Storytime Plan
Pajama Party – Scared of the Dark
Ages: 4-5
Featured Literacy Skills: This kit is a bit different from some of the other kits
posted here: it does not focus on one particular early literacy skill, but instead
incorporates several (as do most storytime programs). Specific asides to parents are
not included, but there are opportunities to call attention to the skills if caregivers are
present. Look for ways to build the skills of Print Motivation (making reading fun by
using funny voices or expressions); Print Awareness (opportunities to run a finger
under the print in books – especially when introducing the title); Vocabulary (being
aware of unusual words used in books and rhymes that you may need to explain);
Narrative Skills (asking the children questions); Phonological Awareness (rhymes and
songs); and Letter Knowledge (point out any large letters in books or prominent sounds
in rhymes).
Preparation: You may wish to enlarge rhymes and songs so that any caregivers
present can join in. Nametags are a good way to enhance “Print Awareness” at all
storytimes. You might spread a large blanket for the children to sit on and pretend it
is the bed for the opening song. You will need a flannelboard which you can make by
covering a sturdy cardboard with felt or fleece. Use an easel to hold your
flannelboard. Make copies of the take-home sheets.
Program Plan
Opening Rhyme or Song
(Sing as children are settling in. Encourage the children to join in – especially when you
sing “come over.”):
There was one in a bed all alone, so he/she said
Come over, come over
So another came over
And crawled right in
There were two in the bed and the first one said
Come over, come over
So another came over
And crawled right in
There were three in the bed and the second one said
Come over, come over
So another came over
And crawled right in . . . [etc.]
Welcoming Statement:
“Welcome to storytime! Tonight we are going to have some fun with books and rhymes.
So everyone snuggle up with their blankets and pillows and let’s pretend that we’re in a
big bed and it’s very dark outside.”
Apron Story:
If possible, borrow an apron kit or flannelboard set to tell the story of “Where the
Wild Things Are.” Or just read the book. Be sure to allow for a brief wild rumpus.
Quieting Rhyme: (Put up flannelboard of the moonman.)
“Do you ever look at the moon and try to see the face of the man in the moon? Well,
there is a little rhyme about the man in the moon and it begins like this . . ."
The man in the moon
looked out of the moon
and this he said to me
[“shhh!” Pause to listen.]
“It’s time for all children at storytime
to sit still for a sto-ry.”
[If children are still restless, you might ask “What did the man in the moon say?” and
repeat the rhyme – encouraging the children to say the last lines with you.]
Book: Choose from Franklin in the Dark by Paulette Bourgeois; There’s a Nightmare in
My Closet or There’s an Alligator Under My Bed by Mercer Mayer; Can’t You Sleep,
Little Bear? By Martin Waddell; Funnybones by Janet and Allen Ahlberg; Go Away Big
Green Monster by Ed Emberley; or Hilda Hen’s Scary Night by Mary Wormell.
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Discussion:
Any of these stories would be a good way to introduce a discussion of various things
that the children are afraid of – especially at night. Try to incorporate some new
vocabulary words for feelings – “were you scared – or just a little bit nervous?” Use
words like “anxious,” “lonely,” “curious,” and “annoyed” – in addition to just “scared” and
“afraid.” You can use a turtle puppet to help lead the discussion -- even if you don’t
read Franklin in the Dark, you can introduce the children to the little turtle who was
afraid to go into his shell because it was dark inside. We’ve also posted some
“smileys” that you can make into flannelboard pieces depicting different emotions to
add to your discussion. For example, you might put up the angry smiley and the
frightened smiley and ask the children to choose which is one is afraid. Use these
smileys to reinforce new vocabulary words.
Rhyme:
“Little Shadow” from 1001 Rhymes & Fingerplays (p. 51).
You might use a flashlight to create shadows on a wall. You might have each child
stand in front of the light to show their silhouette on the wall. Point out the different
hairstyles, etc. You will want to test this out ahead of time to be sure that the room
can be darkened enough. If it is not possible to do this at your library, you might use
some simple silhouette shapes (black die cut shapes will work, or enlarge the shapes
from the take-home sheet) to play a game – see how quickly the children can name the
shape as you put it up on the flannelboard (or hold it up). [Rapid naming of things – sort
of like “flashcards” -- is a good way to build literacy skills.]
Book:
Read Glad Monster Sad Monster by Ed Emberley; The Something by Natalie Babbitt;
choose another book from the list above; or pick one of your own bedtime favorites.
Have a third book ready in case there is time for another story.
Closing Rhyme:
(Reverse the opening rhyme. You can begin with ten in the bed if you wish. You might
put up the letter R and ask the children to listen for the sound of R as you say this
rhyme. Exaggerate the R sound.)
There were five in a bed and the little one said
Roll over, roll over
So they all rolled over
And one fell out
There were four in the bed and the little one said
Roll over, roll over
So they all rolled over
And one fell out . . . [etc.]
One in a bed and the little one said,
"Alone at last."
Suggestions for crafts
If you read about nightmares, you might have the children draw what they imagine a
nightmare to look like. Encourage them to turn their nightmare into something silly. If
they’ve drawn a monster, suggest that they add a silly hat, glasses, or striped socks.
Or they might re-draw the “nightmare” using pastel colors – suggest pink and lavender.
You might also make paper bag puppet monsters by gluing “eyes,” “horns,” etc. on a
lunch-sized sack. Provide various shapes of paper scraps and glue sticks. Make a
sample to show the children how to use the fold of the bag as a “mouth.”
You will find more craft suggestions on the Preschool Education website at
http://www.preschooleducation.com/amonster.shtml.
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Take Home Sheet
Scared of the Dark
At storytime, we discussed being afraid of the dark. Talk with your child about
nighttime fears. How do you deal with those fears? Does your child have a nightlight?
A flashlight?
Reading about these fears might help. Below are a few books to look for – your
librarian may suggest others, too.
Franklin in the Dark by Paulette Bourgeois
There’s a Nightmare in My Closet by Mercer Mayer
There’s an Alligator Under My Bed by Mercer Mayer
Hilda Hen’s Scary Night by Mary Wormell.
Can’t You Sleep, Little Bear? By Martin Waddell
Glad Monster Sad Monster by Ed Emberley
As you read any stories with your child, talk about how the characters might be
feeling. Try to introduce a variety of feeling words. In addition to “happy” and “sad,”
look for examples of “worried,” “gloomy,” “grumpy,” “disappointed,” “confused,” “shy,”
“curious,” “comfortable,” “pleased,” “playful,” “giddy,” and so on.
Use a flashlight to make strange shadows on a wall. See if you can make shadows that
look like animals or monsters by piling up blankets, stuffed animals or other objects.
Show your child how the shadow changes when you move the light nearer and farther
away. Having a flashlight of his own can be comforting to a child who has a fear of the
dark.
Ask your child to identify the silhouette shapes below. Talk about the way that things
look different in the dark – sometimes all we can see is the outer shape. Identifying
the shapes of things also develops skills that will help with recognizing letters of the
alphabet.