{"id":654,"date":"2021-10-12T14:06:12","date_gmt":"2021-10-12T18:06:12","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=654"},"modified":"2022-04-06T15:12:32","modified_gmt":"2022-04-06T19:12:32","slug":"sleeping-bunnies","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/oral-language-kit\/lets-join-in\/sleeping-bunnies\/","title":{"rendered":"Sleeping Bunnies (pages 2\u20133)"},"content":{"rendered":"\n<div id=\"body\">\n\n\t\t\t\n<div id=\"Section-One\" class=\"section\">\n\n\t\t\t\t\t\n\t\t<strong>Traditional<\/strong><br>\n\t\t<strong>Illustrated by Laurie Stein<\/strong><br>\n\t\t<strong>Text Type:<\/strong> Fiction: Poetry\u2014Rhyming Song\/Poem<br>\n\t\t<br>\n\t\t<strong>Oral Language Teaching Strategy:<\/strong><a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/grade-1\/pdfs\/gr1_toolkit_oralanguagekit.pdf\" target=\"_blank\" rel=\"noopener\"> Model Eye Contact When Listening<\/a> Model powerful listening by making eye contact with the person who is speaking to you.<br>\n\t\t<br>\n\t\t<span class=\"author\"><strong>Time:<\/strong><\/span><span class=\"Blue_hi-lite\"><\/span> 20 minutes <br>\n\t\t<span class=\"author\"><strong>Materials:<\/strong><\/span> <br>\n\t\t&#8211;<em> Let\u2019s Join In!<\/em>, pages 2\u20133<br>\n\t\t&#8211; rabbit puppet<br>\n\t\t&#8211; Media Key or Online: &#8220;Sleeping Bunnies\u201d audio<br>\n\t\t<span class=\"author\"><strong>Grouping:<\/strong><\/span> whole class and partners<br>\n\t\t<span class=\"author\"><strong>Assessment:<\/strong><\/span> <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/grade-1\/pdfs\/assessmentscale_BLM.pdf\" target=\"_blank\" rel=\"noopener\">Grade One Oral Language Assessment Scale<\/a> See especially the sections on Phonological and Phonemic Awareness and Language for Social Relationships.\n\t\t<h2 id=\"FIRST_READING\" class=\"heading2\">FIRST READING<\/h2>\n\n<\/div>\n<div id=\"Section-Two\" class=\"section\">\n\n\n\t<h3 id=\"BEFORE_SINGING_AND_READING\" class=\"Heading3\"><span class=\"heading2\"><a name=\"beforeRd\" class=\"heading2\" id=\"beforeRd\"><\/a><\/span>BEFORE SINGING AND READING<\/h3>\n\t\t\n\t\t<ul>\n\t\t<li>Show students the double-page illustration that accompanies the poem.\n\t\t<\/li>\n\t\t<li>\n\t\t\t<p class=\"speach-bubble left\">What is the bunny doing on page 3? How do you hop? Use this bunny puppet to show me. What other animals do you see? What are they doing? Sarah, tell me again. This time Sarah, turn towards me so that I can look at you as you are speaking.<\/p>\n\t\t\t\n\t\t\tAsk students what they notice about the animals in the illustration. As students share their ideas, model making eye contact with the speaker while listening to what is being said. Explain that making eye contact helps listeners pay attention to and understand what the speaker is saying. [Analyzing\/making connections]\n\t\t<\/li>\n\t\t<\/ul>\n\n\t\t\n\t\t<span class=\"Blue_hi-lite\"> <strong><i>Activating and Building Background Knowledge<\/i><\/strong><\/span>\n\t\t<ul>\n\t\t<li>\n\t\t\t<p class=\"speach-bubble left\">Talk to your elbow partner about where bunnies live. How is this home like or not like yours? How do bunnies move and how do you move? What is different about the movement of bunnies and how you move?<\/p>\n\t\t\t\n\t\t\tHave students recall what they know about bunnies and use the illustrations to stimulate ideas. Have students discuss their ideas with an elbow partner before having some students share their ideas with the class. [Evaluating\/making connections]\n\t\t<\/li>\n\t\t<li>\n\t\t\t<p class=\"speach-bubble left\">Abbas, please tell us what you and your partner know about bunnies. I want you to stand so that each of us can make eye contact with you as you are talking to us. That way we will be able to hear and remember more of what you say<\/p>\n\t\t\t\n\t\t\tWhile some partners share their ideas with the class, model looking at the speaker while you are listening.\n\t\t\n\t\t<\/li>\n\t<\/ul>\n\t\n\t\t<span class=\"Blue_hi-lite\"><em><strong>Setting a Purpose<\/strong><\/em><\/span>\n\t\t<ul>\n\t\t<li>\n\t\t\t<p class=\"speach-bubble left\">Join in singing with the song and me as soon as you like. As you sing, think about what the author wants the bunnies to do.<\/p>\n\t\t\t\n\t\t\tExplain to students that you want them to listen to the song and join in whenever they are ready. Ask them to think about what the author wants the bunnies to do. [Inferring\/synthesizing]\n\t\t<\/li>\n\t<\/ul>\n\n  <\/div>\n\t<div id=\"Section-Three\" class=\"section\">\n\n\t\t<h3 id=\"DURING_SINGING_AND_READING\" class=\"Heading3\"><span class=\"Blue_hi-lite\"><a name=\"duringRd\" id=\"1stduring_reading2\"><\/a><\/span>DURING SINGING AND READING<\/h3>\n\t  <ul>\n\t\t<li>Play the song and use the bunny puppet to encourage singing along. Have a student use the puppet to show the changes in action from sleeping to hopping.<br>\n\t\t<\/li>\n\t\t<li>Focus on comprehension by offering prompts:<\/li>\n\t\t<ul>\n\t\t<li>How do bunnies move?&nbsp; [Analyzing]<\/li>\n\t\t<li>What does the author think the bunnies do until noon? [Analyzing]<\/li>\n\t\t<li>How does the author want us to help wake the bunnies? [Analyzing]<\/li>\n\t\t<li>Do you think it is a good idea to wake the bunnies? [Evaluating\/making connections]<\/li>\n\t\t<li>What other animals do you see?&nbsp; What are they doing? [Analyzing]<\/li>\n\t\t<li>What do you think the other animals will think as we sing? [Inferring]\n\t\t<\/li>\n\t\t<\/ul>\n\t\t<li>\n\t\t\t<p class=\"speach-bubble left\">I saw that Jonathan was  looking at Tara as she gave her answer. It helps you to listen when you look at the person who is speaking.<\/p>\n\t\t\t\n\t\t\tReinforce making eye contact with the students as they answer the questions and model when needed.\n\t\t<\/li>\n\t\t<li>Replay the song and track the print in the big book. As you replay the song, clap to the rhythm, encouraging students to join in. [Phonological awareness] \n\t\t<\/li>\n\t\t<li>Read the poem in the big book and track the print as it is read. Ask students to clap for each word as it is read aloud. [Phonological awareness]\n\t\t<\/li>\n\t\t<\/ul>\n\t\t<span class=\"Blue_hi-lite\"><em><strong>Adding Playful Movements<\/strong><\/em><\/span>\n\t\t<ul>\n\t\t<li>Replay the song on the Media Key or online and teach students the actions:\n\t\t\n\t\t<p>See the little bunnies<br>\n\t\t<\/p>\n\t\t\n\t\t\n\t\t<p>Sleeping until noon.<br>\n\t\tCome, and let us wake them <br>\n\t\tWith a merry tune.<br>\n\t\tOh, how still, are they ill?<br>\n\t\t<em>(students curl up on the floor pretending to be asleep.)<\/em><\/p>\n\t\t<p>Wake up, <br>\n\t\tLittle bunnies, <br>\n\t\tHop, hop, hop.<\/p>\n\t\t<p>Wake up, <br>\n\t\tLittle bunnies,<br>\n\t\tHop, hop, hop<\/p>\n\t\t<p>Wake up, <br>\n\t\tLittle bunnies, <br>\n\t\tHop, and stop.<br>\n\t\t<em>(students jump up and hop until they hear the word \u2018stop.\u2019)<\/em><\/p>\n\t\t\n\t\t\n\t\t<\/li>\n\t  <\/ul>\n\n\n\t<\/div>\n\t<div id=\"Section-Four\" class=\"section\">\n\n\n\t\t<h3 id=\"AFTER_SINGING_AND_READING\" class=\"Heading3\"><span class=\"Blue_hi-lite\"><a name=\"afterRd\" id=\"1stafter_reading2\"><\/a><\/span>AFTER SINGING AND READING<\/h3>\n\t\t<ul>\n\t\t<li>\n\t\t\t<p class=\"speach-bubble left\">What did the author of this song want the bunnies to do? Why do \nyou think that?<\/p>\n\t\t\t\n\t\t\tRevisit the purpose for singing and reading by asking students what the author wanted the bunnies to do. [Inferring\/synthesizing]<br>\n\t\t<\/li>\n\t\t<li>Conclude the session by having the students sing along with the song. <br>\n\t\tTo encourage a reluctant student to participate, have him or her use the rabbit puppet. <\/li>\n\t\t<\/ul>\n\t\t\n\n\n\t<p><\/p><\/div>\n\t<div id=\"Section-Five\" class=\"section\">\n\n\n\t\t<h2 id=\"SECOND_AND_FURTHER_READING\" class=\"heading2\"><a name=\"furtherRd\" id=\"furtherRd\"><\/a>SECOND AND FURTHER READING<\/h2>\n\t  <p>The students will want to reread and re-sing \u201cSleeping Bunnies.\u201d During further lessons, consider including a balance of ideas from the following areas:<\/p>\n\t\t\n\t\t<span class=\"Blue_hi-lite\"><em><strong>Engaging in Playful Language Activities<\/strong><\/em><\/span>\n\t\t<ul>\n\t\t<li>Sing the song while students do the bunny hop onto patterned squares that have been made on the floor with masking tape (see diagram below). <br>\n\t\t<\/li>\n\t  <\/ul>\n\t\t<p><img loading=\"lazy\" decoding=\"async\" src=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/img\/speech_bubbles\/oralanguage\/letsjoinin\/bunnies\/bunnies_boxes.png\" alt=\"boxes\" width=\"416\" height=\"220\" align=\"absmiddle\"><\/p>\n\t\t<ul>\n\t\t<li>Divide the class into three groups. Play the song and have the whole class sing the first page while \u2018sleeping\u2019 on the floor. Assign a different stanza to each group and have the groups sing their assigned stanza while performing the actions described in the song. All groups stop when the last group sings the word \u2018stop.\u2019<\/li>\n\t\t<\/ul>\n\t\t<p><\/p>\n\t\t<br>\n\t\t<span class=\"Blue_hi-lite\"><em><strong>Extending Comprehension<\/strong><\/em><\/span>\n\t\t<ul>\n\t\t<li>\n\t\t\t<p class=\"speach-bubble left\">Have you ever been so tired that you didn\u2019t want to get up? If the bunnies were tired and did not want to wake up, what would we have to change in the song? Could we use words like \u201csleep little bunnies, sleep, sleep, sleep?\u201d How would that sound if we sang it that way? Would we sing loudly or quietly?<\/p>\n\t\t\t\n\t\t\tDiscuss with students what would have to change in the poem if the bunnies were too tired to get up and hop. \n\t\t[Making connections\/evaluating]\n\t\t<\/li>\n\t\t<li>As a shared writing opportunity, develop new verses for the song. Brainstorm with students alternative animals and their actions. Write the song on chart paper, substituting the other animals and their actions. Sing the new verses as a group. Use the music-only song track on the Media Key or online to provide the music. <br><br>\n\t\t<blockquote>\n\t\t<p>See the little birds sleeping until noon<br>\n\t\tCome and let us wake them with a merry tune<br>\n\t\tOh, how still, are they ill?<br>\n\t\t<em>(Students curled up on the floor)<\/em><br>\n\t\t<br>\n\t\t<\/p>\n\t\t<p>Wake up little birds, flap, flap, flap<br>\n\t\tWake up little birds, flap, flap, flap<br>\n\t\tWake up little birds, flap, flap and clap.<br>\n\t\t<em>(Students jump up and flap their arms until <br>\n\t\tthe last word when students clap to stop)<\/em>\n\t\t<\/p>\n\t\t<\/blockquote>\n\t\t<\/li>\n\t\t<li><b>Note:<\/b> Other animals pictured in the illustration can be substituted, such as\n\t\t<ul>\n\t\t<li>Owls: Wake up little owls, fly, fly, fly \u2026 fly, fly, and hi (students stop and wave hi)<\/li>\n\t\t<li>Raccoons: Wake up little raccoons, run, run, run \u2026 run, run, done (students stop running after the word done)<\/li>\n\t\t<li>Turtles: Wake up little turtles, plod, plod, plod \u2026 plod, plod, nod (students stop to nod)<br>\n\t\t<\/li>\n\t\t<\/ul>\n\t\t<\/li>\n\t\t<li>Display the digital cloze version of the text on the Media Key. Working with the whole class, or with a small group, reread together and encourage students to supply the missing words (spaces for words highlighted in yellow). You may decide to pause to consider word predictions and prompt, \u201cDoes that make sense?\u201dor \u201cDoes that sound right?\u201d Then click on the colour-highlighted spot to reveal the word, saying, \u201cLet\u2019s check that out.\u201d An option on the tool bar allows you to create your own cloze versions of the text to meet the needs of the students you are working with. Click the \u2018Help\u2019 button to find out how to use the different features of digital texts. \n\t\t<\/li>\n\t  <\/ul>\n\t\t<span class=\"Blue_hi-lite\"><em><strong>Developing Phonological Awareness<\/strong><\/em><\/span>\n\t\t<ul>\n\t\t<li>Do oral and written rhyming for \u2018hop\u2019 (\u2018slop,\u2019 \u2018stop,\u2019 \u2018crop,\u2019 \u2018shop,\u2019 \u2018bop,\u2019 \u2018cop,\u2019 \u2018pop,\u2019 \u2018top,\u2019 \u2018mop,\u2019 \u2018lop,\u2019 \u2018flop\u2019) and for \u2018still\u2019 and \u2018ill\u2019 (\u2018bill,\u2019 \u2018dill,\u2019 \u2018fill,\u2019 \u2018gill,\u2019 \u2018hill,\u2019 \u2018sill,\u2019 \u2018till,\u2019 \u2018will,\u2019 \u2018Jill,\u2019 \u2018kill,\u2019 \u2018mill,\u2019 \u2018pill,\u2019 \u2018quill,\u2019 \u2018thrill,\u2019 \u2018frill,\u2019 \u2018skill,\u2019 \u2018drill\u2019).<br>\n\t\t<\/li>\n\t\t<li>Have students beat the rhythm of the song\/poem either by clapping their hands together, tapping their fingers on the desk, or using percussion instruments such as drums, tambourines, sticks, or rattles. \n\t\t<\/li>\n\t  <\/ul>\n\t\t<span class=\"Blue_hi-lite\"><em><strong>Enriching Print Concepts<\/strong><\/em><\/span>\n\t\t<ul>\n\t\t<li>Track the print as you reread and sing the song. As you model this for students, emphasize the return sweep. You may wish to use the rabbit puppet to reinforce the movement from one line to the next.<br>\n\t\t<\/li>\n\t\t<li> As the song becomes familiar to students, ask them to take turns tracking the print.<br>\n\t\t<\/li>\n\t\t<li>Identify high-frequency words (e.g., \u2018little,\u2019 \u2018see,\u2019 \u2018come,\u2019 \u2018us,\u2019 \u2018them,\u2019 \u2018with,\u2019 \u2018how,\u2019 \u2018up,\u2019 or \u2018they\u2019) and then use a word frame (e.g., a Wikki Stix bent around the word, a cut-out cardboard frame, or a piece of coloured acetate) to isolate the words. Clap the number of letters in each word. <br>\n\t\t<\/li>\n\t\t<li>Emphasize the concept of \u2018word\u2019 by asking the students to clap for each word in the last line of the second-last two stanzas. <br>\n\t\t<\/li>\n\t\t<li>Look at the capital and lower case letters in \u2018Little\u2019 and the capital and lower case letters in \u2018Hop, hop, hop.\u2019 Discuss how the capitalization of a word depends upon its placement in a sentence or line of the stanza. <br>\n\t\t<\/li>\n\t  <\/ul>\n\n\n\t<\/div>\n\t<div id=\"Section-Six\" class=\"section\">\n\n\n\t\t<h3 id=\"FOLLOW-UP_ACTIVITIES\" class=\"Heading3\"><a name=\"followUp\" id=\"followUp2\"><\/a>FOLLOW-UP ACTIVITIES<\/h3>\n\t\t<ul>\n\t\t<li>Place the Media Key, rabbit puppet, and six small versions of the text in the Listening Centre.\n\t\t<ul>\n                <li>Students can reread the poem while tracking the print. The fluent reading on the Media Key or online can be used for support, if desired.\n\t\t<\/li><li>Students can sing the song using the recording on the Media Key or online.<\/li>\n\t\t<li>Students can listen to the cloze reading on the Media Key or online and supply the missing words. <br>\n\t\t<\/li>\n\t\t<\/ul>\n\t\t<\/li>\n\t\t<li>Provide a selection of books about rabbits in the library corner such as <em>A Rabbit for You<\/em> by Susan Blackaby, <em>Why Do Rabbits Hop? <\/em>by Joan Holub, or <em>See How Rabbits Grow<\/em> by Kathryn Walker. Encourage students to share their findings and interesting illustrations with other students.<br>\n\t\t&nbsp;<\/li>\n\t\t<\/ul>\n\n<\/div>\n\n\t\t<\/div>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Traditional Illustrated by Laurie Stein Text Type: Fiction: Poetry\u2014Rhyming Song\/Poem Oral Language Teaching Strategy: Model Eye Contact When Listening Model powerful listening by making eye contact with the person who is speaking to you. Time: 20 minutes Materials: &#8211; Let\u2019s Join In!, pages 2\u20133 &#8211; rabbit puppet &#8211; Media Key or Online: &#8220;Sleeping Bunnies\u201d audio [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":4720,"parent":651,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-654","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/654","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/comments?post=654"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/654\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/651"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media\/4720"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=654"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}