1. PALM TREE
Group 1 (2-4 year olds)
Hello teacher! Welcome to Vivadi’s first cycle of work. This is the beginning of a journey
that we’ll go through together, to help our students acquire the English language!
THE OBJECTIVES OF THIS CYCLE ARE:
Understand Vivadí's class routine and distinguish the English class from the other classes.
- Develop a curiosity for the content and start building a relationship with the language.
Begin to recognize the class as a safe environment for experimenting with the new 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 EVIDENCE WITH WHICH YOU WILL OBSERVE IF YOUR STUDENTS HAVE ACHIEVED THESE OBJECTIVES
My class lasts between
25 and 30 minutes!
We know that some schools count with more frequent and shorter English classes of 25 to 30 minutes. In those cases, we suggest you follow this shortened plan of activities. It is based on the activities that follow.
The most important is that the essence of the Vivadí Class is respected to make sure that the immersive atmosphere is not disrupted!
If you have any suggestion don't doubt to tell us!
1. STARTING SONG
To start, we need to make sure that the English moment is clearly separated from other classes the children have in the same room and the same conditions of learning. To do this, it is essential to modify the space as this helps the students to receive something different (which is, in this case, a different language).
That is why, in favor of creating a new working routine, you will ask the students to clear the tables and benches to free the area in the middle of the classroom. They will not need the desks or the backpacks, nor pencils or notebooks. Also, they should take off their shoes and leave them in a place that you determine. Don’t forget to take off your shoes too! While they do this, you will play the following opening song.
*REMEMBER TO SPEAK
ENGLISH AT ALL TIMES!
It would be good if, little by little, the song became interactive. That is to say that the children can be doing the slogans that the song invites to perform, such as giving a hug. This will help them to make sense of what they are listening to and eventually, singing.
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
If you want to, show the kids the following video. Gestures are really important in this cycle as children don’t manage the language. In this video, the students will be able to watch and copy a choreography that will indicate with dance steps what the song is saying.
At this moment, we will “call” a character who will guide the children through the activities of the cycle. This way, the children can identify with it and the cycle itself will become more meaningful to them.
Make the time to “call the character” a fun time for students. Create an environment of expectation and curiosity to know who is coming. In this way the students will engage more deeply with the class.
It can be a stuffed animal or toy that you have. If you choose this option, ask students to pick a name for the character.
Print one of these images in color or black and white for coloring. They are some of the characters that are in the stories of the storytelling moment. That's why they come with the given names.
Additional option: say hello to the puppet!
Children sit in a circle on the floor. Move the puppet towards one child and say Hello. I’m… (the name of the character). Encourage the children to respond, Hello… (name of the puppet), I am … (name of the children). Repeat with different children in random order until everyone has said hello to the puppet.
Use the following video. You will find Jessie who will intercede at various moments to present the different moments of the class. Press play to the first video of the playlist to make the character present itself. For Jessie to present the different moments, press play on the following videos in the playlist.
The character will give orders to the children for them to do, for example "jump". The children should do it only if the order begins with "XXX says" where XXX is the character's name.
If the children do the task but you didn't say "XXX says" before, they will lose.
* For the kids to engage with the game, you should get involved and play with them.
For the first few rounds, in order to not confuse the students, you should be the leader and explain the rules. You will say a command and the students must match the command with the expression. The point of the game is to “confuse the students” so you could repeat the same command 3 times. Whenever a student messes up they are out of the game. The game ends when there is one student remaining. Once the students have understood, the winner will replace you as the leader.
The commands are:
“I am happy” and the students must smile wide
“I am sad” and the students must hide their face in their hands
Invite the children to sit together looking at the screen in the class. Introduce the moment, with the assistance of the character explaining that they will watch a video and they must focus on the scene going on.
You can choose between the different options. They are both great! (this can be prepared from the first moment to avoid wasting time and prevent the kids from dispersing).
*If you don't have a projector: we recommend that you act what happens in the video. You should create a situation in which two people laugh wildly.
You will see four images of places. You must print these images and place them in four different places in the classroom.
Tell the children that the character wants to go to one of those places, and name the place. Students will have to move together near the image that indicates that place. Once they arrive there, tell them that the character wants to go to another place now and name the other place for the students to go there.
Continue naming the places and that the students approach the images that correspond to the place you are indicating.
Also, as the classes go by, you can add more pictures of places for them to recognise and learn even more places. In addition, as the students gain more confidence in playing the game, you can ask questions of that certain place, while they are standing there, questions related to that place for them to relate with their own experiences.
The character will explain to the children that they will listen to a very interesting story. Make the character create an atmosphere that generates curiosity for them to feel eager to listen to it.
Choose the story that you think your students will adapt to the best. The idea is that you read this story to the children interpreting it to the fullest, with a lot of gestures and different tones of voice. Think that children will probably not understand the words you use.
There will be video support that will help children imagine what you are saying. But in any case, we want you to concentrate more on yourself and your performance than on what will be projected or shown.
*If you don't have a projector: it is convenient that you read with nuances, while another person acts what happens in the story.
TIP: It is usually advisable to practice how you are going to do this, including mime, or actions you plan to use to convey meaning, the way you are going to use your voice, eg: for different characters or to create surprise or suspense, and the places you are going to pause or ask questions to encourage the children to show their understanding or predict what’s going to happen next.
When you tell the story make sure that everyone can see and hear you and the illustrations. As you tell the story, it is a good idea to maintain frequent eye-contact with the children, in order to help them stay focused and attentive. You also need to give them time to look and think.
If the kids are concentrated, we propose a few activities that will help you to manage the energy of the group.
If the kids are euphoric, we propose a few activities that will help you manage the energy of the group.
Give the children objects that relate to the story and make them interact with them all together.
* For example, for the story “Hugs in the city” give the children flashcards or stuffed toys and make them hug the pets.
Assign a different word, that appears many times in the story, to each kid and tell them that whenever they listen to that word (that may be “monkey” in “Hug!", for example) they have to do something such as snap their fingers or touch the floor. In this way, you will encourage the children to listen actively to the story.
Take one transitional object that relates to a certain character in the story that you’ll tell and ask the children to pass the character to each other symbolizing the movements that the character is doing.
MAKING A HAPPY HAT!
After reading the adapted version of the story “The Happy Hat”, the kids will collaborate to make a big happy hat that will belong to everyone in the class.
Printed images (suns, flowers, stars, bees, rainbows, etc) & a cardboard poster
Before the class
Draw a big hat on the cardboard poster. Have the printed images cut and ready to be colored by the kids.
Show the big hat to the kids and tell them that together you are going to make a happy hat for the class. Emphasize that everyone will contribute to it and that it will belong to everyone. Get some of the printed images and demonstrate how they will decorate the hat, by placing the images on the hat.
Tell them they will choose the images they want and color them as they wish, and then glue them to the hat.
As the kids finish coloring the images, ask them to go to you so that you can help them with the gluing process. It is important that they choose where to place their image -- you will only help them do it.
When the Happy Hat is done, ask the kids who would like to wear it, and then, one at a time, the kids will wear the hat they made together.
*Suggestion: Make the Happy Hat a part of your class! You may keep it on top of a shelf, for instance, and make use of it in other classes to revisit the idea.
5. MOVE YOUR
Change of rhythm!
Children need to express themselves and move freely (especially after staying seated for some time).
If the kids are concentrated, we propose a few activities that will help you manage the energy of the group.
If the kids are euphoric, we propose a few videos 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.
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.