New Sunrise Preschool A Teacher's Guide Unit 1

16 Before Reading Play the audio to listen to Parts 1 and 2 of the short story. Pause it after each line and encourage students to repeat. Make sure they follow the short story in their books on pages 6 and 10. Tell students that the animals realize that they have different ears, noses, eyes, etc., but that that makes them special and unique. Ask the class if they have felt this way before. Help them to answer and identify moments from their own lives that are like the one portrayed in the short story We Are Different! After Reading Divide the class into groups of six students. Tell them that they will act out the short story We Are Different! Assign a role (fox, monkey, squirrel, panda, rabbit, and lion) to each student. Next, help them to practice their lines. Devote some time for groups to act out the story for their classmates. Remember to celebrate all their efforts and correct any mistakes. Lesson 9 We Are Different! Part 3 • Colors • Pieces of paper • Pencils • Ball Materials Psychomotor • Controls the movements of his/her body, and its parts, at will. Cognitive • Easily assimilates, appropriates, and relates to concepts previously learned. Affective • Likes dramatic representations and participates with interest. • Recognizes that everyone is valuable and each person is special. • Establishes a simple relationship with reality through his/her work. Linguistic • Interprets images and short stories, developing his/her literacy skills. Progress Indicators and Assessment Key • Look at my… • Look at me! • You look fantastic! Extended • ear(s) • eye(s) • nose • mouth • head • You are special! Vocabulary and Expressions Young students can better understand a short story they read or listen to if they make personal connections between the content and real-life daily situations. Teaching Tip Tell students that it is important to say nice things to other people and also to ourselves. Play the song My Face again and explain that it is a celebration of how special each person is. Ask students to try and learn it by heart, and sing it. Extra Activity Invite students to stand in a circle. Explain that they will play a game that involves throwing and catching a ball as they chant. Hold the ball and choose the student you will throw the ball to. When you throw the ball, say: You are special . The student catching the ball will ask: Who, me? Then, you answer: Yes, you. You are special! Finally, the student should reply: Thanks! Model this with a couple more students until they feel comfortable doing this among themselves. Extra Activity While Reading Have students open their books on page 16. Ask them to point to what they see, and to identify the characters and the lake. Support students’ answers. Then, play the audio a few times and ask the class to repeat chorally. Explain that the last sentence they heard You look fantastic! is used to say something nice to someone. Encourage students to say this sentence to a classmate. Have students sit in a circle and allow some time for them to look around and notice how each one of them is different from the other. Then, give pairs a piece of paper and ask them to draw themselves (two students per page). Invite them to say how different they are from their classmates and make comments to celebrate differences. For example: My (ears) are different. (Student’s name)’s (ears) are (unique/beautiful/special) . Focus the conversation on the body parts they know. Help them as necessary. Finally, guide students to reflect on the importance of accepting their own individuality and also celebrating people’s differences, without ever making fun of people for being different. Have students sing the song My Face again. Value: It is great to be different! Week 3 Students are more likely to learn a song or chant when they have had a lot of opportunities to listen to, and practice, it. Therefore, it is a good idea to devote a few minutes of your class time to go over songs that you have already introduced or sung in previous lessons. Teaching Tip