Idioma Extranjero y su Didctica Profesora: Da Cristina Calle

PETER AND WOLF

Ana Martn Esteban Lissete Madrazo Beatriz Castresana Sara Burgos Magisterio Lengua Extranjera February 11th, 2012

INDEX Objectives Justification Session 1 Session 2 Session 3 Session 4 Session 5 Session 6 Session 7 Session 8 Session 9 Session 10 4 5 6 8 10 13 15 20 24 28 33 36

Objectives
This tale called Peter and Wolf offers an important possibility to improve different aspects of educational learning i.e. grammatical context (names, verbs and adjectives), musical and drawing abilities. Talking about musical abilities and as through the music we can express our feeling of happiness, unhappiness, sorrow, insecurity, the sound of each instrument introduces the most important moments of the tale (i.e mention the sound of the instrument that introduces the presence of the wolf). It also gives an opportunity to develop the imagination to draw different moments of it. With this aim, we have prepared ten sessions of fifty minutes each, main of them divided in four parts: introduction, lesson, practice and conclusion. It is presented to pupils of Fifth of Primary (9-10 years), capable to analyze this comprehension and its characteristics.

Justification
We have based this practice in Vigotsky, (2000) as an example of dialectical constructionism. He considers that there is an interaction between the human being and its environment. In his opinion, the cognitive development depends on the continuous social interaction and language. He gives to the language a great importance due two reasons: The language allows us to understand our environment and to maintain a relationship with people. - Thanks to the language , we can express our feelings and ideas
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Children start learning vowels and after the consonants. Combining both, the make syllables. Combining syllables, they make nouns and joining nouns they finally make sentences. It is very important, to create an exciting atmosphere for learning.

SESSION 1: INTRODUCTION
Starter: 5 minutes The teacher starts by asking the students if anyone knows the tale Peter and Wolf. Lesson: 10 minutes If any student does, he will explain the story. If nobody knows it, the teacher will ask them what they think the tale is about, considering the drawing shown in cover. Practice: 20 minutes After a small discussion the teacher asks the students to make an original drawing about what they know of the story. After, in a second stage, the teacher shows other drawings of wolves as main characters but in puzzles. These are not complete; some pieces have disappeared (the teacher have got them). Can we guess which one goes where?

Conclusion: 5 minutes Homework Activity: Ask parents or relatives about other stories that have got wolves in them.

SESSION 2: WOLVES
Aim: The aim of this lesson is to discover something more about wolves. Starter: 5 minutes The teacher asks the following questions: 1 Does anyone know any film or any tale where the wolf is the main character? Lesson: 10 minutes The students take a look at famous wolves drawing (Page 9). They must write the title of the story or make one up if they do not know it. There will be a small discussion afterwards to talk about the characteristics of wolves in stories. Then the teacher will tell the students that these characteristics are called adjectives. Practice: 20 minutes The Wolf and its characteristics. We learn the meaning of some adjectives. Before doing the exercise on page 11, the teacher assures that the students know the meaning of the adjectives on that page. At this time the teacher could give six students a card with one of the six characteristics that they will learn about the wolf so they can act it out in front of the class (miming). The cards can be in Spanish and the teacher will then write the word in English on the board. Then, they must mark which adjective corresponds to wolves and which one not. Conclusion: 5 minutes After these considerations, the students are prepared to start reading the tale.

SESSION 3: ADJECTIVES
Starter: 5 minutes The teacher begins by asking the students to read the words that she stops at when she is reading. These words have been previously selected by the teacher and will be on the vocabulary on page 11. Lesson: 5 minutes The teacher reads page 2 of the story while stopping to explain the meaning of the vocabulary so the students can understand and later do page 12 of the Project. Practice: 20 minutes On page 12 of the Project the students will write adjectives used in the story to describe the vocabulary they have learnt. Then they draw the setting of the story. Conclusion: 5 minutes Before finishing the class the teacher plays a game to describe the word. For example: the teacher says house and the students say little, the teacher says forest and the students say dangerous.

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SESSION 4: CHARACTER DESCRIPTION INTRODUCTION

Starter: 5 minutes The teacher presents the students with six characters from the story (page 14 of the Project). Lesson: 10 minutes She asks the students to look for descriptions of these characters on pages 4,5,6,7,8,9,10,11,12,13 and 14 of the story. Practice: 20 minutes It is time to write the adjectives in the appropriate spaces and make a mime drawing of the characters. Conclusion: 5 minutes Do page 14 in the Project for homework if it is not finished. They must use the reading book to figure out the meaning of the pictures. These are words that they have previously seen in the book and this activity is just a reinforcement of the vocabulary.

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SESSION 5: VOCABULARY
Starter/ Lesson: 15 minutes First the students use the dictionary to find out the meaning of important words. Practice: 20 minutes The teacher divides the class into three groups: low, middle and high. While she continues reading with one group, the other two groups will be doing page 16, 17, 18 y 19 of the project. The teacher in these small groups has the students read out loud and individually. Conclusion: 5 minutes At the end, the teacher will read and correct the errors that the children have made.

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SESSION 6: PREPOSITIONS INTRODUCTION

Starters: 5 minutes The teacher reviews on the board page 21 and 22 of the project. This is done by placing cards with pictures on the board. The teacher asks eleven children to come up and write the word below the picture. Like this, everyone checks the work done the previous day. Lesson: 10 minutes The teacher brings to the class different puppets of characters of the story. She plays with the students a preposition game (Who is next to? Who is behind..) Who is in front of? Who is between and ?) These prepositions are founded in the story. Practice: 20 minutes The students will do page 21 and 22 of the Project while the teacher reads in small groups. The teacher reads from page 15 to 22 of the story approximately 8 minutes with each group. Preposition game with students. Have one student stand up and plays another student behind him. Ask the rest of the students where the second student is at. Review all the prepositions in this way. Conclusion : 5 minutes Homework: Do page 23 of the Project. Review of prepositions already done in class.

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SESSION 7: REGULAR AND IRREGULAR VERBS

Starter: 5 minutes Teacher checks with the students the homework. Lesson: 10 minutes Regular and irregular verbs. Practice: 20 minutes The students will look for the irregular verbs in the book and write down the page where they found them (page 26 and 27) While the students are working, the teacher reads in small groups the page 25 of this project. Conclusion: 5 minutes The teacher asks the student to tell her a sentence with some verbs in the past. It is probable that the students will use or look for sentences from the book. The teacher lets them use the book if necessary.

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Homework: Children will do page 26 and 27 of the Project and next day, each homework will be corrected by the teacher.

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SESSION 8: MUSIC LESSON

Starter: 5 minutes The teacher introduces music instruments with flashcards. She writes the name of the instruments on the board next to the flashcards: string quartet, oboe, flute, and clarinet. They should learn to recognize the sound of each one.

STRING QUARTET

OBOE

FLUTE

CLARINET

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Lesson: 10 minutes Instruments emit sounds that make you feel different. The teacher asks the students for adjectives to describe the different instruments and write them on the board bellow the instrument: Soft, strong , high-pitched. Practice: 20 minutes The teacher plays the music of Peter and the Wolf to the students. Meanwhile, the students check on page 31 and 32 where the story is at. This is a musical game that shows the students that different sounds make you feel different. Now it is time to watch the story of Peter and Wolf in video. Do we recognize the sound of its instrument?

PART 1

http://www.youtube.com/watch?v=ILI3s7Wonvg PART 2

http://www.youtube.com/watch?v=vCgJXD3J9Wc&feature=related
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Conclusion: 5 minutes A discussion on why the instruments are appropriate to describe each character.

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SESSION 9: CONFLICT DISSECTION

Starter: 5 minutes The teacher asks the student to close their eyes and listen again to the music that describes the story. Lesson: 10 minutes The teacher actively works with the students on page 34 of the Project. They will come up with the characters, the setting, the problem and the solution. Practice: 20 minutes With all the information that the students have and their project, they will write three paragraphs: a beginning, a middle and an end (page 35 of the Project). Conclusion: 5 minutes Homework: Finish the paragraphs at home.

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SESSION 10: REVISING THE WRITING

Starter: 5 minutes Ask the students if there have been any problem at home while doing the practice. Lesson/Practice: 30 minutes The teacher asks the student to do a drawing of the favorite of the book while she corrects each students writing. When the writing is correct, the students must rewrite it without mistakes Conclusion: 5 minutes Their drawings and the writing will be placed side by side on a cardboard.

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