Author: Betty Turpin

Halloween, All Saints Day #1: Go Away, Big Green Monster!

Lesson Overview:

In this lesson students learn the modern classic Go Away, Big Green Monster! by Ed Emberley. Then, they design and draw their own monsters. My students love to scream “Go Away” as we take this monster down! Halloween has never been so much fun! If you don’t know Mr. Emberley’s work, you and your kids are in for a delightful surprise!

Lesson Plan:

Suggested Grades:

K-3

Objective:

To respond to Ed Emberley’s work by designing a monster and being able to tell it how to “Go Away!” using language patterns from the text.

Suggested Time:

40-45 minutes

Success Criteria:

Each student will successfully design his or her own monster, then draw a picture of the monster to fill a class display. Using the assignment, the student will be able to make his monster “Go Away.”

Lesson Outline:

1. Introduction:

Ask students whether monsters are real? (Answer: Of course not!) If monsters are only pretend, we can make them anything we want them to be. And, we can make them do anything we want them to do. We are in control, not the monster!!

Inform the children that, in today’s lesson, they will get to learn how to create a monster and how to take a monster away. Then they will design and draw their own monsters! The monsters will be used to create a special Halloween display.

2. Main:

Ask the children to use their imaginations to create the scariest monster EVER!! What does their monster look like? Have a few children share their ideas.

Share Go Away, Big Green Monster! by Ed Emberley. I typically overdo the sound effects and theatrics to get the kids wrapped up in the story. When you get to the “Go Away” parts, let the kids yell “Go Away” at the top of their lungs in order to send the monster away.

Once the monster has been sent away, ask if anyone wants to bring him back! If so, and if you want to go through the book again, let one of the students or a group of the students do the reading. The words are simple, predictable, and sparse. So, this is a great piece for choral reading.

After you are sure that the students understand the story, work with them for a few minutes on words that describe, or adjectives. Ask how you might describe teeth, hair, eyes, etc. What are colors that could be used? What are words that describe size?

If you believe that they need it, make a chart with some of these words. Kids who have a hard time with the assignment can come back to the chart and pick up a word related to size, color, or shape. The word chart will help you differentiate and accommodate EAL students.

Give the students enough time to complete the writing and drawing parts of the assignment. Hopefully they’ll give you some amazing monsters!

3. Conclusion:

Wrap up by having some of the children show off their monsters. Make sure that their names are on their work. If you have enough time, have the kids cut out their monsters. Mount them on backing paper and then use them to create a Halloween display in the library.

Resources:

Go Away, Big Green Monster! by Ed Emberley
Student assignment sheet (attached)
Colored pencils or markers
Pencils for completing the written portion of the assignment
Scissors for cutting out the monsters
Backing paper for the monster drawings

Notes:

This is one of the most fun lessons all year! The text is short and simple, but so cleverly designed. As soon as the kids realize that they are in charge, they will want to build the monster and take him apart over and over again! If you can only do one Halloween story a year, this is the one!

Recommended books for this lesson:

Go Away, Big Green Monster! by Ed Emberley

Key Terms:

Monsters, Halloween, Fear, Control, Power

Student Handout, Big Green Monster

Thanksgiving #1: Tony Sarg and Macy’s Thanksgiving Day Parade

Lesson Overview:

Where can inquiry lead? Why are we inquirers? Why do we have Units of Inquiry? What happens if we combine inquiry with creativity? This is the best lesson I’ve developed about the power of inquiry. Using Melissa Sweet’s brilliant Balloons Over Broadway, work with your students to think critically about inquiry and the value of inquiry. In some cases, inquiry can even lead to exciting celebrations!!

Lesson Plan:

Suggested Grades:

1-6 (This one has universal appeal)

Objective:

To understand that persistent inquiry can have surprising and wonderful results! (AASL 2.3.1, “Connect understanding to the real world.”)

Suggested Time:

40-45 minutes. However, two or three periods could be needed if you choose some of the holiday extension activities.

Success Criteria:

Each student will be able to retell the story of Tony Sarg and his habits of lifelong inquiry. Each student will also be able to explain Mr. Sarg’s contribution to modern parades, specifically the Macy’s Thanksgiving Day Parade in New York City.

Lesson Outline:

1. Introduction:

Ask the students a few of these thinking questions:

What was the last inquiry you made?
What action did you take on your most recent inquiry?
How long might an inquiry last?
How long does a unit of inquiry last?
Can you think of any inquiry that might last an entire school year?
Can you think of any inquiry that might last for more than one year?
Can you think of any inquiry that might help you do your chores?
Can you think of any inquiry that might change your life?
Can you think of any inquiry that might change how the world celebrates festivals?

Explain that today’s lesson is a true story about a little boy whose childhood inquiries led him to a profession and ultimately to a project that changed the world. We are all much better off because of this boy’s personal inquiry.

2. Main:

Show the children the cover of Balloons Over Broadway by Melissa Sweet. Ask whether they know what Broadway means or where it is. Ask what the man seems to be doing. Ask if they understand the word “marionette.” Ask what the strings in the man’s hands are leading to. “Picture Walk” the book’s cover to generate some interest and make predictions about the story. Ask the children to look and listen for evidence of inquiry as the story progresses.

Share Balloons Over Broadway with the class. The illustrations are rich, detailed, and colorful, so go slowly and carefully. As children find evidence of inquiry, capture some of their ideas on a flipchart or board at the front of the class. If you are working with older children, one of them can do the scribing/notetaking for the group. Evidence of inquiry includes:

As a child, Tony tried to figure out what made things move.
As a child, Tony devised a way to feed the chickens without getting out of bed!
Tony worked out a way to make marionettes’ movement very lifelike, so people wanted to see more of his puppets.
Tony designed and built new puppets and characters for a large, New York Department store.
Tony helped create the first street parade for Macy’s employees, most of whom were immigrants to the U.S.
Tony had to figure out how to replace the wild animals with something safer and less frightening – he inquired and came up with rubberized puppets (air-filled rubber bags) that moved on poles and were manipulated by people.
Tony figured out that if he filled the rubber bags with helium, they would rise higher so that more people could see them and they would be easier to handle. He tried his new idea in 1928 and it worked! Through persistent inquiry, Tony invented balloons that still fill the skies of New York City every Thanksgiving Day.

Show the children a few early pictures of the Macy’s Thanksgiving Day Parade. Photos from the 1920s can be found here: Macy’s Parade 1920s.

Show the children a few photos of Tony Sarg from the 1920s or 1930s. (Use Google Images or the Macy’s website. I find the website is not as easy to use as in previous years, so I would stick with Google Images for photos of Mr. Sarg.)

Show the children a short video about how balloons are designed and created today: Macy’s Balloon Design Studio

If you have time or wish to devote another class to this lesson, choose any of the art or Thanksgiving activities from the Activity Kit linked below.

3. Conclusion:

Remind students that the big idea from today’s lesson is that Tony Sarg was an inquirer. If he had not been curious, he would not have spent all those years playing with and building marionettes and puppets, and without that background he would not have been able to design the forerunners of today’s giant helium balloons. Challenge the students to keep inquiring – their inquiries will take lead to amazing discoveries, too!

Resources:

Balloons Over Broadway: The Ture Story of the Puppeteer of Macy’s Parade by Melissa Sweet.
Computer and projection/sound equipment for showing photos and videos.
Everything from your library collection on puppetry and marionettes.
Balloons Over Broadway Activity Kit from Houghton Mifflin Books for Children: Balloons Over Broadway Activity Kit
Balloons Over Broadway Discussion Guide for Educators: Balloons Over Broadway Discussion Guide
Video allowing students to visit the Macy’s Design Studios: Macy’s Balloon Design Studio
For older students, background information about Tony Sarg from the University of Connecticut: Tony Sarg from University of Connecticut
For older students, background information about Tony Sarg from the Smithsonian: Tony Sarg from the Smithsonian

Notes:

Everything I have seen written to support the award-winning Balloons Over Broadway by genius Melissa Sweet ties the book to Thanksgiving, puppetry and marionettes, or parades. From a PYP perspective, though, the book links best to the Learner Profile attribute of Inquirers. I like to teach this book as an example of lifelong inquiry and the unexpected and unimaginable outcomes when inquirers keep trying and keep creating

Recommended books for this lesson:

Balloons Over Broadway: The True Story of the Puppeteer of Macy’s Parade by Melissa Sweet.

Key Terms:

Sarg, Tony, Puppeteers, Thanksgiving Day, Inquiry, Inquirers

Christmas, St. Nikolaus, New Year #3: Good King Wenceslas

Lesson Overview:

In this holiday lesson, students will learn the old carol “Good King Wenceslas” by John Mason Neale. Many students are unfamiliar with the song, but it is a traditional carol that the students will enjoy learning and singing together.

Lesson Plan:

Suggested Grades:

4-5

Objective:

To teach the old, traditional Christmas carol, “Good King Wenceslas.”

Suggested Time:

30-40 minutes

Success Criteria:

Each student will be able to explain the story of King Wenceslas and sing the carol “Good King Wenceslas.”

Lesson Outline:

1. Introduction:

Ask the students to name some of their favorite Christmas carols. Ask them if they know the meanings of these songs. Ask what people typically do for one another at holiday time. (Make sure you get the idea of giving.)

Tell the kids that there was a song written over 160 years ago that talks about giving to the poor. It is a beautiful carol, but it takes a little bit of work to understand the lyrics. Today we will work on understanding the words, then learn to sing the carol together.

There will be no writing today!

2. Main:

Teach the lyrics to the carol “Good King Wenceslas.” Be sure to clarify any new vocabulary such as page, peasant, hither, monarch, etc. Do your best to find a copy of McCaughrean’s book, Wenceslas. Although you can teach the lesson without the text, the instruction will be much more effective with this book! The use of color and light is spectacular and the children will be captivated by it.

Once the kids have worked on understanding the vocabulary and understand the story, play the carol for them. The YouTube recording I have linked has the words on the screen. So, the students can sing along without having to refer to the handout.

Sing the hymn twice, having children take the part of the king and the page boy.

3. Conclusion:

Emphasize the last line of the carol, “You who now will bless the poor shall yourselves find blessing.” Ask the children what that means and how it connects to the Christmas season. Wish the children a happy, happy holiday!

Resources:

Choral recording of Good King Wenceslas, found here: https://www.youtube.com/watch?v=SQVUMG6LZGM
Lyrics to Good King Wenceslas, printed on handouts for the students. You can find the printed lyrics here, http://library.timelesstruths.org/music/Good_King_Wenceslas/.
Wenceslas by Geraldine McCaughrean and illustrated by Christian Birmingham.
Computer or ability to project the YouTube video for the children to follow.

Notes:

I believe that Wenceslas by Geraldine McCaughrean and illustrated by Christian Birmingham is out of print. Be sure to purchase a used copy from a third-party vendor if you can. If not, you can still teach the lesson by using the printed lyrics found at the link in Resources above. However, it is much more effective when you have the book. The colors and illustrations are exquisite, and they will help bring this old hymn to life!

I have found that learning this song helps children solidify their understanding of the true meaning of Christmas. The language in the carol is a bit antiquated, but the children can understand it with help.

Recommended books for this lesson:

Wenceslas by Geraldine McCaughrean and illustrated by Christian Birmingham.

Key Terms:

Wenceslas, Christmas, Blessings, Charity, Holidays, Kings, Carols

Christmas, St. Nikolaus, New Year #1: Auld Lang Syne

Lesson Overview:

Children have heard the tune to Auld Lang Syne, but very few of them know the words or what the lyrics mean. In this lesson, the children learn about the song, its origins, and how to sing it. I love to do this lesson early in January when the students come back from their winter holidays. Most of them are eager to reengage with school, and this is a fun lesson to get the creativity and energy flowing again. Use confetti, streamers, and noise makers, and make party hats if you are up for a true celebration!

Lesson Plan:

Suggested Grades:

1 and everyone older

Objective:

To teach the children to understand and sing the lyrics to Auld Lang Syne. (AASL 4.1.8, “Use creative and artistic formats to express personal learning.”)

Suggested Time:

45-50 minutes

Success Criteria:

Each student will be able to explain what “Auld Lang Syne” means and sing the chorus with his classmates.

Lesson Outline:

1. Introduction:

Ask the students whether they have ever heard this melody. (Play a sample of the audio files from the Wikipedia article “Auld Lang Syne.”) They will probably be able to hum the tune, but will not know what the words mean.

Ask the kids where they have heard the song, when they have sung it, or if there are any special traditions associated with it. This will let you assess their current understanding.

2. Main:

Teach the children the history of Auld Lang Syne. Include that Auld Lang Syne is:

A poem written by Robert Burns, a Scotsman
Set to a traditional Scottish folk tune
Means “To Old Times” or “To Times Long Past”
Honors the last year while looking forward to the new year
Is traditionally sung at New Year festivities.

Show the children a picture of Robert Burns, a map of Scotland, and the Scottish flag, so that they have a context for the song.

Pass out the lyrics to Auld Lang Syne (attached). Read and discuss them with the children so that they understand what the lyrics mean. Go slowly, as the language is challenging. For example, “Should old acquaintance be forgot?” translates into modern English as “Should you forget your old friends?” Try to make the language accessible to the children. Let them write on their lyrics sheets if that will help them remember the meaning of the poem. You may wish to concentrate only on the first and last verses, as is done in the first recording in the Wikipedia audio files.

Sing the song together a few times. Use a few different YouTube recordings if you want to give some variety to your singing. The Red Hot Chili Peppers do a rock version, and Mariah Carey has a modern version, but there are many to choose from. Be sure to play a traditional Scottish bagpipe version of the song. I particularly like this one: https://www.youtube.com/watch?v=to1xT93IlUI

If you have time, let the children make and throw confetti, make and decorate party hats, or blow noisemakers. They will enjoy having their very own New Year’s Back-To-School Celebration!

3. Conclusion:

Ask the children to review with you some of what they have learned. Use questions like these as a wrap-up:

Who wrote Auld Lang Syne?
What country and language was Auld Lang Syne written in?
When is Auld Lang Syne most commonly sung?
What does Auld Lang Syne mean?

Resources:

Computer and Internet to access the Wikipedia article “Auld Lang Syne” and the three audio recordings.
Speakers and the ability to play back the three audio recordings from the Wikipedia article.
Copies of Auld Lang Syne Lyrics (attached).
Materials for making confetti and/or party hats.
Noisemakers (if you can find them on sale at a party shop after New Year.)

Notes:

The few times I have taught this lesson, the kids have really enjoyed learning the song. However, once I taught it and a Scottish member of staff told me that I have it all wrong! She said that you must lock arms and sing it quickly, with gusto! Most of the online recordings are slow. They feel like ballads, but my Scottish friend that the song should be sung more like a celebration! Maybe you can find a Scotsman or Scotswoman to lend some authenticity to your lesson, but either way, your kids will learn something of cultural significance and will enjoy themselves!

Recommended books for this lesson:

None

Key Terms:

Robert Burns, Scotland, Poetry, Auld Lang Syne, Songs, New Year’s Eve, New Year, Celebrations

Auld Lang Syne Lyrics

Human Migration #4: Tillie the Terrible Swede, by Sue Stauffacher

Lesson Overview:

In this lesson, students learn the true immigrant story of Tillie Anderson, who became the world’s first female cycling superstar. Kids gain an appreciation for immigration in the previous century. They also gain a bit of cultural insight into how competitive sports have changed over time.

Lesson Plan:

Suggested Grades:

3-5

Objective:

To be able to retell the story of Tillie Anderson, a Swedish immigrant to the U.S. in the 1890s.

Suggested Time:

35-40 minutes

Success Criteria:

Each student will complete a short capture sheet on Tillie the Terrible Swede so that she will be able to remember and retell Tillie’s story.

Lesson Outline:

1. Introduction:

Ask the students to tell you what they have been working on in their Unit of Inquiry. Remind them that they have seen photos of real immigrants and heard one fiction story about an immigrant (When Jessie Came Across the Sea). Today’s lesson will give them a real story of a real immigrant and her contribution to the world of sports after she arrived in her new country.

Because Tillie Anderson was from Sweden, it may be helpful to locate Sweden on a globe so that the children understand the journey she traveled. Using a globe or map will also link this lesson to last week’s lesson on using an atlas.

2. Main:

Read and discuss Tillie the Terrible Swede by Sue Stauffacher and illustrated by Sarah McMenemy. Here are a few tips and things to look for:

McMenemy, the illustrator, uses a limited palette on some of the pages with great effect. On the first page, where we meet Tillie, most of the colors are in reds or pinks. Tillie “pops” out at the reader because she is in yellow. Point this out to the children. The illustrator has done this on purpose so that we know where to focus our attention.

The students will almost certainly not understand the cultural taboos against women being involved in sports, having a muscular build, or competing so aggressively. I often ask questions like:

How many of you like to ride bikes? Boys, where do you like to ride? Girls, where do you like to ride? Do any of you like to ride around in slow circles or in a figure eight?

When you do sports, girls, would you like to wear a long dress? Boys, would you like to wear a long robe when you do sports? Why or why not? How did Tillie solve the problem of not having any athletic clothing to wear? (Answer: She used her sewing skills and made her own sports garments.)

You may need to clarify words like “velodrome,” “pacing,” “heat,” or “mortified.” The language in the story is wonderful, but some of the vocabulary will be a stretch for English Language Learners.

Work through the student capture sheet as you go. This is not meant to be an independent activity, rather a group, class activity.

Once the writing is done, show students real pictures of Tillie from the U.S. Bicycling Hall of Fame web site.

3. Conclusion:

Remind the students that every immigrant has a story. We are fortunate to have Tillie’s retold for us in such a lovely picture book. Encourage the students to retell Tillie’s story to their families this evening and to explore other immigrant stories by checking out the biography section of the library.

Resources:

Tillie the Terrible Swede by Sue Stauffacher and illustrated by Sarah McMenemy.
U.S. Bicycling Hall of Fame: Tillie Anderson, here.
Student Handout (attached).

Recommended books for this lesson:

Tillie the Terrible Swede by Sue Stauffacher and illustrated by Sarah McMenemy.

Notes:

None

Key Terms:

Cycling, Female Athletes, Bicycle Racing, Bicycle History, Tillie Anderson, Swedish Immigrants, Immigration

Student Handout, Tillie the Terrible Swede