Mini Meeting Tips – Teacher’s Guidelines

1. Check Red Hot Tips – TAB 5 – Mini Meetings for information about the Mini Meetings, who should attend,
and how long they take.

2. Procedures:
Where do the MMs take place? At each RB branch.
How to be prepared for the mini-meeting? You should:
a) Check the necessary material for the meeting (Manual, Updates & Corrections, branch calendar,
Fascicules, etc.)
b) Check if there is any form to be filled in for the meeting.
IMPORTANT: Writing in the form is OPTIONAL. You may take notes in your notebook, tablet,
smartphone, etc.
c) Bring any questions you may have regarding the planning.
d) If you need to talk about specific needs, you should schedule another time for that.
e) Remember the MM objectives (Check Red Hot Tips - TAB 5).

3. The Mini Meetings Formats:

- The Regular Format – This format is used in the first meeting of the year (Planning 1). This first meeting lasts
longer (one hour) because it also contemplates the Introduction of the Teacher’s Manual. In this first meeting
you will be asked some questions, but you’ll participate less than in the other formats (see below). This is an
expository meeting.

- The Double Entry Journal – This format will be used in Plannings 2, 3, 4, 5 and 6. This is a participatory
meeting. You must reflect upon all of the questions listed in the Double Entry Journal Form (writing in the
form is OPTIONAL. You may take notes in your notebook, tablet, smartphone, etc). Double-entry journals
allow you to pick out the parts that you think are important, and to ask the questions you may have. This
technique helps you improve your comprehension as well as remember the material better. The meeting will
be conducted by your answers – the coordinator will go over each question and ask for your contribution. The
items in the form are the following:
 Look at the calendar. Check the number of classes, extra classes, quizzes, tests and events dates.
 Look at the Updates & Corrections. Check if there are adapted DLPs or Red Alerts.
 Look at the Teacher’s Manual. Check the Programme (vocabulary, grammar, review and
complementary materials).
 Think about your groups/students. What will be the challenges of the planning? How will you work
with them?
 Keep your groups and students in mind. Which complementary materials/activities caught your
attention and why? How can you work with them?
 What about games? Which caught your attention and why?
 In case there are any extra classes, what are your ideas for them?
-1-
2018 J UPDATES & CORRECTIONS
- The Shaping Up Review Format – This format will be used in the last meeting of the year (Planning 7). This is
a participatory meeting. You must reflect upon all of the questions listed in the Shaping Up Review Form
(writing in the form is OPTIONAL. You may take notes in your notebook, tablet, smartphone, etc). This
meeting will also be conducted by your answers – the coordinator will go over each question and ask for your
contribution. The items in the form are the following:
 What was your favorite activity/game used during the year that could be revived in Planning 7?
 Mention the four most important points of the planning (consider language focus, vocabulary,
peculiarities and fun moments).
 Complete the following statement considering the three most important features concerning the stage
taught: “For me, _____ (stage) is . . .”
 Reflect about the following question: “What was the most important thing my students learnt from me
this year?”

4. After the MM the teachers who attend the MM should sign the Attendance List. Teachers who don’t
attend the MM will receive the MM Tips file by email and must read it and then sign the I Have Read the MM
Tips List.

If you have any doubts, please talk to your coordinator.

Planning 1
ADAPTED DLP FOR BAGS CUSTOMIZATION
CLASS 2
1. CIRCLE TIME
2. WHAT’S MY NAME?
3. GET TO KNOW YOUR MATERIAL
4. BAGS CUSTOMIZATION
5. CLASSROOM OBJECTS
6. HOMEWORK: WB, p. 6, ex. 1
7. GAME: Queenie
If time allows: ARB: Make your own pins, p. 5, ex. 1

4. BAGS CUSTOMIZATION
Material needed: Crayons, blank sheets of paper
Main aim: Promote interaction among students and make them feel welcome.
Procedures: Show students the bag and ask, “What do you think about this blank space in your bag? Would
you like to make this a special, personalized bag?” Explain that they’ll have the chance to create unique
designs for their bags. Offer blank sheets of paper if students want to study options and brainstorm designs.
Make questions such as “What are your favourite things? What do you like to do? What cartoons do you like
to watch? What kind of music do you like listening to?” to help them brainstorm. It is important to use only
crayons for this activity, because it is washable in case students want to change their design in the future.
Find some ideas on the next page. You may show them to students to help them get in the mood!

-2-
2018 J UPDATES & CORRECTIONS
 -3-
2018 J UPDATES & CORRECTIONS
Planning 3
ADAPTED DLP FOR READING ROCKS GAMES
CLASS 10
1. CIRCLE TIME
2. HOMEWORK CORRECTION
3. SB: Song, p. 44, ex. 6
4. READING SESSION 12, p. 42 through 45
READING ROCKS GAMES
5. HOMEWORK: WB, p. 61, ex. 17
If time allows: ARB: Let’s play bingo, p. 55, ex. 6

Planning 7
ADAPTED DLP FOR READING ROCKS GAMES
CLASS 6
1. CIRCLE TIME
2. HOMEWORK CORRECTION
3. READING SESSION 12, p. 87 and 88
READING ROCKS GAMES
4. SB: REVIEW 4, p. 92 and 93
5. HOMEWORK: WB, p. 110, ex. 12
REMEMBER NOTE: Bring a photo of yourself
If time allows: ART ACTIVITY: Make a pet

-4-
2018 J UPDATES & CORRECTIONS
RED ALERT
Teacher’s Manual
Page 75
Programme
JPEGs – Monet  Let’s be Mondrian!

Page 80
6. SB: Listen, point, and say, page 26, ex 3
Procedures: Ask students to open the SB to page 27  26

Page 83
5. SB: Circle and write, page 26  27, exercise 5

Page 117
3. SB: Where is it? Look and tick the correct answer, p. 40 and 41, ex 4
Procedures: (…) tell students to open their books to page 38  40.

Page 147
9. HOMEWORK: WORKBOOK, page 62  65

Page 155
4. SB: Dialogue, p. 52, ex 1
Procedures: (line 7)
(...) family members on the board and make  ask a question (…)

Page 182
5. STUDENT’S BOOK: REVIEW 3, pages 69 through 70  72

Page 185
3. SHOW WE KNOW
Procedures
5. (…) GRANDDAD  GRANDPA

Page 192
6. ARB: Cut and glue food, p. 97, ex 1
Procedures: (…) glue the pictures to page 103  97 (…)

Page 212
3. ARB: Talk to your friends, p. 108, ex 1
Procedures (line 4)
(…) Explain that they have to choose four  three animals (…)

Page 213
5. SB: Song, p. 88, ex 5

-5-
2018 J UPDATES & CORRECTIONS
Procedures: Ask students to open their books to page 86  88

Page 220
4. SB: Write T (true) or F (false), p. 91, ex. 9
Procedures (line 5)
(…) popular in China, and tortoises  turtles

Page 220
5. VIDEO SESSION 17
Post-viewing procedures: (…) Tell students to open their books to page 127  128

Page 221
4. SB: REVIEW 4
Procedures (line 2)
(…) Tell them to open their books to page 90  92

Workbook
Page 25
ITEM 3: “IT’S AN ________ BIKE.”

Page 46
ITEM D: “IS IT AN UMBRELLA?”

Page 103
Ex. 2: Circle the example in class with students (the word CAT inside the snake).

-6-
2018 J UPDATES & CORRECTIONS