· Web viewLanguage Arts Curricular Competencies Comprehend and connect (reading, listening, viewing)•Use sources of information and prior knowledge to make meaning•Use developmentally

Author: Jan Brett: Focus on: The Hat/The Mitten Duration: 6-8 lessons Grade: K

CORE COMPETENCIES

LANGUAGE ARTS BIG IDEAS

1: Language and stories can be a source of creativity and

joy.

2: God’s Word helps us learn about ourselves and

our families.

3: Stories can be told through pictures and

words.

4: Everyone can be a reader

and can create stories.

5: God’s Word is the Ultimate Love Story.

Everyone has a unique story.

6: Playing with language helps us discover how language works.

7: Listening and speaking builds our understanding and helps us

learn.

Language Arts Curricular Competencies

Comprehend and connect (reading, listening, viewing)• Use sources of information and prior knowledge to make meaning• Use developmentally appropriate reading, listening, and viewing strategies to make meaning• Explore foundational concepts of print, oral, and visual texts• Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and community• Recognize the importance of story in personal, family, and community identity• Use personal experience and knowledge to connect to stories and other texts to make meaning• Recognize the structure of storyCreate and communicate (writing, speaking, representing)• Exchange ideas and perspectives to build shared understanding• Use language to identify, create, and share ideas, feelings, opinions, and preferences• Create stories and other texts to deepen awareness of self, family, and community• Plan and create stories and other texts for different purposes and audiences • Explore oral storytelling processes

Cross-Curricular (BC) Competencies Links:

ADST● Generate ideas from their experiences and interests● Add to others’ ideas● Choose an idea to pursue● Choose tools and materials● Use trial and error to make changes, solve problems, or incorporate new ideas from self or others● Use personal preferences to evaluate the success of their design solutions● Use materials, tools, and technologies in a safe manner in both physical and digital environments● Develop their skills and add new ones through play and collaborative work● Explore the use of simple, available tools and technologies to extend their capabilities

Arts:● Explore elements, processes, materials, movements, technologies, tools, and techniques of the arts● Create artistic works collaboratively and as an individual, using ideas inspired by imagination, inquiry, experimentation, and

purposeful play

● Observe and share how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools,

and techniques● Develop processes and technical skills in a variety of art forms to nurture motivation, development, and imagination● Reflect on creative processes and make connections to other experiences● Describe and respond to works of art● Experience, document and share creative works in a variety of ways

Careers:● Identify and appreciate their personal attributes, skills, interests, and accomplishments● Recognize the importance of positive relationships in their lives● Share ideas, information, personal feelings, and knowledge with others● Work respectfully and constructively with others to achieve common goals● Demonstrate effective work habits and organizational skills appropriate to their level of development

Math:● Use reasoning to explore and make connections● Estimate reasonably● Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving● Visualize to explore mathematical concepts● Use mathematical vocabulary and language to contribute to mathematical discussions● Represent mathematical ideas in concrete, pictorial, and symbolic forms● Connect mathematical concepts to each other and to other areas and personal interests

Health/PE:● Identify personal skills, interests, and preferences

Science:● Demonstrate curiosity and a sense of wonder about the world● Observe objects and events in familiar contexts● Ask simple questions about familiar objects and events● Make simple measurements using non-standard units● Experience and interpret the local environment● Recognize First Peoples stories (including oral and written narratives), songs and art, as ways to share knowledge● Share observations and ideas orally

Socials:● Ask questions, make inferences, and draw conclusions about the content and features of different types of sources (evidence)● Sequence objects, images, or events, and distinguish between what has changed and what has stayed the same (continuity and change)

Title Teaching Strategies/Methods Assessment Strategies/Methods

The Mitten ● On the first reading, pause after the mole enters the

mitten. Students predict what will happen next

● Sequencing - cut/paste animals in a sequencing chart in the order they appeared in the book

● Nicki calls his grandmother Baba. Do you have any

special names for your parents or grandparents?

● Explain how grandmother was afraid the mittens would get lost because they would be camouflaged. Explain what camouflage is. Show examples. Read The Mixed-up Chameleon by Eric Carle. Make a camouflage picture of the white rabbit against the snow, or use other animals such as polar bear, arctic fox etc. Use minimal black details to hide the animal. Can use white cotton balls, sponge paint etc.

● Journal writing - “The ____ was in the mitten” - cut out mitten and one animal. Add to journal with the

sentence

● Vocabulary development: Develop a Can/Have/Are

chart (see below)

● At the end of the story, Nicki ends up with 1 big mitten and 1 little mitten. Discuss opposites. Brianstorm other objects in the book that are

opposites (black/white, cold/warm, smooth/prickly, young/old, inside/outside). Read Eric Carle’s

Opposites book. Make a class opposite book.

● Make a class book using a simple repetitive sentence such as “________ went into the reading fort and read ________” - change the sentence to suit your particular class. Each student illustrate own page. Brainstorm a

surprise ending together.

● Use a large sheet or blanket and squeeze as many children underneath as possible. Assigned children can act out their characters with the blanket during a re-read.

The Hat ● Sequence the animals who met and made fun of

Hedgie

● Decorate own winter sock/hat using a choice of materials - crayons, glitter, tissue paper, scrap construction paper, buttons, pastels etc.

● Explain what wool is, and why it is good for cold weather

● Hedgie uses a somewhat embarrassing situation and turns it his advantage. Discuss what it feels like to be

made fun of by your friends

● Craft- hedgie headband

● Develop a Can/Have/Are chart● Develop a Can/Have/Are chart-possible topics:

hats/snow/hedgehogs

Comparing The Hat andThe Mitten

● Draw attention to the different kinds of animals in each book:

woodland animals in The Hat farm animals in The Mitten

● After the first readings, draw attention to the side windows displayed on the pages of each book. Explain how these windows weave a story within a story and on further readings have students predict

what will happen next..

● Cut and paste activities - sort by book characters

● Yarn art - fill in or colour with yarn outlines

● Discuss unique footprints of each animal. Draw attention to the similarities/differences. Match footprints to animals.

● Measure students - how many mittens or hats tall am

I?

● Sensory table - using insta-snow, containers and small

toys

● There are numerous books that can be used to connect First Peoples with winter/snow/ grandmother concepts. A few stories include:

➔ A Promise is A Promise by Michael Kusugak and Robert Munsch.

➔ A Sled Dog for Moshi by Jeanne Bushey➔ Fishing With Grandma by Maren Vsetula and Susan

Avingaq➔ I Loved Her by Shezza Ansloos

Author Biography: List of Books:

Excerpt taken from Jan Brett’s website:

www.janbrett.com

With over forty million books in print, Jan Brett is one of the nation's foremost author illustrators of children's books. Jan lives in a seacoast town in Massachusetts, close to where she grew up. During the summer her family moves to a home in the Berkshire Hills of Massachusetts.As a child, Jan Brett decided to be an illustrator and spent many hours reading and drawing. She says, "I remember the special quiet of rainy days when I felt that I could enter the pages of my beautiful picture books. Now I try to recreate that feeling of believing that the imaginary place I'm drawing really exists. The detail in my work helps to convince me, and I hope others as well, that such places might be real." As a student at the Boston Museum School, she spent hours in the Museum of Fine Arts. "It was overwhelming to see the room-size landscapes and towering stone sculptures, and then moments later to refocus on delicately embroidered kimonos and ancient porcelain," she says. "I'm delighted and surprised when fragments of these beautiful images come back to me in my painting."Travel is also a constant inspiration. Together with her husband, Joe Hearne, who is a member of the Boston Symphony Orchestra, Jan visits many different countries where she researches the architecture and costumes that appear in her work. "From cave paintings to Norwegian sleighs, to Japanese gardens, I study the traditions of the many countries I visit and use them as a starting point for my children's books."

Gingerbread ChristmasFritz and the Beautiful HorsesThe First DogThe Animals’ SantaMossyAnnie and the Wild AnimalsBeauty and the BeastHome for ChristmasThe 3 Little DassiesThe Easter EggJan Brett’s Snowy TreasuryGingerbread FriendsHedgie Blasts OffHedgie Loves to ReadThe UmbrellaDaisy Comes HomeChristmas TreasuryHedgie’s SurpriseComet’s Nine LivesArmadillo RodeoChristmas TrollsTrouble with TrollsBerlioz the BearThe Wild Christmas ReindeerThe MermaidThe Three Snow BearsHoney...Honey...Lion!On Noah’s Ark

Who’s That Knocking on Christmas Eve?Gingerbread BabyTown Mouse, Country MouseGoldilocks and the Three Bears