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Recess. Play games. Eat lunch.

Pick and shell peas ready to cook to-morrow. Count number of peas in pod as they are shelled.

Advanced children read in second reader. Review story of "The Three Bears." Itepeat verse of September.

Faurth day, September 22.

Household duties done. School opened. Twenty-third Psalm and first verse of September repeated. Teacher writes on blackboard:

We are going to cook to-day.
We are going to cook peas.
The peas grew in our garden.
We picked the peas yesterday.
You may get the peas. Mclver.

Children who can do so read. Older children in beginner's class try to get the words and enjoy the effort. Mclver brings the peas. How many peas do you think we have? Measure. We have 1 quart and 1 pint. How do you cook peas? Directions written on blackboard. Three children work together. Put 1 quart of boiling water In sauce pan. Put in 1 slice of bacon. Wash } pint of peas. Put them into saucepan. Boil for 2 hours. Add 1 teaspoon of salt. After peas are all safely on the fire to cook, the clock is brought. When will the peas be done? What time is it now? 9.30. Two hours from 9.30 is 11.30. John's duty is to tend the fire and see that the saucepans are kept boiling.

Advanced children given these problems:

6 peas 4 peas 7 peas

7" 9" 8" +8" +5" +9"

Beginners read. No new word is given, but a great many sentences are made with words already learned. A writing lesson is given as usual with the reading lesson. Correct number work of advanced pupils. Give older children in beginner's class some work in addition.

Get spray of peas—blooms, leaves, pods. Let children draw and color with crayola. Develop these words: Vine, bloom, pod, hull, peas, leaves, stem, green, purple, brown, long, round, grows, runs.

Advanced children use these for spelling lesson. Continue ear training with beginners. Teach sound of To. Let children write it on blackboard, giving the sound audibly as they write.

It is 11.15. Peas will be done at 11.30. We must get otir table ready for serving lunch. How many children? 11. Teacher makes 12. How shall we arrange our plates? You may all show me by drawing it on the blackboard. Decide to put five on each side and one at each end. How do you place the knives and forks? Knives on right. Forks on left. Which is your right hand? Which is your left? All show me your right hand. Show me your left, etc. Where shall we put the flowers?

Teacher then writes on blackboard .

Remove books and get table ready Mamie.

Plates Estelle.

Knives Mclver.

Forks Charlie.

Chairs Lawrence, Aggie.

Cut bread Jessie.

Flowers Nell.

Peas are served In bowls. When all is ready, lunch is announced by one child. He says: "Lunch is served." All take places at table. A simple grace is said. Children help each other to peas. Bread is passed. Some call this peas porridge. "The three bears" ate porridge. They left It to cool while they went for a walk. After the children have talked about the story of the three bears the teacher suggests that there is a rhyme about i>eas porridge. She begins to recite and children Join in with her. Children are shown how to use fork properly, how to break their broadband to eat slowly.

All enjoy the warm lunch. When all have finished, the teacher writes on blackboard.

Plates Charlie.

Forks Agnes.

Crumb table Mclver.

Wash dishes Mamie.

Itinse Carrie.

Dry Johnny. Jessie, and Nell.

Put away dishes Rosa.

Wash tables Charlie.

Wash towels Annie. May. and Maggie.

Teacher resumes place at table. Gives signal for all to rise. All leave table In an orderly way. They go merrily to work and soon everything is In order again.

Teacher tells again the story of "The three bears" and an attempt is made to dramatize it. Fifth day, September 23.

Find peculiar caterpillar on cotton. Put bunches of cotton with caterpillars clinging to them In terrarlum. Find others on convenient limb of cotton and tie piece of mosquito netting securely around limb, thus caging caterpillars on the

Household duties are performed. School opened. Another verse of September memorized.

Teacher wishes to teach children some games. Bean bags offer a variety of Instruction and easily learned games that prove interesting to the oldest as well as to the youngest. She therefore decides that they must have bean bags. The children can make them for themselves. Get scraps of gingham from friends. Children bring some. Explain to children what Is to be made. Draw plan on blackboard. What figure Is this? Oblong. Review oblong. What is size of tbis oblong? 5 Inches by 10 inches. Show me two sides. Two ends. How many corners? Kinds of corners? Length of one side? Length of two sides? Length of one side and one end? Length of one side and two ends? Length of two sides and two ends? Length all around the oblong? We call this the perimeter. What is the perimeter of your oblong? Draw figure as it will look when folded. What shape is It now? Square. What is the difference between square and an oblong? Take some time to get correct expression. Size of square? Number of sides? Kind of sides? Number of corners? Kind of corners? Length of one side? Length of two sides? Length of three sides? Length of four sides? Perimeter of square? One-half of perimeter.

All cut bean bags by measure from gingham. Peas are to be put into bag. Bag is first basted, then sewed. A little place must be left open to put in the peas. Decide that 2 inches is long enough. Develop these words:

bag, thread, short. thread,

oblong, needle, small, cut,

square, stout, tiny, sew,

gingham, strong, little, baste,

cloth, even, closely,

scissors, straight, evenly,

All ba.s'te. Advanced pupils copy words and learn to spell them. Beginners read. "Kitty" is a new word. Old words combined in sentences with the new word kitty. Write, as usual, "I see kitty." Let advanced children spell orally words copied. Teacher takes a short walk with children. Notice signs of fall—goldenrod, aster, and other fall flowers. Notice the butterflies and grasshoppers. Sees a woodpecker and a mockingbird. Children eat lunch, (iuther on veranda for social period. Teacher tells story of "Goldenrod and aster." Shows silhouette pictures in plan book. All recite "September," "Jack and Jill," "Polly put the kettle on," etc. Advanced children are assigned work in addition in Milne's Arithmetic No. 1. With begmners continue the ear training and teach the sound of s. Review sound of m. Write both en blackboard, sounding each softly, as written. Correct work of advanced pupils in arithmetic. Children wish to use their spelling book. They are allowed to study the first lesson.

Beginners try to cut the story of "Golden Rod and Aster" from picture in the plan book. Advanced pupils write spelling on blackboard. Words very simple. None misspelled. This class reads in second reader.

Sixth dun, September 26.

Caterpillars playing havoc with cotton: they have eateu nearly every leaf. Caterpillars are growing and changing color. Our household duties are done. School opened. Children repeat in concert twenty-third Pssilni. Repeat "September" In the same way.

Speak of things seen on excursion that we took Saturday. Birds are mentioned. How many have seen birds closely? What are some of the parts of a bird? What is general shajie of body? Of the head? How is the head joined to body? Why is neck curved? Eyes—where placed? Nose and ears? We shall try to see whether a bird lias any. Wings—correspond to which parts of your body? Ix'gs—how placed? Toes—why are they so arranged? Which birds walk around and which hop? Covering of birds. Advantage of feathers— warm, light, can fit closely to body or spread into fan shape. Kinds of feathers— use of each kind. Use of tail? Does shape of body help bird to fly? In flying what does bird do with his feet? Can you tell now why they are placed as they are? Bones of bird—light, cavities filled with air. Do bones help bird to fly? Name everything that helps bird to fly. General shape of body, head so shaiied and placed as to steer in flight, wings are to propel, tail is to direct the course of the bird, feathers soft, light, close-fitting, feet can be drawn up close to the body so as not to interfere with flight of birds, bones are light and contain cavities filled with air.

Pood of birds. How many know how chickens eat? No teeth. Food passes into crop. Ground in gizzard by small stones that the chicken has swallowed. We shall watch all the birds w<> see and try to find out what they eat. We know a bird eats grain. One reason for his having a hard pointed bill instead of a soft month like ours. Words learned:

[table]

Beginners learn action word hop. Commands Hop, Nell; Hop, Agnes, etc., written on blackboard for children to read silently and then perform the action. Writing lesson given in connection with reading lesson as usual. Ear training continued. New sound ft.

Older children drilled in rapid addition and subtraction. Beginners shown 1-inch, 2-inch, 3-inch, 4-inch, 5-inch sticks and work given tlieni in number, using them as illustrations. For example: Show me the 1-inch stick. Show me the 2-inch stick. Compare them. Show me the 3-iuch stick. Compare with 1-inch stick and 2-inch stick, and so on with each stick, comparing with the ones previously used. Review stories and poem. Older pupils read in second reader.

Seventh day, September 27.

Household duties done as usual. School opened. Caterpillars examined. Study woodpecker. Have had preliminary study of birds the day before. Notice particularly coloring, bill, wings, tail, and formation of toes. Children pleased to learn how woodpecker can balance himself so well when he pecks. Why does he peck tree, telephone post, etc.? For food. To make a place for his nest. Learn from bird book how nest is made and number and appearance of eggs. Words developed are:

[table]

Teacher reads "Myth of Woodpecker" from Cooke's Nature Myths and Stories. She shows picture of woodpecker.

Advanced children draw and color woodpecker from this picture. Beginners read. Action words run and jump are taught. As the sentences, Hop, Nell! Jump, Mary! are written on the blackboard, the children perform the actions. Many commands are written, the name of each child in the class being used several times. Then write on blackboard: Run, run, run! Jump, jump, jump! Hop, hop, hop! See Lawrence hop! See Annie May run! See Mclrer run and jump, etc. For writing, let children write commands on blackboard for classmates to perforin. They write the command and then call the name of the one they wish to perforin the action. Some of these attempt to draw the woodi>eckers. Others sew on bean bags. Older children have a lesson in arithmetic. Reading lesson in second reader. Spelling lesson No. 2 in Progressive S]>eller, and words developed in lesson on woodpecker. Beginners given quick drill in recognizing various lengths, using 1-inch, 2-lnch, 3-inch, 4-inch, and 5-inch sticks.

Teacher writes on blackboard: "We are going to cook to-morrow. We are going to cook some of our peanuts. Come with me to the garden. Pull up peanuts, sit in shade of tree, and pick them off."

Eighth day, September 28.

Who remembers what we are going to do to-day? Teacher writes, You may get the peanuts, Mamie. Suppose we measure them. What measure shall we use? Dry measure. After peanuts are measured, we decide how they are to be cooked. New peanuts are better boiled. Must be cooked thoroughly. Will cook them all together in one vessel, as it is hard to keep all parts of stove hot enough to keep a vessel boiling. Wash peanuts and put them to boil. Put in 2 tablespoons of salt. Why do we put it in at first? Has to go through hull of i>eanut.

Growing peanut vine brought into house. Examine bloom; examine peanut. Bloom above ground; peanut below ground. How does this happen? Find elongated pistil of peanut ready to pierce ground. Have made a great discovery. After flower is fertilized, the stem bearing little peanut becomes long, goes down into ground, and the peanut is formed under ground. In what kind of soil should the peanut be planted? Teacher then tells children where peanuts are raised and something of harvesting them and their preparation for market.

Advanced pupils have arithmetic from their book.

Beginners. Can is the new word. Teacher writes a command on blackboard, and after child has performed it writes for him to read: I can run. hop, or jump, to suit the command given. She then writes: Can baby run? Can baby see mama? See mama, baby. Baby can see mama. Baby loves mama, etc. Writing lesson, I can see. Mother Goose rhyme is taught:

Jack be nimble,
Jack be quick,

Jack jump over the candlestick.

It is written on blackboard. Teacher teaches them a tune for It. Act it as they sing. Cut the story with paper and scissors. Phonics, souud of /. Advanced children read In second reader and spell In Progressive Speller.

Social iieriod. Review stories learned. Peanuts given them to take home, with instructions to ask mother before they eat them.

Jiinth day, tSeptember 29.

Bean bags are finished. Put 1 pound of beans In each bag. Sew up the opening that was left in the bag. Draw concentric circles on floor of veranda with chalk. Number circles. Each child allowed three throws. Puts score made on blackboard. Adds number of points made. One gets largest number wins game. Another game. Divide school into sides. Each child throws once. Score kept on blackboard. Side making largest score wins the game. All enjoy game and do not know they have been having an arithmetic lesson. Advanced class do some work in Milne's Arithmetic.

Beginners read. General review of everything already learned. Four pages of chart made by teacher are learned.

Recess. Children play with bean bags.

Reading lesson:

Polly put the kettle on,
Polly put the kettle on,
Polly put the kettle on,
We'll all take tea.

Rend it, sing it. cut picture suggested by it. "Jack-be-nimble" reviewed: Phonics—new sound, hard r.

Advanced pupils read In second reader and spell in Progressive Speller, No. 1. Social period: Each child gives a Mother Goose rhyme story or riddle. Teacher tells the story of "The Fox and the Bumblebee."

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