Macarena Palma Gutiérrez LESSON PLAN ON MI AND COMPETENCES LEVEL: from upper-intermediate to advanced TIME REQUIRED: about 2 hours per week ACTIVITY: Gymkhana focused on using multiple intelligences to learn English INTRODUCTION: Students will be divided into groups (3 to 6 people). Each group will have a different leader in each activity, so that group work reinforces much more the cooperative learning. The main goal of this gymkhana is to emphasize the interpersonal intelligence. At the end, the first group which finishes the whole gymkhana will be given a reward: these students will organize the next gymkhana session for the next week, and the winner group of that weekly activity will be the next organizer, so this activity will become part of the dynamics of the course. 1) Lego blocks-> each group will be given a bag with 10 assorted (in shape and colour) Lego building pieces in it. They can choose between two guided issues (furniture or transports) in order to produce a design of a piece of furniture or a determined transport with the Lego blocks. Then they have to write down step-by-step instructions for how another group could construct the same design and correctly guess what the initial group intended the design to represent.The interesting thing is that this activity also encourages student conversation and improves precision writing skills. 2) Hangman game and vocabulary chart-> each group has the possibility of choosing between a hangman game and a crossword. After resolving the first game, each group has to separate the vocabulary obtained into countable and uncountable nouns by using a chart on the blackboard. This activity is also useful for the long-term memory when dealing with vocabulary. 3) Description of a photograph-> the leader of each group in this activity will have to take a photograph of a famous sculpture and he/she can choose between describing its behavior and describing it with the aid of the game “Simon says” (so another component of the team will have to perform the leader’s commands). The aim of this activity is to learn vocabulary of the parts of the body and verbal actions.In addition, this is also an inductive activity, since the leader is going to choose in an unconscious way between the use of the present simple (if his/her election is “Simon says”) and present continuous (if he/she makes a description of the behavior of the sculpture). 4) Tongue twister-> each member of the group has to take one of the 5 cards entitled in this way: Peter Piper, Betty Botter, Sea Shells by the sea shore, A flea and a fly, and Woodchuck. They are tongue twisters whose main goal is to make students practice the fluency when dealing with difficult words and sentences. 5) Match-up-> each group has to choose a slip of paper which contains sentence halves and grammar labels (conditionals, future tenses and passive voice). Their mission is to join the halves and choose their correct grammar label. Finally each group has to write down a short explanation for each of the three grammatical rules.So this is again a case of inductive learning because students will discover the rules of grammar by themselves. 6) Tape recorder-> each group is given a list of vocabulary concerned with a job interview, and their task is to create a situation in which they have to converse and perform the roles of interviewer and interviewees. Such interview is recorded, so that at the end of the activity, the group is able to listen to their speeches as a way of self-monitoring and correction for their oral production. ASSESSMENT: I will observe and take notes on the students’ progress in the different activities of this gymkhana, their individual participation within their groups, and their capacity to solve the problems presented in the different activities. Finally, I will not give students final marks but he/she will provide feedback. In this way, students will achieve a more effective learning and will be less anxious and more motivated.
LESSON AIM: This activity is addressed to students of the last year of high school. By means of its development, students will work on multiple intelligences, making use of different integrated competences to perform the activity.
INTRODUCTION: The activity consists of a game of questions and challenges which belong to different categories. Students will be divided into groups and they will compose their own questions and answers writing them down into cardboard cards provided by the teacher. The first group in getting a correct answer of each category will win the game. The score of each group will be controlled by the teacher.
- FIRST ACTIVITY
TIME: One hour
MATERIALS: Computer, cardboard.
DEVELOPMENT OF THE ACTIVITY: Firstly, the teacher will show how to compose the questions, the kinds of categories and their development. In the first category, students have to develop questions related to grammar structures. They can give some features of a tense and the rest of groups have to guess its name or they can write a sentence with one tense which will be changed into another tense by the other groups. All the responses have to be completed with an example. Music is the next category; Students have to look for different famous songs and choose one that will be played in class for one minute. They have to write down the name of the chosen song in the card. The style of the song has to be identified by the rest of groups. The third category of questions is vocabulary spelling. Students have to develop a structured question in which they ask what the spelling of a certain word is. These words have to be related to history, geography or natural science vocabulary. The next one is a mime challenge in which students will represent actions, sports, jobs... by means of mime, using neither words nor sounds. Within the card they have to add a clue about the category of the element performed. The last category is art. Students will select some images of monuments or famous pictures which will be described briefly in their cards. They will also provide an image of the monument or picture chosen which will be shown to the partners once the question has been answered. After the explanation of the game, students will be divided into groups of four people and each student has to compose a question with an answer related to each category, so each group will have an amount of twenty cards. Firstly, the members of the group have to agree in order to not repeat elements or questions within the same group and once the questions have been composed they will have to check if all of them are correct or if they have to modify something. The elements chosen by students will be controlled by the teacher in order to not repeat the same themes in different groups.
1.Elaborating questions and answers individually will develop the competence of personal initiative and autonomy (intrapersonal intelligence) of students because they have to use their imagination and select the suitable ideas. Working as a group, students will develop social competence (interpersonal intelligence). 2.In order to compose the questions on grammar, spelling and mime students have to use their background knowledge, being developed the competence of learning to learn because they have to decide how to organize their knowledge to make the questions. Mime will also develop the knowledge and interaction with the physical world (kinesthetic intelligence). 3.Identifying the main characteristics of artistic elements (music and monuments) will improve the cultural and artistic competence of students developing visual and musical intelligence. 4.Students will work on digital competence searching images and song s which they have to select.
ASSESSMENT: The teacher will check all the questions before playing, assessing the personal ideas of students, their originality in selecting songs and images and their writing skills. The teacher will also assess how the students work as a group.
MATERIALS: Cards, computer connected to a projector
DEVELOPMENT OF THE ACTIVITY:
Students will mix the cards which have made in the previous class. The teacher will choose one of them which will be read by one member of the group that has composed it. After that, all the groups, except for the group that has made the question, can answer. Every turn, students have to decide who the spokesperson of each group is (being one of the members each time). The groups will have one minute to think and agree upon the answer, being only the spokesperson of each group who can give the response after raising his hand. If the group gives a wrong answer, the rest of groups can answer after doing the same process. After answering a question of art, the group that has composed the question will show an image of the monument or picture chosen, explaining the reasons of their election.
ASSESSMENT:
The teacher will assess the oral expression of students, their ways of communication and the respect for their partners while they are playing.
MULTIPLE INTELLIGENCES AND COMPETENCES LEVEL: This activity is managed to students in the fourth year of ESO. TIME REQUIRED: about 2 weeks. OBJECTIVES: I follow the B.O.E. objectives CONTENTS: I follow the different multiple intelligences. 1. Linguistic competence: speaking, expressing ideas, information, feeling…, solving word problems, etc. 2. Logical-mathematical intelligence: taking decisions, solving real problems, etc. 3. Spatial intelligence (creative point): showing photos, musical pieces, maps, etc. 4. Bodily-kinesthetic intelligence. 5. Musical intelligence: using music, hearing, producing the intonation and rhythm of the language. 6. Interpersonal intelligence: talking with other people, understanding them, using language to communicate, etc. 7. Intrapersonal intelligence and from my point of view, one of the most important ones to help improving individually: self-knowledge, self-confidence, etc. METHODOLOGY: The activity consists of an exchange to another country. Students will have the possibility to spend one week studying abroad. When students accept the exchange, they accept to go abroad for sharing a new history, culture, language and tradition. During this week, pupils travel abroad living a unique opportunity to immerse themselves in a new culture while earning academic credit. They will live with a family, so, they will change their traditions to live as a British student. They will have to respect families, and the different activities that their new families think it would be the best for their learning. When they come back here, a new activity begins. Students will bring questions about the area where they travelled (They could ask about the most people known in this area, about its traditions, its music, its food, etc.) for asking to their classmates. The people who more questions answer will win a positive mark. Then, students will tell their own experiences in order to everybody know information about all countries. To support his experience, they will have to bring some photos, some musical pieces, typical food or thus, some brief information about important people in this area, as for example, painters, actors, singers, writers, etc. For the next day, students will bring a writing activity about what is the country that has caught their attention. Some of the best stories will be integrated in the end-term magazine in order to parents and classmates (from other courses) know about the great experience for travelling abroad. ASSESSMENT: Teacher will take notes about students’ progress in the different English skills, however, students will be assessed by the way in which they have solved the problems presented in their trips, and of course, by the motivation that they have showed in this program exchange. They will be also assessed by their individual participation telling their own experience, and by the writing activity. CONCLUSION: This will be a good activity in which student will enjoy learning English and about its culture, developing multiple intelligences and competences.
My lesson plan has been designed for students in 3º ESO with level A2. The topic is landscape and pollution and the duration of the whole lesson is 60 minutes. I have used numbers to refer to the objectives included in BOJA.
1. Introduction To introduce the topic (landscape and pollution) the teacher will propose a riddle or logical problem.
a) Objectives y competences: Competencia matemática
b) Time and material: 5 minutes.
2. First task We will start the lesson listening to a podcast about the representation of the landscape in painting.
a) Objectives y competences: 1, 10 y 11. Conocimiento y la interacción con el mundo físico; competencia cultural y artística.
b) Time and material: 15 minutes. Computer and speakers.
3. Second task The students will read an article about the effects of human actions on the landscape. And how the landscape has changed through the history of the planet.
a) Objectives and competences: 3, 8 y 9. Tratamiento de la información y competencia digital.
b) Time and materials: 15 minutes. Computers.
4. Third task The students will write 5 questions about the importance of protecting the environment and the things we can do to reduce pollution. Working in pairs they will ask each other the questions.
a) Objectives and competences: 2, 4, 5 y 12. Autonomía e iniciativa personal, competencia lingüística, competencia social y ciudadana.
b) Time and materials: 20 minutes. Paper.
5. Fourth task We will finish the lesson with a review of what the students have learnt.
a) Objectives: 6 y 7. Competencia para aprender a aprender.
b) Time and materials: 5 minutes.
6. Assesment The teacher will monitor the students by walking around the classroom during the third task in order to assess their ability to communicate orally. During the second task the teacher will be also walking around the class to make sure the students are reading the article and to help the students with any doubt they might have.
Beatriz Ruiz Gálvez LESSON PLAN ON MI AND COMPETENCES LEVEL: 4º ESO TOPIC: theatrical script TIME: one session of one hour every week INTRODUCTION: this activity is to write a play which will be performed at the end of year party ACTIVITY: - Students will be divided into groups of four. They will have to write a play. By doing this activity students will improve their linguistic capacities both oral and written. In additon, they will use logic and mathematics in order to create realistic sequences of a play. Further, by working in groups students can correct mistakes to each other. Once the plays have been written, each group will present its theatrical script to the rest of the class. Then, there will be a votation and the play most voted will be represented at the end of course. - When the play has been chosen the next task will be to assign the roles. Each student will prepare a short scene of their favorite character. Students must show their talent and skills both acting and dancing (body expression) and must be able to memorize and improvise (linguistic expression). Those who do best will get the roles. - The following task is to draw the scenery and costume design. For this, students will be divided into groups again and will create a mock design. Again there will be a vote and the best design will be elected. The group who has done better will be responsible for the sets and costumes. With this task students will develop their visual-spatial abilities and perceptions. - Finally, students will have to choose the music. Again, students will be split up into groups and will choose the songs and sounds that think are more convenient for the play. Each group will present their proposal and together we will choose the most appropriate melodies for each scene. ASSESSMENT: the play will be rehearsed one or two hours per week depending on how well or bad it goes. Rehearsals will be recorded. This way, students will be aware of their own faults, will learn from their mistakes and will make a self-criticism of their work. As for the work of the students in charge of designing the costumes and scenery, it will be weekly monitorized and I will be at their entire disposal if they need something.
My lesson plan is prepared for students from the second year of compulsory education (ESO) and is made taking into account the BOJA objectives.
1) First task
The first activity will deal with new vocabulary about fruits and vegetables. The students will learn about them with riddles. http://www.saludhealthinfo.com/Fruit%20and%20Vegetable%20Riddle%20Challenge.pdf
1. A) Objectives and competences 3, 9, 11
1. B) Time 15 minutes
1. C) Materials Photocopies with the riddles
1. D) Development of the activity The teacher will hand the students some photocopies with the riddles about fruits and vegetables. The teacher will write the name of the food in the blackboard (probably, they will not know all of them, so they will have to match them by elimination. This is a funny way of learning new vocabulary because it is part of a game.
2) Second task
The second task will involve technologic equipment. Individually, they will listen to some descriptions of the fruits and vegetables and try to draw them according to what they have heard.
2. A) Objectives 1, 8, 10
2. B) Time 30 minutes
2. C) Materials Computer, earplugs, paper, pencils, crayons
2. D) Development of the activity To continue with the activity, they will listen to some recordings that describe different fruits and vegetables. They will do this individually in case they have not got it very well and need to repeat the recording. They will draw them taking into account what they have previously listened to.
3) Third task
Finally, in pairs, comparing the drawings and try to guess it.
3. A) Objectives 2, 5, 7, 12
3. B) Time 15 minutes
3. C) Materials The drawings they have made
3. D) Development of the activity The next step will be sharing with their partners their drawings and recordings to check if they have done it properly. Also, they will need to look for the name of the fruit they have drawn in the internet, with the help of the partner and the description of it.
4) Fourth task
Write a short essay about the properties of vegetables and fruits and the importance of have a healthy diet. This task will be done at home and they will have one week
4. A) Objectives 4, 6
Final Assessment This is an activity made to enjoy it, as includes games and the use of computers. Most of the activity will take part within the class. The teacher will observe the students working and he or she will take notes about their progress. The second part of the activity, the one about writing an essay will be evaluated according to grammar and syntax. Anyway, none of the students will fail it as they have worked in class and at home
Lesson Plan: Multiple Intelligences and Competences Adressed to students of the last year of E.S.O Material: Computer, screen and projector. Timing: two hours Methodology: It was Howard Gardner (1993), who said that there are multiple intelligences affecting other abilities and which can be developed by students in the class along their process of learning. Thus, by means of the next activity these Multiple Intelligences and competences will be carried out. Students will be divided into 4 groups. Each of the group will have to select a piece of news about some relevant events that have recently happened. Then, each group will have to read it between them for its understanding. After that, the teacher will explain how to use VOKI (http://www.voki.com/ ) and they will be encouraged to create one voki by which they record the information. It will be performed in class as if it were a TV presenter or a journalist reading some breaking news with the voice of each student. Meanwhile the rest of the groups will take down about some relevant information and they will also have to give their personal opinion using objectivity and sincerity. Thus, multiple intelligences will be used. Assessment: The teacher will ask the students how much they liked the activity and how they have seen the interaction of themselves. He/She will take notes and give to the students some tips and feedback about the most common mistakes and the positive parts.
Macarena Palma Gutiérrez
ResponderEliminarLESSON PLAN ON MI AND COMPETENCES
LEVEL: from upper-intermediate to advanced
TIME REQUIRED: about 2 hours per week
ACTIVITY: Gymkhana focused on using multiple intelligences to learn English
INTRODUCTION: Students will be divided into groups (3 to 6 people). Each group will have a different leader in each activity, so that group work reinforces much more the cooperative learning. The main goal of this gymkhana is to emphasize the interpersonal intelligence.
At the end, the first group which finishes the whole gymkhana will be given a reward: these students will organize the next gymkhana session for the next week, and the winner group of that weekly activity will be the next organizer, so this activity will become part of the dynamics of the course.
1) Lego blocks-> each group will be given a bag with 10 assorted (in shape and colour) Lego building pieces in it. They can choose between two guided issues (furniture or transports) in order to produce a design of a piece of furniture or a determined transport with the Lego blocks. Then they have to write down step-by-step instructions for how another group could construct the same design and correctly guess what the initial group intended the design to represent.The interesting thing is that this activity also encourages student conversation and improves precision writing skills.
2) Hangman game and vocabulary chart-> each group has the possibility of choosing between a hangman game and a crossword. After resolving the first game, each group has to separate the vocabulary obtained into countable and uncountable nouns by using a chart on the blackboard. This activity is also useful for the long-term memory when dealing with vocabulary.
3) Description of a photograph-> the leader of each group in this activity will have to take a photograph of a famous sculpture and he/she can choose between describing its behavior and describing it with the aid of the game “Simon says” (so another component of the team will have to perform the leader’s commands). The aim of this activity is to learn vocabulary of the parts of the body and verbal actions.In addition, this is also an inductive activity, since the leader is going to choose in an unconscious way between the use of the present simple (if his/her election is “Simon says”) and present continuous (if he/she makes a description of the behavior of the sculpture).
4) Tongue twister-> each member of the group has to take one of the 5 cards entitled in this way: Peter Piper, Betty Botter, Sea Shells by the sea shore, A flea and a fly, and Woodchuck. They are tongue twisters whose main goal is to make students practice the fluency when dealing with difficult words and sentences.
5) Match-up-> each group has to choose a slip of paper which contains sentence halves and grammar labels (conditionals, future tenses and passive voice). Their mission is to join the halves and choose their correct grammar label. Finally each group has to write down a short explanation for each of the three grammatical rules.So this is again a case of inductive learning because students will discover the rules of grammar by themselves.
6) Tape recorder-> each group is given a list of vocabulary concerned with a job interview, and their task is to create a situation in which they have to converse and perform the roles of interviewer and interviewees. Such interview is recorded, so that at the end of the activity, the group is able to listen to their speeches as a way of self-monitoring and correction for their oral production.
ASSESSMENT: I will observe and take notes on the students’ progress in the different activities of this gymkhana, their individual participation within their groups, and their capacity to solve the problems presented in the different activities. Finally, I will not give students final marks but he/she will provide feedback. In this way, students will achieve a more effective learning and will be less anxious and more motivated.
LESSON PLAN ON MI AND INTEGRATED COMPETENCES
ResponderEliminarTITLE: “Party” game
LESSON AIM: This activity is addressed to students of the last year of high school. By means of its development, students will work on multiple intelligences, making use of different integrated competences to perform the activity.
INTRODUCTION: The activity consists of a game of questions and challenges which belong to different categories. Students will be divided into groups and they will compose their own questions and answers writing them down into cardboard cards provided by the teacher. The first group in getting a correct answer of each category will win the game. The score of each group will be controlled by the teacher.
- FIRST ACTIVITY
TIME: One hour
MATERIALS: Computer, cardboard.
DEVELOPMENT OF THE ACTIVITY: Firstly, the teacher will show how to compose the questions, the kinds of categories and their development.
In the first category, students have to develop questions related to grammar structures. They can give some features of a tense and the rest of groups have to guess its name or they can write a sentence with one tense which will be changed into another tense by the other groups. All the responses have to be completed with an example.
Music is the next category; Students have to look for different famous songs and choose one that will be played in class for one minute. They have to write down the name of the chosen song in the card. The style of the song has to be identified by the rest of groups.
The third category of questions is vocabulary spelling. Students have to develop a structured question in which they ask what the spelling of a certain word is. These words have to be related to history, geography or natural science vocabulary.
The next one is a mime challenge in which students will represent actions, sports, jobs... by means of mime, using neither words nor sounds. Within the card they have to add a clue about the category of the element performed.
The last category is art. Students will select some images of monuments or famous pictures which will be described briefly in their cards. They will also provide an image of the monument or picture chosen which will be shown to the partners once the question has been answered.
After the explanation of the game, students will be divided into groups of four people and each student has to compose a question with an answer related to each category, so each group will have an amount of twenty cards. Firstly, the members of the group have to agree in order to not repeat elements or questions within the same group and once the questions have been composed they will have to check if all of them are correct or if they have to modify something. The elements chosen by students will be controlled by the teacher in order to not repeat the same themes in different groups.
1.Elaborating questions and answers individually will develop the competence of personal initiative and autonomy (intrapersonal intelligence) of students because they have to use their imagination and select the suitable ideas. Working as a group, students will develop social competence (interpersonal intelligence).
2.In order to compose the questions on grammar, spelling and mime students have to use their background knowledge, being developed the competence of learning to learn because they have to decide how to organize their knowledge to make the questions. Mime will also develop the knowledge and interaction with the physical world (kinesthetic intelligence).
3.Identifying the main characteristics of artistic elements (music and monuments) will improve the cultural and artistic competence of students developing visual and musical intelligence.
4.Students will work on digital competence searching images and song s which they have to select.
ASSESSMENT: The teacher will check all the questions before playing, assessing the personal ideas of students, their originality in selecting songs and images and their writing skills. The teacher will also assess how the students work as a group.
- SECOND ACTIVITY
ResponderEliminarTIME: One hour
MATERIALS: Cards, computer connected to a projector
DEVELOPMENT OF THE ACTIVITY:
Students will mix the cards which have made in the previous class. The teacher will choose one of them which will be read by one member of the group that has composed it.
After that, all the groups, except for the group that has made the question, can answer. Every turn, students have to decide who the spokesperson of each group is (being one of the members each time). The groups will have one minute to think and agree upon the answer, being only the spokesperson of each group who can give the response after raising his hand. If the group gives a wrong answer, the rest of groups can answer after doing the same process.
After answering a question of art, the group that has composed the question will show an image of the monument or picture chosen, explaining the reasons of their election.
ASSESSMENT:
The teacher will assess the oral expression of students, their ways of communication and the respect for their partners while they are playing.
Raquel Martín García
MULTIPLE INTELLIGENCES AND COMPETENCES
ResponderEliminarLEVEL: This activity is managed to students in the fourth year of ESO.
TIME REQUIRED: about 2 weeks.
OBJECTIVES: I follow the B.O.E. objectives
CONTENTS: I follow the different multiple intelligences.
1. Linguistic competence: speaking, expressing ideas, information, feeling…, solving word problems, etc.
2. Logical-mathematical intelligence: taking decisions, solving real problems, etc.
3. Spatial intelligence (creative point): showing photos, musical pieces, maps, etc.
4. Bodily-kinesthetic intelligence.
5. Musical intelligence: using music, hearing, producing the intonation and rhythm of the language.
6. Interpersonal intelligence: talking with other people, understanding them, using language to communicate, etc.
7. Intrapersonal intelligence and from my point of view, one of the most important ones to help improving individually: self-knowledge, self-confidence, etc.
METHODOLOGY: The activity consists of an exchange to another country. Students will have the possibility to spend one week studying abroad. When students accept the exchange, they accept to go abroad for sharing a new history, culture, language and tradition.
During this week, pupils travel abroad living a unique opportunity to immerse themselves in a new culture while earning academic credit. They will live with a family, so, they will change their traditions to live as a British student. They will have to respect families, and the different activities that their new families think it would be the best for their learning.
When they come back here, a new activity begins. Students will bring questions about the area where they travelled (They could ask about the most people known in this area, about its traditions, its music, its food, etc.) for asking to their classmates. The people who more questions answer will win a positive mark.
Then, students will tell their own experiences in order to everybody know information about all countries. To support his experience, they will have to bring some photos, some musical pieces, typical food or thus, some brief information about important people in this area, as for example, painters, actors, singers, writers, etc.
For the next day, students will bring a writing activity about what is the country that has caught their attention.
Some of the best stories will be integrated in the end-term magazine in order to parents and classmates (from other courses) know about the great experience for travelling abroad.
ASSESSMENT: Teacher will take notes about students’ progress in the different English skills, however, students will be assessed by the way in which they have solved the problems presented in their trips, and of course, by the motivation that they have showed in this program exchange. They will be also assessed by their individual participation telling their own experience, and by the writing activity.
CONCLUSION: This will be a good activity in which student will enjoy learning English and about its culture, developing multiple intelligences and competences.
SARA PEREA MEDINA
My lesson plan has been designed for students in 3º ESO with level A2.
ResponderEliminarThe topic is landscape and pollution and the duration of the whole lesson is 60 minutes. I have used numbers to refer to the objectives included in BOJA.
1. Introduction
To introduce the topic (landscape and pollution) the teacher will propose a riddle or logical problem.
a) Objectives y competences: Competencia matemática
b) Time and material: 5 minutes.
2. First task
We will start the lesson listening to a podcast about the representation of the landscape in painting.
a) Objectives y competences: 1, 10 y 11. Conocimiento y la interacción con el mundo físico; competencia cultural y artística.
b) Time and material: 15 minutes. Computer and speakers.
3. Second task
The students will read an article about the effects of human actions on the landscape. And how the landscape has changed through the history of the planet.
a) Objectives and competences: 3, 8 y 9. Tratamiento de la información y competencia digital.
b) Time and materials: 15 minutes. Computers.
4. Third task
The students will write 5 questions about the importance of protecting the environment and the things we can do to reduce pollution. Working in pairs they will ask each other the questions.
a) Objectives and competences: 2, 4, 5 y 12. Autonomía e iniciativa personal, competencia lingüística, competencia social y ciudadana.
b) Time and materials: 20 minutes. Paper.
5. Fourth task
We will finish the lesson with a review of what the students have learnt.
a) Objectives: 6 y 7. Competencia para aprender a aprender.
b) Time and materials: 5 minutes.
6. Assesment
The teacher will monitor the students by walking around the classroom during the third task in order to assess their ability to communicate orally. During the second task the teacher will be also walking around the class to make sure the students are reading the article and to help the students with any doubt they might have.
Beatriz Ruiz Gálvez
ResponderEliminarLESSON PLAN ON MI AND COMPETENCES
LEVEL: 4º ESO
TOPIC: theatrical script
TIME: one session of one hour every week
INTRODUCTION: this activity is to write a play which will be performed at the end of year party
ACTIVITY:
- Students will be divided into groups of four. They will have to write a play. By doing this activity students will improve their linguistic capacities both oral and written. In additon, they will use logic and mathematics in order to create realistic sequences of a play. Further, by working in groups students can correct mistakes to each other.
Once the plays have been written, each group will present its theatrical script to the rest of the class. Then, there will be a votation and the play most voted will be represented at the end of course.
- When the play has been chosen the next task will be to assign the roles. Each student will prepare a short scene of their favorite character. Students must show their talent and skills both acting and dancing (body expression) and must be able to memorize and improvise (linguistic expression). Those who do best will get the roles.
- The following task is to draw the scenery and costume design. For this, students will be divided into groups again and will create a mock design. Again there will be a vote and the best design will be elected. The group who has done better will be responsible for the sets and costumes. With this task students will develop their visual-spatial abilities and perceptions.
- Finally, students will have to choose the music. Again, students will be split up into groups and will choose the songs and sounds that think are more convenient for the play. Each group will present their proposal and together we will choose the most appropriate melodies for each scene.
ASSESSMENT: the play will be rehearsed one or two hours per week depending on how well or bad it goes. Rehearsals will be recorded. This way, students will be aware of their own faults, will learn from their mistakes and will make a self-criticism of their work. As for the work of the students in charge of designing the costumes and scenery, it will be weekly monitorized and I will be at their entire disposal if they need something.
Fruits and vegetables
ResponderEliminarMy lesson plan is prepared for students from the second year of compulsory education (ESO) and is made taking into account the BOJA objectives.
1) First task
The first activity will deal with new vocabulary about fruits and vegetables. The students will learn about them with riddles.
http://www.saludhealthinfo.com/Fruit%20and%20Vegetable%20Riddle%20Challenge.pdf
1. A) Objectives and competences
3, 9, 11
1. B) Time
15 minutes
1. C) Materials
Photocopies with the riddles
1. D) Development of the activity
The teacher will hand the students some photocopies with the riddles about fruits and vegetables. The teacher will write the name of the food in the blackboard (probably, they will not know all of them, so they will have to match them by elimination. This is a funny way of learning new vocabulary because it is part of a game.
2) Second task
The second task will involve technologic equipment. Individually, they will listen to some descriptions of the fruits and vegetables and try to draw them according to what they have heard.
2. A) Objectives
1, 8, 10
2. B) Time
30 minutes
2. C) Materials
Computer, earplugs, paper, pencils, crayons
2. D) Development of the activity
To continue with the activity, they will listen to some recordings that describe different fruits and vegetables. They will do this individually in case they have not got it very well and need to repeat the recording. They will draw them taking into account what they have previously listened to.
3) Third task
Finally, in pairs, comparing the drawings and try to guess it.
3. A) Objectives
2, 5, 7, 12
3. B) Time
15 minutes
3. C) Materials
The drawings they have made
3. D) Development of the activity
The next step will be sharing with their partners their drawings and recordings to check if they have done it properly. Also, they will need to look for the name of the fruit they have drawn in the internet, with the help of the partner and the description of it.
4) Fourth task
Write a short essay about the properties of vegetables and fruits and the importance of have a healthy diet. This task will be done at home and they will have one week
4. A) Objectives
4, 6
Final Assessment
This is an activity made to enjoy it, as includes games and the use of computers. Most of the activity will take part within the class. The teacher will observe the students working and he or she will take notes about their progress. The second part of the activity, the one about writing an essay will be evaluated according to grammar and syntax. Anyway, none of the students will fail it as they have worked in class and at home
Lesson Plan: Multiple Intelligences and Competences
ResponderEliminarAdressed to students of the last year of E.S.O
Material: Computer, screen and projector.
Timing: two hours
Methodology:
It was Howard Gardner (1993), who said that there are multiple intelligences affecting other abilities and which can be developed by students in the class along their process of learning. Thus, by means of the next activity these Multiple Intelligences and competences will be carried out.
Students will be divided into 4 groups. Each of the group will have to select a piece of news about some relevant events that have recently happened. Then, each group will have to read it between them for its understanding. After that, the teacher will explain how to use VOKI (http://www.voki.com/ ) and they will be encouraged to create one voki by which they record the information. It will be performed in class as if it were a TV presenter or a journalist reading some breaking news with the voice of each student. Meanwhile the rest of the groups will take down about some relevant information and they will also have to give their personal opinion using objectivity and sincerity. Thus, multiple intelligences will be used.
Assessment: The teacher will ask the students how much they liked the activity and how they have seen the interaction of themselves. He/She will take notes and give to the students some tips and feedback about the most common mistakes and the positive parts.