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My final lesson plan: the parts of a plant

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My final lesson plan: the parts of a plant

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I don't have any experience in Extensive reading and I have never tried it with my pupils, but I started to read and study about it and I think it is very interesting.

I prepared a project about The Wizard of Oz. The story tells the adventures of little Dorothy and her friends, the Scarecrow, the Tin Woodsman, and the Cowardly Lion, all searching for the Wizard of Oz. Each character needs a magic gift from the Wizard: a way back home, a brain, a heart, and courage, respectively. The version of the book I chose is for children aged 4-9.

The activity is addressed to the fourth year of primary school. The subjects involved are Literature, Art and Technology.

Pupils will study and analyze some parts of the tale and they will be able to recognize the beginning, the middle, the end, the characters, the setting, the point of view and to write a story map, just like they do during an Italian lesson. The project will enhance skills such as reading and understanding a tale, writing, vocabulary, digital skill, painting.

The webtool I chose to enhance reading, writing and vocabulary are Youtube (to watch some part of the movie in English), Read, write and think (to write a story map) and Padlet (to share maps).

These are the steps of the project:

1. Teacher introduces the parts of the tale

2. Teacher writes the name of the parts of a tale on theblackboard

3. Pupils copy them on their exercise-book

4. Pupils read the first chapter of the story

5. With the help of the teacher pupils find the beginning, the middle, the end and the main sequences of the chapter

6. Pupils identify the characters and the point of view

7. Pupils use “read, write and think” to write a map of the features of the story

8. Pupils use Padlet to share the maps

9. Pupils are divided in groups, each group must draw a sequence of the chapter

10. Everybody watch some part of the Wizard of Oz movie in English

11. Pupils do some activities to enhance the vocabulary.

I think Extensive Reading can be very useful to develop vocabulary.

Everybody knows learners acquire vocabulary through reading. With Extensive Reading, learners have the opportunity to meet words in their context of use.

Moreover, extensive reading involves learners in independent reading of a large amount of texts.

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The lessons are about food chain. They will introduce:

the movement of energy through a food chain

the key organisms in a food chain

a model of a food chain.

The main objectives are:

recognize animals, organisms and habitat

order animals and organisms according to a scheme

make pupils active citizen into the environmental protection

understanding that the individuals are included in life cycle

discuss in group/pairs

Present  food chain posters through images and drawing

learn some new words of science vocabulary

improve  language skills

cooperate in small groups

In order to make the lessons really effective teacher can use:

flashcards

drawings

video.

Teachers must choose the materials properly. Pupils will work alone and in small groups. They will play with some flashcards and they will create some boarding about food chains. Every group will present the work to the class. Pupils will be assessed through a written test. I think it will be a nice experience. Student can improve their language skills and they can try to learn Science in English. Cooperation between language teacher and subject teacher will be very important to organize good lessons.I think it will be a nice experience and I hope to experiment it with my pupils.

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The new ITC can contribute to the creation of an educational and learning project in CLIL.
CLIL drives students towards the development of a significant number of skills, abilities and learning strategies. ICT has a multimodal and vital role in CLIL, because ICT uses media and resources that can improve multi-disciplinary learning, providing the means to stimulate, guide and facilitate students in their efforts to express themselves in an appropriate and effective way in the target language. So, there are lots of benefits in using ICT with CLIL.
For example ICT:

improves the level of motivation and participation

develops skills, such as digital literacy

increases students’ collaboration and socialization

develops language and intercultural awareness

offers various types of materials and the access to a huge amount of resources.

Anyway, it is also necessary to reflect on the direct use of ICT in class. An exercise on the IWT or on the computer can be a passive, non-interactive exercise. So, interactivity is very important. Students must become “active constructor” of their own knowledge by researching, experimenting, sharing and collaborating.

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I create a simple worksheet about body parts with http://tools.atozteacherstuff.com/word-search-maker/wordsearch.php

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Basic Interpersonal Communication Skills (BICS) are language skills needed in social situations. It is the day-to-day language needed to interact socially with other people.
Cognitive Academic Language Proficiency
(CALP) refers to formal academic learning. This includes listening, speaking, reading, and writing about subject area content material. This level of language learning is essential for students to succeed in school.

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A CLIL lesson is not a language lesson neither is it a subject lesson transmitted in a foreign language. According to the 4Cs curriculum (Coyle 1999), a successful CLIL lesson should combine elements of the following:

Content - Progression in knowledge, skills and understanding related to specific elements of a defined curriculum

Communication - Using language to learn whilst learning to use language

Cognition - Developing thinking skills which link concept formation (abstract and concrete), understanding and language

Culture - Exposure to alternative perspectives and shared understandings, which deepen awareness of otherness and self.

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Assessment: CLIL helps teachers to find new methods of assessment.

International perspective: CLIL has the potential to open mind and create a positive attitude towards a second language and a new culture

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innovation
communication
future

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My name’s Elisabetta Massa and I’m from Martinsicuro, Italy.

I’m a special educational need teacher. I work in a big primary school.

I love English! This year I’m responsible for the CLIL project of my school.

I hope to learn more about CLIL and to improve my competence!