Lesson plan Laura, Sandra, Noelia, Nuria, Jose, Elena

LESSON PLAN

Introduction
Our lesson plan is based on the topic of Halloween in UK and USA. Through it,
children will learn content of this festivity in an active and dynamic way. It is planned
to last 2 hours, with a group of 24 children in the second course of the second cycle of
Infant Education (4-5 years).
This lesson plan is designed to review and revise the content they already know
about this topic, so a gymkhana or treasure hunt will take place, this is a game in which
participants must go through many trials and obstacles before reaching the goal.
To do this, first a little introduction will be made to present the game, the characters
(since all teachers will be dressed up with a Halloween costume) and the class will be
divided into groups. Each group should find using clues, the characters to pass the test
and get the next clue (in each test it will be revised a topic related with the topic). Once
all groups have gone through all the characters, a final activity took place, in which
children with all the clues that have been given by each character, must done a puzzle
and knowing the name of what appears to achieve the prize (can be any candy or
gomets).
The first and last activities are planned to be done by the whole class, but the other
six are planned to be done in four small groups (6 children in each). The groups will
pass through each activity (15 min in each activity).
There will be a different teacher in each activity guiding children through them.
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 Resources
-
Costumes: witch, Corpse bride, pirate, bat and vampire.
-
Flashcards with vocabulary.
-
Laptop.
-
Whiteboard.
-
Cauldron.
-
Bicarbonate.
-
Vinegar.
-
Food colouring.
-
Craft materials: pencil, colours, scissors, white glue, tub roller paper, bath paper
as bandages, sheets of paper, white, blue and green cardboard.
-
Video from YouTube: https://www.youtube.com/watch?v=QkJglpEueHo
-
Candies.
 Vocabulary to be taught
-
Bat.
-
Haunted house.
-
Black cat.
-
Mummy.
-
Witch.
-
Vampire.
-
Spider web.
-
Pumpkin.
-
Ghost.
-
Full moon.
-
Cauldron.
 General objectives
-
To develop the oral use of a foreign language with a communicative intention in
everyday situations related to classroom activities and show interest and
enjoyment in participating in these exchanges.
o To acquire Halloween vocabulary though English
o To identify the main characteristics of Halloween festivity
o To develop linguistic skills of expression and communication
o To recognize the main characters and their features
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-
To develop curiosity and creativity by interacting with artistic works,
audiovisuals and technologies, theatre, musical productions, or dances, by using
various techniques.
o To develop musical skills through songs
o To be able to dance through visual repetition
o To develop creativity through Halloween crafts
-
To acquire habits and attitudes related to welfare, developing increasingly
autonomy to cover their basic food needs, expressing satisfaction with their
achievements.
o To familiarize by themselves with the digital resources
o To be able to follow instructions in English language
o To be able to express their own ideas
 Competences
The competences children work with this microteaching are:
o
Linguistic communication competence: this is one of the most
important because children are learning a second language through
this topic and they use it as a means of oral and written
communication. This help to children to approach and make sense of
other culture, in this case the English one.
o
Digital competence: there are different skills involved in this
competence. Children start learning how to use technological
resources to resolve some problems or activities, in this case the
whiteboard, so it is as a mean of communication too.
o Social and citizenship competence: children realize they are part of
the society that they live in.
o Cultural and artistic competence: this competence refer to the
knowledge,
appreciation,
understanding,
respect
and
critical
evaluation of different cultural and artistic manifestation, as can be
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their partners, in order to learn and enrich their selves, and
understanding other cultures.
With this microteaching, children realize they are part of the culture
which is around them, in the country. In this topic for example, they
learn the cultural festivity of Halloween, when is celebrated, its main
symbols, and so on.
o Learning to learn: this competence implies to learn and continue
learning and realize that there can be more options and answer form
your own idea, accepting the variety and organizing the own learning.
o Autonomy and personal competence: children give their own ideas
and opinions in each activity and they do it by their own criteria,
working the choice and decision as well as the responsibility.
 Assessment
Any assessment needs to check if the aims proposed have been achieved, we will
evaluate our lesson through observation and taking notes in a register when necessary
(relevant comments), depending on the activity which the child is doing. It will be
continuous during the lesson and done by the six different teachers.
Besides, the activities will be assessed through a checklist to children, according to the
aims which they ought to achieve. (Annex 4)
Finally, there is another checklist to project. In this way, we can analyse if it will do
again, what things should improve and what things must keep. (Annex 4)
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Name: The witch and her potion
Aims:



Resources:

Witch costume
witch, potion, cauldron

Cauldron
To know the chemical reaction

Bicarbonate
between bicarbonate and vinegar

Vinegar
To learn new words related with

Food colouring
To
review
some
vocabulary:
the topic: Dragon scale, beetles,
worm, eggs, unicorn horn and cat
hair
Activity: In this part of the gymkhana, children are going to meet the character of the
witch and she tells them she has a problem because she wants to prepare a potion but
she has not have all the necessary ingredients and ask help to find them.
To do this, she gives a list of the ingredients children need to find (the children have
to be creative and look for things that are similar in the school environment, e.g. a
stick like unicorn horn):
INGREDIENTS FOR THE POTION:

2 Dragon scale

A bit of crushed beetles

1horn worm
ingredients they mix all the elements,

2 doxy eggs
at the end the mix the bicarbonate, the

1 unicorn horn
dye and the last, vinegar, because it is

Some cat hair
Once,
children
have
gotten
the
the one that produces the chemical
reaction.
Finally, when all children have seen the reaction that occurs it is explained that this
happens because vinegar is an acid and bicarbonate is a base and when both enter into
reaction producing bubbles as they have seen and some gases, although are not seen
(this explanation may vary, depending on the age).
Finally, the witch gives to each group its piece of the puzzle for the final activity and
the clue to the next character (Annex I).
5
Name: The spider and her friends
Aims:

Resources:
vocabulary:

Whiteboard
spider, bat, monster, ghost, witch,

Flashcards
To
review
some
vampire, pumpkin and black cat.

To
know
how
to
use
the
whiteboard.

To practice the counting until
number 6.

To review the vocabulary and
associate the image with the
name.

To be able to continue the series.
Activity: In this part of the gymkhana, children are going to meet the character of the
spider or spider web. This activity is in the digital board. She need the help of the
children because their friends are not very good at maths and then they do not know
how many chocolates, sweets and apples they have to introduce in their bag of Trick
or Treat. For that, they need to touch a dice and count how many elements they have
to introduce in the bag according to the number that appear. In this activity, we are
going to revise some vocabulary related to different character of Halloween (spider,
bat, monster and ghost).
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The next activity is also useful for the
vocabulary. It is the memory game. But
they are not two equal pictures, they are
the picture of a character (witch,
pumpkin, black cat or vampire) and its
correspondent written name. We will
play two or three times, for everybody
can play and to practice the vocabulary. There will be flashcard on the wall as a
support if they need help.
And the last activity consist on continuing two
series that are not finished intercalating different
figures as we can see in the picture.
Finally, when all children have participated, the spider gives to each group its piece of
the puzzle for the final activity and the clue to the next character (Annex I).
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Name: Mummies craft
Aims:



Resources:
vocabulary:

Corpse bride costume
mummy, bandages, eyes, hands,

Tube roller paper
glue and scissors

Bath paper a bandages
To learn typical symbols of

White glue
Halloween.

Scissors
To develop creativity thorough

Some flashcards for the key
To
review
some
the creations and manipulation of
words

different materials.
White, blue and green cardboard
Activity:
In this part of the gymkhana, children are going
to meet the character of the corpse bride, which
they are looking for around the campus. In this
activity children are going to participate in the
Halloween craft room. The corpse bride will
proposed children create their own little mummy
as a symbol of Halloween festivity.
For carry out this, the corpse bride will give children some easy materials for the
creation. The base of the mummy body is a roller paper, and for the bandages they
will use bath paper cut in little pieces for adding with glue to the body. For adding
more details children will use cardboard and markers for hands and eyes to the
mummy. Finally they can put a base and their personalized little scary mummy are
ready!
This activity as we can see develops the fine
graphomotricity while foster their creativity
and imagination and also are enjoying.
At the end, the corpse bride give to each group
a piece of the puzzle they need to complete for
the final activity and the clue for discover the
next character to look for around the campus (Annex I).
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Name: The trick or treat of Donald’s nephews
Aims:




Resources:
To review some vocabulary: black cat,

Pirate costume
ghost, bat, witch, pumpkin, full moon.

Some
To
identify
some
characters
and
flashcards
for
the
vocabulary
elements of Halloween.

Laptop
To develop the imagination from a

Video from youtube:
story.
https://www.youtube.com/wat
To be able to express an idea through a
ch?v=QkJglpEueHo
drawing.

Papers

Pencil and colours
Activity:
In this part of the gymkhana, children are going to meet the character of a pirate, which
they are looking for around the campus.
The activity consisted on showing to the pupils a
cartoon’s video about once of the most popular
traditions in Halloween: trick or treat. At the
beginning, the pirate starts asking them if they
know the festivity; then, they watch the first part
of the video. After showing it, the pirate is going
to make a set of questions, such as “What
happened in that part of the story?”, “What do
you think it is going to happen now?”. Following the last question, the pirate asks them
for drawing the end of the story. During the development of the painting, there are
questioning too for reasoning about the story and what it is possible to take place and
justify it. At the end, the pirate shows the end of the story for checking if pupils are
more or less right with their pictures.
This activity develops the predicting, thinking and reasoning, creating and evaluating
skills through a dynamic task.
At the end, the pirate give to each group a piece of the puzzle they need to complete for
the final activity and the clue for discover the next character to look for around the
campus (Annex I).
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Name: Our own Halloween story
Aims:

Resources:
To review some vocabulary: black cat,

Bat costume
ghost, bat, witch, pumpkin, full moon,

Flashcards with the vocabulary
vampire,

Flashcards with drawings

Flashcards with adjectives
cauldron,
haunted
house,
skeleton and spider web.

To review adjectives: friendly, dark,
mysterious, strange, big, shiny and
white; and to learn others: spooky,
creepy, sticky and steaming.

To develop speaking competence and
imagination.

To follow a story and be able to express
an idea connected to others.
Activity:
In this part of the gymkhana, children are going to create their our Halloween story
using some vocabulary they already know about Halloween as characters and things that
should appear in the story and some adjectives given that fix with these nouns.
The activity should start will an introduction of the vocabulary to check that children
remember the words. The teacher will show them all the images and the labels with the
written word of each, and children will have to join them and read them aloud (Annex
II).
bat
Once they review the nouns given, the teacher will show them the adjectives chosen for
the activity (Annex III). Some of them will be new for the children, but mostly they will
recognise the words.
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After checking the vocabulary, the teacher will start a story with a short introduction
that can be:
Once upon a time, there was a young boy called Max that lived in a cold village
near Transylvania.
One day, he went out for a walk, and then he saw…
Then, each child will continue the story with a sentence as long as possible, using one
or two nouns and one or two adjectives. They will pick them from the table once they
use them. The story should be coherent and the sentences should be connected.
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Name: Vampire’s castle
Aims:


Resources:
vocabulary:

Candies
witch, ghost, vampire, pirate,

Black garbage bags
werewolf,

Whiteboard or computer
mummies.

Bed sheet
To identify the main sound of

Cardboard, which represent the hats
To
review
some
skeleton
and
each character.
of the witch, pirate and monster

To participate actively

To
imitate
the

characters,
http://www.youtube.com/watch?v=Hu_
Tpf_yGuo
http://www.youtube.com/watch?v=XgFx
o-IkCNQ
http://www.youtube.com/watch?v=veZlI
X6d63Y
according to the movements who
are doing

Three videos:
To move through coordination
and balance in order to dance
how the song says.
Activity:
This activity is focused on the psychomotricity and music, although the teacher and
children don’t play instruments. For it, the active methodology is based on the teacher’s
actions and three videos (songs) which are used. So, children can feel motivation and
have the opportunity of enjoying.
Before starting, the class has to be decorated to create a scary atmosphere, putting on
the windows garbage’s bags and moving the tables on order to have a clear space in the
place where we want the children move. This place has to be wide space to they cannot
bump into the tables.
So, it is divided in three sections:
1. The first song is to children remember the main sounds which make the
mummies, skeletons, witches, vampires, werewolves and ghosts. It is used for
improving the motor control of the mouth, because children ought to move their
mouths, lips, tongues... to make each kind of sound.
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2. The second song is to children can dance and move their bodies. Teacher
mentions parts of the body as arms, legs, head... however, he/she should not take
into account if children turn to the left or right (depending on the children’s
development, they can learn the name of the sides between 7 or 8 years old more
or less), although the teacher has to be as model and turn to the correct side.
3. Finally, the teacher is going to give candies to the children, but the trick or treat
bag is empty. Then, the teacher use a video in order to find who took the
candies, in that video are shown a monster, a pirate, a ghost, a witch and a
vampire. Children will wear a cardboard caps, which are typical of a witch, a
monster, a pirate and a ghost, the teacher is the vampire. In the video, the
person, who took the candies, is the vampire (the teacher). In the end, he/she
shares them with children.
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This activity is to make in the children feelings of belonging to Halloween, because they
feel as characters in this event and given candies.
This is trick or treat! Children can make typical sound of Halloween, dance, sing and
dress, and they are given candies by it, they can enjoy and be participating of this
festival.
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 Annexes
Anex I
Below, you can see the different clues for going from one activity to the next one:
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16
17
The pieces of puzzles children are going to join are the next ones:
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Annex II
Vocabulary nouns
19
20
21
22
23
24
25
26
27
28
29
Annex III
Vocabulary adjectives
spooky
dark
creepy
30
mysters
strange
big
shiny
31
sticky
friendy
steaming
white
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Annex IV
Name:
Checklist of ‘Halloween’ to children
Date:
Items
Yes No Observations
The child knows some words of the vocabulary
which is used in the language related to Halloween.
The child is able to identify the main characteristics
of Halloween festivity.
The child can recognise the main characters and their
features.
The child is able to speak some simple sentences in
English Language.
The child makes the basic sound of some characters.
The child can imitate through visual image.
The child works through the art.
The child is capable of using the white board on his/
her own.
The child is able to follow instructions in English
language
The child expresses his/ her own ideas.
Checklist to the project
Items
Yes No Observations
Children have enjoyed the activities.
The average knowledge of the children in the class
has improved.
The time of each activity was sufficient.
The materials were appropriate to the activity.
The school has shown a receptive attitude toward the
project.
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