![]() How is the land in the city used differently from in the mountains or on a farm? How is it similar to or different from where you live?.What do the pictures show about the people in the story-their ages, occupations, and recreational activities?.How have transportation, dress, and buildings changed since this book was written in 1941?.Why do you think there is a park in the middle of the city?.Have a discussion about the geography of the story.Ask: Where did Michael ask the policemen to stop traffic? (at Beacon Street) Vernon Street and turning on Charles Street. Have students act out and describe these movements with the cutouts of the two large ducks and the group of ducklings: flying over Beacon Hill and the State House crossing the highway and walking down Mt. Focus on the words the author uses to show the ducks’ movement over and through the city.Help students describe what they see in the illustrations: the island is in the lake, in the Public Gardens, near a bridge the swan in the boat is behind the people on the benches benches are around the trees and so on. Have students determine the relative locations of landmarks on the map, using the language of location such as next to, up, down, right, left, across, between, toward, away, near, and far.Storybook 1: Make Way for Ducklings, by Robert McCloskey ![]() For each story, have students complete the following tasks: Read aloud the story to the class and have each student participate by moving a small toy or marker or a cutout of the characters along the map. Read the story and have students follow the story on their maps. Take time while they color to check understanding by asking individual students to identify the features on their map.Ģ. Ask: How do you think places on the map will be part of the story? Distribute crayons or colored pencils and give students a few minutes to color the features on their map. Read aloud the title of the story and ask students to predict what they think will happen in the story. They may describe the countryside or a farm as quiet and green, with animals in the fields or forests. For example, students may have experienced a city with a lot of people, cars, trucks, building, noise, and things to do and see. Ask: What do you see on the map? Talk about places students are familiar with that are like this place, and have them describe those. Distribute a copy of the accompanying map for that story to each student. Choose one story: Make Way for Ducklings, Rosie's Walk, or Curious George Gets a Medal.
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