Level: 3rd Primary
Area: Verbal and written language. P.E. Knowledge of the Natural Environment. Knowledge of the Social and Cultural Environment.
E.: Mild Asperger syndrome.
V.: Mild spastic tetraparesis, with alterations and motor disorders due to an injury 4 years ago.
A.: Attention deficit. Learning difficulties. Reading and writing disorder.
Emotional problems (low self-esteem).
D.: Learning difficulties, speech and communication problems.
GENERAL OBJECTIVES
Communicative and audiovisual competence
- Express emotions and feelings using verbal resources.
- Use objects and materials as an instrument of expression and communication.
- Produce oral texts using appropriate resources.
- Read and understand stories.
- Sharing and reconstructing stories.
- Read together and with a guide to deepen the meaning of the text.
- Pay attention to tone of voice, pronunciation and intonation.
- Make personal interpretations of the texts.
Artistic and cultural competence
- Learn to dramatize a story.
- Learn to interpret and create a character.
- Explore, know and experience the possibilities offered by the voice and the body.
- Valuing and respecting one's own artistic work and that of others.
- Identify the diversity of materials and qualities.
- Learn about the life and work of literary authors
Competence to learn to learn
- Be aware of learning abilities, attention, concentration, memory, comprehension and linguistic expression.
- Set mid-term milestones and meet them.
Physical Education Area
- Spatial orientation.
- Learn motor skills.
- Elaborate motor control and body mastery.
- Adapt the movement to spatio-temporal structures.
- Learn to coordinate body movements.
- Learn to maintain static and dynamic balance.
SPECIFIC OBJECTIVES
E.: Work on oral communication and the relationship with colleagues
V.: Coordinate several body movements at the same time
A.: Reinforce self-esteem
D.: Work on oral communication and speech
CONTENTS
- Extension and improvement of vocabulary and oral expression.
- Characteristics of ants. How they are and how they live.
- Characteristics of cicadas. How they are and how they live.
- Differentiation of sound intensity.
- Representation through puppets.
- Active and collaborative participation in interaction with the group and the teacher.
- Identification and understanding of theatrical language.
- Respect for the material used.
- Personal improvement.
METHODOLOGY
By means of the representation with puppets of a story, the objectives and marked contents are worked on.
first
the story is read. Improvisations are made to find the character.
It is rehearsed and finally performed in front of the Education classes
Children, 1st, 2nd and 3rd Primary.
PROCEDURES
Development of the sessions
- Reading the story
- Reworking of the story
Then they are told
students that this story must be performed in front of Education children
Childish and that there are many words that they may not understand and that
you have to look for words that mean the same but simpler.
First they look in the dictionary for the words they don't understand and then they
think of words that mean the same thing. synonyms The text is being prepared
so that it is understandable.
- Find author information
- Find information on cicadas and ants
- Understand the fable, reflect on it and make a new interpretation
- Dramatized readings of the story
- Improvisations and rehearsals of the story with the puppets
The teacher brings the puppets
built and contact is made with them. Before directly rehearsing the
improvisations are made with the puppets. Movements, sounds, voices of the
characters... This work serves to gain confidence with the object
and find the character.
