Day 128
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Home Educaton Program

Day 128

Good Morning Folks! I hope life is well. Remember tasks, Childrobotics, Physical Education, Language, writing and Journal, Yearbooks, Family scrapbooks,  and Newspapers. Today Grandma will cover March 28th and 29th in the Calendar along with the rest of the activities for The Girl Who Loved Wild Horses. Then she will give whatever else she can stay up to give you. 
March 28th of the Calendar History:
This is kind of a funny day. It is Teacher's Day in Czechoslovakia. In 1592 Jan Amos Komensky, Czech educational reformer was born. Book (1) says, "In 1658, Jan Amos Komenshy's Visble World of Pictures--the first book just for children--was published. This pocket-sized book, filled with woodcut illustrations, helped young readers remember words by looking at pictures. Czech children honor Komenshky's birthday by giving their teachers flowers and gifts. What U.S.-born author would your students select for a class Teacher's Day?"
Then in 1924 Byrd Baylor, children author, was born. Book (1) says under Rock-y writing, "Author Byrd Baylor explains how to choose a rock in her book Everybody Needs a Rock. After reading her story aloud, ask each of your (children) to bring in a stone small enough to fit in their hands. Have the children close their eyes as they hold their rocks, then complete the sentence; "My stone feels like__________." Children can also wrote poems about the creation of their rocks. For example:
     Maybe my rock
     Rolled down the road for me
     Or tumbled in a stream
     To the sea.
Events for this day include one in 1787 in which Pennsylvania elected Ben Franklin as a delegate to the Constitutional Convention in Philadelphia; Then in 1797 Nathanial Briggs was granted a patent for a washing machine; In 1895 Construction of America's First Subway System began in Boston, Mass.
Moving onto March 29 it appears as an odd day to Grandma also, yet they are both very special. In 1790 John Tyler, 10th president of the United States, was born. Book (1) says, "Tell Your (children) that John Tyler was the first vice president to assume the presidency because of the death of the president. He took over the office from Benjamin Harrison, who died just 1 month after being inaugurated. Under what circumstances have other vice presidents assumed the duties of the highest office in the land?" Then in 1956 Kurt Thomas, American gymnast, was born.
The first event happened in 1848 when Ice jams on Lake Erie stopped Niagara Falls for 30 hours. In 1858 Hyman W. Lipman patented the Pencil with an Attached Eraser. Book (1) says, "How important is an eraser? Have your (children) keep track of how many times in a day they use one. They can also write silly poems honoring this handy invention." Then in 1867 The Dominion of Canada was created. In 1886 Coca-Cola was invented by druggist John S. Pemberton. Book (1) says, "When John S. Pemberton concocted a syrup of coca leaves and kola nut extract, he thought he was inventing a medicine. He added other ingredients--sugar, caramel, lime juice, nutmeg, cinnamon, and vanilla--to cover up the bitter taste. A teaspoon of this "Nerve and Tonic Stimulant," was supposed to cure headaches and stomachaches. Can your students think of other products or inventions whose primary uses were unintended?"(Coca-Cola has come through a lot of things, Sugar being pops greatest ingredient and it holding 16 teaspoons of sugar Coca-Cola definitely has had their hands full trying to make it better. I do hope they accomplish it. However, the word is that aspartame was not the answer. I guess they had to take some off the shelf and some people have gotten very sick with it.) It is also Vietnam Veterans Day. These veterans deserve whatever is offered. Vietnam's war was not easy and things have not always been fair for veterans so people should be conscious of their needs. (Grandma is going to note here that one assignment in High School for Grandma was to study articles in the newspaper and pick a topic of interest. One of those happen to be something about the Native Americans that Grandma learned a lot about. This could be a very good assignment for one of your older children, one well worth it.)Grandma is going to move onto the activities again for the book The Girl Who Loved Wild Horses and some games the Native American children played.
For yesterday Book (184) had sheets to do and some Art work. It carries on the art work along with Oral Language activities. This part is called ""Let's Hear it for Horses" To develop (children's) appreciation of horses, have them create these artistic ones.
Horse Puppets. After students make these puppet heads, invite them to retell Paul Goble's story from the point of view of one of the horses.
                                                           You need:
            plastic foam cups                                    colored construction paper
  scissors                      colored markers                                          glue               yarn
  1. Provide each (child) with a plastic foam cup. Help students make a hole in the side of the cup large enough to stick a finger through.
  2. Next have (the children) cut out ears from construction paper and show them where to glue the ears to the cup (the finger hole should be at the bottom).
  3. Let (the children) draw eyes, nostrils, and a mouth on the cup... .
  4. Finally, show (the children) how to make a mane. Loop a piece of yarn around your fingers" weaving in and out and then looping back in and out of the opposite direction that is having the yarn come on the front of the first finger(index finger), then in behind the middle finger, in front on the ring finger, behind the little finger and then looped back across the front of the little finger, in behind the ring finger, in front of the middle finger and behind the index finger. Bring the end of the yarn under the yarn behind the middle finger then through the loop around the little finger. "Cut the ends. Glue the yarn onto the cup with the fringe between the horse's ears.
  5. To use their puppets, tell (the children) to stick their index fingers in the hole and then let the horses speak for themselves. Set aside time for the puppets to perform.
Stallion Statues- These simple stand-up horses are easy to make and can be used as toys, for table decorations, or as puppets to act out the story.
                                                               You need:
  plastic foam trays                scissors                  colored markers                       pencils
  1. Collect two clean plastic foam meat or vegetable trays per child.
  2. "Show (the children) how to sketch the body of a horse on one tray with a pencil. On the second tray show students how to draw two sets of" attached legs from the front view like letter M's.
  3. Let them color spots on them with markers.
  4. "Have (the children) cut out the body and legs. Then demonstrate how to set the body into the slits at the top of the legs to make the horse stand. As an alternative, (the children) can also use wooden spring clothespins for their horses' legs or oak tag or cardboard for their bodies.
More Horses Set up a reading corner in your classroom devoted to horses, enhanced by posters or pictures cut from magazines. In addition to The Girl Who Loved Wild Horses you might display the following titles:
  • Fritz and the Beautiful Horses by Jan Brett
  • Flip and the Morning by Wesley Dennis
  • Wild Horses of the Red Desert by Glen Rounds
  • Song of the Horse by Marcia Sewall
Invite horse fans to contribute other materials to the display. Encourage (the children) to tell the class about other books they have read on the subject."
These next activities have to do with Cooperative Learning/Listening/Speaking
"These lively games will help work off excess energy. Play them on a playground or in (a large space.)
Capture the Horse Remind students that the hunters were not able to capture the mighty stallion with their ropes. Then challenge the class to see who can rope a "horse." Make several lassos from clothesline and set up some chairs or trash baskets as horses. Let (the children) practice tossing the lassos. Then if they have others to practice with they can have fun taking turns and seeing who can lasso the most horses. They can back further away once they conquer the lasso.
Horsing Around-This is a version of the "Red Light, Green Light" for a group of neighborhood children or something. Before starting, have students work out a specific horse step for each of these terms: walk, trot, gallop, canter, buck. Then choose one player to be "It."" "It" stands with their back to the other children and the children at the other end of the play area. As "it" names one child to do a step toward "It's" end of the play area, the other horses try to make steps forward also until "It" turns around. Whoever, It catches moving except the person she called must go back to the side. (Grandma thinks it could be better if all the horses move when "It" calls a step and any horse that is still moving must go back when "It" turns around) This continues till one horse reaches the side of "It" then they become "It" and it is repeated. Next is
Body Language-"Remind (the children) that the stallion was mighty and proud. Then ask (the children) to express these attributes using only body language. Ask guiding questions, such as: How does someone who is mighty and proud stand? Walk? Run? Then invite everyone to pantomime these actions of the various characters in the story:
  • The stallion is being hunted. How does he fight?
  • The girl is captured. How does she feel?
  • The storm is fierce. How do the horses act?
  • The parents are happy to see their daughter again. How do they show it?"
Next there are some Extended Activities to Summarize and make Curriculum Connections
"The Story Line As a summarizing activity, write the following events (down) out of order or on strips of paper, and ask volunteers to number the sentences so they are in the correct sequence.
  1. The girl falls asleep on a hot day.
  2. A storm comes up.
  3. The horses gallop away in fear.
  4. The girl and the horses are far away.
  5. The girl meets the stallion.
  6. The hunters capture the girl.
  7. The girl's parents let her return to the stallion.
  8. The girl gives a colt to her parents.
  9. The girl is never seen again.
  10. The hunters see a mare with the wild stallion."
Reading More by Goble-Other stories include Buffalo Woman, Star Boy, The Great Race, Iktomi and the Boulder, and The Gift of the Sacred Dog which we will cover next week.
"Social Studies: Real Wild Horses-Figures may have changed since Grandma's book was published therefore she cannot give you an exact amount of recorded wild horses today, particularly in Nevada. However, a 1971 Congressional act protects these animals as "living symbols of the historic and pioneer spirit of the West." However, in recent years this protection has been so successful that the land on which the horses roam can no longer sustain such large herds. As a result, the fate of the wild horses is in jeopardy. The federal Bureau of Land Management (BLM) runs an adoption program for the horses. Students interested in learning more about the program might write to the bureau at 1849 C street NW, Room 5600, Washington, D.C. 20240.
Social Studies: Comparing Cultures-This is just to learn about the various Natives and we have been doing that all along and there were plenty of videos blogged for you to learn from.
"Social Studies: What About the Buffalo? Remind (the children) that the girl's people hunt buffalo. Explain that these animals were very important to Indians of the plains. Ask interested volunteers to find out more about the buffalo, including answers to these questions:
  • Why were the buffalo important to the Indians? (the Indians used every part of the buffalo. They used the meat for food, the skins for tipis and clothing, and the bones for tools.)
  • Why did the Indians move from place to place? (They followed the buffalo herds across the plains.)
  • What happened to the buffalo? (White hunters killed too many of them, and the herds began to shrink.)"
Check into how prosperous the Buffalo have become today and read Carl Sandburg's poem, "Buffalo Dusk."
Now Grandma is going to give you game information that Native American children played out of her Book (15a). "Many games of Native Americans are simple in that they do not require elaborate game boards and only require a few rules. The materials needed to play the games are always things readily available in nature. Some games require the use of dice, but Native American dice are different from the dice we use. Native American dice are disks rather than cubes. They could be made of wood, pottery, bone, horn, shells, halved nutshells, fruit pits, etc. To toss the dice, tribes people might use a shallow basket, cup, or bowl. Some placed the dice in a container, tossed them up, and caught them again with the container. Others shook them with their hands or in the containers and tossed them on the ground. (Grandma saw a game they used to play in which a corn cob with feathers in the end were tossed through a hoop like a spear.)
Many Native American games are simple games of chance, meaning only luck is needed to win. Tribes people sometimes bet possessions such as blankets, pipes, beads, and horses on the flipping of a die. Native Americans also played games that required more skill. The women in the Kiowa and Wichita tribes played a game similar to Parcheesi brand, and the Aztec tribes played a game called Patolli, which is very similar to Backgammon. On the following pages are the descriptions of several games of chance. Some require a little bit of skill, but most rely heavily on luck. While reading through them, consider the chances of winning. With only luck will a player most often win or lose?
                                                                       Stick Games
Materials Needed:
50 small sticks(possible popcycle sticks)
  1. The Haida and Tlinglit Indians of eastern Canada played a game with eighteen sticks. Each stick had a different design carved into it. (they can also be marked with markers numbered) One player divided the set of sticks into bundles of nine each. The other player had to guess which bundle contained a stick holding a specific design.
  2. The Cree Indians, also of eastern Canada, played a similar game with twenty-five sticks. One player put the sticks into two bundles. The opponent had to guess which bundle contained an even number of sticks.
  3. Prairie tribesmen played a game with fifty sticks that required a little bit of skill. The play involved a player dropping the bundle of fifty sticks on the ground. Then the same player went back with a longer stick and tried to separate the sticks into two piles of twenty-five each by laying the longer stick among the smaller sticks without moving them. If he was successful, another player got the chance to try. The winner was the first player to earn fifty points.
                                                                  Stick-Dice Games
Stick-dice, game-playing pieces used like dice, are two-sided pieces of wood, bone, or horn. Sometimes the stick-dice were painted or had a design carved on one or both sides. The Wyandot and Ottawa tribes carved their sticks into bird shapes or other animal shapes.
To make stick-dice, you will need sticks threat are approximately the size of wooden craft sticks. You may have to cut pieces this size out of a larger stick. Round off the ends of each stick. Paint designs on either side or paint each side a different solid color. This will vary depending on the game for which you will be using them.
  1. The simplest game using stick-dice involved tossing a stick-dice and hoping they would land with the marked side up. Each time a toss resulted in the marked side up, the tosser earned a point. Earning twenty points classified a player as the winner.
  2. Pugasaing, another stick-dice game, is played with three stick-dice. Each of the stick-dice is painted red on one side and white on the other. The game is played by four people, two people on each team. Each team takes turns throwing the stick-dice. One team shakes the sticks in a basket and tosses them to the ground. The throwing team receives points depending on how their toss lands. A team earns three points if three white sides are showing, two points if three red sides are showing. Play continues until one team earns more than twenty points. That team is declared the winner. This game was probably the most popular stick-dice game among Native American tribes.
  3. The Pueblo, Pima, and other tribes of the Southwest played a game with many stones. First, they collected forty stones. They used these stones to create a large circle. After every ten stones, they left an opening. Each player also collected a small twig. A turn consisted of a player tossing the stick-dice and moving his or her twig around the circle according to how the stick-dice landed. If the twig landed on a space occupied by an opponent's twig, the opponent's twig was moved back to the beginning. The winner was the first person who made it around the circle and back to the starting point.
That all Grandma can do for now.

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