The Ant and the GrasshopperLesson PlanLinda Sharpe

Materials:• HM Read Aloud story from First Grade HMTM Theme 7 Week 3, Day 1 p.T142 • Rhythm instruments (vibraslap for “the grasshopper”, instrument of choice for “the busy ant” and wood block for “Tap, tap, tap-he knocked on Ant’s door.”)• Character card necklaces

Lesson procedure: The Fine Arts integration lesson is designed to be done on Day#2as a rereading of the story.

Day #1. Read the story for the students from First Grade HMTM Theme 7 Week 3, Day 1 p.T142 guiding comprehension through the questions in the marginalia.

Fantasy: Tell children that in some stories, animals behave like people. Ask the children to recall stories in which the animalstalk.

Explain that a character in this story learns from a mistake. Comprehension: Fantasy and Realism

Tell the children that some stories are about things that could happen in real life, while others are about things that could never happen.

Have the students think about what its real and what is make-believe as they listen.

Ask: Who are the two characters in the story? Ask: Why is the Ant working so hard? Ask: Why is the grasshopper telling him to stop? Ask: When winter comes what is the grasshopper’s problem? How does he solve his problem? What lesson does he learn from this experience? Make sure the students understand the words:

larder and toiling which are used in the story vocabulary. This is not mentioned in the TM, but these words may be misunderstood and especially difficult for ESL students.California Language Arts Standards:

LS1.1 Listen attentively.LS 1.2 Ask questions.LS2.3 Relate personal experiences.R2.2 Respond to factual questions.R2.6 Relate to prior knowledge.R2.4 Use context for understanding.R2.7 Retell central ideas.R3.3 Speak/write about books.

Day #2 Tell the children tat today we will reread the story using rhythm instruments to represent the story characters and sounds. Give two students the character card necklaces.

Generate from student group the rhythmic notation of the words “the grasshopper” and “the busy ant”.

Being already familiar with the different sounds of the rhythm instruments have the two students choose the ones to help portray their respective characters.

Whole class participation may be incorporated into the lesson by dividing the class into the two groups; the busy ant and the grasshopper having them clap the rhythm along with their “instrument leader” when mentioned in the story.

Re-read the story having the two “characters” play their rhythm instruments with correct rhythm each time their character is referred to in the story. Class group members will follow their respective leaders in participation.

California Language Arts Standards:LS1.1 Listen attentively.LS2.1 Recite poems/songs/storiesLS2.2 Retell stories in sequence.

Key Content Fine Arts Standards;1.1 (Read and notate music) Use icons or invented symbols to represent beat. 1.2 (Artistic Perception) Identify and describe basic elements in music (eg., high/low, fast/slow, loud/soft, beat).2.4 (Creative expression) Improvise simple rhythm accompaniments using body percussion or classroom instruments.2.3 (Creative Expression) Play instruments and move or verbalize to demonstrate awareness of beat, tempo, dynamics, and melodic direction.4.1 (Aesthetic valuing) Create movements to music that reflect focused listening. 4.2 (Derive meaning) Identify, talk about, sing or play music written for specific purposes. (eg., work song, lullaby).5.1 (Connections and applications) Use music, together with dance, theatre, and the visual arts for storytelling.