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 LEARNING PROCCESS in our students

Through foreign languages but connected with other areas.

Plurilingual and pluricultural perspective.

INTRODUCTION

Teaching and learning proccess:

• Significant• Understanding• Focused on the students profile.

Constructivist perspective

Basic competences: learn to learn, autonomy, mathematics, music, linguistic and emotional, kinestesic, and new technologies.

Our purpose and how we try to achive it.

INTRODUCTION

MAIN OBJECTIVES

•Use non verbal language to work listening and understanding.

•Understand narrative texts, with a lineal structure, supported in pictures, gestures, etc

•Recognize the plot of the story through the identification of the sequence of the pictures.

•Take part in the reading interaction story producing gestures, sounds and words.

Children will dramatize the story (Skippy’s and friends dialogue):

- following the rhythm- using illustrators and affect displayers- respecting their turns

They have to interact with others and participate in the narrationin order to learn to listening the others.

LEADING ACTIVITY

• Computer corner.

• Carpet.

• Resources corner: wardrobes and drawers.

• Walls.

• Pupils’s desks.

ORGANIZATION OF THE CLASSROOM

At the end of this unit all the children must: 1. Point one or two flashcards about body or face when teacher says the words

associated with it.2. Realize some gestures associated to the song, for example touch the ground

in ‘Skull and bone’ song or touch your knees in ‘My body’ song.

At the end of this unit most of the children should:

1. Point an average of flashcards of parts of the face and body when teacher says the word associated to it.

2. Follow the rhythm of the song and realize some gestures associated to it.

At the end of this unit some of the children could:

1. Point all the flashcards of parts of the face and body when teacher says the word associated to it.

2. Follow the rhythm of the song, chunking and realize the most of non verbal language and paralanguge require it.

At the end of this unit all the children must:

3. Be able to measure some parts of their body.

4. Be able to feel your heart.

5. Identify the tittle of the story and understand it.

At the end of this unit most of the children should:3. Be able to measure some parts of their body and see the difference between

the different parts.4. Notice if you are excited or relaxed.5. Identify the tittle of the story and develop some previous ideas.

At the end of this unit some of the children could:

3. Be able to measure some parts of their body, see the difference between the different parts of our body and the body of our classmates.

4. Notice if you are excited or relaxed and associated it with the heart beating.5. Identify the title of the story and develop some previous ideas.

At the end of this unit all the children must:6. Participate in the dramatization of the story doing the gestures of the animal

that they have chosen.

7. Make at least one illustrator that characterise the animal they are performing.

At the end of this unit most of the children should:

6. Make most of one illustrator that characterize the animal.7. Recognize when the story starts and and associated with some

gestures (non verbal language).

At the end of this unit some of the children could:

6. Participate in the dramatization of the story doing the gestures of the animal and some features of paralanguage at the same time.

7. Make most of one illustrator that characterize the animal and his/her pitch.

At the end of this unit all the children must:

8. Recognise when the story starts and end.

9. Order the beginning or the final picture in the sequence of the story.

At the end of this unit most of the children should:

8. Recognize when the story starts and end and the structure of middle pages (othe new animal with different characteristics).

9. Order the beginning and the final picture of the sequence of the story.

At the end of this unit some of the children could:

8. Make predictions about what will be happening in the next picture.9. Order all or the most of the pictures of the story.

• Explore the different parts of the body, specially the face.

• Learn the song of the main stage "My body" and make all the movements.

LESSON 1

• Pupils will explore their body and, at the end of this second stage, they will be able to recognise some of the parts of the body and face like nose, mouth, arms, legs, etc.

• To perform it, pupils will observe Skippy’s body and the flashcards of her face, they sing and dance ‘Skull and bone’ song and they will draw in a globe the parts of a face.

LESSON 2

• We have designed the following leading activity "Measure their body with the colour metre and compare the length of different parts of their own body and perform the same with the partner and with the animals

• We pretend to our students be able to use the metre and compare the different parts in order to understand the difference between short and long. It is used in the final task when our student have to read the book and dramatize it following the narration of the teacher.

LESSON 3

• Learn how the lungs work and recognize if someone is tired or relaxed.

• Observe how the rhythm of the heart changes depending on the activities that we realize.

• Be able to breathe in and out in order to relax

LESSON 4

• Pupils will be able to recognise some of the parts of the body and face like nose, mouth, arms, legs, etc.

• To show it, pupils will be able to interact with the teacher while she/he is reading a story in a big book, performing also non verbal language like illustrators or the right pitch to characterise each of the animals.

LESSON 5

HOW CAN WE DEVELOP READING SKILLS IN OUR PUPILS?

A reader should take an active part in the process by interacting

with a text and also reacting and responding to it in a multifarious

way

READING PROCESS

Interaction among the reader, the text and the context

SCHEMA THEORY

The way of knowledge is represented in our minds and the importance of prior knowledge to learning something new (Aussubel)

BASIC STEPS IN THE UNIT

• To design a subtask in order to create a routine

• To take into account the Zone of Proximal Development of our students in order to create the right scaffolding in order to they can get the objectives of the unit.

• To identify the assessment of our students with the evaluation.

Main materials to use at the lessons:

Skippy Pupil's book CD audio Flash-cards Stickers The story book Paper Globes Pencils Paper Scissors Glue

RESOURCES

Extra resources (for homework or if other children have finished their work in class)

- Activity book.

Resources made for the teacher:Child made with cardboard SkeletonBlue tap

Other resources used:

CassetteScissorsGlueCrayons

We use classroom resources to:

• Help raise awareness and spark students' interest.

• Illustrate the information (for that, we use real models, songs or dramatization)

• Improve group communication.

• Encourage learning by association of ideas and prior knowledge.

RESOURCES