II. Kindergarten, Johnny Appleseed 2004 Colorado Unit Writing Project 1

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1 Johnny Appleseed Grade Level or Special Area: Kindergarten Written by: Kimberly George, Woodrow Wilson, Westminster, Colorado Length of Unit: Eight three-part lessons, plus a culminating activity, each approximately minutes I. ABSTRACT This unit is about American Folk Hero Johnny Appleseed. Each lesson will contain a language arts portion, a math portion, and an extension activity. The language arts portions also include The Golden Rule and concepts of Print Awareness. The math portions teach graphing, patterns and sequencing. The teacher may decide if he or she wishes to do all the parts of a given lesson at the consecutively, or throughout the day. The language arts lessons are whole group activities, but many of the math and extension activities are flexible and may be done as whole or small groups. II. OVERVIEW A. Concept Objectives 1. Students will understand how tall tales and folk heroes came to be and their importance in history and literature. 2. Students will recognize how the The Golden Rule and generosity and kindness help others and themselves. 3. Students will understand how concrete objects, such as apples, translate into abstract ideas like pictures and symbols, such as numbers. 4. Students will understand how patterns and sequences exist in life. B. Content from the Core Knowledge Sequence 1. Kindergarten Language Arts a. Reading and Writing i. Book and Print Awareness, page 7 a) Know parts of a story (for example, title, beginning, end) and their functions. b) Know that print goes from left to right across the page and from top to bottom down the page, and that words are separated by spaces. c) Follow print, pointing to each word from left to right, when listening to familiar stories or other texts read aloud. ii. Reading and Language Comprehension, page 8 a) Listen to and understand a variety of texts, both fiction and nonfiction. b. Fiction, page 10 i. American Folk Heroes and Tall Tales a) Johnny Appleseed ii. Literary Terms a) author b) illustrator c. Sayings and Phrases, page 10 i. Do unto others as you would have them do unto you. Kindergarten, Johnny Appleseed 2004 Colorado Unit Writing Project 1

2 2. Mathematics a. Patterns and Classification, page 17 i. Establish concepts of likeness and difference by sorting and classifying objects according to various attributes: size, shape, color, amount, function, etc. ii. Define a set by the common property of its elements. iii. iv. In a given set, indicate which item does not belong. Moving from concrete objects to pictorial representations, recognize patterns and predict the extension of a pattern. v. Extend a sequence of ordered concrete objects. b. Numbers and Number Sense, page 17 i. Using concrete objects and pictorial representations, compare sets: a) same as (equal to) b) more than c) less than d) most e) least ii. Count and write the number of objects in a set. iii. Given a number, identify one more, one less. iv. Identify pairs. v. Interpret simple pictorial graphs. vi. Identify ½ as one of two equal parts of a region or object; find ½ of a set of concrete objects. C. Skill Objectives 1. Students will be able to read and display simple picture and real object graphs. (Colorado State Standard Mathematics #K.3.1.BA) 2. Students will be able to use more and fewer or most, same, and Fewest to describe sets of manipulatives, pictures, or object graphs. (Colorado State Standard Mathematics #K.3.2.A) 3. Students will be able to identify and compare characters, settings, and events in story or picture. (Colorado State Standard Language Arts #K.6.A) 4. Students will be able to recognize and apply the Principles of Design: Patterns. (Colorado State Standard Language Visual Arts #K.4) 5. Students will be able to using two or more sets of objects, demonstrate which set is equal to, less than, or greater than the other set. (Colorado State Standard Mathematics #K.1.1.B) 6. Students will be able to use one-to-one correspondence to count and compare sets of objects containing 0-10 members. (Colorado State Standard Mathematics #K.1.3.B) 7. Students will be able to retell a known story in sequence. (Colorado State Standard Language Arts #K.1.A.2) 8. Students will be able to describe a relationship between two sets of quantities with more, less, or equal numbers of objects. (Colorado State Standard Mathematics #K.1.5.B) 9. Students will be able to recite The Golden Rule and its meaning. 10. Students will be able to using concrete materials, demonstrate the meaning of wholes and parts. (Colorado State Standard Mathematics #K.1.1.C) Kindergarten, Johnny Appleseed 2004 Colorado Unit Writing Project 2

3 III. IV. BACKGROUND KNOWLEDGE A. For Teachers 1. Read Appendix A Background Information for the Teacher on Johnny Appleseed. 2. Hirsch, E.D., Jr. and John Holdren. What Your Kindergartener Needs to Know (read pages ) B. For Students None RESOURCES A. Gibbons, Gail. Apples (Lesson Eight) B. Hodges, Margaret. The True Tale of Johnny Appleseed (Lessons Three, Four, and Eight) C. Kellogg, Steven. Johnny Appleseed: A Tall Tale Retold and Illustrated (Lessons One- Four, and Eight) D. Micucci, Charles. The Life and Times of the Apple (Lesson Eight) V. LESSONS Lesson One: Johnny Appleseed Folktale (one lesson, approximately minutes) A. Daily Objectives 1. Concept Objective(s) a. Students will understand how tall tales and folk heroes came to be and their importance in history and literature. b. Students will understand how concrete objects, such as apples, translate into abstract ideas like pictures and symbols, such as numbers. c. Students will understand how patterns and sequences exist in life. 2. Lesson Content a. Language Arts (pages 8 and 10) i. Reading and Writing: Reading and Language Comprehension a) Listen to and understand a variety of texts, both fiction and nonfiction. ii. Fiction: American Folk Heroes and Tall Tales a) Johnny Appleseed, b. Mathematics (page 17) i. Patterns and Classification a) Establish concepts of likeness and difference by sorting and classifying objects according to various attributes: size, shape, color, amount, function, etc. b) Define a set by the common property of its elements. c) Interpret simple pictorial graphs. d) In a given set, indicate which item does not belong. 3. Skill Objective(s) a. Students will be able to read and display simple picture and real object graphs. b. Students will be able to use more and fewer or most, same, and fewest to describe sets of manipulatives, pictures, or object graphs. B. Materials 1. KWL Chart, or chart paper to create a chart that may be displayed and added to throughout the unit 2. Two real apples brought by each child from home 3. Butcher paper floor grid/graph to put the apples on 4. Pocket chart for graphing paper apples Kindergarten, Johnny Appleseed 2004 Colorado Unit Writing Project 3

4 5. Red, yellow and green paper apple cutouts, allow two of each color for each child 6. A book with the folk tale of Johnny Appleseed (for example: Steven Kellogg s Johnny Appleseed: A Tall Tale Retold and Illustrated) 7. One sheet of white construction paper for each child, plus a few extras for modeling and mistakes 8. Brown tempura paint poured into a shallow container that the students wrist and hand may fit into 9. Clean up supplies for painting, as needed 10. One copy of Appendix E Grouping Assessment for each child C. Key Vocabulary 1. Folk Tale: a story about a real person that has been passed down the generations to teach history and morals 2. Folk Hero: a real person whose story has been past on through generations to teach history and morals 3. Set: a group of items related by similar characteristics D. Procedures/Activities 1. Before you begin this unit, read all the lessons thoroughly, and please take the time to do these following items. Read Appendix A Background Information for the Teacher on Johnny Appleseed. Note that not all books have the same statistics for John Chapman; even the exact date of his death is questioned. Also, you should send out a copy of Appendix B Letter to Parents at least a week in advance of the start of this unit. The letter requests that each child bring in two apples of any type on a given day. You may wish to set your collection date a day or two before you begin this lesson. You will use these apples for various projects and activities. You will need to have the apples collected by the time you are ready to do Lesson One. If you have a small class, you may wish to purchase additional apples to have on hand. You may wish to create and hang your version of Appendix C Bulletin Board Idea before beginning this first lesson. Appendix D Apple Poems and Songs contains one poem that is used directly in the Extension Activity for Lessons One and Two, but also contains and variety of other apple-related poems and songs just for fun to use however you would like. Appendix H Venn Diagram gives you an example pattern to use for this unit. Also, you ll need to create, or have on hand, a KWL Chart. You can enlarge and copy Appendix L The Golden Rule Poster to post in your classroom. It is also suggested that you have plenty of paper apples in red, green, and yellow. These can be from pads of apple paper or die-cuts. Plan to have about twice as many red than the other two colors. There is also Appendix Q Golden Apple Certificates that you can copy and pass out to students that you see following The Golden Rule throughout this unit and the entire school year. 2. If you have done the suggested bulletin board display, start off the unit by asking the students if they ve noticed the display, or show the display to them. Ask if anyone knows what the phrase, You re the Apple of My Eye means. Listen to responses as given. Let them know that to be the apple of someone s eye means that they are very special and cared for. You can lead into your discussion of Johnny Appleseed with this. You can say something like, Today we will begin a unit about a very special man named John Chapman. We know him as Johnny Appleseed. He is known for planting a lot of apple trees and for treating others like they were special and the apple of his eye. 3. Language Arts Portion: KWL Chart - With the students gathered around, begin a KWL Chart with them on apples and Johnny Appleseed. Follow your standard procedure for this. If you have never done a KWL Chart, you ll need to explain Kindergarten, Johnny Appleseed 2004 Colorado Unit Writing Project 4

5 to the students that the K stands for what they think they Know. The W is for what they want to Learn and finally, the L is for what they have Learned. Today, you will write down first what they think they know, then what they want to know. As you progress through the unit you will be adding items to the third section of the chart, What We Have Learned. 4. After you have completed the KWL chart for the day, introduce the idea of folk tales and folk heroes. Folk tales are stories based on real people that have become exaggerated, or made bigger and better, over time. They are sometimes called Tall Tales. Adults tell folk tales to kids to teach history and also to tell a child how to behave. There is usually a moral, or a point about behavior, to be shared with children. The folk hero is the person the folk tale is about. In stories about the folk hero Johnny Appleseed, we can learn how to treat others well. 5. Read a copy of the folktale of Johnny Appleseed. There are many versions of this. Steven Kellogg s Johnny Appleseed: A Tall Tale Retold and Illustrated is a good version that should be easy to find. It also has nice illustrations. You will be rereading whatever version you share several times over the next two lessons. It is recommended to just read the story straight through the first time without constant interruptions and questions. There will be time on the rereads to go into more detail. It is important to just let the story flow. After you have read the story through one time you can answer questions and review pages in more detail if you desire. 6. Math Portion: Today s Math section of the lesson is a whole group activity. Have the students bring the apples they brought from home to the gathering area as you roll out your floor graph. This can be a simple four-column grid drawn on butcher paper. Label the top of the grid with the types of apples the students brought from home. It is suggested to label one column Red Delicious, one Golden Delicious, one Granny Smith and one Other Types in case you get just one or two Fijis, Pippins, Galas, etc. Hold up an example apple of each type and have the students place their apples in the corresponding columns. Students may place theirs in the wrong column. That s fine, as it will help with the concept of sets and grouping. If they are all placed together correctly you may want to accidentally place one in the wrong column after the students are done. Talk about the different types of apples and their characteristics with the students after they are placed on the graph. One of the main ideas to teach the children about sets and grouping is the idea of what belongs and what does not belong in a given group. If you place a green Granny Smith apple in the Golden Delicious column, the students should be able to see that the characteristic of color does not match, and be able to tell you where it belongs. Have the students count each column with you and right the totals for each type of apple. Discuss which set has the highest number, or most apples. Count to discover which set has the small number, or least amount of apples. Keep the floor graph on display for the next part of the lesson. 7. Now, give each child the paper apples that match up to the type of apples that he or she brought in. Give red for Red Delicious, yellow for Golden Delicious, green Granny Smith and pink for Other Types. Using sentence strips and a pocket chart create a paper graph with the students like you did on the floor graph. The idea here is to move the children from concrete objects, like the real apples, to a pictorial representation, the paper apples. Recount each set as before. Write the actual digits of the amounts on a piece of paper for each group. This moves the students from concrete, past pictorial, to symbolic amounts, an Kindergarten, Johnny Appleseed 2004 Colorado Unit Writing Project 5

6 important concept and skill. Teach the concepts of more, less, most and least by comparing both the paper graph and the floor graph. 8. When you are done with both graph types, set aside seven different apples. Then collect all the rest in a bag or basket to be used in future lessons. 9. Extension Activity: Today s activity is an art activity. This activity will be started today and completed in Lesson Two. The students will be painting pictures of apple trees using their wrist, palm, and fingers for the tree trunk and branches today. Tomorrow they will add the leaves and apples and a little poem to the picture. You will need to model this activity for them by first dipping your wrist, palm and hand into the brown paint. Then, with the construction paper on the table, press your wrist, palm and outstretched hand onto the paper. Your wrist forms the trunk, your palm is the center of the tree, and your spread out fingers represent the bare branches. Show the students and explain what each part represents. Have students come up one at a time, or more if you have assistance. Have them dip one wrist, palm and hand into the paint. Then, have them spread out their fingers before they place their hand on the paper. Make sure each paper has the student s name on it and place the pictures somewhere safe to dry until Lesson Two. E. Assessment/Evaluation 1. Take the seven various apples that you set aside after the Math section. While students are working on other work or centers, meet quickly with each child. Using Appendix E Grouping Assessment, meet one-on-one with each student. Assistants or parent volunteers can help with this. Ask the child to put the apples into sets to show if they understand the concepts of groupings and sets. Ask them to tell you why they grouped them the way they did. Have them point to which set has the most apples and then which has the least apples. Lesson Two: Johnny Appleseed - The Tall Tale (one lesson, approximately minutes) A. Daily Objectives 1. Concept Objective(s) a. Students will understand how tall tales and folk heroes came to be and their importance in history and literature. b. Students will understand how concrete objects, such as apples, translate into abstract ideas like pictures and symbols, such as numbers. c. Students will understand how patterns and sequences exist in life. 2. Lesson Content a. Language Arts (pages 7, 8, and 10) i. Reading and Writing: Book and Print Awareness a) Know parts of a story (for example, title, beginning, end) and their functions. b) Know that print goes from left to right across the page and from top to bottom down the page, and that words are separated by spaces. c) Follow print, pointing to each word from left to right, when listening to familiar stories for other texts read aloud. ii. Reading and Writing: Reading and Language Comprehension a) Listen to and understand a variety of texts, both fiction and nonfiction. iii. Fiction: American Folk Heroes and Tall Tales a) Johnny Appleseed Kindergarten, Johnny Appleseed 2004 Colorado Unit Writing Project 6

7 iv. Fiction: Literary Terms a) author b) illustrator 3. Skill Objective(s) a. Students will be able to read and display simple picture and real object graphs. b. Students will be able to use more and fewer or most, same, and Fewest to describe sets of manipulatives, pictures, or object graphs. c. Students will be able to identify and compare characters, settings, and events in story or picture. B. Materials 1. KWL Chart started in Lesson One 2. Floor graph from Lesson One 3. Apples leftover from Lesson One, washed 4. A knife, and/or an apple corer 5. A cutting board 6. Small plastic bags to put cut apples into for each child 7. One paper apple in red, one in yellow, and one in green for each child 8. Pocket chart for graphing 9. Green and red tempera paint 10. Paint clean up supplies, as needed 11. Students apple tree paintings from Lesson One 12. A copy of the poem from Appendix D Apple Poems and Songs for each child sized to fit on the apple tree painting 13. A copy of the folktale you read from Lesson One C. Key Vocabulary 1. Author: one who writes a story 2. Illustrator: one who creates the pictures for a book, story, or poem 3. Illustrations: the pictures of a book, story, or poem D. Procedures/Activities 1. Before beginning today s lesson wash, core, and slice enough apples to give each child one piece of each of the three main types of apples. Set extra apples and other apple types aside for use in the other Lessons. Do NOT peel the apples. Put one slice of each type of apple in a bag for each child. 2. Language Arts Portion: Gather the students together. Reread the Johnny Appleseed folktale aloud that you read to the class yesterday. As you reread the story several times today, point out various items like the author and illustrator. Explain that the author is the person who wrote the book you are reading. The illustrator is the person who made the pictures. Sometimes they are the same person, but sometimes they are not. Focus during another reread on details from the illustrations as well. Explain that we call the pictures in a book illustrations. You ll also want to read using your finger, or a pointer, to show that we read from left to right and from the top of the page to the bottom. Explain what you are doing as you read. Students need to learn about print awareness. Reread as many times as you feel you need to cover these ideas. 3. After you have completed the rereads, have the students orally summarize the story as a group. 4. Then fill in the L section of the KWL chart that you started in Lesson One. Also, allow students to add additional items to the W section as they may have thought of new items they Want to learn about. Kindergarten, Johnny Appleseed 2004 Colorado Unit Writing Project 7

8 5. Math Portion: Today s activity is a whole group activity. You will be conducting a taste test and graphing the results. Tell the students that they will taste the different types of apples today, but that they need to wait and only eat each piece as you tell them to. Pass out the bags with the apple slices. Pass out one red, one green and one yellow paper apple to eat student. Have each student first eat his or her Red Delicious slice. Have them share their comments about its taste. Have them also move their paper apples into a row of red, yellow, then green, in the order they will each the slices. Then, direct the students to each the Golden Delicious slice. They may share their comments as well. Finally, they should eat their Granny Smith slice. Discuss these, too. Have each student then pick the paper apple color that matches the apple type they liked the best. Collect the paper apple pieces. Now gather everyone around so they can see the pocket chart. Ask them how you can figure out what the class s favorite apple is. They should suggest counting each color. Try to get them to use the words sets and groups, if possible. Put the paper apples in the pocket chart in sets by color. This should give them a visual so that they can see which is the class favorite by the columns of color. Discuss which type had the most paper apples and which has the least. Have them count with you how many more students liked one type over another. When you have completed this graphing activity write the results in words and digits on the board so that they can see how we go from pictures to symbols like words and numbers. 6. Extension Activity: Today you will complete the apple tree paintings. Model for the students painting the leaves and apples on the tree. Dip your index fingertip into the red paint first. Press your fingertip onto the brown tree base you made yesterday. These will be your apples. Spread them around getting more paint on your finger as needed. After you have enough apples, wash your hands. Then, dip the same finger into the green paint to make leaves. Remind students not to smear the paint on, just make dots with their fingertips. You should also tell them not to paint the green leaves on the top of the red apples as it will make a mess. Finally, glue the poem from Appendix D Apple Poems and Songs onto the paper and set it aside to dry. You may want to set up three stations, one for red paint, one for the green paint, and one for gluing on the poems. E. Assessment/Evaluation 1. The assessment for today s lesson is the class s group graphing project. There is not an individual assessment for this lesson. Lesson Three: Johnny Appleseed - The Man Behind the Myths (one lesson, approximately minutes) A. Daily Objectives 1. Concept Objective(s) a. Students will understand how tall tales and folk heroes came to be and their importance in history and literature. b. Students will understand how concrete objects, such as apples, translate into abstract ideas like pictures and symbols, such as numbers. c. Students will understand how patterns and sequences exist in life. 2. Lesson Content a. Language Arts (page 8) i. Reading and Writing: Reading and Language Comprehension Kindergarten, Johnny Appleseed 2004 Colorado Unit Writing Project 8

9 a) Listen to and understand a variety of texts, both fiction and nonfiction. b. Mathematics (page 17) i. Patterns and Classification a) Establish concepts of likeness and difference by sorting and classifying objects according to various attributes: size, shape, color, amount, function, etc. b) Define a set by the common property of its elements. c) In a given set, indicate which item does not belong. d) Moving from concrete objects to pictorial representations, recognize patterns and predict the extension of a pattern. e) Extend a sequence of ordered concrete objects. ii. Numbers and Number Sense a) Identify pairs. 3. Skill Objective(s) a. Students will be able to recognize and apply the Principles of Design: Patterns. b. Students will be able to identify and compare characters, settings, and events in story or picture. B. Materials 1. The True Tale of Johnny Appleseed by Margaret Hodges, or any other true version of the Johnny Appleseed story 2. Red, yellow and green paper apples, enough for six of each color for each child 3. Three red real apples, three yellow real apples, three real bananas, one real carrot 4. Red, yellow and green unifix cubes or other colored counters, enough for three of each color for each child and the teacher 5. One sheet of construction paper, any color, for each child, and the teacher 6. Mobile Craft Supplies: see Appendix G 3-D Fruit Craft Mobile 7. One copy of Appendix F Matching Pairs 8. One red, one yellow, and one green crayon for each student C. Key Vocabulary 1. Pairs: two items that are alike, or match each other D. Procedures/Activities 1. Language Arts Portion: Gather the students around and update the KWL chart as needed. Review the Johnny Appleseed folktale together orally. Then, get ready to read a true story of Johnny Appleseed. There are many out there. The True Tale of Johnny Appleseed by Margaret Hodges works well. Before you start, review the Lesson Two vocabulary terms: author, illustrator, and illustrations. Point out the author and illustrator of your book. Also, to review print awareness, ask students where to begin reading and ask them to point what direction to go. If necessary review that we read left to right and from the top of the page to the bottom. Read the story through one time without interruption just to enjoy the story. You will be rereading it tomorrow for more details as well as to compare and contrast the stories. 2. Math Portion: Today will be a review of sets and the idea of what doesn t belong in a given set. They will also be matching pairs and extending patterns. You may choose to teach these concepts as whole groups, or have the students work in centers. It depends on your classroom. Display all of the real fruit together. Ask the students to help you put all the fruit into different groups. Discuss how we put things together. Can we group by color? Size? Type of Kindergarten, Johnny Appleseed 2004 Colorado Unit Writing Project 9

10 fruit? Should we put bananas with apples? They may want to put bananas with the Golden Delicious apples because they are all yellow. Have the students tell you what doesn t belong in a given set. Typically the carrot will not fit into a set. Explain to students that sometimes a set can have just two matching items. We call these special sets pairs. It s like a pair of socks, or a pair of shoes. Now ask the students to make pairs of fruit. You may wish to explain that the fruit called pears and the new vocabulary word pairs sound alike, but are spelled differently and mean different things. 3. To learn to extend patterns, first make a pattern with the real apples. Then, make the same pattern with the unifix cubes, or counters. This is again, to reinforce the transition from concrete objects, to abstract pictures and symbols. Have the students duplicate these patterns with their unfix cubes, or counters. Check for understanding. Then, have them arrange their paper apples in the same pattern by matching the colored cubes/counters to the paper apples. They should use all their paper apples up extending the pattern. Finally, have them glue all the paper apples in the pattern order onto a sheet of construction paper. They will turn this in as an assessment. 4. To demonstrate the students understanding of pairs, have each student complete the Appendix F Matching Pairs. Explain the directions out loud. There are three pairs of apples on this page. Find what two apples look alike and have matching pictures on them. Color each set of two apples the same color. You should have two red apples, two yellow apples, and two green apples. 5. Extension Activity: Today s and tomorrow s activity is a three dimensional mobile. See Appendix G 3-D Fruit Craft Mobile for the instructions, supplies and diagrams for the project. E. Assessment/Evaluation 1. The assessment for this lesson is the paper apple pattern extension activity from the math portion. By evaluating their page the teacher will be able to see if the student understands the concept of patterns and extending them. Review as needed for individual students. Lesson Four: Comparing and Contrasting the Folk Tale and the Real Story (one lesson, approximately minutes) A. Daily Objectives 1. Concept Objective(s) a. Students will understand how tall tales and folk heroes came to be and their importance in history and literature. b. Students will understand how concrete objects, such as apples, translate into abstract ideas like pictures and symbols, such as numbers. c. Students will understand how patterns and sequences exist in life. 2. Lesson Content a. Language Arts (page 8) i. Reading and Writing: Reading and Language Comprehension a) Listen to and understand a variety of texts, both fiction and nonfiction. b. Mathematics (page 17) i. Numbers and Number Sense a) Using concrete objects and pictorial representations, compare sets: 1) same as (equal to) 2) more than Kindergarten, Johnny Appleseed 2004 Colorado Unit Writing Project 10

11 3) less than 4) most 5) least 3. Skill Objective(s) a. Students will be able to using two or more sets of objects, demonstrate which set is equal to, less than, or greater than the other set. b. Students will be able to identify and compare characters, settings, and events in story or picture. B. Materials 1. Pre-made Venn Diagram (see Appendix H) 2. Ten to fifteen real apples in a variety of colors 3. One copy of Appendix I More or Less for each child 4. Materials to complete 3-D Fruit Craft Mobile, as needed C. Key Vocabulary 1. More: a larger amount 2. Less: a smaller amount 3. Least: the smallest amount 4. Most: the largest amount D. Procedures/Activities 1. Language Arts Portion: Update the KWL Chart as needed with items that the students have learned. Orally review the Folk Tale version of Johnny Appleseed that you read in Lessons One and Two. Tell students that you will now reread the true story of Johnny Appleseed and that you want them to focus on how the two stories are alike and how they are different. Read slowly, answering any questions the students may have along the way. Review terms like author, illustrator, and illustrations. Have the students remind you of where to start reading and what direction to go to again, reinforce print awareness. (They will be assessed on this in a later Lesson.) 2. Explain to the students what a Venn Diagram is. Tell them that it helps to organize their thoughts and lets them see how two things are alike and how they are different. Fill in the Venn Diagram as a class. 3. Orally review the sequence of events in Johnny Appleseed s life. Stick to major events like his mother s death, father remarrying, having ten brothers and sisters, his moving west, warning the settlers about the impending Indian attack, his death, etc. 4. Math Portion: In a group setting, have the students help you put the apples into sets. Count how many are in each group. Today s emphasis is on distinguishing between more and less, and most and least. Add and subtract apples from the groups and compare the results. Have the students return to their desks. Read the instructions for Appendix I More or Less out loud carefully and have them complete the page. 5. Extension Activity: Finish the 3-D Fruit Craft Mobile from yesterday. Make sure each child puts his or her name on his or her mobile and hang all of them up in the classroom, or hallway. E. Assessment/Evaluation 1. The Math activity, Appendix I More or Less is the assessment for this lesson. Kindergarten, Johnny Appleseed 2004 Colorado Unit Writing Project 11

12 Lesson Five: Story Sequencing (one lesson, approximately minutes) A. Daily Objectives 1. Concept Objective(s) a. Students will understand how concrete objects, such as apples, translate into abstract ideas like pictures and symbols, such as numbers. b. Students will understand how patterns and sequences exist in life. 2. Lesson Content a. Mathematics (page 17) i. Numbers and Number Sense a) Count and write the number of objects in a set. 3. Skill Objective(s) a. Students will be able to retell a known story in sequence. b. Students will be able to identify and compare characters, settings, and events in story or picture. c. Students will be able to use one-to-one correspondence to count and compare sets of objects containing 0-10 members. B. Materials 1. One copy of Appendix J Story Sequencing for each student 2. One copy of Appendix K Counting Apples for each student 3. Scissors for each student 4. Crayons for each child 5. Stapler and staples for the teacher 6. Three round crackers, peanut butter, six raisins, and three apples slices with peels, cut into half circles for each student and teacher 7. One plastic and a plastic knife, or spoon, for each student and teacher C. Key Vocabulary None D. Procedures/Activities 1. Language Arts Portion: With the whole group, create sentence strips of the major events of Johnny Appleseed s life. Just write down what the students tell you and when they are done display them all in a pocket chart. (You can refer to the items on Appendix J Story Sequencing if needed.) As a class, figure out the chronological order of the events. Move the sentence strips around until they are in correct order. Feel free to go back to the books you ve read out loud to make sure you have things in order and talk to the students about how good readers go back to the stories and reread until they find the answers to their questions. Read through the list together. Then rearrange the sentence strips and have the students help you put them in the correct order again. Make sure that they are all participating in this activity as they need to be able to retell a known story in sequence. 2. Pass out copies of Appendix J Story Sequencing to each student. Read together the six panels. They are major events in Johnny Appleseed s life. They students will cut out the six panels and staple them in order to make a little book that they can read. As each student completes his or her book and goes to the teacher to staple it, have them tell you the story, in their own words, or by reading the panels. 3. Math Portion: Have the students complete Appendix K Counting Apples for the Math Portion of today s lesson. Read the instructions aloud as the students look at their page. Do number one as an example together. Have the students complete the page on their own. Kindergarten, Johnny Appleseed 2004 Colorado Unit Writing Project 12

13 4. Extension Activity: You ll be making apple smiley faces for a snack today! Model making one for the students. Then have them wash up as you pass out the materials for each student. To make the faces spread peanut butter with the knife or spoon onto one side of each cracker. Then place the apple piece of the bottom edge of the cracker so that the red of the peel forms a smile. Next, add two raisins for eyes. Finally, smile at your snack and eat them up! (Side note: you may wish to substitute soy butter for the peanut butter if nut allergies are a concern in your class.) E. Assessment/Evaluation 1. The Appendix J Story Sequencing page is one of the assessments for this lesson. You can also ask the students questions about characters, settings and specific events to check for understanding as well as you staple their books together. Appendix K Counting Apples will assess the student s ability to use one-to-one correspondence and count and write the number of objects in a set. Lesson Six: The Golden Rule (one lesson, approximately minutes) A. Daily Objectives 1. Concept Objective(s) a. Students will recognize how the The Golden Rule and generosity and kindness help others and themselves. b. Students will understand how concrete objects, such as apples, translate into abstract ideas like pictures and symbols, such as numbers. c. Students will understand how patterns and sequences exist in life. 2. Lesson Content a. Language Arts (page 10) i. Sayings and Phrases a) Do unto others as you would have them do unto you. b. Mathematics (page 17) i. Numbers and Number Sense a) Given a number, identify one more, one less. 3. Skill Objective(s) a. Students will be able to use one-to-one correspondence to count and compare sets of objects containing 0-10 members. b. Students will be able to describe a relationship between two sets of quantities with more, less, or equal numbers of objects. c. Students will be able to use more and fewer or most, same, and fewest to describe sets of manipulatives, pictures, or object graphs. d. Students will be able to recite The Golden Rule and its meaning. B. Materials 1. One copy of Appendix M The Golden Rule for Students for each student 2. One copy of Appendix N More or Less for each student 3. Crayons or colored pencils for each student C. Key Vocabulary None D. Procedures/Activities 1. Language Arts Portion: Display your poster of The Golden Rule where students may see it easily. Ask if anyone has heard of The Golden Rule and if they can recite it. If anyone one knows it, let him or her share about it. After the students have shared, read the poster to the students pointing to each word as you say it. Do unto others as you would have them do unto you. Have the students recite it with you several times. It may sound a bit funny to the students at first. Kindergarten, Johnny Appleseed 2004 Colorado Unit Writing Project 13

14 Explain that The Golden Rule has been around for a long time as is a good way to think about your choices. Teach the students to think, Would I like it if something did this to me? If they know they wouldn t like it, then they should not do it to others. This is a good rule to have in all classrooms. Ask: Would you like it if people hit you? Yelled at you? Knocked you over? Can you see that many of our school rules will fit into The Golden Rule? It really could be the only rule you need. 2. If students ask where The Golden Rule came from you may share that Jesus taught it to His disciples. Many cultures and religions have had similar rules such as Don t do what you don t want done to you. The Golden Rule takes it a step further. Say: It is more than not being mean to others, but instead means that we should try to do things for other people that they would like, and without being told. We know we shouldn t go up to someone and hit him or her. The Golden Rule teaches that we should reach out to others with kindness and treat them like we would want people to treat us. We could even go up to the person and welcome him or her to play with us. Recite The Golden Rule again. Have students recite it individually, or in small groups as well. 3. Math Portion: Have the students complete Appendix N More or Less. Read the instructions out loud and do number one as an example. Have the students complete the page on their own. 4. Extension Activity: At the end of the lesson, pass out copies of Appendix M The Golden Rule for Students to each student. Read The Golden Rule out loud several times pointing to each word as it is shown on the page. The directions for the students are to draw a picture of something he or she could individually do to help another, in other words, demonstrating the student doing something unto another that he or she would like done unto him or her. The blank lines under the The Golden Rule are so that the teacher may write down what the student tells him or her the picture is about. For example: This is a picture of me helping my friend up after he fell down. After you have written down what a student tells you his or her picture is about, have him or her recite The Golden Rule to you. After students have completed their drawings and the descriptions have been written, let students share about their pictures as time permits. Display the finished pictures where others can see them. E. Assessment/Evaluation 1. The assessment for this lesson will be Appendix M The Golden Rule for Students. Lesson Seven: The Little Red House (one lesson, approximately minutes) A. Daily Objectives 1. Concept Objective(s) a. Students will recognize how the The Golden Rule and generosity and kindness help others and themselves. b. Students will understand how concrete objects, such as apples, translate into abstract ideas like pictures and symbols, such as numbers. c. Students will understand how patterns and sequences exist in life. 2. Lesson Content a. Language Arts (page 8) i. Reading and Writing: Reading and Language Comprehension, a) Listen to and understand a variety of texts, both fiction and nonfiction. Kindergarten, Johnny Appleseed 2004 Colorado Unit Writing Project 14

15 b. Mathematics (page 18) i. Numbers and Number Sense a) Identify ½ as one of two equal parts of a region or object; find ½ of a set of concrete objects. 3. Skill Objective(s) a. Students will be able to using concrete materials, demonstrate the meaning of wholes and parts. B. Materials 1. One copy of Appendix O The Little Red House to read to the class 2. One real apple to cut in front of class, and the rest of your apples for applesauce (be sure to have at least one apple per student for the applesauce) 3. One knife to cut the apples 4. Optional: plastic knives for the students to cut the apples 5. Cutting board 6. Cinnamon and sugar, as needed 7. One large slow cooker, or crock-pot 8. Spoons: one mixing/cooking spoon for the teacher, and one small spoon per student for eating the applesauce 9. One small bowl per student 10. Three paper apples of any color for each student 11. One sheet of regular paper for each student 12. Scissors for each student 13. Pencils for each student 14. One glue stick for each student C. Key Vocabulary 1. Anonymous: when we do not know whom the author of a work is 2. Fraction: a part of a whole D. Procedures/Activities 1. Before you begin this lesson it is suggested that you peel, core, and slice the apples for the applesauce, leaving one whole apple to cut in front of the kids during the story. The applesauce will need to cook for several hours on high and be stirred occasionally. Be sure to plan enough time for it to cook thoroughly, especially if you only have a half-day class. If you think you may not have enough time you might want to begin the actual cooking before the students arrive. 2. Language Arts Portion: Gather the students together to listen to the story of The Little Red House. Have your whole apple, knife and cutting board handy so that you can cut the apple in half towards the end of the story, but try to keep it all out of sight of the children so that they don t guess. Tell the students that you are going to read a story to them. No one knows who the author of this story is. We call that anonymous. There is also no illustrator of the story. They will have to pretend to draw pictures in their minds as you read. They have to really focus on the story to make mind pictures. Tell them that if they guess the ending of the story that they ll need to keep it to themselves and not blurt it out. (There are shorter versions of this story out there with fewer details, or you can summarize it if you think it is too long. This version was chosen because of how descriptive it was and how many details it has.) Read the story aloud. Towards the end of the story you will see where you will cut the apple. Be sure to cut the apple horizontally so that the star is shown. You can pass the apple around after you have finished if you like. Kindergarten, Johnny Appleseed 2004 Colorado Unit Writing Project 15

16 3. Math Portion: The cut apple becomes a part of the Math lesson on simple fractions. After you ve passed the apple around so everyone can see it hold it up putting the cut sides together so that the apple appears whole. Tell students, Sometimes when we have one of something we call it a whole. We could call this a whole apple, because there is just one. Now, if I separate it where I cut it, it makes two parts of a whole apple. We don t have two apples. It s still just one apple, but we say that it has been cut in half. A half is a fraction, or part of a whole. Think about a pizza. We get one whole pizza, but it s too big to eat like that, so we cut it into fractions, or small parts of the whole pizza called slices. After you have explained this. Have the students repeat the new terms: fraction, and half or halves. Then, cut the apple again, this time vertically, so that you have four pieces of apple. Show the students. Say, Now I ve cut it into more parts, or fractions. I still only have one apple, but now it is in four pieces. We call these four pieces quarters. It s the same word we use for the big silver coins worth twenty-five cents, because four quarters equal a dollar. This will make more sense as we go over it. 4. Have the students return to their seats. Pass out the paper, paper apples, scissors, pencils and glue sticks according to your normal procedure. Have them glue one paper apple onto their paper. Have them write a number 1 on the apple. Say, This is one whole apple, so we write a 1 on it. Now, we want to show a half of an apple. Cut your apple into two equal parts straight down the middle of the apple. (Model this for the students.) These are two halves of an apple. I still only have one apple, but it is cut into two pieces. Now watch as I write a shortcut on the board. We write one half like this: ½. Look at what I wrote. I have one apple cut into two pieces. Point to the numerator and say, One apple. Now make a cutting motion with your arm as you say, Cut into. Now point to the denominator and you say, Two pieces. Repeat this at least twice to make sure it makes sense. Now have the students glue their halves onto their paper with a little space in between so that you can see that they are separated. Have the students write ½ on each half. Moving onto quarters say, Now take your last paper apple. Cut it in half again just like the last one. Good. Now, cut the halves again the other direction (horizontally) so that you have four pieces about the same time. Now, we have a shortcut for quarters as well. It s like the halves, so watch as I write it on the board. We write one quarter like this: ¼. Look at what I wrote. I have one apple cut into four pieces. Point to the numerator and say, One apple. Now make a cutting motion with your arm as you say, Cut into. Now point to the denominator and you say, Four pieces. Repeat this at least twice to make sure it makes sense. Have the students repeat it with you as well. Now have the students glue their quarters onto their paper, again leaving spaces so that you can see the four separate parts. Have them carefully write ¼ on each piece. Review one final time with the real apple, then the paper apples, then the symbols (½ and ¼) on the board. Make sure they wrote their name on their paper and collect the pages up to assess. 5. Extension Activity: Make applesauce! How you choose to do this will be up to you based on your class and the time that you have. If you have not already started cooking it before they arrived, let them wash up and help make it. If the students will be helping, then do not turn the crock-pot on until after they are down to avoid possible burns. You may let them chop up pieces into smaller bits with a plastic knife, if you wish. They can help you put the pieces in the crockpot and even count some of the pieces as they add them. (For example: Everyone can put ten pieces of apple into the crock-pot. Count them out and put them in, Kindergarten, Johnny Appleseed 2004 Colorado Unit Writing Project 16

17 please.) You may let them sprinkle in a little cinnamon and sugar into the crockpot. Everyone can help stir. Place the lid on the crock-pot and place it in a safe place. Then turn the crock-pot onto High. Let students know that the crock-pot will get very hot, just like the stove at home, and so it is very important that they not touch it at all. It can burn. Let the applesauce cook for several hours, stirring occasionally. It is ready when the apples are soft. Let the students know in advance that it may not look like the applesauce they may get out of a jar, but that it tastes delicious. Let it cool slightly before serving. Taste some yourself before you serve it to see if it needs more cinnamon and sugar, and to make sure it s not too hot. E. Assessment/Evaluation 1. The paper apple fraction project is the assessment for this lesson. Lesson Eight: Sequences (one lesson, approximately minutes) A. Daily Objectives 1. Concept Objective(s) a. Students will understand how patterns and sequences exist in life. 2. Lesson Content a. Language Arts (page 7) i. Reading and Writing: Book and Print Awareness a) Know parts of a story (for example, title, beginning, end) and their functions. b) Know that print goes from left to right across the page and from top to bottom down the page, and that words are separated by spaces. c) Follow print, pointing to each word from left to right, when listening to familiar stories or other texts read aloud. 3. Skill Objective(s) a. Students will be able to retell a known story in sequence. B. Materials 1. Apples, by Gail Gibbons 2. The Life and Times of the Apple, by Charles Micucci 3. One copy of Appendix P Seed to Fruit Sequencing for each student 4. One sheet of construction paper for each student 5. Scissors and glue for each student C. Key Vocabulary None D. Procedures/Activities 1. Language Art Portion: Read the book, Apples, to the class. After you have finished it, the class may want to add more information to the KWL Chart. Then read to them The Life and Times of the Apple. This is a neat book with a lot of information on apples and their place in our history. Both books also go over the sequence of apples going from seeds to trees as well as through the seasons. The illustrations are wonderful as well. Be sure to review print awareness and reinforce the terms author and illustrator. 2. Math Portion: Today s Math Portion is focused on the idea of the patterns we see in how things grow. One way to help the students learn the sequencing the stages of an apple tree is by acting it out physically. Do the following creative movement activity with them in order to convey the process. Have the students Kindergarten, Johnny Appleseed 2004 Colorado Unit Writing Project 17