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A Lesson Plan in Spelling

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line, and hands crayon to his first soldier and takes place into the upright basket. From the other one potatoes at opposite end of his line.

were falling out. In this manner each soldier proceeds to write a word, doing Now to the first basket, more and more potatoes were it rapidly. They are not allowed to write the same word being added from the bag above it – yes, we could plus twice on the same board, and if a child fails to think of a more and more. From the other one potatoes were falling word, teacher may name one for him to write.

out there were less and less yes, any time we had When all have finished, teacher steps to board and less it meant minus. marks and writes correctly any misspelled words. We This concrete way of presenting + and — in so implay that the ones who miss their words are killed in the pressive a way, in general, has greatly helped my 1B. battle, and must stand in the corner,

The term equals is often greatly abused, “epils” being Now write under each general's name the number of the fad among them. The sketch with the quil has worked soldiers killed in battle. Ask the generals to step to their marvelously, and now every child without hesitation sayo board and find how many men are left (thus a problem in “equals." arithmetic).

The general who loses the fewer number of men wins the battle, and a yellow star is placed on his board. Each child who has missed his word now writes it correctly in his personal word list for study.

Katharine McSpadden
Critic teacher, East Tennessee State Normal School

PELLING is an uninteresting subject to many chil.
An Arithmetic Device

dren. No doubt one reason is that they do not feel the need for it, that is, they are given no motive

for learning to spell. When the same plan of pro cedure is followed day after day it becomes monotonous

and uninteresting. Variety adds to the interest of any In order to familiarize beginners with the forms of

subject. the figures and also to enable them to recognize simi

After the children are given a proper motive for learning larity of form the following device is most helpful.

to spell, and have a clear idea of what is to be done, (1) the Take a piece of cardboard about as long as the width

eye must see, (2) the ear must hear, (3) the voice must of the pupils' desks and place the printed figures from reproduce, (4) the hand must write. This can be accom1 to 10 in a row. If you have no printing press, cut the plished by the following method:

1 The teacher writes the word on the board in large figures from old calendars and paste on. On separate little cardboard discs make figures from one to ten.

While script, pronouncing as she writes.

2 The children the teacher is occupied with one section, place on the desk of each pupil in the idle section one such strip of

a Spell the word as the teacher writes it on the

board again. figures and a handful of separate figures and have pupils

6 Write the word in the air as the teacher writes assort them, placing in piles under the corresponding

it on the board. figures on the strip. This is very entertaining as well

c Spell the word with the eyes closed. as educative in its value.

¿ Write the word on the board, pronounce and

spell.
Write the word on paper.

1 2 3 4 5 6 7 8 9 10

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Arithmetic in

in the First

II Teacher's Aim

1 To make spelling automatic to children.
2 To present an interesting situation in which there

will be an actual need for the spelling of the words.

Grade III Child's Aim
Minne Moliver

1 To learn to spell and write two new words and review

five old words in order to play the game. Any teacher who has had even a little experience in the 2 To go to the picnic. first grade knows that, simple as the work may seem, there are a few difficult steps both in presenting the work Subject-Matter on the part of the teacher, and in grasping the idea on the New words - “late," "child.” part of the pupil.

Review. words — “like," "book," “must," "give," For instance, in 1A the children, even the slow ones, "house." as a rule, learn to decipher figures and recognize them. But when they enter on 1B arithmetic the task begins. Procedure

After several years of teaching in the first grade the Did you ever go to a picnic where you had to ride in a following idea dawned on me and likewise, luckily, on my train? pupils, and as a result all are much happier. It is this: Would you like to go to one to-day?

I sketched a burlap bag, telling them it is filled with Let us play that our picnic is to be at a place named potatoes; then under it a basket in a vertical position and “late.” (Teacher writes "late" on the board in large one lying in a horizontal position. They eagerly watched script as she pronounces the word.) the basket, the main attraction. From the bushel bag What do you buy before you can ride on the train? (I sketched potatoes) could be seen several potatoes falling (Ticket)

:

Then we must each buy a ticket to “late.”

What did your first ticket say? (First child looks at (Teacher writes the word on the board again and spells his paper and pronounces and spells child.” All the as she writes.)

others check their words from the teacher's list on the Here is a little girl who is sick and cannot go. I am sure board, to see if they are written correctly. Second child she will want to hear all about your trip when you get spells "like," third child, "book," etc.) back, but I am afraid you will forget some of he stations Can you tell her about your trip home? " (Next child where the train stops. Can you suggest anything that says, “The first name on my return ticket was “late.") will help you to remember them? (Write them down.) What was the first station going home? She will want to know where the picnic was, so hadn't

(Reverse the list.) you better learn to write “late"?

Could you come to the board and cover part of “late" When "child” is spelled the last time they have finished and make another word? ("ate.”)

telling the sick friend about their trip and the lesson is We know how to spell “ate," so the “l” is the only new ended.) part of the word.

All of you spell "late" as I write it on the board again.
Write it in the air as I write it on the board.
Look at it for a minute.

A Nerve Saver
Close your eyes and see if you can remember how it looks.
Spell it softly.

Myrta Wiltsey
Look at it and see if you remembered correctly.
Who can come to the board and write "late"? (Have

Rulers for seat or board use for beginners may be made several children come to the board and write and spell the from the heavy paper board upon which dress goods are word.)

wound these days. The printer will cut them into inch Everyone write "late" on your paper, using muscular strips for you at little or no cost. Sixteen inches sis a movement.

convenient length. When one of these is accidentally (or You know how to write the name of the place where the otherwise) knocked to the floor, it strikes with a gentle picnic is to be.

thud that does not put kinks into your nerves. A good When you start home what will

supply of these costs practically nothing in money or labor, need?

you (Ticket home)

and when one is broken it is not a calamity. I find, Let us play that our home is named "child."

however, that the children generally take pride in keeping

them in good shape. Let us learn to write “child." (Teach “child” in same manner as “late" - children

Later in the year the inch and half inch may be marked spelling as the teacher writes the word on the board,

upon these with little trouble. children writing the word in the air, on board and last on paper.)

you

PLAY IS
MAGIC POWER!

We are now ready to start on our picnic. You remember
said you
wanted to copy your

ticket to show your sick friend, so get out one sheet of paper and pencil. (Children take writing position as the teacher counts 1-2-3-4-5.)

To teach Language successfully take your cue from the children's play activities. Miss Myra King has done this and presents forty-four interesting and helpful games to supplement the regular language work in her book of 100 pages entitled

" “Language Games”

Do not write the name of any station unless you are sure you know how to spell it.

The first name on your ticket is “child,” the name of your home.

Everyone write "child." (Using muscular movement.)
We are all on the train and now leaving town.
The first stop your ticket shows is at a station called
"like." (Children write "like" under "late.")

The next is called "book."
The next, “must."
The next, “give."
The next is “late," where we are to have the picnic.
Children write each word as the teacher pronounces.)

Everyone gets off the train here and we will have lunch. (Let several children tell what they brought for lunch and pretend they have a picnic dinner. Then they are ready to start home.)

What must we have before we start home? (Tickets.)
Yes, buy your ticket.
The first name on your return ticket is "late."
Everyone write "late."
Going home what will be the name of the first station?
("House.")

The next is "give." (Reverse the list going home.)
Everyone gets off the train at home. (“Child.") .
Did you have a nice time at your picnic?

Some of the forms on which these games are based :
It is I
She and I

teach, learn
It is he
I am he

sit, set
It is we Whom do you want?lie, lay
It is they
may, can

good, well He and I

like, love These games are for use in the First, Second. and Third Grades and may be profitably used in some Fourth Grades.

They are not intended to take the place of regular language work but rather to supplement that work, giving the necessary drill without making that drill irksome.

The attention of the children is directed wholly to the fun in playing the game -- they should not think of it as language work.

The games are so planned that every child in the room may have an active interest in every part of the game, so that each one is interestedly attentive to all that is said and done.

ESPECIAL FEATURES A blank page is left at the end of jeach game. In these the teacher will find it helpful to note any variations in the gimes which she may find especially applicable to her own class, locality or other condition.

Price, Postpaid, 50 cents

Summary

Can you tell your little sick friend where you went?

I will copy the entire ticket on the board for you, and let us see if you have written all of the stations correctly.

Educational Publishing Conpany
BOSTON NEW YORK CIICAI) SAN FRANCO

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February Games

In the following all may wear soldier caps and carry flags, or just three boys may be chosen to wear soldier caps, one to carry a flag, another a drum, and a third a gun.

The children all repeat or sing, using music to the familiar "Soldier Boy”:

Drummer boy, drummer boy, where are you speeding,

Rolling so gaily your rataplan? The drummer marches around drumming, and be answers:

I go where my country my service is needing,

Rolling so gaily my bold rataplan.
The children sing as the flag bearer marches in:

Color boy, color boy, where are you hieing,

Waving your banner of red, white and blue?
The flag bearer answers:

I go where the flag of the tree should be flying,

Waving my banner of red, white and blue.
As the boy with the gun marches along the children sing

Soldier boy, soldier boy, where are you going,

Bearing so proudly your knapsack and gun?

Then he answers them:
The Drummer Boy

I go where my country my duty is showing,

Bearing so proudly my knapsack and gun.
The children ask them all:

When will you come again, soldier boys, playing,
Annebelle R. Bucknam

Drumming and waving and bearing the gun?
February comes next, with his valentines gay,
He also brings Washington's birthday.

The boys now answer:
He's a dear little fellow, but not very tall,
For he is the shortest month of them all.

Not while our country our auty is showing,

Drumming and waving and bearing the gun.
Patriotism should be the absorbing thought for February.
We must try to teach the ideals of American citizenship.

After this all march around the room or playground led Many of our schools have a large number of different by the flag bearer, the drummer, and the boy with the gun. nationalities assembled within their four walls. Here is

All children like to play band and soldier even with only the opportunity to accomplish the real Americanization of imaginary instruments and guns. all these future citizens of our country.

One boy is chosen and he marches around saying, and This quotation from Longfellow is indeed true:

also imitating the motions: Were half the power that fills the world with terror,

It makes me feel so fine and gay Were half the wealth, bestowed on camps and courts,

When drums are beat and bugles play.
Given to redeem the human mind from error,

The big bass-drum
There were no need of arsenals and forts.

Goes dum-dum-dum,

The horns play tweedle dee, All the time and effort will be worth while if in future

And every toot and every beat years they are all able to say, as in this little poem, that Just catches hold of my two feet they are "just American."

And makes them run away from me.

And this is what I hear them say
Just to-day we chanced to meet

As down the street they march away;
Down upon the busy street,

Te dum, ratta dum, ratta dum, dee, dum, dum dee,
And I wondered whence he came,

Te dum, ratta dum, shout "hurrah,” boys, with me!
What was once his nation's name.

Tweedle, twee twee twee, tweedle anything you can,
So I asked him, “Tell me true,

For I'm going to be a soldier when I get to be a man!
Are you Pole or Russian Jew,
English, Irish, German, Russian,

Then he chooses another soldier, and both march around
Belgian, Spanish, Swiss, Moravian,
Dutch, - Greek, or Scandinavian?”
Then he gave me his reply,
As he raised his head on high;
"What I was is naught to me
In this land of liberty;
In my soul, as man to man,

I am just American.”
Tell the children stories of the boyhood of Washington
and of Lincoln. Teach this to the tiniest class, for the
children all have a certain reverence for one who "never
told a lie.”

To be as great as Washington,

We could not if we would,
So we've made up our minds

To try to be as good
The children like to dramatize the stories of the deeds
of great men. In soldier dramatization emphasize the fact
that anyone who does his duty in any walk in life is a
true soldier, even though he never has to carry a gun.

The Parade

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repeating the above. The second soldier chooses a third, and so on until all are marching.

At the word “hurrah,” all may stop and give three hurrahs. All imitate the motions of drumming and blowing the trumpet as they say the words.

The children in this game form a ring. One child stands in the center to represent Johnny, or use the child's name. The other children also imitate the drum, horn, bells and Aute in concert. If possible have the child in the center use a real drum, horn, bells, and flute or trumpet, as he sings, using the music of "Jolly Old St. Nicholas”. The children sing first:

Johnny is a merry boy,

He likes to sig and play;
Now it is his greatest joy

To beat his drum all day.
Then Johnny answers:

Thus I go from morn till night,
Drumming away with all my might.

Drum, drum, drum, drum, etc
The second time the children sing, using the same words,
except the fourth line. This time they sing, “To blow his
horn all day," and in his response he sings his second line:

Blowing away with all my might,

Toot, toot, toot, toot, etc. The third time the words are: "To ring his bell all day," and the answer:

Ringing away with all my might,

Ding, dong, ding, dong, etc. And the last verse as follows: “To play his flute all day,” answered by Johnny with:

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Frank (with much interest) An agate?

Henry Better than that. A purse with a dollar in it! Ruth L. Jenkins

Frank What did you do with it? Kept it, didn't you?

John (interrupling) He? No, indeed! He ran up the TIME — Day before Washington's Birthday

street to see if an old woman had lost it. Of course she had. CHARACTERS

Mother I'm glad you found her, son. Honesty is the Teacher

best policy, always. And now, boys, I'm sorry to interrupt Twelve or fifteen children, including Frank, Henry, and John Mother

your game, but you must get the wood and coal. SCENE I – The School Yard

Frank (shooting his marble) Oh, wait till we finish this

game! (Teacher at right stage door in act of dismissing class. Mother (taking bucket) I might as well do it myself. Children wear hats and coats, and carry books. They may Henry (intercepting her and taking the bucket) I'll get also wear Washington, badges or carry hatchets made during the coal. (He leaves, and returns with the coal. Gets book, the art period.)

seats himself and studies. Mother clears away dishes, takes Teacher Good-night, boys and girls. Have a 'pleasant

sewing basket from stand, and seats herself at right center. holiday.

Takes stocking from basket and runs hand into an enormous Class Good-night, Miss Brown.

hole.)

Mother Gracious! What a hole! Boys surely do wear (Children cross stage, walking, skipping, etc., and exit left. out their stockings. (Proceeds to darn. Turns to Frank Group of six boys gather at front to examine marbles. Henry and John.) Lads, you'll have to get your lessons if you enters right and joins them.)

want to go to grandfather's to-morrow. It will be too late Boys Hello, Henry!

when we reach home to-morrow night. Frank Just think!: a whole holiday to-morrow because

Frank I hate lessons! I wish we didn't have to go to it's George Washington's birthday.

school. Henry Aren't you glad?

Mother I think you would be sorry should your wish Frank Yes. I wish he had a dozen birthdays.

come true. A small chance you would have to earn a John (who carries a flag) Miss Brown said we ought to living if you couldn't read, write or figure. be like Washington because he was such a great man.

(The boys gather up marbles and come forward. Suddenly I am going to be like him. I'm going to be a soldier and

Frank remembers the argument and addresses his mother.) fight for my country! (He salutes in military fashion, while the others wave hats and shout, Three cheers for the Frank Oh, I nearly forgot! We want to know who is soldier!")

the most like Washington, John, Henry, or I. John expects Frank And I'm going to be like him, too. I'm going to be a soldier, Henry is going to be an honest man, and I to be the President and rule my country! (Throu's out intend to be the President. Who is the most like him, chest and puts thumbs in imaginary vest pockets. Boys wave

mother? caps and cheer, Hurrah, for the President!)

Mother (pausing in her work and looking at the boys) John What are you going to be, Henry?”

George Washington was a great soldier and fought for his Henry. Well, I hardly expect to have the honor of country. He was the President and ruled his country being President, and I prefer not to be a soldier unless But best of all, George Washington was a good man. He my country needs me. I admire Washington most because was honest, and true, and stood for the right. I think he was honest, brave and true, So that's what I intend Henry is the most like him.

Frank and John (thoughtfully) I guess you 're right, John H'm!'that isn't being like Washington. Washing- mother, and we're going to be like him, too: ton did great things. I'm more like him than either of you. John (starting for the coal bucket) I'll get the coal,

Frank No, you aren't! I'm most like him because mother. (Then disappointedly) Oh, it's all here!
I'm going to be President.

Mother Yes, Henry got it.
John (doubling up his fist) No, you aren't!

John (coming back) Well

, I'll do it to-morrow and Frank I am, too.

every evening afterward. See if I don't. John You aren't!

Frank And I'll wipe the dishes every night. (Others appear delighted at the prospect of a fight. Harry Mother That will be splendid. I'm sure that's being quickly steps between them.)

like Washington. Henry Don't quarrel, boys. Wel ask mother about Frank (hustling to get his book) And I'm going to get my it to-night. She'll know who is most like Washington. lessons. John and Frank All right, we'll do that.

John So am I. John (with military manner) Ready, march!

(John and Frank make a dive to the stand for their books (Boys fall into line, playing imaginary horns, drums, etc., and rushing back, drop themselves on floor between Henry and and making their own music, march off stage.)

their mother, and assume attitude of hard study.) (CURTAIN)

Mother (rising) Let's all be like Washington.

Boys (rising) Yes, yes!
SCENE II · Kitchen

Mother (extending right hand) We'll be honest.
(At left, mother washing dishes on table; chair and coal- Frank We'll be helpful.
bucket nearby. At right, chair; small stand containing three John We'll be brave.
books and work-basket. At rear, John, Henry and Fịank, Henry And we'll be true.
playing marbles and talking naturally as they play.)

(As each boy adds his pledge, he places his right hand on Mother John, won't you dry the dishes for me? I'm preceding one. At conclusion, a boy bearing a large American dreadfully tired to-night.

flag enters and stands at center of stage. Group extend hands John (continuing to play) You go, Henry. I'd rather toward flag.) play marbles. Henry All right, mother, I will. ((Goes to table, takes

AU We'll be loyal to our flag cloth and wipe dishes. Turns to boys) Say, Bud, you can't

In everything we do. guess what I found after I left you, this afternoon.

(CURTAIN)

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