Beside Twinkle, Twinkle Little Star
Lesson 10 of 14
Objective: SWBAT use spatial directions to explain the the position of the star in Twinkle, Twinkle Little Star. Student Objective: I can follow directions to show the position of the stars.
One of my class's favorite songs and videos is "Twinkle, Twinkle Little Star" by Super Simple Songs. The children love the owl and the star and the friendship they have made. For this lesson, I gather them to our classroom rug with this clip. I am showing the video to give the children a visual perspective on positional words. In the video, the owl goes up, and around and down, so I can point out these spatial directions to the students as they watch.
Boys and girls, we are going to take a look at one of our favorite song videos today, but with a different twist. I would like you to pay particular attention to the different ways the owl moves, like up, around, across, down, under, over, and any others you may see.
Using familiar rhyming text gives students better focus on the new material that I am introducing. They do not need to be bogged down by the remembering of text along with the thinking through of new material. The children can focus on the idea of position words or prepositions because they already know the rhyme.
I am going to sing the first line of "Twinkle, Twinkle Little Star" and then I will stop and give you a chance to echo what I just sang. We will do this for each line of the rhyme.
In the nursery rhyme you heard, "How I wonder what you are." Say the word wonder with me--wonder. To wonder means to think about something you are curious about and that you really don't know or understand.
What is the character in the nursery rhyme wondering about? (What a star is.)
Where is the star located? ("Up above the world so high")
How does the nursery rhyme describe the star? (Like a diamond in the sky.)
How are stars like diamonds? (Both shine) Another word for shine is twinkle, like the title of this nursery rhyme.
Now I would like for you to think-pair-share. I want you to think about this question--What other kinds of things twinkle or shine like stars or diamonds? Then I would like you to find a buddy and pair up. When you have your buddy, I would like you to share your thoughts.
When children verbalize their thoughts with a friend, they are using different modalities (listening, speaking) of learning to help them grow in their understanding and comprehension of the content.
In part of this rhyme we hear words that are called position words or preposition words. These words tell us where things are located.
Listen to this part: "Up above the world so high."
Where was the star located? (up and above)
Now listen to this next part and tell me where the star is located. "Like a diamond in the sky."
These prepositions are important for us to better understand the rhyme. It gives us more details as to what is happening in the poem.
I have a little game that is like Simon Says. Who has played Simon Says before? I will give you a command, and you must act it out with your hand. I will be watching to see if you make the correct movement.
Let's do a practice run--put your hand under your chin. Put your hand beside your leg. Put your hand between your knees. Put your hand above your head. I think you are getting this!
Now that we have practiced saying this poem and we have a better understanding of the position words. I am going to have you take what you have learned and practice it on a worksheet related to the rhyme.
There are four things that you will need to do:
Number one--write your name.
Number two--trace the words on the left.
Number three--rewrite the words on the line next to the original word.
Number four--cut out the stars and place them where the directions tell you.
I will read what each line says, so please by extra careful listeners. I will be watching to see if anyone needs practice on this page.
Giving the students a little extra practice before assessing with strengthen their understanding of the content.