cinderella - clil lesson plan teacher: roberta grasso ... · “cinderella” - clil lesson plan...
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“CINDERELLA” - CLIL LESSON PLAN
Teacher: ROBERTA GRASSO
School and Country: Istituto Comprensivo L. PIRANDELLO – Pesaro - ITALY
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School □ Kindergarten □X Primary □ Secondary
Target Group Age of the pupils 9/10 years old
Subject LITERATURE
Topic CINDERELLA Fairy tale
Key
Competences
□ X Social and Civic Competence
□ X Cultural Awareness
□ X Communicative Competence - Ability of Expressing
□ X Autonomy, initiative and decision taking
□ X Learning to learn
□ X Digital competence
Objectives • To develop listening skills: listening to the story.
• To develop pronunciation and rhythm: rhyming and acting the action rhyme.
• To develop speaking skills: with answering teacher’s questions about the story.
• To develop reading.
• To develop cognitive skills: matching pictures with actions and sequencing the lines of the stories.
• To understand the Fairy tales structure and characteristics.
• Be able to dramatize their role and the songs.
• Vocabulary: words related to fairy tales as “Narrator”, “Characters”,
“Story”, “Setting”, “Once upon a time”...
Duration 18 hours
Materials and
Resources
Used
- This website provides day by day suggestions for CINDERELLA theme unit: http://www.twinkl.co.uk/resource/t-t-5303-cinderella-lesson-plan-ideas-ks1
- The LearnEnglish Kids website has various animated fairy tales and other traditional stories with activities for children. https://learnenglishkids.britishcouncil.org/en/category/topics/traditional-stories
- The BBC has various animated fairy tales resources. http://www.bbc.co.uk/learning/schoolradio/subjects/english
- Dramatization (see annex script dialogue).
School
Subjects
associated
Mother tongue, History, Music, ICT, Art.
Learning
Process
Step 1: - Ask students which story they know, what the fairy tales are called in the students’ languages. - Ask students if they know how fairy tales usually start (Once upon a time...) and finish (And they all lived happily ever after.) - Ask students to tell you some typical fairy tale locations. Step 2: Display the story for everyone to read or ask students to read them out to the class. Each child had a text, so that each one could read and process, even independently, the assigned work.
“CINDERELLA” - CLIL LESSON PLAN
Teacher: ROBERTA GRASSO
School and Country: Istituto Comprensivo L. PIRANDELLO – Pesaro - ITALY
P a g . 2 | 5
Step 3: following the suggestions for Cinderella theme unit in this website:
http://www.twinkl.co.uk/resource/t-t-5303-cinderella-lesson-plan-ideas-
ks1
Step 4: Dramatization (see annex script dialogue and video)
Final Product Poster, Dramatization, Video
Assessment self-assessment grids
Drama as communicative activity and assessment
SELF-ASSESSMENT
For students
N° of pupils 25
Give a mark to the activities we did:
□ 19 Excellent □ 3 Very Good □ 3 Good □ Satisfactory □ Unsatisfactory
Portfolio check: “I CAN….”
□ 17 I can identify Fairy tales structure.
□ 18 I can identify Fairy tales location.
□ 20 I can identify Fairy tales characters.
□ 18 I can say some words related to a Fairy tale.
□ 25 I’m able to dramatize my role.
□ 22 I’m able to dramatize the songs.
□ 25 I increased my motivation
SELF-ASSESSMENT
For teachers
N° of teachers 1
Give a mark to the activities you did in your class with your pupils:
□ x Excellent □Very Good □Good □Satisfactory □Unsatisfactory
“CINDERELLA” - CLIL LESSON PLAN
Teacher: ROBERTA GRASSO
School and Country: Istituto Comprensivo L. PIRANDELLO – Pesaro - ITALY
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Portfolio check: “I CAN….”
Give a mark from 6 to 10
□ I can integrate the language and subject curricula so that subject curricula support
language learning and vice versa
□ 6 □ 7 □ 8 □ x 9 □10
□ I can select learning materials, structuring them or otherwise adapting them as needed
□ 6 □ 7 □ 8 □ x 9 □10
□ I can support students in learning new words, terms, idioms and discourse structures
□ 6 □ 7 □ 8 □ x 9 □10
□ I can search for and download authentic material for use in the classroom
□ 6 □ 7 □ 8 □ x 9 □10
□ I can guide students in developing cultural awareness
□ 6 □ 7 □ 8 □ x 9 □10
□ I can raise learners’ curiosity about the culture(s) related to the CLIL language
□ 6 □ 7 □ 8 □ x 9 □10
□ I increased my language skills
□ 6 □ 7 □ 8 □ x 9 □10
□ I increased my ICT skills
□ 6 □ 7 □ 8 □ x 9 □10
□ I increased my pedagogical skills
□ 6 □ 7 □ 8 □ x 9 □10
□ I increased my motivation
□ 6 □ 7 □ 8 □ x 9 □10
□ I increased my project management skills
□ 6 □ 7 □ 8 □ x 9 □10
□ I increased my knowledge about partner countries and cultures
□ 6 □ 7 □ 8 □ x 9 □10
“CINDERELLA” - CLIL LESSON PLAN
Teacher: ROBERTA GRASSO
School and Country: Istituto Comprensivo L. PIRANDELLO – Pesaro - ITALY
P a g . 4 | 5
“CINDERELLA” - CLIL LESSON PLAN
Teacher: ROBERTA GRASSO
School and Country: Istituto Comprensivo L. PIRANDELLO – Pesaro - ITALY
P a g . 5 | 5