SORAYA'S: Let's do a pop art mission

LET’S DO A

POP ART

MISSION FINAL TEPBLL PROJECT

Authors: Zaida Guirado, Ester Rueda, Sara Sibila and Carles Tomàs

1

INDEX

1. INTRODUCTION .................................................................................................................................... 2

2. THEORETICAL RATIONALE .................................................................................................................... 3

3. PROJECT DESCRIPTION ......................................................................................................................... 4

3.1 Storyboard for the project: ................................................................................................................. 4

SESSION 1 ............................................................................................................................................. 7

SESSION 2 ............................................................................................................................................. 7

SESSION 3 ............................................................................................................................................. 7

SESSION 4 ............................................................................................................................................. 8

SESSION 5 ............................................................................................................................................. 8

SESSION 6 ............................................................................................................................................. 8

SESSION 7 ............................................................................................................................................. 9

SESSION 8 ............................................................................................................................................. 9

SESSION 9 ............................................................................................................................................. 9

SESSION 10 ........................................................................................................................................... 9

SESSION 11 ......................................................................................................................................... 10

SESSION 12 ......................................................................................................................................... 10

3.2 Detailed description of the sessions in the project: .......................................................................... 11

SESSION 1 ........................................................................................................................................... 11

SESSION 2 ........................................................................................................................................... 14

SESSION 3 ........................................................................................................................................... 17

SESSION 4 ........................................................................................................................................... 20

SESSION 5 ........................................................................................................................................... 23

SESSION 6 ........................................................................................................................................... 26

SESSION 7 ........................................................................................................................................... 30

SESSION 8 ........................................................................................................................................... 33

SESSION 9 ........................................................................................................................................... 36

SESSION 10 ......................................................................................................................................... 39

SESSION 11 ......................................................................................................................................... 42

SESSION 12 ......................................................................................................................................... 45

3.3 Assessment ....................................................................................................................................... 48

4. BIBLIOGRAPHY .................................................................................................................................... 49

2

1. INTRODUCTION

The document you are going to read is a Technology-Enhanced Project Based Language

Learning (TEPBLL) design. The project integrates the use of technology in the

promotion of language learning and collaborative work. In this project, the content and

the language are integrated. The content that is being worked is Pop Art movement.

The project is planned to be applied between two Primary schools, one from Catalonia

and the other one from France. Specifically the target level of the group is 2 nd

grade of

Primary school in which there are two pupils with ADHD. Because of that, we have

prepared different kind of activities in which children will be able to participate

regardless their personal characteristics.

The main content students will learn within this project is:

1. Descriptions of paintings and sculptures (understand + produce) (LANGUAGE)

2. Simple questions and answers (understand + produce + answer) (LANGUAGE)

3. Express opinions and simple ideas (LANGUAGE)

4. Main characteristics of Pop-art: colours, shapes, figures… (ART)

5. Techniques and materials (vocabulary + content) (LANGUAGE AND ART)

As it can be observed, the content is related to both language acquisition and art.

Therefore, the key competences learners will acquire during this teaching sequence are:

linguistic and audio-visual communication competence, cultural and artistic competence

and learning to learn competence.

The main idea of the project is to create a Pop Art’s magazine, particularly an art

brochure, in which learners are going to present the pop-art creations done by them

collaboratively. The language focus for this project is to work on descriptions through

this artistic movement and learn its main characteristics.

Telecollaboration is an important aspect of the project as it will be used when

discovering the characteristics of the art movement. Learners will have to collaborate in

order to get some information and also to create the final product.

.

3

2. THEORETICAL RATIONALE

In this section, a theoretical background will be exposed in relation to the project

presented.

This project is based on the Technology Enhanced Project-Based Language Learning

field (TEPBLL) as it is designed as a sequence of activities that lead up to a clearly

articulated outcome (AAEEP/REEP 1997) through the use of different technologies.

The role that the language plays in this project is bifocal; not only is the object of study

but also the vehicle for the learning process (Seedhouse 2004). Collaborative work is an

essential issue within the project as, regarding the amount of interaction in TEPBLL, it

ensures that there is continuous communication between participants. It also facilitates

integrated use of language competencies (grammatical, pragmatic, discursive,

sociolinguistic and strategic), through different modes (reception, production,

interaction and mediation). As Goodall (2007) states: “Cooperation, empathy, self-

respect and respect for others, and conflict resolution are key themes in any personal

and social education” Collaborative work emerges when there is a positive

interdependence with structured goals, grouping is heterogeneously, each learner is

responsible in some way for other’s learning... (Liang 2002).

Moreover, the project encourages students to develop new technology competence as,

according to their age and levels, the project includes different moments where

technology is used to achieve various goals. For example, the Telecollaboration sessions

lead the development of the project by linking “language students” from two different

countries and contexts forming international partnerships. Telecollaboration in this

project is considered a Cogwheels process, so the meetings have different purposes that

promote the positive interdependence between partners as they have to work together to

reach a common aim.

Language learners’ assessment in this project is thought to be formative, which means

that assessment is a part of the continuous learning process (Cajkler & Addelman 2000).

In this way, teachers can help pupils take responsibility for their learning process and

also let them know what is expected from their attitude and performance, apart from

giving them feedback in order to improve and for the teacher to obtain data of their

process. On top of that, we may say that it helps students be more autonomous with

their work and develop the “learning to learn competence”.

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Finally, the content presented in this project is within the Art subject; concretely, Pop

Art movement is treated as the main topic. It seems to us that working through Art can

be really engaging for pupils as it allows them to be creative. Furthermore, it also

facilitates teachers to take into account different ways of learning (visual, kinaesthetic,

auditory and tactile learners).

3. PROJECT DESCRIPTION

3.1 Storyboard for the project:

In this section we provide a summarized storyboard about how the project will be

developed through the different weeks and sessions and also which the main activities

for each of the sessions are.

Week 1

SESSION 1

SESSION 2

Mission 1: Warhol’s

introduction

(Warhol video Mission 1)

Andy Warhol (a

representative artist of Pop

Art) introduces

the project and asks pupils

for help.

Pupils prepare an

introductory video of the

class for Warhol and for the

partner school.

- “Thumb”

assessment

Mission 2 : Warhol 1st

letter:


Work on the information

given about Pop Art.

Read and comprehend the

information to fill in a

worksheet.

- “Traffic lights”

assessment

5

Week 2

SESSION 3

SESSION 4

Mission 3: Warhol has

lost the second letter.


Pupils need to get prepared

for telecollaboration

(prepare the questions to be

asked during the

telecollaboration in order to

collect the information

missing.)

- “List of key words”

assessment.

Warhol introduces the

teleconference

(Warhol video introducing

collaboration)

COLLABORATION

WITH THE OTHER

SCHOOL.

Interview, fill in the

information.

- “Thumb”

assessment.

Week 3

SESSION 5

SESSION 6

Mission 4: Are you Pop

Art’s experts?


Warhol wants to make sure

they are all experts at the

information given.

Introduce some tips on how

to describe an art work.

- “Dry-erase boards”

assessment.

Mission 4: Are you Pop

Art’s experts?

Check understanding about

Pop-art.

(discussion in pairs of

different paintings)

- Checking

understanding

worksheet.

Week 4

SESSION 7

SESSION 8

Mission 5: Giving

instructions for their

creations.


Work on the description.

(First draft to receive

feedback from the teacher)

6

Children have to do their

creations in pairs and fill in

a worksheet to describe

their Artwork.

-Self and peer assessment

worksheet.

- Peer Assessment

rubric

Week 5

SESSION 9

SESSION 10

Feedback of the draft and

write the final description.

- Teacher Assessment

+ “Thumb”

assessment.

Mission 6: Let’s prepare a

game.


See the creations from the

pupils in the other school

and write a short

description of one of them

(work in pairs)

- Self-assessment,

KPSI

Week 6

SESSION 11

SESSION 12

COLLABORATION

WITH THE OTHER

SCHOOL.

Play a game with their

partners’ art works

description

GOODBYE!

- Thumb” assessment

- Session will be

recorded.

Final mission 7: Create

the art brochure.


Work on the Art Brochure

using ISSUU.

Closure of the project

- Self-assessment

rubric.

- Final assessment.

7

SESSION 1

In this first session of the project, Warhol Avatar helps the teacher present and engage

pupils in the project. The avatar explains pupils who he is and also what the project is

about. He makes them aware that they will have to learn the main characteristics of Pop

Art. He also introduces that they are going to be collaborating with another school so

they have to prepare some kind of introductory video for the other school and for him in

order to know each other.

During the second part of the session, the class records an introductory video for their

collaboration partners and for Warhol.

Assessment: Thumb assessment.

SESSION 2

The class receives a letter from Warhol which contains information about Pop Art

movement. Warhol Avatar gives pupils some instructions about what to do: they have to

work on the information given as they have to understand it very well. (They don’t know

it yet but they will have to explain this information to the other school during the

telecollaboration). In class, they read this information together and they have to fill in

some blanks in a worksheet with the information given in the letter.

Assessment: Painting the traffic lights.

SESSION 3

This session 3 basically consists of preparing session number 4 which will be the

Telecollaboration. Warhol Avatar explains to students that he has lost the next piece of

information that he wanted to give them on his way to school. Therefore, they will have

to discover it by asking the children in the other school who has the second letter.

Moreover, he tells them that they also have to be prepared to answer some questions

from the other group as they would also like to know some information they are

missing.

During the session, pupils prepare the questions together with the teacher, and decide

who will read and what during the Telecollaboration. The teacher can also ask some

questions to the class (regarding the information they already have) in order to make

8

sure that they understand what their information is about and that they are ready to

answer them during the telecollaboration.

Assessment: List the key words of the session.

SESSION 4

In this session, there is the first telecollaboration. Pupils of each class ask the questions

that they have prepared for the others and fill in the worksheet so that they all have the

complete information. Every child has a worksheet so all of them must be active

listeners during the telecollaboration, as they have to write the information down. First,

one class is going to ask questions while the other answers them and the other way

round so that both schools finally have all the information.

Assessment: the teacher will record the session to have more information and evidence

of the children.

Assessment: “Thumb” assessment

SESSION 5

Warhol video Mission 4: Are you Pop Art’s experts?

Work on language and content of Pop Art by showing pupils a “Power point” with Pop-

Art creations in order to elicit the main characteristics that a Pop Art production should

have. (As they already knew them from the letter with the information they will have to

recap this knowledge and apply it to describe the pictures).

During the activity, they are going to be working on vocabulary they already know from

the previous sessions and the teacher is also going to introduce and monitor some

structures and tips that could be useful for them when writing the description.

Assessment: Dry-erase boards to review the vocabulary learnt.

SESSION 6

During this session, pupils are going to be working in pairs in order to describe some

pictures about Pop Art movement. Later on, they will have to explain to their peers

which their picture was and how they described it.

Pupils will have guidelines and scaffolding for the discussion so that they can carry it

mostly using English.

9

Assessment: Checking understanding worksheet.

SESSION 7

In session number seven, pupils have to start creating an art work in pairs taking into

account the most characteristics of the movement. They will be given some instructions

for their creations by Warhol (Warhol video Mission 5) who wants them to use one

colour, one shape and one object which would be different for each creation. Moreover,

while creating the artwork, they’ll have to fill a description of their creation using the

vocabulary presented.

They have the opportunity to look on how a description works and also to see if they are

creating a Pop-Art work, so if they are on the right path.

Assessment: Self and peer assessment.

SESSION 8

In this session, pupils work on descriptions. In pairs, they do the first draft of their art

work description (started in the previous session). They have a template which they

have to follow in order to write the description. At the end of the class, teacher takes

learners’ descriptions in order to give feedback to them on the next session.

This session can also be used to finish their creations if they didn’t have time in the

previous class.

Assessment: Peer assessment rubric

SESSION 9

The teacher gives feedback of description drafts and pupils start working on the final

description taking into account the advices given by the teacher.

Assessment: Teacher observation grid and “Thumbs” assessment.

SESSION 10

In this session the class receives “Mission 6 video” from Andy Warhol in which he

explains that they will have to work in pairs and observe a pair’s creation from the other

school and write a short description of one of them. It consists of preparing a game that

they will play during the next Telecollaboration.

10

In order to write the description, pupils are going to follow the same guidelines as in

their own creation’s description. At the end of the session they will decide the turns to

talk and read the descriptions for the next session.

Assessment: Self-assessment using a KPSI.

SESSION 11

In this session they do the last Telecollaboration meeting. They will play “Which

creation are we describing?” game with their French partners. Each pair has to read the

description they had written about their peers’ art works and the other class has to guess

which artwork they are talking about.

At the end of the meeting there will be time to farewell and thank the other school

partners’.

Assessment: The teacher will record the session to have more information and evidence

of the children. To finish the session they will also do a “Thumb” assessment.

SESSION 12

This is the last session of the project. First of all, the class receives the Final Mission

video (mission 7) in which Warhol explains to them that they have to prepare their Art

Brochure Pages. The Brochure is going to be created in class by adding the different

pictures and descriptions that each pair has prepared during the previous sessions.

Moreover, in each creation, they will add the description that the other school made of

their painting for “Which creation are we describing?” game.

Assessment: Self-assessment and final assessment

11

3.2 Detailed description of the sessions in the project:

SESSION 1

Principal activities

(summary)

1. Introducing the project

2. Mission 1: Warhol’s introductory video.

3. Discussion about the video

4. Record the introductory video

5. Closure

Main (focus) targeted

language/other

competences

- Use English to introduce them and understand others’

introduction.

Previous language

knowledge needed Simple English structures to present them.

Other knowledge

needed

----------------------------

New

knowledge/language to

be introduced

Simple English structures to improve their presentations.

Specific Output Class’ video presentation

2. Preparation

Teacher Materials

- Mission 1: Warhol’s introductory video:

http://www.voki.com/php/viewmessage/?chsm=d4d5c19b1bc291e13c3

c823248ab3bc2&mId=2248570

- Video-camera for recording

- Flashcards to scaffold children during the video (See mission 1

materials)

- Questions for the Thumbs assessment (assessment folder, session

12

1).

Student Materials No material needed yet

Preparation Needed

- Check the camera battery.

- Prepare the questions for the video discussion.

- Prepare the videos.

Special instructions

(e.g. for interaction

such as group work)

The children will work together during this lesson. The teacher has to

manage the class and ensure that children are following.

Notes

The video and the avatar was made using Voki. Voki is an online

service that lets you create customized speaking characters. It’s very

easy to use and very engaging for the students.

3. The lesson plan TIMING

Les

son

Pro

ced

ure

1. Introduction:

The teacher starts the class with the usually starting

routine to get the pupils into English

5 min.

2. Warhol’s Mission

1: introductory

video

The teacher explains the pupils that they are going to

work for an artist that is going to give them different

missions along the new project about Pop Art that

they are going to start.

Then, the teacher plays the video corresponding to

mission 1 (see annex).

5-10 min

13

3. Commenting the

video

The teacher asks pupils some questions about the

video they have just seen in order to check their

comprehension about Warhol’s presentation and

about the mission number 1 that the character has just

asked them.

10 min

4. Preparing and

recording the class

presentation

The teacher asks the students to think about what

they should say to Warhol and the other school to

present themselves. They build-up together the

presentation and they record it.

30 min.

5 min.

5. Closure

Talk about pupils first impressions of the project. The

teacher will ask them to do a thumb assessment, so

he/she will ask questions about the session (look the

assessment folder, session 1) but he/she can also add

other needed questions.

14

SESSION 2


(summary)

1. Introducing the other school.

2. Warhol’s Mission 2: Work on the Pop Art information.

3. Class discussion to fill in the worksheet.

4. Closure.


language/other

competences

- Recognize some characteristics about Pop Art creations.

- Be able to apply the knowledge acquired about Pop Art to fill in

a worksheet with the characteristics

Previous language

knowledge needed Children should remember the colours.

Other knowledge

needed

New


be introduced

- Main characteristics about pop art: Colours, techniques and

shapes.

Specific Output Worksheet Mission 1: some parts filled in

2. Preparation

Teacher Materials

- Mission 2 video:

http://www.voki.com/php/viewmessage/?chsm=aa16462051d1d2784b

020c1b47b12c96&mId=2248066

- Letter with the information about pop art


materials)

Student Materials - School material: pencils and some paper.

http://www.voki.com/php/viewmessage/?chsm=aa16462051d1d2784b020c1b47b12c96&mId=2248066


15

- Worksheet mission 2

- Assessment sheet session 2 (traffic light).

Preparation Needed

- The teacher should have very clear what information children

will have to ask to their peers and also make sure that they all

understand their information.



such as group work)

Notes

It is very important that the teacher continuously makes use of the

language related to Pop Art so that students get used to the vocabulary

and the structures that they would need in the following sessions.


Les

son

Pro

ced

ure

1. Introduction:

The teacher starts with the usually starting routine to

get the pupils into English

Then, the teacher shows them the introductory video

that the other school has sent them and Warhol to

introduce their class.

10 minutes.

2. Warhol’s mission

2. (video)

a) The teacher plays Mission 2 video where

Andy Warhol explains that he has sent them a

letter with some information about Pop Art.

They have to comment the video and analyse

it.

b) After that, he gives them a worksheet that

they would have to fill-in with the

information given in the video. First of all

35 minutes

16

they have a look at the worksheet all together

so that the pupils know by hand what they are

supposed to write.

c) The teacher reads the letter to the class so that

they can start understanding what is it about

and filling in the information. (It may be read

more than once as it can be a bit difficult for

them to do everything the first time).

3. Class discussion

on the information

received

Once they have filled in the blanks the information,

they go through it in order to make sure that they all

understand what the information is. The teacher can

ask them to explain first what they have understand

about the video just before start correcting so that

he/she can have asses their understanding and the

scaffolding strategies that he/she has provided for the

worksheet.

10 minutes

4. Closure

Before finishing the lesson, pupils will do a brief and

oral summary of the new vocabulary learned about

Pop Art (specified on session 2 materials). Then, the

teacher will give them a worksheet with a traffic light

which has three different faces (happy, serious and

sad). Pupils will have to paint the one that represents

how they feel and if they’ve learnt during the lesson.

5 minutes

17

SESSION 3


(summary)

1. Introduce the class by reviewing the video and the previous

information about Andy Warhol.

2. Mission 3: Warhol has lost the second letter.

3. Preparation for telecollaboration (preparing the questions)

4. Closure


language/other

competences

- Listen to a short video and understand it with the help of a

vocabulary dictionary.

- Learn about simple ways of asking for information (questions)

Previous language

knowledge needed

Basic or simple words in English: He is, he likes… in

order to follow the letter’s text.

Other knowledge

needed

New


be introduced

Children will learn to create simple questions in English and they will

practice reading and understanding in English.

Specific Output Questions to ask to the other school when doing the telecollaboration.

2. Preparation

Teacher Materials

- Andy Warhol letter’s

- Mission 3 video:

http://www.voki.com/php/viewmessage/?chsm=553b78bf08d3

927ed9e5d5a764c2eb3a&mId=2248075


http://www.voki.com/php/viewmessage/?chsm=553b78bf08d3927ed9e5d5a764c2eb3a&mId=2248075


18

materials)

Student Materials

- School materials: pencils and some paper.

- Previous session’s worksheet (mission 2 worksheet)

- Assessment worksheet: list five key words form this session

(look assessment folder, session 3)

Preparation Needed



such as group work)

The teacher has to ensure the participation of all the students and pay

attention of their interactions.

Notes





Les

son

Pro

ced

ure

1. Introduction:


routine to get the pupils into English

The lesson will continue by reviewing the

information about the previous to do a lesson. Who

was Warhol? What did he say? What is Pop Art?

They have to do a brainstorming of different ideas.

10 minutes


After that, the teacher will show the students the

Mission’s 3 video, in which Andy Warhol explains

that he has sent a letter with new instructions and

information. He explains that he has lost part of this

information because the postman sent it to another

school.

20 minutes

19

3. Reading the letter

and preparation for

the first meeting

a) Now, the teacher has to read the letter with the

information. She should stop after each piece of

information and write it on the blackboard. He could

encourage children to write it.

b) Then, children will have to get prepared for the

first meeting with the other school. They have to

decide what they need to ask to the other school to

become experts in Pop Art. The teacher will have to

pay attention to the letter of the other school to help

children to find the information lost.

c) He will have to focus on the WH questions to help

children to understand how to ask questions in

English and practice.

d) After that, they have to choose a question to ask to

the other school. This time, the teacher will ask for

volunteers to don’t expose shy children. For

homework, they will have to read and prepare this

question.

25 minutes

4. Closure

To finish the lesson, the teacher will give each pupil

a worksheet where they will have to list five key

words they’ve learnt during the session.

Then, the teacher will explain to children that in the

following lesson they will have to telecollaborate

with the other school and they will meet their

partners.

5 minutes

20

SESSION 4


(summary)

1. Preparation for the teleconference.

2. Warhol introduces the teleconference

2. COLLABORATION WITH THE OTHER SCHOOL.

3. Interview to fill in the gap the information.

4. Closure


language/other

competences

- Produce and understand simple structures in English to follow

the telecollaboration.

- Use technology to increase motivation and as a tool to engage

pupils to talk in another language.

Previous language

knowledge needed

They should be able to present themselves and say simple words in

English.

Other knowledge

needed

Questions they have to ask to the other school.

New


be introduced

They will learn to use a new tool called We speak. It is a very useful

resource that allows you to do videoconference with other people

around the world.

Specific Output Sheet with the information filled (mission 1 worksheet finished).

2. Preparation

Teacher Materials - Video of Warhol introducing the teleconference:

http://www.voki.com/php/viewmessage/?chsm=11f10c958d78e6

http://www.voki.com/php/viewmessage/?chsm=11f10c958d78e61d8da3d5c8c7927165&mId=2248080

21

1d8da3d5c8c7927165&mId=2248080


materials)

- Video camera to record the telecollaboration.

- Assessment sheet session 4: questions for the thumb assessment.

(look assessment folder, session 4).

Student Materials

- Previous session’s sheet to fill the white gaps. (mission 1

worksheet)

- Questions they have to ask to their peers.

Preparation Needed

- The teacher has to check the We Speak tool and get logged in to

get ready for the telecollaboration.

- The teacher also needs to charge the camera and to find an

appropriate place to set the camera.



such as group work)

In this session is very important to organize the lesson and be

punctual to do the telecollaboration. It is also important to ask

children to behave properly, take turns when speaking and be

concentrated in the work.

Notes





Les

son

Pro

ced

ure

1. Introduction:


routine to get the pupils into English.

Andy Warhol is going to introduce the

telecollaboration with another video.

Then, he has to comment the video and prepare the

15 minutes.


22

children for the telecollaboration. He has to give

some tips and advices to speak with the other

children, remember who has to talk during the

meeting and organize the children.

5 minutes.

2. Reviewing the

worksheet (mission

1).

a) Before starting the meeting is very

important to review the sheet that the children will

have to fill in during the meeting.

3. Telecollaboration

The teacher will call the other school and the

telecollaboration will start. He has to guide the pupils

and scaffold them during all the meeting.

25 minutes

4. Closure

After the meeting, the teacher has to review the sheet

and ask children for some impressions they had

during the telecollaboration. The teacher will ask

them to do a thumb assessment according to different

questions about the telecollaboration. The teacher can

also ask questions he/she considers are relevant.

Look the assessment folder, session 4.

15 minutes

23

SESSION 5


(summary)

1. Introduction

2. Mission 4: Are you Pop Art’s experts?

3. Warhol gives guidelines to create their art work.

4. Introduce how to describe an art work.

5. Closure


language/other

competences

- Learn and identify some Pop Art’s characteristics.

- Learn how to write descriptions.

Previous language

knowledge needed - Colours and simple words in English.

Other knowledge

needed

- They should already learn some Pop Art’s characteristics and

vocabulary from the previous sessions.

New


be introduced

- Description: How do we start a description, main parts of a

description, etc.

Specific Output PWP with Art creations and their description.

2. Preparation

Teacher Materials

- Mission 4’s video:

http://www.voki.com/php/viewmessage/?chsm=9485990a08fa35d5f3c0

d336a40bfc81&mId=2248547

- Power point with pictures about Pop Art.


materials)

- Video camera.

Student Materials - Flashcards with key grammar structures, shapes and technics.

http://www.voki.com/php/viewmessage/?chsm=9485990a08fa35d5f3c0d336a40bfc81&mId=2248547


24

- School materials.

- Dry-erase boards and markers (for the closure).

Preparation Needed

The teacher may prepare all the material for creating

pupils’ artworks and also to scaffold them during the

process.



such as group work)

At the beginning of the lesson, the class will work together

identify and reasoning why some creations are about Pop Art

and which ones not.

Notes


Les

son

Pro

ced

ure

1. Introduction:



Then, he does a brainstorming about ideas they

remember of the Pop Art’s movement and makes a

conceptual map on the blackboard. For example:

most common colours.

10 minutes


4: Are you Pop Art

experts?

a) The teacher has to play the video of Mission 4 in

which Andy Warhol explains that they are going to

learn more about Pop art.

Then, they have to analyse it and help

children to understand the words.

b) After that, he has to show the PWP and

discuss in group the pictures. Why do they

belong to the Pop Art movement? What do

the pictures look like?

20 minutes

25

3. How to describe?

c) They will start to learn how to describe the

pictures. The teacher will use the flashcards to help

them to build sentences. The flashcards will be

related to grammar, shapes and technics: for

example: It is, circle and collage.

b) Each child has to say a sentence with some of the

creations of the PWP. For example: It is brown and

grey.

c) The teacher will record the session to get some

data of the learning process. At the end of the lesson

he will create a movie maker with each child saying

one sentence about a painting. This will help students

to have a summary about the most common

characteristics about the Pop Art’s movement.

25 minutes

4. Closure

To finish the session, the teacher will give to each

student a Dry-erase board and a marker. In order to

review the vocabulary learnt until the moment

(shapes, materials…) the teacher will say a word and

pupils will have to represent it. The teacher will do a

signal. Then pupils will stop drawing and will have

to show the boards to the teacher. It will be very

useful for the teacher to check the comprehension

and the acquired knowledge.

10 minutes

26

SESSION 6


(summary)

1. Introduction.

2. Mission 4: Are you Pop Art’s experts? (Remember)

3. Checking understanding about Pop-art and remember the

vocabulary needed: Hot seat game.

4. Discuss in pairs paintings if they are pop-art or not.

5. Checking understanding worksheet.


language/other

competences

- Learn and identify some Pop Art’s characteristics.

- Learn how to write descriptions.

Previous language

knowledge needed - Colours and simple words in English.

Other knowledge

needed

- They should already learn some Pop Art’s characteristics.

New


be introduced

- Description: How do we start a description, what are they useful

for…

Specific Output Power point about a Pop Art’s display.

2. Preparation

Teacher Materials - Flashcards with key grammar structures, shapes and technics.

Student Materials - Computers and PWP sheet.

- Checking understanding worksheet.

27

Preparation Needed Book the computer room if needed.



such as group work)

They will work in pairs doing the PWP sheet with a Pop Art

painting. The teacher will decide the pairs taking into account

the students’ needs.

Notes

How to play to the hot seat game?

First, split your class into different teams (two would be better, but

if you have a large class, any number could be used).

Sit the students facing the board.

Then take an empty chair - one for each team - and put it at the front

of the class, facing the team members. These chairs are the 'hot

seats'.

Then get one member from each team to come up and sit on that

chair, so that they are facing their team-mates and turning their back

to the board.

As a teacher, have a list of vocabulary items that you want to use in

this game.

Take the first word from that list and write it clearly on the board.

The aim of the game is for the students in the teams to describe that

word, using synonyms, antonyms, definitions etc. to their team-mate

who is in the hot seat - that person can't see the word!

The student in the hot seat listens to their team-mates and tries to

guess the word.

The first hot seat student to say the word wins a point for their team.

Then change the students over, with a new member of each team

taking their place in their team's hot seat.

Then write the next word…

This is a very lively activity and can be adapted to different class

sizes. If you have many teams, perhaps some teams will have to

wait to play. In the case that the team sizes are large, you can

restrict the number of team members who do the description.

28


Les

son

Pro

ced

ure

1. Introduction:



5 minutes


4 video and games

with the flashcards

to review

vocabulary

a) The teacher has to remember children the

content of the Mission 4t’s video to remember

the student’s task.

b) Then, they have to remember the ideas of the

previous lesson to get ready for the following

activity. They will play some games to review

the vocabulary learned.

c) Using the flashcards, the teacher will ask

them to repeat the words about shapes and

technics.

d) Then, they will play to the Hot seat game.

25 minutes

3. Class discussion

on the information

received

a) Now, children have to apply the knowledge

achieved. They will work in pairs. Each pair will

have a painting about pop art and some information

to fill in in a PWP format. It is an easy sheet with

basic information related to shapes and colours.

b) Once finished, the teacher will revise the content

with the whole group.

20 minutes

29

4. Closure

To finish the session, pupils will have to do checking

understanding sheet. That will help the teacher to

know the knowledge that pupils already have

acquired and if needed adapt the next sessions.

10 minutes

30

SESSION 7


(summary)

1. Introduction

2. Mission 5: Giving instructions for their creations.

3. Children have to do their own creations in pairs and fill in a

worksheet describing the Artwork.

4. Closure: self and peer-assessment.


language/other

competences

- Understand simple instructions and represent them.

- Experiment with lines, colours and shapes to create their own

displays.

- Explore colour with a variety of materials (crayons, paints,

chalks…).

Previous language

knowledge needed

Vocabulary of colours, shapes and technics used in the Pop Art’s

movement.

Other knowledge

needed

Main characteristics about Pop Art.

New


be introduced

Vocabulary related to artistic materials

Specific Output Creations in pairs.

2. Preparation

Teacher Materials

- Mission 5 video:

http://www.voki.com/php/viewmessage/?chsm=9295590a8782

d21e15330d9f94cef34e&mId=2248548


materials)

http://www.voki.com/php/viewmessage/?chsm=9295590a8782d21e15330d9f94cef34e&mId=2248548


31

Student Materials

- School materials.

- Cards with the instructions of each painting.

- Self and peer assessment sheet. Look materials folder, session 7.

Preparation Needed

This is an artistic a creative lesson. For this reason, the teacher should

keep in mind that children will need a wide variety of materials: colour

pencils, wax, crayons, paint… and different sizes of papers.



such as group work)

- Children will work in pairs decided by the teacher.

Notes Take pictures of all the artworks when finishing the lesson and send

them to the French school.


Les

son

Pro

ced

ure

1. Introduction:



5 minutes


5 (video)

a) In this lesson they will start mission 5. The

teacher has to play the mission 5’s video and

help children to understand the instructions.

Then, he will give a card to each pair with the

characteristics that their creation should have.

10 minutes

3. Create the Pop

Art’s displays and

start the

description.

a) Children have to work in pairs and create their

artwork.

b) If they finish, they can start thinking about how to

describe their artwork.

40 minutes

32

4. Closure

To finish the session students will do a self and peer

assessment worksheet. Pupils will have to colour the

face that represents better the written statement.

33

SESSION 8


(summary)

1. Introduction.

2. Work on the description (first draft).

3. Closure.


language/other

competences

- Look at and talk about his/her work, the work of other children

and the work of artist.

Previous language

knowledge needed

- Vocabulary of colours, shapes and technics used in the Pop Art’s

movement.

- Simple description structures.

Other knowledge

needed

- Main characteristics about Pop Art.

New


be introduced

Vocabulary about grammar structures in English related to descriptions.

Specific Output Description of their own painting following a worksheet.

2. Preparation

Teacher Materials

- Scaffolding materials (he/she can recap the material from the

previous sessions if needed)

- Example of description.

Student Materials

- School materials and their own artworks.

- Worksheet with the guide to do the descriptions.

- Peer-assessment worksheet. Look assessment folder, session 8.

34

Preparation Needed



such as group work)

Children will work in pairs again. The teacher will act as a guide

but they will be the ones who will construct the knowledge in

this lesson.

Notes Pay attention to those pairs with specials needs to help them with the

descriptions and ensure their learning.


Les

son

Pro

ced

ure

1. Introduction:



5 minutes

2. Reviewing the

vocabulary

a) The teacher has to remember to the pupils the

last Andy Warhol’s missions. They have to

create some Pop Art’s artwork and do a

description about them.

b) Then, they have to start working on the

description. The teacher monitors how to

write a description by presenting an example.

The teacher can use the flashcards to activate

previous knowledge.

10 minutes

3. Working on the

description.

a) Children will start working on the

description of their own artworks. They

will have to fill in a worksheet that will be

used as a guide.

b) Firstly, they will read the worksheet

together to understand what they have to

feel and then, they will work on their own.

40 minutes

35

4. Closure

It will consist on evaluating their pair’s description

and how he/she did it. To facilitate the assessment to

pupils, the teacher will give them a worksheet with

the aspects that children need to take into account.

Pupils will have to colour the faces giving

punctuation to each aspect.

10 minutes

36

SESSION 9


(summary)

1. Introduction.

2. Feedback of the draft and write the final description.

3. Closure.


language/other

competences



Previous language

knowledge needed


movement.


Other knowledge

needed


New


be introduced


Specific Output Description of their own painting following a worksheet.

2. Preparation

Teacher Materials

- Reviewed children’s drafts.

- Chart with items to be observed?

- Pupil’s observations chart.

- Questions for Thumbs assessment. Look assessment folder,

session 9.

Student Materials Computers.

Preparation Needed The teacher has to have all the worksheets corrected to

37

give feedback to their pupils.



such as group work)

Children will work in pairs again. The teacher will be giving

advice and helping students with common mistakes.

Notes

Pay attention to those pairs with specials needs to help them with the


Book the computer room if needed.


Les

son

Pro

ced

ure

1. Introduction:



5 minutes

2. Presenting own

descriptions

a) In order to be able to give individual feedback

to each pair, the children will present their

artwork to the class by reading their own

description. After each reading, the teacher

will ask their peers for advice and ways of

improving their description.

b) Then, she will give her own feedback to the

pair.

30 minutes

3. Writing the final

description

a) Once finished the presentations, children

will have to write their own description

taking into account the suggestions given.

b) They have to use the worksheet as a guide

and write their descriptions in a Word.

c) While children are working in groups, the

20 minutes

38

teacher has to fill in a chart with some

items that should be taken into account.

4. Closure

To finish the session, the teacher will do a thumb

assessment asking some questions about the use of

ICT impressions.

5 minutes

39

SESSION 10


(summary)

1. Introduction

2. Mission 6: Let’s prepare a game.

3. See others’ creations and write a short description of one of

them.

4. Closure: KPSI. Look assessment folder, session 10.


language/other

competences



Previous language

knowledge needed


movement.


Other knowledge

needed


New


be introduced


Specific Output Description of other’s painting following a worksheet.

2. Preparation 2. Preparation

Teacher Materials

- Mission 6’s video:

http://www.voki.com/php/viewmessage/?chsm=1afe25dc61c7e5

274707d6ebdeb3cd14&mId=2248549ç

http://www.voki.com/php/viewmessage/?chsm=1afe25dc61c7e5274707d6ebdeb3cd14&mId=2248549ç

http://www.voki.com/php/viewmessage/?chsm=1afe25dc61c7e5274707d6ebdeb3cd14&mId=2248549ç

40

Student Materials - School materials and previous worksheets with the vocabulary.

- KPSI worksheet.

Preparation Needed



such as group work)

Children will work in pairs again. The teacher will be giving

advice and helping students with common mistakes.

Notes

Pay attention to those pairs with specials needs to help them with the



Les

son

Pro

ced

ure

1. Introduction:



5 minutes


6 (video)

a) The lesson will start watching and

commenting Mission 6’s video. The teacher

will explain that they will watch some

artworks from the other school and they will

have to do a description to play a which is

which game.

15 minutes

41

3. Writing the

other’s description

a) Then, the teacher will give a picture of an artwork

of the other school and they will have to describe

them using the same guideline they used to describe

their own creations.

30 minutes

4. Closure

The class has to finish organizing the pupils for the

following lesson in which they will have to

telecollaborate with the French school. They will

decide the turns to talk and read the descriptions.

The teacher will collect them at the end of the lesson

and will bring them corrected to the following lesson.

Then the teacher will give them a worksheet with a

KPSI that will help students and the teacher to know

the acquired knowledge until the moment.

10 minutes

42

SESSION 11


(summary)

1. Introduction.

2. Play a game with partners’ art works Tellecolaboratively.

3. GOODBYE!


language/other

competences

- Work with other children from another country.

- Use technology to increase motivation to talk in another

language.

Previous language

knowledge needed They will have to read the descriptions written about their peers.

Other knowledge

needed

Simple English words and structures: Greeting, we are, we will read...

New


be introduced

Specific Output Game and telecollaboration.


Teacher Materials

- Sheets reviewed.

- Video camera to record the telecollaboration.

- Thumb assessment questions. Look assessment folder, session

11.

Student Materials - Sheets reviewed.

Preparation Needed - The teacher has to check the We Speke tool and get logged in to

get ready for the telecollaboration.

43

- Check if the camera has got enough battery and find a good place

in the class to set it.



such as group work)

In this session is very important to organize the lesson and be

punctual to do the telecollaboration. It is also important to ask

children to behave properly, take turns when speaking and be

concentrated in the work.

Notes


Les

son

Pro

ced

ure

1. Introduction:



The teacher has to mention mission 6 and remember

children that they are going to do a meeting with the

other school. He also has to remember that they are

going to play a game with the other school.

5 minutes

2. Preparation for

the meeting

a) Then, the teacher gives the students the

descriptions reviewed and he organizes the

turns to keep the class in order.

b) Before starting the meeting is very

important to mention that they have to

behave properly and respect speech turns.

10 minutes

3. Meeting

The teacher will call the other school and the

telecollaboration will start. He has to guide the

pupils and scaffold them during all the meeting.

They have to play the “which is which” game and

say goodbye to the other school.

30 minutes

44

After the meeting, the teacher has to ask children

for some impressions during the telecollaboration.

4. Closure

The teacher will ask them to do a thumb assessment

according to different questions about the

telecollaboration. The teacher can also ask

questions he/she considers are relevant. Look the

assessment folder, session 11.

15 minutes

45

SESSION 12


(summary)

1. Introduction

2. Final mission: Create the art brochure.

3. Work on the magazine with ISSUU.

4. Closure.


language/other

competences

- Look at and talk about his/her work.


Previous language

knowledge needed

- Vocabulary of colours, shapes and technics used in the Pop

Art’s movement.

Other knowledge

needed


New


be introduced

Specific Output Art Brochure


Teacher Materials

- Internet and computer.

- Warhol’s final mission:

http://www.voki.com/php/viewmessage/?chsm=c3ea916cdc2c2a

82e0bde86db765eb78&mId=2248550

- Pictures of the artworks

Student Materials - Self-assessment worksheet.

- Final assessment worksheet.

http://www.voki.com/php/viewmessage/?chsm=c3ea916cdc2c2a82e0bde86db765eb78&mId=2248550


46

Preparation Needed The teacher will organize the class to be able to work on

the final product with the whole group.



such as group work)

The final product will be done using ISSUU. It is a digital

publishing platform. You just have to upload your PDF with the

information you want and this will create an attractive magazine.

Notes


Les

son

Pro

ced

ure

1. Introduction:



5 minutes

2. Warhol’s final

mission.

The teacher will present the children the video with

the final mission, which is to prepare their Art

Brochure Pages and send it to him. The other school

will do the same with their paintings.

The teacher will help the students to understand the

text.

10 minutes

3. Creating the final

product using

ISSUU

a) The teacher will create the magazine with the

whole class using the will descriptions children did in

a Word format.

b) He will be adding the pictures of their artworks

and relate them with the description. They have to do

it playing the “What creation are we describing?”

again.

c) At the end of the lesson, they will have a Word

with the picture of their artwork and their description.

25 minutes

47

4. Closure

SELF ASSESSMENT: at the end of this session, the

teacher will give to all the pupils a rubric with a self-

assessment. This assessment is to evaluate all the

project and also their attitude and learning. On the

rubric there will be different items and pupils will

have to choose the one that feeds better to him/her

FINAL ASSESSMENT. Worksheet with the main

content about Pop Art.

20 minutes

48

3.3 Assessment

Assessment is an essential part of the teaching-learning process. For this reason,

evaluating and monitoring the students’ learning is one of the main parts of our project.

As it is detailed in the charts above, we have planned a continuous evaluation because

we consider that having as much evidence of our pupils’ learning will help teachers to

be fairer. Doing a continuous evaluation is also useful for us to adapt the project to the

needs that pupils have. This will also help the teacher to check in which point the

students are and to make the necessary changes in order to ensure the students’

progress.

In our TEPBLL project, we also combined different types of assessment. Some

examples are: Peer-assessment, Teacher’s assessment and the Self-assessment.

Furthermore, pupils will use different tools to carry out the evaluation such as rubrics,

charts, dry-erase boards, thumbs assessment, etc. The fact of presenting assessment in

enjoyable and different ways makes us think that it will improve the students’

motivation. It will also help the pupils to know what is expected from them and to take

responsibility for their learning.

49

4. BIBLIOGRAPHY

Arlington Education and Employment Program (AEEP/REEP). 1997. Project-based learning and

assessment. A resource manual for teachers. Arlington: Arlington Public Schools. Eric Document

Reproduction Service No. ED442306.

Goodall, O. 2007. War and peace with young children. In The challenge of teaching controversial issues,

ed. H. Claire and C. Holden, 27-39. Stoke-on-Trent: Trentham Books.

Seedhouse, P. 2004. The interactional architecture of the language classroom: A conversation analysis

perspective. Malden: Blackwell.

Liang, T. 2002. Implementing Cooperative Learning in EFL Teaching: Process and Effect. Unpublished

doctoral thesis. The Graduate Institute of English, National Taiwan Normal University, Taipei, Taiwan.

50

LET’S DO A

POP ART

MISSION FINAL TEPBLL PROJECT

ANNEXES

51

LINKS TO THE “VOKI” MISSIONS

Mission 1:

http://www.voki.com/php/viewmessage/?chsm=d4d5c19b1bc291e13c3c823248ab3bc2&mId=2

248570

Mission 2:


248066

Mission 3:


48075

Introduction conference:


48080

Mission 4:


8547

Mission 5:


48548

Mission 6:

http://www.voki.com/php/viewmessage/?chsm=1afe25dc61c7e5274707d6ebdeb3cd14&mId=22

48549

Mission 7:


248550

MATERIAL FOR THE SESSIONS AND ASSESSMENT MATERIAL

















52

In the following Drop Box link you will find all the material needed for the sessions and

also the scaffolding material prepared. There are two different folders, in the one called

“material” there are the different materials organized by sessions. Moreover, in the

“assessment” folder you would find all the assessment materials and rubrics that we use

for this project.

https://www.dropbox.com/sh/sme7k93bsq85dyd/AABh65BDqNFemoKeApKeAByJa

Documents

SORAYA'S: Let's do a pop art mission