Check out an excellent one in this post. Christmas Lesson Plan for Elementary School “Christmas: a special birthday and a good interdisciplinary theme” to work with elementary school students.
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Theme: "Christmas: a special birthday and a good interdisciplinary theme"
Approximately 360 minutes – 6 activities of 60 minutes each.
For this class to be held, students must have reading and writing skills.
Teacher, Christmas is a date that is celebrated all over the world and represents a very special moment for people, especially for children. We know that the school must be secular, but we consider that it is possible to work with the theme of Christmas without necessarily entering into the focus of Christianity or addressing religious issues. We can use the story of the Child Jesus as a theme to develop literacy strategies and work on human values.
Start the class in a conversation circle using questions to survey the students' prior knowledge and check what they already know about the subject to be covered.
Show several images that represent Christmas (Christmas ornaments, Baby Jesus, Santa Claus, gifts, etc.) and ask:
You can use a projector to show the images or take them to the Computer Lab.
Teacher, we suggest that you read the text about Santa Claus to students and promote a discussion about his characteristics and how his image in society evolved. See below:
[alert-announce]Santa Claus (Brazilian Portuguese) or Father Christmas (European Portuguese) (“Noël” is Christmas in French) is a legendary figure who in many cultures Westerners, brings gifts to the homes of well-behaved children on the night of Christmas Eve, December 24th, or on St. Nicholas Day (6th December). The legend may have been based in part on hagiographic tales about the historical figure of St. Nicholas. An almost identical story is attributed in Greek and Byzantine folklore to Basil of Caesarea. St. Basil's Day, January 1st or January 1st, is considered the time for exchanging gifts in Greece. The character was inspired by St. Nicholas Thaumaturge, Archbishop of Mira in Turkey, in the fourth century. Nicolau used to anonymously help anyone who was in financial difficulties. He placed the bag of gold coins to be offered in the chimneys of the houses. He was declared a saint after many miracles were attributed to him. Its transformation into a Christmas symbol took place in Germany and from there it went all over the world. According to legend, Santa Claus lives in the Far North, in a land of eternal snow. In the American version, he lives in his home at the North Pole, while in the British version he is often said to reside in the mountains of Korvatunturi in Lapland, Finland. Santa Claus lives with his wife Mama Claus, countless magical elves and eight or nine flying reindeer. Another popular legend says that he makes a list of children around the world, classifying them according to their behavior, and that he delivers gifts, as toys or candy, to all the well-behaved boys and girls in the world, and sometimes charcoal to the misbehaving children, on the night before Christmas. Santa Claus achieves this annual feat with the help of the elves, who make the toys in the workshop, and the reindeer who pull the sleigh.[/alert-announce]
Dynamics of the gift box: Working on "consumerism"
Teacher, it is very important that you make students aware of consumerism and the misrepresentation of the true meaning of Christmas.
To start the dynamic, pass a small gift box and ask the students to take a surprise message and then read it to the group. We suggest a few sentences:
After sensitizing the students with the surprise messages, propose that they build gifts to be exchanged among them. For this, each person should get the name of a colleague in the box, so no one will be left without a gift.
Ask students in advance to take various materials to school such as: scraps, colored paper, string, ribbons, glue, scissors, gemstones, glitter, among others. Do not specify what work they will do, leave it to find out after reading the messages.
It is important that the gifts they will build are accompanied by affection, a friendly word, a hug, as it will only be a pretext for exchanging affection.
The delivery should take place in a circle where one by one delivers your gift demonstrating your affection.
To help students and enrich the activity, hand out a copy of the pictures of a flower folding, work out the step-by-step instructions guided by the instructional text with the students, and let them create. Highlight the characteristics of this type of text and its function:
Deepening the theme - what is the spirit of Christmas
In this activity, students will have the opportunity to better understand the Christmas spirit. Let them watch the video then promote the debate.
If your school is part of the UCA Project, ask students to use their laptops through the program Mozilla Firefox (Metasys > Favorites > Internet Browser) to access the link below.
If your school does not have laptops, take students to the Computer Lab or use a multimedia projector.
The video shows an adventure by the Chaves gang in search of a Christmas tree. There are situations of conflict between the characters, but what prevails is friendship, and the Christmas spirit. It also shows the importance of conscious logging and reforestation.
Teacher, considering that people love exchanging gifts at this time, we suggest that students do a survey with family members, so you can work with the data of this reality, carrying out various activities, which will certainly be significant for them, as they are context-related. familiar.
Searching at home: andchoose a person at home to interview.
Name of respondent: _________________________________
What is Christmas for you:
( ) Date for giving and receiving gifts.
( ) Date to do good.
( ) Date to show affection.
( ) Date to celebrate the birth of baby Jesus.
( ) Other: ______________________________________________
What would you like to win this Christmas?
______________________________________________________
Organize the classroom to share the knowledge gained from the list made at home and find out, together with the students, what is the most cited type of gift and what they think influenced this choice.
Build a table on the blackboard or have it ready-made on a poster and record the data researched by the students.
See a suggestion for a table:
Build problem situations from student data. See some examples:
1) Of the 30 people interviewed, half would like to get clothes for Christmas. How many people interviewed chose other gifts?
2) How many students interviewed the mothers? And how many interviewed the parents? What was the total of interviews?
3) If 14 people chose gifts that are not material, how much would be double that amount?
4) Analyze the table data and answer:
a) What is the quantity of the most mentioned gift? ______________
b) Which is the least cited? ________________________________
c) What is the difference between the most cited and the least cited? ______
d) Note the quantities of each present in the table and write how the numerals are read.
5) If 3 people interviewed chose to receive 4 gifts each, how many gifts would they be in total? Look at the drawings to help you calculate.
Reply: ______________________________________________________________
4th Activity – Approximately 60 minutes.
Producing text: A Christmas card to cheer hearts
Teacher, discuss with students how it is common for people to send Christmas cards printed on paper and virtual cards over the internet.
Use the multimedia projector and present them with some examples of cards so that they can get to know the textual structure of this genre and its different forms.
If you don't have this feature at your school, collect old Christmas cards from friends and bring them to your students to see.
It is also important to explore their content, raising the following questions:
Provide materials for students in pairs to build Christmas cards to give to their family and friends.
Advise them to organize themselves in pairs, as this is a strategy that allows the sharing of material and the exchange of ideas, enriching the activity, but each student will make his or her cards.
Distribute: colored pens, colored pencils, glue, glitter, colored glue, magazines and colored paper for clippings, among others.
Before handing in the materials they will use, remind them of the characteristics of this textual genre, what a card looks like and that it should contain a message of affection.
They will be able to use different visual resources to get the reader's attention:
Make a correction in groups to avoid cards being delivered with serious writing problems. Ask them how they wrote and how it should be written. Try to guide them so that they themselves understand and make the necessary changes.
singing and learning
Teacher, music is a very interesting resource and widely used in different school activities. Its playful language and melody offers an attraction for students, so we are going to propose that use the song “Merry Christmas”, as it brings a message of love and peace, which translates the spirit of Christmas.
If your school is part of the One Computer Per Student – UCA project, ask students to use their laptops through the program Mozilla Firefox (Metasys > Favorites > Internet Browser) to access link. If your school doesn't have the laptops, take students to the Computer Lab or use a multimedia projector to show them.
There are several versions, with and without images, but this suggested video brings images of people getting together, lights and colors which makes it engaging and appropriate to the theme. But, the most important thing is to involve them in the melody so that they sing with you. First ask them to watch the video and listen and then try to sing while listening to the song.
Teacher, give students a copy of the song “Bom Natal” by Edson Borges, so they can have it in their notebooks.
I want to see you not cry,
don't look back,
nor regret what he does.
I want to see love win,
but if the pain arises you will resist and smile.
If you can be like that,
that huge, I'll believe.
That Christmas exists, that no one is sad,
that in the world there is always love…
Merry Christmas, Merry Christmas,
Much love and peace for you.
For you…
Read with them the lyrics of the song as you see fit: in pairs, groups, individual, collective, among others.
Working with textual genre "letter"
Teacher, taking advantage of the students' involvement with the theme, suggest that they write letters to Santa Claus asking for peace and harmony among peoples, more health, education, less discrimination and better quality of life for people.
Agree that you will take the letters to the post and that they will likely be read by volunteers who go to the post office every year and pick up letters to try to help a child.
The return address will be the school's address, so write it on the board, including the postal code.
Remind them of the structure of this text genre:
If you need to, take some models of cards so that students can understand their characteristics.
Make a reminder of the theme of the letter and leave it on the board to remind them of the reasoning they should develop in the letter.
Read the students' letters and propose any necessary corrections. Review the text and ask them to rewrite it if they feel it is necessary. Then put them in the envelopes.
Teacher access the link below and will have several information and strategies on how to work the letter textual genre in this class.
Monica's Gang in HD - Christmas Eve
Monica's Gang – Christmas Special – The Twelve Tolls of Christmas Bells
Assessment must be understood as part of the school education process. Its purpose is to monitor the student's development and performance during the learning process. Its practice must create conditions so that the teacher can adapt their interventions to the needs of each student and analyze the results obtained in relation to the proposed objectives. In this sense, you should observe during this class if the student: understood the true meaning of Christmas. Also note if he can identify textual genres: letters, cards, instructional text, informational text, and music. It is necessary, in this class, that the student also demonstrate advances in their writing and rewriting and in the development of their oral language and interaction attitudes among their peers. During the entire process, register the participation of students and note what interventions were made for them to advance in reading and writing.
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