Giraffe’s Story Unit 4 Third term. Last weks of May. Main topic: Self Confident and help the others. Giraffe feels bad beacause she feels ugly. Their.

Slides:

Advertisements

Similar presentations

It is the voice of the story.

Advertisements

Roisin OFarrell.

Each level has nine units. In each level we meet two new character. In the welcome unit they meet the new character Sue and Lou.

WORKSHOP Peer-tutoring & Inclusion awareness self-assessment empathy.

UNIT 2: BABY ELEPHANT STORY Penélope Arenales Arancha Ballesteros Elsa Bravo Virginia Cadavieco Carmen González Alberto Medrano.

Reception Curriculum Evening. Activities within the EYFS are based on what children already know about and can do. They recognise children’s different.

Halloween Unit. Period One: Pre-task activities Show the video on youtube j22s

Week Four ELITE. New Vocabulary To practice the new vocabulary below, pronounce them as you write them down.

September 13, application of story elements All Summer in a Day H omework: Conferencing on Monday - make sure you have your DEAR book! Objective:

Greetings: Good afternoon /evening song followed by asking how the child is feeling today- answering using actions and full sentences, then moving on to.

SCHOOL SITUATIONS.

Produced by the Riverina Schools Project Partnership, 2009 Talk To Me Lesson Two Taking Turns to Talk Revision Lesson.

No, I’m not kidding.  Yes this is crazy, but I never hold back when it comes to taking on the role of the interpreter. It’s better to start you sooner.

Family By: Laura Weisbrod.

EASTER Tania Diez Martín - Ana Diez Merino - Patricia Enrique Jové.

Contents Next Vocabulary Game Vocabulary Work Introduction Next Listening Pair Work Useful information Next About author.

Song 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 1 & 20, 2 & 20, 3 & 4 & 5 & 6 & 20, 27, 28, 29 & 30...

Can I change how I look…Who can I be? Based on previous creations by the children, in the workshop, our group were offered a selection of materials to.

GIRAFFE´ SSTORYGIRAFFE´ SSTORY MARÍA REDONDO VILLAHOZ BELÉN RIVERA RAMÓN Mª CRISTINA VELASCO BLANCO MªJESÚS RUEDA CUENDE LAURA SALVADOR ABRIL PAULA PÉREZ.

UNIT 2: MY BODY.  3rd course of second cicle of enfant education.  Begining of 1st term  Prior knowledge:  We design a didactic unit TO DEVELOP A.

Point of View and Perspective Understanding the Characters in a Story.

Jeopardy Q $100 Q $200 Q $300 Q $400 Q $500 Q $100 Q $200 Q $300 Q $400 Q $500 Final Jeopardy Source:

SIOP Kindergarten SIOP Lesson Ms. Stetz’s Class Snow School

Elements of Fiction & Nonfiction. Character: a person (or animal, robot, alien, etc.) who is responsible for the thoughts and actions within a story,

Japanese Puppetry BUNRAKU.

Do Now. Point of View Objective: Students will be able to: define point of view, first person point of view, third person limited point of view, and third.

READING THEATRE Based on the story of Cleversticks By Isabelle Meluse Bagassien Characters: Narrator 1, 2, 3, and 4 Julie (Carlos’ friend) Carlos (main.

English lesson 19/04/2013 Liashko Teacher: LiashkoNataliaOleksandrivna.

Ana Alonso Patricia de Álvaro Elisabeth Amigo María Antolínez Beatriz Antolino Elena Valbuena EARLY FOREIGN LANGUAGE LEARNING. USING NARRATIVE TEXTS TO.

I Can Take Care of My Body

UNIT 4: GIRAFFE’S STORY Irene Canales, Adela Cano, Paula Camina, Estefanía Calonge, Sandra Civicos y María Gónzalez Sandra Civicos y María Gónzalez E.U.

Elliot Eisner’s “Ten Lessons the Arts Teach” By: Allison McGhee.

Start the Vocabulary Sheet. ?? + ?? ? sprawled approached tense pouted command murmur.

Do Now 8/17 Write down the difference between perspective and point of view.

Making Inferences Reading between the lines.... What Are Inferences? Inferences are educated guesses you can make about what is happening in a story.

Point of view Let us make some Cornell Notes from this presentation and the video presentation: you will need to make notes with headings for first person,

Notes: Welcome students to lesson. Introduction- this session will teach the students the difference between fiction and nonfiction reading materials.

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

CLOTHES FROM MY WARDROBE Spring, summer, autumn and winter.

Laboratorio di lingua inglese 3 Lesson 6 Reading in English.

What is his/her job? PPT 2.2. I wear a uniform. I walk in the street. I catch bad people. I have a gun. What is his job? He is a policeman.

Family Literacy Instruction Through Reading Activities Featuring Home And School Ann Gianola ESL & Family Literacy Instructor San Diego Community College.

Unit 1 How can we become good learners?

Unit 12 Happy birthday Reading (1). What do you usually get for your birthday?

Unit 2 Looking different Topic 2 What color is it? Section C (2)

温州市实验中学陈玫月. Give opinions in different ways. I think students should be allowed to …. I don’t think students should …. I agree / disagree that … I think.

Three Little Friends. About the unit/ Where this unit fits - The pupils will explore fiction narrative texts throughout a tale. - This story will help.

Topic: Family Rules. ( Don’t be shy and just have a try.) Period 3.

The Weather Grade 2. Learning objectives 2.S3 pronounce familiar words and expressions intelligibly; 2.W3 write familiar words to identify people, places.

Laboratorio di lingua inglese 3

Region : Zaqatala School : High School № 2 named after N

EARLY FOREIGN LANGUAGE LEARNING

Mrs Sian Kane-Jones (Weds AM)

Self-Monitoring Charts

Out of the House Unit 3: Lesson 3.

Nursery How you can help

Elements of Fiction.

Laboratorio di lingua inglese 3

Year 2: How to help your child

Basic Classroom Rules Social Story

My body Objectives: By the end of the class, students will be able to

Literary Analysis: Point of View

The Nursery Teachers: Mrs Linda Ferdman Mrs Clare Teh Nursery Nurses:

How do you identify the problem in a story?

Laboratorio di lingua inglese V

Lingua e Cultura Inglese, L-19, a.a. 2018/2019 Prof.ssa A.STETA

Welcome to Middleton Primary School

I am going to Kindergarten!

Presentation transcript:

Giraffe’s Story Unit 4 Third term. Last weks of May. Main topic: Self Confident and help the others. Giraffe feels bad beacause she feels ugly. Their partners help her to wear some clothes to hide her body.

Giraffe claim help to her partners and they give her clothes to help her to feel better. At the end, Giraffe realise that she is better without any clothes and being herself.

Subtasks and Texts The Final Task is a story which talks about Giraffe’s feelings. The Final Task is a story which talks about Giraffe’s feelings. Narrative and non- narrative texts: the story is the final narrative text and the rest of the activities are instructional texts. Non-narrative texts: Chant:“Show me your eyes” :children know where are some parts of the body and can point it. Classroom Routines.:Organizers: time, space, activities... Narrative text: The story recall their own experiences. Children can: recognize the text structure because it’s a tale. recognize themselves in the characters. use basic listening and reading vocabulary.

Lessons Overview LessonLearning goalsLearning outcomesMain activityAssessment criteria 1 - Body parts - Children know different parts of the body like eyes, neck, feet… - Chant : Show me your eyes - 75% children point the part of body with the song. - 15% follow the rythm - 10% can sing the song 2 - Body parts - Children know different parts of the body like eyes, neck, feet… - Giraffe’s twister activity. - 75% children go to correct hoops. - 15% children go out of hoops and sit down in the chair when the teacher said the card % children know the all body part and the other children. 3 - Clothes - Children know different clothes like hat, shoes, glasses, coat… - Let´s get dressed activity. - 75% children know were put the clothes. - 15% children know teacher´s mistakes. - 10% children know their clothes and the other, and mistakes 4 - Clothes - Children know different clothes like hat, shoes, glasses, coat… - Find a hat activity. - 75% children know real clothes and were it. - 15% children join real clothes with flashcard. - 10% children know moving on the hoops and know all clothes. 5 - Body parts and clothes - Children review clothes and body parts, and help their partners to wear it. - Put on the clothes activity. - 75% children know help their partners wearing clothes. - 15% children know all clothes and body parts helping partners. - 10% children do everything without mistakes. 6 - Self confiden ce and help the others. - Children acquired self confidence and they help the others. - Story - 75% children follow the story. - 15% children answer to the teacher´s question. - 10% children have empathy with the characters of the story.

EXPECTATIONS ALL THE CHILDREN Know the different parts of body. Know where wear the different clothes, like hat on the head, glasses on the face,… MOST OF THE CHILDREN Know inside and outside. Wear themselves ( first underwear, then outwear…) SOME OF THE CHILDREN Identification some part of the body in his body. Wear all clothes alone and know some summer clothes, winter clothes…

RESOURCES CLOTHES ANIMALS STICKERS AND FLASHCARDS HOOPS