2. MANGO TREE
Mangueira
Group 4 (9-11 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:
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Consolidate the students' bond with the Vivadí’s class.
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That students recognize the value of their group as a vehicle for learning and experiencing.
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That students can give meaning to the contents of the class with the help of audiovisual support.
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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
CLASS PLAN
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Emphasize that the English class is beginning with a rite that will always be the same in every class.
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Mess up the class and make room in the center of it
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Children take off their shoes
1. STARTING SONG
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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).
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• 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.
3. HANDS-ON!
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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.
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At the end of the game, the students should be sitting in a circle in the middle of the room.
5. BRAIN BREAKS
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The idea is to end the English moment with a closing rite that the kids will memorize with the repetition of it.
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Also, it's time to put their shoes back on and organize the class.
7. ENDING SONG
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Let the children listen to a story in English and, with the help of your body language, discover something of the meaning of the story.
2. STORYTELLING
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To let the children’s bodies move freely after staying seated.
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Connect children's daily activities with school life.
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Associate mind and body in the same action.
4. MOVE YOUR HIPS
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Strengthen the student’s familiarity to the practice of harmony so that they feel comfortable to relax. In other words, we want the practice to not be something new for them.
6. HARMONY TIME
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.
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. STORYTELLING
In this section, students will understand how narratives exist anywhere. One of the many examples is in songs.
You can choose between these options in 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.
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Before playing the song "Major Tom (Coming Home)"
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Tell students they are going to listen to a song that tells a story. They must pay attention to it and try to understand what it is about. One curiosity about this song is that it is part of The Umbrella Academy’s soundtrack -- a Netflix series that is very popular among teens.
After playing the song "Major Tom (Coming Home)"
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After listening to the song for the first time, ask students if they understood what the story is about. Then, play the video with the lyrics or project the lyrics on the board. Ask them what other details they found out by reading the lyrics.
Discussion for "Speak Now"
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What is the story in the song?
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(after reading the lyrics) What other details did you find out?
3. HANDS - ON!
Follow the activities that are inspired by the story you just read!
Inspired by the song "Speak Now"
Game: Speak Now!
How: Ask students to stand behind their desks. You will say a word, and point to the first student in the row. S/he must say another word that begins with the same letter. Example: Map / Monkey / Money / Milk / etc. If a student can’t come up with a word, s/he must sit down. The game will end when only one student is standing.
Online: This activity works online also! The only difference is that students will stand up behind their chairs at home.
General Activities
Game: Song Challenge
Material: Projectable
How: Assign a number to each student. Each one will be responsible for choosing a song that matches their corresponding number. You may either dedicate a class for this sharing of songs or start each day with a couple of them. Remind students that the songs chosen by them need to be school-appropriate!
Online: This works online also!
Game: Have You Ever? Bingo
Material: Projectable
How: Print out bingo handout and give one to each student. As fast as they can, they must tick the things they have done in their lives. The winner is the one that completes either a full line or a full row, and shouts “Bingo!”. If they use the square in the middle, they must provide one thing they have done that is not in the handout.
Online: Instead of giving the students the bingo handout, send it to each of them so they can open it on their computers and play the same way.
Game: 2 Truths and a Lie
How: Divide students into trios. Tell them they must think of two things about them that are true, and one thing that is false. Taking turns, they must say the three things in a random order. For example: "I am 14 years old", "I went to Rio last week" and "I have never eaten sushi". The other two students must figure out which one is the lie.
Online: Put the students into breakout rooms and do the activity. Or do the activity as a class.
Game: Would You Rather
How: Print out bingo handout and give one to each student. As fast as they can, they must tick the things they have done in their lives. The winner is the one that completes either a full line or a full row, and shouts “Bingo!”. If they use the square in the middle, they must provide one thing they have done that is not in the handout.
4. MOVE YOUR HIPS
Change of rhythm!
Children need to express themselves and move freely (especially after staying seated for some time).
CONCENTRATED MODE
FREE DANCE
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.
EUPHORIC MODE
CHOREOGRAPHED DANCE
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.
