LOGBOOK TP2

31/01/2022 Monday

As soon as Hanna and I arrived at school, we had an introduction meeting with our contact person (Gabriela Craciun) and the headmaster (James Kearney) at the school café. Afterwards Mr. Kearney gave us a tour of the school and introduced us to some colleagues and then we went to take pictures for our badge and a Covid test at the nurse's. After that Hanna went to the Math department and I went to the English Advisory* class held by Ms. Mitzi.

 

This class was soon over and I moved to M1 ELD* held by Ms. Dawn. She did a lesson on natural disasters, a topic chosen by the students together with the teacher and that is connected to the students' Science curriculum. The end goal of this class, however, is to develop students' language skills and therefore classes can be any topic they are interested ini. The class was formed by only 4 students: 2 onsite and 2 online, as their parents have Covid. They did not participate much due to shyness, but they did work on the assignments Ms. Dawn gave them in class. She did not try too hard to make them participate, as the school does not really provide online teaching, but only the opportunity to attend physical classes online when someone is isolating. The 2 onsite students' English level was more or less an A2 and they were not very talkative, I believe both due to their level and perhaps shyness. They were quite engaged and interested in the topic and they had done their prior research. This is because this unit of work will be summatively assessed in the form of a presentation (one natural disaster per student). Formative assessment takes place in the form of work sheets and conversation during classes. 

 

During the lunch break I spent time with my colleagues and got to know them better: they are very supportive, kind, and really enjoy each other's company.

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The last class was M3 L&L* but it was a huge failure because the teacher's ICT tools had technical issues and her plan B did not work out either. Students were really tired and loud and the teacher kept complaining about how terrible her day had been. I got the chance to get to know 2 girls who told me about the countries they have previously lived in and schools they have attended. They were really nice and not as scary as I expected them to be!

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*Advisory = everyday 1st period or before classes begin, students work on projects and ask teacher for help if needed. 

*ELD = English Language Development

*L&L = Language and Literature

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01/02/2022 Tuesday

 

M1 ELD was a lesson on 5W (&1H) questions to be used for the presentation on natural disasters. Same class as yesterday. The teacher first conveyed meaning, then made an example and then connected it to the topic by showing a spider diagram with example questions and real life examples (Volcanoes: why do they erupt? // What can we do to protect ourselves? // Vesuvius & Pompeii). Then she asked students to make a spider digram on their chosen topic for the presentation, which will help them prepare it. The online students were more participative today and they did a great job with the spider diagram.
 

Classroom management 
Positive reinforcement: one of the students has a very unclear handwriting and admitted that he can write neatly when he does homework or takes notes for another teacher's class, who is very strict and would make him write the whole paper again if it was messy. So, Ms. Dawn kind of made fun of it and focussed on the fact that he can do it if he wants to rather than focussing on the fact that he does not do it for her subject.

Monitoring: during the spider diagram task in class, Ms. Dawn sat next to an individual student and assisted him by explaining unclear concepts and defining new words.

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Differentiation
In the previous classes (prior to my arrival) Ms. Dawn had a vocabulary list with a translation in every language of each student.

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M3 elective to mentor with Ms. Laure: the teacher started the lesson by bonding with students. She asked them about their weekend and how their projects are turning out. The goal of this class is to help them with difficulties in different subjects, so students explained their issues. These are weak students either because their English level is low, because they are lazy or because they have particular circumstances, such as being a ski champion and missing 2 days of school a week. Teacher is very assertive and gets respect but she also jokes with them at times. I like this balance. She scolds them if they speak Spanish, corrects their English and gives them the chance to rephrase. She scolds one of them for laughing at his classmate's mistakes. She makes them read a paper and stands next to the person reading so that she can check and correct.

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French B2 level 

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M1 ELD with Ms. Dawn

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Lunch break + Duty on the pitch with Ms. Dawn. Kids play football or just chill on the big stairs. I thought they would be wilder. Sometimes there are minor misunderstandings and the teachers deal with them by talking to the students involved. When a fight occurred, the teacher had a talk with both the students involved from both sides and then passed it on to the pastoral leader, who will decide the consequences. When kids beat each other up, detention or social work is usually what they get. If the issue is racism or body shaming, then they will need to have a talk with the pastoral leader, to educate them.

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M2 Science: I had to observe this because the teacher supposedly has a very good classroom management technique, but of all the teachers I have observed so far, this was the one I hated the most. She was so patronising and I felt sorry for the kids. She was nice to me, but that is not the point. 

I monitored them upon her suggestion and got the chance to see their projects but I was unsure of how to help them because they were all doing a great job and I also know nothing about the topic, but the presentations and research papers looked on point. Two students were playing a computer game so I told them, smiling, "is this how you work on your projects?". They closed it immediately and did not open it again (I checked from a distance later on and they were doing their research). A kid asked me if she could go fill her bottle up, I told her it was fine by me but that she should ask her teacher for safety. The teacher started screaming that after the lunch break they are not allowed and they know and she said "DO NOT EVER ASK ME AGAIN TO GO FILL UP YOUR BOTTLES AFTER THE LUNCH BREAK!". I felt so bad for the kid. She let her go anyways, but that was humiliating and over the top.

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Spanish ab initio with Ms. Gara: Class with D1 students whose Spanish is at beginner level. I observed this to learn how to teach beginners and to pick up some Spanish at the same time. Very disengaged, loud, students and also quite disrespectful. They were about 16-17-18 years old, the age group that scares me the most, as they tend to be very arrogant and much taller than me.

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02/02/2022 Wednesday

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Advisory: Ms. Mitzi was talking to 2 students (girls) who have been causing trouble to other kids  by being intimidating or offending them, calling them names. She was quite assertive but not too angry, in fact the girls were laughing because they knew she was right, but did not want to admit it. She called them out when they did not let another student pass despite seeing her trying to, giving them the perfect example of their arrogance.

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M1 ELD with Ms. Dawn: lesson on how to write a bibliography (+ citations, plagiarism). Elicitation to convey meaning (guess what terms mean); example showing another student's research project; video explaining plagiarism. Elicitation after video: another word for plagiarism?
Realistic example using students' names. Reassures students: "Now, this is the longest and most boring part of the lesson, but it's important".

Exercise: create citations using https://www.citationmachine.net/chicago/cite-a-website

Teacher monitors and helps individual students one by one to learn how to use the website, then addresses the class telling them what to click step by step and then goes back to helping the students individually. Praises them for the good work when they demonstrate acquired know-how. For those who do not get it, she sits next to them and explains it very patiently step by step. Then asks "Do you understand now? You are allowed to say no!" and laughs in a sweet way. She is very maternal and students are really quiet and engaged in the task. I can see they look up to her and respect her very much because she is always kind and protective to them. A student calls the teacher because he doesn't understand a paragraph he wants to use for his presentation, so I took my chance and helped him understand by first reading it (it was about how avalanches happen), then making an example and eliciting the answer: What happens if I put something heavy on a bunch of flour? He replied "it breaks" and that was exactly it. So then I carried on explaining in other words what the paragraph said and he demonstrated understanding. Then teacher asks students to share their presentations on the drive, including the bibliography. She first sits next to one of them and checks if he is naming the file correctly and makes a funny noise as he writes his name without capital letters. The students know the signal and he quickly corrects it with a smile on his face. Then she explains the next task and asks the weakest student (low level of English + very shy) if he understands the tasks and to repeat the instructions.

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M2 ELD with Ms. Laure: I arrived a few minutes late and a student was standing in front of the class with a presentation on the screen. She was speaking so softly I could not hear anything. Ms. Laure then brought me outside of the classroom and explained she has selective mutism and that the fact that she actually spoke today was a huge deal. Then she gave students handouts: they had to read a 2-page text and answer questions; there was also a glossary.

When a student did not know the word "laying", which wasn't on the glossary, she laid down on the floor to demonstrate and students laughed. Amazing!

Some students were talking in Spanish and she had to call them out 3 times: the first time she told them "English please!", the second time she made it longer by saying "Say that same thing you just said, in English!" and the third time she asked them "What class are we in right now? (English) So what language do we speak?" One student said "But we are in Spain!" and she said "Still, this is an English class".

During the task a student spoke Spanish again to ask for a clarification, so she assertively said; "Mano, I'm happy for you to ask for help, but you need to ask in English." She made fun of a student who had forgotten his pen, by saying "Two weeks away (before the holidays) and you already left your pen home!". She then moves to the girl with selective mutism and asks her "Are you ok sweetheart?" and then said "I trust you can do that".

When a student really doesn't understand a word, not even paraphrased, she translates it in Spanish. Her attitude is very firm and confident.

When she explains a term to an individual student, she kneels down in front in front of him (with the desk in the middle) and gives exhaustive explanations with multiple examples. She quickly reminds students to put names on all of their sheets, she has to do it multiple times. Next time they are going to correct them. A student stands up after handing in his assignment, so she funnily says "Why are we standing up? Put your butt down!" - Hilarious.

Once another kid submitted his paper, she asks him what are the lessons he is going to have today and which one his favourite is.

If they are not finished, students can do it at home for the next class. She also asks them

"Take a seat! I haven't said you could leave yet. Fantastic. Nico said his favourite class is English, what's your favourite, Maya? Mano? What are your studying in INS at the moment?" 

She then asks ICQ's based on prior instructions that I haven't heard before:

"So, what are you studying for next class? So do you have do do an assignment for next class? Great. You are free to go."

"Manu, put your bandana away, it's not school uniform. You're gonna get in trouble for it. Somebody's gonna say something and you'll get a behaviour note."

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French B1 level Ms. Flavia

Spanish A2 level Ms. Heide

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IT building for school email + Lunch break + duty in the pitch with Ms. Dawn. Whenever there is an argument or a fight, she takes the victims, asks what happened, then takes the troublemakers and educates them. There aren't always consequences such as detention, but they often deal with behavioural issues in a way that will educate the students, such as conversations with the Pastoral Leader.

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Spanish A2 level with Ms. Eva

French A2 level with Ms. Flavia, I helped a kid with comprehension issues

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03/02/2022 Thursday

 

Advisory

 

gap --> Spanish

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M5 I&S Miss Emily: she is only 28 years old and the students are 16 and numerous. She did not need to scream or lose her patience when they did not pay attention, but she said  "Boooyyys" in sort of a whining way. They instantly apologised and that was surprising to me. When one was sleeping on the desk she asked him to open his eyes and said that was rude.

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gap --> French: Paris lesson. I noticed that teachers here do not teach much grammar, but rather general culture topics and then if it comes up, they'll mention some grammar rules.

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M3 L&L: I talked to two students -Laura & Tarah- about a bit of everything and did not realise that time was passing and they will have to do the classroom work at home because of me. Next time I'll just sit there and observe, I don't want to disturb them anymore.

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Science Lab Mr. Ivan: great classroom management, he is very kind, but assertive: kids know the rules. Two students arrived late to class and he had locked the door to make a point (he knew they would be late again), so he then gave them detention: lunch break with him for two days.

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04/02/2022 Friday

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Advisory

 

M3 elective individual lesson with Malena: formal letter writing using persuasive techniques. I got positive oral feedback on Malena's progress after my tutoring.

 

gap--> P6 (last year of primary school) ELD: in one hour of lesson the teacher only managed to explain one simple rule and play a Kahoot because the children were super loud, energetic and got distracted every second. It was exhausting even for me! She said this is partly because in primary school there are no consequences on misbehaviour.

 

M2 ELD Laure: presentation Manu on Inventions: bad mark. He forgot to include advantages and disadvantages, made some grammatical mistakes and thought the inventor was a woman, while he was a man.

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M3 L&L

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Science lab with Mr. Ivan: I monitor and offer assistance.

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Spanish C1, I took a listening test: I think it went well.

It went very well, 22 out of 25!

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07/02/2022 Monday

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Advisory: online presentation on actions of kindness by pastoral leader, Ms. Parkinson. 

I monitored behaviour and told students off if they were picking on each other, swinging on chairs, playing computer games, or talking when they weren't supposed to. Kindness Bingo - I spun the wheel (https://wheelofnames.com/). After repeatedly signaling to Susanna not to swing on her chair, I kneeled down and had a friendly conversation with her about the reasons why I was telling her not to do it and the dangers of this action. I told her I completely understand why she does it, as the chairs are very uncomfortable, and gave her a tip on a position I usually sit in myself, to alleviate the back pain.

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M3 L&L with Miss Kate: lecture + activity (worksheet) on emotional language and literary devices. Very fast paced and lots of individual / pair work. Students could choose if they wanted to do it individually, in pairs or in groups (if they were "really desperate to work in groups").

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M2 ELD with Miss Laure: lesson on past simple - regular and irregular verbs.
Starter: what did you do at the weekend? Lecture: asks every student (in turns) to read slides out loud.

Positive reinforcement: "I love how Nico took out his notebook and started taking notes! This is what you should do when the teacher explains a new topic."

Elicitation of regular and irregular verb examples.

Exercise: on slide, list of verbs infinitive form and students have to write past simple form on their notebooks. They can use their computers / phones to google the ones they don't know. The white board is used as projector board, so teacher can write the answers in the blank spaces of the picture of the exercise. Ask students to explain, in english, what verbs mean (ex. to bleed). Asks student to mimic the action ("Marta, can you fall for me?") or shows the action (to tear--> teacher tears a paper sheet) and explains the difference between cracking, tearing and making a hole. Explain similarities between verbs "to throw" and "to fling". Exercise: worksheet to fill in - rules are written and students have to complete the verbs in the past tense. Afterwards, word-search. A student asks why "stop" doubles the consonant in the past tense "stopped" but "clean" doesn't ("cleaned"): the teacher writes on the board and elicits answers. Another student notices there are 2 vowels before the "n" in "clean" but only one vowel before the "p" in "stop".

Manu will present again tomorrow, teacher says "because I really don't want to send that bad grade to your parents".

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Duty on Pitch--> Susanna crying because she wouldn't win--> not too much attention, just checking in to see if that was the only issue. 

 

Lesson planning + Miss Dawn showed me how to give a behaviour note on ManageBac. A girl got detention because she plagiarised homework.

Teacher asks students' mum what day would convene to her the most to come and pick her daughter up later than usual.

The mum replies either Thursday or Friday, so the grandma can pick her up.

 

Science support lab with Mr. Ivan. Ismael, who last week did not really talk to me out of shyness, showed me a poll on his computer, in which he had to guess which one out of Silent hill and Peppa Pig has more Google searches. This had nothing to do with the science activity the students were doing, but I decided to play along and not say anything about it, as I was happy about the step forward Ismael made.

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08/02/2022 Tuesday

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gap--> Miss Mitzi's M2 class with only 2 students: Nico and Marta. They had to write an essay for their science project, so I helped Nico and she helped Marta. The essay title was "The food of the future" and Nico chose the topic of lab-grown meat. He watched a video on Youtube and based on that gathered ideas and wrote advantages and disadvantages of lab-grown meat. I tutored him and asked him questions that would make him think more about the consequences and/or solutions, rather than the mere description of the object. He also wrote an introduction for the essay, using the 5W and 1H questions that I suggested. Finally he gathered the sources and pasted them into his bibliography.

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M3 elective with Ismael and Oliver, the ski champion. They went over the structure of a lab report:

 

Title

Research question

Hypothesis

Method

Data

Tools

Evaluation 

Conclusion (that leads back to the hypothesis)

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Each paragraph should follow the PEEL structure (Point, Evidence, Explanation, Link). I tutored Oliver in writing his hypothesis paragraph and Miss Laure said it looked great. I did not give him the answers, but I led him to think of better ways to explain his ideas, or to elaborate them.

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M1 ELD: after looking at the students' presentations on natural disasters I prepared and taught a lesson on the present simple tense. As a starter activity I asked the students about their morning routines. This way they used the present simple without even realising. Then I told them this and I used the wheel of names to do a recap of the grammar rules and to conjugate some verbs that were commonly mistaken in the presentations. I used the wheel of names to give it a feeling of suspense and playfulness. Then I showed sentences on the board and asked students to correct the mistakes. I realised during this stage that I had too many sentences to correct and the students were getting bored, so I had them come over to the board and correct them with a marker, but one of them was still very bored and wanted to play a Kahoot, which I had purposely not planned, as I needed them to know the theory well, before playing a Kahoot about it. After this stage, I explained them that the present simple is used to talk about general truths (so for example it is always true that water freezes at 0 degrees), and habits (just like I asked them about their morning routine at the beginning of the lesson). Afterwards, I gave them some time to independently find and correct the mistakes in their presentations and I was pleasantly surprised to see that some managed to do that completely on their own, others with minor suggestions by me. Classroom management: I started the lesson by bonding with the students, asking them about their morning routine. Before that, as soon as Alejandro arrived in class and sat down, I told him I had a lesson with his brother Nico this morning and that I could tell it was his brother from the moment I saw him because they really look alike and that I later confirmed my theory when I saw they share the same last name. This was a really nice start to bond with him. Also, I used a personalised example for Liza, a shy student, which really helped make her get out of her shell: "A general truth for Liza would be: "I am Russian". It's always true, isn't it? Or are you Russian only today, while yesterday you were Spanish and tomorrow Italian?". This made the kids laugh as well. After that Liza became more participative and Miss Dawn told me she never speaks out, let alone shout the answers, but today she did and Miss Dawn was astonished! I also called students by name to make the bond stronger and catch their attention, especially when they got distracted. I never lost my patience, not even when Alejandro was showing signs of boredom -- which is typical of him, as he is particularly brilliant and energetic and really likes competitive activities. I gave him more chances to give answers and even help his classmates out when they seemed to have trouble finding the mistakes in the sentences on the board. I gave them a marker to correct them, so they would have to do more than just talk. I did leave a lot of time for the students to think before giving them clues or asking the others to help out, because I knew they could get there on their own and some just a little extra time. I also walked around the classroom during the exercises and drills and tapped on the desks of those who were losing attention. I kindly told Alejandro to close his laptop twice, but the second time he was just holding it in a position that made it look open, while in reality it was closed, so I told him "Oh, sorry, I'm a bit dumb!" and he smiled. I allowed him to stand up a few times and only told him off when he got distracted with the poster hanging on the wall. I was also very pleased to see that Bruno and Barna, the shy twins who are the newest to have joined the school, spoke out loud for the first time, raised their hands frequently and smiled a lot. This is most likely due to my friendly and kind approach, the fact that I crunch down and/or come closer to them when they speak, so that they do not feel forced to speak too loudly. Something I would change is the fact that I would add an all-students-response tool, such as mini whiteboards, instead of having them guess the answers orally. This would have also felt more like a competition and those who were done faster could have perhaps drawn something on their mini whiteboards to kill time. My presence on stage was good, both in terms of walking around and body language. I realised a couple of times that either I or a kid was standing in front of the board in a way that blocked the view to other students, but I solved that as soon as I realised. I praised the students every time they did something well or showed sign of understanding the rules and this motivated them to keep their focus on me and on the task, even at the end of the lesson when they were more tired. Overall I am extremely satisfied with this lesson, as it went much better than I had expected.

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M2 ELD with Miss Laure presentations "Inventions": Manu did a much better job and got a nicer grade. The classmates were really supportive and told the teacher that Manu did a great job and he deserves an 8, which I believe is the highest grade. This was really sweet of them. Then Miss Laure showed the students the worksheets they will complete during tomorrow's class and sends them to lunch.

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Lunch + Duty on the pitch: group fight M2 kids --> pastoral leader --> consequences. I had to look after 2 of the kids involved in the fight while Miss Dawn interrogated the third one. I asked for both their versions of the events and none of them seemed to have had anything to do with the initiation of the fight, they said they just found themselves in it, but then it turned out that the older kids were encouraging them to fight even more than they already were.

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M2 Science Lab with Mr. Ivan: Students were working on a lab report and I helped some of them formulating research questions and making clarifications on the task. One student, Marta, who already knows me from ELD, came to me to ask if her new research question was better than the one I had given her feedback on. Since the same mistake persisted --it was a yes/no question, rather than a more critical one such as "How much of each component do we need to fill a tube with gas in 60 seconds?"-- I explained to her that the research question should not to ask whether or not it is possible to do something, but how it is possible reach that result. After that she compared her research question with a classmate I had helped before and I asked her to come and show me. This time it was a really good research question, kind of the same one I used as an example to explain her how it should have been done, but at least I could tell she understood the reason behind it and also the similarity with her classmate's one.

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09/02/2022 Wednesday

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M2 ELD with Miss Laure: I conducted a starter activity. I found an interactive video on the past simple, so I divided students in 2 groups (2 vs 3, but 1 has selective mutism, so doesn't participate). In turns, each group answers one question of the interactive video (projected on board) and if the answer is correct, they can put a cross or knot on tic tac toe, but only if they conjugated the verb correctly in the past tense (refer to lesson plan to see an example). 

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INTERACTIVE VIDEO: https://edpuzzle.com/media/6200393e48e0eb42c708ff11 

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M1 ELD with Miss Dawn: before class, the teacher had a meeting with Mrs. Mungles and the kids and I waited outside. In that occasion I bonded with each one of them: I complimented Lisa for the paper doll she was creating and asked he how she learned this art. She told me her mum taught her and that she actually stitches the arms onto the paper doll's body. I then asked the twins Bruno and Barna if they were excited about the coming lesson and if they had enjoyed the previous one. Then Alejandro arrived and I asked him to guess what we were going to do in class. He was not expecting it to be much fun, as yesterday's class did not include the Kahoot he really wanted to play. So I gave him a clue and told him we were going to do something he really likes. With his eyes full of hope he asked "Kahoot???" and I said "Yes!". He started jumping all over the corridor and it really melted my heart. The Kahoot! was on the present simple and included the model sentences I used yesterday (common mistakes taken from students' presentations). I had brought candy boxes and displayed one on the desk, saying the winner will get it. Alejandro was very confident about the fact that he was going to win, but unfortunately for him, he did not. Bruno won the Kahoot instead. To give Alejandro another chance, I spun the wheel of names for a lucky winner and, believe it or not, his name came out! He got to choose a box of the colour he wanted. I was so glad that luck was on his side! He even shared a lollipop with Miss Dawn and said he was going to share one of the other sweets with his brother at home. After this starter activity, Lisa presented her science project on Tornadoes. She got a 6 out of 8. 

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KAHOOT!: https://create.kahoot.it/details/54728697-56ef-474f-9feb-65e3873e7add

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10/02/2022 Thursday

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Advisory: Kindness Bingo: I absolutely misjudged the time the activity would take. I had 4 candy boxes as prizes, 3 winners + 1 lucky winner, but then too many kids won at the same time, so I did 4 winners + 1 lucky winner with another snack I had in my bag. Since the activity took 5 minutes instead of 55 (LOL) I had no clue what to do next and luckily Miss Dawn told the students to write full sentences on their notebooks and I would correct them. I learned my lesson and I planned to have 3 back-up activities for tomorrow's lesson, in case students are faster than I expected.

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M3 Elective: I tutored Malena in her science lab-report writing, following the guidelines:

• Research Question

• Background information

• Hypothesis

• Equipment list

• Diagram

• Method 

• Conclusion

In order to get a high mark, Malena had to make sure she used technical terms, such as "sodium thiosulfate", "diluted", "react", etc.. She did a good job and I got positive feedback from the teacher, after she checked her lab-report.

 

11/02/2022 Friday

M1 ELD: I taught a lesson on the difference between the present simple and the present continuous.

1. Starter: interactive video with mini white boards: https://edpuzzle.com/media/61ed4e20f245b042e0595381

2. Revision + Lecture: I mimicked the action verbs in a very dramatic way to rise students' interest, for example I danced all over the classroom.

3. Board game: virtual dice; pawns: lollipops for anticipation of reward. Roll the virtual dice and make a sentence based on picture and words on board game square, if correct move pawn there. Students were very engaged and showed mastery of the topic, Alejandro won the game but they all had a lollipop.

4. Worksheet (squares): choose 2 mini worksheets and complete them individually.

5. Worksheet “What are they doing?” (extra, if needed) - no need.

6. Worksheet (extra) - no need.

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During my free period, I sat down with Miss Dawn and we discussed how we would grade the students' presentations. We did not agree on everything, as I was more inclined to give good marks, but it was really useful to understand what to consider and how much weight it has. We graded 2 students together, while for the other 2, she asked me to send her an email with my evaluation and motivation.

 

 

 

 

 

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14/02/2022 Monday

Sick day - food poisoning. I went to school feeling really sick, but I didn't want to bail on the teachers, who expected me to teach. After explaining the situation, they told me not to worry about the lessons and to go home. Because the school bus only goes at 4pm, my mentor teacher drove me until the bus stop (a few km away), but there were no buses for 2 hours, so I had to call a taxi. I asked the taxi driver to drive me to the medical centre near my house and got checked out there. They told me the same symptoms can be associated to Covid as well, so they did not really visit me, but they told me to buy some medicines at the pharmacy and get a self-test too. Self-test was negative luckily.

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15/02/2022 Tuesday

Sick day - food poisoning. 

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16/02/2022 Wednesday

M1 ELD lesson: Definite and Indefinite Articles & Countable and Uncountable nouns

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17/02/2022 Thursday

M1 ELD lesson: Definite and Indefinite Articles & Countable and Uncountable nouns

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18/02/2022 Friday

M2 & M3 fun ending activity (the same for both classes): Blooket on past simple: https://www.blooket.com/set/608d09ae19febe001b102c5d 

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.................... Spring Break .................... 

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01/03/2022 Tuesday

M1 ELD lesson: Revision on Definite and Indefinite Articles & Countable and Uncountable Nouns.

Lesson video

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02/03/2022 Wednesday

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03/03/2022 Thursday

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04/03/2022 Friday

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07/03/2022 Monday

M1 ELD - Kitchen tools Bingo Treasure Hunt (Lisa won--> snack) + recipes. Best lesson so far.

Science Mr. Moore:

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08/03/2022 Tuesday (Women's Day)

Advisory + M3 ELD: Women's Day 
M1 ELD: Past simple (failure)

Science Ms. Kearney

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09/03/2022 Wednesday

M1 ELD: Wheel of names with verbs--> buzzers + make sentences in the past simple. Padlet. OLA instructions + Upload tasks on ManageBac.

M2 ELD: Wheel of names with verbs--> buzzers + make sentences in the past simple + unfair round.

Finish presentations + present. Mini whiteboards to take notes of key concepts (improvised idea).

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