Too Many Pears! by Jackie French

            This is a book to teach children about fruit, especially pears.  Pamela the cow just can’t seem to get enough pears.  This is a fun book to help the children try to problem solve how to stop Pamela from eating all the pears!

Materials

  •  Several pears and a plastic knife to cut.
  •  Pretty bowl
  • Bag of pom poms, several tongs/tweezers, and bowls
  • Several Place setting pictures with parts cut out separately
  • Model for outside jumping game, see resources

Vocabulary

  •  Orchard (a place where fruit and or nut trees grow.)

Before Reading the Story

            Begin a discussion about favorite foods.  Ask the children what happens if they eat too much food (I throw up, my belly gets hurting, I burp really, really loud).  Show and read the children the cover of the book.  Ask them how they think Pamela is feeling, why?

Language Development/Speaking & Understanding; develops increasing abilities to understand and use language to communicate information, experiences, ideas, feelings, opinions, needs, questions, ; and for other varied purposes. AND Social & Emotional Development/Self-Concept; begins to develop and express awareness of self in terms of specific abilities, characteristics, and preferences.

Slowly read the cover of the book sounding out the words.  Watch to see if any children are able to recognize beginning letters and their sounds.

Literacy/Phonological Awareness; shows growing awareness of beginning and ending sounds in words.

Reading the Story

            Stop when you get to the page where Pamela is tied to a tree.  Ask the children to help think of ways to keep Pamela from eating all the pears.  Write their ideas down on chart paper.

Literacy/Book Knowledge & Appreciation; demonstrates progress in abilities to retell and dictate stories from books and experiences; to act out stories in dramatic play; and to predict what will happen next in a story.

After Reading the Story

            Bring in a pear so that the children can try a small piece.  Make a graph that shows I like pears/I do not like pears.  The children can write their name on the corresponding side after they taste the pear.  After all the children have put their name on the pear graph, ask them if more or less children liked the pears.  How many children in total said they liked pears?

Mathematics/Patterns & Measurement; begins to make comparisons between several objects based on one or two attributes. AND Literacy/Early Writing; progresses from using scribbles, shapes, or pictures to represent ideas, to using letter-like symbols, to copying and writing familiar words such as their own name.

Discovery

            While you are preparing a pear for the children to taste test, pass one around so that the children may smell it and feel it.  Open it up and show the children the seeds inside.  Are there a lot of seeds or just a few?  What color are they?  Bring in two different kinds of pears, are they the same inside?

Science/Scientific Skills & Methods; begins to use senses and a variety of tools and simple measuring devices to gather information, investigate materials, and observe processes and relationships

Music and Movement

            Do the Pear poem with the children.  As you say the poem make up simple actions for the children to do.

Way up high in the pear tree,

Two yellow pears smiled down on me.

So I shook that tree as hard as I could

And down fell the pears and were they good!

Language Development/Listening & Understanding; demonstrates increasing ability to attend to and understand conversations, stories, songs, and poems.

            Sing Where Oh Where Are All the Children, to https://www.youtube.com/watch?v=NsZ6RS67oAY

Where oh where are all the children,

Where oh where are all the children?

Where oh where are all the children,

Way down yonder in the pear orchard.


Picking pears, put them in the basket,

Picking pears, put them in the basket.

Picking pears, put them in the basket

Way do yonder in the pear orchard.

(Do other fruits and vegies. My class liked cutting broccoli, pulling carrots, digging potatoes, picking up watermelon, etc.).

Creative Arts/Music; participates with increasing interest and enjoyment in a variety of music activities, including listening, singing, finger plays, games, and performances. AND Approaches to Learning/Reasoning & Problem Solving; develops increasing abilities to classify, compare, and contrast objects, events, and experiences.

Blocks

            Attach 5-10 yellow pear shapes, orange orange shapes, and red apple shapes to blocks and ask the children to sort by kinds or make a pattern. 

Mathematics/Patterns & Measurement; enhances abilities to recognize, duplicate, and extend simple patterns using a variety of materials.

Art

            Cut out large fruit shapes and put them at the easel for the children to paint.

Physical Health & Development/Fine Motor Skills; progresses in abilities to use writing, drawing, and art tools, including pencils, markers, chalk, paint brushes, and various types of technology.

Library and Writing

            Give each child a cow shape.  Ask them to glue it too the paper and draw a picture about their idea to stop Pamela.  Dictate.  Use the chart paper from rug time to review and get the children started.

Literacy/Early Writing; begins to represent stories and experiences through pictures, dictation, and in play.

Sand and Water

Pour the pom poms into the table and set out the tongs and several bowls or ice cube trays. The children use the tongs to pickup the pom poms and sort them by color.

Mathematics/Patterns & Measurement; shows increasing abilities to match, sort, put in a series, and regroup objects according to one or two attributes such as color, shape, or size. AND Physical Health & Development/Fine Motor Skills; develops growing strength, dexterity, and control needed to use tools such as scissors, paper punch, stapler, and hammer.

Dramatic Play

            Put all the plastic fruits into a large bowl today and put it out on the kitchen table.  As the children play in dramatics today, ask them if they can name all the fruits in the bowl.  Do they know where the fruits grow, a tree, a vine, or a plant?

Science/Scientific Knowledge; expands knowledge of and abilities to observe, describe, and discuss the natural world, materials, living things, and natural processes.

Math and Manipulatives

Make several place setting pictures and cut each piece out individually (fork, spoon, knife, and plate). Tell the child that they are pretending a friend is coming to eat with them. How many place setting do you need to make? Remind them that they need to set one for themselves also. How many place settings do you need if two friends were coming over? Have the child fix the place settings making sure each gets all the parts.

Mathematics/Number & Operations; begins to use one-to-one correspondences in counting objects and matching groups of objects.

Outdoor Play

Draw the jumping board on the cement using chalk. Instead of filling in with shapes, fill it in with simple pictures of fruits and vegies. Have a child stand at one end and name a fruit/vegie on the jumping board. The child jumps onto the correct square. Try naming 2-3 at a time and see if the child can jump from square to square in the correct order.

Language Development/Listening & Understanding; shows progress in understanding and following simple and multiple-step directions.

Transitions

Hold up a piece of plastic food from the dramatic center and ask a child to name it. Ask them if they can make the first sound in the word. Ask them if they can clap out the syllables of the word.

Literacy/Phonological Awareness; shows growing awareness of the beginning and ending sounds in words. AND Literacy/Phonological Awareness; shows growing ability to hear and discriminate separate syllables in words.

Resources

cut out each utensil separately. Make 3-5 sets
Draw simple fruits and vegies into each square for jumping

Mrs. Wishy-Washy’s Farm, by Joy Crowley

            What happens to the farm animals when they decide they no longer want to be bathed and run away from Mrs. Wishy-Washy? 

Materials

  • Picture of a washing tub
  • Bubble Solution/ 1 cup water, 2 Tablespoons Joy dish soap, 1 Tablespoon glycerine
  • Bubble Blowers/pipe cleaners, straws, berry basket, spools, small pvc piping
  • Bucket or large container

Vocabulary

  • Scrub (to be bathed)
  • Stampede (when animals or people rush headlong somewhere).
  • Anxious (feeling nervous)

Before Reading the Story

            Begin a conversation about when you go somewhere new or very different how it can make you feel anxious or nervous.  Remind the children about their first days at school, remember when you did not feel like you knew what you were supposed to do or where you were supposed to go?  What did you do, who helped you feel better?  Explain that today’s story is about some animals that run away from the farm and go to the city.  The animals have never been to the city before and find that it makes them nervous and confused. Ask, “I wonder what will happen”? and leave a beat to see if any child has an idea.

Literacy/Book Knowledge & Appreciation; demonstrates progress in abilities to retell and dictate stories from books and experiences; to act out stories in dramatic play; to predict what will happen next in a story. AND Language Development/Speaking & Communicating; develops increasing abilities to understand and use language to communicate information, experiences, ideas, feelings, opinions, needs, questions; and for other varied purposes.

Reading the Story

            When you get to the part where the animals run away, ask the children if they can tell how Mrs. Wishy-Washy must feel.  Were the animals nice to her?  Why did they want to run away?  What could they have done instead?  When you get to the page where the animals are in jail and hear the chug, chug, chug of the old farm truck; stop and ask the children what they think will happen next.

Literacy/Book Knowledge & Appreciation; demonstrates progress in abilities to retell and dictate stories from books and experiences; to act out stories in dramatic play; to predict what will happen next in a story.

After Reading the Story

            Play slippery soap with the children.  It is similar to Simon Says except that each child is given a paper towel and the caller calls out body parts to be washed.  Slippery soap says wash your leg, Slippery soap says wash your wrist, behind your ear, under your chin.

Language Development/Listening & Understanding; shows progress in understanding and following simple and multiple-step directions.

Discovery

            Put out bubbles and blowers today and let the children make bubbles. If you do not have a lot of bubble blowers, you can make simple ones out of pipe cleaners.

Science/Scientific Skills & Methods; begins to participate in simple investigations to test observations, discuss and draw conclusions, and form generalizations.

Music and Movement

            Put on this video song and have the children sing and dance to the song, I Took a Bath in a Washing Machine https://www.youtube.com/watch?v=65Moz_FSkRw

            Sing This is The Way We… https://www.youtube.com/watch?v=o0e1_rV_oms

This the way I wash myself, wash myself, wash myself

This is the way I wash myself to make me nice and clean.

This is the way I wash my face.

This is the way I brush my teeth.

This is the way I wash my hands.

Physical Health & Development/Health Status & Practices; shows growing independence in hygiene, nutrition, and personal care when eating, dressing, washing hands, brushing teeth , and toileting.

Blocks

            Encourage the children to sort any animals in the center by farm animals and non-farm animals.

Mathematics/Patterns & Measurement; shows increasing abilities to match, sort, put in a series, and regroup objects according to one or two attributes such as color, shape, or size.

Art

            Finger paint today!  Can the children write their name in the finger paints? Are they able to draw shapes as you call them out?

Mathematics/Geometry & Spatial Sense; progresses in ability to put together and take shapes apart. AND Literacy/Early Writing; progresses from using scribbles, shapes, or pictures to represent ideas, to using letter-like symbols, to copying or writing familiar words such as their own name.

Library and Writing

            Give each child a paper with the washing tub on it.  Ask the children to draw a picture of a farm animal in the tub.  Underneath write, The _______ is in the tub. Put them all together and make a classroom Washy Book.

Literacy/Early Writing; begins to represent stories and experiences through pictures, dictation, and in play.

Sand and Water

            Let the children wash baby dolls or plastic farm animals in bubble water.  Add scrub brushes (tooth brushes, nail brushes). 

Physical Health & Development/Health Status & Practices; shows growing independence in hygiene, nutrition, and personal care when eating, dressing, washing hands, brushing teeth , and toileting. AND Creative Arts/Dramatic Play; shows growing creativity and imagination in using materials and in assuming different roles in dramatic play situations.

Dramatic Play

            Add any old slippers and aprons that you might have to share.  Bring in a bucket and any stuffed animals you might have.  The children can pretend to be Mrs. Wishy-Washy.

Creative Arts/Dramatic Play; participates in a variety of dramatic play activities that become more extended and complex.

Math and Manipulatives

Put out pictures (or the real objects) of various brushes and tools. Give a simple definition and see if the child is able to identify the correct tools. (You use this to scrub your teeth clean, you use this to get the knots out of your hair, you use this to cut paper).

Approaches to Learning/Reasoning & Problem Solving; develops increasing abilities to classify, compare, and contrast objects, events, and experiences.

Outdoor Play

            Have the children dig a hole in the dirt and add water to make mud play. Let them dig a hole and then carry buckets of water to fill it. As the water evaporates into the soil, mud play! Talk about what is happening to the water that is poured into a dry hole. Will the same thing happen to a hole that is already wet down? In the sand?

Science/Scientific Skills & Methods; begins to participate in simple investigations to test observations, discuss and draw conclusions, and form generalizations.

Transitions

            As the children wash their hands throughout the day make sure that they are using good hand washing techniques.  As they scrub the bubbles have them repeat wishy-washy, wishy-washy, wishy-washy.

Physical Health & Development/Health Status & Practices; shows growing independence in hygiene, nutrition, and personal care when eating, dressing, washing hands, brushing teeth , and toileting.

Resources

Mr. Gumpy’s Outing, by John Burningham

            Mr. Gumpy owns a boat.  One day Mr. Gumpy was going out for a boat ride and it seemed like everybody wanted to come with.  Watch what happens when a boat full of animals and people  is crowded and on the river.

Materials

  • Several Life preservers if available
  • Chest plate to represent Gumpy, boy, girl, rabbit,Cat, dog, pig, sheep, chicken, cow, goat
  • Roll of tin foil

Vocabulary

  • River (a long channel or stream of water that flows to a lake or the ocean)
  • Squabble (to fuss at or bicker with someone)
  • Muck about (to mess around with or poke nose into someone else’s business).
  • Bleating (the sound sheep make)
  • Trample (to step on)
  • Float ( it stays on the top of the water)
  •  Sink ( it goes to the bottom of the water)

Before reading the Story

            Hold up the cover of the book and ask the children if they know what everyone is sitting in (boat)? Ask the children if they have ever been in a boat?  Where do you use a boat, what do you need to wear in a boat and what do you do in a boat?  Bring in several pictures of kinds of boats to name and discuss with the children. Hang the boats on the wall. Give each child a slip of paper with their name on it and have them tape it beneath their favorite boat.

Mathematics/Patterns & Measurement; begins to make comparisons between several objects based on a single attribute.

Reading the Story

As you read, whenever Mr. Gumpy is asked if someone can come along, answer shaking your head. When you get to the page where it says, “For a little while they all went along happily, read until it says the children squabbled and then stop and ask the children if they can guess what is going to happen?

Literacy/Book Knowledge & Appreciation; demonstrates progress in abilities to retell and dictate stories from books and experiences; to act out stories in dramatic play; and to predict what will happen next in a story.

After reading the Story

            Go through the story one more time and have the children act it out with you.  The teacher can be Mr. Gumpy and the children can be the other characters (put on the picture mantels so everyone knows what part each person is playing).  Make sure that they help you figure out how to act out mucking about and squabbling.

Literacy/Book Knowledge & Appreciation; demonstrates progress in abilities to retell and dictate stories from books and experiences; to act out stories in dramatic play; and to predict what will happen next in a story.

Discovery

            Add a large bowl or bucket of water to the center.  Put out a variety of small classroom objects that the children can experiment with to see if they will sink or they will float.  Have them sort them accordingly. 

Science/Scientific Skills & Methods; begins to participate in simple investigations to test observations, discuss & draw conclusions, and form generalizations. AND Mathematics/Patterns & Measurement; begins to make comparisons between several objects based on a single attribute.

Music and Movement

            Sing Row, Row, Row Your Boat with the children and act out different ways you can row the boat individually or with a partner.  https://www.youtube.com/watch?v=WphumMGa7Ms Think of a variety of ways to row the boat.

Social & Emotional Development/Self-Control; develops growing understanding of how their actions affect others and begins to accept consequences of their actions.

            Mr Gumpy’s boat is a long narrow punt type boat that you must push with a pole.  Have the children stand and row or punt to the left, the right, the left, the right.

Blocks

            If you are lucky enough to have access to several life preservers, bring them in for the children to put on and practice buckling and unbuckling. If you do not have access to life preservers, hang up the pictures of people wearing life preservers. Explain to the children that it is the law to wear them if you are in a boat on the water. Encourage the children to make a boat out of the blocks.

Physical Health & Development/Fine Motor Skills; grows in hand-eye coordination in building with blocks, putting together puzzles, preproducing shapes and patterns, stringing beads, and using scissors. AND Physical Health & Development/Health Status & Practices; builds awareness and ability to follow basic health and safety rules a such as fire safety, traffic and pedestrian safety, and responding appropriately to potentially harmful objects, substances, and activities.

Art

            Give the children squares of tin foil and ask them to see if they can make a boat that will float in the water table.  Will their boat hold bear counters?  Mr. Gumpy would be so pleased.

Creative Arts/Art; begins to understand and share opinions about artistic products and experiences. AND Mathematics/Number & Operations; begins t make one-to-one correspondence in counting objects and matching matching groups of objects.

Library and Writing

Make a copy of the Mr. Gumpy path pages for each child. Can they follow the path and stay inside the lines?

Literacy/Early Writing; experiments with a growing variety of writing tools and materials, such as pencils, crayons, and computers.

Sand and water

            Put water into the table today and boats to float.  If you have no boats, use plastic Tupperware containers.  Challenge the children to see how many counting bears they can put into the boat/Tupperware before it tips.

Mathematics/Number & Operations; begins to associate number concepts, vocabulary, quantities, and written numerals in meaningful ways.

Dramatic Play

Make a set of character medallions for the children to retell the story in dramatic play.

Literacy/Book Knowledge & Appreciation; demonstrates progress in abilities to retell and dictate stories from books and experiences; to act out stories in dramatic play; and to predict what will happen next in a story. AND Social & Emotional Development/Cooperation; develops increasing abilities to give and take in interactions; to take turns in games and using materials; and to interact without being overly submissive or directive.

Math and Manipulatives

            Make a simple boat shape that is just big enough for three counters of choice.  Mark a “river” on the table using 2 pieces of masking tape.  Give the children 10 counters and tell them that they have to get them all across the river.  How many times will the boat have to go back and forth to get 10 counters across?  Remember that one counter has to stay in the boat to steer.  Walk the children through the steps to figure out how many times the boat has to go back and forth across the water.

Mathematics/Number & Operations; demonstrates increasing interest and awareness of numbers and counting as a means for solving problems and determining quantity.

Outdoor Play

Encourage the children to work together to build a river in the sand box. When they are finished, let them pour water into the river. What happens(evaporation)? Can the children saturate the sand enough to have it fill with water? Try this in the dirt, is it easier or harder?

Science/Scientific Methods & Skills; begins to participate in simple investigations to test observations, discuss and draw conclusions, and form generalizations.

Put out a balance beam on the playground and have the children practice walking it forward, backward, sliding side -to-side, etc.. Play a game that if you fall off then you fall into the water.

Physical Health & Development/Gross Motor Skills; chows increasing levels of proficiency, control, and balance walking, climbing, running, jumping, hopping, skipping, marching, and galloping.

Transitions

            Can you name an animal that was on the boat?  Pretend to swim to the next activity.  Can you name some more farm animals?

Approaches to Leatning/Reasoning & Problem Solving; develops increasing abilities to classify, compare, and contrast objects, events, and experiences.

Resources

Can the children draw a line inside the pathway from a character to the boat?
Boats for discussion
Life preserver pictures for discussion
boat ideas for blocks or dramatic play