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Lesson plan

Eleonora Gagliardi

Start

3- Topic

4- General and Specific aims

5- Teaching tools and materials

2- Inclusion strategies

1- Context and class profile

INDEX

6- Methods and teaching strategies

8- Description of lesson 1

7- Procedures: lesson stages

9- Description of lessons 2-3

10- Assessment

Context

School: Middle School in Emilia Romagna, Reggio Emilia Area: residential area in Correggio (RE), mixed social context Cultural background: the majority of students are into sports and video-games. Very few of them, mostly girls, read books at home. They have strong opinions and are keen to discuss and express themselves freely.

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Class profile

• Class: 2nd year

• Composition: 20 students, 11 females and 9 males

there is a student with high functioning ADHD with Individualized Education Plan (Law 104/1992)there are two students with Specific Learning Disorders both diagnosed with dyslexia (Law 170/2010)there is one student with socio-linguistic and cultural disadvantages with a Personalized Education Plan (DM 27/12/2012)

• CEFR level: mostly A1, mixed abilities

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Class description

The group is heterogeneous but cohesive: the girls are strongly motivated and they quietly follow the class, actively participating during the lessons; on the other hand the boys are exhuberant and talkative, they easily lose their attention, engaging various playful activities (playing with school materials such as scissors, highlighters…) Nonetheless these two groups created strong and steady relations: both boys and girls are used to working in mixed groups and teachers have been able to establish a peaceful and active learning environment. All the students are able to use the electronic devices offered by the school (IWB, laptops.. ) and several online platforms along with Google Suite (Gmail, Classroom, Google Moduli) either in class and at home.

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Inclusion strategies

COMPENSATORY TOOLS

DISPENSATORY MEASURES

• Computer or tablet with automatic spelling corrector ( ADHD student has his own tablet)
• Customized materials with larger fonts
• Visual aids, mind maps
• Simplified texts with images and clear instructions (instruction sometimes are in Italian)
• break down larger tasks into smaller(micro-learning)

• No spelling corrections
• Reduced work load
• Extra time
• No reading aloud
• Preference for oral skills
• Considering the content rather than the spelling
• Scheduled tests

D.M. 27/12/2012

L. 170/2010

L. 104/92

Classroom setting

• Students’ desks in group of two or three, to promote cooperation
• Fun and relaxed atmosphere during learning in the classroom
• Colorful posters created by students with grammar rules, vocabulary and English-culture related topics on the walls of the classroom
• Other creations made by students on the walls (posters from other subjects’ lessons) or handmade materials in the back of the classroom
• Large classroom with lot of space in the back (allowing the ADHD student to move and express himself when he feels necessary)
• Break times

PNSD 170/2015ACTION 7 innovative learning environment

TOPIC

• Time of school year: 2nd term, March
• Topic:
• Contents and timing
• Contents: grammar - andbkqhdbjhewdb ; vocabulary - dekjvbkefkjvebkj
• Timing: 3 lessons, 55 minutes each
• Pre-requisites
• Students already know

GENERAL AIMSKey competences for Life Long Learning 2018

the ability to express and interpret ideas, experiences and emotions with empathy, having an open attitude towards, and respect for, diversity of cultural expression

the ability to use digital devices and digital platforms (Kahoot, Google Classroom, Google Forms, Padlet and Canta for learning)

the ability to work with others in a constructive way and the ability to self-assess the learning process

the ability to use effectively different languages for communication

European Commission, Directorate-General for Education, Youth, Sport and Culture, Key competences for lifelong learning, Publications Office, 2019, https://data.europa.eu/doi/10.2766/569540

GENERAL AIMSNational guidelines (D.M. 254/2012)

By the end of the third year, students will be able to: Interact with one or more speakers, describing events and personal experiences in familiar contexts and on well-known topics Read simple texts, understanding the crucial points of the written work Write simple reports, short letters or messages addressed to people of their own age or family members Identify cultural elements conveyed by the mother tongue or language used in school and compare them with those conveyed by the foreign language, without prejudice Face new situations drawing on their linguistic repertoire

https://miur.gov.it/scuola-secondaria-di-primo-grado

GENERAL AIMSCOMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES: LEARNING, TEACHING, ASSESSMENT 2020 - New descriptors

Mediation

Interaction

Reception

the user/learner acts as a social agent who creates bridges and helps to construct or convey meaning, sometimes within the same language, sometimes across modalities (e.g. from spoken to signed or vice versa, in cross-modal communication) and sometimes from one language to another (cross-linguistic mediation).

involves two or more parties co-constructing discourse. Interpersonal interaction is considered to be the origin of language, with interpersonal, collaborative and transactional functions. Production in the form of storytelling can be considered a further development in oracy and eventually literacy.

involves receiving and processing input: activating what are thought to be appropriate schemata in order to build up a representation of the meaning being expressed and a hypothesis as to the communicative intention behind it

Production

includes speaking, signing and writing activities

https://www.coe.int/en/web/common-european-framework-reference-languages/home

SPECIFIC AIMS

By the end of the lesson

• Students will be able to describe
using simple words and basic phrases, that they can prepare in advance
• Students will be able to produce simple sentences about
• What they know / have performed
• Present simple

Knowledge Skills Competences

TEACHING TOOLS AND MATERIALS

TECHNOLOGY BENEFITS FORMOTIVATION

Canva, Google Classroom, Wordwall

IWB , Blackboard

Computers (provided by the school, tablets (personal)

Handouts, photocopies Textbook and digital book

TECHING TOOLS AND MATERIALSFOR SEN STUDENS

inclusive, gamificationSENs write on IWBinclusive mind mapsshow SEN student(s) in advance at home (flipped classroom)give SEN student(s) a specific, active role

Interactive learning games (word wall) Word cloud / brainstorming YouTube videosBook Other YouTube videosReal task / Group work

METHODS AND TEACHING STRATEGIES

COMMUNICATIVE APPROACH

COOPERATIVE LEARNING

ESA

Mediation A2

• Overall mediation Can use simple words/signs to ask someone to explain something. Can recognise when difficulties occur and indicate in simple language the apparent nature of a problem. Can convey the main point(s) involved in short, simple conversations or texts on everyday subjects of immediate interest, provided these are expressed clearly in simple language.
• Building on pluricultural repertoire Can recognise and apply basic cultural conventions associated with everyday social exchanges (e.g. different greetings, rituals).
• Building on plurilingual repertoire Can mobilise their limited repertoire in different languages in order to explain a problem or to ask for help or clarification.
• Building on plurilingual repertoire Can use simple words/signs and phrases from different languages in their plurilingual repertoire to conduct a simple, practical transaction or information exchange.
• Building on plurilingual repertoire Can use a simple word/sign from another language in their plurilingual repertoire to make themselves understood in a routine everyday situation, when they cannot think of an adequate expression in the language being used.

D.M. 27th 12 2012

Identifies 3 categories of students with special educational needs (SEN) Ss with certified disabilities. (L.104/1992) Ss with SLD (L.170/2010) Ss with socio-economic, linguistic and cultural disadvantages. School should activate personalized education plans (PEP) and guarantee the possibility of using compensative tools and dispensatory measures

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Wider exposure to English:
students have many more opportunities to encounter the language both inside and outside the classroom (movies, music, games, social media) Authentic language use: 
learners encounter language through authentic sources and contexts which match their interests Flexible learning 
enables learners to learn when they can, want and need to Situated learning:
learning that can take place anywhere Personalized learning:
learning tailored to learners’ specific interests, needs and level can be more relevant and interesting to learners Autonomy:
learners have control over what, when and how to learn, this can offer them a sense of autonomy and insight into their progress Social learning: 
learners have opportunities to engage in social learning, through joining online communities or interacting with others, creating a sense of belonging Feedback:
learners can access their own learning data to gain insight into their learning

Oxford university press - using technology to motivate learners
https://elt.oup.com/feature/global/expert/technology-motivation?cc=it&selLanguage=it

key competences

Eight key competences essential to citizens for personal fulfilment, a healthy and sustainable lifestyle, employability, active citizenship and social inclusion.

Knowledge is composed of the concepts, facts and figures, ideas and theories which are already established, and support the understanding of a certain area or subject. Skills are defined as the ability to carry out processes and use the existing knowledge to achieve results. Attitudes describe the disposition and mindset to act or react to ideas, persons or situations.

Production A2

• Overall oral production Can give a simple description or presentation of people, living or working conditions, daily routines. likes/dislikes, etc. as a short series of simple phrases and sentences linked into a list.
• Overall written production Can produce a series of simple phrases and sentences linked with simple connectors like “and”, “but” and “because”.
• Planning Can recall and rehearse an appropriate set of phrases from their repertoire.

COOPERATIVE LEARNING

Benefits:

• communication skill development
• Conflict resolution skill development
• Leadership skill development
• Shared responsibility
• Interpersonal skill development
• Students learn patience and cooperation

Cooperative learning is a teaching strategy that places students in small groups, offering students the opportunity to complete a task together to increase their own and each other’s learning (Johnson at al., 1986). By using this strategy, students can encourage each other to work together on academic tasks as well as help each other with classroom assignments since “the essential feature of cooperative learning is that the success of one student helps other students to be successful” (Slavin, 1987, p. 8)

POSITIVE INTERDEPENDENCE: everyone succeeds when the group succeeds

L. 104/92

Introduces the concepts of equal dignity, autonomy and freedom for people with disabilities Demands the activation of an Individualized Education Plan (IEP) Establishes support teachers

L.170/2010

Defines the measures for students with Specific Learning Disorders (Dyslexia, dysgraphia, dyscalculia and dyspraxia)

ESA - by Jeremy Harmer 1997

Activate Use and practice what students have learned. Use English in communication, rehearsing what they have just learned Some activities include role playing, dialogues, debates and discussions

Engage Involving students emotionally: students who are involved often perform better Activities such as games, songs, brainstorming, realia, music and pictures can be used to lead into the language content All students must partecipate

Study The focus is on language and how it is constructed. New information or a revision of previously learned information can be included during this time Textbook, study materials, videos and drilling exercise will be used during this part of the lesson, gap fill exercises, matching exercises or word order arrangements

COMMUNICATIVE APPROACH

CLT (communicative language teaching) makes communicative competence the goal of language teaching Whenever possible, authentic language should be introduced (language as it’s used in a real context, newspaper for example) Work in small group maximizes the amount of communicative practice of students, allowing them to express their ideas and opinions Games have certain features in common with real communicative events, there is a purpose to the exchange and immediate feedback Teacher acts as a facilitator and an advisor

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Reception A2

• Overall oral comprehension Can understand phrases and expressions related to areas of most immediate priority (e.g. very basic personal and family information, shopping, local geography, employment), provided people articulate clearly and slowly.

• Overall reading comprehension Can understand short, simple texts containing the highest frequency vocabulary, including a proportion of shared international vocabulary items.

• Identifying cues and inferring (spoken, signed and written) Can deduce the meaning and function of unknown formulaic expressions from their position in a text (e.g. at the beginning or end of a letter)

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D.M. 27th 12 2012

Identifies 3 categories of students with special educational needs (SEN) Ss with certified disabilities. (L.104/1992) Ss with SLD (L.170/2010) Ss with socio-economic, linguistic and cultural disadvantages. School should activate personalized education plans (PEP) and guarantee the possibility of using compensative tools and dispensatory measures

Interaction A2

• Overall oral interaction Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters to do with work and free time. Can handle very short social exchanges but is rarely able to understand enough to keep conversation going of their own accord.
• Overall written interaction Can compose short, simple formulaic notes relating to matters in areas of immediate need.
• Online interaction Can respond to simple instructions and ask simple questions in order to accomplish a shared task online with the help of a supportive interlocutor.
• Turntaking Can ask for attention.
• Co-operating Can indicate when they are following.