Author: Maria Gilda Lyghounis. Topic: Olympic Games in ancient Greece and nowadays (Rio de Janeiro 2016) o Main Teacher.

Transcription

1 Authr: Maria Gilda Lyghunis Lessn plan Title Schl Primary Middle High Year / Class Subject : CLIL language Tpic: Olympic Games in ancient Greece and nwadays (Ri de Janeir 2016) Teaching team prfile Teacher s rle: Teacher s rle: Main Teacher C-teacher Subject taught: _Histry Subject taught: _English Student grup prfile (general) CEFR Level: A1 B1 cuple f student s Experiences f CLIL NO English mther tngue NO Other mther tngue A2 B2 C1 C2 Migrant backgrund: all f them have lived in Italy fr at least 6 years. There are tw students frm Pakistan, with an English level B1, ne frm Serbia, ne frm Mldavia. Special Educatinal Needs :_NO Other: in the class there are 26 learners (23 girls, 3 bys). They attend the Lice Scienze Umane _in Rveret. Teaching Aims Imprve the awareness f the fact that there are in Histry issues that are permanent/remain stable and issues that change. Accrding t the Piani Prvinciali di studi : Stria. Bienni. Cmpetenza 2 (Relazine Presente-Passat).

2 Authr: Maria Gilda Lyghunis Timetable fit This lessn is the furth f the mdule Olympics Games in ancient Greece and nwadays Previus lessns (shrt descriptin): 1) At the start f the mdule the teacher brainstrms the previus student's knwledge abut the tpic. Shrt intrductin f the tpic by the teacher and then research in grups by learners- with the help f web sites and material subject-related indicated by the teacher- f pieces f infrmatin abut ancient/mdern Games. (1 lessn f 55 minutes and hmewrk) 2-3) Secnd and third lessns: Oral presentatins by the grups (with a pw r Prezi sftware, ) f: ANCIENT GAMES (1 lessn, 10 minutes fr each grup+ questins by the class) - rigin f the Olympic Games and their cultural value in the ancient times (religius, pride fr the winner etc) -timetable f the Games and a list f the races (sprts) included (e.g. Pancrazi) - the rle f wmen during the Games (they weren t allwed t participate), dping - Olympic Truce MODERN GAMES (1 lessn, 10 minutes fr each grup + questins by the class): - Opening ceremny (trch, anthem parade, spnsrs.) -which sprts are still present tday, which are new (e.g. shting) - the winners (hw many n the pdium?) Students are expected t try t take ntes and t share Pw in rder t have all the material they need t study and t prepare next lessns. Future lessns: 5) Sum up previus lessns, metacgnitin. 6) Individual test with clse, gap-fills and pen questins. Summative assessment. Resurces & tls ITC tls: Padlet.cm : a digital wall t cllect keywrds (during brainstrming, but I think fr brainstrming the blackbard is a mre handy even if traditinal tl) r answers t questins-tasks requested by the teacher. Padlet is an Internet applicatin that allws peple t express their thughts n a cmmn tpic easily. It wrks like an nline sheet f paper where peple can put any cntent (e.g. images, vides, dcuments, text) anywhere n the page, tgether with ther sudents.( t see an example f answers/sentence frames n )

3 Authr: Maria Gilda Lyghunis Smartphnes r tablets (BYOD) All students will be able t access Padlet fr free, n matter what device they have. In this lessn they culd als recrd an audi with Whatsapp- class grup. Web sites: t cllect general but detailed infrmatin abut Ancient and Mdern Games t cllect infrmatin abut the Olympic truce Students prir knwledge, skills, cmpetencies Subject Students already knw the main facts and cultural values f Greek archaic and classical histry They can: - identify and rganise infrmatin, by using texts and images. - Draw a time-line - Link and cmpare facts and cncepts Language The students have a level A1/A2, nly a cuple f them have a level B1 (see CEFR fr detailed infrmatin) Learning Outcmes expected fr this lessn -CAN use subject specific vcabulary related t ancient and cntemprary Olympics - CAN cmpare and cntrast Past/ Present features f the Olympic Games (e.g.sprts practiced in Olympia and nwadays, the rle f wmen... ) -CAN express an hypthesis -CAN give an pinin STAGES OF THE LESSON 1) Activate previus knwledge: brainstrming (Plenary). e.g. Tell me tw features yu recall abut the ral presentatins given in previus lessns. One abut ancient Greek Games, ne abut Mdern nes. Timing. 10 minutes 2) Shrt Intrductin f the activities: Tday we are ging t d sme grup wrk. The first task is t fill in a Tchart visual rganiser. The secnd step is t answer tw questins writing n ur padlet. Our Gal is t imprve yur awareness f the similarities and

4 Authr: Maria Gilda Lyghunis differences between past and present Olympic Games and f their cultural values. ACTIVITIES IN SMALL GROUPS First step Timing 15 minutes Find similarities and differences between ancient Greek Games and the Ri de Janeir 2016 Games. Task: Draw a TChart visual rganiser THEN/NOWADAYS with at least tw features fr the Past and tw fr the Present t recrd yur wrk Secnd step Timing 30 minutes After debating in yur grup, answer these tw written questins and write bth f them n ur multimedia padlet (at least 5 lines fr each answer): a) The Olympic Truce n lnger exists, even if it was re-prpsed (and refused) by the Olympic Truce Cmmittee in What wuld happen if the Olympic truce was re-enacted? Express yur hypthesis (n the blackbard the Clil teacher writes key wrds r useful language such as chas..because Find a peaceful slutin in additin t sentences frames listed in the sectin LANGUAGE SUPPORT- METHODOLOGY) b) Why, in yur pinin, d we need t maintain a frmal reference t the riginal Greek Games? e.g. The lighting f the sacred trch in Olympia befre the Ri Games, r t hld the Games every 4 years as happened in ancient Greece?

5 Authr: Maria Gilda Lyghunis Methdlgy Hw the teacher in a particular lessn manages t integrate language and cntent LANGUAGE SUPPORT In rder t help students t achieve these gals, in cperatin with language teacher, a language lessn abut third cnditinal is previewed. In additin, the Clil teacher will prvide sentence frames abut the third cnditinal in rder t express an hypthesis and sentence frames abut giving an pinin. e. g. IF THE OLYMPIC TRUCE WERE REINSTATED THE RESULT WOULD BE...BECAUSE (e.g. NATIONS AT WAR WOULD HAVE A CHANCE OF FINDING A PEACEFUL SOLUTION). IN MY OPINION THIS HAPPENS BECAUSE... She will als write key wrds n the blackbard and there will be psters in the classrm summarizing with images labelled with key wrds the cntent f ral presentatins. The Clil teacher will allw sme cde switching in private speaking. - COGNITION The students are prvided with tasks that develp skills like reasning, cmparing and cntrasting, hypthesising. -MOTIVATION & CULTURE The tpic chsen is highly mtivating fr students, wh are eager t watch the Ri Olympic Games n TV during the summer. Mtivatin is crucial fr their invlvement in the activities f the Lessn Plan, dealing with different cultures in space and time. ASSESSMENT: in this lessn the teacher asseses the results f the different tasks accrding t a grid in which cntent-cgnitin and language are integrated (see file 5 attached). All the members f a grup btain the same scre, because they have t wrk as a team. In the class there are 3-4 lazy students: they will frm a grup, s that they are cmpelled t cperate, wrk and achieve the gals. In my experience as a DNL teacher, this chice can prduce surprisingly gd results. In this phase f the mdule, the assessment is mainly frmative, even if the scre f each grup will be part f a prtfli which cntributes t the final summative assessment. PEER FEEDBACK-EVALUATION Befre writing their answer n the padlet (see Stages f the lessn - activities f the secnd step), the members f each grup have t cmpare the sentences written by each student f their team and decide which is the best and/r refrmulate their final grup-answer. MATERIALS At the start f the lessn, the Clil teacher distributes: - a T-Chart visual rganiser t be filled by each grup (see file 1 attached) - an image abut the lighting f the Olympic trch in Olympia n April 21th befre Ri de Janeir Games (see file 2 attached) - an adapted text (reduced t a summary with bullet pints) abut the meaning f the Olympic truce (see file attached) (see file 3 attached) LEARNING STRATEGIES Risk taking, in the cgnitive area but mainly in the use f L2. In rder t facilitate this prcess, and avid/reduce the use f L1 in grup wrk, the tasks are created s that students must use L2 t fill in a t-chart visual rganiser, then write in L2 shrt answers t tw written questins. The use f L2, in this way, is prevalent. - teacher t take ntes DIFFERENTIATION In this lessn the task chsen, the wrk in grups, the use f images and visual rganisers invlves Multiple Intelligences: - verbal linguistic

6 Authr: Maria Gilda Lyghunis - visual spatial - interpersnal and intrapersnal T stimulate mre able learners, at the end f the first task (T-chart), they culd make an ral recrding n whatsapp f a whle sentence cmparing/cntrasting ne r tw features between ancient and mdern Olympic Games.

7 Activity Activity aims Activity Prcedure Language Interactin Materials (please cite all surces) Timing Assessment 1 Brainstrming What is the purpse f this activity f the lessn. T activate student's previus knwledge (Learning Cnslidatin What will happen during this stage f the lessn Teacher asks students t recall tw features abut the ral presentatins held in previus lessns. Tw cncerning ancient Games, tw cncerning Mdern nes. She writes answers with keywrds n the blackbard Cmpetencies develped Recalling key wrds, cntent bligatry/cmpatible vcabulary and language cncerning the tpic. Whle class Grup wrk Pair wrk Individual wrk What materials are used during the lessn? Flashcards, pictures, sngs, PwerPint, ICT tls, etc. All materials shuld be referenced clearly paying attentin t the cpyright rules Blackbard, Psters in the classrm summarizing with images labelled with key wrds the cntent f ral presentatins The timing f each activity shuld be as accurate as pssible. 10 minutes Assessment tls in relatin t the learning utcmes f the lessn Observatin by the teacher (frmative)

8 2 Shrt intrductin t the Activities T explain the timetable f the lessn, t imprve their awareness f the differences and similarities f Past/Present Olympics Games and f their cultural values Develping cgnitive skills Listening t the instructins. Use f bligatry/ cmpatible language cncerning the tpic. General English suitable t their level Whle class Grup wrk Pair wrk Individual wrk Clil teacher distributes: - a T-Chart visual rganiser t be filled by each grup (see file 1 attached) - an image abut the lighting f the Olympic trch in Olympia n April 21th befre Ri de Janeir Games (see file 2 attached) - an adapted text (reduced t a summary with bullet pints) abut the meaning f the Olympic truce (see file 3 attached) Sentence frames abut the use f third cnditinal t express a hypthesis. Sentence frames t give an pinin: e.g. if O. truce were reinstated the result... 5 minutes 3 First task T imprve the cgnitive skill f Cntrasting and Cmparing (LOTS) Task: Draw a TChart visual rganiser THEN/NOWADAYS with at least tw features abut the Past and tw abut Present t recrd yur wrk Cntent bligatry/cmpatible vcabulary cncerning the tpic. With The TChart, they can cncentrate n cntent specific vcabulary and n the cgnitive skill requested withut wrrying abut frmulating sentences but just key wrds e.g. wmen: THEN wmen nt allwed NOWADAYS: wmen participate Whle class Grup wrk Pair wrk Individual wrk Material distributed at the beginning f the lessn 15 minutes The mre able learners, if there is time left, can recrd a shrt audi n Whatsapp (f the class grup) with a whle sentence cmparing ne feature which remains stable/r change between ancient Greece and Ri de Janeir 2016.

9 4 Secnd task T imprve the cgnitive skills f hypthesising and giving reasns (HOTS) Learners are asked, after discussin in each grup, t answer these tw written questins and write bth f them n ur multimedia padlet (at least 5 lines fr each answer): a) The Olympic Truce n lnger exists, even thugh it was re-prpsed (and refused) by the Olympic Truce Cmitate in What wuld happen if the Olympic truce were reenacted? Express yur hypthesis (n the blackbard Clil teacher writes key wrds r useful language Students are prvided with sentence frames abut the use f cnditinals (see LANGUAGE SUPPORT in the sectin Methdlgy) Wrk grups (small debate) t imprve effective ral and written cmmunicatin, due t the fact that tasks must be evaluate in peer cperatin. Whle class Grup wrk Pair wrk Individual wrk Material distributed by the teacher at the beginning f the lessn - Use f ITC tl: Padlet.cm (see fr an example f pssible plausible answers and sentence frames /laprfgreca/olym pics ) 25 minutes The teacher assesses the results f the different tasks accrding t a grid in which cntentcgnitin and language are integrated (see file 4 attached). All the members f a grup btain the same scre, because they have t wrk as a team. In the class there are 3-4 lazy students: they will frm a grup, s that they are cmpelled t cperate, wrk and achieve the gals. In my experience as a DNL teacher, this chice can prduce surprisingly gd results. In this phase f the mdule, the assessment is mainly

10 5 Metacgnitin T summarize wrk, evaluating what was easy/difficult and hw it has t be imprved. Learning cnslidatin 5 minutes (kindly requested frm the teacher f the next lessn...), but metacgnitin is previewed in the 5 th lessn f the mdule