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Infants 1 

1 Myself My Family My Friends Revised 

  

                                                                                                              Learning Unit: Making Connections

                                                           Class: Infants 1  Theme: Myself, My Family and My Friends….. Estimated Time Frame: 1 ½ weeks

Context

 

In order for children to remain open minded and willing to engage in the experiences provided at school, it is important that they develop an understanding of what they are capable of doing and being. They also need to become aware of the connections between themselves and others. Having a positive self-image leads to greater confidence which is an important part of their emotional development. Students need to recognise the importance of co-operation and maintaining good relationships. The experiences in this learning unit are meant to create and foster classroom community, help students develop literacy skills, creativity, problem-solving strategies, positive self-image and self-esteem.

Outcomes:

At the end of this learning experience students will:

1.    assess the importance of those observable body parts and the function of these parts

2.    explore body actions accompanied by music

3.    develop confidence through self- expression

4.    introduce themselves, say hello and goodbye in English and Spanish

5.    practise common courtesies

6.    be able to recognize and value the positive qualities of others

7.    classify objects into groups using a given criteria

8.    construct and analyse object and picture charts

9.    demonstrate an understanding of appreciative listening skills and respond creatively to a variety of materials

10. begin to develop creativity, build self-esteem and aesthetic expression through art

11. identify the people in the community and their occupations

12. identify and practise directionality from print.

Learning Plans

1.    I am Special

2.    My Name is special

3.    My Body

4.    I’m a Boy! I’m a Girl

5.    Movement through Body Awareness

6.    Moving Together

7.    My Five Senses

8.    Left to Right, Let’s Read

9.    Here’s My Family

10.  Building Friendships

11.  Identifying and Coping and Anger

12.  People in the Community

13.  Our Special Fun Day

14.  Favourite Colours

Resources:

·         Mirror, wrapped gift box with lid and a bow.

·         Computer and printer or drawing paper and colours

·         Paint, paintbrushes, paper.

·         Bristol Board, coloured paper, glue, markers, crayons

·         Body outline template

·         Song (“If You’re Happy”)

·         Varying colours of postcard sized construction paper

·         Pictures, play-dough, crayons, paper

·         crayons, coloured paper

·         Computer, printer, paper.

·         Word-cards, Two camcorders

·         A length of cloth with knots tied on, a pillow

·         Photos that depict jobs that people do

Assessments:

·         Checklists

·         Oral questioning

·         Anecdotal Records

  UNIT: Making Connections

Learning Plan: 1 of 14

Class: Infants Year 1     

Theme:  Myself , My Family and My Friends

Duration:    3 hours

Topic:  I am Special   

Context:

Children need to know that they are wonderful. Building and fostering a positive sense of self and engaging them in activities that build self-confidence will facilitate appreciation and love of self. Students encounter Spanish frequently in children’s television programmes. Therefore, the appreciation of this language can be gained when introduced through play and exploration in our classrooms.

CONSIDERATIONS:

HFLE

Literacy

☒Reading

☒Writing

☐Literary Appreciation

☒Oral Communication

☒Media & Information Literacy

Numeracy

☐Problem Solving

☐Critical thinking

☐Communication

☐Representation

☐Reasoning

☐ICT Skills

 

Differentiated Instruction

Assessment for learning

Outcomes:

At the end of this learning experience students will:

·         Orally express at least one positive statement about self.

·         Introduce selves; say ‘Hello’ and ‘Goodbye’ in English and Spanish.

·         Create a drawing of self.

 

Activities

Special Mirror

1.    A mirror is glued to the bottom of a beautifully wrapped gift box.  The lid is placed on the box and it is tied with a bow.

2.    Students sit in a circle and are told by the teacher that a most wonderful thing is in the box.

3.    Students take turns guessing what they think might be in the box. 

4.    The lid on the present is raised; the teacher takes a look in the box and smiles.

5.    The box is then passed around so that each child can take a look at what is inside. They are told to keep it a secret until everyone has had a chance to view.

6.    Students answer questions on what they saw and engage in discussion on why they are special.  They are told that they are one of a kind (unique).

7.    While in the circle students take turns introducing self. During the introduction they are encouraged to say “Hello, I am______” and tell everyone one thing they like about themselves followed by “Bye!” (If anyone is reluctant to speak, they are not forced; they may not yet be ready) to share.  During this session, the box is passed to the speaker who holds it while speaking.

8.    Everyone then stands in a circle (teacher included), join hands, raise the joined hands and say in unison, “I am special!”

 

Let’s Take a Ride

9.     Students are then introduced to the terms “¡Hola! Soy …” and ¡Adiós!”. These words and their meanings are discussed.

10.  While sitting in the circle, everyone takes turns, to greet others, introduce themselves and say goodbye in Spanish:

Eg. Hola

      Soy ________

      Adiós

11.  Children are told that they are going to pretend that they are visiting a country (eg.Venezuela) where people mostly speak Spanish and they are going to take a trip.

12.  They are going to ride the “Choo Choo Train.”  (The teacher is the driver and can wear a hat for a more dramatic effect.)

            The rules are explained:

·         Children are the passengers and wait for the train on a nearby bench.

·         When the train circles and arrive the driver says “Hola”.  The first passenger responds by saying:

          “Hola, Soy ________.”

And holds the waist of the driver. They go around and as they “ride” they can pretend to toot the horn and say “Choo Choo”. They come back to the station. The driver repeats the process and the second passenger responds and joins in.

·         This process continues until all the passengers are on board the train.

·         They go around and stop at the station. The driver shouts:

“Adiós” and the first passenger repeats the same in Spanish and exits.

·         This is repeated until all the children exit.

Note:

·         Props can be provided for this game 

·         Children can wear costumes such as handbags, ties etc. to pretend that they are going on a trip.

·         Children can be split into groups to shorten the duration of the session.

·         Opportunities can be provided for the children to play the game independently of the teacher.

Let’s Draw Me

13.  Using crayons or coloured pencils, students go to their work stations and create a drawing of self.

14.  The name of each student and the words “I am Special” are placed on their creations.  These words can either be typed or printed, written by the students, or teacher. This latter part is dependent on the capacity of the student.  Students, guided by teacher, together read the statement “I am Special”.

15.  These creations are placed in a folder to begin building a portfolio on self. These folders are displayed in the classroom. Depending on the confidence level of the students, they may be asked to stand next to their pictures and say one positive thing about themselves.

16.  Children stand in a circle, holding their drawings and sing:

I am special, I am me!

I am special, can’t you see?

           (To the tune of the ABC song).

Resources:

·         Mirror, wrapped gift box with lid and a bow.

·         Computer and printer or drawing paper and colours

·         Paper folders

·         Props – ties, handbags, necklaces, briefcases etc.

 

Assessment:

·         Observation checklists (see attached)

 

   

Student’s Names:

Competencies/Skills

NOTE: The assessor is to

þ   the student has demonstrated competence in each.

O –  indicates some level of competency,

X –   indicates a high level of incompetence or incompletion of tasks

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Introduces himself/herself in English

              

Expresses one positive statement about himself/herself

              

Listens to and follows instruction

              

Uses Hola  

              

Uses Adiós 

              

Introduces himself/herself in Spanish

              

Represents himself/herself in drawing

              

Works cooperatively with others

              

Engages in singing activity (Participation)

              
               
               

Oral feedback given (indicate by using a tick)

              

Checklist for Learning Plan:   I Am Special

  UNIT ONE: Making Connections

Learning Plan: 2 of 14

Class: Infants Year 1     

Theme:  My Self, My Family and My Friends

Duration: 2 hours     

Topic:  My Name is Special.

Context: The first thing that children learn to identify themselves by is their first names. To build positive self-concepts from early on, children need to learn to appreciate their names; where these names come from and any special meanings that they might hold. Given the opportunity to explore names, not only would the appreciation of one’s own name be developed but also the appreciation and respect for others’ names. 

CONSIDERATIONS:

HFLE

Literacy

☒Reading

☒Writing

☒Literary Appreciation

☒Oral Communication

☒Media & Information Literacy

Numeracy

☐Problem Solving

☐Critical thinking

☐Communication

☐Representation

☐Reasoning

ICT Skills

 

Differentiated Instruction

Assessment for learning

Outcomes: At the end of this learning experience, students will,

1.    Recall information about character and plot of a simple story.

2.    Give their opinions on elements of the story.

3.    Share information about their names.

4.    Design and create name tags.

5.    Orally present their tags to the class.

6.    Appreciate their names as well as those of others.

Activities:

        Where is______?

1.    Students sing the song “Where is ____?” Each student takes a turn responding to the questions asked in the song. Students role play different states of being as they sing the song.

 

Read Aloud

2.    Students listen to story entitled “Chrysanthemum” . Story can be accessed online using the prompt “Chrysanthemum  Story online”. Teacher may use any other appropriate story on names that may be available.

3.    Students participate in the story-telling by giving opinions on the story and by answering questions posed by the teacher.  Some examples of questions that may be asked : How did Chrysanthemum feel about her name in the beginning of the story?, Who gave her her name?,  What changed Chrysanthemum’s feelings about her name?, What did the other children say about Chrysanthemum’s name?

4.    Students state how they feel about the character’s name and they give reasons for their feelings.

5.    Students talk about other interesting names that they might have heard. They give their opinions on these names

 

My Own Name

6.    Students recall from the story what they learned about the character’s name. They identify who gave her the name and what she was named after.

7.    Students talk about their own names. They use adjectives to describe their feelings about their names.

8.    Students discuss how they can find out who gave them their names, where the names might have come from and whether their names might have special meanings.

9.    Students are given a task of finding out this information from home. Teacher may send a note home asking these questions.

10.  Students share the information about their names with the class.

11.  Students recall information that they have learned about their own names as well as what they have learned other students’ names.

12.  Students talk about what they like about other’s names.

Name Tag

13.  Students recall what the character of the story liked about her name. Students list the different ways that she liked writing her name.

14.  Students suggest ways that they like writing /seeing their own names.

15.   Students decide on how they can make special name tags, just like their names. They may decide on the whether they want to write the names themselves/use a computer to print the names/the shape that they would like to use to create the tags (Stars/rockets/trains cut outs)

16.  Students gather the material needed to create the name tag. With teacher’s guidance and assistance, students create their special name tags.

17.  Students display their name tags explaining how they made them and saying what they like about them.

Resources: Song, Story Chrysanthemum by Kevin Henkes, paper, glue, scissors, computer/printer

 

Assessment:

1.    Observation

2.    Checklists

3.    Oral Presentations

   

Song: Where is ______? (sung to the tune of Frere Jacques)

Entire class: Where is  name of student?

                     Where is  name of student?

Student:        Here I am!

                     Here I am!

Entire class: How are you today?

                     How are you today?

Student:        I am fine/happy/sad/hungry/sick!

                     I am fine/happy/sad/hungry/sick!

UNIT:  Making Connections

Learning Plan: 3 of 14

Class: Infants Year 1     

Theme : Myself, My Family and My Friends

Duration: 90 minutes            

Topic:  My Body

Context:

Body awareness develops in children the ability to coordinate their body parts as they relate to people and objects in their environment.

CONSIDERATIONS:

HFLE

Literacy

☐Reading

☐Writing

☐Literary Appreciation

☒Oral Communication

☒Media & Information Literacy

Numeracy

☐Problem Solving

☐Critical thinking

☐Communication

☐Representation

☐Reasoning

ICT Skills

 

Differentiated Instruction

Assessment for Learning

 

 

Outcomes:

At the end of this learning experience students will:

·         identify parts of the body

·         work collaboratively to solve a problem

·         appreciate and enjoy movement

·         participate willingly in physical activities

·         move in rhythmic patterns to a song

·         create a picture of the body.

Activities:

Song With Actions

1.    Students point to parts of their body as guided by the teacher and name the parts.

2.    Students sing along and perform actions while the song “Head, Shoulders, Knees and Toes” is sung. 

Parts Of The Body

3.    Students are given pictures of body parts in corresponding colours and told that they are going to put a body together, but they will have to wait for the signal to start. A signal is given and students are asked to find all of the students with matching coloured body parts in the room. Students are then asked to work together to put the body parts together to make one body. The size of the group would be dependent on the size of the class (recommended size – 5 per group).

4.    As each body part is called by name, students are instructed to lift the corresponding picture and repeat the name. Students also point to their own corresponding body part.

5.    Students are instructed to stick the body parts onto an outline of a body taped on the wall or placed on the floor.

6.    Each group displays its finished product.

Body Part Labelling

7.  Using their finished product, students point to and orally name the body  

     parts.

8.  Students are asked to observe a picture of a body stuck on the board.

     Individual body parts are labelled, as students repeat the names. 

 

Individual Task:

Body Puzzle

9.  Students individually use cut-outs of body parts and put them together on a

     sheet of construction paper to form a body. (Without using the outline of the

     body)

10. This is placed in their portfolios.

Resources:

Coloured paper, glue, cut-outs of body parts, construction paper, body template, song

Assessment:

·           Observation Checklist (see attached)

   

Checklist for Learning Plan: My Body

Student’s Names:

Competencies/Skills

NOTE: The assessor is to

þ   the student has demonstrated competence in each.

O –  indicates some level of competency,

X –   indicates a high level of incompetence or incompletion of tasks

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Orally states the names of parts of the body

              

Can identify the body part by pointing to it

              

Follows instructions

              

Communicates with others

              

Completely reconstructs the body from parts

              

Works cooperatively with others

              
               
               
               
               

Oral feedback given (indicate by using a tick)

              

Sample Body Outline for Body Puzzle

  UNIT ONE: Making Connections

Learning Plan: 4 of 14

Class: Infants Year 1     

Theme:  My Self, My Family and My Friends

Duration:        ½ day

Topic:  I am a boy/ I am a girl

Context:

The activity encourages self-awareness.  It allows students the opportunity to recognize similarities and differences between themselves and others as well as identify themselves as boys or girls in two languages.

CONSIDERATIONS:

HFLE

Literacy

☒Reading

☒Writing

☒Literary Appreciation

☒Oral Communication

☒Media & Information Literacy

Numeracy

☐Problem Solving

☒Critical thinking

☒Communication

☒Representation

☒Reasoning

ICT Skills

 

Differentiated Instruction

Assessment for learning

Outcomes: At the end of this learning experience, students will,

1.    Create outlines of themselves.

2.    Make comparisons among different students in their class.

3.    Indicate parts of their body while reciting rhyme.

4.    Identify themselves as a boy or girl in English and Spanish.

Activities:

Sketch me if You Can!

1.    Students are divided into groups of five/six. One student from each group lays down on a large piece of newspaper print and the teacher/other students trace the outline of that student, being careful to trace around the clothes. Another outline is then made of the student. (in mixed schools, teacher ensures that outlines are made for both boys and girls).

2.    Students use paper glue around (only) the edges of the outlines, (teacher may need to assist here). The two outlines are stuck together. The outlines may then be stapled together for reinforcement.

3.    Students work together to colour the school uniforms of the outlines. They draw in and colour the eyes, nose, mouth and ears on the face.

4.    Students crumple old newspapers and stuff them into the inside of the stuck-together outlines Students display their artwork, talking about how they went about doing it and how they feel about the product.

I’m a Boy! I’m a Girl!- Rhyming Time

5.    Students listen to rhyme “Me”. Students repeat, and while doing so point to the parts on the outline created. Students note similarities and differences on the outlines, based on what is said in the rhyme.

6.    Students identify, from the rhyme, the Spanish sentence to say I am a boy/ I am a girl. Students repeat phrases, identifying themselves accordingly.

A Mini Me!

7.    Students create individual outlines as described above or they may create of mini outlines, using gingerbread boy/girl patterns. They decorate/colour their outlines, colouring in clothes, and drawing in and colouring body parts.

8.    Students present their outlines, saying the rhyme. In their presentation, they identify themselves as boy or girl in English and Spanish.

9.    Students create name cards and stick them onto the outlines. Students display their productions in a designated area.

Resources: newsprint, scissors, crayons, pencils, rhyme,

 

Assessment:

1.    Observation

2.    Checklists

3.    Oral Presentations

4.    Product Presentation

   

ME

I have 10 little fingers and 10 little toes

Two little arms and one little nose

One little mouth and two little ears

Two little eyes and one little head

Two little feet and two little hands

I have short hair/I have long.

I wear a little pants/ I wear a pretty little dress.

I am a little boy/I am a little girl

Soy  niño /soy niña

I am a little boy/I am a little girl

Soy  niño /soy niña

  UNIT: Making Connections

Learning Plan: 5 of 14

Class: Infants Year 1     

Theme : Myself, My Family and My Friends

Duration: 40 minutes            

Topic:    Movement Through Body Awareness        

Context:

Movement occurs all around students and mimicking the actions of movement in their environment will help students become expressive as well as develop a sense of value for their environment.

CONSIDERATIONS:

HFLE

 

Literacy

☐Reading

☐Writing

☐Literary Appreciation

☒Oral Communication

☐Media & Information Literacy

 

Numeracy

☐Problem Solving

☐Critical thinking

☐Communication

☐Representation

☐Reasoning

ICT Skills

 

Differentiated Instruction

 

Assessment for learning

 

 

Outcomes:

At the end of this learning experience students will:

·         Analyse the movement of trees or plants in their environment

·         Mimic the actions of animals they are familiar with using parts of their bodies

·         Use their legs, arms or body parts to express movements in trees and animals

·         Explore their personal space while performing actions

·         Associate the correct body part for exhibiting animal locomotion

·         Demonstrate the actions described while listening to a poem

·         Orally create a sentence to state the animal or plant they mimicked.

 

Activities:

Exploring movements of trees and plants

1.    Students go on a nature walk to observe trees and plants. Alternatively – a virtual tour of a forest or video can be used. They observe movement of, compare and contrast the branches, leaves, trunk, and roots to their arms, fingers, legs and feet.

2.    Students pretend to be trees with outstretched branches to achieve their own personal space. 

3.    Students simulate the movement of trees and/or plants – swaying branches, shaking leaves etc.

 

Exploring movement of animals

4.    Students are asked to think about an animal that they like. Volunteers are asked to demonstrate the movement of that animal — choosing appropriate parts to represent movement (hands for flapping, legs for swimming, etc.). The rest of the class has to guess what the animal is.

5.    Students will orally compose sentences to form an “I am” sentence. E.g. I am a fish, I am a tree.

6.    Students share their sentences with the class.

Assessment:

·         Observation of students’ movements.

·         Observation of students’ sentences.

 

   

 

  UNIT: Making Connections

Learning Plan: 6 of 14

Class: Infants Year 1     

Theme: Myself, My Family and My Friends

Duration: 2 hours

Topic: Moving Together         

Context:

Good gross motor skills are essential because the body develops from large movements such as control of the arms and the legs, to small, isolated movements that include the hands and fingers. Without reasonable gross motor control, it can become difficult for children to move onto developing the fine motor skills. 

CONSIDERATIONS:

☒HFLE

 

Literacy

☐Reading

☐Writing

☐Literary Appreciation

☒Oral Communication

☐Media & Information Literacy

 

Numeracy

☐Problem Solving

☐Critical thinking

☒Communication

☒Representation

☐Reasoning

☐ICT Skills

 

☐Differentiated Instruction

 

☒Assessment for Learning

 

 

Outcomes:

At the end of this learning experience students will:

·         follow directions to complete physical activities

·         use body parts in coordination to complete tasks

·         discuss the correct use of the body in completing activities

·         demonstrate best practices in completing physical activities

·         orally count from one to five when completing some tasks

Activities:

Warm-up Activity

1.    Students walk and stretch as warm up activities. Students will practice listening and following directions during the activities. They follow directions such as “walk to the big tree, touch the bark and come back,” or “go down one time, and come back” or “walk around the chair three times.”  

 

Learning to Throw and Catch

2.    Students follow the teacher’s instructions and demonstrate the correct procedure for throwing and catching a large ball/ bean bag. Students discuss and demonstrate the correct procedure involved in throwing and catching. Safety aspects are discussed involving throwing and catching objects.

3.    Students pair up and orally count to five together as they throw and catch bean bags or balls.

 

Playing “Simon Says”

4.    Students are given the instructions for the game “Simon Says” (Students must only follow the instruction if it is preceded by the words “Simon Says”. Students are given a variety of physical tasks to perform. For example:

 

“Simon says to:

–       Clap five times

–       Make large circles using your arms (as teacher demonstrates)

–       Shrug shoulders deeply five times.

Resources:

·         Bean bags, Balls

Assessment:

·         Anecdotal Records or  Observation Checklist (see attached)

   

 

 

Student’s Names:

Competencies/Skills

NOTE: The assessor is to

þ   the student has demonstrated competence

O –  indicates some level of competency,

X –   indicates a high level of incompetence or incompletion of tasks

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Listens to instruction and follows directions

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Moves in coordinated manner (hand and leg movement)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Can throw and catch using correct procedure

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Orally states one safety aspect in throwing and catching

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Communicates with others

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Can orally count to five

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Works cooperatively with others to complete tasks

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Follows instruction to complete circles using whole arm movement

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Oral feedback given (indicate by using a tick)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Checklist for Learning Plan: Moving Together

 

  UNIT: Making Connections

Learning Plan: 7 of 14

Class: Infants Year 1     

Theme:  Myself, My Family and My Friends

Duration:  Two hours            

Topic:  My Five Senses

Context:

Our senses allow us to enjoy our lives.  We can taste the things we put into our mouths, listen to different sounds, smell the various scents, enjoy the beauty around us and feel a variety of textures. Enabling children to know what these senses are, allows them to explore and become more aware of their environment.

 

CONSIDERATIONS:

 

HFLE

 

Literacy

☒Reading

☒Writing

☐Literary Appreciation

☒Oral Communication

☒Media & Information Literacy

 

Numeracy

☐Problem Solving

☐Critical thinking

☒Communication

☒Representation

☐Reasoning

 

ICT Skills

 

Differentiated Instruction

 

Assessment for Learning

Outcomes:

At the end of this learning experience students will:

·         assess the importance of those observable body parts that deal with the five senses

·         locate and sort objects relating to these senses

·         evaluate each other’s findings

·         count to five in ascending order

·         count objects to demonstrate one-to-one correspondence

·         express themselves through music.

 

Activities:

Song

1.    Students view the video “Mr R.’s 5 Senses!” song (or any song that refers to parts of the body).They point to the body part as it is sung in the video. Alternatively, the teacher point to the senses body parts, ask what they are and what they do. Flash cards may also be used.

2.    They identify the parts of the body mentioned in the song, by name and by pointing to their bodies.

3.    They discuss the function and importance of each part. The teacher plays the video again. The students count (in ascending order, from 1-5 to find out how many senses there, are using the body parts cues identified in the song. They state that people have five senses.

 

Five Senses Book

4.    Five pieces of varying colours of construction paper cut to postcard size are distributed by the teacher.

5.    The name of each body part and its function is written in colour (students or teacher can do the writing) at the top of each sheet of paper. 

6.    Students, with the guidance of the teacher, read these words. E.g. Ears, hearing; eyes, seeing etc.

7.    Next to or under their print students draw or stick a picture of that corresponding body part, excluding their hands. Here, they draw an outline of their hands.  (Students can assist each other during this part of the activity).

8.    Students sort and stick approximately three pictures from a bank of mixed up pictures relating to four of the senses (exclude touch). E.g.  Eyes-pictures of what you can see(bird, tree)        

Ears- pictures indicating sound (bell, siren etc.)

9.    Students then choose one type of material from a variety of textures presented and stick this into their drawn hands. 

10.  Students are paired to assess each other’s work to determine whether their pictures match its related sense.  They also touch each other’s card and are encouraged by the teacher to move around to other groups to feel the varying textures on other pieces of work.

11.  These senses cards are then made into booklets by tying with string and displayed for all to view.

12.  The booklet is added to the on-going portfolio and displayed.

 

Resources:

Any song which deals with the senses. (Type in any “Five senses song” in the search engine.)

Varying colours of postcard sized construction paper

Pictures, ribbons, paper punch, colours, glue

Textured cloth, paper, sawdust, eggshells (and/or any other material with texture).

 

Assessment:

·         Oral questioning to elicit five senses and their importance.

·         Checklist (sample provided in accompanying CD)

 

   

 

Student’s Names:

Competencies/Skills

NOTE: The assessor is to

þ   the student has demonstrated competence in each.

O –  indicates some level of competency,

X –   indicates a high level of incompetence or incompletion of tasks

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Draws/Sticks pictures to corresponding body part

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Draws an outline of his/her hand

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Matches pictures to senses

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Correctly assesses peer’s completed work

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Communicates with others

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Uses materials correctly

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Works cooperatively with others

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Oral feedback given (indicate by using a tick

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Checklist for Learning PlanMy Five Senses

  UNIT: Making Connections

Learning Activity: 8 of 14

Class: Infants Year 1     

Theme : Myself, My Family and My Friends

Duration: 20 minutes            

Topic:    Left to Right, Let’s Read!

Context:

Young students need to learn important concepts of print like text directionality. They also need to understand that print can be used to communicate information. This knowledge provides an essential foundation for the development of reading and writing skills. Developing direction about the print in books at an early age is invaluable to literacy development.

CONSIDERATIONS:

HFLE

 

Literacy

☐Reading

☐Writing

☐Literary Appreciation

☒Oral Communication

☒Media & Information Literacy

 

Numeracy

☐Problem Solving

☐Critical thinking

☐Communication

☐Representation

☐Reasoning

ICT Skills

 

Differentiated Instruction

 

Assessment for learning

 

 

Outcomes:

At the end of this learning experience students will:

·         Identify directionality in reading

·         Show that alphabetic text sweeps from left to right and returns after each line to the left again

·         demonstrate correct usage and care when handling books identify some features of books.

 

Activities:

Acting out reading left to right

1.    Students perform actions of reading (palms held to simulate holding a book, eyes moving left to right). Students may also sing a song that captures this movement (for example “Reader’s Hokey Pokey” by Georgiana Stewart). If students need more reinforcement, put a sticker on the left hand to remind them where their left side is.

 

Reading a Big Book

 

2.    Where possible, students sit in a circle for a shared reading session.

3.    Teacher will display a big book with the lyrics to the song (this book may be created by the teacher using pictures and print large enough for the children to see from a distance). Students will be asked to identify the front and back cover, indicate whether the book is right side up or not.

4.    Teacher will read from the big book, using fingers or a long ruler to show directionality. Volunteers may be called to follow the direction of the text being read using a ruler or their fingers.

5.    Students will examine the direction of how print moves from line to line on pages.

6.    Students are asked to sing the song again.

Resources:

·         Small sticker for each student

·         Song that talks about reading  for example:   “Reader’s Hokey Pokey”  by Georgiana Stewart

·         Books with print

 

Assessment:

       Observation: Anecdotal Records

   

 

  UNIT ONE: Making Connections

Learning Plan: 9 of 14

Class: Infants Year 1     

Theme:  Myself, My Family and My Friends

Duration: 1 hour       

Topic:  Here is My Family

Context:

The focus of this activity is to encourage awareness and appreciation of the family.  Through this activity, students get the opportunity to talk about their own families. They learn to identify the members in English and Spanish.

CONSIDERATIONS:

 

 

HFLE

 

Literacy

☒Reading

☒Writing

☒Literary Appreciation

☒Oral Communication

☒Media & Information Literacy

 

Numeracy

☐Problem Solving

☒Critical thinking

☒Communication

☒Representation

☒Reasoning

 

ICT Skills

 

Differentiated Instruction

 

Assessment for learning

Outcomes: At the end of this learning experience, students will,

1.    Identify selected members of a family in English and Spanish

2.    Orally share information about their families

 

Activities:

Meet My Family

1.    Students bring pictures/ collages of their family from home. (Teacher, on a previous day, sends a note home to parents asking for the picture or collage). Students display their pictures/collages in a designated area of the class.

2.    Students listen to short rhyme, in English, about the family. Students say who the members of the family in the rhyme are.

3.    Students use their fingers to role play the poem. (Students use specific fingers for different members for example, pinkie finger for mummy, ‘ring’ finger for daddy, etc.)

Es Mi Familia

4.    Students listen to the English /Spanish poem on the family. Students again use their fingers to repeat the poem. Based on which finger is used, students identify the Spanish equivalents for the different members of the family.

5.    Students then take their family picture/collage and work in pairs to present the members, in English and Spanish. Selected/all students may share their family pictures to the entire class.

Real Family Love

6.    Students replace their pictures/collages in the designated display area and are asked to suggest a title (in English) to place above the pictures, (for example, I Love My Family/Our Families). Teacher writes title on a strip and places it above the display. Students read the title.

7.    Students gather around the display and ask questions/ about their classmates families/talk about their own families.

 

 

Resources: Pictures/collages, poem, sentence strip

 

 

Assessment:

1.    Observation

2.    Checklists

3.    Oral Presentations

 

 

   

                                                                                   

           

 

 

           

Here is my mommy

Here is my daddy

Here is my sister

Here is my brother

And this is me.

Together we are one happy family

As happy as can be.

 

 

My mummy is  mi mamá

My daddy is mi papá

My sister is mi hermana

My brother is mi hermano

And I am… well, soy yo.

Together we are one happy family

As happy as can be.

 

 

 

 

 

  UNIT: Making Connections

Learning Plan: 10 of 14

Class: Infants Year 1     

Theme:  Myself, My Family and My Friends

Duration: 1 ½ hours  

Topic:  Building Friendships

Context:

Friendships are very important for children’s social and emotional development. Having friends boosts self-esteem, provides support and promotes mental health and wellbeing. Children learn how to relate with others and develop social skills as they teach each other how to be good friends. When children have difficulty in making or keeping friends, it often leads to loneliness and unhappiness with themselves and may cause significant distress.

 

CONSIDERATIONS:

 

HFLE

 

Literacy

☐Reading

☐Writing

☐Literary Appreciation

☒Oral Communication

☒Media & Information Literacy

 

Numeracy

☐Problem Solving

☒Critical thinking

☒Communication

☒Representation

☒Reasoning

 

ICT Skills

 

Differentiated Instruction

 

Assessment for Learning

Outcomes:

At the end of this learning experience students will:

·         orally state characteristics of good friendship practices

·         create representations of friendship using various media

·         display attentive listening behaviours.

 

Activities:

Relationships

1.    Students sit in a circle.

2.    Students engage in discussion and elaborate on some of the fun times they shared with others. 

3.    Students are presented with visuals that highlight good friendship practices (e.g. sharing a toy, playing a game, sharing a meal, helping).

4.     Students are asked to share their experience of any of these practices.

5.    They are asked to draw a picture of themselves and a friend doing something together.

 

Story Time

6.    Students listen to a brief story about friendship

7.    From discussion of the story, students identify acts of friendship and non-friendship.

8.    Students answer simple oral questions based on the story.

 

Representations

9. Students can go to the computer, use crayons and paper or play-dough or any other material to make their representation of being kind to others. (They can show friends holding hands, hugging etc.)

Resources:

Computer, printer, play-dough, crayons, paper, story about friendship

 

Assessment:

Oral questioning to assess whether they recognize what they can do to build relationships.

   

 

  UNIT: Making Connections

Learning Plan: 11 of 14

Class: Infants Year 1     

Theme : Myself, My Family and My Friends

Duration: 90 minutes            

Topic:  Identifying and Coping With Anger

Context:

Sometimes young children may encounter situations which make them angry. Some children may find it difficult to cope with their anger. There are various coping strategies within this learning plan which can be employed in teaching children to cope with their anger. They should be encouraged to explore and experiment with these strategies to discover which works best for them. 

CONSIDERATIONS:

HFLE

 

Literacy

☐Reading

☐Writing

☐Literary Appreciation

☒Oral Communication

☐Media & Information Literacy

 

Numeracy

☒Problem Solving

☒Critical thinking

☒Communication

☒Representation

☒Reasoning

ICT Skills

 

Differentiated Instruction

 

Assessment for Learning

 

 

Outcomes:

At the end of this learning experience students will:

·         be more confident in themselves and their abilities

·         become more socially competent

·         classify facial expressions into groups

·         construct and analyze picture chart

·         display confidence in expressing themselves

·         identify ways of dealing with and coping with anger

·         use facial gestures to represent emotions.

 

Activities:

The Facial Expression On This Card Shows…

1.    Everyone is given a card by the teacher displaying a facial expression.  Some expressions are repeated.  They view it and take turns making the expression displayed on their card while other students guess which emotion is being portrayed.

2.    Students engage in discussion on the various feelings they mimicked.

3.    Students are asked to form groups according to the emotions they have in their possession.

4.    These faces are stuck on an enlarged picture chart which is placed on the wall by the teacher and the findings are discussed.

·         How many happy faces are there?

·         How many angry faces etc.?

·         Which group has the same number of mood faces?

·         Which group has more, less etc.?

5.    The word anger (the largest number of faces should be angry faces) is introduced by the teacher and students are asked, “Is there anyone who has never been angry?”  Students show by raising their hands. They are told by the teacher that anger is the topic today and are instructed to go to their “Circle Area” to continue.

 

Anger

6.    Everyone sits in a circle, including the teacher.  An object such as a ball, hat, beanbag, stuffed toy etc. is used.  Only the speaker is allowed to hold the object.

7.    Students are told that they are going to be given the start of a sentence and would be required to complete it.  When the sentence stem is given, they get a few seconds of think time before they respond.

8.    The sentence begins “I get angry when………”  As the object goes around, students only respond by completing the sentence. No discussion is entertained until everyone gets a turn.  If a child refuses to respond he or she can be encouraged to respond later on or not at all if he or she refuses, and the object moves to the next person.

9.    Students then engage in discussion based on their responses given from the sentence stem. They state how they react when they become angry. Here, they are given an opportunity to individually demonstrate these actions.  They hold the object when responding, after which it is passed on to the next speaker.  They engage in further discussion on what they think they should do when they are angry and how others become affected. etc.

10.  At the end of the session, students are instructed by the teacher to take a few deep breaths then look at the person next to them and smile.

 

Coping Strategies

Sleepy Bears

 

In this activity, the teacher guides the process.

11.  As an active icebreaker, children are asked to hop on the spot like bunnies for about half of a minute.

12.  They are then asked to become sleepy bears.  To do this they sit, close their eyes and breathe deeply several times– in through their nose and out through their mouths.

13.  In this silence they are asked to listen to the sounds around them and also to their breath as they breathe in and out.  Allow this session to last about two minutes (longer if the teacher desires).

14.  As the session ends the children are told that they can do this when they feel angry.

 

 It’s Time To Stop

15.  Students are presented with a box of items: sheets of paper, pencils or crayons, a length of cloth with knots tied on, a pillow and pieces of play dough by the teacher.

16. They are asked to examine the content of the box and think of ways these   

      can be used to release their anger.

 17. They demonstrate by role playing their suggestions.

 

a)    Sheets of Paper: can be crumpled one at a time and thrown away or children can write away their troubles (infants can make scribbles). 

 

b)    Cloth: can be used to untie knots one at a time.

 

c)    Pillow: scream into the pillow, punch the pillow.

 

d)    Play Dough: pinch pieces of the play dough.

 

 18. The box is then placed in a corner of the classroom for students to use

       whenever they are angry and wants a release.

 

Exercises

Another technique students can use is to work-out their anger.

19. Stand in your space, put your hands up, stretch them to the ceiling, extend  

      them to touch your toes, take them back up slowly then down to the sides.

20. Stay in your space, jog or hop until you feel like stopping.  Take a deep

      breath, in through your nose, out through your mouth.

 

Shake, Shake, Shake, It Away!

21. Fill plastic bottles halfway with water and put some food colouring and

      glitter. Cover and seal.  More than one can be made using different colours.

22. Children shake the bottle until they feel satisfied.

 

 

Resources:

Feelings card

Object for Circle Time (stuffed toy, beanbag or ball)

Bottle with coloured water and glitter

Blank graph

Sheets of paper, pencils or crayons, a length of cloth with knots tied on, a pillow, pieces of play dough.

 

Assessment:

·         Checklist to observe how well they are able to express themselves, communicate instructions of listening when others are speaking etc. (see attached).

·         Orally answers based on the picture chart.

·         Oral questioning to determine who feels comfortable with which strategy and why, identifying some of the varying ways anger can be dealt with. etc.

 

   

 

 

Checklist for Learning Plan: Identifying and Coping with Anger

 

Student’s Names:

Competencies/Skills

NOTE: The assessor is to

þ   the student has demonstrated competence in each.

O –  indicates some level of competency,

X –   indicates a high level of incompetence or incompletion of tasks

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Able to show emotions using facial expression

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Able to form groups according to similar emotions

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Follows instructions

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Listens attentively

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Communicates with others appropriately

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Completes sentence stem

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Contributes to discussion

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Is expressive in role playing

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Identify different ways of coping with anger

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Oral feedback given (indicate by using a tick)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  UNIT: Making Connections

Learning Plan: 12 of 14

Class: Infants Year 1     

Theme:  Myself, My Family and My Friends

Duration: 90 minutes

Topic:  People in the Community

Context:

There are many people with varied occupations in the community.  Children need to be able to recognize these persons and what they do.  They also learn how to show respect and be courteous towards them. In so doing positive relationships are also forged.

 

CONSIDERATIONS:

 

HFLE

 

Literacy

☒Reading

☐Writing

☐Literary Appreciation

☒Oral Communication

☒Media & Information Literacy

 

Numeracy

☐Problem Solving

☐Critical thinking

☐Communication

☐Representation

☐Reasoning

 

ICT Skills

 

Differentiated Instruction

 

Assessment for Learning

Outcomes:

At the end of this learning experience students will:

·         identify some people in the community

·         recognize the jobs that they do

·         display common courtesies.

Activities:

People In The Community

1.    Students identify and name some of the people in the community and state some of the jobs that they do.

2.    Each child is then given a picture by the teacher of jobs that people do – fireman, policeman, garbage collector, vegetable vendor, shopkeeper, nurse and teacher. Some pictures can be repeated depending on the class size. (Samples provided in CD).

3.    Students are grouped in threes, each child with a different picture.  Within the group, they discuss what job the person in the pictures might represent.

4.    They reform the circle and are given an opportunity to share their findings with the class.

 

Sentence Stem(Courtesy)

Students are asked to complete the sentence: When I see the people in my community I should……………

5.    Students engage in discussion on expressing common courtesies when they see members of the community.

6.    They engage in role play to demonstrate courtesies. (Simple scenarios can be given by the teacher following which students can design their own scenarios).

7.    These courtesies can be written or printed, read and displayed on the word wall.

 

Resources:

·         Pictures of jobs that people do, blank cards

 

 

Assessment:

·         Oral questioning  based on the jobs that people in the community do; names of jobs, why are they important to our community,  how these people should be greeted when they are seen etc.

 

   

 

 

Jobs in the Community

                      

       

             

 

 

 

  UNIT: Making Connections

Learning Plan: 13 of 14

Class: Infants Year 1     

Theme: Myself, My Family and My Friends

Duration: 90 minutes            

Topic:  Our Special Fun Day

Context:

A safe environment filled with rich experiences can be created within the classroom setting with the intention of raising a child’s self- esteem and boosting their confidence. It is during these times that children can explore and discover how to learn things for themselves.

CONSIDERATIONS:

HFLE

 

Literacy

☐Reading

☐Writing

☐Literary Appreciation

☒Oral Communication

☐Media & Information Literacy

 

Numeracy

☐Problem Solving

☐Critical thinking

☐Communication

☐Representation

☐Reasoning

ICT Skills

 

Differentiated Instruction

 

Assessment for Learning

 

 

Outcomes:

At the end of this learning experience students will:

·         be more confident in expressing themselves

·         describe their individual abilities orally

·         be more confident in themselves and their abilities

·         become more socially competent

·         express their feelings

·         demonstrate basic technique in throwing and catching

Activities:

Throw the Ball

1.    A demonstration of proper techniques in throwing and catching is carried out by the teacher to reinforce the skill previously taught.

2.    Students take turns, safely practising these techniques

3.    Students stand in a circle.  When the ball is thrown to a child he or she says something he or she can do well.

4.    That child then throws the ball to another who in turn says his or her talent.

5.    This process continues until everyone gets a turn.

 

Let’s Show Off What We Can Do

6.      Students engage in discussion on how we all have special talents.

7.      They are told by the teacher that a “Special Fun Day” is a day when they get to come up in front of the class and share their special talent. Some of these talents may include: reciting a poem or rhyme, sing a song, tell a joke, bring a favourite toy and speak about it etc.  Part of the procedure on this day is to be supportive of their peers, applaud and do not say things that would hurt anyone’s feelings.

8.      The group sets aside a day and time is for this activity giving students time to prepare. They are reminded a day before of this special day and rules are reinforced. (If a child is reluctant to participate, he or she is not forced).

9.      At the end of this activity students are encouraged to share how this experience made them feel as an observer as well as a participant.

10.   This activity can be video- taped and, in addition, one of the students can be encouraged to join in an additional video-taping exercise.

11.   The class can arrange a day when they invite their parents and other classes to view their performances.

 

 

Resources:

Two camcorders (Optional) , ball

Assessment:

Checklist  (see attached )

   

 

Student’s Names:

Competencies/Skills

NOTE: The assessor is to

þ   the student has demonstrated competence in each.

O –  indicates some level of competency,

X –   indicates a high level of incompetence or incompletion of tasks

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Can throw a ball using the correct technique

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Can catch a ball using the correct technique

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Practices throwing and catching safely

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Allows others to participate (taking turns)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Willingly participates (sharing their talent)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Is mindful (listens and is attentive) of their peers while they share with the class

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Willing to share their feelings and opinions on the activity

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Oral feedback given (indicate by using a tick)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Checklist for Learning Plan: Our Special Fun Day

Student’s Names:

Competencies/Skills

NOTE: The assessor is to

þ   the student has demonstrated competence in each.

O –  indicates some level of competency,

X –   indicates a high level of incompetence or incompletion of tasks

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Can throw a ball using the correct technique

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Can catch a ball using the correct technique

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Practices throwing and catching safely

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Allows others to participate (taking turns)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Willingly participates (sharing their talent)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Is mindful (listens and is attentive) of their peers while they share with the class

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Willing to share their feelings and opinions on the activity

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Oral feedback given (indicate by using a tick)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

              UNIT: Making Connections

Learning Plan: 14 of 14

Class: Infants Year 1     

Theme:  Myself, My Family and My Friends

Duration:  90 minutes 

Topic:  Favourite Colours

Context:

Classifying, communicating and problem solving are skills which should be developed from an early age.  Exposing children to these skills, using a variety of learning experiences, increases their chances of become more analytical and would cater for lifelong learning.  In this learning plan, students are exposed to various colours which they see daily and are encouraged to use this as a foundation for creating a chart.

CONSIDERATIONS:

 

 

HFLE

 

Literacy

☒Reading

☐Writing

☐Literary Appreciation

☒Oral Communication

☒Media & Information Literacy

 

Numeracy

☒Problem Solving

☒Critical thinking

☒Communication

☒Representation

☒Reasoning

 

ICT Skills

 

Differentiated Instruction

 

Assessment for Learning

Outcomes:

At the end of this learning experience students will:

·         identify and name colours

·         classify colours into groups using  a given criteria

·         become more socially competent.

Activities:

1.    Students are told that they would need to plan for a class party and an important factor to consider is the colour scheme. Students are given the opportunity to name some colours and suggest how these colours can be represented in the classroom (for example the use of coloured balloons, streamers, present wrappings etc.)

2.    Various materials of approximately five colours are presented by the teacher.

3.    Students identify and name these colours. A matching word is shown on word cards and the teacher guides the reading of these words. These words are later displayed on the wall along with matching colours.

4.    Students name their favourite colour and give a reason for choice.

5.    They proceed to strategic places in the classroom and take a picture of their choice and are asked to colour this picture using their favourite colour.

6.    Students group themselves with anyone who has the same colour as they do. 

7.    An empty picture chart is placed in view of all students.

8.    Students place their items on the chart according to colour.

9.    Students respond to questions from the teacher which also include questions that challenge them.(the teacher uses the chart in addition to the student groups formed to guide this process)

E.g. Which group has the same number of colours?

Which colour was the least selected?

Which is the most liked colour? Give a reason for your answer.

 

Resources:

Ruled out graph on a sheet of Bristol board , crayons, coloured paper, coloured blocks, deflated balloons, blank colouring pictures

 

Assessment:

Observation Checklist (see sample attached)