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Jack and Jill: Letters and Pictures
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Students will be able to identify words that begin with the letter J. Students will be able to act out a nursery rhyme. Students will be able to sequence a nursery rhyme.
- Play the Letter J song by Little Fox.
Beginning: * Pre-teach the Jack and Jill poem along with accompanying vocabulary in the students' home language (L1).
Intermediate: * Write up the "J" words highlighted in the song along with accompanying images ("jump," etc.) and define any unknown or unusual words (e.g., "jolly").
Explicit instruction/Teacher modeling(25 minutes)
- Ask students what words they heard that begin with the letter J.
- Write the "J" words on the whiteboard, and highlight Jack and Jill.
- Write the Jack and Jill nursery rhyme on the board, saying it as you write.
- Read the rhyme line by line, and have students follow and repeat: Jack and Jill went up the hill to fetch a pail of water. Jack fell down and broke his crown, and Jill came tumbling after.
- Discuss the meaning of words that they may not know, such as fetch. Explain that this means to go get something and bring it back. Explain that crown means the top of a person's head.
- After they can say the rhyme, discuss safety with students. Ask questions about how it might feel to fall down and ways that they could have prevented their fall.
Beginning: * Review the letter J and the /J/ sound with the class.
- Practice writing and identifying the letter J using a tracing worksheet.
Intermediate: * As you read the rhyme aloud, be sure to emphasize the "J" words and point to them as you say them. Pause to check for understanding.
Guided practice/Interactive modeling(10 minutes)
- Select various students to act out the nursery rhyme.
- Have students role play being Jack and Jill several times while the class says the rhyme.
Beginning: * Model retelling the rhyme in your own words.
- Have students turn and talk to a partner to retell the beginning, middle, and ending of the rhyme.
Intermediate: * Provide visuals of the beginning, middle, and ending of the rhyme to support students as they retell the rhyme.
Independent working time(10 minutes)
- Have students color the Jack and Jill coloring page and color the letter J a specific color.
Beginning: * Provide a large written upper and lowercase J for students to reference as they identify the J words in the rhyme.
Intermediate: * Encourage students to write their own letter J and pictures of "J" words on the back of their worksheet if they finish early.
- Enrichment: Give your students paper to draw the nursery rhyme in its correct sequence.
- Support: Instruct your students to copy the letter J at least 10 times on the back of the coloring page to practice identifying the letter.
- Using an interactive whiteboard, you can have pictures of the nursery rhyme and have your class drag them into the correct order.
- Ask students to say the rhyme and retell what happened first, second, and third in the nursery rhyme.
Beginning: * Take note of which students are struggling to connect the sequence of the text.
Intermediate: * Listen to students as they retell the rhyme to a peer. Can they accurately retell the beginning, middle, and ending? Are they able to identify "J" words?
Review and closing(5 minutes)
- Have your class repeat and describe the Jack and Jill nursery rhyme.
- Tell students to use their fingers to show what happened in the story.
- Show them how to walk their middle and pointer fingers up in the air to walk up the hill, and have them move their fingers downward to show Jack and Jill tumbling.
Beginning: * Have students turn and talk to share their favorite part of the rhyme with a peer.
Intermediate: * Have students share out additional "J" words.