KAPOK TREE

Ceiba

Group 5 (12-14 year olds)

 

THE OBJECTIVES OF THIS CYCLE ARE:

That students are responsible for the execution and maintenance of the structural rituals of the class

That students demonstrate full understanding of the specific references of each pronoun

That students choose to actively take advantage of the participation and production spaces in the language

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

 

CLASS PLAN

1. STARTING SONG

  • Just like in previous cycles, the Starting Song is the moment for preparation of the Vivadí class. There are different proposals to carry out this activity to strengthen the pedagogic use of the use. 

3. HANDS-ON

  • To get to know or refresh the characters that take roles in this cycle.This is the main activity that will follow the narrative in our classes. There are surveys, creative projects and activities around the school (if that's a possibility). 

  • The hands-on! activities are always inspired by the narratives, so make sure you check them in advance in order to choose the best.

5. HARMONY

  • As students are familiarized with Harmony, for groups 1-3, choose a helper of the day to model the positions/actions for the class.

2. NARRATIVE 

  • Everything starts with the narrative. It may be a written text, a short movie, a speech, a scene from a documentary, a comic strip, etc. Our classes begin here, and we will be constantly referring back to it in our activities.

  • Always try to generate curiosity in your students by eliciting from them any kind of speculation

  • 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. MOVE!

  • These are activities that require body movement. They may be learning brain breaks or music videos for kids to sing and dance along. 

  • These activities may be done in any part of the class, especially if kids are too distracted or have been seated for too long. 

  • When choosing the “Sing along” activity, try to have students choose the music videos. You may select a student to be responsible for that in each class. This will help build their autonomy and develop their active participation.

6. ENDING SONG

  • To end the class in the same way it started. That children take responsibility for ordering their learning space and to make them feel owners of it.

My class is 25 to 30 minutes long!

Remember that if your periods are shorter than 50 minutes, you can try out these shorter plans!

 

1. STARTING SONG

Starting Song - Vivadí
00:00 / 00:00

As usual, we will begin the class with the starting song. 

We suggest you let the kids start this activity by themselves, even with a bit more autonomy than in previous cycles. Once you see they’ve started singing and dancing, you can join the fun.

OPTIONAL ACTIVITIES

CONCENTRATED MODE

If the kids are concentrated, we propose a few activities that will help you manage the energy of the group.

MIRROR DANCING

Ask the children to get in pairs.

One of them will be the dancer and the other will be the mirror.

The idea is that the dancer moves freely to the rhythm of the starting song and the mirror has to imitate the dancer’s moves.

You can tell the children to switch roles halfway through the song so that they all get to act as dancers and as mirrors.

FOUR WORDS EACH

In a circle, start the song by singing the first four words.

The student sitting by your side should sing the following four words, and the next student the four words after that, and so on. 

The idea is that the kids listen and pay attention to the words they have to sing out loud.

They win the game if they manage to sing the whole song in this manner!

EUPHORIC MODE

If the kids are euphoric, we propose a few activities that will help you manage the energy of the group.

ADJUSTING VOLUME

Open your hand and raise it as high as you can. While your hand is up and the starting song is playing, sing the lyrics in a loud volume and encourage the kids to do the same.

Then, as your hand goes down, slowly lower the volume making them understand they should lower the volume too. Once they understood the game, play with the volume of the kids singing of the starting song with the use of your hand.

 

*you can use this resource anytime to adjust the volume of the class by raising or lowering your hand.

CHANGING PLACES

Choose a few of the words that are repeated during the starting song, for example “room” “English” and “Vivadí”. 
When the children listen to these words they should switch places with another student or just move to another place in the classroom. 
This activity will require an active listening of the song, which will help with the general concentration of the group.

ORCHESTRA

Tell the children to sit in four separate groups. During the starting song, you will be an orchestra director. This means that you decide which group has to sing in different parts of the song. 
So, you will point at the group that has to sing and the others will have to remain silent until they are pointed at.

 

COMMON THREAD

In the first class of Oak cycle, the common thread is to be carried out after popcorn time. In the classes to follow, you can use it as soon as the class begins.

In this stage, we will “call out” a character who will guide the children through the rest of the activities of Kapok Tree. This way, the children will be able to relate with the character, and the cycle itself will become more meaningful to them. 

*This character should be selected from the Popcorn Time video “cast”. 

The “calling of the character” should be a fun event for students. We suggest you create expectations and generate intrigue in the students to know who is coming. This way, the children will be more engaged with the class activities.

 

For this activity, the children should choose one of the characters from the video in Popcorn Time. Then you have two options:

1

From the flashcards that we provide, use the one that corresponds to the object of the character you chose.   

*You will find all the characters’ objects in color or black and white version. You can either print them or use the playlist of the corresponding character to guide the class.

2

You can use a real object that relates to the chosen character. 

    *For example, if you chose the female football player, the object could be a ball.

Paste or place the object that corresponds to the chosen character in some corner of the classroom and relate to it when the character appears in the story or ask the children about their thoughts on the character, what they like or don’t like about it, or anything that relates to it to make it the protagonist of the class.

 

In Kapok Tree we should expect that the children contribute to the class’ atmosphere, which is why they should take an active role in the common thread guidance. 

 

For this purpose, you will assign one student for each activity with the role of “HELPER”.

 

The main task of the HELPER is to assist in the explanation and development of the activity he or she was chosen for. 

    * You can print this TAG and have the HELPER wear it in his turn.

*Tip: use this opportunity to emphasize on the pronouns when you call or refer to the different characters. 

For example, if the chosen character is the female football player, make sure to emphasize when you use “SHE” or “HER”

 

2. NARRATIVE

After the starting song, you will introduce the narrative moment

In this cycle, we will always begin with the narrative. We will be constantly referring back to it in our activities. When reading them, make sure you use your body language so that the 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. 

1

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.”

 

You may either print the comic strip 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.

 

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?

PERSONAL DIARIES:

 A Bunch of Grapes

2

After reading this diary, ask students questions such as:

 

• What is this about? 

• What do you think is the relationship between the people?

• How long do you think has passed between those events and the present?

• Do you have memories like this?

After reading this diary, ask students questions such as:

 

• What is this about? 

• What is a resolution?

• What kind of life does the guy have? And how does he want to change it?

• What would be your resolutions to become a better person or to have a better life?

PERSONAL DIARIES:

Gone   Projectable

After reading this diary, ask students questions such as:

 

• What is this about?

• Why is the title “Gone”?

• What was the relationship between them?

• Is it possible to choose a family?

OPTIONAL ACTIVITY

After the reading, if a computer is available, play the following video. It is a song played by Paul on the fiddle.

 

3. HANDS ON

This section is the main activity that will follow the narrative in your classes. There are different formats to choose from. 

 

*It's important to know that these activities are always inspired by the narratives, so make sure to check them in advance to choose the best fit for your students!

ACTIVITIES

Inspired by Deep Dark Fears

Game: Have you ever felt that fear?

 

Material: 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 

 

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.

Survey: How many people in my class have that same fear?

 

Material: Survey sheet

 

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.

ACTIVITIES

Inspired by Personal Diaries

Game: What really matters

 

Following the idea of the story “A resolution of appreciation”, students will take a photo tour through the things that really matter to them. They must photograph objects, spaces, people, animals, everything that they find important in their lives. 

In pairs, they will take turns showing the photos they took and explaining why those things really matter.

Game: Creating a personal diary

 

Based on the idea of the Personal Diaries, students must think of a personal story they want to tell. It can be based on any life experience they’ve had. They will plan the script and then record themselves telling their story. The objective is to create a compilation of students’ voices sharing their memories. 

The voice compilation can be played in class to be listened to as a group, at the end of the activity.

 

Game: People’s Voices (connecting with families and school faculty)

 

Students will go on a quest to find stories and memories. Each student must interview 3 people: a family member, a friend, and a stranger from school. The objective is to follow the idea of the diaries, and tell a personal story -- that can be based on happy or sad memories. 

The student must record the stories of the three people and choose one to share with the class. 

4. MOVE!

Use Move! activities when you feel students are too distracted or have been seated for too long. The idea is to move and refresh the body, always through learning, and it can be used at any moment of the class. Below you will find some ideas for your age group.

TRADING PLACES

Have students stand behind their desks. Call out a trait, and everyone who has that trait must change places with someone else (students who do not have the trait, stay where they are).


Examples: Everyone with (brown) hair / Everyone who is wearing (white) / Everyone who ate (cereal) for breakfast / Everyone that has a (cat) / etc.

LINE UP!

Have students line up using a specific criterion, such as: age, height, alphabetically by last name, hair length, etc. It is important that students must decide and find a way themselves, you should only monitor the activity and check, at the end, if the criterion has been met by them.

WOULD YOU RATHER..?

Ask a Would you rather…? question and have students show their answer by moving to one side or the other of the room. Below you will find many questions to use, about specific topics.

About technology, fantasy, future self and. grossed out

SING-ALONG

Have students build autonomy and be responsible for some rituals in your class. Allow everyone of them, one per day, to be responsible for choosing a music video (with lyrics on) for the whole group to watch and sing along. Make sure they refer to you first for approval of the video.

5. HARMONY

 

In Oak Tree, As students are familiarized with this activity, choose someone to guide the harmony time. This will help build autonomy and develop students’ active participation in class dynamics.

Asana 

  • Face Postures

  • Hand Postures

  • Body Postures

Swara

Savasana

Anjali 

2

3

4

 
Ending Song - Vivadí
00:00 / 00:00

6. ENDING SONG

Finally, as always, you will sing our well-known Ending Song. 

Make sure everyone sings it out loud together. Encourage, especially those kids that don't participate much in class, to see if they can repeat the song phonetically. 

Do not forget to put the class back in order while you sing. 

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