Didáctica de la Lengua y la Literatura (inglés) Adapted ...YOUR... · Didáctica de la Lengua y...

Didáctica de la Lengua y la Literatura (inglés) Adapted from British Curriculum Unit Template

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Teachers: Carmen Alario Trigueros Ana Isabel Díez González Course: 4º Grado de Ed. Infantil, Mención Lengua Inglesa. Name: Soraya del Pozo Masa Susana Perez Magdaleno Gemma Sánchez Duque


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INDEX 1. INTRODUCTION……………………………………………………………………………………………………………..…..4

2. JUSTIFICATION………………………………………………………………………………………………………………..….6

3. METODOLOGHY……………………………………………………………………………………………………………...14

4. KEY COMPETENCES……………………………………………………………………………………………….….20

5. CONTEXT…………………………………………………………………………………………………………………………....24

6. CALENDAR……………………………………………………………………………………………………………………….….29

7. CURRICULUM…………………………………………………………………………………………………………………....32

8. CONTENTS AND AIMS………………………………………………………………………………………..…....34

9. ORGANIZATION………………………………………………………………………………………………………….….…37

10. MAP…………………………………………………………………………………………………………………………………….....44

11. ROUTINES……………………………………………………………………………………………………………………….....45

12. ANNUAL PROGRAMMING 3 YEARS……………………………………………………………..…53

13. PROJECT TIMETABLE……………………………………………………………………………………….……….55

14. DEVELOPMENT PROJECT PROPOSAL…………………………………………………….….57

15. ASSESSMENT………………………………………………………………………………………………………….……..73

16. CONCLUSION……………………………………………………………………………………………………………….….76

17. TEMPLATES……………………………………………………………………………………………………………………..78

18. REFERENCES……………………………………………………………………………………………………………….187

19. ANNEX………………………………………………………………………………………………………………………………189


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INTRODUCTION

Below, we will present a project proposal, in which we took as reference the

context of one CLIL school, Servants of San Jose in Palencia.

Throughout this document we will explain different theories in which we have

supported to reason different sections of our project.

We also explain the areas of the curriculum and the basic competences that

we think children should develop during this scholar year and mainly in our

project.

In addition, we develop the organization of our classroom with the different

workshops and the routines that our children carry out in the classroom.

The assessment is also present in our project that is the reason why we

explain the different methods of evaluation that we would perform in our

classroom.

Finally, we have to design a project proposal for a class of children aged

three in which appears the topics, tasks and texts we programmed for the

whole year, but we focus on one week of this planning and we present

orderly and detailed activities that children and we will develop in the

classroom.

Our topic is focus on the emotional intelligence, because we considered that is

an important topic and fundamental to work with children and it does not give

the importance it would have.


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We think this topic has the same important or even more than learning the

letters or numbers and it should be work more in the classroom as put

oneself in someone situation, reflection of their actions, recognize and control

their emotions and identify the others is necessary for an integral formation of

the person.

In this unit we focus on five emotions (happy, sad, angry, scared and

surprise). In addition, we want that children learn to control their behaviour and

to make this possible we provide them various techniques of relaxation and

self-control.

We give big importance to work together and throughout the week we all

together win different monsters, we compare these monsters with our fears or

difficulties and teach them that everything can be achieved with effort and

dedication.

Finally, we give big importance to values such as generosity through the tale

to share.

For all of these we think our project proposal includes the basic knowledge of

emotions to continue working on this topic every year adding more knowledge

and information as a cross curricular subject.


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JUSTIFICATION To design our project proposal we had based in different theories departed

from constructive approach.

- Vygotsky.

- Bunner

- Howard Gardner.

- Daniel Goleman

Vygotsky

The language acquisition takes place during human interaction in an

environment of the foreign language when the learner receives language

'input' that is one step beyond his/her current stage of linguistic

competence.

According to Vygotsky thought and speech have different roots in

humankind, thought being nonverbal and language being nonintellectual in

an early stage. Around the age of two, the development of thought and

speech, until then separate, meet and join to initiate a new form of

behaviour. It is when thought becomes verbal and speech becomes rational.

A child first seems to use language for superficial social interaction, but at


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some point this language goes underground to become the structure of the

child's thinking.

In the process of cognitive development, language is a crucial tool for

determining how the child will learn how to think.

One essential tenet in Vygotsky's theory is the notion of the existence of

what he called the "zone of proximal development". Zone of proximal

development refers to all the functions and activities that a child can

perform on his own, without anyone help anyone else. This zone of

proximal development includes all the functions and activities that a child

can perform only with the assistance of someone else. The person

(teacher) in this scaffolding process, providing non-intrusive intervention,

The internalization of language of Vygotsky (acquisition of a second

language) is based on the interaction with other people. It lends support to

less structure and more natural, communicative and experiential approaches

and points to the importance of early real-world human interaction in foreign

language learning.

That is why, in a school context, teacher is one of the crucial factor at

the time of learning a second language.


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Bruner:

Bruner theories had a clear influence to Vygotsky theories; language is

needed for communication with others who can facilitate learning. Similarly it

is essential for the scaffolding process. Bruner theories follow a constructive

approach.

Bruner suggests language training as a way of speeding up the cognitive

development of the child.

For all this, we give great importance to speaking in a second language in

the classroom and we have established specific routines that we always say

in a second language through songs to make children become familiar with

English and they learn simultaneously several languages.

Gardner:

Gardner initially identified seven intelligences. But then, he adds new

intelligences.

Gardner defines intelligence as "mental ability to solve problems and create

products that are valued in one or more cultures.

Gardner talks about multilple intelligences:


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Linguistic: ability to analyse information and create products involving

oral and written language such as speeches, books and memos.

In our project proposal we use this intelligence when we tell the

different stories, when we talk about those stories and when we

create our book of monsters.

Logical-mathematical: ability to develop equations and proofs, make

calculation, and solve abstract problems.

In our project proposal we use this intelligence when we play with

the seriations and domino.

Spatial: ability to recognize and manipulate large-scale and fine-

grained spatial images.

In our project proposal we use this intelligence when we create our

monsters, when we watch the pieces of the film about monsters and

emotions and when we illustrate our book of monsters.

Musical: ability to produce, remember and make meaning of different

patterns of sound.

In our project proposal we use this intelligence when we sing songs

for our routines, Giraffe’s song and if you’re happy… song.

Naturalistic: ability to identify and distinguish among different types of

plants, animals and weather formations that are found in the natural

world.

In our project proposal we use this intelligence when we talk about

the weather in the routine of the meeting area.


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Bodily-kinesthetic: ability to use one’s own body to create products to

solve problems.

In our project proposal we use this intelligence when we promote

different relaxing techniques such as Lola’s technique and when we

play twister on Friday.

Interpersonal: ability to recognize and understand other people’s

moods, desires, motivations and intentions.

In our project proposal we use this intelligence when we work

together, when we solve problems through different ways (traffic light

of emotions, Lola’s technique). In addition, when we use the mask

also work this intelligence because we see different emotions and

when we see photos about our own emotions and when we watch

the movie monster S.A

Intrapersonal: ability to recognize and understand his or her own

moods, desires, motivations and intentions.

In our project proposal we use this intelligence when we write about

our book of monsters and when we think about what we have done

during the week with Ringo, when we use the mirror to identify our

own emotions and when we use the emotional register.

These two last types of intelligence are the basics pillar in the concept of

emotional intelligence that Daniel Goleman proclaims.


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ORIGIN CONCEP EMOTIONAL INTELLIGENCE

The term emotional intelligence appears in the psychological literature in 1990,

in a letter of American psychologists Peter Salovey and John Mayer. However,

it was with the publication of the book Emotional Intelligence (1995) by Daniel

Goleman when the concept rapidly spread. This was soon followed by another

book by the same author, with the name of Emotional Intelligence in Business

(1998).

Daniel Goleman defines this as the capacity for recognizing our own feelings

and the feelings of others, motivate and manage conveniently the relationships

we have with others and with ourselves.

In this definition, Goleman has considered five emotional abilities, in turn

classified into two big groups:

Personal ability: These are the characteristics that determine the

domain of self. They include the following skills:

- Self-knowledge: Consist on knowing our own internal states,

preferences, resources and intuitions.

- Self-regulation: Consist on manage our own internal states,

impulses and resources.

- Motivation is the emotional tendencies that guide or facilitate

achieving the goals.


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Social ability: These characteristics determine the use of

relationships. They include the following skills:

- Empathy: This is the attraction of feelings, needs and interests.

-Social skills: These are the abilities to induce the other desired

responses.

All activities proposed in our project proposal are related with this intelligence.

Goleman builds his proposition emotional intelligence on the scientific findings of

three principal investigators, David McClelland, Howard Gardner and Joseph

LeDoux, incorporating the contributions of many other scientists such as Peter

Salovey and Mihalyi Csikzentmihalyi. And therein lies his genius, to find the

connection between lines of research that were not listed above, to reveal the

practical implications for the general public and the business community, and

communicate the message in a universal language.

PLURILINGUALISM

Plurilingualism is defined by the ability to develop communication skills in more

than one language.

Language competences provide the necessary basis for intercultural dialogue,

social cohesion, democratic citizenship, and economic progress. That is why we

need a plurilingualism education.


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Plurilingual education aims at supporting development of appropriate cultural and

language competences as a basis necessary for full participation in educational

processes. It aims at taking into account and making use of all cultural and

language competences available for the learners and developing those required

for their educational success and a coherent approach to all languages present

at school.

The European Language Portfolio was developed by the Language Policy

Division of the Council of Europe to support the development of learner

autonomy, plurilingualism and intercultural awareness and competence; and to

allow users to record their language learning achievements and their experience

of learning and using languages.


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It has three parts:

- Passport : skills and level of common European Framework

- Biography: self-assessment

- Dossier: whole of work and certificates.

METODOLOGHY One of the points on which we support in our methodology is on Cooperative

learning. Cooperative learning is based on each student tries improve their learning

and results, but also those of their peers.

This is a tool for inclusion, for the development of solidarity and social

cohesion.

One of the forerunners of this new educational model is the American

pedagogue Jonh Dewey.

Throughout the week we use a lot of cooperative learning, as many of the

activities are group and involve a reflection on learning.

The advantages and benefits of cooperative learning are:

Begin to become aware of team and work together for a same goal.

Being responsible in carrying out agreed tasks and assigned to each

one.


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Regular the functioning about own team: self-assessment and peer

assessment.

Promote the appearance of cognitive conflicts, necessary but not

sufficient for learning, since it is very difficult we all think the same

about a topic. About a problem we have at least two solutions.

It makes us rethink our hypothesis, defend our knowledge.

Cooperation not only provides conflict but also gives techniques for

solving them. The learning supports mutually, cooperate to achieve

common goals.

Increase retention and attendance.

Promotes the development of social interaction skills.

Consider the different learning styles of children. Children working in

cooperative classes use three learning styles: kinesthetic, auditory and

visual.

Improving the performance of children with low achievers when they are

grouped with those who have higher level of performance.

Through the pedagogical principles of Early Childhood Education we can

contribute to the development of students, based on the various aspects of

physical, intellectual, emotional and social development. There are a series of

principles on which we based on:


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Principle of socialization

Socialization is the process through which the child acquires skills of

interaction, known norms, values and habits that allow you to develop

and adapt to the society in which he lives.

This principle is present in our project through the realization of

collective works. In addition, this aspect is also worked into the meeting,

teams, intervention in conflict and games.

Principle of globalization

Globalization means for the child to relate new learning with schemes of

knowledge that they already have from past experiences and learning.

This is not an accumulation of knowledge or learning, but the ability to

learn new knowledge significantly.

This principle is present in our project because we relate prior learning

with new learning. Project is globalized because we work with the three

areas of the curriculum of Early Years.

Principle of game

Through the game children receives countless incitement necessary for

their physical, sensory, mental, emotional and social development, the

game used to enjoy and learn. Those are the basis of learning in early

education


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Own methodology is playful because the game is permanent factor

activation and structuring human relationships and promotes learning.

For example, when we used a puppet we work with this principle.

Principle of Individualization

Individualization is a process through which the child becomes conscious

that it is different person from others and own characteristics.

This principle is carried out by children in the activities working alone

such as to create his monster.

Principle of autonomy

Autonomy is the ability to work by our own and solve problems and to

act freely. For the child reaches the autonomy is necessary the

development of different aspects: psychomotor development, intellectual

development, emotional development and social development.

Also through the different routines that we perform in our project and

the habits such as eating habits, hygiene habits and activity and rest

habits children are step by step developing their own autonomy.

We have used a combination of different methodologies to carry out in our

classroom:


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Regarding the geography of the class we have focused on an organization for

workshops, as Maria Montessori proposed. To facilitate children's learning she

had to pay careful attention to detail and organization of the class. Maria

Montessori was the first to adapt the furniture’s schools dimensions for children

and she thought that any detail, however small it may seem, was important.

The Montessori educators are responsible for preparing an environment that is

appropriate to the developmental needs of children. The teacher observes the

child close, and guides and materials that are not too easy or too advanced

by the time children are. The pace of each child is paramount: it never forced

or retained; was never interrupted or distracted; he was never judged or

compared to another.

The materials are on low shelves, allowing children to access them freely,

following their rhythms and interests.

We also use methodology for centres of interest, The precursor of methodology

for centres of interest is Decroly that focuses on biological needs of the child

to perform the globalization of education. It consists to group the contents and

activities around central topics of great significance to children.

There are some characteristics of this methodology that we based on:

- It is based on facts and experiences.

- Uses the child's activity.

- It focuses on the child's interest in learning.

- Prioritize collective work and social life.


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- Get importance to the social organization of the class.

- Rewarded for ratings and social stimulus.

The phases of the methodology centres of interest are:

-Observation: Direct and indirect about reality through the pictures, videos

and stories.

-Association: Concepts associated with each other based on curiosity and

experience.

-Expression: through oral and written language, body, buildings, crafts,

artistic expression, etc.

The project methodology is based on the ideas of Dewey and Kilpatrick was

formulated by 1918.

This teaching strategy is an authentic model of instruction in which children

plan, implement and evaluate projects that have application in the real world

beyond the classroom (Blank, 1997; Dickinson, et al, 1998; Harwell, 1997).

The stages of our project methodology are start from their previous ideas, look

for information, development the project and what we have learn.

We have based on this methodology because we start from their previous

ideas, on Monday we see what they know about emotions through different

resources such as masks or mirror. Then children look for information about

this topic in a letter to be given to their families to help them bringing


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information, then we develop the project through various activities and finally

make a compilation of what we have learnt.

KEY COMPETENCES

Key competences for lifelong learning are a combination of knowledge, skills

and attitudes appropriate to the context. They are particularly necessary for

personal fulfilment and development, social inclusion, active citizenship and

employment. The acquisition of key competences fits in with the principles of equality and

access for all. This reference framework also applies in particular to

disadvantaged groups whose educational potential requires support. The keys

competences are:

Communication in the mother tongue: People need to communicate

and express ourselves and we do this through the language. In the

school we must promote the language, develop, resolve deficiencies

and motivate them to use. (Skills: listening, speaking, reading, writing

and interacting).

This competence is in our entire project because in our mainly

activities we talk.


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Communication in foreign languages, which involves, in addition to

the main skill dimensions of communication in the mother tongue,

mediation and intercultural understanding. The level of proficiency

depends on several factors and the capacity for listening, speaking,

reading and writing;

This competence is all over our project, we work in Spanish but

including words, expressions and positive affect displayers in English

although the classes are in Spanish. We also have two English

classes during the week.

Mathematical competence and basic competences in science and

technology. Mathematical competence is the ability to develop and

apply mathematical thinking in order to solve a range of problems in

everyday situations, with the emphasis being placed on process,

activity and knowledge. Basic competences in science and technology

refer to the mastery, use and application of knowledge and

methodologies that explain the natural world. These involve an

understanding of the changes caused by human activity and the

responsibility of each individual as a citizen;

We develop this competence when we work with seriations and with

the domino.


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Digital competence involves the confident and critical use of

information society technology (IST) and thus basic skills in

information and communication technology (ICT);

We use this competence with the “cuadernia” resource and when we

tell the story of “Go Away Big Green Monster”

Learning to learn is the ability to pursue and organise one's own

learning, either individually or in groups.

We use this competence when we make the meeting routines about

weather.

Social and civic competences. Social competence refers to personal,

interpersonal and intercultural competence and all forms of behaviour

that equips individuals to participate in an effective and constructive

way in social and working life. It is linked to personal and social

well-being. An understanding of codes of conduct and customs in the

different environments in which individuals operate is essential. Civic

competence, and particularly knowledge of social and political

concepts and structures (democracy, justice, equality, citizenship and

civil rights), equips individuals to engage in active and democratic

participation;

Sense of initiative and entrepreneurship is the ability to turn ideas

into action. It involves creativity, innovation and risk-taking, as well as


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the ability to plan and manage projects in order to achieve

objectives. The individual is aware of the context of his/her work and

is able to seize opportunities that arise. It is the foundation for

acquiring more specific skills and knowledge needed by those

establishing or contributing to social or commercial activity. This

should include awareness of ethical values and promote good

governance;

Cultural awareness and expression, which involves appreciation of

the importance of the creative expression of ideas, experiences and

emotions in a range of media (music, performing arts, literature and

the visual arts).

These key competences provide a reference framework to support national and

European efforts to achieve the objectives they define. This framework is

mainly intended for policy makers, education and training providers, employers

and learners. It is a reference tool for EU countries and their education and

training policies.


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CONTEXT SCHOOL CONTEXT

We have taken as reference the Servants of St. Joseph School. This school is

located in Palencia, Avenida de Madrid N º 1.

Regarding the analysis of the environment, in the infrastructure, we have little

choice to use in education because it is an area in which there are a variety

of shops.

In the environment of the center, we have small green spaces where they

could carry out activities with the child and a small park at the entrance of

the center.

For transport to get downtown or go home we have a great deal of travel

and destinations.

As regards of social analysis center, most of the families of children attending

the center are mostly middle-class families. Are traditional families in which

both father and mother are working, so it is not strange that bringing or

picking up children or grandparents other relatives.

Being a private center, the diversity of students is lower than in a public

school, as there are some groups that cannot access these schools financially.

This fact causes no cultural diversity in the classroom

The relationships of the families of child's teacher are close, with tutorials once

a week and meet once per quarter.


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This is a concerted school, bilingual (CLIL), with catholic ideology which has

an enrollment of about 300 students, of which only a small percentage are

foreigners or students with special educational needs.

It is a school in a single line of Early Years Education, Primary and

Secondary. It has three courses in child, six years of elementary and four

secondary.

This center has a staff of 24 teachers distributed in Early Years Education,

Primary and Secondary and each cycle has a coordinator. As the management

team, we have the Director and President of the Council, the Contractor and

the Director of E. Primary.

Unlike a public school, we have a holder, which owns the center.

The Centre Party is March 19th, the day of San José. It is a celebration that

is celebrated with a cultural week in which the entire educational community

participate both AMPA as center design different activities for these days.

The center contains two buildings, the main one being where the classrooms

for primary, secondary and all the resources and the building of Early years

education containing the three classrooms, a small library and bathrooms. The

center is equipped with the following resources:

Library

The workshop has a small library where senior students can use it, but

children in early education do not use this library as they have their own.

Chapel

The chapel is a sanctuary where students go to pray center.


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Students use this facility on specific dates of religious holidays, but children in

early education never go to the chapel.

Hall

This facility is used by children in early education. It is a hall which is also

used as a gym.

Playground

We have a large playground surrounding the building of Early Childhood

Education.

Behind the building we have the basketball court and football pitch, an

enclosure with sand, and a natural area with trees, but children in early

education don’t go to this zone. The place of the playground that children in

early education use, it has a fenced enclosure and closed with sand, grass

and swings for children, but not used because of the age of the swings.

In addition we also have classrooms: Visual Arts Education, music, computers,

laboratories and technology.

SCHOOL PROGRAM

This school is regulated by Coexistence Plan, Tutorial Action Plan and Annual

General Programming.

Coexistence Plan, designs the type of strategies to be carried out in

relation to coexistence and outlines the process of adopting a model of

coexistence in the center, and the specific objectives to be achieved,


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the rules that govern and actions to be taken in this area to achieve

the objectives.

Tutorial Action Plan is a document which expresses the organization and

operation of the tutorials, which includes the lines of action that tutors

will develop with the students and families of each group and the

interrelationship of all teachers involved with a particular group of

students.

The Annual General programming, is a document which express the

characteristics of the school, and there is also the objectives to be

carried out during the scholar year. It involves all stages of the school,

Early Years, Primary and Secondary, where the methodology to be

carried out is explained, and evaluation projects to be performed in the

course.

That is, it is an explanation of the educational criteria that must be

carried out in the school.

The center offers various services to students to improve their skills and

expand their knowledge.

Early rising program

This is a service for families in which the school takes care of the children.

The objective is to support the family. It is an extension of opening hours of

school, every day. The school receives children from 8:00 to 9:00.


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Extracurricular activities

The school offers many extracurricular activities for students, offered by both

the school and by the AMPA. The offer is as follows:

-Basketball: Monday and Wednesday

-Karate: Tuesday and Thursday

-Painting: Friday

-Drama: Friday

-Guitar: Tuesday

-Psychomotor: Monday and Wednesday

-Dance: Monday and Wednesday

-Tales’ Workshop: Monday

-Popular games and coexistence’s workshop: Tuesday

-Movement’s workshops: Wednesday

-Physical Education and Sport’s workshop: Thursday

-Educational applications online’s workshop: Thursday

-Of all these activities, earlier children can go to: Drama, psychomotor, tale’s

workshops and educational applications online’s workshop.


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SCHOLAR CALENDAR


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September

10th: Starts the school year for 2nd cycle of Infant and Primary

Education.

17th: Starts the school year for Secondary Education, Program of Initial

Professional Qualification and High School.

17th: Starts the school year for students in High School lessons on a

nightly basis.

26th: Starts the school year for students of 1st year of FP training

courses.

30th: Starts the school year for Official Language School.

October

12th: National Day of Spain.

31st: Halloween.

November

1st: All Saints' Day.

December

6th: Constitution Day.

9th: Inmaculada Concepción.

From 21st: December to 7th January: Christmas Holidays.

January

31st: Teachers Day


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February

3rd: Virgen de la Calle.

March

Days 3rd and 4th of March: Carnival Festivities.

April

From 12th to 20th: Easter Holidays.

23rd: Feast of the Autonomous Community.

May

1st: Work Fest.

From 19TH to 23rd: PROJECT PROPOSAL

31st: Finish the school year for students of Official Language School.

June

3rd: Finish the school year for students in 2nd year of High School and

13th: Finish the school year for students in the 2nd year of FP training

courses.

20th: Finish the school year for the rest of students.


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CURRICULUM To design our Project proposal we have based on the Common European

Framework of Reference for Languages. The Common European Framework

(CEF) provides a common basis for the elaboration of language syllabuses,

curriculum guidelines, examinations, textbooks, etc. across Europe. It describes

in a comprehensive way what language learners have to learn to do in order

to use a language for communication and what knowledge and skills they have

to develop so as to be able to act effectively. The DECRETO 122/2007, de 27 de diciembre, por el que se establece el

currículo del segundo ciclo de la Educación Infantil en la Comunidad de

Castilla y León, follows the premises the CEF. It is structured in three different

areas:

- Self-knowledge and personal autonomy.

- Knowledge of the environment.

- Languages: Communication and Representation.

Those areas have to be understood as sphere of activities, as learning spaces

of attitudes, methods and concepts, which contribute the development of

children and providing proximity of the world’s interpretation, giving them

meaning and favouring their an active involvement on it.

Our project proposal is associated on those three areas, mainly on the first

(Self-knowledge and personal autonomy) and third area (Languages:


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Communication and Representation).

One of the aims of the firs area is recognize and identify their own feelings,

emotions, needs, preferences and interests and be able to communicate them

to others, respecting the other ones.

We work the area of Self-knowledge and personal autonomy, when children

make the different routines.

We don’t work only this area with the routines; we also work when children

do activities such as the mirror activity, during some meeting times.

We will work with Knowledge of the environment when children work in

group, when children play with the masks or make seriations, and domino.

We will work with Languages: Communication and Representation when

children come to the classroom every day, they talk about their feelings in

the meeting time.

We don’t work only with the oral language; they use facial and body

language to express their emotions, for example with the mirror activity.

Also they identify different emotions with films and with masks of emotions,

talk about solutions for the problems into the class with the traffic light, with

different routines, when they create of the monsters’ book, children talk about

it from Ringo, the traveller monster.

With all of these activities designed in the project we move children closer

to written and reading skills and to a foreign language (English).


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CONTENTS AND AIMS We have selected some contents from the DECRETO 122/2007, de 27 de

diciembre, por el que se establece el currículo del segundo ciclo de la

Educación Infantil en la Comunidad de Castilla y León.

CONTENTS

Area 1: Self-knowledge and autonomy personal.

- Exploration of the body and recognizing different parts, identification of

distinctive features.

- Identification expression of feelings, emotions, experiences preferences and

interests in different situations and activities.

- Identification of the feelings and emotions of others and to listen and to

respect for them.

- Discovery of the value of friendship. Participation and enjoyment with the

important events of his life and own celebrations and their classmates.

- Assess the importance of play as a mean of enjoyment and relationship with

others.

- Assessment of the good self-work and with others.

Area 2. Know your Environment

- Handling and graphical representation of sets of objects and experimentation

with discontinuous materials.


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Area 3. Language: Communication and Representation.

- Use oral language to express feelings, needs and interests, communicate and

transmit own experiences information. Value it as a means of regulating the

relationship and own behaviour and that of others.

- Understanding and response to orders and instructions in foreign language,

associated with common classroom tasks, where the context is evident, it

expressed with redundant and productions rely on gestures and non-verbal

language.

- Understanding of the basic ideas of descriptive and narrative texts (games,

routines, songs, stories ...) in a foreign language using images and other

resources of written language, as computer and audio-visual media.

- Respect social norms governing language exchange (start and end a

conversation, turn observe word listen, question, affirm, deny, give and ask for

explanations).

- Association of oral information to images in identification activities and

sequencing, using the target language.

- Listening and understanding of stories, poems, rhymes or riddles traditional

and contemporary, as a source of pleasure and learning in their mother tongue

and in foreign languages.

- Introduction to the use of technological media elements learning,

communication and enjoyment.


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- Appropriate use of video productions, movies and games audiovisual assist

the acquisition of educational content. Critical appraisal of its contents and its

aesthetics.

- Expression and communication through visual productions variety of events,

experiences, situations, emotions, feelings and fantasies.

- Initiative and satisfaction in their own productions and interest communicate

projects, procedures and results in their works plastic.

- Expression of feelings and emotions through the body, and recognition of

these expressions in the other fellow.

- Use of body for activities breathing, balance and relaxation.

During our Project proposal about feelings and emotions, we will work these

contents about it.

AIMS

Based on these concepts, we have developed some specific aims taking in

account the context we are going to work with in our project:

-To identify their emotions and the other through different resources.

-To learn to control the scare.

-To feel comfortable being part of a group working together.

-To learn the parts of the body and the face

-To acquire self-confidence.

-To learn how to solve a problem encourage the dialogue

-To learn how to relax in problematic situations although breathe deeply.


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-To learn to share.

-To emphatic with others

-To differentiate between bad behaviour and good behaviour

-To encourage the autonomy

-To relation the same emotion in different contexts.

ORGANIZATION OF THE CLASSROOM The style of our classroom is the next:

On the right of the door there is the blackboard and the hungers. In front of

the door there is the digital blackboard and the carpet for the meeting area

and shelves. Next to the hungers there are computers and more shelves. In

front of the hungers there are four tables (children desks) and the table of the

teacher. Next to the teacher’s table is the recycling basket, to make children

be aware of the importance of recycling. On one side of the recycling basket

there are two puffs to make children feel comfortable when they are reading

because there are shelves with books. It is the reading center. On the right of

the classroom there are shelves, three tables (one for math’s workshop,

creativity workshop and science workshop), a carpet for the workshop of

symbolic games and a sand box and a water box.

In addition, there are a lot of windows so our classroom provides a good

environment to develop a good learning with a lot of illumination.


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Workshop are essential instrument to encourage the active participation of

children in building their knowledge.

Our classroom of three years of infant education is divided in different

workshop. Each one of them is associated with an area of the curriculum. Our

different workshop are:

Workshop of the library: This workshop is associated with the area of

Language, communication and representation as through books children

learn a language.

Workshop of mathematics: This workshop is associated with knowledge

of the environment because through the learning of mathematical

concepts we learn about our environment.

Workshop of symbolic Game: This workshop is associated with area of

Language, communication and representation because children are in

communication all time.

Workshop of meeting area: This workshop is associated with the area of

Language, communication and representation through all our dialogues,

knowledge of the environment when they talk about experiences and

Self- Knowledge and personal autonomy when they promote the routines

in the meeting area.

Workshop of computers: This workshop is associated with the area of

Language, communication and representation, knowledge of the

environment and Self- Knowledge and personal autonomy through of

games about different topics.


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Workshop of creativity: This workshop is associated with Self- Knowledge

and personal autonomy because for they have a good integral

development is necessary develop the creativity.

Workshop of the experimental sciences: This workshop is associated with

knowledge of the environment because they know the environment

through the experiences and experiments.

Workshop of the library

Reading is a very important task that must be instilled since the children are

young, so we need a space that enhances the taste and interest of the

children for this.

This corner plays an important role in supporting and enriching the learning of

children, in turn encouraging, independently, enjoyment and appreciation from

the early years of our children's important value that books have value as a

source of pleasure and learning.

We understand that the library should bring children to all possibilities this

source can provide. Therefore, we try to equip them with all sorts of printed

material from different tales from children's literature to magazines, catalogs,

encyclopedias, cookbooks and newspapers.

During this week we include different books of monsters and emotions such as

Go Away Big Green Monster, Where’s my baby?, the monster of colors, 10

step guide to living with your monster, Glad monster and Sad monster- a book

about feelings-, etc.


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Besides all this, in our center of the library we have children creations along

the course, such as invented stories, poems, songs…

Also we will have some specific materials from our project:

Tales about different values and emotions.

Our book of monsters

Tales about monster

Emotions masks

Traffic-light

Cards stick to the wall with different emotions

Workshop of mathematics:

In this workshop, children do activities about resolution of logic-mathematics

issues that involves a cognitive challenge. Here, we have different materials

like cuisenaire strips, an abacus, logical blocks, game about numbers and

different geometric shapes.

Here include the corner of the constructions, when children manipulate and

experiment with different materials based on concepts related to the

mathematical field. This corner provides the necessary to help children to

establish relationships between things, actions and events.

Here, there are different materials like blocks of buildings of different sizes,

cylinder box and cubes of wood, plastic

We work in this space in our project when we play domino and through the

seriations.


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Wortkshop of the symbolic Game

The symbolic games have great importance in the personal development of

children. There are two levels, on one hand, cognitive level (begin interest

representation of reality), and the other hand, socio-emotional level (favouring

their communicative-expressive, while capacity gives security and confidence.)

This corner is equipped with numerous games and materials that allow our

children to play. Some games that are here are the kitchenette, workshop

tools, dolls, costumes, etc. These become essential tools to promote the

representation of different situations for the expression of feelings, to build

relationships and especially to feed the fantasy of children.

We use the symbolic game when we are tortoises and when we win the

angry monster.

Workshop of meeting area

This corner is the point of encounter and exchange of experiences in the

group, in which are developed key tasks performed in our classroom.

Some of these tasks are specific to this space: This is the place where we

tell experiences; we keep conversations. Here there is a carpet where children

sit and in the wall there is a poster with the rules of behaviour, a spinner

with the weather and one poster with the date.

In our project we use too much this area in different times such as group

activities, when we have different tales and reflect on them and then when we

make the emotional register.


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Workshop of computers

The digital blackboard and the computer are resources in which playing and

learning are linked, so it occupies a central place in our classroom. This

allows us to reinforce, complement or even expand as we work daily in class.

These resources will use it to investigate and extract information. In this

workshop we try that our students understand the useful of an instrument such

as the Internet.

In own classroom we have three computers and one digital blackboard situated

besides meeting area because we use it in this zone.

In own project we use the digital blackboard when we tell the tale “Go Away,

Big Green Monster” and to watch photos of different monsters, when we watch

of the movie monster S.A and when we related photos of this movie with

photos of children through an interactive program called Cuadernia.

Workshop of creativity: The important thing in this workshop is to maximize the

creativity and the free expression of the child though their own creations. The

materials used in this corner are among others: different paints, glue, scissors,

punches, fabrics, newspapers, chalk...

In own project we work here when we create the monsters.

Workshop of the experimental sciences

Here the child develops the ability of curiosity by observation, manipulation of

elements and materials through research. He discover relationships between

material and formal elements


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Here we have some materials like magnifying glasses or plants.

Besides this, in our classroom we have others zones such as the coat stand,

four tables, where children work individually, the blackboard, one shelves with

individual plastic boxes where children keep their individual cards. In addition,

in each corner we have posters on the walls with words, numbers and

pictures about what we are working.


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MAP


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ROUTINES In our project proposal, we use different routines. Children will learn some of

these routines during the school year, but other routines will be acquired on

the third term through own project. We classify these routines in English or in

Spanish.

Some of these routines will be promoted for one child, the responsible of the

week. Each week the responsible will change.

English routines

Routine: Line up.

With this routine children will develop their intrapersonal competence and they

will control their behavior. In addition, children improve their social and civil

competence.

We use this routine for input and output of class and when the children go

and come back from the playground. We use this routine in the classroom, in

the corridor and in the playground. We will work this routine through a song,

because it is an effective way to make children know what they have to do.

We had to teach this routine in the adaptation period, and this will be a

routine that they will do a long the school year.


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The way we use to do this is; first we start to sing this song and the

children line up when they listen to it. They had to hang in the jacket of the

classmate who is in front of him, as the same all.

We will guide the routine to come and leave to the classroom.

This routine is related with Piaget´s theory of egocentrism.

Lyric of the song:

Stand up

In line up

Stop

Make a line

Put together

Line up

Everybody line up

Line up walk in your site

Routine: Put off your jacket.

With this routine we develop the individual autonomy of children. We will

prepare them in this routine since the beginning of the course.

We will do it at the beginning of each day, after coming to class. In this

routine children learn to put off their jackets and to put it on their hungers.

The hungers have a photo of each child to make them start reading through

images and realized their own space to hang their jackets.


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When children arrive to school, they will line up, and teacher will command

them to enter to the class. Children will be in front of their hungers. The

teacher will begin to sing the song; she has to do it slowly and clearly. The

teacher will do the movements of the song to facilitate a better understanding

of the song. Children will repeat the actions of the teacher to put the jacket

on the hunger.

We will work the intrapersonal aspect based of Vygotsky theory.

Lyric of the song:

Come on children the class has begun!

Put off your jacket, your jacket, your jacket,

a sleeve, other sleeve, back and down, down, down.

Put it on your hunger, your hunger, your hunger!

Routine: Hello song.

We use this routine when children come into the class to welcome each other.

With this routine children develop social skills at early years, specially the

interpersonal competence; this is a good way to establish an interaction with

other children.

This routine is aimed to the level of three years old, when they are in the

adaptation stage. So, we only work with the first part of the song during this

period at the beginning of the day when children are in the carpet ready to

start the meeting time. This routine is based in Vygotsky's second language


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acquisition theory says that language acquisition takes place during human

interaction in an environment of the foreign language.

Lyric of the song:

Hello! Hello!

Hello, how are you?

I'm good! I'm great! I’m wonderful! Routine: Push routine

When the children go to their desks and sit down, with this routine they

practice the way to sit down correctly. For this routine the teacher sings the

push song.

We use it when we are going to work on the tables and while they are

working because it’s normal that children, at those ages, have to make an

effort to remain seated.

We can use individually too. And, for example, when some child isn’t sit down

correctly, we can say: “Where is your balloon?” Is it on your chair? The child

realizes that he isn’t sitting rightly.

In conclusion, it focuses on the intrapersonal intelligence. Particularly, how they

can control their behaviour and actions trough the language.

This routine is based on Vygotsky’s theory. This theory tells us the important

to speak to children as a way to regulate their movements and actions, one


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of the first steps to get their internal language. For this reason, we are trying

to regulate their position while they are sitting.

Lyric of the song:

Look at this!

It’s my balloon. Do you have you it?

Put it in your mouth and blow! And blow…

Here it is, it’s so big!

Now… put the balloon on your chair,

Sit down well and … Pusssssh! It’s the air, pussssh, bye bye air!

Routine: Clean up.

In this routine children develop personal autonomy competence and work with

it, because we need to educate independent children.

With this routine students start to be autonomous in the way to pick up their

own materials in the class when they finish the exercises or the tasks.

We use the song clean-up because is simple and dynamic, besides, it is

repetitive too.

We try that children follow the rhythm of the song and associate it with the

aim of pick up and put away the things in place. The clean-up song will be

sing almost one time in each table, above all during the first days.

Lyric of song

Clean up; clean up, everybody clean up!

Clean up clean up, put your things away!


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Spanish routines

Routine: meeting area routines!

We use this routine when the children arrive to classroom every day. With it,

we promote their autonomy.

This routine has three different aspects: time, weather and attendance.

With this routine, children learn the days of the week, be aware of the

passage of time through the date. They also notice the changes of the

weather and see if everybody comes to class or someone is missing in his

home.

Routine: we can control the weather!

We use this routine to have a good atmosphere into the classroom. We use

four pictures: superstar, sun, grey cloud and raining cloud.

These four pictures will be one above the other being the superstar in the top

and the raining cloud at the end.

Superstar means that everybody has an excellent behaviour, sun, a good

behaviour; grey cloud means that the behaviour of the class is not very good

and raining cloud means that the behaviour of the class is bad.

To make children aware of it we have clothes pegs with the names and

photos of the children.

With this resource we can control the behaviour of all the class together or

the behaviour of one child individually.


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We start using this routine since the adaptation period.

Routine: Emotional register.

This routine is new for children because we introduce it the first day of the

project.

This routine helps us to identify the feelings and emotions of children.

This resource is made up of mugs with the picture of the five emotions

(happy, sad, angry, surprised and scared). In other mug there are “doctors’

sticks” with the name and photos of the children.

They have to put their own stick in the mug of the feeling they are identify

with. When they put their stick in the mug they tell their classmates why they

have this feeling in that moment.

We don’t only promote this routine in the first time in the morning. Feelings

are changing along the whole day, so every time their feelings change they

will go and change their stick in the right emotion.

This is based on the theory of Garner (multiple intelligences) intrapersonal and

interpersonal.

Routine: Lunch routine.

This routine is for the time of break. In this routine we develop three multiple

intelligences; linguistic-verbal, bodily-kinesthetic and interpersonal.

Teacher provides parents a healthy timetable of brunch. This means that

everyday children would have to take one kind of food (fruits, dairy,

sandwich…).


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This routine is based on Howard Gardner and his Theory of Multiple

Intelligences,

Through lunch routine, we will principally develop three intelligences in the

children. The three intelligences are linguistic-verbal intelligence, bodily

kinesthetic intelligence and interpersonal intelligence.

We provide children a situation of social interaction, participation and

cooperation.

At lunch time the teacher rings a bell and says: “LUNCH TIME!!”

The teacher star singing the song: “I feel so hungry; I think is time for

us, to have lunch”.

The teacher says and points at the beginning which group start going to

their places and continue guiding the turn of the other groups. Children go

in small groups to their space to get their lunch and back to their tables,

to their sits. Then children eat lunch sitting and calm. When everyone has

finished stand up again by groups to throw the garbage in the right place

and leave the packs in their spaces. Teacher then asks them if they have

eaten well, if they liked it, etc.


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3 YEARS OLD 3 YEARS

OLD

FIRST TERM SECOND TERM THIRD TERM

TOPIC:

ADAPTATION

PERIOD

Welcome to my school

TOPIC: TOYS

TOPIC:

GIRAFFE´S

STORY Fancy dress and

clothes

TASK:

We know our class,

teachers and classmates.

Learn the basic routines

and rules.

First contact with the

corners of the classroom

TASK:

Game types

Traditional games

Recycled toys

TASK:

Help a classmate.

Fancy dress party.

Personal autonomy.

Emotions.

TEXT:

descriptive

TEXT:

Descriptive and

instructional

TEXT:

Descriptive,

instructional and

narrative.

TOPIC: HAPPY

BIRTHDAY, SKIPPY! Party and decoration.

TOPIC:

LANDSCAPES

TOPIC:

FEELINGS AND

EMOTIONS

TASK:

Learn how to organize a

party.

Decorate our class.

Cooking workshop

(desserts).

Play and traditional,

rules and board games.

Celebrations and gifts.

TASK:

Seasons

Types of landscapes

Elements which form

Nature: water, sand,

stones, flowers, sticks.

TASK:

Know the emotions

(happy, sad, scared,

surprised and

angry).

Control the

behaviour.

Control feelings

and emotions.

Learn values.

TEXT:

Descriptive and

narrative.

TEXT:

Descriptive.

TEXT:

Instructive,

descriptive and

narrative.


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TOPIC: BABY

ELEPHANT Our body

Water

The Savanna

TOPIC: CARNIVAL

TOPIC: MERRY-

GO-ROUND

TASK:

Routines (food, personal

hygiene, dressing).

Knowledge of our body.

Measuring and

Weighing.

Care and water saving.

Habitat: the savanna

TASK:

Carnival origins

What is a troupe

Traditional desserts

Let´s go to dress up.

TASK:

Means of transport.

Healthy diets.

Recycling

Standards of

respect.

TEXT:

Descriptive,

instructional and

narrative.

TEXT:

Narrative, descriptive

and instructive.

TEXT:

Descriptive,

narrative and

instructional.


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TIMETABLE

MONDAY THUESDAY WEDNESDAY THURSDAY FRIDAY 9:00/10:00 Meeting

Routines. Meeting Routines.

Meeting Routines.

Meeting Routines.

Meeting Routines.

10:00/11:00 Centres Lola’s story Activities and questions about Lola’s story.

Vicky’s story Centres Evaluation activity: The traveller monster

11:00/12:00 Activities: -Pictures of themselves -Mask of emotions -The mirror

Activity: Traffic lights Activity: Monsters have feelings too.

12:00/12:30 Lunch and playground

Lunch and playground Lunch and Playground Lunch and Playground Lunch and Playground

12:30/13:15 Activity: Go Away Big Green Monster.

Activities:Together against the monster!

Activity:Play with hoops. Story: Where is my baby? Activity: Twister.

13:15/14:00 Centres Religion Centres Activity: How many things we can do.

Relaxing time Activity: Bookmark.


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Legend:

Blue: meeting time

Green: playground time

Orange: English class

Yellow: play in the centres

Brown: religion class

Light blue : relaxing time

Pink: activities


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DEVELOPMENT PROJECT PROPOSAL MONDAY

Children line up in the playground to come into the classroom, as the teacher

sings the song. When they come into the class it is time to make other

routine, “put off your jacket”. Then children sit in the carpet and they sing the

hello song, another routine.

The first activity is the emotional register. This activity is new for children and

day by day children are going to acquire it as a routine. This resource is

made up of mugs with the picture of the five emotions (happy, sad, angry,

surprised and scared). In other mug there are “doctors’ sticks” with the name

and photos of the children.

They have to put their own stick in the mug of the feeling they are identify

with. When they put their stick in the mug they tell their classmates why they

have this feeling in that moment.

This activity will be doing in big group, in the meeting area.

After that, teacher gives to children a letter for their parents. In that letter

teacher asks the parents to help children to find out things about emotions

and feelings like books, dictionaries, pictures, etc. to carry out next day to

class

ANNEX 1.


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In the following activity, children play in the different corners in the classroom,

this activity is out of the project.

Next activity is about identifying the different feelings and emotions through

different resources. These resources are a mirror, photos of children (teacher

had taken the photos before the project showing children in different situations

when they are happy, angry, sacred, sad or surprise) and pictures showing

these emotions.

This activity consist on identify the same emotion in their own photos, the

pictures and through the mirror. They will put in front of the mirror and

change their facial expression into the emotion they are working with.

After that children will play with mask of different emotions. Children are in a

circle and teacher named one child and he goes to the middle of the circle.

He puts on a mask and shows the mask to his classmates. He has to guess

which emotion he has looking at the facial expressions his classmates are

making. Teacher will named all children in this way all children participate and

feel member of the group equally.

When children finish this activity, it is time to have lunch. They promote the

lunch routine and then they make line-up routine to go to the playground and

play free while the teacher supervises.


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When the time of playground is finishing, teacher asks them to line-up to

come to class.

Now is time for English class so teacher arrives to class with the right coat.

(Teacher will have two coats of different colours to make children understand

easily that it is time for English or Spanish). When she arrives to class she

asks children about Giraffe and the story she told them the last week. Teacher

asks them questions about the story. Then she asks about how Giraffe felt

and why she felt in that way.

Giraffe appears to greet children and congrats them because they remembered

her. Now teacher takes other friends to greet children. She takes Skippy,

Chameleon and Baby Elephant and then, a monster appears. Teacher gets

surprised and tries to make children feel surprised too.

Teacher tells them that she knows about a way to make monsters disappears.

Then she puts on the digital blackboard the story of “Go Away Big Green

Monster”.

After that they are going to tell the story again through pictures of the parts

of the monster which appears in the story.

ANNEX 2.

Teacher asks for a volunteer to sticks one part (eyes, mouth, nose and drawn

the monster’s face) while they are telling the story.


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Now the children feel scared because the monster is on the blackboard. Now

it is time to make the monster disappears. She asks for a volunteer to pick

off the parts of the monster they have put.

This activity will be place in big group, in the meeting area.

Then the teacher asks them if they would like to create their own monsters.

The most scared monster for them. For that teacher gives them different

materials in boxes, one box for each desk.

After, they will put in common their monsters. Teacher also creates the most

scared monster for her, which it is a black cardboard because the most

scared monster for her is the monster you could not see.

Then teacher tells them that she knows a magic spell to make monsters

disappears. This spell consists on put the monsters inside a box and say the

magic words “Monster disappear I don’t have fear”.

Teacher passes through all the tables with the box to make children insert

their monster to make them disappear.

Then children and teacher say the magic words while the teacher is spinning

the box. This box has two different spaces so children will put their monster

in one side and after saying the magic words teacher shows them the empty

space.

Now they are going to create a monster’s book to say to other children how

to make monsters disappears.

She takes a big empty book to stick the monsters and start writing about it.


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At the end of the day, children play in the different centers of the classroom,

Finally teacher asks them to clean up and line-up to go home.

TUESDAY





Then they make the emotional register and talk about it.

Now, teacher tells children that she met a new friend, Lola, she is a tortoise.

Teacher asks them if they would like to know her story. Teacher tells them

the story of Lola, the tortoise.

ANNEX 3.

This story is about one tortoise that has problems with her classmates

because she cannot control her anger. With this story children can feel identify,

so it is helpful because it provides children with a technique to control their

reactions and behaviour.

Then, to verify that children follow the story they are going to make a

sequence of the story through three pictures of the story.

First they will make it in the blackboard all together and then individually in

their desks. First they have to paint the images and cut them. After, they


62

have to stick them in order in the other paper. First image on the circle with

number one, second in the circle with number two and the last in the circle

with number three.

ANNEX 4.

Teacher explains them the relaxation technique that our tortoise, Lola, used to

relax when she has a problem:

- First, they have to stop and shut in him as if they were a tortoise with

their arms interlaced on the head.

- Later they have to breathe deeply.

- And finally they have to find a solution to the problem.





come to class.

When children come back to the classroom, two monsters are getting out of

the box which is in the table. Teacher asks to children how we can help

them to make them stop.

All together decide to make Lola’s technique to make monsters stop.

They make Lola’s technique and monsters stop fighting. Now it is time to

make them disappear with the magic box and the magic words. All together


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say the magic words and one monster disappear but the other one doesn’t

want to come into the box, so teacher says that they have to make four

groups according to the groups of work of the tables.

Teacher asks them to make a circle in their groups and join their hands

above their heads.

Teacher goes to the groups trying to scare them with the monster. When the

first group circle have finished, teacher goes to the second circle group, and

children of the first circle group go to the second circle group to help them.

When the second circle group have finished, teacher goes to the third circle

group, and children of the first and second circle group go to them for

helping.

Because children won the monster, he decides to go into the box. Children

say the magic words when the monster goes into the box and he disappears.

Next activity consist on create their own tortoises so teacher gives them boxes

with the materials they are going to use to make their tortoises and explains

them how they have to make the tortoise.



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WEDNESDAY






Teacher asks children what they did the day before, who was Lola, what

problems she had and what she did to resolve her problems. Teacher asks

children to remember Lola’s technique and perform it, and what were the three

steps to resolve problems.


(Teacher will have two coats of different colours to make children understand

easily that it is time for English or Spanish). Teacher tells children that she

met a monster called Vicky. Vicky has problems with her friends.

Vicky doesn’t want to share. This story treats a situation that is frequently at

these ages; don’t share your toys with others.

Now it is time to see what happened in the story. We ask children what they

would have done in this situation.

Now teacher arrives to class with the Spanish coat because English class has

finished.


65

She asks children what they have doing in the English class. She tells them

that she has a technique to resolve problems. Then teacher introduces children

the traffic lights of emotions, another way to resolve problems.

ANNEX 5.

First of all, we ask children about the colours that appear on it, (red, yellow

and green). After, we read what is writing on it and talk about this resource.

Red: what happened? How do you feel?

Yellow: what can we do? Think of solutions!

Green: give it a try!

We ask children if they would like to include it in our classroom. Teacher puts

the traffic lights in a hunger. When children have a problem they will take one

traffic light and hang from their necks.

To practice the traffic light teacher shows children a picture of two boys

fighting for a teddy bear.

ANNEX 6.

Now children have to use the traffic light to solve this problem.





come to class.


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When the playground time finish we come to class and teacher tells them that

they are going to go to the playground to play with hoops. Teacher takes the

traffic lights with her.

Teacher uses this situation to make a conflict and see how children react.

Teacher just gives them three hoops to play all together. Problems appear so

teacher asks them to make a circle in the middle of the playground and think

about what is happening. She tells the story of Vicky again and asks them

what we have to do in this situation. She shows the traffic lights and put

them in children. They follow the steps of the traffic light, first they talk about

what happen, then one by one, children give possible solutions to play all

together with the three hoops, teacher also gives a solution (create a game to

play all together with the hoops) and they decide which the best solution is.

Finally they try the solution and if this is not the right one, they try with

other.

Once we have played in the playground we enter to the class again and talk

about it.

Do you like how we resolve our problem?

Would you use the traffic lights from now?

How they feel when we resolve our problem?

At the end of the day, children play in the different centers of the classroom.


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THURSDAY






Children play in the different centers of the classroom.

Now, the next activity is about pieces of a film (Monsters S.A). They are

going to watch a piece of the monsters S.A film on the digital blackboard. We

play the first piece of film (2:30 minutes to 2:43 minutes), children can watch

different emotions of the monsters. In the first piece of film the monsters and

the child are scaring each other. In the second piece of film (8:57 minutes to

09:18 minutes), children are going to watch happy monsters.

In the third piece of film (45:05 to 45:22 minutes) they are going to watch

how the blue monster feels sad.

In the fourth piece of the film (01:11:50 to 01:12:22) they are going to watch

the big monster with many legs feels angry.

In the fifth piece of the film (01:19:41 to 01:19:58), they are going to watch

little green monster feeling happy and surprised.


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Then teacher puts in the digital blackboard a cuadernia, a program. This

activity consists on matching pictures from the film and the photos of children

showing emotions.

Teacher asks for volunteers to make this activity.

ANNEX 7.





come to class.


In the meeting area, teacher tells them a story. Where’s my baby? Then

teacher gives them the masks of emotions. With the masks children have to

recognize the emotions of the story and pick up the right mask.

In the follow activity teacher classify children in four groups. One group plays

with the domino with pictures of emotions and pictures with monsters. Other

group play with seriations about how the monster disappears, for example

smile, smile, magic box to make monsters disappear.

ANNEX 8.


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Other group play with cards which describe different situations and other cards

have different emotions. Children have to match the right situation with the

right emotion.

And the last group finish the monster’s book. To make this activity children

have to complete the sentence is written above the page “Some monsters

have…” after this sentence there is two gaps. One gap is for a number and

other gap for a characteristic. It means, children, one by one, will describe a

monster from the book. Depending on the things that monster has they will

write different things such as “2 heads”, “three ears”, “eight legs”… Teacher

gives them a box with pictures of numbers and pictures of characteristics of

the monsters. Children will have to stick the number and characteristic they

want. With this activity we develop reading and writing skills.


FRIDAY







70

After that, teacher looks to the book of monsters, and she says children that

they have to finish it. When she opens it to see where they are a puppet of

a monster appears inside the book. The monster tells that his name is Ringo,

he is a traveler monster and that he hears about a book of monsters so he

decided to visit us. He asks questions about what children had done during

the week. With this activity children think about the whole week and remember

everything they have learnt.

They tell to Ringo the monster’s book, in the first pages there are the

monster that they have created. Some of these monsters have two, three or

more eyes. Others have one, two or many heads, etc.

In the following page, is the monster which teacher is afraid of.

Other story that they tell to Ringo is how they make monsters disappear with

a box saying the magic words and Lola’s technique.

Then in the following pages, children stick their Vicky’s pictures. They tell to

Ringo who is Vicky and they tell the story about her. Ringo also wants to

appear on the book so children take a photo with him.

After children tell Ringo about their week, he decided to congrats them with a

present, a trophy for all the classroom and teacher then gives children medals.


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There are four kinds of medals.

I can share. I can work in teams. I can control myself when I get angry. I can say how I feel.

ANNEX 9.

Teacher tells children that everyone has done an excellent work during the

work and they achieved everything but sometimes you do better one thing than

other so she gives the medals depending on what the children are better at.

To give the medals teacher puts a bench in a way of podium. She named

children and they go up the bench, teacher puts the medals and the rest of

the class congratulates their classmates. Teacher repeats this with all children.

Now it is time to have lunch. They promote the lunch routine and then they

make line-up routine to go to the playground and play free while the teacher

supervises.


come to class.

Now it is time to play a game, twister. This activity has a revolving wheel

with the pictures of left and right hands, and left and right feet, inside the

space of these pictures appears faces with different emotions. This game also

has a carpet with pictures of the different emotions.


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An arrow spin and points which hand or leg you have to put and on which

emotion you have to put it. For example right leg-sad.

All children play this game and teacher is the one who spins the arrow.

Then to make them feel relax, teacher does with them a relaxing technique.

Children will be lying on the carpet with the eyes closed. Teacher tells a

lovely story about a leaf which is falling from a tree and it sets on the body

of the children. This leaf goes across the children’s body. They have to

imagine it.

Then teacher gives them a bookmark. Children have to paint it and cut it.

This bookmark is a way to introduce children in the reading.

ANNEX 10.

And in the end of the week all together sing “If you’re happy” song.



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ASSESMENT Evaluation is defined as the instrument with which it is to verify or check in

which measure have been met as different objectives of the teaching /

learning.

Evaluation is defined as an activity, or systematic process of identification,

collection and processing of data about elements or facts educational, with the

aim to value them first, and about this evaluation, taking decisions (García

Ramos, 1989).

We can to say that to make our evaluation process we must have cleared

three questions: What, when and how to evaluate? And after have this clear,

how to use this information to improve learning.

Teachers use two distinct processes to help children building learning skills.

The assessment is the process of objectively understanding the state or

condition of a thing, by observation and measurement. It provides information

on the knowledge, skills, attitudes and work products in order to increase

future returns and learning outcomes.

The evaluation is the process of observing and measuring a thing with the

purpose of judging it and of determining its “value,” either by comparison to

similar things, or to a standard. It determines the quality of a performance or

result and allows decision making based on the level of proven quality.

Self-assessment is a key element in the evaluation process. is the student's

ability to judge their achievements in a particular task means describing how


74

he did it, when, how puts his own work from that of others, and what you

can do to improve.

To make children evaluate themselves they will use "My first portfolio". This is

a document based questions and activities that make them think about the role

of school, family, friends, or characters who know through the means of

communication and the opportunities for learning afforded by the daily activities.

In conclusion, theaiml is to learn from their experiences inside and outside the

classroom, supporting the basic strategies that will facilitate the development of

an autonomous language learning, which begins at this time but will continue

throughout life.

As for the characteristics of our evaluation we focus on:

Global: Because we consider all the capabilities of all areas.

Continuing: Since we focus on progress throughout the week.

Formative: Because regulates and guides the educational process.

Procedural: Because there is only considered the result of the last day.

Serving values: Taking into account the progress of personal character.

Qualitative: Offering information and I not only measured in terms of a

scale.

There are two ways to develop the assessment in the classroom: assessment

of learning and assessment for learning:

Assessment of learning is a test done by the teacher that comes at the end

of the learning process, to test the knowledge acquired by students. through

various evaluation criteria.


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Assessment for learning: Assessment for learning has many means of collecting

data to inform the teaching and learning of children and teachers and their

progress.

As for the instruments of data collection we used:

-Systematic observation since we make a direct observation by analyzing the

observable behavior student in classroom and indirectly by obtaining data from

student work.

We also carry out oral exchanges with students: These serve to better

understand the student in his personal dimension. These procedures are

complementary to the systematic observation and based on the answers

provided by the student to the issues posed by the teacher to solve

individually or in groups. These allow knowing at all times the problems,

interests and needs of students.

To perform this evaluation we use some instruments:

Scales of observation. This are instruments that we will use to determine

differences degree or intensity with respect to any attitude. It is based

on observation of behavior. It presents a series of items lack of interest

separately but interests the total score. Here appears different behaviors

and how often they are made (always, frequently, sometimes, almost

never and never).


76

Checklists. This is a register of a relationship of observable behaviors.

These are multi-column tables which give the appearance of a certain

behavior on the student and must determine whether met or not.

We have made one example of scale of observation about different attitudes

before a conflict, and one checklist about the behavior of Tuesday.

ANNEX 11

ANNEX 12

We will also use a dairy class in which the stories appear daily.

This serves to collect the experiences and observations throughout the day.

Here teacher makes note of situations that teacher considers are important and

meaningful are recorded.

CONCLUSION We can start with what we have learnt designing this project about emotions,

having in mind the DECRETO 122/2007, de 27 de diciembre, por el que se

establece el currículo del segundo ciclo de la Educación Infantil en la

Comunidad de Castilla y León, which follows the premises the CEF. We also

have in mind the context of the CLIC School.

In addition, through the designing we have been aware of what imply temporary

organization; you need to have everything planned and don not let something

to improvisation, taking in account unexpected situations that could happened in

the classroom.


77

Regarding the topic of emotional education we can say that we have a great

help designing this project proposal about this topic, we think that this work

should be done as a cross topic along the whole process of learning, as the

basis of a good education lies in having an emotional balance and this is

very important work it from young to get a comprehensive development in the

future.

On the other hand we have learnt how to introduce a new language in the

classroom and how to link and work at the same time two different languages

(Spanish and English).

Nowadays, second languages skills are more important than ever before so it

is really important work in a foreign language as Dr Laura-Ann Petitto, director

of the cognitive neuroscience laboratory for language and child development at

Dartmouth College claims that it is never too soon for a child to learn a

second language. It is also important work with a foreign language in other

context out of the school such as at home. The participation of families in the

schools is vital to carry through a good education.


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PROJECT DEVELOPMENT About the unit/ Where this unit fits We will develop our project proposal about feelings and emotions on the third term of the three years old because children are still very

young; this is their first time in school, and during the first and second term teacher establish the rules and routines to live in society, in their

new context, the school. Besides, we think that values of education are very important and that the earlier rules and behaviour techniques

acquired this will be better for them. However, this unit could be adapted to all ages, modifying some activities.

We link our project with the Unit 4 of Giraffe from Sunshine A book, because on this unit we start dealing with emotions.

We think that we will work with this project proposal in the twenty-first week of the year, from 19TH to 23rd of May.

This is a unit that focuses on five emotions (happy, sad, angry, scared and surprise).

We will try that children identify their own emotions and the emotions of the other.

In addition, we want to get that they learn to control their behaviour and to make this possible we provide them various techniques of

relaxation and self-control, such as Lola’s technique and traffic light of emotions.

We don’t focus only in emotions; but we give great importance to work in teams and throughout the week we all together win different


79

monsters, we compare these monsters with our fears or difficulties and teach them that everything can be achieved with effort and dedication.

As well as, we give great importance to values such as generosity through the tale to share.

We also try to make children empathize with others through the reflection of their actions.

We want to make clear that we will develop this project in English and in Spanish, but the English part will be story of Go Away Big Green

Monster and the story of “where is my baby?” Although we have explained the other activities and interactions in English will carry out in

Spanish. Besides we add over sessions some words in English to make children become familiar with them and with a second language.

Prior Learning Language used in the unit Important Resources

- Routines

- Colours (yellow, red, green)

Oral language.

Body language.

Stories: Lola, the tortoise; Go Away

Big Green Monster; Vicky doesn’t


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- Numbers (from 1 to 10)

- Parts of the face (mouth, ears, nose, hair,

teeth, eyes)

- Tortoises has Shell.

- Giraffe’s unit

- Math’s concept: seriation

- Know to pay with domino.

Spanish and English.

Also, we use Emblems, illustrators such us:

-Illustrator: teacher thumbs up

-Emblem: teacher shows a three with her fingers.

want to share.

Sharing and emotions.

Photos of children

Masks of emotions

Traffic light of emotions.

Emotional register.

Mugs

Photos

Mirror

Film about the feelings of the

monsters.

Monsters book.

Magic box.

Ringo, the puppet.

Trophy


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Medals

Expectations

At the end of this unit all the

children must

Identify own emotions and the emotions of their classmates.

Participate in the project and activities.

Learn to work in team.

Learn the share value.

Learn several techniques to self-control

Learn to control the fear

At the end of this unit most of the

children should

Be able to control their emotions.

Show interest in the project and activities.

At the end of this unit some of the


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PROJECT DEVELOPMENT

children could Know how to resolve problems (how to act in different situations) (self-control).

Motivate and help their classmates (if they have problems)

Lessons Overview

Lesson Learning goals Learning outcomes Main activity Assessment criteria

1

-To identify their emotions.

-To learn to control fear

emotions.

-To learn and identify the

parts of the face.

-Be able to identify their

emotions.

-Be able to control the

scary.

-Be able to recognize the

parts of the face.

-Go away big green monster! -Put on or put off the right

parts of the monster while

teacher tells the story.


83

2

-To learn to work in

teams.

-To learn to control the

emotion of fear.

-To feel members of a

group.

-to acquire self-confidence.

-To learn how to solve a

problem

-To learn to breathe

deeply.

-Be able to learn to work

in teams.

-Be able to learn to

control the emotion of fear.

-Be able to feel members

of a group.

-Be able to acquire self-

confidence.

-Be able to learn how to

solve a problem.


breathe deeply.

-Together against the monster! -Help each other.

-Feel good when they win

the monster.

-Realize that working

together is important.

-When a monster appears

they react rightly.

3

-To differentiate between

bad behaviour and good

behaviour

-Be able to differentiate

between bad behaviour and

good behaviour

-Traffic light of emotions -Use the traffic light when

they have a problem.

-Find validates solutions.


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-To learn that behaviour

can change

-To learn to resolve

problems

-To encourage the

autonomy

-To encourage the

dialogue to resolve

problems.

-Be able to learn that

behaviour can change


resolve problems

-Be able to encourage the

autonomy

-Be able to encourage the

dialogue to resolve

problems.

4

- To identify emotions of

characters from movie.

- To relate the same

emotions in different

situations.

- Be able to identify

emotions of characters

from movie.

- Be able to relate the

same emotions in different

-Monsters have feelings too.

-How many things we can do.

- Say the correctly emotion

when they watch the

movie.

- Join correctly two images

with the same emotion.


85

- To make sequences to

remember how to win

monsters.

- To relation one situation

with one emotion.

- To associate the same

pictures in one order

establish.

- To strengthen and

remember what they

already know.

situations.

- Be able to make

sequences to remember

how to win monsters.

- Be able to identify the

emotion with the situation.

- Be able to associate the

same pictures in one order

establish.

- Be able to strengthen and

remember what they

already know.

- Make the sequence rightly.

- Choose the right emotion

to the right situation.

- Match the domino rightly.

- Writes through images

some characteristics of their

monsters.

5

- To remember and put

into practice all they have

learnt during the week.

- Be able to remember and

put into practice all they

have learnt during the

-The traveller monster - Tell what they have learnt.

- Finish the book of

monsters.


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week. - Feel satisfied with the work

done and congrats their

classmates.

Lesson 1 Monday

Learning objectives Learning outcomes Evidence for Assessment

At the end of the lesson children:

- To identify their emotions.

- To learn the different facial

expressions of emotions.

- To identify the emotions through

different resources (masks of

At the end of the lesson children

must:

- Be able to identify their

emotions.

- Be able to know the different

facial expressions of emotions

- Be able to control the scary.

With the help of the teacher most children will be able to:

- Use rightly the emotional register.

- Illustrate with their faces the different emotions.

- Put the stickers of the body part in the right place.


87

emotions, pictures and mirror)

- To learn to control the scare.

- To feel comfortable being part of a

group working together.

- To learn and know the parts of the

body.

- To learn and know the parts of the

face.


emotions through different

resources (masks of emotions,

- pictures and mirror)

- Be able to feel comfortable

being a member of a group

working together.

- Be able to remember the

parts of the body.

- Be able to recognize the parts

of the face.

- Put or take out the right parts of the monster while

teacher tells the story.

- Use the right illustrators of the song.

Discourse/Text targeted Language targeted- Non-verbal L Targeted

Instructive when children go to the blackboard and teacher tells them

what to stick or put off.

Illustrator: teacher says hello with her hand.

Illustrator: teacher thumbs up


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Descriptive because the story tells how is the monster.

Narrative when the teacher tells the story.

The underlined interaction is the interaction Teacher will say in English.

Children will answer in Spanish or English. When children answer in

Spanish teacher reinforces saying what children say in English.

Illustrator: teacher puts her hand up waiting for the hand of the child

to clap.

Illustrator: teacher points to the pages of the book

Outline of leading activities

Go away big green monster


89

Classro

om M

anagem

ent

Timing Grouping Pupils Teacher Resources

1 min Big group

Children say hello and sing the song

Hello!

Hello!

Hello, how are you?

I'm good!

I'm great!

I'm wonderful!

When Skippy enter to the class (illustrator:

teacher says hello with her hand) the teacher

starts sing the hello song:

Hello!

Hello!

Hello, how are you?

I'm good!

I'm great!

I’m wonderful!

I'm wonderful!


90

5 min Big group

-Yes

- Yes, sad

-They give to her some clothes.

-She realises that she feels better just how she

was.

- No

Children start to sing the song.

Show me your eyes!

EYES!

Teacher says: - Do you remember giraffe story?

- Do you remember how she felt?

- How did her friends help her?

- What happened in the end?

- Did she like her eyes and her ears?

- Let’s go to sing the song.

Teacher plays the song and starts to sing.

Show me your eyes!

EYES!

“Giraffe’s story”

Giraffe’s song”

2min

Big group

in the

meeting

Show me your ears!

EARS!

Show me your ears!

EARS!

Giraffe, baby

Elephant,

Chameleon,


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area Show me you neck!

NECK!

Show me your feet!

FEET!

Eyes, ears, neck, feet!

Spot spot spot GIRAFFE!

Repeat

Children clap their hands and they smile together.

Show me you neck!

NECK!

Show me your feet!

FEET!

Eyes, ears, neck, feet!

Spot spot spot GIRAFFE!

Repeat

Teacher takes Giraffe and she congratulates

them

Skippy and

Monsters.


92

-I’m very happy because you remember me. My

friends also congratulate all of you.

Teacher takes Skippy:

-You did it excellent.

Teacher takes Chameleon:

-I love your song.

Teacher takes baby Elephant.

-Very good children.

Now the teacher takes a monster and she

shouts.


93

Children say yes and they show scary faces.

-Yes

-I’m scared. What a terrific monster!

-Are you scared of him?

-Do you think we can make him disappear?

Although it’s very difficult make monster

disappear.

Teacher takes Skippy:

-But we are very strong; yes we can do it if

we try all together.

Let´s try!!


94

3 min

Big group

in the

meeting

area

Children listen the story “Go away big green

monster”

Teacher trough the digital blackboard tells the

story. “Go away big green monster”

Big green monster has two big yellow eyes,

A long bluish-greenish nose,

A big red mouth with sharp white teeth,

Two little squiggly ears,

Scraggly purple hair,

And a big scary green face.

But, you don't scare me!

So go away, scraggly purple hair,

Go away two little squiggly ears,

Go away long bluish-greenish nose,

Go away big

green monster

Digital blackboard.


95

Go away big green face,

Go away big red mouth,

Go away sharp white teeth,

Go away two big yellow eyes,

Go away big green monster.

And don't come back, until I say so.

7 min

Big area

in the

work area

-Yes

-Eyes

Teacher shows children a box with stickers of

the parts of the body of the monster. Do you

want to create the monster?

-Which part of the body of the monster

appeared first?

-The eyes or the ears?

- Somebody want to be a volunteer?

Go away big

green monster.

Stickers of the

parts of the

monster

(ANNEX 2)

A box.


96

A child goes to the blackboard and sticks the

eyes.

- Nose

- A child goes to the blackboard and stick the

nose.

-The mouth

A child sticks the mouth.

Well done (illustrator: teacher thumbs up)

And now what, the mouth or the nose?

-Who wants to put the nose?

Give me five. (Illustrator: teacher puts her hand

up waiting for the hand of the child to clap).

-Which part of the body appears now, the mouth

or the hair?

Who knows how to put the mouth?


97

- The hair

A child goes to the blackboard and sticks the

hair.

- The face

-Well done (illustrator: teacher thumbs up)

-Which part of the body the monster put the

hair or the ears?

-Who wants to put the hair?

Very good. (illustrator: teacher thumbs up)

-What part holds the eyes, the nose, the mouth?

The legs or the face?


98

A child goes to the blackboard and makes the

face.

- Yes

-Do you want to make the face?

So, you can make a circle around of these

parts.

-Excellent!

Teacher smiles to the child.

- Look our monster, he is terrifying.

-Are you scare of him?

Let’s make him disappear.

7 min Big group Go away big


99

in the

work area

-The hair

-Ears

-Now we have to put off the parts of the face

of the monster.

-Which part of the body did the monster put off

first? The hair or the ears?

Very good! (illustrator: teacher thumbs up)

-And now, What part of the body has

disappeared? The ears or the face?

-Excellent!


-What part of the body has disappeared now?

green monster.

Stickers of the

parts of the body

and a box.

(ANNEX 2)


100

-Nose

-Face

-Mouth

The nose or the teeth?

-Give me five. (Illustrator: teacher puts her hand

up waiting for the hand of the child to clap).

-What happen now? What part of the body has

disappeared, the face or the mouth?

-Very good (ilustrator: teacher thumbs up)

-What part of the body has disappeared? The

mouth or the teeth?


101

-Teeth

-Eyes

Excellent!


-And now, What part of the body has

disappeared? The teeth or the eyes?

Give me five! Illustrator: teacher puts her hand

up waiting for the hand of the child to clap.

-And in the end, What part of the body has

disappeared? The eyes or the face?

-Excellent!



102

-Yes

-No

Children think about their monsters.

-Have you seen how the monster has

disappeared?

- Are you scared now?

-All together, we can do it!

Maybe it was easy because the monster wasn’t

too much scary.

What will your monster had to have to be the

most terrifying monster all over the world?

-Would your monster have many eyes? Or


103

-Yes

maybe three heads?

-I’m going to create the scariest monster for me!

Would you like to create yours?

20 min

Individualit

y in the

work

area.

Children start to make the monster with different

materials which the teacher has given.

Now, we are going to make our monster.

I’m going to give you some materials to make

this.

Teacher gives to all children one cardboard to

make the monster. Then she gives a box with

different materials in each table.

Teacher writes on the blackboard “my monster”

Plasticine, cotton,

wool, cap, pieces

of bag, different

pieces of papers,

eva rubber,

buttons,

spaghettis, glue,

scissors,

cardboard.


104

When children have finished it, children have to

copy “my monster” in their cardboards.

to facility children write it on their monsters.

10 min

Big group

in the

meeting

area.

All children share their monsters.

Teacher asks children to show their monsters.

Teacher shows her monster. It is a “black

cardboard”.

-To me this is the scariest monster ever, the

monster you couldn’t see.

We can make the monster disappear when we

are scared if we say the magic words “Monster

disappear, I don’t have fear”

Black cardboard

and a box.


105

Children say the magic words

“Monster disappear, I don’t have fear”

- Come on! Say with me the magic words!

- “Monster disappear, I don’t have fear”

Teacher takes all the monsters and she puts

them inside the magic box. (Our magic box has

two openings. In the middle it has wall. The

monsters will stay in one side and we open the

other side of the box, they will see that the

monsters have disappear)

-Help me to say the magic words to make

monsters disappear.

-But we can’t only say the magic words; we


106

Children feel surprised.

Children say the magic words.

-“Monster disappear, I don’t have fear”

also have to smile, because this frightens them.

Teacher and children say the magic words while

teacher turns around the box.

-“Monster disappear, I don’t have fear”

20 min

Big group

in the

meeting

area.

Children are surprised because all the monsters

have disappeared.

All monsters have disappear and teacher says:

- Now we aren’t scared of monsters but

other children are still scared of them so

maybe we can create a book of monsters

to tell other children how we make

monsters disappear.

- What do you think? Would you like to

create a book?

Cardboards of the

monsters and

empty, huge box.


107

- Yes, It’s a good idea.

-Yes

-Come back monsters!

-Oh the monsters have come back!

(We are going to create this book during all the

week adding the stories of the new monsters-

fight monster, doesn’t share monster, etc- and

what we learn about them)

-But if we have to create our book of monsters,

we need the monster we have created.

-Do you want to call them to create our story?

-Let’s call them all together. Come back

monsters!

Teacher takes the box, turn it around and open

it and the cardboards of the monsters appear.


108

While Children are sticking the monsters in the

huge book, they talk about the characteristics of

their monsters.

Now teacher shows an empty, huge book

-Let’s stick here all our monsters. (illustrator:

teacher points to the pages of the book)

Teacher asks questions about the characteristics

of their monsters.

Assessment Criteria

All children must be able to

-Identify the parts of the body.

-Create their monster.

Most of the children will be able to

-Put the stickers of the body part in the right

place.

Some of the children could

-Understand the story.

-Sing the song.


109

-Follow the story.

-Make the right illustrators for Giraffe’s song.

-Say the magic words.

-Realize that monsters can disappear.

-Put or take out the right parts of the monster

while teacher tells the story.

-Hum Giraffe’s song.

-Identify the monster with their own fears and

realize that they can overcome them.

Lesson 2 Tuesday



- To learn to work in teams.

- To learn to control the emotion of

scare.

- To feel members of a group.


must:

- Be able to learn to work

in teams.

- Be able to learn to control


- Help each other.

- Feel good when they win the monster.

- Realize that working together is important.


110

- To acquire self-confidence.

- To learn how to solve a problem

- To learn how to relax in problematic

situations.

- To learn to breathe deeply.

- To follow the story

the emotion of scare.

- Be able to feel members

of a group.

- Be able to acquire self-

confidence.

- Be able to learn how to

solve a problem.

- Be able to learn how to

relax in problematic

situations.

- Be able to learn to

breathe deeply.

- Be able to follow the

story.

- Control the emotion of scare.

- Solve problems.

- Sequence in order the story.


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Instructive and descriptive when teacher explains the steps they have

to follow; teacher says what to do and how to do to calm down.

Instructive because the story tells you how to resolve problems, when

teacher orders them to win the monster.

Narrative when the teacher tells the story.

Illustrator: teacher points to her eyes.

Illustrator: teacher points to the monsters.

Illustrator: teacher points to the second group.


Together against the monster!


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15 min

Big group

in the

meeting

area.

After the routines (line up, put off your jacket,

hello song and emotional register) children go to

the carpet.

Teacher supervises and guides for children while

they are doing.

“Hello song”

5min

Big group

in the

meeting

area.

Children talk about the things they carried from

home.

Children pay attention to the story.

Teacher observes and guides the interaction

between children.

Teacher tells a story about one tortoise that has

problems with her classmates because she

cannot control her anger. Teacher tells Lola’s

story.

Lola’s story.

(ANNEX 3)


113

5min

Big group

in the

meeting

area.

Children answer the questions and identify the

emotions.

After telling the story, teacher asks what happen

throughout the story and she makes questions

about how they think the tortoise and the rest

of her classmates have felt throughout the story,

to see if they can identify the emotions.

3min

Big group

in the

meeting

area.

One child goes to the blackboard and puts the

cards in order.

Teacher says that they are going to do a

sequencing of three cards of the tortoise in

different moments of the story and together they

will discuss about the order and then, they will

put in order the cards.

Cards and

Blackboard.

(ANNEX 4)

5min Big group

in the

Teacher introduces them the relaxation technique


114

meeting

area.

Children listen to the explanation of the teacher

All together practice this technique

.

that our tortoise, Lola, used to relax when she

has a problem:

- First, they have to stop and shut in him

as if they were a tortoise with their arms

interlaced on the head.

- Later they have to breathe deeply.

- And finally they have to find a solution

to the problem.

Teacher asks them to practice the technique.

12min Individuall

y Children make this activity.

Teacher gives them two papers. One paper has

three images of Lola’s story. The other one has

three circles and above them the numbers one

two and three.

Two cards, glue,

scissors, crayons.

(ANNEX 4)


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Teacher explains this activity, it consist on

ordering a sequence of Lola’s story.

First they have to paint the images and cut

them. After they have to stick them in order in

the other paper. First image on the circle with

number one, second in the circle with number

two and the last in the circle with number

three.

30 min

Individuall

y and big

group

Children pick up their lunch, sit on their desks

and eat.

Then children line up and they will go to the

playground and line up to enter in the class

Teacher asks them to pick up their lunch and

sit on their desks.

Teacher asks them to line up to go to the


116

playground and when they come back.

30 min

Big group

in the

meeting

area.

Children are surprised.

-With the tortoise’s technique.

When children come to class, two monsters are

getting out of the box which is in the table.

Teacher says:

- Look! (illustrator: teacher points to her

eyes) The monsters are fighting.

Teacher takes the monsters and hits both of

them!

- How we can help them to make them

stop??

- Maybe Lola can help them!

- Yes, come on! Let’s do it Lola’s

Cardboards of the

monsters, a box


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They put their arms on their head.

-With the magic box, we put the monsters

inside it and say the magic words!

technique!

The monsters stop to fight.

-Look at the monsters (illustrator: teacher

points to the monsters); they stop to fight

because we did it very good.

- Now we have to make the monsters

disappear. Who can remember how we did

it?

- Yes, come on.


118

- Monsters disappear, I don’t have fear.

Children say the magic words “monster disappear,

I don’t have fear”

-We can make a shell to protect us.

Children make groups and make a big shell in

-Who remember the magic words?

Teacher puts the monsters into the box and

she asks children to help her to say the magic

words “monster disappear, I don’t have fear”

Teacher doesn’t put inside the box one monster.

-Look (illustrator: teacher points to the monster);

one monster is out still.

Teacher takes the monster.

-He wants to scare you. What can we do?

-As we can’t do it by our own, let’s make four

groups.


119

their groups.

- Good, we win the monsters.

Teacher makes four groups according to the

groups of work of the tables.

Teacher asks them to make a circle in their

group and join their hands above their heads.

Teacher goes to the first group trying to scare

them with the monster.

The monster tries to enter into the circle but he

fails.

The monster says: - I can´t pass through this

circle. I’m going to try with other group.

While the teacher is going to other group with

the monster she says to the first group:

-You success, so help this other group making


120

Children to the first group go to help the second

group making a bigger circle.

Children say:

-We win again!

a bigger circle. (illustrator: teacher points to the

second group)

-Teacher says: cheers up tortoises!

Teacher arrives to the second group with the

monster and he says:

-Now I’m sure that I will win you hahaha!

The monster tries to enter into the circle but he

fails and the monster says:

-Ohh my god, I can’t. These children are very

strong! I will try with this other group.

Teacher says:

-You success, so help this other group making


121

The first and the second groups insert in the

circle of the third group and all together continue

making the Lola’s technique.

a bigger circle.

Teacher arrives to the third group with the

monster and he says:

- I'll try again. This time I am sure that I’ll do

it!

Teacher says: We are doing it very good! Our

shells are stronger now!

Teacher with the monster tries to enter in the

new circle, but the monster can’t, and he says:

- Oh, I can’t this tortoises are going to win me.

Teacher says:

- Now all together, we have to do it still


122

The first, the second and the third groups insert

in the circle of the fourth group and all together

continue making the Lola’s technique.

perfectly because we can finally win the

monster!

Teacher arrives to the last group with the

monster and the monster tries to enter in the

new circle. Now the monster is really really

angry!

The monster says:

-This is my last chance to win with tortoises!!

I’ll try with all my strength!!

Finally the monster couldn’t enter!!

- You have defeated me; you are the most

cohesive group I've ever met!!


123

- Yes!! We are the best!!

The teacher says:

- Did you hear what the monster says??

As we are a very cohesive group we

could defeated him!! That is because we

had worked all together!

Teacher congrats all of them:

- We are the best when we work all together.

There is nothing we can do!!

The monster is weak now so he says:

-The best thing now is going to the box with

the other monsters!


124

Children say the magic words:

- “monster disappear, I don’t have fear”

Teacher says:

-Let’s make him disappear with the magic

words.

-Come on, all together, one, two, three go!!

Teacher puts the monster inside the box and

she says the magic words “monster disappear, I

don’t have fear”

The monster disappears.

-Very good, we did it.

Teacher smiles to everyone.


125

-Yes, it’s a good idea!

Children go to their desks.

-We are very good tortoises like Lola. Would

you like to make your own tortoise to don’t

forget everything that Lola teach us??

-Let’s go to our desks to make the tortoises!

15 min

Individuall

y in the

work area

Children make the tortoise

Teacher gives them boxes with the materials

that they are going to use to make their

tortoises and explains them how they have to

make the tortoise.

Nuts, plasticine,

eyes stickers and

a little card to

stick the tortoise.

Assessment Criteria


126


- Work together.

- Make Lola’s technique.

- Help each other.

- Follow the story.


- Answer the questions of the teacher.

- Feel good when they win the monster.

- Control the emotion of scare.

- Understand the story.


- Remember the magic words.

- Solve problems.

- Realize that working together is

important.


127

Lesson 3 Wednesday



- To learn to share

- To emphatic with others

- To differentiate between bad

behaviour and good behaviour

- To learn that behaviour can change

- To learn that there are good

monsters and bad.

- To learn to resolve problems

- To encourage the autonomy

- To encourage the dialogue to resolve

At the end of the lesson children must:

- Be able to learn to share

- Be able to emphatic with others

- Be able to differentiate between

bad behaviour and good

behaviour

- Be able to learn that behaviour

can change

- Be able to learn that there are

good monsters and bad.

With the help of the teacher most children will be able

to:

- Answer the questions

- Use the traffic light rightly

- Share the materials with others-

- Find validates solutions.


128

problems. - Be able to learn to resolve

problems

- Be able to encourage the

autonomy

- Be able to encourage the

dialogue to resolve problems.


Narrative when Skippy tells the story about Vicky.

Instructive when they use the traffic light to resolve problems.

Descriptive when they make Vicky and they say what happen in the

card.

The underlined interaction is the interaction Teacher will say in English.

Illustrator: teacher points to her eye with her finger.

Illustrator: teacher puts her right hand up and moves it back twice.

Illustrator: teacher puts her thumb up.

Illustrator: teacher touches her ears and moves her ears forward.

Illustrator; teacher claps twice.


129

Children will answer in Spanish or English. When children answer in

Spanish teacher reinforces saying what children say in English.

Illustrator: teacher points to the red colour.

Illustrator: teacher points to the yellow colour.

Illustrator: teacher points to the green colour.


to clap.


Traffic light of emotions


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15 min

Big group

in the

meeting

area

Children talk and promote the emotional register

Teacher supervises and guides for children while

they are doing. Teacher supervises and guides

for children while they are doing.

Emotional register

60 min

Big group

in the

meeting

area and

work area

To become an English teacher, teacher goes out

the classroom and put her coat on. The coats

are different colours, Spanish coat is green and

English is blue. She brings Skippy with herself.

-Look who has come to visit us!

(Illustrator: teacher points to her eye with her

finger )

Book of Vicky

story.

Digital blackboard.

Sponges to paint,

paintbrush and

watercolour.


131

-Skippy!

-Hello Skippy! We are fine!

-Yes!

-Monsters!

-A scared monster and an angry monster!

Skippy says:

-Hello children! How are you?

Teacher says:

-Why don’t we tell Skippy what we did

yesterday? (illustrator: teacher puts her right hand

up and moves it back twice).

-What monsters did we win?

-Very good! (illustrator: teacher puts her thumb


132

-Yes!

up)

Skippy says:

-I know a very selfish monster, her name is

Vicky.

-Do you want to know her story?

-Ok!! Listen to me! (illustrator: teacher touches

her ears and moves her ears forward)

Teacher use the digital blackboard to show

pictures about the story.

Skippy says:

-One upon a time there was a monster called

Vicky. It was Christmas and Santa had coming


133

to town. That morning Vicky opened her

presents. One of them was a very beautiful doll.

In the evening she went to the park with her

friends to show her present. All her monster

friends wanted to play with her doll because it

was really really beautiful.

But Vicky didn’t want to share her doll with

them because it could break. So Vicky played

alone.

Later another monster friend came to the park

with a new doll. She let her new doll with the

other monsters. All were playing happily together

but nobody wanted to play with Vicky. So Vicky

realised that she didn’t need a doll if she did

have nobody to play with.


134

Children clap

-Yes

Some children say yes and others say no.

-Before she was a bad monster but in the end

she was a good monster.

So next day when they were all together in the

park Vicky shared her doll with her friends. So

they were happy.

Skippy says:

-Do you like this story about Vicky?

-Do you think that we should put Vicky into the

magic box?

-What do you think; Vicky is a good monster or

bad monster?

-So Vicky, now, is a good monster and she


135

-Yes!

-Yes

Children go to their tables.

doesn’t have to disappear because she could be

own friend.

Teacher says:

- Dou you remember your book of

monster?

We are going to make our Vicky to tell

other children that there are bad monsters,

but also, good monsters.

-Dou you want to make it?

-Now we go to the tables to work.


136

Children use these materials to create their Vicky.

Then children will use these pictures to stick in

the book of monsters on Friday.

Responsible of the classroom gives the recycling

basket.

Clean up, clean up, everybody clean up!

Clean up clean up, put your things away

Teacher gives them sponges to paint,

paintbrushes and watercolour.

When they finish this activity,

-Let’s clean up (illustrator; teacher claps twice)

Teacher stars to sing clean up song

Clean up, clean up, everybody clean up!

Clean up clean up, put your things away

Teacher goes out to the classroom and puts off


137

her English coat and puts on her Spanish coat.

60 min

Big group

in the

meeting

area

-Skippy tells us a story about Vicky. And then

we have created a monster called Vicky. But

now Vicky is our friend.

Teacher says:

-What did you do?

Traffic light and

card.

(ANNEX 5)

Card of two boys

fighting for a

teddy bear

(ANNEX 6)


138

-She is good but before she wasn’t good.

-Because she didn`t share her doll.

-With sponges, paintbrushes and watercolours.

Some children say no another say yes.

-Red

-Why Vicky was bad?

-How did you paint Vicky?

-Did you share your materials with everybody?

-So when I have problems with my friends; I

use a traffic light.

Teacher shows the traffic light.

- What colour is it? (Emblem: teacher points to

the red colour.)


139

-Yellow

-Green

-Good. (illustrator: teacher puts her thumb up)

- What colour is it? (Illustrator: teacher points to

the yellow colour.)

-Excellent. (Illustrator: teacher puts her thumb up)

- What colour is it? (Illustrator: teacher points to

the green colour.)

-Well done. (Illustrator: teacher puts her thumb

up)

And now teacher says:

-Do you want to know how to use the traffic

light?


140

-Yes

-We can use the traffic light.

When I have a problem, I think about different

thinks. First I think about what happened and

how did f eel. Second I think possible solutions

and third I try the solutions.

-For example when we have a problem, we pick

up the traffic light and hang on the neck.

Teacher shows a card with two boys fighting for

the teddy bear.

-When things like that happen, what should we

do?

-Very good (Illustrator: teacher put her thumb

up).


141

-Take the traffic light.

-Talking about what happened and how do you

feel.

-What do you do first?

-Well done (Illustrator: teacher puts her thumb

up)

Teacher takes the traffic light

-Give me five (Illustrator: teacher puts her hand

up waiting for the hand of the child to clap.

-And after known what happened what should

we do?

- Well done

-What solutions you think?


142

-Thinking for solution

-We could make turns to play with the teddy

-I like it!

.

From now until the playground time they play

loosely.

-Good!

-And another solution would be play all together

with the teddy bear.

-What do you think?

-Finally, we have to try our solutions and if it

doesn’t work we will think other solution until we

have the right one.

But solutions can’t be imposing by one of us,

all have to be agree with the solutions.


143

Teacher looks for children while they are playing

and she looks if appear some problem and if

they use the traffic light correctly.

Assessment Criteria


- Realize that sharing with others is

important.

- Use the traffic-light rightly.


- Follow the story.


- Answer the questions in English


144

Lesson 4 Thursday



- To identify emotions of characters

from movie.

- To relate the same emotions in

different situations.

- To make sequences to remember

how to win monsters.


must:

- Be able to identify emotions

of characters from movie.

- Be able to relate the same

emotions in different situations.

- Be able to make sequences

to remember how to win


- Say the correctly emotion when they watch the

movie.

- Join correctly two images with the same emotion.

- Make the sequence rightly.

- Choose the right emotion to the right situation.

- Match the domino rightly.


145

- To relation one situation with one

emotion.

- To associate the same pictures in

one order establish.

- To strengthen and remember what

they already know.

monsters.


emotion with the situation.

- Be able to associate the

same pictures in one order

establish.

- Be able to strengthen and

remember what they already

know.

- Writes through images some characteristics of their

monsters.


Narrative because the film tells you a story.

Descriptive when children write the characteristics of their monsters

through images.

Illustrator: she claps her hands together and gives clapping



146

to clap.

Emblem: while they are answering teacher shows one, two, three of

the fingers of her hands.

Illustrator: while the teacher is explaining this, she points at the

pictures.

Illustrator: teacher puts her thumb up.

Emblem: teacher points to her eyes and open them.

Emblem: teacher shows a three with her fingers.


Monsters have feelings too.

How many things can we do


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60

minutes

Big group

in the

meeting

area

-Do you know that the characters in the movies

also have emotions?

-Now we are going to watch some pieces about

the film Monster. S.A and we have to pay

attention because after watching the pieces of

the film I'll ask what happened to the

characters.

-This will be very difficult; do you want him to

try you?


148

-Yes!

- The child is afraid of the monster

-And the monster scared child.

-Yes!

-The angry monster.

-And the scary monster.

Teacher plays in the digital blackboard a piece

of the movie monsters SA (2:30 minutes to 2:43

minutes) and she ask:

-What happened?

-It is correct! Have you seen? Not only children

are afraid of monsters. We also can win

monsters and get over our fears as we did with

the other two monsters, do you remember that?


149

-Yes!

-They are happy

-Because they have a smile in his faces.

-Because they are cheerful

-Well done!(Emblem: teacher puts her thumb up)

Let’s see another piece of the movie!


of the movie(8:57 minutes to 09:18 minutes)

-How monsters feel now?

-Why do you know?


of the movie( 45:05 to 45:22 minutes)

- How the big blue monster felt?


150

-Sad

-Because he thought that someone had become

garbage.

-A friend of the monster

-Someone of his family.

-Because he cries.

-Very good. ( Illustrator: teacher puts her thumb

up)

-And why do you think he were sad?

- Who do you think is in the cube of garbage?

-How you can see the monster is sad?

Pieces of the

film.

Digital blackboard.

Pictures of the

children showing

different emotions,

pictures of the

film.

(ANNEX 7)

Cuadernia

programm


151

-He was angry.

-Because he doesn’t want that the other monster

takes the girl.

-Very good, as you can see, sometimes all we

are sad.

-Let's try with another piece of the movie!


of the movie( 01:11:50 to 01:12:22)

-What happened to the big monster with many

legs?

-Very good. (Illustrator: teacher puts her thumb

up)

-And why?

-And was the girl angry too?


152

-No, she was afraid.

-She has afraid because the monster wants to

take her.

-He is happy.

-He is surprise.

-You're doing it excellent!


of the movie( 01:19:41 to 01:19:58)

- How does the little green monster feel?

-Fantastic! Sometimes you may feel different

emotions at once.

-Why is he happy and surprise?


153

-Because he appears in the cover of a

magazine.

-He was surprise because he hardly could believe

it.

-Yes!

-You did it brilliant! Now, I will stick some

photos of the film on the blackboard that we

have seen and photos of you in different

situations, sometimes in the photos you will

be happy, others sad... and I will ask for a

volunteer to link both photos with an arrow.

-Do you understand?

-Ok, let´s go!

Teacher opens a cuadernia (digital resource) with

pictures of the pieces of the film we already


154

- Most of the children raise their hands

-With the second

-Because in both images someone is scared.

-In the left (child points the image) the monster

seen in one side and photos of the children

expressing different emotions.

Teacher says:

- You have to join the picture of the film

with the photo of the emotion related to

the piece of film. Are there any

volunteers for unite the first photo?

Teacher chooses one of them.

-What emotion do you think this picture

shows?(Illustrator: She points the first picture)

-Why?


155

of the child and the other monster is when we

saw the monster the first time.

Most of the children raise their hands

-With the fifth.

-Because on the right (child points the image)

-Give me five! (Illustrator: teacher puts her

hand up waiting for the hand of the child to

clap).

Other volunteer?


- What emotion do you think this picture shows

in this other picture? (Illustrator: She points the

second picture)

-Why?


156

the monsters are happy and in the other we are

happy because it was when we won the angry

monster.


-With the fourth.

-Because in this picture (child points the image)

the monster is sad and here we are sad

because we have our smile down. (teacher took

-Good! Is there another volunteer?


- What emotion do you think this picture

shows?(Illustrator: She points the third picture)

-Why?


157

the picture of sadness the first day when children

are playing with the mirror)


-The third!

- Because in this picture (child points the image)

the monster is angry and here we are angry

because we are frowning (teacher took the

picture of anger the first day when children are

-Very good! Other volunteer?


- What emotion do you think this picture shows?

(Illustrator: She points the fourth picture)

-Why?


158

playing with the mirror)


-With the first

-Because in the image of the left the monster is

surprise and the other photo we are surprise

because appeared two monster fighting who

wanted out of the box

-Very good! Is there a last volunteer?


-What emotion do you think this picture shows?

(Illustrator: She points the fifth picture)

-Why?

-Very good children, although this was very very

very difficult we have achieved it, we will give a


159

They clapping

big applause.(illustrator: she claps her hands

together and gives clapping)


160

30

minutes

Individuall

y and big

big group

Children pick up their lunch, sit on their desks

and eat.

Then children line up and they will go to the


Teacher asks them to pick up their lunch and

sit on their desks.

Teacher asks them to line up to go to the

playground and when they come back.


161

60 min

Four

groups in

their

desks.

Children come from the playground in a line.

-Yes

-Lola’s technique,

Teacher asks them to go to their tables.

Teacher explains what they are going to do in

each table.

-Now, we are going to work in four tables.

-Do you remember to play domino?

We work in this table with the domino. The

domino has pictures of the monsters and

pictures of emotions.

In this other table we play with seriations.

-Do you remember the different ways to make a

monster disappear?

Dominos,

seriations cards,

Cars of feelings

and different

situations,

(ANNEX 8)

book of the

monsters, glue,

box with the

cards of the

characteristics of

the monsters


162

-Smiling.

-The magic words.

(Emblem: while they are answering teacher

shows one, two, three of the fingers of her

hands)

- Very good!

- So we have to put the different ways to

make the monster disappear.

Teacher shows the first seriation.

- if you smile, the monster will disappear

(Illustrator: while the teacher is explaining

this, she points at the pictures)

teacher shows the second seriation:

- If we work all together like we did it with

Lola the monster disappear. (Illustrator:

while the teacher is explaining this, she

points at the pictures)


163

Teachers shows the third seriation:

-If we say the magic words, the

monster disappear. (Illustrator: while the

teacher is explaining this, she points at the

pictures).

To make this activity children have to stick with

velcro the pictures of the seriation.

-In this other table we work with cards which

describe different situations. We have to match

the right situation with the feeling that we feel

in those situations.

-For example: what do you see in this card?


164

-A monster!

-Scared

Teacher shows the pictures of a terrify monster.

Teacher shows all the cards of the five

emotions that we know.

-How do you feel? Scared or happy?

- Well done (Illustrator: teacher puts her thumb

up)

-Show we have to stick the feeling with the

card.

In the last table we are going to write our story

of our monsters’ book.


165

-This monster has three heads.

Teacher shows the book and cards with different

numbers and pictures of the characteristics of

the monsters.

She opens the book in whatever page. In all

the pages it is writing above the monsters cards

“some monsters have….” And two gaps.

- Look what is writing here. (Illustrator: teacher

points to her eyes and open them)

Teacher reads the sentence pointed the words.

- Some monsters have….and look there are

two gaps here. The first is for a number

and the other for characteristics.

- How many heads has the monster?


166

- So we have to stick a 3 with velcro

(Illustrator: teacher shows a three with her

fingers) in the first gap and a card of a

head in the second gap but the monster

has a lot of characteristics so you can

choose the one you prefer for your

monster.

Teacher supervises the activities and goes

through the different tables.

Assessment Criteria


- Make the domino rightly.


-Relation the picture of the film with the right


- Make the seriations rightly.


167

- Join the right situation with the right feeling.

- Write one characteristic of the monsters

through pictures with parts of the body and

numbers.

picture of the emotions.

-know why the monsters feel in different ways

(the causes why they are happy, sad, scared…)

Lesson 5 Friday



- To remember and put into practice

all they have learnt during the week.


must:

- Be able to remember and put

into practice all they have

learnt during the week.


- Tell what they have learnt.

- Finish the book of monsters.

- Feel satisfied with the work done and congrats their

classmates.


168


Narrative when children tell to Ringo the story.

Descriptive when children tell to Ringo the types of monsters (bad

monsters, good monsters)

Emblem: teacher points to one child and moves her hand to herself.

Illustrator: teacher puts her hands up.

Emblem: teacher points to the empty pages of the book.

Illustrator: teacher puts her hands up.


The traveller monster.


169

Classro

om M

anagem

ent


5 min

Big group

in the

meeting

area

After the meeting routines children go to the

carpet

Teacher supervises and guides children while

they are doing it.

60 mi

Big group

in the

meeting

- Ops, we forgot about our book of monsters!

We have to finish it. Let’s see where we were!

Teacher opens the book and a puppet of a

monster appears inside it.

Puppet of Ringo,

Book of monsters.


170

area

Children are surprised!

-who is he?

- Yes! It’s a good idea!

- What’s that?

The monster says:

- I’m a traveller monster. My name is

Ringo. I have visited to many schools; I

love children and listening to their stories.

Do you have something to tell me?

Teacher says:

- We can tell him what we do during this

week. What do you think?


171

-yes!

A child goes to the book and explains his

monster.

-this monster has 3 heads.

Then he returns to his site.

Monster says:

- I heard you were doing a book of

monsters! Would you like to tell me the

story?

Teacher opens the book in the first page.

- Once upon a time, there were a lot of

different monsters.

She asks to one child to come and talk about

the monster. (emblem: teacher points to one

child and moves her hand to herself)


172

- This is a magic box, when we put inside

of it a dab monster, he disappears.

-Yes Ringo! We need your help!

Teacher turns the page and asks others children

to tell about the monsters until the black

monster of the teacher appears. And she says:

- And this monster is the one you cannot

see!

Teacher turns the page and appears a magic

box with the magic words.

Teacher turns the page but there are empty.

- We have to finish our book!

The monster says:

- Do you need help to finish the book? I

can help all of you.


173

One child of each group stands up and takes

the monster.

Children stick, one by one, the monster in the

Teacher says:

- We still have to sick our good monsters

(Vicky)

- Come on, let’s go! (Illustrator: teacher

puts her hands up)

- Take our good monsters and stick them

here.

Teacher named four children of each group

to take the monsters.

- Very good! Now, we have to stick them

here in the book (Illustrator: teacher points

to the empty pages of the book).


174

book.

- It’s because Vicky didn’t wanted to share her

new doll with her friends, but finally she shares

it!

-Yes, because we also like that other to share

with us.

- But we have to tell Ringo, why those

monsters are good ones and not bad

ones.

Ringo says:

- And now, you share things with your

friends?

- I’m also a good monster. Can I appear

on your book?


175

-Yes, we’d love to!

- Yes! It’s a good idea!

-She is Lola the tortoise

Teacher says:

- We can take a photo of all of us

together with Ringo. What do you think?

Teacher asks them to stand up to takes the

photo (Illustrator: teacher puts her hands up).

Teacher says:

- One, two, three!

Teacher prints the photo and she sticks this in

the book.

After Ringo sees the seriation of the Lola´s

tortoise stick in the walls and he says:

-Who is her?


176

-She taught us one technique to relax.

- When we have a problem we had to stand.

-We shut in ourselves with their arms interlaced

on the head.

- And breathe deeply

-Finally, we have to find a solution to the

problem.

Teacher says:

-Tell him what Lola taught us.

Ringo says:

-And how is this technique? I want to learn!

- And what else?

-And after?

Ringo says:

-I don´t know how to do it. Can you do it for


177

Children put their arms interlaced on the head.

-They breathe deeply.

me?

Teacher says:

-Let´s go children! Do the Lola´s technique.

(Illustrator: She puts her arms interlaced on the

head)

Teacher says:

- Breathe deeply children!

Teacher says:

-Very good, now we have no problem, but if we

would have, we will think a solution for this.

-Very good children!

-And…. Dou you remember the monster we won


178

Yes! The angry monster!

-In team!

-We won him when we were tortoise.

when we were tortoises?

Teacher says:

-Ringo, and do you know how we won the

angry monster?

Ringo moves his face from left to right and he

says:

-Nooo, how?

Teacher says:

-Very good! Working together!

Ringo says:

-And do you only know bad monsters?


179

-No! We know Vicky.

-We learn that sharing is good!

- We also know other monsters from

Monster S.A

- Sometimes they were scared of children,

they were happy and sad, also angry and

surprised and we had to match the picture

of the film with our photos rightly.

Ringo says:

-What do you learn with Vicky?

Ringo says:

-Guauu! I am surprised! You are children that

know many things.

- And what they did?


180

-Wow! You have worked very hard.

-Yes!

Child takes the present he returns with his

classmates.

Children think and say different things that might

I think that you deserve one reward to work

very well.

-Can you take that present over there?(emblem:

He points one of children and the present)

Teacher says

- What will be inside here?

Puppet of Ringo,

book of monsters

trophy and

medals.

(ANNEX 9)


181

be inside there.

-Child opens the present!

Ohhhh! It is very beautiful!

(Inside the present appears one trophy)

-thank you very much Ringo, we love our present

Ringo says

-Open the present!

Ringo say:

- This is a gift for you! Because you have

worked very good throughout the week, now I

have to go to see other children. But I am not

leaving without giving you an advice, that I hope

you will never forget. Continue so! Working

together and helping each other because you

will learn so much from each other.


182

-Yes, It’s a good idea!

Children are surprised.

Teacher says:

- We can put our trophy here in the shelf to

never forget what we have learnt this week.

What do you think?

Teacher takes the trophy and puts it in the

shelf.

-I also have a gift for each one of you.

Teacher takes the medals. There are four types

of medals:

- I can share.

- I can work in teams.

- I can control myself when I get angry.


183

Children go to the bench.

Children applause their classmates.

-Thank you very much.

- I can say how I feel.

-Those medals are different but we all have

succeeded in all our week. But sometimes we

are better in one thing than in others. So this

is the reason why we have four types of

medals.

Teacher named five children and asks them to

go to the bench and says:

- You can share. So this medal is for you.

Teacher puts the medals to the children.

- Give them applause, come on!


184



- Thank you very much.



- You can work in teams. So this medal is

for you.


- Give them applause!




- You can control yourself when I get

angry. So this medal is for you.



185









- You can say how you feel. So this medal

is for you.



We are the best, but uups, it’s time to go to


186

the playground.

2min Big group Children line up and they will go to the


Teacher asks them to line up with the song of

this routine when they go to the playground and

when they come back.

Assessment Criteria


- Feel satisfied with the work done and

congrats their classmates.

- Finish the book of monsters together.


- Tell something to Ringo.

- Remember and put into practice Lola’s

technique.

Some of the children could:

- Remember the magic words.


187

REFERENCES

Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR)

DECRETO 122/2007, de 27 de diciembre, por el que se establece el currículo del segundo ciclo de la Educación Infantil en la Comunidad de Castilla y León.

FERNÁNDEZ SIERRA, J. (1994). Evaluación del curriculum: Perspectivas curriculares y enfoques en su evaluación. En Teoría y desarrollo del curriculum, Málaga. Aljibe.

Tójar, J.C., 1994. Calidad en os registros de observación en

investigación educativa. Bordón, 46 (1),m 99-110.

Ashworth, J., & Clark, J. (s.f.). Where's my baby? HARPERCOLLINS PUB.

Emberley, E. (1993). Go Away Big Green Monster. Little, Brown and Company.

El rinconcito de Esther-Blog sobre educación y sociedad. (s.f.). Recuperado el 10 de 1 de 2014, de El rinconcito de Esther-Blog sobre educación y sociedad: http://elriconcitodeesther.wordpress.com/2012/05/05/principios-pedagogicos-de-la-educacion-infantil/

Europa-Summaries of EU legislation. (s.f.). Recuperado el 10 de 1 de

2014, de Europa-Summaries of EU legislation:


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http://europa.eu/legislation_summaries/education_training_youth/lifelong_learning/c11090_en.htm

Fernández, R. (s.f.). Definiciones de Inteligencia Emocional. Recuperado

el 10 de 1 de 2014, de Definiciones de Inteligencia Emocional: http://www.blogseitb.com/inteligenciaemocional/2007/03/11/title-22-1/

Howard Gardner. (s.f.). Recuperado el 10 de 1 de 2014, de Howard

Gardner: http://howardgardner.com/multiple-intelligences/ Laboratory, N. R. (3 de 11 de 2006). Eduteka. Recuperado el Febrero

de 2014, de http://www.eduteka.org/AprendizajePorProyectos.php

Marcelo, C., & Vailant, D. (2009). Desarrollo profesional docente. Madrid: Narcea.

Martyniuk, W. (s.f.). The plurilingual and intercultural approach of the Council of Europe and its implications for evaluation and assessment in language education. Austria.

Montaño Valle, A. (s.f.). La inteligencia emocional: origen y concepto.

Recuperado el 10 de 1 de 2014, de La inteligencia emocional: origen y concepto: http://jcvalda.wordpress.com/2011/09/09/la-inteligencia-emocional-origen-y-concepto/

Schütz, R. (s.f.). Vigotsky & Language acquisition. Recuperado el 10 de

1 de 2014, de Vigotsky & Language acquisition: http://www.sk.com.br/sk-vygot.html

wikispaces E-Infantil. (s.f.). Recuperado el 10 de 1 de 2014, de wikispaces E-Infantil: http://e-infantil.wikispaces.com/Aprendizaje+Cooperativo

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