Peter Rabbit hops into his 100th Year!One hundred years after its original publication, Beatrix Potter's The Tale of Peter Rabbit Peter Rabbit always ransacking farmer MacGregor’s patch. [Children’s Lit.: The Tale of Peter Rabbit] See : Mischievousness is still thumping. Celebrate Peter's centennial with these bunny-based language arts language arts pl.n. The subjects, including reading, spelling, and composition, aimed at developing reading and writing skills, usually taught in elementary and secondary school. activities. Peter's Adventure time Line Using the book as your guide, list the events of Peter's day on chart paper with the class. Then have students create a time line to show his experiences from morning to night. To begin, assign each child a different event from the list to illustrate on large construction paper. Ask children to describe their pictures with words along the bottom of their pages. Sequence the pages into a time-line display. Have children add a rising and setting sun at the beginning and end, as well as a number of suns at different heights over the time line to show the progression of the day. They can also add trees at each end to represent Peter's home (where his adventures start and finish). After the time line is complete, invite children to use it to retell re·tell tr.v. re·told , re·tell·ing, re·tells 1. To relate or tell again or in a different form. 2. To count again. Verb 1. the story. An Emotional Day The day's adventures elicited e·lic·it tr.v. e·lic·it·ed, e·lic·it·ing, e·lic·its 1. a. To bring or draw out (something latent); educe. b. To arrive at (a truth, for example) by logic. 2. a range of feelings from mischievous mis·chie·vous adj. 1. Causing mischief. 2. Playful in a naughty or teasing way. 3. Troublesome; irritating: a mischievous prank. 4. Peter. Discuss the different emotions he experienced, as well as what prompted each one. Then have children make the emotion wheel on page 78, to use for retelling re·tell·ing n. A new account or an adaptation of a story: a retelling of a Roman myth. the story. Simply have them pin the carrot cutout cut·out n. 1. Something cut out or intended to be cut out from something else. 2. Electricity A device that interrupts, bypasses, or disconnects a circuit or circuit element. 3. to the center of the emotion wheel with a metal brad. Then discuss which emotion each drawing of Peter seems to be portraying. Ask them to write the corresponding emotion above each picture (sad, calm, angry, happy, afraid, and excited). As you discuss the events of the story, have children point the carrot to the emotion Peter was probably experiencing with each event. Later, invite students to use their wheels to tell stories about personal experiences that caused them to feel a variety of emotions. Reproducible Directions: Write the emotion that corresponds to each drawing above its picture before coloring and cutting out the circle and the carrot. Glue the circle to a paper plate. Pin the carrot to the center of the circle with a metal brad. Fact-ant-Fiction Class Tales Beatrix Potter based the story of Peter Rabbit on a pet rabbit she had as a child, but much of the story is obviously fiction. Have children divide a piece of paper in half, lengthwise length·wise adv. & adj. Of, along, or in reference to the direction of the length; longitudinally. Adj. 1. lengthwise , to create a chart outlining which parts of the story might have been true (fact), and which parts are most likely to have been made up (fiction). Then ask them to research rabbits to verify the items listed as tact. Afterward af·ter·ward also af·ter·wards adv. At a later time; subsequently. Adv. 1. afterward - happening at a time subsequent to a reference time; "he apologized subsequently"; "he's going to the store but he'll be back here , invite your class to create a fact-and-fiction rabbit story in round-robin fashion, To begin, seat children in a circle. The first child should start the story with a rabbit fact from the list, The second child will continue the story by adding a fictional piece of information. The third child will then add a factual piece. Continue until every child has had a chance to make a contribution. The Next Day... Invite each child to create a sequel to The Tale of Peter Rabbit. Before beginning, brainstorm a list of story-related questions, such as "How will Peter feel when he wakes up the next day?" "Will he try to get his clothes back?" "Will he stay close to his family and home?" and "Will he return to Mr. McGregor's garden for more treats?" Then encourage children to develop their stories from the answer to one or more of these questions. Invite them to bind their illustrated pages between two construction-paper covers, title their stories, and share them with classmates Classmates can refer to either:
Food for Thought Ask children to share their opinions on whether Peter should tell his mother about his visit to the garden. Discuss their responses. |
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