1. PALM TREE

Palmeira

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:

  •  To introduce Vivadí’s routine to help the students distinguish the English class from the other classes.

  • To generate curiosity for the content in the students to help them start developing a relationship between them and the language.

  • Begin to build trust in the child regarding the use of the 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​

CLASS PLAN

  • 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 center of it

  • The children take off their shoes

1. STARTING SONG

  • This activity is meant to generate emotional empathy in the children to cause a genuine curiosity to understand what causes so much joy or affection in the characters of the video.

3. EMOTIONAL VIDEO

  • Trough this activity we expect to let the children’s bodies move freely after staying seated.

  • To listen to a song in English that will promote immersion and will help the students start identifying the sounds of the English language.

5. MOVE YOUR HIPS

  • The idea is to finish the English moment with a closing rite that the kids will memorize by repetition.

  • Also, it's time to put the shoes on again and organize the class.

7. ENDING SONG

  • It is a transition game between the beginning song and the activity that comes next.

  • At the end of the game, children should be sitting in a circle in the middle of the room.

2. GAME

  • Let the children listen to a story in English and, with the help of your body language, they will try to discover something about the meaning of the story that will represent, in some way, the scene from the previous video.

4. STORYTELLING

  • The purposes of this activity are: to make the kids used to yoga practices and meditation through English and make the kids conscious of time and place and aware of how they can use their bodies.

6. HARMONY TIME

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

Starting Song - Vivadí
00:00 / 00:00

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 marking a new working routine, we 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 banks 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 your shoes also! While they do this, you will listen to the following opening song.

*REMEMBER TO SPEAK
ENGLISH AT ALL TIMES!

TRUST YOURSELF! 

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.

SUGGESTION:

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

 
 

OPTIONAL ACTIVITIES

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.

COMMON THREAD

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.

1

 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. 

2

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. 

3

VIDEO

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.

 

2. GAME

SIMON SAYS

 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.

WHAT'S MISSING?

 

Have a bag with several objects. Show students the objects by ordering them on the floor of the round and name them while you order them. Then one or two students offer themselves to leave the classroom and while they are outside, hide one of the objects in the bag. 

 

Tip: make the character hide the objects!

 

Then ask them to come back and they will have to guess what object did the character hide in the bag.

 

Another option is that none of the students leave the class and everyone has to guess what object is missing. They will have to close their eyes when you put an object in the bag. Emphasize the fact that the children say the word of the object in English.
 

Once they guess the object, take it out of the bag and ask them where they see this object, if they know it, use it, and all the questions about the object you want to ask them.

 

Before the class: prepare the bag of random objects. 
 

MOVING AROUND

 

3. EMOTIONAL

VIDEO

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 there is no projector: we recommend that you act what happens in the video. You should create a situation in which two people laugh wildly.

Laughter

Hugging

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.

Sadness

4. STORYTELLING

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.

You will have to choose among these stories the one that you think adapts better to your kids. 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 there is no 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. 

 

 

Stories about laughter

The lost laugh

Stories about sadness

If i could not cry

CONCENTRATED MODE

If the kids are concentrated, we propose a few activities that will help you to 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; or for the story “The Lost Laugh” take some feathers to the class and make the children tickle their friends with them. 

EUPHORIC MODE

If the kids are euphoric, we propose a few activities that will help you manage the energy of the group.

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 “laugh” in “The Lost Laugh, 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.

 

5. MOVE YOUR

HIPS!

Change of rhythm!

Children need to express themselves and move freely (especially after staying seated for some time).

CONCENTRATED MODE

If the kids are concentrated, we propose a few activities that will help you manage the energy of the group.

EUPHORIC MODE

If the kids are euphoric, we propose a few activities that will help you manage the energy of the group.

FREE DANCE

FREEZE GAME

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.

Kids have to dance freely around the space and freeze themselves whenever the music is paused. You can even ask them to freeze in a specific position, such as imitating a feeling with their facial expression aligning in this way the game to the story and the emotional video.

*In any case, make sure to dance with the character if it is a doll or flashcard!

 

6. HARMONY

Mindfulness and body awareness is structural of our English program. That's why we include a specific section that is directly related to these practices. The most interesting thing is that children will acquire qualities of the English language through these practices.

To set the mood, press play on this playlist that will help everyone relax:

Meanwhile, go ahead and start
with the following activities:
1. ASANA
2. SWARA
3. SAVASANA
4. ANJALI
1. ASANA (Postures)

We will start with the asanas, which means postures. Try these three different positions with your students.
Each position will be related to the story previously read. You can explain to the kids why they connect to the story.

FACE POSTURES

First, encourage the kids to loosen up the face, to relax the muscles with the help of the hands.
 

You can raise your eyebrows, move your mouth, open your mouth and show your tongue, etc.
 

Now you are going to make some face postures and the kids should copy you. This should be fun!

The face is essential within integral
yoga for two reasons:

  1. It is the site of greatest density of muscles of the whole body;
     

  2. The face is a zone that reflects another organ or system in the body (The same thing happens with the palms of the hands and the soles of the feet).