3.WALNUT TREE
Nogueira

Group 5 (12-14 year olds)

 

Hi teacher!

Welcome to Walnut Tree, our third cycle.

New cycle, new objectives!

Take a few minutes to read and internalize the objectives of this cycle as they are the fundamental guidelines that should structure your teaching practices.

 

Vamos juntos!

 

THE OBJECTIVES OF THIS CYCLE ARE:

  • Understand and refer to words and concepts in English without the need for audiovisual nor material support.

  • Interact with peers as a group response to the teacher’s assignments.

  • Demonstrate trust in the relationship with the teacher and peers by experimenting with the language

When you see that there is progress in these areas, you can move on to the next cycle. Check the rubric that will help you know if the group is ready to move forward!

WE SUGGEST YOU CHECK THE EVIDENCES WITH WHICH YOU WILL OBSERVE IF YOUR STUDENTS HAVE ACHIEVED THESE OBJECTIVES​

CLASS PLAN

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1. STARTING SONG

  • To generate autonomy for students to perform the slogans of the song with individual motivation.

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3. ACTIVITY

  • For the students to connect to the narrative by doing activities inspired by the narratives, so make sure you check them in advance in order to better choose when each one of them.

5. HARMONY TIME

  • To let the practice of harmony exercises grow in every student, stimulating self-confidence.

2. NARRATIVE

  • Always try to generate curiosity in your students by eliciting from them any kind of speculation; and when reading with them, make sure you use your body language so that meaning is clear.

  • The narrative will always be followed by a simple discussion, in which you will ask specific questions about what they’ve heard or seen.

4. SING A LONG

  • To enhance physical comfort and appropriation of space

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6. ENDING SONG

  • To consolidate class rituals and incorporate ludic variations.

 

My class is 25 to 30 minutes long!

We know that some schools work with more frequent and shorter English classes of 25 to 30 minutes. In those cases, we suggest you follow this shortened plan of activities. 

 
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1. STARTING SONG

Starting Song - Vivadí
00:00

To start this new cycle we will turn to our starting song. Probably for this moment, the children will already know some parts of the lyrics. Encourage them to repeat the slogans that the song proposes!

Also, you should not forget that in this song the children must run the benches to the sides to free the centre of the classroom and take off their shoes.

Lyrics

If your friends are in the classroom, say hello

If you see your teacher smiling, show your teeth

If you want to show your feelings, give a hug

If you feel like being silly, make some noise

 

If you want to get together, make some room

Let your heart feel so much better, make some room

 

Let’s get ready for Vivadi

Let’s have some fun and play with english in our world

Let’s get ready for Vivadi

We are all in this together

We’ll do it you and me

We’ll be a big great family

 

2. NARRATIVE

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After the starting song, you will introduce the narrative moment

In this cycle, the narrative will be comic strips. We will be constantly referring back to it in our activities. 

The narrative will always be followed by a simple discussion, in which you will ask specific questions about what they've heard or seen. 

You may either print the comic strips and put them up on the classroom wall as a gallery for students to read, or project them on the screen for them to read as a class.

COMIC STRIP:
False Knees

While you project the comic strip, ask students questions such as:

 

• What is this about?

• Who are the main characters of this comic strip?

• How are they usually feeling?

Strange Planet: About Life

Into the comic: Strange Planet is a collection of cartoons that pokes fun at various aspects of human life through the eyes of aliens. They are very formal, always using sophisticated language to refer to simple things.

 

While showing each comic strip, ask students questions such as:

 

• What is this about? Can you explain what happened?

• What can you say about their language? 

• Can you think of a simpler way of saying some of those things? (e.g. sounds that affect my emotions = songs / the melody machine = the alarm clock)

COMICS:

Deep Dark Fears I 

Deep Dark Fears II

Into the comic: “We all have strange, irrational fears from seeing ghosts in the bedroom mirror to being sucked into a mall escalator. Deep Dark Fears explores our hilarious and bizarre anxieties, revealing a primal part of our humanity and highlighting our similarities.”

While you are showing the strips (or afterward), ask students questions such as:

• What are the strips about? 
• What kind of fears are those?
• Have you ever felt that particular fear? Or something similar?
• What are your deep dark fears?

 

Strange Planet: About Cats

While showing each comic strip, ask students questions such as:

• What is this about? Can you explain what happened?
• Who are the main characters of this comic strip? How do they act and speak?
• What would you say is the point of Strange Planet? (Refer to the “Into the comic”)

MORE STORYTELLING OPTIONS

Keeping up with the content topic, the next activity is reading a story that relates to it. We remind you that, even if you have audio-visual support, your body language is key to make children understand the meaning of the story and also make it more engaging to them.
You can choose between these options and don't forget how important repetition is. The order you pick the story is not important, as long as you use it more than once.

READING 1

Pre reading
The parents always say “Don’t accept anything from unknown people” or “never talk with strangers” or “never enter other people’s house without permission”. Ask your students if they have already heard some of those phrases or something like that. Let them talk about what their parents always tell them to do or not to do. Then read the story "The Magic Mirror" w
ritten by Nin Monthakondeaklin, illustrated by UK Nhal and translated by Magdalena Cooper (found on Freekidsbooks.org)

  Try to use different intonations during this very interesting story.

Discussion
After the story ask then the questions:

  1. Did you like the story?

  2. What was your favorite part?

  3. What would you do if you were the boy from the story?

  4. What do you think about the children’s actions?

  5. Would you eat the food too or would you do like Sam and Soy?


 

READING 2

Pre reading

Play a matching game with the following words:

dangerous - safe

swim - drown

afraid - fear

reaction - emotion

physical - mental

dizzy - sick

risk - harm

cause - symptom

biochemical - environmental

heights - deep water

FEAR and PHOBIAS

According to the experts at the Kids Health Organization, fear is the word we use to describe our biochemical and emotional reaction to something that seems dangerous. But the word "fear" is also used to name something a person often feels afraid of. 
 
Fear is a natural emotion and a survival mechanism. In fact, fear helps you protect yourself from harm. Your fear can help you to recognize when you’re in danger, and it could help you to make a safer choice. For instance, someone who doesn't know how to swim might have a fear of deep water. In this case, fear is helpful because it alerts a person to the risk of drowning.
 
Still, physical symptoms can also be the cause of fears, some are afraid of heights because they feel dizzy and sick when they look down from the top floor of a building. Some common fears are caused by specific objects or animals (spiders, snakes, planes, stadiums etc); future events; real environmental dangers; the unknown.
 
(Adapted from:
"Fears and Phobias (for Teens) - Nemours Kidshealth", on kidshealth.org

and "What is Fear?" by Lisa Fritscher, on VeryWellMind.com)
 

In pairs, ask the students to think about something they were afraid of but now they aren’t afraid anymore. 

 

Give them some examples like:

I was afraid of the dark.

I was afraid of dolls.

I was afraid of strangers’ sounds.

I was afraid of monsters.

I was afraid of vaccines. 

I was afraid of not being accepted by friends…

Ask them to draw it and after that they will show it to their friend and they have to discover what fear is through the drawing.


 

 

READING 3

Pre reading
It's very important to talk about feelings and emotions.

Sometimes we are scared about something that happens to us. 
Before starting the story, separate the students in groups and ask them to search for the term “Cyberbullying” on the internet and write what it means.

 

The boy from the story below is afraid of something. Let's discover why is he scared. 

Read them the book Ollie is Scared - A Cyber-Bullying Story by Andrea Kaczmarek, illustrated by Marianne Lois Boncolmo (found free on Storyberries.com).
 

Discussion

 

  1. Were you afraid of having online classes?

  2. What is Cyberbullying?

  3. What do you think about it?

  4. Why was Ollie scared?

  5. How can we deal with bullying and cyberbullying?

  6. You can plan a project with your class on bullying or cyberbullying.

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3. ACTIVITIES

After the discussion, the students will do the following activities that are inspired by the narrative (the comic strips). Choose the activities that correspond to the narrative you just read.

ACTIVITIES
Inspired by Deep Dark Fears

Game: Have You Ever Felt Fear?

 

Materials: Fears

 

How to play: 

Using a tape, draw a line on the floor so that the class is split in two. Ask students to stay on the line for the beginning of the game. In the document there are 10 examples of fears. Read each of the situations that are in the document, asking them Have you ever felt that fear?. 
The left of the line means yes, the right means no, and the line itself means kind of. If the student has or has not felt that fear before, s/he should move to the according side; students that have felt something that reminds them of that fear, they should stay on the line, and the teacher may ask a volunteer to tell that somehow similar fear. 
The rest of the students are invited to comment on that particular fear as well.

Game: Creating a Personal Comic Strip

How: Tell students they are going to get together into pairs to create their own Deep Dark Fear to present to the class. They must first find a fear they have in common and then decide on a comic strip that follows the original style (four quadrants, dark and humorous). When the comic strip is ready, they will orally present it to the class. 

Students will probably need more than a class to finish this task. Depending on the group, you may split the activity into 3 steps: planning → preparation → presentation, and do them according to the time available.

Online: This activity works the same way online. Just put the students into small groups in a breakout room. 

ACTIVITIES

Inspired by False Knees 

Game: How many people in my class have that same fear

 

Material: Survey sheet
 

How: Print one sheet for each student before class starts. Tell students to think about one fear they have and put that on the sheet. Students should move around the classroom interviewing their classmates and marking “yes” or “no” on their sheets. When everybody has been interviewed, they must count the number of people in the class that share their fears. 
Suggestion: Invite some students to comment on the weirdest fears they heard about during the survey.

Online variation: Instead of moving around the classroom, each student can alternate asking one of the fears to the whole class. The students that have that fear must give a thumbs up.

Game: Reinventing a comic strip 
Materials: Printable 

How: Print the images before the class. This activity may be done in pairs, trios, or larger groups; and you may decide on the same comic strip for every group or to let them choose the one they want to work on. Each group will receive a comic strip with the end blank. Their job is to reinvent the ending of the story -- either by following the same idea, or trying something completely different. Motivate them to use their creativity and imagination!
When the reinvented comic strips are ready, you may put them up as a gallery outside of the classroom, so that other grade students may also enjoy them, creating an English environment around the school.

Online variation: The activity works the same way except that you cannot do the gallery. 

ACTIVITIES

Inspired by Strange Planet

Game: Reinventing a comic strip 
Materials: Posters 

How: Put students into teams and give them the life-lesson posters. They must crack the code of their language and translate the popular sayings into simpler language.

 

Answer key:

1. No pain, no gain.
2. And they lived happily ever after.
3. Trick or treat.
4. Teacher.
5. Who is a good boy?
6. Live. Laugh. Love.

Online variation: Put students into breakout rooms and follow the activity.
 

 
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BRAIN BREAK

It's time to stop and focus on an action to be able to continue with the class.

These short breaks are essential to renew the kids' energy and be more prepared for what follows.

You can use this resource at any time during the class if you think it's necessary.

 10 Seconds Object

This activity gets students using their bodies to create freeze frames (like a real life frozen image) that depict an object or a situation. Use this activity to talk about how we can communicate meaning through movement.
Break students into small groups and call out an object or scenario (such as the North Pole, peacock, at the beach, washing machine etc.). Count down from ten to zero. While you are counting down, students have to create the object, character or situation using their bodies. When you reach zero, shout “Freeze!”! Give each group a thumbs up or thumbs down depending on if they have represented the stimulus in a way that makes sense. Continue, keeping the pace up to ensure students are engaged and thinking on their feet! You can decide on a “scoring” method that feels right for you (such as giving scores out of ten or choosing one winner per round), or you may prefer not to “score” at all, and just use the activity as a confidence and group awareness building exercise.
As they understand the game, create a way that one team gives the theme to the other. They can write down themes and the teacher draws them, or just let one team choose the other’s theme. 

 

Tongue Twister

Everyone loves a tongue twister. Get warmed up by getting your pupils to practise saying some of these slippery sentences:

  • Red lorry, yellow lorry

  • Unique New York

  • She sells seashells on the seashore

  • A proper copper coffee pot

  • If Peter Piper picked a peck of pickled peppers, how many pickled peppers would Peter Piper pick? 

 

Freeze and Switch 

In this game, the teacher must propose an initial theme for the story, like “Josh ordered a pizza” or “Ana can’t bake a cake”. Two or three students play the scene for some time until the teacher commands “freeze!”. The students stop the scene but stay in the previous position. Now, one or two students go in the scene and change places with one of the characters. The teacher commands “go” and a new scene, based on how the characters are disposed, continues. 

 

“I’m Sorry I…”
Stand in a spaced-out circle with your pupils. Child A addresses Child B with a sentence starting with, “I’m sorry I…”. It’s up to them what they come up with. It could be, “ate your lunch”, “lost your football”, or, “sent your brother to space”. 
Child B then responds with whatever emotion they choose. Child B will then begin the process again by addressing Child C and so on. Not only does this practise coming up with creative scenarios, but it also makes your children think about how they convey emotions.