NORMAN THE SLUG WITH A SILLY SHELL

INTRODUCTION
This short unit starts with the story
Norman the Slug with a silly shell
. It consists in 3 sessions of 60' each one and it was implemented at 6th level.
The first session turns around the story, including pre-story activities, the story and after activities around the story. In the second session children work on a Science topic, children find out what kind of animal is a slug and its characteristics. Finally, children carry out an experiment making slime in the class.
LANGUAGE OF LEARNING
- Slug, snail, shell, silly, spoil, slime
- I love
snails
. If onl I had a
shell
...
- Too + adj (bouncy/noisy/cold/ heavy ...
- A slug/snail is an invertebrate animal.
- Slugs/snails belong to Mollusks.
- They are classified as Gastropods.
- Slugs/snails make slime.
COMPETENCIES INVOLVED
Communicative

Speaking and interacting

- Can interact with the group or the teacher.
- Can guess meaning.
- Can describe an animal.

Listening and understanding

- Can recognize vocabulary from context.
- Can listen and follow instructions.

Reading

- Can read information about the characteristics of an animal.
- can order the different steps of an experiment.

Writing

- Can write a general description about an animal.
- Can write the vocabulary and structures worked in class.
ANT 2 FINAL PROJECT
NORMAN
THE SLUG WITH A SILLY SHELL
LEARNING OBJECTIVES
- To listen and understand to a story.
- To guess new words from a context.
- To say something you love or wish.
- To say a characteristic of an object.
- To classify slugs and snails in the invertebrate classification.
- To identify the different parts of a slug.
- To carry out an experiment.
LANGUAGE FOR LEARNING
- What do you love?
- What kind of animal is a slug/snail?
- Can you level the different parts of the slug?

LANGUAGE THROUGH LEARNING

- Classroom language.
- Following instructions.

Digital
- Can understand and interpret the information.
Science
- Can say different properties of an object.
- Can identify the different parts of a slug.
- Can classify an animal.

Learn to learn
- Can reflect on his/her own learning in the self assessment.
Personal
- Can be interested in contents.
- Can participate actively.
- Can work with his/her classmates when working in paris / groups.
Pre-story telling
"The magic box"
Snail and slug video
http://wonderopolis.org/wonder_video/Vimeo/30002697

Vocabulary matching activity
While-storytelling
After-storytelling
Say a wish
Reading comprehension activity
Listen to the story again
Why these objects are not useful for Norman?
What kind of animals are slugs and snails?
The slugs and the parts of the body
http://thekidshouldseethis.com/post/57526288258

Watch the video:
https://docs.google.com/presentation/d/1e2VGOhNRULO-JeQ0R2qJS3mP4jS2VxgKrSw53ascFSs/edit?usp=sharing

Powerpoint of the story
https://docs.google.com/presentation/d/1tD1--C8ozLWXCitLHyDCyqFNsU05JKMytH8f4D0So-k/edit?usp=sharing

Powerpoint
HOW TO MAKE SLIME
SELF ASSESSMENT
LESSON 1
LESSON 2
LESSON 3
REFLECTIONS
In this unit children learn Science and carry out an experiment through this story. They have a good time listening to the story, learning new vocabulary and guessing meaning from context.
Stories are a great resource to encourage learning and motivation to pupils and they can be the starting point of any topic. We just have to select which are the most suitable for our pupils.


by Dolors Costa
Gonçal Comellas School