Primary 5Unit 1: Weather and ClimatePART III: Weather in Art

PART III: WEATHER IN ART

OBJECTIVES

ACTIVITIES

Songs: ‘Weather Report’ (Jazz Chants Old and New, Carolyn Graham, OUP) or any popular song such as those proposed in the introduction to P5-U1

ACTIVITY 19

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Planning / L
S
R
W / BG
I / Audio CD
(track 20)
Appendix_19 / 1- T shows Ss the painting “The Gale of Love” ( and asks questions to help them make hypotheses about it (weather, country of origin, scene it represents…).
2- Next, Ss listen to a short poem or rhyme related to wind (Audio CD: track 20).
Clothes start flying.
Run, girls! Swim, ducks! Hide, birds!
Strong wind’s blowing now.
3- T asks Ss to spot in the painting some aspects mentioned in the poem (clothes, girls…).
4- T shows a picture featuring a “weather machine” (Appendix_19) and invites Ss to say what they think that machine could be for.
5- T asks Ss to try to guess what this part of the unit could be about and some of the activities it will contain (planning, song, evaluation, corners…).
6- T presents the plan for Unit 3-PART III and the class checks what they guessed and what they did not.
7- H (or T) writes down PART III plan and their learning objectives on the Classroom Diary.
8- Ss copy the plan in their diaries. / -Look at this painting. What can you see here?Where are these people from? What’s the weather like? How do you know it?
-Now listen to this poem that talks about wind. First, you listen to it. Then, you have to tell me words you understood. Ready?
-Let’s see if we can find the things from the poem in this painting: can you see the clothes flying? Where are they? And the girls? H, can you point at them, please? How many girls can we spot? What are they doing? Where are they? Are there any birds here? And ducks?
-Now look at this picture. What is this? It’s a weather machine. What does it do?
-What do you think we are going to talk about in this part of the Unit?
PART III planning
We are going to:
-sing a song.
-revise vocabulary related to weather and climate.
-paint a picture based on weather and/or write a short poem or caption.
-listen to a story and complete a drama script.
-rehearse and perform a play.
-work in “corners”.
-revise and evaluate what we did in the unit.
Learning objectives:
We are going to:
-revise weather concepts.
-write short poems.
-write dialogues for a play script.
-learn and perform a play.
-learn some idioms.
SUMMARY
T helps Ss to guess what Part III will be about. Ss write down the planning of PART III.
OBJECTIVES
-To interact in English with T. (1.6)
-To develop awareness of learning process. (2.1)
ASSESSMENT
CRITERIA
-Interacts in English with T. (1.6)
-Records plan and learning objectives in the diary. (2.1)

ACTIVITY 20

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ORAL & WRITTEN PRODUCTION

Song‘Weather Report’
Language awareness / S
L
R
W / BG
I
BG / Jazz Chants CD
(track 49)
Handout_20
Appendix_20A
Audio CD
(tracks 21-22-23)
Jazz Chants CD
(track 30)
Appendix_20B / 1- Ss listen to the song (Jazz Chants CD: track 49) and then T asks them to recognize any word. Ss say words. H writes them down on b/b. Ss try to guess what the song is about.
2- H hands out lyrics (Handout_20). Ss listen to the song while reading it. T elicits (or explains) what rhyme is and they identify rhyme by trying to guess the words in the song that rhyme with snow, rain, get.
3- T and Ss work on the first verse together (Appendix_20A). Ss listen to some words (Audio CD: track 21) and identify those that share the rhyme of the song. They try to explain what those words mean and how to spell them (H writes them on the b/b). They repeat the procedure with the rest of the verses (Audio CD: tracks 22-23).
4- Then, Ss stick/copy the lyrics in their diaries or “My Songs” book and learn the song by heart.
5- T and Ss listen to the song again and sing it along.
Language awareness:
1- Revision: T could use this song (or others such as ‘The Red Umbrella’ from the same book, Jazz Chants CD: track 30) to revise some of the language issues we worked on in Part I (e.g. the use of future to predict weather).
2- Idioms: some common idioms could be introduced all along this part trying to contextualise them in different activities and learning situations (Appendix_20B):
  • Learn by heart
  • Give someone a hand
  • Beats me!
  • Cut it out
  • Get it
  • You've got to be kidding!
/ -lyrics of song.
-First of all we have to listen to the song. Can you recognize any word?
-What do you think the song is about?
-In most poems and songs we can find words at the end of the lines that have a similar sound. D’you know how we call that?
-We say they rhyme.
-Let’s see if you can find the rhyme in the first verse.
-Does “today” sound like “snow”? So the rhyme is not here. And what about “snow” and “know”? Which is the last sound in these words?
-[ou]
-Now you are going to listen to some words. Which ones have the same sound as “snow” and “know”? Do you know them? Can you spell them?
SUMMARY
Ss listen, read and sing the song. They also identify key words and change lyrics.
OBJECTIVES
-To identify words orally and recognize rhyme. (1.7)
-To memorize all or part of the song. (3.2)
-To practise grammar in context. (1.10)
-To learn and use some common idiomatic expressions. (1.9)
ASSESSMENT
CRITERIA
-Recognizes similar sounds (rhyme). (1.7)
-Sings the song. (3.2)
-Solves activities based on reflection. (1.10)
-Uses idiomatic expressions in suitable situations. (1.9)

ACTIVITY 21

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Revision
‘Painting the Weather’
/ S
L
R
W / SG
P
BG / Handout_21
Appendices
3A, 5A, 6A...
Appendix_21 / 1- Ss, in groups or pairs, are handed (or shown from computers) a set of paintings and Handout_21. They are requested to complete the required information. Ss are allowed to use dictionaries and other reference materials (Appendices_3A-5A-6A...).
2- Ss present their paintings and information to the rest of the class (They can use Appendix_21, ‘Describing Our Picture’, for language scaffolding).
Note: See the following websites for a wide selection of paintings:
-BBC ‘Painting the Weather’ website: a choice of paintings classified according to the weather featured in them.
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- / -The title of our painting is...
-It was painted by ...
-And now they keep it in/at....
-What is the painting about?
-It’s about a storm in the sea/on the coast/in the country...
-It’s about people sunbathing / rowing / sailing / ...
-What’s the weather like?
-How do you know it?
-Because.....
-We know that it’s....
-Sunny, windy, snowy, snowing, rainy, raining, foggy, cloudy, stormy, hot, cold, freezing cold...
-because... trees are moving / there are cumulonimbus clouds that bring rain / there is a flash of lightning / the sails on the ships are....
-We think it’s... summer / spring / autumn / winter
-because people are wearing.... / people are... (what are they doing?) / trees are... / trees have got... / trees haven’t got... / there are flowers.... / there aren’t flowers... / grass is....
SUMMARY
Ss revise concepts and language worked in the previous parts of the unit using paintings as a starting point.
OBJECTIVES
-To revise concepts and language related to weather and climate. (3.4)
-To infer information by observing visual images. (3.4)
ASSESSMENT
CRITERIA
-Recalls basic concepts and language related to weather and climate. (3.4)
-Fills in a questionnaire with info inferred from a painting. (3.4) (3.3)

Eusko Jaurlaritza. Hezkuntza Saila. Ingelesa Edukien Bitartez. LMHko 5. Maila. 2005-06 ikasturtea.

Primary 5Unit 1: Weather and ClimatePART III: Weather in Art

ACTIVITY 22

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Art
‘Weather pictures and poems’ / S
L
R
W / BG
I
I / Appendix_22
Paintings related to weather
Appendix_22
Appendix_22 / 1- T reminds Ss of the haikus they wrote for “My Family Scrapbook” or explains them how to write a short poem (Appendix_22).
2- The class makes up a caption and short poem (haiku) for “The Gale of Love” or other paintings related to weather.
Option A:
3- T follows procedure stated on page 2 from Appendix_22.
Option B:
3- Ss choose (or are assigned) a painting, from the ones used in the previous activity, and create a version of it changing the weather.
4- They give the picture a new name and write a caption.
Note: T could coordinate this activity with the Art teacher to make their drawings in the Art class. / -Do you remember the haikus we wrote for our family scrapbook?
-What is a haiku? Who knows?
-It’s a short poem with three lines and 17 syllables.
-Let’s write one for ‘the Gale of Love’.
-We are going to become painters now.
-Choose a painting/ take the painting you had yesterday and draw it again changing the weather.
-Make up a new name for your picture and write a short poem / a sentence about it.
SUMMARY
Ss paint a ‘different weather’ version of a famous picture and write a poem or caption related to it.
OBJECTIVES
-To understand T’s instructions. (1.1)
-To apply weather concepts creatively. (3.4)
-To write short texts. (1.7)
ASSESSMENT
CRITERIA
-Follows T’s instructions. (1.1)
-Applies weather concepts to paint a ‘different weather’ version of a famous painting. (3.4)
-Writes a short text related to a picture. (3.3) (1.7)

ACTIVITY 23

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Play‘The Weather Machine’ / L
S
R
W / BG
I
BG
BG / Appendix_23A
Appendix_23B
Appendix_23A / 1- T gives Ss the title of the story and Ss make hypotheses about the plot, what they think will happen...
2- T and Ss read the script of the play ‘The Weather Machine’ (Appendix_23A) and talk about what happens in each scene (T can find a summary of the story in Appendix_23B).
3- T draws attention to the idiom that appears at the end of the story. S/he explains it and Ss record it in their diaries.
To make a storm in a teacup
Option A:
4- T and Ss choose one of the scenes and make up a new dialogue. To start with, it could be a non-essential scene, or they could add up a new scene or they could change the end of the story. The class should propose not only the dialogue but also props, setting... T should adapt Appendix_23A according to his/ her class’ decisions and needs.
5- T gives out copies of the new script.
6- T and Ss decide who will play each character.
Option B:
4- After reading the script for the performance, (Appendix_23A), T and Ss decide who will play each character. / -Script of the play.
-We think the story is going to be about…
-Was this story about…? (Ss’ hypotheses)
-Did… happen? (Ss’ hypotheses)
-The story was about…
-At the end of the play, Professor Hurricane says: “They made a storm in a teacup”. What does he mean?
-They gave too much importance to a very small thing.
-Do you think that the change of weather was important for people? And the things that happened? So, do you agree with Professor Hurricane? Did they make too much noise for a very unimportant thing?
-Copy this idiom in your diaries, please.
-This is the playscript, but we will change some dialogues so we have to make up what that character would say in the play.
-Who’ll play Professor Hurricane?...
SUMMARY
Ss listen to a story and complete a play script based on it.
OBJECTIVES
-To understand oral narrative texts. (1.1)
-To write simple texts. (1.7)
-To understand and learn an idiom. (1.9)
ASSESSMENT
CRITERIA
-Shows understanding by participating actively in the story telling. (1.1)
-Produces dialogues for the play. (1.7)
-Links the idiom to suitable situations. (1.9)

ACTIVITY 24

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Drama
Rehearsal
‘The WeatherMachine’ / L
S
R
L
S
R
W / BG
SG / Appendix_23B
Appendix_24
Appendix_23A
Ss’ script / 1- T tells the story again (Appendix_23B).
2- Ss rehearse the play (see dramatizing hints: Appendix_24) using the performance script (Appendix_23A or that produced by Ss ). The class agrees when to perform the role by heart.
3- T can hand out a tape with the performance script recorded so that the Ss can work on it at home.
4- T negotiates with other class teachers about when and where the performance will take place.
5- A group of Ss work on the programme for the performance. They can make an invitation poster, take it to the invited class and hang it on the wall (optionally it can be read in front of the class).
Note: The invitation poster can be made in the corners session, while other groups work on the different props needed for the performance. / -Script of the story.
-Dramatizing hints.
-Performance script.
-This group will draw an invitation poster for class .... You’ll have to write the programme filling it with the date and place for the performance.
-Then, you will take the poster to class ... and hang it on the wall for them to know what it is going to be about.
-Some of you will read the programme in front of the class, ok?
SUMMARY
Ss rehearse their part of the play.
OBJECTIVES
-To read simple texts. (1.1)
-To interact in English. (1.6)
-To dramatize a story. (1.8)
-To participate actively in the performance. (2.3)
ASSESSMENT
CRITERIA
-Reads simple texts. (1.1)
-Interacts in English. (1.6)
-Performs the story: movement, intonation, pronunciation. (1.8)
-Participates actively in the performance (2.3)

ACTIVITY 25

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Corners / S
L
R
W / SG
BG / Corner materials
List of Ss in each corner
Handout_7A
Handout_7B
Handout_7C
Handout_7D
Handout_7E
Appendix_7 / 1- Ss work in learning centres or ‘corners’. If necessary, T/H keeps a record to control who does what in each particular corner session.
2- T asks some Ss what they have done in the different corners.
Suggested corners:
-Reading: Weather series (ISBN 0-19-915711-1) Oxford Literacy Web: Non Fiction.
-Computers: Internet (see recommended websites in the introduction to the unit), selection of paintings from:

-Activities for revision (Handout_7A); CD-ROM’s: Wordbird’s Word Land (Weather), Become a World Explorer, Zak’s Wordgames (Level 1 – Dinosaurs, Weather Mountain)
-Revision / worksheet corner: Handout_7B, Handout_7C, Handout_7D, Handout_7E, Appendix_7.
-English Idioms (Appendix_20B).
-Games.
-Pending Tasks.
-Performance tasks (invitation poster, props). / -What have you done in the different corners?
-I’ve read a book. It was about …
-We’ve listened to a story. It was about …
-We’ve played a game called …
-I’ve drawn a picture. It’s a …
-…
-What do you think of it?
-I think it was …
-What did you learn?
-This group can develop the invitation poster.
-It will be nice to make some charts for the scenery.
-…
SUMMARY
Ss work in corners.
OBJECTIVES
-To give information and opinions on work done. (1.2)
-To be able to work autonomously in corners. (2.1)
-To interact with T and peers. (1.6)
ASSESSMENT CRITERIA
-Says what s/he did in the corners. (1.2)
-Keeps materials tidy. (2.1)
-Interacts in English with T and peers in the corners. (1.6)

ACTIVITY 26

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Drama Performance‘The Weather Machine’ / L
S / BG / Video camera / 1- Ss perform the play in front of another group (it would be suitable for P2 and/or P4 as they are learning/will learn about the water cycle).
2- T asks the audience about the performance.
3- T or classroom T can record the performance.
4- T can use the video recording to evaluate the use of linguistic and non-linguistic resources of each S, using the evaluationchart. Furthermore, Ss can evaluate themselves while analysing different aspects of their performance and making proposals for improvement. / -Performance script.
-What do you think about the performance?
-I’ve liked it!
-What was your favourite part?
-What did you like best?
-Why?
-Because it’s funny / I understood it very well / better ...
-We are going to watch the video recording to evaluate our work.
-We will watch now the first scene. Take a piece of paper and after viewing it you will write in one column things that you like / that are well done... In the other column you have to write things we can do better next time.
-Here you are some aspects we have to pay attention to: intonation and pronunciation, voice pitch, movement, characters... Ready?
-What did you like about this scene?
-What should we do better?
-Can you understand what the actors say? Why?
-No, because we speak in a low voice.
-So how should we do it?
-What’s Professor Hurricane like? Is he a sad person? Is he an enthusiastic person? a clever/dull person?...
SUMMARY
Ss perform ‘The ·Weather Machine’ in front of other classes.
OBJECTIVES
-To dramatize a story. (1.8)
-To participate actively in the performance. (2.3)
-To develop learning strategies. (2.1)
ASSESSMENT CRITERIA
-Performs the story: intonation, pronunciation, movement... (1.8)
-Participates actively in the performance. (2.3)
-Takes part in the evaluation process. (2.1)

ACTIVITY 27

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Evaluation / L
S
R
W / BG
I
SG / Diary
b/b / 1- T and Ss have a look at the plan of Unit 3-Part III and in their diaries Ss tick the activities done.
2- T asks Ss to write down their opinion about each activity (T writes down a range of opinions on the b/b, introducing some new ones) and to give reasons for it.
3- Ss write down the best activity for them and why.
4- T and Ss recall their learning objectives from the planning and assess what they have learnt in Part III.
5- Finally, Ss compare it with their group peers’ self-assessment.
6- As a kind of revision and follow-up activity the class completes the mind map of the unit they started in PI (“What we know about weather and climate” and “What we want to know” ) with the info they have gathered along the three parts. / -Did we talk about…?
-Did we write in “My Songs” book?
-Did we sing a song?
-Did we ...?
-I think act.1 was… Excellent / Very nice / Nice / Not so nice / Bad / Funny / Boring / Interesting/too difficult/ Easy/ too long…
-Which has been the most interesting activity for you?
-The one I liked best was…because…
-My favourite activity was…because…
-I didn’t like act... because....
Self-assessment
-In this activity I’ve learnt...
-Now I know...
-Can you recognize weather conditions in a painting? Can you explain why?
-I can recognize the weather and seasons in a painting and explain why.
-I can recognize the weather in a painting but I don’t know why yet.
-I can write a short poem/ a sentence about a painting.
-I have written dialogues for the play.
-I know my part of the play by heart and I’ve performed it but I don’t move very well on the stage.
-Next time I’ll.....
SUMMARY
Ss give their opinion of the activities done in PART III and review what they have learnt.
OBJECTIVES
-To interact in English with T. (1.6)
-To develop learning strategies. (2.1)
ASSESSMENT CRITERIA
-Interacts in English with T. (1.6)
-Assesses his/her own learning objectives. (2.1)

Eusko Jaurlaritza. Hezkuntza Saila. Ingelesa Edukien Bitartez. LMHko 5. Maila. 2005-06 ikasturtea.