Lesso n Title:

Author

Nursery Rhymes with Humpty Dumpty

First and Last Name

Malissie Taylor

Humpty Dumpty Nursery Rhymes Increase listening/speaking vocabulary skills; listens to tapes or cds; follows directions; enjoys and listens to stories; listens with increasing attention; left to right progression; turn pages in a book using appropriate actions; sings a variety of simple songs; share ideas, take turns, listens; follows simple directions; retell parts sequence of story parts; cause/effect relationships; repeats rhymes/poems; use a variety of material; matching objects; uses cooperation by working with others towards a common goal or purpose; uses common sense by using good judgment; uses caring to feel and show concern for others; uses hand to eye coordination by acting out the nursery rhyme using finger puppets

Real world applications

Lesson Description

Students will listen to the Music theme from Humpty Dumpty

Language and Early Literacy Development: (1) listens with increasing attention; listens for different purposes; understands and follows simple oral instructions; enjoys listening to and responding to books; listens purposefully to English-speaking teachers and peers to gather information and shows some understanding of the new language being spoken by others: Speech Production and Speech Discrimination (2) perceives differences between similar sounding words; produces speech sounds with increasing ease and accuracy; experiments with and demonstrates growing understanding of the sounds and intonation of the English language: Vocabulary (3) shows a steady increase in listening and speaking vocabulary; links new learning experiences and vocabulary to what is already known about a topic; increases listening vocabulary and begins to develop a vocabulary of object names and common phrases in English: Verbal Expression (4) uses language for a variety of purposes; uses language to express common routines and familiar scripts; tells a simple personal narrative, focusing on favorite or most memorable parts; asks questions and makes comments related to the current topic of discussion; begins to retell the sequence of a story; engages in various forms of nonverbal communication with those who do not speak his/her home language; uses single words and simple phrases to communicate meaning in social situations; attempts to use new vocabulary and grammar in speech: Phonological Awareness (5) becomes increasingly sensitive to the sounds of spoken words; begins to identify rhymes and rhyming sounds in familiar words, participates in rhyming games, and repeats rhyming songs and poems; begins to break words into syllables or claps along with each syllable in a phrase: Print and Book Awareness (6) understands that reading and writing are ways to obtain information and knowledge, generate and communicate thoughts and ideas, and solve problems; understands that illustrations carry meaning buy cannot be read; begins to understand that print runs from left to right and top to bottom; begins to recognize the association between spoken and written words by following the print as it is read aloud: Letter Knowledge and Early Word Recognition (7) begins to associate the names of letters with their shapes; begins to notice
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beginning letters in familiar words: Motivation to Read (8) demonstrates an interest in books and reading through body language and facial expressions; enjoys listening to and discussing storybooks and information read aloud; enjoys visiting the library: Developing Knowledge of Literary Forms (9) recognizes favorite books by their cover; understands that books and other print resources are handled in specific ways; begins to predict what will happen next in a story; imitates the special language in storybooks and story dialogue, and uses it in retelling and dramatic play; asks questions and makes comments about the information and events from books; connects information and events in books to real-life experiences; begins to retell some sequences of events in stories; shows appreciation of repetative language patterns: Written Expression (10) begins to dictate words, phrases, and sentences to an adult recording on paper: Mathematics Number and Operation (1) combines and separates, and names "how many" concrete objects: Patterns (2) imitates pattern sounds and physical movement: Geometry and Spatial Sense (3) begins to recognize when a shape's position or orientation has changed: Classification and Data Collection (5) matches objects that are alike: Science Processes (1) begins to demonstrate safe practices and appropriate use of material: Social Studies Individual, Culture, and Community (1) share ideas and takes turns listening and speaking; cooperates with others in a joint activity: History (2) begins to understand cause and effect relationships: Music (2) participates in classroom music activities; begins to sing a variety of simple songs: Dramatic Play (3) begins to create or recreate stories, moods, or experiences through dramatic representation; begins to engage in dramatic play with others: Personal Development (1) begins to show self-control by following classroom rules; begins to be responsible for individual behavior and actions: Social Development (2) begins to share and cooperate with others in group activities; respects other people's space and personal belongings; begins to develop friendships with others; begins to express thoughts, feelings, and ideas through language as well as through gestures and actions.
Technology Standards Alignment

The child: enjoys listening to and interacting with storybooks and information texts in electronic forms; The child uses a variety of input devices; The child uses a phonic ear to tell the nursery rhyme
Objectives

Students will be able to repeat the Humpty Dumpty nursery rhyme; Students will retell the sequence of the story; Students will act out the Humpty Dumpty nursery rhyme using finger puppets; Students will listen to the story with increased attention; Students will understand a left to right progression; Students will participate in music activities; Students will share ideas, and take turns; Students will use cause and effect relationships;
Grade Level
K-2 3-5

(Check all grade level(s) that your lesson targets)

PPCD

Approximate Time Needed for this Lesson

Table time color sheet 10 minutes; Circle time listening to Humpty Dumpty music and reading the rhyme 5-7 minutes, Circle time finger puppet playing to Humpty Dumpty 5 minutes; Table time reading activity booklet/w/coloring 5-7 minutes; Center time matching game 5-10 minutes
Resources/Materials/Tools
Terms/Vocabular y

Nursery Rhymes; Humpty Dumpty; egg; boy; Kings horses; Kings men; Cooperation; Common Sense; Caring

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Technology (hardware, software, websites, TechnologyEnhanced Lesson Supports):

Teacher and students will be using the phonic ear Book resource: http://www.kinderplans.com/admin/images/humpty.pdf Finger puppet: http://www.dltk-kids.com/members/images/cfingerhumpty.gif Matching games: http://www.gardenandhearth.com/HomeschoolWorksheets/Homeschool-Worksheet-PF/ Daily Life skills: http://www.mrsjonesroom.com/teachers/lifeskillnurseryrhmes.html Music: Dr. Jean and http://kids.niehs.nih.gov/lyrics/humpty.htm for the music only/no lyrics Table Time Color Sheet: http://www.first-school.ws/t/cp_nr/humpty.htm Computer CD player

Non-Technology:

Printed booklet of Humpty Dumpty; finger puppets; matching color/attributes sheet game; oval shaped Humpty Dumpty poem; color sheet; pointer

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Lesson Procedures Stage of Lesson

(delete lesson stages not applicable for this lesson)

Lesson Sequence

Lesson Management

Resource Management

Table Time Activity

Students will enter the classroom as is their routine and begin coloring the Humpty Dumpty color sheet provided for them for approximately 10 minutes.

Each student will use crayons appropriately to color their sheets. Students will color the majority of their Humpty before they are allowed to go to the classroom library. Each student will repeat the rhyme with me and the helper; students will use good circle time behaviors during the lesson.

Color sheets were printed from http://www.firstschool.ws/t/cp_nr/hump ty.htm

Circle Time

Students will listen to Humpty Dumpty music w/no lyrics and read the rhyme from the book while I point to each word with the pointer; I will choose one student to come and be the helper to help read the rhyme again while they point to the words for approximately 5-7 minutes. Students will be given two finger puppets; one is Humpty Dumpty and the second one is The King's Horse and Man; Students will follow along the rhyme using their puppets while we sing Humpty Dumpty for approximately 5 minutes. Table time reading activity booklet/w/coloring; students will be given a Humpty Dumpty booklet for the class to read together, they will then be coloring the pages to the rhyme for approximately 5-7 minutes. Center time matching game 5-10 minutes; students will match the colored egg humpty's according to colors and attributes that I ask each student before their center time choices.

Music w/no lyrics http://kids.niehs.nih.gov /lyrics/humpty.htm

Circle Time

Each student will appropriately use their finger puppets during the lesson; students will sing Humpty Dumpty and follow along with their puppets. Each student will be actively coloring their booklet to complete the story rhyme of Humpty Dumpty; students will color the majority of their sheets Each student will be required to match the game according to colors and attributes before being sent to center time

Finger puppets were printed from http://www.dltkkids.com/members/ima ges/cfingerhumpty.gif

Table Time

Reading activity booklets were printed from : http://www.kinderplans. com/admin/images/hum pty.pdf Matching game materials printed from http://www.gardenandh earth.com/HomeschoolWorksheets/Homeschoo l-Worksheet-PF/

Center Time

Assessment

Participation in singing and listening, finger puppet participation, color sheet completion, booklet participation, and matching game participation, retelling the sequence of the nursery rhyme and the events in this rhyme
Potential Challenges/Plan B

Time allotment not long enough to complete lesson in table time, circle time, and center time time frame, it may be possible to use more than one activity in the allotted time period.
Accommodations for Differentiated Instruction
Resource Students Non-Native English Speakers Gifted Students

Due to these activities being taught in a Pre-School Programs for Children with Disabilities classroom, all of the students are on the levels of Pre-Pre-Kindergarten levels, therefore the entire lessons is geared towards their abilities Students will be given "hands on" and verbal cues to help them understand the directions for these activities. Students who are at a higher level within the classroom can be approached with some higher level thinking skills questions to accompany these activities.

Notes and Credits*

Humble ISD PPCD Guidelines & Pre-kindergarten Guidelines http://www.kinderplans.com/admin/images/humpty.pdf http://www.dltk-kids.com/members/images/cfingerhumpty.gif http://www.gardenandhearth.com/Homeschool-Worksheets/Homeschool-Worksheet-PF/ http://www.mrsjonesroom.com/teachers/lifeskillnurseryrhmes.html http://kids.niehs.nih.gov/lyrics/humpty.htm http://www.first-school.ws/t/cp_nr/humpty.htm

*There are many lesson plan ideas available, from other teachers, curriculum guides, and online. You are free to use whatever information you find to inspire your lesson planning, provided: 1. You properly cite your sources; 2. You fit the information into this required lesson format, meaning it is highly likely you will need to add additional information to complete the lesson; and 3. You modify the lesson to fit your objectives and student needs (You will almost never teach any lesson as is even those found in your teachers guides. You will always know best what the individual learners in your classroom will respond to.)