The playground
A project about Petrona Viera
INDEX OF CONTENTS
Introduction
Skills
Subject and course
Activities
Objectives
Evaluation
Reflexion
Content
Why work with this topic on a project?
Introduction
Make students feel part of the creative process.
Allow movement, emotions, feelings, autonomy, happiness, joy and self-esteem.
Introduce a foreign artist, to expand their cultural heritage.
Subject and course
Artistic knowledge Subject: Plastic
Primary school first grade
Objectives
Present the life and work of Petrona Viera .
Promote instances of observation and analysis of her work.
Develop forms of awareness, appreciation and enjoyment of different artistic and cultural objects and events.
Promote work with grammatical structures and vocabulary in L2.
Contents
* Petrona Viera
*Oral and written comprehension of the project.
*Plastic creation.
*Use of different artistic techniques and materials.
*Cooperative work
Skills
Skills in linguistic communication
Social and civic skills
Skills in cultural awareness and expressions.
Learning to learn skills
Sessions
3rd Session
1st Session
2nd Session
Explore previous ideas and present the topic
Work with the information
Evaluation activities
1st Session
20 minutes
30 minutes
The teacher presents different pictures of Petrona Viera´s paintings. Students will have to represent them using their bodies, and the teacher will provide them with instructions on their movements. Finally, the teacher introduces a True or False activity related to the paintings they have observed.
The students enter the classroom and discover that the teacher is dressed with a white coat and has a paint palette. In the classroom they will have 4 images of paintings of Petrona Viera. What´s this?The teacher presents vocabulary related to paintings. Every child will have to make a drawing according to the word they get.
1st Session
Vocabulary
1st Session
Vocabulary
1st Session
Petrona Viera´s paintings
Petrona Viera´s paintings
1st Session
1st Session
Movement instructions
1st Session
1st Session
True or false
1st Session
True or false
1st Session
True or false
1st Session
True or false
1st Session
True or false
BICS, CALPS and Communicative Functions
1st Session
COMMUNICATIVE FUNCTIONS: Asking questions, movement instructions. BICS: What is this? CALPS: colors, paint brush, canvas, artist, computer, girls, book, ball, rain.
2nd Session
20 minutes
30 minutes
Storytelling about Petrona Viera´s life
Present the titles of the paintings of Petrona Viera and ask students to select one title and make a drawing related to it
VS
Put pictures of the story in order
Select one word that decribes each picture of the story
Storytelling
2nd Session
TPR Storytelling: Teaching Proficiency Through Reading and Storytelling.
Speaking slowly enough to allow students to process what we’re saying.
Going back and reviewing storyline.
Dramatization and dialogue. By acting out storylines and events and adding dialogue, student interest is enhanced. The better the acting, the more interesting it will be.
VS
Always check for understanding.
Look in individual students’ eyes when teaching. Looking in their eyes is a way to connect with students and to assess whether communication is taking place.
In TPRS we teach grammar as vocabulary. Grammar is taught through meaning by getting students to feel the grammar. We try not to shelter tenses or structures. We introduce whatever tense or structure is necessary to tell our story.
Story
2nd Session
VS
2nd Session
Story
VS
2nd Session
Story
VS
Story
2 Session
VS
Story
2nd Session
VS
Story
2nd Session
VS
Story
2nd Session
VS
Story
2nd Session
VS
Story
2nd Session
VS
Story
2nd Session
VS
Story
2nd Session
VS
Place the pictures of the story in order
2nd Session
VS
Drawing
2nd Session
Niñas
Recreo
VS
Niños con cometas
BICS, CALPS and Communicative Functions
2nd Session
COMMUNICATIVE FUNCTIONS: Expressing an opinion BICS: I think... CALPS: deaf person, school, sign language, pictures
EVALUATION
Teaching practice will be evaluated
Assessment will be global, continuous and formative, taking into account the progress made by the students.
Evaluation standards:
Make drawings, murals, posters, leaflets and works related to the project..
Participate actively in the classroom.
Be able to express ideas about the project in a simple way.
Research to obtain information from different sources.
Search for, select and organise information about the project.
Know basic aspects of the life and work of the painter.
VS
Understand the information conveyed from videos and oral presentations.
Use vocabulary specific to the project.
Be able to communicate adequately in oral and written language.
Work in a cooperative way, respecting the opinions of classmates and taking turns to speak.
Value and appreciate the role of women in society.
Escribe un título
ASSESSMENT TECHNIQUES
Mind map
Self-assessments
Co-evaluations
Evaluation rubric
Checklist
Kahoot
Pictures
Group evaluation target
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Lorem ipsum dolor sit amet
Lorem ipsum dolor sit amet
Lorem ipsum dolor sit amet
Lorem ipsum dolor sit amet
Bics, calps and communicative functions in evaluation activities.
BICS: knowing, writing and pronouncing basic verbs, answer yes, no or don't know. CALPS: project-specific vocabulary such as painter, paintbrush, canvas, creativity, pictures, colours. COMMUNICATIVE FUNCTIONS: Ask questions such as with whom and what do you do.
evaluation rubric
Pictures
Mind map
Group evaluation target
checklist
Kahoot
Self-assessmentsCo-evaluations
Lorem ipsum dolor sit amet
Lorem ipsum dolor sit amet
Lorem ipsum dolor sit amet
Lorem ipsum dolor sit amet
Lorem ipsum dolor sit amet
Self-assessmentsCo-evaluations
At the end the first session15 MINUTES
A series of images and real objects. In teams they have to select the ones they think are related to the project and paste them on a support indicating yes, no or I don't know.
a series of images with the word underneath. In teams they have to select the ones they think are related to the project and paste them on a support indicating yes, no or I don't know.
Self-assessmentsCo-evaluations
a series of images with the word underneath. In teams they have to select the ones they think are related to the project and paste them on a support indicating yes, no or I don't know.
Self-assessmentsCo-evaluations
Self-assessmentsCo-evaluations
We will make a circle and have to pass a ball to each other. The person who receives the ball has to say one of the words he/she remembers from the previous cards and objects.
Evaluation rubric
At the end of the second session10 MINUTES
We will have to cover the evaluation rubric about the work of each of our colleagues.
Evaluation rubric
We will have to cover the evaluation rubric about the work of each of our colleagues.
at the end ofthe second session10 min
Third session 20minutes
Mind map
We make a mind map together with words and pictures.The words are written with the help of the depressors.
The mind map helps to classify and structure ideas.
Third session
MIND MAPGroup evaluation target
When the mind map is finished, they cover their impressions as a group by means of a simple dartboard.
Third session 10 minutes
KAHOOT
third session
They listen to the question and we read it together.
PICTURES
Third session20 minutes
third session
The structure of the questions and the answer is presented.Then in pairs, using photographs of the project, they should analyse them and ask the questions for their partner to answer.
PICTURES
third session
These verbs are visible on the board for you to use in your answers. You can pronounce them or touch them.
Checklist
At the end of the project
Evaluation for the teacher, allows her or him to improve her os his practice and to establish necessary changes in the scaffolding of the activities.
Reviewing the project:
How were you organised to carry out this project? We created a Whatsapp group, brainstormed the topic together, divided our tasks and met virtually and in person. Did you experience any difficulties? Yes, we experienced difficulties organizing the activities with the limited time we had and with the scaffolding.That is actually the reason why we had to add a third session.
What did you learn from this project? We learned how to use CLIL methodology, to think of activities for a 1st grade in English and create a project.
What is your general opinion of the project? We enjoyed making the project, thinking about learning strategies and including movement and art.
What is your general opinion of the working group? It is really effective, due to the fact that you can reduce working time by sharing ideas, resources and thinking together.
Team
Jessica Rodríguez Piñeiro
Paula Vanoli Dubra
María Isabel Gasso Cortizo
Thank you!
The playground - Petrona Viera
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Transcript
The playground
A project about Petrona Viera
INDEX OF CONTENTS
Introduction
Skills
Subject and course
Activities
Objectives
Evaluation
Reflexion
Content
Why work with this topic on a project?
Introduction
Make students feel part of the creative process.
Allow movement, emotions, feelings, autonomy, happiness, joy and self-esteem.
Introduce a foreign artist, to expand their cultural heritage.
Subject and course
Artistic knowledge Subject: Plastic
Primary school first grade
Objectives
Present the life and work of Petrona Viera .
Promote instances of observation and analysis of her work.
Develop forms of awareness, appreciation and enjoyment of different artistic and cultural objects and events.
Promote work with grammatical structures and vocabulary in L2.
Contents
* Petrona Viera *Oral and written comprehension of the project. *Plastic creation. *Use of different artistic techniques and materials. *Cooperative work
Skills
Skills in linguistic communication
Social and civic skills
Skills in cultural awareness and expressions.
Learning to learn skills
Sessions
3rd Session
1st Session
2nd Session
Explore previous ideas and present the topic
Work with the information
Evaluation activities
1st Session
20 minutes
30 minutes
The teacher presents different pictures of Petrona Viera´s paintings. Students will have to represent them using their bodies, and the teacher will provide them with instructions on their movements. Finally, the teacher introduces a True or False activity related to the paintings they have observed.
The students enter the classroom and discover that the teacher is dressed with a white coat and has a paint palette. In the classroom they will have 4 images of paintings of Petrona Viera. What´s this?The teacher presents vocabulary related to paintings. Every child will have to make a drawing according to the word they get.
1st Session
Vocabulary
1st Session
Vocabulary
1st Session
Petrona Viera´s paintings
Petrona Viera´s paintings
1st Session
1st Session
Movement instructions
1st Session
1st Session
True or false
1st Session
True or false
1st Session
True or false
1st Session
True or false
1st Session
True or false
BICS, CALPS and Communicative Functions
1st Session
COMMUNICATIVE FUNCTIONS: Asking questions, movement instructions. BICS: What is this? CALPS: colors, paint brush, canvas, artist, computer, girls, book, ball, rain.
2nd Session
20 minutes
30 minutes
Storytelling about Petrona Viera´s life
Present the titles of the paintings of Petrona Viera and ask students to select one title and make a drawing related to it
VS
Put pictures of the story in order
Select one word that decribes each picture of the story
Storytelling
2nd Session
TPR Storytelling: Teaching Proficiency Through Reading and Storytelling.
Speaking slowly enough to allow students to process what we’re saying.
Going back and reviewing storyline.
Dramatization and dialogue. By acting out storylines and events and adding dialogue, student interest is enhanced. The better the acting, the more interesting it will be.
VS
Always check for understanding.
Look in individual students’ eyes when teaching. Looking in their eyes is a way to connect with students and to assess whether communication is taking place.
In TPRS we teach grammar as vocabulary. Grammar is taught through meaning by getting students to feel the grammar. We try not to shelter tenses or structures. We introduce whatever tense or structure is necessary to tell our story.
Story
2nd Session
VS
2nd Session
Story
VS
2nd Session
Story
VS
Story
2 Session
VS
Story
2nd Session
VS
Story
2nd Session
VS
Story
2nd Session
VS
Story
2nd Session
VS
Story
2nd Session
VS
Story
2nd Session
VS
Story
2nd Session
VS
Place the pictures of the story in order
2nd Session
VS
Drawing
2nd Session
Niñas
Recreo
VS
Niños con cometas
BICS, CALPS and Communicative Functions
2nd Session
COMMUNICATIVE FUNCTIONS: Expressing an opinion BICS: I think... CALPS: deaf person, school, sign language, pictures
EVALUATION
Teaching practice will be evaluated
Assessment will be global, continuous and formative, taking into account the progress made by the students.
Evaluation standards:
Make drawings, murals, posters, leaflets and works related to the project..
Participate actively in the classroom.
Be able to express ideas about the project in a simple way.
Research to obtain information from different sources.
Search for, select and organise information about the project.
Know basic aspects of the life and work of the painter.
VS
Understand the information conveyed from videos and oral presentations.
Use vocabulary specific to the project.
Be able to communicate adequately in oral and written language.
Work in a cooperative way, respecting the opinions of classmates and taking turns to speak.
Value and appreciate the role of women in society.
Escribe un título
ASSESSMENT TECHNIQUES
Mind map
Self-assessments Co-evaluations
Evaluation rubric
Checklist
Kahoot
Pictures
Group evaluation target
Lorem ipsum dolor sit amet
Lorem ipsum dolor sit amet
Lorem ipsum dolor sit amet
Lorem ipsum dolor sit amet
Lorem ipsum dolor sit amet
Bics, calps and communicative functions in evaluation activities.
BICS: knowing, writing and pronouncing basic verbs, answer yes, no or don't know. CALPS: project-specific vocabulary such as painter, paintbrush, canvas, creativity, pictures, colours. COMMUNICATIVE FUNCTIONS: Ask questions such as with whom and what do you do.
evaluation rubric
Pictures
Mind map
Group evaluation target
checklist
Kahoot
Self-assessmentsCo-evaluations
Lorem ipsum dolor sit amet
Lorem ipsum dolor sit amet
Lorem ipsum dolor sit amet
Lorem ipsum dolor sit amet
Lorem ipsum dolor sit amet
Self-assessmentsCo-evaluations
At the end the first session15 MINUTES
A series of images and real objects. In teams they have to select the ones they think are related to the project and paste them on a support indicating yes, no or I don't know.
a series of images with the word underneath. In teams they have to select the ones they think are related to the project and paste them on a support indicating yes, no or I don't know.
Self-assessmentsCo-evaluations
a series of images with the word underneath. In teams they have to select the ones they think are related to the project and paste them on a support indicating yes, no or I don't know.
Self-assessmentsCo-evaluations
Self-assessmentsCo-evaluations
We will make a circle and have to pass a ball to each other. The person who receives the ball has to say one of the words he/she remembers from the previous cards and objects.
Evaluation rubric
At the end of the second session10 MINUTES
We will have to cover the evaluation rubric about the work of each of our colleagues.
Evaluation rubric
We will have to cover the evaluation rubric about the work of each of our colleagues.
at the end ofthe second session10 min
Third session 20minutes
Mind map
We make a mind map together with words and pictures.The words are written with the help of the depressors. The mind map helps to classify and structure ideas.
Third session
MIND MAPGroup evaluation target
When the mind map is finished, they cover their impressions as a group by means of a simple dartboard.
Third session 10 minutes
KAHOOT
third session
They listen to the question and we read it together.
PICTURES
Third session20 minutes
third session
The structure of the questions and the answer is presented.Then in pairs, using photographs of the project, they should analyse them and ask the questions for their partner to answer.
PICTURES
third session
These verbs are visible on the board for you to use in your answers. You can pronounce them or touch them.
Checklist
At the end of the project
Evaluation for the teacher, allows her or him to improve her os his practice and to establish necessary changes in the scaffolding of the activities.
Reviewing the project: How were you organised to carry out this project? We created a Whatsapp group, brainstormed the topic together, divided our tasks and met virtually and in person. Did you experience any difficulties? Yes, we experienced difficulties organizing the activities with the limited time we had and with the scaffolding.That is actually the reason why we had to add a third session. What did you learn from this project? We learned how to use CLIL methodology, to think of activities for a 1st grade in English and create a project. What is your general opinion of the project? We enjoyed making the project, thinking about learning strategies and including movement and art. What is your general opinion of the working group? It is really effective, due to the fact that you can reduce working time by sharing ideas, resources and thinking together.
Team
Jessica Rodríguez Piñeiro
Paula Vanoli Dubra
María Isabel Gasso Cortizo
Thank you!