FINDING NEMO!

Hi again! Today we're going to work with another story for third cycle of Primary with the film "Finding Nemo".

Nemo is a little clown fish, he is the only son alive after a fish ate his mother and brothers. From this event, Marlin (his father) takes care of his son in a overly protective manner, finally Nemo rebels and decides to take an adventure in a school trip. Nemo, eager to demonstrate their courage and ability to function despite having a fin atrophied, is caught by a diver with a network and ends in the bowl of a dentist named P Shermann in the city of Sydney as a gift for the dentist's niece, Darla. 

Since then his father began a long quest to find clues that will lead to recover his child.

This offer us multiple choices to work different aspects with children as the importance of accepting different people, not belittle people with some difficulty or disability, the importance of family and friendship, etc.

So I encourage you to use this film, because children will love it and it will give you the opportunity to work certain values in a different and funny way. We can use too the opportunity of play the film in English with subtitles to work the listening.

PRE-TEACHING.

One activity that never fails to catch the attention of the children is asking about themselves and pose a riddle! So, to introduce the story we can start like this:

- Well, I'm going to ask you a few questions about yourselves and you have to respect sincerely and respecting the turn of speaking, and then paying attention to the questions that I'm asking you will have to guess which film/story are we going to see/read, right?

- Have you ever felt as if you were out of place? In which situation?

- Have you ever felt like everyone avoid to talk to you to be or thing in a different way?

- Have you ever thought that your parents are irritating and they forbid you to do anything?

- How many times have you disobeyed your parents and something bad happened to you?

- Have you ever despised someone for being different and then you have realized that he/she has wonderful abilities or characteristics?

After this questions the children will guess which film/story we are talking about, so we will play/read it.


ACTUAL TEACHING.

We will play/read the film/story.


POST-TEACHING.

After seeing the film or reading the story we will propose to the children the following questions to reflect and relate them with the answers they had given in the questions above, in pre-teaching part.

- Why did the other fish mock about Nemo in his first day of school?
- How do you think he felt that day?
- How do you think a person feels when someone laugh at him or her?
- Have you ever lived in first or third person this situation? 
- Is it easy or difficult to be friends with someone with a physical problem? And if he is just different from the rest? Why?
- What did Melin learn of Dori? What did he learn of the turtles? (Fellowship, solidarity, support).

After the reflection of some aspects that the film show us, we will start with the activities:

The children will do a poster by groups of four with "Glogster" with information about marine life. (Using images, definitions, looking the different types of fish we can find in the sea, etc.)

And for those who are faster, if they finish, we will show them "Voki", a program to do avatars. And they can choose their favorite fish, and disguise it, choose a background, etc. I leave a photo below of mine!

GLOSSARY.

Fish --> Pez.

Turtle --> Tortuga.

Octopus --> Pulpo.

Shark --> Tiburón.

Clownfish --> Pez payaso.

Barracuda --> Barracuda.

Fin --> Aleta.

Diver --> Buzo.

Marine life --> Fauna marina.

Coral reef --> Arrecife de coral.

WHICH INTELLIGENCES DO WE WORK?

VISUAL --> Because we're going to create a poster with images and test that has to have a structure and coherent.

LINGUISTIC --> Because they're reading, understanding and synthesizing information.

NATURALISTIC --> Because they're working with concepts of nature.

INTER-PERSONAL --> Because we're working in teams and it supposes to interact and deal with other people.

Enjoy teaching with ICT's, 

Laura.

BE CREATIVE!

The other day, in my University class, our teacher showed us three videos that had multiple purposes including:

- Increase road safety.

- Have a good time doing something that we do daily.

- Exercise ourselves having fun.

- Remember something good from our childhood.

- Etc.

But, basically, the purpose of this is to improve our lives in a fun way. Just as education should be.

I leave the videos to inspire you, because they really do it.

Today, more than normally... 

Enjoy teaching, 

Laura.

GRU, MY FAVORITE VILLAIN!

Today we're going to show you an example of the resources that I mention in my last post to introduce new technologies.

We are going to work with the story "Gru, my favorite villain", and it will be directed to the second cycle of Primary. 

This film tells the story of a villain that help some girls who have nothing. It teaches the importance of the family and the situation of those children that haven't got one.

The promotion of reading is very evident in the film, the little girl is always asking Gru (his adoptive father and villain) to read her a bedtime story. We finally see that Gru succumbs and makes up a book with the story of the girls and him and he reads it to the girls.

We can also work the importance of coexistence through the film, at home and in the classroom. In the film we see at the beginning that Gru adopts the girls to take advantage of them and steal the moon, so he is not good with them and he is upset with everything they do. But then, he realizes that the good things that the girls provide are bigger and better than the bad ones, and gradually the villain becomes a good person.

PRE-TEACHING.

We will ask the children to prepare at home a poster using "Glogster" (Teachers  have to show and teach how to use the program first) with their family photos. No rules for the creation, absolutely freedom to do it! They will present it to the classroom when it's finished.

I leave one example with my own family:

ACTUAL TEACHING.

We will see the film or read the novel.


POST-TEACHING.

After seeing the film, we will go to computer's class and we will show the children how to use the program "Goanimate". They will have to do with a pair a short film about villains. And then we will see all the films.

I've done one, I leave some photos and link to watch it!

THE VILLAINS.

GLOSSARY.

Villain --> Villano.

Archenemy --> Archi enemigo.

Laser gun --> Pistola láser.

Unicorns --> Unicornios.

Spaceship --> Nave espacial.

Moon --> Luna.

Statue of Liberty --> Estatua de la libertad.

WHICH INTELLIGENCES DO WE WORK?

VISUAL --> Because we're going to create a poster with images that are going to express an idea of our family.

INTER-PERSONAL --> Because they will do a presentation to the class and they have to be careful with how to talk in order to not offend anyone.

Enjoy teaching, 

Laura.

TEACHING LITERATURE IN 2ND AND 3RD CYCLE OF ELEMENTARY SCHOOL.

To teach literature in Primary, we need to know what the children like, what are their interests and what are their abilities to catch their attention.

5 - 7 Year Olds.

Physical Growth and Development.

- Period of slow growth.

- Body lengthens, hands and feet grow larger.

- Good large motor control, small muscles; eye-hand coordination not as developed but improves about age 7.

- Permanent teeth appearing.

Behavioral Characteristics.

- Attention span short but increasing.

- Activity level high.

- Learning to relate to persons outside family.

- Learning concepts of right and wrong.

- Becoming aware of sexual differences.

- Developing modesty.

- Becoming self-dependent and given time, can do things for themselves.

- Inconsistent levels of maturity, can be eager, self-assertive, aggressive, and competitive.

Special Considerations.

- Active, boisterous games with restrained jumping and running are good.

- Climbing and use of balance boards good.

- Rhythmic activities, songs and dramatics good.

- Limit activities to 15 - 30 minutes, since attention span is still short.

- Training in group cooperation, sharing, and good work habits important.

- Need concrete learning and active participation.

- Freedom to do things for self, to use and develop own abilities.

8 - 10 Year Olds.

Physical Growth and Development.

- Growth slow and steady.

- Girl's growth spurt occurs about two years ahead of boy's.

- Slow maturing boys at a disadvantage because of stress on physical ability.

- Before the growth spurt, boys and girls are of equal strength; afterward boys are stronger and often develop.

- Athletic skills and prowess.

- Large muscles still developing, but control over small muscles is increasing.

- Manipulative skills and eye-hand coordination increasing.

Behavioral Characteristics.

- Stable traits are aggressiveness in males and dependency in female.

- Age group is usually energetic, quick, eager and enthusiastic. 

- Eager for large muscle activity, organized team games. 

- Noisy, argumentative, yet highly imaginative and affectionate. 

- Often restless and fidgety, need action continuously. 

- Interest fluctuates, time span (interest) short. 

- Group-conscious, the age of clubs and the gang element. 

- Boys still tend to play with boys, girls with girls. 

- Boys and girls becoming rivals and beginning steps toward heterosexual relationships evident. 

- Beginning to learn about moral judgments and learning to apply principles to determine right and wrong. 

- Tremendous interest and curiosity about everything around them. 

- Beginning to achieve independence outside family and learn to relate to adults. 

Special Considerations.

- Need praise and encouragement.

- Exercise of both large and small muscles by using whole body activities, team sports, arts and crafts, dramatics.

- Want a best friend, and membership in a group.

- Need definite responsibility and training without pressure.

- Need a reasonable explanation and guidance to channel interests and answer questions.

11 - 12 Year Olds.

Physical Growth and Development.

- A resting period followed by a period of rapid growth in heigh and weight - usually starts between 9 and 13.

- Although boys may mature as much as 2 years later than girls.

- At these ages, girls are usually taller and heavier than boys.

- Reproductive organs maturing, secondary sex characteristics developing.

- Rapid muscular growth.

- Danger of over-fatigue, girls are becoming gradually less active.

Behavioral Characteristics.

- Wide range of individual difference in maturity level.

- Gangs (groups) continue, although boys tend to be more loyal to the group than girls.

- Time of awkwardness and restlessness.

- Teasing and antagonism exist between boys and girls.

- Opinions of group become more important than those of adults.

- Tend to ve overcritical, rebellious, changeable, uncooperative.

- Self-conscious about physical changes.

- Interested in making money.

- Imaginative and emotional with hero-worship evident.

- Asserting independence from adults, although time of strengthening affectionate relationships with specific adults.

Special Considerations.

- Good age for camp because of general enthusiasm and greater interest in outdoor activities.

- Competition keen - willingness to submerge self for benefit of group (team).

- Organized games needed - boys and girls begin to differentiate play preferences, thus making coed recreation difficult.

- Skill is essential for successful group participation - students willing to practice skills, but need guidance.

- Boys greatly interested in team (group) sports.

- Discipline can be problem because of spirit of group.

Taking into account the characteristics of each group to program the activities, we have to include too ICT's, here are some programs that we can use with the children:

- Glogster.

- Goanimate.

- Vocaroo.

- Voki.

- Mindomo.

- Linoit.

- Popplet.

- Wix.

Enjoy teaching with ICT's,

Laura.