![]() Recap the situation, describing where we are sitting and being specific about our positions.Īre you sitting in the same place on the mat as you were yesterday?.They further explore the ideas using cut outs of the Hairy Maclary characters. In this session the students explore movement sequences by both explaining a path taken and by giving and following instructions for paths in the classroom and in the playground. You could write down these notes and record them on a display (e.g. They might tell you what made descriptions easy, or difficult, to follow. Gather the class back together and encourage students to share their reflections of the activity.As the class completes this activity, rove and encourage the students to be specific in their descriptions. Model the giving and following of directions. One student hides Hairy Maclary and gives the other student a description of where to find him. Explain the ‘Where is Hairy Maclary?’ game.Introduce cards with pictures of Hairy Maclary drawn on them (these need to be colour-coded or made slightly different from one another so that you know who each card belongs to, to avoid arguments as students begin the activity).I am under a table, beside a chair, in the middle of the room. ![]() I am on a chair, at the art table, near the back of the room.
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