CLIL Unit Plan for TEYL - Magdalena Szwec's Teaching Portfolio€¦ · CLIL Unit Plan for TEYL Unit name: The world around us Subject/Course: English Teacher: Magdalena Szwec School

CLIL Unit Plan for TEYL

Unit name: The world around us

Subject/Course: English

Teacher: Magdalena Szwec

School Year: 2015/2016

Grade: 1

Possible start/end dates: 10.05.2015 – 11.05.2015

Addressing Learners’ Diversified Needs: Adjusting techniques and materials in order to appeal to different Multiple Intelligences, many groupwork activities and individual work.

Connections with National Curriculum (both language and content): The school follows PYP, which is an international educational programme. The project they are focused on now is 'How we organize ourselves' with the central idea being cooperation as essential for achieving group goals. I was given freedom in choosing the topic of a CLIL unit, but asked to involve students in groupwork and follow the lines of inquiry such as discuss ways of communicating in a group, factors affecting effectiveness of groupwork and delimitation of group goals.

Unit Aims: – to encourage cooperative learning– to make learners familiar with different types of maps– to use symbols to locate places on a map– to draw maps using symbols– to teach learners how to move around using maps,

globes and a compass– to learn to identify cardinal points– to describe where places are (city, country, continent)

Unit Objectives :

content

thinking

By the end of the unit students will be able to:

– demonstrate their knowledge of moving around their local area – a school, city, country as well as see the world from a bigger perspective of continents

– demonstrate understanding of the concept of maps, maplegend, symbols on the map, cardinal points

– to demonstrate understanding of the importance of cooperation

– to observe the relationship between the elements of an environment

– investigate the use of maps and a compass

language

culture

– understand the key concepts and apply them in different contexts

– create their own maps

– read and understand instructions– use appropriate geographical vocabulary– describe location by using cardinal points– answer simple questions– discuss favourite places in Warsaw– name some countries and all continents

– reflect on the importance of cooperation– be aware of the characteristics of the local area they are

living in (school area, hometown)– recognize the importance of the knowledge about the

world around usSummary of the unit The unit builds on students' prior knowledge and language about

the world – on a local scale such as their school, city, country andon the big scale – continents. It focuses on promoting groupwork as a form of achieving common goals and cooperative learning.

Unit Materials and Resources: A treasure map (prepared by me)Worksheet – 'The map of our school area'Maps of Warsaw, Poland and of the world (from Tourist Information Point and my home resources)Leaflets about Warsaw in English (from Tourist Information Point)Worksheet – Guess what? Facts about Poland (prepared by me)Postcards from different countries (personal resource)Video and song (youtube) – The More We Get TogetherHandout with the lyrics of the songPoster – The World Around UsKlanza sheet

Instructional Strategies: I will guide learners' understanding by providing multimodal input and formulating different kinds of questions- some related to lower-order-thinking skills and other related to higher-order thinking skills in order to help learners understand the topic and process information actively. I will scaffold students by the use of gestures, demonstrations and the use of examples. I will keep instructions simple and shortand make sure they understand instructions by asking questions.

Unit Assessment: Unit assessment aims to raise learners' achievement rather than measure it in order to encourage the development of both subject and language according to the principles of assessment for learning. It involves informal classroom observation and

guiding students' understanding.Teacher checks on understanding and adjusts instructions to keep students on track. No grades or scores are given.

Unit Evaluation: Students will be evaluated on the basis of their cooperation in a group and will be given feedback on their work as a member of agroup. It was one of the values promoted in the unit and emphasised in the project that students are currenly involved in from their curriculum. In the first lesson the teacher will present a tresure map, which consists of 5 stages students have to complete in order to arrive to the treasure. In each lesson they complete cooperative tasks and move one pin forward in order to achieve a common goal in the last lesson.Moreover, during each lesson students' works will be added to the poster 'The world around us' starting from 'Our school', next 'Our city', 'Our country' and 'Our world'. Students' works from a groupwork will be exhibited on the wall to present their place in the world - starting from a local area up to the global level.

Summary of Lessons

Lesson 1 Title: Maps and directions – our school

Lesson 2 Title: We explore our city - Warsaw

Lesson 3 Title: Poland – our country

Lesson 4 Title: Greetings from around the world - countries

Lesson 5 Title: 7 continents

Lesson 6 Title: Planet Earth

Lesson 7 Title: Climates

Lesson 8 Title: Solar System

Notes:

Lessons 1-5 are going to be taught in the classroom.

Content-Thinking-Language Organization for TEYL CLIL Unit

Content Thinking Language Culture (InterculturalKnowledge)

Relevant, academic, real-life, deep contentContent is the starting point for the planning

What will I teach? What will they learn? What are my teaching aims/objectives?

Which tasks will I develop to encourage higher order thinking?

What are the language (communication) as wellas the content implications?

Which thinking skills will we concentrate on which are appropriate for the content?

What language do they need to work with the content?

What specialized vocabulary and phrases?

What kind of talk will they engage in?

Will I need to check out key grammatical coverage of a particular tense or feature e.g. comparatives and superlatives?

What language tasks and classroom activities?

What are the cultural implications of the topic?

What are the familiar cultural concepts?

What are the unfamiliar cultural concepts?

Topic:The world around us

Levels of Thinking(Blooms):

remembering,understanding, applying

analysing, creating

Language functions:describing

giving opinionscomparing and contrasting

Facts (nouns):map, symbol, legend

directions: North, South,East, West, left right)

buildings/symbols on themap: church, museum,

hospital, car park, school,park

countries: Poland, UK, Italy,Germany, France,Czech

Republic …..continents: Europe, Asia,

Verbs:live, go, be, need, find,

Key language structures:These are...

On the map there are...My favourite place in

Warsaw is...(Warsaw) is the capital of

(Poland)(Gdańsk) is in the (North).

I visited (UK). I live in

Warsaw/Poland/Europe.

Africa, South America,North America, Australiaand Oceania, Antarcticacity and environment:

capital, river, mountains,border,

Big understandingsStudents will understand

that it is important toknow the environment in

their local area, hometownand country.

Students will understandtheir place in the world

and what to use to movearound.

Students will understandhow to communicate in a

group and how tocooperate in order to

achieve common goals

Questions:What are these?

Why do we need maps?What is on the map?

Can you find your schoolon the map?

Why do we use acompass?

Can you find (Warsaw) onthe map?

What is yur favourite placein Warsaw?

Is it in the North or in theSouth?

What Polish cities do youknow?

What countries did youvisit?

What country is on thepostcard?

How many continents dowe have?

What continent do we livein?

Key vocabulary:directions

buildings/symbol on themap

countriescontinents

city and environment

Essential Question (highlevel thinking questions):1. What do colours on the

Polish flag represent?2. How to look for

information?

Modes of communication:Integration of modes of

communication:interpretive, interpersonal

Targeted strategies:Involving students incollaborative learning

Exloring and learning newcontent building on their

prior knowledge, justifying,classifying, comparing.

CLIL Lesson Plan Template for TEYL

Date: 10.05.2015

School: Monnet International School in Warsaw


Subject: Integrated education in English

Lesson title Maps and directions – our school

Class length 45 minutes

Class/ student information Grade 1, bilingual context

12 students

Overall instructional

aims

Students will understand the concept of using maps and cardinal points.

Objectives content Topics: Reading and creating maps.Naming cardinal points. Investigating local environment around learners.

Facts: map, symbol, legenddirections: North, South, East, West, left rightbuildings/symbols on the map: church, museum, hospital, car park, school, parkNew understandings:Students will understand what are maps for, that it is important to know how to read maps and symbols on them and how to create their own maps.Students will understand how to use a compass and what the letters (cardinal points) on the compass mean.

language Content-obligatory language objectivesLearners will be able to use simple sentences to talk about the purpose of using maps and explain symbols on maps.Learners will be able to name cardinal points.Content-compatible language objectivesSome learners will be able to explain in English what is compass for and what it indicates.

Language functions:

Naming, explaining, guessing

Key language structures:

What are these? These are...Why do we need maps for? For...What is on the map? On the map there are...N means... / S means... A compass shows...

Key vocabulary:

Map, symbol, legend,

cardinal points (North, South, East, West), right, left,

buildings/symbols on the map: church, museum, hospital, car park, school, park

cognition Lower-order thinking skills:recalling previously learned materialmemorizing, repeating, naming, recognizingHigher-order thinking skills:constructing students' own maps of the area around school

culture Familiar concepts used in a new way:The purpose of using mapsUnfamiliar concepts: using a compass, creating their own maps

Instructional strategies (building background, using

I will use scaffolding techniques such as activating students' prior knowledge about maps and legend, developing questions with Bloom's taxonomy in mind, using familiar routines and chunks to facilitate

learning phases, integrating modalities, using scaffolding,etc.)

Describe briefly

understanding of the language, purposefully using synonyms and antonyms, using 'think-alouds', using demonstration, gestures, examples and using graphic organizers to illustrate the concept. Moreover, I will use authentic materials (maps) and tools (a compass).

Justification for lesson

(why is it important to your students)

It is important to make students aware how important in their lives are the skills of reading maps, being able to use a compass and knowing cardinal points. I will point out that we learn it with the purpose of usingthose skills in the future, when we move around, travel or when we are lost. It is also important for students to know their local area.

Assessment for/as learning Teacher checks on understanding and adjusts instructions to keep students on track. No grades or scores are given. Incidential observation and guiding students' understanding.

Teaching

materials Maps, Worksheet 'The map of our school area', Treasure map, a compass,

Stages and time

Lesson procedure (describe the activities and instructional strategies)

Justification for the activity (content, language, cognition, culture)

Lead-in

5 minutes

Eliciting information about maps from students

The purpose of this activity is to make students familiar with different types of maps and ask essential questions: 'What do we need maps for?' and 'What is on the map?' Students are also asked to name some symbols that teacher draws on the board and encouraged to add the ones they know.

Lead-in

3 minutes

Presenting the Treasure map – the map to follow in the next 5 lessons

The purpose of the activity is to present students a group goal – following the map in 5 stages (5 lessons) in order to get together to the treasure. It will make them feel more motivated to work together and complete tasks.

Presentation and practice

7 minutes

Presenting maps of Warsaw and finding the school on the map

The purpose of the activity is to present to students different maps of Warsaw and asking them to work in groups of 3-4 in order to find their school on the map they received.

Practice

13 minutes

Drawing a map of the school area

The purpose of the activity is to practice the knowledge of symbols in the map legends and being able to create a map of the school area in the same groups.

Presentation

5 minutes

Presenting a compass and eliciting information from students

The purpose of the activity is to elicit from students if they know what compass is and what we use it for and explaining it by students to the ones who don't know. The teacher allows students to touch the compass and explore it.

Presentation

5 minutes

Presenting directions and eliciting knowledge from students

The purpose of the activity is to make students familiar with cardinal points on the compass. The teacher draws the picture on the board with the letters and asks students what they stand for. If some students know, they are asked to share the knowledge with the rest of the class.

Closing up

3 minutes

Summing up and closing a lesson

The teacher places Ss' maps on a poster 'The world around us' in the part 'Our School' and explains that they completed the first stage out of 5 and asks one of the students to move forward a pin on the Treasure Map.


Date: 10.05.2015




Lesson title We explore our city - Warsaw



12 students


aims

Students will share information about Warsaw, talk about their favouriteplaces in Warsaw.

Objectives content Topics: Warsaw- the capital of PolandOur favourite places in Warsaw.Facts: capital, city, favourite placesNew understandings:Students will be able to name the previous capitals of Poland.Students will be able to understand how to create a chart – on the basis of their preferences of favourite places in Warsaw.

language Content-obligatory language objectivesLearners will be able to express their preferences by discussing their favourite places in Warsaw.Learners will be able to sing a song that is related to the value of collaboration in a group.Content-compatible language objectives-

Language functions: naming, listing, comparing


Warsaw is the capital of Poland.

What is your favourite place in Warsaw?

My favourite place in Warsaw is (Łazienki Park).

Key vocabulary:

Names of the cities (Warsaw, Cracow, Gniezno), names of places in Warsaw (Łazienki Park, Copernicus Science Center, The Old Town etc)

cognition Lower-order thinking skills:recalling previously learned material, repeating, naming, recognizing, giving examplesHigher-order thinking skills:comparing, contrasting, classifying

culture Familiar concepts used in a new way:Students have a chance to express themselves and to talk about their favourite places in Warsaw. Personalising the topic.Talking about the previous capitals of Poland.Singing a song about cooperation (The More We Get Together)Unfamiliar concepts: Reading leaflets about Warsaw

Instructional strategies (building background, using learning phases, integrating modalities, using scaffolding,etc.)

Describe briefly

I will use scaffolding techniques such as activating students' prior knowledge about how animals move developing questions with Bloom'staxonomy in mind, using familiar routines and chunks, using demonstration, gestures, examples and miming to faciliate understanding. Moreover, I will use authentic materials (leaflets about Warsaw) and a song.



The lesson allows learners to find out more about their city and to speak about their preferences. They learn to express their opinions and to listen to the opinions of others.


Teaching

materials Map of Poland, Leaflets about Warsaw, laptop, a song 'The More We Get Together'

Stages andtime



Lead-in3 minutes

Finding Warsaw and the previous Polish capitals on the map of Poland

The purpose of this activity is to activate students' background knowledge and ask them to point Warsaw on the map. Then students are challenged with the question about previous capitals of Poland and finding them on the map as well.

Presentation2 minutes

Presenting leaflets of Warsaw –

The purpose of the activity is to show different leaflets of Warsaw to students.

Practice

7 minutes

Groupwork – what's your favourite place in Warsaw?

Students work in 3 groups of 3-4. The purpose of the activity is to encourage them to first choose independently their favourite places in Warsaw (leaflets are supposed to help them to recall some places) and then decide and negotiate in a group about 3 absolutely the best for each group. They have to negotiate to choose only 3 each group. In total we will have 9 places chosen by students.

Practice

13 minutes

Drawing students' favourite places

Each group is asked to draw their 3 favourite places on the piece of paper. The purpose of this activity is to incorporate Art in the English lesson and personalising the topic.

Practice

10 minutes

Making a chart – discovering students' favourite place

The purpose of this activity is to involve elements of Mathematics education into English lesson. Students find out how to create a chart. The teacher draws a chart with all the suggestions from groups. Then students are asked to vote. Each person can vote on 2 places. Then we count together votes and draw a chart with the results. Students can observe how statistics are created and how to picture the results on a chart.

Presentation and practice

10 minutes

Closing up

Introducing a song

Moving a pin on a treasuremap

The purpose of the activity is to introduce a song about cooperation, which is one of the values taught in the unit. Teacher shows the video with the lyrics and shows the gestures with students. Then she comments in Polish on the meaning of cooperation. She hands handouts with lyrics of the song to each student.

The teacher asks one of the students to move forward a pin on a treasure map to show the students that we completed another stage. She also places students' pictures of their favourite places inWarsaw on the poster 'The world around us' with the part: 'Our City'.


Date: 11.05.2015




Lesson title Poland – our country



12 students


aims

Students will learn more about Poland in English.

Objectives content Topics: Facts about Poland.Polish cities.

Facts: facts about Poland, names of Polish citiesNew understandings:Students will understand the importance of groupwork and learn from each other new things about Poland.

language Content-obligatory language objectivesLearners will be able to brainstorm and discuss in English in groups their guesses and share information with other learners.Content-compatible language objectivesSome learners will communicate only in English with their classmates.

Language functions:

Analyzing, describing, naming


(Gdańsk) is in the (north) of Poland.

Vistula is the biggest river in Poland.

Key vocabulary:

Names of Polish cities, facts about Poland (the highest mountains, the biggest river)

cognition Lower-order thinking skills:recalling previously learned materialmemorizing, repeating, naming, recognizingHigher-order thinking skills:analyzing, comparing, classifying

culture Familiar concepts used in a new way:Naming Polish cities, drawing students' attention to the fact that some cities have names in English and some other don't change their names.Unfamiliar concepts: learning new facts about Poland or learning them in a foreign language


Describe briefly

I will use scaffolding techniques such as activating students' prior knowledge about animal habitats, developing questions with Bloom's taxonomy in mind, using familiar routines and chunks, using demonstration, gestures, examples, using graphic organizers to faciliate understanding.



The lesson is important for students, because it allows them to study about Poland and Polish culture in a foreign language. It's something new for them because they were learning things about their country only in Polish so far. They will also learn how to independently look for information.


Teaching

materials Laptop, map of Poland, Groupwork worksheet – 'Guess What? Facts about Poland', song 'The More We Get Together'

Stages and time

Lesson procedure (describe the activitiesand instructional strategies)


Lead-in5 minutes

Singing the song 'The More We Get Together'

To warm up and revise the song

Presentation

5 minutes

Presentation of the topic of the lesson

The purpose of this activity is to present the topic we are going to discuss in this lesson. The teacher shows Polish flag in the picture and asks Ss if they can tell what colour is Polish flag. Then the teacher asks if Ss know what these colours mean and lets Ss guess.

Practice 110 minutes

Pointing Polish cities on the map

The purpose of this activity is to encourage learners to point Polish cities on the map and asking them cardinal points of the cities.

Practice

12 minutes

Groupwork – guessing facts about Poland

The purpose of this activity is to encourage Ss to brainstorm their ideas and guess in groups answers to the questions in the worksheet.

Practice

13 minutes

Closing up

Learning how to find the information

Moving a pin forward on a treasure map.

After having completed the worksheet with their answers Ss are challenged by the teacher with the question – how can we find out the answers to our questions? Where and how can we look for the information? Ss are encouraged to come up with the ideas of searching information and are invited by the teacher to do so (visit a library, look for the information in the book, on the Internet etc)

The teacher asks one of the students to move a pin forward. She also places Ss' worksheets about facts about Poland on the poster 'The world around us' with the part: Our Country.


Date: 11.05.2015




Lesson title Greetings from around the world - countries



12 students


aims

Students will understand how countries differ from each other and whatdefines a country. Students will be able to locate countries on the map.

Objectives content Topics: Postcards from different countries.

Facts: name of countries (Poland, UK, Spain, France, Belgium, Italy, Portugal, Germany, Czech Republic and Turkey)New understandings:Students will understand that countries differ from eachother and how.They will be able to create their own postcards.

language Content-obligatory language objectivesStudents will be able to talk about the cities and the countries using simple sentences e.g.: Rome is in Italy. Content-compatible language objectives-

Language functions:

Finding, naming, organizing


London is in the UK.

Lisbon is in Portugal.

Key vocabulary:

Names of countries and cities

cognition Lower-order thinking skills:recalling previously learned material, repeating, naming, recognizing, indicatingHigher-order thinking skills:creating

culture Familiar concepts used in a new way:Finding countries on the map. Making students sensitive to other countries and cultures.Unfamiliar concepts: -


Describe briefly

I will use scaffolding techniques such as activating students' prior knowledge about what animals eat, developing questions with Bloom's taxonomy in mind, using familiar routines and chunks, using visuals (postcards), using demonstration, gestures, examples, using graphic organizers to faciliate understanding of the concept.



The lesson is important, because it makes students sesitive to other countries and cultures. It gives them also an opportunity to talk about the countries they visited themselves and to find them on the map.


Teaching

materials

Map of the world, postcards from 10 different countries (Poland, UK, Spain, France, Belgium, Italy, Portugal, Germany, Czech Republic and Turkey), a postcard worksheet

Stages and time



Lead-in

8 minutes

Looking for the postcards hidden in the classroom in groups

Students are informed that in the classroom there are 12 postcards hidden. They are divided in the groups of 3 and look for postcards. When a group finds 4, they sit on the carpet and wait for the other groups to complete the task.

Practice

5 minutes

Identifying in groups The purpose of the activity is to encourage students to brainstorm what countries the postcards come from. Students share their guesses with other groups.

Practice

7 minutes

Finding the cities and countries on the map

The purpose of the activity is to find the countries and cities from the postcards on the map of the world. Students approach the map and find the cities and name the countries.

Practice

10 minutes

Discussing what countries students visited

Students are sitting on the carpet with a teacher and the teacher asks each student what countries he or she visited. Each person shares and find these countries on the map.

Practice

5 minutes

Discussing what countries students would like to visit

The purpose of the activity is to encourage students to express their opinions and to talk about countries they would like to visit.

Practice 2

10 minutes

Art and craft activity: Creating postcards

The purpose of this activity is to create students' own postcards from the place of their choice.

Closing up Summary The teacher asks one student to move forward a pin on the TreasureMap. She also places students postcards on the poster 'The world around us' in the part 'Our world'


Date: 11.05.2015




Lesson title 7 continents



12 students


aims

Students will revise the names of continents and learn values of the groupwork.

Objectives content Topics: Continents.Groupwork.Facts: names of continents (Europe, Asia, Australia, South America, North America, Africa, Antarctica)

New understandings:Students will understand their place in the world in the scale of the world and how important is cooperation in a group.

language Content-obligatory language objectivesStudents will be able to name continents.Content-compatible language objectivesLearners will be able to relate the gained knowledge to different areas of their life and other subjects (cross-curricular knowledge).

Language functions:

Answering questions, justifying answers


Key vocabulary:

Continents

cognition Lower-order thinking skills:recalling previously learned materialnaming, recognizing, identifying,Higher-order thinking skills:analyzing

culture Familiar concepts used in a new way:discussing the importance of group cooperationUnfamiliar concepts: -


Describe briefly

I will use scaffolding techniques such as activating students' prior knowledge about what animals eat, developing questions with Bloom's taxonomy in mind, using familiar routines and chunks, using visuals (postcards), using demonstration, gestures, examples, using graphic organizers to faciliate understanding of the concept.



The lesson is very important, because students learn the cooperation while working together. They also review all the unit content and can notice how much they learned about the subject matter and cooperation values.

Assessment for/as learning Teacher checks on understanding and adjusts instructions to keep students on track. No grades or scores are given. Incidential observation and guiding students' understanding. There is nocompetition between groups, but each group works on the set goal. It promotes active involvement of students in their own learning, without comparing students.

Teaching

materials

Laptop (song), pictures with continents cut in pieces, Tresure Box, Klanza sheet

Stages andtime



Lead-in

3 minutes

Naming continents Students are asked to name continents and to point on them on the map.

Practice

15 minutes

Groupwork – putting a puzzle

Students have to work as one big group and help each other to put all the elements of the puzzle together to create one huge map of the world. The purpose of this activity is to support group work cooperation and revise the names of continents.

Practice

3 minutes

Singing a song 'The More We Get Together'

The purpose of this to underline students' achievement in a group and revise the song.

Presentation2 minutes

Summing up the unit by the teacher

The teacher congratulates to the learners for completing all the group tasks in this unit. She points out the importance of cooperation and moves the pin on the map to the last point = tresure. The teacher brings the Tresure Box and inside of it there is a Klanza sheet.

Games in a group

20 minutes

Playing with a Klanza sheet

As a reward students can play with the teacher with the Klanza sheet in the school garden. They can revise vocabulary learnt in thisunit and from their regular lessons (colours and clothes) during fun games outside.

Documents

CLIL Unit Plan for TEYL - Magdalena Szwec's Teaching Portfolio€¦ · CLIL Unit Plan for TEYL Unit name: The world around us Subject/Course: English Teacher: Magdalena Szwec School