Ülkü Gürsoy Alp-TURKEY

Andrei Cristina-ROMANIA

Maria Tsopoki-GRECEE

Nurten TELLİ-TURKEY

Ourania Markou-GRECEE

Nurcan Karayel-TURKEY

Mona Maria Nicolae-ROMANIA

Merve Baran-TURKEY

Dilyana Nikolova-BULGARIA

MERVE GÜLPINAR-TURKEY

Alexandra Dumitru-ROMANIA

Sevim ÖZEN-TURKEY

GAME NAME: STRONG HOUSES( DESIGN)Game Activity-Art Activity(Small Group))

PLAYING TIME: 45 MINUTES

GAME PLACE: classroom-hall

MATERIALS TO BE USED IN THE GAME: Hulahop, mask,

 

Learning Outcome 1: Pays attention to the object/situation/event. (Indicators: Focuses on the object/situation/event of interest. Asks questions about the object/situation/event that caught his attention. Explains in detail the object/situation/event that caught his attention.)

Learning Outcome 2: Makes predictions about the object/situation/event. (Indicators: Gives clues about the object/situation/event. Tells the prediction by combining the clues. Examines the real situation. Compares the prediction with the actual situation.)

Learning Outcome 3: Makes sentences according to syntax rules. (Indicators: Makes a straight sentence. Makes a negative sentence. Makes a question sentence. Makes a compound sentence. Uses the elements correctly in his sentences.)

Learning Outcome 4: Uses grammatical structures while speaking. (Indicators: Uses nouns when making sentences. Uses verbs when making sentences. Uses adjectives when making sentences. Uses conjunctions when making sentences. Uses plural expressions while making sentences. Uses nouns when making sentences. Uses negation structures when making sentences.)

Learning Outcome 6: Develops vocabulary. (Indicators: When they listen, they become aware of new words and ask the meaning of the words. They remember the words and say the meanings of the words. They use the words they learned in accordance with their meanings. Antonyms. They use synonyms. They use synonyms.)

Learning Outcome 7: Understands the meaning of listening/watching. (Indicators: Performs verbal instructions. Explains listening/watching. Interprets listening/watching.)

 

WORDS: Sport, hula-hoop

CONCEPTS: Fast-slow, time

INTRODUCTION TO THE LEARNING PROCESS: In this first activity of the day, children are chatted to adapt to the activities to be done during the day. Information about the game is given. They move fast and slow according to the instructions. Walking, jumping, running…                                                       MAIN GAME: Children form two groups. There will be 4 children holding two sticks and 2 students running the race. The first to complete the hula hoop from one side to the other wins the game. GENERAL EVALUATION For the child: Participation of each student was taken care of. The importance of doing sports for being healthy was explained. The importance of adequate and balanced nutrition in accordance with the developmental characteristics of children was explained.

In terms of the program: Sports were integrated into the curriculum. The plan was implemented.

From the teacher's point of view: Care was taken to ensure that the language used in the activity was clear and understandable.

 ADAPTATION: A STUDENT WITH A SPECIAL STATUS IN THE CLASS ATTENDED THE ACTIVITY AS AN ACTIVITY.

 LEARNING PROCESS INTRODUCTION: In this first activity of the day, children are chatted to adapt to the activities to be done during the day.  Information about the game is given.  WARMING GAME: They move quickly and slowly in accordance with the instructions.  Walking, jumping, running…
   MAIN GAME: A midwife is chosen and blindfolded.
 One of his friends walks in front of him, tries to recognize him by his voice, says my song bird, his friend sings like a bird and the midwife tries to understand who his friend is.  If he knows, he wins and the game continues like this... GENERAL EVALUATION For the child: Participation of each student has been taken care of.  The importance of doing sports for being healthy was explained.  The importance of adequate and balanced nutrition was explained in accordance with the developmental characteristics of children.

 In terms of the program: The game was integrated with the curriculum.  The plan was implemented.
 From the teacher's point of view: Care was taken to ensure that the language used in the activity was clear and understandable.
 ADAPTATION: THE STUDENT WITH A SPECIAL SITUATION IN THE CLASS ATTENDED THE ACTIVITY ACTIVELY.