AT- 2nd MEETING EP-EZEIZA

Lic. Stella Maris Saubidet Oyhamburu

PLANNING

Where shall I start?

Planning implies:

ProjectsProjects

TasksTasks

GamesGames

InteractivityInteractivity

Equilibrium between/among skillsEquilibrium between/among skills

InterlanguageInterlanguage

LiteratureLiterature

HOW??

Brainstorming.

My group

My school

Term

Curriculum Design

Material

Tasks

Topics

Linguistic exponents

Contexts

School subjects

Prior knowledge

Ss’ intelligences

Project

Etc.

What do we plan?

A LESSON/CLASS* Pretask* Core task* Follow up

A PROJECT* Theme* Topic* Tasks* Texts* Transitions* Threads

A YEAR* Content* Strategies* Evaluation * Time* Terms

THEMES>>>Final Task

Natural changesA powerpoint presentation to load on the school blog on natural changes

in different seasons (together with Natural Science teacherPets

Write a poetry book called: “our friends: the animals”Magic Spells

Act out a mini play in English based on the story The Witches by Roal Dahl (that students have read with the Spanish teacher) Fears

Exhibition with Art teacher on famous horror film scenes Students write down bilingual captions for each scene that they

reproduce through their own art work Folk stories round the world

Write a book library of folk stories for other children to read (each child will write and illustrate the story for other courses in the school to read).

CONTENT is:

What CONTENT can you teach?

Ss read the poem with “secret words”

More “secret words”…

And more…

ANIMALS ABC- a class frieze

AND IF OUR STUDENTS MAKE THEIR OWN BOOKS?

SUBJECT AREA ACTIVITIES

PHYSICAL EDUC.Composing sequencesMovement

COOKERYCookingTastingMaking recipies

ART/CRAFTMaking models/puppets,

masksPaintingcollage

ICTPublishingRecordingWeb searching

SCIENCEExperimentingTestingGrowing things

MATHSMeasuringSurveys

HISTORYDrawing timelinesComparing then and nowFinding out about people

GEOGRAPGHYFinding out about placesUsing mapsMaking grids/charts

LANGUAGE

Adapting material. GRAMMAR

Dictation time!

Adapting material 2. PLURALS

Which SKILL?

Can you improve this??

ROUTINES and LANGUAGE

Analyse the following rhymes. In what moments of the class could they be used? What routines of the class are they signposting?

It's time for a story.One, two, three.Are you ready?Can you see?Be very quiet. Let´s open the book.What´s going to happen? Let´s have a look

Good morning.Good morning.How are you today?l'm fine, thanks. I´m fine, thanks.And you how are you?

Point to the doorPoint to the shelvesPoint to the boardPoint to ourselves!

Goodbye childrenGoodbye childrenGoodbye childrenIt´s time to say goodbye!Goodbye teacherGoodbye teacherGoodbye teacherIt´s time to say goodbye!

No more wigglesLook at meI´'m as stillAs still can be!

PIZZA!!!! YUMMY!!!

Pizza train chant

Mushrooms, mushroomsCheese, tomatoes, cheese, tomatoesSausages, bacon, sausages, baconChicken and ham, chicken and bamChicken and ham, chicken and hamRed and green peppers, red and green peppersOlives, onions, olives, onionsTu-u-una, tu-u-una

(C. Read and A. Soberón)

PIZZA (cont.)>>>SKILLS?T draws the shape of a pizza in the air and asks children to guess the food.T elicits things you can have on a pizza. She uses this activity to revise vocabulary.T Asks focus questions: How many things are on the pizza? What are they?They listen to the chant.T checks the answers and sticks flashcards on the board in the order of the chant.Children 'read' the flashcards and say the chant with the teacherChildren practise the chant in pairs, Children write the chant using the flashcards as a prompt. They then check spelling in pairs and with the whole class.T gives out a handout with a picture of an empty pizza frame. Children secretly choose three food items from the flashcards on the board and draw or write the names on the pizza.Pizza partner: Children find their pizza partner, ie someone with the same pizza ingredients as themselves. They ask in groups eg Pl: Have you got bacon on your pizza? P2: Yes, I have.Once they've found their partner, children invent a name for their pizza, eg the Super giant pizza and write or complete a simple description, eg The Super giant pizza has got cheese, bacon and sausages. It's delicious! The class make a class menu of all the different pizzas.Children prepare and act out a role play in a pizza restaurant,

eg P1: Can I have a super giant pizza, please? P2: Yes, here you are. P1: Thank you.

Where is pizza from? SURVEY

SURVEY- MATHS- GEOGRAPHY

Ss go home and ask their family:1. Where is PIZZA from?2. Where is SPAGHETTI from?3. Where are EMPANADAS from?4. Where is XX from?

Ss bring the results to class Ss roleplay dialoges in classT completes/shares resultsSs draw chartsSs complete school map with labels

GAME: Who stole the cookies…?

ANOTHER GAME.

AND ANOTHER GAME…

BUGS

MATHS. Count bugs’ legs and put them in their cages.

SOME ART. Class 1

MOLINA CAMPOS WEB SITE

Molina Campos, an Argentine painter.

Después de la lluvia tormentoso.

Atardecer

MOLINA CAMPOS. Class 2

T refers to Molina Campos.T asks ss about different members of their family. T refers to the fact that Molina Campos is very well known because he painted our landscapes in the province of Buenos Aires. T tells ss that Molina Campos in his paintings painted first the sky and the land and then he added the houses and trees and then the rest. T asks ss to speculate about that. She asks them why they think he did that. T refers to the landscape as very important to identify his pictures in our land. T posts pictures of landscapes by Molina Campos and asks ss to describe them.

Después de la lluvia Atardecer tormentosoT elicits answers to the following questions:

1. What time of the day is it? (It´s the morning/ afternoon/ evening /midday /dusk/dawn)

2. What´s the weather like? (It´s cold and sunny….)3. What season is it? (It´s spring, summer, etc..)

MOLINA CAMPOS. Class 2 (cont.)

Then T elicits: Which one is your favourite? (My favourite picture is…/ I really like…)Then T starts referring to the people in the pictures showing some more pictures (T recycles previous questions and asks for physical descriptions) and then introduces speculating what the characters are doing, introducing language as ss guess the actions.Ss play a guessing game with the teacher: T covers the pictures, she takes one and starts describing it, ss have to provide the title of the picture. Then, the other way about: T provides the title and ss have to guess what the character is doing. Selected pictures: La siesta, Misia Duvige, el Mate y el amor, Pampa mansa, A trabajar se ha dicho, el ranchito, noche de luna, mateando, Va a salir lindo, el truco, a la escuela, Payada a contrapunto, los cuentos del abuelo, el boliche del ombú, boleando, el pericón.As Homework T asks ss to draw their own pictures as if they were Molina Campos. She provides them with a list of titles of real pictures. The ss are expected to bring their own works next class (these will be done in the Arts class since the Arts teacher is involved in the project as well) The list of titles the teacher gives are: El gato, Madre, El santo de la patrona, El payador

Class 3. Look at the pictures and find the mistakes in the description.

In this picture I can see three men, two are riding a horse and one is standing under a tree. The weather is sunny and hot. There are two three horses. One of the men is drinking mate.

Match the sentences to the correct picture to make a complete description for each picture.

I can see a man.There are two trees.It´s late at night.The sky is blackThe man is riding a horse.I can see a horse in the distance.He has got a guitar.I can see stars in the sky.There is a white house. There is an orange house on the left.It´s cloudy and cold.The door of the house is open.

Colour each sentence in a different colour. Add punctuation.

INTHISPICTUREICANSEEAMANRIDINGAHORSEONTHERIGHTICANSEEACANTEENANDONTHELEFTICANSEEAHORSEUNDERABIGOMBUTREETHEWEATHERISCLOUDYANDCOLD.

Draw the picture according to the description. Add what is missing

In this picture I can see two gauchos. They are riding horses. One of the horses is jumping in the air. One of the men is playing a guitar. There are two houses in the distance and a tree. The weather is sunny and hot.

The Spanish Teacher takes the children to the library and asks them to look for books, magazines or any other publication that talks about Gauchos and our traditions in the countryside of the province of Buenos Aires. They draw charts on the materials they have found. T selects Martín Fierro and Don Segundo Sombra to work with in class. She selects some extracts from Segundo Sombra in which the characters depicted by Molina Campos will appear.

T works in class with the pictures. First, she helps the children describe the characters imagining what they think the characters looked like, scaffolding language and revising vocabulary and referring to the descriptions children know from the novel. Then teacher shows the children Molina Campos´ pictures and children play a guessing game with the pictures. Then, they write in their notebooks a description of another character in the novel and they draw their own pictures.

La ARGENTINIDAD.

Work collaboratively!

"Si haces lo que siempre has hecho, nunca llegarás mas allá de donde siempre has llegado" - Mark Twain 

See you next meeting

stella