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Saving Humpty Dumpty!
Engage creative thinking skills and spark the imagination with the use a new twist on a familiar story in this idea for a classroom theater production!
Grade Level: 3-6
Story Preview: Two young computer whizzes help doctors in a race against time to save Humpty Dumpty!
Roles: Narrators 1 and 2, twins Carol and Christopher Megabyte, Mr. and Mrs. Megabyte, Dr. Menditwell, King Prosperous, Bob Blab, Suzy Speaks
Can Humpty Dumpty Be Saved?
Grade Level: 3-6
Story Preview: Two young computer whizzes help doctors in a race against time to save Humpty Dumpty!
Roles: Narrators 1 and 2, twins Carol and Christopher Megabyte, Mr. and Mrs. Megabyte, Dr. Menditwell, King Prosperous, Bob Blab, Suzy Speaks
Setting: Present day in a kingdom in a faraway land.
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Theme: Nursery Rhymes
Vocabulary:
- anchorperson: a reporter who leads a television news program
- beloved: much loved, favorite
- critical: dangerous, extreme, serious
- exclusive: single, restricted
- isolate: set apart from others
- perch: a place where something sits or rests
- proclaim: announce, state to the public
- shatterproof: unbreakable, strong
- skeptical: doubting or questioning
- whiz kids: gifted, talented young people
Props: (Optional) desk and/or smock for doctor; classroom computer for the twins; paper crown for the king; piece of paper to symbolize a check or a bag to represent money for the king; toy microphone for reporter; student-drawn or teacher-selected printed picture of Humpty Dumpty
Follow-Up Questions:
- What do the names Carol and Chris Megabyte, Dr. Menditwell, King Prosperous, Bob Blab, and Suzy Speaks tell about those characters in the play?
- How much money does King Prosperous offer to anyone who can help the doctors?
- How does Carol describe the pieces of Humpty Dumpty's broken shell?
- Why is Dr. Menditwell amazed by Carol and Chris's work?
- How long did Humpty Dumpty's surgery take?
- How do you think a rebuilt Humpty Dumpty would look? Draw a picture to illustrate your idea.
Follow-Up Activity:
Invite students to compare and contrast the classic Humpty Dumpty nursery rhyme and this play. Organize students into small groups to create charts noting the similarities and differences between each version. Then ask each group to write another stanza for the Humpty Dumpty rhyme based on the action in the play. When completed, ask groups to read their completed rhymes to the class. You might want to compile students' rhymes into a booklet for the classroom library
Additional Notes:
Education World's Summer BOOK-TIVITY #6 tells about the book Whatever Happened to Humpty Dumpty? by David Greenberg. This source provides humorous sequels to Humpty Dumpy and other popular nursery rhymes. Scroll down the page for the description of this book.
The book Through the Looking Glass by Lewis Carroll from Dover Publications is an abbreviated version of this classic tale for students in grades 3 to 5. Humpty Dumpty is one of the characters in the story.
Click here for a printable script.
Article by Lois Lewis
Education World®
Copyright © 2005 Education World
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When I was in the classroom daily, nothing quite took away my mojo like having a staff meeting scheduled during my sacred planning period. I needed that time with my old-school calendar planner to make some order out of the chaos in my brain and to reassure myself that I would not be heading into my classroom in the next day or week or whenever without a solid game plan. Aside from grading endless stacks of papers, one of the chief teacher stressors is lesson planning. What else would explain the myriad websites, curriculum companies, and resources that exist to help mitigate the day-to-day planning process? Even though it can be overwhelming to continuously plan excellent lessons that engage students, a few strategies can help to hone the process, make it easier, and ensure that time spent having a life doesn’t get pushed out of the way by lesson planning.
Think Big Picture
In a planning meeting, I once listened to a group of teachers debate which podcast to use to demonstrate a concept for about 40 minutes. The truth is, any of the podcasts (or a choice of all) would have been just fine; the more pertinent question was whether a podcast was the best way to maximize student acquisition of the concept at that point in time. It is pretty easy to forget the forest as we look at trees or, even more common, individual leaves. In other words, we get mired in little details and forget the purpose behind what we’re doing. To combat this tendency, keep the central focus in a visible place at all times. I typically take student learning goals for a unit and write them in huge block letters at the top of my calendar for every week of planning. That way, those pesky little details become less important with the knowledge that the “why” behind instruction can be approached from a variety of ways. As long as students are engaged and can show their progress, that should be our primary measure of success in planning.
Stay One Week Ahead
My first year teaching, a helpful teacher with far more experience came up to me one day as I was flipping through a curriculum binder in what must have appeared to be agony. “Don’t make this harder,” he said. “Just stay one week ahead of the game for now.” His advice was simple, but yet so helpful. For the first couple of years of teaching, I did enough work to stay one week ahead. As I became more adept, I made better connections among the weeks, building out to a much more comprehensively planned unit. However, the stress level of looking at all the possible learning pathways at one time dissipated, and lesson planning became less of a hated process; in fact, I began to look forward to applying some of my creativity to weekly lessons.
Don’t Get Complicated
One of my dearest teaching friends used to plan herself right into a corner. She’d spend hours creating really intricate assignments, only to find herself mired in stacks of grading that she could not dig herself out of. The truth is, while we want to create lessons that kids love, that does not always mean a complex project or something mega-inventive. Some of my most successful lesson plans were the simplest ones. As long as I provided various options for students to reach a goal, gave them a chance to move around and talk to one another, and listened to their feedback, I had pretty good odds of reaching students successfully on any given day. That doesn’t mean that we should never go that extra mile to plan really awesome lessons; however, it just cannot happen every day. We would all lose our minds, or leave the profession as my friend eventually did. Simplicity is sustainable; overly intricate methods are a quick path to burnout.
Make Sure Kids Own It
A few weeks ago, I observed a beautiful math class. The students were working on various components of complex equations, and then the teacher had them jigsaw the components of what they learned, get into small groups, and teach one another. Every student was on task, and they all had total buy-in with the lesson. We put so much pressure on ourselves to plan good lessons, but why can’t we give some of that ownership to kids? When teachers set up routines that allow students the freedom to become experts, they don’t have to work as hard to plan; rather, a lot of the work involves following up during and after instruction to accurately measure what students know, and what they still need to learn. A lot of lesson planning stress is actually grounded in management and control; teachers fear that if they give over more of the planning to kids, that chaos will ensue. However, that belief could not be further from the truth. If the teacher builds a classroom of trust and student efficacy, the gains are immeasurable.
We spend a lot of time stressing out about lesson plans to the point that it becomes a survival game involving an endless series of tasks. Learning should not be the equivalent of a to-do list; rather, it should be a celebration of all that kids can do to become critical thinkers and contributors to society. If we are stuck in an endless loop of “what,” we will never think about “why.” Think about how to reframe lesson planning so that instead of fearing it, we see it as an opportunity to bring out the best aspects of the content we teach.
Written by Miriam Plotinsky, Education World Contributing Writer
Miriam is a Learning and Achievement Specialist with Montgomery County Public Schools in Maryland, where she has worked for nearly 20 years as an English teacher, staff developer and department chair. She is a National Board Certified Teacher, and recently earned her certification in Education Administration and Supervision. She can be followed on Twitter: @MirPloMCPS
Copyright© 2019 Education World 
Introduction: Students are often excited about the opportunity to learn cursive writing! To master their letter formation, they will need lots of modeling and opportunities to practice their writing. This lesson guides you through how to model writing the lowercase and uppercase “a” and how to provide students with three different opportunities for independent practice. The lesson gives consideration to visual, auditory, and kinesthetic learning styles.
Materials:
Chart paper
Marker
Mini-whiteboards and markers or clipboards, paper, and pencils
Juggling scarves (optional)
Printable Cursive Writing Lesson Plan with Student Worksheets
Lowercase Cursive A Worksheet
Uppercase Cursive A Worksheet
Cursive Letter Aa Printable Poster
Preparation:
The teacher will need lined chart paper to write on. Position the chart paper where all students can easily see it.
Each student needs either a mini-whiteboard and marker or alternatively, a clipboard or other hard surface, paper, and pencil.
If available, each student needs a juggling scarf. If scarves are not available, this step in the lesson can be modified.
Print a copy of the lowercase and uppercase “a” worksheets for each student.
Print the letter “Aa” poster and hang it in the classroom in an area easily accessed by students.
Whole Group Lesson:
Begin by introducing students to the cursive lowercase “a.” Refer to the printable poster to show students what the “a” looks like. This poster can remain in your classroom as an anchor chart for students to refer to when they are writing.
Using chart paper, model how to write the letter “a.” It is helpful to provide students with a verbal pathway as you write: Around, down, swing up. Model the formation of the letter “a” several times, using the verbal pathway each time.
Model for students how to form the letter “a” in the air using a juggling scarf. If you do not have scarves, students can use their index finger to make the letter “a” in the air. Have them chime in with the verbal pathway as they practice forming the letter several times.
Ask students to practice writing the letter “a” on their whiteboards or paper. Have them make the letter several times. Remind them to use the verbal pathway.
Independent Practice:
Provide each student with the lowercase “a” worksheet. Circulate around the room, supporting as necessary, as they complete the worksheets. Students who experience difficulty may need to see the formation modeled again and/or be reminded of the verbal pathway to guide their writing.
Ask students to share the names and occupations they thought of that begin with the letter “a,” which will help out any classmates who need ideas.
Follow-Up:
Use this same lesson structure to introduce the uppercase “A.” Be certain to point out that the lowercase “a” is a short letter and the uppercase “A” is a tall letter. The printable poster is very helpful for showing students the difference in height between the two letters.
Extensions:
Students can use other modalities to practice forming their letters. Other ideas include:
Salt trays
Chalkboards
Slime
Sand
Paint
Use the same lesson structure to introduce more cursive letters.
Free printable version of Printable Cursive Writing Lesson Plan - Courtesy of PrimaryLearning.org
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