Group 3 (7-8 year olds)



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





  • 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. 


  • 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.


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


  • 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.


  • 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!



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.




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


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.


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!

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


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.


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.


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.



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:


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.


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”



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. 



A fox and a mouse

After watching the movie, ask students questions such as:


• What happened in the story?

• Why do you think the fox and the mouse started to help each other?

• Can you think about other unusual kinds of friendship?


After watching the video, ask students questions such as:


• What did the girl do?

• Why is the name of the talk “Lemons to lemonade”?

• Can you think of anything you could do that is similar to that?

After watching the movie, ask students questions such as:


• Why was the girl visiting that home?

• Why did the boy want her yellow umbrella?

• What happened in the end?

After watching the video, ask students questions such as:


• What is different about the boy’s clothes?

• What is different about his friendship?

• What’s the name of the book that his mother gave to him? And what did she say?


Wacky Wednesday

This story should have the active participation of your students. As you move along the pages, ask them to point out the wacky things in the scenes.



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!


Inspired by Wacky Wednesday

Game: Wacky Classroom


How to play:  Before the class begins (or ask students to step outside the classroom for some minutes), make some changes in the classroom so that students may spot them when they get in. Some ideas are: turn furniture around or upside down, put hats on your lamps and fans, turn pictures or posters to the side, add socks to your desk and chair, etc. The idea is that they not only point out the wacky things, but also say what’s weird in words (eg. The chair is upside down!)

Game: Wacky Simon Says


It’s time to switch up the classic Simon Says game. When you call out an instruction, kids must do the opposite. If kids do what you said, they are out of the game. Ideas: Wacky Simon Says - walk fast! / stand up / raise your left hand / stomp your right foot / etc.

Game: I'm weird!


Students stand behind their desks. Starting from one side of the classroom, the first student will say his/her name and do a weird gesture (eg. I’m Jade! *makes a weird face*). Then, the second student will repeat what has been said and done, and then says his/her own name and does his/her weird gesture. After each new student, the game becomes harder, because kids need to remember what weird gesture each classmate has done. 

Try to have the whole class say their names without any mistakes!


Inspired by Lemons to Lemonade

Lemons to lemonade: School hunt


Divide the class into trios. The trios must go around the school, with the teacher monitoring them, and find problems or things that could be improved. Once they find that, they must decide on a way of improving that or fixing that problem.

When everybody’s done that, go back to class and have students share their findings and solutions.

Suggestion: Is there anything that could in fact be done? How about doing it as a 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.


In this game students walk around the classroom until the teacher says, “Groups of 5,” at which point students must quickly group themselves into groups with the correct number of people. Students who are left over must do three jumping jacks before the next round starts. The teacher can call out any number for the group size. You can also add rules such as: as soon as a group is complete, all members must sit down in a line.


Call out a trait and students must find objects that match the description as fast as they can. 

Examples: something round / something yellow / two identical pencils / etc.


Number six spots around your room from 1-6. Have students each go to a spot of their choice. Choose a student to roll a die (if you can make a big one out of foam, it adds to the fun). All the students at the number rolled must go back to their seats. Students that are left go to a new spot, and the die is rolled again. Continue until only a few students are left.

Suggestion: you may use a digital die here


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.



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.


  • Face Postures

  • Hand Postures

  • Body Postures







Ending Song - Vivadí
00:00 / 00:00


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. 

Acompanhe pelas redes
  • Gris Icono de Instagram
  • Gris Icono de YouTube
  • Gris Facebook Icono

Rua Booker Pittman, 163

Morumbi, São Paulo – SP
CEP: 04711-030

+55 11 94925-5796