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CLIL EXCELLENCE MODULE/LEARNING UNIT PLAN FORMAT
Primary School1
SCHOOL: Istituto Comprensivo Armando Diaz BEI Class:V
Subject/s: Science , Geography, Art Module 3 Units 1- 2- 3 Title: The Healthy Food
Authors: Francesca Costa, Marina Lauricella, Emily Rowntree
Duration/Time: 2 months
Learning Outcomes
Content
To identify the Food Groups
To identify the Nutrients
To find out the importance of the Healthy food
To find out the importance o f water
To learn about the importance of a balanced diet and
a healthy lifestyle
1 Adapted from a British Council Lesson Plan Template
Communication
(Language)
To read and understand text
To use specific scientific vocabulary
To name the food groups and the nutrients
To talk about the main nutrients
To speak about what we should eat
To describe a balanced diet
To describe the properties of water
Cognition (Thinking skills)
To understand concepts ( food groups, nutrients,
water…)
To compare different types of foods, nutrients and
water
To give reasons
To find conclusions
To apply scientific knowledge to every day life
Culture
To find out cultural food differences
To understand the importance of the water
To compare traditional Dishes related to various
cultures.
WALT
(What are we learning
to …)
At the end of the Module/Unit, children
o will know …Identify and recognize different types of food and
terminology relating to nutrients.
o Will be able to do… a balanced diet in everyday life.
o will be aware of… the importance of a balanced diet and healthy
lifestyle, and understand the importance of water .
Language structures/
Vocabulary
Structures relating to food, nutrients and water: They contain lot of …../ They
have lots of….I should eat a little of…/ a lot of …/ some of…/ They are needed in
small amounts /They give us energy…./ It is a useful source of energy/ They help
the body to…./ They keep….. healthy/ They are needed for…../ They help the
body grow/ They repair injures/ They fight germs/ They prevent diseases / They
help to digest our food/ They prevent bowel disorders/ They keep the body
warm.
Words relating to food (Fresh fruits: bananas, oranges, lemons, kiwi,
strawberries, blackberries, pineapples, vegetables: carrots, zucchini, peppers,
lettuce, starches, cereals, pulses, beans, peas, lentils chickpeas, bread, pasta,
rice, poultry. chicken, turkey, meat, fish, dairy products. cheese, eggs, butter,
milk, sugar, oil, olive oil), nutrients: (Vitamins, Carbohydrates, Proteins, Fibre,
Minerals, Fats ), various parts of human body ( eyes, skin, bones, nerves, teeth,
muscles, tissues, blood, heart), water and fizzy drinks ( still, fresh, mineral,
sparkling, fizzy water..)
Materials/ Resources IWB with Internet connection ( Videos, Pictures, Quizzes ) Worksheets Blackboard
Bibliography:
Immacolata Calabrese, Silavana Rampone, Cross- Curricular Resources for Young Learners, Oxford University Press, Torino 2011
Anna Claybourne, The Osborne Complete book of the Human Body, London 2015
Steve Parker, 100 facts, Human Body, Miles Kelly, China 2014
Links: www.food4youreyes.com www.tigtagworld.co.uk https://www.youtube.com/watch?v=vV_DcnnPmX4
https://www.youtube.com/watch?v=ZcNpcqtl2yU
https://www.youtube.com/watch?v=GaLvxVnn8Yg
http://www.sciencekids.co.nz/
https://it.search.yahoo.com/yhs/search?hspart=avg&hsimp=yhs-
fh_lsonsw&type=ff.45.xp.hp.04-01.it.avg._._¶m2=browser
https://it.search.yahoo.com/yhs/search?hspart=avg&hsimp=yhs-fh_lsonsw&type=ff.45.xp.hp.04-01.it.avg._._¶m2=browser
Assessment Formative assessment: at the end of the unit the teacher will give the children a brief oral report about their behaviour and their work. Summative assessment: a test on line about food groups (Test 1), a test about Nutrients ( Test 2 ) and a test about water ( Test 3 ).
Final self assessment: children will be invited to evaluate their own work (Children’s self-assessment ) and their group work .
CLIL EXCELLENCE SINGLE LESSON PLAN FORMAT
LESSON format to be repeated for each lesson of the unit/module
Each unit/module follows the steps you can see in STAGE, these steps are developed in various lessons
WALT (What are we learning today -at the end of the lesson-…) : which food group different foods belong to.
Stage Aim Procedure Language structures and vocabulary:
Materials Interaction Timing
e.g. Introduction/Lead-in
Teacher captures children’s interest and
activates prior knowledge.
Activity: Teacher checks children’s knowledge about food. Teacher uses food flashcards or shows food pictures in the LIM lab to start a discussion in English about children’s favourite food. Teacher revises and introduces new food vocabulary using flashcards and asking questions about children likes and dislikes relating to food.
What’s your favourite food? Do you like…?/ I like…/ I don’t like…. Fresh fruits: bananas, oranges, lemons, kiwi, strawberries, blackberries, pineapples, vegetables: carrots, zucchini, peppers, lettuce,: bread, pasta, rice, cereal, pulses, beans, peas, lentils, chickpeas, chicken, turkey, meat, fish, cheese, eggs, butter, milk, sugar, oil, olive oil.
IWB Food flashcards or pictures prepared in advance
Whole class
15 mins.
e.g. Content input
T. introduces the content Activity: The Food Pyramid Teacher introduces the food groups and uses a three-dimensional model of the food pyramid to start a discussion in
What is it?/ How many layers can you see ?/ What’s at the bottom of the pyramid?/ What’s
3D model of the Food Pyramid
Whole class 15 mins.
English about the food groups. Teacher puts the five parts of the food pyramid in ascending order of size. Teacher asks the children to touch the different part of the food pyramid and describe what they see in each layer .
above that?/ What can you see in the 3rd layer?/ What can you see in the 4th layer?/ What’ s at the top..? Cereals group. starches, dairy products, poultry…fat and sweets group..
e.g. Input processing
T. practices and reinforces the content.
Activity 1: The colourful Food Pyramid Teacher draws an empty pyramid divided into five layers corresponding to the five food groups on the blackboard. Each child, in turn, says the name of a food shown on the food pyramid and writes the name on the blackboard. Teacher gives each child a copy of
Worksheet 1 and tells the children to
draw a pyramid with an internal
subdivision in five layers. They have to
colour the 1st layer green, the 2nd layer
red, the 3rd layer blue, the 4th layer
yellow, the 5th layer violet.
Children have to fill in the food pyramid
by inserting the names of the food in
each group.
Teacher explains the children that they
have to subdivide the first layer into two
parts. They have to write in the first
section the names of fruit and in the
second section the names of the
Why is the green layer corresponding to the first food group the biggest?/ Why is the violet layer corresponding to the fifth group the smallest? We need to eat a lot of…not too much…./ not too many…. We should eat… in larger quantities / We should eat …in smaller quantities at the bottom of/ at the top of / has to be eaten in large quantities./ in small quantities.
Whole class Individual
IWB/ blackboard paper, drawing material Photocopies Worksheet 1
30 mins.
vegetables.
They have to subdivide the second layer
into two parts and they have to identify
the food that comes from an animal
source and the food that comes from
plant sources.
Finally, the teacher asks the children to
work in groups. Every group will have
different coloured paper. Each group
will have to fill in each section by
rewriting the names of different types of
food and stick them on the food
pyramid. These final products will be
organised into a poster. At the end the
children will need to justify their
choices.
.Activity 2:
Teacher helps the children to analyse
the different five food groups. Teacher
asks the children questions about the
internal subdivision of the food pyramid
and where the healthier food is located.
Teacher introduces new vocabulary if
necessary. Junk food and healthy food.
Teacher asks the children if they think
there is a relation between the first
group and the percentage of fruit and
vegetables that we should eat. Teacher
animal source / plant sources Junk food/ healthy food
Small groups Whole class
Coloured paper Glue Scissors IWB https://it.search.yahoo.com/yhs/search?hspart=av
20 mins
asks the children if they think that we
should eat in small quantities the food at
the top of the pyramid. Then the teacher
shows a video about the food groups.
Activity 3: Children see the video on You Tube of the song “Food groups are rocking tonight” in the LIM LAB. Children read the lyrics, sing and mime actions for each food group and memorize the content, thus being introduced to the content in a fun and physical way.
Whole class
g&hsimp=yhs-fh_lsonsw&type=ff.45.xp.hp.04-01.it.avg._._¶m2=browser IWB Photocopies of the song “ Food groups
are rocking tonight” Video on You Tube https://www.youtube.com/watch?v=GaLvxVnn8Yg
30 mins
e.g. Output
Children use new content and language through 4
skills (listening, speaking, reading, writing)
Activity 1: Portion Plate Together with the Food Pyramid the
Portion Plate will also be presented in
order to give the students different
perspectives. Children work in pairs.
Every group will have a plastic dish and
some magazines. Children will have to
cut different type of food from the
Five groups
Paper , Drawing Materials Glue, Scissors, Plastic dishes Magazines
30 mins.
magazines and stick them on their
portion plates. These final products will
be assembled in a poster. At the end the
children will need to justify their choices.
Activity 2: Italian Food Teacher draws a table on the blackboard and divides it into four columns. 1) breakfast, 2) breaak,3) lunch) 4) dinner. Teacher asks the children to look at the food pyramid and to write on the board the food they usually eat during the day in the right column. Teacher uses a symbol (a little circle) to indicate how often the same food is mentioned by the children. Teacher tells the children to copy the table in their exercise book replacing symbols with total numbers for each food. Teacher gets the children to transfer the data from activity into Excel in order to create a bar chart. Teacher helps children to analyse the data with questions. Activity 3: What the English eat for breakfast? Teacher begins by creating a mind map on the blackboard and asks the children what they think the English eat for their breakfast. Group ”Full English Breakfast” foods and others such as porridge, cereal, yoghurt are separate.
Tell me what you and your family usually eat for breakfast…… How many children eat…..in large /small amount/ moderate amount/ ? Rashers, poached, scrambled, fried, boiled, porridge, black pudding,
Whole class Whole class
IWB Photocopies Worksheet 2
Blackboard Exercise- Book - Photocopies
Worksheet 3 Blackboard Exercise- Books -
30 mins 60 mins
Children are then asked to draw a full English breakfast, labelling the various foods with new vocabulary such as “rashers” or “poached/scrambled/boiled/fried” (eggs). They are asked to compare the Italian and English breakfasts, comparing the components, nutrients, and justifying their preferences. At the end children perform their own “English Café” role play scene, in pairs. One is the waiter and the other the customer, who must order various items of a full English breakfast to the waiter (this is also helpful in terms of practicality – i.e. if they go to a café or restaurant in England).
hash browns “Ordering in a café” vocabulary. E.g. “Hello sir, what can I get for you today…?” “I would like….. please.” “Of course, can I bring you any sauces/something to drink?” “Yes please, I’ll have….”
Pair work
A table
e.g. Assessment
Children show their interest and what they
acquired. Teacher observes,
checks, gets and gives feedback about learning.
(Remedial work or Move
on).
Formative assessment for the lesson: The teacher observes the children during the lesson. Self assessment for the lesson: At the end of the topic, the teacher gives the children a photocopy of a self-assessment table and explains to them that they have to reflect upon their learning process and the skills they have learnt and fill in the tables. Children should decide whether they can now do each skill, and colour the traffic light either green (confident), yellow (I feel Ok about this) or red light (not confident at all) accordingly. Summative assessment (when / if necessary/possible) Each child answers a multiple-choice quiz on line about the food groups..
Individual Individual
Photocopies of Children’s self-assessment 1 Computer Lab
Test 1
Food Groups
for Kids:
http://www.
funtrivia.com
/submitquiz.
cfm?quiz=79
682
... 15 mins.
CLIL EXCELLENCE SINGLE LESSON PLAN FORMAT
LESSON format to be repeated for each lesson of the unit/module
Each unit/module follows the steps you can see in STAGE, these steps are developed in various lessons
WALT (What are we learning today -at the end of the lesson-…) : which nutrients are in food and their main functions
Stage Aim Procedure Language structures and vocabulary:
Materials Interaction Timing
e.g. Introduction/Lead in
Teacher captures children’s interest and
activates prior knowledge.
Activity: Teacher shows a picture of a car and a picture of the human body, then asks the children what they are in common and what they need. At the end of the discussion a child writes at the blackboard a sentence: All machines need fuel to make them go.
Teacher asks the children if they think The
Human body is like a living machine and
then asks questions about it.” Tell me,
Why?” At the end of the brainstorming,
teacher helps the children to sum up the
discussion by writing sentences on the board
“” Food gives us energy”.
Teacher organizes some games to help the
children learn the different actions we do:
moving, talking, breathing….
.
Let’s brainstorm! Observe the pictures.. Tell me “ What they are in common?” Write your answer on the blackboard All machines need fuel to make them go. The Human body is like a living machine They need ….to…. It gives us….. Fuel/ energy Let’s me write your answers at the blackboard Food gives us energy
IWB Flashcards Pictures prepared in advance Blackboard
Whole class...
15 mins.
e.g. Content input
T. introduces the content Activity: Teacher uses a video to help the children to discover the importance of food.
Food provides raw materials to grow, help to build strong bones, teeth and soft tissue, keep the body warm, maintain itself and repair daily wear and tear, help to fight germs, help to digest food.
IWB Video https://www.youtube.com/watch?v=ZcNpcqtl2yU
15 mins.
e.g. Input processing
T. practices and reinforces the content.
Activity 1: Teacher divides the class into six groups then
gives each group a flashcard of one of the six
nutrients with a picture of their
functions.(Vitamins, Fibre, Carbohydrates,
Proteins, Minerals, Fat ).
Then the teacher divides the board into two
columns. 1) Nutrients and their functions
and 2) Foods. A child from each group, in
turn, reads the name of a nutrient and their
functions and sticks the flashcard in the first
column. The teacher asks the children to
think where they can find the nutrients in
and then each child of the group, in turn,
writes in the second column on the board
the foods they can find them in.
At the end the teacher asks the children to
look at the list of foods that they have
identified and compare their answers and
decide if the names of foods are inserted in
the right place. Finally the teacher helps the
children to find others.
Small groups
Six flashcards with the names of the nutrients, (Vitamins, Fibre, Carbohydrates, Proteins, Minerals, Fat). and with pictures of their main functions Blackboard
30 mins.
Activity 2:
Teacher gives each child a copy of
Worksheet 5 “ Nutrients “ and asks the
children to draw a big plate and divide it in
six sections. Draw inside each section
different kinds of food. Write in each box the
name of the main nutrients for each section
and write their main functions.
In the first section they can draw. Fresh
fruits: such as bananas, oranges, lemons,
kiwi, strawberries, blackberries, pineapples
and vegetables, such as carrots, zucchini,
peppers, lettuce. Then they write the main
functions.
In the box they write: VITAMINS help the
body to fight germs and prevent diseases.
They keep eyes, skin, bones, nerves and
teeth healthy.
Fresh fruits, and vegetables have lots of Vitamins Activity 3: Teacher organizes a game to help the children to learn the main functions of nutrients and the foods they can find them in. Teacher puts the six labels with the names of the nutrients inside them in six different part of the classroom. Than the teacher reads the function of nutrients, one at a time, and asks the
Individual
Whole class
Worksheets 4, 5
Nutrients Six labels with the names of nutrients inside them ( Vitamins,
30 mins 30 mins
children to reach the right place of the classroom and to touch the label of the nutrient the teacher has read the function of. At the end of each reading, the teacher gets the children to check if all the children are in the right place and ask reasons for children that are in the wrong place. Finally the teacher gives out a reading material about Nutrients to each child and ask them to work in pair and to read. One child have to read the first column, the other the second column.
Fibre, Carbohydrates, Proteins, Minerals, Fat)
e.g. Output
Children use new content and language through 4
skills (listening, speaking, reading, writing)
Activity 1: Competition Teacher divides the class into six groups and organizes a competition. Then the teacher gives each groups two bags: one with the names of the main nutrients, foods and the other with their definition. Each groups have to read definitions and match them with names of the different nutrients or kind of foods. Activity 2: Lunch time Teacher divides the class into five groups ( Monday, Tuesday, Wednesday, Thursday and Friday ) and gives them a
What do you usually eat for lunch?
Group work Group work
PhotocopiesW
orksheet 4 Nutrients Reading Material. Worksheet 6 Photocopies Worksheet 7
Lunch Time Photocopies Daily Menu of
15 mins. 30 mins
daily menu of Milano Ristorazione. Each group has to record the daily menu in the worksheet and to talk about the food they usually eat during lunchtime at school. At the end the teacher asks if they think the lunch menu is a balanced menu. Activity 3: Dinner at the Smith’s – Role Play Teacher divides the class into groups of 4 and gives each group a piece of paper ( Worksheet 8 ) outlining the format for their role play. Teacher verbally explains that each group has to create a role play called “Dinner at The Smith’s” – there is a father, mother and two children. One child refuses to eat anything but vegetables because she thinks all other food is unhealthy, and the other eats only junk food because he does not like healthy food. The group must create a role play based around the dinner table, and the parents must try to convince the children that it is important to eat the balanced meal that they have prepared, explaining the importance of food groups and nutrients.
You should eat this food ______ because it contains _____ (nutrient) which is good for (function of nutrient)!
Group work
“Milano
Ristorazione” Photocopies Worksheet 8
A table and some 3D objects of different types of foods
60 mins
e.g. Assessment
Children show their interest and what they
acquired. Teacher observes,
Formative assessment for the lesson: Teacher helps the children to create a PowerPoint Presentation about International Food, which can be shown
Small groups
60 mins
checks, gets and gives feedback about learning.
(Remedial work or Move
on).
to other classes, or parents or published on the school web site. www.food4youreyes.com Each child inserts captions on each slide, illustrated by drawings or photographs and texts. The teacher observes the children during the presentation Self assessment for the lesson: At the end of the topic, the teacher gives the children a photocopy of a self-assessment table and explain to them that they have to reflect upon their learning process and the skills they have learnt and fill in the tables. Children should decide whether they can now do each skill, and colour the traffic light either green (confident), yellow (I feel Ok about this) or red light (not confident at all) accordingly. Summative assessment (when / if necessary/possible) Teacher gives a true/ or false quiz. The children have to read the sentence and write T if they are right and F if they are wrong.
.
Photocopies of Children’s self assessment 2 Test 2
Healthy Eating Quiz http://www.healthykids.nsw.gov.au/downloads/file/teacherschildcare/NutritionQuiz.pdf
15 mins
CLIL EXCELLENCE SINGLE LESSON PLAN FORMAT
LESSON format to be repeated for each lesson of the unit 3 module 3
Each unit/module follows the steps you can see in STAGE, these steps are developed in various lessons
WALT (What are we learning today -at the end of the lesson-…) : the importance of water
Stage Aim Procedure Language structures and vocabulary:
Materials Interaction Timing
e.g. Introduction/Lead in
Teacher captures children’s interest and
activates prior knowledge.
Activity: What about water? Children, having been taught the importance of healthy food, are told that “ As well as eating food, we have to drink water to stay healthy.” Teacher asks them why water is a vital resource. Finally the teacher shows a video. The children discuss water properties.
Let’s brainstorm! Vital resource Water footprint
IWB https://www.youtube.com/watch?v=kxqbpPWTl6 ..
Whole class...
15 mins.
e.g. Content input
T. introduces the content Activity: The human and water The teacher introduces the topic by looking at a diagram of the human body. The teacher asks the children “Does anyone know what the human body is made of?. “ The teacher writes on the blackboard the right answers.” The human body is made of bones, blood, muscle, fat,
“Does anyone know what ? ….is made of …. Try to guess..
Blackboard Photocopies of a diagram of the human body The Osborne Complete book of the Human Body, London 2015
Whole class 15 mins.
WATER.)” The teacher tells the children “Most of your body is made of water“ and asks to guess “ The teacher writes the right answer on the blackboard “Water makes up 70% of your body”. The teacher uses a diagram of the human body to show how much of a human body is made of water.
…make up…of
e.g. Input processing
T. practices and reinforces the content.
Activity 1: Teacher tells the children “ Water is necessary for our survival “ and shows them the video “ Why water is important for our body?” Teacher begins by creating a mind map on the blackboard and asks the children “ Why water is important for human body?” The children are asked to rewrite the proprieties of water and its functions. “Water is a nutrient that makes up 70% of human body weight. It is important for many functions, it is part of every cell in every tissue in the body. Water carries other nutrients to all parts of the body, it carries waste out of the body and it helps to regulate body temperature. Then the teacher gives each child a photocopy of Worksheet 9 and asks the children to draw the diagram of the human body and to mach the definition
survival Why…. is important for.. weight waste temperature carry / carry out
IWB https://www.youtube.com/watch?v=FmCxYBaf4-0 Blackboard Exercise books Photocopies Worksheet 9
Whole class
30 mins.
in the right place.” Activity 2: Benefits of water Teacher asks children “ Why we should drink water? “ and begins by creating a mind map on the blackboard. The children are asked to rewrite the reason why we should drink water. Activity 3: Comparison of water bottle labels. Teacher tells children: “ Many people drink bottled water because they believe it to be of a higher quality, cleaner and better-tasting “ and asks: “Is it true?” The children are asked to think about the differences between tap water and bottled water. The teacher divides the class into five groups and gives them five different water labels . The children are asked to read the labels and to insert the data inside the table. Finally they have to make a comparison of the data. . Activity 3: Water by numbers The teacher tells the children “When you run or play sports your body heats up pretty quickly. And asks them “Who
Functions ( moisten, carry, convert, remove, protect, cushion, compose ) diseases: constipation arthritis, Infections, cancer Tap water / bottled water labels Sweat, heat, get rid of
Photocopies Worksheet 10 Blackboard Exercise Books Photocopies Worksheet 11 bottled water’s labels Photocopies
Individual Small groups Individual
30 mins 30 mins 20
sweats a lot when they are playing outside? Your body starts to sweat as a way to get rid of the heat. When the sweat evaporates on your skin your body and blood cool down. It is very important to replace the fluid that is lost by sweating so your body does not become dehydrated. If you get dehydrated the body cannot cool itself anymore and your performance will drop. Without enough water, whether you are exercising or sitting all day, you are at risk of dehydration which can be fatal. Teacher gives the children a photocopy of Worksheet 12 and they have to guess how much water their body releases. At they end they have to think about how much water they should drink.
dehydration saliva, pores, sweat, breath, urine Most of your body is made of water, but you lose a lot of it every day in sweat, in your breath and down in the toilet. So you have to drink plenty of liquids every day to make sure you don’t dry out.
Worksheet 12 Water by numbers
mins
e.g. Output
Children use new content and language through 4
skills (listening, speaking, reading, writing)
Activity 1: Water Bottle Design – Children, having been taught the importance of water and the fact that we should aim to drink at least 2 litres a day, are now asked to design their own water bottle. Using their creativity, they should design a bottle to persuade people to drink more water in their
Still, sparkling, fresh, minerals, natural, fresh
Blank paper, colouring pencils and drawing materials https://it.images.search.yahoo.com/images/view;_ylt=A2KLj.oKbyBX
Individual
30 mins.
everyday lives. Activity 2: Why should we not drink fizzy drinks? Teacher explain that sugar is a source of calories but it has no nutrients at all. It provides no vitamins or minerals, only empty calories. Teacher asks the children “Do you think it would be a good idea to get all of your calories from sugary foods and fizzy drinks?” This would keep you from getting any vitamins, minerals, and protein that your body needs to be healthy and strong! Another big problem with sugar is that it causes tooth decay. Teacher explains that if you left a tooth sitting in a glass of water with sugar you would see how it eats away at the tooth, leaving holes and brown decay. Natural sugars are a great substitute for sweet treats. Instead of candy or fizzy drinks you could have fresh fruit or fruit juice. Children are now asked to draw a big bottle of water and a big bottle of a fizzy drink. The teacher gives them a list of their properties. They have to write the properties in the right place. At the end they have to justify their choices.
calories Do you think it would be a good idea to… Harmful to . / good to
0 calories/ sugary / full of
calories/ chemicals/
natural/ artificial
preservatives
Fattening, Refreshing/
Satisfying, Hydrating/
phgAz1Ru5olQ;_ylu=X3oDMTIyYTIwbXAxBHNlYwNzcgRzbGsDaW1nBG9pZAMxMzRkNDA2NzEzMGQzN2JkZjE3NGJiNDJkMjk5YjRlNARncG9zAzMEaXQDYmluZw-- Photocopies Worksheet 13 Water or Fizzy Drinks
Individual
30 mins
e.g. Children show their Formative assessment for the lesson:
Assessment interest and what they acquired.
Teacher observes, checks, gets and gives
feedback about learning.
(Remedial work or Move on).
The teacher observes the children during the lesson Self assessment for the lesson: At the end of the topic, the teacher gives the children a photocopy of a self-assessment and explain to them that they have to reflect upon their learning process and the skills they have learnt and fill in the tables. The children should decide whether they can now do each skill, and colour the traffic light either green (confident), yellow (I feel Ok about this) or red light (not confident at all) accordingly. Summative assessment (when / if necessary/possible) The teacher gives a true/ or false quiz.( Test 3 )The children have to read the sentence and write T if they are right and F if they are wrong.
Individual
15 mins.