presentación de powerpoint materials... · (computer mediated communication) material assessment...

Project teaching sequence

TITLE

Shape me!

AUTHOR(S) Dolors Juncà

With the support of Fina Camps (Maths teacher)

COE Level A2

Grade Year 6

Content areas Art

Number of sessions 5 sessions

Teacher(s) involved Art teacher and maths teacher

Key words What shape is it?, long, short, shape, rectangle, triangle...

PROJECT PLANNING TEMPLATE for CLIL and Content-Rich Environments Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/

IDENTIFICATION

GOALS HOW DO YOU KNOW STUDENTS ARE MAKING PROGRESS?

1. Identify the most important shapes in portraits

2. Describe the relation between shapes and feelings.

3. Identify the most important portrait authors

4. Locate these authors along the art time-line.

5. Make a portrait showing the feelings I want.

6. Explain why I use a shape and the meaning of this shape

1. Identifies five shapes used in portrait pictures.

2.1. Identifies and says the name of shapes in different pictures.

2.2. Finds out the feelings of the shapes and can speak about them.

3.1. Remembers the names and the style of different authors.

3.2. Remembers three important facts in the authors’ life.

4.1. Can put the authors in the art time-line.

4.2. Can explain the reason why they place the author in the time-line.

5.1. Makes a nice portrait of someone.

5.2. We can guess who the model of the picture was.

6.1. Explains the reason why he or she uses the specific shape to draw and

colour the portrait.

INTRODUCTION TO THE PROJECT TEACHING SEQUENCE

Have you ever realized that different painters colour portraits using several shapes? The shapes they use are not random, they are chosen to transmit

feelings and emotions. What shapes are used? What shapes would you use? Let’s analyse several pictures and let’s do our own picture!

The driving question: What do the painters mean when they use a specific shape for a face?

FINAL PRODUCT

What is the final product?

Picture done by each Student. They make a portrait of somebody in which they show the feelings they have for this person.

KEY COMPETENCES

1 Linguistic communication ✓

2 Cultural awareness and expression ✓

3 Digital competence

4 Mathematical ✓

5 Learning to learn ✓

6 Sense of initiative and entrepreneurship ✓

7 Interaction with the physical world ✓

8 Social and civic competences ✓

CONTENTS (Knowledge and Skills)

TOPIC-RELATED CONTENTS TOPIC-RELATED SKILLS

1.- Shapes in portraits

2.- Relation between shapes and feelings and emotions.

3.- Portrait authors.

4.- Authors along time.

5.- Feelings.

1.- Identify shapes in portraits.

2.- Make the relation between shapes and feelings.

3.- Identify authors by the portraits they painted.

4.- Place authors in the time-line

5.- Express feelings through pictures.

6.- Speaking in public explaining the picture we’ve done.

CONTENT-OBLIGATORY LANGUAGE

Shapes: rectangle, triangle, square, circle, oval...

Feelings: Happy, sad, in love, angry, excited, hungry, depressed, amazed...

Descriptions: “It is...” “It has...” “It isn’t...” “It hasn’t...” She/He and Her/His

Giving opinion: “I think that…” “In my opinion…” “From my point of view…”

PERSONAL and EMOTIONAL DEVELOPMENT

Make the effort to participate in class and speak in English

Give the best of yourself

Listen your mates and accept different points of view

Think about your progress

We able to collaborate with your mates

MATERIALS and RESOURCES

Power point about shapes and feelings.

Flashcards of shapes and feelings.

Power point of different portraits.

Video about painters’ life.

Grid to get the facts of authors life

Little texts about different authors.

COMMENTS

We will work with the cooperative work groups that are already organized in the class. (Children are used to work with their partners, know the role

everyone is supposed to have and work well with the others)

Teacher will help the groups when the need it and she will be a facilitator of the tasks.

My Art lessons are 1’5 hours long.

Session Activities Timing Skills Interaction CMC Assessment

1

Every group receives a paper with the

question “What do the painters mean

when they use a specific shape for a

face?”. They speak about the meaning

of the question.

10’

Read

Speak

Groups

Watch a power point and repeat after

the teacher the names of the shapes

and feelings.

5’

Listen

Speak

Individually

Watch different portraits and check

the shapes we can see in them.

25’

Speak

Pairs

Put together the shape with the feeling

the author wants to show

25’

Speak

Write

Pairs

Mark the feeling and the

author connection.

Speak in the group about the driving

question. We write or conclusions in a

big poster (we are free to write and

draw)

10’

Speak

Write

Group

Explain to the partners what do we

think about the driving question

15’

Speak

Listen

Group

Mark the speaking.

UNIT OVERVIEW

2

Watch a power point and repeat after the teacher the

names of the authors.

5’

Listen

Speak

Individually

Put together the names of the shapes and the

feelings with the pictures.

10’

Speak

Group

Identify the shape of the faces in the most important

authors.

20’

Speak

Pairs

Paper for homework. About the shapes, authors and

feelings.

---

Read

Write

Individually

Mark the homework paper.

Read the a little text about and author and his live.

Write the most important ideas on a cardboard.

25’

Read

Write

Groups

Explain to our partners what we have discovered

about the painter. While we listen, we have to write

down the information we need.

15’

Speak

Listen

Write

Groups

Individually

Make a time-line with the painters we have been

working about.

15’

Write

Individually

Mark the time-line.

3

Make a mind map of shapes, feelings

and authors

25’ Speak

Write

Pairs

Mark the mind map

Draw and colour my portrait (in secret) 65’ Draw Individually

4

Show my portrait. My friends guess

who my model is

25’ Speak

Listen

Individually

Mark the picture

Explain why I use the specific shape 50’

Speak

Individually

Make a little exhibition and we mark

other partner’s productions.

15’

Write

Individually

Star assessment. Children make and

evaluation of the partners’ pictures.

They write on nine different post-it

and stick them on the picture. They

have to show three good points, three

things to make better and give three

stars to the three best pictures.

Activity 1

Activity description Every group receives a paper with the question “What do the painters mean when they use a specific shape for a

face?” They have to speak and decide what it means to them.

Outcomes Speaking They speak about the meaning of the question.

Input

Listening Listen to the partners opinion.

Reading Question “What do the painters mean when they use a specific shape for a face?”

Subject-matter CONTENT Art and Language

Content-Obligatory LANGUAGE “I think that…” “Under my point of view…” “I agree with you”

Timing 10’

Grouping Peer interaction Cooperative group

CMC (Computer Mediated Communication)

Material Paper with the question “What do the painters mean when they use a specific shape for a face?”

Assessment Teacher assessment: Teacher observation and feedback to the children

SESSION-BY-SESSION PLANNING: SESSION 1

Activity 2

Activity description Watch a power point and repeat after the teacher the names of the shapes and feelings. They listen what the teacher says

and repeat in order to associate the picture with the name.

Outcomes Speaking Shapes and feelings

Input

Listening Shapes and feelings

Viewing Shapes and feelings


Content-Obligatory LANGUAGE



Timing 5’

Grouping Individual work


Material Power point of the shapes and feelings

Assessment Teacher assessment: Teacher observation

Activity 3

Activity description We will provide the children with different portraits. They have to watch them and check the shapes they can see in

each picture. They write down the shapes at the back of each portrait.

Outcomes

Writing Shapes

Conversation Giving opinion about the shapes we can see in a picture

Input Viewing Pictures of different painters (portraits)




“I think that…” “From my point of view…” “I agree with you” “I don’t agree with you” “I see the same”

Timing 25’

Format of interaction Peer interaction Pair work


Material Different portraits copies (12 sets)

Assessment Teacher assessment: The teacher will check the shapes and the spelling of the words the children use.

Activity 4

Activity description

All the children will say the feelings they remember and the teacher (or maybe a volunteer or two) will write them on

the whiteboard. Once we remembered the feelings, they have to speak with their partners about the feelings and the

connection of them with the shapes. They put together the shape with the feeling the author wants to show

Outcomes Writing Feelings at the back of each picture

Conversation They speak about the feelings the painters want to show with the shapes used.

Input Viewing Portraits about different authors

Groupal remembering All the class says and writes different feelings




“I think that…” “From my point of view…” “I agree with you” “The feeling the painter wants to show…”

Timing 25’

Format of interaction Peer interaction Speaking about the feelings the author wants to show


Material Portraits of different authors (They already have them from the previous activity)


Activity 5

Activity description Children will speak with their classmates about the driving question “What do the painters mean when they use a

specific shape for a face?” They will meet an agreement about the meaning of the question and they will make a

poster about it. They can write, make pictures, colour… a nice poster will be done by each group.

Outcomes

Speaking They talk in groups about the meaning of the question and if they agree or not

Writing Make a nice poster about the shapes the painters use

Non-linguistic output Poster about the driving question

Input Others Pictures of different painters


Content-Obligatory LANGUAGE Shapes: rectangle, triangle, square, circle, oval...



Timing 10’

Grouping Peer interaction Groups of five or four children


Material Pictures of several authors


Activity 6

Activity description Each group will speak for three minutes to explain their conclusions to the rest of the class. Every student has to talk.

Outcomes Speaking Each student gives his or her opinion about the driving question

Input Listening We have to listen my colleagues opinion





Timing 15’

Grouping Individual work Everyone speaks by his or her own


Material

Assessment Peer assessment: Every student will give a mark to the partner that is speaking. They will use a rubric about oral

expression

Activity 1

Activity description Watch a power point and repeat after the teacher the names of the authors.

Outcomes Speaking Repeating after the teacher

Input Listening The teacher says the name of the authors

Viewing Different pictures and portraits of several painters

Subject-matter CONTENT Art


Timing 5’

Format of interaction Individual work Everyone repeats by their own


Material Power point of painters

Assessment Teacher assessment: Teacher observation


Activity 2

Activity description Just to remember the feelings and the shapes, we will make a memory game. Hey will receive the names of the shapes

and feelings and they have to put them together with the picture of each one.

Outcomes Conversation Speaking about what shapes and what feelings I can remember.

Non-linguistic output Putting together names and pictures.

Input Viewing names and pictures of shapes and feelings.

Subject-matter CONTENT Language




Timing 10’



Material Targets of names + targets of feelings and shapes pictures.


Activity 3

Activity description Identify the shape and the feelings in the portraits done by several painters. They write them at the back of each

picture.

Outcomes Writing Feelings and shapes at the back of the pictures.

Conversation Speaking about what shapes and what feelings I can see in each picture.

Input Viewing Portraits from several authors.

Subject-matter CONTENT Art and language




Timing 20’



Material List of feelings + List of shapes + Portraits

Assessment Teacher assessment: The teacher will check the shapes and the spelling of the words the children use.

Activity 4

Activity description Paper for homework. About the shapes, authors and feelings.

Outcomes Writing Homework about shapes, authors and feelings.

Input Reading Information about authors, shapes and feelings.

Viewing Pictures about shapes, feelings…

Subject-matter CONTENT Language and Art



Timing --- (Maybe 20 minutes)



Material Homework paper

Assessment Teacher assessment: The teacher will correct the homework and mark it

Activity 5

Activity description Each group will receive a little text about and author; his live and his work. They will also receive some pictures to

illustrate the painter. They will read the information, underline the most important parts and then make a nice

cardboard with all the information about the artist we have been reading about.

Outcomes

Speaking Decide the most important parts of the text

Writing Write in short sentences the most important parts of the text

Non-linguistic output Cardboard with the information and the pictures

Input Reading Paper with information about an author

Viewing Pictures provided by the teacher to illustrate the painter work and life

Subject-matter CONTENT Language

Content-Obligatory LANGUAGE “She/he was born in..” “Her/his most important work is…” “This master piece is called…” “He/she wants to show…”

Timing 25’

Grouping Peer interaction Groups of four or five children


Material Text about an author and pictures. A cardboard, too.

Assessment Teacher assessment: Teacher observation and cardboard correction, too.

Activity 6

Activity description We will divide the information to explain to our partners and everyone in the group will speak in front of the class.

We will explain what we have discovered about the painter. While we listen, we have to write down the answers to

the questions the teacher places to the children.

Outcomes Speaking Giving the information about the painter to the rest of the class

Writing Answering the questions while the groups are introducing the author

Input Reading Information about the painters


Content-Obligatory LANGUAGE “She/he was born in..” “Her/his most important work is…” “This master piece is called…” “He/she wants to show…”

Timing 15’

Grouping Individual work Writing the answers to the questions

Peer interaction Groups of four or five


Material Paper with the questions

Assessment Teacher assessment: Rubric about oral expression

Activity 7

Activity description Every student will make a time-line with the painters we have been talking about.

Outcomes Non-linguistic output Time-line with the painters we have been talking about.

Input Others Paper with the information they have written about the different painters.


Content-Obligatory LANGUAGE ---

Timing 15’



Material Papers

Assessment Teacher assessment: Time-line


Activity 1

Activity description Every couple will make a mind map of shapes, feelings and authors. They can write, draw, colour… they can express

themselves in the way they want. And they have to use all the words they have learned.

Outcomes Non-linguistic output Mind map of shapes, feelings and authors.

Input Others Remembering the information


Content-Obligatory LANGUAGE “What do you remember?” “I think that…. is important” “Do we write…?” “Do we draw…?”



Timing 25’

Format of interaction Peer interaction In pairs


Material Papers

Assessment Self-assessment: Each student will write a sentences explaining what mark they think they deserve and why

Teacher assessment: The teacher will mark the mind map

Activity 2

Activity description Every student will choose a person to draw using the shape they decide to show the feelings they have for this person.

It can be a famous person, somebody of their family or somebody known in the school. They have to work in secret, it

is not allowed to tell the class mates who we are painting.

Outcomes Non-linguistic output Secret portrait of a person

Input Others Remembering the contents in the unit


Content-Obligatory LANGUAGE While they work, they talk about their everyday life with the language assistant and with the teacher. We work in

groups of three to do the speaking part and they speak for about ten minutes. They also speak –at least they try to- in

English with their partners.

Timing 65’

Grouping Individual work Each student draws alone


Material Drawing paper, pencils and colours

Assessment Self-assessment: Student will write a sentence at the back of the paper explaining what mark they deserve and why

Teacher assessment: Rubric about art productions


Activity 1

Activity description We make a little exhibition of the portraits. The students have to guess who my model is.

Outcomes Speaking Guessing the model of the portrait.

Input Viewing The portraits we have drawn


Content-Obligatory LANGUAGE “Is she/he famous?” “Is she/he from your family?” … “Is she/he called…?”

Timing 30’

Format of interaction Individual work Every student shows the portrait and guesses the model of the others.


Material ---

Assessment Teacher assessment: Mark the picture

Activity 2

Activity description With only two minutes time, each student explains the reason why he or she has used the specific shape to draw and

colour his or her picture.

Outcomes Speaking Talking about shapes and feelings.

Input Listening Explanation of my friends in class

Viewing Portraits of my class mates


Content-Obligatory LANGUAGE “This shape shows…” “I love this person and…” “I don’t know this person but…”

Timing 50’

Format of interaction Individual work Explaining the shape they use


Material Portraits

Assessment Teacher assessment: Rubric about oral expression

Activity 3

Activity description Once we know all the productions of our friends, we make a little exhibition in class. The pictures are on the tables and

everyone goes around marking the other’s productions.

Outcomes Writing little sentences to mark the other’s productions

Input Viewing portraits

Subject-matter CONTENT Art and linguistic

Content-Obligatory LANGUAGE “I congratulate you because…” “It is nice, but I prefer…” “I like the…” “I don’t like the…”

Timing 15’

Format of interaction Individual work


Material Stars to stick and little post-it to write.

Assessment Peer assessment: Star assessment. Children make and evaluation of the partners’ pictures. They write on nine

different post-it and stick them on the picture. They have to show three good points, three things to make better and

give three stars to the three best pictures.

There are lots of shapes in Art!!!

How are you feeling?

Game to remember shapes

Circle

Oval

Square

Triangle

Trapezium

Diamond

Rhombus

Parallelogram

Rectangle

Pentagon

Hexagon

Heptagon

Octagon

Decagon

Target game

Happy

Sad

Hopeful

Mad

Brave

Left out

Friendly

Sorry

Embarrassed

Disappointed

Frustated

Loved

Silly

Scared

Sensitive

Guilty

Excited

Jealous

Curious

Insecure

Proud

Shy

Uncomfortable

Surprised

They created master pieces

“What do the painters mean when they use a specific shape for a

face?”

Write the name of the painter under each portrait.

(Joan Miró, Edward Hopper, Pablo Picasso, El Greco, Tamara Lempicka, Leonardo Da Vinci)

What picture do you prefer and why?

Write the name of the painter under each portrait.

(Joan Miró, Edward Hopper, Pablo Picasso, El Greco, Tamara Lempicka, Leonardo Da Vinci)

What picture do you prefer and why?

Can you please draw these shapes and write the name under each one? A triangle, a rhombus,

an heptagon, a square and an oval.

Can you please translate these feelings in Catalan?

Mad – ____________________________________

Guilty – ____________________________________

Proud – ____________________________________

Excited – ____________________________________

Embarrassed ____________________________________

Hopeful – ____________________________________

Disappointed – ____________________________________

Curious – ____________________________________

Loved – ____________________________________

Left out – ____________________________________

Can you please draw these shapes and write the name under each one? A triangle, a rhombus,

an heptagon, a square and an oval.

Can you please translate these feelings in Catalan?

Mad – ____________________________________

Guilty – ____________________________________

Proud – ____________________________________

Excited – ____________________________________

Embarrassed ____________________________________

Hopeful – ____________________________________

Disappointed – ____________________________________

Curious – ____________________________________

Loved – ____________________________________

Left out – ____________________________________

Teacher Name: Dolors JuncÃ Cadena

Student Name: ________________________________________

CATEGORY 4 3 2 1 Score

Design/Compositio

n

Student applies

design principles

(such as unity,

contrast, balance

and center of

Student applies

design principles

(such as unity,

contrast, balance

and center of

Student tries to

apply design

principles (such as

unity, contrast,

balance and center

The student does

not appear to be

able to apply most

design principles to

his/her own work.

Shapes and feelings Student applies the

shapes and feelings

he or she wants to

show with great

skill.

Student applies the

shapes and feelings

he or she wants to

show with fair skill.

Student applies the

shapes and feelings

he or she wants to

show with not

enough skill.

Student doesn\'t

apply the shapes

and feelings he or

she wants to show

with great skill. He

Planning and

Explanation

Student can

describe in detail at

any point during the

painting process

how s/he envisions

Student can

somewhat describe

how s/he envisions

the final product

and can describe

Student can

describe how s/he

envisions the final

product but finds it

difficult to describe

Student has thought

very little about the

project. Is present

but is not invested

in the product.

Creativity Student has taken

the technique being

studied and applied

it in a way that is

totally his/her own.

Student has taken

the technique being

studied and has

used source

material as a

Student has copied

some painting from

the source material.

There is little

evidence of

Student has not

made much attempt

to meet the

requirements of the

assignment.

Time/Effort Class time was used

wisely. Much time

and effort went into

the planning and

design of the mask.

Class time was used

wisely. Student

could have put in

more time and

effort at home.

Class time was not

always used wisely,

but student did do

some additional

work at home.

Class time was not

used wisely and the

student put in no

additional effort.

Creating a Painting : Picture Assessment

Teacher Name: Dolors JuncÃ Cadena

Student Name: ________________________________________

CATEGORY 4 3 2 1

Speaks Clearly Speaks clearly and

distinctly all the

time. Doesn\'t use

words in Catalan

and mispronounces

Speaks clearly and

distinctly all the

time. Uses few

words in Catalan

and mispronounces

Speaks clearly and

distinctly most of

the time. Uses

some words in

Catalan and

Often mumbles or

can not be

understood or

mispronounces lots

of words. Says lots

Vocabulary Uses vocabulary

appropriate for the

audience. Extends

audience

vocabulary by

Uses vocabulary

appropriate for the

audience. Includes

1-2 words that

might be new to

Uses vocabulary

appropriate for the

audience. Does not

include any

vocabulary that

Uses several (5 or

more) words or

phrases that are not

understood by the

audience. Hasn\'t

Posture and Eye

Contact

Stands up straight,

looks relaxed and

confident.

Establishes eye

contact with

Stands up straight

and establishes eye

contact with

everyone in the

room during the

Sometimes stands

up straight and

establishes eye

contact. Looks the

paper too much.

Slouches and/or

does not look at

people during the

presentation. Only

looks the paper.

Time-Limit Presentation is

exactly the lenght

required.

Presentation is too

long.

Presentation is too

short.

Doesn\'t know what

to say.

Enthusiasm Facial expressions

and body language

generate a strong

interest and

enthusiasm about

Facial expressions

and body language

sometimes

generate a strong

interest and

Facial expressions

and body language

are used to try to

generate

enthusiasm, but

Very little use of

facial expressions

or body language.

Did not generate

much interest in

Oral Presentation Rubric : Oral expression

presentación de powerpoint materials... · (computer mediated communication) material assessment...

Documents