Snowmen At Night: Early Childhood Education Capstone

With the text being predictable and the story having a fairly common story, students should be able to pause and make their own predict what may happen

When the teacher says, designated students will grab the materials from the side of the room and bring them back to their table group.

I will use the Literature circle to enhance the student’s ability to collaborate on a higher level so that they can move toward independent readers, molding them to integrate in a powerful classroom activity that will activate their critical thinking skills. I will do a book study and have students to meet and discuss the importance of rotating their roles giving everyone an opportunity to share the responsibility. I will teach how to highlight in different colors distinguishing each student reading.

Summary: In the way north by the Arctic Sea live the People Who Fear the Winter Night. One of these people is a young girl named Teune, an amazing robe maker. One night, during a blizzard, the sparks from Teune’s fire sets the Blizzard’s robe on fire. The People Who Fear the Winter Night rejoiced because that the Blizzard is no longer a threat, but Teune is filled with sorrow. In a dream the Blizzard comes to Teune and ask her to make a new robe with the promise of gift for her and her people. After making the robe Teune and her people are given the gift of the Northern Lights and no longer need to fear the winter night. These people are now known as the People of the Northern Lights.

Creating a musical experience by playing ukulele and singing “Twinkle Twinkle Little Star” in both English and Chinese with children.

Conrad Aiken’s “Silent Snow, Secret Snow,” has four major scenes all assisting Aikens further his story of young Paul Hasleman, who is mentally infatuated with fantasy snow. The first scene shows Paul on his sixth grade classroom, it is significant for it gives the background information to why Paul is obsessed with snow. Scene one also furthers the story by introducing Miss Robinson, who notices Paul’s odd behavior of not listening. Therefore, to get through to him, she asks him a question that to him is embarrassing; this act sends him deeper into his fantasy to escape reality. Scene two on the other hand, shows Paul in his neighborhood put side of his house. This scenes significance comes from Paul’s realization that his house is not the

The teacher wrote down all of the students predictions on the board before they began reading so that while they were reading, if they were asked to evaluate their initial predictions they were able to look back at the board and see what they were and compare. When the students did come across a part of the story that was related to their predictions, the teacher would call on a student to read aloud that part of the story and then discuss with their peers and see if that made any of their predictions correct or did not match their predications at all. When the students were finished reading the story the teacher asked the students what was the story about and then called on some students to share their answers with the class. Then she explained to the students that the whole purpose of the story was to never give up after your first try. The teacher also asked the students if each page of the story was fiction or nonfiction and then she had them explain their answers as a class. Some of the student got fiction and nonfiction confused so the teacher took a minute and explained what each of them meant. The teacher then asked the students why they think that she made them read this story. One student responded and said because we may face similar problems in our life like the children in the story. When it was the students turn to read a page from the story the teacher would first let the student read the sentence aloud and take their

In the story “Silent Snow, Secret Snow” Conrad Aiken talks about a boy named Paul who imagines things and feels his imaginary world is much better than the real world. The story begins when paul is in Miss Buell’s geography classroom where she is teaching about different regions of the globe. Paul gets distracted from his own imagination of snow which he slowly replaces with the real world only to revert to daydreams of snow once again. Everyday Paul feels the snow getting deeper and deeper which he also analyze through the steps of the postman. As the snow gets deeper and deeper he stops hearing the footsteps of the postman. Being concerned about his health, his mother tries to seek help from a doctor. The doctor examines his tongue, eyes, his reading skills but he doesn’t see anything wrong with him.

I looked at Charlie nervously. I asked him what he saw. He told me he saw a shadow behind the snowman. I told him that he must of seen the shadow of the snowman (since there was a little bit of sun coming out of the sky.) Charlie kept saying it was something different, like a shadow of a human. I started telling him that it's mid December and know one in their right minds would go outside with the temperature being 10 degrees (expect

-Comprehension: Retelling; the teacher reads aloud a poem and the class reads it with her. After they read the poem, they get a worksheet that has a copy of the poem and a space for a picture. The students must draw what happened in the story. The teacher then calls on a few students to share with the class. The teacher asks the student what they drew and why they drew it. They have to retell what they

For the planning portion of this lesson, or lesson one, we talked about what writing to invite the reader to make connections means. We talked about why they think authors write books about feelings and if everyone has feelings. We explored some different types of feelings that each of us has had by looking at a smiley face feelings chart. Then we read the book How Full is Your Bucket?,

I woke to the sound of falling icicles smacking against the window. I ran downstairs, peeked out the window, and there it was snow up to my thighs. “ No, it can not be.” I thought. “I have never seen that much snow.” So I checked the window, and it was true, I was trapped in a Winter Wonderland. I could not help, but jump up and down at the thought of building my first fort. I am going to build the world’s best snow house! I screamed.

The teacher introduces a story book called I went to the north of Chile by telling to the students that they are going to review the animals that that they saw last class.

Yuri Nagibin opens ‘The Winter Oak’ following the protagonist Anna Vasilyevna, a school teacher, as she makes her way to school. He explains that “The narrow path from Uvarovka village to the school had been completely covered with snow during the night, and only the barely perceptible pattern of light and shadow on its uneven surface revealed its course.” He then goes on to write, “The young school teacher stepped cautiously, ready to draw back her foot at once if the shadows proved treacherous”

Here, the narrator claims that it is snowing during a scene of intense emotion and sudden abandonment following a sudden arrival. When the narrator later recounts the memory to her mother, though, her mother sighs and says, “‘Trust you to add snow’” (Smith 48), thus illustrating the fact that the narrator takes mundane memories and adds her own spin to them in an effort to make them more symbolic. In this way, she creates her own myth by creating symbolism, and she uses the passage of time to do so.