1. 1 Linda LanisLinda Lanis SECOND LANGUAGE ACTIVITIES RELATED TO THE PYP UNITS OF INQUIRY

2. PYP/ Second language connection?PYP/ Second language connection? PYPPYP second second Language Language Who isWho is involvedinvolved ?? 3. Situation: We teach a second language in an International School offering the IB PYP program. The school asks to connect our course to the PYP program (or we think we should) The language we teach is the Host Country Language 4. 4 5. https://whatedsaid.wordpress.com/tag/unit-of-inquiry/ 6. 7 How the world works An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment. Central idea Understanding the properties of air allows people to make practical applications Key concepts: Function, Form, Change, Connection Related concepts: Properties, Structure Lines of inquiry The evidence of the existence of air What air can do and how we use it The relationships between air and sound Subject areas: Science, Maths, Language http://www.roseparkps.sa.edu.au/docs/Rose%20Park%20PS_Combined%20POI%20July %202012.pdf PYPPYP UnitUnit SampleSample 7. 8 Something to think aboutSomething to think about Why we should connectHow to connect Communication sActivities Combined classes 8. 9 The big problem: the connection.The big problem: the connection. Not really how, but why?Not really how, but why? https://modup.net/blog/foreign-language-teacher-experience-modafinil/ Why shoud I insert something about forces in motion in a beginner level? My students need to learn how to greet, first! 9. 10 Why we should connectWhy we should connect Do not let the second language be left behind You are part of the same school Sharing with the class teacher what we do should not be an option 10. 11 How to connect?How to connect? http://www.slideshare.net/PeTii1/input-interaction-and-second-language-acquisition R 11. 12 PYP cannot be related to what I teach. My students need to learn how to communicate in the host country language, and this is what I teach them. Its pointless to teach Beginners how climate changes because of the fossile gas! 12. 13 My school wants me to connect my lessons with the PYP units of inquiry, and this is what I do. I can find a topic related to the current unit and give lessons about it. 13. 14 The goal is to find a balanceThe goal is to find a balance betweenbetween 14. 15 How to connectHow to connect Create the L2 Unit to be connected to the PYP Unit Create the L2 Unit to be connected to the PYP Unit Work in groups Work in groups Communicate and have frequent feedbacks Communicate and have frequent feedbacks 15. 16 Second language UnitSecond language Unit Grade-Level-teacher PYP theme Central idea Line(s) of Inquiry Order of unit Concepts Transdisciplinary skills Length of Unit Objectives Vocabulary Material Assessment Learner profile End of the unit PYP Unit L2 Unit 16. 17 Second Language and Lines ofSecond Language and Lines of InquiryInquiry Before the unit:Before the unit: 1st1st Contact the class teacher and the PYP coordinator Read the unit Reflect on the lines of inquiry having in mind the level of your students and the objectives in your curriculum Select material 17. 18 ConnectionConnection Language unitLanguage unit 18. 19 ConnectionConnection Language unitLanguage unit Your program/curriculum for that class Modified/adapted for the language level/objective A stronger connection to close the unit with 19. 20 Second Language and Lines ofSecond Language and Lines of InquiryInquiry What can we find, in the central idea and in the lines of inquiry, that can be suitable for a student at that level and of that age?What topic/vocabulary/grammatical structure do we usally cover at that time of the year? Where is the link? 20. 21 Second Language and Lines ofSecond Language and Lines of InquiryInquiry During the unit:During the unit: Find activities connecting : PYP Second language Real life 2nd2nd Have a check list/diary Identify a good practice for the end of the unit (storytelling) 21. 22 Second Language and Lines ofSecond Language and Lines of InquiryInquiry After the Unit:After the Unit: Have a feedback meeting with the PYP coordinator in order to share problems or best practices 3rd3rd 22. 23 CommunicationCommunication 2 Language Teachers Meeting/Sh aring PYP Coordinato r Language Coordinato r Class Teacher 23. SamplesSamples http://www.k-3teacherresources.com 24. CENTRAL IDEACENTRAL IDEA The earth is part of a vast and complex universe. LINES OF INQUIRYLINES OF INQUIRY Components of the universe How current scientific theories about the universe evolved Advances in technology continue to increase our knowledge and thinking HOW THE WORLD WORKS grade 4-5 beginners An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment. 25. 26 LUNED il giorno della LUNA MARTED il giorno di MARTE MERCOLED il giorno di MERCURIO GIOVED il giorno di GIOVE VENERD il giorno di VENERE SABATO il giorno di SATURNO PosterPoster 26. 27 The planet caterpillarThe planet caterpillar Mammaecasalinga@altervista.org 27. 28 The week wheel 28. 29 Nursery Rhyme 29. 30http://www.infanziasanlorenzo.it/bambini/racconti/La%20favola%20del%20sole%20e%20della %20luna.php 30. 31 HOW THE WORLD WORKS An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment. CENTRAL IDEA Earth Materials have different properties and provide many of the resources that humans use. Lines of Inquiry Composition of the earth Grade 2 beginnersGrade 2 beginners School objects made of Song Curriculum: verb to be (essere); preposition of (di) 31. 32 Grade 2 BeginnersGrade 2 Beginners Il quaderno di carta La matita di legno 32. 33 Ci vuole un fiore It takes a flower 33. 34 Per Fare Tutto Ci Vuole Un Fiore Everything is Made From A Flower ' CI VUOLEPER FARE 34. 35 Italian Language 4-5 Level: Beginners Teacher: Name HOW THE WORLD WORKs An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment. CENTRAL IDEA The physical laws of forces and motion affect all matter. Lines of Inquiry What a force is and what forces are at work in our world How forces affect us and all other matter Body parts and related verbs Verbs of motions Means of transportation Curriculum: Definite and indefinite articles- prepositions Leonardo da Vinci 35. 36 Laereo La barca Il treno 36. 37 Vado a scuola A piedi In bici In autobus In macchina 37. Activities!Activities! http://pwekinders.weebly.com/pyp.html 38. 39 Inquiry into the nature of the self; beliefs and values; person, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human. Who we areWho we areWho we areWho we are http://sarah.theworkexperiment.com/this-is-who-i-am/ 39. 40 Objectives ActivitiesObjectives Activities Descriptions Verbs of description To like/dislike Expressing preferences Greetings Age (Numbers) Possessive words Gender Poster with portrait Description (physical and personality) Box of moods Ask for and give personal information 40. 41 Box of moodsBox of moods 41. 42 http://www.speechmark.net/developing-awareness-qualities-and-strengths- issue-39 42. 43 Inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives. Where we are inWhere we are in place and timeplace and time Where we are inWhere we are in place and timeplace and time www.dreamstime.com 43. 44 Objectives ActivitiesObjectives Activities Adverbs of space Talk about personal experiences Past tense Short stories Places Time Days/months/seaso n Field trip Description of pictures/ bedroom/ classroom Comics Put sentences in order Family history 44. 45 Inquiry into the natural world and its laws, the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment. How the worldHow the world worksworks How the worldHow the world worksworks www.fineartamerica.com 45. 46 Objectives ActivitiesObjectives Activities Weather Cities Countries Languages Technology Environment Broadcasting School communities Searchwords My country: presentation 46. 47 Inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. How we expressHow we express ourselvesourselves How we expressHow we express ourselvesourselves http://www.janeaustenbrasil.com.br/ 47. 48 Objectives ActivitiesObjectives Activities Expressing feelings How are you? Connecting words Space markers Adjectives Colours Description Matching sentences and pictures Creating a character Songs/poems 48. 49 Inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment. How we organiseHow we organise ourselvesourselves How we organiseHow we organise ourselvesourselves http://www.colorkiddo.com. 49. 50 Objectives ActivitiesObjectives Activities School Jobs Products Shops Imperative Ask for and give information and direction Simple request Roles cards Jobs games Role play School schedule At the shop 50. 51 Roles cardsRoles cards 51. 52 Roles cardsRoles cards 52. 53 Inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution. Sharing the planetSharing the planetSharing the planetSharing the planet whiteboxerchronicles 53. 54 Objectives ActivitiesObjectives Activities Animals Environment Im sorry/ Please/Thank you Presentation of the students own country Role play: resolving conflicts Description: out of the window What animal is it? Do you have an animal? Lets create a fantasy animal! 54. First step Second step Form groups based on the language you teach (when possible) Get a theme Decide the level of your class (beginner/pre- intermediate) Select one of the lines of Inquiry Try to look beyond the line in order to adapt the concept to the objectives and the language level Create an activity Share! 55. 56 Combined classesCombined classes Combin ed classes Connec t to both classes (to do so, a complet e collabor Connec t to one class. 56. 57 57. 58 International School ofInternational School of FlorenceFlorence Linda Lanis Modern Languages Department Chair Italian Language coordinator l.lanis@isfitaly.org www.midisegni.it The very good site where you can find pictures ready for you to use in class! 58. 59