# data[].attributes.body
It's time for Eating at the "GUACHINCHE".! TIME FOR A BREAK!!!!

# data[].attributes.body
The educational center is located in a marginal neighborhood with a high unemployment rate and a young population who drop out the studies and sells narcotics. But recently, Taco has become an example of the sustainable development goal number 11 about how to unite all layers of society.

# data[].attributes.body
The main purpose is make students aware of the importance of a healthy diet based on Canarian foods.

The challenge of our Education system is to guantee students acquire communicative competences effectively using a variety of means and resources.

The learning of English promotes the knowledge of others languages.

# data[].attributes.body
The legal framework used for designing the SA:

1) The LOMLOE regulates the Spanish Educational system

2) Royal Decree 217/ 2022

3) Decree 30/2023

4) Decree 81/2010

5) Order of May 31,2023

6) Decree 25/2018 and Order December 13/2010

7) Order 7/2007

8) CEFR

9) United Nations: the 2030 Agend for Sustainable Development

10) The Educative Project and the General Annual Programming

# data[].attributes.body
Most of the students come from the school right next door and nearby. Many students come from Venezuela, Cuba, Nigeria and Morocco. In their countries they study little or no English at all.

# data[].attributes.body
The SA is part of the centre educational project included in the General Annual Programming ART. 14.2 LOMLOE.

# data[].attributes.body
The implementation period is 2 weeks and 8 sessions of 55 minutes each. It is a SA designed for 1st ESO for the 2023-2024 school year.

# data[].attributes.wish_content.attachment_props.alternative_text
SITUACION DE APRENDIZAJE MERRILL PRINCIPIOS

# data[].attributes.body
This SA will also be adapted for students who present specific needs for educational support (ACNEAE). Art. 71 LOMLOE establishes that educational administrations will provide the necessary means so that all students achieve maximum personal, intellectual, emotional and social development.

# data[].attributes.body
The great challenge of our educational system is the acquisition of the communicative competence. The school is the guarantor of social balance and the use of English as a foreign language in classroom(linguistic immersion).

# data[].attributes.body
This SA is designed using the 6 specific competencies of the English subject. The basic knowledge is necessary for the specific competencies acquisition. The evaluation is planned taking into account the acquisition of the stage objectives, the specific competencies and the operational description of the exit profile of key competencies.

# data[].attributes.body
Vygotsky, Ausubel, Anderson and Bruner and Merrill.....

The Direct teaching model is based on 4 consecutive stages necessary for the construction of new knowledge.

# data[].attributes.body
It is based on a competency approach to teaching and learning. It is an active and dialogic methodology about "what, how, with what, why to learn" about the Canarian food, the use if ICT, collaborative work and attention to diversity.

# data[].attributes.body
Interdisciplinary work and projects.

The grouping are varied.

The resources and spaces are inclusive and varied.

# data[].attributes.body
The sequences of activities follows a coherent sequence which culminates in a final task: A "guachinche" menu.

In case of a transition to an online or non-face-to-face teaching: the learning mode, the sequence of activities , the evaluation will be also adapted.

# data[].attributes.body
FIRST SESSION. CENTRALITY.

The teacher checks the previous knowledge: what is a guachinche?. Each student in groups of 4 has a role when filling the chart with the vocabulary they already know (20). They translate the vocabulary and then after watching the video, they will debate about vegetables(20). They answer a questionnaire using Chromebooks(15). HOMEWORK: searching vocabulary.

# data[].attributes.body
SESSIONS 2 & 3 ACTIVATION.The aim is to raise awareness among students about the nutritional pyramid and avoid waste food respecting the environment as established in the 2030 agenda. In groups of 4 they make a list with the vocabulary into 5 types. Then they elaborate a glossary using a Google document(55). After this, the students will design the school garden signs using the app Canvas. They will write the scientific, French and English names(55)

# data[].attributes.body
SESSION 4TH. DEMONSTRATION.

Countable / uncountable nouns, the use of "some" ,"any" ,"there is/are". Students copy some activities from the whiteboard on their notebooks(25). The teacher ask students orally about the ingredients(10). They make a list with the Canarian dishes they know an d give an English name. Finally they co-evaluate.

# data[].attributes.body
FITH SESSION: APPLICATION

The self assessment with support improves relationships between teachers and students and offer feedback discovering errors for improving them(20). A brief dialogue using a model. They try to improve their pronunciation using structures and grammar already learned(35).

# data[].attributes.body
SIXTH & SEVENTH: INTEGRATION.

Students visit the school garden to take some photos of the vegetables planted with the Biology teacher to learn about the food Pyramid(25). They will choose the photos to include them in the "guachinche" menu (35).

The students watch a video that shows the model to make a menu  https://youtu.be/EGJq6JsUlGA?feature=shared.

They do a PADLET using some photos and then a CANVAS writing about the "pros" of a healthy diet(55).

# data[].attributes.body
The sequence of activities of this SA follows an inclusive treatment and the ULD principles. The ADHD and ID students have got a curricular adaptation.

# data[].attributes.body
Two types of evaluation: the general and the diagnostic evaluation. It must be continuous, formative, informing the student how to improve.

I t must be qualified with variety of instruments(Evaluation, Co-evaluation,Hetero-evaluation,Auto-evaluation), not focused on a single type of qualification activity.

# data[].attributes.body
They are axes that run through the curriculum and are part of the SA, pursuing the development of values, sustainable development, equality between men and woman, equal treatment and non-discrimination, bullying and cyberbullying at school.

# data[].attributes.body
Within the sequence of activities, the adaptation of the planned activities to a telematic scenario will be included in the event that it had to transition to an online or non-face-to-face teaching and learning model. The possible adaptation of the evaluation instruments that will be used will also be made explicit

# data[].attributes.body
The knowledge of the Canary Islands has been included in the curriculum of the English subject from an approach focused on heritage education with a transversal nature. The purpose is to raise awareness and educate students about the importance of the care, enjoyment and transmission of Canarian heritage.

# data[].attributes.body
EIGHTH SESSION: INTEGRATION

The launch campaign is celebrated in the Conference Hall and the students´ families attend this session. The families are given a printed menu (10)while one representative of the group talks about healthy eating to the Biology teacher(45).

It takes place few days before 30th May.

# data[].attributes.body
Motivation, cognitive maturity and competency learning have been the backbone elements of this SA so that students can assimilate knowledge that lasts over time about their own culture and heritage.The use of ICT has been fundamental, now and during the serious health situation posed by COVID, since it allowed all students to continue learning regardless of the circumstances. In conclusion, this SA is designed to be open and flexible to adapt to the profile of the students and any unforeseen circumstances.