THE WINTER HOLIDAYS:

LOTS OF GREAT ACTIVITIES

HANUKKAH SONG: HANUKKAH CANDLES

GRADES: K-3

Here is an easy song for Hanukkah. It is sung to the tune of TEN LITTLE INDIANS:

One little, two little, three little candles.Four little, five little, six little candles.Seven little, eight little Hanukkah candles,
And the Shamash too!

(The Shamash is the "helping" candle that lights all of the other ones).

HANUKKAH GAME: DREIDLE

GRADES: K-12

The Hanukkah game of dreidle is played with a special "top"--a dreidle, that has four Hebrew letters on the side.

METHOD:

Each student starts off with a pile of small items to "bet" with--they can be anything, pennies, candy, pretzels, etc.They all start by putting one item in the "pot", or "kitty" in the middle of their circle.
Each time the spin lands on one of the sides, they do one of the following things:
- NUN = nothing happensGIMEL = they take everything in the potHAY = they take half of the pot
- SHIN = they put in one

HANUKKAH FOOD: POTATO PANCAKES (LATKES)

GRADES: K-12

Your students participation in the exercise is dependent on their age, of course. This is a great time for parents to get involved!

INGREDIENTS:

4 potatoes1 onion1 egg1/2 teaspoon salt1/4 teaspoon pepper3 tablespoons flour
1/2 cup vegetable oil

METHOD:

Wash and peel the potatoes. Then grate them and place them in a bowl of cold water. (This keeps them from turning brown while you work on the other steps).Peel and chop the onion into very small pieces.Beat the egg in a large mixing bowl. Add the chopped onion, salt and pepper, and flour.Drain the potatoes in a colander and squeeze the excess water out with your hands. Add the potatoes to the other ingredients and stir until well blended.Heat half of the oil in a skillet over medium heat. Drop the potato mixture in by the tablespoon and cook until browned on both sides.Drain on paper towels. Continue making latkes until the mixture is used up, adding more oil as necessary.
Serve warm with applesauce or sour cream as a topping.

Submitted by,

KATHY MANDEL
VALLEY CITIES JEWISH COMMUNITY CENTER
LOS ANGELES, CA
no e-mail isted

A FUN AND PUN HANUKKAH PLAY

GRADES: 4-10

Here is a short play that your students can do as a "Reader's Theater" or act it out. Within the play, the students can learn about the various customs and beliefs of the Hanukkah holiday.

SETTING:

an empty stage

CHARACTERS:

Shamash (acts like a director)
Candles 1, 2, 3, 4, 5, 6, 7, 8

THE PLAY:

SHAMASH: Okay people, it's time to get our Hanukkah play together. Now remember, each of you is a different candle. You all stand for something very special about Hanukkah. Each of you will come out here and tell the audience the special thing that you represent.

CANDLE 8: I stand for the presents!

SHAMASH: Get back in line! You are not the most important thing about Hanukkah!

CANDLE 8: Well I think that I'm important!

SHAMASH: Candle #1, what do you represent?

CANDLE 1: (Dramatically), "And Mattathias called out to the people after he killed the Syrian and the Jew who bowed down to the idol and said, 'Whoever is for God, follow me!'" I represent the devotion to God which brought a victory to the few over the many.

CANDLE 2: And with that victory, we won our freedom from the Syrians--freedom to live as Jews in our own land, just like today. I stand for that freedom.

CANDLE 8: And I stand for the presents that they gave each other after their victory!

SHAMASH: They didn't give each other presents! Get back in line and wait your turn. We have more important things to go over first! Candle #3?

CANDLE 3: (Struts out as a "muscular" person) I represent the heroes of the story. Judah the Macabee, his brothers and father, Hannah and her seven sons, Batman.

SHAMASH: What? Batman?

CANDLE 3: Well you didn't have to say that they all had to be Jewish heroes.

SHAMASH: Let's get serious, this isn't a Purim play! Candle #4, what part of Hanukkah do you represent?

CANDLE 4: I represent one of the most important parts of any Jewish holiday, the FOOD! Latkes with applesauce; gooey sufganiot!

CANDLE 8: I like my latkes with jelly or honey. I eat them right after I open my presents.

SHAMASH: Number 8! Now, number 4, as you were saying, the food. For those one or two in the audience who do not know what latkes and sufganiot are, can you explain what they are in English?

CANDLE 4: Sure. Latkes are potato pancakes which is an American and European Hanukkah food. Sufganiot are jelly doughnuts which is an Israeli Hanukkah food. I eat them both on Hanukkah.

SHAMASH: That sounds delicious! Moving on. Candle #5, tell us about the part of Hanukkah that you stand for.

CANDLE 5: "Oh Hanukkah, oh Hanukkah, a festival of joy!"

SHAMASH: Yes, we know it is. But what do you represent?

CANDLE 5: "Who can retell the things that befell us?"

SHAMASH: Obviously not you. You can't even retell your lines. As your director, I want you to tell the audience what you stand for.

CANDLE 5: "Rock of Ages, let our song, praise Your saving power!"

SHAMASH: Yes, as director of this play I know that I'm powerful--and call me

SHAMASH, not Rock of Ages. Once again, what do you represent?

CANDLE 5: I represent all of the fun songs of Hanukkah; the music that makes the holiday special.

SHAMASH: Now I understand. Why didn't you just say so? Candle #6, it's your turn.

CANDLE 6: 1, 2, 3, 4, 5, 6, 7, 8--like Hillel. Not 8, 7, 6, 5, 4, 3, 2, 1--like Shammai.

SHAMASH: Why do I feel I don't know what is going on? Candle 6, what are you talking about?

CANDLE 6: I represent the Hanukkah menorah and the lights. The great rabbi Hillel said that one lights one candle on the first night, two the second, and so on until there are eight candles lit on the last night. The great rabbi Shammai said the opposite--that one lights eight candles on the first night and only one candle on the last night. We follow Hillel's ruling, not Shammai's.

SHAMASH: Well, that sheds some light on the subject.

CANDLE 8: We always light the candles before we open our presents.

SHAMASH: The presents are the last thing that we will talk about! Get back in line! Now, Candle #7, what do you stand for?

CANDLE 7: Well, I had a little dreidle.

SHAMASH: That's interesting, any special kind?

CANDLE 7: Yes, I made it out of clay.

SHAMASH: Didn't that make it a little hard to spin?

CANDLE 7; No, you see, when it was dry and ready, THEN dreidle I would play. I represent the famous Hanukkah game, dreidle. Nes, gadol, haya, sham--a great miracle happened there. The four letters on the dreidle, nun, gimel, hay, shin, represent those four words!

SHAMASH: If we can get through this play without any more bad jokes, I'll say the Israeli version--nes, gadol, haya, po!

CANDLE 7: The Israeli version, nes, gadol, haya, po?

SHAMASH: Yes, a great miracle happened here.

CANDLE 8: Is it time now?

SHAMASH: Yes. I hate to call on this last candle, but Candle #8, you're on.

CANDLE 8: Thank you. I love to get Hanukkah presents. But I also love to give them. I love the smile I get when I give a present.

SHAMASH: I'm surprised--I wasn't expecting this seriousness!

CANDLE 8: Sure, even giving presents can be a serious and important business! Why every Hanukkah, I take one of my many presents and give it to a Jewish orphanage, or to a poor Jewish family--to a child who doesn't get any Hanukkah presents! It makes giving and getting presents even more special!

SHAMASH: That's really nice to hear--I'm proud of you and all of your friends up here today. Well folks, that's all the time we have for now. So, from eight little candles shining bright--we say Happy Hanukkah and good night.

Submitted by,

DR. SCOTT MANDEL
PACOIMA MIDDLE SCHOOL
LOS ANGELES, CA
mandel@pacificnet.net

MAKING "GINGERBREAD" HOUSES

GRADES 3-8

This is an extremely fun and creative project to do with your students the week before Winter Break.

MATERIALS:

1 box graham crackers (regular)1 8 oz. milk carton (as they use in school)1 sheet of stiff cardboard or wood, at least 1' by 1' square1 lb box of confectioners' sugarcandy for decorations: small gumdrops, m & m's, sprinkles, candy corn, candy canes, etc.--small and colorful.white frostingfood coloring (to use with the white frosting)
aluminum foil

METHOD:

Cover cardboard with foil.Mix confectioner's sugar with warm water, until you have a paste-like consistency.Measure 1" up from the bottom of the milk carton. Cut this part off of the carton, so that you are left with the bottom and 1" sides.Setting the bottom as a perfect square in front of you, cut through it twice, in perpendicular lines, top to bottom, left to right. You should now have four equal-sized pieces...each piece containing a corner of the original milk carton, and two 1" sides. These will serve as the corners of your "house".Take four graham crackers. Two will be used horizontally, as the long sides of the house. The other two will be used as used as sides, and roof supports. USING SCISSORS, carefully cut from the middle of the long side of the cracker to the midpoint on top. SEE EXAMPLE 1 BELOW.Take the graham crackers, and use the sugar mixture to cement these "walls" to the corners of the house. (The cardboard corners should also be cemented onto the foil). SEE EXAMPLE 2 BELOW.Build the house with a roof, using the "sugar" glue. Be very careful not to break the graham crackers.
Once the basic house is built, and given about an hour to dry, decorate it (and the cardboard base) with the candy and frosting, using the glue mixture.

+++++++++++++
+     $     +    ++++ = graham wall
+    $ $    +    $$$ = area cut
+   $   $   +
+  $     $  +
+ $       $ +
+$         $+
+           +
+           +
+           +
+           +
+           +
+++++++++++++EXAMPLE 1

+++++++++++++++++++++++++
+00000             00000+ ++++ = graham wall
+0                     0+ 000 = cardboard corner
+0                     0+
+                       + 
+                       +
+0                     0+
+0                     0+
+00000             00000+
+++++++++++++++++++++++++EXAMPLE 2

Be sure to warn the students that this takes time and patience! The house MAY break or fall several times before they get it right! But the end result is a beautiful gingerbread house that can be taken home and enjoyed!

Submitted by,

MELODIE BITTER
LORNE STREET SCHOOL
LOS ANGELES, CA
mandel@pacificnet.net

RUDOLPH THE RED-NOSED REINDEER

GRADES: K-2

MATERIALS:

butcher paper or large pieces of papermarkersglue or stapler

scissors

METHOD:

Have the children trace their feet with their heels together and their toes pointed out in a V Shape. Trace around the outside of both feet. Do not trace the inside V of the feet. You should end up with rounded out upside down triangle. This is the headHave them trace their hands. To extend this into a math activity have the children number their fingers from 1-10. These are the antlers.Glue or staple the hands onto the triangle shape.Color eyes and a mouth onto the reindeer.

Glue or staple a red pom-pom onto the face for the nose.

Submitted by,

LUCIA GOODWIN
ST. MARK THE EVANGELIST SCHOOL
WHITBY, ONTARIO, CANADA
goodwin.candl@sympatico.ca

HANDS DOWN FOR RUDOLPH

GRADES: K-3

MATERIALS:

brown paintred paintblack paint (make sure all are washable tempera)fabric (such as unbleached muslin) or brown butcher paper/grocery bagpaper plates for each child
soap and water for cleanup

METHOD:

Spread brown paint on paper plate.Put dabs of red and black on another plate.Give each child a piece of fabric/paper that is about 15"by 12" or so.Have child take shoe off and press bare foot onto the paper plate of paint.Make sure foot is covered with paint and then press it down on the paper/fabric.Using a finger fill in the spot where the arch of the foot is so that you have a solid foot. This is the basic shape of Rudolph's head.Press the right hand into the paint and then press it down on the right side of the head - spreading the fingers out to form antler.Using the other hand make an antler on the other side.Using the thumb in black paint - make two eyes - and using the thumb in red paint - make Rudolph's nose.
This project is great - especially if you have others in the room to help you. It also works if the students are working on another project and you call them over to make Rudolph one at a time.

Submitted by,

AMY RODGERS
UNIVERSITY OF CENTRAL FLORIDA
no city listed
rahjerz@palmnet.net

HOLIDAY REINDEER

GRADES: K-3

MATERIALS:

construction paper--different colorsgluescissors
black marker

METHOD:

Have the children trace one foot on (brown) construction paper=BODYTrace both of their hands on (yellow) construction paper=ANTLERSThey cut out 1 red circle=NOSE and 2 white circles=EYESThey glue it together and can draw in the eyes with black markers
They turn out really cute and the kids really like them and they look great in the room!! I've also used GREEN for the body instead of brown to look more like Christmas colors.

Submitted by,

SARA (no last name listed)
no school listed
CA
SBergd7857@aol.com

KWANZAA: A FAMILY PLAY

GRADES: 4-10

SETTING:

a modern American home

CHARACTERS:

MotherFatherGirl
Boy

THE PLAY:

MOTHER: Come children, help your father bring in the last bags. Kwanzaa is tomorrow and we have to start getting ready.

GIRL: Mother, after dinner tonight, can we decorate?

MOTHER: Yes, children, you may decorate--I made some special streamers over there.

GIRL: Oo--here's black for the color of our people.

BOY: Red for our continuing struggle.

GIRL: Green for the hills of Africa.

MOTHER: Don't forget green for the hope of our children. Speaking of children, hurry and go help your father. I must start to prepare for the karamu, the feast tomorrow evening.

THE NEXT EVENING

FATHER: Children, remember what tonight is for. Remember, our ancestors of old in the motherland of Africa.

BOY: Here is the basket of crops for our thanksgiving, as our ancestors used to bring.

GIRL: Here are the two ears of corn, one for each child in our house.

FATHER: And here are the gifts which you will get on the last night of Kwanzaa. Your mother and I have decided that you have earned these gifts by keeping all of your promises throughout the year.

MOTHER: Now let us eat, we must get up early for breakfast.

BOY: That's the one thing I hate about this holiday--no eating from sunrise to sunset!

FATHER: Before we eat, let's light the first candle of Kwanzaa. Black tonight, red tomorrow, then green. Now, what is the first of the seven Kwanzaa principles?

BOY & GIRL: Harambee!

FATHER: Harambee! Unity! On this first night of Kwanzaa, let us remember the importance of unity in the family. Let us love one another and stand up for one another. Let us honor our ancestors by celebrating our past.

MOTHER: Pass the unity cup.

FATHER: I pour a little of the liquid in the direction of the four winds--north, south, east and west. Now let us all take a sip.

BOY: Now the best part--let's eat!

MOTHER: Black-eyed peas for good luck; greens for prosperity.

GIRL: Mother, what does the fried chicken, catfish, sweet potato pie and peach cobbler symbolize?

MOTHER: They symbolize that I'm a great cook! let's eat.

Submitted by,

DR. SCOTT MANDEL
PACOIMA MIDDLE SCHOOL
LOS ANGELES, CA
mandel@pacificnet.net

A reader, Sue Minick (sminick@stlnet.com) suggested a book to use with elementary students when teaching about Kwanzaa. She writes: "It is a paperback book titled: Kwanzaa - An African American Holiday by Sharon Gayle. It gives background, Kwanzaa words to know, seven principles of Kwanzaa, gifts to make, foods to prepare, word search, crossword puzzle, matching quiz, a really good book to use with elementary students."

ART PROJECT: KWANZAA KENTE CLOTH

GRADES: 3-12

I did this project with my students and the results were quite impressive. The weaving and design looks almost like the cloth from Africa. It can be used as a wall hanging or table decoration.

MATERIALS:

colored construction paper: red, green, orange, yellow, brown, blackscissorsgluecrayons in an assortment of colors
scissors

METHOD:

Cut black sheets of construction paper into 9x12 pieces. Cut the remaining colors into strips 1/2 inch by 12 inch strips.Fold the black construction paper in half horizontally, and make cuts approximately 1 inch apart. Do not cut all the way to the top. Leave approximately 2 inches at the top.Weave the other colors as tightly as possible to form a checkerboard design.Glue down the ends so that the weave does not come apart.Have the students use the crayons to make designs in the squares. It is helpful to have a real piece of kente cloth, or a book of African Patterns as an example.After the project is completed, the student then takes a pair of scissors and makes fringe on the long sides of the paper.As is the tradition during Kwanzaa, ears of corn can be drawn by the students and glued to the kente cloth. This of course is optional.
The designs can then be displayed.

Submitted by,

BARBARA SONEK
P.S. 40
QUEENS, NY
no e-mail listed

HALLOWEEN:

A COLLECTION OF ACTIVITIES

GRADES: K-12

GIANT SCARECROWS

GRADES: K-5

MATERIALS:

1 child-sized long sleeve shirt for each student
1 child-sized pair of long pants for each student
1 solid colored pillowcase for each student
newspaper
string
markers/paint/yarn/buttons, etc. for making/decorating the face and head
scissors
wooden dowels

METHOD:

The week before we make scarecrows, I send a letter to the parents explaining the project. I ask each parent to send in one child sized long sleeve shirt, one child sized pair of long pants, one solid colored pillowcase, and one newspaper (each item clearly labeled with the child's name.) I explain that the clothes will not be returned in their original condition. I have them check off if they can't provide a certain item and tell them that it will be provided for their child. I also tend to get parents who send in extras for other children. I've built up a large collection over the last 10 years!
In another letter, I ask for parents to come in and volunteer to help us sew the scarecrows together. I give them a choice of 2 days and times. For this project, I never say no to a parent. The more volunteers you get, the quicker the project goes.
Day 1) Legs (no parents needed) - I use string to tie the bottoms of the legs of the pants. The children crumple pieces of newspaper into balls and stuff the pants. When finished, it looks like a full pair of pants. I line them up on the windowsill. They stand quite easily.
Day 2) Shirts (parents needed)- I use string to tie the end of each sleeve and the bottom of the shirt. The children crumple pieces of newspaper into balls and stuff the shirt making sure to get inside the sleeves. The children bring their stuffed shirt and pants over to a parent and the parent sews them together. ***Remind the parents to sew the front of the shirt to the front of the pants!
Day 3) Head (parents needed) - I cut the pillowcase in half. Two children can really use one pillowcase. The children spread the pillowcase onto the floor and place pieces of crumpled newspaper into the center. I ask them to decide how big they want the head to be. When they are ready, I wrap the pillowcase around the newspaper balls and tie it at the bottom. The children bring their sewn shirt and pants over to a parent and the parent sews the head to the body.
Day 4) Decorating (no parents needed)- The children use any materials that they would like to decorate their scarecrows. They paint the face, use buttons for the eyes, pom-poms, yarn for hair, felt scraps for decorations, etc. It is totally up to the child to decide how to decorate his/her scarecrow. Many children sit the scarecrow in a chair (like the beauty parlor) and decorate.
Day 5) Sticks (no parents needed)- I have wooden dowels, 3 feet long. The child lays the scarecrow on its "belly." I use a scissor to cut a hole through the pants, shirt, and neck. The child pushes a wooden dowel through the holes. I use a hammer and one thumbtack to attach the scarecrow to the dowel (the thumbtack usually goes through the top of the shirt and into the top of the dowel.)
Well, that's pretty much it. The most important things to remember are to be PREPARED and FLEXIBLE. Some children decide not to put their scarecrows on sticks. Others do the whole thing in one day. They see how it looks and then begin. Some volunteers who come to sew heads might be helping with shirts and pants.
I should also mention that all of the string tying and pillowcase cutting is done before the children come to school. I put their pants, shirts, or pillowcases (depending on the day) in their cubbies, ready to be stuffed.
One more suggestion... Take lots of pictures. We put together a scarecrow book which describes the sequence and, of course, shows each child with his/her individual scarecrow.

submitted by

GAIL HARITON
HEIGHTS SCHOOL
ROSLYN HTS., NY
hariton@li.net

STUFFED/RECYCLED PAPER PUMPKINS

GRADES: K-3

MATERIALS:

18x24 white newsprint
orange tempera paint and containers
largish brushes
scissors
glue
stapler
orange markers or crayons
scraps of construction paper

METHOD:

After discussion or an appropriate poem or short book about pumpkins, hand out the markers and newsprint. (It is very helpful to write the children's names in permanent marker on front and back of paper ahead of time, to eliminate later confusion.)
The children are instructed to draw a great/huge pumpkin upon their paper with marker.
Have each child paint the pumpkins. Set them out to dry.
You, the teacher, must glue each pumpkin to another piece of newsprint, leaving an opening at the bottom, large enough for a hand to fit through.
Next class, have students cut out the pumpkins, reminding them to cut through both sheets of paper at one time. Do not throw away scraps.
Decorate the pumpkins with faces cut from construction paper scraps. Scrunch the scrap paper into balls and stuff the pumpkins.
The teacher must staple the bottom closed. These can be hung from the ceiling, or placed into a pumpkin patch bulletin board.

submitted by

LINDA MOUCHA
BARRY COMMUNITY SCHOOLS
BARRY, IL
lmoucha@roe1.k12.il.us

GHOSTS

GRADES: K-5

MATERIALS:

roll of wax paper
black construction paper
an iron
ironing board
scissors

METHOD:

Take a large sheet of the wax paper and then fold it in half.
Cut out a figure of a ghost. When you're done with this there will be two ghost
With the black construction, cut out a mouth and two eyes
Slide these in between the sheets of waxed paper
Place the ghost on the ironing board and put newspaper over and iron away. You won't need to iron to long to have it set.
You can have your ghost hanging from the ceiling or on the windows. Each will be just as different as the child who makes it.

submitted by,

SUBSTITUTE TEACHERS
DOVER, DE
rockym@erols.com

MAKING YOUR OWN COSTUMES

GRADES: 3-8

MATERIALS:

pattern of body shape
scissors
Art Tape, 9" x 12"
colored construction paper
glue

METHOD:

I had students work in groups of three. I gave each student a body pattern to trace around and then had the students create a costume for their person.
One student was responsible for the mask, one was responsible for the shirt or cape and one was responsible for the pants and shoes.
Using Art Tape, the students cut or tore out their costumes and licked and stuck them to their person to create the costume.
Then they glued their person to a colored piece of paper to complete the project.

submitted by

JUDITH WALSH
no school listed
no city listed
JWalsh4000@aol.com

IMPROVISATIONS: GENERAL GUIDELINES AND SOME HALLOWEEN IDEAS

GRADES: 5-12

MATERIALS:

none

METHOD:

Guidelines for Improvisation: When an improvisation involves working with another person or a group, all the participants need to follow the same guidelines. When the numbered guidelines are used, the improvisation will seem as if it were planned and rehearsed.
Before you begin the scene, decide who you are, what you want, and what your relationship is to the other characters. You should draw on your memory of real-life characters and imitate them.
Once you have established a character in your mind, you need to communicate that character to your audience through your dialogue and actions.
Try hard to remain the same person during the improvisation. Stay in character. "Breaking character" occurs when you say or do something that is inconsistent with the role you are creating.
Begin your dialogue with enthusiasm and confidence.
It doesn't really matter who talks first. In scenes with just two characters, you will find it easy to take turns speaking. In larger groups, there will not be a set pattern for the conversation. All of the actors should try hard to participate in the dialogue.
It is very important in improvisation to pay attention, listening carefully to what is being said and following what is happening in the scene. Then you can respond appropriately. To keep the conversation flowing, concentrate on what is being said, not on yourself. When you really listen to what is being said, you will be surprised how easy it is to think of something to say in response.
Avoid "dead-end" words or phrases. Responses such as "No," "Okay," "So?" and "Well?" stop the dialogue. These phrases make it difficult for the other players in the scene to continue the conversation or action. And disagreeing with what your partner has said with negative responses such as "That's not right," or "No, she's not" makes it difficult to do much more than argue. Another roadblock is to not respond when your partner makes a statement or asks a question. When a member of the improvisation replies with a response such as "Oh?" "Really?" or "What?" build on it and continue the dialogue.
Avoid questions that can be answered by "yes" or "no." If you must ask questions, it is much better to ask open-ended questions. A question such as "Why did you come home so late?" would give the other players an easy opening into the conversation.
Always look for a way to end the scene. When the natural ending occurs, conclude the scene. Remember, your group is working as an ensemble, so the ending might not be your idea. Part of the fun is finding out what happens to end the scene.

Halloween Improv Ideas

You accept a dare to spend the night in a haunted house.
You are two elderly ghosts assigned to haunt your school.
After trick-or-treating, you discover you can't get your masks off.
You get caught wrapping a house by your school principal--it's his house.
You are two bats who have no sense of radar and are hopelessly lost.
You are two southern ghosts lost in New York.
You're a vampire trying to make a withdrawal at the blood bank.
You are the two Adams children all grown up now.
You are two beauty queens trying out for "Miss Halloween".
While babysitting for your new neighbors, you hear chains rattling and footsteps in their attic.
A UFO lands in your lawn at midnight on Oct. 30th--Halloween eve.
You are asked to take your little sister trick-or-treating.
You come home from trick-or treating and find out that your family has turned into zombies.
While sorting through your Halloween candy, one of your Hershey bars begins to talk to you.
You are two elderly men bobbing for apples at a Halloween party.
You go to a seance and contact the spirit of Elvis.
You go to a horror movie and find out that the Invisible Man is sitting next to you.
While on a date with the best looking girl in school, you find yourself turning into the wolfman.
You are carving a jack-o-lantern when it starts to talk to you.
You are trying on a witches costume when you actually become a witch.
At midnight on Halloween, your mother turns into Madonna and your dad turns into Frankenstein.
You are two kids about to go trick-or-treating for the first time.
You are watching a scary movie on Halloween and you hear a noise outside.
You go to a Halloween party and find you're the only two that dressed up in costume.
Your boyfriend comes to your house for Halloween dressed as Barney.
Your mother insists you go to the school Halloween dance as Forrest Gump.
You and your friend are in the pumpkin patch waiting for the Great Pumpkin to appear.
You are two kids who get your candy stolen by Batman and Robin.
Everybody thinks your nerd costume is great at school, but you didn't dress up.
You and your friend are so excited about Halloween that you get dressed in costume and hurry to school--only to find out you are one day early.

submitted by

DONNA LAMPMAN
ZACHRY MIDDLE SCHOOL
SAN ANTONIO, TX
dlampman@tenet.edu

HALLOWEEN SONGS THAT ANYONE CAN USE!

GRADES: 2-8

Great Pumpkin is Coming to Town (to the tune of "Santa Clause is Coming to Town")

Oh you better not shriek
You better not groan
you better not howl
you better not moan
Great Pumpkin is coming to town
He's going to find out
from folks that he meets
who deserves tricks
and who deserves treats
Great Pumpkin is coming to town
He'll reach every pumpkin patch
Haunted houses far and near
to see if you've been spreading gloom
or bringing lots of cheer
so
you better not shriek
you better not groan
you better not howl
you better not moan
Great Pumpkin is coming to town

Pumpkin Bells (to the tune of Jingle Bells)

Dashing through the streets
in our costumes bright and gay
to each house we go
laughing all the way
Halloween is here making lots of cheer
oh what fun to trick or treat
when Halloween is here
Pumpkin bells, pumpkin bells
ringing loud and clear
oh what fun Great Pumpkin brings
When Halloween is here!

SCARECROW

GRADES: 3-7

MATERIALS:

Scissors
Glue
9x12 construction paper: blue, yellow, red, green, white, brown and orange.
Patterns will also work on 12x18 constructions paper if they are enlarged to 141%

METHOD:

Run patterns on card stock.
Cut Give each group of 4 to 6 children a set of patterns to share.
Have the children then trace the patterns on to construction paper and cut them out.

-OR-
On the pages marked class pages run enough patterns for the entire class on the construction paper.
The teacher will then need to cut the patterns a part.
Then pass the pattern pieces out to the children for them to finish cutting and complete the project.

PROCEDURES FOR ASSEMBLING THE PROJECT:

Glue two brown strips of construction on black construction paper to form platform for scarecrow.
Cut 1 to 11/2 inch fringe on yellow straw hands and feet. Glue yellow straw hands and feet on reverse side of orange shirt and blue pants of scarecrow.
Cut fringe into half circle yellow hair pattern to make it look like straw hair and then glue on to top of post. Turn blue pants over and glue on to brown post near bottom of black paper.
Turn orange shirt over and glue on to brown post and to blue pants.
Glue white collar on to orange shirt and yellow head on top of white collar. Glue green pocket on to orange shirt and green and red patches on to blue pants. Draw face (see pattern sheet) on to yellow circle.
Glue brown hat on to yellow head and black paper.

Submitted by,

DIANNE TANSEY
no school listed
no city listed
LakeshoreVenture@aol.com

MUSICAL INTRODUCTIONS

GRADES: K-3

Use a familiar tune to introduce yourself to students, and learn about introductions, (shaking hands)

MATERIALS:

words to song
classroom rhythm instruments (opt)

METHOD:

Teach song: What is Your Name? to the tune of Frere' Jacques: Teacher/Class: What is your name? What is your Name? Tell us please. Tell us please. We would like to meet you. We would like to meet you. What's your name? What's your name?
Have students listen and repeat lines. Bring up children one by one or in groups. Introduce yourself, shake hands, and then have student say "My name is ______." They can then sit down.
After the children are comfortable with the words, begin adding variations like clapping, snapping, singing entire song, singing without clapping/clapping no singing.
You can also incorporate number patterns into the way you bring students up. 1 - 2 - 3 - 2 -1, adding groups, asking questions for classification (girls/boys), etc.

I have used this successfully in both English and Spanish-language classrooms.

submitted by

THE ARTS

THE WINTER HOLIDAYS:

LOTS OF GREAT ACTIVITIES

HANUKKAH SONG: HANUKKAH CANDLES

GRADES: K-3

HANUKKAH GAME: DREIDLE

GRADES: K-12

METHOD:

HANUKKAH FOOD: POTATO PANCAKES (LATKES)

GRADES: K-12

INGREDIENTS:

METHOD:

A FUN AND PUN HANUKKAH PLAY

GRADES: 4-10

SETTING:

CHARACTERS:

THE PLAY:

MAKING "GINGERBREAD" HOUSES

GRADES 3-8

MATERIALS:

METHOD:

RUDOLPH THE RED-NOSED REINDEER

GRADES: K-2

MATERIALS:

METHOD:

HANDS DOWN FOR RUDOLPH

GRADES: K-3

MATERIALS:

METHOD:

HOLIDAY REINDEER

GRADES: K-3

MATERIALS:

METHOD:

KWANZAA: A FAMILY PLAY

GRADES: 4-10

SETTING:

CHARACTERS:

THE PLAY:

ART PROJECT: KWANZAA KENTE CLOTH

GRADES: 3-12

MATERIALS:

METHOD:

HALLOWEEN:

A COLLECTION OF ACTIVITIES

GRADES: K-12

GIANT SCARECROWS

GRADES: K-5

MATERIALS:

METHOD:

STUFFED/RECYCLED PAPER PUMPKINS

GRADES: K-3

MATERIALS:

METHOD:

GHOSTS

GRADES: K-5

MATERIALS:

METHOD:

MAKING YOUR OWN COSTUMES

GRADES: 3-8

MATERIALS:

METHOD:

IMPROVISATIONS: GENERAL GUIDELINES AND SOME HALLOWEEN IDEAS

GRADES: 5-12

MATERIALS:

METHOD:

Halloween Improv Ideas

HALLOWEEN SONGS THAT ANYONE CAN USE!

GRADES: 2-8

Great Pumpkin is Coming to Town (to the tune of "Santa Clause is Coming to Town")

Pumpkin Bells (to the tune of Jingle Bells)

MUSICAL INTRODUCTIONS

GRADES: K-3

MATERIALS:

METHOD:

BEGINNING OF SCHOOL SILHOUETTE

GRADES: 4-12

MATERIALS:

METHOD:

PERSONAL HISTORY

GRADES: 1-6