Assignment Stone Soup(Yee Mei)

8/19/2019 Assignment Stone Soup(Yee Mei)

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Asbtract

In this course, the focuses was revolved around early childhood literature, its

history, its character its relations to children and as a tool of promoting literacy and

communicative process.

The discussion started with introduction then understanding of what children’s

literacy.

The next discussion was to explore and identify the scope of children’s literature

which is called genre.

Besides that, also discussed the how to plan a ccurriculum that incorporates

children’s literacy and other areas of studies.

It also covers on how to make students aware of the multicultute surrounding and

promoting good value in maintaining peace on diversity.

Added on with emotional response to literature and sstimulating reading

environment.

Lastly, discussed the childrens’s literature and censorship , students also

introduced to appropriate types of ooks and topics that most likely suited and interest the

children that come from various age level.

1.0 Summary

Three soldiers were very hungry and tired. They decided to stop y a village to

get food and stay for a night. !hen the villagers saw them coming, they hid their

food. "ach time the soldiers re#uested food from the villagers, they were told that


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there was no extra food for them. The soldiers decided to make stone soup

instead. The soldiers fooled the villagers to $oin in y sharing their food.

"veryone pitched in with some ingredients to make a marvelous soup. At last, the

villager reali%ed their mistake and invited the soldiers to stay in the village.

2.0 Introduction

In this assignment a short summary of aout &'' word of the story (tone (oup y

)arcia Brown will e written. After that, the type of genre and the literary

elements of the story (tone (oup will e discussed. The literary elements which

consist of the theme, characters, point of view, setting and plot of the story will e

clearly written. Then, ased on the story (tone (oup an activity and a worksheet

is eing created to teach the pupil that is appropriate to their age group. The

activity and worksheet will e well adapted and the worksheet will e sumitted

as part of the appendices.


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3.0 Literary Elements

The story (tone (oup is written y )arcia Brown. It is first pulished in &*+

and the genre of the story is ased on an old -rench Tale. It is an award winning

traditional folktale and it is a wonderful story to share with children in a group

setting. This famous traditional folktale won the famous aldecott )edal of

/onor.

The literary elements of the story (tone (oup consist of the theme, characters,

point of view, setting and the plot of the story. Based on the story (tone (oup the

literary elements of the story (tone (oup y )arcia Brown will e discussed as

elow.

3.1 Theme

The main theme of the story (tone (oup is sharing. In the story, the three

soldiers were very hungry and they were looking for food and a place to

sleep in a village. 0nfortunately, they were told y the villagers that there

was no extra food for them. (o, the soldiers taught the villages aout

sharing y making stone soup. The soldiers fooled the villagers to $oin in

y sharing their food. "veryone shared y giving some ingredients to

make a marvelous soup. At last, the villager reali%ed their mistake and

shared with the soldiers y inviting them to stay in the respective homes.


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Besides that, the su theme of the story is greed. The story (tone (oup

shows that the villagers are greedy and do not want to share what they

have. The prolem started when the peasants in this small village heard

the soldiers coming and didn1t want to share their food with them. They

thought the soldiers would eat all of their food. The peasants ended up

hiding all of their meat, milk, carrots, caage, arley, and potatoes. !hen

the soldiers asked for if they could spare some food, each household lied

and gave them a reason as to why they had no food to offer them. 2ne

excuse was that they had to feed a sick father, one excuse was that they

had already given all their food to the soldiers who had previously come

looking for food, another excuse was that it was a poor harvest that year.Then, the soldiers came up with a great idea. They asked the peasants to

ring out the iggest pot they can find and they would teach them how to

make stone soup. This soup was special ecause they had made it for the

3ing. This show that the villagers are greedy and they do not want to share

their food ut they want to drink the soup that is made for the king y the

soldiers.

3.2 Characters

In the story (tone (oup the main character is the three soldiers and the

supporting characters are 4aul, -rancoise, Alert, Louise, 5incent, )arie,

children and the villagers. Their characteristics in rief are as follows6

The Three Soldiers

The three soldiers were on their way home from the war. They were tired

and hungry. (o they would like to have a good dinner and a place to sleep.

They were frustrated when the villagers hid all their food and told them

that they could not spare them any food and a place to stay. Although they

were frustrated, they were smart enough to trick the villagers to share their

food y making stone soup. This shows that the three soldiers are patient

and smart.

Paul and Francoise

The first house the soldiers stopped was at the house of 4aul and

-rancoise. They told the soldiers that they have no food for themselves for


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three days and the pretended y showing a sad face. !hen the soldier

made the stone soup, -rancoise was ale to provide carrots which she had

hid eneath the red #uilt. This shows that 4aul and -rancoise are selfish

and greedy ecause they wanted to taste the stone soup.

Albert and LouiseThey were also selfish and dishonest ecause they lied to the soldiers that

they had given all they could spare to the soldiers who came efore them

and all their eds were full.

incent and !arie

They were also selfish and dishonest y lying that they had a poor harvest

and all the grain must e kept for seed. !hen the soldier said that a good

stone soup should have caage, )arie was ale to come out with three

caages from the cupoard under the ed.3.3 Point o" #ie$The author narrated the story using the omniscient o$ective point of view.

The author tells the story in the third per. It appears as though a camera is

following the characters, going anywhere, and recording only what is seen

and heard. There is no comment on the characters or the thoughts. 7o

interpretations are offered. The reader is placed in the position of the

spectator without the author there to explain. The reader has to interpret

events on his own.

3.% Settin&

Place

The story sets in a strange country, and it is aout three soldiers who were

on their way home from the war. They reached a village where there were

many poor farmers.

Time

The story took place during the war and the villagers were very poor and

they were reluctant to share the food ecause they wanted to keep their

food during the hard time.

'eather conditions

The soldiers would like a good dinner and a ed to sleep in. This shows

that that the soldiers arrived at the village in the evening and the weather is

good ecause the soldier were ale to cook the stone soup in the open air.

Social conditions


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The soldiers were tired and hungry and they were very polite when they

asked for some food and a place to stay. They were smart and were ale to

fool the poor villagers to ring out their hidden food.

!ood or Atmos(here

At the eginning of the story, the story shows that fear when the villagersheard that three soldiers were coming down the road and they hurriedly

hid all the food they have. At the end of the story, the villagers were very

happy and grateful ecause they have learned a lesson.

3.) Plot

Introduction

Three soldiers were coming home from the war. They didn1t have any food

to eat and they had not eaten for three days. They were starving and also

exhausted. They were in search of some food and a warm ed. !hile they

were walking home, they came across a small village. They thought that

maye they could get something to eat and sleep there for the night. The

prolem was that the peasants in the small village heard the soldiers

coming and did not want to share their food with them. They thought the

soldiers would eat all of their food. The peasants ended up hiding all of

their meat, milk, carrots, caage, arley, and potatoes.

*isin& Action

!hen the soldiers asked for if they could spare some food, each household

lied and gave them a reason as to why they had no food to offer them. 2ne

excuse was that they had to feed a sick father, one excuse was that they

had already given all their food to the soldiers who had previously come

looking for food, another excuse was that it was a poor harvest that year.

!hen the soldiers asked if they had a warm ed to spare, the peasants all

came up with all types of excuses. The soldiers had to think of a plan in

order to get the peasant of this village to give them food and shelter for the

night.Clima+

The soldiers came up with a great idea. They asked the peasants to ring

out the iggest pot they can find and they would teach them how to make

stone soup. This soup was special ecause they had made it for the 3ing.

2h, the peasants got so excited they ran and got the iggest pot they could


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find. The soldiers first asked for water. The peasants started filling the pot

with water. 7ext, they asked for three round stones. Then they asked for

salt and pepper, followed y carrots, caage, eef, potatoes, eef, arley,

and a cup of milk. The peasants all ran to their houses and under all of the

lankets covering their hidden food, they came ack running with

everything the soldiers asked for. If this soup was good enough for the

3ing to eat than the peasants wanted it too. They couldn1t elieve they

were part of making this magical soup all from stones.

Fallin& Action

After the soup was finished, they were ready to eat. The peasants set a

eautiful tale and all of the village plus the three soldiers sat down for a

wonderful feast. They ate, sang, and danced all night until it was time to

turn in.

,enouement

The peasants told the soldiers since they made this wonderful magical

soup from stones8 they should sleep in the est eds the village had to

offer. 2ne soldier slept in the mayor1s house, one the aker1s house, and

one the priest1s house. The soldiers left the next day and the villagers

couldn1t thank them enough for teaching them how to make this magical

stone soup. They said they would never go hungry again.

%.0 Acti#ities and 'or-sheets

%.1 Lan&ua&e Acti#ities

Language activities prepared y storytelling can e the foundation for

active engaged learning to occur in classroom. 2viously, it will improve


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language and communication skills, ut there are many other asic skills

that can e taught y using a simple story as a foundational lesson. By

telling stories to children, we give them the tools to grow roots to wisdom,

understanding, compassion, harmony, eauty, peace and spiritual

guidance, as well as the wings for imagination, empowerment, hope,

freedom, courage and $oy to follow them throughout their lives. (tory

reading helps children develop their expressive language, syntactic and

vocaulary knowledge.

Stories are a powerful tool in teaching young learners since they

appeal to children’s imagination and sense of enjoyment, stimulate

their interest, and meet their emotional, cognitive and

psychological needs (Malkina, 1995!

9uring the activity I used power point presentation software to create

digital stories y using images and custom animation to animate the

stories. These slides support the children understanding of the story etter,

especially when an event in the story is presented on each slide in such a

way that all children can see it clearly. 9igital story telling is a great

assessment tool. !hile reading, pauses on certain slides will help the

children to identify any new vegetales that are not identified in the

introductory activity. In addition, the children will e ale to use vegetale

flash card picture to match the words given on the whiteoard.

"allagher # $eder (%&&5 suggest that 'ower'oint offers an

opportunity to reak the daily routine and to add variety to

lessons! Steele # )ohnson (n!d! argue that using 'ower'oint toteach stories reinforces students’ learning and enhances their

understanding!

-inally, language worksheets are given out and the children are asked to

trace the alphaets and read the word aloud. Then the child is given


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(u$ect 6 Language

Activity 6 (torytelling (tone (oup y )arcia Brown &*+CC

4lace 6 Tadika =uk hoy omputer LaC

becti#e

iC Learn new vocaulary terms through the use of pictures and demonstrations.

iiC Ale to identify the different elements that make up a story.iiiC 0se a specific formula for summari%ing a story.

ivC !ill e ale to listen, speak, read and write.

Teachin& !aterials 6 -lash card picture, omputer, 4ower 4oint (oftware

Procedures 4

&C Introduce the lesson and expected ehavior.

DToday, we are going to learn more aout the different parts that make up a

story. !e are also going to use a chart later to help us write a summary of the story. I

need everyone to listen closely as I read the story, ecause I am going to ask some

#uestions while I read to make sure everyone understands the story. If you want to

answer a #uestion or ask a #uestion, please raise your hands.E

@C C Lead the children in a discussion the story.

Stone Sou( Lan&ua&e Acti#ities

Storytellin& Stone Sou( Story

in Po$erPoint (resentation


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Stone Sou( Lan&ua&e 'or-sheets 1

T*ACE A, *EA,

ame4 555555555555 5555555

Teach the names o" the

#e&etables on $hite board

Children match the $ord $ith

the correct (icture

Com(leted Lan&ua&e Acti#ity


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Stone Sou( Lan&ua&e 'or-sheets 2

!ATC6 T6E '*, 'IT6 T6E *I76T PICT8*E

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%.2 !ath Acti#ities

After reading the story, flash cards will e used to help the children to

recogni%e numerals and words. "ach card will have o$ects and the children can

use the cards for counting practices. After the child knows how to recite from & to

&', the next step is to teach him the actual #uantity of & to &'. In addition, small

stone concrete o$ectsC were used to help the child to count the numer and to

estalish their concept of numer. Besides that, this concrete o$ects are also ale

to attract the children and adapt themselves y using symols. The children


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knowledge of numerals will increase during playing activities. /ence, this skill

will ring out the curiosity of the children. This skill will e managed y

activities such as oserving, comparing and distinguishing, measuring, forecasting

and inference.

*+hether termed manipulative concrete materials, or concrete

ojects, physical materials are widely touted as crucial to the

improvement of mathematics learning (-all, 199%, p! 1.!

hildren learn and truly understand math and mathematical concepts when

engaged in hands;on activities and games. By manipulating everyday o$ects,

playing games and finding out ways to solve everyday prolems, children gain a

true understanding of math and mathematical concepts. 2nly with thisunderstanding does the meaning of astract numers ecome apparent. These

activities are ased on skills needed for an understanding of numers and include

the following6 one;to;one correspondence, counting, shapes, sorting, grouping,

adding, and sutracting.

2n this worksheet, connect the numers to draw a vegetale and pot.

Through these worksheets, they will improve the children understanding of

numer se#uencing, prolem solving and other important mathematical skills.

hildren will have fun connecting the dots while practicing their aility to

connect the numers. *e"er to A((endi+ C

LESS PLA Acti#ity 2

o;ordinator 6 /227< ="" )"I

9ate 6 '*?&'?@'&@

Time 6 G' minuteshild Age 6 =ears 2ld

(u$ect 6 )ath

Activity 6 ounting and 7umeration

4lace 6 Tadika =uk hoy


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becti#e

iC hildren will e ale to identify the numers &;&'.iiC hildren will e ale to count the numers &;&' aloud.

iiiC hildren will e ale to name, arrange and match numerals to sets &;G or &;&' in

random order or in se#uential order.ivC hildren will e ale to count &;G or &;&' unordered fixed o$ects

vC Ale to show the numers &;&' using manipulative.

viC Ale to tell the difference etween two numers held side;y;side.

Teachin& !aterials 6 -lash card, egg carton, scissors, tape, and small stones

Induction Set 6 Teacher sings a song Ten Little IndiansC

Procedures 4

&C 0sing flash cards to help children recogni%e numerals and numer words & to &'C.

@C ead and write numer from & to &'.FC (ing songs aout counting.

+C !rite numers in each cup in an egg carton and the children place the correct

amount of stones in the cup when they pull math fact cards and give correct

answers.

Stone Sou( !ath Acti#ities

8sin& "lash cards to teach

children reco&ni9e numerals 1

to 10

,istribute e&& carton and

small stone to the children


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Stone Sou( !ath 'or-sheets 1

CECT T6E ,TS 'IT6 8!/E*S

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Stone Sou( !ath 'or-sheets 2

S!ALL 8!/E* C8TI7


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ame4 5555555555555 !ar-s4 5555555555

).3 Science Acti#ities


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After reading (tone (oup (tory, use the opportunity to teach them a few

simple science concepts. 0sing this example, it will help the children to understand

the difference etween living things and non;living things in the environments.

Living things are things that are alive, as the word implies. Alive could mean a couple

of things6 reathing, growing, moving and reproducing. /owever not all

characteristics would automatically determine if the o$ect is living or not. "xamples

of living things inside the stone soup story6 soldiers, vegetale, meat, and humans. All

types of living things need energy to keep on existing. In the meantime non;living

things are the exact opposite of living things. They do not exhiit any growth and

they do not have a life of its own. They do not eat, sleep, reproduce, and respond to

any forms of stimuli. There are non;living things however that can grow in si%e.

"xamples of non;living things inside the stone soup story6 pot, salt, pepper, and stone.

Although they grow in si%e, they are not living things.

In addition, y explaining the growth process of a living things and compare

the growth of a vegetale and human eing, it will enhance the children

understanding. Then, y showing the children pictures of different vegetales, they

are ale to talk aout which part of the plant they are eating for example the root, the

tuer, the leaves, etc. Then, we will discuss the new vegetales that were not in the

ook and decide which part of the vegetale that we eat. As an independent activity,

the students are given pictures of vegetales to cut out and sort out the pictures ased

on the part that we eat.

Some people think of science as learning facts aout the world

around us! /thers think of science and other ways of knowing as

*the having of wonderful ideas0 (uckworth, 1923!


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2n this worksheet, children investigate the properties of living things. The

in#uiry unit is ased on oservations of human and vegetale in the children’s

environment. The worksheet is designed to help children explore important topics in

iology such as6 differences etween living and non living things, haitats and how

living things are adapted to their haitats. hildren learn aout these concepts y

going on nature hikes to oserve living and non;living things in their environments.

*e"er to A((endi+ ,


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LESS PLA Acti#ity 3


9ate 6 &'?&'?@'&@

Time 6 & hour

hild Age 6 =ears 2ld

(u$ect 6 (cience

Activity 6 9istinguish etween living and non;living things


becti#eiC 0nderstands the nature of scientific in#uiry

iiC lassify living and non;living things

iiiC List F;G things a living thing needs to stay aliveivC Ale to identify characteristics of living and nonliving things.

vC Ale to identify vegetale, plants, animals and people as living things.

viC /ow does living things vegetale, plants and animalsC grow

Teachin& !aterials 6 -lash card picture, (tone (oup (tory, Blackoard

Procedures 4

&C 0se the flash card picture from stone soup storyC showing different living and

nonliving things.

@C haracteristics of living things.

FC lassify living things as vegetale, plant, animal and people.+C haracteristics of non;living things and sort living?non;living things.

GC "xplain some relationships associated with the meeting of needs of living things, the

features and roles of these living things and their environmentsC einforcement, interactive #ui% and independent activities.

Stone Sou( Science Acti#ities

Teachin& children li#in& thin&s

and non:li#in& thin&s conce(ts


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Stone Sou( Science 'or-sheets 1

Teacher as-s a child to

di""erentiate li#in& thin&s and

non:li#in& thin&s and (aste the

(icture on the blac-board

Child (ut the (icture to the

blac-board

Com(lete the Science Acti#ities


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IS IT A LII7 T6I7;

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,irections4 Circle


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Li#in& Thin&s

5555555555555555555555555555

5555555555555555555555555555

5555555555555555555555555555

5555555555555555555555555555

5555555555555555555555555555

on:Li#in& Thin&s

5555555555555555555555555555

5555555555555555555555555555

5555555555555555555555555555

5555555555555555555555555555

5555555555555555555555555555

).% Art Acti#ities


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In these art activities, children will en$oy the classic story of J(tone (oup,J

while engaging in making paper mask. 0sing )anila paper to print out the vegetale,

nose, eyes and mouth, this activity will see children creating their very own masksusing contemporary materials. Allow children to decorate and adorn their masks using

colour and encourage children to think aout what type of mask they would like to

make. After the face is glue of different nose, mouth and eyes.

4rt is an intricate part of everyone’s day and *all of it is part of a

kaleidoscope of possiilities for eploring feelings and opens

doors to fascinating ways of communicating our ideas0 (-lecher

# )affee, 1992, p! %6!

reative art activities can help children in all areas of development. hild

care providers should plan creative activities with the child’s overall development in

mind. /ere are some ways that art activities can support young children1s

development. !hen children learn art activities, they are supporting children1s large

and small muscle development, as well as their eye;hand coordination. 0sing

crayons, colour pencils, and paintrushes helps children practice the fine motor

control they will need for writing later on. hildren work together in the art area, they

learn to share, to interact with others, to e responsile to clean up, and to put

materials away. These are positive and important changes for social learning

2n this worksheet, print out the lack and white picture and allow the

children to color them. This set of colour worksheets is geared for children to practice

colour recognition and would e perfect as part of any preschool curriculum. "achworksheet focuses on one color and asks children to recognise the o$ects on that

page that have the specific color. These printale pages will help children recogni%e

all their asic colors8 red, lue, green, yellow, orange, pink, purple, rown, lack and

white. *e"er to A((endi+ E


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LESS PLA Acti#ity %


9ate 6 &&?&'?@'&@

Time 6 G' minutes

hild Age 6 =ears 2ld

(u$ect 6 Art

Activity 6 4aper )asks )aking


becti#e

iC "nhances thinking and fosters innovation and imagination.iiC -eeds creative thinking.

iiiC 9evelops focus skills.

ivC /elps prolem solving skills.vC "ncourages written and oral communication.

viC 4romotes academic rigor and supports positive self;esteem and self;discipline.

Teachin& !aterials 6 )anila paper, olor pencil, (cissors, 9oule;sided tape,

uer and, 4rinter, /ole;punch,


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Stone Sou( Art 'or-sheets 1

CL8* T6E PICT8*E

ame4 5555555555555

Cut a #e&etable "or the "ace= and a

#ariety o" other smaller sha(es "or the

eyes= nose and mouth.

7lue the nose= mouth and eyes

onto the #e&etable.

Com(lete the Art Acti#ities


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Stone Sou( Art 'or-sheets 2

'6AT>S T6E ,IFFE*ECE;

ame4 5555555555555 !ar-s4 5555555555


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6el( the Soldier to "ind $hat is di""erent in the (icture. ,ra$ an ? on the one that is

di""erent.

@.0 Conclusion

In this assignment a short summary of aout &'' word of the story (tone (oup y

)arcia Brown has een written. After that, the type of genre and the literary

elements of the story (tone (oup are eing discussed. The literary elements which


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Ball, 9.L. &**@C. )agical hopes6 )anipulatives and the reform of math education.

American "ducator, &, &+;& >.

Brown, )arcia. (tone (oup6 An 2ld Tale. 7ew =ork6 harles (criner’s (ons, &*+.

Brown, )arcia &*+*C. (tone (oup. (imon K (chuster hildren1s 4ulishing 9ivision,

7ew =ork, 7=.

lough, ).4. K lark, .L. &**+C. reative onstructivism6 hallenge =our (tudents

with an Authentic (cience "xperience. The (cience Teacher, &C, +;+*.

one%io, 3, K -rench, L. @''@, (eptemerC. (cience in the preschool classroom6

capitali%ing on children’s fascination with the everyday world to foster language

and literacy development. =oung hildren, pp. &@;&>.

9uckworth, ". &*>C.The /aving of !onderful Ideas’ and 2ther "ssays on Teaching

and Learning. 7ew =ork6 Teachers ollege 4ress.

C. !eaving in the Arts6 !idening the Learning ircle,&**>

pulication. 7ew =ork 6 4ortsmouth,7ew /ampshire6/eineman,&**>.

Lasky, L., K )uker$i, . &*>'C. Art6 Basic for young children. !ashington, 96

7A"=.

)alkina, 7. &**GC. (torytelling in early language teaching. "nglish Teaching -orum,FF,

F>;F*.


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A((endi+ /


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A((endi+ ,

The child counts the obect

and $rites the correct di&it on

the $or-sheet.

The child connects the dots

accordin& to the numbers to

ma-e a (icture


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A((endi+ E

The child di""erentiate li#in& and non:

li#in& thin&s by circlin& yes> "or li#in&

thin&s and no> "or non:li#in& thin&s.

The child $rites the ans$ers

in the correct column.

The child colours the (icture

care"ully.

The child crosses out the

(icture that is di""erent "rom

the other t$o (ictures.


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G.' onclusion

Assignment Stone Soup(Yee Mei)

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