Practical 16 magic bag project.

Subject: Practice II
Trainees: Balari Oriana, Martínez Rocío
School: 218 Course: 3rd D
Teacher in charge: Adriana Flecha
Timetables: Mondays 16.10 - 16.50; Wednesdays 16.50 - 17.30
Lesson plan 13: The Magic Bag Project
Wednesday, October 31st
Name:
Oriana Balari
Class:
3rd D
Level:
Pre-A1 Level
Length:
40 minutes
Class description:
There are around 23 students in this group. More than a half are girls. They have
English twice a week for 40 minutes each day (Mondays 16.10-16.50 and Wednesdays
16.50-17.30). However, on Mondays the class starts right after the break so it takes some
time to organize them and on Wednesdays we have to finish the class a bit earlier since
they have to make a line to go to salute the flag.
The classroom is rather noisy and the students are used to standing up all the time to
show the teacher what they have done, even when the teacher is explaining something on
the board. Even though some of the children are not so interested in the subject, most of
them are eager to participate. The 3 boys that tend to be naughty or have frequent
outbursts have difficult family contexts (mainly violent ones).
There is one integrated student who is in a wheelchair and has some difficulties to
communicate and to see (the trainees have to prepare special activities for her, in big fonts
if it is written, or audiovisual activities). There are also two girls with selective mutism and
a boy who is not diagnosed yet but has some symptoms that can be related to autism,
even though we were told he has early schizophrenia. This last boy also has OCD, which
makes him leave the classroom without asking for permission to go to the bathroom and
wash his hands. Finally, another frequent situation is absenteeism. There are 3 or 4
students who miss classes regularly.
Main aim(s):
*The most important purpose of this lesson is to introduce literature into the English
classroom to children who are starting to read and write and need to be read. Also, this
story will help them to make a review of the vocabulary seen up to now in a fun, friendly
and creative way.
Subsidiary aim(s):
*By the end of this lesson, students will have talked about values such as friendship and
caring about others. Also, they will have learned to see monsters in a friendly way and not
as the typical creatures who scare you at night.
Personal aims:
*During this lesson, we want them to have an encounter with literature since they may not
have instances like this at home.
Timetable fit:
This lesson is one of the last ones before the test and a story is a really nice way to make
students engage with the contents seen. Also, short stories do not only teach about
vocabulary but also about values that children must know so as to become good citizens.
Materials:
* Thermometer for feelings.
*A weather wheel.
* Binoculars.
* Colchoneta.

* Lantern.
* BOOK with the story written and images on each page.
* Loudspeakers to reproduce the rain sound.
* Bone scan to make the thunder.
* Mike Wazowski cards.
* Window with monster hidden.
* Monster to stick on the door.
* Photocopies with images of the story to order.
* Photocopies to match and colour.
Anticipated problems:
*During our observations, there was never a situation in which the students had to
participate on a debate.
*It is typical that during the English lessons 2 or more students (always the same ones)
start arguing and they may even end up fighting, so this lesson may not be the exception.
Possible solutions:
*If they don’t come up with any idea during the debate, we will provide some examples to
lead them to some line of thought.
*We will try to catch their attention by using some chants which they have never heard,
and we will do this in a high pitch. We may also use a rain stick and tell them that when
the rain finishes, they all need to be sat in their chairs and in silence. Also, as regards this
matter, the trainee who is not in charge will be focused on those who are not paying
attention.
Procedures:
Stage/Stage
aim
Description Interaction Timing
Presentation of
Short Story
“Wet Monsters”
and Questions
to activate
HOTS.
The trainee in charge will ask them to sit in a
semi circle in front of her. Then, she will turn off
the lights and let only a lantern on in order to
create an appropriate atmosphere to tell a story.
She will open the book and start reading.
Meanwhile, the other trainee will represent what
is going on.
The story is attached at the end of the page.
Once the story has finished the trainee will ask:
- Was Rocío afraid of the monsters?
- What happened to the monsters?
- How did they feel?
- What happened at the end of the story?
Teacher
-
Students
12
mins.

Development:
Listening
comprehension
and
understanding
of the Story.
* The trainee will hand in 5 cards with the shape
of one of the monsters of the story. Behind each
card there will be written the names of the
students who will work in groups in different
spaces of the classroom.
1) The trainee will hand in a set of 5 images to
each group and they will have to place them in
order according to what they understood from
the story. The images are attached in the mail.
2) The trainee will hand in another photocopy in
which the students will have to match each
sentence to the corresponding monster.
Students 15
mins.
Closing stage
Checking the activities all together. Then the
trainees will give them cookies with the shapes
of monsters for them to eat.
Teacher
-
Students
13
mins.

WET MONSTERS
Once upon a time, in a rainy and stormy night, there was a little girl called Rocío. She
was sleeping peacefully until she heard a sound. She jumped out of bed because she was
really, REALLY scared. She thought the strange sound came from the window, so she
tiptoed to see what happened. She slowly opened the curtains and there it was! It was a
giant purple monster with four arms and four legs. As soon as she saw its big green eyes
and its white sharp teeth she ran to her bed and covered her head. After a while, she heard
another noise. But this time, it was coming from the door. Once more she tiptoed to the door
and open the curtains. Oh! It was another monster! This one was green and had only two
arms and two legs, and a huge eye in the middle of his body. She got scared once more and
ran back to the bed. But then she thought ‘The two monsters looked very sad. And they were
all wet because of the rain.’ At that moment she had an idea: ‘Maybe I could invite them in!’,
she said. So she opened the door and the two monsters entered the house. ‘Come! You can
sleep here if you want..’ And the two monsters came in and were very happy to have a new
friend and a place to sleep during the storm.
The end
While the trainee tells the story, there will be a soft sound of rain in the
background. The classroom will be as dark as possible and the trainee who is not in
charge will act out what is happening in the story. The first monster appears behind a
drawing of a window, and the second one appears behind the entrance door. Pictures
of this project will be added at the end of the lesson.

Practical 16 magic bag project.

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