UD 2

Compulsory Secondary Education (2nd grade)English as a Foreign Language

Scary, spooky, skeletons raising money

GENERAL FRAMEWORK

CURRICULAR ELEMENTS

LEARNING SITUATION

ACTIVITIES

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INCLUSION & VALUE EDUCATION

CONCLUSION& BIBLIOOGRAPHY

METHODOLOGY & RESOURCES

EVALUATION

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Key Competences & Descriptors

Language Communication Competence (LCC)

Plurilingual Competence (PC)

Digital Competence(DC)

STEM

Descriptors

Descriptors

Descriptors

Descriptors

Personal, Social & Learning to Learn Competence (PSLLC)

Cultural Awareness & Expresion Competence (CAEC)

Citizenship Competence (CC)

Entrepeneurial Competence (EC)

Descriptors

Descriptors

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Descriptors

Specific Competences & Assessment Criteria

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INTERACTION

COMPREHENSION

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PRODUCTION

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INTERCULTURAL

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PLURILINGUAL

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MEDIATION

More specific assessment criteria

Didactic Aims

To learn about NGO's autonomously to promote solidarity and raise money for the chosen institution. To read about Halloween and how it is celebrated in different parts of the world, to learn about culture and traditions in English speaking countries. To take part in literature circles to share reading experiences and enjoy literature. To write a recipe and a horror story in cooperative groups, using ICT in a resposible way and including the studied grammar, vocabulary and linkers.

• Grammar: present simple & continuous
• Vocab.: horror, baking, linkers
• Writing: structure of recipe & story (graphic novel)
• Basic conversation strategies

A. COMMUNICATION

• Organisation of a project & Management strategies
• Setting goals
• Spell checkers & dictionaries
• Self- & co-evaluation strategies
• Positive treatment of mistakes

B. PLURILINGUALISM & REFLECTION ABOUT LEARNING

Basic Knowledge

• English: main language for communication
• Reading as a source of pleasure
• English culture & traditions

C. INTERCULTURALITY

Beginning Stage

Development stage

"Origins of Halloween"

Frankie Friday!

Development Stage

Final Stage

After the project...

class methodology (Strategies)

Social

Constructionist

Interactive

socio-constructivism

3 DIMENSIONS

sTUDENTS PROTAGONISTS

PRIOR KNOWLEDGE

REAL SITUATIONS

COMPETENCE-BASED APPROACH

COMPETENCE-BASED APPROACH

COMMUNICATIVE APPROACH

knowledge transfer & integreated treatment of languages

trilingual

INTERDISCIPLINARY PROJECTS

B1 LEVEL EXPECTED

Strategies

Resources

Skills

Knowledge

Attitudes & Values

Competences

WHAT?

(Competences & Knowledge)

HOW?

(Tools)

WHEN?

(All stages)

WHAT FOR?

(Develop competences & reach aims)

Adjustment of materials and procedures

Observation

Beginning stage

Quiz & Discussion

Reflect on the learning process

10%

Test & other exs. in the process

Teacher's book: everyday attitude

Developmentstage

10%

fORMATIVE ASSESSMENT

25%

Checklist

45%

Corubrics: self-, peer-, teacher' assess.

Finalstage

Checklist & Rubric: final product

10%

Título genial

Portfolio

SuggestionExtension & Reinforcement exs.

Next

Special Educational Needs

Learning contract

Responsibility roles (counting money...)

ClassDojo

Visual vocabulary list(Quizlet)

An awesome title

Subtitles

Mentor student

Behaviour passport

Explanations in Spanish

Reinforcement exs.

Dictionary

Reinforcement exs.

Extra time

Extra time

SALMA

Foreign student (Nicaragua) Personal/School situation + Delayed school entry

ADHD SEN – Behavioral Disorder

OIER

Values Education

Conclusion

INTERDISCIPLINARITY

Communicative approach

Autonomous work

ICT'S

EDUCATIONAL ASSESSMENT

COOPERATIVE GROUPS

GAMIFICATION

SELF- & PEER-EVALUATION

HETEROGENEOUS WORKING TEAMS

UP-TO DATE TOPICS

Bibliography

articles& books

websites& interactive resources

legal documents

1. To write short texts with coherence, cohesion and adequacy for specific communicative situations in cooperatibe groups. 2. To use strategies and tools for revision and correction of texts.

Decree 201/2008, of the 2nd December, about the rights and duties of the students in non-university study centres from Autonomous Community of the Basque Country. Decree 77/2023, of the 30th May, which implements the basic educational curriculum and establishes it in the Basque Autonomous Community. Hezkuntza sailburuaren ebazopena (2023). 2023-2024 ikasturtearen antolaketa Haur, Lehen eta Bigarren Hezkuntzan. Eusko Jaurlaritza: Hezkuntza Saila. Real Decree 217/2022, of the 29th December, which establishes the minimum knowledge standards for the basic education. The II. Coeducation-Plan, on the way to gender equality and well-treatment. (2019-2023) Department of Education, Basque government. The II. Plan to promote the inclusive school (2019-2023). Department of Education, Basque government.

AFN-H sindromea duten ikasleekin jarduteko gida (2006). Vitoria-Gasteiz: Basque Government official publishing service. Department of Education Elizondo, C. (2022). "Neuroeducación y diseño universal de aprendizaje: una propuesta práctica para el aula inclusiva". España: Octaedro editorial. Pérez, A. (2007): “La naturaleza de las competencias básicas y sus aplicaciones pedagógicas”. Cuadernos de Educación de Cantabria, 1. Department of Education: Government of Cantabria. Piaget, J. (2001). "The Psychology of Intelligence". Britain; Routledge. Vigotsky, L. (2020). "Pensamiento y lenguaje". Spain: Paidós.

1. To use of strategies to transmit messages and intentions as well as to reach agreements, solve problems and develop cooperative tasks.

Extension

Reinforcement

Basic reading comprehension exs.

Extra readings (graphic story) + summarizing main ideas

Revision: present simple & continuous

Extra grammar & vocab. exs

Jeopardy, Bamboozle, Quizlet

1. To use basic strategies to start, maintain and end a conversation. 2. To communicate in English in cooperative projects.

1. To show interest towards the language and seeeing it as a source for personal enrichment.

CC3: Respectful attitude opposed to any type of discrimination or violence.

Valueseducation

General measures

Special Needs for EducationalSupport

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1. To understand and interpret written texts about a familiar topic.
1. The student understands the main idea of a text and explains it using his/her own words.
2. To produce, with previous planning and certain autonomy, brief, and well-structured written texts in cooperative groups.

1. The student understands the structure of a recipe and is able to write one based on previous examples.
2. The student writes a brief graphic novel using ICT’s and appropriate cohesion and coherence.

3. To use literature as a source of pleasure.

1. The student shows interest towards literature and takes part in literature circles.

1. To distinguish between main and secondary ideas of oral/written texts from different contexts.
2. To compare and contrast information critically.

EC3: Planning and management strategies.

Framework

Context

Why is this proposal important in our English syllabus?

What are the students going to create with the acquired knowledge?

Final outcome

What do we want our students to learn?

Didactic aims

Starting Point

Engagement questions

Antigua-Luberri CSE (2020). School website. Recovered from: https://www.antigua-luberri.net/es Transeduca booklet: The picture of Dorian Gray: https://www.transeduca.com/downloads/496/08_02_The_Picture_of_Dorian_Gray_1and2ESO_ENG_Telf2.pdf Sanmartí, N. (2019). "La evaluación motor de cambio". Youtube. Moreno, V. (2020). "De la competencia escrita y su práctica en el aula". Ordizia: Berritzegunea.

PSLLC1: Regulation and expression of emotions (motivation...). PSLLC3: Participation in group projects, distributing task in a balanced way. Correct use of cooperative strategies. PSLLC5: Planning goals and learning from mistakes.

Legal framework

School & Group of students

Calendar

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LCC1: Expression in different social contexts. LCC2: Understanding texts from differerent contexts. LCC3: Find, compare and contrast information. LCC4: Enjoy adapted literature texts.

DC1: Advanced Internet searches. DC2: Digital tools for content creation and storage. DC3: Digital tools for cooperative work.

European Comission (2020): European Digital Competence Framework.

1. To write down weaknessess and achievements and reflect on strategies to overcome those difficulties.
2. To make a respectful and honest use of self- and peer-assessment tools.

DEVELOPMENT STAGE

BEGINNING STAGE

Acquisitions of new knowledge that will help students solve the final task.

Introduction to the unit: aims & asessment criteria. Students' prior knowledge on the topic.

FINAL STAGE

EXTRA / REINFORCEMENT EXS.

Students put in practice everyting learnt to cary out the final cooperative project.

Activities designed for the fast finishers and students who need extra support.

CAEC3: Expression of ideas, opinions & feelings in a creative and open way.

Key Competences & Descriptors

Basic knowledge

Specific Competences & Assessment criteria

MC1: Communicating in 2 or more languages apart from the mother tongue.MC2: Reflect on the learning process & transfer knowledge from other languages. MC3: Accept linguistic diversity.