Moure kinder afternoon_group_lesson_plans_week4_class6-10

Taller Práctica Docente Regina de los Ángeles MoureTutor: Prof. Cecilia Zemborain [email protected] Co-Tutors: Prof. Eugenia Carrión Cantón – Prof. Graciela Manzur July 16th, 2015

Alumno practicante: Regina MoureStudent consulted for peer correction: María Inés TrechPeríodo de práctica: Nivel Inicial.Institución educativa: Jardín de Infantes “Cardenal Spínola”Dirección: Don Bosco 193 – Caleta Olivia (Santa Cruz)Sala/Grado/Sección: Sala 5 años. TTCantidad de alumnos: 25Nivel lingüístico del curso: PrincipianteTipo de Planificación: Clase Unidad temática: Mi escuela/jardín.

Clase Nº: 5 Fecha: Monday, July 17thHora: 15:30 a 16:00Duration of the lesson: 30’ Fecha de primera entrega: 16/07/2015

Teaching points: School objects, colours and numbers from 1-5

Lesson Aims:

By the end of the lesson, Ss will:

Be able to identify three new school items in a meaningful context. Develop their listening ability by listening to a song, as well as to their teacher and mates. Develop their speaking ability by taking part in short oral exchanges, singing songs and

taking part in the activities suggested. Deepen their understanding of commands/instructions while developing their social skills. Develop their cognitive skills by recalling the order of the items in a song..

Language Focus:

LEXIS FUNCTION STRUCTURE PRONUNCIATION

Rev Greetings:-Hello! Bye-bye!-Good morning.- How are you today? Fine! Numbers:1-10-Boy - GirlCommands:-Sit down!-Come here! +

-Greeting.-Counting.-Following commands and/or instructions.-Identifying places in the Kindergarten.

-Locating people.

WH questions and answers in the simple present: Who’s….? Where is (Tiggy)? In the Classroom

Correct pronunciation of the school items already known.

- Recognition of the following sound in initial position:/h/Hello

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Reviewer, 16/07/15,

The lesson is due tomorrow. Please, consider submitting the lesson plans some days before the lesson.


please.- Line up here, please!-Go to ….-Places in the kindergarten:classroom

-Prepositions:IN-Classroom objects:school-bag, pencil, book, crayon, rubber.

/w/What…? Who?

Recognition of the following sounds in initial position:/p/ /s/pencilschool-bag

Recognition of the following sound in final position:/ə/rulerrubberteacher

New Classroom objects:pencil-case, ruler, sharpener.

Asking for something politely.

Can I have a (pencil), please?

Recognition of the following sounds in initial position: /ʃ/

sharpener

Teaching approach: Natural approach - PPP

Materials and resources:

A white board and felt pens. A circle- time song: “Make a circle” by The Kiboomers- from “Top 33 circle time songs”.

Collection purchased and downloaded from http://www.songsforteaching.com/ A portable speaker A tablet (as an mp3 player) A puppet, Tiggy

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Reviewer, 16/07/15,

This was the focus of your last lesson plan, wasn’t it?Is this a sound that requires special attention or teaching? Why?

http://www.songsforteaching.com/


Flashcards “School objects” .”Your Quest 1” Macmillan Publishing. “My school bag”, song from “Your Quest 1”. Macmillan Publishing. Cd 1 – Track 10. A handout for each student and a set of blank images for them to paste onto the hand out.

Both the handout and the set of images will be designed/created by this teacher employing images from the Internet she has been saving on her computer during the last years, so she is not able to provide the exact source of each of them.

Goodbye song (retrieved from https://www.youtube.com/watch?v=rCr2t34vkIE)

Pedagogical use of ICT:

No instances of ICT use during this encounter

Seating arrangement:

The first stage of the lesson will take place in the circle-time area, and then Ss will move to their tables.

Cooperative work: Children will work as a class during the first part of the lesson. The main activity (listen and paste/glue the items) will be carried out by Ss individually, but the fact that they will be arranged in groups will allow their interaction and cooperative work. That is to say, they can help each other.

Possible problems and possible solutions regarding behaviour:

I’ve learned (from previous encounters) that cooperative work is something new for these children. Thus, although they are going to work in groups, each of them will have the chance to manipulate the material. That way their engagement (and learning) will be guaranteed to some extent, since they all will have the chance to carry out the activity.

Potential problems students may have with the language:

They still pronounce an intrusive /e/ in word starting with the /s/ sound. Futher work is necessary here.

Assessment: What will be assessed and how:

T will pay attention to the following aspects:

Use of language: Ss making use of the language acquired so far to take part in the oral exchanges and carry out the “Listen and paste/glue activity”.

Pronunciation: Accuracy in the production of the sounds mentioned in the pronunciation section (See Language focus chart at the beginning of this document).

Ss’ participation: In order to help shy Ss to lower their affective filter (Krashen, 1982)

Skills integration:Listening and Speaking will be integrated during this lesson.

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Reviewer, 16/07/15,

Good!

Reviewer, 16/07/15,

Spelling

Reviewer, 16/07/15,

Ok, but your constant presence and monitoring is essential...

Reviewer, 16/07/15,

Is it only for them? Or is this an inherent characteristic of learners of this age in general?

Reviewer, 16/07/15,

Have you thought of the strategies you will implement for this help to take place?

https://www.youtube.com/watch?v=rCr2t34vkIE


Routine (3’)

Aim: To greet the Ss and create the right learning environment.

T will be by the classroom door, welcoming individual Ss with a warm “Hello!” or “Good morning!”

T: Hello!

Once everybody has come into the room, she will greet the class and ask Ss to make a circle.

T: Hello, children!

Ss (EA): Hello!

T: How are you today? Fine?

(T puts her two thumbs up and shows a big smile)

Ss (EA): fine/ thumbs up/ a smile.

(Anyway, Ss are expected to reply by saying “Fine” along with any or both of the examples of body language)

T: That’s fantastic!

(Again, displaying a big smile)

Then she will show Ss the portable speaker and say the following:

T: Are you ready to sing our song?

Ss: Yes!!

T will play the song and perform the movements that go with it, encouraging them to join her.

Song: Make a Circle by the Kiboomers

Okay, everybody, let’s make a circle!

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Reviewer, 16/07/15,

:D


Make a circle,

Make a circle,

Big and round, big and round

Everybody hold hands

Everybody hold hands

Now sit down

Now sit down

Okay, everybody, get ready to wiggle your fingers

Wiggle your fingers,

Wiggle your fingers

up up up up

up up up up

wiggle all your fingers

wiggle all your fingers

down down down down

down down down down

Now, let’s nod our heads

Nod your head

nod your head

yes yes yes yes

nod your head

nod your head

no no no no

no no no no

All right, this time let’s clap our hands

Clap your hands

clap your hands

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fast fast fast fast

fast fast fast fast

clap your hands

clap your hands

slow slow slow slow

slow slow slow slow

And that is the end!

Transition:

T will point to her school-bag and ask children the following:

T: I have something in here…

What do you think it is?

Warm up (5’)

Aim: To activate Ss’ prior knowledge, revise the vocabulary learned during the last encounter and set the context to introduce the three new items.

Ss: Tiggy?

T: Mmmm, let’s see…let me open my….my….what’s this?

(T points at her school-bag and waits for Ss to provide the name. In case they do not remember, T will provide them with options)

(Is this a book?)

Ss: (School-bag!)

T: My school-bag, thank you!

Let’s see who is here…

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T will open her school-bag and take out Tiggy:

Ss: Hello, Tiggy.

Tiggy: Hello, children. How are you?

Ss: Fine!!

T: Tiggy, hello!

(T moves Tiggy as if he wanted something from the school-bag)

T: Do you need something from the school-bag?

(Tiggy nods his head)

T: Ok, get it.

T uses the puppet to take out the flashcards of the school-items the children learned during the previous last class. As Tiggy takes out an image, he gives it to the teacher for her to show it to the Ss. Then she starts the following exchange with the children.

T: What’s this, Tiggy?

Children? What’s this?

Again, in case Ss do not remember the name of that item, T will provide options or simple whisper the name very softly. That will force Ss to pay attention to her mouth as she articulates the word.

As soon Ss call out the name, T will say the following:

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T: Ahhhh! It’s a (crayon)!

Thank you!!

Let’s leave the (crayon) here, on the floor.

(T places the flashcard on the floor, right in front of her for Ss to see)

As soon as the already known five items are on the floor, Tiggy will keep on trying to take out things from the school-bag.

Transition:

T: There’s more? Ok, show us..

Presentation: (3’)

Aim: To introduce three new school objects.

Tiggy will take out the flashcards, one by one, and following the same procedure from the previous stage, she will show each image to Ss and start the following oral exchange:

T: Ah!! Look, children…what’s this?

(T shows the card to Ss)

Ss: (cartuchera/regla/sacapuntas)

T: Yes! It’s a (pencil-case/ruler/sharpener)

What’s this?

Ss: A (pencil-case/ruler/sharpener)

T: Great!! A…….

(T puts the card on the floor next to the other ones)

Transition:

T: Now, let’s see what Tiggy needs to go to the classroom.

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Reviewer, 16/07/15,

Elicitation during the presentation stage is not advisable. What is the purpose of asking the question ‘what’s this?’ if SS cannot answer in English?You should mention the items yourself instead...

Reviewer, 16/07/15,

Let’s contextualise this stage. You might say you need the SS’s help to remember the items you brought to school.

Taller Práctica Docente Regina de los Ángeles MoureTutor: Prof. Cecilia Zemborain [email protected] Co-Tutors: Prof. Eugenia Carrión Cantón – Prof. Graciela Manzur July 16th, 2015Controlled practice: (3’)

Aim: To help Ss develop their listening comprehension by means of a TPR activity.

This activity has the purpose of having Ss naming and remembering the school items in a pre-set order.

Every time T picks up a flashcard, she will say its name for Ss to repeat.

Transition:

T: Ok! Well done, children!!

Now…Let’s help Tiggy put these items back into the school bag.

Pre-listening activity (5’)

Aim: To familiarize Ss with the structure used in “My School bag” song.

This time T will nominate Ss to give her the school items.

T: T: (Santi), come here, sweetie!

Can I have the ruler and the pencil, please?

(S does as he is told. Mates can help)

A ruler, a pencil. Thank you!

All my school things go in my school-bag.

Now, (Juan)

Can I have the rubber and the crayon, please?

(S does as he is told. Mates may help)

A rubber, a crayon. Thank you!

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All my school thing go in my….

(T elicits “school bag from Ss)

Ss: school-bag

Now, (Ainara)…can I have a sharpener and a book, please?

(S does as s/he is told. Mates may help)

A sharpener, a book. Thank you!

All my school thing go in my….

Ss: school-bag

And finally (Lucía)..

Can I have the pencil-case, please?

(S does ass/he is told. Mates may help)

Look! A YELLOW pencil-case. Thank you!

All my school things go in…

Ss: my school-bag.

T: great!! Thank you, thank you!!

Transition:

T: Hey! This reminds me of a song…

(T points to her tablet and speaker)

Do you want to listen to it?

Ss: yes!!

Listening: “My School bag” song – From “Your Quest 1” – cd 1 – track 10 (8 ‘)

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Reviewer, 16/07/15,

Excellent!

Taller Práctica Docente Regina de los Ángeles MoureTutor: Prof. Cecilia Zemborain [email protected] Co-Tutors: Prof. Eugenia Carrión Cantón – Prof. Graciela Manzur July 16th, 2015Ss will listen to the following song twice: The first time to get used to the rhythm and second one to carry out a while listening activity at their tables.

Transcript:

“My school bag”

Can I have a ruler and a pencil, please?

A ruler, a pencil, here you are!

Thank you! Thank you, thank you!

All my school things…go in my school bag.

Can I have a rubber and a crayon, please?

A rubber, a crayon, here you are!


All my school things… go in my school bag.

Can I have a sharpener and a book, please?

A sharpener, a book, here you are!


All my school thigs…go in my school bag.

Can I have a yellow pencil-case, please?

A yellow pencil-case, here you are!


All my school things… go in my school bag.

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Taller Práctica Docente Regina de los Ángeles MoureTutor: Prof. Cecilia Zemborain [email protected] Co-Tutors: Prof. Eugenia Carrión Cantón – Prof. Graciela Manzur July 16th, 2015After listening to the song for the first time, T will ask Ss to move to their tables. There, they will find the following handouts and pictures. There will be one copy of an empty school-bag and a set of school things1 for each child.

The worksheet must include a slot for their name, title and simple instructions, such as glue the school objects.

1 Images are already cut, so Ss will not have to use scissors. Great! Otherwise, they would take too long.

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Remember to include the source of the images.

Ss will have to identify and put up the items as T sings each stanza of the song for them. Then, they will have to paste/glue the items in the school bag. T will have the same material so as to show Ss what they have to do, at least the first time.

T: There you have a school bag…can you see it?

Ss: yes!

T: you also have school things. Listen to me and find the items:

Can I have a ruler and a pencil, please?

(Ss find the items and show them to the teacher)

T: A ruler, A pencil

(T points at one of the ss’ items)

Ok, now glue/paste the ruler and the pencil in the school-bag.

The same procedure will be followed with the remaining objects. Once the school-bag is ready, T and Ss will sing the song together one more time.

Closure: (3’)

Aim: To wrap up the lesson and sing the goodbye song.

T: Oh! No…Look at the time!!

(T looks at her watch, as usual)

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Reviewer, 16/07/15,

Modelling.


Ss: Goodbye/ canción/ ya te tenés que ir

T and Ss starts singing the good bye song.

T: Yes! Now it’s time to say goodbye!

Are you ready to sing the song with me?

T plays the song. Ss and T sing and perform the actions.

T congratulates Ss on their performance with a loud clap.

T: That was great, children!

Goodbye!

Taller de Práctica Docente 2015Lesson plan criteria Peer and Self-check Yes No

1 Heading Does the lesson plan heading include all the required information? Has it been completed in Spanish?

2 Learning aims Are the aims for this lesson devised in terms of development of language skills and language learning / acquisition?Are they clearly written to explain what the learners will learn and be able to do?

3 Teaching points Are there any new teaching points?Are the teaching points aligned with the course syllabus and the district curriculum?Are they presented within a meaningful context?

4 Language focus chart Are the new and revision language items specified?Are the new and revision language items related?Is the pronunciation focus complete?

5 Teaching Approach Is the approach you chose suitable for your teaching context?Are its aims and fundamentals coherent with the lesson aims?

6 Materials and resources

Does the lesson plan include all the required materials and resources for this lesson?Does it include handouts, links, video scripts and sample flashcards?Are these materials and resources coherently/adequately included in the lesson plan?

7 Pedagogical use of ICT Does the lesson plan make meaningful pedagogical uses of ICT? Does it include a contingency plan in case technology does not work?

8 Seating arrangement Does the seating arrangement foster communication and interaction among teacher and peers? Is it coherent with the lesson activities?

9 Cooperative work Does the lesson include instances of cooperative work among

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students? Is there a set of guidelines and instructions for this work to be carried out?Does the lesson plan specify what kind of pedagogical mediation the teacher will provide?

10 Possible language difficulties and possible solutions

Does this section explain possible difficulties according to previous lessons’ experiences and class observation?Does the lesson plan allow for differentiation (instruction and assessment)?

11 Possible lesson or classroom management problems and their possible solutions

Does this section explain possible difficulties according to previous lessons’ experiences and class observation?

Lesson development12 Lesson stages Is the lesson plan organized in stages in accordance with the

approach or the method framing the lesson? Does it include a warm-up, a development and a round-up or closure?

13 Lesson context and content

Are the lesson context and content appealing to students? Are they engaging? Is the context culturally relevant?

14 Lesson activities Is each activity sustained by a pedagogical purpose? Is each activity related to a learning aim?Do the activities allow for language exposure, exploration, development of language awareness ?

15 Type of activities Is there a balance of activities that range from controlled practice to freer communicative practice?Do they facilitate integration of skills?

16 Transitions Does the lesson plan show a coherent flow of activities clearly interconnected? Are there any comments or indicators that link each activity or stage with the next one?

17 Language of instructions

Are instructions written in a simple manner? Is there a set of strategies to accompany the instructions and aid learner comprehension?

18 Teaching strategies Is instruction aided by any teaching strategies such as…- Modeling- Exemplifying- Showing- Pointing- Explaining- Paraphrasing- Miming- Others?

19 Direct speech Are all instructions and possible anticipated dialogues written in direct speech?

20 Homework Does the lesson plan include any task to do at home? Is the task engaging? Will students feel motivated to perform it? Will the students be in direct contact with the language? Will they share their work with the class?

21 Active learning: Bloom’s Taxonomy 2001

Are many learning tasks addressing a higher level of Bloom’s taxonomy?

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http://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

http://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

http://en.wikipedia.org/wiki/Differentiated_instruction


22 Grammar, Appearance, and Language

Does the lesson plan effectively communicate to the intended audience? Has it gone through proof-reading for grammar and spelling mistakes?

Observations:Outstanding work, Gina! The lesson plan allows for meaningful exposure and a variety of strategies that cater for different learning styles.Way to go!Cecilia

Lesson plan component

Very Good4

Good3

Acceptable2

Below Standard1

Organization

Coherence and sequencing

Learning aims

Stages

Activities

Teaching strategies

Class. management strategies

Language accuracy

Observations Minimum score: 20 / 32Score: 32 /32= 10

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Education

Moure kinder afternoon_group_lesson_plans_week4_class6-10