ACTING OUT THE PASSAGES Make simple stick puppets – showing the shapes of the moon that appear on the chart and the Rooster Make multiple copies of each, so that every student has a puppet. You will use the puppets to help students notice the shape of the moon as the rooster attempts to get the moon to rise. 1. Have half the students act out the rooster character, holding a rooster stick puppet. Have the other half of the students hold one of the moon shapes that appear on the chart (several students may have the same shape). 2. Examine and act out each row of the chart, posing questions like the following: How does the sky look at first? Briefly discuss how the sky looks before the Rooster What does the rooster do? crows. What shape is the moon after the Rooster crows? Students with the rooster picture hold it up and pretend to crow (loudly or softly). Students with the appropriate moon shape hold it up in response to the Rooster’s crowing. Ask students if they notice any patterns on the chart. Have them turn and talk to a partner about the focusing The moon gets bigger when Rooster crows and gets smaller or question: Why does the Moon Rooster think his crowing brings doesn’t appear at all when he stops. So, Rooster thinks his up the moon? crowing controls the moon. Call on selected students to share responses with the full group; help students to practice pointing out supporting
ACTING OUT THE PASSAGES – Make simple stick puppets showing the shapes of the moon that appear on the chart and the Rooster Make multiple copies of each, so that every student has a puppet. You will use the puppets to help students notice the shape of the moon as the rooster attempts to get the moon to rise. 1. Have half the students act out the rooster character, holding a rooster stick puppet. Have the other half of the students hold one of the moon shapes that appear on the chart (several students may have the same shape). 2. Examine and act out each row of the chart, posing questions like the following: How does the sky look at first? What does the rooster do? What shape is the moon after the Rooster crows? Briefly discuss how the sky looks before the Rooster crows. Students with the rooster picture hold it up and pretend to crow (loudly or softly). Students with the appropriate moon shape hold it up in response to the Rooster’s crowing. Ask students if they notice any patterns on the chart. Have them turn and talk to a partner about the focusing question: Why does the Moon Rooster think his crowing brings up the moon? Call on selected students to share responses with the full group; help students to practice pointing out supporting The moon gets bigger when Rooster crows and gets smaller or doesn’t appear at all when he stops. So, Rooster thinks his crowing controls the moon.
moon_rooster_1_lit.docx