THIRD ACTIVITY – DANCE and MUSIC

Date of the activity: 16.01.2018 – 22.02.2018

Number of participant: 60 pupils  from 2nd to 5th grade

Responsible person of the activity: Local coordinator dance instructor class teachers.

During break time, to ease the anxiety and aggression, a collective dance workshop was proposed to promote relaxation. Dance is movement and therefore motor activity, but dance is rhythm and therefore is an activity intimately linked to music.

The acquisition of motor skills through the practice of collective dances is particularly effective, as it is favored by a playful and pleasure situation within a musical situation.

Functional objective

Motor coordination:

General coordination

Laterality

Segmental coordination (ability to use the lower and upper limbs, both independently and in relation to others).

Cognitive objective

                     Space-time organization

Rhythmic sense

Expressive and aesthetic sensitivity

Physiological enhancement

Sound and musical perception Music production

Relational objective

Socialization, cooperation and integration

Dynamic relationships

Self esteem

The workshop was an approach to the steps of Caribbean dances and songs where the rhythm becomes overwhelming. In the gym the students divided into teams of 20 each lined up behind their “training cone” which indicated the position to be held. At the beginning they were explained their steps without music, they tried them on the spot several times. Then they learned to combine singing with movements. They tried first individually and then in groups

Everyone had fun in the group show, everyone found their place and a bit of personal visibility but in an overall design. Even if the individual performance was not perfect in the movements, this contributed however to the realization of a meaningful and motivating whole.

The result has been the awakening of the taste to move, the pleasure of playing, the high motivation towards movement. A state of well-being perceived and not dormant in front of a television or a videogame.

FIRST ACTIVITY: Reading

Date of the activity: 30.X.2017 – 29.XI.2017

Number of participants: 40 pupils from 3th grade /25 students from secondary 2nd grade.

Responsible person of the activity: local coordinator, Italian and English teachers,

The verb “READING” doesn’t bear the imperative,” said Gianni Rodari.

(Italian writer, educator, journalist and poet, specialized in children’s literature translated into many languages).

Objective of the activity:

– To cultivate in children the interest and pleasure for reading

– Educate the habit of listening and communicating with others.

– Enhance the experience of reading and personal imagination.

– Choice of texts adapted to the age

– Involvement and interaction between what is read and children experiences

– “Reading animation”

What to do in order to arouse interest in reading? Which strategies should  be activated to achieve this goal?

To promote reading in the school we have:

– created reading spaces;

– read aloud in a collective situation;

– brought the children to the library;

– created book exhibitions within schools;

– produced stimulating activities.

While to promote  the pleasure of reading the compelling and agreeable strategy was reading animation,  a game that involved the students to the point of giving birth to the desire to deepen the stories heard and played.

The pupils were divided into two groups of 10, each group worked on a different book

1) PRE LISTENING PHASE

Before starting the reading, the teacher called the pupils’ attention to the illustration of the cover, then gave each child a card on which they would write their hypotheses in the appropriate space “I THINK THAT”…

                                       I THINK THAT                                            THE STORY SAYS

Who will the story talk about?

What are you doing?

Who will be bad with him/her?

What will happen?

2) LISTENING PHASE

WAITING SUSPENSE CURIOSITY was created around the book (arrangement in a semicircle, while sitting or lying down. Cozy and friendly atmosphere, soft lighting, adequate furnishings, background music …). Teacher began reading aloud. The children will have to check if their hypotheses (I THINK THAT) are correct and make any changes.

To further characterize the story, a power point was created with the illustrations in the text accompanied by a suitable musical base.

3) AFTER LISTENING PHASE animation activities.

a) Continuation of the story: – “What happens next?” – What would have happened if …

b) From the narrative text to the poetic text. From prose to poetry.

After having thoroughly read the text, the students identify which are the most suggestive pieces for them and rewrite the content in poetic form.

c) In this activity the pupils must search for the title of a chapter of the book they have read, bearing in mind its content: on paper the teacher has prepared chapters, titles that are not too easy, replacing the originals, which they correspond to the content and are not too easy; – give each child a card; – leave enough time for children to find the right match. For example: original title. “The portentous plan” instead of “The explosive idea … …”

d) It was then proposed to listen to short passages of the text modified in part, the students had to guess which part had been modified.

Animation activities for reading proved to be very welcome and captivating:

  • the book read aloud by the teacher is super required by the students;
  • pupils, through games, make a sort of analysis of history;
  • if the story is captivating there is identification on the part of the students;
  • pupils often ask the teacher for a re-reading of the story, in the same way and atmospheres.

It is a lived fairy tale

The students of 2nd grade of secondary school read and dramatized, for pupils in grade 4 primary, the fairy tale THE LION AND THE MOUSE (Fedro)

  Children listen to the reading of the story made by the older students   













Students dramatize the story  


Then, students proposed, to the pupils from primary school, some games invented by them about the recently interpreted fairy tale.

SECOND ACTIVITY: Painting your favourite book character

Date of the activity: 15.1.2018 –9.2.2018

Number of participant: 19 + 21 pupils  from 4th grade

Responsible person of the activity: Local coordinator and primary class teachers.

Objective of the activity:

  • Give birth and cultivate in children the pleasure of reading
  • Educate the habit of listening and communicating with others
  • Enhance the experience of reading and personal imagination
  • Motivate to the conversation on common readings
  • Discover the visual language
  • Promote the emotional and emotional approach of the child to the book.
  • Provide the child with the necessary skills to achieve an active creative and constructive relationship with the book
  • Use form and color in their expressive symbolic meaning
  • To grasp and describe the denotative meaning of the visual message (illustration of photos, pictures).
  • To grasp and describe the connotative meaning of the visual message (illustration of photos, pictures).

In the library of the school the teacher has read aloud some books and the “listened” books are the most sought after ones, those that the pupils subsequently read independently. For this activity the students chose books to read from famous authors and then briefly told others about the plot of the book, trying to explain why they liked it, doing a sort of “advertising for the book”. With regard to the protagonist of the story, the students had to reveal their characteristics in a synthetic outline: physical appearance, personality, feelings, role. As regards the creative aspect of the activity, the realization of the favorite character, protagonist of the read book, was inspired by the fact that all the drawings would be hung from the ceiling of the school corridor, right in front of the library, to indicate the area dedicated to reading. The students chose to make the drawing of their character on a card, which also included the title of the book, almost like the cover. First they draw with a pencil and then they dedicated themselves to color. The technique that most of them used was the pop-up technique, and in any case everyone preferred to create a subject that “came out” of the card. They used tempera colors, pastels, cards and colored papers of different thickness and transparency. All the participants were very satisfied with the completed works.

  

    

SIXTH ACTIVITY: ART Painting on a wall

Date of the activity: 16.IV.2018 – 16.V.2018

Number of participant: 25 pupils  from 1st grade

Responsible person of the activity: Local coordinator and first primary class teachers.

Objective of the activity:

  • To make students feel involved in making their school welcoming.
  • To increase in the pupils the senso of belongings to the community and to the place.

Drawing or painting together is a way to tell and know each other, a moment that goes beyond words. Painting constitutes a beautiful way of expressing oneself, manifesting the deepest part of our emotions, it is a therapy for the mind and a formidable moment of personal growth. Cezanne used to say, a long time ago, that “it is not about painting life, it is about bringing painting to life”. By painting, we work on ourselves and give life to what we create, receiving many benefits:

PAINTING

• Helps to overcome the wall of communication and free creativity, a useful exercise especially for shy and introverted people

• Strengthens self-esteem; if practiced in a non-competitive and relaxing environment, painting helps to gain confidence in ourselves and to value ourselves

• Improves motor skills. Handling a brush or pencil helps us to regulate hand movements and develop brain connections related to this skill

• Increases concentration. It is a meticulous work that teaches to stay focused

• Helps the emotions flow. Painting helps to focus on what we feel and to tell it, when words are not enough.

TECHNIQUE

The most suitable technique for working with children is “ Tempera colors” . For this laboratory they have been used three fundamental ones (cyan blue, magenta red and lemon yellow), plus white and black. A brown and a beautiful bright red has been added for convenience because they are colors that are a little difficult for children to compose, all the necessary nuances can be obtained and desired, leaving the discovery of unsuspected colors to the imagination and exploration.

Initially the pupils listened to the reading of Leo Lionni’s book “Piccolo giallo e piccolo blu”, It was followed by a free conversation about the history and possible colors and mixes of colors that the children knew and with whom they had already experienced as everyone had attended kindergarten. The motivation was that their product would make their school entrance more beautiful and welcoming   school, so that anyone who entered the school would feel welcomed by the… color.

RESULTS: this experience was highly formative in that it transmitted a strong sense of belonging to the community and to the place to the children of the 1st grade, 6 years old, who have recently entered primary school. They worked hard without performance demands, without having to produce landscapes or objects, but free to give vent to their creativity. Developing a sense of belonging to the places of the school is a key point for giving birth to the spontaneous care and sense of responsibility of the common material and the environments in which it lives.

FOURTH ACTIVITY: Sports

CHESS (tactics, strategy, fantasy)

Number of participants: 40 students from 5th grade /22 girls and 18 boys/

Responsible person of the activity: C.F. teacher and teachers class.

MEASURABLE OBJECTIVES

  • Concentration
  • Self-control
  • Problem Solving (Problem Solving)
  • Memory
  • Self-esteem
  • Inclusion (Fight against Bullying)
  • Responsibility
  • Respect for the rules and opinions of others

The following functions are recognized for the game of chess:

socializing function

cognitive function

ethical function

In relation to the socializing function, it must first be emphasized that chess favors interaction with others and, above all, places the subject in front of the need to take into account the point of view of others.

Compared to the cognitive function on several occasions it has been emphasized by experts that chess favors the development of cognitive abilities, such as memory, concentration, attention, foresight, spatial ability, the ability to find solutions, … skills linked in a particular way to the logical-mathematical field.

Finally, the game of chess has an ethical function: it is in fact a game with rules, rules that are numerous and complex, and the respect of these rules is presented as an essential condition for the development of the game itself. Games with rules allow you to develop concepts of fairness, shift work, reciprocity and to guide the rejection of those attitudes of abuse, impropriety, injustice that do not allow the smooth running of the game. Chess is also a competitive game, where respect for the opponent and acceptance of the outcome of the game become attitudes to which it is important to educate students.

This group of students approached the game of chess for the first time. Information on the game and the rules have been explained and illustrated by the master through the use of the IWB.

FIFTH ACTIVITY Cooking

  1. Name  of  the  activity : Food into play (cheeses)

Date of the activity : from 9/ 04 / 2018 To 31 / 04 /2018
Number of participants : 26 + 19 students
Responsible person of this activity : Classroom teachers
Objective of this activity :

  • To expand students knowledge about healthy eating and healthy lifestyle.
  • To expand the range of foods taken, such as taste education.
  • To explore the world of food through the five senses.
  • To know some characteristics of physical states of matter.
  • Students to have fun and be creative in their free time
    We started from the activities already present in the Institute and tried to strengthen and adapt them to the age of the groups of students:
    Test your senses: observe, smell, taste.
    TASTING Tasks can be proposed for various types of food (fruit, vegetables, bread, cheese) in order to:
  • sharpen the sense of taste, distinguishing flavors with increasingly less marked differences – also stimulating the other senses to discover the visual, tactile, olfactory characteristics of the various foods – expand the quantity of tastes pleasing to children / teens – arouse the interest of children
    The cheeses lend themselves well because they have numerous and various organoleptic characteristics (color, taste, aroma, consistency) as well as diversity of origin, composition, processing, maturing, preservation, etc.
    The tastings are aimed primarily at discovering the different characteristics and, later, at recognizing the product with open or closed eyes. The number of food (cheeses) to be recognized can be varied or the food can be recognized with less marked differences, depending on the age of the students..
    For this activity the cheeses chosen are the most widespread in Italy
Grana padano
Robiola
Mozzarella
Scamorza
Ricotta
Caciotta
Provolone

Asiago

Cheeses have been classified according to:
CONSISTENCY – Soft and hard pasta
MATURATION – Fresh and seasoned
CONTENT IN GREASE – Lean, semi-fat, fat
MANUFACTURING TECHNIQUE – Raw , semi cooked – cooked

OBSERVATION (detect features)

TO TASTE (detect the characteristics of taste)
TO SNIFF

WE VOTE OUR RATING:
Every student has a green smile to say “I like it” or a red smile to say “I don’t like it”. On a billboard are indicated, for each type of cheese, the votes of all the children. At the end the ranking of the most popular cheeses is made.

GREEN = I like it
RED = I don’t like it

WE HAVE PRODUCED RICOTTA CHEESE (simple to do in class)

Ingredients:
• 2 liters of pasteurized whole milk • 2 lemons • salt . lemon

  1. Put the milk in a saucepan and bring to the boil
  2. Then add the lemon juice then the salt
  3. Mix and continue cooking for 5 minutes
  4. Turn off the heat, you will see small clumps separated from the watery part (serum)
  5. Allow to cool in the cooking pot for about 10 minutes without stirring
  6. Remove the lumps with a small colander or colander with tight holes.
  7. Cover with plastic wrap and place a small weight over the film
  8. After 2-3 minutes the cheese is ready
And then, we have made a tipical cake

Realization of the CIAMBELLA EMILIANA WITH RICOTTA CHEESE

INGREDIENTS: 4 eggs, 350g of flour, 200g of sugar, 100ml of sunflower oil, 200g of cottage cheese – ricotta cheese, 1 packet of vanilla yeast, the peel and the juice of a lemon.

2 – Name  of  the  activity : Food into play (Fruit and vegetables)

Date of the activity :   from  1/ 10 / 2018   To 25 /10 /2018

Number of participants :     26 + 19 students

Responsible person of this activity : Classroom teachers

Objective of this activity :

  • To expand students knowledge about healthy eating and healthy lifestyle.
  • To expand the range of foods taken, such as taste education.
  • To explore the world of food through the five senses.
  • To know some characteristics of physical states of matter.
  • Students to have fun and be creative in their free time

We repeated the same steps with cheeses, even with seasonal fruit and vegetables.

Good manners week SEVENTH ACTIVITY

Date of the activity: 14-01-2019 – 18.01.2019

Number of participants: 160 pupils from 2nd to 5th grade

Responsible person of the activity: Elizabeth Cafora  –  CR teacher,  Giuliana Tomà – coordinator of the project,  Elisabetta Gabrielli – pedagogist.

COMMUNICATE WITH EMPATHY

OBJECTIVE of the activity:
Find ways to communicate with kindness, care, consideration and empathy towards others.

ACTIVITIES: Empathy exercise, Role play

SKILLS: Listening, making inferences, oral and written communication, visual material interpretation, critical thinking.

MATERIAL

Images from newspapers, magazines or from the internet depicting injured, sad or poor people; sentences written on the back. (the images must be suitable for children). Two copies of the texts for the role play (one for the teacher and the other cut out for distribution to the groups).

METHOD

Before the lesson the teacher prepares images by writing on the back sentences with positive or negative meaning.

Examples of positive sentences:

You look sad, what happened to you?

• You look hungry, can I share my lunch with you?

• I’m sorry your child feels sick.

• Don’t worry, I’ll help you fix it.

Examples of negative sentences:

• It’s not my fault what happened and I can’t help you.

• Stop crying, you annoy me!

• You don’t smell good.

• Your clothes are dirty.

The teacher writes on the blackboard “Words that show care and empathy for others” and asks the students for the meaning of “empathy”. Listen to the answers and then explain that EMPATHY means understanding the feelings of others. The teacher shows the first image and reads the sentence written on the back, asks “who thinks that what I read could be a kind phrase or a help for the person in the image?”. He writes it on the blackboard. After showing all the pictures to the class and writing all the kind phrases, ask the students for other kind phrases that could be said to people in need.

ROLE PLAY “Now that we have talked about empathy and the empathic phrases we can say to sad or suffering people, we will try to put them into practice by simulating real situations. You will work in groups and each group will have a different situation to represent ”. Divide the students into groups of five and assign each sheet with a situation to represent. After each group has made its representation in front of the others, it discusses with the rest of the class how kindness and concern for others has been demonstrated. Add other kind / empathic words to the board.

Scene 1

Notice a new child at school and other students ignore it. You decide to get close to him and start talking to him.

Roles:

• New child

• Group of students who ignore it

  • Kind child

“Represent the scene in front of the class, using kind words to help the newcomer”

Scene 2

There is a child in your class who seems very shy and, during the break time often plays alone. One day you decide to go and play with him and ask others if they want to do it.

Roles:

• Shy child

• Group of students who want to play with him

• Other children

“Represent the scene in front of the class, using kind words to help the shyest child.”

Scene 3

Your two best friends make fun of a child from another class who doesn’t have many friends. You don’t like what your friends are doing.

Roles:

• Two friends

• Child from another class

• Child who does not like others to make fun of someone

“Represent the scene in front of the class, using kind words to help the child being teased.”

Scene 4

There is a new child at school who comes from another country and does not know Italian well. Some children don’t want to talk to him and tease him about his foreign accent. You too have changed schools the year before and you know how it feels.

Roles:

• Foreign child

• Child who wants to help him

• Other children

“Represent the scene in front of the class, using kind words to help the new child to settle into the new school.”

Scene 5

At school there is a child who sometimes beats other children and therefore has no friends. You would like to help him and ask your master for help to know how.

Roles:

• Aggressive child

• Child who wants to be his friend

• Teacher

“Represent the scene in front of the class, using kind words to help the child a little aggressive.”

Scene 6

You are at home with your older brother and your younger sister. Have a discussion with your brother about the TV program to watch and your sister for the game you want to play. You don’t like to have a discussion and ask your mom how to solve the problem without arguing.

Roles:

• Child

• Brother and sister

• Mum

“Represent the scene in front of the class, using kind words to solve the problem with your brother and your sister.”

MAKE CONGRATULATIONS TO OTHERS

OBJECTIVES: children will be able to identify their own and others’ talents and strengths, and find out how to compliment others on their strengths.

ACTIVITIES  Games: Who am I? Who are you? Bingo. Compliments activity, notes to compliment, discussion.

SKILLS: Listening, making inferences, oral and written communication, critical thinking.

Who am I? (one card for each child).

Who are you? (Bingo, one for each child). Bingo prizes (optional).

Pencils, colored pencils, markers, cards, old magazines, scissors.

Activity: Games: Who am I? Who are you? Bingo.

Compliments activity, notes to compliment, discussion. Skills: Listening, making inferences, oral and written communication, critical thinking.

Game “WHO AM I “

For each question, explain with examples what children should write. Ex: the things that I like about me are: the color of my hair, …I am good at football, … I like to help my mother make cakes, ..I play the piano …

Introduction “How are we outside and how are we inside? We have two faces like coins. Inside we have our joys, fears, desires, dreams. Outside we are tall, skinny, good at playing cards, swimming … We combine the two to get an idea of ​​how we are. Answer the following questions so you can get a complete picture of your person. “

The things I like about me are: ———————–

I am good at: ——————————————

I would like to be good at: —————————-

A skill I would like to have is: ————————-

My secret dream is: ————————————

When I grow up, I want to be: ———————–

Game “WHO ARE YOU “

“Now that you’ve indicated what you’re good at, let’s play a game to get to know others.” Distribute the “Who are you” page. Start putting in the box what you can do. Then, for the other boxes, try to write the name of a companion who has that ability. Each box must have a different name. Who of the class, gets 5 in a row or completes the sheet first, makes bingo “. Allow 10/15 minutes to play. Once everyone has filled out the forms, collect them and, together with the children, see who has been indicated the highest number of times for the individual skills.

CONGRATULATIONS

WHAT ARE THE GOOD MANNERs TO DO?

OBJECTIVES: Understanding how individuals and groups can face different situations thanks to a kind attitude.

Understanding how to be part of a community helps to respond positively to events.

1. Divide the students into groups of 5.

2. Give them 5/10 minutes to read the scene together and answer the questions in a group.

3. For each group, nominate the spokesperson who will read the designated scene to the rest of the class.

4. Ask each group to position themselves in front of the rest of the class (one group at a time).

5. Ask some group members to read their answers. (if there is time, the other students can add their suggestions for the skits)

6. As the group answers the questions, write their ideas on the board.

What is the nice thing to do?

“Now that we’ve learned about the abilities of others and ours, let’s learn how to compliment them.  “Can anyone tell me what a compliment is?” Allow time for the children to respond and then continue: “When you give someone a real compliment, you comment on your abilities, what you can do. It’s nice to tell a person that you like his bike or his new backpack, it’s also a good compliment to say “Luca you are really good at soccer”. “Now, one by one you stand up and using the things we discovered with the previous game, let’s start paying compliments.” Make sure every child has done and received compliments. If desired, write the compliments on the board, without writing the names.

Scene 1: “Be nice with  parents”

Rita, Luca and Marco don’t like doing houseworks. When mam and dad ask to take out the trash and / or take the dog for a walk, they complain and don’t want to help.

• How can these children show kindness to their parents?

Scene 2: “Be nice with your sister”

Giulia, Rebecca’s younger sister, wants to play with her. When Rebecca’s friends arrive, Giulia doesn’t want to leave them alone and Rebecca gets very upset.

• How can Giulia be kind to Rebecca?

Scene 3: “Be nice with a new schoolmate”

Simone is a new student at your school. During lunch, Simone enters to the canteen and sits down at a table, alone. A group of students at the next table start teasing him. Adriano enters to the canteen and looks around in search of his friends and sees Simone sitting alone.

• How can Andrea be kind to Simone?

Scene 4: “Be nice with a friend”

Jasmine is really excited about a new skirt. But when the next day she wears it at school some girls make fun of her. Letizia is Jasmine’s best friend and sees the girls making fun of Jasmine.

• How can Letizia be kind to Jasmine?

Scene 5: “Be kind with your neighbor”

Francesco is 10 years old and wants to help Mrs Stefania, a widow his neighbor who is in a wheelchair. Mrs. Stefania’s garden is full of weeds and she is often alone.

• How can Francis and his friends show kindness to Mrs. Stefania?