Teaching Practice Integrated Flow Diagram

Student name: Class: Junior and Senior Infant Weeks

Gaeilge English MathsCeacht 1 Seachtain 1: Snáitheanna : Labhairt; Éisteacht Snathaonaid: ag cothú spéise go nemahfhoirmiúil, ag tuiscint teanga, ag úsáíd teanga. Téama: Teilifís (fiafraigh an múinteoir an ábhar seo). Fó- théama: Cártún. Aimsigh na difríóchtaí. Pléigh póstaer. Fóclóir don súgradh a aithint. Is maith liom___. Is fearr liom___. Tá ___ ag súgradh. Cén__is fearr leat. Foclóir nua: ar an teilifís, cartún, ag súgradh. Téacsleabhar lch 59; postaer 28

Lesson 1 Week 2: Strand: Oral LanguageStrand Unit(s): Receptiveness to language, Competence and confidence in using language: Children discussing their news about a pet or animal. Choose appropriate words to describe their pets. Be able to hear their news aloud and hear it read. Develop their language skills incorporating listening, speaking and readingTo give children an understanding of the unchanging order of the days of the week by learning a new song about days of the week: ‘The Today Song’. Phonic work based on the letter g for both classes with work on capital G for Senior Infants.

Lesson 1 Week 1: Strand: Measure. Strand Unit: MoneyChildren in Junior Infants will recognize coins 1c and 2c; Senior Infants: 1c, 2c, 5c, 10c, and 20c. Song ‘How much is that doggy in the window’; play shop where the children show amounts of money called by teacher. Problem solving question in shop. Think, pair, share. How much is that?__c please. There you go. Thank you very much. Goodbye.Children come to shop and buy various itemsTo conclude the lesson I will go back to the large coin cards and ask the children to tell me what coin I am holding up. Worksheet on coins.

5 currant buns, Gee up Neddy to the Fair(See JI Mathsworld Teachers Resource Book), Simple Simon, Sing a Song of 6p, Pop goes the Weasel. Game: I went to market and I bought…….(each child adds an item to the list while repeating the previous ones - up to about 5 items, after which they begin again)

Ceacht 2 Seachtain 1. Snáitheanna: Labhairt; Éisteach; Snathaonaid: ag cothú spéise, ag tuiscint teanga, ag úsáíd teanga: An teanga nua a bhaineann le teama , Cartún a thuiscint agus a úsáid. Éisteacht agus threochra a leanúint mar shampla géitsí.

Cluichí teanga a imirt chun teanga a

Lesson 2 : Strand: Reading / Oral language

Strand Unit: Emotional and imaginative development through language; receptiveness to language; developing cognitive abilitiesBig book ‘Goldilocks and the Three Bears’ introduced to the children in shared reading. Children learn to: describe in detail what they see in illustrations; describe the characters; explain

Lesson 2 Week 1: Strand: Measure. Strand Unit: MoneyDevelop language: 1c, 2c, 5c, Seniors: 10c and 20c. Language: buy, costs, price, dearer than, cheaper than, buys the same amount, has the same value as. Skills: look at the coin shown to them and match corresponding coin to it. Pair work identifying a particular coin out of an array of coins. Pay price for items in shop giving

Teaching Practice Integrated Flow Diagram

cleachtadh – Deir O Gradaigh, Puipéid, Póstear: “An maith leat cartúin?” “Is maith.” “Cén cartún is fear leat?” “Is fear liom__” Obair beirte; lean an puipéad mar shampla ar dtús. Téacsleabhar lch 61. Na beirt rag ag tarraingt an cartún is fear leo. Ag cur ceisteanna “Cé atá I do chartún?” Tá__sa chartún.” “Céard atá ar siúl aige / aici?” ceisteanna ar (S) Tá sé sí ag____. An raibh cartún ar an teilifís aréir? Cén cartún?

how the characters feel with the help of facial expressions in the story. (Senior infants; discuss the dangers of Goldilocks actions). Retell the story in their own words; suggest alternative endings to the story; draw endings to coincide with their suggestions (Senior infants more independent thoughts for brainstorm encouraged)

Lesson 3: Strand: Oral language. Strand Unit: Emotional and Imaginative development through language; receptiveness to language. The children will recall previously learned rhymes; complete actions to go with the rhymes. Learn new rhymes: We’re going on a bear hunt, goldilocks.

Lesson 4: Strand: Reading / Oral language / Writing: Strand Unit: Emotional and imaginative development through language; receptiveness to language; developing cognitive abilities. The children will partake in station teaching with other teachers; phonemic activities with the phonemes “ch” (As per class arrangements)

correct amount to teacher for item in shop. Song 5 little frogs etc. Worksheet on buying animals in a pet shop / connecting the correct amount to the boxes etc. differentiated worksheets for both classes and level of ability.

Sorting and matching activities:(a) Find another coin like this one eg.

1c(b) Pick out all the 1c(c) Make a set of all the 1c, 2c, 5c

coins(d) Have sorting trays with a picture of

the 1c,2c, 5c coins stuck on. Sort real and token coins in the trays. Extend this activity for SI.

Lesson 1 Week 2 Strand: Measure. Strand Unit: Money. Songs/ Rhymes. Matching coins to a given price. Combine coins together of total 5c to make a given price (Juniors). Seniors match money 1-10c; buy and match price item. Using piggy bank adding correct amount to piggy bank. 1c-5c Juniors in piggy banks. Writing number under the coin. Workbook activities

Coin rubbings using crayons; An examination and discussion of the coins, the pattern, numerals and letters on each side. Draw the children's attention to the fact that each coin has its "name" on it 1c, 2c, 5c. This can be done at various stages as appropriate. Shopping activities: Shop with 2 or 3 shelves. Items are priced 1c, 2c, 3c, etc. Everything on this shelf costs 3c. Pupils buy items and give the correct

Teaching Practice Integrated Flow Diagramnumber of cent coins.

Lesson 2. Strand: Measure. Strand Unit: Money. Songs/ Rhymes. Interactive whiteboard

using money for both classes. Both classes counting and writing how much. Addition Seniors up to 9c. Matching written form of money to the coin in paired work. Counting activities: Children make sets of real or token coins using 1c coins ………a set of 2c, a set of 3c, a set of 4c a set of 5c

Using appropriate pages from the children's workbooks or prepared "mats", the pupils match the correct coin to the correct outline….find where a cent fits….find where 2 cent fits…….

Ceacht 1 Seachtain 2: Ag féachaint ar an Teilifís (amhrán) Snáitheanna: Labhairt; Éisteach; Snathaonaid: ag cothú spéise, ag tuiscint teanga, ag úsáíd teanga.Obair beirte ar “Is Fearr Liom”. Teanga nua: “Tá mé sa seomra suite ag féachaint ar an teilifís.” “Cén seomra ina bhfuil an teilifíseán sa bhaile?” seomra suite. Amhrán: Ag féachaint ar an teilifís.

Lesson 5: Strand: Reading / Oral language / Writing: Strand Unit: Emotional and imaginative development through language; receptiveness to language; developing cognitive abilities. All children will be enabled to: recognize and read the new sight vocabulary work ‘she’ and ‘they’ and both for Senior Infants. Construct simple sentences containing the word ‘they’ and ‘she’ with Senior Infants constructing sentences using both. Read the book ‘Goldilocks and the Three Bears’ pointing to the sight words and constructing new sentences using these words.

Lesson 6: Strand: Oral language. Strand Unit: Emotional and Imaginative development through language; receptiveness to language. Rhymes the children will recall previously learned rhymes and learn the new rhyme: ‘’, “5 little monkeys, frogs”

Lesson 3: Strand: Measure. Strand Unit: Money. Addition using money with 1c for Junior. Senior: pet shop activity; problem solving how much is needed to purchase an item and if the customer has enough. Juniors picking which purse have enough money to buy certain items from the store. Combine coins to make up a given price. Junior’s combining and recognizing the 1c coin up to 5c. Seniors combining up to 9c.

Shopping activities: (a) Everything in the shop costs 1c…

you may buy 2 things. Pupils take turns to be customers and give the coin(s) in exchange for goods which they select from the shop. Pupils can also take the role of shopkeeper, while the teacher supervises the activity and notes how well

Teaching Practice Integrated Flow Diagram

Lesson 7: Strand: Reading / Oral language / Writing: Strand Unit: Emotional and imaginative development through language; receptiveness to language; developing cognitive abilities. The children will partake in station teaching with teachers; phonemic activities, reading, sequencing etc. (As per class arrangements)

the pupils understand……….assessment. (b) Everything in the shop costs

2c….5c……

Lesson 4: Strand: Measure. Strand Unit: Money. Math Games. Using the money bags mentioned above and real items or pictures on cards or a "clothes line", pupils select an item and then select the right money bag for that amount. Teacher holds up card of 4c . Pupil is asked to find the bag with that amount. The "money bag" activity can be adapted so that amounts are shown in a variety of ways. Find a bag that has 3c. Has any other bag got 3c in it?

Exchange game: Stick photocopied coins on a large chart. E.g. 2c 10. Pupils take turns to place actual 2c coins on these - matching. Then they remove a 2c coin and replace with two 1c coins.

Ceacht 2: : Labhairt; Éisteach; Snathaonaid: ag cothú spéise, ag tuiscint teanga, ag úsáíd teanga. Ábhar: Carachtar Cartúin.Dul siar ar an teanga: “Céard atá ar an teilifís? Céard atá ar siúl ag Zufaí le póstaer 28. Usáid as an IWB ag taispéaint ó tg4 físeán beag tapa le cartún ar. Teanga nua: dathanna. Dathaigh carachtar cartúin ar an gclár bán. Amhrán: Ag féachaint ar an teilifís. Fiafraigh ar rang (S) ceisteanna a cur ar na carachtar m.sh. “Céard atá is anim duit?” “Cá bhfuil tú i do chonaí?”.

Lesson 8: Strand: Reading / Oral language / Writing: Strand Unit: Emotional and imaginative development through language; receptiveness to language; developing cognitive abilities. Sequence the events of Goldilocks and the Three Bears (with help for less able children)Discuss the sequence of events by adding their own thoughts after the words first, then, next, after that, finally etc. More sequencing images added for Senior Infants. That some children will recall the sequence in pair work using the above words as starting points of sequence.

Lesson 5:Strand: Measure. Strand Unit: Money. Junior Infants: How many ways can we

make 5c? Using real coins, spend sufficient time making up 5c in all possible ways. When the pupils have grasped this make a chart using photocopied or rubber stamp coins. Continue this activity to make other totals as the class is able. Senior Infants how many ways can we make 10c with the same activity. Lucky dip game: The teacher puts several different coins into the "feely bag". It is passed around the group/class,

Teaching Practice Integrated Flow Diagrameach child taking a coin. Who has a coin like mine? (Opportunity for sets and matching) Who has the coin that is worth the most? / the least?…Ordering - the children stand in line in order of coin value from the smallest value to the greatest and vice versa.

Ceacht 3: Labhairt; Éisteach; Snathaonaid: ag cothú spéise, ag tuiscint teanga, ag úsáíd teanga. Dul Siar ar an ábhar teilifís. Póstear, obair bheirte, amhrán.

Ceacht 4: Labhairt; Éisteach; Snathaonaid: ag cothú spéise, ag tuiscint teanga, ag úsáíd teanga. Téama: Caitheamh Aimsire. Fó- théama: Spórt. Pléigh póstear: “Céard atá ar siúl ag___” Tá__ ag rith, léim, ag scipeáil, ag imirt peile, ag iománaíocht, ag imairt gailf.” “Cé atá ag__.” Tá___ag____.” Deir Ó Grádaigh. Geatsaí. Téacsleabhar lch. 53. Dathaigh carachtar le treoracha an múinteoir. Cluiche Kim le na dathanna nua: “glas”, “buí”, “dearg”

Ceacht 5: Labhairt; Éisteach; Snathaonaid: ag cothú spéise, ag tuiscint teanga, ag úsáíd teanga. Téama: Caitheamh Aimsire. Fó- théama: Spórt. Ábhar: Ag déanamh míme. Cluiche Deir Ó Grádaigh; ceisteanna dul siar ag___” srl. Míme a dhéanamh le na páistí. Foclóir nua: “Céard atá ar súil agaim?” “Tá tú ag scipeáil”. Geatsaí/míme níos simplí do rang (N). Múin uimhir 1-3; agus na dathanna gorm,

Lesson 9: Strand: Reading / Oral language / Writing: Strand Unit: receptiveness to language.Discussing the phonic ou / ow using the Jolly Phonics program with both classes. Practicing on the interactive whiteboard; differentiated worksheets.

Lesson 6: Strand: Measure. Strand Unit: Money. Shopping activities: Pupils buy items and

are given change by "counting on" …you gave me 10c. The shopping costs 7c. That’s 8,9,10….3c change. Some pupils will need much practice before they understand this but it is a good extension activity for the more able pupils. Sale - 1c off everything in the shop today! Pupils gets practice in re-pricing the items and in shopping and recording the new prices and totals. Price increase - everything increases in price by 1c/2c etc.

Counting coins;How much? Prepare small freezer bags by sticking labels on them 1c, 2c, 3c, 4c. Ask pupils to put the correct number of cent into each bag. They can work individually or in pairs, filling, checking and emptying the bags. Vary amounts according to class and ability.

Teaching Practice Integrated Flow Diagram

oráiste agus glas. Lch agus iartar ar na páistí treoracha an múintoeir a leanúint le cabhair an múinteoir; ceisteanna níos shimplí do rang (N) Modheolaíocht: Cur chuige cumarsáide; modh na sraithe; modh na lánfhreagartha gníomha, cluichí teanga, físeáin, an modh closlabhartha agus closamhairc. Obair beirte

Methodology: Active learning; guided discovery; talk and discussion; problem solving; collaborative leanring; skills through content; use of ICT; direct teaching.

Methodology: Active learning; guided discovery; talk and discussion; problem solving; collaborative leanring; skills through content; use of ICT; direct teaching; learning through play; using the environment.

Measúnú: Ceisteanna a chur ar na páistí;Breathnóireacht an oide i rith an rolimirt/obair bheirte.Ag faire agus ag éisteacht le linn an cluiche, rolimirt, mime srl. Díbhreathnú an mhúinteora ar na páistí agus gear éisteacht leis na páistí le linn cumarsáide chun cumas na bpáistí a mheas ó thaobh cuspóirí foghlama difreálaithe an cheachta; measúnú ar na bileóigí oibre.

Assessment: Questioning: literal and inferential questions, range of questions- higher/middle/lower order.Teacher observation: ability to complete written activities, contributions and participation of children, listening to children read, children responses. Teacher designed tasks: completion of tasks, worksheets/workbook activities, shared writing exercises, word matching, Think-pair-share. Pupil-portfolio; learning logs; talk-partners; thumbs up/ thumbs down.

Assessment: Teacher observation; teacher questioning to see the children’s level of understanding and use of the correct amounts of coin etc. when shopping. Thumbs Up/down; teacher designed task/test and work placed in pupil portfolio

Summer

Sub-theme: Animals

Teaching Practice Integrated Flow DiagramP.E SPHE

Lesson. Strand: Games. Strand Unit: Sending, Receiving and travelling. Balancing beanbags, passing beanbag, developing the skill of throwing and catching. Incorporating the theme of Animals with games such as duck duck goose and what time is it Mr. Wolf.

Lesson Strand: Myself and the Wider World.

Strand Unit: Developing Citizenship.

Children recognise the importance of co-operating, sharing and being fair in all activities carried out in the class and in the school. Understand the reason why there are rules put in place and the necessity for adhering to these class and school rules. Suggest ways of helping other people in school.

Lesson : Lesson :Lesson : Methodology: Skills through content; active learning; use of the environment; collaborative learning; problem solving; learning through play

Methodology: Talk and discussion; skills through content.

Assessment: Checklist, assessing the skills in objectives i.e. balancing beanbag, passing, throwing.

Assessment: Teacher Observation; teacher notebook, also throughout the week this will continue to be assessed according to adherence and remembrance of the rules etc.

The Arts: Music The Arts: Visual ArtsLesson : Strand: PerformingStrand Unit: Song Singing. Memorise the melody and words of the song ‘Come to the Pet ShopRecognise the rhythm of the song to develop a sense of duration. Enjoy performing and making the animal noises that are in the song.

Lesson. Lesson: Strand: Clay. Strand Unit: Developing form in clay. Explore and discover the possibilities of clay as a medium for imaginative expression through the story of ‘Goldilocks and the Three Bears’ making a bear, porridge bowl, anything the children may have imagined when listening to the story.

Lesson Lesson Lesson

Methodology: Active learning; using the environment; skills through content; direct teaching

Methodology: active learning; guided discovery; skills through content; use of the environment; collaborative learning

Assessment: Teacher observation; Talk- Assessment: Teacher observation; pupil

Teaching Practice Integrated Flow Diagrampartners noting findings in teacher notebook portfolio

The Arts: Drama SESE ReligionDrama Lesson 1: Strand. Drama to explore feelings, knowledge and ideas leading to understanding Strand Unit: Exploring and making drama, reflecting on drama. Discuss the topic of preparing for a summer birthday party.Explore making drama by miming the role of a bear. Understand and appreciate the art of mime.

Lesson : History Strand: Story. Strand Unit: Stories. Discussing beds in connection with Goldilocks and the three bears; how they have changed since the children were young. Sequencing begging, middle, end of story.

Lesson 1: My World in Summer. Develop an awareness of the differences between night and day. Identify what makes night different from day, and be able to describe these differences. Explore and reflect on their understanding of what flowers and plants need in order to grow.Song. Participate in a prayer thanking God for his creation in summer.

Lesson 2: Strand. Drama to explore feelings, knowledge and ideas leading to understanding Strand Unit: Exploring and making drama, reflecting on drama.The children will discuss Baby Bear from Goldilocks and the Three Bear’s birthday party. Teacher in role as Baby Bear, Goldilocks etc. why she should be invited to the party. Hot-seat children. Empathise with the feelings of the characters with differing perspectives.

Lesson: Geography. Strand. Environmental awareness and care. Strand Unit: Caring for my locality. Children are introduced to the story of Oisín Oak and Una Owl and appreciate that people share the environment with plants and animals. Develop a sense of responsibility for caring for Oisín Oak the tree and learn of the importance of trees for animals and people.

Lesson 2. To help the children to become aware that God is all around them in summer, so that they will be able to see Gods creation all around them particularly growth in summer. Globetrotter’s Day Out story. Chatting, and prayer time.

Lesson :ScienceStrand: Living Things. Strand Unit: Plants and Animals. Recognise and identify the external parts of the owl;Sort and group birds, animals and humans into separate sets;Observe, discuss and identify the differences between owls, other animals and people. (Links with Geography and Una the owl)

Lesson2. Strand: Living Things. Strand Unit: Plants and Animals. Discuss Oisín Oak as a habitat for a range of different animals. Through story and rhyme.

Lesson 3. Discuss the poem ‘Sunning’ with the children and complete art work on the colours of summer. Develop an awareness of the many colours associated with summer. Appreciate the beauty of summer flowers and how to take care of them. Realise that flowers and colours are more of God’s creations.

Lesson 4. Children will learn about bees in summer and revise the summer poem, song and action. Listen attentively to the ‘I Love Summer’ song and respond actively

Teaching Practice Integrated Flow Diagramthrought the invention of actions. Identify through touch the different items in the feely bag. Explore and reflect on their world in summer. Explore summer imaginatively and creatively through drama and improvisation.Thank God for creating summer through reflective prayer.

Lesson 5. Continue story; discussion and prayer time. Listen attentively to the ‘I Love Summer’ song and engage actively through the invention of actions. Identify the clothes we wear in summer and why they are more appropriate.

Attitudes: Explore and reflect on their experience of the world in summer. Explore summer imaginatively and creatively through drama and

Methodology: Active learning; guided discovery; hot-seating; role-playing, miming, talk and discussion, collaborative learning, use of the environment; problem solving.

Methodology: Active learning; guided discovery; talk and discussion, collaborative learning, use of the environment; problem solving, direct teaching

Methodology: Talk and discussion; collaborative learning.

Assessment: Teacher observation; teacher questioning; talk-partners; checklist

Assessment: Talk partners, learning logs, teacher observation, KWL, teacher designed task

Assessment: Teacher observation; questioning.