Copy - definitiva

LAURENCE STERNE: the LIFE and OPINIONSof TRISTRAM SHANDY

Concorso OrdinarioCandidata: Patrizia DimaltaClasse di concorso: AB24

LESSON PLAN OVERVIEWTopic n.1181

05. Anticipated problems

04. I.C.T.

03. Resources

02. Aims

01. Context

08. Approaches

07. Procedures

06. Methodologies andTeaching strategies

10. Bibiliography and sitography

09. Assessment

OVERVIEW

Context

Number of lessons

CEFR level

Class

Time of the Year

Sen

School

Social and cultural Background

School

School

Prato can be considered as a melting pot where many cultures and habits live together and which integrates different Knowledge and lifestyles. It is possible to distinguish the predominance of Citizens of Chinese Nationality creating a Chinese community settled in Macrolotto Zero area. The plurality of ethnic groups and cultures is also in Prato schools with higher percentages than the national average; in some institutes, the presence of pupils with a migrant background is over 70% and it requires a constant action to tackle the high drop-out and school failure rate.

VS

it is the Liceo Artistico "Umberto Brunelleschi" located in Montemurlo - a small village near Prato.

Class

CLASS: 4th classCOMPOSITION: 20 students; 12 girls and 8 boysAge: 17-18GENERAL BEHAVIOUR/MOTIVATION: Students with mixed abilities. Most students are rather interested in the class but some of them are less motivated and have difficulties in interacting with peers. CEFR: B1/B1+DIGITAL COMPETENCES: Students are familiar with the technology to be used

Sen Students

Customized Educational Plan (CEP) decided by the Class Council

• Customized Educational Plan (CEP).
• Individualisation & Personalisation

MinisterialCircular 24 of 1 March 2006))

Ministerial Decree 27.12. 2012

Anika and Jessica Wu are students with linguistic disadvantages (different L1)Aakash has socio-economic disadvantages

Giada is a Dyslexic Student .

Law 170/2010

GIADA

Inclusive environment

M.D. 5669/2011

Assessment: Focus on content rather than on formal accuracy.

Privilege oral communication and group/pair work

Reduction workload

No spelling correction, emphasis on communicative effectiveness rather than accuracy

Avoiding taking notes and dictation

Avoiding reading aloud. Focus on content not on form.

Compensatory Tools

Dispensatory Measures

Clear and simple instructions

Accessible format and dyslexia- friendly style (BDA Dyslexia-friendly style guide)

Additional time during tests(if necessary)

Structured exercises (True/False exercises, multiple choice exercises, odd word out, circle the right options...)

Digital resources: e-books, offline digital dictionaries and voice synthetizer, spell checker, PC or personal device, text to speech and speech to text tools.

Visual Aids: use of graphs, charts and grammar outlines, mind-maps for written and spoken interaction.

..

Miur Note 4233/2014

Ss. will use dictionary and linguistic compensatory measures if needed;

Ss. can use English during activities in class in order to avoid anxiety linked to Italian language;

T. will encourage a crosscultural communication;

T. will ensure that all learning material is not discriminatory and sensitive to their cultural background;

T. will schedule group work in order to promote a sense of community and pair work for mutual support;

T. will alllow a range of opportunities for participation from group discussion to individual reflection;

Anika, Jessica and Aakash are fluent in English

Inclusive environment

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January

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December

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November

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October

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September

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August

July

June

May

April

March

February

Annual calendar 2022

title here

Time of the year: towards the end of the second termNumber of Lessons: 4 lessons 55 minutes

Aims

Specific Aims

Personal aims

General Aims

General Aims

PTOF

National Guidelines for Licei

Common European Framework of Reference (2020)

Key Competences for Lifelong Learning (2018)

ANA

JAVI

DIEGO

In accordance with the Recommendation on Key Competences for Lifelong Learning adopted by the Council of the European Union in May 2018. This lesson plan will activate the following competences:

Entrepreneurship

Cultural Awereness and Expression

Personal, Social learning to learn Competences

Citizenship Competence

Digital Competence

Multilingual Competence

Literacy Competence

European Key Competences

National Guidelines for Licei

In accordance with the ‘National guidelines for Licei -DPR 89/2010, students during the 2° biennio will:

• Understand in detail oral and written texts on topics related to the specific area of interest.
• Read, analyse and interpret different literary genres and texts, belonging to different historical periods and cultural contexts which are representative of the literary tradition of the target language.
• Analyse and make comparisons between the mother tongue and the target language literary texts.
• Produce oral and written texts coherent and cohesive to tell about events and describe situations, expressing viewpoints and opinions.
• Understand the main cultural aspects of the target culture
• Use ICT in order to study and to make online researches.

..

Three -year educational plan (L107/2015). It is an essential document that constitutes the school cultural identity.It expresses the educational, didactic and management objectives.

PTOF

Can understand most TV news and current affairs programmes.Can understand documentaries, live interviews, talk shows, plays and themajority of films in the standard form of the language or a familiar variety.

Can understand most TV news and current affairs programmes.Can understand documentaries, live interviews, talk shows, plays and themajority of films in the standard form of the language or a familiar variety.

AUDIO-VISUAL

AUDIO-VISUAL

MEDIATION

MEDIATION

PRODUCTION

PRODUCTION

INTERACTION

INTERACTION

Oral: Can interact with a degree of fluency and spontaneity that makes regular interaction, and sustained relationships with users of the target language. Written: Can express news and views effectively in writing, and relate to those of others. Online: Can participate actively in an online discussion, stating and responding to opinions on topics of interest at some length.

Communication: Can outline the main points in a disagreement with reasonable precision and explain the positions of the parties involved. Concepts: Can help define goals for teamwork and compare options for how to achieve them. Strategies: Can explain a new concept or procedure by comparing and contrasting it to one that people are already familiar with.

PRODUCTION

PRODUCTION

Oral: can give clear, detailed descriptions and presentations on a wide range of subjects related to their field of interestWritten: can produce an essay or report which develops an argument, giving reasons in support of or against a particular point of view and explaining the advantages and disadvantages of various options.

Oral: can give clear, detailed descriptions and presentations on a wide range of subjects related to their field of interestWritten: can produce an essay or report which develops an argument, giving reasons in support of or against a particular point of view and explaining the advantages and disadvantages of various options.

B2

B2

COMMON EUROPEAN FRAMEWORK OF REFERENCE

COMMON EUROPEAN FRAMEWORK OF REFERENCE

RECEPTION

RECEPTION

Oral comprehension: can understand the main ideas of a complex discourse both concrete and abstract. Reading comprehension: can quickly identify the content an relevance of new items. Audio-visual comprehension: can understand most TV news and current affairs programmes.

Oral comprehension: can understand the main ideas of a complex discourse both concrete and abstract. Reading comprehension: can quickly identify the content an relevance of new items. Audio-visual comprehension: can understand most TV news and current affairs programmes.

Personal aims

• Use different techniques and strategies by taking into account SS' needs and learning styles..
• Create a friendly and inclusive learning environment.

• Make lessons enjoyable to sustain SS' motivation.
• Reduce Teacher Talking Time (TTT).
• Arouse interest in order to promote SS' intrinsic motivation.
• Promote collaboration, cooperation, critical thinking and creativity.
• Vary the pace in my lessons by planning different activities in order to keep SS' attention.
• Help SS to succeed by giving them confidence.
• Demystify mistakes as they are a natural part of learning process.

• Identify themes, style and features of a literary work. Recognize the features common to a particular literary genre

• Describing the stylistic features, structure and characters of Tristram Shandy by talking about their personal intepretation of the novel.
• Talking about personal experiences related to the topic tackled in the work

will have developed:

• A positive, curious attitude towards new literary tecniques, terms and expressions.
• Confidence in their artistic and argumentative skills;

will have improved:

• critical thinking, intuition, and creativity;
• Communication and collaborative skills;
• digital skills;
• Learning to learn skills;
• Oral presentation skills;
• Written production skills.

WILL BE ABLE TO:

by the end of the lessons, learners...

Specific Learning Aims

Ss. have already dealt with:

• the rise of the novel
• the historical and cultural background
• the following authors' biographies and works: Miguel de Cervantes, Jonathan Swift, William Bathoe, Henry Fielding, Daniel Defoe, Samuel Richardson and Laurence Sterne.

Skills:

• Ss. are used to working in pairs/group.
• Ss. are familiar with all ICT used
• Ss are familiar with ebook creator
• SS have learnt turn-taking strategies
• Ss are familiar with class/group discussion.
• Ss are familiar with the creation of digital book.

Knowledge

Prerequisites

Realia, Authentic materials, Blackboard,Songs

Internet access;BYOD (smartphones, tablet, laptop)Computers;Textbook (digital version);IwbOnline videos

Handouts;Worksheets;Textbook(paper version)

Digital

Paper

Apps

Materials

Resources

Bloom's Taxonomy and theSAMR model

The Key-words of Technology

I.c.T.

The Key-Words of Technology

• Collaborative knowledge building

• Immediate Feedback

• Autonomy

• Personalized learning

• Flexible learning

• Social learning

• Connection of learning with the real world

• Exposure to Authentic language

ASSESSMENT

INCLUSION

MOTIVATION

The SAMR model can help educators think about the role of technology in supporting learning. It can be associated to the revised version of Bloom’s taxonomy which makes it simpler for educators to set clear, achievable learning goals and objectives.

PNSDL. 107/2015

The role of Technology

Anticipated problems

6. LOSS OF CONCENTRATION ------ Fast rythm, change activity. Teacher will use a constant and simultaneous perceptual channels (visuals, auditory, tactile and Kinaesthetic)

5.FAST FINISHERS MAY GET BORED ------ Extra motivating activities and extra exercises also online activities

4. ISSUES WITH CLASSROOM ------ Use their own devices (BYOD)/Work in pairs/ Use handouts EQUIPMENT and/or offline activities on the IWB.

3. STUDENTS MAY HAVE DIFFICULTIES ------ Break the instructions up into smaller parts. Use Instructions WITH MY INSTRUCTIONS Checking Questions (ICQs), model the expected response if necessary

2. SHY STUDENTS ------ More interaction with peers ( both in pairs and in groups). Teachers will encourage students towards a kinaesthetic or practical approach rather than an oral one.

1. CLASSROOM MANAGEMENT ISSUES ------ Keep potential disruptive students distanced, praise appropriate behaviour rather than reinforcing disruptive behaviour with teacher's negative attention.

Task-Based Learning

T.B.L

Communicative Language Teaching

C.L.T.

Technology Enhanced Active Learning

Engage- Study-Activate

E.S.A Patchwork

T.E.A.L

Methodologies

• Personalisation

• Differentation

INCLUSION STRATEGIES

TEACHING STRATEGIES

• Warm up/Brainstorming
• Pair tutoring
• Groupwork
• Gamification
• Scaffolding

• Feedback and self-assessment

Procedures

Check the CEPs and objectives.Prepare customized facilitators (additional visual references, concept maps, etc.).Always keep paper handouts if the internet connection fails

Check List

WILLIAM BATHOE opens

CERVANTES

1749

1740

1737

1726

1719

1605

Don Quixote

Tom Jones

H. FIELDING

'the original circulating library' in London

Robinson Crusoe

D. DEFOE

Pamela

S. RICHARDSON

Gulliver's Travel

J. SWIFT

Timeline Infographic

Just in time

Inclusion: Giada can do the activity autonomously at home.

Activity: T will prepare a text about Sterne's scrambled biography on Canva and will upload the link on Google Classroom. Ss. will do the activity individually and will receive an immediate feedback.

Aims: revising and consolidating what Ss. have already studied previously.

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Visuals

Assessment

HomeworkPadlet

Engage(Warm-up)5 Min

Individually, in pairs & group work

Ss: Active Active Writers Active Explorers Communicators

T: Motivator Producer Guide Scaffolding/Facil. Observer

LET'S GET TO WORK-LESSON 1 E.S.A

EngageHobby-horses5 Min

EngageBook cover5 Min

StudyJigsaw/webquest30 Min

Activateshare information10 Min

5'

Warm-up

Engage

Inclusion: T will provide personalization by linking the topic to the Ss interests.

Activity: T will bring a lipstick and a newspaper in the classroom and she will tell Ss that these are her hobby-horses and that she can’t live without them. T will ask: What does hobby-horse mean? Ss will make hypothesis which will be confirmed looking the word up in the monolingual dictionary.

Aims: introducing the topic and motivating Ss. to take part in the activity through realia.

5'

Warm-up

Engage

Inclusion: T will provide personalization by linking the topic to the Ss interests.

Activity: T will bring a lipstick and a newspaper in the classroom and she will tell Ss that these are her hobby-horses and that she can’t live without them. T will ask: What does hobby-horse mean? Ss will make hypothesis which will be confirmed looking the word up in the monolingual dictionary.

Aims: introducing the topic and motivating Ss. to take part in the activity through realia.

5'

Engage 1/2

Inclusion: Giada will take part in the activity as it is suitable for all students.

Activity: T will share a link with Ss and she will ask them to complete the wordcloud on Mentimeter. After the activity, T will explain that it is one of the main characteristic of the book they are going to deal with.

Aims: Introducing gradually the topic; arousing their interest and boosting their motivation.

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Visuals

5'

Engage 2/2

Inclusion: Giada will take part in the activity as it is suitable for all students.

Activity: T will show on the IWB the book cover. T will ask Ss what genre the novel is.

Aims: Making hypothesis and negotiating meaning. T won't give any suggestion.

Visuals

What is the genre of the novel?

30'

Study

Inclusion: T will previously form mixed abilities groups. Giada will use an online dictionary and prompts. Aakash, Anika and Jessica will be the leaders of their groups. T will provide school devices if necessary.

Aims: Analyzing a text and gaining specific knowledge of a chunk of information. Debating and comparing opinions. Using a digital device to look for information autonomously. Fostering the development of critical thinking skills.

Activity: T will propose a Jigsaw + Webquest activity1/2: T will divide the class into 5 groups of 4 Ss. and she will identify each member with a specific colour. T will provide links. Ss. will surf the net to identify the answers of specific questions.2/2 Group members will meet expert groups to share ideas and information.

PDF

AUDIOBOOK

VIDEOS

SUMMARY

Questions

2. Who are the other characters and which are their hobby horses?

1. Who is the main character and what does his name mean?

1.Who is the narrator?

1. When does the novel take place?

2. What is the setting of the novel?

2.What is the tone of his narration?

2. How many books and chapters is the novel composed of

1. What is the novel genre and its plot?

Student 4

Student 3

Student 2

Student 1

Link provided to Ss

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10'

Activate

Inclusion: Giada will have a list of key-concept to tell to the group. Jessica, Anika and Aakash will be the leaders of their groups.

Aims: Presenting to a group. Collaborating to prepare a common work. Fostering collaborative learning.

Activity: Ss. will come back in Jigsaw groups and they will share their chunk of information with the other members. They will confirm their initial hypothesis.

Ss will write down the information on a Padlet. Once the work is checked and confirmed by the teacher, Ss will use it as a study material.

Homework

Engage(lead-in)10 Min

Individually, in pairs & group work

Ss: Active players Active players Readers Speakers

T: Resumer Game producer Observer Motivator

LET'S GET TO WORK-LESSON 2 E.S.A

StudyReading25 Min

EngageGamification5 Min

Activateclass discussion15 Min

Homeworkreading

10'

Lead-in

Inclusion: Giada will take part in the activity as it is suitable for all students.

Activity: Ss will do a quiz on Kahoot and a Wordwall game. All the activities will include questions on previous lessons topic and questions on new ones.

Aims: Checking if the core points of the previous lessons are acquired and setting expectation for the Ss about what is going to happen. Breaking up with group-pair activity and giving Ss. the opportunity to think for themselves individually and to personalize their learning

Engage

5'

Inclusion: Giada will take part in the activity as it is suitable for all students. She will explain the scenes only if she feels comfortable with it otherwise she will just check the activity.

Activity: In pair, Ss. will arrange the story in chronological order and explain each scene. Then, they will check the chapters of the book where the events occur. T will focus SS’ attention on the non-chronological order of the story.

Aims: Introducing the topic gradually; arousing Ss'interest and boosting their motivation through gamification.

Engage

25'

Study

Inclusion: Giada will have an handout with some questions to complete and some multiple choice. Otherwise, she will underline the answers directly on the text

Aims: Developing reading skills. identifying general (skimming) and detailed information(scanning).

Activity: (Think-pair-share)1/2: T. will give a text to each student who will read it individually and will do some comprehension exercises. Ss. will compare the answers with a classmate before checking them as a whole class.2/2 T. will give them an handout with a matching exercise.

Visuals

Match the pages (A-C)with the summary (1-3)and complete the fill gap activity.

Visuals

SOLUTION: A___ ; B ___ ; C ___ ;

3. The second chapter deals with the _____ page commemorating the death of parson Yorick, who takes his name from the dead jester in Shakespeare's most famous tragedy Hamlet -dies before the midway point of the first of Sterne's nine volumes. His death is marked by Hamlet's familiar words, "Alas poor Yorick!" inscribed on a marble slab - and a black leaf that speaks eloquently of the mistery oCf what lies beyond the grave.

1. The second chapter deals with the _____ page commemorating the death of parson Yorick, who takes his name from the dead jester in Shakespeare's most famous tragedy Hamlet -dies before the midway point of the first of Sterne's nine volumes. His death is marked by Hamlet's familiar words, "Alas poor Yorick!" inscribed on a marble slab - and a black leaf that speaks eloquently of the mistery of what lies beyond the grave.

2. In Vol. 3 of Tristram Shandy, the novel expressses its multimodal nature with a fully _____ page following this statement: I tell you before-hande, you had better throw down the book at once, for without much reading, by which your reverence knows, I mean much knowledge page (motley emblem of my work!) than the world with all its sagacity has been able to unraval the many opinions transactions and truths which still lie mystically hid under the dark veil of the black one.

Match the pages (A-C)with the summary (1-3)and complete the fill gap activity.

Visuals (SEN version)

15'

Activate

Inclusion: Giada will have a prompt to share her own opinion.

Aims: Developing speaking skills and critical thinking.

Activity: T. will show some questions on the IWB as the starting point for a whole class discussion.

Sterne is an eccentric writer. What do you think of his style? Do you consider it difficult to follow?Does it require more or less concentration than the prose you have previously studied? Do you always find it easy to express your feelings through words? Do you ever use other means such as drawings, scribbles.....Do you share Sterne's view that language is not always the best means of communication? ".

Giada's prompts for the whole class discussion

Visuals

Ss. will read a text and answer some questions.Giada will have a link with dyslexic-structured questions..

Homework

Assessment

Classroom as a LAB.

individually and group -work

Ss: Active Listeners Narrators/Authors Presenters

T: Facilitator Presenter Observer Guide assessor

LET'S GET TO WORK-LESSON 3 T.B.L.

Pre-task15 Min

Homework revision10 Min

Task45 Min

Post task40 Min

10'

Inclusion: Giada will take part in the activity as it is suitable for all students.

Activity: T. will revise homework as whole class showing the right answers on the IWB and focusing Ss'attention on the error analysis.

Aims: developing metacognitive skills

Homework revision

15'

Inclusion: Giada will take part in the activity as it is suitable for all students.

Activity: T. will introduce the task to the students asking a question: "How can we make a book innovative? "T. will write the main ideas on the IWB and, then, will propose to write their digital innovative book taking into account the stylistic features used in Tristram Shandy as an example. T.will show the instructions to be followed on the IWB and send them a link (book creator) on Google Classroom.

Aims: Arousing Ss' interest, boosting their motivation, and promoting Ss.'creativity

Task-Based LearningPre-task

Instructions:

Use only a page.You can do handmade drawings and upload them, you can Use imported images or you can draw with the tools provided by the app. You can write short sentences.You will present the pages of the book in font of your class (you can record the audio).Spin the wheel to choose your topic (wordwall).An example is provided in the first page.

Visuals

45'

Inclusion: Giada will use only images or drawing she is very good at. She will record her voice to describe her page. T. will provide her with prompts for the oral presentation

Activity: Students will work on the task individually but for a common aim: writing their class innovative book

Aims: developing writing, speaking and digital skills.

Task-Based Learningtask

40'

Inclusion: Giada will record her voice to describe her page. T. will provide her with prompts for the oral presentation

Activity: Each student wil present his/her own page describing it. T. will highlight relevant parts and/or the language that the students used in their task for the summative assessment.

Aims: developing speaking and digital skills.

Task-Based Learningpost- task

Visuals

1760

WILLIAM BATHOE opens

CERVANTES

1749

1740

1737

1726

1719

1605

Don Quixote

Tom Jones

H. FIELDING

'the original circulating library' in London

Robinson Crusoe

D. DEFOE

Pamela

S. RICHARDSON

Gulliver's Travel

J. SWIFT

Timeline Infographic

The life and opinions of Tristam Shandy, gentleman

L. STERN

According to Bruner, Students have an active role in the learning process and use their mental processes to interpret, organize and acquire knowledge

Vygotsky affirms that student’s knowledge is built through experience and interaction with the others (ZPD)

Siemens argues that Students learn best if they are taught to navigate and create social networks via technology and use these networks to learn.

Learners need to be exposed to what Krashen calls 'comprehensible input' – that is, exposure to interesting and understandable listening and reading material

Second Language Acquisition theory

Learner centered

Eclectic Approach

Underlying Approaches

Connectivism

Cognitivism

Social Costructivism

formative

D.Lgs 62/2017

teacher

student

group work

ORAL PRESENTATION

self assessment

Summative

can be

Assessment

Group-work Assessment Rubric

Note: For SEN students, Assessment criteria are detailed in their CEPs and will focus on communicative effectiveness and personal engagement rather than grammar accuracy.

Oral presentation

Accuracy

Content

Graphics/Creativity

Advanced(10-9)

Competent(8-7)

progressing(6)

Beginning(5-4)

E- book presentation Assessment Rubric

Sen version

Tag Feedback

Group-work Self- Assessment

Students can give their feedback and leave their comments in an office form created by the teacher

Student self-assessment

Note: SEN students can use the IMMERSIVE READER tool in order to answer the questions at ease.

Teacher self Assessment

Legislation for SEN

• Framework Law 104/1992
• Note 4274/2009 Guidelines for the school Integration of Students

with disabilities

• Ministerial Decree n. 66/2017 to promote the scholastic inclusion

of students with disability

• Framework Law 170/2010 (SpLd students)
• Ministerial Decree 5669/2011 Guidelines for the right of

education for SpLD students

• Ministerial Directive 27/12/2012 SEN
• Ministerial C. 24 of 1 March 2006 Guidelines for the right of

education for Students with different L1

• Miur note 562 of 3 April 2019 (Gifted students)

• PNSD (Piano Nazionale Scuola Digitale) L.107/2015

Biennio Professionale.

Biennio Tecnico

Triennio tecnico

PECUP

Lyceo

• National guidelines for upper secondary education:

10

Bibliography and Sitography

WRITE A TITLE HERE

by John Doe

..

• Harmer J., How to teach English, Longman,1998;
• Harmer J.,The Practice of English Language Teaching,

Pearson Longman 2001 (third edition)

Bibliography and Sitography

• Common European Framework ok Reference for

languages: Learning, Teaching, Assessment(2020)

• Council Recommendation of 22 May 2018 on key

competences for lifelong learning

• British Dyslexia Association style guide

thank YOU