Emotions

Emotions       

Objective: Children learn to recognize emotions and how to deal with them appropriately.

Preparation:

• Print out the book from the following link: book emotions
  
• Find a poster with different faces of emotions or use magazines to search for faces with different emotions. 

Suggested books:

• The Way I Feel by Janan Cain
• How Are You Peeling? Foods with Moods by Saxton Freymann and Joost Elffers
• When Sophie Gets Angry… Really, Really Angry by Molly Bang

Lesson:

Read a book(s) then discuss while showing pictures. Ask the students to tell you what emotions are. Review emotions with the students. Ask them to show you what a person may look like when they are feeling different emotions. Emotions you may want to include are:

• Happy
• Angry
• Sad
• Surprised
• Confused
• Excited
• Shocked
• Shy

All emotions are okay, but we can’t hurt others, our friends or ourselves.

Discuss different ways for them to handle their anger, such as kicking a ball, painting a picture, having a quiet time by yourself, or talking it out.

Activity: Emotions Book

Read each page together, then have the children draw face to go with the sentence.  

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Family

Objective: Children gain knowledge of the concept of families and where they fit in as well as an understanding of rules and chores that are necessary in families.

Preparation:

• Find pictures of families from the internet, pictures books, magazines or old calendars.
• Have crayons for the children to draw with.
• Be prepared to draw family or find a family tree work sheet on the internet to copy. 
• Decide on a book to read.

Suggested books:

• Me And My Family Tree by Joan Sweeney
• I Love My Family by Wade Hudson
• I Am Responsible! by David Parker
• The Family Book by Todd Parr

Lesson:
Read the book(s) then discuss:

Discuss the structure of families. These are some aspects you may want to included depending on the children you are teaching:

• Some have step children or parents.
• Some have single parents.
• Some have a lot of children some only have one.
• Many people think of other loved ones as family even if they are not related.
• Lots of families have pets, but many don’t.
• Uncles, aunts, cousins, grandparents are part of families.

Explain that every member of the family is important and has a role to play to make the family work like:

• Every family member has chores and responsibilities to keep the house and yard clean, fix meals and pay bills, etc.  Ask each child what their job or chore is that contributes to their family.
• Family member can be kind to each other to help make a happier family.  Ask what they can do to help make a happier family.
• Rules are important in families too. Discuss rules in the families of each child has and why they are important.

Activity: Make a family tree or draw family.

• Have each child draw pictures of themselves and other family members in each corresponding circle.
• Have them color and decorate the tree.

Vehicles

Vehicles

Objective: Children will learn how vehicles can help us and that vehicles travel through the air, on the land and on the water .   Note: You may want to teach vehicles in 2 or 3 lessons.

Preparation:

• Find drawings or pictures of a variety of different types of water, land and air vehicles from books, magazines, internet, or old calendars.

• Prepare red and green paper for the Red Light, Green Light activity.

• Paper and crayons for making paper airplanes.

• Print out vehicle book from the following link: vehicles book

• Cut vehicle book into quarters then staple together to make a book.

• Suggested books:

  • Truck Talk by Bobbi Katz

  • Follow That Boat by Jim Razzi

  • Tracks by David Galef

Lesson:

Read a book then discuss vehicles while showing pictures.

Vehicles are machines that take people or things from one place to another.  Discuss Vehicles and what they are used for:

    1.  Water:

• Water was the first method of travel.
• Today, ships are used to move big things around the world.
• Often boats and ships are used fun.

     2.  Land:

• We can travel on land in cars, buses and trains. 
• We use these to go to school, to the park, to the grocery store, or to Grandma’s house.
• Trains and trucks are used to move the food we eat, the clothing we wear, and materials to make homes.
• Big vehicles are used to make roads, and buildings.
• Some trucks deliver things like mail, furniture, etc.

    3.  Air:

• We can travel by air in airplanes and helicopters.
• Airplanes takes packages and mail. 
• Helicopters help our community and world.  They are used to fight fires, help police, and move injured people to the hospital. 

    4.  Space:

• Rockets are used to take people, satellites and other things into space.  

Possible Activities:

Play Red Light, Green Light:

• Talk about how red means go and green means stop.
• Have children line up in a row at least 10 feet away from you. 
• Say, “green light” while holding up green paper.
• The children start coming towards you.
• Say, “red light” while holding up red paper.
• The children stop.
• Continue until they reach you. 
• Variations are: Use the Spanish words “verde” and “rojo” for the colors– Let the children take turns being the stop light–They could crab walk, hop, or crawl.

Make a paper airplane:

• Have children decorate the paper with markers or crayons.
• Help them fold the paper to make a paper airplane.
• Fly airplane.

Make a Vehicle book:

• Read each page with the children.
• Then have them draw a vehicle to go with the sentence.
• Repeat with each page.

Farm–Animals, Plants, and Machines

     Farms

Objective:  Children will learn about animals, plants and machinery on farms.  Also learn to listen and follow directions.  (You may want to divide Farms into 3 lessons. Also it is good to teach the “AR” sound with farms.)

Preparation:

• Find drawings or pictures of farm animals, plants and machines from books, internet, magazines or old calendars. 

• Print the attached worksheet.  Farm following directions worksheet
• Possibly plan a trip to a farm.
• Suggested books:

  • Farm Flu by Teresa Bateman  

  • Big Red Barn by Margaret Wise Brown

Lesson:  Discuss farms while showing pictures.

• Farm Animals: Discuss with pictures the types of animals found on the farm and each animals purpose.

• Farm Plants:  Discuss with pictures the types of crops grown on the farm. Include fruit trees, garden fruits and vegetables, hay, wheat, corn, etc.

• Farm Machines:  Discuss with pictures the types of machines found on the farm and their uses.

Activity:  Following Directions Worksheet

Give each child a worksheet and a set of crayons.

Give them directions to follow. Here are some examples:

1. Choose a color then write your name on the top of your paper.

2. With your blue crayon, circle all the animals.

3. With your yellow crayon, color the animal that comes from an egg. 

4. With your brown crayon, write the word, “Farm” on the bottom of your paper.

5. With your red crayon, draw a square around the farm plants or crops.

6. With your purple crayon make a triangle around the barn.

7. With your orange crayon, color the tail and ears of the animal we get wool from.

8. With your gray crayon, color the face of the animal we get milk from.

9. With your green crayon, color the plant or crop used to make flour for bread. 

10. On the back, use many colors to draw yourself on a farm with a tractor. 

Wrap Up:  Read a fun Farm book while they draw on the back of their worksheet.

Lesson plan for Money–Penny

Money—Penny  

Objective:  Learn about pennies and how they are alike and different to other coins.

Preparations:

•     Find pictures and/or books about Abraham Lincoln and the Lincoln Memorial.
•     Trace 4 to 5 in. circles on brown paper.
•     Have pencils and scissors.
•     Have coins and some paper money.  (pennies, nickels, quarters, dimes)
•     Have word cards for these words: Money, penny, nickel, quarter, dime, and dollar.

Lesson:

• Put the word card “Money” on the table.  
• Put all the money by the word “Money”.  Read and put out the other words cards.
•  Divide the money between paper money and coins.
•  Discuss the difference and put the paper money with the “Dollar” word card. 
• Divide the coins while discussing how they are the same and different and put them with the right word card. 
• Take everything off the table except the pennies.

Use pictures or a book about pennies to discuss Abraham Lincoln and the Lincoln Memorial.  Show how there is a statue of Abraham in the Memorial and on the penny there is a small statue in the Memorial.  Show other pennies without the Memorial on the back.

Activity:

• Give each child a brown circle to cut out. 
• Then trade the scissors for a pencil to draw on the penny. 
• First draw Abraham Lincoln.  Show how to draw it in small segments.  (Draw the back and the head, then the face, then the neck and front, then the one eye, one ear and the hair.)  Accept anything they draw and encourage their efforts. 
• Next write LIBERTY along the left side, then write the year on the right side.  
• Turn it over draw the Lincoln Memorial.  (Draw a skinny rectangle at the bottom, a skinny rectangle at the top, then connect with lines or pillars, and a circle with two lines for the statue in the middle.) 
• Write USA at the top.
• ONE CENT at the bottom.

President’s Day

President’s Day

Money

Objective: Helping children understand why we celebrate President’s day and what the USA President does and how he becomes President.

Preparation:

•  Find drawings or pictures of Presidents, presidential memorials and other patriotic symbols from books, magazines, Internet or old calendars.
• Various coins and bills that depict presidents.

Lesson:

Discuss while showing pictures:

• President’s Day is a way to honor all United States presidents. The president is the manager or director of the federal government. The president sees the laws of the land are enforced and obeyed. He promises to preserve, protect, and defend the Constitution.  The jobs of the President include suggesting a law, approving or vetoing laws, appointing advisers and Supreme Court justices, working on the budget, meeting with his Cabinet and other advisers, making speeches, or responding to national and international crises.
• Many Presidents have monuments built to remember them. some of the best known are The Washington Monument, Lincoln and Jefferson Memorials and Mt. Rushmore .
• Show the children coins and bills featuring the portraits of presidents. Teach them which president is shown on each coin or bill.
• In the United States, voters across the country exercise their right to vote for their president. Voting is one of the few times when all grown-ups in the U.S. have an equal say. No matter how much money you have or who your friends are, you only get one vote.  Voting is an important part of being a U.S. Citizen. To demonstrate the concept of voting, offer opportunities to make decisions in the classroom with a vote. 
  

Discussion questions:

• What activities do you think presidents do everyday?
• What would you do if you were president?
• Who are some of the presidents you know?

Possible Activities:

Give each child some dark blue paper and white chalk.  Show them a picture of the White House where the presidents live.  Have them draw the White House with the white chalk.

Take profile pictures of the children.  Adjust them to a black and white image.  Print on card stock.   Draw a circle on the print.  Have each child cut out a coin of themselves. They can write the year, USA, Liberty, and their name on the coin.  (Take these pictures in advance.) 

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President Lincoln

Objective:  Students will learn about President Lincoln and what he did for their country.

Materials Needed:

• Green tissue paper
• Brown construction paper
• Blue construction paper
• Cardboard with one layer removed exposing the corrugated layer (or purchase corrugated paper from a scrapbook supply store)
• Cotton balls
• Find drawings or pictures of Abraham Lincoln from books, magazines, internet or old calendars.

Preparation:

Remove the outer panel of corrugated cardboard or purchase the corrugated sheets.

Cut the following shapes from the cardboard:

• 2 ½” square (A) [cabin wall]
• 2 ½” equilateral triangle ( C) [cabin gable]
• 2 ½” x 4” rectangle (B) [cabin wall]
• 2 ½” x 4” parallelogram (D)[cabin roof]
• Cut from brown construction paper
• 1 ½” square [chimney]
• 1 ½” x 5” rectangle [tree trunk]
• 1 ½” x 12” [ground] write “Abraham Lincoln’s Cabin” across
• Cut many 1” squares from green tissue paper or crêpe paper
• Cotton balls for clouds.

Suggested books:

• A Picture Book of Abraham Lincoln by David A. Adler, John Walner, and Alexandra Wallner
• Abe Lincoln: The Young Years by Keith Brandt
• Abraham Lincoln’s Hat by Martha Brenner
• Mr. Lincoln’s Whiskers by Karen B. Winnick

Lesson:

Read a selected book then discuss President Lincoln.  

• Lincoln was 6 feet 4 inches tall.
• As a young man, Lincoln taught himself to be a lawyer.
• The Civil War began six weeks after Lincoln took office.
• When Lincoln issued the Emancipation Proclamation in early 1863, it freed slaves from the Confederate states. By the end of the Civil War, over six hundred thousand Americans died.
• He was assassinated by John Wilkes Booth just 5 days after General Robert E. Lee surrendered the South to the Union.
• His profile can be found on the U.S. penny as well as the 5 dollar bill.
• Lincoln hid his mail, bankbook and important papers in his stovepipe hat.

Activity: Cardboard Cabin

• Give each child a piece of blue construction paper
• Have them proceed with the following steps:
• Glue the “ground” to the bottom of the paper.
• glue the cardboard onto the blue paper to make the cabin. (This is a good opportunity to review shapes).
• Glue the chimney on top of the roof
• Glue the tree trunk next to the cabin so that it touches the ground.
• Make leaves on the tree by wrapping tissue paper squares on the end of a pencil then dipping it in glue and sticking the tissue paper onto the blue paper, then moving the pencil.  Repeat with about 10-15 squares until the top of the tree looks good.
• Stretch out cotton balls and glue it on to the blue paper to make clouds.

Symbols of The USA–The Statue of Liberty

 

The Statue of Liberty

Objective: To introduce children to The Statue of Liberty as a symbol of USA promise of freedom. 

Preparation:

• Find drawings or pictures of The Statue of Liberty from books, magazines or old calendars.
• Have green crayons, pencils or markers and paper for the children.  (Print,”The Statue of Liberty” on the paper.)
• Suggested book:   The Statue of Liberty by Lucille Recht Penner

Lesson:

• Read the book then discuss while showing pictures:
• The Statue of Liberty is one of the most recognizable symbols of the United States in the world. For many visitors traveling by sea in days gone by, the statue located on Liberty Island, in New York harbor, was their first glimpse of America.
• The statue symbolizes liberty and democracy.
• The Statue of Liberty is a huge sculpture that is located on Liberty Island in New York Harbor. This monument was a gift to the USA from the people of France.
• Liberty was designed by the French sculptor Frederic Auguste Bartholdi. The hollow copper statue was built in France – it was finished in July, 1884.  It was brought to the USA in 350 pieces on a French ship.  The statue was reassembled in the USA and was completed on October 28, 1886.
• Liberty’s right hand holds a torch that is a symbol of liberty. There are 354 steps inside the statue and its pedestal. There are 25 viewing windows in the crown. The seven rays of Liberty’s crown symbolize the seven seas and seven continents of the world. Liberty holds a tablet in her left hand that reads “July 4, 1776” (in Roman numerals).
• This is the poem that is mounted on the base of the statue.  Emma Lazarus wrote it.

Not like the brazen giant of Greek fame,
with conquering limbs astride from land to land;
Here at our sea-washed, sunset gates shall stand
a mighty woman with a torch, whose flame
is the imprisoned lightning, and her name
Mother of Exiles. From her beacon-hand
Glows world-wide welcome; her mild eyes command
The air-bridged harbor that twin cities frame,
“Keep, ancient lands, your storied pomp!” cries she
with silent lips. “Give me your tired, your poor,
Your huddled masses yearning to breathe free,
The wretched refuse of your teeming shore,
Send these, the homeless, tempest-tossed to me,
I lift my lamp beside the golden door!”

Discussion questions:

• What is liberty?  — the power of choice.
• What is a symbol? —  something visible that by association or convention represents something else that is invisible.
• What are some other symbols of our country? — The Flag, Eagle, etc.

Activities:

• Draw the statue. Give each child a paper and a green pencil or crayon. Help the children draw the statue one step at a time. Wait to start each step until all children have completed the previous step.
• Pictures of the kids: Take each child one at a time. Wrap a green sheet around the child and attach at shoulder. Have them wear a Statue of Liberty headband (you can get them from Liberty Tax or have them make one). Give them a flashlight to hold in their left hand. In their right hand give them a small poster board with “July 4th 1776” written on it. Have them pose like the Statue of Liberty and take a picture.

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Symbols of The USA–The Bald Eagle

Symbols of The USA-The Bald Eagle

Objective: Help children understand the Bald Eagle is one of the Symbols of the United States of America.

Preparation:       

Find drawings or pictures of bald eagles from books, magazines or old calendars.

Puppet Materials Needed:

• paper lunch bags,
• white paper cut to the size of the flap of the paper bag,
• some crayons,
• scissors,
• glue,
• construction paper brown, white and yellow

Suggested books:

• An Eagle Flies High by Alice Pernick
• Eagle by Lloyd G Douglas

Lesson:

Read a book.

Discuss the eagle as a symbol of our country, while showing pictures.

• The bald eagle is a large, powerful, brown bird with a white head and tail.
• The bald eagle was chosen because it has a long life, strength, beauty and freedom.
• This majestic bird can only be found in North America.
• The word “bald” white not having no feathers.  It comes from an old word which means “white.”
• Bald Eagles live near large bodies of open water such as lakes, marshes, seacoasts and rivers, where there are plenty of fish to eat and tall trees for nesting and roosting.

Activity-Paper sack puppet:

• Cover the FLAP of the paper bag with white paper.
• Draw the eyes onto the HEAD. Demonstrate how to draw eyes step by step. (1. Draw 2 half circles.  2. Make a circle in each half circle. 3. Make a dot in each circle). If you like, you can use sticker eyes.
• On yellow paper help the children draw a beak. (Make an upside-down teardrop shape with little lines for nostrils)  Have the children cut them out.
• Using brown construction paper, help the children draw wings. (Make half circles that each cover half of the paper; draw in “U’s” along the bottom edges to look like feathers.)
• Using white construction paper, help the children draw tail feathers. (An upside-down heart with an extra bump.) (Can use scraps from the wings.) Have the children cut them out.
• Have the children color and embellish their drawings. Glue the beak under the eyes. It will hang down over the BODY.
• Make sure you only put glue on top of the beak (where it touches the HEAD) so you don’t end up gluing the mouth shut.
• Glue the wings into the FLAP.
• Glue the tail on the BACK.

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Symbols of The USA—The Flag

USA Symbols—The Flag

Objective: Help children understand the importance of the United States flag as a symbol of the USA and teach the Pledge of Allegiance.

Preparation:

• Cut rectangles from blue construction paper:  4 ½ ” x 6” (one for each student)
• Cut strips of red construction paper:  6” x ¾” (four for each student), and 12 x ¾ (three for each student)
• White 12 x 9 construction paper (one for each student)
• White crayons or pencils
• Stickers; preferably with flags
• USA flag
• Suggested books:
• The Pledge of Allegiance by Lloyd G Douglas
• The Flag We Love by Pam Munoz Ryan

Lesson:

• Read a flag book and discuss.
• What is a flag? A flag is a piece of cloth, in the shape of a rectangle with colors, and designs.
• Display a flag.
• Discuss that red, white and blue are the colors of our country, The United States of America.
• Have children count the thirteen stripes. Show that six are white and seven are red.
• The blue rectangle has 50 white stars which represent each state.
• Every country has a national flag. A national flag represents a country’s citizens. When you are the citizen of a country it is like being part of a team and you work together to take care of the country.
• Read and discuss The Pledge of Allegiance book.
• Citizens of the United States make an important promise called The Pledge of Allegiance to the Flag. When we make this pledge, we promise to be good citizens.   Explain the language of the pledge to help the children understand. “I pledge (promise) allegiance (to follow and protect) to the Flag of the United States of America, and to the Republic (USA) for which it stands, one Nation (country), under God, indivisible (which cannot be divided and all the states remain together), with liberty (freedom) and justice (fairness) for all.”
• Discuss and demonstrate how we place our RIGHT hand over our heart when we say the pledge to show respect.
• Place a sticker on the children’s right wrist to help them remember which hand is their right hand.
• Help them recite the Pledge.

Activity: Make your own flag.

• Place the blue rectangle at the top left.
• Have the children glue the red strips onto the white construction paper. Show them how to put the 4 short strips at the top right side and the 3 long strips at the bottom leaving spaces in between for the white stripes.
• Have the children add the stars using white pencils or crayon.  Show some simple ways to make stars, such as draw a “t” then draw and “x” on top.
  

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