[happy upbeat music] - [Narrator] Ready to learn?

- Hi!

- [Narrator] It's time to share a story, - Shh!

- [Narrator] read and write.

- Let's read it back.

- [Narrator] Discover science, sing, ♪ Some where ♪ - [Narrator] play, and so much more.

- Cupcakes!

- Very good.

- [Narrator] Stay tuned for lessons and activities.

- We're going to start making some words.

Isn't that fun?

[happy upbeat music] - [Narrator] Funding for this program was provided by the JPB foundation.

[happy upbeat music] - Hi, everyone!

I'm Wiley Blevins.

I write books for kids.

And today I want to share with you one of my favorite books.

It's not a book that I wrote.

It's a book that I read last year that I think is very special.

And it's called the "Woodpecker Girl."

A woodpecker is a type of bird and you can see woodpecker here on the cover.

This book is based on the true story of a little girl with cerebral palsy.

Cerebral palsy is a condition she was born with.

It's not something that you can catch.

It's not something that you should be afraid of, but people who are born with cerebral palsy sometimes have great difficulty moving.

So the little girl in the book, and you see here on the cover, she's in a wheelchair, she has great difficulty moving her arms and her legs.

She also has great difficulty talking so, she can't express her feelings and her thoughts to her family and friends around her, until one very special day.

And that's what this book is all about.

I'm going to read the book all the way through so that you can enjoy it.

I'm not going to stop until the very end, but as I read, I want you to pay very close attention to the illustrations because I want you to look for two things.

One, a yellow kitten and two, a white bunny rabbit.

And I'll tell you why, at the end.

It's a surprise.

The "Woodpecker Girl" written by Chingyen Liu and I-Tsun Chinag, illustrated by Heidi Doll.

"I am a woodpecker who loves to draw, but I can't hop on branches or fly freely in the sky like a real woodpecker.

My brain lacked oxygen when I was born.

From that moment on, my body and my brain have worked against each other.

When I want to greet someone, my neck swerves back.

When I want to talk, I can only make E-E-Aah-Aah sounds.

When I want to smile, my face looks angry.

I had to start school sooner than other children.

I needed to learn how to keep my body in balance and control the turning of my neck.

I use my hands and feet to feel the shape and temperature of things.

I'm just learning how to talk.

These things might be a piece of cake for most people, but for me, they're very difficult.

You might wonder how it feels to see other children jumping and playing when I can only stay in one place.

I hear people sing.

If I could sing, would it be beautiful?

All I can do is sit quietly.

My little sister chases and plays with our puppy, Coco, all day.

They have such fun together, but I feel sad.

I want to play with Coco too, but my wheelchair might roll onto him.

Coco loves to put his paws on my knees.

I know he wants to cuddle with me, but I can't.

I try to accept the way that I am.

At first, I had no friends because I got angry so easily trapped in my body.

I was angry because no one understood what I was saying.

I couldn't exercise, go shopping or play with my classmates.

Mom said that my physical disability didn't mean I couldn't have friends.

It all depended on me.

Mom was right.

So I tried to change.

I started talking with my classmates using a computer.

Now I have some friends.

One of my friends is like a big sister to me.

She can do so much.

She can play the piano.

She can sing.

She can bake too.

She says that one day she will open a bakery filled with music.

It will bring happiness to all of her customers.

Can I bring happiness to other people, too?

I wonder, what can I do?

Dad says that I can paint, but how can a girl who can't even hold a pencil paint?

How is it possible?

My art teacher smiles at me and says, no problem.

I'll figure out a way.

The first time I wore the headband with a brush attached, my classmates laughed.

They said I looked like a woodpecker.

I did look weird.

However, my teacher was proud of his invention.

He put on the headband and showed me how to paint with it.

The headband felt uncomfortable.

It made it difficult to control the brush.

I had to keep nodding, dot by dot, to paint the picture I saw in my mind.

I admit I did look like a woodpecker.

It was exhausting painting this way.

But once I put on the headband, I felt like I was spreading my wings and flying freely in the sky.

I wake up at dawn to the rooster crowing loudly and clearly.

I see the sun rising.

The bright and warm light fills me with hope.

I follow behind the girls strolling happily in the forest.

I eavesdrop on them, whispering secrets.

I fly over a pond with blooming water lilies and see the fish playfully swimming.

I fly over the meadow covered with colorful wild flowers and play hide and seek with the clouds.

I listened to the waves lapping against shore, sometimes gentle, sometimes rough.

I follow the shining stars and fly home in the starry night.

Softly saying goodnight to the yellow kitten sleeping on the wall.

I love painting.

I don't mind that the way I paint is different from others.

I love painting.

I don't mind painting dot by dot slowly, even when it makes my neck so sore.

I love painting.

So I will bear it because I am going to be a woodpecker that brings happiness to everyone."

It's such a wonderful, beautiful, true story of a little girl who has a physical disability and overcomes it by learning how to paint so she can express her ideas, her thoughts, her feelings.

And what's really special about this book is at the end, there are all of these extra paintings.

And these are the actual paintings from the girl who the book is about.

And if you look very closely here at the bottom, you will see - guess what - a yellow kitten.

And if I flip back a few pages, what do you see on the fence?

A yellow kitten.

The illustrator, Heidi Doll, decided to take some of the real girl's paintings and incorporate, or fold them into, her illustrations in this book, which I think is incredibly special.

The other thing that she did is on every spread of the book, and a spread is two pages, she put a little white bunny.

The little white bunny is her, the illustrator.

She wanted the little girl to know throughout the story that she was there, watching over her, keeping her safe, and protecting her.

So, this book really shows how art can be a wonderful way for us to express our feelings.

So, I'm going to show you today, how to draw a very special smiley face that used to make me happy when I was your age.

And it's interesting.

We often associate colors with feelings or emotions.

For example, a lot of people associate the color red with being angry.

And here is a picture that I drew when I felt really angry.

And people also associate the color blue with feeling sad.

And in fact, sometimes people will say, when you're sad, are you feeling blue?

So one time when I was feeling a little sad, I drew this picture to show how is feeling.

So what I want you to do is to gather some supplies for us to do a little art project.

So I want you to get some paper, anything that you can draw on.

It doesn't have to be piece of paper.

It could be the back of a white envelope, whatever you have, and some crayons or markers or other things to draw with.

I'm going to give you 30 seconds to collect your materials.

[high tempo music] So welcome back.

Now, I want to draw something that makes me feel happy.

The color I'm going to choose is the color green because the color green, to me, represents spring when the grasses start growing and flowers start blooming.

So, it's a color that makes me happy.

I'm going to share with you how to draw a happy face, a happy face that I used to draw when I was your age.

My name is Wiley and people called me Smiley Wiley because I always smiled.

So, I would draw smiley faces on my pictures.

So, we're going to start by drawing two ovals, like that.

Then, inside the ovals, we're going to draw little circles and color them in to make the eyes.

Then, we're going to draw a little circle for a nose.

Just like that.

And a half circle for a smile, but I'm going to put little lines on the ends of a smile, like the creases in your mouth when you smile.

Now, I like to add something really special to my smile.

I like to add a little tongue sticking out.

Super, super excited.

And that's a smiley face - a Smiley Wiley.

If you want to finish it out by drawing a big circle for the head and maybe some hair on, you can do that as well.

So take some time today to draw pictures that make you feel happy.

And if you want to, add a smiley face to your pictures.

And I hope that you find something today, that fills you with happiness, as much happiness as I had reading to you, the book "The Woodpecker Girl."

Have a wonderful day, everyone.

- Hi, movers and shakers.

This is Violet.

Today, we're going to sing "Head, Shoulders, Knees and Toes," but this time my friends, Isa and Katia, are going to help us sing in Portuguese.

You can sing in whatever language you want or you can just dance along with us.

So stand up straight or sit up straight and get ready to sing.

♪ Head, shoulders, knees and toes, knees and toes ♪ ♪ Head, shoulders, knees and toes, knees and toes ♪ ♪ Eyes and ears and mouth and nose ♪ ♪ Head, shoulders, knees and toes, knees and toes ♪ [Isa and Katia in Portuguese] - Thanks, everyone!

[energetic music] - Well, hello again, learners.

My name is Renata and we're going to have a blast today.

We'll be counting syllables.

We'll also be listening for the middle vowel in words and changing it to make new words.

We're going to also work with these "r" controlled spelling patterns for -or and -ore. We'll be reading and writing.

So make sure you have something close by that you can write with, paper, pencil, a whiteboard, crayon... And if not, that's okay.

You can write in the air.

Let's get started.

Okay, learners, we're going to warm up by clapping and counting syllables in words.

Some words are short and they only have one syllable, but some long words have two or more syllables.

I'll do a word to practice.

Key chain.

key-chain two syllables.

You try this word Saturday.

Good.

Sa-tur-day three syllables.

All right.

So now, I'm going to give you words.

Clap and count them and tell me how many syllables in each word.

Here's your first one.

Glue Yes, that was easy.

One syllable.

Feather.

Great.

Two syllables, fea-ther.

How about volcano?

Excellent.

Yes.

Three syllables vol-cane-o Try light bulb.

Great.

Two syllables.

Stove.

Easy again.

One syllable.

You got it.

How about apron?

Yes.

Two syllables.

Try potato.

Yes.

Three syllables, po-ta-to.

How about butterfly?

You got it again.

Three.

but-ter-fly.

Almost finished.

Try bucket.

Great, two.

How about backpack?

Yes.

Easy two syllables.

Last one.

Sailboat.

Yes.

Two.

Good job, learners, clapping and counting syllables.

You can try this activity with a trusted adult at home.

Okay.

So let's get ready for our next activity.

Okay, friends, in our next exercise, I'm going to give you words and ask you to change the vowel, to make a new word.

I'll try one.

I'm going to change the sound -a in tan to -or.

So, it won't be t-a-n, it's t-or-n. Hm.

You try this one.

Change the sound -e in stem to -or.

Good.

So it's not st-e-m, it's st-or-m, storm.

Here's some more.

This is kind of tricky.

Change the -o in pot to -or.

Great.

If you said p-or-t, port, you got it.

Change the -ee in sheet to -or.

Excellent.

You said sh-or-t, short.

Change the -a in face to -or.

Hmm.

F-or-ce, force.

Next one, change the -ai in faith to -or.

Wow.

F-or-th, forth.

That one was tricky.

Next one, change the -e in hen to -or.

Wow.

You said h-or-n, horn.

Wow, friends.

This activity is not easy and you did an amazing job.

And you hear, we're working only with this r-controlled -or sound.

Well learners, we've reached the part of the lesson where we're going to read and write together.

But before we do, let's talk about spelling that sound -or we've been using.

We're going to use O-R, or, and O-R-E, also or to build some words with cards, and then we'll blend, and read some lines of words.

At the very end, we'll write a few words together.

Here we go.

S-t-or-k st-or-k stork Oh, that bird with those long legs.

Let me change a few letters.

F-or-k f-or-k fork.

Hmm.

I'll change a few more.

Remember, O-R-E also represents the sound -or, St-ore store.

Great.

M-ore m-ore. More is the word.

Last one.

Here we go.

W-ore wore.

Like, I wore my best clothing.

All right.

I think we're ready to read and write.

- [Narrator] Let's blend and read words that have the -or r-controlled sound and use the O-R or the O-R-E spelling pattern.

I'll point and you'll blend and read.

[gentle music] - Okay, friends, we've come to our last activity and it's fun.

It's like a game.

You're going to help me write one of the words in my sentence.

It's going to be a word that has the O-R or the O-R-E spelling pattern.

Here's my first sentence.

I put the fork by the plate.

Write down the word fork for me.

Good.

I hope you stretched it out and listen for the sounds.

All right.

Are you ready to check it?

Oh, let's see.

f-or-k fork.

How'd you do?

Excellent.

Next word coming.

Listen up.

I wore my coat out into the snow.

Write down the word wore.

Great.

Let's check it.

w-ore wore How'd you do.

You got it.

All right.

Next sentence.

Listen up.

You have a horn on your bike.

Write down the word horn.

Okay.

Ready to check?

Here it is.

H-or-n horn I know you did an amazing job.

Next sentence, coming up.

What is the score of the game?

Write down the word score.

Great.

Let's check it.

S-c-ore score How'd you do?

Great.

Last sentence.

A stork has long legs.

Write down the word stork.

Good.

Let's check it.

St-or-k stork.

How did you do?

Awesome!

Friends, you just wrote fork, wore, horn, score, and stork.

High five.

Awesome job.

Well friends, we've gotten to the end of our lesson.

You did an amazing job today.

Counting and clapping syllables, changing the vowel inside of words, and also working with -or and -ore. You did a great job reading words and writing words.

Make sure to practice and review this spelling pattern with a family member, and make sure to join us tomorrow for more learning.

Until next time, have a great day.

Bye.

- Hello.

My name is Alvin Irby and I'm the founder and chief reading inspirer at Barbershop Books.

Today, I want to talk to you about how your ordinary trips to the grocery store can actually help your child with math.

Now, one of the really important early math skills is comparing, right?

Is this number bigger or smaller than this other number?

Well, when you make your ordinary trips to the grocery store you can actually give your child a task of comparing the sugar in two different items.

You choose.

Maybe you're going to buy popsicles.

It's a little cold for popsicles, but maybe you're going to buy popsicles.

So, you want to compare how much sugar is in this box of popsicles and how much sugar is in this other box of popsicles.

Well, this is a fun, fun example of ways that you can use ordinary objects, ordinary items that you plan to buy in the grocery store to help your child compare numbers.

Is the sugar more in this box of popsicles or is there more sugar in this?

Make sure that you say and read the numbers on the back.

Well, I hope that your next trip to the grocery store is full of counting and comparing, Bye.

[energetic music] [stadium crowd cheering] [chat-call ringing] - Hello?

- Hello, Mr. Ritz.

- Why, hello, Ray.

It's so good to hear your voice.

You know, I'm actually sitting here right now watching the 2015 World series and I'm singing.

♪ Let's go, Mets ♪ - That's amazing, just like the Mets.

And guess what?

I'm in the Bronx with a special friend who loves his veggies.

I told him you grow the best specials in all of the Bronx.

He loved to visit you at your classroom.

- That's awesome!

Come on down!

I'll be here waiting.

See you soon.

[chat hang-up chiming] [energetic upbeat music] I better go get my uniform.

[energetic upbeat music] Hey, Mr. Met!

[footsteps clomping] Come.

Check out my classroom.

Follow me.

Students, I'm so excited to introduce one of my heroes, my good friend, Mr. Met.

Hi, Mr. Met.

He's here today to teach us how to dance and how to exercise.

I've always wanted to learn how to dance.

I'm a little nervous.

So today, we're going to learn and listen with our eyes and feel with our heart.

As Mr. Met teaches me how to dance.

I'm so excited!

This is going to be great, Mr. Met!

Let's do it!

[footsteps clomping] [Irish river dancing music] [Irish river dancing music continues] Hold on!

I can't do all that.

That's too hard.

Okay.

I'm going to watch with my eyes and learn and feel with my heart.

[classical piano music] [energetic brassy music] Oh, I recognize.

This is the twist.

That's right.

I love the twist.

You can get real creative with the twist, students.

You can go side to side, shake, all kinds of things.

Remember, the goal is to keep moving and have some fun.

[brassy music continues] [salsa music] Whoa.

Wow.

This is salsa music.

I've always wanted to learn how to dance salsa.

Can you teach me, Mr. Met?

I'm ready.

- Follow me.

Step left.

Step left.

Step right.

Step right.

Left, left.

Right.

- Students, you can do this at home, too.

Feel the rhythm of the music.

- Left.

Right.

Right.

Left.

Wave your hand up, hand up.

[salsa music continues] Right hand up.

Right hand up.

Left hand up.

Left hand up.

Right hand up.

Right hand up.

Left hand up.

- I'm doing it!

I'm doing it, Mr. Met!

I'm doing it!

- Clap your hands.

- That was so much fun.

[country square dancing music] I like that.

That's kind of like a partner dance, Mr. Met.

You want to partner together?

Oh, I get it.

We'll lock arms.

Students, grab a partner at home.

Pull up your belts.

Get ready.

Stick out your arms.

I'm ready, Mr. Met.

What's coming?

[country square dancing music continues] Switch the arm!

This is fun!

Don't forget to kick your heels up, partners.

Yeah!

Tip those hats.

One more time around, Mr. Met?

[country square dancing music continues] This is awesome!

We are great partners!

Mr. Met, I have a great idea.

Why don't we come up, you and me, with a lesson to teach all the students out there so they can dance along.

I'll follow you and we'll do it.

Are you ready?

This dance is for you [dance music] - Right hand up.

Left hand up.

Right hand down.

Left hand down.

Right hand up.

Left hand up.

Right hand down.

Left hand down.

Perfect.

Side.

Side.

Clap.

Side.

Side.

Clap.

Side.

Other side.

Other side.

Up.

Up.

Up.

Up.

Now, follow Mr. Met.

Left hand up.

Right hand up.

Left hand up two times.

Right hand up.

Left hand up.

Right hand up two times and do the wave.

Here we go.

Left, Right, Left, Left.

Right.

Left.

Right.

Right.

Do the wave.

Right back at you, Mr. Met.

That was awesome!

Are you ready, students?

Let's do this together.

Everybody join in.

[dance music] [dance music continues] ♪ We love the hotdogs ♪ ♪ We love the hotdogs ♪ ♪ We love the hotdogs ♪ ♪ We love the hotdogs ♪ ♪ What I want ♪ ♪ We love the hotdogs ♪ ♪ We love the hotdogs ♪ ♪ We love the hotdogs ♪ ♪ We love the hotdogs ♪ Wow.

All that exercises helped me build up an appetite.

[stomach growls] Wow.

Sounds like you, too.

I have an idea.

Why don't we go pick a nice healthy salad together?

Would you like to help me harvest Mr. Met?

[magic chimes] Come.

Follow me.

First, we'll pick some lettuce.

Boy, we're going to have an amazing meal.

Boy, I can hear the crunch on this salad, Mr. Met.

I'm getting excited.

You know, Mr. Met, I know you have a lot of powers, but one of our favorite powers here in the Bronx is to grow food indoors, all year long, so that children can learn how to eat their vegetables.

And you can too, students.

It doesn't get any fresher than this, Mr. Met.

We grow this with students.

Wow, Mr. Met, it looks like we have a huge salad.

Let's go eat.

Now that we've eaten, I want to go on to a new activity and I want to draw our friend, Mr. Met.

For this directed drawing, you'll need a piece of paper.

I recommend that you use a pencil just in case you make a mistake, but I'm going to use a marker, so you can see my lines.

Now, don't you move, Mr. Met.

Stay perfectly still.

It's time to draw you.

The first thing I notice with Mr. Met is his big, round baseball head.

So, let's draw the head and make a big circle.

We'll start by doing this.

[energetic music] Wow.

It's almost a complete circle.

Now, the next thing I'll do is, I'll add in the baseball stitches.

One half of a line like this with little arrows.

Boy, he's so handsome.

Next thing I'll do is make another half circle on top and that'll be his beautiful hat.

Look at that.

The hat is so easy to draw.

We go like this, and look at that.

I'll put in the famous New York.

[energetic music] Now, let's add in his eyes and they can be little triangles.

One triangle here and we'll add in his eyeballs right here.

[energetic music] He's looking handsome already.

How about those big eyebrows?

Let's add those in, right here.

He's looking pretty authentic.

The thing that's closest to me is his nose.

So let's put his nose right there.

And of course, Mr. Met, always has a big smile.

So let's add that smile in, right there.

[energetic music] The next thing we want to do is add in his shirt.

Don't move, Mr. Met.

We're going to put his shirt... We'll make his arms go out this way.

[energetic music] Look how easy that was.

We've got a shirt and now we'll get his hands.

We'll just come right out of the shirt.

[energetic music] There is one arm.

There's another twinkly finger.

Boy, Mr. Met, you're pretty easy to draw when you stay still.

Look at that!

And I'll put in his Mets.

M-E-T-S. Look at how easy that is!

We'll make his little collar.

It's just a V with another collar here.

We'll put the lines here and we'll add in some buttons.

Wow.

We've got his whole Jersey.

Let me add in his number.

Zero, Zero.

Boy, that's perfect.

The next thing we'll do is we'll add in his beautiful belt.

That's blue.

Right here.

And for his legs, it's really easy.

It's one big M, as in Mets!

Look at that!

Mmmm M!

M!

M!

M!

M!

Look at that!

We'll add in his blue socks, right here and of course, his beautiful shoes at the bottom.

Wow, he's looking pretty handsome.

No peeking.

Look at that, students.

It's Mr. Met.

You know, I always like to add in some colors and the Mets colors are blue and orange.

So first thing I'll do is add in a little bit of blue in the hat.

[energetic music] And of course, Mr. Met is known for his famous blue socks.

[energetic music] And now we get in and a couple of blue lines.

Well put some blue lines here on the top of the shirt.

Maybe there's one or two right here.

And then lastly, what I'm going to do is add some red so we remember he's a baseball.

[energetic music] Wow.

That's perfect.

Mr. Met, it looks just like you.

Come and take a peek.

You like it?

That's you, buddy.

High five!

We had so much fun drawing with you today.

I'm so grateful that you came to visit me today, here, in the Bronx and that you taught me and all the students how to listen and learn with our eyes and feel with our hearts.

I'm so grateful and say, thanks so much before you go.

What?

Wait one minute?

[magic chimes] Wait a minute!

Those!

Those are the 2015 World Series shoes that you wore!

Oh, man, for me?!

O-M-G!

You even signed my name.

Wow!

And they even smell like basil!

How cool is that?

This is a part of history.

Thanks so much, Mr. Met.

I'm so glad you came.

See you soon.

Bye.

Bye.

[energetic music] - Hi, artists.

I'm Cynthia with Studio in a School.

I'm very excited today because we're going to make collage of an animal.

The materials we will need are different kinds of paper.

You can use any kind, such as copy paper, a paper bag an envelope, wrapping paper or construction paper.

We'll also need scissors and glue or tape.

- [Narrator] You can ask a trusted adult to help you with the scissors or you can choose not to use scissors and just make shapes by tearing.

- Let's start our lesson.

First, I will need at least three pieces of paper that are different colors.

I'm going to use one sheet for the background.

I'm using this red.

I have three other papers for the shapes and the details.

I like to look for different animal pictures from books or magazines to help me decide which animal I want to make.

Here's a magazine of birds and a book with collage animals.

You can also look online from a computer to find more images or you can use a phone to look at images.

Don't worry if you don't have a picture of your animal.

You can do it from memory and include what you do know about that animal.

Do you have a favorite animal?

My favorite animal is a cheetah.

I found an image of a cheetah online.

Cheetahs are the fastest land animal on Earth.

I think I'll make a collage of a cheetah.

First, I will make the biggest shapes on the cheetah.

I can use this yellow paper and I'll use a pair of scissors to cut out the shapes.

What is the biggest shape on the cheetah?

So the biggest shape is the body.

I'm using my hand to trace the shape of the body.

This is an oval shape.

I'm going to cut out an oval.

To cut an oval, I will cut and turn the paper while I'm cutting.

An oval is like a circle, but stretched out.

What's another big shape on the cheetah?

Let's make the head next.

What shape is the head?

I can go around it.

It looks like a circle.

Is it a big circle or a small circle?

The head is a lot smaller than the body, so, I'll make a small circle by cutting and turning the paper.

Okay.

Here we go.

Here's a head and a body.

What's next?

I can make the legs.

What shapes are the legs?

The legs are like rectangles that are skinny.

[scissors cutting] [scissors cutting] What else do I need for the cheetah?

Is there another big shape I need?

I think it needs a tail.

What shape is the tail on the cheetah?

Is it a rectangle that's straight or is it kind of wavy?

It depends on how the tail is moving.

I think I'll make a wavy tail so, I'll cut out a wavy shape.

While I cut, I can turn the paper and then, turn the paper to cut the other side.

Here's a tail.

And I want to add a neck for this cheetah.

[scissors cutting] [paper sliding] Now, I have the big shapes for the cheetah.

I'm ready, now, to put these shapes on my background.

[paper sliding] It can start with the body.

Now, what do I want this cheetah to be doing in my picture?

How can I show it walking?

When we're walking our arms go back and forth and our legs go back and forth.

So, one goes forward.

One goes back.

The legs are going in different directions rather than all going downward.

When we're walking, our legs also bend, and our arms bend.

Can I make the legs bend on the cheetah?

Think I can use a pair of scissors to cut this leg.

[scissors cutting] I can move the legs to show that it is bending while it's walking.

Now, cheetahs are the fastest runners.

Maybe I should make this cheetah run.

What would that look like?

When you're running, you're, kind of, off the ground.

Now, it looks like the cheetah's, kind of, in mid air.

Now, it looks like the body's really stretched out.

And what does the tail look like when they're running?

I like the way this cheetah looks right now.

I'll want to add other details, but I'm going to glue these shapes down first.

You can use glue or tape to secure your shape.

I'm going to use a scrap paper to glue my shapes so I can protect my table.

I'm using a glue stick today.

Which shapes should I glue first?

I think I need to glue the shape that's on the bottom first.

Then, I can add the other shapes on top.

Now, I'm ready for the details.

What details should I add to my cheetah?

Details are the smaller things that tell us a little bit more about our animals.

I think that in the head, I can add some eyes and ears.

What shape are the ears for the cheetah?

Are they circles or triangles?

Cheetahs are a type of cat.

And I know that cats' ears are pointed.

Gonna make it into a triangle and see how that looks.

Okay, so now I need some eyes.

And I can make a nose and a mouth.

What shape are the eyes of the cheetah?

What shape is the cheetah's nose?

If I look at a picture of the cheetah, I know the nose has a triangular shape at the bottom.

And then a mouth.

Should the mouth be open or should it be closed?

What other details should I add?

I know that cheetahs don't have hands like us.

They have paws.

So the paws are rounder shapes.

Is there any other details I can add?

They also have some whiskers.

I can add some whiskers.

[paper rustling] I can cut out really skinny rectangles.

I have three on each side of the face.

I really liked this patterned paper from the envelope.

I think I can add some more details in the eyes and the ears.

And maybe I can even add some teeth.

[paper rustling] Wow.

With that detail, the eyes are so much more expressive.

Wow.

The face really comes to life when you have the small details.

Okay.

I like where these shapes are right now on the face.

I'm going to glue them down.

What am I missing on this cheetah?

The cheetah has a pattern on its fur.

Remember in the previous lesson, we talked about patterns.

Do you remember what a pattern is?

Patterns are lines, shapes, or colors that repeat.

Let's look at the pattern on a cheetah.

Do you see the shapes that repeat on the cheetah?

There are spots.

What shapes are the spots?

I see circles.

I also see ovals.

Some are bigger and some are smaller.

Cheetahs have fur.

So the shapes are kind of fuzzy.

How can I make the spots with my paper?

Because the spots are fuzzy or furry.

I'm going to tear my paper.

When I tear the paper, the edges are bumpy.

They look like the fur on the cheetah.

I need lots of spots.

I need to pinch the paper very close together in order to tear these small spots.

[paper rustling] Okay.

When you're happy with where your shapes are you can glue them down.

Okay.

I've glued all the spots on my cheetah.

I think I'm now finished with my cheetah collage.

What do you notice about my cheetah?

What details do you see?

Now, it's your turn to make your own animal collage?

Which animal will you choose?

Remember?

You can start with the big shapes first and arrange them on your paper before gluing them down.

Are you going to show your animal walking or standing or running, like my cheetah?

What details will you add?

Will it have any patterns?

That's all for this lesson.

Have fun making your animal collage.

See you next time.

- [Narrator] Funding for this program was provided by the JPB foundation.

[happy energetic music] [woodwind music]