Good Morning! Grandma hopes all is well.Once everyone gets their chores, duties, jobs, and responsibilities done. Don't forget your prayers today. We are reading about Joseph in the Bible, Let's Live it! in Faith Alive has a special activity and message for everybody. It's talking about When Life Isn't Fair. It wants the children to draw a cartoon strip telling about a time life wasn't fair, but it wants them to leave two blank frames at the end. It says,"Life sure wasn't fair to Josephin Egypt(read Genesis 39:1-23.) But see how the Lord turned things around in Genesis 41:1-39. Somehow God is always making things work out. We just have to wait and see what he has in mind. And finally, in heaven, everything will be better than fair. It will be perfect!" now it want the children to finish the cartoon with a happy turn of events. and the end it with what good will happen to us in the end of the world.
In reading Genesis 39 thru 41 today keep all this in mind. Then Faith Alive says in Did You Know? "Are dreams messages from God?( as said in Genesis 40:8) Most dreams are not messages from God; but God has spoken to people in dreams. God gave dreams to three people in Genesis 40-41, so Joseph could explain what the dreams meant. When Joseph's interpretation turned out to be right, the Egyptians knew God had given Joseph great wisdom."
Time for Childrobotics and a dance lesson. I will be skipping about some from here. Tday's lesson the
The author starts out, "I'm going to hum "Pop goes the weasel." When I say pop, make your biggest shape.(Hum.) Let's do that again. Dance any way you wish while I hum, then make sure the "pop" shows. (hum.)
Now come to me, making a move each time I say pop. Pop goes the weasel, pop goes the weasel(etc.).
Listen to this sentence: Give me the bag. Someone say it accenting a different word. Give me the bag. Give me the bag. Give me the bag.What does accent mean? Louder, stronger, longer, sharper.
How many movements are you doing in all? Four. Let's say it and clap it. (Do it without any accent.) Give me the bag. Now dance it with your feet. Accent the word "bag," Go. Instead of all walks, this time put in a jump. Now put in a hop. Can you add a turn? Can you change your level? Give me the bag, give me the bag. Can you dance it not with your feet but with your body?This time let's accent the word "give.". Give me the bag, give me the bag. How many movements are you doing in all? Four. Which one is accented? The first. Let's do it with our bodies and our feet, over and over again. Give me the bag, give me the bag (etc.).
When we dance, just as when we speak, we use accents to add interest and force to what we dance. We don't speak in a monotone--all words even, all the same-nor do we dance that way. Remember when we worked with heartbeat? That was an even beat. Listen. (Beat the drum or clap evely.) Let's walk to this beat. Now accent the first of every four beats. One, two three, four, one, two three, four (etc.). Show me the accent by moving your head, but keep the beat going in your feet. One, two, three, four
Now accent the first of every three beats. One, two, three, one, two three. This time accent the beat or make it stronger by adding a movement with your shoulders. go. Now accent one of every five. Accent with your back. That's harder, isn't it? A five beat is not so easy. One, two three, four, five(etc.). Accent one of every two. One, two, one, two. Accent with your elbows.
In movement, what makes an accent? Using a different part of your body, changing direction. This time, on the first of every four beats, your directionl. This time on the first of every four beats,change your level. This time on the first of every four beats accent any way you wish. What can your body do to make the accent show? Focus--can you accent with focus? A hop? A stamp? A clap? Level? Direction? What else can you think of?
Come sit in a circle. My name is Mary9use your name). How many sounds is that? How many syllables? Which one do you hear the strongest? Clap my name. What's your name? (Go around the circle, all clapping names and deciding on accents.)
Now everyone stand up and dance your own name with your feet only. Next add a body movement on the accent only. Practice. We'll go around the room, and you introduce yourself by saying your name as you dance it.
Let's all say happy new year(or some other appropriate phrase). Let's decide which syllable is accented. Everyone find a way to dance it that covers space and uses a variety of steps. Let's dance it over and over.
Now we'll do these phrases one at a time as our good-bye dances. Everybody say it while the dancer dances it. I'll beat it on my drum. Let's see how much variety in shapes and steps we can manage.
Goals for evaluation: Look for clarity in small moves.
Are you looking at your calendars yet. Look at the weather. The children could pretend they are pirates this weekend and see how many longitude, latitudes they can name and hunt for them on the maps or globe. On October 24 Anton Van Leeuwenhoek, Dutch naturalist who developed the microscope, was born in 1632. With a microscope you can see many things you cannot see without. If you have one take it out and look at a few things Else they have an experiment here in Book 1 to try that gives the concept. Book 1 says to give the children an index card, cellophane tape, a 2-inch square of trasparency film, and scissors, Have them cut a small hole- about 1-inch square-in the card, and tape the transparency film over the opening Have them place the card on a piece of newspaper. Using an eye dropper or soda straw, put drops of water on the transparency film. Then read the letters underneath. What happens when they move the card from the newspaper or add more drops of water?
The other birthday's include that of William Penn, founder of Pennsylvania in 1644 and Sarah Hale, author of "Mary Had a Little, Lamb" in 1788. A good time to read about the settlers in Pennsylvania and what Rev. William Penn did.. If the age fits you will have fun singing "Mary Had a Little Lamb."
Now since we were learning about climates yesterday I felt these two stories may be good for today. Katy and the Big Snow is learning how to read maps. There is only one part in Grandma's book (4) that we can use with this story. Its Focus is reading picture maps. It is written by Virginia Lee Burton, Houghton Mifflin 1971.
The summary says," After a heavy snow, Katy--a crawler tractor--plows out the streets of the city of Geoppolis so that basic services can get back into operation.
For Preparation: parents make copies of the map in the book on pages 6-7 for the children they home school through Grandma's Home Education Program. As you go to read the title and show the book, point out the initials(K.T.), on the bulldozer/snowplow, and explain that they stand for crawler tractor(with the initial k standing for the ?k? sound in crawler.) Have the children say the /k/ and /t/ together to figure out how Katy got her name.
As You Read is the only part we are going to cover. Encourage the children "to get information from small pictures by discussing and reading the picture-frames on pages 1-5. For example, ask the children to (1) figure out how the pictures of 55 horses on page 1 help them to understand how strong Katy is; (2) decide which signs and machines on pages 4-5 they have seen in their communitiy and how these signs and machines help traffic flow.
To direct reading, distribute the copies before you discuss pages 6-7 and use the map for informal games as the reading progresses. Here are some sample map-reading games:
1. Pages 6-7: play a brief warm-up game in which (1) students say"Katy goes to 17, the freight yard. Find 17, the freight yard, on the map."
2. Pages 18-32:Ask students to refer to their copies of the picture map to find the placesnamed:Police Department(3); Post Office (10); Railway Station(19); Telephone Company (21); Electric Company (20); Water Department (24); Hospital (26); Fire Department (27). You might also ask the children to decide which numeral (31, after 30, the Piggery) should indicate the airport, which is shown at the top of the map but has no numeral there. Have students write 31 in the appropriate place on their copies of the picture map.
3. Pages 34-35: Encourage the children to collate their maps with the pictures so that they can name some of the places shown in the illustration.
To guide reading, use "what-how" questions throughout to get at cause-and-effect. Make a circle diagram of the major points, with the children filling in the circles as they listen to the story."
What Happens? How does It
These things filled in the circles: A heavy snow falls.; All the roads are blocked.; Katy plows the roads.;Traffic can move.; The doctor can get to a sick person; The sick person gets well.
The next two steps have to do with pretend compasses and I feel the children should have an activity with a real compass.
the next activity is in Literature
1. Cause and Effect-In rerading page 15 of the story and discussing why things came to a standstill in Geoppolis. Chart If and Then to help the children think about what might have happened if Katy had not been there to save the day.
The mail can't go through people don't get their letters
Fire engines can't move buildings burn down
Electric wires fall down houses have no lights
2. Picture-map Settings-suggests using this map method with other stories that may fit as Winnie the Pooh. Ones that could have a map setting.
As part of Creative Writing:
The children could pretend they lived in Katy's town of Geoppolis and write her a thank-you note. Or someone special in your own town that makes sure your roads are taken care of.
There is to activity pages but they involve a lot of drawing, I can not do on the computer.
A second book for today is called The Little House. It has things in book (4) and in book (185) for this story for the children to do. Book (185) tell something about the author: Virginia Lee Burton (1909-1968) She was born in Newton Centre Massachusetts on August 30. In 1931, she married George Demetrios, a sculptor and teacher. They had two sons Aristides and Michael. Her first book "Jonnifer Lint," was turned down by 13 publishers. Her son, Aris, 3 then fell asleep as she read it. From then on she worked with her two sons to adjust her stories to capture their interest. With their help she was able to write and illustrate the classics Mike Mulligan and His Steam Shovel(1939), Calico, the Wonder Horse (1941), and Katy and the Big Snow(1943). The Little House received the Caldecott Medal for the best-illustrated book for children in 1943 and the Lewis Carroll Shelf Award in 1959.
Story Summary- Tells how the little house is in the country on a happy hill. She can see the sun, moon, and stars. It can see the seasons change. She goes through many changes and then cars start driving by, then more houses appear, then more cars, street lamps, apartment houses, trolley cars, and subway trains! She had dreamed of going to the city but the city has come to her. Everybody and everything moves too fast. The little house huddles between two giant skyscrapers, Her pink paint peeling, her shutters crooked, and her windows broken.
Then the great-great-granddaughter of the man who built the little House passes by with her husband and recognizes her. She loads her on a truck and takes her back to the country again where she can see the sun, moon, and stars and watch the seasons come and go. She is happy again.
(a little note here to real estate investors or a family wanting to make money on a house. This is just the kind of houses you should look for. Especially if they are in a neighborhood that has a richer or better appearance than some. Sometimes a small towns has houses like these mixed in with newer ones which they can have a lot of potental for fixing them up and gaining in money. Grandma also has some connections if they are still there to find houses that people can purchase and fix-up. I will be looking again soon.)
Because we already started our own cities last month, we will not do the Social study activity book (4) has listed. We will think about all the changes you had made on yours since you started and think about one of those houses having all kinds of changes around it and how it might begin to tear down and need repairs. We will do the activity in book 185 of Something Old, Something New only Grandma feels you can just make a list of various things we have not only the new modern version of but the old versions, some antiques. Talk to someone who has seen things change through the years.
As part of Literature and Writing:
Comprehension- Using their own words the children could finish the following sentences. Maybe they can find a pretty picture of a country house on a hill to cut out and paste on the page. On the back they could make a comic strip about the Little House. On another sheet for one in book(185) to draw a big house and pictures of the changing scenes and seasons through the windows.:
If Houses Could Talk
1. _________________________________________________________used to grow here.
2. ___________________________________________________________used to play here.
3. At night, I could see________________________________________________________________.
4. In the spring, I watched______________________________________________________________
5. In the Summer, I watched____________________________________________________________
6. In the fal, I watched_________________________________________________________________
7. In the winter, I watched______________________________________________________________
(write something the little house might say to a big apartment building.
Vocabulary: Adjectives(this is done on a drawn big house with the hills behind it and flowers in front)
Say it with Feeling
The Little House seems like a person because she has feelings. Complete each sentece with the word from the roof that describes how she feels.
surprised afraid glad
happy curious lonely
1. The Little House is very___________________________on the hill.
2. The Little House is __________________________about the city.
3. One day the Little House is________________________to see a
4. The Little House feels___________________________in the city.
5. At first, the Little House is__________________________ of being moved.
6. The little House is_____________________to be in the country again.
Think of tree other feeling words the house may have had.Try to put them in a sentence.
Here is one involving Story Structure: Sequence
Coming Down the Road
As time goes by, the Little house sees different things coming down the road. Write what she sees on the road in the order in which they appear in the story.
trolley cars trucks trains steam shovel horses cars
When you go outside, what do you see coming down the road?______________________________
Curious PlacesThe Little House is curious about the city and wonders what it would be like to live there. In what place, real or imaginar, would you like to live?
I would like to live......
Explain why you would like to live there.._____________________________________________
On the back draw a picture of this place.
Extended activities in both grandma's books include things we have already explored of different clocks, but book (4) recording changes that occur because of the seasons changing. Book (185) also suggests recording things they had in the beginning of times to what we have now in the new days.
For math it might be a good idea to work on the time telling some more.
As part of HIstory and Social Studies (185) suggested a time line which we already have started.
Be sure to do some Journal writing, work on your yearbook and newspaper.
Grandma is going to type lessons for Friday right now so they are done.