Clil unit: All that glitters is not gold
-
Upload
weareonthemove4 -
Category
Education
-
view
44 -
download
1
Transcript of Clil unit: All that glitters is not gold
![Page 1: Clil unit: All that glitters is not gold](https://reader036.fdocuments.us/reader036/viewer/2022062523/5883c7c01a28abb7308b4a53/html5/thumbnails/1.jpg)
![Page 2: Clil unit: All that glitters is not gold](https://reader036.fdocuments.us/reader036/viewer/2022062523/5883c7c01a28abb7308b4a53/html5/thumbnails/2.jpg)
Students Needs• 25 7th graders enrolled in a CLIL program.• Greatest area of need: more linguistic and
strategic than content-based.• Unit plan is thematically based.• Content areas to be covered: Language Arts,
Social Studies, and Science. • Engagement: highly interactive methodology.
![Page 3: Clil unit: All that glitters is not gold](https://reader036.fdocuments.us/reader036/viewer/2022062523/5883c7c01a28abb7308b4a53/html5/thumbnails/3.jpg)
Materials Review• Materials: printed version of Little Red
Riding Hood, Little Red Riding Hood and the Wolf poem by Roald Dahl, and Roald Dahl’s webpage.
• 3 types of learning: metacognitive, cognitive and affective.
• Authenticity of materials promotes meaningful activities and motivation in the CLIL classroom.
![Page 4: Clil unit: All that glitters is not gold](https://reader036.fdocuments.us/reader036/viewer/2022062523/5883c7c01a28abb7308b4a53/html5/thumbnails/4.jpg)
Objectives• Language:
• Listen to, speak, read and write about subject matter.• Analyze, synthesize, infer from information, hypothesize
and predict. • Content:
• Identify two genres.• Analyze plot and characters.• Compare and contrast.• Identify poetry features.
• Learning strategies:• Metacognitive: selective attention, organizational planning,
self-assessment.• Cognitive: prior knowledge, critical thinking, inferences.• Affective: cooperative learning through interaction.
![Page 5: Clil unit: All that glitters is not gold](https://reader036.fdocuments.us/reader036/viewer/2022062523/5883c7c01a28abb7308b4a53/html5/thumbnails/5.jpg)
Unit Plan distribution• Lesson 1: LRRH reading
(Apperances can be deceptive).
• Lesson 2: The LRRH and the Wolf by Roald Dahl.
• Lesson3: Roald Dahl’s webpage and books.
![Page 6: Clil unit: All that glitters is not gold](https://reader036.fdocuments.us/reader036/viewer/2022062523/5883c7c01a28abb7308b4a53/html5/thumbnails/6.jpg)
Some activities• Brainstorming (The Smurfs)
• Ss will use prior knowledge.• Ss will be able to predict the theme from pictures.• Ss will hypothesize and synthesize.• Ss will use critical thinking.• Ss will learn through authentic material/visuals. • WHY: To promote motivation / higher-order thinking
skills.• HOW: By brainstorming information through pictures
of 3 Smurfs and connecting it to deceptive appearances.
![Page 7: Clil unit: All that glitters is not gold](https://reader036.fdocuments.us/reader036/viewer/2022062523/5883c7c01a28abb7308b4a53/html5/thumbnails/7.jpg)
●LRRH Mafalda comic
![Page 8: Clil unit: All that glitters is not gold](https://reader036.fdocuments.us/reader036/viewer/2022062523/5883c7c01a28abb7308b4a53/html5/thumbnails/8.jpg)
• Ss will predict final strip of a comic.• Ss will provide their own ending.• Ss will develop critical thinking.• Ss will work cooperatively.• Ss will learn by visuals.• Ss will analyze how values change. • WHY: To compare how social values in LRRH
have changed.• HOW: By drawing new ending for the comic
making use of critical thinking and cooperative learning.
![Page 9: Clil unit: All that glitters is not gold](https://reader036.fdocuments.us/reader036/viewer/2022062523/5883c7c01a28abb7308b4a53/html5/thumbnails/9.jpg)
• Jigsaw: Dahl’s books • Ss will compare and contrast books.• Ss will learn by interaction.• Ss will do self-assessment.• Ss will listen to peers for information.• Ss will complete a chart on books. • WHY: To compare synopses of books.• HOW: By working cooperatively.
![Page 10: Clil unit: All that glitters is not gold](https://reader036.fdocuments.us/reader036/viewer/2022062523/5883c7c01a28abb7308b4a53/html5/thumbnails/10.jpg)
●Writing: formal letter to Roald Dahl
![Page 11: Clil unit: All that glitters is not gold](https://reader036.fdocuments.us/reader036/viewer/2022062523/5883c7c01a28abb7308b4a53/html5/thumbnails/11.jpg)
• -Ss will be able to develop academic writing.
• -Ss will use discourse. • WHY: To improve academic writing.• HOW: By writing formal letter to Roald
Dahl.
![Page 12: Clil unit: All that glitters is not gold](https://reader036.fdocuments.us/reader036/viewer/2022062523/5883c7c01a28abb7308b4a53/html5/thumbnails/12.jpg)
Assessment• Formal assessement:
• Ss’ projects (graphic organizers, presentations, writing samples).
• Use of reading and writing rubrics.• Informal assessement:
• Ss’ performance.• Self-assessement:
• Reading and writing journal entries to be kept in portfolios.
• Checklists on reading, writing and contribution to group discussion.