Practical 16
- 1. PRACTICAL 16: The Magic Bag Project PRACTICE II. DIDACTICS OF ELT. PROF. ADJUNTO REGULAR: Estela N. Braun. TEACHER ASSISTANTS: Prof. Vanesa Cabral and Prof. Luján Ramos. STUDENTS’ NAMES: Balari Centeno Oriana and Martínez Rocío.
- 2. Subject: Practice II Trainees: Balari Oriana, Martínez Rocío School: 218 Course: 3rd D Teacher in charge: Adriana Flecha Timetables: Mondays 16.10 - 16.50; Wednesdays 16.50 - 17.30 Lesson plan 13: The Magic Bag Project Wednesday, October 31st Name: Oriana Balari Class: 3rd D Level: Pre-A1 Level Length: 40 minutes Class description: There are around 23 students in this group. More than a half are girls. They have English twice a week for 40 minutes each day (Mondays 16.10-16.50 and Wednesdays 16.50-17.30). However, on Mondays the class starts right after the break so it takes some time to organize them and on Wednesdays we have to finish the class a bit earlier since they have to make a line to go to salute the flag. The classroom is rather noisy and the students are used to standing up all the time to show the teacher what they have done, even when the teacher is explaining something on the board. Even though some of the children are not so interested in the subject, most of them are eager to participate. The 3 boys that tend to be naughty or have frequent outbursts have difficult family contexts (mainly violent ones). There is one integrated student who is in a wheelchair and has some difficulties to communicate and to see (the trainees have to prepare special activities for her, in big fonts if it is written, or audiovisual activities). There are also two girls with selective mutism and a boy who is not diagnosed yet but has some symptoms that can be related to autism, even though we were told he has early schizophrenia. This last boy also has OCD, which makes him leave the classroom without asking for permission to go to the bathroom and wash his hands. Finally, another frequent situation is absenteeism. There are 3 or 4 students who miss classes regularly. Main aim(s): *The most important purpose of this lesson is to introduce literature into the English classroom to children who are starting to read and write and need to be read. Also, this story will help them to make a review of the vocabulary seen up to now in a fun, friendly and creative way. Subsidiary aim(s): *By the end of this lesson, students will have talked about values such as friendship and caring about others. Also, they will have learned to see monsters in a friendly way and not as the typical creatures who scare you at night. Personal aims: *During this lesson, we want them to have an encounter with literature since they may not have instances like this at home.
- 3. Timetable fit: This lesson is one of the last ones before the test and a story is a really nice way to make students engage with the contents seen. Also, short stories do not only teach about vocabulary but also about values that children must know so as to become good citizens. Materials: * Thermometer for feelings. * A weather wheel. * Binoculars. * Colchoneta. * Lantern. * BOOK with the story written and images on each page. * Loudspeakers to reproduce the rain sound. * Bone scan to make the thunder. * Mike Wazowski cards. * Window with monster hidden. * Monster to stick on the door. * Photocopies with images of the story to order. * Photocopies to match and colour. Anticipated problems: *During our observations, there was never a situation in which the students had to participate on a debate. *It is typical that during the English lessons 2 or more students (always the same ones) start arguing and they may even end up fighting, so this lesson may not be the exception. Possible solutions: *If they don’t come up with any idea during the debate, we will provide some examples to lead them to some line of thought. *We will try to catch their attention by using some chants which they have never heard, and we will do this in a high pitch. We may also use a rain stick and tell them that when the rain finishes, they all need to be sat in their chairs and in silence. Also, as regards this matter, the trainee who is not in charge will be focused on those who are not paying attention.
- 4. Procedures: Stage/Stage aim Description Interactio n Timing Presentation of Short Story “Wet Monsters” and Questions to activate HOTS. The trainee in charge will ask them to sit in a semi circle in front of her. Then, she will turn off the lights and let only a lantern on in order to create an appropriate atmosphere to tell a story. She will open the book and start reading. Meanwhile, the other trainee will represent what is going on. The story is attached at the end of the page. Once the story has finished the trainee will ask: - Was Rocío afraid of the monsters? - What happened to the monsters? - How did they feel? - What happened at the end of the story? Teacher - Students 12 mins. Development: Listening comprehension and understanding of the Story. * The trainee will hand in 5 cards with the shape of one of the monsters of the story. Behind each card there will be written the names of the students who will work in groups in different spaces of the classroom. 1) The trainee will hand in a set of 5 images to each group and they will have to place them in order according to what they understood from the story. 2) The trainee will hand in another photocopy in which the students will have to match each sentence to the corresponding monster. Students 15 mins. Closing stage Checking the activities all together. Then the trainees will give them cookies with the shapes Teacher - 13 mins.
- 5. of monsters for them to eat. Students WET MONSTERS Once upon a time, in a rainy and stormy night, there was a little girl called Rocío. She was sleeping peacefully until she heard a sound. She jumped out of bed because she was really, REALLY scared. She thought the strange sound came from the window, so she tiptoed to see what happened. She slowly opened the curtains and there it was! It was a giant purple monster with four arms and four legs. As soon as she saw its big green eyes and its white sharp teeth she ran to her bed and covered her head. After a while, she heard another noise. But this time, it was coming from the door. Once more she tiptoed to the door and open the curtains. Oh! It was another monster! This one was green and had only two arms and two legs, and a huge eye in the middle of his body. She got scared once more and ran back to the bed. But then she thought ‘The two monsters looked very sad. And they were all wet because of the rain.’ At that moment she had an idea: ‘Maybe I could invite them in!’, she said. So she opened the door and the two monsters entered the house. ‘Come! You can sleep here if you want..’ And the two monsters came in and were very happy to have a new friend and a place to sleep during the storm. The end While the trainee tells the story, there will be a soft sound of rain in the background. The classroom will be as dark as possible and the trainee who is not in charge will act out what is happening in the story. The first monster appears behind a drawing of a window, and the second one appears behind the entrance door. Pictures of this project will be added at the end of the lesson.