Learning Unit 1: Activities around Me

Class: Infant 1                     Theme: “Learn, Play, Work”                          Estimated frame:     1 week

Context:

Children at the Infant Level are involved in countless activities which may be categorized as learning, playing or working. It is important for the adults around these young children to enhance their interaction, awareness and success when involved in learning, playing and working exercises.

The topic of this unit – “Activities Around Me” seeks to capture all the fun happenings and wonderful experiences of our young learners and use them as learning tools in the classroom. When learning is related to things children KNOW, and presented in ways they not only UNDERSTAND, but ENJOY, teachers can be sure that they have succeeded! This unit integrates content areas/subjects and ensures that all content areas/subjects are addressed.

Outcomes:

At the end of this learning experience students will:

1.    Read, understand and experience delight with different genres of fiction and nonfiction literary texts related to activities at school, play and work.

2.    Explore the co-existence of Creole and Standard English in Trinidad and  Tobago through contrasting common utterances used while learning, playing and working (at school and at home).

3.    Determine the purpose and intended audience of simple media texts as posters, pictures and signs.

4.    Create visual media for a particular purpose and audience.

5.    Demonstrate common courtesies through behaviours and language while interacting.

6.    Respond to ‘Yes’/‘No’ questions and basic instructions in Spanish.

7.    Develop vocabulary associated with time when describing activities at school, while playing and working.

8.    Develop and follow rules collaboratively for activities engaged in at school and immediate environment to promote cooperation and safety.

9.    Explore occupations and activities related to disaster preparedness.

10.  Develop scenarios based on given topics related to activities at school, play and work. (VAPA)

11.  Demonstrate an awareness of and concern for disabilities that may exist among others. (HFLE)

12.  Demonstrate the ability to use Reading Comprehension skills and strategies explicitly taught, to make meaning. (ELA)

13.  Sing simple action songs and composed songs based on learning, playing and working activities with accuracy. (VAPA)

14.  Know how to generate sentences using grammatical patterns in context from various stimuli. (ELA)

15.  Display an understanding of selected forms of media. (ELA)

16.  Use comprehension skills and strategies to understand texts. (ELA)

17.  Know appropriate appreciative and discriminative listening behaviours. (ELA)

18.  Demonstrate that meaning can be derived from interacting with literary works.

19.  Display confidence and comfort in imaginatively expressing self to familiar groups of people.

Learning Plans:

1.    Origami, Oral Communication, Introductory Spanish

2.    Things I do when I am…(learning, playing and working)

3.    Activities that take a long/short time

4.    Disaster Preparedness – Hurricane

5.    Getting Ready for a Hurricane

6.    Mini Read-a-thon

Resources:

·         Simple Journal: Student reflection in a simple ‘frame’ as part of journal writing after all or selected reading or learning experiences.

·         T-charts showing the difference between how something may be said in Creole and Standard English.

·         Paper (plain and coloured), colours (paint, crayons, pencils), paint brushes, safety scissors, pictures, glue or tape, decorative accessories (shinning dust, stickers, stamps), markers for creating “Mini-Book” I can….I am…..I _____ etc.

·         Teacher checklist: to observe specific behaviours while students interact, speak, listen and perform.

·         Video recording equipment: camera or camcorder to video tape students while they interact and perform during activities; a laptop or television for re-play of clip created.

·         Checklists: can be used for observing students’ use and understanding of Spanish instructions and ‘Yes’/’No’ questions, cooperative behaviours, aspects of language and language use etc.

·         Pictures, posters, newspaper advertisements, books and other simple media texts

·         Teacher made and/or online worksheets for different activities

·         CDs and DVDs, copies of songs, pictures associated with and related to songs

·         Online sites from which worksheets, suggested activities, pictures and other related materials can be sourced.

Websites to consult:

1.    General site for ALL content areas which may include free and member resources:  http://www.superteacherworksheets.com;  www.teachersnetwork.org/; http://www.bbc.co.uk; www.edhelper.com/;

2.    DISASTER PREPAREDNESS: http://www.odpm.gov.tt/; http://odpm.gov.tt/node/660 (Extension: Guidelines for earthquake drill.); http://www.odpm.gov.tt/node/245 (Interactive Hazard maps.);

3.    STORIES/LITERARY TEXTS: http://www.scholastic.com/teachers/article/introduction-using-storia-classroom (‘Storia’ e-books and interactive reading allowing for differentiation.)

4.    HURRICANES: www.wikipedia.org/

Assessment:

• CONVERSATIONS: Student-teacher conferences and interviews before, during and after activities, questioning and teacher feedback during activities, entries into simple journals (using words, sentences, pictures or drawings)
• OBSERVATIONS: Teacher checklists, simple rubrics
• PRODUCT: Scrapbook, Mini-Book, posters, list of rules and any/all other products of learning activities during the unit to be assessed via checklists, carefully planned rubrics, mini-booths for other classes to experience the work produced.

  UNIT 1: Activities Around Me

Learning Plan: 1 of 6

Class: Infants Year 1     

Theme:  Learn, Work, Play

Duration: 1 hour  30 minutes

Topic:  “Origami And Oral Communication – Si”       

Context:

Children love to use their hands; it is their primary medium of interacting with and learning about the world around them. One way of channelling this innate, tactile curiosity is through origami. A well-selected origami activity is also a great way of rehearsing and reinforcing: oral communication skills, particularly listening, psychomotor and mathematical skills and, creativity. This Learning Plan also seeks to infuse a beginners level knowledge of Spanish to expose these young learners to the excitement of learning about another language and culture.

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:

·         Display all taught listening etiquette behaviours during an origami activity: maintaining eye-contact, appropriate sitting or standing posture, appropriate facial expression, showing interest by gestures, not speaking while listening and showing appreciation after listening.

·         Display all taught speaking/conversation etiquette behaviours  during an origami activity: turn taking, appropriate volume, raising hand for attention, appropriate greetings, expressions of thanks/apologies and use of manners.

·         Respond to ‘Yes’/ ‘No’ in Spanish.

·         Express basic courtesies in Spanish.

·         Respond to basic classroom instructions in Spanish.

·         Understand affirmations / positive reinforcement in Spanish. 

·         Follow directions and instructions related to an origami exercise.

·         Create a simple object via an origami exercise.

·         Identify plane shapes (2D shapes) which may be formed during an origami exercise.

• Express thoughts, feelings and opinions orally and in writing on the origami exercise as well as on their peer’s origami product.

Activities:

Spanish concepts:

1. Students would be asked “yes/no” questions relating to situations, pictures etc. Each time the students answer “Yes/No.” the answer “si/no” would be reinforced by the teacher. Students would then be asked other “yes/no” questions to which they must respond in Spanish.
2. Students are presented with situations which give them the opportunity to say “Thank you.” or “Please.” Each time the students say the words, “Thank you.” or “Please.” the Spanish words “Gracias” or “‘Por favor” would be spoken by the teacher. Students would be asked to guess the meaning of the words.’
3. Students would be afforded the opportunity to practise the words through role playing. Careful attention should be paid to accuracy in pronunciation.

 Children sing a song to reinforce meaning of the words ‘Gracias’ and ‘Por  Favor’

1. Respond to simple instructions given in Spanish. (N.B. Students should only know the meaning of the instruction. They are not to learn to say it.)

Siéntense (Sit down)

Levántense (Stand up)

Atención (Pay attention)

Game of ‘Simon Says’ is used to practise these Instructions.

1. Understand affirmations / positive reinforcement in Spanish

Bien (Good)

Excelente (Excellent)

Perfecto (Perfect)

a.    These are used during the activities that follow.

Review of Oral Communication Etiquette

6.    Students are prompted to recall the skills and etiquette taught over the last two terms. They are reminded to apply these skills when communicating (listening and speaking). Students told that they will be observed and assessed during the activities and possibly rewarded for appropriate behaviours displayed.

Origami Exercise

7.    Teacher selects an appropriate activity using key phrases under

“Resources” below or any other websites or books which he/she will use for the origami exercise with the students.

Discovery of Plane Shapes

1. Students are guided and prompted during the origami exercise to discover/identify plane shapes as triangle, rectangle, square, oval, circle, cone and polygons (focus on the shape, NOT the name).

9.    Students are reminded to respond ‘Yes’ and ‘No’ in Spanish during the activity – teacher uses the simple instruction given in Spanish, as often as possible.

Show and Tell [and Respond]

1. Students use the ‘stage area’ in their classroom to display and speak about their origami experience including: challenges, favourite part of activity, use of object and opinions of peer’s work. Students’ speaking etiquette skills are assessed in this activity. (Students who are the ‘audience’ may be asked to respond to each ‘presentation’ by repeating the main points and expressing her/his own thoughts and feelings on what was said.

Writing in Journal

1. Students are guided to write in their journal or somewhere ‘special’ (even on the origami piece/object) about theirexperience or any aspect of any of the series of activities that form part of this Learning Plan.

Extension

12.   More than one origami activity can be done in this Learning Plan depending on the level of difficulty of the one selected and the students’ capabilities. Teacher can also opt to do more than one starting with a very simple one progressing to more difficult ones

Resources:

·          Origami activities – Search key phrases: “origami resource centre”, “origami instructions for kids”

·         Paper for origami exercise, teacher checklist and rubric, video recording equipment, classroom ‘stage’ (The stage could be a simple elevated area in the classroom to an elaborate structure that is a miniature version of a real stage.

Song :

 Por Favor y Gracias – Sung to the tune of “Hush Little Baby”

If you want a snack to eat

Or if you want to share my treat,

If you want a cup of tea

Tell me what you’d say to me

Please or por favor are the words you use

Please or por favor are the words you choose.

When I give you a little snack

When I share my treat with you

If I give a cup of tea

Tell me what you’d say to me

Thank you or gracias are the words you use

Thank you or gracias are the words you’d choose.

Gracias or thanks are words you say

Por favor please you should use everyday

These are words that make you so cool

Use these words in and out of school.

Suggested Situation Responses

1. Your friend shares his snack with you.

2. You want your teacher to allow you to go to the tap.

3. You want someone to lend you a pen.

4. You get a birthday present from your cousin.

5. Your mom helps you with your homework.

6. You want your friend to play a game with you.

7. You want to use your brother’s phone to call your mom.

8. Your teacher gives you a star for doing well in your schoolwork.

9. You want your mom to buy you a pack of cookies.

10. Your friend tells you that you can ride his new bike

Assessment:

·         Observation: Teacher checklist for oral communication skills, video record students during activities for whole class review and discussion at a later time.

·         Conversation: Show and Tell exercise

·         Product: the product of the origami exercise can be assessed using a simple rubric.

·         Simon Says Game

·         Situation responses

  UNIT 1: Activities Around Me

Learning Plan: 2 of 6

Class: Infants Year 1     

Theme:  Learn, Play, Work

Duration:  3 hours

Topic:  Things I do when I am…       

Context:

Children are aware of and engaged in many types of activities around them. This learning experience allows these young learners to explore and learn through the same things they do and see people doing every day. The exploration strategies for this Learning Plan include drama, modern technology, media literacy and demonstrations.

.

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:

·         list at least four activities associated with each of the three categories: play, work and school

·         imitate everyday actions associated with learning, playing and doing chores (working) through posture, voice and hand gestures

·         compose captions/words and sentences to represent illustrations/pictures using standard English and grammatical structures taught

·         identify key features of pictures, signs, posters (and other simple visual media texts) that provide meaning including colour, graphics and captions/words

·         categorize pictures into one of three given groups – activities related to:

1. learning      2. playing     3. working

·         decorate a picture using unique materials

·         demonstrate proper handling, care and use of a simple digital camera for taking still shots

·         capture still shots using a simple digital camera

·         evaluate still shots taken during activities, based on at least one simple criterion

·         read texts fluently with appropriate pronunciation.

Activities:

Stimulus

1.    Students are prepared for the audio-visual activity. They experience a video clip, preferably of themselves (previously taken by the teacher) or one found online where children are engaged in regular school and play activities, and where possible, activities at home. The video may include adults at their work. (Clip may be done in two parts – activities at work being the second part.) Students are led in a discussion on the activities presented in the video; teacher ensures the focus is on types of activities done in the three ‘environments’ – while learning, playing and working. Where audio visual equipment is not available, students are asked to observe their peers engaged in role play.

Drama: REQUIRES AN AREA THAT ALLOWS STUDENTS TO MOVE FREELY.

2.    This is a whole class activity which is recorded using a digital camera/camcorder. Students imitate an activity performed while at school, playing or doing chores/working. Suggestions came be made by either the teacher or a student. Reference should be made to the previous video clip for ideas/suggestions.

NB: Students may need to be taught how to use body posture, voice and hand gestures to imitate an activity; teacher demonstrates. Students are reminded to pay attention to personal space, safety while moving, high and low movements, and moving appropriately to the rhythm of the music accompanying the activity. (If students do not know about high and low movements, personal space and rhythm, it would be necessary here to teach these concepts.) Teacher may opt for different pieces of music with different paces – slow, faster, very fast etc.

Students compose sentences to explain their actions and perhaps prompted to explain the importance of actions etc. Sentences can be used as an opportunity to reinforce grammatical patterns taught, for example, ‘I am[a + noun (doctor)/adjective + noun (beautiful nurse)], [-ing verb (sweeping)’], ‘She/He is’, ‘We are’, ‘They are’

(The recording of this learning experience can be used in a subsequent Learning Plan either in or out of this unit.)

Picture Activity

3.    Students are provided with a range of pictures (one picture is repeated only about three times) depicting activities they earlier imitated/dramatized from which each child chooses ONE. Students can colour, paint or stick items (dhal grains, coloured rice etc.) on pictures. They write a sentence on the picture using cue words which the teacher provided – may be written on the board, or on cards.

Visual Media

4.    Students are exposed to new visual media texts including signs, posters and pictures from the ‘learn, play, work’ environment. Attention is focused on use of graphics, colour and captions to ‘send the message’ – students and teacher discuss (for instance – red for danger; one word warnings in CAPITAL letters etc.)

Categorize Pictures

5.    Students categorize the pictures they ‘coloured’ (Activity #3) as well as the additional visual texts introduced at activity #4.

Picture Taking  

6.    Students use a simple digital camera to take still shots of classmates during activities; at least two shots to be taken per student. Pictures are stored and will be viewed after all pictures are taken.

TEACHER CAN CREATE OR SOURCE A POSTER SHOWING THE STEPS BELOW

OR CREATE OR SOURCE A SHORT VIDEO CLIP DEMONSTRATING THE STEPS

Steps for taking a picture (students to be taught these as simply as possible):

a.    Put the string around the wrist (to ensure the camera does not fall even if it slips out of the hands).

b.    Hold camera with both hands making sure not to block the lens with fingers or hands. Show where and how the RIGHT index finger must position to hold-down the shutter release (button to snap/take the picture).

c.     Look at the screen for the image, making sure you see what you want to capture/take a picture of; to change focus, move forward or backward.

d.    Quick review if option is available – picture remains for viewing for a few seconds after the picture is taken to know if it needs to be re-taken.

Picture Evaluating

7.    Students to be made aware of the purpose of the activity – “It is important to review pictures especially when learning and also to know if the picture needs to be re-taken.”

·         Suggested criterion for evaluating pictures:

“Does the picture get the whole person/object?”

For viewing pictures: connect camera to a screen [computer/television] for students to discuss and evaluate the ‘quality’ of the picture based on at least one criterion. Mini-discussions on pictures are necessary.

If students can manage, they can suggest ways photos could be ‘improved’.

Extension:

·         A photo story can be created using the students’ pictures form this Learning Plan. Students can assist in its creation using a Photo Story (free online software). A slide show with background music can also be easily created with simple, easily available programs (very easily downloadable).

·         In small groups, students can write a few sentences describing a particular activity related to any of the three categories – “Learn, Play, Work”

Resources:

Video clip (teacher-made or sourced), pieces of music for drama activity audio player (radio/computer and portable speakers), pictures and creative materials to be used to ‘colour/decorate’ the pictures (e.g. dhal or rice grains), teacher sourced posters, signs and other visual media texts, chart (to build during activity #5, digital camera, computer/television

Assessment:

·         Observation: Teacher observes students for ALL activities and will decide which activities will be directly assessed and recorded and which would not. Simple observation tools as checklists and rubrics may be used; anecdotal notes (Anecdotal comments may be recorded on post-it notes and then affixed to a large chart that lists the students and the days of the week. At the end of the week, the recorded information is transferred to each student’s file and the chart is reused the following week.)

·         Conversation: Teacher listens carefully to students’ use of language and contributions during discussions. Conversation in the form of presentations can be assessed by a simple teacher-made rubric. It is important to note that students are not ‘corrected’ or asked to speak ‘better’ if they speak in Creole.

·         Product: Drama piece – simple checklist, picture activity – to be displayed, categorized pictures – chart to be put up in the class, taking still shots – four point checklist/rubric.

  UNIT 1: Activities Around Me

Learning Plan: 3 of 6

Class: Infants Year 1     

Theme:  Learn, Play, Work

Duration: ½ day

Topic:  “Activities that take a long/short time”           

Context:

Youngsters are always engaged in some activity whether it’s while learning, for play and entertainment or to achieve a specific goal. Looking at the duration of the activities in the three mentioned contexts is a good starting point to introduce children to the concept of time, beginning with how ‘long’ or ‘short’ an activity may take to complete. This Learning Plan introduces this core concept of time, using experiences and activities that are real and fun.

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:

• Categorize activities according to the length of time taken to complete – “short/long time”.
• Read text with appropriate pronunciation and fluency.
• Sequence pictures based on the order presented in a story.
• Work cooperatively and respectfully in group activities and tasks.
• Dramatize simple actions and activities normally engaged in while learning, playing and working.
• Assist their teacher in creating a photo story using pictures of themselves.
• Sing a simple composed song to a known tune with accuracy.

Activities:

1.    Concept formation: “short time” and “long time”. Teacher engages students in simple simulated activities to establish the duration of a “short/long time”; activities may include, brushing their teeth, eating breakfast, getting dresses, writing, singing the National Anthem, saying school prayer, playing certain games including video games, performing chores (sweeping the yard, washing the car, bathing the dog) etc.

Students can suggest other activities that they do which they feel takes a “short/long time” to complete – everyone discusses. Pictures depicting these activities may be used.

2.    Story: Teacher created text or online text (found online, e-book, DVD etc) that tells of the activities of a five year old child, like themselves, from morning to night time. Text should include words, sentences and colourful pictures depicting each activity the character performs for the day. As text is read (teacher to decide how it is done), students listen so they may select the correct picture of the ‘present’ activity told of in the story (pictures were initially mixed up and laid out to the front of the class). Students re-organise the pictures, they read the caption also – other students agree/disagree with sequence choice/picture selection. (No more than 8 – 10 pictures are used unless the class can manage more.)

3.    Discussion and survey: After the story, students review new sequence of picture cards with activities; ALL students have ‘survey cards’ which they use to say if an activity can be categorized as one that takes a “short/long time”. There may be times, when an activity may take someone a “short time” while it may take another a “long time” – this is considered too, especially in the content of differently abled children and people.

4.    Survey Cards:

The length of the card can reflect the concept also.

5.    Categorizing chart (T-Chart): Activities used here are from the story – the pictures with captions.

6.    Teacher guided drama/mime activity: students demonstrate the activities they are regularly involved in at school (learning and playing) and working (adult jobs included). Students guess the type of activity and whether it is associated with ‘learning, playing or working’.

7.    Assist in creating a photo story: teacher uses pictures taken during the activities to create a photo story with the students. Pictures should depict the activities discussed and dramatized during the learning exercise.

8.    Singing: Teacher composed a song from a known tune to differentiate between activities that take a ‘short/long time’ to complete.

9.    Extension: Teacher can decide to teach more difficult concepts as “more/less time”, “longer/shorter time” when comparing time taken to complete activities previously discussed. For example,

·         “Does it take “more/less time” to wash the car or brush your teeth?”

·         “Brushing your teeth takes a “longer/shorter time”.

Home Activity: children are to get help to list additional activities which they believe take them a “short/long time” to complete. They organize ideas on a T-Chart like the one used for the Learning Plan. Students can use pictures on their chart.

Resources:

  Pictures of children engaged in regular activities while learning, playing and working, story, pictures related to activities from the story, ‘short/long time’ cards for every student, T-chart to be developed during the activity, computer with Photo Story software; individual T-charts for students to take home for ‘Home Activity’.

Assessment:

• Observations: Teacher checklist re: cooperative and respectful behaviours.
• Time scale: Students are given a few pictures (about 5) to place on a time scale from “short time” to “long time”. This is a higher order activity.

short time                                                                              long time

·         Conversations: Cards with different activities the children so while at school and at home (learning, playing and working) are distributed either all at once before the activity OR individually just before they speak. Student stands on the class ‘stage’ (a special elevated area in the class) to speak about the activity on the card. Activities should be ones that were discussed before and/or familiar to the students’ experiences. Teacher prompts and guides with questions to elicit time vocabulary.

  UNIT 1: Activities Around Me

Learning Plan: 4 of  6

Class: Infants Year 1     

Theme:  Learn, Play, Work

Duration:  Half day

Topic:  Disaster Preparedness – Hurricanes and Floods

Context:

This Learning Plan considers the activities and people involved in preparedness for a hurricane or flood. The third term coincides with the rainy season so the learning plan is well-timed. Additionally, it has become increasingly important for everyone, including five year olds, to become disaster ready especially with the changing weather patterns and the severity of extreme weather conditions and their effects on life. This learning plan offers a range of learning points that will assist young citizens to protect themselves, those around them and the things they regard as important.

CONSIDERATIONS:

☒HFLE

Literacy

☒Reading

☐Writing

☒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. state their understanding of the term ‘disaster’

(“when something bad happens around us…a sudden accident that causes damage to people and things around us)

1. read and comprehend age appropriate materials relating to hurricanes and flooding

(materials may include: poems, stories, short passages from newspapers, etc. about hurricane experiences in Trinidad and  Tobago, the effects of a hurricane/flood, the perspective of a child/animal/object who experienced a hurricane/flood etc.)

1. dramatize using role play or mime and simple props, activities and actions organized and/or performed by persons and/or organisations involved in disaster preparedness related to a hurricane or flood. (fireman/firewoman, policeman/policewoman, nurses and doctors, volunteers, hospitals, Office of Disaster Preparedness and Management (ODPM),  Tobago Emergency Management Agency (TEMA)
2. engage in role play to make an emergency phone call to someone who can offer assistance during a hurricane or flooding situation (family member, adult, relevant authority, police etc.)
3. capture still shots using a simple digital camera.

Activities:

1.    Students look at a video clip which shows the destruction sometimes associated with a hurricane or a flood AND/OR; students show and tell about pictures they were asked to source (perhaps as a homework activity) – still images of: a hurricane in motion, flooding or the effects of these two natural disasters on people and the environment. Students use skills taught in Oral Communication for responding to audio-visual stimulus and for ‘Show and Tell’ activity. This activity should achieve outcome #1 – students’ understanding of the term ‘disaster’.

     Suggestions:

     Diego Martin flood of 2012

     Hurricane Ivan in Grenada 2004

     Hurricane Gilbert in Jamaica 1988

     Hurricane Flora in  Tobago September 30th 1963

2.    Students will interact (read, discuss, explain, debate, explore etc.) with a range of selected reading materials (informational and fictional, found or created) and media texts (posters, fliers, advertisements, stickers, slogans) relating to hurricanes and floods. They read or are read to, ask and respond to questions, express ideas etc. in an oral comprehension exercise.

       (This activity should be guided by the ‘Oral Communication’, ‘Reading  

       Literacy’ and ‘Media and Information Literacy’ ELA documents.)

3.    Students view selected audio-video clips (and/or a teacher-created photo story with ‘hurricane sounds effects’ in the background) which effectively show disaster situations before, during and/or after a hurricane or flood (teacher can select) where persons who assist with disaster preparedness and relief are performing their duties. Students’ discussions during the viewing/listening activity are teacher guided where the teacher elicits ideas on the persons involved in assisting with a hurricane or flood, the activities that they perform, the importance of their services etc.

4.    (a.) Students are prepared by either teaching them or reminding them about using a digital camera to capture still shots. Students are lead through a practice activity with the camera. (The length and depth of this activity depends on the children’s exposure to and success with the camera.)

(b.) Students use the experiences of Activity #3 to inform their role play/mime/performance. Students are provided with simple items as ‘props’ (Suggestions: fire helmet, piece of water hose, policeman badge, doctor’s/nurse’s white coat, first aid kit and many other items which students may have seen in the activity #3 above.)  Teacher may demonstrate what is expected in the performance; students then perform either individually or in groups– still shots are captured by students with teacher’s guidance. Non-performers narrate through the performance; they discuss each performance with guide questions from the teacher. Everyone gets a chance to perform and capture at least one still shot (pictures are viewed at a later time.) Students are guided to maximize the opportunity to become confident, proud, creative, to practice oral communication skills when responding to performances and use of modern technology.

5.    Students would already understand the need to call for help in crisis 

       situations and ‘basics’ of using a phone: at school- a parent/guardian, at  

       home: the police station, fire station, the neighbour, a relative or friend.

       Students are reminded of what they saw and talked about in Activities #1, 3

       and #4 b, to get the idea of calling someone for help when in trouble.

       Students are presented with large posters with pictures/illustrations and the

       phone number to call when in trouble/need of help. These posters can be

       stuck in the classroom or in a central location in the corridors. Teacher

       demonstrates and thoroughly explains how they would use the phone to call

       for help and what they would say (possible questions and answers during the

       call). Students also simulate with the teacher acting as the person who is

       called. (This is a good opportunity to teach students how to role play with a

       phone ; when ‘talking’, there should be NO eye-contact with two parties

       because it compromises the reality of the scene. Both persons should be

       sufficiently apart but audible to each other and to the others. It comes with

       lots of practice.) This activity can be VIDEO RECORDED for play back. 

       (Students would LOVE to look at their performance, and it would be another

       opportunity for them to reinforce the concepts.)

(Fire truck/fire officers putting out a fire – 990; police station/officer/car – 999; ambulance/nurse/doctor/hospital – village Health Centre number etc.)

Resources:

·         Video clips, newspaper/internet pictures (with/without captions), teacher-made photo story (suggested), reading texts (passages, stories, poems), media texts (posters, fliers, slogans), simple props associated with persons who assist with hurricane and flooding disasters, a simple digital camera, cell phone or land line phone, teacher checklists.

Assessment:

·         Observation: Teacher checklist for: oral communication skills, cooperation with peers, use of the camera and mime/role play performance.  (teacher decides in which activity she/he wants to use checklist).

·         Conversation: Show and Tell exercise with pictures, most activities involve teacher-student/student-student communication and sharing; the teacher can use these as opportunities to extend students’ ideas by careful questioning.

·         Product: Still shots (class can look at pictures at a later time to evaluate them based on simple criteria), performance (a checklist or simple rubric OR student feedback can act as the evaluation).

  UNIT 1: Activities Around Me

Learning Plan: 5 of 6

Class: Infants Year 1     

Theme:  Learn, Play, Work

Duration:  Half day

Topic:  Getting Ready for the Hurricane/Flood         

Context:

Children are bombarded with messages from the wide range of media available including: radio, internet, posters and television. As educators, we are responsible for not only ensuring our young learners are able to interpret messages they receive, but also able to get a message across using traditional and modern technology. Additionally, even five year olds need to be responsible for their safety, in this case, with regard to hurricane and flooding – two common concerns for Trinidad and  Tobago during June to November.

☒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 a large poster or sign informing others of important considerations during the hurricane season or when preparing for a hurricane/flood

2.    list in a logical sequence, with justifications, the necessary steps taken to prepare for a hurricane or flood

3.    express themselves both orally and in guided writing activities:

1. their feelings on a pending/post disaster, and 
2. preparation activities before, during and after a hurricane/flood

4.    create and present (teacher to select) a weather bulletin, advertisement, simple picture story and reflection based on pre- and post- hurricane/flooding information and experiences

5.    read, memorize and recite r. inwards’ poem, individually and in groups, with attention to basic pronunciation and enunciation skills, for familiar audiences.

Activities:

1.    Students look at a previously seen video clip/pictures/performances etc. that would get them thinking about the important things to be done to prepare for a hurricane and major flooding. Discussions should elicit ideas which are noted, teacher-sourced pictures with captions (simple sentences or words) are used to stimulate discussions. Students work in groups with pictures from the teacher. Students are guided to colour and arrange pictures to create a media text (poster or sign) to inform others. The message should tell people of four important steps in getting ready for a hurricane/flooding (teacher to decide the four steps).

2.    Groups present with guidance, the media text they create. They field questions from teacher and classmates and explain, defend; justify their piece of work as regards sequence of pictures, colours used etc. At the end of every presentation, students are to re-emphasize their steps to prepare for the disaster.

3.    News reporter: Teacher demonstrates the activity – News Reporter who is interviewing people about how they have prepared for the hurricane/flood, how they feel, who they would call on to help them if they are in trouble (previous LA), AND/OR how they were affected by a hurricane/flood. (Teacher can incorporate activities before, during and after the disaster.) A mike and pretend video camera or small digital camera is used for the ‘interviews’. Interviews are video recorded with a digital camera for play back and discussion.

4.    Students use the following as stimuli to create: a radio weather bulletin, newspaper advertisements, existing or teacher-created poems and stories. Students use the stimuli (not all at once, teacher selects) as an example to create their own media text.

a.   Weather bulletin: to be written, narrated and voice recorded for play.

b.   Advertisements: to be created for any product/item that would promise to help in a hurricane/flood, for example, a water proof cell phone – the ideas are many.

c.   Poems and stories: may use pictures/illustrations alone or pictures and words to give the experience/perspective of the ‘other’ with regard to hurricanes/floods, for instance, the perspective from a lost pet, favourite toy or floating car – again , the ideas are many.

5.    Students are presented with a large, colourful, well-illustrated version of R. Inwards 1988 poem. Additionally, they are presented with text that has written “Hurricane time: June 1st to November 30th”. Students read, re-read and recite the short poem for performances in their class, other classes and perhaps morning assembly. Performances are video recorded using a digital camera. Opportunities for students’ reflections, oral and scribal (words and drawings) should be created.

Resources:

·         R. Inwards 1988 poem:

June – too soon

July – stand by!

August – look out you must.

September – remember

October – all over. (“almost over” – can be used since weather patterns have changed and there have been hurricanes in October.)

Assessment:

·         Observation:

·         Conversation:

·         Product:

  UNIT 1: Activities Around Me

Learning Plan: 6 of 6

Class: Infants Year 1    

Theme:  Learn, Play, Work

Duration:  30 minutes for EACH Read-a-Thon session 

Topic:  Mini Read-a-Thon

Context:

This learning plan provides an outline of a mini read-a-thon which can be organized within the individual class or for the Infant one level. The read-a-thon would provide students with a formal ‘stage’ where they can: use the Oral Communication and Reading skills they’ve learnt, interact with different genres of literature, gain confidence, develop talents, make themselves, teacher and parents proud and, have fun! The teacher is to decide how many 30 minute sessions she/he would like.

CONSIDERATIONS:

☒HFLE

Literacy

☒Reading

☒Writing

☒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:

• Read accurately, high frequency words with automaticity.
• Use picture clues to infer the meaning of words.
• Recognize familiar vocabulary explicitly taught in a variety of contexts to promote understanding of texts.
• Use correct pronunciation; clear enunciation, intonation, rhythm, pace expression and phrasing to read aloud fluently.
• Participate in the selection of literature based on interest.
• Engage in readings from various genres.
• Share feelings and thoughts with peers and adults about the texts experienced (read or heard), orally and/or through journal entries.
• Answer questions orally and in writing based on materials/texts experienced.
• Make text-to-self connections with materials/texts experienced.
• Know to use common courtesies when interacting with familiar audiences.
• Engage in discussions, ask and respond to questions based on materials/texts experienced.

Activities:

The following activities provide a general overview of how the teacher can organize the Read-a-thon; the main thing, is to ensure that the stated outcomes are achieved at the end of the activity.

1.    Pre Read-a-Thon Activities

·         Selection of reading materials from genres to be available to students (books from home and school, NALIS books (a special arrangement can be made for the project), informational texts, downloaded books and materials, perhaps a school-wide drive for books. Please note that the materials selected should be related to the Theme: Learn, Play, Work and all subject/content areas as much as possible. However, do not limit materials they cannot be found.

·         Class wide, throughout Infant level/levels, competitive or participatory, certificates and other rewards.

·         When will sessions be held during the regular day’s schedule?

·         How long will students have the material to become comfortable with it? Will there be sessions where the material will be presented only prior to the reading, say, 15 minutes before?

2.    A Read-a-Thon Session

·         Duration: approximately 30 minutes.

·         A selected, manageable number of students per session.

·         Scoring/assessment tool: perhaps designed so that it helps the student to improve his/her reading; scores sheet can be placed in portfolio/student file.

·         Scoring should be objective and if possible, done by more than one knowledgeable person.

·         Depending on the students’ confidence, teachers would keep the reading either more or less formal, for instance, having a ‘stage’ from which they would read.

·         Teacher to decide if there would be a ‘Q & A’ of the material read.

Resources:

·         Materials to read, assessment tool,

·         Rewards for participants (certificates, tokens etc.),

·         recording equipment (digital camera or voice recorder)

·         Digital camera to photograph students.

Assessment:

 Guide checklist. Different areas of assessment can be sub-divided into a point rubric or ‘Consistently, Sometimes, Never’ scale (Teacher to decide).

*The 11 stated outcomes above can be components of the assessment tool to ensure that these skills are displayed by every student.