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Researchpilotlearningstrategylessons y lupperprimary


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Below, in the chart, is a division of the listening, reading and cognitive/vocabulary which I have divided based on cognitive, social, and emotional development of lower and upper primary. I realize there are more but this is only an 8 week study. ***Please note the children are taught twice a week (45 minute classes). The lesson plans are labelled lesson ONE A: for example, which refers to the number of the week (One, two, three) and whether it is the first class (A) or second (B) of the week. ****Another note: the lesson plans have been created in advance therefore vocabulary may change upon closer examination.

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Researchpilotlearningstrategylessons y lupperprimary

  1. 1. Pilot Strategy Lesson Plans for Upper Primary(8 weeks)<br />Strategy Lesson Plan Week One-<br />Upper Primary Lesson One A-<br />Strategy Outcomes: Predicting, rehearsal. <br />Topic: Describing an animal. <br />Vocabulary- largest, tallest, longest, fastest, slowest,<br />Language structures: What is this? It’s a____________. What colour is the_______. It is _______________and ______________. Is it a normal/crazy _________? No why? It is______________ (provide vocabulary).<br />First Strategy – Rehearsal (oral and reading vocabulary):<br />The students will play a version of badminton to get them to repeat the vocabulary over and over. Explicitly nudge them to “repeat the words!!” We are going to learn a strategy and the teacher writes the word on the board. Giving an example of Judo and Go how to win? Oh strategy-<br /> T: “Do you know what strategy is?” “If I want to remember a word what can I do?” <br />Teacher will model confusion and trying to figure out a problem using regalia example.<br />S: “repeat”<br />T: “Yes” saying and reading the word many times (miming again and again) will help you remember it.” <br />The class plays a game to remember these new animal words. Show them the pictures of the 7 strange animals with the word giraffe is the tallest, sloth is the slowest, etc on written on the card. Show the card to the students. The serving team must say the first half of the sentence for example “Sloth is the_____.” The returning team must state “slowest” (etc.). Each card gets recycled. At the end of the game try to see if the students first individually know the structure. Then all the students as a group will repeat each sentence.<br />Second Strategy – Predict (listening): <br />Using National Geographic Animal Records show the cover of the book and get them to predict by asking <br />T: “What is this?” <br />S:“Its a _____” <br />T: good “Its a ____” “What colour is the ___?”<br /> S: “The _____ is____” <br />T: “The _____ is_____” T”so what will happen in the story? Will there be kids?” <br />S: “NO “ <br />T: “Planes” <br />S: “No” <br />T: “WHAT??” <br />S: “There will be animals!” and (pointing to the weird parts of the animal and try to elicit word association for weird) <br />T: “Will all the animals be same/ crazy?” <br />S: “No like crazy” <br />T: “All the animals are weird”.<br />Then T reads the story. After the story ask a few comprehension questions. Which animal was the slowest? Which animal was the tallest? Which animal was the fastest? Were you surprised? (Feign shock).<br />Upper Primary Lesson One B-<br />Strategy Outcomes: Reviewing Predicting, rehearsal<br />Topic: Describing animals using comparatives. Vocabulary- largest, tallest, longest, fastest, slowest,<br />Language Structures: What is this? It’s a____________. Which is the_ (tallest etc.)___. It is _______________and ______________. Is it the tallest _________? No why? It is______________ (provide vocabulary).<br />Rehearsal Strategy Review:<br />Activity One:<br />T: “Remember last class we repeated the animal words again and again?” “That is called rehearsal” “Can you say it?”<br />Ss: “Rehearsal” <br />T: “Good” “Let’s do it again” “Let’s rehearse this time writing out the animal words” Teacher brings out poster board for each student. If the lesson was longer, less specialized with no time constraints, I would have the students draw the picture. Instead they will cut out pre-copied pictures of animals and place them anywhere. Teacher instructs the kids to organize the animals from big to small, tall, short, fast to slow. Then write the names and adjectives under the picture. Then the students tell about each of their animal saying:<br />S: “The ape is the strongest but the parrot is the weakest”<br />“The falcon is the fastest but the donkey is the slowest”<br />The students will be writing in the animal name and adjective.<br />Prediction Strategy (Listening) Review:<br />Activity Two:<br />Using a video from National Geographic website. Get the students to see the first frame and GUESS (teacher will write that word on the board) what will happen in the video. , <br />Write on the board- first the ____did this. Next they did this(etc) . Simple sentences after every prediction the students copy and repeat. <br />Next, show part of the video, just before the climax stop it and ask the students what will happen?<br />After showing the rest of the clip ask them did their guesses come true? How were the guesses same or different?<br />Strategy Lesson Plan Week Two-<br />Upper Primary Lesson Two A: <br />Strategy Outcome: Bottom-up spelling sound recognition in listening and chunking words.<br />Topic: Listening for how people spell their names using Youtube video of Real English “How do you spell your name?”<br />Language Structure: “How do you spell____?” “It is spelled_____”. <br />First Strategy - Bottom-up strategies (spelling sound recognition)<br />Activity One A:<br /> Ask how they spell their name. The idea is this is a useful and easy target that introduces the concept of listening in chunks. Review prediction by asking student to look at the first frame of the video and ask what they think the video is about. What do people do when they meet? Teach listen to spelling chunks. Saying my name is NET....TIE BOI...VIN. Get them to hear their names as it would be pronounced in English. Tai.... YO, YU ...MI (etc.) Next play the video and stopping to see if they caught the names. Repeat and re-listen. Review the strategy of breaking the words into chunks. <br />Activity One B: (SEE APPENDIX 1)<br />Give them a worksheet to complete for the names on the video. It is to be done in pairs for scaffolding purposes. The teacher will pair a stronger listener with a weaker one.<br />Second Strategy – word order/chunks:<br />Activity One: (SEE APPENDIX 2)<br /> In pairs the students look at the picture of (tablecloth, teapot, microwave oven, New York, cupboard, driveway, car park, pencil case, ice cream) and then they are given many word chunks such as NEW, CAR, PEN, YORK, MICRO, PARK, CIL, CASE,ICE , BOARD, CREAM, CUP, WAY, DRIVE. The teacher says the word the first student to match the word together with the picture wins.<br />Appendix 1- JS Pilot Strategy Lessons Upper Primary Grades 5/6<br />Nettie Boivin University of York Department of Educational Studies 2010-05-11<br />Instructions: You will listen to a short clip. There are 3 people spelling there name. The second person also introduces 3 other people. You will hear the names being spelt twice. Please write down the names in the spaces below.<br />Write down person number 1 name.<br />___________________________________________<br />Write down person number 2 names.<br />_____________________________________<br />What were her 3 friends names<br />a) Lo<br />b) Je<br />c) Ka<br />What is the correct spelling of person number three?<br />___________________________________________<br /><br />Appendix 2- Strategy Lesson for Young Learners Grades 5/6 Week Two A<br />Nettie Boivin University of York Department of Educational Studies 05/10<br />CHOCOLATECARTEABARMICROPARKPOTTABLEICE BOARDCREAM CUPWAVEDRIVECLOTHWAY<br /> <br />Upper Primary Lesson Two B: <br />Strategy Outcome: Reviewing Bottom-up spelling sound recognition in listening and chunking words.<br />Topic: Spelling words. Listening for how people spell their names using Youtube video of Real English “How do you spell your name?” <br />Language Structure: “How do you spell____?” “It is spelled_____”. <br />First Strategy - Bottom-up strategies (word chunks) spelling Review:<br />Activity One: (SEE APPENDIX 1 week b)<br />Give the students lists of words. One by one each student must go to the board to break up the word for example; tall-est, str-ong-est, sl-oth. After this the words are removed from the board.<br />Then in two groups the students are given some cards such as sch/sl/st/str/sh/ and they must make as many words they can with it.<br />Second Strategy – word order/chunks Review:<br />Activity One: (see Appendix 2)<br />Next the class is given a series of pictures such as school/bus/driver/bag/ table/cloth/tea/pot/ cup/board/car/park/New/York/micro/wave/oven/pencil/case/ice/cream etc. One student says a word and the other students grab two pictures that make up the word. First to do it wins then they say the word.<br />Activity Two:<br />Write in a worksheet. The students must choose a few words and make a story using the words. Then they write a 5 sentence story. This activity will need some modelling and scaffolding by the teacher.<br />Appendix 1 Strategy Lessons for Upper Primary – Blends Week Two B<br />Nettie Boivin University of York Department of Education 05/10<br />Instructions:<br />Give one sheet to each group. Pre-teach examples such as Fly and Fry or Blue, Glue. Show them word families as well as blends. Give them ten minutes to create as many words as they can. Help them and have them write down the answers.<br />SlStShSchStrTrThFlFrPrChClCrDrGrPhQuWhScrBlBrCr<br />SlStShSchStrTrThFlFrPrChClCrDrGrPhQuWhScrBlBrCr<br />Appendix 2 -Strategy Lesson for Upper Primary – Compounds Week Two B<br />Nettie Boivin University of York Department of Educational Studies 05/10<br />Instructions: Give a sheet to each student. Explain using the example of bed + room= bedroom<br />Tell them first group to combine all wins. Some words they will not know. That is okay but use examples such as hotel “robe” then I pointed to a wardrobe or you could draw and say ward=robe. Try to elicit the answer as much as possible. At the end ask what items are these? Where are they from (a house) EXCEPT what word (rocket ship).<br />dishLivingbedtowelroomWardStairbedplayerroomHallBathTVwayroomPillowSpreadsetcaseshipDVDRocketcaserobe<br />Strategy Lesson Plan Week Three-<br />Upper Primary Lesson Three A: <br />Strategy Outcome: semantic mapping strategy and read a loud.<br />Topic: Using Library 2 story- The dolphin (see Appendix 2)<br />Language Structure: “What is this?” “How big? How long are Dolphins” “What is a _____?” “Could it be______?” Vocabulary Dolphin, sonar, trouble, communicate, theme park, feelings, memories, world, sea, drowning.<br />First Strategy – Semantic mapping:<br />Activity One:<br />Using the vocabulary show the students how to do semantic mapping. Use a word such as FEELINGS. Act on the board write in the center of a bubble FEELINGS. Then act out the various feelings and get them to call the out. Try to act out NO FEELINGS- and write in the bubble – opposite. Then explain opposite by saying hot/cold-opposite, tall/short-opposite, young/old-opposite. Once they guess then continue with the bubbles. NOUNS things that make you HAPPY- ice cream, chocolate, sushi, movies then write another bubble write VERBS/happy- play judo, play video games, talk to friends.<br />Activity two:<br />Get the students to finish partly completed bubbles for sad, angry, scared, shy, hungry (one emotion for each student). Then they read out to the class their bubble. <br />Strategy Two- Read Aloud:<br />Activity One:<br />First play the video from the link below (appendix 1)<br />Ask what is it?<br />What can it do?<br />What can’t it do?<br />Can it jump?<br />Swim?<br />Talk?<br />Read the story to the class.(Appendix 2) <br />Appendix 1<br /><br />Appendix 2- Strategy Lesson <br />Dolphins<br />Dolphins are our oldest friend in the sea. You can see dolphins swimming<br />and playing in warm seas all over the world. Dolphins are popular at<br />theme parks, too. There are many stories about dolphins. Sometimes, dolphins<br />help ships in trouble. They also help people who are drowning.<br />Dolphins are about 8-9 feet (245-275 cm) long. They weigh 400-500<br />pounds (180-225 kg). Dolphins are not fish. They are mammals. They live<br />in large groups. Dolphins have strong feelings and great memories. They are<br />also very smart.<br />Dolphins communicate by sonar. A dolphin’s sonar is much better than<br />man-made sonar. Dolphins “whistle,” “click,” and make sonar “pictures” to<br />communicate with each other. Today, scientists study dolphins and their<br />sonar. The military is also interested in dolphins.<br />People often swim with dolphins. When they swim with dolphins, people<br />feel very happy. Sometimes, dolphins can help people who are sick. They<br />help people with their sonar.<br />Copyright 2005. Red River Press Inc. All Rigts reserved. Licenced by<br />This document may only be photocopied by English-Avenue members under the membership terms.<br /><br />Dolphins Questions<br />1. Are sharks our oldest friend in the sea?<br />2. Where can you see dolphins playing?<br />3. Who do dolphins help?<br />4. How much does a dolphin weigh?<br />5. Is man-made sonar better than dolphin’s sonar?<br />6. How do dolphins communicate with each other?<br />7. When people swim with dolphins, how do they feel?<br />8. Please look at the picture. How many fish are there in the picture?<br />9. Please look at the picture. What are the dolphins doing?<br />10. Have you ever swum with dolphins?<br />Crossword Puzzle<br />Down 2 Dolphins ___ strong feelings.<br />3 Dolphins ___ by sonar.<br />5 A dolphin is not a ___.<br />6 ___ help ships in trouble.<br />7 Dolphins “___” and “click.”<br />11 People like ___ with dolphins.<br />12 Scientists study dolphins’ ___.<br />16 Dolphins live in the ___.<br />Across 1 Dolphins have great ___.<br />4 Dolphins are ___ 8-9 feet.<br />5 Dolphins are our oldest ___ in<br />the sea.<br />8 adult boy<br />9 look, watch<br />10 opposite of weak<br />13 opposite of healthy<br />14 Dolphins are ___.<br />15 Who studies dolphins’ sonar?<br />17 Dolphins help people who are<br />___.<br />18 How do people feel when<br />swimming with dolphins?<br />?<br />Copyright 2005. Red River Press Inc. All Rigts reserved. Licenced by<br />This document may only be photocopied by English-Avenue members under the membership terms.<br />Upper Primary Lesson Three B: <br />First Strategy – Semantic mapping Review:<br />Activity One:<br />Review the vocabulary by matching pictures to words. Give brainstorm bubbles and in groups they draw past vocabulary words and as a group fill in the bubbles. First group with the most in English wins. Photocopy these and give them to the students to review.<br />Strategy Two- Read Aloud Review:<br />Activity One: (see Appendix 1)<br />Finish reading the story. Answer the questions to the story. Now give a second easier story and ask them to do the same thing. Listen to see if they are using questions.<br />Activity Two;<br />Use the crossword to the book to review the story.<br />APPENDIX 1<br />SIGN LANGUAGEBODY LANGUAGE<br />TALKINGWRITING<br />PHONEINTERNET<br />NON COMMUNICATION<br />Strategy Lesson Plan Week Four-<br />Upper Primary Lesson For A: <br />Strategy Outcome: Develop a plan for reading, Organize a written story<br />Topic: Using the story of Little Red Riding Hood<br />Language Structure: “What big ___________you have. All the better to______.”<br />First Strategy – Developing a plan<br />Activity One: First watch the short commercial below<br /><br />Give them charts to fill out. Ask each other what is the first thing you do when you read? What is next? In the end? Then show them the cover of the story Little Red Riding Hood and have them to guess from the pictures what will happen. Have the students check off the list after each strategy is used (predicting/guessing, looking at the title, guessing from context). <br />Second Strategy – Organizing a written story<br />Activity one -<br />In a group get them to create a story similar to Little Red Riding Hood. Ask them to change the name or make it a him. Next what happens in the story? Who is the “bad guy”? What is their name? How do you spell that? One the white board take all the information. Write the word plot/characters/ theme on the whiteboard. Brainstorm under each category. Next get them to organize the ideas. Finally have them think of pictures to go along with the story.<br />Upper Primary Lesson Four B: <br />Strategy Outcome: Develop a plan for reading, organizing a written story<br />Topic: Using Little Red Riding Hood<br />Language Structure: “What big ___________you have. All the better to______.”<br />First Strategy – Developing a plan review:<br />Review the reading plan checklist. Then plan their story.<br />Second Strategy – Organizing a written story<br />Using the pictures they have brought in and or drawn have the students organize the story. Get the students to retell the story. Finally as a group they write the story as a group<br />Strategy Lesson Plan Week Five<br />Upper Primary Lesson Five A: <br />Strategy Outcome: Word order – sentence level and listening for details<br />Topic: Using the version of Little Red Riding Hood that the students created<br />Language Structure: First, next, in the beginning, the end, finally<br />Activity Review<br />Put the students into two teams. Give them a jigsaw of a simplified story outline of Little Red Riding Hood. The students read the sentences and put them into them into the correct order. These are sentences that they have created therefore will have meaning for them. Write the words beginning, next, then, finally on the board and have the students places the sentences under the correct heading.<br />First Strategy – Word Order sentence structure<br />Activity one<br />Write one sentence from the story and jumble it on the board. Using a review of the think aloud technique to figure out what order the words go in. Teach SVO compared to SOV that Japanese do using my name is Nettie. <br />Activity two:<br />Next take a few simple sentences from the story and make a worksheet of jumbled sentences. Individually have the students unscramble them but only give them a few minutes. They shouldn’t have them finished.<br />Activity three:<br /> In random teams get the student s to race to the board and unscramble the sentences. The first team to finish gets 5 points. The team with the most in the correct order gets 10 points.<br />Second Strategy – Listening for details<br />Activity one -<br />Read their story of Little Red Riding Hood. Ask the students questions stating: first what is Red Riding doing? Next what happens? Then who eats her? Finally who helps her? <br />Upper Primary Lesson Five B: <br />Strategy Outcome: Word order- sentence level and listening for details<br />Topic: Using their version of Little Red Riding Hood<br />Language Structure: First, next, in the beginning, the end, finally<br />First Strategy – Word order sentence level review:<br />Activity One:<br />Review my name is Nettie. This is a chair – sentence order. Put the students in a circle and make two teams. First hold a bag of words. The first team chooses a word and then so does the second team. When the first team has enough make a sentence they lay it on the table. And this continues until all the words are used. Team with the most sentences wins.<br />Second Strategy – Listening for details<br />The teacher asks the students to study the sentences repeating them over in their head. Next the teacher turns over key words such as; nouns , verbs, adjectives and adverbs. The teacher reads the sentences with the missing word. First team to raise their hand and say the word gets a point.<br />Strategy Lesson Plan Week Six-<br />Upper Primary Lesson Six A: <br />Strategy Outcome: Reading for main idea and listening for main ideas<br />Topic: Using a comic like Xmen or Spiderman.<br />Language Structure: Superheroes, villains, bad, good, evil, powers, machines, mutant, normal<br />Activity Review<br />Preview the story by looking at the picture and finding out the details from the picture. Take out the developing a plan checklist and ask them to check what they do.<br />First Strategy – Reading for main ideas -preview<br />Activity one<br />Write the vocabulary words on the board. Have the students match the words the pictures. Then teacher reads the comic as the students follow along. The teacher asks questions regarding possible cultural vocabulary or new vocabulary. <br /> Second Strategy – Listening for details<br />Activity one -<br />Photocopy extra copies of the comic. Cut the frames out. Have the students place the comic in order to review ordering strategy. Then in a group play karuta (same game as the lower primary) by the teacher reading out details. However with the upper primary to get the card they must read the frame. A second difference is the winner of that round then calls out a detail from the picture frames.<br />Activity two<br />Retell the story one by one having each student read a frame.<br />Upper Primary Lesson Six B:<br />Strategy Outcome: Reading for main idea and listening for main ideas<br />Topic: Using Xmen or Spiderman comics<br />Language Structure: Superheroes, villains, bad, good, evil, powers, machines, mutant, normal<br />First Strategy – Reading for main ideas:<br />Activity One: (SEE Appendix 1)<br />Students read the comic again out loud. On the board brainstorm – who are characters? What happened? What is the most important event? Give worksheets and have them fill out<br />The main characters are______________________. (give example using Red Riding Hood – Wolf and Red riding hood – main character but the mother only on 1 page.)<br />The most important idea is a) bad people die b) good is stronger than bad c) it is okay to be “different”.<br />The main events/plot is________________________________________________<br />And ___________________and __________________________________<br />The students are in pairs. They can take the information from the comics. Teacher models finding the first plot point in the comic. They write it up and then each team reads a section.<br />Second Strategy – Listening for main ideas<br />Showing the students sections of the movie (either Spiderman or Xmen). The scenes will be beginning, middle and end. They will also have the major theme in theme. Ask the students to guess what is the main idea of the story and give them examples good or bad, man against the machine, it is okay to be different. Each theme the teacher will model the idea for example: <br />T:“Don’t be mean to people who are different” <br />Teacher will ask “are you and Wolverine/Spiderman the same?” <br />Ss“No? <br />T: “Why?”<br />Ss : “He has superpower” <br />T:“Is Spiderman/Wolverine bad because they have super powers?” <br />Ss”No”<br />T:“you and he(point to classmate) are friends?” “If he had power would you hate him?” <br />Ss”No”<br />T: “Oh so it is okay to be different” Different is_______? (elicit word in students L1).<br />Appendix 1<br />MANGA PLAN<br />Characters:<br />Name:<br />Age: He/She is _____________years old<br />Job: They are a _______________________<br />Appearance: They are ___________________<br />They are _________________________<br />They are_______________________<br />Personality :<br />They like______________________<br />They love_______________________<br />They hate _________________________<br />They can’t _______________________________________<br />STORY:<br />SCENE 1:<br />SCENE 2:<br />SCENE 3:<br />SCENE 4:<br />SCENE 5:<br />SCENE 6 FINAL:<br />Strategy Lesson Plan Week Seven-<br />Upper Primary Lesson Seven A: <br />Strategy Outcome: Context clues in reading and comprehension monitoring<br />Topic: Using a comic like XMen or spiderman.<br />Language Structure: monitor, understand, context, superhero, powers, character, plot, story, comic<br />Review Activity<br />Using the above vocabulary act out the word and have the students shout out the answers.<br />First Strategy – Comprehension Self-Checking list<br />Activity one<br />Taking a new comic the students are asked to look at the pictures and guess the story. Write on the board CONTEXT, UNDERSTAND, and MONITOR. Underneath write:<br /> I know, Harry potter in wizard school, watch.<br /> Ask students to work in 2 teams to guess which words match which phrases. Then give examples of each situation. Show them a simple comprehension chart- I guess, I look at pictures, I skip words I do not know, I look for clues, I keep reading . Check to see all the students understand each sentence.<br />Second Strategy – Context Clues<br />Activity one -<br />Next the teacher shows the comic to the students and asks where are they and what is the CONTEXT? The teacher points to pictures to give the students hints about the word context. The student reads the comic together. The teacher stops and gets each student to guess what the word means. Asking questions about what is happening, where are they? Each time a student gives an answer they get a point. Most points gets 5 stickers the other students get 1.<br />Upper Primary Lesson Seven B: <br />Strategy Outcome: Reading Comprehension checklist and context clues<br />Topic: Using Xmen or Spiderman comics<br />Language Structure: monitor, understand, context, superhero, powers, character, plot, story, comic<br />First Strategy – Reading Comprehension Checklist<br />Activity One:<br />Students are asked to take out the checklist. They are given the last few pages of the checklist and asked to go through the list orally. Then they play the popcorn game. This game is where the students read a bubble (or 2 sentences). After that they can continue but at any time can ask a classmate to read. If the classmate takes more than 2 seconds to find the spot they must read 5 sentences. This continues until the story is finished<br />Second Strategy – Context Clues<br />Activity One:<br />The teacher writes words on the board and the students are asked talk to their partner to find the meaning. The first pair to say what the meaning is gets a point.<br />Activity Two:<br /> In workbooks have the student write the words and meaning along with a picture.<br />Strategy Lesson Plan Week Eight-<br />Upper Primary Lesson Eight A: <br />Strategy Outcome: Reviewing the reading strategies<br />Topic: Various sources used in the prior seven weeks<br />Language Structure: What will happen? What is he/she/it doing? Where are they? <br />Reading Strategies- Guessing, planning, comprehension, monitor, evaluate<br />Review activity one: <br />Using semantic mapping play a game using vocabulary from the past seven weeks the teacher writes several of the words on the board. They students confer. The two teams are each given different colour markers and then the teachers says one two three go. Each team circles a word draws a line from the circled word to another word that has some association. Then they race back and give the mark to their teammate. <br />Review activity two:<br />Show pictures and have the students guess the story. The team the closest wins. This is done several times with several pictures.<br />Review activity three:<br />Now ask the students to plan what to do before they read. Read in choral stopping to ask concept checking questions.<br />Upper Primary Lesson Eight B: <br />Strategy Outcome: Review of listening strategies<br />Topic: Using sources/texts from the last 8 weeks<br />Language Structure: Vocabulary from the past<br />Review activity one <br />The students will do a similar activity as the lower level (jumbled sentence) however the sentences will be longer and the students must identify nouns/verbs. When one of the students finishes they are the one to read the next sentence.<br />Review activity two<br />The students will listen to the first half of the sentence and try to guess what will come next.<br />Review activity three<br />Students are asked to talk about the checklists and asked if it helps them? Do they feel more confident to read? Does the vocabulary association help? Then they are asked to draw a picture of their favourite part of the lessons over the past 8 weeks. They then are asked to write 4 sentences about it.<br />