Math Link: How can I use 2D/3D shapes to make the furniture of my favorite room? Learners are given the chance to choose their favorite room and use 2D and 3D shapes to create the furniture needed. 

-        Learners will be asked to imagine the rooms in the house and draw them on the floor.

Learners will then act out what the teacher is saying as they move in the house from one room to    

           another.

Ask leaners to take a clipboard with a graphing sheet on and go for a “what is your favorite house?” survey around the school campus. Collect data and discuss it in class. 

(Learners who are still struggling with inventive spelling can use drawing and writing to deliver their ideas)

back down to the floor? Share their findings with the class and Fill a chart with their answers, to be used later after watching the video. 

 

 Make a chart to represent their findings in any way they want and display them in class. 

 Later they will fill a reflection sheet to evaluate the activity. And answer the questions.

What do they notice about the splats when done from different heights? 

Why do you think the splat changes? 

 ثمّ يتناقشون ويتبادلون الأفكار عن الطريقة المثلى الّتي تمّ تطبيقها ومدى نجاحها.

يستعمل المتعلّمون لوحة KWHL  لطرح الأسئلة و المعارف الّتي تتعلّق بانواع الألعاب الّتي حصلوا عليها ومدى تشابهها واختلافها) 

تعرض المعلّمة الصّور المرسومة ويتمّ النّقاش حول اختلاف الصّور وعلاقتها بنوع الموسيقى الّذي تمّ الاستماع اليه أثناء الرّسم 

 Give the learner a choice to either trace his/her hands and label it to make a “story element glove” to be used later with all the stories or use the the word document to make it on the laptops to be printed and used later.

Ask the learners to describe Goldilocks from outside and inside. Explain that outside means how she looks like and inside means as traits. Make a chart with all the descriptions they might come up with and ask them to make a Character profile of her. Provide them with the needed template.

 

 

    

Learners are asked to choose any fairytale of their choice and change the main character/ setting and ending of the story. They will present the story through illustrations different than the original version. There is a rubric for them to follow and reflect upon.

 

 1-3b Ensuite, diviser la classe en deux groupes, puis distribuer aux apprenants les fiches imagées qui représentent les étapes du récit pour qu’ils les répètent chacun à leur tour  en le mimant (début/milieu/fin)

In the computer lab, learners will be using on-line tools to write and illustrate about their art; and Microsoft Word to create “word clouds.” 

Choose  a cooking activity and make a sequence booklet of how to do it following first, second..