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THE COLOURS OF ELMER.

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Anais Muñoz

on 10 May 2015

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Transcript of THE COLOURS OF ELMER.

THE COLOURS OF ELMER.
BACKGROUND INFORMATION:
Title of the Lesson: The colours of Elmer.
Date: 05/05/15
Unit of Study: Colours. 1 session = 1 hour and 30 minutes.
Level and group: P5, Pre-education. Number of children: 21 pupils.


LESSON PLAN:
This group of P5 pupils started the English subject one school year ago. It is an active group and they always want to learn more and more. They are very motivated to learn English and they really enjoy learning English. However, they only have a session of English during the whole week and they need to reinforce their knowledge. Therefore, they need to work continuously in order to remember the previous units of study such as colours, numbers, school materials… because if not, they forget them. That’s why I’m really interesting in doing this unit of study about colours because I have the sensation that they need to remember and reinforce them and I also want to know or assess who really know the colours. Moreover, I think that storytelling is very important as an input because students need to listen to stories, try to understand them and it’s a time that they really like.
LESSON DEVELOPMENT:
LEARNING OBJECTIVES:

- To identify, say and review colours (red, blue, yellow, purple, green, orange, pink, black, brown and white).

- To understand and sequence the main parts of the “Elmer” story.


COMPETENCIES INVOLVED:
- Digital competence.
- Learning to learn.
- Linguistic and communicative competence.
- Autonomy and personal initiative competence.
- Social and citizenship competence.

There is an assessment grid to assess two of the activities:

- “The colours of Elmer” game.
- “Elmer story sequence”.
ASSESSMENT:
ACTIVITY 1.
Storytelling: “Elmer”.
TIME:
10 min.
DESCRIPTION:
The teacher will read “Elmer” story and she will show the pictures of the book. She will ask questions before, during and after the story.
INTERACTION:
T-Ss.
SKILLS:
Listening. Interacting.
MATERIALS:
"Elmer" book.

CHANGES ON THE ACTIVITY:
First, I read the story, I showed the pictures of the book and I asked questions about the story before, during and after the story such as:

Do you imagine who is Elmer? (I wrote the title of the story on the blackboard and I asked it).
Do you think all the elephants are grey? Why/Why not?
Why Elmer is patchwork? Why is he different? Do you like him?
Why is he grey colour now?
Do you like the party that they do in honour of Elmer once a year? Which of these elephants do you want to be?
What's your favourite colour?
Do you know how to “peek-a-boo”?

Moreover, I found the audio of this storybook and I thought it would be a good idea to listen to the storyteller and see the pictures again.



ACTIVITY 2.
"The colours of Elmer" game.
TIME:
20 min.
DESCRIPTION:
The teacher will show a poster of Elmer but his body will be different. Elmer will have nine white squares. The teacher will deal nine different squares of different colours (red, blue, yellow, purple, green, orange, pink, black, brown) to nine pupils. When the teacher says a colour, the student that has that colour has to stick it in the Elmer’s body.
INTERACTION:
T-Ss / Ss-Ss.
SKILLS:
Listening. Speaking. Interacting.
MATERIALS:
"Elmer" poster. Squares of different colours.

CHANGES ON THE ACTIVITY:
I only added a difficulty in that game: I said a colour and then, a number. Therefore, the students had to stick the right colour square in the right number square. For instance, I said: “Stick purple colour in number nine”.
ACTIVITY 3.
"Elmer the patchwork Elephant" rhyme/song.
TIME:
15 min.
DESCRIPTION:
The teacher will teach the students the “Elmer the patchwork Elephant” rhyme/song. Then, the pupils will say it or sing it individually, in pairs, in small groups…
INTERACTION:
T-Ss / Ss-Ss.
SKILLS:
Listening. Speaking. Interacting.
MATERIALS:
Blackboard (just in case) to write down the rhyme/song.


CHANGES ON THE ACTIVITY:
No changes. The students remembered very well one of the songs that they sang during the Christmas activities “S-A-N-T-A” and they also remembered “BINGO” song. Both of them have the same tune of that rhyme and that's why I think that it was easier to say it. I saw that they found quite difficult to say the word "patchwork".
ACTIVITY 4.
“Elmer story sequence”.
TIME:
5 min.
DESCRIPTION:
The students will sequence the “Elmer” story with six different pictures. They will do it in pairs with an ICT online tool called puzzle.
INTERACTION:
S-S.
SKILLS:
Speaking. Interacting.
MATERIALS:
Computers, Internet, Online puzzle tool.

CHANGES ON THE ACTIVITY:
No changes. Here you have the online puzzle:
http://www.puzzlepuzzles.com/challenge-puzzle-elmer_554e5356bd4ae.html
ACTIVITY 5.
“Elmer made of gymnastics/poly rings” game.
TIME:
20 min.
DESCRIPTION:
The teacher will create an Elmer made of gymnastics/poly rings of different colours in the gym. The pupils will run around Elmer and, when the teacher says a colour, pupils has to jump into the correct gymnastics/poly ring. If somebody isn’t in the correct colour, he or she is going to be out of the game.
INTERACTION:
T-Ss / Ss-Ss.
SKILLS:
Listening. Interacting.
MATERIALS:
Gymnastics/poly rings.

CHANGES ON THE ACTIVITY:
I decided to play it in groups of four/five because the gymnasium is quite small and it would be difficult to play the game with the whole group. Moreover, when the students run around Elmer, I played the tambourine and when I stopped, I said the colour.
ASSESSMENT GRID:
I used these assessment grids in order to assess my students during the implementation of the lesson plan.

BLOOM'S TAXONOMY:

Creating
Evaluating
Analising
X Applying
X Understanding
X Remembering
Short video of the storytelling.
Short video of the storytelling listening to the audio.
Nihad is sticking orange in number eight.
Yousra is sticking pink in number seven.
Short video of "The colours of Elmer" game.
Students' recording saying the rhyme.
Pictures to sequence the "Elmer" story.
Ousama and Ikram doing the puzzle sequence.
Mohamed M. and Khadija doing the puzzle sequence.
Short video of a group of students playing the game.
ACTIVITY 6.
Video of “Elmer” story.
TIME:
10 min.
DESCRIPTION:
The teacher will show the pupils, the story video of “Elmer” in order to remember the story.
INTERACTION:
T-Ss.
SKILLS:
Listening.
MATERIALS:
Internet, Digital board.

CHANGES ON THE ACTIVITY:
We don't have time to watch it. Therefore, I think that we will watch it in the next session.
"Elmer" story video.

- Online puzzle tool.
- Computers.
- Internet.
- Digital board.

ICT RESOURCES.
In ACTIVITY 1:
“My favourite colour is...”.

In ACTIVITY 2:
“Is it colour _________?”
“Is it number ________?”

In ACTIVITY 4:
“I think picture 1 is ________”.
LANGUAGE FOR THINKING:
I believe that this unit of study has been quite successful because children enjoyed working on “Elmer” story and reviewing the colours. However, I think that they need to continue practising and working on that in order to consolidate their knowledge. By and large, after implementing this unit of study, I have positive and negative feelings and reflections:

POSITIVE.
- The vast majority of the students have remembered the colours.
- They have participated actively in all the activities.
- They felt motivated and predispused to do the activities.
- They have worked in pairs and in small groups in a suitable way.
- They have worked quite good in the ICT tool.

NEGATIVE.
- They have found difficult to use the language of thinking.
- The audio of the storytelling was a little bit long and boring for them.
- They have had some problems to say the rhyme (pronunciation, intonation...). Also, they weren't familiar with “patchwork” word and they have found difficult to pronounce that word.
MY REFLECTIONS
THANK YOU FOR YOUR ATTENTION!
Assessment Grid 1.
Assessment Grid 2.
ANAÏS MUÑOZ
ANAÏS MUÑOZ
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