Learning Unit: Celebrating Special Days

Class:  Infant 1      Theme: My Big Days-Celebrations    Estimated frame: September – July

These are guidelines and recommendations for teaching any celebration to the students.

Context

Celebrations are part of our development as a society and the world at large. It is a means of observing special occasions, marking milestones or achievements and religious observances on a national and international level.  Students will become aware of traditions and practices of others. They can make comparisons to identify commonalities and differences in these celebrations. This will create a level of respect and appreciation for each other’s beliefs and customs.

Outcomes:

At the end of this learning experience students will:

1.    identify different celebrations by their names and individuals who celebrate them

2.    understand the common values that we learn from celebrating special days

3.    recognise the emblems and symbols associated with these special days

4.    discuss the different traditions that are displayed during various celebrations

5.    greet others in Spanish on special occasions

6.    solve simple word problems and interpret pictographs based on celebrations

7.    recognise the various foods eaten during special occasions

Learning Plans:

·         Independence Day

·         National Emblems

·         Republic Day

·         Birthdays

·         My Own Piñata

·         International Literacy Day

·         World Teachers’ Day

·         Universal Children’s Day

Resources:

Pictures, postcards, paint, crayons, Bristol boards, coloured pencils, line drawings, clay, worksheets, posters, multimedia projector, computer, 3D models, video, paper.

Assessments:

Discussions, student observation, artworks, reports, oral presentations, performances and student assessment checklist.

Term 1

Celebrations

Month

Birthdays

Independence Day

31^st August

International Literacy Day

8^th September

Eid-ul-Fitr

TBA

Republic Day

24^th September

World Habitat Day

1^st October

World Teachers Day

5^th October

World Food Day

16^th October

Divali

October/November

Universal Children’s Day

20^th November

Ramleela

October/November

Christmas

25^th December

UNIT: Celebrating Special Days

Learning Plan 2 of 8

Class: Infant 1

  Theme: My Big Days – Celebrations

Duration: 1 hour

Topic: National Emblems

Context

Trinidad and Tobago is an independent nation with its own national emblems. In order to foster patriotism, students should be able to recognise the national emblems of Trinidad and Tobago.

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:

·         use colour and design to replicate the National Birds and Flower (Chaconia)

·         identify and spell words associated with Independence

·         recognise the numerals 1, 2 and 3 and their respective numeral names

·         recognise the shape of the national flag and number of colours in it

·         develop a portfolio identify some of the national emblems of Trinidad and Tobago

Activities:

Colouring fun – National Birds

1.    Students colour print-outs of the Scarlet Ibis, Cocorico and Chaconia in their respective colours, looking at given pictures.

National Emblems – word identification

2.    Students trace, spell and say the names of the emblems on the printout. e.g. Scarlet Ibis, Cocorico, Chaconia.

3.    Students add these coloured printouts of the national emblems to their portfolio from previous lesson.

4.    Students identify and spell words associated with Independence, e.g.  flag, birds, flower, march.

Counting fun – How many birds are there?

5.    Students count one Chaconia flower, two National birds and three colours in the National flag. They identify the numerals from 1 to 3 and their numeral names  (1-one, 2- two, 3-three).

Flag facts

6.    Students then illustrate that the shape of the National Flag is that of a rectangle, they trace, spell and say the word rectangle.

Resources:

Pictures of national emblems, print outs of the Scarlet Ibis, Cocorico and Chaconia with their names, crayons, coloured pencils, glue, tape, rectangle cut out with word RECTANGLE on it. (see attached)

Assessment:

·         Active participation in activities

·         Worksheets with the national emblems

·         Observation checklist 

·         Display of portfolios

UNIT: Celebrating Special Days

Learning Plan 3 of 8

Class: Infant 1

  Theme: My Big Days – Celebrations

Duration: 2 hours 

Topic: Republic Day

Context

Republic Day is celebrated on the 24^th September each year in Trinidad and Tobago and is celebrated by all citizens and demonstrates a sense of patriotism. Students will understand that we had a president after becoming a republic and will display knowledge of the denominations of our currency

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:

·         appreciate the significance of  Republic Day to citizens of Trinidad and Tobago

·         discuss who celebrates Republic Day

·         identify the numerals 2 and 4 on the calendar

·         identify the President as head of state

·         recognise that respect must be shown to the president

·         identify the currency used in Trinidad and Tobago (different denominations and the colours  of our money)

Activities:

What’s going on? – Identification activity

1.    Students view pictures showing buildings decorated with red, white and black. They discuss when they observe this happening in Trinidad and Tobago other than Independence Day.

2.    Students are guided to identify the celebration of Republic Day. They listen to the importance of Republic Day to the nation.

Number fun

3.    Students circle the date of Republic Day on the calendar and identify the numerals 2 and 4. They say and spell numeral name for 4 (four)

Who is the president?

4.    Students are presented with the information that the president of Trinidad and Tobago is called the Head of State.

5.    Students view a picture of the current president of Trinidad and Tobago and state his/her name. They identify the current president from given pictures.

6.    Students role play by dramatizing that they are in the marching parade and how to salute the president.

Let’s check the piggy bank – identifying the various denominations of Trinidad and Tobago currency

7.    The teacher brings a piggy bank/cash pan with various bills. Students identify the various denominations of our local currency and identify the numerals seen on our country’s dollar bills, eg. 1, 5, 10, 20, 50, 100.

8.    Students colour print outs of specimen dollar bills money in different denominations to match our currency, e.g. $1- red, $ 5 –green, etc.

Resources:

Pictures showing buildings decorated with national colours, picture of the current president, large wall calendar, drum roll or marching music, print outs of sample dollar bills with different denominations marked out, crayons, pictures with currency of Trinidad and Tobago.

Assessment:

1.    Active participation in activities

2.    Use of observation checklist

UNIT: Celebrating Special Days

Learning Plan 4 of 8

Class: Infant 1

  Theme: My Big Days – Celebrations

Duration: 1 hour 

Topic: Birthdays

Context

Birthdays mark the anniversary of the day we were born into the world. This special day is celebrated by many individuals in many different ways according to beliefs and customs.

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 their names

·         state the month of their birthdays and their ages

·         describe the activities they engage in as they celebrate their birthdays (in creole and/or Standard English)

·         extend Happy Birthday greetings to each other in Spanish

·         identify and speak Spanish words for family members

·         demonstrate singing ‘Happy Birthday’ in Spanish

·         count from 1 to 6 candles on birthday cake

·         know these numeral values

·         identify and spell words associated with birthdays

·         create a piñata using colour and design

Activities:

What is your name?

1.    Students make a name tags by writing their names on strips of paper, they will spell and say their names to other classmates.

Birthday Block

2.    Students paste name tags on chart with months of the year (attached) in the block with the respective month of their birthdays. Each student states their age to the class.

Creating a Birthday Calendar

3.    Students review the months of the year. Students express to the class their favourite months and give their reasons. This would lead into the birthdays of the children of the class. Teacher informs students that they are going to create a birthday calendar so that they can remember everybody’s birthdays throughout the year.

4.    On balloon cut outs, students stick the 12 months of the year, one on each balloon cut out.

Birthday Celebrations

1.    Students share how they normally celebrate their birthdays.

2.    Students note the differences in birthday celebrations in their own class.

3.    Teacher tells students that the birthday calendar is going to be used to remember the birthdays all students in the class. Students suggest ways that they should celebrate their classmates’ birthdays. (Sing happy birthday songs, make cards bring presents etc.)

4.    Students remind each other of the happy birthday song. Teacher asks students if they think that everyone uses that greeting. Students respond.

5.    Teacher tells students that over the year they going to express birthday greetings to their friends in different languages. At this point, students may share with the class any other birthday greeting that they may know.

6.    Students identify and spell words associated with birthdays e.g. cake, candle, snacks, toys.

7.    Teacher can use the Prompt: “Elmo and Abby birthday fun Spanish” to look at video on Spanish families celebrating birthdays.

Sing along in Spanish

8.    The birthday song is sung in English and then is taught in Spanish.           

         Cumpleaños feliz, Cumpleaños feliz

                      Cumpleaños feliz, Cumpleaños feliz

           Cumpleaños feliz is played and students sing along.

Mi cumpleaños

9.    Students are introduced to birthday greetings  “Feliz cumpleaños”  in Spanish; they say the Happy Birthday greeting in Spanish to each other.

10.  Role play of a scene where friends meet and greet each other on their birthday. They use words they have already learnt.

A:       “Hola, Justin, feliz cumpleaños.”

B:       “Gracias”, Keith

Happy Birthday, Friend

11.  At the beginning of each month, students note the birthdays to be celebrated in that month.

12.  Each birthday boy/girl chooses a number that would represent a birthday greeting in a different language. For example 1. represents Spanish 2. French 3. Yoruba 4. Mandarin 5. Hindi.

13.  On the birthday of the particular student, the class sings greetings in the chosen language. Students say where in the world/which group of people in Trinidad and Tobago you would hear that particular greeting.

14.  Students may also greet birthday child using any other foreign language greeting that they remember.

Yummy in my tummy – birthday cake

15.  A picture of a birthday cake is shown to the students.  Discussion takes place; questions are asked about the birthday cake: What is it? When is it usually seen? What is on it? Students also share their favourite types of birthday cake designs and flavours.

16.  Students count and state number of candles that is on the birthday cake chart. They draw their own birthday cake and put in the number of candles to represent their age.

Feliz Cumpleaños, Amigo

1.    Students review counting to ten in Spanish.

2.    Students are reminded that it’s a birthday celebration day and that greeting of the day is in Spanish. Students sing the Birthday song, in English and then in Spanish. Students note the Spanish phrase for happy birthday. 

3.    If other greetings were explored in previous days, students may express those greeting to the birthday boy/girl.

4.    Students then repeat the question ¿Cuántos  años tienes?. They note that this question means “How old are you?”

5.    The question is asked to the birthday child and he/she responds Tengo _____  años.

6.    The question is then asked to other students and each takes turn responding.

Resources:

Strips of paper to be used as name tags, large chart depicting the months of the year, pencils, crayons, paper, tape, markers, balloons,  paper mache (strips of paper, flour and water), word strips with Spanish greetings for “Happy Birthday”, number chart in Spanish, kite paper,  CD with Spanish songs – Cumpleaños feliz

Assessment:

·         Active participation in activities

·         Observation checklist

·         Display of the piñata

UNIT: Celebrating Special Days

Learning Plan 5 of 8

Class: Infant 1

  Theme: My Big Days – Celebrations

Duration: 1 hour 

Topic: My Own Pinata

Context:

The use of the piñata at birthday celebrations is gaining in popularity across Trinidad and Tobago. Many of our children are already exposed to this fun cultural practice. This activity allows students the opportunity to create their own piñatas.

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:

·         Describe a piñata.

·         Read words associated with a piñata.

·         Create and decorate a piñata.

·         Orally present their piñata creations with others.

Learning Activities:

    The Piñata 

1.    Students look at a variety of pictures of different piñatas. They name the objects.

2.    Students view a short video on a piñata party. Teacher may access such a video online using the prompt Piñata Party. If such a video is not possible, pictures may be shown.

3.    Students share their own experiences with the piñata, whether they have had one at their own party, or have seen one at a party or on television. For students who are not familiar with the piñata, teacher explains what it is and how it is used. Teacher explains that piñata is a Spanish word.  Students share other Spanish words they know.

4.    Students who are able to, share their experiences with piñatas.

Our piñata word wall

5.    Students generate a list of fun piñata read as teacher presents the word piñata. Students generate a list of words associated with the piñata. These may include stick, beat, sweets, chocolates, candy etc. Students work to generate a piñata word wall.

6.    Students suggest other fun objects that may be put inside the piñata. These words are added to the word wall.

7.    Students repeat the words.

Making my own Piñata

8.    Students prepare their space and selves for making a piñata.  (Desks are covered, students wear a shirt over their uniforms.)

9.    Students, in groups, gather material needed to create their own miniature piñatas.

10.  As teacher demonstrates and assists, students work in their groups following the steps involved in creating the piñata.

11.  Students decorate the piñatas using the material.

12.  Students display their piñatas. They take turns outlining the steps used in creating the piñatas.

13.  Students have a piñata party on the birthday of one of their classmates.

Resources:

Video clips, pictures, balloon, flour paste, newspaper strips, crayons, markers, coloured paper etc. string

Assessment:

·         Observation

·         Checklists

·         Oral Presentations

·         Product Presentation

UNIT: Celebrating Special Days

Learning Plan 6 of 8

Class: Infant 1

  Theme: My Big Days – Celebrations

Duration: 45 minutes 

Topic: International Literacy Day

Context

Literacy is an important skill needed in today’s world. International Literacy Day is celebrated as an accomplishment of persons being more literate globally. Children should be encouraged to read in an effort to increase the literacy level in Trinidad and Tobago.

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:

·         appreciate the significance of Literacy Day

·         understand the importance of being literate through a variety of scenarios

·         identify the numeral 8 on a calendar

·         express themselves freely in both creole and Standard English

·         identify and spell high frequency words

·         construct simple sentences with given words

·         answer literal questions based on the picture

·         solve simple word problems based on the picture

Learning Activities:

What is Literacy Day?

1.    Students are introduced to “Literacy Day” by the teacher identifying this special day to focus on literacy. They discuss the importance of being literate using examples of real life situations and their solutions. e.g. You are in the grocery and you want to buy a tin of cream corn. If you cannot read the labels on the tins of corn, what can happen?

2.    Students look at short video with Grover speaking about International Literacy Day and share what they saw/learnt from it.

3.    Students circle the date on the wall calendar and identify the numeral, 8 and spell the number name, eight.

Reading fun

4.    Students state and spell some basic high frequency words e.g. the, and, with, day, he, you, us, at, me, to. They work in groups to construct simple sentences using these words. e.g. The dog runs to me.

5.    Groups are given pictures and 3 – 4 literal questions to answer based on the given pictures.

6.    Students present their group’s sentences and answers to the questions with their classmates.

7.    They are given simple addition word problems to read and solve individually.

e.g. Mark has 3 mangoes and Jane has 2 mangoes. How many mangoes do they have in all?

Resources:

Video presentation, television, DVD player, multimedia projector, computer, flashcards, pictures, paper, pencils.

Assessment:

·         Groups Oral Presentations

·         Observation checklist

UNIT: Celebrating Special Days

Learning Plan 7 of 8

Class: Infant 1

  Theme: My Big Days – Celebrations

Duration: 2 hours

Topic:  Universal Children’s Day

Context:

Universal Children’s Day is a special day for all children around the world. It is celebrated in Trinidad and Tobago to highlight the rights and responsibilities of the child.  UNICEF, the United Nations Children’s Fund, promotes and coordinates this special day, to promote international togetherness and awareness among children worldwide. (See VCCE Lesson, “Universal Children’s Day for another learning plan on Universal Children’s Day.

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:

·         appreciate the significance of Universal Children’s Day

·         know number names and values ( 2 and 0)

·         share activities/experiences that occur on Universal Children’s Day

·         state words associated with Universal Children’s Day

·         use colour and design to create a poster for Universal Children’s Day.

Activities:

Universal Children’s Day – fun facts

1.    Students are introduced to the concept of Universal Children’s Day and the importance of this celebration.

2.    Students circle the date on the calendar and identify the numerals 2 and 0. They spell the number names and draw counters to show 2.

3.    Students view pictures showing symbols for Universal Children’s Day celebrations and they discuss in groups their ideas about this special day for children.

Poster fun

4.    Students work in groups to create a poster for the celebration of Universal Children’s Day.

Resources:

Pictures of  Universal Children’s symbols, multimedia projector, computer, large sheets of paper, flashcards, crayons , coloured pencils, glue

Assessment:

·         Teacher observation of participation in activities

·         Use of Teacher Observation Checklist (adapt the previous versions for these specific activities)

·         Observation of sentences on worksheets

·         Display of posters

UNIT: Celebrating Special Days

Learning Plan 8 of 8

Class: Infant 1

  Theme: My Big Days – Celebrations

Duration: 2 hours 

Topic: World Teachers’ Day

Context

World Teachers’ Day is a special day to remember all teachers internationally and the important role they play in students’ lives. In Trinidad and Tobago, teachers are recognised on this day for their hard work and dedication to the profession.

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:

·         understand the importance of World Teachers’ Day

·         state some activities that occur on World Teachers’ Day

·         identify the numeral 5 and show value

·         construct simple sentences about World Teachers’ Day

·         answer literal questions based on pictorial stimuli

·         design and make World Teachers’ Day greeting cards

·         listen respectfully as children share their views.

Activities:

What is World Teachers’ Day?

1.    Students are introduced to the international celebration of World Teachers’ Day in Trinidad and Tobago.  They will circle the date on the calendar and identify the numeral of 5. Then draw counters to show value of this numeral.

How should we treat our teachers?

2.    Students discuss some of the special things that can be done for teachers on this special day.

3.    They are given pictures of different teachers in the classroom around the world and work in groups to answer literal questions based on these pictures. Groups present their ideas about pictures.

We love our teacher

4.    Students identify different shapes by name e.g. circle, stars, hearts and draw these shapes to create a border on a post card for their teacher. They create two simple sentences about their teacher to write on their postcards.

Resources:

Calendar, pictures of teachers, paper, crayons, drawings of shapes, Bristol board, coloured pencils, crayons.

Assessment:

·         Teacher observation of students’ participation in activities

·         Observation checklist e.g.

q  Identifies date on calendar

q  Recognises numeral and value

q  Participates in class discussion

q  Communicates with others

q  Expresses themselves clearly

·         Display of postcards/ drawings

Students’ Names

Competencies/Skills

Criteria :

þ  – student indicated a high level of competence

© – student indicated some level of competency

X  – student indicated a  level of incompetence or incompletion of tasks

Participates in class discussion

Follows directions

Identifies date on calendar

Recognises numerals of 3 and 1

Creates the numerals 3 and 1 using finger paints

Communicates with others

Demonstrates standing at attention

Sings the correct words of the national anthem

Paints shapes with the correct colour

Spells correctly the colour names of the national flag

Comments :

Students’ Names

Competencies/Skills

Criteria :

þ  – student indicated a high level of competence

© – student indicated some level of competency

X  – student indicated a  level of incompetence or incompletion of tasks

Participates in class discussion

Follows directions

Recognises the National emblems

Uses correct colour for different emblems

Spells words associated with Independence

Identifies numerals and number names

Recognises the rectangular shape

Creates a portfolio of National emblems

Comments :

Students’ Names

Competencies/Skills

Criteria :

þ  – student indicated a high level of competence

© – student indicated some level of competency

X  – student indicated a  level of incompetence or incompletion of tasks

Participates in class discussion

Follows directions

Identifies the date on calendar

Identifies the numerals

Spells numeral names

Recognises the current president from given pictures

Participates in parade activity

Identifies local currency/ denomination

Follows directions

Uses colour correctly for dollar bills

Comments :

Students’ Names

Competencies/Skills

Criteria :

þ  – student indicated a high level of competence

© – student indicated some level of competency

X  – student indicated a  level of incompetence or incompletion of tasks

Writes and says their names

Identifies month of their birthday on chart

Participates in class discussion

Spells words correctly associated with birthdays

Says Happy Birthday greetings in Spanish

Speaks Spanish words for mother and father

Counts the candles on birthday cake

Represents numeral values

Follows directions

Communicates with others in group

Comments

Students’ Names

Competencies/Skills

Criteria :

þ  – student indicated a high level of competence

© – student indicated some level of competency

X  – student indicated a  level of incompetence or incompletion of tasks

Participates in class discussion

Shares views and ideas

Identifies date on calendar

Recognises numeral and number name

Spells given words correctly

Creates sentences with these words

Answers questions correctly based on given pictures

Presents their answers to the class

Solves simple word problems

Comments

Students’ Names

Competencies/Skills

Criteria :

þ  – student indicated a high level of competence

© – student indicated some level of competency

X  – student indicated a  level of incompetence or incompletion of tasks

Participates in class discussion

Identifies date on calendar

Recognises numeral and number name

Draw counters to show number value

Shares views and ideas

Answers questions correctly based on given pictures

Presents their group’s answers to the class

Identifies different shapes by name

Creates borders using shapes

Constructs sentences about their teacher

Comments

Students’ Names

Competencies/Skills

Criteria :

þ  – student indicated a high level of competence

© – student indicated some level of competency

X  – student indicated a  level of incompetence or incompletion of tasks

Participates in class discussion

Answers questions correctly based on the story of Ramleela

Shares views and ideas

Draw counters to show number value

Constructs sentences based on Ramleela pictures

Presents their group’s sentences to the class

Comments