1. THE THREE BILLY -
GOATS
OLGA GRAU
MORENO

2. 
 LESSON PLAN
 Title of the Lesson: _Learning arts and crafts with the three billy goats___ Date: __January
2015___________________
 Unit of Study: ___Unit 4: Symmetry. The use of watercolors.____________________________
 Level and group _4th grade P.E.____________________ Number of children
14_____________________

 Background Information:

 The story is new for the students. They have worked coloring masks, but the concept of symmetry is
new for them. They know primary but not secondary colors.
 They are not very used to drawing landscapes with watercolors.


 Learning objectives (both language and content):

 Develop vocabulary through listening, speaking and reading.
 Recognize values included in the story.
 Use oral language with clarity and voice to communicate a message.
 Read and listen to stories from a variety of cultures, and identify the similarities and differences in the
way language is used.
 Identify primary and secondary colors.
 Apply the mirror symmetry.
 Draw landscapes using known techniques.
LESSON PLAN

3. COMPETENCES AND ASSESSMENT
 Competencies involved:

 LINGUISTIC AND AUDIOVISUAL COMMUNICATION COMPETENCE
 -Use different strategies to read depending on the need and context.
 MATHEMATIC COMPETENCE
 -Organize space in their art creations.
 INTERACTION WITH THE PHYSIC ENVIRONMENT
 -Perceive and distinguish the environment colors and represent them graphically
 -Notice shapes, colors, textures and lines in natural environment in their plastic representation.
 ARTISTIC AND CULTURAL COMPETENCE
 -Use techniques and resources from different plastic languages.
 Assessment criteria:

 Identify primary and secondary colors.
 Draw a natural space working watercolors and the paintbrush properly well.
 Draw natural shapes using the watercolors.
 Apply the mirror symmetry drawing a mask.
 Value natural space and its beauty.
 Notice different textures they can work with watecolors.


4. LESSON DEVELOPMENT
Activity title
1.Storytelling.
2. DVD.
2.1. Comment the
story.
3. Masks.
4. The three Billy
goats favorite
natural space.
Time
20'
32'
20'
30'
45'
Description
-Telling them the story with a big book.
-Watch the video. After watching it, play it
again to identify the primary and
secondary colors.
- Ask children about the values they find
in the story (provide them structures and
vocabulary). Make them to agree or
disagree with their mates.
- Give them a half mask and make the
students to finish it. Later color and
laminate it for further use.
- Pre-activity: discuss getting into two
where they think the three Billy goats
would like to live. Say the natural
elements students think there must be.
- Draw and color with watercolors the
natural space where the three Billy goats
would like to live.
Interaction
T-Ss
T-Ss
Ss-Ss
T-S
T-Ss
Ss-Ss
Skills
L
L/R/I
S/L/I
L/I
S/I/L
Materials
Big Book
DVD/Laptop/Projector.
Blackboard/Camera
Photocopy and art
sheet.
Pencil and rubber.
Color pencils.
Felt tips.
Aeron fix and the
machine to laminate.
Blackboard.
Watercolors.
Water.
Paintbrush.
Art sheet.
Pencil and rubber.

5. ICT AND OTHER CONSIDERATIONS
ICT resources
- Alaptop.
- Projector.
-https://www.youtube.com/watch?v=TXn5gNKdvcE&spfreload=10(Video)
-https://s-media-cache-ak0.pinimg.com/736x/a8/d8/58/a8d858537072a3c3d918f54e1ff2da77.jpg
-https://s-media-cache-ak0.pinimg.com/236x/ca/94/c6/ca94c62f9ea5aa6e174351dfe9a515c3.jpg
(Masks).
- http://ecx.images-amazon.com/images/I/519HM3UnZUL._SX258_BO1,204,203,200_.jpg
(The book Iwill use).
-http://i.ebayimg.com/00/s/MTIwMFgxNjAw/$(KGrHqZ,!pQE9eDpFHI!BPoFspcR!!~~60_35.JPG
(The DVD).
Personalnotes/reminders/homework/other considerations:
These activities are planned to work in a small group during splitting classes so the teacher can give them a more
personalized attention.

6.  .
LESSON PLAN
AIMS: - Make our children aware of the importance of insisting in our purposes.
- Teach kids what symmetry is.
- Be able to work together in small groups as well as individually.
- Learn items of vocabulary related to values.
TEACHING OBJECTIVES:
Content:
Learning outcomes: By the end of this lesson Ss will know about the importance of
values in our life.
Be able to: difference primary and secondary colors and trace and draw symmetry.
Be aware of: the elements that can appear in a landscape alike to the story one.
Communication
Language of learning:
-Vocabulary: primary and secondary colors, to mix colors, a river, a bridge,
mountain, rocks, green grass, sky, horns, ears, nose, mouth, loyalty(loyal),
bravery(brave), intelligence(intelligent), justice, family …
-Grammar structures: I think that daddy goat is..., In my opinion baby goat is not
very...,I agree, you are right, you are wrong, I don't agree. ......is important in the
story, the three Billy-Goats would like to live in a place wi th a...
Language for learning: Function language: asking and answering, explai ning
(because), giving opi nions “I think…”, “In my opinion…”, I agree, I don’t agree…,I
would done…
Cognition
Thinking skills: Reasoni ng, creati ng and evaluating.
Activities: -Introduce vocabulary related to values.
- Ask children about the values they find in the story (provide them structures and
vocabulary). Make them to agree or disagree wi th their mates.
- Draw and color with watercolors the natural space where the three Billy goats
would like to live.

7. Culture
- Read and listen to stories from a variety of cultures,
and identify the similarities and differences in the way
language is used.
 TASKS PLANNED AND TIMING:

 1st session (Splitting class, small group) 20'
 Activity:
 0. Warm-up activity: Show them the Big Book and
the illustrations. Tell them they're going to listen to a
story called "The three Billy-Goats". Ask them if
they've heard about it.
 1. Storytelling: Tell them the story with the big Book.


8. 2nd session (Splitting class) 32'
 Activity:
 1. Watch the video. After watching it, play it again
and pause in different scenes to identify the
primary and secondary colors.
 The pauses will be due in
3:00/5:37/8:40/13:44/14:13/14:45.
 The Ss will get into two teams with six students
each one. Three of them will be given the red, the
yellow and the blue circles (primary colors) and
the other three will have the purple, the green and
the orange ones.
 When the teacher pauses in every scene they will
raise up the circles with the colors they can
observe on them.

9. WATCHING THE DVD

10. PRIMARY AND SECONDARY COLORS

12. 3rd session (Splitting class) 20'
 - Ask children about the values they find in the
story (provide them structures and vocabulary).
Make them to agree or disagree with their
mates.
 -Record the students as they give their
opinions.
4th session (Splitting class) 30'
 -Give them a photocopy with a half mask and
make the students to finish it. Later color and
laminate it for further use.

13. Masks and symmetry

15. LANDSCAPE

16. ASSESSMENT
WHATIKNOW WHATIWANTTOKNOW WHATIHAVELEARNT

17. VIDEO
 https://www.dropbox.com/s/ozbts21h1vfc8n
h/Final%20project%20video.mp4?dl=0

18. REFLECTIONS ON MY PROJECT
First of all, I must thank my pupils who have been very keen on the project. They have spend their breaks to work and
participate on it.
Secondly, I reckon my project has been very ambitious so I had planned to many activities and carry them out with so poor
time has been so tough. Actually, I thouht to cut out some of them but I'm very demandant with myself and I did them all.
I should say the timing has not been achieved because doing so many activities with 4th grade students take long, specially it
you are doing Art.
For example, making the masks and teaching them the concept of symmetry took me more than 30 minutes, just the twice!
Something that made me feel so well was the pupils' attitude when they were listening to the story. Most of them were very
attentive and they had lots of fun. There were two students with some difficulties to be attentive and they could be sat down
and still almost till the end.
It was so tough to make them talking in English!! They felt very insecure, moreover I was recording them and they were a little
shy.
I realised after wathing the videos that I was the person who was talking full time, I don't like it. I must improve this and let
them to speak much more freely even when you've got the feeling time is being wasted because they produce two or three
words awkardly.
I was so happy when they suggested me the idea of acting the story out. They loved their masks and they wanted to use them.
I've promised them to do it soon.
They watched the video twice, so the second activity took me 16 more minutes. And for the second playing they started
singing the songs and repeating some of the structures naturally, on their own.
It was a little hard to talk about values and make them to understand what we were talking about. I don't know if I've done it
properly well but I reckond they understood quite well. Maybe it's something difficult to talk about and I should give them
scaffolding with more vocabulary and some structures to do it better.

19. THANKS TO:
4 th grade students:
Ainhara,Laia,Roc,Nicolas,Clàudia,Marc,
Sergi.Santiago,Judit,Marta.Núria,Val
entina.Alba.Pau and Victor.
Colleagues:
 Marta.
 Àlex.
 Miss Anni
(Principal)