Yoko's World of Kindness

Yoko’s World of Kindness

By Rosemary Wells

Kind and Gentle Week with Yoko:

Initiate a kind and gentle theme week with Yoko and help your children get off to the right start in school. In this guide you’ll find activities, lessons, and projects that will help your class become a supportive, positive place for kids to learn. Each child deserves a class that helps them grow both intellectually and emotionally and Yoko and her friends are the perfect examples to share.  Adding this theme to your curriculum could pay big dividends for the rest of the school year and can be instituted painlessly by considering the following questions first:

Is there anything in the environment that I can change to support the theme?

Examples:

Place desks in cooperative groups

Put up pictures of kids working together

Make a banner celebrating kind and gentle week

Are there any daily activities that can be reworked into the theme?

Examples:

Create a kind and gentle box that students write (or draw a picture of if they’re emergent) with the names of students they see working kindly together. Review what’s in the box each morning at circle time.

Calendar: Students can be encouraged to do an act of kindness for each day of the week- they can even brainstorm what they might do for a parent, friend, or classmate. Share the results of their work the next day.

Resources:

When students visit their resource teachers this week (music, gym, librarian) have them make a class thank-you card where they brainstorm what they love most about the class.

How will I reward students who are being kind and gentle?

Examples:

Allow students to sign the banner when you “catch them being good” by cooperating with their peers, diffusing and argument or being helpful.

Send home small certificates of praise.

Place a stamp or sticker on children who act in a kind or gentle way.

Make positive examples of good behavior by noting the students to the class and then dropping a penny in a jar. When ten (or however many you think is appropriate) are in the jar the class gets extra story time, or five minutes more recess.

What are other activities that can support the theme?

Have secret friends. Students pull a name out of a jar and then they should do nice things for that person all week without them figuring out who it is! On Friday, have a meet your secret friend time and share a sweet treat together.

Kindness Collage Project:

Have students make a poster size collage from magazine pictures that show children (and adults) being kind and gentle to each other.

On Monday Share:

Mama Don’t Go

Pre-reading:

Read the Golden Rule the First aloud to students. What do you think this story will be about? What makes you think so? Have you ever wanted your parents to stay with you? When?

Get to know YOKO: With your students make a list of words to describe Yoko. What does Yoko look like? What kind of things does she say? What does she like to do? Who are her friends?

Each day at school means new things Yoko looks forward to. Make copies of a weekly calendar chart. Have students fill in which resources and activities occur on each day of the week (if you’re resources only occur every other week you may want to give them a generic monthly calendar instead). They can even add pictures to remind them which items (like gym shoes) may be needed. Have students highlight their favorite activities and write at least three sentences about what they look forward to at school. Share the calendar with mom and dad.

Yoko gives her mom a day off in Mama, Don’t Go. What does her mom do with a day off? Draw four pictures of what you think your Mom or Dad might do with a little extra time. Now, draw a picture of what you would like to do with a day off! Share your pictures with your friends and you parents.

On Tuesday Share:

Doris’s Dinosaur

Pre-reading Activity:

Read Golden Rule the Second to your students. What is a genius? Do you know the names of any geniuses?

Art Project:

Create three art centers that your students can explore a variety of media in an open-ended project. At one center provide paints and plenty of paper (and towels!). At another supply students with a variety of scraps of fabric, tissue paper, construction paper, string, glue and other small items like buttons, beans, beads, etc. At the third able have play-doh, sculpey or other three dimensional product (even aluminum foil works nicely!). Give students twenty minutes at each station with no direction except to clean up their mess when they hear the warning bell. Display the students’ favorite piece in the hallway. Discuss, too, who from Mrs. Jenkins’ class would have liked this assignment and why.

Art gallery:

Find reproductions of Henry Matisse’s most famous works and display them in the class in a numbered gallery on the blackboard. (There are usually old calendars available of the great masters’ art available at many bookstores). Have students walk around the gallery and finish these sentences.  “When I look at number ___ I feel….”  “Number ____ makes me think of….” “The colors in number ____ remind me of….” “My favorite picture is number ____ because …..”  Discuss the student responses. Choose a new artist each month!

Student gallery:

After the students’ open-ended art projects dry, create fancy frames out of construction paper for them and put them up around the room like a gallery. Teach the students to talk about art using some of these terms: color, shape, line, background, figures and media. Explain that responding to art isn’t just whether you like it or not but how it makes you feel and think about. Have students take a notebook around the student gallery and jot down a nice note about each piece using the terms you taught them. Share the results with the artist.

On Wednesday share both

Bubble Gum Radar & The Secret Birthday

Pre-reading:

Read Golden Rule the Third:

What is the difference between teasing and joking? How can you tell the difference? How does teasing hurt? Do you get bruised? What does it mean that it is “under the guise of joking.” What is an example?

Projects:

Have students pick one of the following names: Timothy, Doris, Claude, Nora, Yoko, or Grace. Have them write a letter to the Franks about what happened in class. Tell them how it made them feel and how they want to be treated from now on.

Friendship Poster

As a class, brainstorm a list of things that friends do for each other. Write responses on large pieces of bulletin board or butcher paper. Then make a list of things friends Don’t do to each other. Post these two lists for an instant bulletin board and a good reminder for students!

Sing the Friendship song (p.77) from Bubble Gum Radar. Have students stand in a line as you sing and each student gets to say one of the “nevers” as you point to them.

The Secret Birthday

Pre-Reading:

How can a birthday be secret? Why is it important not to talk about birthday parties at school? How can you keep from hurting people’s feelings? Have you ever found out about a party that you weren’t invited to? How did it make you feel?

Projects:

Mrs. Jenkins definitely had rules about birthday parties at school. What were they? Do you think this is a good idea? Why? With your class brainstorm a list of rules about birthday parties. cake shape and have students copy the Birthday Rules inside. Share with parents so feelings at school are spared. Be sure to include a list of things kids Can do to share their special day. For example, bring in cookies for the whole class to share at snack time, or donate a book to the class library in honor of the day.

Service Project:

Create birthday cards to give to kids who are in the hospital. With parent help, kids can create special treat bags with small toys, crayons tied with ribbon, stickers and a get well note.

Graphing:

Ask at least ten people which of these activities are their favorite part of a birthday party: playing games, eating cake and ice cream, making a craft, or watching presents get opened. Graph the results!

On Thursday share:

The School Play

Pre-reading:

Have you ever seen a school play before? What’s it like? Do all the kids get the same number of lines and parts? How come?

Projects:

Act it out:

Write the play the kids are performing about dental health. After several practices, perform it for parents or another classroom. Try to find other objects that when rubbed together make the drilling sound for the dentist.

Write a new play:

Brainstorm as a class characters that could be involved in a play about healthy eating. Make poster in the shapes of good foods, and write lines that each character can say. Practice the play several times and share it!

On Friday share:

Make New Friends

Pre-reading:

How can you make a new friend? Is it easy to make new friends? Can you always have another friend?

Projects:

Captain Friend Ship:

Buy a small plastic boat from a toy or dollar store and write The Friend Ship on the side with permanent marker. Then, add a ship dye-cut to your jobs list and assign a student each week to the job of watching out for others. Brainstorm with your class the things the Captain of the Friend Ship might do on any given day, and another list about special days like when a new student arrives.

New student guide:

After students have settled into the class routine, ask them to brainstorm all the things a new student might need to learn about your classroom and school (songs, schedules, lunch routines, etc.) and make a list. Then, assign each student one of the things on the list. This is an excellent example of process writing! Students should break the task into small steps and number them, and then they should illustrate their picture. Bind the results to share with new students on their first day. Make extra copies to send home to the families of new students.

Make Friendship Salad:

Have each student bring in a different piece of fruit. Then, cut up the pieces, add them all together and enjoy friendship fruit salad.

Everybody’s Special:

Juanita tells Yoko: “Everybody in Hilltop School does something special.” And, of course everybody at your school does too. Have students draw a picture of themselves doing something special. At the top of the page have them finish the sentence “I am special because I…” Bind the individual pages together and title it. Leave it in the class library for all to share.

McDuff

McDuff

By Rosemary Wells

Illustrated by Susan Jeffers

Get to know McDuff:

McDuff is a scrappy terrier who is lucky enough to escape from the dogcatcher and find a home with Fred and Lucy at number seven Elm Road. The McDuff stories offer readers adventures with new neighbors, an escape, and a new baby. Children will feel like they have a friend of their own while they learn to read with one of children’s literatures most darling dogs.

About the illustrations:

Susan Jeffers has created an historical setting that makes readers feel like they just moved in next door. The beautiful palette and the vivid depiction of emotion are just two of the elements that draw children into the stories. Ask children whether this story is set in present times or somewhere in the past or future, and then make them give examples as to why they know this to be true. This critical analysis of the illustrations will also help tune-in readers before you get started.

Sight words and McDuff

Create a McDuff board game using any of the generic ones available on the net (or create your own). Make a stack of sight words that you want to reinforce with your students and if you like add trivia from the McDuff books like: who are McDuff’s owners? What is his favorite treat? What color is McDuff? Where does he live? Around the gameboard add details from the stories too like the four streets: Main Street, Pine Street, Oak and Elm. Also include a few chance squares like: McDuff gets lost, lose a turn or McDuff Saves the Day, extra roll or McDuff chases a rabbit move ahead three spaces. Students pick up a sight word and if they read it correctly (and/or spell it correctly) then they can roll the dice or spin. More difficult sight words can be added as needed, or for students who are already proficient more challenging stacks can be created.

McDuff Moves In

Ready to read:

What is a dog pound or shelter? Have you ever been to one? What are they like? How do animals end up in a pound? What can people do to help these animals?

Pet Ownership:

What does it take to own a pet? Make a clock face out of construction paper and then add pictures near the hour of what your pet will need. For example, at 7:00 put a picture of walking the dog.

Verbs:

Rosemary Wells always uses strong, descriptive verbs to bring her stories to life. Review with your students what a verb does in a story and then reread McDuff Moves In. As you go along have students raise their hands when they hear a verb. Next, as a class brainstorm a list of other verbs that McDuff might do. Or, take your students out to recess five minutes early and have them take notes of what actions (or verbs) the other classes are doing. Then, write at least five sentences using those words.

Names:

Where did Fred and Lucy get McDuff’s name? Tell the story of how you came up with your own pet’s name. Don’t have a pet? Make up an imaginary one and name him.

Find out from your parents how they decided upon your name. Write it down and illustrate it.

Music:

Sing this song to the tune “The Farmer in the Dell”

Love your pet today

Love your pet today

Give him food and water and love

Then take him out to play!

McDuff  and the Baby

Starting the story:

Look at McDuff’s face. Does he look happy? How do you think he feels? Have you ever had a new baby in your house? What was it like?

Every day in every way:

McDuff is happy “every day in every way.” List the things that make McDuff happy. What types of things make your pet happy? What types of things make you happy? What would be a perfect day for you and your pet?

Dialogue:

McDuff never speaks aloud, but he doesn’t have to- his face shows exactly what he is thinking and feeling. Let students write the dialogue McDuff would say if he only could! These can be written on post-it notes and left in the book for kids to read independently too.

Comics:

McDuff loves to hear the comics read aloud to him. Have students bring in their favorite comics to share with one another. Then, have students create their own comics about a topic they think would cheer up McDuff.

Music:

Sing this song to the tune of “Rockabye Baby”

McDuff likes to walk the trails in the park

and listen to radio, just after dark

feed him some pudding for a treat

and he will love baby just as sweet.

McDuff Comes Home

Starting the Story:

Look at the front cover what do you think McDuff has been doing? Have you ever had a pet run away or get lost? What did you do?

Senses:

One of the fabulous things about the way Rosemary Wells writes is that she knows how to wake up the senses! Read through the story once, and then read it again, but this time have students point to their eyes, ears, nose, mouth or palm to indicate a part that appeals to each sense. Or, create a chart listing the same and sort phrases under the correct sense.

Then, have students brainstorm things that would go in each list from school, home, and other locations.

Art:

Make a lost poster for McDuff. Describe him under the portrait including what he looks like and what he might be doing. Be sure to include information about his home and who they should contact if he’s found.

Drama:

Make up the dialogue between Fred and Lucy when they realize that McDuff is missing. What do you think they say to each other? What do they decide to do? Act the scene out in small groups.

Seasons:

What season is it? How do you know? Make a poster split into four sections (for the seasons) and have students offer clues to how they came up with the setting. Do this for the other McDuff books too.

McDuff  Goes to School:

Starting the story:

What’s exciting about starting school? What’s scary? What kinds of things might McDuff learn in school?

New Friends:

How do Fred and Lucy make new friends with the neighbors? What could you do for a new neighbor to make them feel welcome? Brainstorm a list of things that you’d like to tell a new student to the area about fun places to go and great places to eat.

New Words

McDuff learns to understand French! Learn these common phrases in French:

Please= s'il vous plait

Thank you= merci

You’re welcome= de rien

Good-bye= Au revoir

My name is= Je m’appelle

Different Rules:

Marie Antoinette is not allowed on the furniture at her house. McDuff always sits with Lucy and Fred on the couch at home to listen to the radio. How do you know what the rules are at someone else’s house? How do you keep out of trouble? How do you help your friends know the rules at your house? Make a list of rules that you have to follow at home. Illustrate them and then post them on an inconspicuous door. Share with your friends if you need to.

McDuff Saves the Day

Ready to Read:

How can someone “save the day?” What does that mean? Can you think of some examples?

Fourth of July:

How does your family celebrate the Fourth of July? Where do you go? What do you see? Hear? See? Eat?  What is your favorite part? What do you think McDuff will do?

Writing:

Write a story about your own family’s Fourth of July celebrations. Be sure to include many details and use at least three of your five senses to tell the story. Use the answers to the previous questions to get you started.

Supplies:

What things do Lucy and Fred bring for the baby? Why is it important to bring so much stuff? As a class, brainstorm a list of items you should bring for the following events: a picnic, a day at the beach, afternoon at the park, camping or spending the night with a friend. For an extension, have students rate the items to pack from most important to least important.

Art:

Create firework art! Drip acrylic paint onto paper and then blow the drops into a starburst pattern using a common straw. To add vibrant dimension to the project use neon paints on black paper.

Make up your mind

McDuff can’t get comfortable in the front or the back seats. One way people make up their minds is to create a pro/con list. What are the pros and cons of each place McDuff wants to be? Write (or draw) a pro/con list about something you’re trying to decide on for yourself. For example: whether to play soccer again, to go swimming or to the park, what to buy with birthday money.

McDuff’s Wild Romp

Ready to read:

Do cats and dogs always fight? What kinds of things can happen when they get together? Why don’t they tend to like each other?

Give me Similes!

Rosemary Wells is a master at using similes effectively. Reread McDuff’s wild romp and find examples of them. Then, have students write their own similes based off these examples:

The wind blew like ______.

The snow looked like ____________.

The coat felt like _______________.

See if they can come up with more of their own by observing other kids on the playground, at gym, or in art class.

Cause and Effect:

Each thing that happens in McDuff’s Wild Romp causes something else to follow. Make a list of each plot point and have students say what the effect of that action was. You can use this information to create a chart, or have students create their own by drawing pictures to go with the text.

Predicting Outcomes:

After reading the story with the children, ask them the following questions:

What will happen next? What makes you think so?

Who do you think will get in the most trouble? Why?

Will they be invited back again to Aunt Frieda’s house? Why?

Will McDuff be allowed to go back again? What will the do next time if he is?

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