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Cabr Roca, Joan Domingo Snchez, Mnica
Garca Milln, Vernica Fernndez Garca, Paula Parra Parra, M
Fernanda
17/05/2015 Postgrau en Ensenyament i Aprenentatge de lAngls com
a L3
Universitat Internacional de Catalunya
CLIL LESSON The geometric shapes
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NDEX
1. General lesson plan: The geometric shapes
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2. Tables of sessions
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6 16
Session 1
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7
Session 2
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9
Session 3
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11
Session 4
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13
Session 5
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15
3. Conclusion
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17 20
4. Bibliography
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21
5. Appendix
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1. GENERAL LESSON PLAN THE GEOMETRIC SHAPES
CLASS GROUP DURATION PERIOD SCHOOL YEAR TEACHERS
3rd of Primary
Education
(15 students)
5 sessions of 60
minutes.
Second term
2014-2015
Cabr Roca, Joan Domingo Snchez,
Mnica Garca Milln, Vernica
Fernndez Garca, Paula
Parra Parra, M Fernanda
SUBJECTS INVOLVED TITLE AND JUSTIFICATION OF THE UNIT
The lesson plan involves the following subjects:
Maths Field of languages. English as a
foreign language is included. Arts & Crafts
It is a school situated in the middle of Rub. It is Pre-primary,
Primary and Secondary School.
There are 2 levels for every year: A and B. The predominant
language is Spanish, because
children speak this language. The vehicular language of
education is Catalan, but there are
some subjects taught in English. The methodology of the school
wants to promote this third
language.
This lesson plan is called The geometric shapes. It is focused
on Maths and it is addressed
to the middle cycle, specifically to the third grade of primary
education. We decided to work
on the area of Maths because it is an interesting topic to
relate to the context of our students.
With this lesson plan, we want to create and suggest different
tasks for our students to learn
the contents in an active and dynamic way. So, students will
participate in a lot of activities
and at the same time they will be able to think about it.
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The most important thing of being an English teacher is to be
able to create attractive
materials for the students and use dynamic methodologies. In our
opinion, the best way to
learn a language is by doing, because the most important thing
is to be able to communicate
a message. So, it doesnt matter if students know grammatical
rules perfectly, the most
important thing is to communicate with each other.
LEARNING OBJECTIVES BASIC SKILLS EVALUATION CRITERIA
The general learning objectives are:
Space and shape:
To identify and describe verbally, using specialized vocabulary
the properties of the geometric shapes.
To explore and recognize congruent and similar shapes.
To describe an object using appropriate vocabulary.
To build and represent polygons on paper.
Linguistic and communicative competence
Cultural and artistic competence
Digital competence
Mathematical competence
Learning to learn
Autonomy and individual initiative
Competence
Knowledge and interaction with the physical world competence
Social and civic competence
In-class participation, attitude and individual effort.
Performance and academic achievements.
Final written test.
Students self-assessment.
Oral presentations (pronunciation of the new
vocabulary and fluency).
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CONTENT AREA
LANGUAGE
Speaking and interacting.
Listening, reading and understanding.
Writing down the answers of the activities.
GEOMETRY
Revision of different geometric shapes.
Classification of polygons according to the number of sides:
triangles, quadrilateral, pentagon, hexagon.
Revision of the parts of polygons: sides, vertex and angles.
Classification of triangles according to their sides and
angles.
Application of the new knowledge acquired by doing a final
activity.
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Tables of the sessions
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TABLE SESSION 1
PRE- TASK
TIMING MATERIAL DIVERSITY ATTENTION TEACHER ROLE STUDENT
ROLE
15
minutes
- List What do we know? and
What dont we know?
- IWB (interactive whiteboard)
If there is someone who needs special attention, the teacher
will explain them the task in Spanish.
Then the teacher will help him/her to create sentences.
The teacher will guide and help students.
(Organizer Prompter)
Students will pay attention to the teachers indications and they
will have to think ideas to complete the list
together.
DEVELOPMENT AND ORGANISATION
The teacher shows two lists in the digital board: WHAT DO WE
KNOW? and WHAT DONT WE KNOW? The students think one answer for each
column and they will write it on the interactive whiteboard.
TASK
TIMING MATERIAL DIVERSITY ATTENTION TEACHER ROLE STUDENT
ROLE
35
minutes
- Memorys game
- Tangram + worksheet
- Activities online (computers)
If there is someone who needs
special attention, the teacher will
help to him/her to complete all
the games.
The teacher will guide and help the students.
(Tutor)
Students will pay attention
to the teacher indications
and they will play the three
games in groups.
OBJECTIVES Language aims To use the chunks there is and there
are. To use the chunks it is and they are. Content aim To identify
the different geometrical shapes: triangle, square, rectangle,
pentagon, hexagon, circle and circumference.
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DEVELOPMENT AND ORGANISATION
The teacher explains the three games to the group. Classroom is
divided in 3 areas (three different games). In groups of five
students rotate through each game for ten minutes approximately.
The games are:
1. Memorys game 2. Tangram 3. Online activities
POST-TASK
TIMING MATERIAL DIVERSITY ATTENTION TEACHER ROLE STUDENT
ROLE
10
minutes
- Picture of a landscape.
- IWB (interactive whiteboard)
If there is someone who needs
special attention, the teacher will
help to them to find the
geometric shapes. Their
partners can also help them.
The teacher will guide and help students.
(Tutor)
Students will pay attention
to the teacher indications
and they will play the three
games in groups.
DEVELOPMENT AND ORGANISATION
After doing the three games, students need to find some
geometric shapes in the picture the teacher suggested. The teacher
shares on the interactive whiteboard the answer with all the
geometric shapes that they can find in the picture.
Homework: Students need to bring a picture with geometric
figures for the session 2.
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TABLE SESSION 2
PRE- TASK
TIMING MATERIAL DIVERSITY ATTENTION TEACHER ROLE STUDENT
ROLE
15
minutes
- Each student has got his or
her own picture.
If there is someone who needs special attention, the teacher
will help
them to show the picture to their partners.
The teacher will guide and help students.
(Participant)
Students will pay attention to the explanation of their
partners.
DEVELOPMENT AND ORGANISATION
Students show their pictures to classmates.
TASK
TIMING MATERIAL DIVERSITY ATTENTION TEACHER ROLE STUDENT
ROLE
30
minutes
- Prezi presentation.
- Worksheet Angles, sides and
vertexes.
If there is someone who needs
special attention, the teacher
will translate some vocabulary
during the presentation.
The teacher will guide and help students.
(Organizer Resource
Controller)
Students will pay attention
to the teacher explanation
and they will work on the
worksheet in pairs.
OBJECTIVES Language aims To interact and communicate knowledge
among them. Content aim To recognize the characteristics of each
form: vertexes, sides and angles.
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DEVELOPMENT AND ORGANISATION
The teacher explains through a prezi presentation the theory
(vertexes, sides and angles). Then, they complete a worksheet in
pairs. (https://prezi.com/sc4ncgicucr3/copia-de-current-event/)
POST-TASK
TIMING MATERIAL DIVERSITY ATTENTION TEACHER ROLE STUDENT
ROLE
15
minutes
- Worksheet Angles, sides and
vertexes.
If there is someone who needs
special attention, the teacher
will help them to complete their
worksheet. The teacher can
also write some key words on
the blackboard.
The teacher will guide and help students.
(Resource Organizer)
Students will pay attention
to the correction of the
worksheet.
DEVELOPMENT AND ORGANISATION
All the class correct the worksheet together. Then, the teacher
creates different groups of three students. Firstly, each group
chooses a geometric form (triangle, square, rectangle, pentagon and
hexagon) and the teacher explains the activity (this will be
homework).
Homework: Students need to bring for the next lesson five
printed images of different objects in the form that they
choose.
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TABLE SESSION 3
PRE- TASK
TIMING MATERIAL DIVERSITY ATTENTION TEACHER ROLE STUDENT
ROLE
15
minutes
- IWB (interactive
whiteboard)
- Chart showing the
characteristics of polygons.
If there is someone who needs special attention, the teacher
will
help them to translate some specific vocabulary.
The teacher will guide and help students.
(Resource)
Students will pay attention to the teachers explanation
DEVELOPMENT AND ORGANISATION
The teacher explains on the interactive whiteboard and through a
graphic the classification of the polygons.
TASK
TIMING MATERIAL DIVERSITY ATTENTION TEACHER ROLE STUDENT
ROLE
30
minutes
- Cardboards (one for each group) If there is someone who
needs
special attention, the teacher
will help them to organize all the
information.
The teacher will guide and help the students.
(Organizer Tutor)
Students will create an
original cardboard with the
most important information
about each polygon.
OBJECTIVES
Language aims To communicate simple ideas using the specific
vocabulary of the lesson (vertex, angles, sides and forms).
Content aim To classify polygons according to the sides and
angles.
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DEVELOPMENT AND ORGANISATION
After understanding the graphic, each group of students (one
group = one polygon have to create a cardboard with their pictures,
explaining their polygon using their own style. At the end, we will
have 5 cardboards explaining 5 different polygons.
POST-TASK
TIMING MATERIAL DIVERSITY ATTENTION TEACHER ROLE STUDENT
ROLE
15
minutes
- The cardboards and the board
for the teacher to write down the
questions.
If there is someone who needs
special attention, the teacher
will help them by giving some
clues to answer the questions.
The teacher writes on the whiteboard some
questions for guiding the students to share their
knowledge.
(Organizer Tutor)
Students share they own
knowledge to their
classmates.
DEVELOPMENT AND ORGANISATION
Show & Tell using the technique of groups of experts (one
member of each group/polygon will join the other members/polygons
to form one new groups with all the polygons worked separately, and
will explain the different characteristics of each one. Example of
questions the teacher can write on the board:
A triangle has got. A square has got We find 5 vertexes in the
There is a shape with... sides.
We can find pentagons in (Places, buildings) The sides of the
rectangle are
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TABLE SESSION 4
TASK
TIMING MATERIAL DIVERSITY ATTENTION TEACHER ROLE STUDENT
ROLE
35
minutes
- Kahoot
- Computers (one for each
student)
This is an activity in groups, so the
partners will help students who
need help, or have language
difficulties or comprehension.
To explain the activity and to control the class.
(Organizer Participant)
Student share they own
knowledge to the other
partners in order to choose
the right answer of the
kahoot.
DEVELOPMENT AND ORGANISATION
https://play.kahoot.it/#/k/59b1535b-a10c-4d06-8ea9-f1a98e622c80
In groups, they will introduce the code in the kahoots page, and
answer the different questions. They have to share their knowledge
and
arrive to one single option of the different questions. They
also have to enjoy the game and be able to yield when they choose
the correct
answer without arguing. It is a revision of all the contents
worked for the exam.
Then, when everybody finishes all the whole class answers the
different questions and talk about (clarifies) doubts students
might have.
OBJECTIVES Language aims To interact and communicate knowledge
with the group. Content aim To understand all the contents of the
unit
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POST-TASK
TIMING MATERIAL DIVERSITY ATTENTION TEACHER ROLE STUDENT
ROLE
15
minutes
- Self-assessment chart. If some student doesnt understand
the chart and need help the
teacher will read with them and
they will complete the chart
together.
The teacher will guide and help students.
(Organizer Tutor)
Students have to complete
the chart individually.
DEVELOPMENT AND ORGANISATION
The teacher delivers a self-assessment chart to the students and
they have to complete individually. They need to underline or
colour the table by choosing the premise which define them
correctly (their work, their participation, and so on.)
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TABLE SESSION 5
PRE- TASK
TIMING MATERIAL DIVERSITY ATTENTION TEACHER ROLE STUDENT
ROLE
10
minutes
- Worksheet: Geometric
shapes (final activity)
If there is any student with a special need, the teacher will
provide a
personalized support. The test can be adapted according to their
needs; maybe it could be shorter or longer
than the others (Scaffolding criteria).
The teacher explains the questions of the final
activity.
(Organizer)
Students pay attention and listen to the teachers
indications.
DEVELOPMENT AND ORGANISATION
The teacher will remind students the rules they have to keep to
keep in mind during a test: being in silence and raising the hand
for some doubt. He also will read the questions aloud to clarify
any doubts.
TASK
TIMING MATERIAL DIVERSITY ATTENTION TEACHER ROLE STUDENT
ROLE
40
minutes
- Worksheet: Geometric shapes
(final activity)
If there is any student with special needs, the teacher will
provide a personalized support.
The teacher will answer the questions or clarify doubts
of the students.
Students have to do the test.
OBJECTIVES Language aims To clarify doubts about the questions
of the test. To write the answers in the foreign language. Content
aim To revise and apply the geometric contents. To create geometric
shapes using a resource or a series.
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(Controller)
DEVELOPMENT AND ORGANISATION
The teacher will be walking around the class clarifying
doubts.
POST-TASK
TIMING MATERIAL DIVERSITY ATTENTION TEACHER ROLE STUDENT
ROLE
10
minutes
- The Pajifiguri provided by the teacher or the notebook to do
the geometric series
If there is any student with a special need, the teacher
will
provide a personalized support.
Teacher will be working with the student who has finished the
final activity earlier (fast-finishers).
(Organizer Participant)
If any student finishes the work early, they will be able to do
two exercises; the first consists on creating a form using the
Pajifiguri and the second consists in drawing on their notebook,
geometry
series and colour them.
DEVELOPMENT AND ORGANISATION
SCAFFOLDING: This part of the session is for those students who
have finished their test earlier. They will be able to create
geometric shapes using a resource called Pajifiguri. It is a cube
of rubber strings that allows us to create some geometric shapes
creatively. For instance: a hexagon, a triangle, a pentagon and so
on. The students have to bear in mind the characteristics of the
geometric shapes to be able to create them. The teacher will be
with the students looking at what he or she does. In case of the
student finishes the Pajifiguri activity he or she can use his or
her knowledge to invent a geometric series.
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3. CONCLUSIONS During the application of this project The
geometric shapes students will learn
more about this theme and they will also learn specific
vocabulary. The teacher
has also all the instructions and materials to do it correctly,
but we know that
each group is different, so, the materials and activities can be
modified.
It is made of five sessions of around one hour each. We decided
to use new
tools to capture the interest of our students. Therefore, during
the whole lesson
plan students will work individually, in pairs and in groups.
This helps us to pay
attention to the diversity and necessities of each student.
While we were creating the project we came across some
difficulties. The first
one was to decide the evaluation criteria. We always work with
the same
structure of Unitat Didctica and this time it was different.
This fact affected us,
but we know it is very important to learn other ways of creating
a lesson plan
that is why we think it was an interesting activity to do as a
final compulsory
task.
Secondly, it was complicated to meet outside university because
we live in
different neighborhoods. For this reason, we decided to use new
technologies
such as Google drive, in order to elaborate the project. It was
interesting to work
physically separated but at the same together.
In conclusion, we think this CLIL project could be used for us
and for other
teachers in the future. However, it is paramount to try it with
students first to
improve all the materials suggested.
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GRAPH 1
Why is this lesson plan based on CLIL methodology?
The planning of our unit lesson is based on application of
Blooms Taxonomy as
you can see in this graphic. In a coherent way and as required
by CLIL
methodology, we started with the easiest activities which
require a lower level of
command of some skills than the activities we have planned for
the end of the
lesson.
According to Blooms Taxonomy we have placed at the base of the
pyramid the
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activities related to students previous knowledge, which means,
remembering
some facts and some information we already know about the topic
we will work
on throughout the unit. In this stage all it is required is
remembering things that
our students should already know. So, we will devote the first
session of our
lesson plan to them.
On the second grade of the pyramid we have placed the
activities, which are
connected to the content we want our students learn throughout
this unit.
Through a Prezi, the teacher will explain the contents that will
be assessed. It
will be easy to know that comprehension is already required. Our
students must
understand the content and therefore, the grade of difficulty is
already higher
than the first activity. We have devoted the second session to
face that grade of
the Blooms Taxonomy.
The third grade of Blooms Taxonomy is placed in the middle of
the pyramid.
This grade involves a certain grade of difficulty. Our students
should for
example be able to explain to the rest of the class a specific
polygon. It can be
easy to guess that for this activity some high cognitive skills
are required, and of
course, it is not a stage a student can reach if they previously
has not overcome
the two previous ones.
On the fourth stage, we have placed what could be defined as
self-assessment.
By using a TIC tool like Kahoot, our students should be able to
analyse whether
they have engaged all contents or at least the major part in
order to confront the
assessment in the very last session of the unit plan. In this
stage there have to
be some feedback about the idea we have been working throughout
the lesson.
And also an application of the new knowledge. Besides,
remembering the
comprehension as well, the application and analysis of their own
knowledge are
required.
Finally, the last session corresponds with the assessment. This
is the highest
level in our lesson plan and the penultimate in Blooms Taxonomy.
Now it is
time for our students to show what level they have achieved.
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GRAPH 2
This graphic shows in a very clear way, the progression of our
activities so it
refers to the grade of difficulty.
We can observe that the first session is low in both fields.
Both in linguistic
demands and cognitive demands. The second session is also within
the first
square but slightly upwards. This is because the activity is
harder both
linguistically and cognitively. Session three requires a certain
grade of
competence in both fields and finally, the sessions four and
five are placed at
the top where a student will need to have a high cognitive and
linguistic
command.
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4. BIBLIOGRAPHY
In order to do this lesson plan we have looked up the following
sources:
Curriculum of Primary Education
Your dictionary. Retrieved from
http://examples.yourdictionary.com/what-are-examples-of-geometric-
shapes.html
Geometric shapes . Retrieved from
https://www.risd.k12.nm.us/assessment_evaluation/ImprovSBAscores/3rdgrade/geometric%20shapes.pdf