Group 3 (7-8 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. ACTION!

  • For the students to be engaged in activities inspired by the narratives they read

  • Where they are protagonists of their learning 

5. MOVE YOUR HIPS

  • To enhance physical comfort and appropriation of space

2. NARRATIVE

  • That the students are engaged in a mysterious story, creating more interest in what happens next

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. 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.

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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
00:00

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. NARRATIVE

In this section, students will read mysterious stories. There are 3 stories about Megan, it is the same characters and the plot occurs over the three stories. So make sure you read them in order! 

OPTION 1:

Megan and the Mystery of the Moving Rock (Book 1)

Discussion "Megan and the Mystery of the Moving Rock"

  • Who was your favorite character?

  • Did you like the story? 

  • What do you think is going to happen next? 

Discussion "Lost in the Internet"

  • Do you like the internet? 

  • What’s your favorite thing to do on the internet? 

  • Do you know how the internet works? Did you learn through this story? 

  • Did you enjoy the story? 

  • Would you like to get trapped in the internet?  
     

Discussion "Grand Opera"

  • Did you like the story? 

  • What happened in the end?

  • Were you surprised by the ending? Or did you guess it?

Discussion "The Signal"

  • Did you like the story? 

  • What happened in the end?

  • Were you surprised by the ending? 

  • Do you like mysterious stories?

 

3. ACTION

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Inspired by Mysterious Stories

Game: Wink Murder
How: Pick one pupil to be The Detective and send them out of the classroom while you decide on another child to be The Murderer. Everyone will know who The Murderer is apart from The Detective. Call The Detective back into the classroom and stand him in the middle of the circle. When The Murderer winks at a child they have to pretend to die. The Detective’s aim is to see if he can spot The Murderer before everyone else dies.

Online: The activity works the same way online; the only difference is that the student who is the detective must close their eyes instead.

Game: Mystery Prompt

Material: Prompts
How: Put students into groups of 2 or 3. Give each group one of these prompts (or ask them to choose one) and ask them to come up with the story and when they share it with the class it can be either acted or spoken

Online: The activity works the same way online, just put the students into breakout rooms. 

Inspired by "Lost in the Internet"

Game: Trapped in the Internet! 
How: One student (student A) is trapped in  the internet, just like Kunal. They are stuck in the Core Router. They must stand at the front of the classroom with their back to the rest of the pupils, who are sat in a huddle nearby. The teacher then says “we have to send you back home through the address. However, the only way to get the address is to figure out WHO has the address.” The teacher will then pass a set of keys to one pupil (student B), who jingles them before putting them behind their back (which will be the address). 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 address to leave the internet?” 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.

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”.

Inspired by Meghan 

Game: Come up with a mysterious adventure
How: Put the students into groups and tell them to come up with an adventure where they have to solve something  (go back home, find a missing person, etc.). They can then act it out to the rest of the class.
 

Online: The activity works the same way online, just put the students into breakout rooms.

 

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. ASANA GRUPAL

  3. SWARA

  4. SAVASANA

  5. ANJALI

1. ASANA

BODY POSTURES

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1. Lion

Kneel on a mat and sit back on your heels. Press your palms into your knees, splaying out your fingers like claws. As you breathe in through your nose, open your mouth, and try to stretch your tongue to your chin.

Breathe out through your mouth and let out a roar!

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2. Cat

Begin with your hands and knees on the floor. Make sure your knees are under your hips, and your wrists are under your shoulders. Take a big deep inhale and curve your back.

While you exhale, round your spine up towards the ceiling, and imagine you are pulling your belly button up towards your spine. While you inhale, arch your back, let your belly relax and go loose. Lift your head and tailbone up towards the sky — without putting any unnecessary pressure on your neck.

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:

Sad face

“Try to picture a gray, cloudy sky. What face would that sky have?”

Happy face

“You now see the clouds are going away, and the warm, shining Sun is showing. What would your new face be like?”

2. ASANA GRUPAL

Show both pictures to the children and let them choose between one of these group body postures. It is a nice way of encouraging the kids to embrace their Harmony practise.

OPTION 1

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OPTION 2

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3. SWARA

TRIANGLE BREATHING

Tell the kids to start this moment by closing their eyes. Tell them to listen and concentrate on their breathing.

Now guide them through the exercise:  

“Imagine a triangle shape in front of you. It is a blue triangle.

Now, start at the bottom of the triangle.

Breathe in for three counts as you go through the first side of the triangle.

Now, hold your breath for three counts as you go through the second side of the triangle.

Finally, breathe out for three counts as you trace the final side of the triangle.”

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

*NOTE: 1 breathing cycle = 1 inhalation + 1 retention + 1 exhalation

4. SAVASANA (guided relaxation)

For this guided relaxation, the kids should be lying down face-up and with their eyes closed.

 

You should play the following song in every class. This will guide the students and help them identify the moment of final relaxation. Eventually, as they hear the beginning of the song, they 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.

 

You can encourage them to forget that they are at school, in the classroom, and suggest them to imagine where they would like to be.

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".

BRAIN BREAKS

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. The only  thing you must do first is choose a detective. Then tell that student to close their eyes while you choose the killer.

 Indoor Detective Game