- “PINOCCHIO” -Istituto Comprensivo "Armando Diaz"

Sede Centrale: Piazza Cardinal G. Massaia, 2 - 20123 Milano

Tel. 0288446147 - Fax 0288441946 - PEC: miic8bb008@pec.istruzione.it

CLIL EXCELLENCEPrimary school “A. Diaz”

BEI / BeCLIL Classes: Grade 1 and 2

Subjects: Literacy, Music, Art, Science, Citizenship, ICT

Duration / Time: 6 hours

by: Arianna Caputo

Alessandro Vallacchi

Bianca Maria Marotta

CLIL EXCELLENCE MODULE/LEARNING UNIT PLAN FORMAT

- Primary School -

SCHOOL: “A. Diaz”, Milano

BEI Class: Grade 1 and 2

Subjects: Literacy, Music, Art, Science, Citizenship, ICT

Module/Unit Title: “Pinocchio”

Duration/Time: 6 hours (3 lessons of 2 hours each)

Learning Outcomes

Content

The story of Pinocchio

Communication

(Language)

Parts of the body / face, feelings, greetings, adjectives, objects, family, jobs, descriptions, rules, colours,

numbers

answer questions, tell / ask the name

Cognition

(Thinking skills)

Information gathering:

Sensing – seeing, hearing, touching

Retrieving – memory skills

Basic understanding:

Organising gathered information

Forming concepts

Linking ideas together

Productive thinking:

Using information and understanding

Creating, deciding, analysing, evaluating

Culture

Family, feelings, have compassion for / be connected with OTHERS

WALT

(What are we learning

to …)

At the end of the Module / Unit, children

o will know how to name parts of the body / face in English o will be able to ask someone's name and introduce themselves o will be aware of feeling expressions / of the rules o will be able to ask / answer / describe o will learn and practice three different rhythm patterns

Language structures/

Vocabulary

Hello/What's your name?/ I am.../ arms, legs, eyes, ears, nose, red, yellow, blue, balloons/ this is.../these are.../ good boy/ bad boy/

good daddy/I'm happy/ I am sad/ why are you sad?

Materials/ Resources Theatrino video, worksheets, percussions (sticks, maracas and tambourines)

Assessment Formative assessment: students need to first learn how to identify their strengths, weaknesses and target areas that need work

Summative assessment: a little performance of the drama and an orchestra activity, a final “test” based on two interactive games

Final self assessment: self evaluation worksheet; answer questions about the lesson (or evaluate orally: favourite part, most

challenging / easiest moment, doubts and why)

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)? Critical thinking through debates and ICT, or students will be aware of feeling expressions / of the rules Outcomes: describe others (characters), events, intentions, answer the questions, sing and other language skills, develop active citizenship. Topic: Pinocchio Vocabulary: body and face, adjectives, objects, family, jobs, description of intentions / events / characters, feelings, rules, colours, numbers, precise key words. Language structures: questions, answers, tell / ask the name, thoughts, events, intentions, knowledge and comprehension, feelings, verbs, actions, prepositions, conjunctions. Educational strategies: active learning, edutainment and interdisciplinary / cross-curricular teaching. School subjects involved: Literacy, Citizenship, Music, ICT. Technologies used: interactive whiteboard / videogames and videos. Time required: about two hours.

Stage Aim Procedure Language structures and vocabulary:

Materials Interaction Time

Introduction/ Lead in

Get children's attention, join them in

their interests, activate prior knowledge,

improve interaction,

Warm-up activity: tell me the story by using pictures (the main characters) and by stimulating personal knowledge / answers

Who’s this?, His name is… / He’s…, Who knows the answer?, What do you / does he think about…?, Do you know /

Activity2_characters

Whole class

20 mins.

promote independent learning

Learners work out their

own learning

Write down the key words / sentences on

the blackboard

Describe events / intentions; focus on the moral keys of the story: lying, cheating, hurting someone’s feelings, trust other people, follow the rules

remember… (for instance, the name of…)?, What do you know / remember about… (for example, this character / the story), What happened then / to him / to his face?, How does he feel?, What is he feeling?, Is he not feeling well? / Why? Parts of the body / face, tall, short, tight / narrow, long, big, fat, thin, coin/s or money, family, friend/s, puppeteer/s, artist/s, carpenter, circus, school, house and rooms, thief/ves, Mr., names of the characters, naughty / good boy, donkey/s, fairy, speaking cricket, like / can / has and have got (all forms), must, feelings, rules, action verbs (third person / present, past simple), plural, soil, magic, prepositions (under, on, in, out, up, down, between, behind, next to and by, above, below, at, to, with), colours, cardinal and

ordinal numbers, objects and things, toys, clothes, or, but, because

Content input

Short presentation of the full plot (The Adventures

of Pinocchio by Carlo Collodi) and contents

Speaking and reading

skills

Summary of the plot Extension activity: videos about feelings

(already known), body, face and action

verbs

Reinforcement and extension of the vocabulary and language structures above

Video: https://www.yout

ube.com/watch?v

=UsISd1AMNYU

Whole class

20 mins.

Input processing

Reinforce some of the key contents activating multiple skills (areas: listening, speaking,

reading and writing)

Active learning

Build on what learners already know:

1. Pre-teach and practice the

questions / answers and

vocabulary needed to interact

(for example, describe a picture

/ describe a person's

appearance / feelings by using

descriptive words / language

structures); students must write

down their sentences

2. Correction / teacher-guided error correction: each student has to find, replace and count the mistakes

3. Read and sing

Descriptive words, feelings, language structures learnt

Video: https://www.yout

ube.com/watch?v

=UsISd1AMNYU

Individual work

35 mins.

Output Use of: some contents / the vocabulary known /

some language

Question and answer activity: tell a story and then discuss about it (Geppetto in the whale)

What’s his name?, His name is…, Who’s this?, Who knows the answer?,

Video: https://www.youtube.com/watch?v

Whole class 15 mins.

structures learnt

Activate social competence: have

compassion for / be connected with OTHERS

Sing the song

What do you think about…?, What happened then?, How does he feel? / What is he feeling?, Is he not feeling well? / Why?, How long was Geppetto in the whale? Daddy, bad boy and other adjectives known, feelings, rules / moral keys, verbs and conjunctions known, colours, numbers, this is a…, weather adjectives

=UsISd1AMNYU

Assessment Children show their interest and what they have acquired Teacher observes, checks, gets and gives different kind of feedbacks about the learning process

Edutainment Remedial work or move on

Formative assessment for the lesson: students need to first learn how to identify their strengths, weaknesses and target areas that need work. In other words, check if they are struggling by using the key contents / by activating social competence. This evaluation embraces all the lesson and wants to address problems immediately

Self assessment for the lesson: ask students what they think about the lesson, in order to see how our teaching can respond to their needs (favourite part, most challenging / easiest moment, doubts and why) Summative assessment: a sort of a final

Feelings, rules / moral keys, verbs and conjunctions known

http://www.kidsgamegame.com/pinocchio-game-online-game/31985/ http://www.anglomaniacy.pl/feelingsMatching.htm

Whole class 30 mins.

“test” based on two interactive games available online as follows:

1) Choose Pinocchio's appearance (head, eyes, mouth, nose) and then play the game (or make decision and see the consequences of our choices when you follow the rules or not). At the end of the two possible endings created, discuss with the whole class about events / intentions and feelings;

2) Feelings / memory game: practise English vocabulary (angry, bored, cold, happy, hot, sad, scared, sleepy, surprised, tired) / language structures learnt, and match words with pictures. Students have to follow the rules (hands up, wait for your turn, don’t shout, etc.) and explain their choices / why they want to click on two cards (if they match, they will make a pair)

Teacher / Alessandro Vallacchi

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-…) : Body image. Vocabulary: body and face parts. Language structures: this is my body, these are your hands, touch your nose, how many legs? Two legs or one leg! Sing a song (TPR) (Lesson: 2 hours)

Stage Aim Procedure Language structures and vocabulary:

Materials Interaction Timing

Introduction/Lead in

Teacher captures children’s interest and

activates prior knowledge

Activity: teacher shows a picture of Pinocchio Talk about “Pinocchio“ and the other characters of the story, with pupils

Who’s this?

Activity2_picture(1) of Pinocchio

Whole class

10 mins.

Content input

T. introduces the content Activity 1: Watch the video

Focus on vocabulary: one leg – two legs, one arm- two arms, body, head, very long nose, etc

Video: https://www.yout

ube.com/watch?v

=Rc_kIWKLiD8

Whole class

20 mins.

Input processing

T. practices and reinforces the content

Activity 1: Point to - flashcards parts of body and face Activity 2: Match - flashcards and wordcards Activity 3: My magic box: make a body

Point to… head, body, arms, legs, nose… Where is the word head? Draw, cut, colour and glue left arm and right arm, left leg and right leg…

Wordcards

Whole class Whole class Individual work

40 mins.

Output Children use new content and language through 4

skills (listening, speaking, reading, writing)

Activity 1: listen to the song “ If you are happy ….” Activity 2: Sing the song together Activity 3: read the wordcard and do the corresponding action

Touch your nose! Stamp your feet! Stretch your arms!

Song: https://www.youtube.com/watch?v=71hqRT9U0wg

Whole class 40 mins.

Assessment Children show their interest and what they

acquired

Teacher observes, checks, gets and gives

feedback about learning

(Remedial work or Move

Formative assessment for the lesson (Activity 3 “My magic box” / the body image) Self assessment for the lesson: - Summative assessment (when / if necessary / possible)

Pupils participation TPR Total Physical Response Revise and check: the body image

Picture of Pinocchio

Whole class Individual work

10 mins.

on)

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-…) : learn how to play three different rhythm figures (beat, a binary and a ternary) using words taken from Pinocchio and play together like a real orchestra.

Stage Aim Procedure Language structures and vocabulary:

Materials Interaction Timing

Introduction / Lead in

Teacher captures children’s interest and activates prior knowledge

Activity: “Following Directions Song” Teacher starts snapping fingers, pupils do the same and after the class is quiet she starts singing and then they sing along

Sit down, listen, teacher’s talking

https://www.youtube.com/watch?v=76aSA-qNCpc

Whole class

5 mins.

Content input

T. introduces the content

The teacher shows the

What is it? Puppet / Play

A ball, a plastic hammer and chisel, a puppet Whole class

10 mins.

material and elicit the words

with me/ Geppetto

Input processing T. practices and reinforces the content

Pupils pass the realia and repeat the sentences: nose - your nose is very long ball - play with me puppet- puppet

-Puppet -Play with me -Geppetto

None Whole class 15 mins.

Output Clapping hands The teacher repeat the sentences clapping hands and asks the pupils to do the same

-Puppet -Play with me -Geppetto

None Whole class 10 mins.

Input processing T. practices and reinforces the content

The teacher divides the class in three groups and gives a sentence to practice each, clapping hands

-Puppet -Play with me -Geppetto

Puppet.m4a Play with me me.m4a Geppetto.m4a

Groups 10 mins.

Output Perform clapping hands

The teacher shows the sentences and repeats only the rhythm without speaking and asks each group to do the same

None (only the rhythm / hands / explanation)

Puppet.m4a Play with me me.m4a Geppetto.m4a

Groups 10 mins.

Input Playing instruments

The teacher gives to each group a different percussion showing how to use it

None (only the rhythm / percussions / explanation)

Sticks Tambourine Maracas Activity 2 (audio file)

Groups

15 mins.

Output Playing instruments

Each group practice the rhythm figure using their instrument

Instruments (names / explanation)

Sticks Tambourine Maracas Activity 2 (audio file)

Groups 15 mins.

Assessment Children show their interest and what they acquired T. observes, checks, gets and gives feedback about

Formative assessment for the lesson: t. directs the orchestra and asks each group to play or to stop

Language structures and vocabulary required

Sticks Tambourine Maracas Paper, pencils

Individual / whole class / groups

30 mins.

learning (Remedial work or Move on)

a recording of the concert Self assessment for the lesson: -the pupils teach / learn from other groups (peer teaching) -they take turn directing the orchestra Summative assessment: pupils make a poster with all the rhythm figures, the sentences, instruments and photos of the orchestra