Have you seen the latest issue of Teach Primary? If you have you might have noticed that I’ve been writing again. This month I’ve provided a lesson plan and resources that link languages (in my case Spanish) with the music of Saint Saëns and specifically the Carnival of the Animals.
For those that have been in primary language teaching for a fair few years might recognise that this lesson is inspired by the QCA Scheme of Work which I used as my starting point before adding my own ideas and twists.
If you don’t have a subscription to the magazine, you can download the lesson and resources for free from Teachwire here I’ve added the lesson plan below.
And here’s my session on Making links across the curriculum.
I didn’t get to share my Pinterest pages as they were blocked by the firewall, but here’s the link to my Roman resources for Spanish. If you click through the presentation, you’ll find links to things like the music for The Carnival of the Animals, a slideshare of Querido Zoo, links to BuildyourWildself and Switchzoo for making hybrid animals and a cheesy song in Spanish about the planets.
More games etc can be found in this post/presentation called Games to learn and I also spoke at #ililc3 on using games and activities in the language classroom in a presentation entitled Let out for good behaviour!
What I didn’t say (I was trying to keep under 7 minutes!) was that Take Ten en español is brilliant for embedding language into the curriculum, and for supporting the non-specialist teacher! Check it out here!
I’ve blogged about César previously and linked to his Soundcloud – previously Cesar a Chinchila and now renamed Lalalingo.
César emailed me recently to say that he was trying to ‘kickstart’ a new project with his songs that involves animating the songs and making a DVD, and I’m doing my bit to spread the word. If you click on the image below it takes you a video in which he explains the plans for the project. (Afraid I can’t get the iframe to embed here!)
If you want to support financially, that’s great. However, you can support in other ways by sending a message, sharing the idea or using the resources. I’ve embedded one or two of the songs here to give you an idea of what Lalalingo looks like.
Reading Los mellizos del tiempo got me thinking about integrating language learning in the Primary curriculum. As I mentioned in my previous post, it links so well with the ‘topic’ of Egyptians, or under the ‘learning journey’ of Treasure taken in Year 4 at WCPS. So I had a bit of a look around and came up with the following ideas, resources and links that might be of use to anyone who wants to do just that!
Egipto para niños – collection of fairly simple texts on a number of areas of Egyptian life including the Pyramids, food, manners and mummies as well as a bit of geography. This text is in fairly short chunks too. And Blog de los Niños has some short chunks of information, particularly about Egyptian gods and the meanings of the various crowns.
Here are some longer texts about various Egyptian ‘misterios’ including the Mummy of Pyramid KV22.
Historia Simple has some short-ish historical summaries of the various phases of the 2500 year long Egyptian era including a section on the Pyramids. There’s also some information on El Historiador.
And of course there’s Wikipedia – you can translate the pages back and forth between languages so you could have some fun with picking out key items of vocabulary.
Slideshare has some presentations for ideas and information including this lovely one from some young learners which is beautifully simple and asks some good questions on slide 4 that could be used for investigation.
And this blog has two simple presentations by Dora la Exploradora and friends, and Hello Kitty covering some of the basics of Egyptian geography and history in words and image.
However, my favourite find is from Junta de Andalucia. This site is a one stop shop about Egyptians, written in simple language and presented in short paragraphs with lots of visuals, making it really accessible. There is a dictionary of key terms as well as the facility to click on highlighted words for an immediate ‘pop up’ definition. Lots of interactive maps and also a hieroglyphics maker within the site also make it a great place for young learners to find out about Egypt. There’s also a webquest that guides learners through the site, posing questions that can be explored and investigated. (There’s another more complex webquest here along with other Egyptian resources shared on the Tiching site.)
A close second goes to a resource from Gobierno de Canarias that takes an interactive look at the Pyramids with extra information, again simply presented, appearing as you click on specific areas of the pyramid.
Videos are another source of information that can often be more accesible than just text.
And then there are these cartoons, the first from a series called Érase una vez.. and the second from a series called Martín Martín.
And here’s another I’ve just found which is a short video about the Egyptian pyramids:
You might also like to try the Barrio Sésamo approach with this video in which Lola visits the Pyramids or this video which presents images and name of the animals of Egypt before moving on to images of buildings and then some short snippets of information about Egyptian life.
You know how I love a good kitschy song! Here’s one called Momias de colores by Rockolate. When my hand is feeling better, I might try to subtitle the video using Amara or at least write them down!
(see also Fátima una momia responsable below under Stories for another song)
(see also Stories below!)
Perhaps with older, more advanced learners you could use some of the definitions from this ‘Glosario’ for a match the word to the definition. You could choose key words like Faraon, Esfinge, Obelisco, Momia, Papiro, Sarcófagos, Vasos canopos and so on.
And this vocabulary list gives you the Spanish word with the Arabic equivalent. Could provide an interesting language comparison activity.
And here’s an online hieroglyphics tool. Would be fun to write some words in hieroglyphics and ask learners to decode before they write their names. Or they could write key Egyptian vocabulary in hieroglyphics for display as well as in Spanish for a multi lingual display!
The Egyptian system of counting and adding etc was very developed and you can find out all about it here (in more detail than I think I need to know but if you like Maths…)
This site has lots of writing at the top (useful information!) but the really ‘useful’ part for learners is the chart with the Egyptian number glyphs and the puzzles underneath, both for whole numbers and also for fractions. I foresee lots of fun with setting maths problems for each other… There are a few more maths problems here.
A document explaining that Egyptian numbers are not positional so you can write the units, tens, hundreds etc in any order! Un sistema aditivo – el egipcio
And of course there are all sorts of things you can do at a very simple level such as sequencing and using geometrical shapes when making Egyptian jewellery, and making pyramids.
I found this free video story about Egypt called El pendiente de la princess: Cuento de Egipto. Sadly it doesn’t go full screen but the man telling the story speaks clearly and fairly slowly so it could be used for a true/false activity or perhaps a multiple choice activity.
However, I found two more promising possibilities!
2. This PDF (rita_ladrones) has links to useful sites (some I’d already highlighted above before I found this!) and also some activity worksheets. Whilst the middle sheet on characters in the book would be hard without reading it, the first sheet (matching words with images and writing your name in hieroglyphics) needs no knowledge of the book, and I think that the third sheet which is a sequencing activity could also be done without reading the story, and actually gives a very simple synopsis of what happens!
3.Then I discovered that there is an online version of the CD rom of activities about the book, complete with Teachers Notes (in Spanish!) There are various activities including finding synonyms and antonyms, sequencing text and a wordsearch – see below image for contents. Some activities are quite challenging for primary learners; however, a bit of challenge can be a good thing!
Fátima, una momia muy responsable
Fátima una momia muy responsable is a lovely story about an Egyptian mummy called Fátima who wants to be a tour guide and keeps scaring people! She builds up a great collection of hats and torches by doing it, but one day…
It’s a narrated version of a book that has been used in many Spanish primary schools.
Some ideas for using the story –
act out the story
talk about colours and sizes describing the hats that Fátima collected / was gifted
pretend to be Fátima and give a tour of a pyramid
one of the class blogs I discovered had a song on it about how Fátima dances which would be great fun, whatever your age! You can access the words here or here, and here is a recording of young learners singing it!
I love ‘being a magpie’ and collecting ideas, and here are some classes in Spanish primaries that have done an Egyptian topic and shared their ideas.
Mis cosillas de Educación Infantil – this link takes you to the posts for the entire project. I particularly like the concept map that they made which includes lots of important vocabulary organised systematically. I think that having a map of what is already known that is added to as time passes and more information is gathered is a great way of documenting learning and progress, especially if learners post questions that they’d like to investigate and see them answered as they explore and investigate!
E.I. 5 años Carlos Ruiz have been doing an Egyptian topic too and this is the first of a number of posts on what they have done. If look in the archive, there are further posts documenting their work throughout noviembre and diciembre 2012 including the sequencing activity referenced in the Maths section above and an interesting post giving instructions on making ‘papiros’.
La Clase de la Bruja Maruja have done a project on Egyptians too and have published some of their work as well as links on their blog. Of particular use I think are the simple worksheets they used that could easily be used in the primary language classroom. I also love the fact that they’ve been using the wonderful Woodlands site by Mandy Barrow using GoogleTranslate to put it into Spanish!
So, I hope you’ve find the above useful. I know that there are many more things that could be done; for example, I haven’t even started on the possibilities for art projects! If you have any ideas or resources, please leave a comment – it’s good to share! And even if you haven’t, leave a comment! Its good to know that people are reading!
I’m having a bit of a Storybird ‘splurge’ at the moment. It’s my chosen form of relaxation this week!
So here are two I’ve just written with the QCA Unit Yo soy músico in mind (see here for a previous post on this unit and here for a fun activity we did using Twitter!). Two becasue one is very simple with phrases using tocar plus an instrument e.g. Toco la flauta, whilst the second adds a frequency phrase to the sentence e.g. Toco el piano cada miércoles; Toco la guitarra a menudo etc. I guess i could write a third version adding even more detail…