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1. TITLE AND JUSTIFICATION OF THE DIDACTIC UNIT Grade Methodology SequenceTODAY IS MONDAYWe have chosen this story because three interesting and motivating topics to work with: food, animals and the days of the week. The repetitive structure helps the comprehension and production of the language. Pictures are attractive and eye catching.

PreschoolP4-P5

The use of a story as a starting point.Songs, TPR activities and learn by doing activities.

5 sessions

2. CAPABILITIES 1. Progressar en el coneixement i

domini del seu cos, en el moviment i la coordinació, tot adonant-se de les seves possibilitats.

4.Pensar, crear, elaborar explicacions i iniciar-se en les habilitats matemàtiques bàsiques

7. Mostrar iniciativa per afrontar situacions de la vida quotidiana, identificar-ne els perills i aprendre a actuar-hi en conseqüència

2. Assolir progressivament seguretat afectiva i emocional i anar-se formant una imatge positiva d'ell mateix i dels altres.

5 .Progressar en la comunicació i expressió ajustada als diferents contextos i situacions de comunicació habituals per mitjà dels diversos llenguatges.

8. Conviure en la diversitat, avançant en la relació amb els altres i en la resolució pacífica de conflictes.

3.Adquirir progressivament hàbits bàsics d'autonomia en accions quotidianes, per actuar amb seguretat i eficàcia.

6.Observar i explorar l'entorn immediat, natural i físic, amb una actitud de curiositat i respecte i participar, gradualment, en activitats socials i culturals.

9 .Comportar-se d'acord amb unes pautes de convivència que el portin cap a una autonomia personal, cap a la col·laboració amb el grup i cap a la integració social.

3. MAIN SUBJECT- AREA AND OTHER AREAS DESCOBERTA D'UN MATEIX I DELS ALTRES DESCOBERTA DE L'ENTORN COMUNICACIÓ I LLENGUATGES

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4. OBJECTIVES and CAPABILITIES 5. ASSESSMENT CRITERIA- To follow the daily routines à 2, 3, 9

- To know the food: green beans, spaghetti, soup,

roast beef, fish, chicken, ice cream à 5

- To know the animals: hedgehog, snake, elephant,

cat, bird, fox, monkey, parrot. à 5

- To listen to the story. à 9

- To act and sing the song. à 1, 5

- To act out the story. à 1, 5

· Children are able to follow the daily routines: hello, feeling corner,

clean up, sit down, circle time, bye, bye

· Children are able to say the food of the story.

· Children identify the animals and the food.

· They are able to sit down and listen to a story quietly and

attentively.

· They are able to act and sing the song.

· They are able to perform the story.

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6. DEVELOPMENT OF LEARNING AND ASSESSMENT ACTIVITIESActivities: I (introduction), D (development), A (assessment) Grouping Resources Main language

I. Routines: Hello! A. Day and weather. A. Feeling corner. I. Introducing the animals: the teacher introduces the animals

with the magic box. I. Story prediction: children look at the book cover and they

talk about it. D. Transition to the circle time: children follow the teacher’s

instructions while they are listening to music. D. Story telling: the teacher tells the story. D. Transition to the table: children clean up the small chairs

while singing the clean up song. The teacher touches children’s heads one by one singing the song.

D. Routines: Goodbye!

............................................................................................... I. Routines: Hello! A. Day and weather. A. Feeling corner.

D. Matching food with the animals: children are divided in groups of 4 or 5. Each group has got small animal card and small food cards. They have to match the animal with the food.

D. Food game: what’s missing?: one student goes out of the classroom and the teacher or a child take one flashcard out. He/she come in and tells what’s missing.

Class work

............

Class work

Group work

Class work

Magic boxFlashcardsHabitat posters on the IWBStory book coverSmall chair, MusicStory presentation (PPS)

............Small cards: animal and food cards.Food flashcards

Vocabulary: animals, food, days of the week.

Active language:I can see...Today is (day of the week).It’s (weather).

Receptive language:What can you see?What colour is it?Does jump?All you hungry children come and eat it up!.............................

Vocabulary: food.

Active language:Today is (day of the week).It’s (weather).What’s missing?

6. DEVELOPMENT OF LEARNING AND ASSESSMENT ACTIVITIES

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Activities: I (introduction), D (development), A (assessment) Grouping Resources Main language D. Interactive story time: the teacher sticks on the blackboard the

sheets of paper with the names of the week. She hands out the animals and the food cards to different children. She starts telling the story with the help of the PPS or the book. The child who has got the correct flashcard, stand up, sticks it on the sheet of paper and sits in a circle. At the end of the activity, almost all the children are sitting in a circle, ready for a circle time activity.

I. Listening to the song: children listen to the Today is Monday song jut for fun.

D. Transition to the table: children clean up the small chairs while singing the clean up song.

D. Routines: Goodbye!..............................................................................................

I. Routines: Hello! A. Day and weather. A. Feeling corner. D. Pass the parcel game: The teacher prepares a box with

flashcards inside and the teacher makes the children sit in a circle and sing the Pass the parcel song. Every time the song finish the student holding the box has to unwrap, take one picture and say the word for it.

We play the pass the parcel game to remember the animals and food in the story.

D. Transition to the table: children clean up the small chairs while singing the clean up song.

Class work

............

Class work

Sheets of paper of different colours with the name of the day of the week.

Song

................

Small box, food and animal cards, sheets of paper of different colours

Receptive language:Are you ready for a song?If you are ready, touch your ears.Stick the animal on the paper.Stick the food on the paper.

............................

Vocabulary: animals, food, days of the week.

Active language:I like...My favourite meal is...Today is (day of the week).It’s (weather).

6. DEVELOPMENT OF LEARNING AND ASSESSMENT ACTIVITIESActivities: I (introduction), D (development), A (assessment) Grouping Resources Main language

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D. Draw your favourite meal in the plate: The teacher show the plate and the food that appears in the book and the teacher asks the children about their favourite food.

Then the teacher gives a worksheet to every student and they must draw their favourite food in their plate.

D. Routines: Goodbye!..............................................................................................

I. Routines: Hello! A. Day and weather. A. Feeling corner. D. Transition to the circle time: children follow the teacher’s

instructions while they are listening to music. D. Story telling: the teacher tells the story with puppets. D. Arts and crafts: Children choose and paint an animal or food

flashcard with crayons or felt-tip pen. Each one varnishes the flashcards and put a lace or ribbon.

D. Transition to the table: children clean up the small chairs while singing the clean up song. The teacher touches children’s heads one by one singing the song.

D. Routines: Goodbye!

.................................................................................................

Individual work

............Class work

Individual work

Class work

……….

Worksheet with the plate

................Small chair, MusicStory

Animals and food puppets

Animals and food flashcardsVarnishLace o ribbon

………….

Receptive language:What can you see?What colour is it?What’s your favourite meal?Do you like beans ?............................Vocabulary: animals, food, days of the week.

Active language:I want to ...My favourite meal is...Today is (day of the week).It’s (weather).

Receptive language:What animal or food do you want to decorate?What colour is it?Paint and varnish your flashcardMake a necklace.………………….

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7. METHODOLOGY (strategies, management, diversity )Differentiation: strategies to support SEN students

Materials & Equipment. Web pages where information was found, IWB

· The student who has special needs goes in groups of threes in the “matching food with the animal” activity.

· The student who has special needs goes in pairs in the What’s missing? Activity.

TODAY IS MONDAY storybook by Eric Carl. Kizclub materials:

http://www.kizclub.com/stories2.htm Youtube: Today is Monday song à

http://www.youtube.com/watch?v=JtN7ixHO4c8 PPS: story slides.

Lesson plan 6