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

 

THE OBJECTIVES OF THIS CYCLE ARE:

  • That students consolidate and make explicit their understanding of the class structure.

  • That students identify linguistic references and differences that distinguish past, present and future

  • To generate spontaneous group responses to the class.

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. POPCORN TIME

  • To recognize past, present and future events by working on different time references in videos.

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.

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 / 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. 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.

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. 

 

3. POPCORN TIME

After you finish putting up the images on the board, you will be ready to start the next activity which consists in watching some short films.

 

Tip: As always, we suggest you play pretend with the children, making them believe that they are in a real movie theatre by laying out an appropriate chair disposition.

 

You will find different video options below. 

You can either choose one of them and work with it during the entire cycle, or you can also vary the video between classes.

 

In the following selection of videos you will realize that each one of them portrays a clear sequence of events that work with the idea of Cause and Consequence. This theme will allow you to engage and familiarize your classroom with the concepts of the past, the present and the future.

Tip on Digestive System→ 

You can give your students a cookie or snack to eat and imagine how the food goes through the stages shown on the video once it enters your bodies!

 

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

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!

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

OPTION 2

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".

 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.

OPTION 1:

Tilly the robot

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 

TILLY THE ROBOT

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.

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!

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.

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.

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!

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.

8. ROAD MAP

THREE

Right before the end of the class, you will go back to the roadmap one last time.

 

For this activity, you should somehow make all the images fall down and pretend you don't remember the correct order of the activities you have already done. Once this happens, ask the kids if they would please help you to reconstruct the roadmap by putting the images back up according to the sequence of the events of the class you just experienced.

 

9. ENDING SONG

Ending Song - Vivadí
00:00 / 00:00

Finally, as always, you will sing our well-known Ending Song. 

Make sure everyone sings it out loud together. Encourage, especially those kids that don't participate much in class, to see if they can repeat the song phonetically. 

Lyrics

If you enjoyed our time together, sing along

If you can’t wait for next class, high five!

To get ready for what follows, tidy up

See you next time dear teacher, good bye!

 

It’s not goodbye with Vivadi

The things I learnt today will always stay in me

It’s not goodbye with Vivadi

We are all in this together

We’ll do it you and me

We’ll be a big great family

Do not forget to put the class back in order while you sing. 

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