I Howl, I Growl

In the classroom/library:

Grade Level: Kindergarten
Subject: Reading, Math, and Theater Arts
Overview: After interacting with book several times, children will create identifying headbands and act out text.
Purpose: Introduce children to the sounds and movement of Southwest animals. Use sequence and rhyming to act out the book.

Outcomes:
* Students will learn sounds and movements of the animals of the Southwest.
* Students will help supply rhyming words.
* Students will use counting to help sequence the book I Howl I Growl.

Standards:
Reading
Concept 2: Phonemic Awareness
o Identify and manipulate the sounds of speech. (K-R1-C2)
PO 1. Distinguish spoken rhyming words from non-rhyming words (e.g., run, sun versus run, man).
PO 2. Orally produce rhyming words in response to spoken words (e.g., What rhymes with hat?).
Math
Concept 1: Number Sense
o Understand and apply numbers, ways of representing numbers, the relationships among numbers and different number systems. (K-M1-C1)
PO 1. Make a model to represent a given whole number 0 through 20.
PO 2. Identify orally a whole number represented by a model with a word name and symbol 0 through 20.
PO 3. Count aloud, forward to 20 or backward from 10, in consecutive order (0 through 20).
Fine Arts
Standard 1: Theater
Students know and apply the arts disciplines, techniques and processes to communicate in original or interpretive work.
Students know and are able to do the following:
o Use natural language patterns (e.g., from literature or school and home experiences) with familiar phrases as they play out a story. (AT1-R1)
After listening to an account and class discussion of characters:
PO 1. retell the story including setting, time, plot and physical descriptions of the characters
PO 2. use dialogue and movement as a character while responding to teacher and/or peers

Resources: I Howl I Growl and Southwest Browsing Books

Materials: Construction paper, glue sticks, stapler, animal pictures to color, and crayons.

Process:

Introductory Set: Bring students together with brainstorming of desert animals focusing on sound and movement. Ask children to give 2 or 3 names of a Southwest animal that they know. Ask them if they know the sounds and movements of any Southwest animals.

Objective/ Purpose:
* The student will learn animals of the Southwest as well as the sounds and movements that they make.
* Students will supply rhyming words in the rereading of the book.
* Students will use sequencing with the book I Howl I Growl.

Input: Read the book 3 times
* Read book through once
* Supply animals name in place of *I*
* Invite the children to supply the rhyming on the 2nd sentence.

Modeling: Give directions by modeling the making of the animal headband.
* Talk through color choices
* Color animal (1 side)
* Look at the number on the back of their animal
* Cut out animal
* Glue stick animal to headband
* Adult staples headband to fit.
*What do you do if you finish before the rest of the class?
* Leave headband on
* Sit on rug quietly reading Southwest books

Check for Understanding: Ask children what the first, second, third, and last thing they will do when they get to their tables.

Guided Practice:
* Color picture
* Glue picture
* Staple headband
* Children sequence themselves by numbers
* Read book with children acting out the movements and sounds of the animals.

Independent Practice: None

Closure: Go over with the class sequencing (counting 1-18), some of the animal sounds and movements, and review rhyming words using concept attainment chart.

Assessment: Embedded in closure

Extensions/ Modifications: Use Way Out In The Desert By Jennifer Ward to revisit the skills of sequencing and rhyming: http://jamaica.u.arizona.edu/ic/swchildlit/pages/wod.html

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