moure kinder morning_group_lesson_plans_class5-9

Taller Práctica Docente Regina de los Ángeles MoureTutor: Prof. Cecilia Zemborain [email protected] Co-Tutors: Prof. Eugenia Carrión Cantón – Prof. Graciela Manzur June 27th, 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. TMCantidad de alumnos: 27Nivel lingüístico del curso: PrincipianteTipo de Planificación: Clase Unidad temática: Mi escuela/jardín.

Clase Nº: 5 Fecha: Monday, June 29thHora: 9:45 to 10:15Duration of the lesson: 30’ Fecha de primera entrega: 28/ 6/2015

Teaching points: School objects

Lesson Aims:

By the end of the lesson, Ss will:

Be able to identify and name school objects. Develop their listening ability by listening to a story created by the teacher to introduce the

lexical items. Develop their speaking ability by taking part in short oral exchanges, singing songs and

chants, as well as playing a game. Deepen their understanding of commands/instructions while developing their social skills. Develop their cognitive skills by playing a memory game.

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!

-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 (Miss

Wanda)? In the office Where are (the

children)?In the classroom

Correct pronunciation of the different places/rooms in the kindergarten.

- Recognition of the following

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-Come here! + please.- Line up here, please!-Go to ….-Places in the kindergarten:kindergarten, classroom, music room, office, toilet(s), gym, playground.

-Prepositions:IN

Who’s in the (playground)?

(Tiggy) is in the (playground).

-

sound in initial position:/h/Hanna, hurry,/w/Wanda

New Classroom objects:pencil, school bag, rubber, ruler, pencil-case, book, crayon, sharpener.

Imperative:Go to….

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

pencilschool-bagsharpener

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

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) Images from the Internet:

Tiggy

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http://www.songsforteaching.com/


Image retrieved from https://s-media-cache-ak0.pinimg.com/236x/17/2e/65/172e6599b347b4ef283f6b07d813c073.jpg

Classroom

Image retrieved fromhttp://3.bp.blogspot.com/_ezYEm2LtXY8/S7yhPXNjZJI/AAAAAAAAAKo/OwnutmyO6pk/s320/classroom2.gif

Mr. Brown

Image retrieved fromhttp://3.bp.blogspot.com/_ezYEm2LtXY8/S7yhPXNjZJI/AAAAAAAAAKo/OwnutmyO6pk/s320/classroom2.gif

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http://3.bp.blogspot.com/_ezYEm2LtXY8/S7yhPXNjZJI/AAAAAAAAAKo/OwnutmyO6pk/s320/classroom2.gif




https://s-media-cache-ak0.pinimg.com/236x/17/2e/65/172e6599b347b4ef283f6b07d813c073.jpg


Picture created by this teacher employing the mini-flashcards available in “Your Quest 1” Macmillan Publishing

Flashcards “School objects” .”Your Quest 1” Macmillan Publishing. Glue tape “School word rap”, chant from “Your Quest 1”. Macmillan Publishing. Cd 1 – Track 9 Goodbye song (retrieved from https://www.youtube.com/watch?v=rCr2t34vkIE)

Pedagogical use of ICT:

Children will keep on working with the Circle-time song from the previous lesson, as well as with the usual “Good bye” song.

As regards this encounter, Ss will practise the topic vocabulary by saying the “School words rap” from the first cd of “Your Quest 1”, an English coursebook from Macmillan Publishing I used with 1 st

formers two years ago.

Seating arrangement:

Since this will be mainly a presentation lesson, it will take place in the circle-time area.

Cooperative work: Children will work as a class.

Possible problems and possible solutions regarding behaviour:

The main issue I have noticed so far is related to their short period of attention. Miss Silvia (the teacher who works as an assistant teacher in the morning and is in charge of the afternoon group) had already told me this during our interviews before I started my practicum period. These days she

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Reviewer, 29/06/15,

In this lesson, SS will be exposed to audio material extracted from the Internet or other digital sources (CD) but this does not imply ICT. Multimedia and online tasks are part of this category.

Reviewer, 29/06/15,

This implies they will work together, but there will no instances of cooperative work.

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

Taller Práctica Docente Regina de los Ángeles MoureTutor: Prof. Cecilia Zemborain [email protected] Co-Tutors: Prof. Eugenia Carrión Cantón – Prof. Graciela Manzur June 27th, 2015also reminded me of the fact that this aspect is more likely to affect her own group, due to the features of the group itself.

That is why I’ll try to keep the activities both engaging and short. In my opinion, that does not allow me to design activities for Ss to carry out in groups: I spend a lot of time explaining rules and procedures, as well as arranging the groups. That certainly takes away the momentum, making Ss focus their attention on things external to the English lesson.

Apart from Besides that, Ss at this developmental stage (concrete-operational) are very egocentric, so expecting them to work in small groups from the very beginning is impossible. Perhaps after a period of training, but I will not be here for them to help them with that.

Potential problems students may have with the language:

Ss will have to deal with /s/ sound at initial position (school, school-bag) and chances are that an intrusive /e/ appears in their rendition of the words.

Something similar may happen with /ʃ/ in sharpener, which Ss might pronounce using Spanish /y/.

The bright side of all this is that these children will not be exposed to the written form of these lexical items. Therefore, an intensive pronunciation practice (rap – vanishing pictures game) will serve the purpose of helping Ss to notice and acquire the target sounds accurately.

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.

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.

Routine (5’)

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: Good morning!

5

Reviewer, 29/06/15,

What’s the difference between these sounds?

Reviewer, 29/06/15,

Right.

Reviewer, 29/06/15,

Right. Cooperative work implies teaching and a learning process that may extend over time.


Hello!

Please, come in!

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 new song?

Ss: Sí!

T: Sorry... yes?

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!

Make a circle,

Make a circle,

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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

fast fast fast fast

fast fast fast fast

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clap your hands

clap your hands

slow slow slow slow

slow slow slow slow

And that is the end!

When T and Ss have finished singing, T will ask them to help her count how many children are in class.

T: Great job, boys and girls!

Now, let’s count…

How many children are here today?

Let’s start counting the girls…

Ss: one, two…

T: Very good! There are ____ girls here today.

(T shows the number with her fingers, if that is possible)

(Lucía), can you come here and write that number?

(T indicates the place by pointing at the picture of the girl displayed on the board)

Ss: Now, let’s count the boys….

Same procedure will be followed here.

Transition:

T: All right! There are ___ girls and ____boys here today.

That’s great!

The more of us, the better!

We’ll have so much fun together!

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Reviewer, 29/06/15,

Fantastic song!


Now… Do you remember this man? This teacher?

Who’s this?

Warm up (5’)

Aim: To activate Ss’ prior knowledge and set the context for introducing the new lexical set.

T will show Ss the following image:

Ss: (el maestro/el profesor)

T: This is the TEAcher! Good! Who’s this?

Ss: (the teacher)

T: All right! Is he

(T points at the image that is on the left side of the board now, while she places herself on the right)

Miss Hanna? Or Mr. Brown?

Ss: (Mr. Brown)

T: Mr. Brown, great!

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Mr. Brown is a teacher, and he is in the…

T shows three different pictures:

Music room?

In the (classroom)?

(Ss may complete T’s phrases. That is expected from them since they have already seen these this pictures before.)

Or in the playground?

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Ss: (in the) classroom.

T: Uhummmm, Mr. Brown is in the classroom.

T: But today, he leaves the classroom…

( T moves Mr. Brown’s flashcards as if he leaves the classroom)

…and meets…..

(T takes out Tiggy’s picture from her pocket, waiting for Ss to finish her phrase)

Ss: Tiggy!!

T sticks Tiggy’s picture on the board and starts dramatizing the following exchange between the two characters. She may opt for holding both images in her hands and use the pictures as if were puppets.

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T: Then, Mr. Brown gives Tiggy a card, an INVITATION

( T shows Ss the card)

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Hello Tiggy!

How are you?

Hello, Mr. Brown!

I’m fine, thank you!

How about you?

I’m fine, too!

Thanks for asking!


Just like this one:

T: “Come to our classroom, Tiggy”

( T makes gestures to convey meaning. She uses her hands to help Ss understand “come” and then points at the classroom picture).

T: Tiggy is very HAPPY!

He really wants to go to the classroom…

“But wait a minute!” says Tiggy

“What should I take to the classroom?”

T allows Ss to make contributions or hypotheses as regards Tiggy’s concern, or the items Tiggy should take to the classroom.

T: “Don’t worry!” -says Mr. Brown- “Look at the card!”

(T point at the big card on the board)

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Reviewer, 29/06/15,

Effective strategies!

Taller Práctica Docente Regina de los Ángeles MoureTutor: Prof. Cecilia Zemborain [email protected] Co-Tutors: Prof. Eugenia Carrión Cantón – Prof. Graciela Manzur June 27th, 2015Presentation: (5’)

Aim: To introduce the school objects.

T will take out the school-objects flashcards and, without showing them to Ss, will say:

T: So, what does Tiggy need to take to the classroom?

Let’s see…

Does he need a pencil?

(T shows the card to Ss)

Ss: Yes!

T: Yes! He needs a pencil.

What’s this?

Ss: A pencil!

T: Great!! A pencil

(T puts the card on the board for Ss to see)

Does he need a school-bag?

(T shows the card)

Ss: Yes!!

T: He also needs a school-bag.

What’s this?

Ss: a school-bag.

T: All right! What about….

T continues this way with the following items:

RUBBER RULER PENCIL CASE BOOK CRAYON

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SHARPENER.

Transition:

T: Now, let’s check if Tiggy has everything he needs to go to the classroom.

Controlled practice: (10’)

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

Activity 1: Vanishing flashcards (drilling + memory enhancement)

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

Ss’ memory will be helped by adding a gesture to each item, for instance:

Pencil: T moves her hand as if she is writing.

School-bag: T makes a movement as if she is putting on her school-bag on her back.

Rubber: T simulates erasing something out.

Pencil-case: T makes a movement as if she is unzipping a pencil-case (the pencil-case from the image has a zip)

Book: T moves her hands as if she is holding a book and proceeds to open it and read.

Crayon: T colours something in the air.

Sharpener: sharpening a pencil movement.

Every time a flashcard is removed from the board, it will be handed out to one of the Ss.

By the end of the activity, there won’t be any flashcard left on the board.

Transition:

T: Ok! Well done, children!!

Now…how can we help Tiggy remember all these items?

(T makes gestures to convey meaning)

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Reviewer, 29/06/15,

Why? Can this cause some sort of disruption?

Reviewer, 29/06/15,

SS have been exposed to these lexical items once (presentation stage). Will they be able to recall the items? What if they don’t in L2? How will you help them produce the target vocab?

Reviewer, 29/06/15,

These may be too many for a presentation stage.You can also integrate other structures / lexis SS may know, such as numbers.


Ah! I know!! I have an idea!!

A RAP!!!

(T shows the speaker)

You’ll like it! Listen!

Ss will listen to “The School-Word rap” three times:

1st time: They will only listen, as T performs the movements.

2nd time: Ss holding the cards will raise them as those items are mentioned in the rap.

3rd time: Ss will listen, repeat and perform the movements learned in the previous activity.

Transition:

T: Well done, children!!

Great job, everybody!

Closure: (5’)

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)

Ss: Goodbye/ canción/ ya te tenés que ir1

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?

1 Renata said this at the end of our last encounter. The look in her face was absolutely lovely!

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Reviewer, 29/06/15,

The song script must be included in the plan.

Reviewer, 29/06/15,

Now I see the point. Still, if only a few SS hold cards, the rest may feel dejected if they cannot hold a card. You know the group better, but take this into account.

Taller Práctica Docente Regina de los Ángeles MoureTutor: Prof. Cecilia Zemborain [email protected] Co-Tutors: Prof. Eugenia Carrión Cantón – Prof. Graciela Manzur June 27th, 2015T 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 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 Does this section explain possible difficulties according to previous

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Reviewer, 06/29/15,

Song scripts are missing.

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


classroom management problems and their possible solutions

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?

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:Congratulations on your very good work, Gina! The lesson plan is based on a meaningful context, and it includes variety of resources and teaching strategies.Your comments imply you have built very good rapport with these learners. Hope my comments on the side help you further develop this very good plan.

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

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


Have a great class!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: 29 /32= 9

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moure kinder morning_group_lesson_plans_class5-9

Education

school objects lesson

school bag

eugenia carrin cantn

graciela manzur

initial position

following sounds

circle time songs

w wanda new classroom