{"id":684,"date":"2021-10-13T15:36:30","date_gmt":"2021-10-13T19:36:30","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=684"},"modified":"2022-04-06T15:18:24","modified_gmt":"2022-04-06T19:18:24","slug":"the-scarecrows-secret-pages-14-15","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/oral-language-kit\/lets-join-in\/the-scarecrows-secret-pages-14-15\/","title":{"rendered":"The Scarecrow\u2019s Secret (pages 14\u201315)"},"content":{"rendered":"\n<div id=\"body\">\n\n\t\t\t\n<div id=\"Section-One\" class=\"section\">\n\n\t\t  \n      <span class=\"author\">\n      <strong>Written by Ray Leoni<\/strong><br>\n      <strong>Illustrated by Peggy Collins<\/strong><\/span><br>\n      <strong>Text Type:<\/strong> Fiction: Poetry\u2014Rhyming Song\/Poem<br>\n      <br>\n      <span class=\"Blue_hi-lite_noItalics\"><strong>Oral Language Teaching Strategy:<\/strong><\/span><a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/grade-1\/pdfs\/gr1_toolkit_oralanguagekit.pdf\" target=\"_blank\" rel=\"noopener\"> Role-Play: Explore Other People&#8217;s Viewpoints<\/a> Use role playing to stimulate social language development and problem solving.<br>\n      <br>\n      <span class=\"author\"><strong>Time:<\/strong><\/span><span class=\"Blue_hi-lite\"><\/span> 20 minutes <br>\n      <span class=\"author\"><strong>Materials:<\/strong><\/span> <br>\n      &#8211;<em> Let\u2019s Join In!<\/em>, pages 14\u201315 <br>\n      &#8211; scarecrow puppet<br>\n      &#8211; farmer puppet<br>\n      &#8211; Media Key or Online: \u201cThe Scarecrow&#8217;s Secret\u201d audio<br>\n      <span class=\"author\"><strong>Grouping:<\/strong><\/span> whole class, small group, and partners <br>\n      <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\n<\/div><div id=\"Section-Two\" class=\"section\">\n\n\n      <h2 id=\"FIRST_READING\" class=\"heading2\">FIRST READING<\/h2>\n      <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    <ul>\n      <li>Show students the double-page illustration that accompanies the song.\n      <\/li>\n      <li>\n\t\t  <p class=\"speach-bubble left\">Hi there! I\u2019m a scarecrow \nand I live on Heneghan\u2019s farm. Can you see me in the field?    <\/p>\n\t\t  \n\t\t  Wear the scarecrow puppet and use the puppet to introduce and accompany the lesson. Adopt a \u2018scarecrow voice,\u2019 and maintain that voice whenever the scarecrow puppet has something to say.\n      <\/li>\n      <\/ul><span class=\"Blue_hi-lite\"><em><strong>Activating and Building Background Knowledge<\/strong><\/em><\/span>\n      <ul>\n      <li>\n\t\t  <p class=\"speach-bubble left\">(Scarecrow puppet) This is where \nI live. Is it like any of the farms that you\u2019ve seen? What\u2019s the same? What\u2019s different?<\/p>\n\t\t  \n\t\t  Use the puppet to ask students what they know about farms, and use the illustration to stimulate ideas. Have students discuss their ideas with an elbow partner and then ask some students to share their ideas with the class. [Analyzing\/making connections\/evaluating]\n      <\/li>\n    <\/ul>\n      <ul>\n      <li>\n\t\t  <p class=\"speach-bubble speach-bubble-long left\">(\u2018bleaty&#8217; sheep voice) Baa. I&#8217;m a \nsheep and I like living on this farm, munching grass, minding my own \nbusiness. But I don&#8217;t like it when the sheepdog herds me and my brothers and sisters into a different field, or when Farmer Heneghan shears off our nice wooly coats. What are you thinking, Moo? <\/p>\n\t\t  \n\t\t  Encourage role-playing to help students develop understanding for another viewpoint. Model a different viewpoint about life on a farm from the perspective of a sheep.\n      <\/li><li>\n\t\t  <p class=\"speach-bubble speach-bubble-long left\">(\u2018mooey\u2019 cow voice): I\u2019m a cow and I think it\u2019s \na pretty good place. I get deee\u2026 licious grass to munch and some hay, too, and I\u2019m happy to \ngive the Heneghans my milk every day. Moo. I can\u2019t think of a single thing that I don\u2019t like \nabout living here. <\/p>\n\t\t  \n\t\t  Play the role of a cow and use a cow voice to model a different opinion. \n\n      <\/li>\n      <\/ul>\n    \n      <ul>\n      <li>Ask the students to think about what their viewpoints about life on the farm might be if they were animals like hens or sheepdogs. Invite a few students to verbalize those viewpoints to the rest of the class. \n      <\/li>\n      <li>\n\t\t  <p class=\"speach-bubble speach-bubble-long left\">(Scarecrow puppet) I have an important \njob to do on this farm. What job do you think I do? I\u2019m called a scarecrow. This gives you a good clue. Can you think how my clothes might help me do a great job? Here\u2019s another clue. I\u2019m especially scary when the wind\u2019s blowing.   <\/p>\n\t\t  \n\t\t  Use the scarecrow puppet to ask students to tell their elbow partner what they know about scarecrows. Invite a few pairs to share their thoughts with the class. [Analyzing\/making connections\/inferring) <\/li>\n      <\/ul>\n  \n      <span class=\"Blue_hi-lite\"><em><strong>Setting a Purpose<\/strong><\/em><\/span>\n    <ul>\n      <li>\n\t\t  <p class=\"speach-bubble left\">(Scarecrow puppet) \nLet\u2019s read to find out what my big secret is.<\/p>\n\t\t  \n\t\t Use the scarecrow puppet to read the title and track print. Encourage students to join in as soon as they like. Tell them to try to figure out what the scarecrow&#8217;s secret is. [Inferring\/synthesizing] \n      <\/li>\n    <\/ul>\n\n\n<\/div><div id=\"Section-Three\" class=\"section\">\n\n\n      <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    <ul>\n\n      <li>\n      <p>Play the song on the Media Key or online. Have the scarecrow puppet sing along and track under the lines of print as the song is played for the first time. Play the song again and encourage students to join in singing when they feel comfortable doing so.\n      <\/p>\n      <\/li>\n      <li>Focus on comprehension by offering prompts:<\/li>\n      <ul><li>What time of day do you think it is, when I begin to dance? Why do you think that? [Inferring\/synthesizing]<\/li>\n      <li>Who&#8217;s sleeping, or almost asleep on the farm? What makes you think that? [Making connections\/inferring]<\/li>\n      <li>What do you think my (scarecrow) sillies are? Why do I need to shake them out at night? Why do you think that? Try shaking out <em>your <\/em> sillies as I play the song again. [Making connections\/inferring]<\/li>\n      <li>What time of day is it when I stop dancing? Tell us your reasons. [Making connections\/inferring]<\/li>\n      <li>What might Mr. and Mrs. Heneghan think if they saw me dancing? Explain why you think that. [Inferring\/evaluating] \n      <\/li>\n      <\/ul>\n      <li>\n\t\t  <p class=\"speach-bubble left\">(Scarecrow puppet) That was fun! Tell your \nelbow partner what you noticed about the music and how I was moving at the beginning, \nmiddle, and end of the song. Why do you think I did that? I\u2019m going to play the song again. \nI\u2019d like you to join in with the clapping and the actions. Make sure you dance out your \nsillies again!<\/p>\n\t\t  \n\t\t  \n\t\t  Ask students to listen to the words and to watch your (scarecrow) actions as you replay the song and clap to the rhythm of the words and music. Clap quietly and keep your body movements restrained as the refrain airs the first time (solo singer). When the refrain plays the second time (two singers), increase the enthusiasm of your clapping and jiggle your shoulders slightly. The third time the refrain plays (lively East Coast lilts), clap loudly and joyfully and \u2018shake out your sillies\u2019 as you \u2018dance \u2018til dawn!\u2019\n      <\/li>\n      <\/ul>\n      <span class=\"Blue_hi-lite\"><em><strong>Adding Playful Movements<\/strong><\/em><\/span>\n      <ul>\n      <li> Replay the song and use the scarecrow puppet to teach the actions:\n<br><br>\n      <blockquote>\n      <p>On Heneghan&#8217;s farm <br>\n      When eyelids are closing <br>\n      When hens are all roosting<br>\n      And cows are all dozing&#8230; <br>\n      <em>(mime sleeping with eyes closed, head tilted, hands <\/em><br>\n      <em>palm-to-palm against cheek)<\/em> <br>\n      <br>\n    <\/p>\n      <p>Then UP jumps the scarecrow <br>\n      (students jump up) <br>\n      From out of the corn.<br>\n      He shakes out his sillies <br>\n      And dances &#8217;til dawn! <br>\n      <em>(silly dancing, with flopping arms and dancing legs)<\/em>\n      <\/p>\n      <\/blockquote>\n      <\/li>\n     \n    <\/ul>\n\n\n<\/div><div id=\"Section-Four\" class=\"section\">\n\n\n      <h3 id=\"AFTER_SINGING_AND_READING\" class=\"Heading3\"><span class=\"\"><a name=\"afterRd\" id=\"1stduring_reading2\"><\/a><\/span>AFTER SINGING AND READING<\/h3>\n      <ul><li>\n\t\t  \n\t\t  <p class=\"speach-bubble left\">(Scarecrow puppet) So, what\u2019s my \nbig secret? Whisper it to your elbow partner. Tell the rest of us. How did you figure it out?<\/p>\n\t\t  \n\t\t  Wearing the scarecrow puppet, revisit the purpose for reading by asking the students to reveal the scarecrow&#8217;s secret. [Inferring\/synthesizing]\n \n      <\/li>\n      <li>You may wish to conclude the lesson by having the students sing along with the song recording and encouraging the students to participate with the appropriate actions. <\/li>\n      <\/ul>\n\n\n\n<\/div><div id=\"Section-Five\" class=\"section\">\n\n      <h2 id=\"SECOND_AND_FURTHER_READING\" class=\"heading2\"><a name=\"furtherRd\" id=\"furtherRd\"><\/a>SECOND AND FURTHER READING <\/h2>\n      <p> The students will want to reread and resing \u201cThe Scarecrow&#8217;s Secret.\u201d During further lessons consider including a balance of ideas from the following areas: <\/p>\n  \n      <span class=\"Blue_hi-lite\"><em><strong>Engaging in Playful Language Activities<\/strong><\/em><\/span>\n      <ul>\n      <li>Divide the class into two groups, and have one group sing the song and clap out the rhythm, while the second group sings the song and performs the actions. Have the groups switch for the second singing. Then have everyone sing and perform the actions in the final session.\n      <\/li>\n      <li>\n\t\t  <p class=\"speach-bubble left\">(Scarecrow puppet) What would be a good name for me? It could match what I look like or what I do. What do you think?<\/p>\n\t\t  \n\t\t  Invite students to think of a suitable name for the scarecrow. They can talk through their ideas with their elbow partners and then share the names with the whole class. Ask them to provide reasons for their name choices. \n      <\/li>\n    <\/ul>  <span class=\"Blue_hi-lite\"><em><strong>Extending Comprehension<\/strong><\/em><\/span>\n      <ul>\n      <li>In groups of three, ask students to discuss the idea of a scarecrow who dances from the viewpoints of the scarecrow, the farmer, and a crow. Invite a few groups to use the scarecrow and farmer puppets, and an improvised crow (e.g., a student moving hands or arms like flapping wings) to verbalize the resulting dialogue as they role-play their viewpoints.\n      <\/li>\n      <li>Ask pairs of students to talk about what the animals might think if they woke up and saw the scarecrow dancing. Have students consider what the viewpoints might be of a hen, a cow, or a sheep. Invite a few pairs of students to role-play their viewpoints for the class, and encourage audience members to query the reasons for these viewpoints.\n      <\/li>\n      <li>\n\t\t  <p class=\"speach-bubble left\">EIEIO! Hmm, is that Old \nMacDonald\u2019s truck? I wonder why it\u2019s here. What are you thinking?<\/p>\n\t\t  \n\t\t  As you point to each of the letters on the truck&#8217;s license plate (page 14), ask students to read them aloud, \u201cEIEIO.\u201d Ask them if they&#8217;ve heard that sequence of letters before and, if so, in what context (e.g., \u201cOld MacDonald had a farm, EIEIO \u2026\u201d). If the combination of letters doesn&#8217;t jog anyone&#8217;s memory, sing \u201cOld MacDonald had a farm\u201d and invite students to join in if they know it. Ask elbow partners to talk about the possible significance of those letters on the truck&#8217;s license plate (e.g., Heneghan borrowed or bought Old MacDonald&#8217;s truck; Old MacDonald&#8217;s staying overnight to help with some haying in the morning), and to share their ideas with the class.\n      <\/li>\n      <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?\u201d <em><\/em>or \u201cDoes that sound right?\u201d Then click on the colour-highlighted spot to reveal the word, saying, \u201cLet&#8217;s 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&#8217; button to find out how to use the different features of digital texts. \n      <\/li>\n    <\/ul>\n\n      <span class=\"Blue_hi-lite\"><em><strong>Developing Phonological Awareness<\/strong><\/em><\/span>\n      <ul>\n      <li>Invite oral rhyming for \u2018hen\u2019 (e.g., \u2018Ben,\u2019 \u2018den,\u2019 \u2018Jen,\u2019 \u2018Ken,\u2019 \u2018men,\u2019 \u2018pen,\u2019 \u2018ten,\u2019 \u2018when\u2019) and \u2018cow\u2019 (e.g., \u2018bow,\u2019 \u2018wow,\u2019 \u2018how,\u2019 \u2018now\u2019).<br>\n      <\/li>\n    <\/ul>\n\n      <ul>\n      <li>Use rhyming riddles to encourage students to generate rhymes by following your verbal cues. For example,\n      <ul>\n      <li>I&#8217;m thinking about a place where I might see lots of animals. It rhymes with \u2018arm.\u2019 What is that place? (farm) <\/li>\n      <li>I&#8217;m thinking about an action I might make when I&#8217;m playing ball. It rhymes with \u2018crow.\u2019 What&#8217;s the action? (throw) <\/li>\n      <li>I&#8217;m thinking of Little Boy Blue blowing his horn. Which word in this song rhymes with \u2018horn?\u2019 (corn) <br>\n      <\/li>\n      <\/ul>\n      <\/li>\n      <\/ul>\n\n               <span class=\"Blue_hi-lite\"><em><strong>Enriching Print Concepts<\/strong><\/em><\/span>      <ul>\n      <li>Track the print as you reread and sing the song together. Emphasize the movement from the end of one line to the beginning of the next, from the end of the first verse to the beginning of the second verse.\n      <\/li>\n      <li>As students become more familiar with the song, invite them to take turns print tracking using the scarecrow puppet.&lt;\n      <\/li>\n      <li> Ask students what the author might want us to think or feel when he uses three dots at the end of the first verse, capital letters for the word \u2018UP,\u2019 and an exclamation mark at the end of the second verse. \n      <\/li>\n      <li>Ask students to locate words in the song that consist of two small words which combine to make a larger word such as \u2018eyelids\u2019 and \u2018scarecrow.\u2019 You may wish to use word cards to model the process. Show them, for example, how \u2018ice\u2019 and \u2018cream\u2019 combine to make icecream,\u2019 and how \u2018cup\u2019 and \u2018cake\u2019 combine to make \u2018cupcake\u2019. \n      <\/li>\n      <\/ul>\n\n\n<\/div><div id=\"Section-Six\" class=\"section\">\n\n\n      <h3 class=\"Heading3\" id=\"FOLLOW-UP_ACTIVITIES\" name=\"followUp\"><a name=\"followUp\" class=\"Heading3\" id=\"followUp2\"><\/a>FOLLOW-UP ACTIVITIES\n     \n      <\/h3>      <ul>\n      <li>    Place the Media Key, scarecrow puppet, and six small versions of the text in the Listening Centre.\n      <ul>\n      <li>Students can reread the poem with the puppet while tracking print. They may use the fluent reading on the Media Key or online for support, if desired. <\/li>\n      <li>Students can sing the song using the recording on the Media Key or online. <\/li>\n      <li>Students can listen to the cloze reading on the Media Key or online and supply the missing words. <\/li>\n      <\/ul>\n    <\/li>\n\n      <li>Pairs of students might decide to create a puppet play using the scarecrow and the farmer as the main characters. They could perform their play for a small group or for the whole class.\n      <\/li>\n      <li> Provide craft sticks, glue, yarn, pipe cleaners, and scraps of different coloured material, and ask students to create their own scarecrows. Invite them to name and make up a short story about their scarecrows. Scribe any details that they dictate, if needed. Display the scarecrows and stories and invite students to share their scarecrows and stories with the rest of the class. \n      <\/li>\n      <li>Encourage students to make their own miniature farm settings using modelling clay for the main figures, such as the scarecrow, farmer, cows, sheep, hens, and horses. Invite students to talk about their creations during sharing time. \n      <\/li>\n      <li>Invite students to create pictures of farm life using crayons and markers or paint. Encourage them to print a caption that describes their creation. Offer scribing support if needed. Encourage students to talk about their pictures with the class. <\/li>\n      <\/ul>\n\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Written by Ray Leoni Illustrated by Peggy Collins Text Type: Fiction: Poetry\u2014Rhyming Song\/Poem Oral Language Teaching Strategy: Role-Play: Explore Other People&#8217;s Viewpoints Use role playing to stimulate social language development and problem solving. Time: 20 minutes Materials: &#8211; Let\u2019s Join In!, pages 14\u201315 &#8211; scarecrow puppet &#8211; farmer puppet &#8211; Media Key or Online: \u201cThe [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":4722,"parent":651,"menu_order":8,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-684","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/684","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=684"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/684\/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\/4722"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=684"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}