[lively upbeat music] - [Voiceover] Ready to learn?

- Hi.

- Hi.

- [Voiceover] It's time to share a story, [shushes] read and write.

- Let's read it back.

- [Voiceover] Discover science, sing.

♪ Some ♪ Play and so much more.

- Cupcake.

- Very good.

- [Voiceover] Stay tuned for lessons and activities.

- We're gonna start making some words.

Isn't that fun?

- Hmm.

[lively upbeat music] - [Voiceover] Funding for this program was provided by the JPB Foundation.

[lively upbeat music] - Hi, my name is Cheyenne and I'm a Teaching Artist with New York City Children's Theater.

Today, I'm gonna be sharing with you one of my favorite books.

After I'm done reading, I'm gonna give you some ideas about how you can create the sounds of a rainstorm inside.

The book is called "Come On, Rain!"

It was written by Karen Hesse and the pictures were made by John J. Muth.

This book is about Tessie.

It is so hot where they live that her and Mamma have been waiting for it to rain.

While we're reading together, let's notice how the weather is changing but also how the characters' feelings are changing.

[paper rustles] "Come on, rain!"

I say, squinting into the endless heat.

Mamma lists a listless vine and sighs.

'Three weeks and not a drop,' she says, sagging over her parched plants."

Do you hear those words, listless and parched?

What do you think they're saying about the plants?

I think I heard someone say the plants maybe are dry.

May be they look thirsty since it hasn't rained in three weeks.

[paper rustles] "The sound of a heavy truck rumbles past.

Uneasy, Mamma looks over to me.

'Is that thunder Tessie?'

she asks.

Mamma hates thunder.

I climb up the steps for a better look.

'It's just a truck Mamma,' I say.

I am sizzling like a hot potato.

I ask Mamma, 'May I put on my bathing suit?'

'Absolutely not,' Mamma says, frowning under her straw hat.

'You'll burn all day out in this sun .'

Up and down the block, cats pant, heat wavers off tar patches in the broiling alleyway.

Miz Grace and Miz Vera bend, tending beds of drooping lupines.

Not a sign of my friends Liz or Rosemary, not a peep from my pal Jackie-Joyce.

I stare out over rooftops, past chimneys into the way off distance.

And that's when I see it, clouds rolling in, gray clouds, bunched and bulging under a purple sky.

A creeper of hope circles 'round my bones.

'Come on, rain!

'I whisper.

Quietly, while Mamma weeds, I cross the crackling-dry path past Miz Glick's window, glancing inside as I hurry by.

Miz Glick's needle sticks on her phonograph, playing the same notes over and over again in the dim, stuffy cave of her room."

This right here is the photograph that Tessie was referring to Miz Glick has.

Something plays music on a really large disc with a needle.

So sometimes the needle sticks.

It keeps playing the note over and over again.

[paper rustles] "The smell of hot tar and garbage bullies the air as I climb the steps to Jackie-Joyce's porch.

'Jackie-Joyce?'

I breathe, pressing my nose against her screen.

Jackie-Joyce comes to the door.

Her long legs like two brown string beans sprout from her shorts.

'It's going to rain,' I whisper.

'Put on your suit and come straight over.'

Slick with sweat, I run back home and slip up the steps past Mamma.

She is nearly senseless in the sizzling heat, kneeling over the hot rump of a melon."

You notice what Mamma has been doing?

Right now, she's got a melon and she had plants earlier.

What do you think?

Yeah, that's right.

She's been gardening.

Oh, she must be really tired in this heat.

"In the kitchen, I pour iced tea to the top of a tall glass.

I aim a spoonful of sugar into my mouth then a second into the drink.

'Got you some tea Mamma,' I say, pulling her inside the house.

Mamma sinks onto a kitchen chair and sweeps off her hat.

Sweat trickles down her neck and wets the front of her dress and under her arms.

Mamma presses the ice-chilled glass against her skin.

'Aren't you something Tessie?'

she says.

I nod smartly.

'Rain's coming,' I say.

Mamma turns to the window and sniffs.

'It's about time,' she murmurs.

[paper rustles] Jackie-Joyce, in her bathing suit, knocks the door and I let her in.

'Jackie-Joyce has her suit on Mamma.

May I wear a mine too?'

I hold my breath waiting.

A breeze blows the thin curtains into the kitchen then sucks them back against the screen again.

'Is there a thunder?

Mamma asks.

'No thunder,' I say.

'Is there lightning?'

Mamma asks.

'No lightning,' Jackie-Joyce says.

'You stay where I can find you,' Mamma says.

'We will,' I say.

'Go on then,' Mamma says, lifting the glass to her lips to take a sip.

'Come on, rain!'

I cheer, peeling out of my clothes and into my suit while Jackie-Joyce runs to get Liz and Rosemary.

[paper rustles] We meet in the alleyway.

All the insects have gone still.

Trees sway under a swollen sky.

The wind grows bold and bolder and just like that, rain comes.

[paper rustles] The first drops plop down big making dust dance all around us."

So we notice about the weather.

It's starting to rain.

[paper rustles] "Then a deeper gray descends and the air cools and the clouds burst and suddenly, rain is everywhere.

'Come on, rain!'

we shout."

Let's all say that together, ready?

One, two, three.

Come on, rain!

"It streams through our hair and down our backs.

It freckles our feet, glazes our toes.

We turn in circles glistening in our rain skin.

Our mouths wide, we gulp down rain."

Are you in there feeling now that it's raining, it may be not as hot?

Yeah, you're right.

They're feeling happy and joyful.

[paper rustles] "Jackie-Joyce chases Rosemary who chases Liz who chases me.

Wet slicking our arms and legs, we splash up the block, squealing and whooping in the streaming rain."

What do you notice that they're doing in this picture?

I think I heard someone say they're playing tag.

It sounds like a fun game to play in the rain.

[paper rustles] "We make such a racket.

Miz Glick brushes out on her porch.

Miz Grace and Miz Vera come next and then comes Mamma.

They run from their kitchens and skid to a stop.

Leaning over their rails, they turn to each other.

A smile spreads from porch to porch and with a worthless nod, first one then all fling off their shoes, skim off their hose, tossing steamers of stockings over their shoulders.

Our barelegged mammas dance down the steps and join us in the fresh, clean rain while the music from Miz Glitz's phonograph shimmies and sparkles and streaks like the night lightening.

[paper rustles] Jackie-Joyce, Liz, Rosemary and I, we grab the hands of our mammas.

We twirl and sway them, tromping through puddles, romping and reeling in the moisty green air.

We swing our wet and wild-haired mammas 'til we're all laughing under trinkets of silver rain."

I think the mammas are feeling... Yeah, I think mamma's probably a little relieved too.

Her plants have water.

[paper rustles] "I hug Mamma hard and she hugs me back.

The rain has made us new.

As the clouds move off, I trace the drips on Mamma's face.

Everywhere, everyone, everything is misty limbs springing back to life.

'We sure did get a soaking Mamma,' I say and we head home purely soothed, fresh as dew, turning toward the first sweet rays of the sun."

[papers rustle] This is the end of our book.

What do we notice about the weather now and how is it different from the beginning of our book?

Ah, it's not as hot as the beginning of the book.

Yeah, the rain cooled things down.

Oh, someone said it was foggy.

Yeah, it's a little bit foggy, misty.

[paper rustles] Do you think the characters are feeling a little different than they were in the beginning of the book?

Yeah, they seem a little bit happier.

I think they had a lot of fun playing in the rain.

[paper rustles] So if it was raining, what are some things we would hear?

We'd hear rain.

That's right, yeah.

Thunder, that's a good one.

Some thunder.

Oh, wind.

We'd hear wind.

Lightning.

Yeah, I think you can hear lightning.

So what we're going to do is we are going to find some things near us that we can use to make those sounds that we just described.

So I'll give you some examples.

This book, if I hold it like this and I go like this with my fingers.

[fingers tap] Kind of sounds like rain hitting the roof for the sides of where I live.

[fingers tap] If I take a piece of paper, what do you think this might sound like?

[paper rustles] A piece of paper.

[paper rustles] I think it kind of sounds leaves rustling.

[paper rustles] By the get go, it kind of sounds like wind a little bit.

And if I have two pencils, take these two pencils and I go like this, [pencils crackle] do you think it sounds like anything that we've described?

Oh, you think if I hit it harder, it'll sound like lightning?

[pencils clang] A little bit, yeah, I'd agree with that.

[pencils clang] So we're going to find some things near us and we're going to create those sounds to make a rainstorm and maybe you don't have anything near you and that's okay because you can go like this.

What do you think this sounds like?

[hands rasp] Wind?

I think it kind of sounds like wind or like mist.

If mist had a sound, I think mist can kind of sound like this.

Or you can snap your fingers.

[fingers click] You can pat your knees.

[knees patter] I can't stamp where I'm sitting right now but maybe you could stamp your feet, I think that would be a really good thunder.

What do you think?

If we all clapped her hands at the same time, what do you think that might sound like?

Yeah, I think that might sound like lightning.

All right, let's try clapping all the same time, ready?

One, two, three.

[clap bangs] Well, that was a huge strike of lightning.

So with a friend, a sibling or a grownup, maybe you can create the sounds of a rainstorm inside.

You can use what's near you.

You can use your hands or your body just to make those sounds.

I had so much fun reading with you today and I can not wait to hear about what you create a rainstorm with.

Thank you and bye.

- Hi movers and shakers.

This is violet and we're going to do a special dance today.

So I want everyone to either stand up or sit up really tall in your seat or on the floor and we're gonna do the "Hokey Pokey."

Are you ready?

♪ You put your left hand in ♪ ♪ You put your left hand out ♪ ♪ You put your left hand in ♪ ♪ And shake it all about ♪ ♪ You do the hokey pokey ♪ ♪ And you turn yourself around ♪ ♪ That's what it's all about ♪ ♪ You put your right hand in ♪ ♪ You put your right hand out ♪ ♪ You put your right hand in ♪ ♪ And you shake it all about ♪ ♪ You do the hokey pokey ♪ ♪ And you turn yourself around ♪ ♪ That's what it's all about ♪ All right, you're ready to put your leg in?

♪ You put your left leg in ♪ ♪ You put your left foot out ♪ ♪ You put your left leg in ♪ ♪ And you shake it all about ♪ ♪ You do the hokey pokey ♪ ♪ And you turn yourself around ♪ ♪ That's what it's all about ♪ ♪ You put your right leg in ♪ ♪ You put your right leg out ♪ ♪ You put your right leg in ♪ ♪ And you shake it all about ♪ ♪ You do the hokey pokey ♪ ♪ And you turn yourself around ♪ ♪ That's what it's all about ♪ Bye guys.

[lively upbeat music] - Hi friends.

How are you today?

I'm miss Lauren and today, we're going to continue learning all about letters and sounds.

We're going to do three different activities today.

The first thing we're going to do is blend phonemes which means we're gonna be blending some sounds.

We're then going to manipulate phonemes.

We're going to move sounds around to create new words and the last thing we're going to do, I'm gonna teach you all about the initial consonant blend with L and we're gonna do some word work and then read some words and sentences to put it all together.

Okay?

And you know what?

All I need from you today is to be a super-duper listener and to be a super-duper detective and just pay close attention to everything that I'm doing and do it along with me, okay?

We're gonna be doing a lot of things that have to do with sounds.

So today, we're gonna start with blending sounds and I know you already know how to do this.

So this is like a review.

You got this in the bag, right?

You guys are experts at blending sounds.

So I will say the sounds in a word and then I need you to blend the sounds to say the word, okay?

Listen to me do it first.

Are you ready?

Okay.

Here are the sounds.

p e t When I blend p e t together, I get pet.

Do you agree?

Yeah.

Okay, now you try.

You're ready?

Here are the sounds: p e s t What's the word?

Pest, great job.

That's right.

You're really such a great listener.

Now we'll do some more but we're gonna use some pictures to help us out.

So let me put them up on the board.

[paper rustles] One, two, three and four.

Okay?

Here are all our pictures.

Now, I'm going to say sounds.

I need you to blend to say the word, okay?

Put them together and then we're going to see if we can match the word with one of the pictures on the board.

Are you ready?

Okay.

Here are the sounds.

H a t What's the word?

Hat, yeah.

Is there a picture of a hat here?

Let's see.

[gasps] This is a hat.

It's a very fun looking hat, isn't it?

Yeah?

That's a hat, good job.

All right, let's do another one.

Ready?

P i n What's the word?

Pin, good job.

Picture?

Let's see.

[gasps] There it is.

That is what we call a pin.

Nice.

All right, here we go.

L o ck What's the word?

Lock, very good.

Which one is the lock?

Do we know?

Yeah, it's this one down here.

This is a lock.

All right, here we go.

P l a ne What is that word?

Plane, good job.

And I'm sure the picture probably helped you too, right?

It was the last one there.

You did a very good job of blending.

Okay.

Let me take our pictures down.

I don't wanna confuse us with what we're focusing on 'cause now, what we're going to do is we're going to not just blend words.

We're gonna manipulate sounds and words, okay?

We're gonna manipulate phonemes.

So did you know that you can say new words by adding sounds to words?

Yeah.

So we're gonna practice that, okay?

I'll do the first one.

Are you ready?

I'm gonna say a word and then I'm gonna add a sound to the beginning and then put it together, all right?

So these two pieces of paper, these papers are gonna help us out.

So this purple paper will represent the word and this pink paper since it's small as you can see, it's gonna represent the beginning sound that we're adding, all right?

I'll do the first one for us.

Ready?

The word is pill.

The sound is s. Put it together, we have spill.

Got it?

Okay.

You try.

Are you ready?

The word is lamb.

The sound is c. What do we have?

Clamb.

Yeah, isn't that cool?

You could make new words by adding sounds to words.

Let's do a few more.

Ready?

The word is loud.

The sound is c. Put it together.

Cloud, good job.

Ready?

The word is lime.

Oops, sorry.

The word is lime.

The sound is s. Put it together.

Slime.

Yes, wonderful job.

Okay.

Now I'm gonna use a word, the same word over and over again a few times but I'm gonna change the sound to see how many new words we can make.

Are you ready?

Okay.

The word is lap.

The sound is s. Put it together.

Slap.

Yeah.

Okay, are you ready?

Change the sounds, change the beginning.

Keep lap.

Let's add f. What do we have?

Flap, good job.

Ready?

One more.

Change the first sound.

Let's make this sound.

This is lap.

This is the sound c. Put it together.

Clap.

Right, very good.

You guys did a really great job manipulating sounds in words.

Great.

Okay, friends.

Now we're down to me teaching you about the initial consonant blend with L and so remember when we said earlier, what we just did, on how when we add sounds to words, you can make new ones?

Well, it's also true that you can take away sounds to create new words.

So we're gonna try that, okay?

All right.

So I'm gonna build a word.

Let me build my word for you.

[magnetic letters crackle] Okay.

Here is the word.

Let's see.

Let's see.

Ready?

F l i p All right, let's put it together.

F, fli, flip, right?

This is the word flip.

If I took away the F or the f, beginning f sound, we're left with lip.

Do you see how that can happen?

Okay, let's do some more.

[magnetic letters crackle] All right.

I'm gonna leave our blend together.

This is our blend.

We have cl.

You're ready?

We're gonna say this together, ready?

Cl a p, cla, Clap.

You got it?

Yeah.

Let's take away the l. What do we have?

Cap.

Good job.

Let me focus a little bit more on the initial consonant blend with L. Let's use this as our key word.

This is a picture of a glass.

You say glass.

Yeah.

So if I was to write this word, this is how I would write it, G-L-A-S-S Right?

This is the word glass.

This right here, if I was to focus on the beginning, gl, this is a consonant blend with l. Gl is a consonant blend.

In a consonant blend, you hear each sound.

You hear the g and you hear the l, right?

Except they're just set very close together.

So let's say that again.

Glass.

How you can hear both sounds.

G l. Glass.

Glass.

Yeah, you can hear both sounds and that's why we consider it a blend.

Let's take a look at a few other words that have the initial L blend.

Ready?

[magnetic letters crackle] Let's do this word so you can see.

All right.

Everyone see this word here?

We have pl.

Pl u s. Pl, plu, plus.

So this is the word plus, right?

And again, you hear the p l. You hear them both, don't you?

Plus.

You say it very slowly so you can feel it.

You can even feel it in your mouth.

Ready?

Pl, plus.

You could hear it and you can feel it.

All right.

Let's read some words in sentences so we can put all that we've learned all together, okay?

Okay, my friends.

Can you see this?

I think you can.

So what we're going to do is we're going to read these lines, all right?

I'm gonna be pointing so all you have to do is read along with me, all right?

Lots of these words will have that initial consonant blend with L so this is our time to really put everything we learned into practice.

Got it?

Okay, let's start here.

Ready?

C l [gasps].

Do we say that separately like that?

Mm-mm.

Let's put it together a little better.

Ready?

Cl a p. Clap, good job.

Next.

Bl, right?

We put it together.

Bl a ck, black.

Cl i ck, click.

Fl a p, flap.

Bl o ck, block.

Nice.

Let's keep going.

You're ready?

Ooh, my hair.

Ready?

Fl uh ff, fluff.

Pl uh m, plum.

Cl i ff, cliff.

Gl a ss, glass.

Fl i p, flip.

Nice.

All right, let's put them together even more.

Are you ready?

All right.

These might be a little challenging.

Lots of these you may not see the L in there.

These are some review words, okay?

All right, here we go.

Ch i n, chin.

Ch a t, chat.

Th i n, thin.

Th a t, that.

P a th, path.

Good job.

All right, let's keep going.

Fl i ck, flick.

Pl a te, plate.

Cl o th, cloth.

Cl a d, clad.

Fl a me, flame.

All right.

Let's read this sentence together.

Ann can cluck like a hen.

Nice.

All right, let's do the last sentence.

Meg and Cal plan the plot.

Wonderful.

Oh boy!

Friends, you did such a great job.

We learned so much today about the initial consonant blend with L so I'm hoping that from now on, whenever you see, if you see an L in the beginning of a word as like that second sound, as that second letter, remember to put it together, right?

Play it closely together.

We don't have to separate it into f l. Nope.

We're gonna go fl and we put it together just like that, all right?

Make sure that you tell somebody what you've learned today and make sure that you come back tomorrow to make sure that you continue learning about letters and sounds, okay?

Wonderful.

Thank you so much for being here with me today friends.

I'll see you soon.

Bye.

[lively upbeat music] - Hi learners.

My name is Trinette.

- Hi learners, my name is Skylar.

- And we're so happy to be working with you all today.

For today's lesson, you will need to gather some materials.

Please ask a trusted adult to help you.

Skylar, can you tell the learners what they will need for today's lesson?

- A sheet of paper and something to the write with.

- Okay, so go find a sheet of paper and something to write with.

Ask the trusted adult to help you while Skylar and I count from one to 20.

Ready?

Set, go!

One.

- One.

Two.

- Three.

- Four.

- Five.

- Six.

- Seven.

- Eight.

- Nine.

- 10.

- 11.

- 12.

- 13.

- 14.

- 15.

- 16.

- 17.

- 18.

- 19.

- 20.

- 20.

Perfect.

I hope you guys were able to find those materials.

Now, for today's lesson, we're going to be learning about two shapes.

Here's the first shape.

Can you repeat after me?

Circle.

- Can you say that?

- Circle.

- Circle.

Here is a picture of a circle.

A circle has no straight sides or corners.

Now, we were able to find some things around our home that are shaped like a circle.

For example, right behind Skylar, there's a piece of artwork and it is shaped like a what?

- Circle.

- Circle.

In Skylar's room, we found something.

Skylar, what is this?

Can you tell the learners?

- A toy block.

- It's a toy block and it's shaped like a what?

- Circle.

- Circle.

Okay, let's put it here.

We also found a what?

What is this?

- DVD.

- And what do you notice about this?

It's shaped like a what?

- Circle and it has a small shining- - And it has a small circle in the middle as well.

Perfect.

- It also has a thing here.

- Okay, let's move on.

I also found some of my old earrings.

Pretty big but they're shaped like what learners?

- A circle.

- Great.

We also found in Skylar's room- - A tambourine.

- What is this?

- A tambourine.

- What color is the circle here?

- Clear.

- Clear on the inside or we could say white and the outer portion of a circle is red.

- Look, it's more clear.

- Yes, it's kind of transparent.

We can see through.

We also found a picture frame of one of Skylar's sisters and a picture frame is shaped like a what?

- Circle.

- Circle.

Now, learners and Skylar, here's the next shape.

Repeat it after me.

Triangle.

- Triangle.

- Now, I'm going to tell you all about a triangle.

Listen closely.

A triangle has three sides.

It also has three corners or we can call those vertices.

Skylar, can you count the sides of the triangle?

- One, two, three.

- One, two, three.

Perfect.

Now, the vertices are corners.

So I'm gonna use my marker and I'm gonna put a little dot there.

One, two, three.

- One, two.

- Let's show the learners at home.

Do you see that?

One, two and three.

Now, there are a couple of things that I was able to find Skylar and learners that is shaped like a triangle.

[paper rustles] What is this a picture of Skylar?

- Slice of pie.

- Let's show the loaners at home.

This is a slice of pie and it is shaped like a what?

- Triangle.

- Triangle.

I'm gonna flip it over.

Yum, yum, yum.

What do you see?

- Vegetable pizza.

- Oh, a veggie slice, right?

And what are the sizes of pizza shaped like?

- Triangle.

- Triangles.

Can you look at that learners?

There's seven slices of pizza that are shaped like triangle.

- Eight.

- Yes, normally there's eight but we don't see eight.

Well, yeah, there's eight.

Let's count.

One, two, three, four, five, six.

There's about seven there.

Then I found something else.

This is called a pennant.

Can you help me hold this Skylar?

- What's a pennant?

- A pennant...

So this shows the college that I went to but it is shaped like a what?

- Triangle.

- Triangle.

Perfect.

Now, we're going to move on.

Learners, we're now going to sort some shapes.

I have some pictures here behind me that are different shapes.

I need you to help me decide where to place the shapes.

I have a T chart here and in each column, there are different shapes.

So here is a shape of a what Skylar?

- Circle.

- And here's a shape of a what?

- Triangle.

- Triangle.

So let's do the first example for our learners at home Skylar.

This is a Do Not Enter sign.

Skylar, where do you think I should place this sign?

- In the circle.

- Great.

Does it have any sides?

- No.

- Does it have any corners?

- No.

- No.

So I'm going to place it right here.

That's what you guys are gonna do with me next.

Here's the next one.

I have a picture of a window.

I will not tell you what the window is shaped like.

Where do you think I should put it?

Don't say anything yet.

Should I put it in the column with the circle or should I place it in the column with the triangles?

Tell me.

- [whispers] A triangle.

- What did you say?

- [whispers] Triangle.

- Did you say triangle?

- Yes.

- Yes.

Skylar said triangle as well.

So we're going to place it right there.

- But it has a square side.

- No, that's a triangle, another triangle and another one.

There's actually four triangles and then a larger frame of the one that's also triangle.

Now I have two slices of pie.

Looks like sweet potato pie.

- Let me see.

- Don't tell them.

Learners at home, where should I place this picture?

Don't say anything.

What's that?

- [whispers] Triangle.

- Yes, triangle.

Great job.

Now, I have a picture of a clock.

Where should I put this in my T chart?

- In the circle.

- Did you say circle like Skylar?

Great job.

Okay, we have a few more.

I have a picture of some coins.

I see some dimes, pennies.

Look at the shape of those coins.

Let's wait.

Let's give them a chance to tell us.

Where should I place it?

- [whispers] In the circle.

- Should I place it here?

- No [giggles].

- No.

Did you say circle?

- Circle.

- Great job.

They're shaped like circles.

Now I have a yield sign.

This is also a sign that I see when I drive.

- What's a yield sign?

- A yield sign is like when you kind of slow down and another car may go in front of you and then you go.

Where should I put this one?

Great.

- In the triangle.

- On the triangle.

We have one more.

This is a picture of a what?

What is this?

- A moon.

- Say it louder.

- A moon.

- A picture of the moon.

- Or earth.

- No, that's just a picture of the moon.

This is not earth.

The picture of the moon.

Where should I place it?

- There.

- Great job learners.

So we were able to sort circles and triangles and place them in the appropriate column.

Learners, for our last activity, take out the materials that you gathered earlier which was something to write with and a sheet of paper.

I would like for you to draw three circles but here's what you need to do.

I want you to draw one small circle, one medium size circle and one large size circle.

- Large size circle.

- Could you hold that up Skylar so the learners can see?

So we have three circles.

One small, one medium and one large.

- Large.

- Now, pick up your pencils now.

Skylar, you're gonna do the same thing and draw those circles.

Go!

One small, one medium and one large.

How are you doing?

Perfect, time's up.

Let's show you what Skylar has.

She has one small, one medium and one large.

Can you show me what you were able to come up with?

Oh, that's fantastic.

Great job.

Now, I want you to draw some triangles.

- Can I draw a triangle?

- You can draw one and I'll draw some too.

I want you to draw one small triangle, one medium size triangle- - And one small.

- Well, one small, one medium and one large.

Ready?

Set, go!

So you draw the small and I will do the medium and a large.

Just put it here.

Here.

Go ahead learners.

Draw that triangle.

The first one should be small then your second one I wanna be a medium size triangle and then your large size triangle for the last one.

Okay, perfect for that.

- Can I draw a triangle?

- Perfect.

So mommy is gonna draw the medium and the large.

Let's show our learners at home.

Take a look at that.

- That's beautiful.

- It's beautiful.

So Skylar drew a small triangle.

I drew a medium and a large.

Can you show us at home what you have?

Look at that Skylar.

Didn't they do a fantastic job?

Great job learners.

I'm so happy to be able to have worked with you all today.

You did a great job.

Remember, a triangle has three sides and three corners or three vertices and a circle has no straight sides or corners.

Learners, you can practice this at home.

Just ask a trusted adult to help you find some old newspapers or magazines and you can look for circles and triangles and practice cutting them out.

Until we meet again, bye bye for now.

See you soon.

- See you soon.

[lively upbeat music] - Hi artists, I'm Belinda.

I'm a Teaching Artist with Studio in a School.

Today, we are going to make a collage of an imaginary person.

I made two.

[paper rustles] This is Lucy and this is Rascal.

The art materials you'll need for this lesson are at least three sheets of paper.

You can use notebook paper, construction paper, printer paper or wrapping paper or any other paper that you can find.

And you also need some type of glue or tape.

You can use glue stick or wet glue or tape.

The first thing you wanna do to make your imaginary person collage is to make the face.

I'm gonna use construction paper to make my collage.

I'm gonna choose one sheet for the face.

You have a choice of how you wanna make your face.

You can use the paper without ripping it like I did for Lucy or you can rip the paper into a shape that you wanna use for the face like I did for Rascal.

To make my face shape today, I'm going to use my yellow construction paper.

[paper rustles] I'm gonna tear my shape slowly so that I can make it round.

I'm gonna start by taking my thumb and my first finger and I'm gonna put it at the top of the paper.

Then I'm gonna take my thumb and my first finger and put it right next to my other hand and then I'm gonna begin to tear slowly.

[paper rustles] I'm gonna say close to the edge of the paper so that I can make a very large shape so I can fit all my facial features on that shape.

[paper rustles] Notice that I'm tearing slowly and I'm turning the paper at the same time.

I don't really know what the shape is gonna look like but I'm trying to make it round, [paper rustles] staying close to the edge [paper rustles] all the way to where I started.

There.

[paper rustles] Now, we're gonna make the shapes for our imaginary face.

What are some of the parts of the face?

Can you say them as I point to them?

Eyes, eyebrows, nose, mouth, hair, ears, eyelashes.

Let's begin.

The first part I'm gonna make are my eyes.

I'm gonna use this light green paper to make my eyes.

I think I'll tear out two shapes for the eyes.

[paper rustles] I'm gonna tear slowly and turn the paper while I tear.

There is one and now I will tear out the second shape.

[paper rustles] There is two.

[paper rustles] Now, I'm gonna make the pupils.

The pupils are little black dots that you can see in your eye.

I bet if you look in the mirror, you can find your pupil.

I'm gonna use black paper to make my two pupils.

I'm gonna tear two pieces.

One and then another one [paper rustles] and then watch how I change them.

I'm gonna make them really small by crumpling the paper.

And then I'm gonna put them right on top in the middle of my eyes.

I'm gonna crumple this one too.

[paper rustles] Now, what am I gonna add next?

I'm gonna add the nose.

I'm gonna use my blue construction paper to make my nose.

First, I'm gonna tear the paper [paper rustles] to make a smaller shape [paper rustles] and then I'm gonna change it.

I think I'm gonna roll the paper to make my nose 'cause I want it to pop out.

Here I go.

I'm gonna roll the paper.

[paper rustles] That looks good.

If I let it go, it's gonna open a little bit.

I'm not gonna use glue to the end because I might change my mind how I want to arrange my shapes.

The next thing I wanna do is add a mouth.

I'm gonna use my white paper to add a mouth.

I'm gonna tear a piece off.

[paper rustles] That's definitely too big.

This time, I'm gonna twist the paper to make my mouth.

[paper rustles] I'm gonna twist and move my hands in different directions.

[paper rustles] It's a little big so I think I'll tear a part of it off.

[paper rustles] There you go.

Now, what's next?

I haven't added my eyebrows yet.

So maybe I'll do that next.

Let's see.

I'll use my purple paper to make my eyebrows.

I'm gonna tear two small shapes for the eyebrows [paper rustles] using my thumb and my first finger from both hands to tear a shape.

[paper rustles] There is one, [paper rustles] there is two.

[paper rustles] Now, I wanna add some ears.

I think I'm gonna use my black paper again to add my ears.

I'm gonna tear two shapes [paper rustles] for two ears.

This looks too big.

I'm gonna tear this in half.

I can put it on top or I can even put it underneath.

That's sticking out a lot.

So maybe I'll fold the paper so that it's sticking up and makes it a little bit smaller.

There we go.

Now, I'm gonna add some hair.

I'm gonna use my blue construction paper, the same one I used for my nose and I'm gonna add some hair now.

I think my imaginary person is gonna have short hair.

So I'll rip a piece off.

[paper rustles] I wanna change it.

I'm going to fringe the paper to make the hair.

I'm gonna take my thumb and my first finger, my thumb and my first finger and tear slowly and just tear it a little bit, not too much and I'm gonna repeat this all the way down to make the hair for my imaginary person collage.

There.

I'm almost done.

I think there's one thing I wanna add.

I'm gonna add some eyelashes.

I'm gonna take my purple paper and add some eyelashes.

I'm gonna take two little pieces, [paper rustles] rip them and stick them underneath and then I'm going to fringe a few of the pieces to make the eyelashes.

I'll do the same for this one.

I'm gonna fringe it one, two and three times.

There, I'm done.

I'm ready to add glue but first, I wanna think if I want to change anything.

I think I wanna change my twisted paper to make it look like he's smiling and I think I wanna see if I want to change the nose to change the direction so that it's sideways.

No, I don't like that so I'm gonna change it back.

I actually decided I don't wanna add the eyelashes.

So I'm gonna take them out.

There.

Now, I'm ready.

I'm gonna use the glue now to glue down my collage.

I'll start with the hair.

I'm gonna add glue just where my paper is gonna touch my face and I'm gonna hold it down for 10 seconds just to make sure that it stays.

Also, I'm gonna make sure that I glue the edge of the shape to make sure that the parts I want flat, stay flat.

So I'm gonna glue just around the edge of the shape like that.

Hold it down.

To glue my eyes.

Now, I'll glue the pupils down.

Put a little glue right in the middle there.

Hold it down for 10 seconds.

And now for my nose, my roll paper, I'll put some glue right here, hold it down and now for my twisted paper... [paper rustles] And now for the ears, I'll put some glue right here [paper rustles] and I hold it underneath and I'll put some glue right here and I hold it underneath like that.

[fingers tap] There I'm finished.

Here's my imaginary person collage.

Now it's your turn.

What will your imaginary person look like?

Have fun.

[lively upbeat music] - Hey Jason?

- Hey Jake, what's up?

- Water the plant or don't water the plant?

- I don't know but you know there's only one thing to do when you can't figure something like this out.

- Make it a puppet!

- Make it a puppet!

♪ Make it a puppet ♪ ♪ Make it a puppet ♪ - Here's some googly eyes.

[eyes pop] [kids applaud] - Houseplant.

[air whooshes] I'm a houseplant.

- It worked.

- [giggles] Of course it worked.

We put on googly eyes and made him a puppet.

- Houseplant, are you thirsty?

- So thirsty.

- He is thirsty.

- And feed me some sunlight.

- He eats sunlight?

- And give me some air.

- He eats air.

- Jake, plants use light from the sun, water from the rain, air and nutrients from the soil to make food for themselves and it's called photosynthesis.

- That's a big word.

Houseplant, is that all you need to grow?

- Yup.

♪ You see, I need sunlight ♪ [gentle piano music] ♪ Water, soil, air ♪ ♪ That's all I need to grow ♪ Come on, sing with me.

♪ I need sunlight ♪ ♪ Water ♪ ♪ Soil ♪ ♪ And air ♪ ♪ That's all I need to grow ♪ [lively brassy music] ♪ You see, when I was little ♪ ♪ Just a seed, I germinated ♪ ♪ And spread my leaves ♪ ♪ Now I need sunlight, water, soil and air ♪ ♪ Sunlight, water, soil and air ♪ ♪ That's all I need ♪ ♪ That's all I need ♪ ♪ That's all I need to grow ♪ [water trickles] [Houseplant grunts] Thank you.

Well, bye bye.

- Where are you going?

- I'm going to England to start a band.

- They grow up so quickly.

[lively upbeat music] - [Voiceover] Funding for this program was provided by the JPB Foundation.

[lively upbear music] [lively orchestral music]