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We can catch a star

Students begin to learn English with 3 years old, therefore my students have already been in contact with that language for two years. In my class there are 2 cases of immigrant students from Pakistan and a student with an autism opinion, for which there is a reception protocol and a personalized attention protocol, all of which are included in the general programming of the center and in the care program to educational improvement.Our resources, both material and human, are limited, and the support from the families is practically null, so we will have to adapt the teaching unit to our possibilities and to the characteristics of the students.Our center is located in a neighbourhood of Valencia whose socio-cultural level is low. The population of this neighbourhood is made up of immigrants and gypsy ethnicity citizens, which is why we are a CAES center (unique educational action center).My group consist of 15 students of 5 and 6 years old. We belong to a complete center of two lines for level. We are the third level of the second cycle of Early Childhood education.

 

Third level of the second cycle of Early Childhood education (5 or 6 years old).

 

The duration of the teaching unit will be 2 weeks, that is, each lesson will last 2 sessions and the unit consists of 3 lessons (6 sessions).

 

The main objective of this unit is that my students learn that with perseverance, creativity, patience and effort they can achieve whatever they set out, however far or difficult it may be. I also want them to discover their skills and abilities to communicate in English, because we always know more than we think. And to get it they will have to work as a team and cooperate.

This didactic unit will have a technological, emotional, pragmatic, inclusive, affective, egalitarian approach that promotes resilience. This teaching unit is based on the book “How to catch a star” by Oliver Jeffers, from which I have programmed a series of varied and fun activities to help my students acquire concepts about the universe and communication skills in English.The students will be divided into 5 small groups, and each of them will occupy a working corner, where together they will have to be able to carry out the proposed activity, either seeking information, dialoguing or reaching agreements.To achieve the objectives we will work for educational environments and teaching units.

 

 

As I explained in the methodology section, my teaching unit is based on the book “How to catch a star” by Oliver Jeffers. All activities aim to encourage oral communication between students and cooperative work.Children should be aware that from the moment the activity begins they can only use English to communicate, my job is to make this situation like a game.

        1. Pooling: Together we remember the story and try to say everything we have understood, always communicating in English. We make a list on the board of all the verbs we have learned in the story and we realize that everyone is in the past. 
        2. Game: “Let your imagination fly”. Each child has to tell on his own words as he would try to catch a star from the sky.
        3. Storytelling: We all sat on the class carpet in a circle, in silence and very attentive because I am going to tell you the story “How to catch a star”.There are three lessons distributed in six sessions of approximately one hour.
        1. Short film: “How to catch a star”, based on the book we are working on.
        2. Song: Twinkle, twinkle little star. 
        3. Game: “Fishing for stars”. The children are divided into five teams to play. In each corner there is a large container with water, stones and a lot of stars. Each child will have a long pincer to try to catch the maximum number of stars. The stars will be counted in teams, the one with the most stars at the end of the game will get a reward.

 

In this lesson we will focus on learning things about the universe: planets, stars, the solar system… To do this we will go on a complementary activity in the planetarium of the Hemispheric of Valencia and have reinforcement activities.

 

 

This last lesson will be the most playful of all, since with it we finish the teaching unit, and if the children do not have fun, they do not learn. In addition, this lesson help us evaluate the students, the teaching unit and my work. 

 

 

 

 

 

In Early Childhood education, evaluation must be continuous, global and process that addresses all areas of child development. Systematic observation is the best tool at this stage along with a portfolio that helps us gather all the information necessary for a reliable assessment. The second part will be carried out throughout the teaching-learning process of the teaching unit. It will be an evaluation by observation and collection of relevant data in a portfolio. The third and final part of the assessment, I will do it using a template for analytical rubrics, in which all the evaluation criteria of my teaching unit appear. In this way I will know if my students have passed all the parts and have achieved the main objective.Video recordings and photographs will also be made that give veracity to the data collected. For this assessment I will use the app “Additio”, to make the portfolio of each student and the app “Show me”, to record part of the activities. The students´ score will be analytical, taking into account all the evaluation criteria separately, both linguistic and conceptual and procedular.This process is going to be done in three parts. The first is the diagnostic evaluation or previous knowledge of the students. This will take place during the first session of the teaching unit through a game in which children must solve a problem based on the situation proposed by the story we are working on. From this story I will ask them some questions that they should develop using the knowledge they already have, all of which, of course, speaking in English.

 

 

 

 

 

 

 

 

 

 

 

 

Short url:   http://test.multidict.net/cs/8398