Tree Level: Pre-school/ Kindergarten
Subject: Reading l.
A. To realize the value of sharing.
B. To realize that if you try hard enough, you will succeed.
C. To describe the witch through a character profile.
D. To describe the cookie monster through a character profile.
E. To state the cookie monster’s problem through a diary.
F. To write the conversation regarding an argument between the witch and the cookie tree.
G. To make a certificate of recognition for cookie monster and the witch for learning how to share.
H. To appreciate the author’s style by using speech bubbles in presenting the characters’ dialogues.
II. Selection: Cookie Monster and the Cookie
Tree by David Korr (Western Publishing Company Inc, 1977)
Book, flashcards for unlocking of difficulties, activity posters, writing and coloring materials, timer ‘V. Procedure:
1. Unlocking of Difficulties a. ridiculous – unbelievable, laughable Last weekend, I went to see a magic show. The magician said he could turn a handkerchief into a rabbit. The audience did not believe him. They told him it was ridiculous and they all laughed.
What do you think ridiculous means? Did the audience think he can really turn the handkerchief into a rabbit? b. discouraged – hopeless Even though the audience did not believe him, he still tried to do his trick. He waved his arms in the air but nothing happened. The audience Just laughed at him and he felt discouraged. What do you think discouraged means? How do you think the c. cast a spell – say magic words Then the magician remembered that he forgot to cast a spell on the handkerchief. He said, “Abracadabra” and it turned into a rabbit. What does cast a spell mean?
What id the magician do? What kind of words did he say? B. Motive and Motivation Questions: 1 . Motivation Question: Have you seen magicians do magic tricks? Can you name some of them? 2. Motive Question: Let’s find out in the story what magic trick the witch will do. C. Reading What do you think the cookie monster will do? (page 8) D. Post Reading 1 . Engagement Activities: a. Character Profile – the group will enumerate the witch’s characteristics. b. Character Profile – the group will enumerate the cookie monster’s characteristics c. Diary – the group will state cookie monster’s problem d.
Speech Bubble – the group will write the conversation regarding an argument between the witch and the cookie tree. e. Certificate of Recognition – the group will make a certificate for cookie monster and the witch for learning how to share.
2. Discussion: Who was visiting a tree in the forest? What kind of tree does she own? How did the witch feel about the cookie tree? Did she want to share it with anyone else? Why? Who else came to the forest? What is the cookie monster famous for? When the witch saw the cookie monster, what did she do? What kind of spell did she cast on the cookie tree?
What happened when the cookie monster saw the cookie tree? What did the cookie tree tell the cookie monster? What did the cookie monster do after talking to the cookie tree? How did the witch feel after the cookie monster left? When cookie monster reached Sesame Street, what did he do? Did his friends believe him? Why? think he shared them with his friends? How did cookie monster feel when his friends did not believe him? While the cookie monster was with his friends, what was the witch doing? What can you say about the witch? What did she have in common with cookie monster?
Did the cookie monster find anyone to share cookies with him? Why? If you were the cookie monster would you give up? Why? What did the cookie monster decide to do? What did he see when he returned to the forest? What did the cookie monster and the witch decide to do? What did the cookie tree do? Did the cookie monster and the witch get any cookies? Why? What happened to the spell? Why? What happened to the cookie tree after the cookie monster stopped eating? If you were the witch or the cookie monster would you do the same thing? Why? If one of your classmates forgot his or her snack what would you do? Why?
Why is it important to share? Semi-Detailed Lesson Plan For The Dream Eater Level: Pre-school/Kindergarten/Grade 1 l. Objectives:
A. To learn the value of helping others in need.
B. To learn the value of gratitude.
C. To describe Yukio through a character profile.
D. To describe the baku through a character profile.
E. To write a conversation between Yukio and the baku.
F. To make a chart comparing everybody’s dreams.
G. To make an award for Yukio and the baku.
H. To appreciate the illustrator’s beautiful drawings. The Dream Eater by Christian Garrison Illustrated by Diane Goode Macmillan Publishing Company, 1978.
a. amboo – This is a drawing of a bamboo plant. What can you say about this plant? Compare its parts with other plants.
b. tender shoots – The farmer planted the tender shoots of bamboo yesterday. What do we mean by tender shoots? How long does it take for plants to grow?
c. nightmare – After watching a horror movie, I had a nightmare. In my nightmare, I was being chased by monsters. What does nightmare mean? What kind of dream did I have? d. bandits – The policemen are looking for bandits who stole a lot of money. What do you think bandits mean? What is another word for bandits? e. errible – I heard a terrible news last week. A lot of people died because of the storm? What do you think terrible means? What kind of news did I hear?
1. strange – The strange plant has violet leaves. What does strange mean? Do plants usually have violet leaves?
2. Motivation Question: What kind of dreams do you have when you sleep at night?
3. Motive Question: Let’s find out in the story what kind of dreams the villagers have. B. Reading What do you think Yukio and the baku will do? (page 10) Ill. Post-Reading A.
1 . Character Profile – the group should be able to describe Yukio’s characteristics.
2. Character Profile – the group should be able to describe the baku’s characteristics.
3. Speech Bubble – the group should be able to write the conversation between Yukio and the baku.
4. Chart – the group should be able to make a “Before And After” chart about the villagers’ dreams.
5. Award – the group should be able to make an award for the baku and Yukio. B. Discussions:
1. Where did the story happen?
2. What is the name of the little boy in the story?
3. What kind of dreams is he having?
4. Who else are having nightmares? What did they tell Yukio?
6. What did Yukio feel?
7. What happened when Yukio went to the river?
8. What did he see?
9. What happened to the baku?
11 . If you were Yukio would you do the same thing? Why?
12. How did the baku feel after being helped by Yukio?
13. What did the baku say to Yukio?
14. What did Yukio want the baku to do?
15. When they crossed the river bridge, what did the baku do?
16. If you were the baku, would you do the same thing? Why?
17. How do you think the villagers felt when their nightmares disappeared?
18. Why is it important to help others who are in need?
19. When you help others, how do you feel afterwards?
20. When somebody helps you, what should you do? Semi-Detailed Lesson Plan for Friends Level: Grade One A. Expressive Objectives
1. To learn the value of having friends.
2. To learn that friends always help each other.
B. Instructional Objectives
1. To describe Charlie, Johnny and Percy through a character profile.
2. To make a chart about their different roles.
3. To write a conversation between the friends.
4. To make an award for their friends.
5. To make a list of things that friends do with each other
C. Aesthetic Objectives 1. To appreciate the illustrator’s drawings
II. Selection: Friends by Helme Heine (Illustrated by Helme Heine) Book Flashcards Activity posters Writing and coloring materials Timer ‘V. Procedure
a. Rumble “Yesterday, I was so hungry that I heard my stomach rumble. What do you think rumble means? What happens when you are hungry? ”
b. Plugged up “The driver plugged up the hole in the tire. What do you think plugged up means? What will happen if you don’t plug up a hole? ”
c. Tiller “The sailor used the tiller to turn right and then go straight. What do you think a tiller means? What is it used for? ”
d. Steepest “Mt. Apo is the steepest mountain in the Philippines.
1. What does steep mean? What can you say about Mt. Apo? ”
2. Motivation Question a. What do you do together with your friends?
3. Motive Question a.
Let’s find out in the story what the friends do together. B. During Reading The teacher will ask, “What do you think they will do next? ” C. Post-Reading 1 . Engagement Activities a. Character Profile – The group should be able to describe Charlie, Johnny and Percy’s characteristics. b. Chart – The group should be able to state their different roles when riding a bicycle or a boat. c. Award – The group should be able to make an ward for the friends.
a. Who are the best friends in the story?
b. What do they always say about good friends?
c. What do they do every morning?
d. After helping Charlie, what else do they do?
e. What can you say about the friends when they do something together?
f. What did they do when they got hungry?
h. Where did they want to sleep?
i. What did they decide to do?
j. What did they dream about?
k. How do you think the friends feel about each other?
l. How do you feel about your friends?
m. What are some of the things that friends do together?
n. Why is it important to have friends?