# data[].attributes.headline
OUTLINE OF THE VIDEO-RECORDED TEACHING PATH Name and surname ___Angela Piccolo___________Title of your teaching path: _”Five a day”___________________________School level: _________________________________________-	primary   o	lower secondary  o	upper secondary1.	The context (brief description of the context of the teaching path)___The context will be a fifth class of a primary school__________________2.	The lesson planTopic 	Nutrition educationSubject/s	Science, Art,Italian,EnglishTarget	Students of ten years old.Target competence level (A1,A2,B1,B2, C1, C2)	A1Number of hours (approx)	6 hoursObjectives	LanguageUnderstand and identify names and expressions related to fruits and vegetables.Communicate simple messages and operating procedures.ContentTerms and expressions related to fruits, vegetables and some nutrientsArcimboldo 's fruity faces.Regulatory text: create a fruit and vegetables face and a fruit salad.Write a simple advertising messageTechnologySearch for information and images from the web.Create a short video with PowToonTeacher’s roleStudents’ role	The teacher will have a guiding and supporting role.Establish the working groups and the product to be made.Students will play active roles research. They will operate  to make products in group work or individual. They will engage in the creation of a digital product to be presentedOutcomes (links, resources etc.) 	Books, LIM,tabletAssessment	Please fill in your evaluation grid belowWebtools and/or devices used	Powtoon,Wikipedia…Video sent by email:	Yes                            no if no, link to the video uploaded on the web: https://www.youtube.com/watch?v=rVV1EyqS__w&rel=0EVALUATION GRIDDimensioni	Criteri	Indicatori	Livello minimale	Livello essenziale	Livello intermedio	Livello avanzatoUso degli strumenti	Scegliere e utilizzarestrumenti adatti allasituazione.	Seleziona e utilizzaadeguatamente diversitipi di strumenti.	Ha scelto un numeropiuttostolimitato di strumenti emateriali adattialla realizzazione delprogetto.Ha lavorato in mododisordinato e ilprodotto non è semprecomprensibile.	Ha scelto un numeroessenziale di strumentie materiali adattialla realizzazione delprogetto.Ha lavorato in modosufficientementeordinato e ilprodotto è abbastanzacomprensibile.	Ha scelto un adeguato numerodi strumenti e materiali perla opportuni realizzazione del progetto. Ha lavorato in modo ordinato,ed il prodotto è comprensibile..	Ha scelto una gran varietà di strumenti e materiali adatti per la realizzazione del progetto e li ha portati con sé. Ha lavorato in modo molto ordinato, precisoed il prodotto è pienamentecomprensibile.Uso del tempo	Utilizzare il tempo inmaniera adeguata	Usa il tempo adisposizione inmaniera adeguata eproficua.	C’è discordanza tratempoprevisto e tempoutilizzato per larealizzazione del lavoro	Nel tempo previsto harealizzato solo partedel lavoro.	Ha realizzato il lavoroneltempo previsto conlimitato scarto.	Ha realizzato il lavoroneltempo previsto.Uso delle conoscenze	Selezionare eutilizzare leconoscenze inmaniera adeguata.	Seleziona e utilizza leconoscenze in manieraadeguata.	Ha selezionato unaquantità diinformazioniinadeguata allatrattazionedell’argomento	Ha selezionato unaquantità essenziale diinformazioni per latrattazionedell’argomento.	Ha selezionato granparte delleinformazioni utili allacomprensionedell’argomento.	Ha saputo selezionaretutte leinformazioni utili allacomprensionedell’argomento ed hainserito qualcheapprofondimentoopportunoUso delle procedure	Selezionare eutilizzare le diverseprocedure.	Seleziona e utilizza lediverse procedure inmaniera adeguata eproficua.	Per la presentazionedell’argomentoha previsto solo lamodalità verbale dicomunicazione nonsempre utilizzata inmaniera adeguata.	Per la presentazionedell’argomentoha previsto solo lamodalità verbale dicomunicazione.	Per la presentazionedell’argomento hautilizzato erealizzato almeno duetipi di stili: verbale egrafico.	Per la presentazionedell’argomentoha previsto e realizzatouna granvarietà di stili (verbale,grafico, simbolico,olistico…Capacità di scelta e di giudizio.	Saper operare dellescelte.	Mette in pratica icriteri stabiliti peroperare delle scelte.	È in grado di operarescelte con difficoltàanche se guidato.	È in grado di operarescelte solo se guidato.	Utilizza criteri stabilitiper operare dellescelte	Individua e utilizzacriteri consapevoli peroperare scelte.						

# data[].attributes.subject
OUTLINE OF THE VIDEO-RECORDED TEACHING PATH Name and surname ___Angela Piccolo___________Title of your teaching path: _”Five a day”___________________________School level: _________________________________________-	primary   o	lower secondary  o	upper secondary1.	The context (brief description of the context of the teaching path)___The context will be a fifth class of a primary school__________________2.	The lesson planTopic 	Nutrition educationSubject/s	Science, Art,Italian,EnglishTarget	Students of ten years old.Target competence level (A1,A2,B1,B2, C1, C2)	A1Number of hours (approx)	6 hoursObjectives	LanguageUnderstand and identify names and expressions related to fruits and vegetables.Communicate simple messages and operating procedures.ContentTerms and expressions related to fruits, vegetables and some nutrientsArcimboldo 's fruity faces.Regulatory text: create a fruit and vegetables face and a fruit salad.Write a simple advertising messageTechnologySearch for information and images from the web.Create a short video with PowToonTeacher’s roleStudents’ role	The teacher will have a guiding and supporting role.Establish the working groups and the product to be made.Students will play active roles research. They will operate  to make products in group work or individual. They will engage in the creation of a digital product to be presentedOutcomes (links, resources etc.) 	Books, LIM,tabletAssessment	Please fill in your evaluation grid belowWebtools and/or devices used	Powtoon,Wikipedia…Video sent by email:	Yes                            no if no, link to the video uploaded on the web: https://www.youtube.com/watch?v=rVV1EyqS__w&rel=0EVALUATION GRIDDimensioni	Criteri	Indicatori	Livello minimale	Livello essenziale	Livello intermedio	Livello avanzatoUso degli strumenti	Scegliere e utilizzarestrumenti adatti allasituazione.	Seleziona e utilizzaadeguatamente diversitipi di strumenti.	Ha scelto un numeropiuttostolimitato di strumenti emateriali adattialla realizzazione delprogetto.Ha lavorato in mododisordinato e ilprodotto non è semprecomprensibile.	Ha scelto un numeroessenziale di strumentie materiali adattialla realizzazione delprogetto.Ha lavorato in modosufficientementeordinato e ilprodotto è abbastanzacomprensibile.	Ha scelto un adeguato numerodi strumenti e materiali perla opportuni realizzazione del progetto. Ha lavorato in modo ordinato,ed il prodotto è comprensibile..	Ha scelto una gran varietà di strumenti e materiali adatti per la realizzazione del progetto e li ha portati con sé. Ha lavorato in modo molto ordinato, precisoed il prodotto è pienamentecomprensibile.Uso del tempo	Utilizzare il tempo inmaniera adeguata	Usa il tempo adisposizione inmaniera adeguata eproficua.	C’è discordanza tratempoprevisto e tempoutilizzato per larealizzazione del lavoro	Nel tempo previsto harealizzato solo partedel lavoro.	Ha realizzato il lavoroneltempo previsto conlimitato scarto.	Ha realizzato il lavoroneltempo previsto.Uso delle conoscenze	Selezionare eutilizzare leconoscenze inmaniera adeguata.	Seleziona e utilizza leconoscenze in manieraadeguata.	Ha selezionato unaquantità diinformazioniinadeguata allatrattazionedell’argomento	Ha selezionato unaquantità essenziale diinformazioni per latrattazionedell’argomento.	Ha selezionato granparte delleinformazioni utili allacomprensionedell’argomento.	Ha saputo selezionaretutte leinformazioni utili allacomprensionedell’argomento ed hainserito qualcheapprofondimentoopportunoUso delle procedure	Selezionare eutilizzare le diverseprocedure.	Seleziona e utilizza lediverse procedure inmaniera adeguata eproficua.	Per la presentazionedell’argomentoha previsto solo lamodalità verbale dicomunicazione nonsempre utilizzata inmaniera adeguata.	Per la presentazionedell’argomentoha previsto solo lamodalità verbale dicomunicazione.	Per la presentazionedell’argomento hautilizzato erealizzato almeno duetipi di stili: verbale egrafico.	Per la presentazionedell’argomentoha previsto e realizzatouna granvarietà di stili (verbale,grafico, simbolico,olistico…Capacità di scelta e di giudizio.	Saper operare dellescelte.	Mette in pratica icriteri stabiliti peroperare delle scelte.	È in grado di operarescelte con difficoltàanche se guidato.	È in grado di operarescelte solo se guidato.	Utilizza criteri stabilitiper operare dellescelte	Individua e utilizzacriteri consapevoli peroperare scelte.						

# data[].attributes.body
I know Clil for several years and often I realize Clil lessons during curricular English lessons .In addition to that last year I attended a Clil project in extracurricular time as a teacher aimed at primary school pupils.

# data[].attributes.headline
 Week 2 THE EXPERT'S VOICE - Ana Gimeno Sanz -> Clil and Call

# data[].attributes.subject
 Week 2 THE EXPERT'S VOICE - Ana Gimeno Sanz -> Clil and Call

# data[].attributes.body
Cil and Call are really the perfect  match to motivate students,their creativity and make interesting the lessons

# data[].attributes.headline
Week 2 EXPERT'S VOICE FORUM: Greg Kessler -> Clil in my school

# data[].attributes.subject
Week 2 EXPERT'S VOICE FORUM: Greg Kessler -> Clil in my school

# data[].attributes.body
Clil is held in high regard in the school where I teach.Last year several extracurricular projects has been made in primary school and in lower secondary and even this year it will trigger other

# data[].attributes.headline
This is the link of my Lesson Plan: https://www.youtube.com/watch?v=rVV1EyqS__w&rel=0

# data[].attributes.subject
This is the link of my Lesson Plan: https://www.youtube.com/watch?v=rVV1EyqS__w&rel=0

# data[].attributes.body
WEEK 5

# data[].attributes.headline
Thanks to you I met this new tool and I find it very interesting for primary school pupils:Snappy Wordswww.snappywords.com

# data[].attributes.subject
Thanks to you I met this new tool and I find it very interesting for primary school pupils:Snappy Wordswww.snappywords.com

# data[].attributes.body
Week 4 Forum

# 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   | Angela Piccolo
|  Country and city | Marcianise (Ce) -Italy
|  School level where I teach   | Primary school
|  Subject/s taught    | Italian ,English,Art,History,Geography.
|  Title of Graded Reader: Cover photo, level and short description    | Level 1 Mark Twain was born Samuel Clemens in the southern United States, in Florida in 1835, but he grew up in Hannibal, Missouri. He spent his childhood in a river town on the Mississippi River. This environment was the main source for some of his best known novels such as The Adventures of Tom Sawyer (1876) and The Adventures of Huckleberry Finn (1884). When he was twelve, his father died and he had to give up school to work as a printer’s apprentice. His pen name, “Mark Twain,” means safe waters, a phrase used by Mississippi boatmen. His best books are considered to be skillful re-creations of American life at that time. Clemens died in 1910, but Mark Twain is still remembered as one of America’s greatest writers.
|  School level where it could be used   | Fifth class of a 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,History,Geography, Art:  Students will be able to know well a literary genre that are studying in Italian, learn more about places and American historical facts and view images, environments and lifestyles of another period.
|  Subject chosen___________  Topic ___________________    |
|  Description of CLIL connections and project   |  Students will be invited to a silent reading for up to 20 minutes during the hours Clil.The teacher  will present the book trying to intrigue the reader and entice them to read . It will be explained to them that there will be not a final test, but their simple presentation and description of what they have read.Students can be asked simply to write short phrases expressing what they most enjoyed about a book they read .Finally they will wacth the movie.
|  Skill/ skills the project will enhance     | To enhance learners' general language competence To increase the students' exposure to the language To increase knowledge of vocabulary To lead to improvement in writing To motivate learners to read
| Webtool chosen for enhancing reading/writing/vocabulary etc.: how to use it (describe)  | Rewordify First, a user pastes or imports text into a text box on the site. Rewordify then analyzes this text, looking for words and phrases that may be difficult to understand. Once the site locates difficult or problematic language, it replaces it with simpler words to aid students’ understanding.
|  Project type (describe)  Poster Video trailer Padlet Presentation Other | Poster and presentation  The students will make a poster showing the main scenes accompanied by brief captions in the book read and briefly expose their thinking.
|  Additional comments   |

# data[].attributes.body
Peer Review Rubric – TECHNO-CLIL 2017

Letizia Cinganotto & Daniela Cuccurullo

Teacher name: __Antonella La Franca__________________________________                                            Learning Designer link: _https://v.gd/nYOyaz__________________________     (please write here the name of the lesson plan author)                                                                                                          (please paste here the link to the lesson plan you are reviewing)

Peer reviewer name __Angela Piccolo_________________________________

(please write your name)

CATEGORY | Code 1 | Code 2 | Code 3 | Code 4 or 5 | Assign a code from 1 to 5
a) Is the Lesson Plan complete? | The lesson plan is incomplete with little information provided. Peer reviewer is unable to proceed.  | The lesson plan is complete. Description of learning activities is very basic and/or at times difficult to follow. | The lesson plan is complete and presents a good variety of learning activities. Descriptions are clear and easy to follow. | The lesson plan is accurate and engaging. It presents a detailed/rich description of learning activities. |
b) Is the lesson plan well aligned with its learning outcomes?  | Learning outcomes are not specified.  | Learning outcomes are partially mentioned.Learning activities are only partially aligned with the learning outcomes. | Learning activities link with the defined learning outcomes. | Learning activities explicitly link with the defined learning outcomes. The rationale for the link between activity and outcome is clearly mentioned. |
c) Is the Lesson Plan well balanced? | Learning activities are not well balanced. Just one type of the Teaching Learning Activities (TLAs in the Learning Designer) is used (see the pie chart for this). | Learning activities are not well balanced, because some of the Learning activities planned take up most of the time. (see the pie chart for this). | There is an OK mix of activities with at least three different TLAs, even if some of the activities take up more than 35% of the time (see the pie chart for this). | There is a good mix of activities with at least four different TLAs and none of the Activities, except in the case of collaboration, taking up more than 35% of the time (see the pie chart for this). |
d) Does the lesson plan include learning activities specifically designed to develop students’ collaborative learning skills? | Students are NOT required to work together in pairs or groups. | Students DO work together BUT they DO NOT have shared responsibility. | Students DO have shared responsibility BUT they ARE NOT required to make substantive decisions together. | Students DO have shared responsibility AND they DO make substantive decisions together about the content, process, or product of their work BUT their work is not interdependent (Code 4)OR: their work is interdependent (Code 5). |
e) Does the lesson plan incorporate appropriate assessment activities and tools to assess students’ collaborative learning? | The lesson plan does not incorporate any forms of assessment. | The lesson plan mentions some form of basic assessment which does not specifically assess the depth of collaboration.No tools are mentioned. | Assessment activities focus on collaborative skills of students and includes at least one of the following: rubric to assess whole group or group members, self-assessment check-list for self- or peer-assessment, the use of digital tools facilitating self- and peer-assessment, mindmaps/infographics to assess group work or facilitate peer assessment. | Assessment activities focus on collaborative skills of students and includes at least two or more of the following: rubric to assess whole group or group members, self-assessment check-list for self- or peer-assessment, the use of digital tools facilitating self- and peer-assessment, mindmaps/infographics to assess group work or facilitate peer assessment. |

Please add below your considerations / appreciation of your colleagues’ work.Explain what you like about this lesson plan. Use the above rubrics and the codes you have assigned as a guide.
Dear Colleague,I think your Lesson Plan is simple but complete.Activities and tools are interesting  for kids and useful to rich given outcomes
Please provide some constructive feedback / possible suggestions to improve your colleagues’ work.You can recommend a tool or an optional activity / group work technique that might add to the effectiveness of the learning activities.
If this was my lesson plan, I would…add assessment activities that focus on collaborative skills of students: rubric to assess whole group or group members and self-assessment

# data[].attributes.body
My Learning design Link: https://v.gd/119mKf

# data[].attributes.body
My webtool grid
Reflecting on my favourite webtool

Name and surname  | Angela Piccolo
Country and city | Marcianise(CE)
School level where I teach  | Primary school
Subject/s taught   | Italian ,English,Geography,History,Art,Music,P.E.
Webtool chosen: link and short description   | https://tackk.com Tackk is a Webtool that engage students, improve collaboration and spark creativity .
School level where it could be used  | Secondary school.
Subject/subjects  | History,Geography,Science,Art….
Skill/ skills the webtool may enhance  |  Digital competence, learning to learn, social skills
Students’ level of English   | Medium level
Technical requirements (if any) |
My experiments with the webtool (if any): external links, pictures, screenshots etc. |  I used Tackk for training where I presented the activities carried out
Additional comments  |

# data[].attributes.body
my name's Angela Piccolo.
I'm italian and I live in the south of Italy, a country near Caserta.
I teach in a primary school in a fifth class of seventeen pupils.
I teach several subjects:Italian,English History, Geography, Art and P.E.

# data[].attributes.body
I think that the CLIL methodology is an excellent opportunity to learn the foreign language through the contents of other disciplines.It captures not only linguistic skills but also cognitive and cultural skills.

Other advantages are the internationalization and preparing for study and work.

For myself, I attended a CLIL project extracurricular as a teacher, aimed at primary school pupils and I was able to ascertain the various advantages of this method.