PROJECT PLANNING TEMPLATE for CLIL and Content-Rich ... teachers... · PROJECT PLANNING TEMPLATE for CLIL and Content-Rich Environments IDENTIFICATION Project teaching sequence TITLE

Font: http://www.rubrics4teachers.com/pdf/GenericPosterRubric.pdf

PROJECT PLANNING TEMPLATE for CLIL and Content-Rich Environments

IDENTIFICATION

Project teaching sequence

TITLE

The Second World War and the Holocaust.

AUTHOR(S) Felip Monclús i Arasa

With the support of

COE Level

Grade 4th of ESO

Content areas History

Number of sessions 5

Teacher(s) involved English teacher

Key words Gestapo, Total war, Lebensraum, Anschluss, League of nations, arms race, Five-Years Plan, Stalin, Hitler, Franco,

Maginot Line, Sudeten, Conference in Munich, Danzing, ghetto, SS, Chamberlain, Daladier, Allies, Axies, Holocaust

(Shoah), atomic bomb (Hiroshima and Nagasaki), Molotov-Ribbentrop Pact, the England battle, Pearl harbor,

Superpowers, Cold War, United Nations.

http://www.rubrics4teachers.com/pdf/GenericPosterRubric.pdf


INTRODUCTION TO THE PROJECT TEACHING SEQUENCE

Why were the humans so cruel during the Second World War and the Holocaust?

GOALS HOW DO YOU KNOW STUDENTS ARE MAKING PROGRESS?

1. Identify the causes of the war.

2. Do research about one of the main periods and battles.

3. Describe the consequences of the war.

4. Create a poster explaining the war.

Identify and recognize the causes of the war.

Identify and recognize the consequences of the war.

Detect, explain and discuss how to avoid a war.

Create and justify an orally presentation.

Use successfully an Aurasma app.

FINAL PRODUCT

What is the final product?

Build an interactive poster (in groups) with the platform Aurasma about one of this topics:

● Causes of the Second World War. ● Phases of the war in Europe. ● Phases of the war in Asia. ● Consequences of the war. ● Holocaust: Ghettos and Nazi camps.

… Explain it in English in class.



KEY COMPETENCES

1 Linguistic communication Yes

2 Cultural awareness and expression Yes

3 Digital competence Yes

4 Mathematical -

5 Learning to learn Yes

6 Sense of initiative and entrepreneurship Yes

7 Interaction with the physical world -

8 Social and civic competences Yes

CONTENTS (Knowledge and Skills)

TOPIC-RELATED CONTENTS TOPIC-RELATED SKILLS

Second World War, Fascism, Nazism, Holocaust

1. Read a comic about the Holocaust and understand this phenomenon. (In Catalan)

2. Read in English selected texts.



3. Listen some videos and comment them. (Creating Tableaux) 4. Look for information in Internet.

CONTENT-OBLIGATORY LANGUAGE

Allies (France, United Kingdom, United States of America, URSS) , Axies (Germany, Italy, Austria), Holocaust (Shoah), atomic bomb (Hiroshima and Nagasaki), Molotov-Ribbentrop Pact, the England battle, Pearl harbor, Superpowers, Cold War, United Nations, Mussolini, Lebensraum, Anschluss, Danzing, ghetto, SS, Chamberlain, Daladier,

PERSONAL and EMOTIONAL DEVELOPMENT

1. Make the effort to speak in English 2. Give the best of yourself 3. Make the effort to read a comic in less than three weeks.

MATERIALS and RESOURCES

1. Maus (a comic of Art Spiegelman)- The school bring them 2. Mobile telephones and computers. 3. Aurasma App



REFERENCES

COMMENTS

ACKNOWLEDGEMENTS

UNIT OVERVIEW

Session Activities Timing Skills Interaction CMC Assessment

Create groups 10’ Social skills Groups of 4 Create/ non created



1

Read the Maus

10’ “performance

motivation” +2

weeks reading (at

home)

Linguistic

communication

Individually-

group

Questionnaire (each

person-in couple-in

groups of 4-all class)

2

(two month

later

approximately)

Aurasma App-creation Aurasma

mobile- playing

40’ Digital competence groups Each group has to show

an aurasma activity.

Choose a topic for their project and

look for information in Internet.

(their will have selected information)

10’ Learning to learn Google or download

Video of the Great Dictatorship of

Charles Chaplin. (half of the group)

5’ Learning to learn Half of a group To watch a video

3

Video of Nuremberg speech (half of

the group)

5’ Learning to learn Half of a group To watch a video

Explain and compare both videos (in

pairs)

15’ Social and civic

competences

In pairs Summarize them

Video of the great dictatorship

speech.

10’ Social and civic

competences

Group class Group class reflection

Organize the photos about the

timeline of 2n WW

10’ Class group Timeline poster in class.

Check the information of each topic 5’ Learning to learn In groups Summarized



information

4

Organize the ideas in a small poster 20’ Learning to learn In groups Working or lose time

Create the big poster 20’ Learning to learn In groups

Create de videos 20’ Learning to learn In groups

5 Finalize the posters 60 Learning to learn In groups Present or not the

poster.

Rubric assessment

SESSION-BY-SESSION PLANNING: SESSION 1

Activity 1

Activity description In December: The teacher will motivate the pupils to read Maus. Maus is an interesting comic about the holocaust.

In February: The pupils will answer the questionnaire.

Outcomes

Speaking: A debate Writing Questionnaire

Conversation: Short conversations in English

Non-linguistic output -



Input Listening- Reading: Read a book (In Catalan) Viewing- Others-

Subject-matter CONTENT Holocaust of the second world war.

Content-Obligatory LANGUAGE Nazi camp, genocide, SS, German, Polish, French, final solution, civil rights, race laws, guetho.

Timing 1 hour (5’ individually -10’ in pairs-10’group)

Format of interaction /

Grouping

Individual work

Peer interaction

Teacher-led interaction

CMC (Computer Mediated Communication)

Material Maus of Art Spiegelman. (We have only 35 books for 93 pupils)

Assessment Self-assessment: Peer assessment: Teacher assessment:


Activity 1

Activity description The teacher shows how the pupils can use an application of 3d reality. They have to “play” with the app.

The group has to download the theory, read it, and summarize it.



Outcomes

Speaking Asking questions

Writing - Conversation- Non-linguistic output -

Input Listening

Reading: Viewing- https://www.youtube.com/watch?v=Ia5T7EavxXo

Others

Subject-matter CONTENT It has not a strong relation with the subject. It is a methodological class

Content-Obligatory LANGUAGE Login , aura, trigger, uploaded, png image, overlays, size, fit to trigger image, save and hastag.

Timing 10’ organizing groups - 10’ explaining and 30’ playing


Grouping

Individual work

Peer interaction



Material

Assessment Self-assessment: Peer assessment: Teacher assessment: the teacher pass for every computer-mobile and control every group


Activity 1


https://www.youtube.com/watch?v=Ia5T7EavxXo


Activity description The teacher shows the video of the Great dictatorship or a meeting of Hitler in Munich (half of the class). The pupils

have to explain the video to the other half of the class. Finally all of them watch the final speech of the Great

Dictatorship.

Outcomes

Speaking they have to explain in English how was their video. Writing - Conversation comment the videos

Non-linguistic output -

Input Listening

Reading

Viewing https://www.youtube.com/watch?v=DFNUdCtMXWE https://www.youtube.com/watch?v=IJOuoyoMhj8 https://www.youtube.com/watch?v=uAd1WJ9gXo0

Others

Subject-matter CONTENT Fascism, democracy, violence

Content-Obligatory LANGUAGE Breed, hate, barricaded, greed, poisoned, bloodshed, goose-stepped, shut, knowledge, kidness, gentleness, torture,

despair, perish, brutes, drill, treat cattle, fodder.

Timing


Grouping

Individual work

Peer interaction



Material Internet

Assessment Self-assessment: Peer assessment:


https://www.youtube.com/watch?v=DFNUdCtMXWE

https://www.youtube.com/watch?v=IJOuoyoMhj8

https://www.youtube.com/watch?v=uAd1WJ9gXo0


Teacher assessment:

SESSION-BY-SESSION PLANNING: SESSION 4-5

Activity 1

Activity description They have time (2 hours) to organize the poster, linked a video, record the video…

Outcomes

Speaking They have to record a video in English

Writing They have to do a scheme of their period

Conversation

Non-linguistic output

Input Listening

Reading

Viewing

Others

Subject-matter CONTENT

Content-Obligatory LANGUAGE Glue, photo, trim, scissors, link, paste.

Timing 2 hours of group work (1 hour reading-preparing 1 hour recording…)

Format of interaction / Individual work

Peer interaction



Grouping Teacher-led interaction helping groups in front of doubts


Material Glue, scissors, colors, printer, Internet, cardstock

Assessment Self-assessment: Peer assessment: Teacher assessment: rubric



CLASS 1

1. How do you think Vladek and Anja survive Auschwitz? 2. Why do you think Anja kills herself? 3. Explain what you believe will happen to Vladek and Mala’s marriage? 4. What will happen with Vladek and Art’s relationship? Why? 5. Why did Spiegelman write this book? Why did he call it Maus? 6. Why did Spiegelman portray his father’s story as a comic strip? 7. Maus portrays the Holocaust or a genocide. A genocide is a deliberate and systematic destruction of a racial, political, or cultural group . Do you know of any recent

genocides? How are these genocides similar to the Holocaust? How are they different? 8. What would you have done if you were a Jew living in Poland during the Second World War? What would you have done if you were a Pole? A German? Why? 9. How did people survive in Poland during the Second World War? How do you think these survivors felt after the war? Why? 10. In Maus, Art interviews Vladek about the Holocaust. How reliable do you think Vladek’s memory is? Why? 11. What happens to people who live under a terror regime for a long period of time? Should people adapt to a terror regime? Explain.

Source: http://www.history.ucsb.edu/faculty/marcuse/classes/33d/33dTexts/maus/MausResources.htm#intro

How will I decide you mark? Everyone will have an individual mark.

Every poster has to have this:



Photo 1: Map: It has to be a map of your topic (with an explanation in English)

Photo 2: Slide of power point: Explanation in English of your topic

Photo 3: Video 1: You have to link a short video of channel history. This video has to be a strong relation with your topic.

http://www.history.com/topics/world-war-ii

Photo 4: Video 2: Your group has to record a video of 5 minutes (In English) when you explain your topic. (2 members of your team)

Photo -7: Slide of power point: Explanation in English of your topic

Last photo: Video 3: Your group has to record a second video of 5 minutes (In English) when you explain the conclusions of your poster. (2 members of your

team)


http://www.history.com/topics/world-war-ii



Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/

P

1 I will valorate your effort to speak always English. It is not so important your level, it’s more important your effort.

Socials 4 3 2 1

Use de class time.

Used time well during each class period. Focused on getting the project done. Never distracted others.

Used time well during each class period. Usually focused on getting the project done and never distracted others.

Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.

Did not use class time to focus on the project OR often distracted others.

English use.1 Always used English Sometimes used English (more than 40%)

Sometimes used English (less than 40%)

Hardly ever or ever used English (more than 40%)

Required elements.

The poster includes all required elements as well as additional information.

All required elements are included on the poster.

All but 1 of the required elements are included on the poster.

Several required elements were missing.

Content and organization of ideas.

At least 7 accurate facts are displayed on the poster.

5-6 accurate facts are displayed on the poster

3-4 accurate facts are displayed on the poster.

Less than 3 accurate facts are displayed on the poster.

Documents

PROJECT PLANNING TEMPLATE for CLIL and Content-Rich ... teachers... · PROJECT PLANNING TEMPLATE for CLIL and Content-Rich Environments IDENTIFICATION Project teaching sequence TITLE