Before we got to watch the video and to play the game, we went through a series of 4 lessons that were devoted to professions. During these lessons we inlcuded activities such as: introducing the vocabulary, matching the jobs with different accessories, miming the jobs, separate words and sentences in Present Continuous (‘A teacher is jumping in the toilet’), categorising the jobs and interviewing each other (‘Do you want to be a teacher?’), talking about what we want to be and don’t want to be, introducing a song, and even starting a project about one Alfonso Pomodoro (more on that later).
In order to make sure that we have some variety of resources and approaches, I also introduced a video from Steve and Maggie. I used it before because it is a nice story that includes a few jobs and some ideas why they are good or bad or easy or difficult and it can serve as a background for a whole range of activities.
This time round (and for the first time, too), I decided to use the video as a framework for a role-play. I wrote the mini-script on the board with ‘a Steve’ (‘I don’t want to be a teacher’, ‘Look, I am a doctor. I can…’ ‘I don’t want to be a doctor!’) and ‘a Maggie’ (‘OK. Abracadabra!’ and ‘5 minutes later’) and we read it together.
It was the first time we did any sort of a role-play with my students in year 1 and that is why I decided to do it as a whole class, with two students being involved at a time. I had only 5 students on the day and that is why it was possible. I modelled the game first and then the students were joining the pair of actors. Kids took out cards from the pile, at random, and acted based on that.
Each round involved two students and they had a go at three jobs with ‘Steve’ getting bored with all three jobs and deciding what he (or she) wants to be in the end. I have a mixed ability group but the stronger students could actually come up with some things that a profession can do as well as with a problem that would put them off. Some kids focused only on choosing the jobs and limiting themselves to ‘I don’t want to be a doctor. It is difficult!’
Why we like it
The game worked well. Even in its minimal version, it gave us an opportunity to practise the key phrases, ‘I want to be a teacher’ and ‘I don’t want to be a teacher’ as well as the jobs, both in speaking and reading.
The video created a great, easy-to-follow framework for our game and it was not necessary to create the context, the story did it for us.
It worked well in a mixed ability group because we could extend and minimise the amount of language
It was done as a whole class activity, with only two kids involved at a time but I am hoping that in the future we will be able to repeat it, in pairs or small teams.
It gave the kids an opportunity to be creative, not only while talking about why certains jobs and good or complicated but in choosing what they want to be in the end (‘I want to be a blogger’ or ‘I want to be a girl’ or ‘I want to be a student!’). One of my students also decided to use the card three times in three different rounds becuase ‘I want to be a judge!’.
We had fun and the element of surprise kept the kids in the audience interested. We laughed a lot!
I have been carrying this idea with me and in me for a very long time. I am a huge fan of black and white and I knew it would be something that I would love to do. I was just waiting for the appropriate time. Our February was dedicated to Fruit and that is partly why, on approaching the month of March, I thought that, yes, following the good principles of alliteration, we are going to have a Monochrome March.
I am developing as an Art teacher, too (well, hopefully) so for the past three months, I have been doing my montly lesson planning, choosing the artists and materials/ techniques to cover. The teacher trainer in me is happy, nodding with approval. That works. Our monochrome series will have four episodes. This one is actually the second one.
The language
As regards the language, I decided that in the month of March, we are not going to focus on any specific vocabulary topic, but, instead, we are going to develop different ways of expressing opinion. With the younger group, that meant learning and practising the set of basic adjectives to express opinion (It’s a good / very good / bad / very bad / crazy / interesting / boring / fantastic / terrible) idea. I have chosen these particular ones to echo the phrases we used with my year 1 kids in our English lessons. I am hoping that they will benefit from that additional practice opportunity and that my pre-schoolers in the Art group will pick up on some of them. These are also the phrases that we will be able to use during other lessons, of course.
The artists
Yes! This week we were visited by a whole big group of artists including Malevich, Goncharova, Picasso, Georgia O’Keeffe and Victor Vassarely or, in other words, some of those who created some paintings in black and white, some of whom we already met before.
This stage was pretty straightforward – we looked at the paintings and shared our opinions. This stage was also relatively short because I wanted to save enough time for the creative part.
The art
This was the most important part of the lesson since we were to interact and to create with a new resource and a new technique.
First of all, I showed the students the resources: black paper for sketching, white pencils, chalk markers and blending stump pencils. I also demonstrated how to use them.
Afterwards, we did something for the first time in our class – I gave out the drawing materials and a small piece of the paper and I asked the kids just to play with them, to see how they work, how they draw, how much pressure you need to apply, how easily it smuges and so on, just to get the feel of the new tool.
Only then did I announce the topic of the drawing and that was: Draw what you want! My students were a little bit surprised and a little bit overwhelmed by that approach so that was something interesting to see and, definitely, something to reflect on. After a while, however, they took to work. I showed them what I created, a heart on the background of different patterns, and I explained that this was my choice just because I wanted to play with the tool and to experiment with how it works. I also demonstrated a slide with some patterns that they might use but I highlighted that they could really do whatever they wanted.
And what did they want? My older students chose to draw their favourite things so we got the white-on-black eddition of the rabbit, the goose, the cats, the still life and they were more creative with the experiments and trying out different options that the chalk pencils and markers offered. They were very excited with the shading options and the glow they managed to create. They chatted (in English) about the outcomes. Some of the pieces were not finished but, I suppose, it is something to take into consideration and to accept, especially with all the new techniques.
My younger were also creative but their creativity went in the direction of creating plot and background for their pictures. Many of them drew a bunch of monochromatic figures, which can be traced to a heart and I am still wondering if they were inspired by the heart that I brought. What is even more important is that they told me of everything that their pictures stood for and these were real stories! Yes, they were told in kids’ L1 as there is not enough language yet but they were such rich plots! Just look at the cowboys attacking the city or the hearts arriving to defend another group of heroes!
Many of the students created more than just one picture and it was lovely to see how their imagination was taking off, with every next picture bouncing ideas off the previous one. I really did think I would run out of paper!
All in all, I am very happy with the lesson. The new resource and the new technique worked well and we will definitely go back to it one day. The experimentation stage worked well and it helped us understand the basics of the resource. It was also interesting to see that the size of the paper also had an impact on the drawing. Some of the A6 pictures are just precious and this inspired me to look into this part of the process more. A lesson on the impact of the space, working with A3 and A6 at the same time? Well, it is a fresh idea, it needs to bubble for some time on the back burner of the brain.
As regards the language, it was not the most productive of our classes but it was a beautiful opportunity for the kids to express themselves artistically. I am just wondering if I can use them to tell stories in the other classes. They are so rich, so beautiful that it would be a shame not to! I am thinking.
It has already happened! A few days ago, in the middle of a lesson, I suddenly realised that we are closer to the end of the game called the academic year and that one is now allowed to rejoice (‘Hurray! Almost there!’) and to panic a tiny little bit (‘Oh, my, do we even have enough time to finish everything?’), too.
The month of February has finished and it is the time to reflect on everything that is going on in the classroom. Please don’t forget to check the previous episodes in the series here.
Starting the lesson
This is the part of the lesson that is always the same: we say hello, we talk about how we are and we introduce the new students aka all the new toys that the kids have brought to school that day. The toys are usually well-behaved and they also want to share how they feel (= more production). After the longer weekends or the term-break we have also added another extension to share what we did. For that we use a few of the past verb forms that we know (I went, I ate, I saw, I liked, I didn’t) and we share our ideas.
The interesting thing is that on some days the kids also asked to repeat this stage of the lesson after the lunch break and it happened twice on rather difficult and emotional days. Somehow, everyone wanted to share how miserable and sad and tired they were. We did and I would like to think that calling out those emotions and validating them helped everyone a tiny little bit.
Songs
We still continue to sing As quiet as a mouse and What do you like to do? but our favourite thing about them is not the songs themselves but our variations and ideas. I absolutely love that they take so much pleasure in being creative and some verses are simply precious (‘I am as hungry as a dragon. Miss Anka, you’d better run away’) and even my not-so-strong and not-so-brave students take part.
I wanted to have a replacement for the January song but because I simply did not find anything interesting and fitting, we just wrote out own songs, with both my groups. We used the melody of Frere Jacques and with the help of the kids, we put the four verses together (‘February (x2). Make snowmen (x2). Spring is coming soon (x2) And holidays! (x2)’) and it quickly turned out that we have more ideas than we could fit in one verse so after singing the first part, we started to come up with more and more. This was easy, especially that the song follows the pattern of call and answer so it was very easy for the kids to lead it, too. We have even recorded a video for the parents.
Oh, I almost forgot, there is also Mr Jack Hartman who helps us practice multiplication tables (and here you can find a recent post on the songs that I use to get the kids to move)
Rules and classroom language
No major changes here and, guess what, walking around the room, is still the biggest vice and challenge and, surprise, surprise, we are still working on getting our 10th star. Two months in and we are still trying.
Story
February was a great month for storytelling. First of all, we had a story in our coursebook, about the Fox, the Mouse and the Rattlesnake. a traditional story. The kids really liked it and we had a great lesson.
We also did Dr Seuss ‘There is wocket in my pocket’ which my kids helped to read. I caught them red-handed a few times later on, as they took my copy off the trolley and went on to read themselves during the break. We also did a great story ‘Impossible‘ by Tracey Corderoy and Tony Neal.I did adapt the story a bit but I loved the message and the fact that the story gave us a chance to practise reacting to different ideas with ‘It’s impossible!’ and ‘Let’s try!’. It is also a great story to practise the words related to the natural world.
Then, there was also Norman, the Slug with no shell by Sue Hendra! I have almost forgotten about him!
February was also the month of the term break and that, for some of our students, meant a week of emotions which we did through storytelling. Here I am sharing some of the ideas from this week.
Socialising
February was a bumpy month. On the one hand, we had a few birthday parties and it was lovely for the kids to celebrate together, to eat together and to socialise. On the other hand, somehow, there have been different issues related to being friends, respecting or not respecting classmates, getting upset about little things, liking and not liking people.
Because of that we had a few ‘conversations’ which I led in the L1 in which everyone took part, shared ideas and we tried to arrive at some conclusions. We have also been doing a lot of pairwork with different partners. Pairing up did not always go smoothly (see the issues above) so that is why I announced that partners in round 1 and 2 are asigned by the teacher and in the final round everyone would be able to work with their best friend. That seemed to help a little bit. We have also done a few activities in which the whole class was cooperating such as a drawing running dictation and even a round of bamboozle which we played with points in a less competitive way, with the whole class collecting the points (and with some of the power-ups switched off). That worked, even with my Sasha who has zero immunity to anything mildly resembling a competition. I was really proud of them.
The other group also managed to play a few rounds of noughts and crosses and it went very well, apart from one minor meltdown which was not quite due to the game itself but due to a mistake that occurred in one of the teams). I was really happy because we managed to practise reading the key vocabulary and I will be able to use the game in the future, too. At least with one of the groups.
Creativity
Looking back, it seems that our February was not very creating, on the whole but we did some things:
we wrote a lot of songs and this way we produced a lot of langauge,
every camp lesson and our Art Explorers was pure creation
we made St Valentine’s Day cards
in February we had another lesson of running drawing dictation and we created beautiful pictures in our notebooks based on the notes-directions that we found around the school
our Norman lesson was followed up by a creative activity, making a poster with more ideas for shells for Norman
All in all, however, I am not happy with how little we did to express ourselves. A mental note taken, I (and we!) will be catching up on that in March!
Teacher
My favourite teaching memories from the month of February will definitely include everything related to storytelling. All of these were memorable lessons and I was happy that my students were so involved. A series of the most precious moments, no doubt! I also really liked (and still do) our song creations and that’s because my little students are producing the target language, they are having fun and, they are snowballing while doing that, reaching into their vocabulary like into pockets full of treasures, to pick out some gems. And the songs they make up are funny so we laugh a lot!
Apart from that, although February / March is still too early for such grandiose comments, I can see the progress my kids have made since September. Last week, I prepared an activity, a simple reading and writing task of four pieces and I was planning to do it step-by-step, led and guided by the teacher. That turned out to be completely unnecessary. The kids started and just went on, each at their own pace and order. I was walking around the room, monitoring and trying not to show how touched and proud I was. They were just reading and writing, something that was not possible a month ago. Another beautiful moment in a teacher’s life.
I have decided to write this post as a follow-up on the earlier post that I put together for novice teachers who are looking for inspiration for the soundtract to their VYL and YL lessons. I shared there my favourite hello and goodbye songs as well as my top five for the music and movement stage of the lesson. But that was almost four years ago and, of course, the playlist has grown longer and the time has come to share my new favourite songs that make us get up and move.
Why do we need these songs? Here are a few reasons:
the lessons are quite long
kids need some structured active fun to punctuate the lesson
and to balance the periods of the focus and hard word
these songs can also be the source of the language
they help to develop the gross motor skills, balance and focus
there is a huge multitude them, in different styles, genres and topics and these songs can be used to make the whole lesson consistent
they can be used as an additional support and a way of learning Maths, Science and literacy
they were written by adults who know kids and they have become real hits among my students
Danny Go!
Danny Go appeared all by himself. I went on holiday for a week and when I got back, he was already there, introduced by the subsitute teacher. I was not overly enthusiastic about it but the kids were and so we listened to my first Danny Go’s song Sharks in the Water! I suppose, if I were to describe it in one line, I’d say it is like a mini interactive computer game-like experience. The song tells the story (Danny is swimming to the island to get the treasure) and while he is doing that, he performs different movements which the kids had to repeat. Then, the sharks appear and you have to ‘jump out’ of the water. There is some vocabulary there but the biggest advantage of the song is that it is a perfect stirrer and it gives the kids an opportunity to develop focus, gross motor skills and coordination.
Danny has got many topical songs and in that he resembles Peppa Pig – there is an episode for every occasion (or almost) so I have been using this songs to accompany our songs on the topic of deserts, farm, jungle and what not. This is how we found out about such hits as ‘Pigs on the loose‘.
There is another type of songs that you can find on this channel and they are proper dance songs, for example ‘In the mood for food‘, with great movements and a bit more vocabulary input.
Jack Hartman
I have to be honest, Mr Hartman popped up ones or twice in my youtube searches but I did not find him appealing enough, visually, and I did not bother to click and to research. Until one day, when I was walking past by Miss Kate’s classroom and through the open door I saw the kids working out and counting, during the break time…Of course, I joined in! Jack Hartman was counting to 100, by ones and everyone was counting with him AND doing exercise, one type for every ten. I knew I had to introduce him to my year 1 kids.
Apart from different counting workout songs, there are also some alphabet songs, move and freeze songs and, the recently discovered series of ‘Multiply by…’, with a separate song for each table which help us practise and remember! And each of them in a different style so we are also getting educated musically, with rap, rock and roll, disco and reagge!
Dance Freeze!
The idea of all of the songs from the series is pretty simple: you have a few movements which you repeat until you hear the command ‘Freeze’. Your task is to repeat the movements, to listen and, when necessary, to freeze. It is a great and a very simple brain breaker because you get to jump, to dance like a robot, to dance in slow-mo, but because the original song has been so successful, new and new episodes have been added to practise sports, instruments, chores verbs and many more. The five basic songs lasted us a good few months and the channel ‘Scratch Garden’ has a lot more to offer. I am just going through their recordings…Like the ‘Stop Copying Me’ that I haven’t used yet and ‘The Sentence Song’ that will come in SO HANDY in our English lessons!
And, dear reader, here is the bonus! As you have noticed – these are not three songs but three wonderful channels that have a lot to offer! Let’s get moving!
‘Calm night’ that started as an apple, if I remember correctly…
I am happy. As a teacher of English and a teacher of Art – I am happy. I have my Art Explorers classes twice a week, there are two groups so every lesson is not only taught twice and every idea trialled and trialled again. I am happy because I am getting better at coming up with ideas and with combining all the elements and finding the links between the artist, the language and the technique. And I can see how my kids are reacting to it and becoming more familiar with the paintings and more confident as artists.
I have also realised that all of us, we are more involved in the process and we are enjoying it more. The final product is important, of course, but so is the journey. It is all very rewarding and I am just happy that it is a part of my weekly schedule.
‘You destroyed my food’Sasha’s favourite food
The art
As usual, out of the three components, one had to be prioritised and, this time, it was the art itself. I wanted to give my students an opportunity to experience the process of creating a non-figurative art piece. We tried doing it a little bit in our Jackson Pollock lesson but there the lead was taken by the very specific technique. The outcomes, amazing as they are, were absolutely accidental, and only at the very end of the lesson, we gave our paintings their names.
This time, I wanted it to be fully conscious, purposeful and planned, from A to Z for the kids to understand how a figurative painting may become a non-figurative piece and the artist (aka US!) takes the responsibility for that.
The goose after the wind blew it awayThe goose
In order to achieve it we did the following:
we decided what to paint. I suggested a fruit and veg still life since it was still our Fruit February but I allowed the kids to opt out of it if they really wanted to. Some did.
we made decisions about the composition and started to drip draw with the paints. I had a set of paints that I bought for the stained glass lessons but they turned out to be of a very bad quality, too watery, to liquidy and I could not use them for stained glass. They spent about five months in the drawer and last week I had already taken them out to bin them when the hoarder in me hesitated and decided to use them somehow. Since they were so good at dripping, dripping was what I chose to be their destiny. We used a technique we experimented with before, spread painting.
we drew the contours with drips of the paint (sharing the one set of paints, hooray to the social skills development!)
we photographed the ready picture
we used pieces of thick cardboard to spread the paint and a decision had to be made here to, regarding the movement (or movements) of the hand.
we gave the paintings a name. In most cases, it was a list of the items of the picture but some of the children came up with different names, not related to what the painting first was. Real artists, I am telling you!
As usual, the creation started with a quick modelling session during which I produced a painting of a watermelon and then turned it into a non-figurative item.
A watermelon and a horseSame watermelon and same horse
The artist
This was one of the lessons in which we did not have one superhero but a whole dinner party. I divided them into two groups to illustrate what figurative and non-figurative art is. Our definitions were very simply, in order to convey the message even to my youngest students. ‘Figurative’ was defined as ‘I can see real things’ and represented by a still-life by Cezanne, by Rene Magritte’s Son of Man, by an apply by Yayoi Kusama and a still-life by Ilya Mashkov. ‘Non-figurative’ was defined as ‘I can see shapes and colours’ and represented by a piece by Jackson Pollock, Kandinsky’s circles, Mark Rothko and Yves Klein that I have just discovered for myself.
I also brought two pictures that I created at home and I asked the students to guess what fruit I tried to paint by the colours that they could see or the shapes that were still visible, just to highlight the fact that the fruit might be only represented by a fruit, not necessarily by shape.
Lemon, orange, chocolate, banana……and when they still resembled themselves a bit more
The language
The langauge in this lesson was, as in every lesson of this month – fruit and vegetables. Apart from that I wanted to play with the language and to reinforce the idea of looking at the world from a different perspective. In order to do that, we looked at a set of pictures of the everyday objects and fruit and vegetables, seen either under a microscope or in a close up. We did it as a guessing game, using the set of wordwall cards I put together. This was a lot of fun and I am definitely going to use this resource again!
A selection of favourite things…And a favourite blur
Outcomes
It’s not going to be the first time I say it, here or in the real life, but this, indeed, was one of my favourite Art lessons ever. The rest you can see in the paintings my students created.
Four years ago today, it was a Monday but I woke up early but lazy because I had requested a day off. I switched on the computer and checked and double and triple checked that I had actually submitted my MA dissertation (2nd March was the deadline) and then I went back to bed, to watch the Reservoir Dogs with coffee and chocolate. That was my idea of signalling to my brain that, after two years and a half of a long academic marathon that my MA studies combined with a full-time job were, I can finally take a break and breathe.
I was considering to turn this day into a laziness bonanza but by 3 p.m. I was already an owner of a domain and a blog and shortly after I published my first post. And I haven’t stopped since.
It has been 4 years, 267 posts, 1 author, 22,985 visitors and 30,500 visits and pretty much every country of the planet, including the US, Russia, Nigeria, Canda, South Africa, Uzbekistan, Malaysia, Australia, Sri Lanka, Estonia, the UK, India, Spain, Latvia, Slovakia, Japan, Singapore, Kyrgystan, Sweden, Egypt, Phillipines, the Netherlands, France, Ireland and Greece. Within the last 48 yours. This kind of a list always brings a huge smile on my face.
Every year, when I am approaching this anniversary, I make myself sit down and reflect on the blogging year that has just finished and answer the same question: ‘Do you want to go on for another year?’ I do, I still do.
I love writing, I am happy that I can share my ideas and that there are people who find them useful. Maybe I am making a ripple, a tiny, little one.
Thank you, dear readers, for still being here, for clicking and for being an incentive to write.
The language input was very simple and limited to singing a few vegetable and fruit songs and guessing the fruit and vegetables from stencils. I wanted to use this activity as an introduction and preparation for recognising fruit and vegetables in paintings by Picasso and Warhol.
The artists
These lessons happened together, in a way. We were in our holiday week and we were on a slightly different schedule so Picasso and his still-lifes in the styles of cubism as well as Andy Warhol’s strawberries were introduced on two different days but in a combination with each other. The other thing that joined them was the special focus that was given specifically to the style and the technique because we would aim at creating something similar, or, using a similar approach. We looked at a few examples of the paintings and tried to recognise fruit and vegetables and different objects in them.
The art
The directions for the cubist paintings were pretty simple. I asked the kids to prepare a composition of three fruit or vegetables and to draw them in pencil and then in crayons. Afterwards, according to the manual I found on wiki how, we used a ruler to add the lines. The next step was colouring in with the use of watercolours.
The pop-art task was even simpler – all the kids received an A4 piece of paper, divided into 4 with the painters scotch and our task was to choose one fruit to draw four times and to think of a colour composition, for each of the quarters and for the set as a whole.
In both cases I had students who opted for markers, instead of watercolours and the results are still interesting and in both cases we started with showing my students the little homework paintings that I did to test them and to demonstrate something to my kids.
These were two precious lessons and I will definitely use the these ideas again, as a part of other lessons. The cubism lesson gave us a chance to work on the colour, its shades and variations and how they can work together to make a picture. The pop-art lesson was amazing as regards the colour composition as the kids were working on combining two pieces together, the fruit and the background AND, at the same time, combining the four elements of our panel. I was watching the kids closely (and talking to some of them, too) and it was a fascinating experience to see how they were making their decisions, sometimes changing the direction a few times, especially with the final element of the panel.
This was a week of our winter (or dare I say spring?) camp classes or, in other words, a week of alternative timetable and alternative activities at the school. It lasted four days and combined two programmes, the emotions activities organised and prepared by our school psychologist and run by the national language programme teachers AND the English language programme prepared and run by me and my colleagues.
I decided to put it together here, as an example of how a curriculum can be composed without relying on the coursebook. Our programme lasted 4 days within the same week but it equals 4 mini-modules, of two lessons each and, theoretically at least, this could amount to a month’s worth of classes and each of these could be further extended to give children an opportunity for more practice.
It needs to stressed that, because of the context of my school, none of the kids are real beginners at the moment and they have seen and used all of the structures and vocabulary before. None of them had to be properly introduced from scratch, for all of us it was a revision and that it why were could squeeze it in two lessons only.
Just as an idea, just for inspiration.
The house for the frog
Step 1: I’m happy, I’m sad.
Vocabulary: all the emotions (the number will depend on the age and the progress of students), the phrase ‘I am happy’. We also revised the extended characters (fairy tale characters and our favourite animals) and used them to make phrases such as ‘The princess is happy’, something that we would need for all the storytelling. The main vocabulary focus for us was the ‘rooms in the house’. We introduced and practised the new vocabulary and I prepared the Magic Bag with items from different rooms in the house.
Story: There are many stories that could be used here, some of them with a bit easier content but I decided to use one of my personal favourites, Rhinos Don’t Eat Pancakes by Anna Kemp which is also available on youtube. I adapted the story, simplifying it a bit and while I was doing it, I asked the kids to help me with describing the main characters’ emotions.
Follow-up: We had two lessons and two main craft activities. The first one was a house which I described a bit earlier here, the other one was creating a crazy animal from different body parts.
Evaluation: The kids really liked the story, Daisy and her purple rhino are always a hit. The house went great, too, as some kids chose to draw the entire kitchen and some just went for a basic symbol for each room in the house. I also had a whole bunch of frog stickers so the houses ended up with having at least one reptile inhabitant.
Step 2: I’m angry.
Vocabulary: The emotions and characters were a part of every lesson in these series, with teh list of characters growing longer. Apart from that, there is also a lot of potential for body parts to prepare the kids to describe all the wild things.
Songs: There are lots of body parts songs, including Head and Shoulders, but one of my favourite ones is ‘This is Me!‘
Story: I chose ‘Where the wild things are’ by Maurice Sendak also because apart from the book in our library, it is also available in the form of a youtube video.
Follow-up: For this day, I planned the music and emotions activity that I described earlier on this blog for the first lesson. In the second half of the day, after the storytelling session, the kids made their own crowns to become the Kings and Queens of the Wild Things and they played the game that I found here on the Famly Blog in which the kids would take turns to dictate the group what to do.
Evaluation: Making a crown is super easy as it only requires an A4 piece of paper cut into halves, lengthways which the kids decorate, cut out the spikes (optional) and glue together and it is amazing how much fun it can bring. Every time I made crowns in class, they were very popular among boys and among girls, too. I was especially happy that the crown would later become an accessory in our game (which, by the way, is a great bonding and team building activity as the kids can make the group perform a complex dance or just a simple gesture such as bending a finger).
Don’t you just love a circle. At the farm.
Step 3: I’m fantastic, I can do it!
Vocabulary: The vocabulary input here was imposed by the story that I really wanted to use in class and this is how farm animals made an appearance in our lesson. We focused on introducing the names and practising. We did the sound quiz together and we played a simple guessing game in pairs, with a set of mini-flashcards for each pair or team. The younger and lower level students played focusing only on guessing the name of the animal and the more advanced were making simple sentences or questions to find out what their partner is talking about.
Songs: I was planning on using Old MacDonald’s but I changed my mind during the lesson and replaced it with the Eddie song that goes with the story.
Story: I have been using this story in class for about 15 years now and out of everything that you can find in Playway to English series, Eddie, the king of the garden is my absolute favourite. It is quite simple, very easy to understand but with a very powerful message.
Follow-up: In this ‘module’ we had time for only craft and I decided to revisit one of my favourite craft activities, Don’t you just love a circle, this time farm-themed.
Evaluation: The activities went well but this day at camp helped me realise that every lesson should include a craft activity, something hands-on, something that we will make and take home. I was planning to include it, initially, but then decided to abandon the idea, in order to make room for riddles and the quiz. It went well but not as well as the other days when two creative (or two paper activities) were included.
Our book about being proud
Step 4: I’m proud.
Vocabulary: I wanted to based this lesson on different activities that kids can do and those that can fill them with pride. The list was adjusted to what I expected my students to know and included the following: Reasons to be proud.
Songs: In my plans I had ‘Little bird’ that we have known for some time as well as the related game ‘Can you? Show me!‘ but, in the end, we did not have time for that. It would have been a great extension and an opportunity for practice, though.
Follow-up: In the first lesson we made a book about being proud, with each page dedicated to a different skill. We went page by page in the following manner: read the sentence a few times, give ourselves a mark, in connection with how strong we are in the area and draw a symbol to represent the activity. In the end we stapled the pages together into a book. I loved watching my kids while they were assessing their own skills. We used the traditional scale we know from school but it was OK to extend it and that is how some kids awarded themselves with 7+ or even 100 for some skills. It was a beautiful moment.
In the second activity, we prepared diplomas that were handed in at the end of the session because everyone is fantastic and deserves five stars.
Evaluation: This was, by far, my favourite lesson of the series. One reason for it was the fact that I managed to find both videos and to balance a cartoon with a documentary on the same subject. The second reason was the fact that the lessons gave us an opportunity to talk about what we can do, to evaluate our skills and to be proud. I did underestimate the kids’ ability to draw for their friends and the ‘decorate your friend’s diploma’ did not go that well. They turned out to be too young and I should have predicted that, skip that element and focus on preparing the diplomas and handing them out on the last day of the camp. My colleague did the same activities with another group and it was a success. I did overdo it a bit. Lesson learnt.
This article was published in the Modern English Teacher in the March / April issue of 2023 and it is one of my favourite pieces ever committed which summarises my (almost) two years in the classroom as a teacher of English and Art. I have included there all the main considerations and as many as ten different ideas for the classroom. (Although it has taken me a whole year to add it to the blog (rolling the eyes).
I am very proud of it and if you are not a MET member and have no access to the article, I can only recommend all the other lesson ideas that I have shared here, on the blog. You can find them here.
February is our month of food and fruit and this is what we focus on in the language part of the lesson. With my younger group we listened to a great song from the Singing Walrusand we used a set of wordwall cards to guess the fruit and vegetables from the stencils. We did some drilling, too and we talked about whether we like them or not.
The older students needed a more advanced activity and for that I used my magic bag which, indeed, on the day was full of fruit and veg that I brought for the still-life installation. Kids put their hands into the bag and tried to describe the object they were holding using basic adjectives (big / small, hard / soft, smooth / rough, light / heavy). Despite the fact that some of the kids were as old as ten, they all did enjoy it. We also talked about the fruit and vegetables we like and don’t like.
Ilya Mashkov, Pumpkin (1914)
The artist
Our artist of the day was my still-life here, Ilya Mashkov. I have used his painting in my Art classes before and it was only natural that this time I would want to take it up to another level. I did and I am quite happy how it went.
First of all, we introduced the artist himself and his famous (in my opinion) painting ‘Pumpkin’. We defined what a still life is (‘a painting of things’) and we looked at a few chosen paintings by Mashkov. I put together a set of questions, inspired and adapted from the material online Essential Questions to ask about each still life photographs. My final, go-to set for this topic includes: What colour is it? What objects can you see? What shapes can you see? What is the biggest shape? What is the smallest shape? Is it light? Is it dark? Is it smooth? Is it light?, although in the lessons this week we have gone through only a few of them.
In order to prepare for our creative activity I prepared a special slide for ‘Pumpkin’ made entirely of shapes, one to represent every fruit and every vegetable. I was revealing them one by one and the task for the kids was to call out the object that they represent. In the end, I showed them the real painting and we checked our answers. I was a fun activity and it helped them the kids the basics of the composition of the painting and to prepare them for drawing.
The art
We started with putting together our installations and while I was the one responsible for arranging the items for the younger kids, my older group just took over the bag, the table and all the elements. And, it has to be said, not all the fruit made it to the table. Avocado and aubergine were not deemed worthy of our set. I accepted.
We outline the main stages of the lesson: 1. sketching with a pencil, 2. tracing the lines with crayons (one colour or a set of colours) and 3. colouring in with watercolours. I also showed my students the homework that I did before the lesson: a small still-life I painted at home and a photo of it, for comparison.
Since it was our first lesson with a still-life I did not want to invade too much and to direct the kids for example by guiding them in which order to draw the fruit. I wanted to let them try to face the task on their own and, also, to see what they can do. I was preparing my own copy and moving around, handing in the resources for each step (which also help with staging) and admiring what I was looking at. The only thing that I said to encourage them was something along the lines of ‘Don’t be scared, trust your hand. This is our first still-life. Let’s see how it goes’.
And guess what? It was beyond amazing. Some of my students are already very confident as regards drawing and they have a good eye for detail so I expected some good work but still they managed to surprise me, especially the little ones. They approached the task with curiosity, without fear and they were just working diligently on their paintings.
The only question left to answer is: What are we painting next?
