Verbs in story:  knead, bake, slice, crack, mash, spread, squash, smear, eat

Nouns in story:  peanut butter, jelly, dough, oven, knife, peanuts, floor, grapes, bread, sandwich

Students will:

• improve listening skills
• identify story related vocabulary
• follow directions
• practice specific verb actions

One day - one hour session

Peanut Butter and Jelly; A Play Rhyme by Nadine Bernard Westcott

Peanut butter and jelly song (various versions via You Tube)

Peanut butter

Dry nonfat milk

Grape Kool-aid

Flour

Salt

Water

Mixing bowls

Spoons

Plastic knives

**Please note - this lesson should only be attempted after assuring that no one in the classroom has a peanut allergy.**

Teacher:  We are going to read a story called Peanut Butter and Jelly.  In this story we will learn how to make peanut butter and grape jelly and how to turn it all into a sandwich.  We will also learn a fun song!  While I read the story to you I want you to pay close attention to the action words or things you see people doing in the pictures.

Gather students around you and read the book paying particular attention to action words.  Draw student attention to pictures that depict the action being described.  Ask open ended questions such as:  "what is the boy thinking of?" (p. 1 - peanut butter and jelly sandwich); "what is the boy doing with his hands?" (p. 3 - kneading); "why did they put the dough in the oven?" (p. 4 - to bake); "how do you cut the bread?" (p. 6 - with a knife); "who is stomping the grapes?" (p. 15 - the elephants).  Encourage non-verbal students to point to the picture that answers your question. 

Teacher:  Now we are going to listen to this story in a song.  While we listen let's pretend to make our own peanut butter and jelly.

Listen to the song (via CD, You Tube video, etc) and guide the students through the movements (see attached lyrics and movements provided in resource section).  Model movements for students and emphasize target verb vocabulary as you sing. Utilize hand over hand support for students unable to complete the movements on their own. 

Teacher:  Let's wash our hands and  move over to our kitchen area where all of our ingredients are assembled for our pretend peanut butter and jelly.  Let's divide into two groups, a group of boys and a group of girls (assist with grouping as needed).  Please remember that we are practicing sharing and taking turns while we stir and mix our ingredients.  Who will make the jelly and who will make the peanut butter?  (Allow class discussion for groups to problem solve, lending guidance and encouragement as needed, until both groups have reached a decision).    Boys, since you decided to make the peanut butter play dough, you will find a bowl of peanut butter and a bowl of dry milk on your table.  Go ahead and put both ingredients into the very big mixing bowl and take turns stirring.  Girls, since you decided to make the grape jelly, you have more ingredients to work with!  You'll notice a packet of grape Kool-aid, a bowl with salt in it, a bowl with flour in it, and I have a cup with very hot water.  Please take turns adding all of your ingredients to the very big bowl and stir it up.  Then, let me know, and I will add the very hot water to complete your play dough (teacher adds hot water and stirs to complete the recipe and allow it to cool).  Now that we're all done making our play dough, I'm going to give each of you a small ball of peanut butter play dough and a small ball  of grape jelly play dough.  I want you to practice using the action words that we have learned.  You can:  knead it, slice it with the plastic knives on the table, mash it, spread it, squash it, or smear it.  You can even taste it.  (Throughout this portion of the lesson the teacher should move about the cooking area assisting as needed:  hand over hand support; verbal encouragement; problem solving; etc.)

Allow students the opportunity to explore and experience their play dough.  Be sure to incorporate sensory experiences, such as:  "how does it feel?", "how does it look?", and "how does it smell?"

After activity is complete, encourage students to clean up their areas and assist with wiping residue from the table.  Reconvene in the circle area and allow discussion from students about their experiences in the activity, using the pictures in the book to guide/prompt discussion. 

(CC.1.2.PK.C -  With prompting and support, make connections between information in a text and personal experiences.)  The students will have opportunities to discuss the actions they learned in the story and relate it to how they used those actions when playing with the play dough they made.  This can be done in a group setting after encouraging children to clean up the work/cooking area.

Using open ended questions encourage children to talk about how they interacted with each other and the materials at the cooking table.  Allow them to relate to events in the story as well as events during meal times at home.  "What did the elephants do in the story?"  Allow discussion.  "Can you show me how you did that with the grape jelly we made?  Did we stomp it with our feet or squeeze it with our hands?"  Children can verbally describe their actions or, non-verbal children, can act out what they did with their play dough.  "What does your mom do when she makes a peanut butter and jelly sandwich?  Does she use her feet or hands?"  Allow discussion. 

Continue to ask questions to promote discussion about the activity and to assess how well students grasped the concepts they learned in the story. 

Songs, videos, and lyrics:

• https://www.youtube.com/watch?v=L39J7jCoVKY
• https://www.youtube.com/watch?v=s8MDNFaGfT4
• http://www.boyscouttrail.com/content/song/peanut_butter_and_jelly-1662.asp
• https://www.youtube.com/watch?v=8-ovX9iUIQk

Peanut Butter and Jelly

(song and movements)

Peanut butter,                     peanut butter,                      jelly,                               jelly.

(clap , slap knees)               ( clap,  slap knees)              (clap,  slap knees)       (clap,  slap knees)

First you take the dough and knead it, knead it.

(push with heels of hands)_________________________(refrain)

Pop it in the oven and bake it, bake it.

(extend arm towards “oven”)_______________________(refrain)

Then you take a knife and you slice it, slice it.

(“saw”   back and forth with side of hand)_____________(refrain)

Then you take the peanuts and you crack them, crack them.

(pound fists together)_____________________________(refrain)

Put them on the floor and mash them, mash them.

(push fist into other hand)__________________________(refrain)

Then you take a knife and you spread it , spread it.

(move hand back and forth as if spreading)____________(refrain)

Next you take some grapes and squash them, squash them.

(stamp feet)_____________________________________(refrain)

Glop it on the bread and smear it, smear it.

(spreading motion again)___________________________(refrain)

Then you take the sandwich and you eat it, eat it.

(open and  close mouth as if eating)___________________(refrain)

Peanut Butter Play Dough

Mix together equal amounts of peanut butter and dry nonfat milk to make play dough.  Add more peanut butter or dry milk as needed. 

Kool-Aid Play Dough

2 cups flour

1 cup salt

1 package grape Kool-Aid

1 cup hot water

Combine ingredients and mix.