EARLY FOREIGN LANGUAGE LEARNING EARLY FOREIGN LANGUAGE LEARNING. USING CHAMELEON STORY FOR THREE YEARS OLD STUDENTS LAURA FERNÁNDEZ DIEZ RAQUEL GARCÍA GONZÁLEZ SANDRA GARCÍA GREGORIO LAURA GARCÍA HERRERO NURIA GARCÍA MÉNDEZ SARA GONZÁLEZ CANTALAPIEDRA

CHAMELEON´S COLOURS 2nd Unit in the year Topic selection: a different animal Time:One morning day Place: in the jungle Characters: Skippy, baby elephant, giraffe and monkey. Skippy jumps over the chameleon and hurts.

Monkey can´t see chameleon and hurts him too. Children identify chameleon´s colour.

TASK-SUBTASKS AND TEXT B.C. SOCIAL COMPETENCE: PERSONAL AUTONOMY COMPETENCE: ARTISTIC COMPETENCE: SOCIAL GAMES: C.R. GREET (Hello, hello and bye, bye song) PICK UP (Clean up song) ORGANIZATION (Make a circle and all in line song) RHYMES,SONGS,CHANTS (Musical intelligence) CLEAR RULES, SETTING TURN LEARNING TO LEARN *Children have not assimilated yet the routines since it´s the second unit.

TASK-SUBTASKS AND TEXT At the end of this unit the children be able to: All must: Knowthat chameleon is an only animal although it changes its colour. Respect to the chameleon although it`s different Participate in some routines Stick the stickers of assessment Remember Skippy. Most of them should: Should know the difference between sad and happy. Remember and participate in some routines. Remember the characters (monkey, elephant and giraffe) Some of them could: Sing and dramatize the songs“green chameleon"and "colored balloon" Stick the sticker of assessment in the proper place Make some routines themselves

Lessons Overview Lesson Learning goals Learning outcomes Main activity Assessment criteria 1 Remember the colours Differentiate objects through the colour. They sing, dance and make gestures. Dramatize the song, is a narrative text Associated the colours. Recognize that the colour of Skippy is permanent. 2 Identify the four basic colors (red, yellow, blue and green). Match the colors with fruits (apples and bananas). Matching colors with objects of the class. Have fun with colours relating the objects of the same colour Strengthen the primary colours. Accept the activity with interest. Associate the colours. Be able to know that chameleon is an only animal that he changes his colour to protect himself. Be able to follow the orders of the teacher

3 Identify every chameleon with the corresponding object. Recognize camouflaged chameleon. Join every chameleon with the corresponding colour. Identify the colours. Recognize chameleon as an individual animal that he changes his colour. Aassimilate that chameleons are one animal that changes color to protect themselves. Join every chameleon with the corresponding colour in writing Accept the activity with interest. Associate the colours. Be capable to know that chameleon is an only animal that he changes his colour to protect himself. 4 -Recognize mood: sad and happy. -Intensify knowing basic colors. -Empathize with others. -Represented moods Have fun learning the moods: sad and happy Know that mood of each chameleon: happy and sad. - Accept the activity with interest - Associate the colour of the chameleon with the colours of the classroom - Identify moods sad and happy.

5 Identify different animals. Differentiate who is the animal that changes its colour. Learn the routine "healthy, healthy with my magic I can cure” Participate in the narration of the story. Respect the turn. Accept to chameleon although it changes its colour. Associated the chameleon´s colours changes. Review the routines. Empathize with chameleon Associatedthe chameleon with an onlyanimalalthough it changes its colour. 6 - Recording story - Respect turn - Self-assessment - Follow rhythm Song and dance. Stick the stickers. Accept to chameleon although it changes its colour, and links this with story and song Recognized that the colour of chameleon is not permanent. Recognized how much they have fun Remember the knowledge they have learned

LANGUAGE & COMMUNICATION Subtask 1 Subtask 2 Final task Subtask 3 http://chameleonscolours.wikispaces.com/home

LEARNING TO LEARN Basic Competence They initiate reading looking for specific information in the drawings: Where is Unit 1?

EUROPEAN DOCUMENTS FIRST PORTFOLIO (THEY LEARN HOW TO REGISTER THEIR IMPROVEMENTS) Follow rhythm Follow instructions

THE END