Handa's Surprise by carolina mafalda1622

Handa's surprise

English II UV – Facultat de Magisteri Prof.: Ángela Gómez López 14'-15' Calvo Valiente, Juanjo Franco Berriel, Magel Izquierdo Valencia, Carolina López Jover, Mª Isabel Real Puigdollers, Sònia Silvestre Marco, Vicente & other fruits...

Handa's surprise 1. Justification When we were told to work on the topic “Fauna” we were thinking about which text would fit better for our purpose. So came Handa's surprise and easily fulfilled what we had reflected on this topic for Third grade of Primary Education students. The story shows the following aspects and values that we highly take into consideration:

▫ Plasticity: It is a very colourful book, plenty of nature. ▫ Linearity: It is a sequential story, with a clear structure: beginning, corpus, solution. There is also a direct association between fruits and animals. ▫ Richness of vocabulary: fruits, animals... ▫ Problem solution: the initial idea turns into other after the episodes with the animals. ▫ Positive attitude: Although the elements of the basket were changed, Handa was not upset! She accepted the situation in a peaceful way. ▫ Friendship ▫ Generosity ▫ Nature always provides ▫ Plans versus luck ▫ How exotic African fauna is more attractive for the children and through these faraway animals we could further introduce the local fauna, nearer but maybe not closer to our students. Bloom's taxonomy has been the substrate of the work. The activities follow its order, as known: knowledge, comprehension, application, analysis and synthesis. The evaluation, last step in the taxonomy, has been included in every activity we designed. In order to facilitate our daily “performance” as teachers, worksheets for us, as future teachers, and others for the children have been done.

Following Bloom's taxonomy... 2. Knowledge Title:

Group: 3rd grade

Memorizing vocabulary

Timing: 10 minutes. Repeat every lesson for the first weeks.

Thinking skills:

Language skills:

▫ Memorize

▫ Speaking

▫ Identify

▫ Reading

▫ Name

▫ Writing

Content:

Goals:

Memorization of the main vocabulary

▫ To memorize the name of the animals and

of the unit, both in its oral and

fruits.

written form.

▫ To identify the animals and fruits in picture and as written words. ▫ To name the correct animal or fruit when seeing it.

Development: Short and dynamic activities that will help our students learn and memorize the vocabulary of this unit. By being able to recognize, say and read the basic vocabulary their comprehension of the activities, stories and songs will be easier and more useful. ▫ What's missing: Display the flashcards in front of the kids. Give them 5 seconds to memorize the position of the cards. Tell "close your eyes" and turn two or three cards around. The kids must guess what cards are missing. (This game can be played with flashcards and word-cards). ▫ Spelling bee: Spell a word. The kids must recognize what word it is. After some practice, the kids spell words for their classmates. ▫ Memory: In small groups, the kids have to pair the flashcards and the word-cards following the rules of the game memory. ▫ Say with me: The kids stand up and the teacher walks around the classroom. The teacher points an image from a poster and says what is it (e.g. This is an apple). If the statement is right the kids repeat it. If not, they stand quiet, arms folded. Materials:

Assessment:

Flashcards and word-cards

▫ Identify the vocabulary. ▫ Memorize the words. ▫ Recognize the written form. ▫ Be willing to participate.

FLASHCARDS AND WORD-CARDS

Monkey Elephant Zebra Antellope

Giraffe Ostrich Parrot Goat

Title:

Group: 3rd grade

I spy with my little eye...

Timing: 10 minutes

Thinking skills:

Language skills:

▫ Identify information

▫ Listening

▫ Define concepts

▫ Speaking (fluency over accuracy)

Content:

Goals:

Making and understanding definitions of

▫ To define animals using vocabulary learnt

animals.

in previous courses. ▫ To recognize vocabulary in new and different context. ▫ To identify an animal by gathering information. ▫ To name the correct animal.

Development: ▫ The teacher displays pictures of the animals around the classroom using posters, flashcards, magazines etc. He or she starts the exercise by inventing a definition of an animal, which the kids must guess. ▫ The main purpose of this activity is to use vocabulary that has been learnt in other units (parts of the body, colours, numbers) as well as vocabulary that sounds similar in their foreign language (reptile, mammal, ocean...) in a way that the students can learn to connect ideas in a foreign language to create meaning. ▫ Fluency will be also promoted. We must encourage the kids to express complex ideas even though they will make grammatical mistakes. Materials:

Assessment:

▫ Photographs

▫ Identify the vocabulary.

▫ Flashcards

▫ Connect the ideas in order to discover

▫ Posters

the animal. ▫ Be willing to participate and take risks. ▫ Be able to create a definition by putting together information.

POSTERS

Title:

Group: 3rd grade

Song

Timing: 30 minutes. Repeat just the song in other lessons.

Thinking skills:

Language skills:

▫ Memorize

▫ Speaking

▫ Recognize

▫ Reading

▫ Fill in the blanks

▫ Writing

Content:

Goals:

▫ Learning a song related to the story.

▫ To recognize the vocabulary in a new

▫ Understanding aspects of the songs.

context. ▫ To remember the order of the story. ▫ To sing the song with proper pronunciation.

Development: ▫ Warm-up: Remember the story by flipping through the pages of the books. Then play a matching game using the animals and fruits. The kids have to match the fruit with its animal and put the animals in order. ▫ Fill in the blanks: In pairs, the kids get a photocopy of the song with the third verse of each stanza and the name of the food removed. At the same time they get an envelope with the names of the fruits and the missing verses cut out. They have to complete the song by guessing the order. ▫ Listen and sing the song: In order to memorize the song better or encourage the children to sing, we can create a choreography by giving out masks of the animals. Every animal have to stand up and sing louder in their part of the song. Materials:

Assessment:

▫ Worksheets and cut-outs

▫ Identify the vocabulary.

▫ Music

▫ Remember the order of the story. ▫ Fill in the blank correctly. ▫ Show motivation to sing.

3. Comprehension Title:

Group: 3rd grade

Ordering the facts of the story

Timing: 15 minutes

Thinking skills:

Language skills:

▫ Comprehension

▫ Speaking

▫ Organization and selection of facts and

▫ Writing

ideas

▫ Listening ▫ Reading

Content:

Goals:

▫ Fruits and animals

▫ To identify the name of the fruits and

▫ Friendship as a value

animals.

▫ The importance of the fruits in a healthy

▫ To identify the parts of the tale.

diet

▫ To accept and respect people’s differences. ▫ To understand the meaning of the story.

Development: Students have to put the pictures in order. Then, in pairs they have to discuss and answer the following questions. After that, we will correct the activity orally. Put the pictures in order and answer these questions about it:

Put them in order:

Now in pairs answer these questions: ▫ What fruits does Handa put in her basket? ▫ What kind of animals can we see? We can see a/an… ▫ What is Akeyo’s favourite fruit? It is... ▫ Have you ever eaten guavas? Have you ever tasted bananas? ▫ Do you like the story? Materials:

Assessment:

▫ Worksheets

▫ Describe some animals and fruits ▫ Explain the plot of the story ▫ Put the pictures of the story in order

Title:

Group: 3rd grade

The play

Timing: 25 minutes

Thinking skills:

Language skills:

▫ Comprehension

▫ Speaking

▫ Organization and selection of facts and

▫ Listening

ideas

▫ Reading

Content:

Goals:

▫ Memorization and recitation

▫ To memorize the story through performance.

▫ Representation

▫ To perform the story.

Development: Students have to perform Handa's story in groups (11 people). Each one of them has to act out parts of the story that haven’t been written (when the animals take the fruit), so students should masquerade as the animal or person of their election. After that, they have to perform the story, so to do that, every one of them have to memorize a part of the tale. Narrator: Handa puts seven delicious fruits in her basket for her friend Akeyo. A banana, a guava, an orange, a mango, a pineapple, an avocado and a passion fruit. Handa: She will be surprised! I wonder which fruit she'll like the best! Narrator: While she is walking with her basket on her head to Akeyo's village… Monkey: Oh, look! A sweet banana. I'm hungry! Ostrich: Oh, look! A big guava. I'm hungry! Zebra: Oh, look! A juicy orange. I'm hungry! Elephant: Oh, look! A red mango. I'm hungry! Giraffe: Oh, look! A pineapple. I'm hungry! Antelope: Oh, look! A delicious avocado. I'm hungry! Parrot: Oh, look! A small passion fruit. I'm hungry! Goat: I'm bored, I want to run! Let me go! Narrator: A lot of tangerines fall into Handa's basket. Finally she arrives to the village and sees her friend Akeyo.

Handa: “Hello Akeyo”. “I've brought you a surprise.” Narrator: Handa gives the basket to Akeyo. Akeyo: “Tangerines”. “My favourite fruit.” Handa: “Tangerines?”, “That is a surprise!” Materials:

Assessment:

▫ Basket with fruits (plastic or paper)

▫ Play the story

▫ Masquerades (paper)

Title:

Group: 3rd grade

Organizing the text

Timing: 15 minutes (or even more)

Thinking skills:

Language skills:

▫ Comprehension

Reading

▫ Organization and selection of facts and ideas Content:

Goals:

▫ Text properties.

▫ To start to know text properties.

▫ Analysis and understanding of the text.

▫ To analyse and understand the text.

▫ Identification of the content, structure and key

▫ To identify the content, structure and

elements of the text.

key elements of the text.

Development: Put the following chapters in order, so that we are able to understand the meaning of the story. A) At the beginning, when she is thinking about the yellow banana, a monkey swoops down and takes the banana. Then when she is thinking about the sweet smelling guava, an ostrich creeps through the long grass and takes the guava. Again, when she is thinking about the round juicy orange, a zebra creeps through the long grass and takes the orange. B) Finally, the moment she is thinking which fruit Akeyo will like best, a goat breaks free from a nearby post and rams into the trunk of a tangerine tree so the tangerines tumble from the tree and fills up Handa’s empty basket. C) As she continues walking, she remains thinking but this time about the ripe red mango, when an elephant creeps through the long grass and takes the mango. Once more, when she is thinking about the spiky leafed pineapple, a giraffe creeps through the long grass and takes the pineapple. After that, when she is thinking about the creamy green avocado, an antelope creeps through the long grass and takes the avocado but that’s not all because when she is thinking about the tangy purple passion fruit, a parrot creeps through the long grass and takes the passion fruit D) Handa puts seven delicious fruits in her basket for her friend Akeyo. As soon as she sets off with her basket on her head for Akeyo’s village, she is thinking how surprised Akeyo will be and which fruit she’ll like best. E) Gladly, Handa arrives to the village and waves to her friend Akeyo. When Akeyo observes the basket she is so happy to see tangerines inside because they are her favorite fruit, on the contrary Handa is very surprised to see that kind of fruit. Put them in order:

Materials:

Assessment:

Worksheets

▫ Put the text in order

Title:

Group: 3rd grade

Summary of a story

Timing: 20 minutes

Thinking skills:

Language skills:

▫ Comprehension

Reading

▫ Organization and selection of facts and ideas Content:

Goals:

▫ Analysis and brief plot summary of the

▫ To analyse and write a brief plot summary

text.

of the text.

▫ Identification of the content, structure and

▫ To identify the content, structure and key

key elements of the text to summarize it.

elements of the text to summarize it.

Development: Students have to summarize the story. They can use this model to guide them. Original: Handa puts seven delicious fruits in a basket for her friend, Akeyo. But when she is walking with the basket on her head, various animals steal her fruits. When she arrives to Akeyo's village, Handa has a big surprise. For children: Handa puts seven ________________________________________________________ _______________________________________________________________________. When she is walking with the basket on her head _______________________________________________________________________. When she arrives ________________________. Materials:

Assessment:

Worksheet

▫ Summarize a brief plot of the text.

4. Application Title:

Group: 3rd grade

Animals in order

Timing: 10 minutes.

Thinking skills:

Language skills:

▫ Put in order

▫ Reading

▫ Solve situations

▫ Writing

Content:

Goals:

Understanding of the meaning of

▫ To understand the sentences.

sentences and put in order.

▫ To apply previous knowledge for sentence construction.

Development: In this activity the student needs to understand the meaning of sentences and put in order with the help of worksheets. Vocabulary to work: camel, lion, zebra, giraffe, hippo, elephant, monkey, rhino; long, big; water, trees, savanna, desert; horn, neck, ear, mane.

•

A monkey lives in water.

•

An elephant has a big mane.

•

An hippo climbs trees.

•

A rhino has a long neck.

•

A zebra lives in the desert.

•

A giraffe has horns.

•

A male lion has big ears.

•

A camel likes to run in the savanna.

Materials:

Assessment:

Worksheets

▫ Know the vocabulary. ▫ Connect ideas to construct sentences. ▫ Interest in the activities.

Title:

Group: 3rd grade

Animals and their habitat

Timing: 20 minutes.

Thinking skills:

Language skills:

▫ Determine

▫ Reading

▫ Construct

▫ Writing

Content:

Goals:

Use

the

vocabulary

develop

sentences.

new

▫ To relate animals with their habitat. ▫ To create different sentences.

Development: Match the animal with its habitat and the reason. Using the previous flashcards, and the new ones, the student needs to relate them and write an example that includes both, e.g.: The monkey lives in trees. Vocabulary to work: ocean, sea, trees, forest, jungle, lake, river, savanna, desert, artic, ice.

Materials:

Assessment:

Images and new sentences.

▫ Knowledge of the vocabulary. ▫ Understanding of the sentences. ▫ Creativity.

5. Analysis Title:

Group: 3rd grade

African animals

Timing: 30 minutes

Thinking skills:

Language skills:

▫ Differentiate

▫ Speaking

▫ Analyse

▫ Listening

Content:

Goals:

Biodiversity and habitats

▫ To summarize previous knowledge about wild life. ▫ To compare African animals to non-African animals. ▫ To discuss consequences of interaction between humans and other animals.

Development: ▫ Hand out the worksheets ▫ Form groups of 4 ▫ Give 5 - 10 minutes to chat and answer in groups ▫ Groups can exchange information ▫ Discuss all together and agree on the answers ▫ After that, the teacher asks questions such as: Why are lions lying in the street? Do they live in the city? Why aren’t they afraid of people? In your opinion, is people's food healthy for giraffes? Some animals belong to big families. For example, tigers and jaguars are in the cat family. Do you know other families? Where do they live? Materials:

Assessment:

Worksheets

▫ Participate and show interest. ▫ Connect ideas about nature and animals. ▫ Differentiate African and non-African animals. −

Title:

Group: 3rd grade

Who's who in the wild?

Timing: 45 minutes

Thinking skills:

Language skills:

▫ Classify

▫ Listening

▫ Differentiate

▫ Writing

▫ Infer

▫ Speaking

▫ Examine Content:

Goals:

▫ Biodiversity and characteristics of species

▫ To summarize previous knowledge about wild life. ▫ To classify pairs of animals of the same species in male or female according to secondary sexual characteristics.

Development: ▫ Hand out the worksheets. ▫ The teacher asks about female and male individuals in the pictures and children guess who’s who. ▫ Discuss all together and agree on the answers*. ▫ After that, the teacher ask questions such as: Female and male have different roles in different animal species. Do you know any curious lifestyle? (i.e. sea-horses) *Information for the teacher about the pictures: Picture 1. As in many bird species, male parrots are bigger and more colourful than females. In the picture, the female is on the left and the male is on the right. Picture 2. Male elephants are bigger than females. Both have ivory tusks elongated incisor teeth) although the males' are larger. African elephants live in matriarchal communities. The herd is led by the oldest female, or matriarch, and consists of closely related females and their offspring. All mature females cooperate together in raising elephant calves. Male elephants lead solitary lives. When they are close to sexual maturity, they leave the matriarchal herd. Although they may associate with other males, or bachelor groups, male elephants spend approximately 95 percent of their lives alone. So when you see a big group of elephants, they are usually females. Picture 3. Male giraffes have been observed to engage in remarkably high frequencies of homosexual behaviour. According to one study, the percentage of homosexual behaviour in male giraffes was 94%, while 1% female giraffes exhibited homosexual behaviour. As of 1999, nearly 1,500 species, ranging from primates to gut worms, have been observed engaging in same-sex behaviours; this is well documented in about 500 species, according to biologist Bruce Bagemihl (Biological Exuberance: Animal Homosexuality and Natural Diversity). In the picture, it is very likely that they are both males giraffes; the probability being more than 9 out of 10.

Materials:

Assessment:

Worksheets

▫ Participate and show interest. ▫ Take risk when using English. ▫ Examine the pictures looking for differences. ▫ Infer the reasons for such differences.

6. Synthesis Title:

Group: 3rd grade

Handa’s Puppets Play

Timing: 30 minutes - 45 Minutes with role playing

Thinking skills:

Language skills:

▫ Comprehension

▫ Speaking

▫ Composing, imagining and inventing.

▫ Listening ▫ Writing ▫ Reading

Content:

Goals:

▫ The introduction of new aspects

▫ To invent new dialogues for the story.

▫ Imaginative work

▫ To perform the story.

▫ The representation of the story

▫ To work on questions in writing and speaking.

Development: Students have already performed Handa's story in previous lessons. At this moment we want our students to be able to invent the dialogues. Therefore, students will reinvent the story as if the animals were Handa for the fruits. The idea is create and imagine questions and expressions to interact with Handa. Example of text reinvented - Annexes Materials:

Assessment:

▫ Basket with fruits (plastic or paper)

▫ How they act out the story

▫ Masquerades (paper)> We reuse them or

▫ Creativity in dialogues

we use Puppets for the theatre play.

▫ Effort in correct intonation and memorization

Title:

Group: 3rd grade

My walk

Timing: 25 minutes

Thinking skills:

Language skills:

▫ Comprehension

▫ Writing

▫ Composing

▫ Reading

▫ Imagining ▫ Inventing Content:

Goals:

▫ Sequence events in a story with

▫ To apply the structure of Handa’s

appropriate connectors (first, then, next,

story in our own story.

finally)

▫ To describe and summarize

▫ Rewrite the story using basic

▫ To Modify what read

characteristics of a narrative: title, setting,

▫ To Create new stories

characters, etc.

▫ To imagine ▫ To compare different situations

Development: Imagine that you have a friend who lives few kilometres away from your home. It is his/her birthday and you want to bring him/her a present. Please, write a story using the following elements, taking in account the same structures used in Handa’s story. Events that happens in your story: ▫ Where your friend lives ▫ What is the present prepared for her/him ▫ How many people you have met walking ▫ Which is your surprise Elements: An old woman > She needs help to carry out the shopping bag Cat > It wants to play with a thread of your bag A mouse > It crosses in front of you and it comes inside the old woman house Your father > He comes back from his work and hugs you A Japanese tourist > He asks you to take some photos for him A cockroach > You hate it

Materials:

Assessment:

Worksheet

▫ Apply the structure of Handa’s story in his/her own story. ▫ Describe and summarize. ▫ Modify the story to write his own story.

Annexes 1. For Handa's puppets Play - Synthesis “HANDA’S SURPRISE Handa puts seven delicious fruits in her basket for her friend Akeyo. As soon as she sets off with her basket on her head for Akeyo’s village, she is thinking how surprised Akeyo will be and which fruit she’ll like best. Handa- Wooouou! It is a really big basket. All the fruits are delicious. I’m sure that Akeyo will be impressed. It is a good present for her. At the beginning, when she is thinking about the yellow banana… Something happens: A monkey stops Handa and ask her: Monkey: Hello! I’ am a Monkey. I am very hungry. Can I take of one banana from your basket? I love bananas!!. But Handa answered: Handa: Oh Sorry little Monkey, but all of them are for my friend Akeyo. And Handa continued walking. However… the monkey swoops down and takes the banana.

Then when she is thinking about the sweet smelling guava… Something happens: An ostrich stops Handa and ask her: Ostrich: Hello! I’ am an Ostrich. I am very hungry. Can I take of a smelling guava from your basket? It is very sweet and I love it!! Handa: Oh Sorry beautiful Ostrich, but the Guava is for my friend Akeyo. And Handa continued walking. However… The ostrich creeps through the long grass and takes the guava. Again, when she is thinking about the round juicy orange Something happens: A zebra stops Handa and ask her: Zebra: Hello! I’ am a Zebra. I am very hungry. Can I take of some oranges from your basket? They are so juicy and I love them. Handa: Oh Sorry darling, but the oranges are for my friend Akeyo. And Handa continued walking. However… the zebra creeps through the long grass and takes the orange. As she continues walking, she remains thinking but this time about the ripe red mango, suddenly, something happens: An elephant stops Handa and ask her: Elephant: Hello girl! I’ am an Elephant. I am very hungry. Can I take a mango from your basket? It is jet matured and I love it.

Handa: Oh Sorry big Elephant, but the mango is for my friend Akeyo. And Handa continued walking. However… the elephant creeps through the long grass and takes the mango. Once more, when she is thinking about the spiky leafed pineapple, Something happens: A Giraffe stops Handa and ask her: Giraffe: Hello Handa! I’ am a Giraffe. I am very hungry. Can I take of a pineapple from your basket? It is so appealing… . Handa: Oh Sorry tall giraffe , but the pineapple is for my friend Akeyo. And Handa continued walking. However… the giraffe creeps through the long grass and takes the pineapple. After that, when she is thinking about the creamy green avocado orange Something happens: An antelope stops Handa and ask her: Antelope: Hello Girl! I’ am an antelope. I am very hungry. Can I take of an avocado from your basket? It is creamy and I love it. Handa: Oh Sorry my friend, but the avocado is for my friend Akeyo. And Handa continued walking. However… the antelope creeps through the long grass and takes the avocado but that’s not all because when she is thinking about the tangy purple passion fruit … Something happens: A parrot stops Handa and asks her: Parrot: Hello! I’ am a Parrot. I am very hungry. Can I take of the passion fruit from your basket? It is tasty and I love it. Handa: Oh Sorry colorful friend, but the passion fruit is for my friend Akeyo. And Handa continued walking. However… the parrot creeps through the long grass and takes the passion fruit. Finally, the moment she is thinking which fruit Akeyo will like best, a goat breaks free from a nearby post and rams into the trunk of a tangerine tree so the tangerines tumble from the tree and fills up Handa’s empty basket. Handa says: Oh Oh! What’s happen? I have heard something but nothing is around me. Okey (says Handa calmly) I must continue, Akeyo is waiting for me. Gladly, Handa arrives to the village and waves to her friend Akeyo. When Akeyo observes the basket she is so happy to see tangerines inside because they are her favorite fruit, on the contrary Handa is very surprised to see that kind of fruit.”