1st draft maria jael

TEACHING SEQUENCE PLANNING FORM

1

Title of your teaching sequence: Let’s play! Name: María Jael Rosa Puig School: CEIP Bellaterra Grade Level(s): 4th Subject(s): English

THE BIG PICTURE Summary of the teaching sequence (two to three paragraphs) Students will perform a play in front of 1st cycle pupils (1st and 2nd grade), based upon the story of “The elves and the shoemaker”. They will write their own ending of the story and/or the characters and scenes in groups. List of each session (main activities to show sequence progression) Session 1: Presenting drama “The elves and the shoemaker”. Read in groups the story and make a glossary of the key words in groups. Session 2: Talk about group work, distribute them in groups and give them roles. Fill in their first template about the drama written structure in groups. Session 3: Finish the 1st template and start with the 2nd template about narration and dialogs for the ending of the story. Session 4: Finish 2nd template and start thinking about the way in which they are going to perform the story. Session 5: Rehearsal of the performance /record themselves. Finish template details. Session 6: Receive feedback from peers/plan improvements for their performance. Think about materials. Session 7: Finish improvements and prepare materials for their performance: make their own/bring from home. Fill in 3rd template. Session 8: Last rehearsal with materials included. Finish last details. Think about how to interact with the young pupils (rubric/questions…) Session 9: Perform in front of 1st and 2nd graders. Final peer and self-assessment. Identify the main learning outcomes in this teaching sequence (Major SWBATs; minimum 2, maximum 5. These should be coherently linked to the SWBATs mentioned in each lesson)

- To write the ending of the story “The elves and the shoemaker” in groups. - To dramatize characters, having in mind their voice tone, gestures and the

audience. - To be able to work and negatiate in groups. - To use their own resources to decor the stage and characters.


2

THE COLLAGE

Session: 1 Principal activities (summary)

Presenting drama “The elves and the shoemaker”. Read in groups the story and make a glossary of the key words in groups.

SWBATs of the lesson

- To be able to work and negatiate in groups. Previous language knowledge needed

To know how to read and change their voice tone.

Other knowledge needed --

New knowledge/language to be introduced

Key words from the story (glossary).

Specific Output (if any)

Glossary with key words in groups.

How it will be assessed No assessment 2. Preparation

Teacher Materials

- Power point with story drama “The elves and the shoemaker” - Flashcards about the story

Student Materials

- Paper sheet for the glossary - Story script

Special circumstances (computer lab, playground)

- None

Preparation needed outside of ordinary class

PPT of the story + audio, flashcards,

3. The lesson plan

Introduction

- Present the story “The elves and the shoemaker” with the PPT, and audio file. Give them flashcards about the characters and other words/objects. They have to rise up when their character is speaking or when they listen to the word they have in the flashcard. Teacher/whole class

Time: 15 min.

Introduction

- Present the drama performance project to students. - Teacher/whole class Teacher talk: “Did you like the story? [thumbs up] Did you know it? Is it different from what you remember? Could you tell me the difference/s that you find? Maybe you’re thinking.. ‘This story is for little children, not for us!’ That’s the point! We’re going to start a very exciting

Time: 5 min.


3

drama project, and we will be the characters of the story to perform it in front of the little ones. Students from 1st and 2nd grade! Do you like the idea? We will have the great opportunity to change the ending, to dress up, to decorate the stage, etc. It sounds exciting, doesn’t it? We will talk about it in the following sessions, but now, we are going to read the story again, but this time in groups. Ok, now, if you listen to me, I’ll give you one number, remember it! [The teacher goes one per one] Ok, you are number one, you are number two, number three, and number four. [Now, the teacher repeats the same number for the remaining students] Again, number one, number two…. Ok, now you are going to group, the ones go to that side of the classroom, the twos go to that corner…. In each group, everyone will be one character or the narrator. If the text is short [make gestures], you can be another character. When you see a difficult word, write it down/underline it. We will make a glossary/word bank with these words. Ok, listen to me, please, I give you 20 seconds to organize. [when the 20’ finish… ] Start reading in groups!

Activity & type of interaction

Read story in groups of 6, each student will be one of the characters. Importance to the voice tone. - Group interaction

Time: 10 min.


Make a glossary with key words from the story in the same groups, and try to find the meaning of the words. - Group interaction

Time: 40 min.

Closure/Conclusion

Congratulate them for their work and talk about next session.

- Teacher/Whole class Teacher talk: “Class-class” [students answer] “yes, yes” You did great today! Thank you for your effort! We are going to learn and to have fun! For next session we will talk about group work, because we are going to make the performance in groups, and we need to know how to collaborate and help our classmates. Please, one member of the groups collects the glossaries and gives it to me. Thank you! See you soon!

Time: 5 min.


4


Talk about group work, distribute them in groups and give them roles. Fill in their first template about the drama written structure in groups.


- To be able to work and negotiate in groups - To write the ending of the story “The elves and the shoemaker” in groups

Previous language knowledge needed

Other knowledge needed Previous knowledge about group work (they know it from other subjects).


- Language knowledge about group work - Drama written structure - Story ocabulary (characters, scenes, …)


Group making 1st template about the plot per groups.

How it will be assessed* Peer and self assessment/teacher observation rubric 2. Preparation

Teacher Materials

- Power point/video about group work - Observation rubric

Student Materials - 1st template - Peer and self assessment rubric


None


- Prepare flashcards/glossary with vocabulary - Bring 1st template per groups - Bring peer assessment rubric per person

3. The lesson plan

Less

on P

roce

dure

Introduction

Tell students what are they expected to do in groups. Talk about group work and about the peer and self assessment.

- Teacher/Whole class Teacher talk: Hello students! Ready to start our second session? How are you feeling about it? Thumb up if you are ok, two thumbs up if you are excited. Ok, that’s great! We are goint to learn and to have fun. [Repeat] We are goint to learn and…. [wait until they say it together and properly] Today, we are going to talk about group work. Do you know the meaning of group work? [give them examples, or someone translates]

Time: 15 min.


5

Let’s watch a short video about group work. Listen carefully to the video. If you DON’T understand something, you can raise up your hand when the video finishes [make gesture]. Yes? Do you understand? [look around the class] Ok, now, I’m going to put the video. Listen carefully, it’s very easy to understand if you are quiet and pay attention.


Make groups of 6 students and give them roles (time keeper, be on task/bring order, writer, …) (I will use the same strategy as on the previous session –give them numbers-, but this time, I will know which students go in each of the groups beforehand. This way it doesn’t seem so “manipulated”)

- Teacher/whole class

Teacher talk: Ok, now that we understand about group work, let’s make the groups for the drama performance project! [use the same strategy used in the 1st session-ones, twos, threes… till six, then, repeat] Now, I will give you a role for each one of you. That means that each of you will have a responsibility in the group. For example, one of you will be a time keeper (look at the clock to see the time you have got), one who brings order (if you see someone in your group that doesn’t work, or you listen to someone in your group that is speaking, let’s say, of football, and not about the story or what you have to do, he or she has to say ‘ hey, we’ve got to do some work’!! [I give them the roles with papers to each of the members of the group individually] The roles will be described in the video as well. At the end of the class we will evaluate the members of our groups. To see the things we can improve, that we can do better, etc. This way, no one of you will be lazy [they know a song about daily routines that talks about it, I can link to what they know so they understand better], but will try to participate in the group work.

Time: 15 min.


Present and fill in the 1st template about the main parts of the story in groups. It’s ok if they don’t finish it, but they should understand it in order to know how to do it for the next session.

- Group interaction Teacher talk: Class-class [yes-yes] Now that you are with your groups, I will give you this

Time: 20 min.


6

template. [Show it, and describe each of the parts]

Closure/Conclusion

Peer and self assessment rubric (the same for each session) - Individual

Time: 10 min.


Continue and finish the 1st template.


- To write the ending of the story “The elves and the shoemaker” in groups. - To be able to work and negatiate in groups.


How to write simple sentence structures

Other knowledge needed



1st template about the script

How it will be assessed Peer and self assessment, teacher observation rubric 2. Preparation

Teacher Materials

- Flashcards/glossary to help students with their vocabulary

difficulties - Observation rubric

Student Materials - 2nd template - Peer and self assessment rubric



3. The lesson plan

Less

on P

roce

dure

Introduction

Tell students to finish the 1st template and ask if they had any difficulties with it in the previous session, to see how they are doing and/or see if everyone has these diffiulties too. - Teacher/whole class

Time: 20 min.


Finish the 1st template with their groups. - Group interaction

Time: 30 min.


7

Closure/Conclusion

Peer and self assessment (same as always) - Individual

Time: 10 min.

Session: 4

Principal activities (summary)

Start with the 2nd template about narration and dialogs for the ending of the story, and start thinking about the way in which they are going to perform the story. Distribute the characters.

SWBATs of the lesson - To write the ending of the story “The elves and the shoemaker” in groups. - To be able to work and negatiate in groups.




How to write direct and indirect speech


2nd template and distribution of characters.


Teacher Materials - Flashcards/glossary with examples of present simple

sentences/indirect and direct speech. - Observation rubric

Student Materials - 1st and 2nd templates - Peer and self assessment



3. The lesson plan

Less

on P

roce

dure

Introduction

Present the 2nd template about narration and dialogs, and start deciding how to distribute the characters and which materials will be needed for the scenes (this will be continued in the following sessions) - Teacher/Whole class

Time: 10 min.


Finish the 2nd template and talk about characters. - Group interaction

Time: 40 min.

Closure/Conclusion Peer and self assessment - Individual

Time: 10 min.


8

Session: 5 – Half groups Principal activities (summary)

Rehearsal of their performance with script. Finish template details.


- To be able to work and negotiate in groups - To dramatize characters


Other knowledge needed How to dramatize characters.


Key words about performance (rehearsal, voice tone, gestures, audience…)



Teacher Materials - Observation rubric

Student Materials - Script of their story - Templates


Playground to practice the performance of their story.


3. The lesson plan

Less

on P

roce

dure

Introduction Tell them they are going to practice the performance of the story and give out the templates and scripts.

Time: 10 min.


Finish template details and start practicing.

Time: 50 min.

Closure/Conclusion No peer assessment

Time:

Session: 6 – Half group Principal activities Receive feedback from peers/plan improvements for their performance.


9

(summary) Think about materials.

SWBATs of the lesson - To be able to work and negotiate in groups - To dramatize characters




To give significant feedback to peers (rubric/questions)


Feedback from peers and plan for improvements (rubric for plan)

How it will be assessed No assessment 2. Preparation

Teacher Materials - Feedback rubric (teacher)

Student Materials - Feedback rubric (students)


Dance classroom/another classroom if I have the whole group


3. The lesson plan

Less

on P

roce

dure

Introduction

Divide the class in the groups to perfrom in front of peers. Give out feedback rubric. - Teacher/whole group

Time: 15 min.


They take turns to rehearse in front of their peers. One group receives feedback and the other gives it. Then, they switch roles. They don’t need to dress up or decorate the stage; they only perform in front of the other group. - Group interaction

Time: 40 min.

Closure/Conclusion Collect feedbacks.

Time: 5 min.


Finish improvements and prepare materials for their performance: make their own/bring from home. Fill in 3rd template.




New knowledge/language Materials to perform (costumes, stage materials…)


10

to be introduced Specific Output (if any)

3rd template about materials. Final script. (make a model for the script)


Teacher Materials

Student Materials - All the templates.



3. The lesson plan

Less

on P

roce

dure

Introduction

Distribuite templates and explain what they have to do for the 3rd one. Talk about costumes and decor in depth. Discuss about peers’ feedback. - Teacher/whole class

Time: 15 min.


Fill in the 3rd template and discuss about materials in depth.

Time: 40 min.

Closure/Conclusion Peer assessment

Time: 10 min.


Last rehearsal with materials included. Finish last details. Think about how to interact with the young pupils (rubric/questions…)



Other knowledge needed New knowledge/language to be introduced

How to interact with the audience (young pupils)


None

How it will be assessed Teacher observation rubric 2. Preparation

Teacher Materials

Student Materials - Templates/ costumes / decor… - Rubric to interact with audience

Special circumstances Playground to practice their story performance. (?)


11

(computer lab, playground) Preparation needed outside of ordinary class

3. The lesson plan

Less

on P

roce

dure

Introduction

Tell them they have the whole session to rehearse and improve their performance. They should make a good use of the time they have. - Teacher /whole group

Time: 15 min.


Last rehearsal per groups. - Group interaction

Time: 40 min.

Closure/Conclusion Tidy up.

Time: 5 min.


Perform in front of 1st and 2nd graders. Final peer and self-assessment.






Final script

How it will be assessed Final peer and self-assessment 2. Preparation

Teacher Materials

Student Materials

- Script, materials, costumes….


1st and 2nd grade classrooms.


3. The lesson plan

Less

on

Proc

edur

e Introduction Preparation of stage decor and costumes.

Time: 15 min.

Activity & Time: 25


12

type of interaction (e.g. tchr-whole grp)

Presentation of perfomances. All the groups perform simoultaneously.

min.


Tidy up. Time: 10 min.

Closure/Conclusion Final peer and self assessment. Time: 10

min.

Assessment Outline: Define the products & artefacts at different stages for the teaching sequence: Early in the teaching sequence:

- Vocabulary glossary per groups (group interaction)

- How to work in groups (whole class session) During the teaching sequence:

- Peer and self-assessment rubrics to assess participation and use of English (see annex)

- Teacher observation rubric to assess attitude, group work, and other items (see

annex)

- Feedback about rehearsal (teacher and students) End of the teaching sequence:

- Final script (teacher rubric)


13

TEACHER TALK Provide specific examples of how you will give instructions/explanations/admonitions as

needed per session.

EXAMPLE: Session 1, Activity 1. Getting students into a circle on the floor: Everyone listen! Ears up! Look at me! My ears are up (make gesture of ears like a dog). Now, you will very quietly, very quietly (shhh!!!!) stand up. Do NOT make noise (scrapes chair on floor). This NO! quietly! This first row, Tommy, Lisa and June … you come sit here (shows them where to sit). Now the next row … You must sit quietly or we will not do the activity.


14

ANNEX • Add the materials you will use (e.g. flashcards, worksheets, game boards, etc.)


15


16

STORY SCRIPt Title -


17

Narratior Dialog (who?): Dialog(who?): Dialog (who?):

Narrator: Dialog (who?): Dialog (who?): Dialog (who?):


18


19


20


21


22


23


24


25


26

• List any references that you have used for developing your teaching sequence • Other …

Documents

1st draft maria jael