Rub Your Tummy! ‘Apples, bananas, and pears are yummy Grapes and oranges, rub your tummy Apples, bananas, and pears are yummy Frame 1 Susie: Look! A big bow! full of fruit Eddy: Look! Some ants! They're so cute Susie: Hey, but wait! Our grapes are gone Eddy: Into the ant hole, one by one Flo: It's Good to Share Chorus: Apples, bananas, and pears are yummy Grapes and oranges, rub your tummy Apples, bananas, and pears are yummy But don't take our fruit! That's not funny! Frame 2 Leo: Look at the ant go into the hole With a grape from the bowl Let's follow it! Lets see what's there Look! Two apples and a pear Chorus: Frame 3 Eddy: Don't take our fruit. It's not fair Please give it back, so we can share Sharing our food is good to do We can eat, and so can you Chorus: Frame 4 Band: Apples, bananas, and the pear Alllof us know how to share Sharing our food is good to do ‘We can eat, and so can you Bananas with Cream and Sugar! Bananas ... Bananas with cream and sugar Slice, slice, slice the bananas Mix, mix, mix them with cream Slice, slice, slice the bananas Mix, mix, mix them with cream Bananas With cream and sugar! Bananas .. With cream and sugar! Add, add, add some sugar Eat, eat, eat the bananas Add, add, add some sugar Eat, eat, eat the bananas Bananas .. With cream and sugar! Bananas . With cream and sugar! Bananas ... With cream and sugar! Bananas ... With cream and sugar!My Town Helping you is what they do Doctor, teacher, firefighter too Police officer is another one who Is always there to help you Stand and Shout Close your eyes. Open your eyes Close your eyes. Open your eyes Hands in a circle Circle ‘round and ‘round Stop and shout Where a firefighter is found “The fire station!" Call 911! Help, help! My cat's in the tree Call 911 Who can help me? Chorus: Helping you is what they do Doctor, teacher, firefighter too Police officer is another one who Is always there to help you Close your eyes. Open your eyes Close your eyes. Open your eyes Hands in a circle Circle ‘round and ‘round Stop and shout Where a police officer is found “The police station!" Frame 2 Police Helping you is what | do officer: I'm a police officer I'll help you Chorus: Frame 3 Firefighter: Helping you is what I do I'ma firefighter I'll help you Chorus: Close your eyes. Open your eyes Close your eyes. Open your eyes Hands in a circle Circle ‘round and ‘round Stop and shout Where a doctor is found "The hospitalt" Doctor: Helping you is what | do I'm a doctor I'll help you Thank you, thank all of you Helping me is what you do Close your eyes. Open your eyes Close your eyes. Open your eyes Hands in a circle Circle ‘round and ‘round Stop and shout Where a teacher is found “At school!"My I) Unit Objectives aa, # learn to name classroom objects and school places learn two actions understand how to express what an object is understand and reply to Where's questions count to three and recognize the numerals understand one-to-one correspondence recognize and draw a circle recognize and name the color red learn about the school environment understand a story about saying hello and goodbye learn about characters and that a story has a beginning, middle, and end Key Language + classroom objécts: book, chair, crayon, table + school places: bathroom, classroom, playground ‘* grammar phrase 1: Look! it's a (crayon). + grammar phrase 2: Where's the (Classroom)? It's there. ‘© action phrases: stand up, sit down © numbers: 1, 2, 3 | chool Music Development, | i | i ‘This unit focuses on repetition and dynamics. Have the children chant with you, to develop key language pronunciation and rhythm. Clue games with repetition will develop critical thinking and listening skills. To help the children to recognize changes in musical dynamics, similar to changes in language inflection, have them draw fast and slowly to music. Model using positional language while drawing, and encourage the children to do the same. This will develop vocabulary for expressing directions and storytelling. shoagenng. Let's Play Explore characters through role-play and help the children to understand that stories have a beginning, middle, and an end. Acting out a story allows the children to adopt individual roles, begin to think about how those characters feel, and immerse themselves fully inthe story. Giving the children three images which show the three basic parts of a story introduces them to the idea that all stories contain a structure. Sa Children have a better chance of retaining new language when they associate it with a specific movement. This is why ASL is so integral to Bebop, where the key language is supported by sign language. The flashcards in the Presentation Kit feature a professional signer making the signs for you and the children to follow together. Action Song. @ Musical Chairs é ‘Movement games, such as "Musical Chairs," where the children have to change their position, speed, and direction ina controlled ‘manner, help them to develop ability and confidence in balance and coordination. ‘Ask the children to try out different i actions as they move to the music, such as jumping, running, and walking. sc aa I a a mSwy eee Pa fae er RUILLSLr eet n eS) lear to listen to others (L2-L5) ‘count to three and recognize the numerals ae Ae ee) recognize a shape (L4, L8) develop critical thinking (L1, L6) ae cee) eam to classify objects (L1, L8) {listen to and follow instructions (L5, L7) Ent aCan) \ : Feo Cee tec ee MUD An cc aeaU A t Enea H Pet te) Cee etd act out a story (L3, L4) use colors for a purpose (L1-L3, L8) explore different textures (L1, 12, L8) i decorate pictures (L1, LB) eee ec) ‘ sing songs (L1, L3, 7) Cee See ee Re es\ vvvvvuvuvvuvVvYUYvUuUuUUUUU Oye Lesson Objectives * learn to name four classroom objects * recognize and name the color red, and learn to classify objects by color * practice listening comprehension + sing a song about classroom objects * practice rhythm, repetition, and pronunciation ‘+ improve auditory discrimination ‘* develop critical thinking ‘strengthen fine motor skills * decorate a picture Key Language book, chair, crayon, table, red ‘Materials ‘= red paper, glue sticks, real school objects, a bag Teacher Tip Before giving the glue sticks to the children, explain how to use them. Ask them not to roll the glue stick all the way out, because they can break it too easily. Show them how to roll out only what they need. Warm Up @) @ Introduce the lesson by playing The Bebop Band song as the children-come into class, and then do the Hello Bebop routine (see Teacher's Edition p. 15). Play The Bebop Band song again and do the activity (see Teacher's Edition p. 11). Introduce the topic of school using flashcards of crayon, book, table, and chair, or use teal school objects. Show a picture of a crayon or hold up a crayon. Say crayon aie See and ask groups of children to repeat after you. Ask them to show you their crayons. Continue with the other school objects. Using the Student's Book QieEa ie ‘© Play the CD. Let the children listen as you point to the school objects. * Play it again and ask the children to point to the school objects as they listen to the names. * Play the CD a third time, and ask them to name the schoo! objects. ‘Audioscript: crayon, book, table, chair (2)) Sing the song: Follow Me! ‘+ Play the song and encourage the children to add movement when they hear the key language. + Say each line of the song. Ask the children to repeat after you * Play the song one more time and ask them to sing with you. ASL Activity & Present the sign for each school object as you sing. the song. Play the song again and encourage the children to copy you. Musical Notes d Play the chanting game “What is it? What is it? ‘What is it?” to develop listening and critical thinking skills through use of clues, and to develop language skils of repetition, rhythm, and key language pronunciation. Place key language flashcards on the board (book, chair, table, crayon). Tell the children you will describe one picture, and ask them to stand up when they know the word. Using clues, describe a one picture. Once everyone is standing, ask them to chant What is it? What is it? What is it? Then ask them to shout the answer together, in English © cite the red crayon ‘+ Display the red flashcard on the board. Point to it and say red. Ask the children to repeat after you, ‘Show the children red school objects around the classroom. Point to them and say red. * Give them a bunch of crayons. Ask them to hold up the red crayons. + Ask them to find and cicle the red crayon in their Student's Book, Activity Book Fun Have the instrumental version of the : Storysong playing in the background. Ask the children to point and say the objects. Then get them to glue strips of red paper on the table and chair. Do The Bebop Band song Activity Book page (see Activity Book p. 2), Wrap Up @) Put flashcards of the school objects inside a bag. Invite a child to take a flashcard from the bag. Ask the child to tell you what it shows. Continue like this with other children, Do the Goodbye Bebop routine (see Teacher's Edition p. 15). (PDS The children can play the interactive eames on the apo to Unit 1Lesson 2 Warm Up ASL Activity ood on the board and have the children name the word, Have the children do the sign as well and 4 or ure stand Rose tl express ena color. Ask them to point to a red object around the _look for the correct picture in their Student's Book, ; ODIEELS Mrs) classroom. Play some music for them to dance to. ; pe Peace Sees CO ae When you say red, they should stop dancing and + Improve visual and auditory discrimination point to something red nthe oom Te lst chlo = + improve hand-eye coordination point toa red object has to come tothe front and be -«A¢tivity Book Fun © understand the concept of left and right the next person to call Have the | ‘strengthen fine motor skills | instrumental J '* explore the color and texture of jello Using the Student's Book version of the I enrey — Storysong playing @ Point and say the school objects. 5 in the background. Ask the children to point Key Language ; ae ‘and say Look’ It's a (table) using their left hand. ad Fe + Point to the tip of the crayon in the left column, Continue with the other objects, using thei left ‘sk the children What is it? Do the same with the hand for objects in the left column and their Key Language Review other pictures. right hand for objects in the right column. Get book, chair, crayon, table, red Tae them to color the crayon and book ‘Materials to connect the school objects. * smocks or old clothes, music, red jello ® Play the CD. Ask the children to listen and Wrap Up 7 powder, bottle caps touch the dots to connect the puzzle pieces. Display the flashcards of the school objects all ©: m0 © Give the children some red jello powder in a bottle around the classroom. Play the Follow Me! cap. Have them make fingerprints to connect the song. Have the children stand up and point puzzle pieces, using different fingers to the school objects as they are mentioned. 7 ‘Audioscript: Lucas: Look! It's a crayon. Annalie: Look! D0 the Goodbye Bebop routine. - Its a book. Sid: Look! its a chair, * Play the CD again. Stop after you hear Look! It’s a crayon. Have the children repeat as they point to the complete crayon, Do the same with the other pictures. * Ask the children to sit in pairs and say the phrases again as they point to the correct pictures. Monitor and check isten and say with a friend. AAANNONHHONHNNHHDAAANAONOOOHONOO ON MML 9.VVVVOVVOHOUHVUUUVUUVUUUUUUHUHUUHUUKUUHUKVUVFFFIGG Lesson Z 2p. x ra LW Oh 2 ©... and say the school objects. Listen and make fingerprints to connect the school objects. Listen and say with a friend. Unit)BR RB ERREReRK_- VIIGHOOHVOVVVIVIVIVVVYUHVHVVYVVUVDVUVUUOUJ PYUVUYVVYVHYHYHVYHYULYUYYUUUVVLOO Oe Lesson Objectives * understand a story about saying hello and goodbye ‘* sequence a story + develop directional tracking * leam about characters * learn about the structure of a story * count to three and learn about one-to-one correspondence * improve auditory discrimination * improve hand-eye coordination ‘strengthen fine motor skills ‘+ review the color red Key Language 1a 2 Key Language Review book, chair, crayon, table, red Materials «+ large pieces of paper, red crayons, three real books Early Literacy Notes Symbolic role-play helps to increase cognitive skills in children, developing complex abstract reasoning and linguistic ability. It also encourages understanding of characters, and enhances memory and creativity. Warm Up Introduce the Storysong lesson by playing ms" The Bebop Band song as the children come into class, and then do the Hello Bebop routine, Display flashcards of the school objects on the board Point to them and have the children name them. Ask them to close their eyes while you hide a flashcard, and then get them to open their eyes and tell you which flashcard is missing. Continue playing until you review all of the classroom objects ood ASL Activity GE Review the signs for crayon, book, table, and chair. ‘Ask children to say the name of a school object, and encourage the others to make the correct sign. Using the Student's Book @usten and point tothe pictures. 3 * Point tothe fist picture and ask the children what they can see. Let them answer in a) Language 1, to help them predict what the Storysong will be about. * Play the CD as you point to the pictures. + Play it again and ask the children to follow the story by pointing tothe pictures S OD sing the Storysong: Let's Play! * Play the Storysong again, this time asking the children to join in with the chorus as you point to the pictures. ® Musical Notes kd Drawing with music helps the children to recognize changes in rhythm and dynamics, similar to changes of language inflection. Prepare large paper and red crayons. Place children in groups. Play the instrumental version of the Storysong. Ask the children to draw in time with the music using red ‘crayons, Encourage listening to the rhythm and Lesson 3 dynamics while drawing fast and slowly, using the whole paper. Say up, down, left, right as you draw, and encourage the children to do the same. Ask each group to describe their drawing, ©) aunt the books in picture 3. * Draw the number 1 on the board. Point and say ‘one. Ask the children to repeat after you * Draw a chair next to number 1. Point to the chair and say one chair. Do the same with numbers 2 and 3. ‘+ Show the children three real books, crayons, chairs and tables. Ask them to count them along with you as they say one, two, three. + Have the children count the books in picture 3 of the Storysong. Monitor and help if necessary. Activity Book Fun Have the instrumental 7 & eaters aA Storysong playing in the background. Elicit 1 which picture shows the beginning of the story. Point to the second wagon and ask the children what happens next in the story Encourage them to point to the correc picture. Ask them to follow the line between the picture and the wagon with their finger, and then get them to trace over it with a crayon. Continue until the story tran is complete. Ask the cildren to find a red crayon and color the engine of the train red. Wrap Up & Ask five children to come to the front. Have each child pretend to be a different character in the Storysong. Play the Storysong and ask the children to act it out. Help if necessary. Play the song again. Have children role-play the Storysong using their own crayons and books. Do the Goodbye Bebop routine.Lesson Objectives ‘* understand the structure of a story * act out a story using cut-outs * practice counting and understand ne-to-one correspondence recognize the numerals 1-3 recognize and trace a circle strengthen fine and gross motor skills improve hand-eye coordination Key Language circle Key Language Review book, chair, crayon, 1-3 Warm Up Do the Hello Bebop routine. Show flashcards of the school objects and ask the children to name them Display the flashcards all around the classroom. Draw a crayon on the board and invite a child to go to the front and tell you what itis, Ask them to look for the flashcard of the correct school object and put it next to the drawing. Repeat with the other flashcards. Using the Student's Book ) Listen and sing the Storysong. * Have the children look at Lesson 3 in their Student’ Book. Play the CD. Ask them to point to the pictures and sing along, © ASL Activity ee a Have the children do the signs for the key language as they sing. Early Literacy Notes To consolidate vocabulary and aa develop listening comprehension skills, invite the children to listen to the Storysong and say the names of the school objects when they hear them. Connect the numbers to the pictures. from the story. Tum back to Lesson 4. Point to the numbers. ‘Ask the children to name each of them. Draw the children’s attention to the pictures on the right. Ask them to tell you what they see. ‘Ask them to tell you what happened first in the story. Draw a line from number 1 to Mr. Coo playing the saxophone. Repeat with the other pictures. Draw a circle on the board, Point to it, say circle, and ask the children to repeat. Have them draw circles in the air first with their whole arm and then only with their wrist, as you repeat circle. Invite children to draw circles on the board. Draw the children's attention to the circles in the Student’s Book. Ask them to trace the circles with their index finger as they say circle. Then have them take out a crayon or colored pencil and trace the circle. Monitor and check © tout te story wth he touts, 2) Use the cut-outs from p. 71 of the Student's Book. ® Lesson 4 ‘= Play the song one more time. Have the children hold their cut-outs and role-play the Storysong as they listen to and sing it ‘Put the children in pairs and get them to retell the story using their cut-outs. Monitor and check Activity Book Fun Have the ® instrumental dre © version of the | — ” ‘Storysong playing ® in the background. Ask the children to follow the lines with a crayon to connect the numbers to the school objects. Point to each number and elicit what it is. Ask them to count and color the school objects. Wrap Up Have the children draw their favorite part of the story on a white sheet of paper. Use their drawings tn darneata the claceenam Da the Gondhve Rebar APAMHMHDADNAADABAAMAOEO EDpESTENNSS RR ooo ooo oo OURWarm Up Do the Hello Bebop routine. Show the flashcard of the classroom. Say classroom and ask the children to repeat after you. Do the same with the other places at school. Display the flashcards on the board. Invite a child to go to the board and point to the picture you say. : Using the Student's Book @ + Look at the picture and ask the children to ‘ell you what they can see. Let them answer in Language 1. ‘+ Play the CD and point to the correct places at school. ‘+ Play it again and ask the children to point to the cortect places at school. ‘+ Play the track one more time and ask them to name the places at school. ‘Audioscript: classroom, bathroom, playground QO ciclethecasstoom. * Draw the children’s attention to the different places. Ask the children to name them. * Have them circle the classroom. Monitor and check. © ister and say with friend, | ‘* Play the CD. Stop after you hear the question Where's the classroom? Have the children repeat. «Pla itagaln and stp it ater you heart's thee Have the children repeat as they point to the classroom. Continue with the other phrases. ‘+ Ask the children to sit in pairs and say the phrases again as they point to the correct places. Monitor and check. Auden: Adu Wheres the cssroon? Taman there! Adulte Whee the bathroom? Sis there! Ad Wher’ the playground? ASL Activity Annalie: i's there! Present the signs for bathroom, classroom, playground. Demonstrate the signs and allow the children to practice making the signs and saying the words, Play “Simon Says” using the signs for the places at school. Say Simon says classroom. Encourage the children to do the correct sign. Continue like this, reviewing the other words. Lesson 5S Have the instrumental > version of the ae ‘Song playing in the background. 7 ee sega ee eee eT Paul are going, Wrap Up Ask the children to stand in line. Go for a school tour and visit the bathroom and the playground. When you get to each of the places, ask the children to name it. Do the Goodbye Bebop routine.place + learn to associate a check mark with right and a cross with wrong develop critical thinking * improve visual discrimination strengthen fine motor skills ‘* practice counting and one-to-one correspondence key Language Review bathroom, book, chair, classroom, crayon, playground, 1-3 Materials ‘* two fly swatters, music Content-based Learning In pre-school, we usually teach pre-math skills that will help the children understand different math concepts in the future. Leaming to differentiate what is right from wrong is a way to recognize the similarities and differences among objects or events. Later, the children learn to generalize and think abstractly. Finally, they will be able to understand, explain or describe, and make predictions. Teacher Tip Talk about right and wrong things children do in the classroom. Make a chart of the classroom rules and place it in a visible place. Warm Up Do the Hello Bebop routine. Show flashcards of the school objects and places at school and ask the children to name them. Display them on the board and play the fly swatter game: invite two children to come to the front. Give each one of them a fly swatter. Say the name of a school object or a place at school, Ask the children to hit the correct flashcard The first one to hit the correct flashcard wins. Repeat Wwith the other flashcards, reviewing all of the words. Using the Student's Book | e Point and say the places. ‘+ Point to each picture and ask the children to name the place. Look at the pictures and color the correct circle. ‘= Point to the first picture and ask the children what is wrong. Let them answer in Language 1 © Color the circle with the X so the children understand what they have to do. Have them do the same. * Repeat with the other pictures, guiding the activity. Lesson 6 le Activity Book Fun a Have the oe = instrumental “ Oe vesion ofthe ® Action Song playing in the background. Ask the children to name the school objects in each box. Elicit the name of the numeral 1 and count the books together. ‘Ask them which picture has one book. Model circling it. Get the children to do the same. Continue with the other numbers and objects. Wrap Up ‘Ask the children to walk around the classroom as you play some music. Stop the music and show ‘them flashcards of a crayon and a classroom. Have the children make a happy face to indicate that the relationship between the pictures is right. Play the music again, and now show them flashcards of a crayon and a bathroom. Have the children make a sad face to indicate that the relationship between the pictures is wrong. Continue playing, varying the flashcards you show. Do the Goodbye Bebop routine. N9ANHHHHHHHHDAHNANANHUnit 1 Point and say the places. Look at the pictures and color the correct circle. Kev Fananaae Review: hathrane lace M2NONNNNANAANANANAAAANANAAAAANAAANAA,Lesson J © count and circle the chars. ) Warm Up Introduce the Action Song lesson by playing The Bebop Band song as the children come into class, and then do the Hello Bebop routine. Say stand up as you model the action. Ask them to repeat after you. Repeat with the action sit down. Us ‘+ Draw the children’s attention to the chairs. Ask the children to count them together. ‘+ Have them circle the chairs. Monitor and check, Lesson Objectives learn two actions practice counting and number recognition strengthen gross motor skills learn to negotiate space while playing a movement game ‘= develop a sense of rhythm and repetition + improve visual and auditory discrimination Key Language stand up, sit down 2 Key Language Review book, chair, table, crayon, 1-3 "Materials * music, five sets of g the Student's Book isten and do the actions. sees Activity Book Fun Have the instrumental fp ee> version of the Action Song. playing in the background. Ask the children to point and say the object or action in each picture. Elicit which one doesn’t belong and ‘model circling it. Get the children to do the same. Orme? ® * Point to the picture and ask the children what they think the Bebop characters are doing. Let them answer in Language 1 * Play the CD and ask them to do the actions as they are sung, OD sins * Say each line of the song. Ask the children to repeat after you as they do the corresponding actions. Wrap Up Play “Musical Chairs": arrange chairs in a circle and ‘of numbers 1-3 + Play the CD one more time and ask them to sing along as they do the actions. Musical Notes d ‘Chanting develops the sense of rhythm and repetition represented in language. Number recognition and the concept of action are also reinforced. Prepare five sets of cards of numbers 1-3. Place the cards on the floor randomly (not sequentially), Chant Stand up, stand up, stand up. Say a number. Ask the children to find that number and stand up next to it. Several children can be next to a card. Chant Sit down, sit down, sit down. Say a number. The children find that number and sit down next to it. Repeat, chanting action and number. have the children stand next to them. Be sure to have cone less chair than there are children. Play sore music and encourage the children to walk around in a circle Tell them that when you stop the music, they have to sit ina chair. The one who does not have a chair to sit ins out of the game. Continue playing until only one chairis left. The child who sits in the last chair is the winner. Do the Goodbye Bebop routine.Unity —- Lesson Objectives review key language and concepts + improve visual discrimination strengthen fine motor skils practice counting review the color red review circle decorate a picture Key Language Review bathroom, classroom, playground, circle, red, 1-3 Materials * two sets of pictures of school objects and places at school, red paper, glue sticks Teacher Tip Remember to observe the children’s progress and to take note of it every day so that at the end of the unit you can evaluate whether they accomplished the unit objectives or not Warm Up Do the Hello Bebop routine. Show the flashcards of the school objects and places at school and ask the children to name them. Divide the board into two by drawing a line. Display the flashcard of the crayon on ‘one side and the flashcard of the classroom on the other side. Put the other flashcards of school objects and places at school all around the classroom. Invite children to come to the front. Say book. Ask children 0 look for the book and put it in the correct place on the board. Repeat with the other pictures. dh ASL Activity @e@ Play “Pinocchio”: say the name of a school object or a place at school, Do the wrong sign. Have the children say Pinocchi ind ask them to do the correct sign. If you do the correct sign, they have to remain silent. Continue playing as many times as you wish Using the Student's Book @ Point and say the place. + Draw the children’s attention to the fist picture and ask them to tell you the name of the place, Repeat with the other picture and help if necessary. Circle the correct object to complete the picture. ‘+ Have the children look at the shadow in the fist picture. Ask them to tell you what its. + Ask them to look for the correct picture, point to it, and circle it ‘+ Repeat with the other picture. Monitor and check Activity Book Fun & Have the instrumental =p 5. eee ie _ > Rael sont paying) 3 ® Riseagied m= Ask the cldren to point and say where ©) the children in the picture are (playground) ‘Ask them to count the circles. Model gluing red paper on the big circle and get them to do the same. Ask parents and children to complete the Unit 1 Family Time Activities together (p. 68 in their Activity Book), Lesson 8 Wrap Up @) Place the two sets of pictures of classroom ‘objects and places at school, face down on the board to play a memory game. They should be all = mixed up, Invite children to come to the front and choose a card. Ask them to turn that card over and name it. Then ask them to choose another card and do the same. If the two cards form a pair, the children win it; if not, they have to put them back face down. Continue with the game until you finish finding all of the pairs. Then ask the children to tum to their My Progress chart on p. 68 in their Student's Book. Invite them to color the number for Unit 1. Do the Goodbye Bebop routine. etal IMANANDADADAVAAAAHDAKDEHHKAOKOHHHHHEGvwuUuUUUUUUULUY! wuuvuvvVvVY vu FUVUVOUVUVVLY Lesson 8