Little Boy Blue  

Designed by: Helen McGough, Arden Elementary

Grade Level: First Grade   Subjects(s): Language Arts

1) Core Curriculum Objective:  - Draw conclusions and make predictions based upon text/selection and cite supporting evidence. (1-CM10)

2) Overview: Students will use Nursery Rhymes to draw conclusions and make predictions. They will read different rhymes and create new endings. They will extend the rhyme. They will write letters to the characters warning them of their predictions. They will construct a graph to show their favorites. Students will celebrate with Mother Goose.

3) Essential Questions:

How do you know what will happen next?

Why did that happen in the poem?

4) Time Frame:

Five language arts periods of 30 to 50 minutes.

5) Resources:

Beierle, Marlene and Lynes, Teri. (1993) Teaching Basic Skills Through Literature, Creative Teaching Press, Inc., Cypress, CA 90630.

Rockwell, Anne. Gray Goose and Gander and Other Mother Goose Rhymes. Crowell.

Marshall, James. James Marshall’s Mother Goose. Farrar, Straus.

Edens, Cooper. The Glorious Mother Goose. Atheneum.

DePaula, Tomie. Tomie dePaola’s Mother Goose. Putnam

Reid, Barbara. Sing a Song of Mother Goose. North Winds.

Bauer, Karen and Drew, Rosa. (1992) Alternatives to Worksheets, Creative Teaching Press, Inc., Cypress, CA 90630.

6) Materials:

Drawing paper
Copy of Jack and Jill rhyme
Pencils/crayons
copies of Mother Goose books
Handwriting paper
graph
Envelopes
colored circles
Chart paper
Mother Goose food
Sentence strips

7) Assessment:

Students will create new story endings and write letters to the characters from the conclusions they drew. Students will extend the rhyme with their own predictions and conclusions.

8) Rubric: 

9) Instructional Activities:

Activity 1:

Objective: Draw conclusions and make predictions based upon text/selection and cite supporting evidence.

Teacher will read several Nursery Rhymes. Teacher will have written the Little Boy Blue rhyme on sentence strips. Put them in the chart rack turned over. Ask students to predict which rhyme that they are going to use today. Turn over the first line and read together. Check predictions. Turn over the second line and let students predict why he is blowing the horn. Turn over each line of the rhyme and discuss them. Remember to ask them to give evidence to explain their predictions.

When you have displayed the whole rhyme and discussed it, ask where they think the Little Boy Blue really was. Where might he have really been? Knowing what they know about little boys, do they really think he was asleep? Instruct students that they are going to create an accordion book about little boy blue. Remind them that this is their book so they need to change the last page to show their conclusion. They can place little boy blue anywhere they want him to be.

Give them time to write and illustrate their books. Monitor to answer any problems that might arise.

When they have completed their book, give them time to share their book. Remind them that they have to explain (show evidence) why they came to that conclusion about little boy blue. After sharing with the class, it would be nice if they shared it with a kindergarten class and explained their new conclusion.

Activity 2:

Teacher will print Jack and Jill on sentence strips for today.  Start the same way with them turned over. Let them make predictions about the rhyme. When all the strips are turned over, reread the rhyme.  Brainstorm some things that might have happened after Jill came tumbling after. List those on the board. Try to get an idea from everyone. Read over the suggestions and clarify any that seem confusing.

Give each student a copy of the Jack and Jill rhyme with empty lines at the bottom. Direct them to choose one of the ideas that had just been brainstormed. Explain that they are going to finish the Jack and Jill story. Instruct them to extend the story and tell what they think happened next and why. Remind them that the story is not complete until they tell why they thought that would happen next.

Give them 10 to 15 minutes to work. When they finish, let them first share with the people at their table. Those that would like to share with the whole group should be allowed the time.

Hang the finished work in the hall for all to read.

Activity 3:

Teacher will print the rhyme Little Miss Muffet on sentence strips. Start the same way with them turned over.  Allow them time to predict and read the rhyme. Reread the rhyme altogether.

Discuss with them what might happen if Little Miss Muffet stays where she is. Do some brainstorming and list the ideas on the board. Explain to them that you think it would be a nice idea for them to write a letter to Little Miss Muffet. What could they tell her about their predictions? They could explain what they think will happen and what they would do in her situation. They might be able to suggest some dos and don’ts to her to use in the future.

Teacher will go around the room and monitor work. Teacher will offer suggestions when needed but will encourage students to do independent thinking.

Allow students time to share their letters.  After everyone has shared, place the letters in an envelope and send them to Little Miss Muffet. Often time the Media Specialist knows her address.

Activity 4:

Gather as many Mother Goose books as possible, try to get at least two for each table. Allow them time to look through them and find their favorites. Ask them to choose one favorite for their table.  Instruct them to read it carefully and think of actions that would tell the story. Ask them to work as a group to decide on the best actions. After they have practiced in their group they can present their rhyme to the class.

While they are working post a graph with four rhymes pictured on it. (Jack and Jill, Little Boy Blue, Little Miss Muffet, and Hey Diddle, Diddle) Give each student a colored circle and ask him or her to write their name on it. Ask them to choose which of the rhymes pictured is their favorite and put their name on the graph by it.  When everyone has posted their name have them help you analyze the graph. You may want to hold off analyzing the graph until after the groups have performed. It will depend on your group.

When each group is ready have them present their rhyme with their movements. Remind everyone to be a good audience and give each group their full attention. As each group is finishes, allow the audience time to give positive comments.

Activity 5:

Today is your Mother Goose Celebration! Give your students plenty of notice that today they are to dress like their favorite Mother Goose character.

Reread some of their favorite rhymes.  Allow each student to explain who they are dressed up as and why they chose that character.

Have a Mother Goose feast. You might have cake, pudding, pie, water, eggs, porridge, plums, buns, etc. Let the students help you create a menu.

After your feast you might visit other first grade classes or kindergarten classes, to share your costumes and your rhymes.

Extensions:

1) There are many Mother Goose Links- www.amherst.edu/~rjyanco/literature/mothergoose/links/menu.html

2) This site has some with audio and others without
www.ipl.org/youth/StoryHour/goose/

3) This site compares some extensions-
http://www.moregoose.com/

4) Other ideas for graphing-

a)     favorite character

b)    favorite Mother Goose food

c)     number of characters

d)    settings