Design a t-shirt project
- 1. PROJECT TITLE: Design a T-shirt SCHOOL YEAR GRADE TERM NUMBER OF SESSIONS TEACHER 20017-20018 6th Second term 6 Yolanda Alvarez TEACHING AREAS RATIONALE Arts and crafts, English and Digital areas. Students need a T-shirt for their end-of-school trip. On the one hand to take an unforgettable memory back home with them and on the other one, to be controlled by their tecahers in the theme park that are going to go. CEFR LEVEL FINAL PRODUCT DRIVING QUESTION A1 Create a T-shirt for the end-of-school trip What do brands pretend with their T-shirts? LEARNING OBJECTIVES ASSESSMENT CRITERIA Identify the key elements form a T-shirt. Distinguish an slogan from a logotype. Recognize the characteristics from a slogan and logotype. Create a simple, memorable and timeless logotype. Write a short, direct, catchy and understandable slogan. Create a short, catchy and direct slogan. Design a simple, memorable and timless logotype. Use of creativity. Work by groups cooperatively Cooperate and participate. Use correctly the first conditional Sell a T-shirt giving convincing arguments that contain superlatives, comperatives, conditionals (zero or first) and modal verbs (need to and have to). Use correctly the comparatives a superlatives. Communicate non-verbaly in a correct way. Use suitable vocabulary. Pronounce correctly. Create a catchy speech. ENGLISH ORAL COMMUNICATION READING WRITING LITERATURE EDUCATION PLURILINGUAL & INTERCULTURAL EDUCATION 1 2 3 4 5 6 7 9 10 11 12 13 X X X X X X X CATALAN ORAL COMMUNICATION READING LITERATURE EDUCATION PLURILINGUAL & INTERCULTURAL EDUCATION 1 2 3 4 5 6 7 9 10 11 12 13 14 X SPANISH ORAL COMMUNICATION READING LITERATURE EDUCATION PLURILINGUAL & INTERCULTURAL EDUCATION 1 2 3 4 5 6 7 9 10 11 12 13 14 X ARTS PRECEPTION, COMPREHENSION & APPRECIATION INTERPRETATION & PRODUCTION IMAGINATION & CREATIVITY 1 2 3 4 5 6 7 8 9 X X X X VALUE EDUCATION PERSONAL INTERPERSONAL SOCIAL 1 2 3 4 5 6 7 8 X X X X X DIGITAL EDUCATION INSTRUMENTS & APPS DEALING WITH INFORMATION & VIRTUAL ENVIRONMENTS COMMUNICATION & COLLABORATION HABITS, CIVIC EDUCATION & DIGITAL IDENTITY 1 2 3 4 5 6 7 8 9 10 X X X LEARNING TO LEARN SELF-AWARENESS IN LEARNING INDIVIDUAL LEARNING GROUP LEARNING POSITIVE ATTITUDES TOWARDS LEARNING 1 2 3 4 5 6 X X X X AUTONOMY, INITIATIVE & ENTERPRENEURSHIP SELF-CONCEPT DECISION TAKING CREATING & IMPLEMENTING INDIVIDUAL & COLLECTIVE PROJECTS 1 2 3 4 5 6 X X X X
- 2. KEY CONTENTS & CURRICULUM CONNECTIONS ENGLISH CURRICULUM SUBJECT-MATTER CURRICULUM - Comparatives and superlatives - Conditionals (zero and first) - Ask and give opinions - Aprecciation, evaluation and analysis of the images function. - Differentation of materials: colours, shapes, lines, volumes, textures and dimensions. - Establish relationships between perceptive qualitives and what images pretend (inform, think, convince and persuade). - Creation of visual messages through plastic materials and the technology. PROJECT OVERVIEW SESSION SESSION PURPOSE LEARNING AND ASSESSMENT ACTIVITIES RESOURC ES GROUPING (WC whole class / PW pair work / GW group work / IW individual work) TIME DEALING WITH DIVERSITYACTIVITY SESSION 1 Presentation of the project: to let students know what and why they are going to do in the following sessions. Presentation of the project. IW 10' 1h Survey to asses their previous knowledge. Survey and tablets IW 10' Adapted survey Anlaysis of their t-shirts. Before start designing, students will do a market research based on their own T-shirts, in order to know which elements have in common among them. Doing that, pupils will be able to see that all the colours, fonts, images, sentences, among other elements from their t-shirts have been chosen with a specific purpose and not randomly. That fact will also help students to start thinking about the driving question of the Unit: "What do brands pretend with their t- shirts?". Photos taken from the student's t- shirts, links of online shops where you can buy t- shirts, the blackboard to write the students ideas and language support with the structures and vocabulary that students are going to need during the activity (asking and giving opinion). PW 30' Create the groups. Students will be able to choose with whom they want to work with, taking into account that in the last project the groups were made by the tecaher. Even though, students will have to consider two aspects before creating their team: groups must be mixed regarding the gender (boys and girls) and the language level. Blackboard to write the groups. GW 5' Chose the role of each memeber of the group. Students will have to choose among: facilitator, technician, secretary and master materials roles. Show the roles in the webiste that I created. GW 5' Writing the slogan: students have to write a short, direct, catchy and understandable slogan Which are the characteristics from an slogan? From some examples each pair will have to think at least about one characteristic from good slogans. Examples of good slogans. PW 10'
- 3. 2 Writing the slogan: students have to write a short, direct, catchy and understandable slogan Share their ideas and show what experts say through a video. Video and squeme with the steps or characteris tics that a slogan should have. WC 20' 1h 30' What are the characteristics of their class? Students will have to say aloud adjectives, words or verbs that describe their group class. The students contributions will be placed in a Tagul. This activity is an scaffolding, to help students to create their slogan. Tagul (word cloud art) IW 10' Create the slogan Language support, font types, significanc e of colours and examples. GW 40' Group work and self assessment. In each session, students will have to assess their group members and themsleves as well. Assessme nt rubric IW 5' Rubric adaptation Password: students will have to guess the meaning of an idiom related with the clothes field and write an example of it too. Every task done correctly worth one point, so the maximum score that students can get are two points per session. It will be a competition among groups. The winners will get an extra point in their final mark. Clothes idioms: https: //owlcatio n. com/acad emia/25- Clothes- Idioms- Explained -to- English- as-a- Second- Language -Learners and groups' ranking. GW 5' Students can read the sentence instead of memorizing it. 3 Designing a logotype: students will have to design a simple, memorable and timless logotype. What is a logotype? Through some examples placed in the blackboard, students will have to define with their own words what do they think a logotype is. Examples of logotypes and language suppport to give the opinion. WC 10' 1h How to create a good logotype? Students will watch a brief video that explains how a logotype should look. Video: https: //www. youtube. com/watch ? v=_n0_Fm qttJk WC 10' Design the logotype. Examples projected in the digital board. GW 30' Group work and self assessment. Assessme nt rubric IW 5' Adaptation in the rubric Password: students will have to guess the meaning of an idiom related with the clothes field and write an example of it too. Every task done correctly worth one point, so the maximum score that students can get are two points per session. It will be a competition among groups. The winners will get an extra point in their final mark. Clothes idioms: https: //owlcation. com/acade mia/25- Clothes- Idioms- Explained- to-English- as-a- Second- Language- Learners and groups' ranking. GW 5' Students can read the sentence instead of memorizing it. 4 From paper into reality: students will have to use the technology to pass the ideas that they had in paper to the reality. Show a tutorial explaining how to use the technological tool: crearcamisetas.es Video tutorial WC 10' 1h Put in practice what students have seen in the tutorial. Computers or tablets GW 40'
- 4. 4 From paper into reality: students will have to use the technology to pass the ideas that they had in paper to the reality. Group wok and self assessment Assessme nt rubric IW 5' 1h Assessment rubric adaptation. Password: students will have to guess the meaning of an idiom related with the clothes field and write an example of it too. Every task done correctly worth one point, so the maximum score that students can get are two points per session. It will be a competition among groups. The winners will get an extra point in their final mark. Clothes idioms: https: //owlcation. com/acade mia/25- Clothes- Idioms- Explained- to-English- as-a- Second- Language- Learners and groups ranking. GW 5' Students can read the sentence instead of memorizing it. 5 Preparation of the presentation: students will spend all the session preparing the presentation in which they will ahve to sell their T-design. Show the strutre that they have to follow to sell a product. An script model WC 10' 1h Write a simple script to know what they are going to say. Language support (conditional s, comparativ es and superlative s). GW 30' Perform as they were doing the presentation. Resource for the pronunciati on: https: //www. naturalread ers. com/online/ GW 10' Less sentences and the simple ones. Group work and self assessment Assessme nt rubric. IW 5' Asssessment rubric adapted. Password: students will have to guess the meaning of an idiom related with the clothes field and write an example of it too. Every task done correctly worth one point, so the maximum score that students can get are two points per session. It will be a competition among groups. The winners will get an extra point in their final mark. Clothes idioms: https: //owlcation. com/acade mia/25- Clothes- Idioms- Explained- to-English- as-a- Second- Language- Learners and groups ranking. GW 5' Students can read the sentence instead of memorizing it. 6 Selling a T-shirt: students will have to sell their designs in order to get votes form their classmates. The winner design will be the T-shirt that students will wear during their end-of- school trip. Prepare everithing they need GW 10' 1h 30' Presentations and students votes. Students will have to sell their T- shirts and afterwards they are going to vote individually, which theyr think is the best one. The winner, apart from wearing it during the end-of- school trip, will also appear in the website and blog of the school. Grid to vote all the T-shirts GW + IW 60' Adaptation in the grid to vote the designs. Survey to know if they acquired or improved their prvious knowledge with the project. Survey from session 1 IW 10' Survey adapted, like the first session. Group work and self assessment Assessme nt rubric IW 5' Assessment rubric adapted. Password: In work groups students have to choose one of the idioms learnt during the project and say it to the tecaher. Hieroglyphi cs with images to give clues to the students about the idioms done during the project. and also the groups' ranking to know the winners. GW 5' Students will have all the idioms in a sheat of paper and they will have to choose one. In that session, they sould try to repeat the idiom without reading.