2. MANGO TREE
Group 2 (5-6 year olds)
Welcome teachers to Vivadí´s second Cycle!
The structure of this cycle may look familiar, as it is similar to the previous one. This will make it easier for you to get used to the planning and class dynamic!
The objectives of this cycle has are different from Cycle 1, but continue in the same line. Therefore, the rubric is also different as it is based on these new objectives.
Remember we are always available to solve any doubts you may have!
THE OBJECTIVES OF THIS CYCLE ARE:
Consolidate bond with Vivadí’s class.
Recognize the value of the group as a vehicle for learning and experiencing.
Give meaning to the contents of the class with the help of audiovisual support.
Feel confident enough to respond to the slogans collectively.
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
1. STARTING SONG
Emphasize that the English class is beginning with a rite that will be repeated in every class.
Mess up the class and make room in the centre of it
The children take off their shoes
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 better choose when each one of them.
5. BRAIN BREAKS
It is a transitional break to regain the student's attention, to keep them focused and to integrate their minds and bodies into one same action.
At the end of the game, the students should be sitting in a circle in the middle of the room.
Let the children listen to a story in English
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.
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.
1. STARTING SONG
It is important that the starting song is maintained throughout the cycles to emphasize the beginning of the Vivadí class. This way, we are letting students stay calm because they will know what is going to happen, even if the activities are different in this second cycle. The starting song and the ending song frame the English moment.
Once again, we need students to change the disposition of the class by moving the desks and chairs to the sides and making room in the center of the classroom.
This way, students are in charge of building their own learning space. This makes them protagonists of their process of language acquisition.
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
ALTERNATIVE STARTING SONGS
The first activity is the reading of a story. After reading the story, you will have a discussion moment with your class where you discuss the story you read. Below you will find some discussion points you can use.
Afterwards, you will find activities inspired by the story. Be sure to choose the activity that corresponds to the story you just read. this cycle, you have three options.
Note that The Robot’s Bedtime involves the participation of the kids making robot noises, making robot movements and finally repeating “I am a sleepy robot powering down” while they close their eyes and relax.
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 significant to them.
*If you don't have a projector: it is convenient that you read with nuances, while another person acts what happens in the story.
You can choose between these options with no particular order, but, remember how important repetition is. So, if you choose to repeat one story more than once, don’t worry if another story is never told.
Discussion for "Are We There Yet?"
Have you ever been on a road trip like the characters? If yes, have you ever asked "are we there yet?"
What is something you do in the car when you're going somewhere?
Have you ever been to the zoo? What was your favorite part?
Discussion for "Doing my Chores"
Do you do chores around the house?
Do you help your parents with things around the house?
Do you like doing chores?
Discussion for "Do You Wonder Why Bugs are Good?"
Do you like bugs?
What are your favorite bugs?
Did you understand why bugs are important and why we have to take care of them?
Would you like to interact with the kids during the storytelling moment?
After you have read the story to the children once, you can do a second reading with the kids interaction.
Try stopping at specific moments of the story and ask the kids to copy the gestures of your face that indicate the feelings of the character in the story.
Example: if the character indicates that he is tired, you should make an expression that shows fatigue and the children should imitate it.