30.5.12

THE EVOLUTION of CALPURNIA TATE by Jacqueline Kelly


Summer 1899. Calpurnia is 11 years old, the middle girl born between 6 brothers.

We are in Texas, a few decades after the Civil War. 

Calpurnia's father owns a big important cotton gin and behind her house there are the old slave quarters, out past her Grandad's laboratory, a place where the old man spends his time trying to distill pecans. 

A couple of black women work in the house to help Calpurnia's mother to keep it.

Calpurnia likes nature and she is a smart girl who writes interesting questions down in her red covered notebook. 

One day she decides to borrow 'The Origin of Species', the brand-new book written by Charles Darwin, from the public library. Unfortunately times were still green for a scientific theory of evolution and she only gets a disappointed reproach from the librarian.

To fully explain the historical period, we can say that the 'wind machine', a ventilator, was a revolutionary new invention. Later on, we'll find the 'Bell Telephone Company'  installing the first telephone office in town, the fizzy  Coca Cola appealing to children at the Fentress fair together with the just-released first auto-mobile!!!

So, surrounded by this period of great changes, Calpurnia  gets home and, there, she is lent a copy of the Darwin's book by her own grandaddy: it's  the starting point of an exciting scientific collaboration and friendship. 

Their summer suddenly becomes much more interesting: she follows her teacher along the river banks to collect specimens and observe bacteria through a microscope. She develops her own scientific researches and keeps writing interesting questions in her notebook.

In other words she discovers what Science is.

But her mother has a different plan for her only daughter, so Calpurnia has also to learn a different kind of science, less amusing to her: housewifery. 

She must take classes of piano, cooking and tatting to prepare herself for her coming out in society to find, one day, a husband to build her own family and keep her own house.

The book tells of months of intense personal inner growth and struggle for our young heroine. 

Otherwise 1900 finally arrives. It's the beginning of a new century loaded with unexpected events, and promises for a future that definitively breaks from ancient lways.

It's a hopeful future for Calpurnia too. 

I loved this book, first of all, because it evoked my long summers off from school when I used to spend my time scampering around outside my house observing nature and its wonders. Curiosity has always  linked children all over the world and observation is the secret 'to see things you've never noticed before'.

It's fascinating how Calpurnia gets every day more conscious about the contrast between what she would like to be and, on the other hand, what society wants her to be. 

A second reason to love this book is the detailed portrait of the American culture during the late 19th Century which is slowly stepping into modern times.

It clearly shows the divergent points of view among religious people and those who were embracing science.

Finally I've been captivated because it gives an historical perspective to what we just study as 'science' at school. It makes visible that theories, like the evolution,  presented in our books aren't there just because someone one day decided that they were true and globally accepted. 

Quite the opposite! Science had to struggle with old ways of thinking. Actually every renewal, personal or social, requires time, enthusiasm and faith, as Calpurnia's experience suggests.

To work with your class:

22.5.12

BIZZY BEE and the FLOWERS by Jill Warren


This is the story of a bumblebee, Bizzy, who begins his journey to make this world a better place. But, like in real life, things are more difficult than we expect and he has to struggle to end each day feeling satisfied and rest easy.

The first day of his life he meets some unfriendly Flowers. First a selfish Sunflower, then a domineering Rock which protects a bland Dandelion and, finally, a wary rosebush which is still too scared by a previous negative experience.




At the end of his working day our bee is pretty tired and looking for a place to sleep.

Fortunately, a nice, wise Daisy welcomes him and lets him rest protected by her soft petals.

Bizzy's tale is a metaphor of relationships among people. 

Sometimes you'll meet a showy Sunflower who spends his life waiting for something better.

Occasionally you'll have to decode a timid Dandelion with no personality of his own, victim of a supposed friend who makes his decisions for him.

Quite often you'll listen to a Rosebush saying he is way too scared of being hurt again and you'll realize how impossible it is to be part of his life.

So this book is about consciousness of oneself, capacity to recognize other people 's problems and be strong enough to keep looking for real friends, someone who will suit you. It tells us that, exactly like Bizzy, it's better to move on instead of wasting time trying to make happy someone who doesn't appreciate your effort and even makes you feel bad about what you are.

As en ESL teacher I would read this book to a class of pre-teen and early-teenagers, the stage of life when they start to get involved more deeply in relationships with their mates. This book could be a good excuse for a class debate about these topics.






More Books
The Lorax and Little Blue and Little Yellow

18.5.12

Lesson Plan: Clothes and More - Part 3



USING VOCABULARY

TIME THE CHAIN
Make a circle with your young learners. Give each kid a flashcard. They have to show it inside the circle. In a chain they will have to say "I'm wearing…" the piece of cloth shown on the card they have. 

Time the entire process and tell them with emphasis how many seconds it took and then something like: "Let's see if we can go faster!" 

Every child has to pass clockwise his card to the next one and repeat the chain. Again time the process and tell them the seconds it lasted (of course, less than the previous time).

Three chains will be enough. Then they'll loose interest and concentration. Celebrate the last performance and step into another activity.


WHAT ARE YOU WEARING?
This game is based on children's natural desire to possess the more cards as possible.
Place all the flashcards on the floor, call out the pupils one by one. They have to choose a card, but to get it they must  say "I'm wearing…" the garments present on the card. 

14.5.12

CIRCLE GAMES - The Shoe Behind You


Introducing Time Expressions

My Spanish students know a circle game called "La zapatilla por detrás".
I persuaded them to play it in English introducing some little changes to the original one and I made the most of it to teach the next concept for my classes: Time.


This is how it works:

- Arrange your class in a circle. Everyone is sitting on the floor except for one of them, who stands holding a shoe in his/her hand. 
Let's call him Carlos, to simplify.

- Carlos starts walking around the circle with the shoe while the class is singing a chant. I personally chose " The itsy bitsy spider" because it was a little difficult for them to learn and this way they have already sung it about 100 times!

- At the end of the chant they ask Carlos: " What time are you coming, daddy?"
If it was a girl they would say " What time are you coming, mummy?" 

- Carlos answers: "at 8 o' clock", for example, and the kids in the circle start counting until 8 while pretending to be asleep. At the same time Carlos is walking around them to decide who he is going to drop the shoe behind.

- Once the counting time is done, the kid who finds the shoe behind his back has to stand up and try to catch Carlos chasing him around the circle.
Carlos in the meantime will run away to take the place of his chaser. 

- If Carlos gets the seat before being caught then it will be the chaser's turn to walk around the circle and drop the shoe. 

There are a couple of rules in this game that will help to keep it under control:

1st: Don't let them run freely in the classroom. They have to run strictly around the circle. This way they won't hurt themselves or break something.

2nd: The pupil who is being chased has to complete two circles before trying to sit.
This way it'll be more challenging and engaging.

I hope you have a good time!

---> Quiero leer este post en español.

Lucy dedicates a lot of time and love to thinking about and writing the posts she shares with all of you. Because she believes that a better teaching is the key for a better future. If you find any help, value or joy in this blog, please consider becoming a supporting reader. A donation, in any amount, will be gratefully accepted. 


                                                   




 

10.5.12

Lesson Plan: Clothes and More - Part 2


 FIXING VOCABULARY

-YES / NO game
Arrange your class in two lines, that will start behind a line drawn with chalk on the floor. Calculate approximately 1,5 / 2 meters from that line and write the words YES  AND NO on the floor, near you.

Start showing a flashcard of shoes (for example) and say: " This is a pair of SHOES  / I'm wearing SHOES" . The first two kids of the lines will have to run toward the word YES. The first who arrives on the YES gains 1 point for his team.

Then show another card with a skirt (for example) and say: "This is a SWEATER! / I'm wearing a SWEATER" . The first who arrives on the word NO will get the point. 

Make the most of it asking what it is really shown on the flashcard and give him a second point!

P.S. Initially you'll notice that someone might get confused about what to do. They will jump on YES if they are really wearing the indicated garment, explain the rules again and keep playing, they'll soon correct the performance.

O O O O O O O          YES
 
O O O O O O O           NO

More Games:
Clothes - part 1  and Clothes - part 3 

WEAR or CARRY?
Wear or Carry - Tiles


8.5.12

Trying a Reading and Math program - K5

K5 Learning has an online reading and math program for kindergarten to grade 5 students.  I've been given a 6 week free trial to test and write a review of their program.  If you are a blogger, you may want to check out their open invitation to write an online learning review of their program.





6.5.12

Months of the Year - Song



How do you teach your Pre-K students the months of the year? 
They can't read or write so what about teaching them a nice song?

Here you can find a couple of them very easy to learn and teach. 
(Jazz Version)

(Rock Version)

To make it easier: clap your hands to keep the rhythm.

I usually repeat the first verse several times, during the first class.
The next class, I repeat the first verse again and introduce the second one.
Again, I repeat both several times. 
The third class, I sing the first 2 verses and, finally, teach the last verse.

Once you have taught  the whole song, repeat it many times, during coloring activities for example, to keep your children from chatting in their native language.

They will be singing it in a couple of weeks.


More Fun Activities:
The S Game and The Shoe Behind You

2.5.12

Lesson Plan: Clothes and more - Part 1


In my experience children are usually more interested in food than in clothes. 
To teach them  how to say what they are wearing is the 'mission impossible' of pre-school teachers.
That is why I'm going to tell you some games related to it that will make it easier.

1 - Let's start with VOCABULARY INTRODUCTION games.

- THE TREASURE CHEST, part 1:
If you have a basket, a chest or a simple box in your classroom don't be afraid to fill it up with all kinds of clothes. Ask your students' parents to bring old garments and costumes left at the bottom of their children's closets. Then take your time and let pupils go digging in the box to choose their favorite outfit. 

In this first phase you will only ask them, after they have got dressed up: " What are you wearing?". Certainly they aren't going to know, so you will tell them and make them repeat the words you have said.

- JUMP!
I have a little step in my classroom next to the wall and I used it to facilitate the learning process. I made my students line up on the step, in front of me. Then I showed them clothes on flashcards, one by one, saying: "I'm wearing trousers!" If they really were wearing trousers they had to jump down off the step. 
They loved it!!!

After a couple of times you can say only the first part of the sentence: "I'm wearing…" and let them finish the sentence with the name of the picture shown, while jumping. 

Great results achieved!!!

P.S. If you don't have a step in your classroom they can jump anyway, for example inside or outside a circle drawn on the floor.

- THE TREASURE CHEST, part 2:
During this second time, after the jump game, you will lead the dress up game asking them what they want to wear. It will be a good way to activate their memory and have them making an effort.

More Games:
Clothes part 2 and Clothes part 3 

WEAR or CARRY?
Wear or Carry - Tiles