Teaching Practice Integrated Flow Diagram

Student name: Class: Junior and Senior Infants Week:

Gaeilge English MathsCeacht 1. Ceacht. Caitheamh Aimsire. An Linn Snámha. Snáitheanna: Eisteacht. Snáthaonaid: Labhairt. Ag cothú spéise go neamhfhoirmiúil sa teagasc. Ag tuiscint teanga. Ag úsáid teanga.Cluiche Cuimhne (cluiche). Cá bhfuil___.Tá siad sa linn snámha. Céard atá ar siúl ag___. Tá__ag snámh. Póstaer; imir cé atá ag___. Téacsleabhar lch.55 múin dathanna dearg, buí, oráiste.

Lesson 1: Strand: Oral LanguageStrand Unit(s): Receptiveness to language, Developing cognitive abilities through oral language. The children can interpret and perform simple mime to illicit conversation about clothes. Revision of the song The Today Song’. Phonic work based on the letter “u” for both classes with work on capital “U” for Senior Infants.

Lesson 2: Strand: Reading Strand Unit: 1. Oral: developing receptiveness to oral language

2. Reading: developing concepts of language and print

1. Read Jill Murphy’s ‘Whatever Next!’, led by the teacher.

2. Become more confident in using the word ‘can’t’.

3. Sequence the story.4. Learn the words of the items baby

bear found – rocket, space shoes, space helmet.

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. Mixture of math rhymes and English

Lesson 1. Strand: Measure. Strand Unit: Time.Discuss pictures with teacher on IWB of day/night, activites which take a long / short time. Picture sequence which illustrate times of day. Seasons. JI draw picture of day / season / activity in day / activity at night. SI complete time activities Beat the timer working in pairs.

Lesson 2. Strand: Measure. Strand Unit: Time. Rhyme. Discussion about their day. Pictures on peg board, questions what you do next, first, last (JI) work on worksheet drawing things they do next following a sequence. Show clock sequence to (SI); set clock hands to important times. Explain times of sos, home etc. showing the time on teachers clock. Hickory Dickory Dock rhyme. Time worksheet

Teaching Practice Integrated Flow Diagramrhymes (used as discretionary time on timetable)

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 “sh” (As per class arrangements)

Lesson 5: Strand: Receptiveness to languageStrand Unit: 1. Oral: developing receptiveness to oral language

2. Reading: developing concepts of language and print

1. Re-read Jill Murphy’s ‘Whatever Next!’, lead by me, the teacher.

2. Become more confident in the use of exclamation marks and question marks.

3. Sequence the story.4. Practice sentence innovation through

the use of the items baby bear found – rocket, space shoes, space helmet.

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 new rhymes: “I’m a Little Airplane” and “Lonely Bus Driver”.

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 other teachers; phonemic activities with the phonemes “sh” add on a letter differing activities (As per class arrangements)

Ceacht 2. Ceacht. Caitheamh Aimsire. An Linn Snámha. Snáitheanna: Eisteacht. Snáthaonaid: Labhairt. Ag cothú spéise go neamhfhoirmiúil sa teagasc. Ag tuiscint teanga. Ag úsáid teanga. Ceangail na poncanna. Plé póstaer. Dathanna buí, glas, dearg, gorm.

Lesson 8: Strand: Receptiveness to languageStrand unit : Writing: creating and fostering the impulse to write

1. Brainstorm on what to write in a letter to the main character of ‘Whatever Next!’

2. Help the teacher to write this letter.3. Look at the basics of letter writing, ie:

Dear, thank you etc…4. Become aware of the direction of

print5. Become aware of the use of the

question mark6. Develop their previous sight

vocabulary from ‘Whatever Next!’

Lesson 3. Strand: Measure. Strand Unit: Time. Read story of the three little pigs, ask questions, children say repeated phrases with teacher / Gingerbread man, children recall the whole story. JI work on sequencing cards. SI development of clocks; time worksheets; making clocks showing time with teacher.

Ceacht 3. Ceacht. Caitheamh Aimsire. An Lesson 9: Strand: Receptiveness to Lesson 4. Lesson 3. Strand: Measure. Strand

Teaching Practice Integrated Flow DiagramLinn Snámha. Snáitheanna: Eisteacht. Snáthaonaid: Labhairt. Ag cothú spéise go neamhfhoirmiúil sa teagasc. Ag tuiscint teanga. Ag úsáid teanga. Ag Du lag snámh (rólimirt/ obair bheirte). Dia duit. Dia is muire duit. Cá bhfuil tú ag dul? Tá me ag du lag snámh. Céard atá sa mhála? Rolimirt ag du lag snámh.An féidir leat snámh? An maith leat snámh?

languageStrand unit: 1. Oral: developing receptiveness to oral language

2. Reading: developing concepts of language and print

1. Read the letter ‘received’ from Baby Bear

2. Learn about the exclamation mark3. Learn sentence structure and

sequencing4. Sequence the story

Unit: Time. Math Games. Interactive whiteboard game son time, rhymes and song.

Ceacht 4: Ceacht. Caitheamh Aimsire. An Linn Snámha. Snáitheanna: Eisteacht. Snáthaonaid: Labhairt. Ag cothú spéise go neamhfhoirmiúil sa teagasc. Ag tuiscint teanga. Ag úsáid teanga. Ceangail na poncanna. Dul siar ar póstaer. Teacsleabhar. Dathaigh pictiúr ó treoracha an múinteoir.

Lesson 5: Strand: Measure. Strand Unit: Capacity. Develop an understanding of the concept of capacity through exploration and the use of appropriate vocabulary (Junior Infants). Compare and contrast containers according to capacity (JI). Estimate and measure capacity in non-standard units (SI). Select and use appropriate non-standard units to measure capacity (SI). Teacher models puring and filing sand/water/rice referring to full, nearly full, empty, too full, overflowing. PowerPoint presentation on images of each children decide and sort.

Ceacht 5. Ceacht. Caitheamh Aimsire. An Linn Snámha. Snáitheanna: Eisteacht. Snáthaonaid: Labhairt. Ag cothú spéise go neamhfhoirmiúil sa teagasc. Ag tuiscint teanga. Ag úsáid teanga. Dul siar. Póstaer. Amhrán.

Lesson Lesson 6: Strand: Measure. Strand Unit: Capacity. Compare dry and damp sand. What can we do with each? What can’t we do? What’s the difference? (can/can’t pour). Pupils find matching sets of containers and fill one, leaving the other empty, make 2 sets / 2 full / empty (both

Teaching Practice Integrated Flow Diagramclasses.) Hand weigh; discuss the weight. Workbook activities; colour full containers in red, empty containers in blue / circle

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 learning; using the environment; use of ICT; learning through play and direct teaching

Methodology: Active learning; guided discovery; talk and discussion; problem solving; collaborative learning; 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: Teacher observation; teacher designed task; teacher questioning; portfolio assessment; learning logs

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

Teaching Practice Integrated Flow Diagram

P.E SPHELesson 1. Strand. Games. Strand Unit: Sending, receiving, and travellingBegin to develop ball handling skills using beanbags, throwing and catching individually and in pairs. Throwing to target. Development of trapping beanbag individually and in pairs. Incorporate travel and transport in warm up.

Lesson Strand: Myself

Strand Unit: Safety and Protection

Road Safety: Safety on the roads during the day and at night. Learning and practising safety strategies for using the road.Realising that rules are necessary in order to protect and keep people safe e.g. seat beltsBegin to explore the Safe Cross Code and put it into practice.

Lesson : Lesson Lesson : Lesson Lesson : Lesson Methodology: Skills through content; active learning; use of the environment;

Methodology: Talk and discussion; skills through content; active learning.

SummerSub-theme: Travel and Transport

Teaching Practice Integrated Flow Diagramcollaborative learning; problem solving; learning through playAssessment: Checklist, assessing the skills in objectives i.e. balancing beanbag, passing, throwing.

Assessment: Teacher Observation; teacher notebook, teacher questioning.

The Arts: Music The Arts: Visual ArtsLesson : Strand: Listening and

Responding. Strand Unit: Listening and

Responding to music. Listen to a short

piece of music

Recognise different voices (male/female)

Give their opinion on a certain piece of

music (happy/sad)

Listen to and identify familiar sounds from

varying sources (doorbell, door knocker,

laughing)

Lesson Stands: Paint and colour. Stand Unit(s): Painting, Looking and responding. The children will paint images using their imagination of what they seen on their adventure to the moon, using the story ‘Whatever Next!” as stimulus.

Lesson : Strand: Performing. Strand Unit: Song Singing. Singing the song postman pat.

Lesson

Lesson : 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

Teaching Practice Integrated Flow DiagramAssessment: Teacher observation; Talk-partners noting findings in teacher notebook

Assessment: Teacher observation; pupil portfolio

The Arts: Drama SESE ReligionLesson 1. Strand. Drama to explore feelings, knowledge and ideas leading to understanding Strand Unit: Exploring and making drama, reflecting on drama. Using the story “Night Ride to Nana’s as story” as stimulus the children will get the opportunity to participate in a dramatic performance.That the children will enter the world of the imaginary. That the children will be able to imagine themselves as people/things other than themselves.

Lesson : History. Strand: Working as a historian. Strand Units: Time and chronology. Have a knowledge of ‘night’ and ‘day’ and what we usually do at night – sleep. How night wear has changed since they were young. Listen to a rhyme and respond to itArrange pictures of the rhyme in sequence Sort animals to their beds Appreciate sleep and understand its importance

Lesson 1: Holidays. Discussing holidays and going on holidays with the children; how the children went on holidays i.e. transport. Prayer time. Song.

Lesson : Lesson : Geography: Strand: Human Environments Strand Unit: Living in the local communityHave knowledge of the post person’s job and be able to recognise his/her van.Discuss the work he/she does and be able to describe the journey of a letterBecome aware to the important role the postman/woman plays in the community.

Lesson 2. Strand: Natural Environments. Strand Unit: Planet Space in Earth. Develop knowledge and understanding of natural environments in the world; Identify and discuss the sun, the moon and the stars;

Lesson 2. Story the Animals Holiday. Discuss story with the children. Pray.

Teaching Practice Integrated Flow DiagramRecognise the difference between day and night.

Lesson : Lesson :Science: Strand: MaterialsStrand Unit: Energy and forces. Use magnets

of different shapes and sizes to explore their

effects on different materials. Develop their

skills of prediction and classification. Learn to

work co-operatively.

Lesson 3. Song. Show children picture of the animals in relation to the story ‘The Animals Holidays’. Discuss pictures. Poem about ‘Holidays’ and ‘Warm times’ and prayer time.

Lesson : Lesson 4. Continue to read the poems and stories in relation to holidays. Discussion on ‘Doing the Washing’. Picture of clothes on holidays.

Lesson 5. Continue story ‘Holidays are here’ complete worksheet. Reflect and pray.

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: Active learning; talk and discussion; collaborative learning; using the environment.

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

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

Assessment: Teacher observation; teacher designed task; teacher questioning