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Daily Helps and Suggestions for the First

Four Grades III

Effie L. Bean

*

up town?

Principal, Kosciusko School, Winona, Minn.,
November

History and Geography

FIRST WEEK
FIRST AND SECOND GRADES

Monday Now that cold weather is coming how must we

dress? Language FIRST WEEK

What kind of clothing do we wear in winter? Monday Tell a story for reproduction. Talk about it.

Name as many articles as you can that are made of

wool? Tuesday Reproduce above story. Let some child begin the story and another finish it. If the story is very long, it

Where does wool come from? may be told by several pupils.

Tuesday A study of sheep raising. Wednesday Prepare to dramatize the above story.

Wednesday Continue above. Sheep shearing. What shall we do?

Thursday Preparation of wool for market. Thursday Dramatize above story.

Friday How was the wool prepared for use in early days? Friday Repeat above.

Have you ever seen a spinning wheel? SECOND WEEK

SECOND WEEK Monday Language game for teaching the correct use Monday In connection with the study of spinning, tell of “I” when used with another name, as "Mary and I." the story of Arachne and the goddess Athena. Let one half of the pupils select partners. Let each

Tuesday Describe a woolen mill. If at all possible, a couple go to some part of the room and consult as to where visit to such a mill is most valuable. If such a trip is they shall play they are. The teacher then claps her impractical, pictures followed by graphic descriptions can hands to call the school to attention.

be made exceedingly interesting. Teacher Mary, where have you been?

Wednesday Continue the study of a woolen factory. Mary Helen and I were up town.

Thursday Continue above.
Teacher What did

you
do

Friday Complete study of wool.
Mary Helen and I bought a new dress.
Teacher John, where were you?

THIRD WEEK
John James and I were in the woods.

Monday Begin a detailed study of the grocer. Teacher What did you do in the woods?

Describe the interior of a grocery store. John James and I were gathering nuts.

Does the grocer have anything in his store which is not Tuesday What is a capital letter?

for sale? (Counters, shelves, scales, etc.) Take your readers and turn to the first story. Do you Tuesday Does he need any help? see any capitals?

What does the delivery boy do? Where are they?

How can he find the people whose goods he is to deliver? Develop the idea that words at the beginning of If the grocer has a large business,

can he wait upon all sentences begin with capital letters.

the people himself? Who helps him? Wednesday Repeat Monday's game.

Wednesday Why is a bookkeeper necessary? Thursday How does a sentence begin? Let us look in Do all people pay cash when buying goods? Why not? our readers again.

Which kind of customer does the grocer like best? Why? Do you see a capital not at the beginning of a sentence? Thursday Of what use is a telephone to a grocer? How many can you find in the first story?

Where does the grocer get his goods? What kind of words are they?

What does “retail” mean? Wholesale? How do you suppose you would begin your own name?

Friday In what ways are the farmer and grocer interFriday Capitals continued.

dependent? How do we begin the days of the week? The months?

Spend this entire week upon the study of the harvest,

which culminates in Thanksgiving. THIRD WEEK Monday Poem, “How the Leaves Came Down," by

Nature Study Susan Coolidge. Tell or read it to the children. Talk

FIRST WEEK about it one stanza at at ime.

Monday The Squirrel. Tuesday Let us learn the first stanza.

Have you ever seen a squirrel? When? Where? Wednesday Memorize the second stanza.

What color was it? What was it doing? Describe it. Thursday Memorize the third stanza. Review the

Tuesday What does a squirrel eat? other two.

Where does he obtain his food in winter? Friday Review lessons on capitals.

What kind of a home has he?

Is the squirrel of any use to us? FOURTH WEEK

Wednesday Make a seed collection. Ask pupils to bring Monday Tell a story for reproduction. Talk about

to school seeds of every description: those which are used each character.

for food, those which are weeds, etc. Sort these seeds as Tuesday Reproduce above story.

to kind and use. Wednesday Dramatize above story,

Thursday Continue above. Mount these seeds in Thursday Repeat language game for teaching the correct bottles) on large cardboard sheets. use of “I” when used with another name.

*See “ Stories of Industry,” Vol. II. EducationalPublishing ComFriday Dramatize a story.

pany, Boston, New York, Chicago.

Friday General discussion of seeds. Study their ap- What do turkeys eat? pearance and use.

Do they lay eggs? Which kinds should be cultivated?

Why do people raise turkeys? Are turkeys hard to

raise? SECOND WEEK

Shall you have a turkey for Thanksgiving? Monday Have you seen any bluebirds or robins lately? Friday Thanksgiving dinner guessing game. Where have they gone? Why?

I am a part of a Thanksgiving dinner. Will they come back? When?

I am round. Where are the bees and butterflies?

I once grew on a vine. Tuesday Who has come to destroy our gardens?

I was baked in an oven. Who comes in the night and makes pictures on our Everybody likes me. windows?

What am I? (Pumpkin pie)
Tell some of the things Jack Frost does.
What effect does frost have on vegetables, water pipes,

Arithmetic
your hands, feet and faces?

FIRST WEEK Wednesday Memorize a poem about Jack Frost.

Monday Count by 2's to 14. Thursday Continue above.

Count backwards by 2’s from 14 to 2. Friday Complete poem.

Tuesday Practice writing figure 5.

Review others. THIRD WEEK

Wednesday Count by 3's to 12. Individual work. Monday Preparation for winter.

Thursday Recognition of figure 6. Review others. How do the birds get ready? (Migrate south.)

Friday Review lesson on the pint, quart and gallon, How do the animals get ready? (Put on heavier coats, store food, go to sleep in caves, etc.)

SECOND WEEK How do plants get ready? (Leaves fall, seeds ripen, Monday Begin simple combinations such as 1+1, buds form on trees, etc.)

2+1, 2+2, 3+1, 3+2, 2+3, 1+2, etc. Let each Tuesday How do people prepare for winter?

child begin making a number booklet showing these com(Store food and fuel, put on storm doors and windows, binations by means of small pictures, seals or paper cuttings

bank cellars, rake yards, cover flowers, don warmer or drawings. Let the booklet contain abiout 12 pages. clothing, etc.)

Tuesday Teach names of the following symbols, Wednesday Study of cabbage.

+, Bring one to school for observation, one with a root,

Wednesday, Arrange on page 1 of the booklet the followif possible.

ing combinations: What part of the plant do we eat?

1+1=Does it grow, above or below ground?

2+1 Of what does the edible part consist? (Leaves)

3+1 Thursday When is cabbage planted?

4+1 What must we look out for? (Cabbage worms) What brings the cabbage moths and worms? (The

Instead offfigures use pictures, as 1[flag + 1 flag = 2 flags. white butterfly deposits the eggs on the cabbage.)

Thursday On page 3 arrange the following combinations: What kind of a root has a cabbage?

1+ 5 = When is cabbage ready to be eaten?

1+ 6 Friday Do you have cabbage to eat during the winter?

1+7 Where do you get it?

1+8 Tell of the different ways in which cabbage may be

Friday On page 3 arrange the following combinations: prepared for the table.

2+2 = FOURTH WEEK

2 + 3 Monday Study of the pumpkin.

3+ 2 Bring one to school. Describe its outer appearance.

2 + 4 = How does it grow?

4+2 Is it a fruit or a vegetable?

THIRD WEEK Let us cut our pumpkin. Of what does the center Monday Recognition of figure 7. Practice writing 7's consist?

on the blackboard. How are the seeds arranged?

Tuesday Count by 4's to 12. Tuesday Open one of the seeds. Note the tough outer Review counting by 3's lo 12. skin.

Wednesday Recognition and writing of figure 8. Which part of the pumpkin do we eat?

Thursday Review counting by 3's and 4's. What must be done before it is ready to eat?

Friday Continue work on number booklets. How is pumpkin usually prepared?

These may be as simple or as elaborate as the teacher Do you like pumpkin pie? Does it look like apple pie?

wishes. When is Thanksgiving? Name some things you should like for your Thanks- FOURTH WEEK giving dinner.

Monday Count by 3's from 12 to 3. Individual work. Wednesday Turkey.

Tuesday Count by 4's from 12 to 4. Individual work. Have you ever seen a live one? Where?

Wednesday Recognition and writing of figure 9. Show the pupils large, distinct pictures of the turkey. Thursday Have figures from 0 to 9 inclusive, in both Note head and neck, long tail and strong wings. script and print, on cards. Have several of each. D Are the feathers the same on all parts of the turkey? around the room. Where does he like to roost?

John, bring me all the 2's. Does the turkey wander far from home?

Helen, see if you can find all the 8's, etc. Thursday Why do turkeys need strong wings and long Friday Continue above figure recognition drill. egs?

(Continued on page 586)

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The Wind

When the wind is cross on a winter's day

And he blusters all down the street,
The leaves go scampering out of his way

Like pittery, pattery feet.
Pittery, pattery, rustle, they go!
And the old wind follows “Ho Ho! Ho Ho!”

But whenever he comes and I'm tucked in bed

And the dark is as dark can be,
He cries in the chimney and in my head

Like the cries of the ships at sea;
And it isn't the window that shivery shakes,
But me at the horrible tales he makes.

He comes and thumps on the nursery pane,

For all the bedroom is angry waves,
And he shouts “You must let me in!” And the big ships sink and die,
He's much more fierce than the wettest rain, And under the bed is the coral caves
And the glass is most terribly thin!

Where the poor dead sailors lie. “Shivery, shivery, shake!” laughs he Oh! whenever the wind talks to you at night, Bang, bang! Bang, bang! Bang, bang! That's Just cover your head with the clothes quite me!”

tight. -"Nursery Lays of Nursery Days,by M. Nightingale

Two Story Stand-Ups

Ruth Ash

Little Jack Horner and Jack-be-Nimble

These are two of the most popular of the Mother Goose pie tan. The stool is of brown, made on the sixteen squard ryhmes and they lend themselves exceedingly well to fold as the diagram shows, folding on dotted lines ane illustration and dramatization. These patterns can be used cutting on heavy lines. The square to be used should be either for poster pictures or for stand-up toys, which are eight inches, thus making a stool two inches high. The reversible. When the various parts are assembled, they corner squares are lapped on top of each other under the are splendid patterns for the wooden toys.

middle square and pasted, then cut the legs.

To make the figures the paper is folded double and the Directions for Making

dotted line of the pattern placed on the folded edge, that

both sides may be cut at once. Paste the bodies together The pieces are outlined and cut from colored construction about halfway down. Bend the laps on the feet of Jackpaper or from white paper and then colored with crayola be-nimble inward, lap on top of each other and mount on or water color. It is well to make the bodies from a heavier cardboard about two and a half inches square. Then put paper, or tag, as they are then more durable, though on the clothes. The laps on the legs of Jack Horner are some qualities may be too heavy for a child to cut. bent inward and lapped and pasted to the stool. The pie

The bodies are light tan; Jack-be-nimble's suit is blue is placed between his two hands and covering the elbow and Jack Horner's is gray; the pie pan dark gray and the on both sides.

Pattern
for Stool.

1

Jack be-nimble's

Suit

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Ideas to Try
Number Games

spins the washer by holding it lightly between the thumb

and first finger of the left hand and giving it a quick turn Mary Campbell

with the right. As soon as it falls on a number, he must

call the sum of that number and the given number, 2. W THEN interest lags from much formal drill in review For example, if it falls on 12, he must at once say,Four

teen,” or “Two, twelve, fourteen.” The score is kept asmonths of school in the fall, we take a few minutes

in the game of “Spin the Arrow.” This also lends its elf for a number game, which always creates new interest and well to differences and multiplication. stimulates good class spirit. As a special treat, we have a free play period of thirty minutes on Friday afternoon, Domino Game when the children are allowed to choose their favorite

This game is especially good in the free play period so games. The following are ones liked by second grade.

popular in many schools.

To play, each child is given eight (or any desired number) Hull Gull, Odd or Even

of domino cards cut in halves. This game is to be played as a drill game, after odd and Two sit at a desk. The little cards are turned face down even numbers have been presented in the usual way and on the desk. The first child begins by placing his top card are thoroughly understood. Ten to twelve beans are given face up and saying its name. The second child names the to each child. Two rows face each other across the aisle.

first card, turns his ownplaces it on top of the other and The first child puts any number of beans in his right hand, says the sum.

says the sum. For eaxmple, John turns a five, says, closes it, holds it out to his neighbor across the aisle and “Five." Mary says “Five," turns a three and says, says, "Hull Gull, Odd or Even?Child number two

“Three, eight.” If Mary makes a mistake in giving her guesses. If he guesses correctly, he takes all the beans

answer, she must keep that one to try again and John will in number one's right hand. If his guess is incorrect, he dispose of his cards first, which is the object of the game. must pay one to make the guess correct. For example: The play continues in this way till a given signal, when a

First child (holding beans) Hull Gull, Odd or Even?change of partners is made, creating new interest.
Second child Even.
First I have five; give me one to make it even.

To be of value the work must be quick, with no hesitation Educative Seat Work as to the number.

Florence A. Powell Whirl the Arrow

Cut a number of pictures and titles separately. Enclose This game may be used as a drill for quick work for sums, in an envelope, upon which is pasted a sample set. Match difference, multiplication or division.

picture and title — title must be placed over picture. Material required is a set of cards, 3" x 5”', each with a number ranging from 1 to 12. Also a circle with numbers

HELPING MOTHER around the edge, with a hand or arrow to whirl from the center. The cards may be made from tablet backs, using large calendar numbers for the figures, while the circle is an ordinary piece of cardboard about 15" across. The arrow may be made by boring a hole to a narrow ruler and fastening to the center of the circle with a rivet.

DIRECTIONS FOR PLAYING A captain for each side is chosen and he chooses a given number for his side (as many as he can get about the table conveniently).

Sometimes boys are pitted against girls, sometimes one row against another row. Each child is given one of the 3 x 5 cards. The leader whirls the arrow and it stops, say at 5. He then quickly adds 5 to his number and gives the sum. The leader on the opposite side has a turn, and so on, each side playing alternately for any given time.

If any child calls the wrong answer, it scores a point against his side, the aim, of course, being to have no adverse score. Larger numbers are given out upon the

BABY STUART small cards for subtraction, and the number on the dial taken away from the one held. In multiplication any number being drilled upon may be given.

This has been found to be a very valuable as well as a very interesting game, and is a most excellent one for the free play period.

Z

O.M.21

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Number Spin

For this game we use a square of cardboard, 16 x 16, and a large washer or other round piece of metal. The cardboard is divided into four inch squares, each square having a large figure in its center. The numbers are from 2 to 12 (with the more difficult ones repeated). Sides are chosen, with a leader for each side. The teacher gives a number to start. Say we are working on sums using 2 then she will select 2 as our number. Each child in turn

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