Uudd aicle unit topic3
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The document outlines a CLIL didactic unit on the four seasons for a 1st cycle primary art class. The unit involves 6 sessions over 3 weeks and uses art, music, games and crafts to teach vocabulary related to weather, seasons, materials and instructions in English. Students will learn about the four seasons, describe weather conditions, follow craft instructions and evaluate their own progress. The final task is creating an online portfolio to showcase their artwork. Cooperative learning methods are employed with students working in small groups.
Uudd aicle unit topic3
- 1. Coordinación bilingüe Isabel Pérez Template to design a CLIL didactic unit Subject: Art Teacher: Carmen Rodríguez Suárez Course / Level: 1st cycle Primary Education Title: Ready,steady GO 4 seasons CRAFT! 1. Learning outcomes/ Evaluation criteria Learning outcomes Evaluation criteria Observe images related to the weather Evaluate the aesthetic composition of the weather Develop observational skills Interpret the compositional elements of an image. Describe weather conditions Convey and understand accurate information Enjoy a song in English Properly pronounce and sing a song in English Skilfully use drawing tools Understand and apply different techniques to create artistic compositions Understand weather conditions Understand and provide correct information Practise spelling Spell words correctly 2. Subject content Weather conditions Describing scenes about the four seasons Rhyming words about the weather Linguistic accuracy Enjoyment of a song Engaging in communicative exchanges that provide basic information about season Art techniques: drawing and coloring Techniques for describing weather conditions Drawing vocabulary about 4 seasons Techniques and materials for artistic composition Satisfaction at a job well done. Respect for the artwork of others 3. Language Content / Communication
- 2. Coordinación bilingüe Isabel Pérez To happen, rainy, snowy, sunny, cloudy, windy, foggy, stormy; winter, spring, summer, autumn; hot, warm, cold; there is/there are; cereal box; cotton; hanger; blue soft crayon; string; wool; scissors; glue; felt-tip pens; pencil; rubber; pencil-sharpener; big and small; numbers and colours; loud/quiet; scissors; to cut out; to tie; to tape; backward/forward; stick with glue, trace two clouds shapes Structures Hello, how are you; let's walk this way; good idea; here we are; clean up; put your things away; everybody, let's clean up; Is (Alejandra) here today? Good morning/afternoon; toilet please?; off you go; please/no thank you; be quiet, please; tie the lengths of wool string ; I see something blue; let's go backward ok?; everyone sings and walks forward together; how’s the weather today?; Let’s look outside; are you ready?; ready. steady,go!; is it sunny?... Discourse type description dialogue comparative argumentation Language skills Listening (receptive skill) reading (receptive skill) writing (productive skill) speaking (productive skill) group work 4.Contextual (cultural) element To connect the topic about seasons and weather to pupils' previous knowledge and daily routines life concerning to what seasons happen in a year 5. Cognitive (thinking) processes To listen and understand the Art contents and information To repeat the contents to construct the knowledge to look for the information to find out information to listen and do to make a craft to communicate with the teacher and partners in English to follow instructions to make a craft 6.Final task To create a visual tour museum for the Art classroom ( a blog PORTFOLIO )
- 3. Coordinación bilingüe Isabel Pérez 6. Activities 1st session: revision of pupils’ previous knowledge + introduction of new vocabulary 2nd session: Let's sing and play T.P.R. games 3rd session: Let’s craft now! Ready, steady, craft! 4th session: Stop, go back dictation Warm-up SCAFFOLDING activitity: Revision of vocabulary about greetings, colours, numbers and daily routines. (scaffolding) Listening and speaking skills Introduction of weather and 4 seasons vocabulary Listen and look at the videos about: how’s the weather and four seasons songs Let’s play mime and guess using by the weather flashcards Warm-up: SCAFFOLDING activitity: Listen to the videos, sing and dance the songs all together Listening & speaking skills T.P.R. ACTIVITIES (SCAFFOLDING) Introduction of vocabulary about INSTRUCTIONS and materials we need for the CRAFT: Listen to the teacher and do the instructions … Teacher says to their pupils: Let’s play Simon says! “Simon says…” In order to practice the content Art vocabulary about how to make a weather hanger Warm-up: SCAFFOLDING activitity Listen to the videos, sing and dance the songs all together Listening & speaking skills. Amplify the vocabulary about INSTRUCTIONS and materials we need for the CRAFT. Listening & speaking skills. Let’s craft now! Listen to the teacher and do. Pupils have to follow instructions in order to make the craft Let’s clean up and tidy up the ART classroom When 5 minutes are missing to finish up the session, pupils listen to a song in order to tidy up and clean up the classroom Warm-up: SCAFFOLDING activitity Listen to the videos, sing and dance the songs all together Listening & speaking skills. Go in depth in the weather vocab u lary Dictation about the weather vocabulary Listen to the teacher, mime and draw the weather vocabulary:
- 4. Coordinación bilingüe Isabel Pérez 5 th session: (SCAFFOLDING) + GO IN DEPTH and FINISH the CRAFT. 6 th session: (SCAFFOLDING) + CO-EVALUATION and SELF-EVALUATION Warm-up: SCAFFOLDING activitity Listen to the videos, sing and dance the songs all together. Let’s craft now! Listen to the te acher and make the hanger weather craft. Let’s CLEAN UP and TIDY UP the ART classroom When 5 minutes are missing to finish up the session, pupils listen this song in order to tidy and clean the classroom Warm-up: SCAFFOLDING activitity Teacher creates a rubric in order to write down pupils’ daily progress such as: effort, creativity, cooperation, language for communication and content, empathy. Pupils watch videos about their songs and dictation perfomances with the aim of valuing their progress as well as their partners’ progress ON LINE COOPERATIVE ACTIVITY 7. Methodology Organization and class distribution timing 6 sessions of 45' three weeks first term Cooperative learning: small groups,working by teams,supporting each other thank to the task of each mini-teacher group work, find new solutions to problem,teacher as facilitator and guideline. Resources and Materials Resources: a computer, a camera, learning-teaching process tools such as: https://vimeo.com/home http://www.slideshare.net/?from=logout http://www.symbaloo.com/home/mix/13eOcLjTaQ Videos about songs such as: http://www.symbaloo.com/home/mix/13eOcMKhJe the hello song! http://www.symbaloo.com/home/mix/13eOcMKhJe I see something http://www.symbaloo.com/home/mix/13eOcMKhJe seven steps http://www.symbaloo.com/home/mix/13eOcMKhJe open shut them! http://www.symbaloo.com/home/mix/13eOcMKhJe clean up song https://www.youtube.com/watch?v=ksGiLaIx39c seasons song https://www.classdojo.com/ self-evaluation and co-evaluation Materials: weather flashcards, a big bag, body gesture. cereal box, two clouds shapes, soft crayon, glue scissors, a plate, water, pencil, rubber, pencil-sharpener, crayons and felt-tip pens, a brush and some cotton, wool, weather cardboards about the dictation and videos about pupils’ perfomances about songs
- 5. Coordinación bilingüe Isabel Pérez Key Competences Knowledge and interaction with the physical world Competence in linguistic communication Establish organised dialogue and communication among all members of the class. Show curiosity about natural environments,producing questions and answers Use linguistic skills to pursue oral accuracy Cultural and artistic competence Competence for learning to learn Develop self-confidence and the desire for excellence while creating art Autonomy and personal initiative 8. Evaluation (criteria and instruments) To create a rubric in order to write down pupils' daily progress in class To use the DOJO CLASS tool for pupils' co-evaluation and self-evaluation Feel free to use this template. Thanks for attributing the source. A first sample of this template has been published at: Pérez Torres, I. 2009. "Apuntes sobre los principios y características de la metodología AICLE" en V. Pavón, J. Ávila (eds.), Aplicaciones didácticas para la enseñanza integrada de lengua y contenidos. Sevilla: Consejería de Educación de la Junta de Andalucía-Universidad de Córdoba.171-180. It is mainly based on the hands-on experience at designing units and on conversations with experts and peers. The theory of the 4Cs by Do Coyle has also been taken into account. This theory has been shown in various publications, such as: Coyle, D., Hood, P. and Marsh, D., 2010. Content and Language Integrated Learning. Cambridge University Press.
- 6. Coordinación bilingüe Isabel Pérez Key Competences Knowledge and interaction with the physical world Competence in linguistic communication Establish organised dialogue and communication among all members of the class. Show curiosity about natural environments,producing questions and answers Use linguistic skills to pursue oral accuracy Cultural and artistic competence Competence for learning to learn Develop self-confidence and the desire for excellence while creating art Autonomy and personal initiative 8. Evaluation (criteria and instruments) To create a rubric in order to write down pupils' daily progress in class To use the DOJO CLASS tool for pupils' co-evaluation and self-evaluation Feel free to use this template. Thanks for attributing the source. A first sample of this template has been published at: Pérez Torres, I. 2009. "Apuntes sobre los principios y características de la metodología AICLE" en V. Pavón, J. Ávila (eds.), Aplicaciones didácticas para la enseñanza integrada de lengua y contenidos. Sevilla: Consejería de Educación de la Junta de Andalucía-Universidad de Córdoba.171-180. It is mainly based on the hands-on experience at designing units and on conversations with experts and peers. The theory of the 4Cs by Do Coyle has also been taken into account. This theory has been shown in various publications, such as: Coyle, D., Hood, P. and Marsh, D., 2010. Content and Language Integrated Learning. Cambridge University Press.