February 2012 Archives
Notes:
Each day in different teaching children. Today half the children really surprised me. They cleaned up before they had to and sat waiting for me to begin on the rug. The other half had to be reminded to sit, quietly, not touching a friend, not interrupting, and not holding a toy. I was trained as a teacher (albeit for 6 years of age and older) and have worked with students in grades K-12, but it is still hard. I have only four students and it is hard to keep them on task, focused, and following rules. They try, they do. They are never cruel or outright defiant. Just exuberant and excited. I have forgotten what it is like to be four. I wonder, is it right to encourage them to curb that passion--to listen? I know there are important things they need to learn. But I have to wonder if maybe I am too hard on them--especially River. I try to praise and discipline equally, but I can't always do the latter with a smile on my face. I remember my fourth grade teacher. A very no-nonsense teacher that everyone said was "mean". I really enjoyed her class. I liked that she could be harsh and stern. In fact, sitting here, I can still see the spider plant she gave me all those years ago. It's grown from a cutting to a full sized plant of its own. Amazing teachers, doing what they do, are a true blessing to the children they teach.
I've noticed some amazing improvements in the students' skills. I hear one student sounding out words quite often. Another is writing his name in lowercase letters. They are raising their hands more often and listening far better. It's hard to believe one of them will be starting kindergarten in the fall and the others only have one more year.
Music, Lesson One
Monday, February 27th
1. Circle Time
-Hello Song
-Calendar
·
Does
anyone know what month it is? What month is next?
·
Does
anyone know what day of the week it is?
·
Count
Days (Job)
·
Season
(Job)
·
Weather
(Job)
-Count days of
preschool (Job) *new ten bundle today so practice counting by tens and explain why ten ones=one bundle
-Review schedule
for the day
-Review letters (B, A, G, F, S, D, H, C, P, Th, O,
T, Y, U, M, Z, J, D, Ch, L)
· Have letters written on
cards. Review what is what, big/capital and little/lowercase and sounds
· Say letter and toss
ball to student. When they get the ball they must make the sound or have
students think of a word that starts with that letter.
-Introduce letter of the week (B) by making sound/
sharing picture with something letter starts with
· "Does anyone know what
letter that is?" Open the mystery bag and make letter sound (since B is a review letter)
- Talk about
what it looks like, what words start with it, and the sounds it makes.
- Can anyone
think of words that start with the letter B?
- Can anyone
write it in the air with their finger wand?
- Can everyone write it on the board
-Introduce Topic, Music (listening)
· Write
the word music on the board. What can the students tell me about music?
Write it all down and repeat it back to them.
- An
important part of music is listening. Let's see how well you can listen.
Play a clapping game. Have students listen. Did I clap fast or slow? Did I
clap a lot or a little? Can they copy my clapping? Were we making music?
- Sing and
play game "It's not hard I tell you so"
2.
Types of Music
- Clue: Read "Old King Cole" and "Hey Diddle Diddle". Can they guess today's topic? "There are
so many types of music. First I'm going to read a book about them and then
we'll listen to so types of music.
- Read, My
Family Play Music
- Listen to
some of the music types from the book: Country and Western, string quartet,
marching band, share video on stepping (making music just by stomping and clapping) rock & roll, jazz, swing/big band, bluegrass, polka,
pipe organ, bongos
- After each
song ask, "How does that music feel to you?" and "Does it make you want
to move?" and "What does it make you think of?"
2. Playing with sound
- Read: Violet's Music
- Activity: Playing with Names
- Clap syllables for everyone's names
- Increase and decrease the
volume
- Increase and decrease the
pitch
- "We said the same names over and over again, but they sounded
different. When make sounds with our voices or with instruments, we
created little waves in the air around us. These waves are what we hear
with our ears. Now imagine you are in the bathtub and you splash the
water gently. Does that make a big wave or a little wave? What about if
you jumped in with you whole body? Does that make a big wave or a little
wave. Sound is the same way but the waves are in the air."
- Let's play with sound in science.
3. Science
1.
Different size
cans and glasses make different noises.
a.
Have students
try making noises using different sized cans and glasses.
b.
What things
can they learn?
2.
Fill glasses
with water and rub wet finger around rim. Pit in different amounts of water to
change pitch and/or blow in soda bottles of varying sizes.
4. Snack
(drumsticks made from pretzel sticks and marshmellows!)
5. Read & Games
· Read: Banjo Granny
- Skate to
Music: Swan Lake and Flight of the Bumblebee
- Does the
music make you want to go fast or slow?
- Play
musical chairs
- Read: Mole
Music
- Sing and
act out: The ants go marching
6. Math
· Review letters/counting
- Worksheet: Count music notes, try to write number of notes (10) and try to spell (10) by sounding out as a group.
7. Craft
·
Paper plate shaker (with rice and streamers)
8. Conclusion
· Review what learned Have them shake
their shaker if they know the answer
- Homework: subtraction using pictures of instruments
- Goodbye Song!
Notes:
Wow, we were busy today.
I began class by implementing a new rule. Children would get one verbal warning for not listening, moving off their circle or touching a friend, a verbal warning would be followed by a red card. A third offense would mean time-out away from the group for one minute. I actually placed a chair in a far corner and showed them where they would sit. Maybe due to these new rules, the children were very focused today. I had to warn students a few times for talking when I was and/or looking at or touching a friend. Only River got a red card for refusing to sit back at the table when warned. No one had to go in time-out.
They have become so good at raising their hands, except it is so hard for them to stop sharing when we need to move on. I tried to provide a few instances where everyone got to share but still had to tell them that this was listening time and not talking time on a few occasions. It's hard for them. Their little minds are bright and quick as birds. Their thoughts are all over and they have grown so much in their ability to express those thoughts. They can't help but blurt them out sometimes!
One child brought up a hurt finger (totally off topic). Another child then wondered out loud how his friend hurt his finger. My favorite is when I ask them if they have any questions and all the little hands shoot up. Yet, when I call a name--the child either doesn't remember what he was going to ask or never had a question at all! I have to say, "Let me come back to you. Maybe you will remember your question in a bit." This happened all the time in kindergarten and first grade classrooms. It's still adorable.
The children's favorite art project was the abstract art. I suppose because of the freedom. They spent a lot of time on this project discussing what they were doing and chatting peacefully around the table. I sometimes wish I could just pull up a chair and join in!
Whenever I write lessons I have to ask myself what I want students to walk away having learned and experienced. My goal was that they would gain confidence in creating and learn that their was no wrong way to create art. So I really stressed that art could be weird, that it was only made of lines and colors (which they were all sure they could make very well) and that anything at all could be art. When students never once complained that "I can't" or "I don't know how", it felt great. When at the end a few repeated my main goals for their sentence strips of what they learned--I almost gave a fist pump.
I can only hope that I helped to nurture their creativity and aided them in gaining confidence that, yes they can do it!
Art, Lesson Two
Wednesday, February 8th
1. Circle Time
-Hello Song
-Calendar
·
Does
anyone know what month it is?
·
Does
anyone know what day of the week it is?
·
Count
Days (Job)
·
Season
(Job)
·
Weather
(Job)
-Count days of
preschool (Job)
-Review schedule
for the day--talk about art show and art museum visit.
-Review letter A and Topic
·
Look at color wheel and discuss. Review
primary and secondary colors.
·
Read: Artist Cat--art show
·
Read: Art
·
Read: I Spy Shapes in Art
2. Song
· Itsy Bitsy Spider
· Who Stole the Cookie
from the Cookie Jar
3. Pointillism
·
Read: Katie's Sunday Afternoon
·
Make miniature pointillism paintings
using permanent markers.
4. Snack
- Puzzle while wait for snack
5. Read and Math (No time for math, had to cut it)
· Read: Art and Max
Math: Review NumbersCounting Sheet
6. Still Life (Instead of still life, I had them make contemporary art arrangements with their three objects since I knew we'd be short on time. They also had to title it. I'm afraid I don't have a picture of these things because I forgot to put my memory card back in my camera and the children took their toys before they left. Titles were, "A things and a C", "Hanging Upside-down", "Gym" and "Tools.")
·
What is it? What does it look like?
(examples)
·
Have students take out three things and
arrange them in front of them on the table. Then have them draw them and title
it.
7. Read
· Read: Look! Look! Look!
8.
Dali
- Who was he?
What did he draw? (look)
- Have
students cut out silly things from magazines to make their own weird
collages.
- Have
student dictate sentence as they work for sentence strip of what they
learned this week.
8. Summary/Conclusion
· Set up for art show.
Talk about art museum visit.
· Homework handout--patterns
·
Goodbye Song!
·
Art show when moms arrive.
Preschool Art Show!
(cardboard art display was set up on the table for viewing and one students was absent from Monday's class)
Sideways buildings floating in the sky, giant watches towering over a panda bear, trains and cars on the same track, and a giant hand attacking a building.
Notes:
The little boys were a bit wild today, but we still had a lot of fun learning about art. I think the next big thing we need to work on is discipline--indoor vs outdoor voices and play. I also noticed that two of the children like to team up on a third. I really need to pay attention to them during their play time to help guide them towards fair and appropriate indoor behaviors.
Their letter recognition is about 99% and their letter sounds are about 95%. A lot higher than the start of the year. It's amazing how quickly they learn!
Either River is a bit behind (being the second youngest of the group and the youngest present today) or he isn't as confident. When talking about rhyming words, he was not calling out and just listening. I think I will work with him solo and see how he is doing with that skill.
Really looking forward to our art show on Wednesday and our Art Museum field trip on Friday!
Art, Lesson One
Monday, February 6th
1. Circle Time
-Hello Song
-Calendar
·
Does
anyone know what month it is?
·
Does
anyone know what day of the week it is?
·
Count
Days (Job)
·
Season
(Job)
·
Weather
(Job)
-Count days of
preschool (Job)
-Review schedule
for the day
-Review letters (B, A, G, F, S, D, H, C, P, Th, O,
T, Y, U, M, Z, J, D, Ch)
· Have letters written on
cards. Review what is what, big/capital and little/lowercase and sounds
· Say letter and toss
ball to student. When they get the ball they must make the sound or have
students think of a word that starts with that letter.
-Introduce letter of the week (A) by making sound.
· Since the letter A is a review, I put pictures of A things into the bag and had them tell me the letter.
Introduce Topic, ART
· Can
anyone tell me what art is?
- Did you
know that art has been around a long time? As long as there have been
people, there has been art.
- Look at the
Big Art Book and discuss. Talk about how we are looking back
through time to all these different types of art.
- What do
they think about the art?
- What does
it look like?
- Art comes
from all around the world! Using map for reference look at photos is book Where
in the World.
- Art is made
up of lines and color. Read: Lines that Wiggle
2. Colors/Science
Mini-pallets I made of a cut up pizza box. We used cotton swabs as paintbrushes to mix our colors.
- Show
students an easel and paint brushes. "These are a few of the tools artists
use to make art. What else will we need to use to make art with these
tools?" (paint, something to paint on"
- Get primary
paints. Talk about primary colors and how all other colors come from them.
Talk about black and white. Black is made from all colors, white from
absence of color.
- Do art
project: give each child cardboard easel and brushes. Give each child primary
colors on their palette.
- Then have
them mix, blue and yellow: what happens? Red and blue, what happens? Red
and orange, what happens?
- Talk about
secondary colors.
- What do
they think will happen if they mix white into a color? Have them try it
with any primary color. Do the same for black.
- What do
they think will happen if they mix white or black into a secondary color?
3.
Read & Song
·
Read/Sing:
There was an old man who painted a sky
·
Who thinks
they don't know how to make art? This book is about a girl who thinks she can't
make art. But guess what? Anyone can make art!
·
Read: The
dot
4. Snack
(make art with your snack)
5. Read & Games
· Read: Magpie Magic
- Rhyming game with Magpie: have the following words, plus some words that do not rhyme, stuck to the wall with tape: art, fart, bart, dart, hart, start, tart, mart. The magpie will steal the words from us if they do not rhyme and we want to keep the rhyming words! Have children take turns picking if the words rhyme or not.
- Make an "A"
out of popsicle sticks, Make an "a" out of yarn. (have students try to
make A's out of these different materials.
6. Abstract art
· What is it. Show an
example
- String
Magic Project: Have students cover string with glue and then randomly lay
it down on paper. Tomorrow we will color in the gaps between the string
for out abstract art.
- Marble
Painting! (Place marble in paint and put in box lines at bottom with
paper. Have students move box back and forth.
7. Photography
· What is it? Show
examples.
- Portrait and landscape. Show example.
- Have children take portraits of their friends (I let them choose costume hats/masks to make this exciting!) Photos will be printed at Walmart's one-hour so we will have them for our art show and then students can take home the photo of themselves.
8. Conclusion
· Review what learned
- Read: The Art Box
- Homework:
Letter A Review (instead of A thing for show and tell. Have students bring
three small things to draw in a still life tomorrow)
· Goodbye Song!
What this means is my mind wakes up while my body is still in REM sleep. Occurrences like this are what inspired the idea of Incubi! Many people hear noises like I did, even the same ones: seashell sound/rushing water, ringing, and buzzing like bees. Hallucinations can go along with sleep paralysis, but I haven't had any of those. One guy who wrote about his occurrences said he could ward it off (which I have done 2 times last week) but that it made the next one more extreme. Next time I will just go with it. It also tends to run in families.
I visited my Dad this weekend and he said it happens to him all the time.
