Hello everyone,
We are Míriam Porras, Ma Àngels
Tugores and Anna Solé. We are going to present a lesson plan related to the
story “The ant and the grasshopper”.
We strongly believe that it is useful to use a source as iPads to carry out the
following activities, because they can enjoy the storytelling time in a
different way.
We hope you enjoy the following lesson plan and
it would be useful in your classrooms!
We would start the lesson with the following app to introduce the story “The ant and the grasshopper”:
We would start the lesson with the following app to introduce the story “The ant and the grasshopper”:
The pupils could interact during they are
listening or reading the story. For instance, they could help the ant to pick
food or to help the grasshopper when she is frozen because of winter.
After reading or listening the story, they would
complete different activities like making a puzzle or replying different
questions or pinpoint objects observing images from the story by the app. Then,
we would ask them several questions concerning the story to know if they
understand and comprehend the plot. Finally, we will divide the class in
different groups and we will create an alternative ending for the story.
Target audience
The activity created is to be
developed with 1st Grade. It depends on the level of your
class-group and the knowledge they have in the additional language (English).
Aims:
- To develop the oral skills:
listening and speaking. (Students)
- To acquire vocabulary related to story.
(Students)
- To be able to understand a story
told it in English. (Students)
- To develop their iPad skills
(Students)
Vocabulary related:
•
Ant,
grasshopper, summer, winter, woods, foods, snacks, candy, snow, clothing, door,
scar, house, moon.
•
Help,
remove, give, play
* Alternative and spontaneous
vocabulary that suits the topic.
Competences:
•
Linguistic and audio-visual, because pupils have to watch, read
(in some cases) and to understand different vocabulary in relation to the
story.
•
Management of information and digital, to complete the activity the
students have to use and interact with the IWB to carry out the activities).
•
Knowledge and interaction with the
world, using stories we can develop the
imaginary of our pupils and also we can connect the relationship that animals
have in the story with the human relationship and feelings like help or
friendship.
•
Social and civic, we are going to divide the class
in different associations promoting the cooperative group and the individual
•
Learning to learn (The students will have to think
about what ingredients they would like to add to the pancake and so they will
have to create it and present it to the rest of the classmates. Thus they will
have to manage their time effectively and regulate their own learning whilst
solving problems).
Class management
In relation to classroom management,
each pupil would have an iPad to follow and interact with the story and then,
to do the proposed activities like puzzle or the evaluation part. However, at
the end of the lesson plan, we would divide the class in different groups with
the aim to create an alternative end to the story and present it using story creator.
The main aim is to promote the
communication among students using the additional language (English) and the
IWB as a tool to reach it.
*If any school that would like to
carry out this lesson plan and they don’t have available iPads for each
students, we could divide them in more groups to do the previous activities
before the creation of the story ending.
Bloom’s Revised Taxonomy
The lesson plan offers the possibility to
improve lower and higher order thinking skills:
Lower order thinking skills
•
Level
I – Remembering the vocabulary and
the story they have learned.
•
Level
II – Understanding the vocabulary
and the concepts that the story and the activities present, not only remember
them.
•
Level
III: Applying and practice the
vocabulary they have learned in different ways and activities like puzzle,
assessment or create a story.
Higher order thinking skills
•
Level
VI: Creating their own version of
the end of the story and then, they will have the opportunity to share it to
their peers.
Four skills
The lesson plan we have created, it
takes into account the four skills that are the following:
RECEPTIVE
|
PRODUCTIVE
|
Listening:
The pupils will listen the story, the explanations of their teacher and
their classmates when they are preparing the alternative ending and
presenting it.
Reading:
The pupils could read the story and the instructions to interact with
the ant. Also, they need to read the activities of the IWB.
|
Speaking:
They will have to speak with their
peers to create the alternative ending and to cooperate to present it in
front of the class. Also, we have to promote the interaction with the teacher
using some words in English.
Writing:
They will have to create and write
the alternative ending for the story of “The
ant and the grasshopper”.
|
Activities with iPads
The lesson plan is divided in the
following activities:
Activity
1: The ant and the grasshopper
In this activity, the pupils will
know the story reading it or listening it by the teacher. Meanwhile, we could interact
with the ant doing some actions like helping the ant to carry candies or give
to grasshopper the scarf for the winter.
Activity
2: TinyTap
In this activity, the pupils could
interact with different activities concerning the story like making a puzzle of
one of the images from the app or recognise vocabulary like scarf, moon, candy,
house, etc. Finally, they could watch another video
version of the story to develop their listening skills.
Puzzle
Video
*If you pick on
the objects of the image, you will listen how do you say this word and what is
the written word
Activity
3: Socrates
To assess if they understand the
story, we have created a Socrates with different kind of questions regarding
the literacy elements. Here you would find some examples:
Activity 4:
Create an alternative ending
Assessment
In relation to assessment, it would be carried out through observation
during the activities and the Socrative we have created to assess if they
understand the plot of the story. In addition, we will take into account the
oral presentation of the alternative ending to assess the lesson plan and the
cooperative work through rubrics.
Try it in your classroom and send us recommendations to improve the
lesson plan!!
This comment has been removed by the author.
ReplyDeleteMiriam and Àngels, I think your activities are amazing. You have used different ICT tools to work on the comprehension and vocabulary revision about a story, so I believe that mixing both spheres enriches all the teaching-learning proces. What about a self-assessment?
ReplyDeleteThank youu!:)
and Anna, sorry!!:)
DeleteI totally agree with Amaranta. Your entry is really well planned into sections, and you take into account both the language and the contents in a balance. So it allows teachers to take advantage of it. I also find it interesting the fact of establishing a story as the starting point to contextualize a sequence of activities.
ReplyDeleteThanks for providing us with those powerful ideas, Anna, Míriam and Àngels!
Marta