- “PINOCCHIO” -Istituto Comprensivo "Armando Diaz"
Sede Centrale: Piazza Cardinal G. Massaia, 2 - 20123 Milano
Tel. 0288446147 - Fax 0288441946 - PEC: [email protected]
CLIL EXCELLENCEPrimary school “A. Diaz”
BEI / BeCLIL Classes: Grade 1 and 2
Subjects: Literacy, Music, Art, Science, Citizenship, ICT
Duration / Time: 6 hours
by: Arianna Caputo
Alessandro Vallacchi
Bianca Maria Marotta
CLIL EXCELLENCE MODULE/LEARNING UNIT PLAN FORMAT
- Primary School -
SCHOOL: “A. Diaz”, Milano
BEI Class: Grade 1 and 2
Subjects: Literacy, Music, Art, Science, Citizenship, ICT
Module/Unit Title: “Pinocchio”
Duration/Time: 6 hours (3 lessons of 2 hours each)
Learning Outcomes
Content
The story of Pinocchio
Communication
(Language)
Parts of the body / face, feelings, greetings, adjectives, objects, family, jobs, descriptions, rules, colours,
numbers
answer questions, tell / ask the name
Cognition
(Thinking skills)
Information gathering:
Sensing – seeing, hearing, touching
Retrieving – memory skills
Basic understanding:
Organising gathered information
Forming concepts
Linking ideas together
Productive thinking:
Using information and understanding
Creating, deciding, analysing, evaluating
Culture
Family, feelings, have compassion for / be connected with OTHERS
WALT
(What are we learning
to …)
At the end of the Module / Unit, children
o will know how to name parts of the body / face in English o will be able to ask someone's name and introduce themselves o will be aware of feeling expressions / of the rules o will be able to ask / answer / describe o will learn and practice three different rhythm patterns
Language structures/
Vocabulary
Hello/What's your name?/ I am.../ arms, legs, eyes, ears, nose, red, yellow, blue, balloons/ this is.../these are.../ good boy/ bad boy/
good daddy/I'm happy/ I am sad/ why are you sad?
Materials/ Resources Theatrino video, worksheets, percussions (sticks, maracas and tambourines)
Assessment Formative assessment: students need to first learn how to identify their strengths, weaknesses and target areas that need work
Summative assessment: a little performance of the drama and an orchestra activity, a final “test” based on two interactive games
Final self assessment: self evaluation worksheet; answer questions about the lesson (or evaluate orally: favourite part, most
challenging / easiest moment, doubts and why)
CLIL EXCELLENCE SINGLE LESSON PLAN FORMAT
LESSON format to be repeated for each lesson of the unit/module
Each unit/module follows the steps you can see in STAGE, these steps are developed in various lessons
WALT/What are we learning today (at the end of the lesson)? Critical thinking through debates and ICT, or students will be aware of feeling expressions / of the rules Outcomes: describe others (characters), events, intentions, answer the questions, sing and other language skills, develop active citizenship. Topic: Pinocchio Vocabulary: body and face, adjectives, objects, family, jobs, description of intentions / events / characters, feelings, rules, colours, numbers, precise key words. Language structures: questions, answers, tell / ask the name, thoughts, events, intentions, knowledge and comprehension, feelings, verbs, actions, prepositions, conjunctions. Educational strategies: active learning, edutainment and interdisciplinary / cross-curricular teaching. School subjects involved: Literacy, Citizenship, Music, ICT. Technologies used: interactive whiteboard / videogames and videos. Time required: about two hours.
Stage Aim Procedure Language structures and vocabulary:
Materials Interaction Time
Introduction/ Lead in
Get children's attention, join them in
their interests, activate prior knowledge,
improve interaction,
Warm-up activity: tell me the story by using pictures (the main characters) and by stimulating personal knowledge / answers
Who’s this?, His name is… / He’s…, Who knows the answer?, What do you / does he think about…?, Do you know /
Activity2_characters
Whole class
20 mins.
promote independent learning
Learners work out their
own learning
Write down the key words / sentences on
the blackboard
Describe events / intentions; focus on the moral keys of the story: lying, cheating, hurting someone’s feelings, trust other people, follow the rules
remember… (for instance, the name of…)?, What do you know / remember about… (for example, this character / the story), What happened then / to him / to his face?, How does he feel?, What is he feeling?, Is he not feeling well? / Why? Parts of the body / face, tall, short, tight / narrow, long, big, fat, thin, coin/s or money, family, friend/s, puppeteer/s, artist/s, carpenter, circus, school, house and rooms, thief/ves, Mr., names of the characters, naughty / good boy, donkey/s, fairy, speaking cricket, like / can / has and have got (all forms), must, feelings, rules, action verbs (third person / present, past simple), plural, soil, magic, prepositions (under, on, in, out, up, down, between, behind, next to and by, above, below, at, to, with), colours, cardinal and
ordinal numbers, objects and things, toys, clothes, or, but, because
Content input
Short presentation of the full plot (The Adventures
of Pinocchio by Carlo Collodi) and contents
Speaking and reading
skills
Summary of the plot Extension activity: videos about feelings
(already known), body, face and action
verbs
Reinforcement and extension of the vocabulary and language structures above
Video: https://www.yout
ube.com/watch?v
=UsISd1AMNYU
Whole class
20 mins.
Input processing
Reinforce some of the key contents activating multiple skills (areas: listening, speaking,
reading and writing)
Active learning
Build on what learners already know:
1. Pre-teach and practice the
questions / answers and
vocabulary needed to interact
(for example, describe a picture
/ describe a person's
appearance / feelings by using
descriptive words / language
structures); students must write
down their sentences
2. Correction / teacher-guided error correction: each student has to find, replace and count the mistakes
3. Read and sing
Descriptive words, feelings, language structures learnt
Video: https://www.yout
ube.com/watch?v
=UsISd1AMNYU
Individual work
35 mins.
Output Use of: some contents / the vocabulary known /
some language
Question and answer activity: tell a story and then discuss about it (Geppetto in the whale)
What’s his name?, His name is…, Who’s this?, Who knows the answer?,
Video: https://www.youtube.com/watch?v
Whole class 15 mins.
structures learnt
Activate social competence: have
compassion for / be connected with OTHERS
Sing the song
What do you think about…?, What happened then?, How does he feel? / What is he feeling?, Is he not feeling well? / Why?, How long was Geppetto in the whale? Daddy, bad boy and other adjectives known, feelings, rules / moral keys, verbs and conjunctions known, colours, numbers, this is a…, weather adjectives
=UsISd1AMNYU
Assessment Children show their interest and what they have acquired Teacher observes, checks, gets and gives different kind of feedbacks about the learning process
Edutainment Remedial work or move on
Formative assessment for the lesson: students need to first learn how to identify their strengths, weaknesses and target areas that need work. In other words, check if they are struggling by using the key contents / by activating social competence. This evaluation embraces all the lesson and wants to address problems immediately
Self assessment for the lesson: ask students what they think about the lesson, in order to see how our teaching can respond to their needs (favourite part, most challenging / easiest moment, doubts and why) Summative assessment: a sort of a final
Feelings, rules / moral keys, verbs and conjunctions known
http://www.kidsgamegame.com/pinocchio-game-online-game/31985/ http://www.anglomaniacy.pl/feelingsMatching.htm
Whole class 30 mins.
“test” based on two interactive games available online as follows:
1) Choose Pinocchio's appearance (head, eyes, mouth, nose) and then play the game (or make decision and see the consequences of our choices when you follow the rules or not). At the end of the two possible endings created, discuss with the whole class about events / intentions and feelings;
2) Feelings / memory game: practise English vocabulary (angry, bored, cold, happy, hot, sad, scared, sleepy, surprised, tired) / language structures learnt, and match words with pictures. Students have to follow the rules (hands up, wait for your turn, don’t shout, etc.) and explain their choices / why they want to click on two cards (if they match, they will make a pair)
Teacher / Alessandro Vallacchi
CLIL EXCELLENCE SINGLE LESSON PLAN FORMAT
LESSON format to be repeated for each lesson of the unit/module
Each unit/module follows the steps you can see in STAGE, these steps are developed in various lessons
WALT (What are we learning today -at the end of the lesson-…) : Body image. Vocabulary: body and face parts. Language structures: this is my body, these are your hands, touch your nose, how many legs? Two legs or one leg! Sing a song (TPR) (Lesson: 2 hours)
Stage Aim Procedure Language structures and vocabulary:
Materials Interaction Timing
Introduction/Lead in
Teacher captures children’s interest and
activates prior knowledge
Activity: teacher shows a picture of Pinocchio Talk about “Pinocchio“ and the other characters of the story, with pupils
Who’s this?
Activity2_picture(1) of Pinocchio
Whole class
10 mins.
Content input
T. introduces the content Activity 1: Watch the video
Focus on vocabulary: one leg – two legs, one arm- two arms, body, head, very long nose, etc
Video: https://www.yout
ube.com/watch?v
=Rc_kIWKLiD8
Whole class
20 mins.
Input processing
T. practices and reinforces the content
Activity 1: Point to - flashcards parts of body and face Activity 2: Match - flashcards and wordcards Activity 3: My magic box: make a body
Point to… head, body, arms, legs, nose… Where is the word head? Draw, cut, colour and glue left arm and right arm, left leg and right leg…
Wordcards
Whole class Whole class Individual work
40 mins.
Output Children use new content and language through 4
skills (listening, speaking, reading, writing)
Activity 1: listen to the song “ If you are happy ….” Activity 2: Sing the song together Activity 3: read the wordcard and do the corresponding action
Touch your nose! Stamp your feet! Stretch your arms!
Song: https://www.youtube.com/watch?v=71hqRT9U0wg
Whole class 40 mins.
Assessment Children show their interest and what they
acquired
Teacher observes, checks, gets and gives
feedback about learning
(Remedial work or Move
Formative assessment for the lesson (Activity 3 “My magic box” / the body image) Self assessment for the lesson: - Summative assessment (when / if necessary / possible)
Pupils participation TPR Total Physical Response Revise and check: the body image
Picture of Pinocchio
Whole class Individual work
10 mins.
CLIL EXCELLENCE SINGLE LESSON PLAN FORMAT
LESSON format to be repeated for each lesson of the unit/module
Each unit/module follows the steps you can see in STAGE, these steps are developed in various lessons
WALT (What are we learning today -at the end of the lesson-…) : learn how to play three different rhythm figures (beat, a binary and a ternary) using words taken from Pinocchio and play together like a real orchestra.
Stage Aim Procedure Language structures and vocabulary:
Materials Interaction Timing
Introduction / Lead in
Teacher captures children’s interest and activates prior knowledge
Activity: “Following Directions Song” Teacher starts snapping fingers, pupils do the same and after the class is quiet she starts singing and then they sing along
Sit down, listen, teacher’s talking
https://www.youtube.com/watch?v=76aSA-qNCpc
Whole class
5 mins.
Content input
T. introduces the content
The teacher shows the
What is it? Puppet / Play
A ball, a plastic hammer and chisel, a puppet Whole class
10 mins.
material and elicit the words
with me/ Geppetto
Input processing T. practices and reinforces the content
Pupils pass the realia and repeat the sentences: nose - your nose is very long ball - play with me puppet- puppet
-Puppet -Play with me -Geppetto
None Whole class 15 mins.
Output Clapping hands The teacher repeat the sentences clapping hands and asks the pupils to do the same
-Puppet -Play with me -Geppetto
None Whole class 10 mins.
Input processing T. practices and reinforces the content
The teacher divides the class in three groups and gives a sentence to practice each, clapping hands
-Puppet -Play with me -Geppetto
Puppet.m4a Play with me me.m4a Geppetto.m4a
Groups 10 mins.
Output Perform clapping hands
The teacher shows the sentences and repeats only the rhythm without speaking and asks each group to do the same
None (only the rhythm / hands / explanation)
Puppet.m4a Play with me me.m4a Geppetto.m4a
Groups 10 mins.
Input Playing instruments
The teacher gives to each group a different percussion showing how to use it
None (only the rhythm / percussions / explanation)
Sticks Tambourine Maracas Activity 2 (audio file)
Groups
15 mins.
Output Playing instruments
Each group practice the rhythm figure using their instrument
Instruments (names / explanation)
Sticks Tambourine Maracas Activity 2 (audio file)
Groups 15 mins.
Assessment Children show their interest and what they acquired T. observes, checks, gets and gives feedback about
Formative assessment for the lesson: t. directs the orchestra and asks each group to play or to stop
Language structures and vocabulary required
Sticks Tambourine Maracas Paper, pencils
Individual / whole class / groups
30 mins.
learning (Remedial work or Move on)
a recording of the concert Self assessment for the lesson: -the pupils teach / learn from other groups (peer teaching) -they take turn directing the orchestra Summative assessment: pupils make a poster with all the rhythm figures, the sentences, instruments and photos of the orchestra