Purpose: To help students become aware of individual differences and their own uniqueness.
To express different feelings and emotions through facial expressions.
Materials: Today I Feel Silly & Other Moods That Make My Day by Jamie Lee Curtis
pumpkin face puppets showing many emotionsMake eight copies of a pumpkin shape on orange construction paper. Add faces to pumpkins that express the emotions happy, cries, sleepy, sighs, angry, sad, noisy and glad. Cut out pumpkin shapes with faces and plain orange pumplins for backs. Glue front and back together, gluing tongue depressor half inside, half outside (for a handle). Mark on the back which face is which.
pumpkin face poem
Procedure: 1. Read book.
Discuss facial expressions and emotions as you read. Look at the illustrations and ask "What feelings do they show?" Have students make the facial expressions that correspond to how the character in the book says she's feeling.
3. Use pumpkin puppets to teach the "Pumpkin Faces" poem:
Here is a pumpkin who's happy
Here is a pumpkin who cries
Here is a pumpkin who's sleepy
Here is a pumpkin who sighs
Here is a pumpkin who's angry
Here is a pumpkin who's sad
Here is a pumpkin who's noisy
Here is a pumpkin who's glad.
4. Look at the eight different pumpkin face puppets and talk about how each of the pumpkins are feeling. Ask students to help match the appropriate pumpkin face to the corresponding emotion. Have children "try on" all the varied expressions. Discuss when we have these different feelings.
5. Mix up all of the pumpkin puppets and hold them up one at a time so only the children can see the faces. Then have the children try to convey to you which emotion each pumpkin is expressing by making the corresponding facial expressions. Encourage the students to express the emotions with their faces and not their voices.
Lesson 2: Jack o' Faces
Objective: This lesson will reinforce an awareness of how we express different moods and feelings, as well as provide a chance for students to make a little book that can be easily read once they know the poem.
Preparation: Prepare a total of six pages for each student to illustrate and fill in the words of the poem. One phrase of the Jack o' Poem should be printed on each page with a blank space for students to write happy, sad, sleepy or mad.
1. Review the previously learned poem about the eight pumpkin emotions. Then select the happy, sad, sleepy and mad pumpkin faces to focus on. Stick small, laminated velcro pumpkin faces to the board alongside the corresponding words.
2. Teach the new poem:
3. Briefly discuss with children what should be drawn on each page. Display the words in the poem and their corresponding pumpkin faces for the students to use as a reference. Now pass out a Jack O' Faces booklet to each child. They should write their names on the front cover. Then they will be asked to write the words "happy" "sad" "sleepy" and "mad" in the appropriate spaces in the booklet. Next, students will draw a pumpkin face with the appropriate facial expression on each page. For the page that says "Jack has burst in pieces small" they may tear up small pieces of orange construction paper to glue on the page. For the page that says "But in a pie he's best of all" they may draw a pie however they would like.
4. When the Jack o' Faces books are completed, the class can practice reading their books together as a group before taking them home to share with their families.
Purpose: To encourage imaginative thinking and to enjoy creating a "golden house" for a woodland creature.
Mousekin's Golden House by Edna Miller
8 1/2" x 11" white construction paper prepared with pumpkin shape
1. Read Mousekin's Golden House to the group. Discuss parts of it as we go, especially the ending when the jack o lantern begins to rot. Emphasize how seasonal change relates to Mousekin's story.
2. Discuss with the group other woodland creatures who might have happened along, discovered the discarded jack o lantern, and used it for a home. How would they have fixed it up inside? Encourage sharing of lots of ideas. "What kinds of woodland creatures are small enough to make a home of a jack o lantern? What would they need inside? What would they make their inside necessities from?
3. Ask each child to decide upon a tiny woodland creature to design a "golden house" for. Provide prepared pumpkin shape for children to change into a golden house. Have them draw the inside of the jack o house. Encourage lots of details. Include the creature who would live there.
Student Work Samples:
1. Read Aloud
Start with the book, Pumpkin, Pumpkin by Jeannie Titherington. It is the sequencial story of the journey from seed to pumpkin and back again. The story has illustrated pages with interesting details. Jamie plants a pumpkin seed in the spring and, after watching it grow all summer, carves a face in it for Halloween! But best of all, he saves some seeds that he will plant again next spring.
-To introduce the story:
Encourage children to predict what the story might be about by looking at the picture.
What letter does pumpkin begin with? How many times do you see the word "Pumpkin"?
Discuss how old the boy is. Do you think he goes to Kindergarten?
-Reading the story:
Discuss the vocabulary-sprout, plant, seeds, pulp, vine.
Ask children to predict, "What comes next?"
Why did Jamie carry the pumpkin in a wagon?
Why did the illustrator draw pictures of animals in a story about pumpkins?
What else could grow from a seed?
-After the reading, ask the children why the story is called Pumpkin Pumpkin.
2. Make a Pumpkin Patch
green pipe cleaners
1. Provide each child with an orange paper bag.
2. Have students use black crayons to draw eyes, noses, and mouths.
3. Stuff paper bags with newspaper and close them with green pipe cleaners.
4. Twist the end of the pipe cleaners to create vines.Arrange the pumpkins together to create a pumpkin patch in a corner of the classroom.
1. First learn the Pumpkin Song (to the tune of "I'm a little teapot") and teach students movements for each line of the song:
2. Bring in a large pumpkin to show the students. Open it up and let each student look inside. Give the students an opportunity to predict how many seeds are in the pumpkin. Go around and have each student share a prediction of how many seeds the pumpkin will have. Record these predictions. Note if any predictions were the same. Note the largest number and the smallest number and talk about the "range" of numbers that were predicted. Hollow out the pumpkin and count the seeds. Students can find out how close their predictions are.
Students will be able to use words to describe inside and outside of the pumpkin.
Students will be able to record descriptions on paper (in a pumpkin book).
Pumpkin with a lid pre-cut
Cover of book - orange construction paper cut in shape of pumpkin, (or with pumpkin outline so that students may cut out.) - one for each student
Inside of book - one sheet of white paper in pumpkin shape for each student
pumpkin seeds (helps to have some clean dry ones from another pumpkin)
On the white inside page, they may paste pumpkin seeds and yarn, and illustrate the inside of the pumpkin using crayons, construction paper, markers, etc.
* In small groups during centers, estimate the circumference of the pumpkin by having the students cut a piece of yarn that they think will fit around the pumpkin. Sort pieces by too short, too long and just right. Measure the circumference of the pumpkin.
1. Introduce the idea of making a "Feely Box Graph" to the students. This game should build skills in graphing, categorizing and predicting outcomes.
2. Pictures of ghosts, witches, pumpkins and bats will be placed in a large coffee can with a tube sock placed on the top.
3. Children will sit in a circle around the edge of the carpet. Don't tell the children what's inside the box. The element of mystery adds a lot to this activity.
4. The feely box will start around the circle and each child will pull out one picture or object and show the group what it is. After six children have had a turn, the class can begin to graph the pictures in the middle of the circle for everyone to see.
5. Stop halfway throughthe group and briefly discuss the graph: "What can you say that is true about the graph so far?" Encourage use of as much comparing terminology as possible (more than, less than, the same as).
6. Allow students to predict which row will have the most by the end. Discuss the graph at the end of the activity.