Now, that you have reviewed the Forest Adventure learning module summary on the previous page (click here), you can use Watch Play Learn© framework to create lesson plans and guide students through the learning process.
This page offers a sample lesson plan using the Forest Adventure as an example. You may download this sample lesson plan for your own use at the bottom of this page.
The first section of this three part model is “Watch.” The goal of this section is to introduce students to the learning theme of the video, and to begins to familiarize them with the basic vocabulary.
Day 1: Students watch the entire Forest Adventure learning video. Mishka and Frog will introduce and guide the instruction throughout the video. Allow students to listen and absorb the vocabulary in the videos! Remember, for many students this is going to be their first encounter with authentically rich, interactive language learning video content.
Day 2: Students watch the learning video for a second time. Teacher pauses the video to expand on key concepts and reinforce vocabulary.
Day 3: Teacher presents targeted vocabulary utilizing vocabulary flashcards. The integration of targeted vocabulary words into other portions of the learning environment is highly encouraged. Consider including realia (real objects representing the vocabulary) into a dramatic play area, adding vocabulary word to a word wall, or allowing children to use Marzano’s Vocabulary 4 Square in a writing center. To download the 4 Square template, please click here. Another fun way to practice vocabulary is putting the words on a binder ring and quizzing children during downtime like waiting in line for the water fountain.
The second section of this model is “Learn.” This is where the teacher begins to break down the learning video to focus on specific concepts and vocabulary. Each Little Sponges® video is separated into chapters that are embedded into the video’s timeline. These allow teachers to easily access the specific content they wish to cover that day.
Day 4: Students watch the first video segment of the learning video and the teacher expands on targeted vocabulary and concepts. The teacher should encourage students to repeat the vocabulary after Mishka and Frog as they watch the video.
In the Forest Adventure, the first video segment is In the Forest, (image right) where we see various shots of things that are unique to the forest such as trails, trees, frogs, pinecones and a creek. After watching this segment with students, the teacher can ask questions such as “How do we know that we are in a forest?” to review this section’s vocabulary. The teacher can also utilize the vocabulary cards and hand puppets (images below) to reinforce the vocabulary.
Day 5: Follow the same routine for the 2nd video segment, Forest Food.
To review the vocabulary, one activity is to bring the forest foods into your classroom. Being able to see these foods in real life will help students connect the vocabulary to their everyday lives. You can take this one step further by allowing the students too taste each food, allergies permitting. This is also a good opportunity to review past vocabulary from the Little Sponges® program, such as color and how the foods taste.
Day 6: Follow the same routine for the 3rd video segment, Few vs. Many.
When teaching few vs. many, it is important to tie examples to real life. You can begin by showing the few and many segments of the Forest Adventure side-by-side, and asking students “What do we mean when we say there are a few dragonflies.” “Why are there many ants?” This allows students to understand the definitions of the words first. Then, you can bring the words into the classroom. Put a pile of crayons on a table and ask students to separate them into a group of “a few crayons” and a group of “many crayons.”
Day 7: Follow the same routine for the 4th video segment, Small Animals.
A fun activity to do with this segment is to bring in small, plastic toys of the animals represented in the videos. After students watch the video segment and understand what each animal looks like, place the animal toys into an opaque container, to where the students cannot see which animal it is. Have each student place their hand into the container to feel the toy, and guess which animal it is, using vocabulary in both languages. After every student has had a turn, reveal the animal inside and review the vocabulary.
Day 8: Follow the same routine for the 5th video segment, Big Animals.
The big animals segment is the perfect opportunity for a pretend play game. Call out names of the big animals, alternating between languages, and have students pretend to be that animal. For the wolves, have them howl. For the moose, have then put their hands on their head to mimic antlers. For the bears, have them roar. The repetition of the word plus the kinetic activity will enable students to learn the vocabulary faster.
Day 9: Follow the same routine for the 6th video segment, Birds.
The birds featured in the Forest Adventure each have very unique qualities. You can build upon each type of bird with different activities to reenforce the vocabulary.
For example, you can have students trace their hands on a piece of paper to create a peacock, or have students reenact the sound that a woodpecker makes.
Day 10: Follow the same routine for the 7th video segment, Itsy Bitsy Spider Song.
The Itsy Bitsy Spider song is often a favorite within the Forest Adventure. Bring out the Mishka and Frog hand puppets and have students sing along with the video, utilizing Frog for the English part of the song, and Mishka for the second language part of the song. After a few times, have students sing the song without the video. You may still use the hand puppets to guide them along.
Day 11: Follow the same routine for the 8th video segment, Insects.
Children are fascinated by bugs and insects, so this is the perfect time to bring in toys of the insects in the forest. By adding these to your play area, children can play with them and utilize their new acquired vocabulary with each other. You can also reenact the Itsy Bitsy Spider song with a spider toy and a paper towel tube to drive home vocabulary.
If you want to really excite your students, taking care of an ant farm is a great way to learn about ants and their ecosystems.
Day 12: Follow the same routine for the 9th and final video segment, My Favorite Insect.
Because this segment is the last one in the Forest Adventure, it is the perfect opportunity for the students to reflect on their favorite moments from the video while utilizing the sentence “My favorite ________ is ________.” Have students draw pictures that reflect themselves with their favorite forest animal, bird, insect, or food and hang them around your classroom.
Day 13: Teacher reinforces key concepts and vocabulary using vocabulary cards, hand puppets, and other materials. During this day, we encourage you to enable interactions that promote oracy, literacy, and graphia skills. These might include matching the targeted vocabulary word in either language with a picture of the vocabulary word. Have the students have reciprocal conversations with Mishka and Frog (hand puppets). Encouraging children to practice air writing their vocabulary words, tracing them with their fingers, or outlining them in play-dough. If the children are old enough, have them write the vocabulary terms using rainbow colors.
The final section of this model is “Play.” This is where the teacher oversees fun and interactive learning games that reinforce the Forest Adventure’s vocabulary. Repetition is the mother of learning, and playing games allow children to receive that repetition in a fun and effective way. Although this is technically the “last step” of the model, it is recommended that teachers incorporate elements of play into all areas of instruction to keep children engaged in the material.
The Watch-Play-Learn model is intended to be a continuous circle of instruction to help students achieve the greatest retention possible.
Day 14: Students play interactive comprehension games as a class using the Smartboard or projector. While playing the games, focus on the day’s vocabulary. Also consider playing other games like Around the World with the vocabulary cards, or with toys that represent the vocabulary in the Forest Adventure.
Day 15: Students play interactive comprehension games in pairs or small groups. Teacher reviews students’ scores at the end of the game to determine whether they have mastered the vocabulary in this learning module. Students may go back and review the learning video as needed.
Day 16: Students watch the review video together as a class and answer questions together. Teacher guides the experience and provides positive reinforcement and corrective feedback as needed. If students are able to answer questions correctly, move on to the next step. If not, go back to activities in the LEARN stage of the framework.
Day 17: Students watch the review video on their own and answer questions independently. We recommend having students use their headphones to eliminate distractions.
Day 18: Students play literacy games independently. Teacher reviews their scores to determine whether they have mastered the content and sight words in this learning module.
Day 19: Students select from all of the activities and review the material independently.
Comprehension Games - Practice Recall
Review Video - Practice Speaking
Literacy Games - Practice Reading
If you would like to learn more about our curriculum and how to implement it, please contact us here to set up a webinar.
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