welcome to kid works deluxeimages.knowledgeadventure.com/school/teachermaterials/... · 2006. 8....

Welcome to Kid Works™ DeluxeTABLE OF CONTENTS

PROGRAM OVERVIEW SHEET

WELCOME 2 Enhancing the Reading-Writing Connection 2 Using the Story Starters 3 Thematic Units and Early Childhood Units 4 Bookbinding 4 Getting Started 5 Scope and Sequence Charts

UNIT 1 – FEELINGS 7 Lesson 1: Facial Expressions Show Feelings 17 Lesson 2: The Giving Tree 25 Lesson 3: Your Heart

UNIT 2 – IMAGINATION 39 Lesson 1: Around the Neighborhood 49 Lesson 2: Where the Wild Things Are 57 Lesson 3: Snails’ Tales

UNIT 3 – NATURE’S TREASURES 65 Lesson 1: Tall Tales 77 Lesson 2: The Little Red Hen 89 Lesson 3: Flower Shower

UNIT 4 – NIGHT AND DAY 99 Lesson 1: My Day and Night109 Lesson 2: There's a Nightmare in My Closet117 Lesson 3: Celebrate the Sun

EARLY CHILDHOOD123 Unit 1 – Feelings129 Unit 2 – Imagination135 Unit 3 – Nature’s Treasures141 Unit 4 – Night and Day

APPENDIX – STICKERS

Reproduction of these pages by the classroom teacher for use in the classroom is permissible.Reproduction of any part of this book for an entire school or school system or for commercial use is strictly prohibited.

© Knowledge Adventure, Inc. and its licensors. All Rights Reserved.Kid Works is a trademark of Knowledge Adventure, Inc. and its licensors. All Rights Reserved.

All trademarks referenced herein are the property of their respective owners.

M01K18Z00Z0T15Z0

Kid Works Deluxe1© Knowledge Adventure, Inc. and its licensors.All Rights Reserved.


Curriculum Skills:

� Facilitates early writing skills� Develops a sight vocabulary� Facilitates the composition and editing

process in writing� Teaches relationships between words and

pictures� Facilitates creative writing� Develops a link between writing and

reading� Encourages creativity

Levels:Pre-K through Grade 4

Subject:Language Arts

Reading/WritingCreativity

Special Features:

• Combines a word processor, a paintprogram, and text-to-speech

• Converts text to stickers and stickers to text• Delightful sound effects• Printable storybooks in three different

formats• Easy-to-use graphical interface, simple

enough for pre-readers• Shares stories over the Internet• Player feature can send a greeting to

someone who doesn’t have Kid Works

Activity Components:

Write – Write and edit stories using words, pic-tures, and sound effects. Read back yourstory in your own voice or any of 6 funnybug voices.

Draw – Draw pictures using tools, picture bookpictures, stickers, and animated stickers.Record narration to describe your picture ortell a story.

Sticker Maker – Create customized stickers torepresent words.

Story Playback – Hear your story told from thebook cover to the very end.

Main Screen:

Kid Works™ DeluxeBuild Reading, Writing, and Creativity Skills


Welcome to Kid Works Deluxe Teacher's Guide

This Guide is designed to help teachers ofPre-K–Grade 4 learners utilize Kid Works De-luxe to help students develop skills incommunication arts and make effectiveuse of the computer as a learning resource.

Teachers will find Kid Works Deluxe ahighly effective tool in all areas of thecurriculum. Students will love using it toexpress themselves with words, pictures,and speech. They can develop skills inwriting as well as drawing and painting.Students will enjoy creating all types of booksto share with their families and classmates.

Enhancing the Reading-WritingConnection with Kid Works DeluxeBecause the skills required for good readingand good writing are related, the develop-ment of one process can be of great benefit tothe other. Kid Works Deluxe provides an envi-ronment for communication that enhanceschildren’s reading and writing skills in threeways: (1) through the use of the LanguageExperience Approach enhanced with a talk-ing word processor, (2) through the capabilityof combining text, graphics, sound effects,and speech, and (3) through the use of writ-ing prompts.

The strength of the Language Experience Ap-proach is the use of students’ own language tocreate materials as the foundation for both read-ing and writing. Students quickly learn thatwhat they think, they can say; what they say,they can write; and what they write, they canread. Kid Works Deluxe provides students witha talking word processor that gives them imme-diate auditory access to what has been written,

enabling them to read and reread their storiesindependently.

The capability of combining text, graphics,computer speech, recorded speech, and soundeffects provides endless opportunities for pro-ducing uniquely creative final productions.Kid Works Deluxe truly takes the reading-writ-ing connection one step further by encourag-ing young authors to become art designers aswell as readers and writers.

Using the Story StartersThe story starters in Kid Works Deluxe enhancethe reading-writing connection by providing alevel of interactivity while at the same timeencouraging students to build backgroundand compose in many different modes of dis-course, such as poetry, story, report, autobiog-raphy, and description. These prompts en-hance the reading-writing connection by pro-viding writers with an environment that elicitstheir ideas and spurs their imagination.


According to the California Language ArtsFramework, listening, thinking, speaking,writing and reading are interactive processesused by learners to negotiate and constructtheir own meaning.

Through the use of the prompts, students:• Are given meaningful and varied opportu-

nities in which to practice writing.• Tell, retell, illustrate, describe and share

personal responses to real-life experiences.• Use word processing to simplify the pro-

cess of writing.• Use a speech-to-print process, in which stu-

dents first concentrate on what they want tosay, progress to how they want to say it,and exercise options for changing form,content or both.

• Use technology to support the integration oflistening, speaking, reading, and writingwith the learning of language skills inmeaningful contexts.

When students are using the prompts, encour-age them to:• Save a selected writing prompt with their

own unique name.• Listen to all the pages included in the

prompt before beginning to write.• Maximize available writing space on each

page by:– Deleting directions once they are read.– Working with one small section at a

time.– Replacing underlines and spaces by

highlighting them before typing theanswers or responses to prompts.

– Creating extra “Write” pages after theprompts to continue writing.

Thematic UnitsThis Teacher’s Guide features four thematicunits: Feelings, Imagination, Nature’s Trea-sures, and Night and Day. Each unit containsthree lessons based upon the theme focus.

These lessons are designed to help you incor-porate computer use into a cross-curricularapproach to writing and reading. Student ac-tivities before the computer, at the computer,and after the computer are suggested. Theseactivities include whole-group, small-group,and activity-center instructions. In addition,strategies for cooperative learning that pro-mote interaction and cooperation among stu-dents are featured throughout the lessons.

Curriculum areas covered by the lessons in-clude language, drama, literature, art, logic,spatial visualization, mathematics, movement,music, science, and social studies. Students areencouraged to explore and make choices, inboth oral and written language, and to usethese explorations and choices to become mo-tivated and fluent speakers and writers.

Early Childhood UnitsEncourage young children to draw picturesand record their stories. Clicking the Story-teller Bug will play back the pictures and thenarration. The Early Childhood units containsuggestions for using the material included inthe four thematic units with young children(ages 4–6). These activities are designed to al-low young children to learn by exploration,manipulation and investigation and to sharetheir findings with their classmates.


BookbindingThe books created in Kid Works Deluxe can bebound and placed in the classroom, school orhome library.

Bookbinding Materials• Kid Works Deluxe printed pages, and two

blank pages the same size as the printedpages

• Two pieces of cardboard, each 1⁄2" longerand wider than the paper for the insidepages

• 1" or wider tape and some glue• Stapler or needle and thread (depending on

the way you wish to attach the pages)• Cover material (colored butcher paper,

wallpaper, wrapping paper, etc.) which is1" larger on all sides than the two pieces ofcardboard when they are placed side byside

Bookbinding Directions• Place the pages of the book in a neat pile

with one blank page on top and one on thebottom.

• Staple or sew all the pages together alongthe left edge.

• Place the cardboard pieces side by side andtape them together, leaving a little space ofapproximately 1⁄2" (for the spine) betweenthe two pieces.

• Put glue along all four edges of each piece;center them on the cover material, glue sidedown.

• Fold the edges of the cover material up overthe cardboard on the inside, and glue themdown.

• To attach the book, glue the blank sheets atthe front and back to the inside of the cover.

Getting StartedThe first step in getting Kid Works Deluxe inte-grated into your classroom is to become famil-iar with the software. A quick and easy way toget into the heart of the program is to followProject #2 in the software manual—Create aSimple Family Album. This will expose yourstudents to the fabulous art, powerful tools,and fun features of the software.

Once your students are familiar with the soft-ware, select a thematic unit and begin with thefirst lesson. The units may be introduced inany order you wish, but the lessons withineach unit build upon each other and should bepursued in the order presented. As studentsinteract with each lesson, they will becomemore familiar with the Kid Works Deluxe soft-ware components.

You will be thrilled as your students developproficiency employing this powerful softwaretool. They will be motivated to explore and becreative as they develop their skills in commu-nication arts and build confidence with theirvarious forms of expression.

Scope and Sequence ChartsThe Scope and Sequence Charts on the nexttwo pages (pgs. 5–6) correlate the lessons toprogram components and curriculum areas.


Sco

pe

and

Se

que

nce

Cha

rt

Pr

od

uct t

Co

mp

one

nts

Cur

ric

ulum

Are

as

Writ

e

Draw

Sto

ry

S

ticke

rM

ath

Scie

nce

Lang

uage

Soc

ial

Fine

Art

Tel

ler

Mak

er

Arts

Stud

ies

Arts

Unit

1: F

eelin

gs

Less

on 1

:Fa

cial

Exp

ress

ions

Sho

w

✿

✿

—

✿ —

—

—

✿ ✿

—

Feel

ings

Less

on 2

:Th

e Gi

ving

Tre

e

✿

✿

—

— —

—

✿

— —

—

Less

on 3

:Yo

ur H

eart

✿

✿

✿

— ✿

✿

—

— —

—

Unit

2: Im

agin

atio

n

Less

on 1

:Aro

und

the

Neig

hbor

hood

✿

—

✿

—

—

—

—

✿

✿

—

Less

on 2

:Whe

re th

e W

ild T

hing

s Ar

e

✿

✿

✿

—

—

—

✿

—

—

—

Less

on 3

:Sn

ails

’ Tal

es

✿

✿

✿

—

✿

✿

—

—

—

✿

Unit

3: N

atur

e’s

Trea

sure

s

Less

on 1

:Ta

ll Ta

les

✿

✿

✿

— —

—

—

✿

✿

—

Less

on 2

:Th

e Li

ttle

Red

Hen

✿

—

✿

—

—

—

✿

—

—

—

Less

on 3

:Fl

ower

Sho

wer

—

✿

✿

— ✿

✿

—

— —

—

Unit

4: N

ight

and

Day

Less

on 1

:M

y Da

y an

d Ni

ght

✿

✿

✿

— —

—

—

✿

✿

—

Less

on 2

:Th

ere’

s a

Nigh

tmar

e in

My

✿

—

✿

—

—

—

✿

—

—

—

Clos

et

Less

on 3

:Ce

lebr

ate

the

Sun

✿

—

✿

—

✿

✿

—

—

—

—

The

ma

tic U

nits


Sco

pe

and

Se

que

nce

Cha

rt (

CO

NTI

NU

ED)

Pr

od

uct

Co

mp

one

nts

Cur

ric

ulum

Are

as

Writ

e

Draw

Sto

ry

S

ticke

rM

ath

Scie

nce

Lang

uage

Soc

ial

Fine

Art

Tel

ler

Mak

er

Arts

Stud

ies

Arts

Unit

1: F

eelin

gs

Less

on 1

:Fa

cial

Exp

ress

ions

Sho

w

✿

—

— —

—

—

—

✿

✿

—

Feel

ings

Less

on 2

:Th

e Gi

ving

Tre

e

✿

—

—

— —

—

✿

— —

—

Less

on 3

:Yo

ur H

eart

✿

—

—

— ✿

✿

—

— —

—

Unit

2: Im

agin

atio

n

Less

on 1

:Aro

und

the

Neig

hbor

hood

—

✿

—

—

—

—

—

✿

✿

—

Less

on 2

:Whe

re th

e W

ild T

hing

s Ar

e

✿

—

—

—

—

—

✿

—

—

—

Less

on 3

:Sn

ails

’ Tal

es ✿

✿

✿

— ✿

✿

—

— —

✿

Unit

3: N

atur

e’s

Trea

sure

s

Less

on 1

:Ta

ll Ta

les

✿

—

—

— —

—

—

✿

✿

—

Less

on 2

:Th

e Li

ttle

Red

Hen

✿

✿

✿

—

—

—

✿

—

—

—

Less

on 3

:Fl

ower

Sho

wer

—

✿

—

— ✿

✿

—

— —

—

Unit

4: N

ight

and

Day

Less

on 1

:M

y Da

y an

d Ni

ght

—

✿

—

— —

—

—

✿

✿

—

Less

on 2

:Th

ere’

s a

Nigh

tmar

e in

My

✿

—

—

—

—

—

✿

—

—

—

Clos

et

Less

on 3

:Ce

lebr

ate

the

Sun

✿

—

—

—

✿

✿

—

—

—

—

Earl

y C

hild

hoo

d

INTRODUCTIONThematic Unit 1: Feelings

Since self-expression along with proper tools is the key to good writing, the lessons presented in thisthematic unit, Feelings, provide the road to get there. When children can write about how they feel,how the world feels to them, and how they think others feel, then they are able to write about theirexperiences. This includes their experiences in all areas of life. To incorporate feelings into writing isan essential and important part of the language arts experience.

The following is an outline of the three cross-curricular lessons in the thematic unit Feelings.

Lesson OneTitle: Facial Expressions Show FeelingsCurriculum Focus: Social Studies and Fine ArtsThe following learning experiences can be used both on and off the computer:• Produce and interpret graphic material by relating words to pictorial content and

pictorial content to words.• Work in cooperation with a partner to achieve a common goal.• Use art to express moods and feelings.• Become aware of how materials change when they are mixed together.

Lesson TwoTitle: The Giving TreeCurriculum Focus: Language ArtsThe following learning experiences can be used both on and off the computer:• Participate in simple improvisational activity.• Interpret the cause and effect involved in characters’ actions.• Use appropriate form to write a friendly letter.• Use poetry to identify, describe, and summarize the topic of a story.

Lesson ThreeTitle: Your HeartCurriculum Focus: Science and MathThe following learning experiences can be used both on and off the computer:• Recognize which foods are low and high in calories.• Discover the relationship between physical exercise and burning calories.• Write and solve number sentences that reflect real-life situations.• Become aware of the benefits of good health care.



FEELINGS LESSON 1

Facial Expressions Show Feelings Social Studies/Fine Arts

Materials

Kid Works Deluxe crayonsThe Six Ovals (activity sheet) pencilsFaces Poem (blackline master) scissorsMaking Faces (blackline master) 9" paper platesSticker Reference Pages (blackline masters) glue or pastePaper Plate Clown Faces (blackline master) colored construction paperCookie Faces (blackline master)

Vocabulary

angry ears hair night sadbratty expression happy nose scrunchedbright eyebrows head oval shychin eyes lonely paint smileclimb face mad pout tonguecurly frown miserable proud wickeddark gleam mouth puzzled yawn

Before the Computer

Following DirectionsUsing the Six Ovals activity sheet (pg. 11), students:• Follow the directions on the sheet to create six faces.• Check the faces on their finished products to see if they fol-

lowed directions properly.• Color their completed work, adding accessories such as hats,

bows, jewelry, etc.12Copyright © Davidson & Associates, Inc., 1995 Kid Works Deluxe Blackline Master

FEELINGS LESSON 1

Facial Expressions Show Feelings

FACESby Joyce Koff

I painted a faceThat was sadI painted the mouthIn a frown

I painted a faceThat was shyI painted the eyesLooking down

I painted a faceThat was angryI painted the eyebrowsScrunched tight

I painted a faceThat was wickedI painted its eyesFire bright

I painted a faceThat was brattyI painted its tongueSticking out

I painted a faceThat was miserableI painted its lipsIn a pout

This poem was reprinted with the permission of the author.


LiteratureAfter distributing copies of the poem Faces (pg. 12), the teacherand class use it as follows:• The teacher reads the poem aloud to the class while the

class silently reads along.• The teacher and class read the poem aloud together.• The teacher selects student volunteers to read each indi -

vidual stanza.• After each stanza is read, the class imitates the stanza’s face

and discusses its expression. This is continued until theentire poem has been read.

• The teacher selects five or six students to be a chorus ofmimes. The student mimes stand in the front of the room.The remaining students and the teacher read the poemaloud again. The mime chorus makes the appropriate facesas each stanza is read.

Oral LanguageThe teacher distributes copies of the Making Faces blackline mas-ter (pg. 13), and has students do the following:• Divide into pairs.• Select a leader for each pair who will select facial expres-

sions from the Making Faces activity sheet and direct hisor her partner in making those faces. For example: “Raiseyour eyebrows. Form your mouth into a narrow oval.”

• The partner guesses what feelings these faces show.• Have partners change roles and complete the activity.

b At the Computer

Using copies of the Making Faces blackline master, the Feelingssticker category on pg. 148, and the poem Faces, students createthe poem’s six facial expressions using the stickers’ editing fea-tures.• After starting a new story, students write the title “Making

Faces” on the Book Cover Screen.• They open a Write page and the Sticker Book, then scroll

through the categories and select the Feelings category.• For each expression in the poem, they will edit an expression

12Copyright © Davidson & Associates, Inc., 1995 Kid Works Deluxe Blackline Master

FEELINGS LESSON 1


FACES by Joyce Koff









FEELINGS LESSON 1


MAKING FACES

bashful bored cold confident

curious disappointed disgusted frightened

frustrated guilty happy hot

hurt jealous joyful lonely

lovestruck mischievous miserable tired


in the Feelings category by modifying the features in anexisting sticker to resemble those illustrated on the Mak-ing Faces blackline master.

• They are to name each picture and save it in a categorycalled Faces.

• Students type the poem Faces, adding their newly createdstickers.

• They listen to, save, and print their Making Faces story.

After the Computer

Cooking• Distribute a copy of the Cookie Faces blackline master (pg.

14), one oatmeal cookie, a paper plate, a paper cup, an icecream stick, and assorted candy to each student.

• Follow the recipe with the class. Give students the oppor-tunity to break eggs, separate egg yolks from egg whites,measure ingredients and put them into the mixing bowl.

• Students take turns mixing the ingredients until the frostingis fluffy and spreadable.

• Choose students to spoon the frosting into the paper cups.• Each student spreads frosting on his or her cookie and

makes a cookie face using the candy assortment.• After showing off the finished cookie faces, the students

eat their creations.

Art• Give students copies of the clown patterns and direc-

tions (pgs. 16 and 17), a paper plate, crayons, scissors, glueor paste, and cotton balls.

• Follow the directions on the Paper Plate Clown Facesblackline master (pg. 15).

• Have the students draw an expression on the paper plate.• Share the different paper-plate clowns as a group.


FEELINGS LESSON 1


COOKIE FACES

MaterialsOne large oatmeal cookie per studentIce cream sticks to spread frostingLarge mixing bowlElectric mixerOne paper plate per student—to place cookies on to frost and decorate2 large spoonsSmall paper cups

Frosting Ingredients Decorating Ingredients6 unbeaten egg whites Assorted candies:3 cups of corn syrup M & M’s®

3 teaspoons of vanilla Jellybeans1/2 teaspoon salt Colored marshmallows

Colored sprinkles

• Break eggs and separate the yolks from the egg whites, putting egg whitesinto the mixing bowl.

• Combine unbeaten egg whites with corn syrup, vanilla, and salt.• Beat with electric mixer or spatula until fluffy and spreadable.• Spoon the frosting into the paper cups.• Spread the frosting on your cookie and make a cookie face using the candy

assortment.• Show off your finished cookie face and eat your creation.


FEELINGS LESSON 1


PAPER PLATE CLOWN FACES (CONTINUED)


FEELINGS LESSON 1


THE SIX OVALS

Read and follow each direction carefully to draw six ovals and turn each into a special face.Always read an entire direction before you make any marks on your paper.

1. Draw six ovals. Draw them so they almost fill up the sheet of paper. You can arrangethem in any way you wish.

2. Number the ovals 1–6. Put the numbers directly under each oval.

3. It’s time now to make some faces! Start by giving #1 eyes, a nose, a mouth, ears, andhair.

4. Next, give #2 a smile...just a smile.

5. Now give #6 a frown.

6. Give #4 two letter O’s for eyes.

7. Give #3 an upside-down number 7 for a nose.

8. Give #5 some very small ears. Give it a small mouth, a very small nose, and very small eyes.

9. Give #2 a very big nose. Give it curly hair, too.

10. Go back to #3. Give it two dots for eyes, and two upside-down letter V’s for eyebrows.

11. Draw a bee sitting on top of #6’s head. No wonder #6 is mad!

12. Give #6 a nose. Above the nose, give that same face some eyes that are looking up atthe bee.

13. #3 is tired! Give it a mouth that is yawning.

14. Give #4 a letter U for a nose. Give it a mouth that is just a straight line.

15. Make the eyes on #4 look like they are looking at the bee on the head of #6.

You’re done!


FEELINGS LESSON 1


FACESby Joyce Koff









FEELINGS LESSON 1


MAKING FACES

bashful bored cold confident

curious disappointed disgusted frightened

frustrated guilty happy hot

hurt jealous joyful lonely

lovestruck mischievous miserable tired


FEELINGS LESSON 1


COOKIE FACES

MaterialsOne large oatmeal cookie per studentIce cream sticks to spread frostingLarge mixing bowl

Electric mixerOne paper plate per student—to place cookies on to frost and decorate2 large spoonsSmall paper cups

Frosting Ingredients Decorating Ingredients6 unbeaten egg whites Assorted candies:3 cups of corn syrup M & M’s®

3 teaspoons of vanilla Jellybeans1/2 teaspoon salt Colored marshmallows

Colored sprinkles

• Break eggs and separate the yolks from the egg whites, putting egg whitesinto the mixing bowl.

• Combine unbeaten egg whites with corn syrup, vanilla, and salt.• Beat with electric mixer or spatula until fluffy and spreadable.• Spoon the frosting into the paper cups.• Spread the frosting on your cookie and make a cookie face using the candy

assortment.• Show off your finished cookie face and eat your creation.


FEELINGS LESSON 1


PAPER PLATE CLOWN FACES

Materials9" paper plateCrayonsScissorsGlue or pasteCotton balls

Directions• Color and cut out the bow tie. Glue the neck to the back of the plate.• Color the top of the plate.• Cut slits at the top of the plate for the hair. Curl it by rolling each strand over the

end of a pencil.• Color and cut out the clown’s eyes and nose. Paste them on the middle of the

plate.• Color and cut out the clown’s hat. Paste it to the back of the plate.• Paste a cotton ball at the tip of the hat.• Draw an expression on your clown. How does your clown feel?

(Continued on the next page.)


FEELINGS LESSON 1


PAPER PLATE CLOWN FACES (CONTINUED)


FEELINGS LESSON 2

The Giving Tree Language Arts

Materials

Kid Works Deluxe Stair Poems (activity sheet)Letter to Someone Special (activity sheet) envelopesFeelings Bibliography (blackline master) pencilsThe Giving Tree – Synopsis (blackline master) postage stampsSuggested: The Giving Tree by Shel Silverstein

Vocabulary

adjective closing old summaryapples friends place timebody greeting sail topicbranches giving sell trunkbuild heading signature wifecaring house strong worldchildren money stump young

Before the Computer

LiteratureRead The Giving Tree by Shel Silverstein (or the blackline syn-opsis) to the class. Encourage the students to discuss how eachcharacter feels as the story progresses.

Oral LanguageDivide the story into five acts:Act One: The boy is young and the tree is full of apples and

leaves. The tree is happy.Act Two: The boy grows older and his world is becoming

bigger than that of himself and the tree.

Copyright © Davidson & Associates, Inc., 1995 21 Kid Works Deluxe Blackline Master

FEELINGS LESSON 2

The Giving Tree

THE GIVING TREE by Shel Silverstein – Synopsis

This is a story about a boy who was loved and cared for throughout his life by a tree.Every time the tree could give something of herself, she was happy.

When the boy was young he climbed her trunk, swung from her branches, and ate herapples. This made the tree happy.

When he grew older and needed money to buy things, the tree told him to take herapples and sell them. Because this made him happy, the tree was happy.

When he came back again as a young man, he needed a home. The tree told him tocut down her branches and build a house for himself, a wife, and children.

Returning as a grown man, he told the tree that he needed a boat so he could sailaway and see the world. She told him to cut down her trunk.

When he came back as an old man, he was too old to climb, swing, sell, build, or sail.The tree thought she had nothing left to give. But, in fact, she could give exactly whatthe man needed—a stump to rest on. The old man sat down on her stump, and the treewas happy.


Act Three: The boy has become a young man. His world isbecoming bigger still. It now will include a wife, ahouse, and children.

Act Four: The boy is a grown man. He wants to see more ofthe world.

Act Five: The boy is an old man. All he needs in the world isthe tree. The tree is happy.

Choose students to become each of the characters below. Asthe characters, have them tell what their lives are like and howthey feel about what is happening to them.The Young Boy – Act One The Branchless Tree – Act ThreeThe Full Tree – Act One The Grown Man – Act FourThe Older Boy – Act Two The Tree Stump – Act FourThe Fruitless Tree – Act Two The Old Man – Act FiveThe Young Man – Act Three The Resting Tree – Act Five

Written LanguageAfter selecting and reading a book from the Feelings Bibliog-raphy blackline master (pg. 22) or the library, the studentscomplete the Letter to Someone Special activity sheet (pg. 23).In the activity, they learn the rules for writing a friendly letter.They will also be prompted to write the letter to a special per-son in their lives describing an event in the book, the way theevent made them feel, and the way it made the characters feel.Students should be encouraged to use the Kid Works DeluxeSticker Reference Pages and the Making Faces blackline mas-ter when writing the letter.

b At the Computer

• Have students take their completed Letter to SomeoneSpecial activity sheets to the computer. After starting anew story, they write the title “Letter to Someone Special”on the Book Cover.

• Have students open a Write page and type their letter. Stu-dents are encouraged to replace words that express feelingswith appropriate stickers from the Feelings, Things to Do 1or 2, and other sticker categories.

Copyright © Davidson & Associates, Inc., 1995 23 Kid Works Deluxe Activity Sheet

FEELINGS LESSON 2

The Giving Tree Name _______________________

LETTER TO SOMEONE SPECIAL

It’s fun to write and to receive. Write a friendly letter to someone special to you. Youcould write one to a cousin, a grandmother, a grandfather, or a favorite teacher. Agood friend would like to hear from you too. Tell them about an event in a book youhave read, the way the event made you feel, and the way it made the characters feel.Use the Kid Works Deluxe Sticker Reference Pages and the Making Faces page asguides to help you picture your feelings.

(Sender’s Address)

(Street Address) _____________________________

HEADING (City, State Zip) _____________________________

(Date) ______________________________________

______________________, GREETING

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________ BODY

________________________________________________________________

________________________________________________________________

CLOSING__________________________________

SIGNATURE _________________________________


• After clicking the Storyteller Bug and listening to theirletters being read, students print them. They address anenvelope to the “special person in their lives” and are en-couraged to send the letters or use the Player feature orInternet feature to send the story.

After the Computer

The teacher and class brainstorm to create a group stair poemusing a familiar “feelings” story. The teacher writes the poem onthe board. The students write their own stair poem using theactivity sheet (pg. 24).

Kid Works Deluxe Activity SheetCopyright © Davidson & Associates, Inc., 1995 24

FEELINGS LESSON 2

The Giving Tree Name _______________________

STAIR POEMS

This is a story about a boy who was loved and cared for throughout his life by a tree.Every time the tree could give something of herself, she was happy. When the boy wasyoung he climbed her trunk, swung from her branches, and ate her apples. When hegrew older and needed money to buy things, the tree told him to take her apples andsell them. When he came back again as a young man, he needed a home. The treetold him to cut down her branches and build a house for himself, a wife, and children.Returning as a grown man, he told the tree that he needed a boat so he could sailaway and see the world. She told him to cut down her trunk. When he came back asan old man, he was too old to climb, swing, sell, build, or sail. The tree thought she hadnothing left to give. But, in fact, she could give exactly what the man needed—a stumpto rest on. The old man sat down on her stump, and the tree was happy.

The Giving Tree by Shel Silverstein

Lifetime FriendsA Boy’s Lifetime

Caring, Giving, StrongTree

To create a stair poem from your book, follow the directions listed on each of the steps below.

_______________________ 4. Write a summary of the topic.

_________________________ 3. Write the place or time of the topic.

_________________________ 2. Write three adjectives that describe the topic.

_________________________ 1. Write the topic of the poem.


FEELINGS LESSON 2

The Giving Tree

THE GIVING TREE by Shel Silverstein – Synopsis

This is a story about a boy who was loved and cared for throughout his life by a tree.Every time the tree could give something of herself, she was happy.

When the boy was young, he climbed her trunk, swung from her branches, and ate herapples. This made the tree happy.

When he grew older and needed money to buy things, the tree told him to take herapples and sell them. Because this made him happy, the tree was happy.

When he came back again as a young man, he needed a home. The tree told him tocut down her branches and build a house for himself, his wife, and his children.

Returning as a grown man, he told the tree that he needed a boat so he could sailaway and see the world. She told him to cut down her trunk.

When he came back as an old man, he was too old to climb, swing, sell, build, or sail.The tree thought she had nothing left to give. But, in fact, she could give exactly whatthe man needed—a stump to rest on. The old man sat down on her stump, and the treewas happy.


FEELINGS LESSON 2

The Giving Tree

FEELINGS BIBLIOGRAPHY

Title AuthorAlfie Gives a Hand Shirley HughesAnimals Should Definitely Act Like People Judith BarrettBest Friends Miriam CohenBest Friends for Frances Russell HobanBoy, a Dog, and a Frog Mercer MayeraA Chair for My Mother Vera B. WilliamsDo You Want to Be My Friend? Eric CarleErnest and Celestine Gabrielle VincentFat Cat: A Danish Folktale Jack KentFeeling Afraid Rochelle Barsuhn, Sylvia R. Tester,

Jane W. WatsonFeelings AlikiFriends Helme HeineGood-bye, Sammy Liza K. MurrowHappy Birthday Moon! Frank AschHe’s My Brother Joe LaskerI Like You Sandol WarburgI’m Moving Martha Whitmore HickmanIra Says Goodbye Bernard WaberLet’s Be Friends Again Hans WilhelmMaking Friends Fred RogersMy Friend William Moved Away Martha Whitmore HickmanThe Owl and the Woodpecker Brian WildsmithThe River That Gave Gifts Margo HumphreyThe Runaway Bunny Margaret Wise BrownSay It! Charlotte ZolotowWe Adopted You, Benjamin Ku Linda W. GirardWilfrid Gordon McDonald Partridge Mem Fox


FEELINGS LESSON 2

The Giving Tree Name_______________________

LETTER TO SOMEONE SPECIAL

It’s fun to write and to receive letters. Write a friendly letter to someone special to you.You could write one to a cousin, a grandmother, a grandfather, or a favorite teacher. Agood friend would like to hear from you too. Tell them about an event in a book youhave read, the way the event made you feel, and the way it made the characters feel.Use the Kid Works Deluxe Sticker Reference Pages and the Making Faces page asguides to help you picture your feelings.

(Sender’s Address)

(Street Address) _____________________________

HEADING (City, State, Zip) _____________________________

(Date) ______________________________________

______________________, GREETING

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________ BODY

________________________________________________________________

________________________________________________________________

CLOSING _________________________________

SIGNATURE _________________________________


FEELINGS LESSON 2

The Giving Tree Name_______________________

STAIR POEMS

This is a story about a boy who was loved and cared for throughout his life by a tree.Every time the tree could give something of herself, she was happy. When the boy wasyoung, he climbed her trunk, swung from her branches, and ate her apples. When hegrew older and needed money to buy things, the tree told him to take her apples andsell them. When he came back again as a young man, he needed a home. The treetold him to cut down her branches and build a house for himself, his wife, and his chil-dren. Returning as a grown man, he told the tree that he needed a boat so he couldsail away and see the world. She told him to cut down her trunk. When he came backas an old man, he was too old to climb, swing, sell, build, or sail. The tree thought shehad nothing left to give. But, in fact, she could give exactly what the man needed—astump to rest on. The old man sat down on her stump, and the tree was happy.

The Giving Tree by Shel Silverstein

Lifetime Friends A Boy’s Lifetime

Caring, Giving, Strong Tree

To create a stair poem from your book, follow the directions listed on each of the steps below.

_______________________ 4. Write a summary of the topic.

_________________________ 3. Write the place or time of the topic.

_________________________ 2. Write three adjectives that describe the topic.

_________________________ 1. Write the topic of the poem.


FEELINGS LESSON 3

Your Heart Science/Math

Materials

Kid Works Deluxe Burning Calories (blacklineA Healthy Heart (activity sheet) master)Foods Count (activity sheets) American Heart AssociationFoods Count Story Problems (activity sheets) publicationsThe Question and Answer Song (blackline masters) health magazinesThe Sticker Reference Pages (blackline masters) library booksCounting Calories (blackline master)

Vocabulary

artery exercise physical stethoscopebeat food pulse throbcalories healthy rate thumpdoctor heart rhythm treatenergy muscle snack vein

Before the Computer

Music:After distributing The Question and Answer Song—“What Do YouWant A Heart For?” by Joel Herron, the teacher and class use it asfollows:• The teacher sings the song aloud to the class while the class

follows silently.• The teacher reads the song aloud to the class while the class

reads along silently.• The teacher reads the song’s questions (pg. 29). The students

read the answers.• Using the music provided (pgs. 30–31), the teacher guides the

class in the singing of the song.• The teacher divides the class into two sections. One section

sings the questions. The other sings the answers.

Kid Works Deluxe Teacher’s Instructions

30Copyright © Davidson & Associates, Inc., 1995

FEELINGS LESSON 3

Your Heart

Kid Works Deluxe Blackline Master


Research• The teacher distributes the Healthy Heart activity sheet (pg. 32).• Using reference materials from the American Heart

Association, health magazines, library books, and otherreference material, students complete the activity sheet byanswering the questions and listing things they can do tokeep their heart healthy.

Writing• The teacher distributes the Kid Works Deluxe Sticker Ref-

erence Pages (see Appendix), the Counting Caloriesblackline master (pg. 33), and the Foods Count activity sheets(pgs. 35–38).

• Students write the names of all the foods they can findfrom the Kid Works Deluxe Sticker Reference Page on thefirst Foods Count activity sheet.

• Students use the Counting Calories blackline master tofind and write the number of calories in each food theylisted on the activity sheet.

• The teacher distributes the Burning Calories blackline master(pg. 34). Students complete the second Foods Count activity sheet.

• Students use the information gathered on the activity sheetsand the blackline masters to create two math storyproblems.

b At the Computer

• Students take their completed Foods Count activity sheets tothe computer. After starting a new story, they write the title“Foods Count Word Problems” on the Book Cover Screen.

• They open a Write page and type one of the story problemsthey created. Then they start another Write page and type thesecond story problem.

• After clicking the Storyteller Bug and listening to theirletters being read, they click the Text-to-Sticker sign to seetheir food words.

• Students open a Draw page and design a healthy food pic-ture. They use the Silly Scribbler heart stamp to create aborder and place stickers of healthy foods in the center.



FEELINGS LESSON 3

Your Heart Name _______________________

A HEALTHY HEART

Answer the following questions about your heart.

1. What do you hear when you listen to your heart? _________________________________

2. Why is your heart like a pump? ___________________________________________________

3. What does the heart pump? _____________________________________________________

4. How do you think the heart pumps blood through your body? _____________________

___________________________________________________________________________________

5. What foods should you eat to keep your heart healthy? ___________________________

___________________________________________________________________________________

6. Why is exercise good for your heart? _____________________________________________

7. Why is smoking bad for your heart? _______________________________________________

List as many ways as you can to keep your heart healthy.

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Kid Works Deluxe Activity Sheet


FEELINGS LESSON 3

Your Heart Name _______________________

COUNTING CALORIES

List One – Calories of Food Stickers Calories Per ServingApple 80Banana 100Cake with frosting (2" slice) 370–445Candy 110–160Carrot 30Cookies 140Corn (1 ear) 59Egg 63Grapes 35Hamburger (including bun) 260Lemon 50Milk 150Peanuts (30) 150Pear 100Pizza (4"x5" slice) 135Pretzel (10 sticks) 10Turkey (1/2 breast) 413

List Two – Other Favorite Snacks and Desserts Calories Per ServingBagel 165Brownies 140Cupcake with frosting 185Hot dog (including bun) 210Ice cream 270Malted milk shake 500Milk shake 400Popcorn (lightly buttered) 75Sherbet 270Soda 260Sundae 215–325Yogurt 230



FEELINGS LESSON 3

Your Heart Name _______________________

FOODS COUNT WORD PROBLEMS

Use the numbers on your completed Foods Count activity sheets, along with the Count-ing Calories and Burning Calories information sheets to write two math story problems.

Read and solve the two sample problems below:

Question OneJoe wanted to buy lunch in the school cafeteria on Friday. His mother said he couldbuy lunch if it had less than 550 calories. Read the menu below. Tell how many caloriesthe school lunch had and whether Joe’s mother would let him buy lunch.

Friday’s Menu CaloriesPizza (one slice) 135Apple 80Milk 150Cookies 140

How many calories did the lunch have in all? ________________________________________

Was Joe able to eat lunch in the cafeteria that day? ________________________________

Question TwoJoe was really hungry that Friday. His friend hated cookies and Joe said, ”I’ll eat yours.”After he ate all the cookies, he remembered that he was not supposed to eat morethan 550 calories.

How many calories did he have in all?_______________________________________________

How many more than 550 calories did Joe eat? _____________________________________

What could he do to burn the extra calories? ________________________________________

How long would it take him? ________________________________________________________



After the Computer

• Students are divided into cooperative learning groups.• Each group is given a set of story problems created by stu-

dents in other groups. They solve the problems.• One student is selected to be the reporter and shares the

problems solved by the group with the class.



FEELINGS LESSON 3

Your Heart

THE QUESTION AND ANSWER SONG“What Do You Want a Heart For?”

Question: What do you want a heart for?

Answer: To thump, to thump.

Question: What do you need a heart for?

Answer: To pump, to pump.

Question: Will you always take good care of it like the doctor says you should?

Answer: I’ll never make it overwork or treat it bad!

Question: That’s good! And will you eat the proper food, make sure it’s healthy foryour heart?

Answer: I won’t eat things that make me fat. I know it isn’t smart.

Question: And will you exercise?

Answer: I’ll exercise, I’ll run and swim and play.

Both: The doctor says that it’s good for your heart, so do some ev’ry day. Thedoctor says that it’s good for your heart, so do some ev’ry day!


FEELINGS LESSON 3

Your Heart


FEELINGS LESSON 3

Your Heart Name_______________________

A HEALTHY HEART

Answer the following questions about your heart:

1. What do you hear when you listen to your heart? _________________________________

2. Why is your heart like a pump? ___________________________________________________

3. What does the heart pump? _____________________________________________________

4. How do you think the heart pumps blood through your body? _____________________

___________________________________________________________________________________

5. What foods should you eat to keep your heart healthy? ___________________________

___________________________________________________________________________________

6. Why is exercise good for your heart? _____________________________________________

7. Why is smoking bad for your heart? _______________________________________________

List as many ways as you can to keep your heart healthy:

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________


FEELINGS LESSON 3

Your Heart Name_______________________

COUNTING CALORIES

List 1 – Calories of Foods Pictured in Stickers Calories Per ServingApple 80Banana 100Cake with frosting (2" slice) 370–445Candy 110–160Carrot 30Cookies 140Corn (1 ear) 59Egg 63Grapes 35Hamburger (including bun) 260Lemon 50Milk 150Peanuts (30) 150Pear 100Pizza (4"x5" slice) 135Pretzel (10 sticks) 10Turkey (1/2 breast) 413

List 2 – Other Favorite Snacks and Desserts Calories Per ServingBagel 165Brownies 140Cupcake with frosting 185Hot dog (including bun) 210Ice cream 270Malted milk shake 500Milk shake 400Popcorn (lightly buttered) 75Sherbet 270Soda 260Sundae 215–325Yogurt 230


FEELINGS LESSON 3

Your Heart Name_______________________

BURNING CALORIES

List 1 – Calories burned per hour by engaging in actions pictured in Kid Works Stickers(Things to Do 1 and 2 categories)

climbing 360dancing (fast) 310dancing (slow) 155fishing 185painting 135running (really fast) 870running (slow) 360sitting 65skating (ice) 255skating (roller) 270swimming (slow) 385swimming (very fast) 470walking 240

List 3 – Simple pleasures—just for fun

baking cookies 31.5daydreaming 18eating popcorn 21petting a cat 25.5walking a dog 70.5watching a baseball game 18writing a letter 25.5


FEELINGS LESSON 3

Your Heart Name_______________________

FOODS COUNT

Below, write the names of all the foods you can find from the Kid Works Deluxe StickerReference Pages. Then use the Counting Calories page to tell how many calories thereare in each food.

Food Calories

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________


FEELINGS LESSON 3

Your Heart Name_______________________

FOODS COUNT (CONTINUED)

List at least ten actions shown on the Sticker Reference Pages. Tell how many calories each

burns.

Actions Calories Burned Per Hour

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________


FEELINGS LESSON 3

Your Heart Name_______________________

FOODS COUNT WORD PROBLEMS

Use the numbers on your completed Foods Count activity sheets, along with the Count-ing Calories and Burning Calories information sheets, to write two math story problems.

First, read and solve the two sample problems below:

Question OneJoe wanted to buy lunch in the school cafeteria on Friday. His mother said he couldbuy lunch if it had less than 550 calories. Read the menu below. Tell how many caloriesthe school lunch had and whether Joe’s mother would let him buy lunch.

Friday’s Menu CaloriesPizza (one slice) 135Apple 80Milk 150Cookies 140

How many calories did the lunch have in all? ________________________________________

Was Joe able to eat lunch in the cafeteria that day? ________________________________

Question TwoJoe was really hungry that Friday. His friend hated cookies, and Joe said, ”I’ll eat yours.”After he ate all the cookies, he remembered that he was not supposed to eat morethan 550 calories.

How many calories did he have in all?_______________________________________________

How many more than 550 calories did Joe eat? _____________________________________

What could he do to burn the extra calories? ________________________________________

How long would it take him? ________________________________________________________


FEELINGS LESSON 3

Your Heart Name_______________________

FOODS COUNT WORD PROBLEMS (CONTINUED)

Write two word problems of your own below:

1. _________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

2. _________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

INTRODUCTIONThematic Unit 2: Imagination

Students need to be provided with a variety of experiences and learn to draw from them as theylisten, speak, read and write. For this reason, the lessons presented in this thematic unit,Imagination, are rich with experiences. At the same time, these lessons are designed to encouragestudents to use their imagination and turn these ordinary experiences into extraordinary andunique ones. The combination of experience and individual imagination is an essential tool in thewriting process.

The following is an outline of the three cross-curricular lessons in the thematic unit Imagination.

Lesson OneTitle: Around the NeighborhoodCurriculum Focus: Social Studies and Fine ArtsThe following learning experiences can be used both on and off the computer:• Make predictions, gather information, and compare findings.• Explore people, places, and things found in the community.• Prepare a pictograph which describes information gathered.• Differentiate between fact and imagination.

Lesson TwoTitle: Where the Wild Things AreCurriculum Focus: Language ArtsThe following learning experiences can be used both on and off the computer:• Write a note to give important information.• Write a fantasy setting for an existing story.• Read, understand, and create recipe directions.• Select from a variety of materials composed of different sizes, shapes, and tex-

tures, and organize them to create a work of art.

Lesson ThreeTitle: Snails’ TalesCurriculum Focus: Science and MathThe following learning experiences can be used both on and off the computer:• Explore, observe, and examine objects using a combination of senses to collect

and process data.• Follow auditory and visual directions to draw an object.• Write a word problem using scientific facts.• Select and use science textbooks and other reading references to gather factual

information.


IMAGINATION LESSON 1

Around the Neighborhood Social Studies/Fine Arts

Materials

Kid Works Deluxe About Eve Merriam and Places to HideTaking a Walk Around the Neighborhood a Secret Message (blackline master)

Checklist (activity sheets) pencilsPicturing My Neighborhood (activity sheets) crayonsAround the Neighborhood Pictograph markers

(blackline master) art paper

Vocabulary

airplane car interesting pudding umbrellaant cloud kite raindrop versesball colorful ladybug raisin windowballoon flag message school windowpanebeautiful flower moonshell secret yardbicycle football nest surprisingbird hat penny treebus house poet ugly

Before the Computer

ObservationAfter distributing the Taking a Walk Around the Neighbor-hood activity sheets (pgs. 43–44), use them as follows:• The teacher leads a discussion encouraging students to

identify items named on the activity sheet that they expectto see on the walk.

• Students work independently to complete the activitysheet, checking items they expect to see, writing the namesof items they expect to see more than once, and writing thenumber of times they expect to see the checked items.

• On the walking field trip, students record the items theyactually see and how many times they see them.



Around the Neighborhood Name _______________________

TAKING A WALK AROUND THE NEIGHBORHOOD

Place a � next to each item listed below that you think you will see on your walk aroundthe neighborhood.

cloud ___

dog ___

door ___

flag ___

flower ___

football ___

hat ___

house ___

airplane ___

ant ___

ball ___

balloon ___

bird ___

bus ___

car ___

cat ___

kite ___

ladybug ___

leaf ___

mailbox ___

nest ___

stop sign ___

sun ___

swings ___

train ___

tree ___

truck ___

wagon ___

window ___

worm ___

yard ____

(Continued on the next page.)



Creative WritingThe teacher distributes the Picturing My Neighborhood activ-ity sheets (pgs. 45–46), and has the students do the following:• Discuss the most interesting, ugly, colorful, beautiful, and

surprising things they saw on their walk.• Write and draw a picture story about their individual

choices for the most interesting, ugly, colorful, beautiful,and surprising things.

• Share their finished work during an oral discussion.

b b b b b At the Computer

• Students take their completed Around the NeighborhoodPictograph Instructions activity sheets (pg. 47) to the com-puter.

• After starting a new story, they write the title “Neighbor-hood Pictograph” on the Book Cover Screen.

• They open a Write page and follow the directions on theactivity sheet to create a pictograph of their own.

• They select Enlarged or Full Page from the Print menuand print their completed pictograph.

• They place it in a class book titled “Picturing Our WalkAround the Neighborhood.”

After the Computer

PoetryAfter distributing the About Eve Merriam blackline master(pg. 48), the teacher and class use it as follows:• They read and discuss the poet and her feelings about

poetry.• The teacher reads the poem out loud to the class while the

class silently reads along.• The teacher and class read the poem out loud together.• Individual students volunteer to read the poem out loud

to the class.




PICTURING MY NEIGHBORHOOD

1. What is the most interesting thing you saw on your walk? __________________________

Draw a Picture of it Write About It

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

2. What is the most ugly thing you saw on your walk? ________________________________


____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

3. What is the most colorful thing you saw on your walk? _____________________________


____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

Kid Works Deluxe Activity




AROUND THE NEIGHBORHOOD PICTOGRAPH INSTRUCTIONS

Write the Title, Around the Neighborhood, by ___________________ , at the top of thepage. (your name)

Write two-line descriptions as follows:• On the first line, type the number of times you saw the item. Then type the

adjective of your choice from the following list:

beautiful surprising colorful interesting ugly

LINE ONE: I saw ______________ _______________________ ______________ (number of times you (choice of adjective) (item)

saw the item)

• On the second line, type the name of the item as many times as you actuallysaw it.

LINE TWO: ______________ ______________ _______________ _______________ (item) (item) (item) (item)

Example: I saw 4 beautiful clouds.cloud cloud cloud cloud

Change the item words to picture icons by clicking .



secretmessage

Kid Works is fun!

secretmessage

secretmessage

secretmessage


Around the Neighborhood

ABOUT EVE MERRIAM

“Writing poetry is where my heart is. I started writing verses when I was quiteyoung, and by the time I got into high school I was writing serious poems for theschool magazine, as well as political and light verse for the weekly newspaper atschool. It never occurred to me that someday I would like to be a writer. I simplywrote. I think one is chosen to be a poet; you write poems because you must,because you cannot live your life without writing them.”

“Sometimes I’ve spent weeks looking for precisely the right word. It’s like having atiny marble in your pocket; you can feel it. Sometimes you find a word and say,‘No, I don’t think this is precisely it....’ Then you discard it, and take another andanother until you get it right. What I’d like to stress above everything else is a joyof the sounds of language. I have only one rule for reading it—please read apoem out loud.”

PLACES TO HIDE A SECRET MESSAGE

in a raindrop on a windowpanein a moonshell

in a raisin in rice pudding—Eve Merriam



ArtAfter distributing crayons, markers, pencils, art paper andother drawing materials, the teacher leads a class discussion inwhich students:1. Name a place in Eve Merriam’s poem that could only

exist in the imagination. For example, a moonshell.2. Name a place in Eve Merriam’s poem that could really

exist. For example, a raindrop on a windowpane.3. Discuss which spot was the best hiding place for a secret

message in Eve Merriam’s poem and why.4. Brainstorm to create a list of both real (but hard-to-find)

and imaginary places where they would hide a secretmessage.

5. Draw and color a picture of the place where they wouldhide a secret.

6. Write a sentence under their picture telling about the placein which they chose to hide their secret.

7. Write the message they hid, on the back of the paper.



Around the Neighborhood Name_______________________

TAKING A WALK AROUND THE NEIGHBORHOOD

Place a � next to each item listed below that you think you will see on your walk aroundthe neighborhood.

cloud ___

dog ___

door ___

flag ___

flower ___

football ___

hat ___

house ___

airplane ___

ant ___

ball ___

balloon ___

bird ___

bus ___

car ___

cat ___

kite ___

ladybug ___

leaf ___

mailbox ___

nest ___

stop sign ___

sun ___

swings ___

train ___

tree ___

truck ___

wagon ___

window ___

worm ___

yard ____

(Continued on the next page)




TAKING A WALK AROUND THE NEIGHBORHOOD (CONTINUED)

Write the names of items you think you will see more than once, and the number oftimes you expect to see them.

Name of Item Number of Times I Think I Will See the Item

________________________________ ____

________________________________ ____

________________________________ ____

________________________________ ____

________________________________ ____

________________________________ ____

________________________________ ____

________________________________ ____

________________________________ ____

________________________________ ____

Write the names of items you saw. Write the number of times you saw them.

Name of Item Number of Times I Saw the Item

________________________________ ____

________________________________ ____

________________________________ ____

________________________________ ____

________________________________ ____

________________________________ ____

________________________________ ____

________________________________ ____

________________________________ ____

________________________________ ____




PICTURING MY NEIGHBORHOOD

1. What is the most interesting thing you saw on your walk? __________________________

Draw a Picture of It Write About It

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

2. What is the most ugly thing you saw on your walk? ________________________________


____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

3. What is the most colorful thing you saw on your walk? _____________________________


____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________




PICTURING MY NEIGHBORHOOD (CONTINUED)

4. What is the most beautiful thing you saw on your walk? ____________________________


____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

5. What is the most surprising thing you saw on your walk?____________________________


____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________




AROUND THE NEIGHBORHOOD PICTOGRAPH INSTRUCTIONS

Write the Title, “Around the Neighborhood, by ___________________ ,” at the top of thepage. (your name)

Write two-line descriptions as follows:• On line one, in the first space, type the number of times you saw the item.

In the second space, type the adjective of your choice from the following list:beautiful surprising colorful interesting ugly

In the third space, type the name of the item or items.

LINE ONE:I saw ______________ _______________________ ______________ (number of times you (choice of adjective) (item)

saw the item)

• On line two, type the name of the item as many times as you actually saw it.

LINE TWO: ______________ ______________ _______________ _______________ (item) (item) (item) (item)

Example: I saw 4 beautiful clouds.cloud cloud cloud cloud

Change the words to stickers by clicking .


secretmessage

Kid Works is fun!

secretmessage

secretmessage

secretmessage


Around the Neighborhood

ABOUT EVE MERRIAM

“Writing poetry is where my heart is. I started writing verses when I was quiteyoung, and by the time I got into high school I was writing serious poems for theschool magazine, as well as political and light verse for the weekly newspaper atschool. It never occurred to me that someday I would like to be a writer. I simplywrote. I think one is chosen to be a poet; you write poems because you must,because you cannot live your life without writing them.”

“Sometimes I’ve spent weeks looking for precisely the right word. It’s like having atiny marble in your pocket; you can feel it. Sometimes you find a word and say,‘No, I don’t think this is precisely it....’ Then you discard it, and take another andanother until you get it right. What I’d like to stress above everything else is a joyof the sounds of language. I have only one rule for reading it—please read apoem out loud.”

PLACES TO HIDE A SECRET MESSAGE

in a raindrop on a windowpanein a moonshell

in a raisin in rice pudding—Eve Merriam



Where the Wild Things Are Language Arts

Materials

Kid Works Deluxe feathersWhere the Other Things Are (activity sheet) yarnsRunning Away From Home (activity sheet) paintsWhere the Wild Things Are—Synopsis (black- sticks

line master) sequinsSuggested: Where the Wild Things Are by glitter

Maurice Sendak dry flowersMax’s Soup (blackline master) fluorescent paintpencils construction papermarkers gluecrayons scissorsdrawing paper

Vocabulary

adventure hungry powerfulblinking imaginary roarsclaws lonely starecourageous loved tamefrightening mischievous terrible

Before the Computer

LiteratureRead Where the Wild Things Are by Maurice Sendak (or the syn-opsis, pg. 53) to the class. Encourage the students to discussthe imaginary trip Max takes to where the wild things are.



Where the Wild Things Are Name _______________________

WHERE THE WILD THINGS ARE by Maurice Sendak – Synopsis

Because he was very mischievous, Max was sent to bed without

his supper. He took an imaginary trip to a place where wild ani-

mals lived. They were frightening, with terrible roars and teeth,

eyes and claws. But Max tamed them by being very courageous

and staring into their eyes without blinking. The wild things called

him the most wild thing of all and made him king. Being king of

the wild things, Max was very powerful and could do whatever

he wanted in his imaginary world. But he grew lonely and

wanted most of all to go back home where he was loved. He

sailed back to his room where his supper was waiting for him.



Oral LanguageThe teacher distributes the Where the Other Things Are ac-tivity sheets (pg. 54) and has the students do the following:• Discuss what the story would be like if the boat had taken

Max to: Where the Lonely Things Are; Where the LovedThings Are; Where the Hungry Things Are; Where theMischievous Things Are; or Where the Tame Things Are.

• Divide the class into five cooperative learning groups.Each group selects a recorder and reporter. Working to-gether, the group members complete the activity. Therecorder writes the group story.

• The reporters read their group story to the entire class.

Written LanguagePretending to be Max, students use the Running Away FromHome activity sheets (pg. 55) to write a “running away fromhome” note to their mother. In the note, they will explain whythey are leaving, where they plan to go, how they plan to getthere, what they are planning to do once they arrive, and ifand when they plan to return.

b At the Computer

• Students take their completed Running Away From Homeactivity sheets to the computer.

• After starting a new story, they write the title “RunningAway from Home” on the Book Cover Screen.

• They open a Write page and type the note they created ontheir activity sheet.

• They open a Draw page and select a picture book picturefrom the Around the World or Scenery pages for theirstory. They customize it by adding text, stamps, stickers,etc.

• They listen to and print their stories.




WHERE THE OTHER THINGS ARE

Pretend that when Max got on the boat, it didn’t take him to Where the Wild Things Are.Instead, it took him to one of the other places listed below.

Where the Lonely Things Are Where the Loved Things AreWhere the Hungry Things Are Where the Mischievous Things Are

Where the Tame Things Are

On another piece of paper, draw a picture of one of the things that lived in the placeMax went to.

Tell about Max’s adventure with the things he met below:

He sailed off through night and dayand in and out of weeks

and almost over a yearto where the____________________ things are.

Three things Max noticed about the way the ______________ things looked were:

1. ___________________________________________________________________________

2. ___________________________________________________________________________

3. ___________________________________________________________________________

Two things the ___________________________ things said to Max were:

1. ___________________________________________________________________________

2. ___________________________________________________________________________

The most important thing Max said to the __________________ things was:

___________________________________________________________________________________

___________________________________________________________________________________





RUNNING AWAY FROM HOME

Pretend you are Max and write a note to your mother. First write the answers to thequestions below.

Why are you leaving? ______________________________________________________________

Where are you planning to go? _____________________________________________________

How will you get there? _____________________________________________________________

What will you do when you get there?_______________________________________________

Do you plan to ever come back? ___________________________________________________

If you plan to come back, when will you return? _____________________________________

Now, at the computer, put all the answers into one good note.

Dear __________________________________,



After the Computer

CookingWhen Max returned from his trip to see the wild things, hissupper was waiting for him. First ask students to imaginewhat was in Max’s bowl, then have them pretend it was a deli-cious bowl of Max’s Soup. Follow the recipe for Max’s Soup,(pg. 56). Show a variety of vegetables. Have students suggestthe quantities for each ingredient. They can eat the soup for aclass snack.

ArtTeachers and students make a list of materials they will use tocreate the wildest things they can ever imagine. They collectand bring as many of the listed items as they can find to class.Some items on the list may be feathers, yarn, sticks, sequins,glitter, dry flowers, buttons, fluorescent paints, etc. Once thematerials are gathere

welcome to kid works deluxeimages.knowledgeadventure.com/school/teachermaterials/... · 2006. 8....

Documents