Nursery Rhyme Writing Paper Text

Jonathan Friesen - Writing Coach

You can, if you like, pre cut the paper into sheep shapes! i have the children use scissors to cut the paper into their best oval shape possibly pre drawn on the paper with a white crayon for the children to practice their cutting skills. They then use the scraps to cut out four legs and glue them onto their sheep shape. Extension: glue a large craft stick on the back and use them while reciting baa baa black sheep! add cotton balls and straws to your block area. The children can build a farm for their sheep or sheep pens with blocks and then use the straws to blow their cotton ball sheep around their farm! circle time sheep songs! what songs do we know about sheep? sing baa baa black sheep, mary had a little lamb and any others you may know! dramatic play add sheep costumes or white shirts and sheep masks and farmer costumes.

sand and water table add cotton balls, colored pompoms, cotton batting, spoons and cups for the children to try and scoop up! different weights will eventually sink. Encourage the children to write notes or draw pictures for one another about their sheep! robert roth of laramie high school in laramie, wyoming. laramie highschool laramie, wyoming title: nursery rhyme news with summary lead and feature with novelty lead writing assignment overview and rationale: the goal of this writing assignment is to write: a news story with headline and a summary lead based upon the same childhood nursery rhyme.

A feature story with headline and a novelty lead based upon the same childhood nursery rhyme. Usually such a lead is appropriate for stories that are of completely straight news, those bordering on the feature type. Some examples of novelty leads: punch or astonisher lead, descriptive or background leads, exclamatory, direct quotation, question and short sentence. Objective writing writing that is the goal in news writing converts a news event into a very precise, impersonal description example in journalism: a news story subjective writing writing that expresses the thoughts, feelings or individually of the writer examples in journalism: feature stories and columns, editorials, letters to editor examples outside journalism: autobiographies and friendly letters source: scholastic journalism. resources/materials: a handout with various traditional nursery rhymes or book s with nursery rhymes could be brought to class.

Word processor and/or paper and pen daily newspaper for examples of summary and novelty leads journalism textbook optional. overviews and timelines: activity one after completing news and feature story units, students would be given this assignment. This could also be a fun assignment between newspaper deadlines to add some variety. Students could also be given this assignment if they finish their assignment prior to newspaper deadline. Instructor could quickly review principles of summary 5 ws and h and novelty see types of novelty lead above.

A review of objective and subjective writing is also important instructor could also provide a handout with some of the more popular nursery rhymes or childhood nursery rhyme books could be brought to class. Students could then select one nursery rhyme and write in computer lab or in classroom a news story with summary lead and then a feature story with a novelty lead. If time allows, students could describe some of the differences between their two stories and/or students may read/share stories especially their summary or novelty leads. A nursery rhyme anthology could then be compiled with the students news and feature stories. The two stories news and feature could be graded the same way a teacher would assess a news or feature story. For this assignment an acceptable pass or unacceptable fail grade on the leads could be given. Ap jack was reported in good condition monday at ivinson memorial hospital after suffering a head injury while getting a pail of water.

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An acceptable novelty or feature lead: may be one or more sentences subjective does not summarize the entire story requires writer to be creative pulls or hooks encourages the reader to read the rest of the story after novelty or feature lead second and all other paragraphs needed for story to make sense free of mechanical errors an acceptable novelty or feature lead: laramie, wyo. Students will develop a sense of self in relation to families and community as they rewrite a classical nursery rhyme. Christensen isbn 0 86713 040 7 the little dog laughed: and other nursery rhymes from mother goose. By lucy cousins isbn 0 14 055469 6 hey diddle diddle: and other mother goose nursery rhymes. By tomie depaola isbn 0 399 21589 1 mary had a little jam and other silly rhymes. By bruce lansky isbn 0689033923 background for teachers: the goal for students in content standard ii is that they develop a sense of self in relation to families and community.

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As students form relationships with their family and with one another, they draw upon common experiences to strengthen those relationships. One common bond that can strengthen relationships in the family and at school is literature. Traditional forms of literature that we can share are nursery rhymes and folk tales. Nursery rhymes are lyrical passages that can be shared between members of a family.

Through this time spent together, bonds between a parent and a child can be strengthened. These important lessons help us build and strengthen the relationships in our families and community. During this activity, the students will rewrite a classical nursery rhyme as a class. The students will have the opportunity to recite/read the nursery rhyme, discover the pattern of the text, and duplicate and extend that pattern to rewrite the nursery rhyme. As the rhymes are rewritten, the class will perform the original or rewritten version of the nursery rhyme. Instructional procedures: invitation to learn begin chanting the nursery rhyme jack and jill.

What rhythm or beat pattern do they feel? tell the students that during the next week the class will be reciting nursery rhymes and finding the pattern of the rhythm in the rhymes. The class will also have the opportunity to write its own nursery rhyme and perform it in the form of a puppet show. You may write the nursery rhyme on chart paper and do a shared reading from the chart. To identify the pattern of the nursery rhyme, the teacher generates a physical pattern such as snapping and clapping ab pattern as your recite the nursery rhyme.

This may include clapping twice and slapping legs twice or touching shoulders and knees in an aabb pattern. Recite the nursery rhyme as the student points to his/her unifix cube/paper pattern. After the students are comfortable in identifying the pattern s they hear in the nursery rhyme, introduce the nursery rhyme rewriting chart. The original text of the nursery rhyme is written on the left side of the chart and the rewritten version of the nursery rhyme is on the right side. The class can produce their own version of the nursery rhyme jack and jill through a shared or interactive writing experience. Instead of getting a pail of water, ann and clark watch the keeper feed the shark. Instead of jack falling down and breaking his crown, ann fell in and hurt her chin and clark dived in to save her.

Compare the patterns of the original nursery rhyme with that of the rewritten version. You may use clapping and snapping motions or unifix cubes, as in steps two and three, to check the patterns. Each student will demonstrate his/her knowledge of the spatial relationships in the nursery rhyme through the movement of the nursery rhyme character puppet.

extensions: rewriting other nursery rhymes may be used as extensions for this activity. The same format that was used to rewrite ldquo jack and jill rdquo is followed for other nursery rhymes. As the students identify the character, setting, problem, and resolution for each nursery rhyme, they are practicing important skills from the language arts core curriculum. Students are also using skills that will strengthen phonological awareness and writing skills. Because it is teacher directed, students with varying skills in mathematics and language arts will be successful. Family connections the parent may read a variety of nursery rhymes with his/her child. The parent and student can go for a walk around the neighborhood and look for various patterns on homes, sidewalks, fences, etc.

Assessment plan: by participating in the class recitation of the nursery rhyme s and through participation in the puppet show, a teacher can assess the students level of knowledge of rhythmic patterning and knowledge of spatial relationships. The teacher may assemble the rewritten nursery rhyme that the class composes in a book format. The original form of the nursery rhyme may also be included to compare and contrast the two versions. Each student can illustrate the pages of the rewritten nursery rhyme and the original version. This book may be included in the student rsquo s portfolio where it may be examined by the teacher and parents. time: 2016 02 23 0:01 utc 1456216921 reporting this problem: the problem you have encountered is with a project web site hosted by sourceforge.net. This issue should be reported to the sourceforge.net hosted project not to sourceforge.net.

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