“CINDERELLA” - CLIL LESSON PLAN Teacher: ROBERTA GRASSO School and Country: Istituto Comprensivo L. PIRANDELLO – Pesaro - ITALY Pag. 1 | 5 School □ Kindergarten □X Primary □ Secondary Target Group Age of the pupils 9/10 years old Subject LITERATURE Topic CINDERELLA Fairy tale Key Competences □ X Social and Civic Competence □ X Cultural Awareness □ X Communicative Competence - Ability of Expressing □ X Autonomy, initiative and decision taking □ X Learning to learn □ X Digital competence Objectives • To develop listening skills: listening to the story. • To develop pronunciation and rhythm: rhyming and acting the action rhyme. • To develop speaking skills: with answering teacher’s questions about the story. • To develop reading. • To develop cognitive skills: matching pictures with actions and sequencing the lines of the stories. • To understand the Fairy tales structure and characteristics. • Be able to dramatize their role and the songs. • Vocabulary: words related to fairy tales as “Narrator”, “Characters”, “Story”, “Setting”, “Once upon a time”... Duration 18 hours Materials and Resources Used - This website provides day by day suggestions for CINDERELLA theme unit: http://www.twinkl.co.uk/resource/t-t-5303-cinderella- lesson-plan-ideas-ks1 - The LearnEnglish Kids website has various animated fairy tales and other traditional stories with activities for children. https://learnenglishkids.britishcouncil.org/en/category/topics/tradit ional-stories - The BBC has various animated fairy tales resources. http://www.bbc.co.uk/learning/schoolradio/subjects/english - Dramatization (see annex script dialogue). School Subjects associated Mother tongue, History, Music, ICT, Art. Learning Process Step 1: - Ask students which story they know, what the fairy tales are called in the students’ languages. - Ask students if they know how fairy tales usually start (Once upon a time...) and finish (And they all lived happily ever after.) - Ask students to tell you some typical fairy tale locations. Step 2: Display the story for everyone to read or ask students to read them out to the class. Each child had a text, so that each one could read and process, even independently, the assigned work.
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“CINDERELLA” - CLIL LESSON PLAN
Teacher: ROBERTA GRASSO
School and Country: Istituto Comprensivo L. PIRANDELLO – Pesaro - ITALY
P a g . 1 | 5
School □ Kindergarten □X Primary □ Secondary
Target Group Age of the pupils 9/10 years old
Subject LITERATURE
Topic CINDERELLA Fairy tale
Key
Competences
□ X Social and Civic Competence
□ X Cultural Awareness
□ X Communicative Competence - Ability of Expressing
□ X Autonomy, initiative and decision taking
□ X Learning to learn
□ X Digital competence
Objectives • To develop listening skills: listening to the story.
• To develop pronunciation and rhythm: rhyming and acting the action rhyme.
• To develop speaking skills: with answering teacher’s questions about the story.
• To develop reading.
• To develop cognitive skills: matching pictures with actions and sequencing the lines of the stories.
• To understand the Fairy tales structure and characteristics.
• Be able to dramatize their role and the songs.
• Vocabulary: words related to fairy tales as “Narrator”, “Characters”,
“Story”, “Setting”, “Once upon a time”...
Duration 18 hours
Materials and
Resources
Used
- This website provides day by day suggestions for CINDERELLA theme unit: http://www.twinkl.co.uk/resource/t-t-5303-cinderella-lesson-plan-ideas-ks1
- The LearnEnglish Kids website has various animated fairy tales and other traditional stories with activities for children. https://learnenglishkids.britishcouncil.org/en/category/topics/traditional-stories
- The BBC has various animated fairy tales resources. http://www.bbc.co.uk/learning/schoolradio/subjects/english
- Dramatization (see annex script dialogue).
School
Subjects
associated
Mother tongue, History, Music, ICT, Art.
Learning
Process
Step 1: - Ask students which story they know, what the fairy tales are called in the students’ languages. - Ask students if they know how fairy tales usually start (Once upon a time...) and finish (And they all lived happily ever after.) - Ask students to tell you some typical fairy tale locations. Step 2: Display the story for everyone to read or ask students to read them out to the class. Each child had a text, so that each one could read and process, even independently, the assigned work.