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 have 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
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.
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.
5. BRAIN BREAKS
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 the 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
The next activity is the reading of a story. In this cycle, you have three options. We suggest you start with The Dream Pillow.
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 there is no 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?
Follow the activities that are inspired by the story you just read!
Inspired by "Are We There Yet?"
Game: Let's Pretend!
How: Divide the class into groups of 3 or 4 (depending on the size of the class). Ask one student to be the leader (they can be alternating), the other 2 or 3 students have to follow the student around the classroom. The students have to ask "are we there yet?" until the leader arrives at the place they want. The leader then has to say "yes, we have arrived at (and say the name of a place of their choice)."
For example. A student walks around and the students go asking "are we there yet" finally the student will say "yes we have arrived at the beach".
Inspired by "Doing My Chores"
Game: Do your Chores!
How: Put the different chores spread out on the floor on one side of the classroom and put the students on the other side of the classroom. Divide the class into 2 teams and make them line up. The teacher says the commands such as "make your bed" and 2 students (one from each team) have to run to the chores, choose the correct chore and go back to their team. Once they have arrived, both have to say "I have completed my chore of…. (in this case: making the bed)
How: Put the class in a circle. One student (teacher chooses) will have to say "we have arrived at the..." then the teacher will whisper to one student a place. For example, the beach. Then that student has to whisper to the student next to them until it has passed to everyone in the circle, until the first student has heard and can answer out loud.
Online version: Think of anything related to the story. Here’s a list of ideas you can choose from. Either use the Zoom whiteboard or draw it and show your students. Once you have your object ready, write out the name of the object only using blanks. (they have to be filled up by letters). The students have to guess one alphabet at a time. To make them work together, ask them to discuss as a group which letter to choose. If the letter is a part of the name, you add it to its corresponding blank.If the letter does not belong to the name, you must start to draw a hangman, one part at a time in 6 stages. (head, body, left leg, right leg, left hand, right hand). Each time the opponent guesses a wrong letter, you draw a part of the hangman, until the drawing is complete.
Game: My favorite and my least favorite
How: Students will stand behind their chairs. The teacher will say phrases (related to chores) and if the students agree with those comments, they sit down. If they disagree, they get up.
For example, my favorite chore is making my bed. My least favorite chore is vacuuming.
Online version: Do the same activity except students will stand up from their chairs at home.
Inspired by Do You Wonder Why Bugs are Good?
Game: Memory Game
How: Print out the bugs that appear in the story and the names of the bugs. The students have to match the bugs and their names.
Online version: Show the students each image and they have to guess the names of the bugs. They have to say the name of the bug out loud. You can also put the two documents side by side and the students have to look at the bug and the name and guess which is which.
Game: Passing the Ball
How: The teacher will put the students either in a circle or all over the classroom. Ask a question (for example: how old are you?) and throw the ball to a student. The student will answer and then ask "how are you?" and throw it to another student. QUESTIONS: "How old are you?" "how are you?" "what is your name?" "what is your favorite food?"
Online: Same thing except that instead of throwing the ball, they will say the name of the student they want to answer. For example:
Teacher: João, how old are you?
João: I am seven years old. Maria, what is your favorite food?
Game: Can you guess what bug I am?
How: this activity can either be as a whole class, in smaller groups or separate the class in 2 teams and make them compete against each other. Have a list ready or write on the board the names of the bugs that appear in the story. A student will silently choose a bug and the other students have to guess what bug they have chosen, asking questions such as "does it have a tail? Does it fly? Does it live in the desert?"
If the students are competing, whichever team gets more bugs correct wins.
Online version: A variation is that a student silently chooses a bug (or any other animal they want). The students have to guess what bug the student has chosen, asking questions such as “does it have a tail? Does it fly? Does it live in the desert?”
4. MOVE YOUR HIPS
Use Move your Hips! 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.
If the kids are concentrated, we propose a few activities that will help you manage the energy of the group.
Let them dance one of the following songs on our Spotify list (or Youtube list) that is also aligned with what we have been experiencing in the class. Just select a song that they will enjoy and press play to let them move freely around the space.
If the kids are euphoric, we propose a few activities that will help you manage the energy of the group.
Play either one or both videos so that the students can mimic the motions. This way the students are listening to a song in English and matching the words with their actions.