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3.WALNUT TREE
Nogueira

Group 4 (9-11 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:

  • Begin to show understanding and refer to words and concepts in English.

  • Interact with peers as a group response to the teacher's interventions

  • 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.

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5. HARMONY TIME

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

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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.

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4. MOVE YOUR HIPS

  • 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.

Pre reading
Before you start reading or telling the story, use the strategy: THINK-PAIR-SHARE to introduce the topic and pique their curiosity:
Ask students a thought-provoking question: What are you most afraid of and why?
Give students some time to think on their own and prepare their answer.
Have students share their thoughts with a partner; this gives them the chance to share their view with another student and hear a different answer. If they get confused, the students can ask their peers for help.
Finally, ask each pair to share thoughts with the whole group, which serves as a form of accountability for the whole class.

"It's scary to be vulnerable"

Everybody is afraid of something, including celebrities and experienced artists. Some may have fear of something that's unlikely to cause harm: fear of darkness, fear of flying, fear of clowns etc.  Click on the link below and find out how some famous people overcame their fears: Overcoming fear: Celebs share inspiring stories about overcoming fear.
 

After watching the videos, students should choose one of the stories. Group the students according to the artist they picked. They should answer the following questions:

 

  1. What does this artist do?

  2. Do you know any other songs or movies by him/her?

  3. What is the artist's fear?

  4. Are you also afraid of it?

  5. How does he/she deal with his/her fears? How would you react in similar situations? 

Pre reading


It is normal to feel scared and vulnerable, but sometimes this feeling can become overwhelming.
In pairs, ask the students to think about something they were afraid of but now they aren’t afraid anymore. Suggest that they use the following sentence starters: