Lilly loves school but when her teacher asks her to wait before sharing her new purse, Lilly gets upset and behaves in a way that she later regrets. This story touches upon consequences and forgiveness.
- A pillowcase with some items from the story (quarter, sunglasses, crown, pencil, and familiar items from around your classroom)
- 2 Copies of plastic purse per child
- Two clean egg cartons
- 10 pennies, 10 nickels, 10 dimes, 10 quarters
- Diva (a famous female singer of pop music)
- Jaunty (someone who is cheerful and sure of themself)
- Considerate (someone who thinks about how others might feel)
- Glittery (covered with sequence so it makes it shiny and sparkly)
- Not amused (Thinking that something is not funny)
- Lurched (to jerk forward)
- Furious (to be very, very angry)
- Unique (one of a kind)
- Encyclopedias (books that tell about the world)
Before Reading the Story
Begin a discussion about classroom rules. What are some of your hometime rules? What are some of our rules? What would happen if we did not have rules? Note to the children your rule about rug time. Why do you think we have to take turns talking? What would happen if we all talked at once? Explain that you have rules to help keep everyone safe and to make it fair for all children. Ask the children if the think it’s fair if one child gets to do all the talking? If one child gets to always do everything first or do what they want when other children can not? Explain that our story today is about a mouse named Lilly who did not want to follow the rules. What do you think will happen? Let’s read and find out.
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 Literacy/Book Knowledge Appreciation; demonstrates ability to retell and dictate stories from book and experiences; to act out stories in dramatic play; and to predict what will happen next in a story.
Reading the Story
Where Mr. Slinger provides a snack that is curly, cheesy, and crunchy. Ask the children to name some foods that are curly, cheesy, and/or crunchy?
Approaches to Learning/Reasoning & Problem Solving; develops increasing ability to find more than one solution to a question, task, or problem.
On the page where Mr. Slinger takes the purse away from Lilly, stop and the children what they think Lilly will do?
Literacy/Book Knowledge Appreciation; demonstrates ability to retell and dictate stories from book and experiences; to act out stories in dramatic play; and to predict what will happen next in a story.
After Reading the Story
Go back to the page where Lilly draws a picture of Mr. Slinger, how do you think he felt when he found it in his bag? (hurt, sad, feelings). What could you do to make him feel better?
Social & Emotional Development/Social Relationships; progresses in responding sympathetically to peers who are in need, upset, hurt, or angry; and in expressing empathy and caring for others.
Explain that Mr. Slinger forgave Lilly for drawing the not nice picture. Forgiving people is part of being a friend. Not everyone is always going to do exactly what you want when you want to do it. So being able to take turns and share are important things to learn about. Ask the children to share any examples they have of forgiving someone of sharing and taking turns with another. Praise all kind acts by telling the child, that was kind of you, that was being a good friend.
Social & Emotional Development/Social Relationships; shows progress in developing friendships with peers. Approaches to Learning/Initiative & Curiosity; grows in eagerness to learn about and discuss a growing range of topics, ideas, and tasks.
Hide the items from the story and classroom somewhere where the children can not see them. Place one article in the pillowcase and ask a child to use their hands to feel the object. They may smell and shake the item but they may not look in the pillowcase. Can they name the item? Can they tell you what material it is made from? (plastic, wood, paper, glass stone, etc.) Pull it out and try another.
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
Say the following poem to the children. After you have said what you are going to buy, invite the children to share their ideas by repeating the poem and adding their name to it.
I found a quarter, I found a quarter
I found a quarter shiny and new.
I’m gonna buy all kinds of ________
That’s what I’m gonna do.
Approaches to Learning/Reasoning & Problem Solving; develops increasing ability to find more that one solution to a question, task, or problem. AND Social & Emotional Development; Self-Concept; begins to develop and express awareness of self in terms of specific abilities, characteristics, and preferences.
Put on some jaunty music and dance!
Creative Arts/Movement; shows growth in moving to different patterns of beat and rhythm in music.
While the children are in blocks today, ask them if they can tell you what material the block is made from? Look around for other items in the center, can the children name what they are made from? (wood, plastic, cardboard, rubber, fabric, etc.).
Science/Scientific Knowledge; expands knowledge of and abilities to observe, describe, and discuss the natural world, materials, living things, and natural processes.
Lilly’s purse was purple. Put red, blue, and white paint at the easel today for the children to experiment making purple.
Science/Scientific Skills & Methods; begins to participate in simple investigations to test observations, discuss and draw conclusions, and form generalizations.
Give the children a copy of the purse along with old toy catalogs. Encourage them to cut out things they would like and glue them to their purse.
Physical Health & Development/Fine Motor Skills; grows in hand-eye coordination in building with blocks, putting together puzzles, reproducing shapes and patterns, stringing beads, and using scissors.
Library and Writing
Add non-fiction books on a variety of subjects. Explain that encyclopedias are books that tell us facts about the world, just like these books. Books that tell real information and not pretend is called non-fiction. Can the children show you examples of fiction and non-fiction?
Mathematics/Patterns & Measurement; shows increasing abilities to sort, put in a series, and regroup objects according to one or two attributes such as shape or size. AND Literacy/Book Knowledge & Appreciation;progresses in learning how to handle and care for books; knowing to view them one page at a time in sequence from front to back; and understanding that a book has a title, author, and illustrator.
Give the children a copy of the purse along with markers. Ask them to draw what they would put in their purse and dictate their response onto a index card and attach.
Physical Health & Development/Fine Motor Skills; progress in abilities to use writing, drawing, and art tools, including pencils, markers, chalk, paint brushes, and various types of technology. AND Literacy/Early Writing; begins to represent stories and experiences through pictures, dictation, and in play.
Sand and Water
Ask the children if they can remember what color lilly’s purse was (purple)? Ask them what material the purse was made from (plastic)? Add water to the table today and ask the children to help you find either purple or plastic items to add for the play. When they have gathered different purple or plastic items, ask them if they can predict if an item will float or sink in the water. As they discover what items float/sink have them sort into cubbies.
Science/Scientific Skills & Methods; develops growing abilities to collect, describe, adn record information through a variety of means, including discussion, drawings, maps, and charts.
Add any purses that you can find along with toy money, pencils, paper, play glasses, old phone /no battery, play jewelry, small boxes such as altoids, etc. I have found that the children in my class like to squirrel items away inside purses. ( I have found puzzle pieces and playing cards). So provide lots of interesting smaller items that will fit.
Literacy/Early Writing; begins to represent stories and experiences through pictures, dictation, and in play.
Math and Manipulatives
Give a child an egg carton and the coins in a small bowl. Ask them if they can tell you what they are? Can they name the coins? Encourage them to look at the coins and tell you what they see. Ask them to sort the coins by like kinds into the cleaned egg carton.
Mathematics/Patterns & Measurement; shows increasing abilities to match, sort, put in a series, and regroup objects according to one or two attributes such as shape or size.
Have the children line-up along a fence or wall. Tell them that Lilly used her purse to hold her special things. What can we use outside to hold something with (bucket!)? Have the children divide into teams and have bucket relay races. The children must run, hop, jump to and around a bucket and then come back. A child must run to the sandbox and fill the bucket with sand and bring it back, the next person runs and dumps it. The child must run to the bucket and jump over and them come back, the child must run to the bucket and them drop a rock into it from their waist height or higher, etc..
Physical Health & Development/Gross Motor Skills;shows increasing levels of proficiency, control, and balance in walking, climbing, running, jumping, hopping, skipping, and galloping. 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.
In the story, Lilly said she loved when Mr. Slinger provided “tasty” snacks. Ask the children what they think are tasty school snacks? If you have a cook who prepares the snacks for you, have the children help write her/him a thank you note from the class.
Literacy/Early Writing; develops understanding that writing is a way of communicating for a variety of purposes. AND Social & Emotional Development/Self-Concept; begins to develop and express awareness of self in terms of specific abilities, characteristics, and preferences.