Page 26 - PONY Think Write Teachers Guide Module 1.

Module 1: Learning the Cognitive Framework Teacher’s Guide
Objective: Introducing Pippa the Rabbit and her movement
Lesson Plan:
With all the children sitting on the carpet in front of the teacher
1. Hold up a picture of Pippa the Rabbit.
2. “I would like to introduce you to a friend of Harriet the Cow, Georgia the Shetland
Pony and Rupert the White Sheep.” . 3. “Can anyone tell me what she is?”
4. Allow the children to answer, “it's a rabbit”.
5. “Yes, that is right, her name is Pippa. What do you know about rabbits?” 6. Allow the children to answer, “they eat carrots, they have long ears, they hop”. 7. “Does anyone know where a rabbit’s sleeps?”
8. Allow the children to answer, “in a hutch, in a burrow”.
9. “Where is a rabbit’s burrow?”
10. Allow the children to answer, “in the field, underground.”
11. “That's right, rabbits like to hop around on the grass in the day, but they go
underground on a night to sleep. What might the rabbit see
underground?”
12. Allow the children to answer, “ a worm”.
13. “That's right. Pippa the Rabbit may see a worm when she goes underground to
sleep. Should we learn the movement for Pippa the Rabbit?” 14. Allow the children to answer, “yes”
15. “Let’s stand up. We said that rabbits have long ears, and go
underground to go to sleep.” Demonstrate the movement.
16. Allow time for the children to copy the movement.
17. “Before we say goodbye to Pippa the Rabbit, can we practise all of the movements
together.” Show the children the card of each animal in turn and have
them demonstrate the movements. 18. “Brilliant, well done everyone.”
More to Learn:
Rabbits live underground
Connections:
Support:
Children in reception will begin to know rabbits live underground. Before this age they tend to think of rabbits in hutches. Teach this animal after the other animals.
• Link together the concept of going underground with Pippa the Rabbit. © 2014 Shelley Birkett-Eyles. Hemispheres Think Write Limited