Group 2 (5-6 year olds)

Welcome to  Cycle 4! 

 

Congratulations for the progress you are helping your students achieve. In the following cycle, students should become engaged with the class in an increasingly active and participative manner. This is why some of the proposed activities in Cycle 4 will require a more dearing involvement from the kids.

4. PINE TREE

Pinheiro

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THE OBJECTIVES OF THIS CYCLE ARE:

  • Consolidate and make explicit their understanding of the class structure.

  • Interact with the concepts of past, present, and future.

  • Demonstrate awareness of the importance of spontaneous productions in the class environment. 

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

1. STARTING SONG

  • Just like in previous cycles, the Starting Song is the moment for preparation of the Vivadí class. It is also necessary to carry out the playful tasks that the song proposes.

3. BRAIN BREAKS

  • 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.

5. STORYTELLING

  • That children feel protagonists of their learning process by inviting them to engage as creators in a narration experience.

  • To challenge the students to find agreements as a group through the process of choice making.

7. ENDING SONG

  • To end the class in the same way it started. 

  • That children take responsibility for ordering their learning space and to make them feel owners of it.

2. TODAY'S ROUTINE

  • The objective of Road Map is to enable the children’s ability to distinguish between past, present and the future by clarifying the structure of the activities that will be carried out during the class. 

4. HARMONY TIME

  • To let the children begin to embrace the postures they have been learning and start to play with them. Fewer poses are guided step by step.

6. MOVE YOUR HIPS

  • That students strengthen their sense of team-work and collaborate with their peers in an immersive activity through active participation.

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My class is 25 to 30 minutes long!

Remember that if your periods are shorter than 50 minutes, you can try out these shorter plans!

 

1. STARTING SONG

Starting Song - Vivadí
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As always, the Vivadí Class will begin with the Starting Song. Considering one of the main objectives of this cycle, we propose a small activity to start the class and generate spontaneous group responses while the children get ready for Vivadí.

During this cycle, you will play the starting song without giving any indications to the children. In other words, you will stay still and wait to see their reaction to the introduction of the song without giving instructions. Wait for a few seconds and see if they begin to arrange the classroom, or if they take their shoes off, or somehow show that they are ready to start with the class.

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

If you notice that the kids haven’t reacted to the song, you should intervene by giving the usual instructions of the beginning of the class. Nevertheless, it is very important that you try this exercise every class.

 

2. ROAD MAP ONE

This activity consists in establishing the sequence of moments that will take place during the class. By making a “road map” of images you will be able to go through the different activities with your students. This will make them aware of what has been done, what is being done and what will be done.

The objective of this activity is that children identify different temporal references to past, present and future. 

At the same time, they will also be internalizing the class structure.

STEP 1 - BEFORE THE CLASS

Print the images for the road map. You will find them in the following link.

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Later during the class, when you revisit the road map, the temporary reference should have obviously changed due to the fact that some activities will be already part of the past. 

STEP 2 - BEGINNING OF THE CLASS

Put up or hang the flashcards on the board and explain to the children that these are the activities that will be taking place during the class. 

OTHER ACTIVITIES

Game: Who is it? 

Material: Printable       Actions 

How: Put 3 papers on the floor that say “PAST” “PRESENT” “FUTURE” 
Then read out the list of actions and the students have to guess if this already happened, if it’s happening or if it’s going to happen. They will jump to the correct place.  The space “name of student” means that you will read the name of one of your students for that action. 

Online: This activity can be easily adapted, instead of showing the 3 papers explain to the students that past means jump to the left. Future jump to the right. Present jump in their place. Then read out the list of actions and the students have to guess if this happened, if it’s happening or if it’s going to happen. They will jump to the correct place.  The space “name of student” means that you will read the name of one of your students for that action.

Game: My Timeline

How:   Each student will make a timeline of their life so far (with  little drawings) You can either separate this into 3 different activities by making them complete “their past” one class, “their present” another class, and “their future” in another class.  After they can share with the class. 

They can either draw their timeline or you can use this template.

Online: If online, show the template to the students and they can copy the timeline by drawing it. Each student will make a timeline of their life so far (with  little drawings) You can either separate this into 3 different activities by making them complete “their past” one class, “their present” another class, and “their future” in another class.  After they can share with the class.

Game: Past, Present and Future

How:  Sit in a circle with your students and ask questions about things related to either past, present or future. For example, “Maria what is something you used to like?” “What is something you like now?” “What is something you will do after school? “What is something you want to do next month?” 

Online: Instead of sitting in a circle for this activity, the students will be on the screen. Other than that, it’s the same activity! 

Game: Keys to the Castle

How:  One student (student A) stands at the front of the classroom with their back to the rest of the pupils, who are sat in a huddle nearby. The teacher passes a set of keys to one pupil (student B), who jingles them before putting them behind their back. The children are also given the voice of a certain character, for example, a witch, a ghost or a giant, to say, “Who’s got the keys to the castle?” when Child A turns around. 
Child A now has three chances to guess who has the keys, and the children are encouraged to look as guilty as possible to make it even more difficult. This is a fun activity that gets children to embody different characters and emotions.

Game: Who Moved?

How:  Everyone sits in a circle except one child. Get them to look round the circle and try and remember where everyone’s sitting. Next, the child leaves the classroom and one person moves to a different place in the circle. When the child comes back into the room, they have to see if they can spot who’s moved. This is great for EYFS kids and helps develop observational skills - it’s a fun one to play with a teaching bubble.

Online: Choose one student to be “Detective” and ask them to mute their microphone, close their eyes, and count to thirty. Pick another student to be “It”. The player who is “It” begins an action, such as patting themself on the head. All the other students follow suit and pat their heads. When the Detective is done counting, they open their eyes and observe the group. When “It” thinks the Detective is looking at someone else, they change the action, such as clapping their hands together. All the other students also change their actions. The Detective gets three guesses to catch the player that is “It”.

 

3. BRAIN BREAKS

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This is a brain break moment for the kids to change energies and prepare with their minds and their bodies for what follows. This is an optional activity, you don't always have to do it. 

 

You can choose between these options:​

Wink Kill

The objective of the game is for the murderer is to kill as many other players as possible without being identified and, if you are not the murderer, identify the killer before you get murdered. You can switch the “killer” for “robber” if you need to. The teacher picks a killer, a detective and the rest are victims. You can tell a story to create a background for the activity. The killer must wink to the victims, and the detective must search for the assassin. When he finds out who he is, the detective says “you are arrested”. 

Online: The activity works the same way online!

Bubblegum

A drama warm-up game in a similar vein to the Popcorn activity. Children mime chewing a ball of bubblegum. Imagine the gum is gradually getting bigger, expanding as you move it from side-to-side in your mouth. Encourage children to really exaggerate their actions to show how creative you can be with simple facial expressions. 

Footprint Search

All you need for this fun detective game is a few large white papers and pencils. Have all the children trace one shoe or foot with the pencil on the paper. Make sure all the children do the same: or everybody’s shoe or everybody’s foot. Then you shuffle the papers and hide them at some place. The children have to go on a search to find them and you can give them clues where to look. In the end, they can also have to pair up the footprints with their owner.

Tip on A very hungry caterpillar → 

When you finish the video you can ask the children questions related to the evolution of the caterpillar.

After that, show them the following images and ask them to put them in order according to the storyline portrayed in the video. 

Riddles

Kids love a good riddle. Give them easy ones to see how many they can solve in one brain break, or try to stump them with a tougher riddle. 

Riddle 1       Riddle 2 

Online: The activity works the same way online!

 

4. HARMONY

As you already know, Harmony Time is composed by four moments: Asana, Swara, Savana and Anjali.

 

We recommend you approach these instances in a gamely fashion. This means that students should feel enabled to “copycat” each other during the execution of the postures and movements.

 

While they play they will be connecting with their present and linking their body movements with the English content they were working on in the previous activities.

So go ahead and start off by setting the mood with our usual relaxing playlist:

Remember to begin this space by playing relaxing music.

Probably by now, the children will already associate this music with Harmony Time, so go ahead and set the mood with our relaxing playlist:

While the music plays in the background

  1. ASANAS

  2. SWARA

  3. SAVASANA

  4. ANJALI

1. ASANA

BODY POSTURES

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1. Sun

Raise your arms up high as if you were reaching for the Sun.

Place your hands together in Anjali mudra.

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2. Caterpillar

Lay on the floor with your belly facing down. Place your hands near your shoulders and your toes as if you were to tip-toe.

Now lift your butt up high like you are a caterpillar moving through the grass.

Once you are in a comfortable position, try to move your bottom from side to side, like a caterpillar would!

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3. Butterfly

Sitting on the floor, place your feet together with the soles touching each other. Grab your feet with your hands and let your knees fall towards the floor. Let your hips open up like the wings of a bee.

FACE POSTURES

This time, the children won't have images to copy the face postures. You will guide them through this part of the activity by asking them questions and making them imagine a specific situation

Hungry face

“Try to picture yourself being hungry. Now what would that face be like?”

Happy face

“You now see your favourite meal and you know you will eat soon. What would your new face be like?”

3. SWARA

TUBE BREATHING

GUIDE:

“Let’s close our eyes. Imagine a tube shape in front of you. It is a very beautiful blue tube.

Pay attention to the base of this beautiful rounded tube.

Now listen to your breath. Start at the bottom of this tube.

When you breathe in, a ray of light grows inside the tube and rises up to the upper part.

When you breathe out, this light drops down and rests in the bottom of the tube.

Breathe in slowly, and the light rises. Breathe out calmly, and the light falls.”

 

Guide this breathing exercise 4 or 5 timers and then ask them to gently open their eyes.

4. SAVASANA (guided relaxation)

The following song should be played every class which will guide and help the students identify the moment of final relaxation. Eventually, as they hear the beginning of the song, the students will feel confident enough to close their eyes and begin with the activity straight away. 

The idea in SAVASANA is that the children stay still and enjoy a relaxing moment while they listen to the song and you guide them through it.

To carry out the savasana moment: 

Speak in a calm, soft voice and slow down the pace. 

If they haven't done so yet, suggest them to close their eyes, although it is OK if they prefer not to. 

It would be nice to tell the kids that you will keep your eyes open so that they feel safe closing their eyes. 

 

Once everyone is settled, invite the children to recognize this exercise as a moment of being kind to themselves. You can suggest them to imagine this moment as a gift of relaxation so that they can associate it to this resting position. 

This will help the children take ownership of their relaxation.

 

You will guide the first part of relaxation, and then keep quiet for a few more minutes.

GUIDED RELAXATION: 

“Concentrate on your breathing. Feel the cool air on the tip of your nose as you breathe in and follow that cool sensation behind your eyes, down your throat, and all the way into your belly. Now feel the warmth on your upper lip as you breathe out. Each inhale makes your belly round, your tummy moving up. Each exhale makes your tummy move down. Just feel your breath. In and out. Tummy up and down.

Now imagine that the floor you are resting on has become a perfectly fluffy white cloud. It cushions your body. It is so soft. It is a cloud made just for you. Can you feel how soft it is underneath you? Let you whole body sink into the white fluffy cloud.

Your legs let go of any wiggles as they relax and rest in the cloud. Your cloud just drifts across the calm sky. Let you neck and head relax and sink into your soft cloud pillow. Can you feel the warm breeze in your hair or on your face? Just rest on your cloud, drifting lazily in the sky. Softly breathing. There is nowhere else to be. You have nothing to do except feel your whole body sink into the soft, white cloud. Perfectly still. Perfectly safe. Peacefully resting.”

5. ANJALI

As usual, the practice is closed by taking both palms together to the centre of the chest while sitting down.

 

Remember to look at the children and encourage them to say "Thank you".

 5. ROAD MAP 

     TWO

Approximately halfway through the class, get the children’s attention back to the road map stuck on the board. At this point you should go through the activities that have already been done and those that haven't been done yet.

 

TIP: Emphasize the difference between what they ARE DOING in that exact moment (review the class structure) and what they WILL DO AFTER that.

 

6. STORYTELLING

Storytelling will be different this time! The children will be part of the events that take part in the story. 

DIGITAL VERSION

HOW TO TELL THESE STORIES?

You will use our interactive projectable version to tell the story and there will be some parts in which the kids will have to decide what will happen next by choosing between two options.

The choosing slides will show the children two options and you will have to click on the option they decide on. 

You will probably have to vote when you can't reach an agreement between the kids

 

To follow the reading of the story print or open the readable version of the story on your phone. Each slide has a number and the readable document has the corresponding text to each number. To follow the reading check the number on the screen and read the text that is linked to the number.

Discussion "Tilly The Robot" 

  • Did you enjoy choosing your own path in the story?

  • What is something you are scared of? 

  • When you sleep at people’s houses do you get scared? 

  • What do you do when you’re scared? 

  • Has anyone ever helped you overcome a fear by giving you or telling you something?

Discussion "A Good Meal" 

  • Did you enjoy choosing your own path in the story?

  • What is your favorite food?

  • What is your least favorite food?  

  • Who would you invite for supper? And what would you eat?  

PRINTABLE VERSION

HOW TO TELL THESE STORIES?

You will use flashcards to tell the story and there will be some parts in which the kids have to choose what will happen next by choosing between two options.

You will show the children two images and ask them which option they prefer. Depending on the group’s response you will continue with the flashcard that corresponds to their choice. 

You will probably have to vote when you can't reach an agreement between the kids

 

Then, the flashcard of the option that wasn’t picked out should be put aside and you will continue telling the story with the winning option.

 

In the end, you will tell the story one more time without pauses using the chosen options only. 

 

Each story has a code that will guide through the activity!

2 STORIES 

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TILLY THE ROBOT

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A GOOD MEAL

TILLY THE ROBOT

Tell the kids that they are about to meet a very special friend that will be taking part in today's lesson. His name is Tilly and he is a robot! 

If the children aren't sat down in a circle yet, it is very important that they do so.

Remember that they should always sit on the floor around you during story time, and you should always be on a chair in a higher position from where you can observe the kids and see their expressions.

 

Tip: print these images to make Tilly the Robot part of the circle.

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Page number

The sheets that have a green border and a number are those that do not include a choice to make. Therefore, you must read all of them.

The sheets that do not have a border, and have a number and a letter, are the ones in which you should present options for the children to make a choice as a group.

 

Therefore you must show only two options of each number and let the students choose one of them.

 

Moment 2 has many alternatives. In that case, you should randomly grab two options and the kids should choose one of them. Maybe in the next class you will grab two different alternatives!

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The number represents the moment and the letters represent the alternatives to choose from. 

A GOOD MEAL

To start, the story has a beginning marked with a green continuous line. Whenever you tell this story you will begin with the same starting pages.

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On pages 6 and 8 you should ask students if they want the protagonist of the story to eat “Feijoada” or “Cocada” The answer to this question will determine the course of the rest of the story. 

 

That's why when children make this choice you can discard half of the papers of the story.

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If children choose “Feijoada”, you should remove all the sheets that have a red border with a dashed and dotted line that includes all the content that refers to “Cocada” (from page 67 to 122). 

If the children chose “Cocada” you should put aside all the flashcards with a blue border and dashed line of “Cocada” (from page 11 to 66).

All the sheets that correspond to “Feijoada” have a blue dashed line border. They also say “Feijoada” in the lower left corner of the card in a light gray font.

All the sheets that correspond to “Cocada” have a red dashed line border. They also say “Cocada” in the lower left corner of the card in a light gray font.

The number corresponds to the moment of the story and the letter to the options from which they have to choose.  

 

For example: In choosing moment 3 you should ask the students to choose between option 3A and option 3B to continue with the development of the story.

After the students chose between “Feijoada” and “Cocada” there will be more instances in which they have to make choices. 

 

In these cases you will find a number and a letter in the upper right corner of the sheet.

When you finish reading the story you must reorder the sheets so that you can do the activity again in the next class. 

 

Every card has a number in the bottom right corner to help you reorder them.

Having trouble with the new kind of storytelling? 

Press here to access the stories in their traditional format (children will not get the chance to choose how the story develops) 

TILLY THE ROBOT

A GOOD MEAL

 

7. MOVE YOUR
HIPS!

This time in “Move your Hips” we invite you to dance like a robot. The following video will guide you through the choreography. 

 

You can suggest the children to imagine they are Tilly the robot!

I’ve Got the Power

Put the students in pairs and tell them that, during this activity, one of them will “have the power”.

 

If you can’t decide how to choose who will “have the power”, you can use criteria such as “the one with longer hair”, “the one who’s birthday is an even number”, “the taller one”, etc. 

The one who “has the power” can move freely to the rhythm of the songs. If the song is quiet, the dance movements should be calm, and if the song is more upbeat, the dance movements should be faster. 

The kid that hasn’t got “the power” has to point his/her index finger at a distance of about 5 cm from the nose of the partner who has “the power”. Pretending that both, finger and nose, are connected by a magnetic force, one has to follow the movements of the other without making any actual contact. No matter how fast or slow the movement are, the partner must always keep his/her finger at the same distance from the nose, following its every move. The one movement that the one with “the power” isn´t allowed to do is suddenly turn around because that would be impossible to follow.

Play different songs allowing the children to learn to follow the rhythm. Afterwards, repeat the game and switch roles so that everyone gets to “have the power” at least once.

Human Memotest

To play this game:

1) Pick a volunteer from among the students and invite him or her to leave the class for a small period of time.

2) When your volunteer leaves, all the others students should be put into pairs and will have 3 minutes to come up with an original dance step together. Afterwards, the students have to mix with each other so that the pairs are indistinguishable.

3) Afterwards, the students have to mix with each other so that the pairs are indistinguishable.

4) Then you have to call in the volunteer that was waiting outside. 

5) You will put play to a song and all the kids will sit on the floor. 

6) The volunteer will ask two children to stand up and show their dance step to the rest.

7) If the dance steps are the same the volunteer wins and the couple that was discovered sits in another place of the classroom, and if the dance steps are different, the kids sit down on their place and the volunteer has to guess again.

8) The game ends when the volunteer discovers all the dancing couples.

If the students have been sitting for too long or aren't engaged, you can choose any of the following videos so that they can move freely.