LIFE IN SLUMS DURING THE VICTORIAN AGE

Concorso ordinario DD 499/2020 classe di concorso AB24 per la scuola secondaria di secondo grado

Life in slums during the Victorian Age

Emanuela Rizzato Parma, 10 maggio 2023

Index

Context

Key competences for Active Citizenship

Special Educational Needs

Prerequisites

Compensatory tool, exemption and strategies

Specific Aims

General Aims

Material and tools

National Guidelines

Lesson plan

Anticipated problems and solutions

CEFR

Key competences for Lifelong Learning

Assessment

Self-assessment

Context

General behaviourSs are perky, curious and collaborative. They are interested in learning English. Most of them use ICT quite autonomously.

Target class 5th year of Liceo Scientifico 20 students, including 1 student with Special Educational Needs.

Timetable fit First term of the year (October-November)

CEFR Level: Mixed abilities B1/B2

Special Educational Needs

Ministerial Directive 27 Dec 12

Matilde

• shy and low self-esteem
• she works well in pairs or groups.
• dyslexic and dysgraphic (ICD-10, F81.0 e F81.8)
• Customised Teaching Plan 8l.170/2010, M.D. 5669/2011)
• makes independent use of compensatory tools

Exemptions

Avoiding reading aloud, taking notes and dictation Avoiding text arranged in columns Scheduled tests Adequately reduced workload No spelling correction Content appreciation rather than accuracy

Compensatory tools

Use of mindmaps, digital books and dictionariesTablet/computer to take notes and to complete writing tasks in class and at home Extra time during tests or reduced tests Reader friendly font and line spacing (e.g. Verdana, Arial...)

Strategies

Giving preference to visual channel and auditive channelGiving clear instructions Promoting peer learning Supportive classroom environment

General Aims

National Guidelines D.P.R. 15 March 2010

CEFR Companion 2020

Key competences for Active CitizenshipMD 139/07

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Key competences for Lifelong Learning 22 May 2018

"Indicazioni nazionali riguardanti gli obiettivi specifici di apprendimento in relazione alle attività e agli insegnamenti compresi nel piano di studi previsto per il Liceo Scientifico" D.P.R. 89/2010

Ss 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 that are coherent and cohesive to narrate events and describe situations, expressing viewpoint and opinions Understand the main cultural aspects of the target culture

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Common European Framework of Reference for Languages: learning, teaching, assessing

B1

B2

Vantage

Threshold

R_ Can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure etc., including short narratives. P_ Can reasonably fluently sustain a straightforward description of one of a variety of subjects within their field of interest, presenting it as a linear sequence of points. Can produce straightforward connected texts on a range of familiar subjects within their field of interest, by linking a series of shorter discrete elements into a linear sequence. I_ Can exploit a wide range of simple language to deal with most situations likely to arise while travelling. Can enter unprepared into conversation on familiar topics, and express personal opinions and exchange information on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events). M_Can introduce people from different backgrounds, showing awareness that some questions may be perceived differently, and invite other people to contribute their expertise and experience as well as their views. Can convey information given in clear, well-structured informational texts on subjects that are familiar or of personal or current interest, although lexical limitations cause difficulty with formulation at times.

R_ Can understand the main ideas of complex discourse on both concrete and abstract topics delivered in standard language or a familiar variety, including technical discussions in their field of specialisation. P_Can give clear, detailed descriptions and presentations on a wide range of subjects related to their field of interest, expanding and supporting ideas with subsidiary points and relevant examples. Can produce clear, detailed texts on a variety of subjects related to their field of interest, synthesising and evaluating information and arguments from a number of sources. I_ Can interact with a degree of fluency and spontaneity that makes regular interaction, and sustained relationships with users of the target language, quite possible without imposing strain on either party. Can express news and views effectively in writing, and relate to those of others. M_Can work collaboratively with people from different backgrounds, creating a positive atmosphere by providing support, asking questions to identify common goals, comparing options for how to achieve them and explaining suggestions for what to do next. Can further develop others’ ideas, pose questions that invite reactions from different perspectives and propose a solution or next steps.

Key competences for Active Citizenship

Regolamento recante norme in materia di adempimento dell'obbligo d'istruzione DM 139/07

1. Learning to learn 2. Planning and managing projects 3. Communicating 4. Collaborating and participating 5. Acting autonomously and responsibly 6. Problem solving 7. Identifying links and relations 8. Acquiring and interpreting information: every young man/woman should be able to critically acquire and interpret information by evaluating its reliability and usefulness, distinguishing facts and opinions. (Today many young people are passive addressees of a huge volume of messages because the lack devices for evaluating those mesages).

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Prerequisites

Ss have already covered the historical background of The Victorian Age Ss have already studied the features of Victorian novels Ss have already studied the life and works of Charles Dickens

Ss regularly use electronic devices (computer, tablet, smartphone) Ss are familiar with Google Classroom, Mentimeter, Kahoot, EdPuzzle and Canva Ss are used to working in groups and in pairs.

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Specific aims

At the end of the lessons, the students will...

• Be able to cooperate and communicate effectively with others

• Be able to reflect and compare Victorian Slums and the exisisting ones
• Talk about and share opinions on social sustainable development without poverty
• Be able to use digital tools (Canva, Kahoot..)

• Learn the content or the main point of the Victorian Slums such as the dualism inherent to the Victorian Compromise
• Learn about existing "slums" in different societies worldwide

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ESA

Arouse the students' interest involving their emotions

STUDY

Stage at which the construction of language is the main focus

ENGAGE

ACTIVATE

OTHER STRATEGIES

• Brainstorming
• Pair work
• Group work

Get students using language as freely as they can

Materials & tools

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Lesson plan

Lesson 3 55'

Lesson 2 55'

Lesson 155'

LESSON 1

Cognitivism

Warm up

Aim: engaging students's interest, setting the context

• T shows some pictures on the IWB to introduce the topic.

• T asks Ss

"In your opinion, what do these pictures represent? What kind of feelings have you experienced while looking at them?"

LESSON 1

Warm up

Aim: improving speaking skills

Ss look at the pictures and answer the given question via Mentimeter. Ss write their entries. After displaying the word cloud on the IWB, a brief discussion about the most popular answers takes place.

In your opinion, what do these pictures represent? What kind of feelings have you experienced while looking at them?

BYOD: T checks all students have access to a smartphone/tablet/pc

LESSON 1

Study

Aim: stimulating the students'interest, improving listening and reading skills.

Ss are asked to listen to the passage twice and complete with the missing information, on their own. The correction of the exercise is a whole class activity. After that, Ss are asket to read the extract and to answer the comprehension question, before independently and later they check the exercise with a classmate.

• Matilde does the exercise uploaded on Google Classroom (reader friendly font and size) and she filles in the spaces using the 15 words given in a box in scrambled order
• a multiple choices exercise is planned for her.

LESSON 1

Activate

Aim: interpret and build up knoledge, recall information and learn concepts in a creative and personalised way

Ss are required to create a mind map in pairs.

Homework

Ss upload their mind map on Classroom and study it

LESSON 2

Warm up

Formative assessment

Aim: creating a pleasant playful atmosphere checking students' knowledge

T checks students' knowledge about the previous lesson.

LESSON 2

Study

Do you think this kind of deprived urban neighbourhood still exist?

Aims: learning about the present slums around the world and improving the listening skills

Ss are asked to watch a video twice. They watch it for the first time in order to understand the general concepts; the second time they have to reply to some questions.

LESSON 2

Activate

Aims: developing collaborative learning, communication and team work.

Constructivism& Connectivism

T divides the class into 4 groups of 5 students. Ss surf the Net to carry out a research project about one of the 10 largest slums around the world and compare it with the slums existing in the Victorian Age. Ss start doing the task in class, but they continue working at home and upload the final product on Google Classroom by the deadline given by the teacher.

LESSON 3

Each group of students gives its presentation, by justifying their choices.

Possible problems...

...anticipated solutions

Technical problems: no internet connection, issue with classroom equipment

Materials previously uploaded on Classroom accessible through students' devices

I use different types of activities to involve all learning styles and monitor if students use their devices improperly

Lack of motivation in some students

The video is periodically interrupted to check the students' involvement and the stronger student summarise and repeat what has been previously shown

The dyslexic student struggles to follow the video captions

Extra highly motivating acivities to engage them while their mates complete the task

Fast finishers

Formative assessment Rubric

Formative assessment

Diagnostic evaluation

Competent

Beginning

Advanced

Progressing

Knowledge of the topic

Ability to cooperate

Research and use of ICT

Concentration and general attitude

Self-assessment

Summative assessment

Key competences for Lifelong Learning

Council Recommendation 22nd May 2018

Multilingual competence Digital competence Citizenship competence Personal, social and learning to learn competence Cultural awareness and expression competence

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Summative assessment: Group Work

4-3

10-9

8-7

Formative assessment

Diagnostic evaluation

Limit attempt to develop the content, with some gaps

Relevant and well developed

Fully relevant and very well developed

Relevant and good developed

Irrelevant with important omissions, gaps and repetitions

Content

Exceptionally attractive and particularly neat in design and layout

Quite attractive but messy at times. Acceptable organization

Attractiveness

Poorly organised. Lack of organization

Attractive and neat in design and layout

Distractingly messy.Total lack of organization

Project is well organised, complete and captures the attention of the viewer

Project is quite well organised and complete

Project is engagingly organised and presents captivating materials for the viewer

Project is incomplete and not easy to follow

Self-assessment

Overall effectiveness

Project is disorganised and incomplete at times

Summative assessment

Teacher's self-assessment

• Was the prior knowledge of the students adequate for the task?

• Did Ss find the activities useful and interesting?

• Did the chosen activities promote interaction and foster a stimulating class environment?

• Were the goals achieved?

References

J. Harmer, The practice of English Language Teaching, Pearson,2007. CEFR- Companion volume 2020 Council Recommendation of 22th May 2018 on Key Competences for Lifelong Learning M. Spiazzi, M. Tavella, M. Layton, Performer Heritage 2 From the Victorian Age to the Present Age, Zanichelli, 2021 M. Bartram, R. Walton, Venture 21st Century Skills and Ciompetencies, Oxford, 2022

Thank you for your attention!

Emanuela Rizzato