# data[].attributes.body
Thanks Daniela and Letizia

# data[].attributes.body
finally I completed all the activities..WOW I can't believe it , I did it.This is the link to my technoclil experience;
https://www.powtoon.com/online-presentation/dHfBbm28Pc8/?mode=movie#/

# data[].attributes.headline
Finally I'm at week 5.I must work hard to achieve my 5th badge.It's hard but I never give up!!!!!

# data[].attributes.subject
Finally I'm at week 5.I must work hard to achieve my 5th badge.It's hard but I never give up!!!!!

# data[].attributes.body
my fourth badge

# data[].attributes.attachment_link.title
Prestigiacomo Maria Grazia WEEK 4 Extensive Reading and CLIL connections 

# data[].attributes.headline
After one week of pain finally I finished the assignment of week4 and I got my 4 badge.

# data[].attributes.subject
After one week of pain finally I finished the assignment of week4 and I got my 4 badge.

# data[].attributes.body
What is your idea of Extensive Reading? Have you ever tried it with your students? How? If not, how would you do it? Write a brief paragraph (about 300 words) commenting on your experience (if any) and/or on your "Extensive Reading in CLIL lesson plan" you produced in Week 4 with particular focus on the impact of the language dimension.

I think Extensive reading is a good way to lead children to read for pleasure.I have no experience of extensive reading and few weeks ago I did not know what it was extensive reading.This course give me the opportunity to Know what is it and what are the best way to involve students to read with ER.It was difficult for me to plan an extensive reading in Clil because I had never done one before and I don’t think this is the best I can do so I think in the future I can produce an extensive reading better than my first one.However extensive reading has different advantages:

·         It develops learner autonomy

·         It helps develop general world Knowledge

·         It enhances general language competence

·         It extend,consolidates and sustains vocabulary growth

·         It feeds into improved writing

·         It provides comprehensible input

·         It creates and sustains motivation to read more

And I think it’s really important to use this approach because it consists in helping students to build their reading speed and fluency and become more confident readers in English without no evaluation.It is said the more you read the better you write.

My extensive reading utilizes a story suitable for primary school children it’s very simple.Children must only make an individual and silent reading and a reading with snap& read, watch a video of the story and listen to a song ,discuss in group and make an oral report to the whole class,make a poster in group,drawing individually the scene of the story and finally create a book with story Jumper.I hope it goes well.

# data[].attributes.body
TECHNO-CLIL FOR EVO 2017

(Extensive reading and CLIL Connections)

Letizia Cinganotto & Daniela Cuccurullo

Planning a project based on CLIL Connections from a Graded Reader

| Name and surname   | Maria Grazia Prestigiacomo
|  Country and city | Italy Palermo
|  School level where I teach   | Primary
|  Subject/s taught    | Italian,maths,music
|  Title of Graded Reader: Cover photo, level and short description    | The ugly duckling is a popular story by Hans Christian Andersen.The story begins with a mother duck hatching eggs in a beautiful sunny day.The eggs break open and little duckings step out into the wide world .One of the little duckling looks very different and literally ugly.It is grey in color and is bigger and stronger than the others.The ugly duckling is teased by everyone because of its appearance.He is teased by a cat, a hen and fellow birds.The winter is quite miserable and there is no proper shelter for the ugly duckling.The springs arrives and ugly duckling sees a group of swans swimming in a lake and he wishes to join them but he hesitates thinking they too would make fun of him..He sees his reflection in the lake.He is no more ugly looking. He has grown up into a beautiful swan and is surprised by the way he looks.He joins the group of swans, he flies over beautiful lakes , forests and mountains and lives happily.
|  School level where it could be used   | Primary school
|  CLIL Connections in reader: find links to one or more of the following subjects by researching a related topic of interest to you.  Literature Mathematics Science History Music History of Art Geography Philosophy Religion Economics Technology    | Literature: tales Science:animals History:Time and seasons Geography:natural environment Music:ugly duckling song
|  Subject chosen literature  Topic diversity and inclusion    | Diversity and inclusion
|  Description of CLIL connections and project   | The teacher, after a first phase in which she cecked and verified student’s attitude and grade, and after she have decided with the whole class to read “the ugly duckling”, invites students to read the story silently and to take note of the words they don’t know or understand.After the reading the teacher helps student to be confident with the web tool snap&read universal. In the computer lab students reads the text of the story provided by the teacher with snap& read.They could in this way to hear the correct sounds of words and they could translate the words they don’t know or understand.In the second phase they watch the video on youtube ( https://www.youtube.com/watch?v=uzhKenMD3gM   ) of the story and listen to  the song the ugly duckling .In class they discuss about the story first in groups where they share their idea ( like and dislike) and after with the help of the teacher of italian they identify  : character, setting, plot and theme and differences between the book and the video. The teacher of Italian asks to the groups  to find : 1)the time and the season in wich the story takes place 2)if there are differences between animals in the story 3) if the behavior of other animals to the duckling was correct 4) what they would do in his place. Then one student for each group will share with the class  his group’s conclusions.In groups they will make a poster of the story At the end of the activity every  students draw the scenes that will be used to create the book with story jumper.At the end of the project every student will create his own book of the original story or a new one changing only the character..
|  Skill/ skills the project will enhance     |  Pronounce correctly  words. Promote confidence with the foreign language Promote extensive reading Promote children’s creativity Improve and expand lexicon of the foreign language To develop learner autonomy To enanche language competence To improve writing competence Learn to accept oneself as He/she is Understand others' unique strengths and limitations, as well as our own Learn to create an inclusive environment Learn and grow by obtaining other points of view
| Webtool chosen for enhancing reading/writing/vocabulary etc.: how to use it (describe)  | Snap&Read Universal Created for students and teachers, Snap&Read Universal is a Google Chrome extension that reads language aloud (including text on Flash-based websites that typically can’t be copied and pasted) using integrated text-to-speech with synchronized highlighting. Students will select text that they have a hard time understanding, and the Web browser extension will identify and replace difficult words with simpler ones. Storyjumper It’s a charming and easy-to-use tool that gives children a template to create their own short books. Childrenmaketheirownbook
|  Project type (describe)  Poster Video trailer Padlet Presentation Other |  Group activity :Children makes a poster of the story Individual activity:Children draw the scene of the story and then with the help of the teacher save all the scene in a folder on pc and after every children creates his own book in story jumper
|  Additional comments   |

# data[].attributes.headline
Finally I completed the extensiva reading and the week4 test part 2.

# data[].attributes.subject
Finally I completed the extensiva reading and the week4 test part 2.

# data[].attributes.headline
 Letizia Cinganotto & Daniela CuccurulloOUTLINE OF THE LESSON PLAN (from Learning Designer)Name and surname Prestigiacomo Maria GraziaTitle of your Learning Designer States of Matter  LINK https://v.gd/ucuvwxTitle of the Learning Designer you reviewed     The River  by Rita Piro LINK https://v.gd/rYjjD5School level: X primary   o	lower secondary  o	upper secondaryThe context (brief description of the context of the lesson) Topic: scienceTotal learning time: 130Number of students: 18Description: Introduction to the three state of matter:solid,liquid and gas1.	The lesson planTopic 	The states of matterSubject/s	scienceTarget	Primary schoolTarget competence level (A1,A2,B1,B2, C1, C2)	A2Number of hours (approx)	2 hoursObjectives	LanguageLearn the scientific term of the states ContentThe three states of matterTechnology Pc,Lim,VideoOutcomes (links, resources etc.) 	On web learning designer linkAssessment	Make a poster and explain it to the class,Complete formsWebtools and/or devices used	Youtube ,Pc and LIMFOCUS ON THE LANGUAGE	Subject-specific language of the lesson	Liquid, Solid , gas,Hard,Soft, heavy,light,particles,hot,coldTechnology-specific language of the lesson	General academic language of the lesson	2.	Rational of the lesson plan and comments (did you experiment it with your students? Describe in at least 200 words)This is my first lesson plan I don’t know if it’s really good but I do my best. I think in the future I could use it with my students. In my opinion it’s simple and for this reason I think it’s understandable to all. The video involves students submitting questions to check if what has been said and seen it was understood and at the end offers a summary to reinforce the content. I planned a phase of collaboration in which children will make a poster and a discursive phase in which they will talk about one of the states of matter in this phase I could understand if the children have achieved the goals set. Finally, to assess the results achieved by each student. I will give them educational forms  to be completed. Of course, as often happens for lessons not in CLIL,  is possible that ongoing something needs to be changed so I think that a lesson plan should be flexible mainly in the times that may lengthen in case there was need to point out some concept not easily understood .I hope that my lesson plan goes well and that it is well balanced, I hope someone does a peer review of my lesson plan to see if I make  something wrong

# data[].attributes.subject
 Letizia Cinganotto & Daniela CuccurulloOUTLINE OF THE LESSON PLAN (from Learning Designer)Name and surname Prestigiacomo Maria GraziaTitle of your Learning Designer States of Matter  LINK https://v.gd/ucuvwxTitle of the Learning Designer you reviewed     The River  by Rita Piro LINK https://v.gd/rYjjD5School level: X primary   o	lower secondary  o	upper secondaryThe context (brief description of the context of the lesson) Topic: scienceTotal learning time: 130Number of students: 18Description: Introduction to the three state of matter:solid,liquid and gas1.	The lesson planTopic 	The states of matterSubject/s	scienceTarget	Primary schoolTarget competence level (A1,A2,B1,B2, C1, C2)	A2Number of hours (approx)	2 hoursObjectives	LanguageLearn the scientific term of the states ContentThe three states of matterTechnology Pc,Lim,VideoOutcomes (links, resources etc.) 	On web learning designer linkAssessment	Make a poster and explain it to the class,Complete formsWebtools and/or devices used	Youtube ,Pc and LIMFOCUS ON THE LANGUAGE	Subject-specific language of the lesson	Liquid, Solid , gas,Hard,Soft, heavy,light,particles,hot,coldTechnology-specific language of the lesson	General academic language of the lesson	2.	Rational of the lesson plan and comments (did you experiment it with your students? Describe in at least 200 words)This is my first lesson plan I don’t know if it’s really good but I do my best. I think in the future I could use it with my students. In my opinion it’s simple and for this reason I think it’s understandable to all. The video involves students submitting questions to check if what has been said and seen it was understood and at the end offers a summary to reinforce the content. I planned a phase of collaboration in which children will make a poster and a discursive phase in which they will talk about one of the states of matter in this phase I could understand if the children have achieved the goals set. Finally, to assess the results achieved by each student. I will give them educational forms  to be completed. Of course, as often happens for lessons not in CLIL,  is possible that ongoing something needs to be changed so I think that a lesson plan should be flexible mainly in the times that may lengthen in case there was need to point out some concept not easily understood .I hope that my lesson plan goes well and that it is well balanced, I hope someone does a peer review of my lesson plan to see if I make  something wrong

# data[].attributes.headline
 The third week was very difficult for me. I I'd never done a lesson plan ;at the end I did it, it might not be the best but I did it .I am very happy.Now I can devote myself to the fourth week !!!!!

# data[].attributes.subject
 The third week was very difficult for me. I I'd never done a lesson plan ;at the end I did it, it might not be the best but I did it .I am very happy.Now I can devote myself to the fourth week !!!!!

# data[].attributes.attachment_link.title
Prestigiacomo Maria Grazia  Lesson plan Learning Designer

# data[].attributes.body
https://scratch.mit.edu/projects/138558416/

# data[].attributes.attachment_link.title
My favourite webtool for Techno-CLIL 2017

# data[].attributes.body
Water cycle  with animation made by children on LIM

# data[].attributes.body
Hello,I'm Mary an Italian primary teacher.I teach Italian,Maths and Music.I'm 47 years old and  I've been married since 1994 with Gaetano,we have got two doughters and a son.I've blond,long hair and green eyes.I'm altruist, generous and very tolerant,my friends told me that I'm the best friend they ever known but I think I'm only a good friend.I like reading,painting on ceramics, singing and running.I love every kind of music from classic to rock.I like doing women's work like embrodering ,cross stiching and sewing.I love nature and animals.I never give up!!