TH A Project for the Second Grade Part II A Morning Assembly Based on the Bird Study Unit Grace E. Storm Instructor in Kindergarten Education, the School of Education, the University of Chicago HE pupils of the University Elementary School have Morning Assembly twice a week. On Tuesdays and Thursdays the first four grades assemble together, and on Wednesdays and Fridays the fifth and sixth grades. The programs for these assemblies are usually given by the children. If they feel especially interested in some unit of work which they have carried through and think that it would be of interest to the other grades, they give it in Morning Assembly. In this way the children throughout the Elementary School are made intelligent of the activities of groups other than their own. Their point of view concerning the life of the school is distinctly broader. Moreover, the experience of appearing before so large a group of children cannot help but result in greater poise and self-possession. A child who has not been accustomed to expressing himself before a large audience is timid and shrinking; he stammers and hesitates. Words do not come to him readily and he does not enjoy the experience. On the other hand, if, beginning with the kindergarten, the habit is begun of talking to large groups as well as small ones, it becomes a more or less natural procedure. Another great value of the Assembly is that it furnishes a very real motive for oral and written composition. A larger interest centers around a topic when it is to be given before an audience, particularly one made up of pupils from several different grades. There is a reason for working toward a clear and definite presentation. It is taken for granted that there is familiarity with the subject. This is one requirement. The other is an audience that will be interested in hearing the result of either the oral or written discussion. To say to a class, "Write a story about the blue-jay," does not contain a sufficient motive. It is a command that comes from the teacher. To write a story about the blue-jay to read to other children, or for other children to read, provides a very real purpose for writing it. At the close of the study of birds by the second grade, which was described in the last issue of this magazine, the children suggested that they tell the pupils of the lower grades in the Morning Assembly what they had found out about birds. They were asked to think of everything which should be included in such a program. As they mentioned different topics the teacher wrote them on the blackboard. The topics were as follows: about the birds, and so really should have no place on the program by themselves, but only in connection with the birds which they helped to describe. The list of birds was next given, and as the teacher wrote them on the blackboard she asked if they should tell about all the birds which they had studied. It was decided that only those birds which could be found in Wooded Island, or in the vicinity of Chicago in the spring, should be given. They decided to leave the showing of our Bird Books until the last. As far as possible, each child was allowed to choose the topic which he preferred. In this way a pupil who was especially interested in a particular topic could talk about it with much more clearness and enthusiasm than about one in which he did not fell the same interest. In some instances several children wished to take the same topic. All those volunteering were allowed to "try out" before the class. The class then voted for the one they liked the best. It was not enough to say that they liked John's story the best, but they had to say why they liked it. Such questions as these were asked by the teacher to suggest to them certain standards of judging: "Did John give all the reasons why we like birds?" "Which ones did he leave out?” "He left out about birds eating insects that destroy the fields and gardens." Is that very important?" "Yes." "Then John should tell about that, too." As the subjects were chosen the program was placed on the board. When the different birds were suggested to be discussed, each child who did not have one of the general topics was allowed to choose the bird he preferred to tell about in Assembly. Sometimes two or three pupils took the same bird and "divided up" the stories. For instance, three pupils took the blue-jay. One described the bird, told what he eats and where he is found. The next told a story about the woman who had a pet blue-jay and a few of the many tricks that it did. Another told a story of the kind traits that blue-jays showed to each other as observed by Mr. James Russell Lowell. When the child who described the blue-jay finished, the class was asked this question, "Do you think of anything that Paul could show to the class to make his description clearer?" One answer was, "Paul could show a stuffed specimen when he describes the blue-jay." (The class had used specimens in the study of birds before the weather permitted excursions to Wooded Island in Jackson Park.) Accordingly Paul held up the mounted specimen as he described the bird. The descriptions were very simple. The size was compared to that of the sparrow. The most conspicuous colors of the bird were mentioned, especially a patch of color useful to know in recognizing the bird. The stories describing habits of the bird were similar to the ones composed for their bird books and which were printed in the last issue of this magazine under the title, "A Bird Study Unit." If there was a poem about the bird, it was given by some pupil who had not taken part in the description. After the birds had been chosen and the stories about them had been given, the teacher said, "Can anyone think of something else that we could do to make our Assembly more interesting to the other grades?" One suggestion was that we might sing some songs about birds. In their music periods they had been having songs about birds, since the music teacher knew that this had been the unit in nature study for several weeks. They selected these songs to sing for their Assembly, one at the beginning and one at the end of the program: The Oriole's Nest Song - Eleanor Smith, The Modern Music Series, First Book. All the Birds Have Come Again - Eleanor Smith, Songs for Little Children, for the Kindergarten and Primary Grades, Part I. They were told that there was something else which they could do to make their stories of birds more interesting. When no one suggested the thing which she had in mind, the teacher helped them by saying: "What have you been doing in your art class lately?" "We have been drawing birds." "What can you do in Assembly?" "We can draw the birds that we talk about." "I think that those other children would enjoy seeing you draw some birds free-hand. Who can come up here to the blackboard and draw the outline of one bird that we have been studying? The rest of us will see if we can guess what bird you draw." As many as fifteen children out of a class of twenty-five were most eager to try. The first bird, while crude and awkward looking, was guessed instantly. It consisted mostly of a very fat breast and had the ear marks of a well-fed robin. The second, from its evident position on the trunk of a tree, was greeted as the woodpecker. The blue-jay was recognized by his topknot and his long tail. The other birds drawn were not so easily recognized, for they did not possess such distinguishing characteristics as the first three. Moreover, their general shape was not so familiar to the pupils. However, since there was a motive for learning to draw these birds free-hand, they were anxious to practice drawing them. A general procedure to be followed in Assembly was discussed by the children and decided upon. A child would step to a blackboard, standing upon the stage, and draw a certain bird. There was no attempt to put in color. Before drawing the child said, "I want you to guess what the bird is that I am going to draw. If you know, please hold up your hands so I'll know whom to call upon." This last statement was provoked by the question: "When you tell the children in the audience that they may guess, how can you be sure that they won't all answer at once?" with the result that the decision was reached for each child to make this statement before he drew the bird. The surprising thing was that the pupils in the Assembly, even the oldest ones, heeded the instructions laid down by these small children, so they had the additional enjoyment of calling upon those pupils who indicated that they recognized the bird. Sometimes a child who felt a timidity in talking before so many children felt no hesitancy in drawing. In that case, one child drew the bird and the others told about it. The following birds were drawn, and stories told about them: Robin, Woodpecker, Blue-jay, Wren, Redstart, Brown Thrush, Purple Grackle, Catbird, and Ring-necked Dove.* The day before we were to give our Bird Study Unit, we went up to the Assembly room to go through our program. We wanted to be sure that all talked distinctly enough to be heard all over the room. Emphasis was placed on the fact that no matter how interesting our talks might be, if they could not be heard, we might as well not give them. Several of the practice teachers sat in the back of the room, and when any child failed to speak distinctly, he was told that he could not be heard. The children were encouraged to give their stories naturally; that is, without any attempt *These birds are found in Jackson Park, where all the children could hunt them to memorize. Before going to the Assembly room, one child suggested that we take along our Bird Books and hang them around the room. They had just completed these and were exceedingly proud of them. "What else can you show?" These answers were given: "Pictures of our Christmas tree that we drew." "Pictures of the birds that we bought from the Mumford Company." "Pictures of these birds with our printed stories pasted under them." "Some of our large reading charts with our stories printed on them, so that everyone can read them." These suggestions were carried out. The result was that, because of these numerous illustrations, the pupils were able to make clear and vital descriptions which otherwise would have tended to be meaningless and abstract. As it was, when a child was talking about the redstart, he had the mounted specimen to show, a colored picture of it on the wall and the story which the class had composed printed on a large sheet of manila cardboard hung where all could see them. The results of the Morning Assembly, based on the study of birds, were felt to be well worth while. There was a genuine interest in the stories and drawings evidenced by the pupils in the audience. The most important result, from the teacher's standpoint, was the value to the pupils who presented the program. There was training in organization, in the selection of topics to be presented; there was a weighing of values in the choice and rejection of points to be included in the stories; the very best effort was called forth in the telling of the stories and there was the gain in poise and self-confidence from the actual experience of appearing before an audience. Santa Claus He comes in the night! He comes in the night! While the little brown heads on the pillows so white He cuts through the snow like a ship through the foam, While the white flakes around him whirl; Who tells him I know not, but he findeth the home Of each good little boy and girl. His sleigh it is long and deep and wide; It will carry a host of things, While dozens of drums hang over the side, With the sticks sticking under the strings; And yet not the sound of a drum is heard, Not a bugle blast is blown, As he mounts to the chimney-top like a bird, And drops to the hearth like a stone. The little red stocking he silently fills, Till the stockings will hold no more; Then Santa Claus mounts to the roof like a bird, Heʼrides to the East and he rides to the West, Christmas Christmas is a merry time, For little girls and boys, With hearts and heads so full of fun And stockings full of toys. The birth of Bethlehem's King-in a new-born Child. Callie L. Bonney Does one need to be inspired - does not the word December bring to minds and to hearts the greatest family day of all the year. Everyone seems a child again in hand the young and old celebrate the festival that gave to the world the greatest gift that man has ever known the gift of Peace on earth, Good-will to men. - hand The story of the Babe of Bethlehem and the legend of St. Nicholas make us all rejoice that this wonderful day is a child's day. By that we know it is a day of love, of rejoicing and of unselfish delight. Who knows better than the teacher that to see with the eyes of a child, to think with the mind of a child, and to love with the heart of a child is the greatest asset anyone can possess? Do you teachers have to set the stage for this month's work? No. That is why our hearts respond to any suggestions for this season of the year. Each December the children create the interest, the desire to work with Christmas materials, learn of Christmas symbols, read and write of this wonderful time; in fact, they become untiring. Our part is to enter in with, to give to the children the very best idea and ideals of Christmas. Prepare the finest of literature pictures, and stimulate in the child the desire to show to others that he wants to share, to enjoy, and rejoice with all his little friends and schoolmates. Every teacher should be happy, filled with the true spirit, for when the teacher accepts this great festival in a matter-of-fact way, she has not only missed the very best and finest in life, but has committed an unpardonable wrong in subduing that spontaneity that a child rightfully has and rightfully should express. Let us all, as teachers, become as a child again in the happiness that comes to all people of all nations on this festive day Christmas. This month brings Christmas, also the long evenings, short days of winter, the cold north winds, the snow blizzards. Looking up into the sky at night one can see the great number of stars. Which is the north star? How is it different from all other stars? (Here one may study the compass.) After a child, from his observation, has drawn his description of a winter month, and that month December, tell the story of the First Christmas. After the study of the north star, as it guides the sailors and traveler, so the Star of Bethlehem guided the Wise Men to the dear little Baby in the manger on that first Christmas night so many years ago. (A study of stars, shepherd, sheep, desert and camel may be taken in the Desert Project, this most suitable for third and fourth grades; use of sand-table and the clay modeling most helpful.) Have pictures of mothers and babies in the room, for instance: Also many wonderful Christmas pictures of mother and baby from magazines. Perry Pictures are of great value. and can be purchased very reasonably. The story of the First Christmas is to show the love of mother and child, the great love shown by all to a baby and that the presents were given in love and admiration, as we to-day shower our love and gifts upon a new baby that has come to join our circle of friends. First Week Study of the holly, evergreen, wreath, bell, candle. Christmas or pine tree, stocking, fireplace, lanterns, etc. Have pictures, tell legends, memorize short poems, learn songs, have story plays. For art and language correlation make a Christmas Booklet. On each page have a cutting of any of the above mentioned; when possible, have the object to be studied. This is the time for the children to make the room decorations: the holly for the blackboard border, bells to hang at windows, wreath for door, the gorgeous chains to decorate the room. If each row is responsible for a unit of work the supply becomes sufficient, and how easily and pleasantly the hours of seat work and art have been spent! The children like these decorations far more than the most expensive that the teacher could purchase. Now the children are ready to make their gifts for Father and Mother. Whether a calendar, match-scratcher, shaving paper, booklet, needle-case, necklace, flower, or the many other attractive gifts that are made in school, these presents should be wrapped in tissue paper properly marked and laid away until the close of the last day, when they are taken home to be given Christmas Day. Here a lesson of neatness, daintiness, preparedness and thoughtfulness is obtained. Why prepare the gifts so early? The teacher is fresh and interested, far more so than in the last few busy days before closing. A present worth making is worth giving worth giving in such a way that everyone is happy and every minute a delight to child and teacher. Begin to teach Christmas songs and memorize Christmas selections. This can be done in a Language period as well as a Music period. Third Week - The Legend of St. Nicholas Stories of Christmas in other lands. A Study of Santa Claus. Description of Christmas. Children's Expectations. Teach here the lesson, "It is more blessed to give than to receive." A Christmas Booklet made with simple original illustrations, verses, or sentences make a worth-while piece of literature. In second and third grade children can make their original poems and illustrate with crayon, water color or cuttings. Fourth Week - Christmas From Christmas pictures work out many Christmas stories. Picture stories are of great value. Have spelling lessons from pictures of Christmas. Review selections and songs; prepare for Christmas program; no matter how simple the program the power gained by the child at these festivals is invaluable to him in years to come. Let children decorate the room and with a great deal of tact the teacher can so suggest the placing and arranging of decoration that the room becomes a bower of beauty. Write letters to Santa; make envelopes and mail. Christmas Shopping Of course the store windows are the heralds of the holiday season. Can your room become a great department store? It surely can, as ours has been many a Christmas. Upon many chairs, desks, tables have various magazine pictures suitable to departments in the store; for instance, pictures of candy, or shoes, perfumes, toys, handbags, victrolas and records. The children go from counter to counter, selecting gifts for Father, Mother and Baby. If you doubt the earnestness and sincerity in which these purchases are made, just try this little scheme and you will not only be convinced but surprised at the enjoyment and delight the children derive from their expedition. After the selections are made a booklet is arranged called "Christmas Gifts." Father's gift, page 1; Mother's gift, page 2; Baby's gift, page 3. This book is taken home to put upon the tree or given to mother on Christmas Day. Now when a little tot comes up to you with a picture of a vacuum cleaner and with eyes brightly shining and voice full of love says, "Oh, now my mother will have what she wants most of anything," you feel that the lesson reached home far better than any gifts money could buy. You see it does pay a lesson in selection, judgment, courtesy and generosity. The program on Christmas closes the month of December. Let not only this wonderful December or Christmas spirit become a part of us for this short time, but let each day of the New Year be so filled with it that we, as teachers, make life for us and for our little ones worth the living. Original Work Done by Children of Grade IIIA C is for Christ Child who came to the earth. H is for Heralds who told of His birth. R is for Riches the wise men bring. way. M is for Manger, the dear Christ Child's bed. C is for Christmas, the best day of all. R is for Reindeer that draw Santa's sleigh. I is for Ice they must cross on their way. A is for Anthems of joy and delight. S is for Sleigh that carries much joy To the home of each good little girl and boy. Spelling Story of the Cotton Baby Way down in my warm cradle, I could hear the raindrops By picture study and by picture story this Christmas play, the breezes sing their soft lullabies and could feel the spelling lesson was developed. warm fingers of the many sunbeams as they caressed my brown cozy cradle. One bright sunny day in our southland my cradle seemed too small for me, so when the breezes rocked me quietly to and fro, my cradle snapped open, and behold! what (Continued on page 666) |