Rosie's Preposition Obstacle Course
Lesson 5 of 10
Objective: SWBAT show their understanding of the events of the story by following an obstacle course. SWBAT write a different event and outcome to the story. Student Observation: I can use my body to retell the story. I can tell about a different way the fox tries to stop Rosie the Hen.
Earlier in the day, during our literature time, I will read the book, Rosie's Walk by Pat Hutchins. As I do with many of readings, I share the story the first time through for the sheer enjoyment of the story. I introduce the objective to the children prior to the second reading time.
Today we have two objectives in our lesson. We will talk about one of them now, and the other we will explore during our literacy station time. Boys and girls, during the second reading, help me to identify the position words that the author uses to convey the journey that Rosie takes through the barnyard. We look at the story and decide which words depict specific movements, and I ask volunteers to demonstrate.
Children, today when you visit the the Motor Room, you will be asked to recreate the steps that Rosie the Hen took as she crossed the barnyard. You will be using the equipment that is already in there and with which you are familiar, but you are going to use your imagination to pretend that the equipment pieces are items from the story. A parent volunteer will be guiding you by retelling the story. You must follow the arrows and make the movements that are read to you.
Later, during today's small group time, the children will go to the Motor Room with a parent volunteer. The room has been transformed into an obstacle course to reinact the story of Rosie's Walk by Pat Hutchins. The parent will show the children a Rosie's Walk Map. The volunteer's emphasis is on the positional words for the retelling piece. Using the author's language, the adult will retell the story. Rosie the Hen went for a walk, across the barnyard, etc. The equipment will be marked with matching pictures and the floor arrows mark the direction the children should move. The children are already familiar with the equipment, but they will have to listen carefully to the prepositions that are read by the volunteer because the rotation will be different than our usual routine. I used the pictures from the Rosie's Walk Activity Card to create my flow chart.
All children need opportunities to move and use their bodies. Young children like to experiment with what their bodies can do and where their bodies will fit. Just as they use manipulative toys, they like to put their bodies in, on, under, over, through, behind, and around. Gross motor activities give children the opportunity to use their large muscle groups - as well as their imaginations. Combining literature, like Rosie’s Walk, with active play provides opportunities for language development, understanding spatial relationships, and comprehension of story elements.
Children line up at the door. As I read the directions, I want you to move through the room. Listen to the specific words to know how you should move when you get to each obstacle. This is how I set up the obstacles:
1. Across the yard--walk across the room.
2. Around the pond--walk around the stepping stones.
3. Over the haystack--ride on the scooter and ramp.
4. Past the mill-- walk past the picture of a mill on the board.
5. Through the fence--crawl through the large foam tube.
6. Under the beehive--crawl under the table.
7. Got back in time for dinner--sit on the mat labeled "home".
The activity card used in the Hook part of the lesson would be a great page to send home for the children to do a retelling and to focus on positional words.
After having some small group time in the Motor Room to act out Rosie's Walk, I invite the children to invent new ways that the fox can try—and fail—to catch Rosie. I have the children fold their paper in half hamburger style and suggest that children use one side to show how the fox tries to catch Rosie (Student Example part 1), and one to show what happens to him when he fails (Student Example part 2).
To differentiate for the children that need more challenge, I have them write a sentence below each illustration, describing the action in the drawing. Afterwards, the children love to share their work with one another, reading the sentences aloud and talking about what's happening in the pictures.
I collect the pages and bind the children's work into a class book, Rosie Takes Another Walk. (Some of these ideas came from the Scholastic website.)