Justin Dodd

 One Fish Two Fish Red Fish Blue Fish is a wonderful book that was written by Dr. Seuss in This book helps young children learn about rhyming words. In this book a young girl and boy go through numerous adventures with different amazing creatures. This book is great for young children due to the fact that this book inspires imagination which is key for young adolescent brain development.

 To start off the day, the teacher will go over the book.  The students will listen and then ask questions about the book and the teacher will answer.  Next, the students will then be instructed to draw a picture of their favorite animal.  The students will then be instructed to write a short narrative about their animal.  Finally, the students will share their picture and story with the whole class.  Indicators: Science K.2.2: Draw pictures and write words to describe objects and experiences. Language Arts K.5.1: Draw pictures and write words for a specific reason. Gardner: Interpersonal

 The teacher will start off the day by letting each student share a short story about their favorite animal.  Next, the teacher will then have the students write a short story about their most memorable moment with an animal.  After this the teacher will have the student post their stories to the class website.  Standards: Science K.2.2: Draw pictures and write words to describe objects and experiences. Language Arts K.5.1: Draw pictures and write words for a specific reason. Gardner: Interpersonal

 The teacher will start the day by re-reading the book One Fish Two Fish Red Fish Blue Fish to the students.  This time the teacher will read the book to the student using repeated reading. The teacher will read a sentence and then the students will repeat what was read.  Next, the students will answer a few questions in their journals about poems and rhyming words to assess their comprehension of what was taught to them.  Finally, the students will play the game Go Fish Rhyming to end the unit.  Standards: ◦ Science:  K.2.1 Use whole numbers, up to 10, in counting, identifying, sorting, and describing objects and experiences ◦ English:  K.1.2 Follow words from left to right and from top to bottom on the printed page.  Gardner: Intrapersonal

 Why Mosquitoes Buzz in People's Ears is a traditional literature book for young children. Characters in Why Mosquitoes Buzz in People's Ears interact with one another as the mosquito begins the process of upsetting everyone involved. The animals of the forest call a council meeting with the Lion King to find out what has happened to upset the owl who cannot hoot to call the sun to do her duty. The end of the story shows the exact reason mosquitoes buzz in the ears of people. This book is also a 1976 Caldecott winner.

 Teacher will read the book aloud to the students.  While reading the teacher will discuss the various animals that are in the book.  Next, the students and teacher we will talk about where each animal lives or their habitat.  Finally, the students will draw the mosquitoes habitat.  Standards: Science K.2.2: Draw pictures and write words to describe objects and experiences. Language Arts K.5.1: Draw pictures and write words for a specific reason. ◦ Gardner: Visual-Spatial

 Pizza the Size of the Sun is a wonderful poem book about different objects that children can relate to and understand what they are. In this book the author gives the reader different poems that the children can relate to and are easy to read and understand. To name a few of the things that the author talks about are elephants, pizza and your eyeballs. In this entire book is a fun poem book to read through.

 The students will read the book in small groups.  Next, the teacher will talk about measurements that where in the book.  Then the students will take measurements of various objects in the room.  Finally, the students and teacher will discuss what these measurements mean.  Standards: ◦ Science:  K.2.1 Use whole numbers, up to 10, in counting, identifying, sorting, and describing objects and experiences ◦ English:  K.1.2 Follow words from left to right and from top to bottom on the printed page.  Gardner: Bodily-Kinesthetic, and Interpersonal

 This poetry book by Jack Prelutsky with illustrations by Marjorie Priceman is really a unique book. It is a book of various poems. Some of the poems are humorous, some rhyme, some are limericks, and others are just silly. None of the poems are titled, but some of them are memorable. For instance, "I scream, you scream, We all scream for ice cream." Another great poem in this book is, "I saw you in the ocean, I saw you in the sea, I saw you in the bathtub, Oops! Pardon me." Included in this collection are several love poems, Halloween poems, animal poems, and topics about people. This is an incredible poetry book for children to enjoy.

 To start off the day, the teacher will remind the students of the structure of a poem.  The teacher will then read the book, Nonny Mouse Writes Again, which is a book about poems.  Then the students will write a poem about an animals features.  Next, the students will be broken up into groups of two and they will share their poem with their partner.  Then the students will re-gather and the teacher will have them draw a picture that represents their poem.  Standards: ◦ English: Recite poems, rhymes, songs and stories ◦ Science: Observe and identify different external features of plants and animals and describe how these features help them live in different environments.  Gardner: Visual-Spatial

 The Foot Book is a very energetic book that gets children’s minds flowing. This book is another book that goes through different rhyming words. In addition this book is also great for teaching children about things that are different in the world like people’s feet or physical appearances. Furthermore this book is also wonderful because it helps teach children that they should not judge people because they are different.

 The teacher will start off by reading the book to the children.  Next, as a whole group the class will discuss how people are different and everyone should be treated equally.  Then in their journals the students will write a short essay on why they think everyone should be treated the same.  Standards: ◦ Science: Observe and describe the different external features of people, such as their size, shape, and color of hair, skin, and eyes. ◦ English:6.3 Use the correct word order in written sentences ◦ Gardner: Interpersonal, Verbal-Linguistic

 We will start off the day by having the children share their essays on why everyone should be treated equally.  Next, we will discuss some of the advantages of treating everyone equally.  To end the discussion of the book we will make our own foot book by using the children's feet in our book. In order to know how many pages we need we will have the students count the number of feet in our classroom.  Standards: ◦ English: Organization and Delivery of Oral Communication Organize presentations to maintain a clear focus. ◦ Math: Count by ones, twos, fives, and tens to 100.  Gardner: Bodily-Kinesthetic, Verbal-Linguistic, Interpersonal

 When Bartholomew visits town one day, selling cranberries at the market for his parents, the King's procession screeches to a halt in front of him; King Derwin then leans out of his coach, demanding to know why Bartholomew hasn't respectfully removed his hat. "But, Sire, my hat is off." He shows the king the hat in his hands that he's just doffed, but sure enough, another identical one sits atop his head. He takes that hat off only to reveal another... and another, and another, and another. Poor Bartholomew goes through 45 hats, then 136, then 233, as the angry king calls in every expert in the kingdom, from Sir Snipps the haberdasher to the Father of the Father of Nadd. In the end, Bartholomew barely gets away with his head (forget about the hats!), as Seuss spins this weird and wacky tale, a strange thing that "just happened to happen and was not very likely to happen again.“  Book review taken from Amazon.com

 The teacher will start off by reading the book to the students.  Next, we will talk about the different hats that where in the book. Then the students will answer a few questions in their journals about the book.  Then we will make a graph of the different types of hats that we can find around our school.  Standards: ◦ Math: Count by ones, twos, fives, and tens to 100 ◦ English: Use the correct word order in written sentences. ◦ Gardner: Intrapersonal, Visual-Spatial

 To start off, we will go over the graph that we made the day before.  Next, the students will be put into small groups and practice counting to 500 by ones, twos, fives, and tens.  Finally, to end the book the students will write in their journals about the various hats that people of different occupations wear.  Standards: ◦ Math: Count by ones, twos, fives, and tens to 100. ◦ English:2.6.4 Grammar: Identify and correctly write various parts of speech, including nouns (words that name people, places, or things) and verbs (words that express action or help make a statement). ◦ Gardner: Interpersonal, Verbal-Linguistic Intrapersonal