The tracks went from two lines of tracks in the snow and went How did the tracks change? to three drag tracks with the stick. Reread p. 9, 10, 11 **WITHOUT SHOWING THE PICTURE** QUESTIONS: Students pantomime hitting a tree with the stick. Students Act out and explain what Peter does. What is the result? recall the onomatopoeia PLOP to describe the snow falling onto Peter’s head. Activity: As a class, brainstorm Peter’s adventures in the snow. List creating a chart of Peter’s adventures in the snow. (Leave them in a chart. The chart should include a column blank to add pictures of the students’ reenacting pictures/phrases/vocabulary that match the story. Peter’s adventures in the snow*, which will occur during the The pictures/phrases/vocabulary should highlight the key last session.) *If applicable. vocabulary: Fallen snow has covered everything as far as the eye could see Piled Crunch, crunch, crunch - Sank Tracks Plop
How did the tracks change? Reread p. 9, 10, 11 **WITHOUT SHOWING THE PICTURE** QUESTIONS: Act out and explain what Peter does. What is the result? The tracks went from two lines of tracks in the snow and went to three drag tracks with the stick. Students pantomime hitting a tree with the stick. Students recall the onomatopoeia PLOP to describe the snow falling onto Peter’s head. Activity: creating a chart of Peter’s adventures in the snow. (Leave a column blank to add pictures of the students’ reenacting Peter’s adventures in the snow*, which will occur during the last session.) *If applicable. As a class, brainstorm Peter’s adventures in the snow. List them in a chart. The chart should include pictures/phrases/vocabulary that match the story. The pictures/phrases/vocabulary should highlight the key vocabulary: Fallen snow has covered everything as far as the eye could see Piled Crunch, crunch, crunch - Sank Tracks Plop
the_snowy_day_k_lit.docx