BA, BA, BLACK SHEEP (ELENA CALLEJO)

 Ba, ba, black sheep. I think this rhyme is very usefull because it´s a simple rhyme but it contains different characters which can be adapted on a play. The characters can be some sheep, one of them black, the farmer, the master, the dame, the little boy who lives down the lane... you can even add some more animals at the farm, so we can use the topic of farm animals, or the people who live in a village.

You can also use the past tense to talk about old times in a village.
I think chidren like to get involved in the creative process of writting, so I would ask them to write some kind of simple dialogues about farm animals or any other topics I said before.
They can work in groups with a different topic each so at the end we can put them together and form a big play with all the parts. If some children feel shy they can help making decorations.
The final task could be representing the play to the rest of the school at the end of the course, and it could be live or online, even we can record a video of the play.
This would give them a lot of practice and confidence in writting and speaking.

PETE THE CAT I LOVE MY SHOES ( ELVIRA BARTOLOMÉ)

 The song and story that I choose is: Pete the Cat I love my shoes by Eric Litwin. I did not know this story and I have started used it since I discovered it in the course.

Acting: my students pretend to be cats like Pete. There is narrator who tells the story.

Singing: my students walk and sing the song “I love my (colour) shoes”

Activities to extend:

Vocabulary: we review the colours and learn new vocabulary such as, pile of, strawberries, blueberries, puddle of mud, bucket and wet.

Practicing Structures: I love...; Did (Pete) cry?; the moral.

BROWN BEAR, BROWN BEAR, WHAT DO YOU SEE. ( MONICA BARBERO)

 Well, I have always liked the storybook "brown bear, brown bear, what do you see'" by Eric Carle. In fact, I already have some resources sucha s the book itself, and the flashcards. I have always played one of the different version of the song existing in Youtube. But I have never dared to move further like performing the story with puppets like the ones Gillian Fearn showed us. Using popsicle puppets is an easy and quick way to make the puppets. Once the puppets are made, they can be shared among the pupils and each child can perform a character (the different animals that appear in the book) The lines are very simple and easy to remember, so you can can develop i into a piece of drama even with the yougest children: "Brown bear, brown bear, what do you see? I see a red bird looking at me!" And, since there appear many animals, most of trhe class can perform their part, holding the animal puppet happily.

To extend the story, we can create more animals (for example, Artic animals, should the class be working on a project with those animals) or simply exploit the topic of colours or other adjectives placed before the nouns.
Moreover, these days after the course I have been putting into practce the game "Something else" that Gillian showed us. And my pupils liked it a lot. We have had a wonderful time developing the oral skills easily. So thank you so much to Gillian and her brillliant work.

GOLDILOCKS AND THE THRRE BEARDS (ESPERANZA ANTÓN)

 I choose the tail "Goldilocks and the three bears".

This year I´m working in a bilingual school so that, I decide to exploit this story-tail because it´s easier to stablish cross-curricular connections with other subjects such as Natural Science and Arts and Crafts. I´ll carry out following the CLIL approach, where children learn by participating in meaningful interaction in the classroom so communication is essential.
First of all, I will say to my pupils that we are going to performance a story. Two weeks before to act out the scene, I´ll give them the roles and they will make the masks in the Arts and Crafts class. The four main characters are: Goldilocks, Daddy bear, Mummy bear and Baby bear. The rest of students will draw a poster with my help. They have to paint a forest at the bottom, a long-narrow path on the left and in the middle a big house.
In the house there are a hall, a kitchen and a bedroom. Inside the kitchen there is a big table
with three bowls of hot soup and three chairs of different size around it. In the bedroom there are three beds of different size : big, small and tiny. This creative, funny and artistic activity will be the first.
Second activity: Warm up. I´ll ask my pupils to name all the vocabulary that they know about the forest: different types of plants and trees, different types of animals, which can live in this habitat, for example: deers, bears, wolfs, rabbits, birds, owls...etc. Name of materials like wood, stones, bricks, pottery, and vocabulary about parts of a house: hall, kitchen, sitting- room, bedroom, and so on.
Third activity: Listening to the story. I´ll tell tem the story. They have to pay so much attention to the entonation and different voices that they could hear.
Fourth activity: The students who are the main characteres and the narrator acting out the scene. I´ll ask them to be creative and very expresive when doing it.
Fith, Oral activity: pupils describe their house.
Sixth, Writing activity: ( Present Perfect tense). Students have to remember and write some sentences that three bears said:
- Who´s sat on my chair?, - Who´s broken my chair?, - Who´s tasted my soup?...
These activities and more coud be suitable to do with my thirteen pupils of higer level.

FIVE LITTLE MONKEYS (NURIA GONZÁLEZ)

 Five little monkeys is the song I have chosen for infant education. The lyrics un this rhythm give us the opportunity to interpret the word with mimic. The vocabulary include numbers, monkeys, mummy, doctor and bed. Children can agree the gestures for each word and the order they are gong to leave the interpretation, as the song is based on a countdown. To make it more motivating, they can create animal masks to use for the drama game and encourage shy students to participante. We can add activities such as silence a word each round but interpreting them. For example, “four little mmmmmm jumping on the bed; three little mmmmmm jumping on the mmmmmmmm”. One way to extend activities is saying more animals jumping on the bed or changing the relative who calls the doctor, and on the way we show children not only mummy cares about monkeys. A cultural element we can include is the way we put the fingers to show numbers in English, due to in Spanish, to indicate three, de use index, middle and ring finger, and in English we use thumb, index and middle fingers.

Old MacDonald Martín Iguácel

 

Old MacDonald Course 3º de Primaria. Subject: Arts and crafts. Natural Science Aims: 1.- Identify farm animals. 2.- Identify animals by their sounds. Pupils make animals finger pupets and practice the sound and mime them. Revise the external parts of a barn and draw the background. Play the song and perform these activities: 1.- Show the animal as it is said. 2.- Make the sound when they hear the animal and show the finger pupet. 3.- Replace the name of the animal by the sound or finger pupet. 4. Old Macdonald went to ... and he saw... Pupils in groups have to select a habitat (Rainfores, savannah, pond and desert).They decide the animals according to the habitat selected and they can make finger pupets, masks and other tools to represent the animals. Activities: Pupils can mix the animals and build a zoo. Select different tunes, Walking through the desert old MacDonald saw ... or also the can create their own tune. Write the lyrics following differents patterns - Old MacDonald had a zoo and on that zoo he had a ... - Walking through the ... old MacDonald saw... - We are going on a lion hunt (feelings) 5.- Each group will represent the song. Before representing the song, pupils will hand out the masks, finger pupets... that they have made. While they sing the song, the mates show the masks./finger pupets 6.- Assesment Pupils use traffic ligths colours to answer these questions - Did you enjoy the activity? - Did you learn the animals? - Did you feel secure?

PADLET FROM DRAMA IN THE PRIMARY ENGLISH COURSE

 

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