Group 2 (5-7 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. 



Hair Love

After watching the movie, ask students questions such as:


• What happened in the story?

• Why do you think the dad helped Zuri to fix her hair?

• Who usually fixed her hair before? 

• Why can't she help right now? 

• How does Zuri’s Dad feel about trying to get her hair to look like she wants? How do you know this is how he feels, even though there is no dialogue?


After watching the movie, ask students questions such as:


• What happened in the story?

• How did the volcano feel? How do you know that?

• What happened to him?

• Does he feel the same at the end of the story? How is he feeling now?



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 Hair Love

Game: Crazy hair day


Material: hair clips, hair elastics, hair comb, mirrors

Before the class begins, think about some places and jobs that require different hairstyles. Some ideas are: clown in a circus, ballet dancer, doctor, rockstar, teacher, astronaut. The idea is that the teacher points out the place, and the kids have one minute to change their hair to match the place. After every change, give some kids the opportunity to explain what they have done.

Activity: Create a comic story


Material: paper sheets, drawing materials (markers, pencils, crayons…) 


Fold a piece of paper in half and then half again so you have four sections. The kids must think of something that was hard for them in the past, but now they figure out how to do it and feel successful about it (examples: swimm, ride a bicycle, new sport, new art). Model after the movie, with no words. In the comic, the kids must show the steps they went through to accomplish their new skills.

Game: Tutorial


Ask the students: "Zuri had some help from the video to fix her hair. What about you? Have you ever watched a video to help you learn something?"

The idea here is that the kids teach something to the class. Examples: how to make a specific drawing, how to make string bracelets, how to fix the hair in a certain way. Depending on the number of kids in the classroom, you can pair them up or have the whole class present. 


Inspired by Lava

Create: Let’s make our Volcano


Material: empty plastic bottle, newspaper torn up in strips, PVA craft glue, masking tape and a container for the water and glue mixture. To make the lava you will need bicarbonate soda, red and yellow food colouring (or orange) and white vinegar.


To make the basic shape of a volcano, cut the middle of the plastic bottle out and then overlapped the two ends together securing it with masking tape.  To give the volcano a more pyramid/mountain shape I then rolled newspaper into a tube shape and wrapped it around the base of the plastic bottle and secured it all with masking tape. Apply Paper Mache to our volcano using small strips of newspaper dipped into a gluey water mixture. When the Paper Mache was dry, set to work to paint the volcano. Here, you can search and show volcanos to the kids, so they can pick the right color to paint it. After the volcano is done, it’s time to make the lava! Sifting the bicarbonate soda into the funnel and about to pour in the vinegar. You have to be super quick to get the funnel out.  About quantities: you can use 4 tablespoons of bicarbonate soda and 1 cup of vinegar mixed with some red and yellow food dye.

Game: The floor is Lava


After watching the Lava video, start a discussion about volcanoes: how do they work? Why can’t we touch lava? After the discussion, let’s play! “The Floor is Lava” is a game where players must imagine the floor is molten hot lava. The teacher picks a color and says “the floor is lava”. The students must touch the right color to reach safety.


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.


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.


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.


In this game, the kids must follow the teacher’s commands, only if it starts with “Simon Says”. Example: “Simon says jump!” and all the kids must jump. If the teacher only says “jump!”, the kids can’t follow the command. This game allows a lot of possibilities, since the commands can be varied


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.




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.


“Musical chairs” is a game that consists in a group of children dancing to a particular song around a number of chairs, usually set in a circular shape. The song keeps being played until a moment when the teacher pauses it for a second. As soon as the song is paused, children should hurry up to get a seat and the one who doesn't succeed in getting a seat is out of the game, and one chair is removed ( this scheme goes on until there are only 2 children and 1 chair so that a winner can finally be picked). An alternative is that the teacher doesn’t remove any chair, allowing that all the kids participate every round.

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. 

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