamb is named ________________________ .My little lamb follows me to ____________________ .My little lamb looks ___________________________ .My little lamb eats _____________________________ .My little lamb likes ____________________________ .

Ask the students to share their art and read their sentences aloud to the class. Then, let them take their workhome to share with their families.

List of Related Literature

Alderson, B. (1986). The Helen Oxenbury Nursery Rhyme Book. New York: Morrow.

dePaola, T. (1985). Tomie dePaolas Mother Goose. New York: Putnam Publishing Group.

dePaola, T. (1986). Tomie dePaolas Nursery Tales. New York: Putnam Publishing Group.

Edens, C. (1988). The Glorious Mother Goose. New York: Atheneum.

Hale, S. J. (1990). Mary Had a Little Lamb. New York: Scholastic.

Hale, S. J. (1984). Mary Had a Little Lamb. New York: Holiday House.

Scarry, R. (1970). Richard Scarrys Best Mother Goose Ever. New York: Golden Press.

Underhill, L. (1987). This Is the House That Jack Built. New York: Henry Holt.

Watson, J. (1976). The Golden Mother Goose. New York: Golden Press.

Wilkes, A. (1992). Animal Nursery Rhymes. New York: Dorling Kindersley.

Yolen, J. (1992). Jane Yolens Mother Goose Songbook. Honesdale, PA: Caroline House.

Zuromskis, D., ill. (1978). The Farmer in the Dell. Boston: Little Brown.47 Mary Had a Little Lamb (LE, Lesson 14)

Theme: Classics from Around the WorldMary Had a Little Lamb (LE, Lesson 14) 48

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Theme: Classics from Around the World49 Mary Had a Little Lamb (LE, Lesson 14)

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Song: Mary Had a Little Lamb 2

It made the children Laugh and play,Laugh and play, Laugh and play.It made the children Laugh and play,To see a lamb at school.

And so the teacher Turned him out,Turned him out, Turned him out.And so the teacher Turned him out,But still he lingered near.

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Theme: Classics from Around the WorldMary Had a Little Lamb (LE, Lesson 14) 50

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Theme: Classics from Around the WorldThe Little Turtle


The Little Turtle by Vachel Lindsay

Kind of Activity: Choral reciting experience; Total Physical Response


Materials: Overhead transparency of The Little Turtle by Vachel Lindsay text page (p. 57), overhead projector, student copies of the text page

Make and display an overhead transparency of the text page The Little Turtle by Vachel Lindsay. Ask the studentsto look at and listen to the words of the poem as you read to them. Read the poem expressively and in rhythm.Then, read the poem again, encouraging your students to read along if possible. Next, add body movements toaccompany the turtles actions from the poem. For example, as the students read He swam in a puddle. Heclimbed on the rocks, they can move their arms in a swimming motion and then in a climbing motion. You canchoose student volunteers to make up the motions for snapped and caught and then lead the class in agroup performance. Pass out copies of the poem for the students to take home to share with their families.

Sequence: The Little Turtle

Kind of Activity: Sequencing

Objectives: Sequence main events in a chantFollow oral directions

Materials: A copy of the Sequence: The Little Turtle activity page (p. 58) for each student, transparency of the activity page, overhead projector, scissors, crayons, stapler

Pass out copies of the activity page. Tell your students that they are going to make their own booklets of the TheLittle Turtle poem by putting the verses of the poem in the correct order. Go over each picture with yourstudents, asking them to explain what they see in each illustration. Remind them that the boxes are not in the51 The Little Turtle (LE, Lesson 15)

Theme: Classics from Around the Worldcorrect order. Draw their attention to the small blank square in the top right-hand corner of each picture box.Explain that they will:

1. Write the number that shows the order of each picture box.2. Color the pictures.3. Cut the picture boxes out of the sheet.4. Put the picture boxes in the correct sequence.5. Read the poem aloud from the booklet to check that it is in the correct order.

Staple the pages together when the students have them in the correct order. For sturdier booklets, you can haveyour students glue their pages into small booklets made of colored construction paper. When the students havefinished making their booklets, they should practice reading the chant to each other. Have them take their book-lets home for extra practice and to share with their families.

Puppets: The Little Turtle

Kind of Activity: Making puppets

Objectives: Practice following oral directionsAct out a poem with puppets

Materials: Copies of the Puppets: The Little Turtle 1 and 2 activity pages (pp. 5960) for each student, crayons or colored markers, scissors, glue, one paper lunch bag for each student

Content Connection: Drama; art

Introduction: Pass out copies of the activity pages and one paper lunch bag to each student. Tell your studentsthat they are going to make a paper bag puppet of the little turtle and finger puppets of the animals he tries tocatchthe mosquito, flea, and minnow.

Making the Puppets:

Turtle Paper Bag PuppetHave your students:

1. Color the face and the tongue of the little turtle and cut it out of the activity page.2. Turn the paper bag so that the bottom-end flap is facing up.3. Draw the body of the little turtle on the paper bag itself.4. Glue the head of the little turtle onto the bottom-end flap.5. Glue the tongue of the little turtle just below the bottom-end flap so that the head slightly overlaps it.

Character Finger PuppetsHave your students:

1. Color the charac

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