Name
Dr Seuss - Green Eggs and Ham
Topic
Learn to carry out a set of activities based on a literary work
Learning time
8 hours and 20 minutes
Designed time
7 hours and 40 minutes
Size of class
30
Description
Primary classroom, 6-7-year-olds, used to learning with technologies via tablets and the whiteboard.
Aims
That children become acquainted with a famous poem and also realise about the many activities that can derive from a single literary work, including a real cooking recipe. That they acquire vocabyulary about vegetables and their characteristics, touch and feel and practise cooking with their parents at home. That they try a new vegetable they haven't dared to try before, have fun trying a "literary dish" and have a positive attitude towards eating your greens.
Outcomes
Draw, Exercise, Make, Recite, Draw, Exercise, Make, Recite
Editor
MariaConcepcionPomarRossello
Edit
Pre-read activity: Identify vocabulary
55 minutes)
  • Read Watch Listen
    30
    0
    Read aloud and repeat the sound of new words featured in the poem "Green Eggs and Ham". The new vocabulary is presented via an activity created on a Moodle platform, an exercise which consists of linking the words with the pictures, using drag-and-drop. Emphasis placed during the activity on the pronunciation of the words.
  • Practice
    15
    2
    0
    The children are required to repeat the new words they've learnt several times. They repeat the exercise and link the pictures with the word in groups of twos using their tablets.
  • Produce
    10
    0
    The children are presented colouring sheets featuring key elements in the poem like "train", "ship", "house" with the word written below to colour until the end of the lesson. The teacher keeps on pronouncing the words and encouraging them to imitate him or her. CONTACT WITH PARENTS: Quick notice about the material seen in class and the new concepts. Parents are encouraged to ask about their kids' drawings when they arrive home.
Notes:
Technology used: Whiteboard, tablet, Moodle: http://communicatewhatyouthink.moodlecloud.com Motor skills: colouring sheets. Relaxing activity. 8 colouring sheets with vocabulary
Resources linked: 8
Reading activity: Online video reading aloud: "Green Eggs and Ham" by Dr. Seuss
55 minutes)
  • Read Watch Listen
    30
    0
    Watch online rendition with the text of "Green Eggs and Ham" via Quietube: http://bit.ly/2lHQBzQ Have the physical book in class. The teacher will read it again after watching the video, with the students gathered around him in a circle as he or she reads to them.
  • Practice
    20
    5
    0
    The students are invited to repeat aloud parts of the poem. In groups of five, they will be given a worksheet with an excerpt. They will practice reading in groups, with the help of the teacher monitoring their practice and answering doubts and questions.
  • Practice
    5
    0
    During the last minutes of the session, the teacher will test whether the children remember all the new words they've learnt, making them questions. CONTACT WITH PARENTS: Via the school blog, WhatsApp or email, the teacher presents a Zunal WebQuest about "Green Eggs and Ham" to the parents of the students so that they can read the poem together at home, listening to the video, and practise together. Emphasis placed on telling parents how important it is, as regards learning results and emotional development, that they share this quality time with their children.
Notes:
Technology used: Whiteboard, tablet, Quietube.com For "flipped classroom homework": Zunal.com WebQuest about "Green Eggs and Ham" with the goal to join parents and children in practising the poem together at home and create a bond with literature. Attachments: 5 Green Eggs And Ham worksheets. Zunal WebQuest: www.zunal.com//webquest.php?w=346464
Resources linked: 5
DREAM. Discussion: Do you like eating your greens?
55 minutes)
  • Discuss
    25
    0
    Reading very briefly once again the poem at the beginning of the class. The teacher explains to the students that the message of this poem is that if they try eating their greens they may like them a lot. Goal 1: To make the students talk about vegetables they like and don't like to eat. The teacher shows pictures of many vegetables with their word written below and asks them whether they like them or not. Repetition of the structure: "Do you like...?" and the answer: "Yes, I do!"; "No, I don't".
  • Read Watch Listen
    3
    0
    Visualisation of the following video to reinforce the structure of present simple with 'like': "Do You Like Broccoli Ice Cream?": http://bit.ly/2lHWH32
  • Discuss
    12
    0
    Repeat the song once again and make the students sing along with it. Goal 2: Students will have to discuss whether is it right to eat broccoli with ice cream and other bad combinations. As they talk they have to repeat that they like or not like this or that food. Goal 3: Asking the students whether they would like to try "green eggs and ham". Most will likely say they wouldn't, but some might say they would. The teacher has to foster a fun discussion around this topic in the classroom.
  • Produce
    15
    0
    Drawing: The students will be required to draw and paint the vegetables they like and the ones they don't like. If their level of English is advanced enough, encourage them to write the names of the vegetables below and even structures such as "I don't like broccoli but I like carrots". The painting can be done also online via Drawitlive. In case they don't finish their drawing in class, the students are encouraged to do so at home. CONTACT WITH PARENTS: Email or blog post expressing how today we've talked about eating vegetables in class and encourage them to pay attention to their kid's preferences and use the vocabulary in English at home.
Notes:
Technology used: whiteboard, Word (pictures & words below); Quietube.com Optional: Drawitlive. Attachment: Worksheet with vegetables and their names.
Resources linked: 1
EXPLORE: Discover new vegetables!
55 minutes)
  • Investigate
    15
    0
    The session will start with a quick reading again (teacher and students together) of the poem "Green Eggs and Ham". The teacher will have brought to the class a basket full of vegetables: broccoli, brussels sprouts, cauliflower, artichokes, spinach, cabbage, carrots, celery... taking care that they are all clean and free from any pointy leaves or parts, etc. He or she invites the students to touch and feel each vegetable, smell it (be careful with allergies).
  • Discuss
    10
    0
    The teacher will introduce new vocabulary to the students, always accompanied by worksheets or audiovisual material on the whiteboard: adjectives that the students will use to describe the vegetables in terms of shape (like big, small, round,...); colour (dark green, orange, white...); smell (sour, strong, bitter, nice); and touch (smooth, soft, rough, spiky...).
  • Collaborate
    20
    5
    0
    In groups of five, the students will investigate one particular vegetable and they will discuss amongst themselves its characteristics, including those they have just learned (still visible on the whiteboard). They will be encouraged to use the present simple in third person plural, in sentences similar to these ones: "Carrots are long and orange"; "cauliflowers are round and they smell sour"; etc.
  • Discuss
    10
    0
    Each group will present, towards the end of the lesson, the sentences they have produced related to the vegetable they have described. CONTACT WITH PARENTS: The teacher may inform them that their children are learning about the characteristics of vegetables, and encourage them to foster this knowledge at home further on inviting them to cook with them, to draw the vegetables or to talk about them.
Notes:
Technology used: whiteboard; Word for the pictures with vegetables and their names. Attachment: Worksheet with vegetables and their names. Worksheet with adjectives to describe the vegetables.
Resources linked: 2
MAP: Create a vegetable mind map!
55 minutes)
  • Produce
    40
    0
    Once again, the lesson should start reading all together "Green Eggs and Ham" by Dr Seuss. The teacher must start noticing by now whether the students are beginning to learn parts of the poem, or if there still are no visible results. The teacher will invite the students to use their tablets to create all together a nice mind map about vegetables, using Popplet. It will be visible on the whiteboard. Each student will add a vegetable, and the whole class will try to remember all together its characteristics: colour, shape, touch, smell. All this will be added to the mind map and discussed all together. The teacher can also add new concepts like roots (carrots, potatoes, yams); or flowers (broccoli, cauliflower, artichoke).
  • Discuss
    15
    0
    The teacher will ask the students whether they would like to taste these vegetables now that they know much more about them. Aren't they curious? Discussion in class is encouraged, trying to check whether the students have a more positive attitude towards vegetables or not. Maybe some student has tried eating a new vegetable, what was it like? Did he/she like it? If necessary, remind the students of the song: "Do You Like Broccoli Ice Cream?". Then announce HOMEWORK: The students will have to cook a dish with a new vegetable with their parents! They shall also taste it before the next class. Tell the students their parents will be properly informed. Take note of all reactions. CONTACT WITH PARENTS: Tell them via blog, email or WhatsApp that they have to gently encourage their kids to cook with them and try a new vegetable before the next class, with the intention to make a positive experience of it and not force the kids under any circumstances. Parents should also be able to watch the Popplet shared online: http://popplet.com/app/#/3866889
Notes:
Technology used: whiteboard, tablets, Popplet, optional: Quietube Attachments: Popplet http://popplet.com/app/#/3866889 Also attached as a .pdf
Resources linked: 1
ASK FOR COLLABORATION: Homework activity. Cooking green eggs and ham with mum and dad!
130 minutes)
  • Investigate
    50
    0
    Via a Zunal WebQuest http://zunal.com/webquest.php?w=346464 or instructions handed in to the families and children beforehand, the students will be encouraged to choose a vegetable they'd never tasted before and with the help of their parents cook it and try it. The best option here is that the teacher writes an extremely simple recipe of sautéed vegetables, fried eggs and ham, with the cooking instructions and vocabulary written both in Spanish and in English (the child should only see the English instructions, ideally). The student will then remember what has been said in class and choose his or her preferred vegetable, helped by the parents, and add it to the recipe.
  • Collaborate
    50
    0
    The child together with the parents will carry out the recipe, ideally this should be a pleasant and bonding experience for all the parts involved. Is is encouraged that some pictures are taken of the family cooking or eating the green eggs and ham.
  • Produce
    30
    0
    The student will have to try the food now. Ideally, he or she will write a few easy sentences about the experience, such as "Pizza with broccoli tastes good!", or "I don't like artichoke", or "My mum is a good cook!".
Notes:
It will be very important to present good material to the parents, with clear recipes and instructions, so as not to discourage them from carrying out the activity. Parents are busy and tired and simplicity when dealing with them is a crucial factor to be taken into account. That's why the recipe will be presented via Zunal both in English and in Spanish. Here is again the link to the Zunal WebQuest: http://zunal.com/webquest.php?w=346464 Attachments: 2 recipes, one in English and one in Spanish, for the parents who don't know much English. Parents will be required to take a few pictures of the moment to attach to the final diploma, handed out in the following session.
Resources linked: 0
SHOW: I do so like green eggs and ham!
55 minutes)
  • Discuss
    30
    0
    For the last time, the lesson will start with a rendition (online or performed by the teacher) of "Green Eggs and Ham". The teacher should definitely assess now whether he or she has seen any improvements in their students' pronunciation or vocabulary after so much repetition of the poem. Ideally again, if all went well up to this point, the students will have cooked with their parents or guardians at home and tried a new vegetable. The teacher will encourage the children to tell their stories and read the sentences they had written concerning their cooking time with mum & dad.
  • Practice
    20
    0
    Assessment: The students will be given the same worksheet again with an excerpt of the poem and they will be required to repeat the exercise, practising in groups the poem together, with the teacher at their side as a guide and facilitator. He or she should also notice much improvement, at this stage, and during the final group reading.
  • Produce
    5
    0
    Each child will be given a gift made by the teacher, a "diploma" with images of the poem and a central space to stick a picture of the student with his or her family eating or cooking their green eggs and ham. At the back, the teacher can also write the following remark: "Always remember that when you cook with your family, even vegetables taste good!" The students are required to sign their diploma and promise they'll be brave and try eating more vegetables and healthy food from that moment on.
Notes:
When handing out these diplomas, this is a good moment for the teacher to assess whether the students feel satisfied with the activity, talking about vegetables or recipes or the poem. Another great assessment tool would be the comments by the parents about the activity, asking directly for feedback if necessary as well. And this is the end of the learning story: thanks for reading!
Resources linked: 1

Learning Experience

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