Hello and happy Saturday. A while ago I shared this post with you in which I shared how I taught body parts to my Kindergarten boys. This new school year I decided that I could teach some of the vocabulary to my Pre-K boys while reinforcing vocabulary on attributes of shape, size, and color. In today’s post, I’ll share what I put together. Let’s get started, shall we?
Okay, so I feel like I first need to clarify that I am an ESL teacher, so that’s why I teach vocabulary to my students in such an explicit way, though I’m pretty sure this activities will work just fine for native English speakers.
I introduced the main body parts using songs, so obviously Head, Shoulders, Knees and Toes was a total must. The reason why I like using this song is that it also focuses on parts of the face, which is a topic we explored later on in the week.
Midway through our mini-unit, I decided to do a Hokey Pokey contest, though it was different from the one I’d previously done with my Kindergarten boys. In this one, the places were arranged in a circle, and I called each boy to the center to dance and sing a part of the song, moving a specific body part.
Before we move on to the actual core of this post and the mini-unit, I want to introduce you to Open Shut Them, a song about opposites that I played to my students as a warm up on Monday and they absolutely adored and started to spontaneously singing while doing other stuff. It’s not really about body parts, but it’s a cool warm-up song.
To focus on the parts of the face, review attributes of color, shape, and size, I introduced my pre-k boys to Go Away, Big Green Monster! by Ed Emberley. If you have the book, read it to your students, but if you don’t, you can display the video. I displayed the video on the classroom’s TV, and paused each time a new part of the face was introduced. I also progressively drew my own monster on the board as different parts and colors were mentioned.
This was probably the first time I formally talked about colors with my boys, but they easily learned the names of most of the ones in the book.
I gave each student a handout to color the monster’s face, which you can find at Ed
Emberley’s page. We did some directed coloring, using the video as a guide. This also was a good complement to a following-instructions lesson I’d done the previous week.
Here are the finished monsters. Luckily, all the boys followed instructions in terms of what color to use for each part (except for some red teeth, but I let it slide).
I cut each monster and glued it to a colored paper. I used yellow and red so that I could differentiate between my two pre-k classes.
Now, this is an idea I’ve worked on for a few weeks, but I’ll finally be able to implement it. I wanted to show it to you in action, but that would’ve meant waiting a full week to write this post.
I thought, what a better way to review body parts and integrate our monsters theme than having the boys build their own monsters?
I divided them by body parts so that you could see them in the picture, and made some labels to use at the moment of the class.
My idea is to do a whole-group activity first, having each boy draw a part from a bag and sort it into different cups (which will have the yellow labels I made), and then once the parts are sort them, have the cups on my table for students to pick parts and create their monster, in pairs or small groups.
What are other monster-theme activities I could do with my pre-k boys? Let me know in the comments!
Love, Miss Camila