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A Busy Week

Children learn the days of the week by sharing their own versions of "Cookie's Week". Practice writing letters and drawing visual prompts in a flip book using markers to cue their storytelling.

  • Grade 1
  • Multiple Lesson Periods
  • Directions

    1. Read "Cookie's Week" by Cindy Ward, enjoying Cookie's antics and emphasizing each day of the week. Invite the students to recite along with the reader the repeating lines of "On (name the day)...", and the tag line "...everywhere". Talk about how that was a full week of activities for Cookie but what about the following week. That story is up to them.
    2. Distribute fourteen 5" x 8" index cards to each student. Demonstrate how to write the first letter (or two for the T and S days) of each day of the week. Have each student copy your example on separate index cards, one for each day of the week using Crayola Crayons or Ultra-Clean Washable Markers.
    3. Ask each student to imagine what mischief Cookie got into on each day and what happened because of the cat's actions (for example- On Monday, Cookie got into the toy box, there were toys everywhere.) They then draw pictures cues to help them remember their stories on the rest of the 7 cards. Challenge children to put their drawings in the correct order (Monday's drawing behind the card marked with a capital M). Use a hole punch to put a hole in one corner of each set of cards.
    4. Each child gathers their cards together in a ring and then tells their story of Cookie's busy week "reading" from their index cards.
  • Standards

    LA: With prompting and support, retell familiar stories, including key details.

    LA: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts.

    LA: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

    LA: Speak audibly and express thoughts, feelings, and ideas clearly.

    LA: Use illustrations and details in a story to describe its characters, setting, or events.

    MATH: Describe and compare measurable attributes.

    MATH: Tell and write time.

    SS: Demonstrate an ability to use correctly vocabulary associated with time such as past, present, future, and long ago; read and construct simple timelines; identify examples of change; and recognize examples of cause and effect relationships.

    VA: Students will initiate making works of art and design by experimenting, imagining and identifying content.

    VA: Students will investigate, plan and work through materials and ideas to make works of art and design.

    VA: Creative thinking skills transfer to all aspects of life.

    VA: Students experience, analyze and interpret art and other aspects of the visual world.

  • Adaptations

    After hearing all the stories of Cookie's busy week, draw a portrait of Cookie asleep after a full day. Wonder what Cookie dreams about while asleep!

    With older children, talk about the activities in their lives that are specific to a special day of the week. Discuss why that is the case. How could Cookie wreck havoc in those settings?

    Does everything that we do have an effect on something? What are some of things that the students have done that caused a reaction of some kind. Take this theoretical discussion into the realm of science to see some graphic cause and effect reactions.


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