2. MANGO TREE
Group 3 (7-8 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 the students' bond with the Vivadí’s class.
That students recognize the value of their group as a vehicle for learning and experiencing.
That students can give meaning to the contents of the class with the help of audiovisual support.
That students 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
Emphasize that the English class is beginning with a rite that will always be the same in every class.
Mess up the class and make room in the center of it
Children take off their shoes
1. STARTING SONG
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.
This is an optional activity, which means you don't always have to do it.
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. In 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 benches and tables to the sides and making room in the center of the classroom.
In 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
Keeping up with the daily routine 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 significant to them.
Tip: It is a good story to make a point on the days of the week or on the traffic lights and signs!
You can ask your students what they see when they go to school! Maybe they can even bring a picture of their favourite spot on their way to school.
*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.
Follow the activities that are inspired by the story you just read!
Inspired by "The Royal Raven"
Game: I'm unique!
How: Explain to the students how unlike Crawford, they are happy with themselves and don't need to change to be unique. They are unique just the way they are. In order to celebrate that, the students should go around saying “I am special just the way I am. One thing that makes me special is (and they say an attribute. For example: my smile). You can write down on the board the different attributes. Such as: my hair, my smile, my teeth, my eyes, my personality, etc. If you want to make it a challenge, the students have to repeat the attributes of the students that went before them after saying theirs.
Bruna: I am special just the way I am. One thing that makes me special is my smile.
Marco: I am special just the way I am. One thing that makes me special is my fun personality. [Student A] is special because of their smile.
Online: The same thing except instead of writing on the board, you can write on the Zoom whiteboard or on a sheet of paper and then in the end, read it out to the class. The challenge also works for online classes!
Inspired by "A Wonderful Day"
Game: I Would Buy...
How: Give each student a piece of paper and tell them "So you have just won the same lottery as Bruna and now you have one hundred thousand dollars! Draw what you would buy with that money." Then the students can either share what they would buy with a small group or in front of the class. You choose!
Online: Instead of giving the students a piece of paper, just announce to the class that they have won the same lottery as Bruna and now they have one hundred thousand dollars! Ask them to draw what they would buy with that money and then the students can either share what they would buy with a small group or in front of the class. You choose!
Inspired by "My First Pet"
Game: If I…
How: Put the students in a large circle. Write the phrase “If I…” on the board, and explain the game. The teacher will start with a simple “If I…” sentence. The next student will take the second clause, and turn it into an “If I…” sentence of their own.
Teacher: If I had a million dollars, I would be rich.
Student A: If I were rich, I would buy a house in Hawaii.
Student B: If I bought a house in Hawaii, I would surf every day.
Online: This works the same way online.
Game: I'm the pet!
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 animals. A student will silently choose an animal and the other students have to guess what animal 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 animals correct wins.
Online version: A variation is that a student silently chooses any 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?”
Game: Show me your Happy Dance!
How: Make a circle with the students and clap to a beat. Then go asking students like, "Maria, show me your happy dance" then the student (in this example Maria) has to dance her happy dance.
Online: This works the same way online except the students stand up and clap to a beat.
Game: Adjective Act-Out!
How: Before class write a list of adjectives and cut them out.
In class, divide the class into groups. The first group chooses a word randomly from the hat/bag/box (or teacher’s hand). A student from the group acts out the adjective they choose.
Students on the same team try to guess the adjective the student is acting out. If the same group can not guess the adjective, then the other groups get a chance to guess the adjective.
Set a time limit for each adjective (maybe 2 to 3 minutes)
The group who guesses the most adjective wins!
Example Adjective List: Smart, tired, sad, lively, frozen, small, open, slow, cute, narrow, evil, sour, lazy, hot, bored, wet, clean, fast, warm, crazy, funny, attractive, quiet, tall, etc…
Game: Would You Rather
How: Questions are a good way to get to know people and provoke interesting conversation, stimulating the kids to speak english. Some options will show up on the screen, and the kids must choose one of them. The teacher can also provoke more questions, depending on the will of the students and the class theme.
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.