8/10/2019 Math Lesson 3.6

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Lesson Plan

Date:10/27/14

Materials:

Book: Rosies Walk by Pat HutchinsBlocksBlack Boards/markers

Objectives:Students will use positional language to follow and give direction for an obstacle course.

Teacher Actions:

Start with writing 5 and 6. Song:Across and down, then around to make the numeral 5.Come right down and give it a curl to make the numeral 6.

Before Reading:Talk about the positional words they will hear in the book. Introduce the book.

Dur ing Reading:

Where do you think Rosie is going? (pg. 2)Why do you think she is going around the pond (talk with partner) (pg.8)

What could the fox do differently so he wouldnt get stuck in the hay? (pg. 14)

When I go past something I know it is behind me. (pg. 16)Do you think the fox will fit through the hole in the fence to get through? (Thumbs

up/down) (pg. 20)

Is she short enough to go under the beehives? (pg. 24)

Is she going up or down to get to the hen house? (pg. 27)

Af ter Reading:

Talk about the positional words and review where Rosie was for each positional word.Give each child a block and say:

-Place the block onyour head

-Place the block belowyour foot.-Place the block aboveyour ear.

-Place the block inyour closed hand.

-Place the block underyour knee.

-Hold the block up(or down).Then use star student and another child to do:

-Line nextto (or beside) each other.

-Stand betweenme and star student.

-Now move behindus.-Now move in frontof us.

Do an obstacle course:Explain: (write on board/picture cues for differentiation)

8/10/2019 Math Lesson 3.6

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-Walk around the rug.

-Jump overthe book.

-Walk betweentwo blocks.

-Crawl underdesk.-Then sit at your carpet spot.

Ask: What words helped you know exactly where to go on the obstacle course?What might happen if you give directions that are not clear?

Student Actions:Having students answer questions through discussion and thumbs up and thumbs down

and talking to the partner. Participate in obstacle course. Do Rosie Walk booklet.

Participate in discussion.

Assessment:Questioning

Thumbs up and thumbs downDiscussion

Rosie Walk booklet

Differentiation:-Picture/word cues on the board for those that need extra assistance and assist when

needed through the obstacle course.

-Have students make their own obstacle course maps for those that are ready to movebeyond.

-Transitions: Play Simon Says with blocks using positional words.

Reflections/Notes:Students responded well with the obstacle course. However, while reading the book

students had some trouble at understanding why Rosie wouldnt go through the pond and

why she went around. I was surprised with this and found it interesting they thoughtRosie would go through the pond to get clean. Students did well on positioning Rosie

individually on their booklets. I was pleased the students all understood the positional

words with the Simon Says game.