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Posted: Thu 2:45, 22 Aug 2013
Post subject: Dogs Don't Wear Sneakers
Dogs Don't Wear Sneakers
The book I chose is entitled Dogs Don't Wear Sneakers and is written by Laura Numeroff and illustrated by Joe Mathieu. This book details several animals and personified actions in which they do not partake. Some examples include: dogs wearing sneakers, roosters in the gym, cows dancing, penguins teaching,
, and ducks riding bikes. Different animal characters include: bears,
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, pigs, gnus,
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, moose, beavers, rabbits, and lambs. There are no main characters, but simply a synopsis of several animals and actions throughout the book. The main idea of the book is to encourage the imagination of children. This becomes apparent upon the reading of the last line of the book, which says "But tell me what you see? It's your dream-not mine!"
This book is most age appropriate for children in Kindergarten through Second Grade. The vocabulary in this text is very simple and pithy, and is thus very suitable for young children. Rarely is there more than one sentence per double--page spread of illustrations in this picture book,
, so Kindergarteners could likely read this book for themselves and if they could not, they most certainly could understand the book if it was read to them. The illustrations are in vibrant colors, which should attract and keep the attention of young students. Furthermore, the actions discussed in the book are humorously represented in the wonderful illustrations. The text and the illustrations alone should keep the reader's, or listener's, interest,
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, but this work also contains another beneficial element for young readers. There exists no complex theme in this work and the simplistic theme and the main idea of this story is to represent many actions and animals which do not do them in general, and to encourage imagination. Because of those elements,
, this book is ideal for young children.
This book, though not explicit about its health theme, does contain underlying health messages. Competency Goal 3 states that "The learner will develop healthy and effective interpersonal communication and relationship skills." Objective 3.02 states that students should possess the ability to "Conclude and acknowledge that each person is unique and special." Because this book details things that a myriad of animals do not do or wear or do, it can be used to show students that every person is unique in his or her own way. By allowing children to realize that animals do not do the things we do, it can help them realize that each individual person is different as well. The subsequent activity in this lesson will continue the student's knowledge of this information. This book also meets Goal 4, which states that "The learner will apply knowledge and behavior self-management skills to areas of nutrition and physical activity for healthy growth, development, and maintenance." Objective 4.06 says that students should be able to "Generate examples of opportunities to participate in physical activity during non-school hours." The picture book provides ample examples of such activities such as skiing, skating, riding scooters,
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, and swimming. The following activity provides the opportunity for students to generate their own favorite physical activities. Finally, this book also alludes to Competency Goal 9, which states that "The learner will show evidence of an acceptable level of health-related fitness and be familiar with factors that benefit performers." Objective 9.01 states that students should "Identify physiological signs of moderate physical activity." When the teacher does this lesson, she should be sure to point out these signs represented in the illustrations. The dogs in the first several pictures appear very tired and thirsty and the roosters in the gym show signs of perspiration, just to name a few of these physiological observations of which students should be made aware when this work is presented. By pointing out these signs as a class, children will be able to recognize and identify these and other signs on their own.
One of the aspects that a teacher would need to know when reading this book, is information about one of the animals discussed-a gnu. It is likely that few teachers know much about this animal, which makes it very likely that the children will not know of it and will question the teacher. The following background information provides the teacher with information to answer this question.
Location: Southeastern Africa Savanna and Plains
Description: The gnu can reach eight feet long, over four feet at the shoulder, and they can weigh over 600 pounds.
Behavior: The gnu is active both day and night, constantly moving. It generally lives in herds numbering several thousand. In periods of drought the herd moves toward watering holes during dry weather,
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, but when the rains arrive the herds tend to scatter. It feeds mainly on grass, showing distinct preferences for certain kinds of grass. In the breeding period the males strive to isolate harems of females. After a few hours or days they rejoin the main herd. The gnu is a major prey species for many of the large predators, including lions, cheetahs, and wild dogs.
A teacher of this lesson might also need to know information about physical activities in order to be able to encourage the students to think of others they may do outside of school. This will help guide their minds to generate other activities and meet the related competency goal.
1. Soccer. Some communities have local teams that engage in competitive games. Look for a coach who emphasizes safety, fun and teamwork.
2. Martial arts. The programs can build strength, stamina, coordination and concentration. Martial arts are also good for the mind (stress reduction). Some programs are offered through local "Y"s.
3. Bike riding. Bike riding is an activity that can involve the whole family,
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4. Swimming. Swimming is an activity that can include the family. It provides a good workout without adding a lot of extra stress on joints. Children should know how to swim and not to take unnecessary risks in the water. Whether it's a public pool or the beach, make sure there's a trained lifeguard on duty. Don't dive in shallow waters or in any water where the depth is unknown. Always swim with a buddy and stay out of the water when storms are approaching.
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. Some communities have organized teams grouped by age. Children also enjoy a pick-up game or shooting hoops,
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6. Obstacle Courses. Younger children have fun running through obstacle courses. These can be set up in the backyard using simple props, like ropes, cones, balls, and boxes.
7. Dancing. Dancing provides a great cardiovascular workout. There are many types of dance to pick from; even some video arcades offer a dance game in which participants must match moves displayed on a floor mat.
9. Jump rope. The activity builds coordination and stamina and can be done alone or with groups.
1. The first thing to do when embarking upon this lesson is to read the aforementioned picture book.
2. Then, since it may also be difficult for students to all view the pictures in the book at once well enough for them to choose which pictures depict a physical activity, place the book on an ELMO machine and project the pictures from the book on the board.
3. Then, have students, each raising their hands to answer, determine whether the activity on the first page depicts a physical activity. (The teacher may need to define a physical activity to students. A proper definition for their age is: any actions that allow them to move around for several minutes at a time. Examples such as sports and play activities can be given to the class at this time.)
4. Do this activity for all pages and write the names of all physical activities on the dry erase board in the front of the room. Note: When the illustrations depict physiological signs of physical activity, such as in the dog and roster illustrations,
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, the teacher should discuss that these are normal signs of exertion that occur during such activities.
5. Next, as a hands-on activity, give students 15 minutes to think about their favorite physical activity and draw a picture of themselves doing that activity. Also, have them attempt to write the name of that activity. Note: If a student's handwriting is too difficult to read as the teacher walks around the classroom to observe the illustrating activity, she should ask the student what his or her favorite activity is and write that on the back of the student's paper in pencil. It is imperative that the teacher know what each student's activity is for the next part of the lesson, which will occur the following day.
6. The night between the illustration activity and the next day the teacher should make three different sets of a game. This will be a game in which students will match the others' in the class to his or her favorite activity.
7. The teacher should make twenty cards for each game and make two sets each of three games. Each individual game will have ten cards that have the students' names on them and ten cards that have those student's favorite activities on them,
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8. The teacher should also place a picture of each student on the cards with their names and a picture of their favorite activity on the cards with the activities, since these young students might not yet be able to read. (Make sure that no game has an abundance of the same activities.)
9. The next day,
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, students will be divided as evenly as possible into six groups, which will place five students in the group if everyone is present on this day since there are thirty in each class, and one game will be given to each group.
10. The students will be encouraged to match the appropriate person with his or her favorite physical activity,
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11. During this activity, the teacher will be walking around the room observing and will check the answers of each group from the keys she made to go along with the assignment.
12. At the end of five minutes, the cards will be shuffled and the students will rotate. Then, that activity will be repeated until everyone has partaken of each of the three different games.
Each student should be able to match their activity to themselves and will enjoy being an answer in a game they play. They will also gain great social skills and learn about their peers. They will be able to recognize that not all students, just like the animals in the book, like the same activities. Student should also be able to give many examples of physical activities at the end of this activity. It may be appropriate to discuss which of the student's favorite activities would cause the most physiological (physical) signs and what those signs might be as well as to reiterate that physical activities do not have to just include things done at school, by using examples from and expanding upon the ideas from the book and that everyone has his or her own favorite activities.
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