Template for CLIL Unit Plan for TEYLContent-Thinking-Language Organization for TEYL CLIL Unit...

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Template for CLIL Unit Plan for TEYL

Unit name: Spring in a cycle of nature

Subject/Course: integrated education

Teacher: Alicja Suska

School Year: 2014/2015

Grade: 3rd

Possible start/end dates: February – April 2015

Addressing Learners’ Diversified Needs: combining arts, music, science and general knowledge;

stimulating different intelligences (logical, musical, kinestethic, visual, logical, interpersonal,

intrapersonal, naturalistic)

Connections with National Curriculum (both language and content):

A 3rd grader:

carefully listens to utterances and uses the information;

sings songs in the group;

undertakes creative activities, using such means of expression as shape, color, texture of the

composition in plane and space (using certain materials, tools and techniques of art);

is tolerant towards different nationalities, cultures, etc. Knows that all the people have equal rights;

can describe the life in particular ecosystems: in the forest, garden, park, in a meadow, water basins;

can explain the dependence between the season and nature phenomena;

undertakes activities for the benefit of nature in the closest environment; knows what type of

destruction in nature people cause;

can write and read numbers between 1000; can compare any two numbers between 1000; can add and

subtract the numbers between 100;

reads and writes the dates; knows the order of days of the week and months; can put dates in order;

can recognize and name circles, squares, rectangles and triangles; can draw segments of a certain length;

can calculate the perimeter of triangles, squares and rectangles (in centimeters);

participates in plays, minigames and field games with the respect of rules and judge’s decision;

is aware of the the importance of healthy diet and sport activity for the health;

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identifies himself as a part of nature, respects it and cares about it; doesn’t destroy the environment.

From the perspective of English language curriculum for the 3rd grade, this unit covers the topics of the

seasons, months, weather, holidays and celebrations, sport disciplines. The structures used are based on

Present Simple and Present Continous Tenses and contain have/has got, can, be+adjective structures, as

well as detailed WH questions.

Unit Aims: To introduce the topic of spring in the context of life on Earth – from the universal perspective to the level of everyday life.

Unit Objectives : content thinking language culture

Students will be able to sequence the seasons and months; notice the impact of Earth’s orbital motion on the life; talk about the weather; describe some of the spring celebrations; list the signs of spring; sing the song ‘Spring is here’.

Summary of the unit The unit consists of 8 lessons corresponding with the topic of spring – its origin in a universal context (L1), its signs in weather and nature (L2, 3), celebrations and customs relating to spring (L4, 5, 6, 8), people's activities influenced by it (L7, 8).

Unit Materials and Resources:

Videos, map, globus, worksheets, materials for art lessons (paper, markers, plasticine, scissors, Scotch tape)

Instructional Strategies:

Mainly Presentation–Practice–Production model, usually repeated during the lessons, sometimes with a changed order. Lessons often start with a warm up (referring to the previous lesson) and a lead in activity that introduces the topic and vocabulary. Lessons often finish with a recap activity that consolidates the knowledge and helps Ss realize what was learned.

Unit Assessment: During the 5 lessons that were conducted, formative assessment is planned. The Ss are assessed by their performance and products of their work (worksheets, art). Summative exam could take place after the whole unit in a form of test.

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Unit Evaluation: There are quizes and recap activities planned, which can indicate how much of the material presented and practiced was really aquired. After the whole unit a task for reflection on what was learned could also be conducted.

Summary of Lessons

Lesson 1 Title: Earth's orbital motion

Lesson 2 Title: Spring weather in Europe

Lesson 3 Title: Wake up, bear!

Lesson 4 Title: Goodbye winter, hello spring. Celebration of spring coming

Lesson 5 Title: Hanami: Flower viewing

Lesson 6 Title: Easter around the world

Lesson 7 Title: Time for sport!

Lesson 8 Title: Earth's Day

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Content-Thinking-Language Organization for TEYL CLIL Unit

Content

Thinking

Language

Culture (Intercultural Knowledge)

Relevant, academic, real-life, deep content Content 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 well as 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: Spring in the

cycle of nature

Levels of Thinking (Blooms):

remembering, understanding, applying,

analyzing

Language functions: Informing, seeking

information, ordering, classyfying

The topic is quite broad, because it shows a phenomenon of seasons sequence starting from the universal perspective. It indicates a similar impact of Earth’s orbital motion on different places in the world which is a good starting point for highlighting similarities between distant countries. The topic of festivals and customs is discussed in relation to spring and the celebration of spring comning, which are also

Facts (nouns): Spring, cycle of nature,

Earth’s motion weather, customs, festivals, human

activities

Verbs: Choose, list, name, match, recall, show, tell, compare, classify, explain, apply

Key language structures: Have/has got Be + adjective

Action verbs in Present Continous use WH questions

Big understandings Students will understand that there are phases in nature which repeat cyclically every year (seasons). They result from the Earth's motion around

Questions: What..? Where..? Why..? How..? Tell about.. . Show where.. . Show how.. . Put … in order. What characteristics do … have in common? What is

Key vocabulary: Months and seasons

Weather Action verbs + spring

vocabulary Customs and holidays

Sports

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the orbit and have always had a great impact on the life of the Earth (the life of plants, animals and humans).

different between..? common in various cultures, although the ways of celebration differ.

Essential Question (high level thinking questions): How the cycle of nature

function? What is a spring’s role and characteristics within it? Where do the seasons

come from? How seasons influence life

on Earth?

Modes of communication: Interpersonal,

interpretive

Targeted strategies: Asking and answering the

questions, Oral and written

description, Writing and reading

CLIL Lesson 1 Plan Template for TEYL

Date: 19.02.2015

School: Szkoła Podstawowa nr 11 im. Dywizji Kościuszkowskiej w Warszawie


Subject: integrated education

Lesson title

Earth's orbital motion

Class length 45’

Class/ student information

Group of 28 students of 9 year's old

Overall instructional

aims

To present Ss with the phenomenon of the Earth's orbit in relation to the seasons sequence.

To present new vocabulary about the Solar System and seasons.

Objectives content Topics: sequence of seasons, Earth's orbital motion, the Sun and the Earth as a part of the Solar System

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Facts: The Earth orbits the Sun. It takes the Earth 1 year to orbit the Sun. The Earth's axis is tilted and so are 2 Earth's hemispheres: Northern and Southern. Poland is located in the Northern Hemishpere. The summer in Poland comes when the Northern Hemisphere is tilted towards the Sun. We have winter when the Northern Hemisphere is tilted away from the Sun. It is always opposite in the Southern Hemisphere.

New understandings: Students will understand that the sequence of seasons is a result of the Earth's orbital motion.

language Content-obligatory language objectives Learners will be able to name the elements of the Solar System and the parts of the Earth (orbit, axis, hemispheres). Learners will be able to understand a simple description of the Earth's orbital motion and reflect it by actions.

Content-compatible language objectives

Learners will be able to describe Earth's orbital motion.

Language functions: inform, order, classify Key language structures: Present Simple Tense; have got, has got; structure: is/ are + adjective/ past participle Key vocabulary: the Sun, the Earth, go around, Northern/ Southern hemisphere, axis, tilted towards/ away, Poland, spring, summer, autumn, winter

cognition

Lower-order thinking skills: remembering, understanding

Higher-order thinking skills: applying, analyzing

culture Familiar concepts used in a new way: the sequence of seasons demonstrated in the context of the Solar System

Unfamiliar concepts: the Earth’s orbit, the Earth's tilt

Instructional strategies

Describe briefly

The lesson is based on the PPP model, repeated few times to divide new knowledge and language into smaller parts. Listening, speaking, reading and writing are practiced. Ss' comprehension is supported with visualisations and graphic organizers.

Justification for lesson

(why is it important to your students)

This lesson is an intoduction to the topic of spring. It is planned to explain Ss the important phenomenon of Earth's motion and its impact on life on Earth. Before the further development of the topic, Ss should know the origin of seasons, particularly spring, so this lesson is the foundation for the understanding of the whole unit describing annual cycle of nature, holidays, human's activities, etc.

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Assessment for/as learning

The T monitors Ss work as they fill out the handout and listens to them when they practice in pairs.

Teaching materials Globe, lamp, projector for the video, plasticine, toothpics, string, worksheets

Stages

and

time

Lesson procedure (describe the activities and

instructional strategies)

Justification for the activity (content,

language, cognition, culture)

Warm up 3'

The T shows Ss 4 pictures of seasons and asks them to put it in the order (using numbers). The T elicits the names of seasons and uncovers their written form on the pictures.

The activity introduces the topic and stimulates Ss memory of vocabulary. [content,language]

Lead in 3'

The Ss watch a short (1') video explaining the seasons sequence and try to pick up some words that occur – the T writes them down on the board (summer, winter, the Sun, the Earth)

The activity signals to Ss the connection between the season and Earth's motion. [content] Ss practice listening and take part in building new vocabulary set. [language]

Presenta tion 5'

The T uses the globe to show Ss the Earth, its axis and 2 hemispheres. The T draws a schema on the board and asks Ss to repeat the names. The T asks Ss if they know where Poland is. They mark Poland's approximate localisation togehter on the scheme (important to mark it in the NH).

The activity presents new knowledge about the Earth, making it clear by referring to the globe. [content, cognition] The knowledge is contextualised by marking Poland on the Earth's scheme. New vocabulary is also presented. [language]

Practice 3'

Ss fill in a worksheet with the Earth's scheme. They have to label words: the Earth, axis, Northern, Southern Hemisphere writing it in a proper place. The words's bank is provided below. At the end they mark Poland in a right hemisphere.

Ss practice both new language and new knowledge. [language, content]

Presenta tion II 5'

The T demonstrates Ss the Earth's movement using the globe and a lamp: The Earth goes around the Sun. The Earth is tilted. The T asks Ss to act out the action verbs (go around, tilt towards, tilt away) – Ss act out and repeat. Ss watch the video again – T stops the video and describes the scene using the proper phrase – Ss repeat.

The activity presents the phenomenon of the Earth's motion, visualised with a use of the Globe, the lamp and the video. [content] Ss listen to T's description consolidating new vocabulary. [language] The video clearly presents the relation between the season and the Earth's position towards the Sun so Ss are explicitly demonstrated with a cause-result effect at this stage of the lesson. [cognition]

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Pair manual activity 5'

In pairs Ss prepare models of the Sun and the Earth from the plasticine. One S makes big yellow Sun and hangs it on a string and the other S is responsible for a smaller blue Earth pierced with a toothpick as an axis.

Ss have a short break from linguistic and cognitive activities relaxing at kinesthetically involving task. It doesn't take so much time as they share their work cooperating with a partner.

Action story presenta tion 2'

The T describes the Earth's orbital motion: The Earth is tilted. The Earth has got 2 hemispheres: Northern Hemisphere and Southern Hemisphere. Poland is in the Northern Hemishpere. The Earth goes around the Sun. The Sun is hot. We have summer when the Northern Hemisphere is tilted towards the Sun. We have winter when the Northern Hemisphere is tilted awal from the Sun. The T demonstrates described actions with a use of the globe and the lamp – Ss repeat the actions after the T. One S holds the Sun, the other one holds the Earth.

This activity based on the action story consolidates new knowledge and new language. Actions help Ss understand the phenomenon and show their understanding of the language. Next steps of action story activity are planned to practice new language and eventually produce it . [language, content]

Action story practice 3'

The T describes the Earth's orbital motion, Ss repeat the phrases and show the action. (They exchange the models with their partners and show different actions).

Action story practice II 5'

The Ss fill in the handout with the practiced text – some words are missing: The ... is tilted. The Earth has got 2 hemispheres: Northern ... and ... Hemisphere. Poland is in the ... Hemishpere. The Earth goes around the … . The Sun ... hot. We have ... when the Northern Hemisphere is tilted towards the Sun. We have winter ... the Northern Hemisphere is tilted ... from the Sun. The words are provided in the word bank.

Producti on 5'

In pairs Ss describe the Earth's orbital motion to their partners demonstrating with actions. They try not to look at the handout.

Recap 5'

Ss fill out the handout with the scheme of the Earth in 4 different positions towards the Sun. Ss mark the Northern Hemisphere and label 4 seasons.

This activity serves to apply new knowledge to the main topic of season sequence. It is easy from a linguistic perspective but may be cognitively demanding. It is a graphical organizer that presents the most important effect of the Earth's motion. [cognition] It additionaly makes Ss realize the inverse relationship between the seasons on both hemispheres. [culture]

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Date: 05.03.2015




Lesson title

Spring Weather in Europe

Class length 45’




aims

To present the map of Europe and a weather map.

To show a model of weather description.

Objectives content Topics: weather, proverbs, parts of Europe

Facts: The weather changes with the season. The spring weather is very changeable. The weather is similar in many European countries.

New understandings: Students will understand that Poland is a part of Europe which means that it has many things in common with other European countries, e.g. weather, seasons, proverbs.

language Content-obligatory language objectives Learners will be able to answer the question about the weather in particular part of Europe referring to the weather map.

Content-compatible language objectives

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Language functions: seek information, inform, classify Key language structures: it's sunny/ rainy, etc.; in Central/ North/ South.. Europe Key vocabulary: sunny, snowy, rainy, stormy, cloudy, windy, warm, cold, North, South, East, West, Central, Europe, March, April, May, proverb

cognition


Higher-order thinking skills: applying

culture Familiar concepts used in a new way: the weather as a thing in common for many European countries (exppressed in proverbs with the same meaning)

Unfamiliar concepts: satellite photos of Europe showing weather changes and connections between countries


Describe briefly

The use of PPP stages as well as the discussion claryfying the content. Practice of listening, speaking. The use of map for conceptualisation of the topic of Europe.



This lesson is supposed to bring Ss from the universal perspective to more familiar context of Europe. They are presented with the direct evidence of Earth's orbital motion's impact on life by realizing the relationship between the season and the weather as well as its dependence on geografic location on the Earth. Especially Ss will focus on spring weather and its characteristic feature of chengeability which is expressed in European proverbs.


The Ss are assessed during the activities while answering the T’s questions. There's a quiz at the end of a lesson giving information about Ss' understanding.

Teaching materials Map of Europe, satellite weather map, worksheets

Stages

and

time

Lesson procedure (describe the activities

and instructional strategies)



Warm up 3'

The T starts the lesson asking Ss 'How's the weather today?' Ss answer. From the jumbled list of 12 months Ss choose 3 spring months and write it down in the notebook.

This activity introduces the topic of spring weather in a realistic way. It serves to revise the names of months and classify them according to the season. [language, cognition]

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Vocabula ry revision 5'

Ss are divided in groups of 4 and their task is to recall the vocabulary to describe spring weather. They have 3 minutes for making a list of adjectives. When the time's up – they count it tell the number to the class. The T collects words from the groups making a mind map on the board.

This activity's aim is to revise vocabulary and activate Ss before the next stages of the lesson. [language]

Practice 5'

Each pair of Ss gets a set of jumbled words and their task is to put them in order and create a proverb about the spring weather: April weather: rain and sunshine both together. The T elicits a proper version and writes it on the board.

To practice new vocabulary and draw the conclusion about spring weather based on the variety of weather conditions demonstrated in the mind map. [language, cognition]

Discussio n 5'

The T asks Ss what this proverb means, what characteristic of Spring weather it underlines. (changeability) The T asks Ss if they know any Polish proverbs that describe Spring weather, e.g.: W marcu jak w garncu. Kwiecień plecień, bo przeplata, trochę zimy, trochę lata. The T asks if only in Poland weather changes so fast in March and April. (no, it's similar also in other countries of Europe --- they have the same proverbs)

The discussion is used to direct Ss thinking on the changeability as a characteristic feature of spring weather expressed in both Polish and English proverbs. [content, cognition]

Presenta tion 3'

The T presents Ss a map of Europe and marks 4 cardinal directions. They drill the new names connecting it with 'Europe', e.g.: north/east/ central Europe.

This activity serves to learn and practice vocabulary related with a map and European countries, which will be necessary in upcoming activities. [language]

Practice 5'

The Ss get a worksheet with a map of Europe. They write down cardinal directions. After that they point and mark some European countries: Poland, UK, France, Germany.

Producti on 3'

The T asks Ss a few questions like: Where is Poland in Europe? etc. Ss answer according to the pattern: Poland is in the East Europe. etc. The T may scaffold Ss pointing to the names of cardinal directions.

Presenta tion II 4'

The T shows Ss satellite weather forecast, explains them what it is and how to read it, presenting examplary phrases: Look, it's raining in north Europe. It's warm in France. etc.

This activity presents Ss with a realistic situation when vocabulary about weather is used. [language, content] They learn important skill of reading the map which stimulates the use of logical intelligence. [cognition]

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Date: 12.03.2015




Producti on II 7'

Ss practice speaking in information gap activity. On the map used in the previous excercise there are weather symbols marked. Each S in a pair has a different part of Europe marked. Ss' task is to complete map with weather symbols – they have to ask their partners questions about the weather in unmarked part of the map.

In an information gap activity Ss practice speaking and listening in a meaningful situation. They consolidate vocabulary and structures about weather and locating things on the map. [language, cognition, culture]

Recap queez 5'

Divided in 2 teams students answer yes/no questions in the quiz, and get score for the group. E.g.: Is Czech in West Europe? Is Europe in the Southern Hemisphere? Is Australia in the Southern Hemisphere? When we have summer, is there winter in Australia? etc.

This activitiy's aims to consolidate the knolwedge from this lesson, point out what Ss learned and make them realize already mentioned phenomenon of inverse relationship between the seasons sequence in 2 hemispheres. [language, content, cognition, culture]

Lesson title

Wake up, bear

Class length 45’




aims

To present Ss a song and practise it.

To present new vocabulary and structures by story-telling.

Objectives content Topics: awaking nature, signs of spring

Facts: when spring comes the cycle of nature revives. Growing plants

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and activated animals are visual evidence of the season's change.

New understandings: Students will understand that each season is a part of nature cycle and the life of plants and animals depends on it.

language Content-obligatory language objectives Learners will be able to prepare a list of signs of spring in a written form supported with the drawings. Content-compatible language objectives Learners will be able to describe common signs of spring orally.

Language functions: inform, seek for information, classify, order Key language structures: descriptive sentences in Present Continous & Present Simple, like: The bees are buzzing. The birds are singing. The bears wake up. Key vocabulary: rainbow, sun, flowers, hay fever, runny nose, itchy eyes, frogs, birds, cherry trees, butterflies, bear, bees and active verbs like: grow, buzz, wake up, yawn, sleep, shine, sing, etc.

cognition



culture Familiar concepts used in a new way: a concept of nature awaking as a part of the year cycle exemplified by collecting signs of spring and a story about a bear

Unfamiliar concepts: -


Describe briefly

The lesson is based on PPP model, repeating several times with different activities (song, group work, story-telling). Ss practice writing, listening and speaking.



This lesson is planned to show Ss tangible effects of changes in weather and nature that come in spring. They can easily notice spring signs by themselves so they receive a visual evidence of the phenomena discussed during previous lessons, which consolidates their knowledge, makes it more 'down to the earth' and clearly demonstrates a cause-result effect. Moreover, nature awaking is a meaningful visualisation of a great cycle of life. During a year the nature wakes up, blooms and eventually goes to sleep – it's a natural course of matter.


Ss' vocabulary comprehension is checked by TPR activities throughout the lesson and the exidence for the production are posters of 'Signs of Spring'.

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Teaching materials Song video, 'Wake up, bear' book, cardstock for posters, crayons, markers

Stages

and time

Lesson procedure (describe the activities

and instructional strategies)



Warm up, lead in 3'

A song video: 'Spring is here' https://www.youtube.com/watch?v=_ZXdJ46IX0I the Ss' task is to listen and take notes about spring's signs from the song (rainbow, sun, flowers, hay fever, runny nose, itchy eyes, frogs, birds, cherry trees, butterflies, etc.)

This activity is an introduction to the topic – a video stimulates Ss's sight and hearing. It activates a background vocabulary connected with the topic. [language, content]

Warm up, presenta tion, practice 9'

The T elicits the answers, writes it on the board and uses them to teach phrases from the song, including the chorus part. The T also refers to the pictures from the song. Ss sing with a video. Ss practice the phrases again – this time with gestures. The T acts out and Ss say the phrase. Ss sing and act out with a video.

To practice song's lyrics and new English phrases in various ways: by repeating, acting out, singing. [language]

Practice in groups 5'

In groups of 4, Ss make a mind map poster titled 'Signs of Spring'. They write down their associations with spring, if they don't know it in English – they can draw.

This activity is a good opportunity for Ss to practice cooperation with others. Ss should realize that they can perform practical tasks with the use of English, instead of mother tongue, which will make them proud and encourage to further learning. The drawings they make both support the language when there are some deficits and serve as a decoration. [cognition, content, language]

Introduct ion to Storytelling 6'

After indicated time Ss put their posters away and gather in front of the T. The T introduces a book 'Wake up, Bear' first asking Ss what this title means and how it is connected with spring. The T shows Ss some pages in random order to elicit and preteach vocabulary.

Introduction to the story-telling gives Ss a background of a story so they don't feel confused although they don't know all the words. The book describes interesting phenomenon connected with the seasons: animal's hibernation, so it develops Ss knowledge about biology. [content]

Introduct ion to storytelling 2'

Ss pretend that they are bears. According to the T's commands first they are asleep, then they start to yawn, but are still very sleepy, then they open one eye and get up on a command: 'wake up, bears! Spring is here!'

Ss get involved in a story through this TPR activity as well as practice new phrases that will come out in a text. [language]

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Date: 16.04.2015




Storytelling 3

The T tells/ reads the story. Ss accompany by repeating the phrase 'Wake up, bear!'

This is predominantly listening activity. However Ss also practice a phrase, which is crucial to the story, getting more engaged in it. Ss are presented with the phenomenon of animal's hibernation and many signs of spring. [content, language]

Practice 6'

Ss make a grammar excercise matching the beginning snd ending parts of the sentences from the story: The bees – are buzzing. The flowers – are growing. The birds – are singing. The bears – wake up. The sun – is shining.

This activity's aim is to consolidate new vocabulary that will be usful to complete the next task. Ss learn Present Continous phrases, which turn up quite commonly in English. [language, content]

Practice in groups 6'

Ss have time to finish their posters: add new words or phrases and decorate. The T hangs all the posters on the blacboard.

Ss use the new vocabulary and structures to complete the task. They can realize how much they learned during the lesson. [language, content, cognition]

Practice, Producti on 5'

Ss sing and act out the 'Spring is here' song again: first time the way it was done before to revise melody and lyrics. The second time the T uses karaoke version where Ss sing without a background voice.

This activity is fun (children like karaoke) but also a challenge encouraging Ss to do their best as a group. [language]

Lesson title

Goodbye winter, hello spring. Celebration of spring coming

Class length 45’

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aims

To present spring coming customs to the Ss: the festival of colors and browning of Marzanna.

To introduce WH questions.

Objectives content Topics: customs, celebrating spring, festiwal of colors, drowing of Marzanna

Facts: The custom to celebrate spring coming takes place all over the world. In India it's celebrated during Holi festival and in Poland by drowning of Marzanna. Drowning of Marzanna is not only Polish custom – Poland shares it with its Slavic neighbours.

New understandings: Students will understand that it's common thing in countries all over the world to be happy about spring coming and welcome it by traditional celebrations and customs.

language Content-obligatory language objectives Learners will be able to answer the WH questions about Holi festival and Marzanna custom. Content-compatible language objectives Learners will be able to describe both traditions in written and oral form.

Language functions: seek information, inform, order Key language structures: WH questions, a phrase: say goodbye to winter, say hello to spring, in [for places and dates], to [to indicate a reason] Key vocabulary: custom, festival, celebrate, throw colour powder, drown, India, Hindu people, Poland, Slovakia, Ukraine, Czech, sing, dance

cognition


Higher-order thinking skills: applying, analyzing

culture Familiar concepts used in a new way: a custom of Marzanna drowning in the context of Slavic culture Unfamiliar concepts: Holi festival as an examplification of the global tradition of spring welcoming


Describe briefly

The lesson is devided in 2 paralel parts which gives an opportunity to reverse of typical PPP order – in the 2nd part (familiar context of Marzanna) practice comes before the presentation which only serves to clarify Ss ideas. Ss practice writing, reading, speaking and listening.

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This lesson is important for Ss to see that people celebrate the spring coming all over the world, for instance in India. Moreover, the topic of Marzanna is usually embedded in Polish context. During this lesson Ss learn that the custom of drowning Marzanna doesn't only occur in Poland but also in other countries of Eastern Europe.


Ss fill out worksheet and mark things on the map, which demonstrates their performance and understanding.

Teaching materials Video, picture of drowning Marzanna (may be digital), worksheets

Stages

and

time





Warm up 3'

Ss sing and act out a song from the Lesson 3 This activity serves to activate Ss 'English mode' and consolidate the song's lyrics with variety of vocabulary on spring. It also contains a phrase (goodbye winter, hello spring) that refers to this lesson. [language, content]

Lead in 5'

The T shows Ss a short video (of Hindu festiwal called Holi) and asks them to watch and answer the question: Where is it? Ss try to guess and show the place on the globe. The T explains that this is a Hindu custom called Holi and it takes place in India. The T asks Ss in which hemisphere India is located and adds also that people celebrating Holi in India are called Hindu people.

This activity is planned for Ss to recall some background knowledge about geography and draw their attention to a distant country, such as India. It also introduces WH questions that are important for this lesson. [language, content, culture]

Presenta tion 2'

The T asks 'what do Hindu people do during Holi?' referring to the video: They dance, eat, sing, throw colour powder at each other. They celebrate!

To continue with WH questions practice and vocabulary presentation. [language] The description of Holi festival also takes place. [content, culture]

Practice 3'

The T drills the above action verbs by acting them out with Ss. The T asks particular Ss: 'What do they do?' indicating the answer by acting out.

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Presenta tion & practice 3'

While asking questions the T writes on the board in a form of table: What? Holi festival Where? In India What do they do? dance, eat, sing, throw colour powder at each other Then the T also writes 'why?' and 'when?'. To give the Ss a hint for question 'why' the T starts humming a chorus of a song practiced on Lesson 3 indicating the answer 'to say goodbye to winter and say hello to spring'. He writes it on the board and tries to elicit the answer for question 'when' – the end of winter, in March.

Ss get familiar with most important WH questions that are useful indicators while describing things in a logical, ordered way. They also help to understand grammar functions. [language, content, cognition, culture]

Oral producti on 5'

The T throws a ball to Ss and asks them WH questions (Why/ When/ Where etc. do people celebrate festiwal of colours?) supporting them with the answers on the board. Ss answer and throw the ball back.

Written practice 3'

Ss get 4 jumbled sentenses of the text: Festival of colours is an important festival in India. People celebrate it in late March. They throw colorful powder at each other, dance and eat. They celebrate Holi to say goodbye to winter and welcome spring. Ss p ut it in order and glue in their notebooks. The order is directed by questions: Where? When? How? Why?

This activity is planned to clarify and consolidate new knowledge. Ss have to analize each sentence again to know which question it answers. [language, cognition] They also learn a logical pattern of event description that will be useful in next activities. [language, cognition]

Discussio n 2'

The T asks Ss if they know other customs to farewell winter, e.g. the one cultivated in Poland. Ss see a picture of Marzanna and learn a phraze: 'drown Marzanna'

To activate Ss knowledge and bring the context back to familiar land. [culture, cognition, content]

Practice 5'

Ss get a worksheet with a table similar to the one on the board. They try to fill it out in pairs – this time on Marzanna topic.

Ss apply a pattern they just learned to a different context, which they are familiar with. [culture, cognition, content] They suport each other in recalling facts and vocabulary in pair work. [language]

Presenta tion 3'

Then the T elicits the answers and fills out a table on the board, drawing attention to the fact that this custom is not only known in Poland but also Czech, Slovakia, Ukraine (East Europe countries).

This activity serves to fill some deficits of knowledge that Ss could have. [content, language] It also developes new facts about the topic – introduces the concept of Slavic culture. [culture, cognition, language, content]

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Date: 16.04.2015




Practice 2'

On the map of Europe from Lesson 2 Ss colour the countries where Marzanna custom is cultivated.

This activity helps Ss to internalize new knowledge about the custom and our neighbour countries. [culture, content]

Producti on 7'

Ss fill out the second part of a worksheet. Basing on the text about Holi and the information in the table they fill in the gaps producing a short paragaph about drowning of Marzanna (the underlined parts have to be completed): Drowning of Marzanna is a custom in East Europe, e.g. Poland, Czech and Ukraine. People celebrate it on 21st of March/ March 21. People drown Marzanna to say goodbye to winter and say hello to spring.

At this stage Ss should be ready for the task which is demanding both in language and content terms. [language, content] They have a pattern and a table to support them so in fact all the resources are provided – they only need to go back to previous activities during the lesson, which is also a good way to reflect on what was learned. [cognition]

Lesson title

Hanami: Flower viewing

Class length 45’




aims

To present the topic of Japan, its symbols and customs.

To instruct how to fold origami.

Objectives content Topics: origami, cherry blossom, Japan

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Facts: Hanami is a way Japanese people celebrate spring. Hanami is cherry blossom viewing. Chery bossom is one of the symbols of Japan. Origami comes from Japan.

New understandings: Students will understand that Japan also has its ways to celebrate spring and cherry blossom is both a symbol of Japan and of spring.

language Content-obligatory language objectives Learners will be able to respond to instructions. Content-compatible language objectives

Learners will be able to describe Hanami custom orally.

Language functions: seek information, inform, order Key language structures: commands, e.g. fold, unfold, etc. Key vocabulary: cherry blossom, Japan, Japanese, flower viewing, park, paper, square, triangle, edge, corner, centre, half, fold, unfold, turn around

cognition



culture Familiar concepts used in a new way: origami, which students should know comes from Japan Unfamiliar concepts: Hanami as a custom of celebrating spring by admiring its manifestation in nature


Describe briefly

This is art lesson so practical work takes the majority of time preceded by vocabulary preteaching and practice as well as topic presentation. Ss practice listening mainly, but there's also some reading and speaking.



This lesson is continuation of 'spring celebration' topic. Japanese habitual Hanami ('flower viewing') is an example of a great sensitivity to the changes in nature and admiration for its short-lasting beauty. Taking this Japanese custom as a model Ss might learn to appreciate every little form of nature and develop their sense of esthetics.


The evidence that Ss understand is a final product – cherry blossom origami. Only if they follow the instructions will they fold it.

Teaching materials Origami paper, tree branches in a flowerpot, Scotch tape

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Stages

and

time





Lead in 2'

The T asks: 'What is it?' showing Ss cherry blossom origami. (origami, flower, cherry flower..) The T asks about the associations with a cherry blossom and origami trying to direct Ss to the topic of Japan.

This activity is an introduction to the topic of Japan. It stimulates a background knowledge and vocabulary. [content, culture, language]

Presenta tion 3'

The T shows Ss a video of Japanese celebrating Hanami using words: Japan, Japanese, cherry trees, a park, view flowers.

The use of multimedia to support Ss learning and stimulate visual intelligence. It helps to introduce the new content and language. [content, language, culture]

Practice 4'

The T writes a word hanami 花見 on the board and explains that in Japanese it means 'flower viewing'. The Ss prepare a pencil and follow T's steps to write a Japanese word. The T counts at each stroke and Ss copy it to the notebook.

This activity serves to draw Ss attention to the topic of Japan as a country different from Poland in many ways, e.g. in writing system. They can feel exceptional when they demonstrate the ability to write in Japanese. [culture, content]

Practice 6'

Ss play a team game: each of 3 rows gets a cherry blossom origami. The team's task is to quickly pass it from the begining to the end of a row (each S has to pass it). The fastest team wins. The second time Ss pass the cherry blossom origami to the accompaniament of Japanese song. They stop passing when the music stops. The T asks 3 Ss who hold origami to unfold it. They unfold and discover the text written inside. Each S has one sentence to read out: Hanami is a custom in Japan. Japanese celebrate it in March and April when cherry trees blossom. They go to the park, view flowers, eat and sing.

This activity is planned for Ss to touch orgiami which they will be soon producing and make them interested in reading which is secretely hidden inside origami flower. [language, content, culture, cognition] While unfolding it Ss also learn how origami is prepared. The text is constructed according to the pattern from Lesson 4, so it consolidates it and makes it more approachable for Ss. [language, content]

Presenta tion 5'

The T presents how to fold cherry blossom origami. First the nouns are introduced: Paper, square, triangle, edge, corner, centre, half – the T draws it and marks on the board. Then the T introduces action verbs demonstrating them on origami paper:

This activity is necessary to preteach vocabulary essential for next tasks. [language] Adittionally it presents Ss a way of folding origami.

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fold, unfold, turn around, cut

Practice 3'

The T asks Ss to name parts of the paper pointing at the pictures on the board. The T discributes origami paper and asks Ss to turn it around, fold, unfold.

Producti on 15'

The Ss prepare cherry blossom origami with T's instructions and a video: http://es.origamiclub. com/flowers/sakura2/animesakura/ index.html

The T goes around the classroom and helps Ss when they have a problem. When they all finish, they hang cherry blossoms on a tree with a use of Scotch tape.

The Ss have to fold origami basing on the commends – TPR activity. [language, content] As an extra support they can watch a video to make sure they understand and perform properly.

Producti on 5'

The T and Ss stand/sit around the tree and sing a 'Spring is here' song (dancing and acting out).

Ss can be proud and admire their collective work. They sing a song they all know very well at this stage. [language, content] They can act out Hanami in a classroom and understand better how Japanese people celebrate it. [culture, cognition]

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