Activity for Good Play Curriculum

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Activity

An Original Masterpiece

A bulletin board is set-up to display a different child from the class every week.  The child is asked to bring in photos, crafts, hobbies and other objects that have significance to the child.  The child discusses the significance/importance of the items to the gorup and can answer questions from the group.

Balloon partners

Two children are given an inflated balloon.  The two children will be partners and must take the inflated balloon across the finish line.  The children can use any part of their body except their hands.

Fingerplays or Role play

Listening to a tape with “follow me”

Hands on shoulders, hands on knees, (follow action as rhyme indicates)

Hands behind you, if you please;

Touch your shoulders, now your nose

Now your hair, now your toes;

Hands up high in the air,

Down at your sides and touch your hair;

Hands up high as before,

Now clap your hands, one, tow, three, four.

Writing and publishing books

Have a center that has paper available with pencils and markers.  Let the children write the book how they want to.  They can put the book in different shapes and then put it in the box to be published.  The teachers and children will read the book together and then share with the whole class.  Make a class book shelf with all the different books that children make.

 

 

Building block center

The area of the room is set aside for blocks.  The children have their own free choice in cuilding their block figure.  The children will be able to share their block figure and why they build the figure.

Obstacle course

This is an activity where it takes physical activity.  The child will use all defferent motor activities.  The students can go to the course at certain times and run through the course-they will do it individually so their is no competition-it will just feel good to finish.

All about you

Picture cutouts from a magazine: clothes that children wear, clothes that children don’t wear, paste, crayon, large paper, shoe box.  Have the pictures in the box.  The child removes one and tells if it looks similar to himself and what he would wear.  Child can name his own sex, the sex of the pictured child.

Chick, chick rabbit circle game

The children stand in a circle.  One child is “it” and walks around the outside of the circle.  The child taps each child on the head and says “chick, chick, chick”....”rabbit.”  When the tapped child is a chick the child squats down.  When the tapped child is a rabbit, they must hop around the circle chasing the “it” child.  The tapped child become “it”.

Banana Coins

One banana per child.  Buy gelatin mix, small sandwich bags (ziploc), plastic knives.  Each child cuts a banana into slices for coins.  Each student puts the banans in the sandwich bag.  Allow them to spoon 2-3 teaspoons of dry gelatin into the bag.  Close the bag and shake.

Show your feelings

Preparation: assemble materials - paper plates or paper cut into large circles and crayons.

Procedure: give each child two paper plates or large circles from paper.  Have the child draw a happy face on one circle and a sad face on the other circle.  Tell the child that you are going to read some sentences.  If the sentence makes the child happy, tell them to hold up the happy face.  If the sentence makes the child sad, tell them to hold up the sad face. 

Possible sentences:

1.   How do you feel when someone says you are nice?

2.   How do you feel when someone takes your toy?

3.   How do you feel when someone says you did a good job?

Discuss the feeling each sentence caused, especially if a sentence is reacted to with both happy and sad faces.  Emphasize that these are normal and acceptable feelings.

Literature

Read books about happy and sad feelings to the class.  Discuss the feelings and ask hcilren to share their own feelings.  Suggested titles include the books Joy, Caring, and Love; all by Jane Belk Moncure, and Sad: What Does It Mean? By Sylvia Root Tester.

Cooperative spider web

Preparation: Have a large ball of string available.

Procedure: Discuss the importance of cooperation (working together) in a classroom.  Ask the children to give examples of times when the class works as a group to accomplish something.

As a group

Ask the children to sit in a tight circle on the floor.  Explain that this is a cooperative activity, which means they will work together, and that they will create a spider web out of string.  Hand the end of the string and the ball to one child.  Direct the child to hold the end itghtly, then roll the ball to someone else in the circle.  That child also holds the string tightly and rolls the ball on to someone else in the circle.  They are to continue to roll the ball of string across the circle and under the growing web until everyone has had the string one time.  Remind the children to hold tightly because everyone’s help is needed to form a large spider web.  Continue the activity until the web is complete.  Discuss why it is important to work together in a classroom.

A caring class

Call the children to Circle Time.  Introduce the activity by asking the children to name some ways that they show they care (like) their classmates.  Ask volunteers to role-play examples of caring for others.  You may use suggestions generated by the children or the following situations:

_    open the door for another child

_    wait their turn

_    comfort and assist a classmate who falls on the playground

Explain to the children that giving a compliment, or saying something nice, is another way to show that you care for another person.  Ask the children to name some nice things that they could say about classmates.  Ask how it feels when someone says something nice about you.  Tell the children to think of something nice to say about the person sitting next to him or her.  Tell the children that you will pass the Turtle puppet (or other sharing object) from person to person, and each person will say something nice about the classmate sitting next to him or her.

Literature

Read, Will I Have a Friend? By Miriam Cohen to the class.

Angry

Preparation

Read the story, E.G. Learns To Fly.  Ask the children to name a character who probably felt angry in the story.  Ask the children to pass the puppet (or other sharing object) and take turns telling one thing that makes each of them angry.  Model by saying, “I feel angry when...”  Write their reponses on chart paper and discuss.

 

Literature

Read any of the following books with the class and discuss the feelings involved.  Emphasize the various ways the characters express and deal with their feelings.  Attila the Angry by Majorie Weinman Sharmat; Alexander and the Terrible, Horrible No Good, Very Bad Day by Judith Virost; Feeling Angry by Rochelle Neilson Barsuhn.

Sharing Me

Preparation

Have name tags for yourself and each child.  Ask the children to form a circle.  Lay all the name tags in the middle of the circle and ask each child to find his/her name tag.  Provide halp if needed.  Ask the chidlren to put their name tags on their laps.  Show the children the puppet (or other sharing object) and ask them to take turns sharing something about themselves.  Model the activity by holding the puppet with one hand.  Use your other hand to hold your name tag out in front of you.  Say, “My name is...and I like to...” or “My name is...and I am good at...”

 

Literature

Read the book I Like Me! By Nancy Carlson to the class.  Ask children to share things they like about themselves.

Sharing

Encourage children to share supplies with each other.

Helping

Encourage children to help their peers who may be having difficulty with activities.

Patience

Encourage children to wait their turn and give others a chance to answer questions, or supply their thoughts.

Self Esteem

Provide a share time when chidlren can tell of something of interest that has happeded to them lately, or show something for which they are proud.

Helping

Encourage children to stop their peers from arguing when they can, and try to get to the bottom of the problem together, through discussing their feelings.

Feeings Board

Over a period of days introduce feelings (silly, afraid, guilty, happy, angry, frustrated).  Post on a bulleting board pictures depicting various feelings and name cards for each child.  This could be set up as flowers and the names as petals.  As each day progresses the students put their names to go with the flower that shows how they are feeling.  They may and will change their feelings throughout the day.

I Can book

Have the students dictate all the things they can do (no matter how simple).  The teacher writes these into a book.  Students will illustrate the sentences.  As children learn new things they can be added to the book...Each child’s book is available at any time for the child to look at and read.  Looking through the book provides a child to reflect and realize the gains that they have made.

Little Pete

Pete the Dragon is the class mascot.  Pete likes to spend time with the kids and to encourage their good behavior, helping each child to feel special.  Every morning when the teacher sees a positive behavior Pete is passed to that child.  When another good deed is spotted, the child passes Pete on.  This continues through the day.  At the end of the day, at circle time, the children could sya whey they passed Pete on to a certain child.

Activity Board

Posted on the wall are pictures of different activities to do when other tasks are finished.  Under each pictures are spaces for how many children are allowed to do that activity at any one time.  This number is determined by the class.  Each child has a name tag.  When a child’s work is finished they may sign up for something to do.  Some activities could be: flannel pieces, books and tape player, computer, nuts and bolts, tanagrams, clay, paint or sandbox.  If the spaces are filled for the activity a child wants, they have to pick something else, they cannot make someone move.

Self Talk

This is an all year - ongoing activity.  This encourages the children to say positive things to one-self.  Self talk is used to help raise confidence and security in children.  “I Think I Can, I Know I Can!” by Susan Isaacs and Wendy Ritchey, Ph.D.

My Body

The chidlren cut out the major shapes of the human body in ovals and circles.  Each part is connected together with flue on large sheet of paper.  The head remains empty and the children cut out a picture of a famous person and glue that face on their empty heads.  Follow up with discussion on why the child picked that particular person.

TV show-buy my item

Get an empty box and cut out a hole so it looks like a TV set.  Have students design or invent something special to sell on the TV buyer show.  Examples are:

1.   design a shirt

2.   design a necklace

3.   design a clay object

4.   make belive object (green paperweight from the planet Ko-Ko.

Spring Plants

Let the students plant various seeds (carrots, pumpkins, beans, sunflower) in an egg carton filled with rich soil.  Place in the windows and let students take responsibility for their own plants.  Once the plants grow about three inches, let the students transplant at home.

 

Artistic Play

Self-Confidence/Self Control

Emotional Activity

Ask Dr. Susan