Imagine That!
Day 13: Would You? Could You? Should You?

Have you ever dreamed about doing something silly or challenging? Most people have. Today, you can explore exciting possibilities, both real and imaginary.

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In Music and Movement, introduce your student to some dramatic movement possibilities. Later, challenge the student to explore and develop personal ideas on a chosen topic.

Calendar Time

Time recommended: 10 minutes

Complete the usual Calendar Time procedures and one or two additional ones. Use the Calendar Time Teaching Notes in the Calendar Package, choosing activities that suit the student's level of development.
 

Focus for Today The focus today is dramatic movement. Observe how the student does the following: understands personal and general space develops flexible, free, and controlled movements interprets and expresses feelings and ideas through dramatic movement

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Language Arts

Word Study

Print the following two high-frequency words on coloured index cards. Test your student for immediate recognition of the words. Place each word that is easily recognized in the Personal Word Bank.

If your student does not recognize these two words, use some of the following activities:

• Examine the words for familiar sounds or word parts. Your student may remember the "i" sound from the words in, is, it, and if.
• Review parts of the word with as follows:
  - For the "w" sound, use the key word and action for water.
  - For the "i" sound, use the action for "You're it!"
  - For the "th" sound, stick your tongue between your teeth and say think.

w	i	th		with
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- Blend the sounds together. Refer to the Key Words and Actions Guide for each action.

• See whether your student recognizes the word is.
  
  
   
• Put the "h" sound in front of it, and you have his. Blend the "h" sound with the word is.

h

is

his

• Match the words to a chart or find them in a story. The student may use the flash card to check carefully for the word.
• Notice the shape of each word by drawing a shaped box around it.

• Print simple sentences using the words, and ask the student to read them and underline today's new words.

Then place the new words in the New Word Box for review at another time. Add any new words to the Collections Writing Dictionary.

Phonics and Printing

Introduce the letters K and k as follows:

• Since the key word and action are both kick, you could take your student outside to kick a ball around for a few minutes.
• Print the word kick on a piece of paper or chalkboard. Say the word kick a few times, and have the student repeat it.
• Ask the student to say the alphabet in order and locate the letters K and k on the Printing Chart.

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• Have the student perform the key action of kicking out one leg and extending one arm. Have your student hold the position and notice that this pose even looks like the letter k.
  
  
   
• Say the following words, and ask your student to make the kicking action if the "k" sound is heard at the beginning of a word.

king kite fun sing

Kelly sun kangaroo kayak

Note: Your student may be aware that some words that begin with the "k" sound are spelled with the letter c.

cat can come

• • Demonstrate printing upper-case K and lower-case k. Verbalize the order of the strokes and the formation of each letter. Refer to the Printing Chart from the Appendix of the Home Instructor's Manual.
• • Allow time for the student to practise the letters on a base line or interlines.

 Open Level A: Modern Curriculum Press Phonics to page 19. Read the verse together twice. Have the student circle the words that begin with the "k" sound.

Read the directions together, and encourage your student to complete the page as independently as possible. Discuss and correct any errors.

Turn to page 20. Read the directions, and help the student only as necessary. Be sure the student is printing the letter correctly.

Note: The lower-case k is printed differently in the phonics book. Use a felt pen to change the example letter on page 20.

Have your student print the following on page 19:

• full name
• M2D13

Place the page in the Student Folder.
 

Teaching Tip At the end of Module 2, your student will be tested on letter recognition, the alphabet in order, and printing specific letters. If the student needs more experience, use the following activities: • Display an alphabet chart to say the alphabet in order. • Play games with the alphabet cards from Level A: Modern Curriculum Press Phonics. Match lower-case and capital letters, or place the cards in order from a to z. • Form letters in corn meal, salt, or rice spread on a cookie sheet. • Form letters from rolled modelling dough. • Play games with magnetic or block letters. • Paint letters with water on a sidewalk, or draw them with a stick in snow, sand, or dirt. • Print the upper-case and lower-case letters in order in a large font on a computer. • Cut out letters from magazines, and glue one letter on each page. Find pictures of items that begin with that letter to add to the page. ©Nova Development Corporation

Music and Movement

Time recommended: 10 _15 minutes

Think of serious or silly endings for these questions: Would you . . . ? Could you . . . ? Should you . . . ? Have the student act out corresponding creative movements. Examples follow.

Would you walk barefoot on ice cubes?

Act that out and recite a response together, such as the following.

No, I would never, never, never walk barefoot on ice cubes, because it would be much too cold.

Could you swim across the ocean?

No, I could never, never, never swim across the ocean, because it is too far.

Should you hold on to a dinosaur's tail?

Challenge the student to act that out and respond to the question.

dinosaur: ©2001-2003 www.arttoday.com

No, I should never, never, never hold on to a dinosaur's tail, because it would be too dangerous.

Language Arts

Time recommended: 60 minutes

Reading

Print the following sentence starter on a large sheet of paper.

Would you ever

Review your ideas from Music and Movement, and add more to get five endings.

Talk aloud about the writing process. For example, when printing the word run, you could say, "The word run starts with the `r' sound and the letter r makes the `r' sound."

Encourage the student to print known letters, words, and punctuation.

Read the completed sentences together. Challenge the student to read them independently if possible.

Next, discuss and list five endings for Could you ever.

Focus the student's attention on the similarity between the words would and could. Again, read the completed sentences together.

Finally, discuss and list five endings for Should you ever. Focus on the similarities between the words would, could, and should.

To help your student recognize the word should, review the "hospital sound" of sh.

nurse: ©Image Club ArtRoom/EyeWire Collection/Getty Images

Read your sentence starter and endings together.

Display the three lists in your learning area.

Would you ever wear a lizard on your head?
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Writer's Workshop

Refer to your three posted idea lists. Have the student print and complete one of the sentence starters, such as Would you ever. Review question marks, and remind your student to use one at the end of this sentence, since it asks a question.

Have your student illustrate the sentence and print full name and M2D13 on the back before placing this assignment in the Student Folder.

Are you getting hungry? Consider what you

• would like to have for lunch

• could have for lunch

• should have for lunch

Silent Reading

Time Recommended: 5 _10 minutes

Provide a choice of books at the student's reading level. As the child progresses from looking at the pictures to actually reading the text, use a very easy reading level.

Look for beginning-level books at a library, book store, or second-hand shop, or use the books provided with this course.

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Teaching Tip Beginning readers' books should have lots of illustrations few words on each page high-frequency words predictable or repetitive words

Math Time

Time recommended: 45 minutes

Proceed with Mathematics Module 2, Day 13.

Project Time

Time recommended: 50 minutes

Have the student add a question to one of your three posted idea lists. For example, Could you ever go to the moon? Would you ever go bungee jumping? Should you ever breathe fire?

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Print the student's personal question on a blank sheet of art paper. Have the student print a response, such as Yes, I would go to the moon or No, I would never go bungee jumping.

Help the student make a layered picture as follows, to illustrate the response.

• Paint a wash of colour for the background. You could use more than one colour, for example, blue for the sky and green for the ground. Use plenty of water and a small amount of paint to get the effect of a light tint of colour.

• Cut out objects and figures from various types of paper to illustrate the question and reply. Consider bits of construction paper, aluminum foil, gift wrap, magazine paper, wallpaper, brown paper bags, newspapers, and sandpaper.
• Arrange and paste details on the water-colour background.
• Add other features with crayons or felt markers.

Display the picture until Sharing Time. Be sure it is labelled with the student's full name and M2D13 before placing it in the Student Folder.

Sharing Time

Time recommended: 10 minutes

The student could share the writing activity from Writer's Workshop or the layered picture from Project Time. Return the work to the Student Folder when finished.

Grand Finale

Discuss the possibility of a Would You, Could You, Should You party or an imagination party for your Module 2 grand finale. Your student and others could perform plays, puppet shows, poetry readings, creative dances, or music. The student could read or dramatize a favourite imagination story from this module.

Use the next few days to organize your event and make and deliver invitations. Your guests could perform, dress in costumes, or display creative projects. You could choose a theme and have everyone come in costume.

Plan and organize any props or costumes you'll need. Think of creative food items and decorations.

Alternatively, perform at a nearby day-care centre, nursing home, or other special place.

It's a beach party!
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Let's Look Back

Time recommended: 10 minutes

Use the following script to focus on the student's development in dramatic movement.

Today you tried acting or dramatic movement.

Do you like acting out feelings and ideas?

Why?

Do you think you are good at showing feelings and ideas in your movement activities?

Why do you say that?

Are you better at some movements than others?

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Do you like to use props, such as a table, chair, or wand, to act out certain movements?

Does background music help you perform dramatic movements?

Story Time

Time recommended: flexible

Check a library for exciting and imaginative books. You may find from the Additional Resources list for Module 2:

• Should You Ever? by Robert and Marlene McCracken
• Cows Can't Fly by David Milgrim
• What Can You Do with a Shoe? by Beatrice Schenk DeRegniers
• Sometimes I Wonder If Poodles Like Noodles by Laura Numeroff
• There's a Wocket in My Pocket by Dr. Seuss

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Get ready for "Wishful Thinking" in Day 14.

Glossary

wash of colour: a thin coating of colour

Copyright ©2003, Alberta Learning.