THE THREE BILLY -GOATS

OLGA GRAU

MORENO

LESSON PLAN

Title of the Lesson: _Learning arts and crafts with the three billy goats___ Date: __January 2015___________________

Unit of Study: ___Unit 4: Symmetry. The use of watercolors.____________________________

Level and group _4th grade P.E.____________________ Number of children 14_____________________

Background Information:

The story is new for the students. They have worked coloring masks, but the concept of symmetry is new for them. They know primary but not secondary colors.

They are not very used to drawing landscapes with watercolors.

Learning objectives (both language and content):

Develop vocabulary through listening, speaking and reading.

Recognize values included in the story.

Use oral language with clarity and voice to communicate a message.

Read and listen to stories from a variety of cultures, and identify the similarities and differences in the way language is used.

Identify primary and secondary colors.

Apply the mirror symmetry.

Draw landscapes using known techniques.

LESSON PLAN

COMPETENCES AND ASSESSMENT

Competencies involved:

LINGUISTIC AND AUDIOVISUAL COMMUNICATION COMPETENCE

-Use different strategies to read depending on the need and context.

MATHEMATIC COMPETENCE

-Organize space in their art creations.

INTERACTION WITH THE PHYSIC ENVIRONMENT

-Perceive and distinguish the environment colors and represent them graphically

-Notice shapes, colors, textures and lines in natural environment in their plastic representation.

ARTISTIC AND CULTURAL COMPETENCE

-Use techniques and resources from different plastic languages.

Assessment criteria:

Identify primary and secondary colors.

Draw a natural space working watercolors and the paintbrush properly well.

Draw natural shapes using the watercolors.

Apply the mirror symmetry drawing a mask.

Value natural space and its beauty.

Notice different textures they can work with watecolors.

LESSON DEVELOPMENT

Activity title 1.Storytelling. 2. DVD. 2.1. Comment the story. 3. Masks. 4. The three Billy goats favorite natural space.

Time 20' 32' 20' 30' 45'

Description -Telling them the story with a big book. -Watch the video. After watching it, play it again to identify the primary and secondary colors. - Ask children about the values they find in the story (provide them structures and vocabulary). Make them to agree or disagree with their mates. - Give them a half mask and make the students to finish it. Later color and laminate it for further use. - Pre-activity: discuss getting into two where they think the three Billy goats would like to live. Say the natural elements students think there must be. - Draw and color with watercolors the natural space where the three Billy goats would like to live.

Interaction T-Ss

T-Ss

Ss-Ss

T-S

T-Ss Ss-Ss

Skills L L/R/I S/L/I L/I S/I/L

Materials

Big Book

DVD/Laptop/Projector.

Blackboard/Camera

Photocopy and art sheet.

Pencil and rubber.

Color pencils.

Felt tips.

Aeron fix and the machine to laminate.

Blackboard. Watercolors.

Water.

Paintbrush.

Art sheet.

Pencil and rubber.

ICT AND OTHER CONSIDERATIONSICT resources

- A laptop.

- Projector.

-https://www.youtube.com/watch?v=TXn5gNKdvcE&spfreload=10(Video)

-https://s-media-cache-ak0.pinimg.com/736x/a8/d8/58/a8d858537072a3c3d918f54e1ff2da77.jpg

-https://s-media-cache-ak0.pinimg.com/236x/ca/94/c6/ca94c62f9ea5aa6e174351dfe9a515c3.jpg

(Masks).

- http://ecx.images-amazon.com/images/I/519HM3UnZUL._SX258_BO1,204,203,200_.jpg

(The book I will use).

-http://i.ebayimg.com/00/s/MTIwMFgxNjAw/$(KGrHqZ,!pQE9eDpFHI!BPoFspcR!!~~60_35.JPG

(The DVD).

Personal notes/reminders/homework/other considerations: These activities are planned to work in a small group during splitting classes so the teacher can give them a more personalized attention.

.

LESSON PLAN

AIMS: - Make our children aware of the importance of insisting in our purposes.

- Teach kids what symmetry is. - Be able to work together in small groups as well as individually.

- Learn items of vocabulary related to values.

TEACHING OBJECTIVES:

Content: Learning outcomes: By the end of this lesson Ss will know about the importance of

values in our life.

Be able to: difference primary and secondary colors and trace and draw symmetry.

Be aware of: the elements that can appear in a landscape alike to the story one.

Communication

Language of learning:

-Vocabulary: primary and secondary colors, to mix colors, a river, a bridge, mountain, rocks, green grass, sky, horns, ears, nose, mouth, loyalty(loyal),

bravery(brave), intelligence(intelligent), justice, family … -Grammar structures: I think that daddy goat is..., In my opinion baby goat is not

very...,I agree, you are right, you are wrong, I don't agree. ......is important in the story, the three Billy-Goats would like to live in a place with a... Language for learning: Function language: asking and answering, explaining

(because), giving opinions “I think…”, “In my opinion…”, I agree, I don’t agree…,I

would done… Cognition

Thinking skills: Reasoning, creating and evaluating.

Activities: -Introduce vocabulary related to values.

- Ask children about the values they find in the story (provide them structures and vocabulary). Make them to agree or disagree with their mates. - Draw and color with watercolors the natural space where the three Billy goats

would like to live.

Culture

- Read and listen to stories from a variety of cultures,

and identify the similarities and differences in the way

language is used.

TASKS PLANNED AND TIMING:

1st session (Splitting class, small group) 20'

Activity:

0. Warm-up activity: Show them the Big Book and

the illustrations. Tell them they're going to listen to a

story called "The three Billy-Goats". Ask them if

they've heard about it.

1. Storytelling: Tell them the story with the big Book.

2nd session (Splitting class) 32'

Activity:

1. Watch the video. After watching it, play it again

and pause in different scenes to identify the

primary and secondary colors.

The pauses will be due in

3:00/5:37/8:40/13:44/14:13/14:45.

The Ss will get into two teams with six students

each one. Three of them will be given the red, the

yellow and the blue circles (primary colors) and

the other three will have the purple, the green and

the orange ones.

When the teacher pauses in every scene they will

raise up the circles with the colors they can

observe on them.

The other team will assess their progress.

WATCHING THE DVD

PRIMARY AND SECONDARY COLORS

3rd session (Splitting class) 20'

- Ask children about the values they find in the

story (provide them structures and vocabulary).

Make them to agree or disagree with their

mates.

-Record the students as they give their

opinions.

4th session (Splitting class) 30'

-Give them a photocopy with a half mask and

make the students to finish it. Later color and

laminate it for further use.

Masks and symmetry

LANDSCAPE

ASSESSMENT

WHAT I KNOW WHAT I WANT TO KNOW WHAT I HAVE LEARNT

VIDEO

https://www.dropbox.com/s/ozbts21h1vfc8n

h/Final%20project%20video.mp4?dl=0

REFLECTIONS ON MY PROJECT

First of all, I must thank my pupils who have been very keen on the project. They have spend their breaks to work and

participate on it.

Secondly, I reckon my project has been very ambitious so I had planned to many activities and carry them out with so poor

time has been so tough. Actually, I thouht to cut out some of them but I'm very demandant with myself and I did them all.

I should say the timing has not been achieved because doing so many activities with 4th grade students take long, specially it

you are doing Art.

For example, making the masks and teaching them the concept of symmetry took me more than 30 minutes, just the twice!

Something that made me feel so well was the pupils' attitude when they were listening to the story. Most of them were very

attentive and they had lots of fun. There were two students with some difficulties to be attentive and they could be sat down

and still almost till the end.

It was so tough to make them talking in English!! They felt very insecure, moreover I was recording them and they were a little

shy.

I realised after wathing the videos that I was the person who was talking full time, I don't like it. I must improve this and let

them to speak much more freely even when you've got the feeling time is being wasted because they produce two or three

words awkardly.

I was so happy when they suggested me the idea of acting the story out. They loved their masks and they wanted to use them.

I've promised them to do it soon.

They watched the video twice, so the second activity took me 16 more minutes. And for the second playing they started

singing the songs and repeating some of the structures naturally, on their own.

It was a little hard to talk about values and make them to understand what we were talking about. I don't know if I've done it

properly well but I reckond they understood quite well. Maybe it's something difficult to talk about and I should give them

scaffolding with more vocabulary and some structures to do it better.

THANKS TO:

4 th grade students:

Ainhara,Laia,Roc,Nicolas,Clàudia,Marc,

Sergi.Santiago,Judit,Marta.Núria,Val

entina.Alba.Pau and Victor.

Colleagues:

Marta.

Àlex.

Miss Anni

(Principal)