Presentazione Lavagna Magnetica
Valentina Anzalone
Created on April 4, 2024
UDA per concorso ordina AB24
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Transcript
Outline the plan of a unit for students of the third year of Liceo Linguistico on King Lear's quote "Nothing will come of nothing. Speak again". (Act 1.1), and connect the themes of the tragedy to modern-day situations and dilemmas. Provide a test on the above and relevant assessment grid according to the most recent approaches.
Valentina Anzalone Piemonte
AB24 Concorso ordinario docenti 2023
Decreto Legislativo 16 aprile 1994, n. 297
ABOUT THE TEACHER
As an enthusiastic ESL (English as a second language) teacher and support teacher with nearly 3 years of experience both in lower and upper secondary school, I have spent a number of years developing teaching skills, aware that a teacher should be a facilitator, he has to contribute to the elaboration of culture and to encourage students to partecipate actively as leading actors.Now I'm working in a public school for adults (CPIA).It is my pleasure to submit the following Learning Unit for your review.Thank you in advance for your consideration.
Index
3. LESSON PROFILE
7. REFERENCES
6. ASSESSMENT
Student's feedback
Formative assessment
Teacher's self assessment
2. HOW TO OBTAIN GOOD RESULTS
5. LET'S GET TO WORK
4. RESOURCES
1. TASK context and class
Learner centred and Inclusion
Day 2
Teaching strategies
Anticipating problems
ICT
Day 1
CEFR
Learning goals
Prerequisites
Inclusion
Key competences
(context and class)
1 - Task
School: it is a Liceo Linguistico,where the focus is on providing linguistic instruments to the students, on continuous teacher training and on now opportunities and projects. Teachers are very active.Area: Piedmont (Alessandria), school in the centre based (just one establishment).Cultural background: The majority of them are in languages interested. Most of them would like to work abroad. Some are just keen on music and they like to translate songs. Students really enjoy the school subjects.
(context and class)
1 - Task
Class 3rd Year of the Linguistic SectionComposition 17 students of which 2 males and 15 femalesCEFR Level some B1, some B1+Time of the year end of second termTiming 2 + 1 hours .
(context and class)
1- Task
General behaviour/motivation ss are responsible but perky, and they get bored easily, but they are motivated to help eachother when a classmate needs.Heterogeneity/homogeneity ss often tend to form fixed groups but they have their own balance.SENs and SPLDs 1 SpLDs (dyslexic) student Stefano (without 104/1992).Digital Competences used to training and tests online on several online platforms either in class (on the IWB or on their mobiles) and at home. They can easily reach the platforms from Google Classroom.
to consider
2 - How to obtain good results
EUROPEAN LIFELONG SKILLS 2018 involved (5 out of 8)
Multilingual Competence
Digital Competence
Citizenship Competence
Learning to learn Competence
Cultural awareness and expression
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.
Written Interaction
Can formulate notes conveying simple information of immediate relevance to friends, service people, teachers and others who feature in their everyday life, getting across comprehensibly the points they feel are important.
Reception
Can understand the main points made in clear standard language or a familiar variety on familiar matters regularly encountered at work, school, leisure, etc., including short narratives.
to consider language level according to
2 - How to obtain good results
Descriptors
Mediation
Can give detailed accounts of experiences, describing feelings and reactions.
Informal discussion: can exchange opinions using intermediate language; can agree and disagree with others.
Oral Production
Oral Interaction
Mediation
Considering...
DIR. MIM27/12/2012
L 170/2010
L 104/1992
- PEER TO PEER TUTORING
- COMPENSATORY TOOLS (PC, Jabtalk, Natural Reader)
- DIFFERENTIATION IN METHODS/CONTENT/TIMES/PROCESS/MATERIALS/OUTPUTS/DISPENSATORY MEASURES
- CREATIVE OUTPUTS
- CONTINUOUS FEEDBACK
- PERSONAL OPINIONS/IDEAS
- DEEP PROCESSING
SCAFFOLDING
- WORKING IN THE ZPD
- 3 BASIC NEEDS
Learner centred
Individualization and Inclusion
Students motivation
Personalization
2 - How to obtain good results
to consider the important role of Technology (ICT)
Feedback
Autonomy
Personalized Learning
Social Learning
Authentic Language
ASSESSMENT
INCLUSION
POTENTIAL BENEFITS are:
Wider exposure to English
MOTIVATION
2 - how to obtain good results
Flexible and Situated Learning
PREREQUISITES
3 - LESSON PROFILE
SS access to the Internet both inside and outside the schoolSS have learned grammar and vocabulary at an intermediate level during the 1st and 2nd year upper secondary school.Ss can create Canva presentation.SS have already studied King Lear's plot and themes, Shakespeare's life and works, they already knows the historical and literaly background.
3 - LESSON PROFILE
By the end of the lesson SS:- will have acquired to talk about personal experience and facts
- will have learned how to use vocabulary about personal experiencee and facts in a context;
- will have learned to interact with each other asking and answering who’s questions;
- will have learned to present an idea about what it is not used to say, why and consequences;
Competences: SS will have practiced digital, personal, social competences and will have learned the competence of “Learning to learn", improved their self expression.
Learning goals
3 LESSON PROFILE
SOME STUDENTS CHATTING OR DISENGAGING
Give them a role (e.g. presenter in the quiz)
INTERNET/SOME MOBILES WON'T WORK
Bring my own devices/have an offline B plan ready
ANTICIPATING PROBLEMS
Some SS (not only SEN) STILL DON'T UNDERSTAND
LOSS OF CONCENTRATION
USE comprehensible and contextualised input (images, videos)
Fast rhythm, change activity often
3 - LESSON PROFILE
Learning Unit Lessons’ procedures I use- Underlying theories: Cognitivism, Constructivism, Behaviourism
- PPP (presentation, production and practice)
- ESA (Engage, Study, Activate)
- TBLT (Task-Based Language Teaching )
- Cooperative learning
- Flipped classroom
- Peer tutoring
- Classroom as a lab (PNSDL107/2015)
- Dispensatory measures, mind maps (for SEN students too)
Teaching strategies
Materials Graded materials taken from various websites aimed at upper secondary school ss, Wordreference website, Google Classroom (Youtube Video, Fortune wheel, Book, Group work)Teacher Ipad/laptop, copy of the lesson plan, IWB, blackboard, different types of materials to cater for various needs (decluttering, different font size…) StudentsDigital devices (tablets, notebooks), JabTalk and Natural Reader-Text (to speech) for SEN students, notebooks, pens.
4 - RESOURCES
Inclusive, immersive reading
Give Sen a specific role
Mind map
6. FlipGrid
5. Real task Group role
4. Book
More time
Inclusive, just for fun
Inclusive
3. Quizizz
2. YouTube
1. Wordle
materials&activities
Differentiation for sen
4 - RESOURCES
Activateengage30+15+25 MIN
Time for feedback
WrapUp10 MIN
SS in performed groups, work on the topic exchanging ideas.
Classroomas a LABDiscussion
5 min. required for changing class, fill the register, wait for students out of class
T: Presenter Guide Facilitator Guide Resumer SS: Active Active Writers-active active Self-observer
Brainstorming
Youtube Video
DAY 1 - 2 hours
Warm upengage5 MIN
EngageStudy15 MIN
StudyActivate15 MIN
5 - Let's get to work
Individually and in group
5 min. required for changing class, fill the register, wait for students out of class
Warm upengage5 MIN
The class will listen to the result of every single group.
T: Presenter Facilitator Resumer SS: Players Team P2P evaluators
T and SS sum up the results, they discuss giving a discriminating opinion, taking the best of what came up.
Closure10 MIN
DAY 2 - 1 hour
Processing 40 MIN
5 - Let's get to work
DAY 1
5 - Let's get to work
5 MINUTES ACTIVITY - engage (Listening)
The teacher engages the SS with a brief YouTube Video (3:19) which is a part of act 1 of King Lear.
After that T. focus on the phrase: "nothing will come of nothing, speak again"; a student (Massimo or Alessandro, the most demotivated or who disturb) writes the quote on the IWB.T. asks what does it mean, and reflects with ss on some topics thanks to a mind map.
DAY 1
5 - Let's get to work
Reflection on the video Ss explain what they seeTeacher quickly reminds the plot, in particular talks about the scene.
15 MINUTES ACTIVITY - STUDY and activate
15 MINUTES ACTIVITY - STUDY and activate
Scheme
4. Which other situation do you know?
3. In your opinion, what does this approach bring about?
1. Think about Cornelia's words not said, when don't you say anything?2. During Reformation, in tragedies characters didn't feel free to say something (dominated by their emotions),do you feel the same?
5 - Let's get to work
15 MINUTES ACTIVITY - STUDY and activate
- Wars between countries because of misunderstanding
- difficulties with interpersonal relationship because of social network, no direct communication
- bullying
- family dramas
- silence (corruption)
Scheme
5 - Let's get to work
DAY 2 - 2 hours
5 - Let's get to work
(PNSDL107/2015)
SS arrange the Classroom as a LAB
After the first 30 minutes, groups discuss and exchange their ideas, then they start again revising extra opinions.By the end of the lesson they should have finished their work (if not, SS. can continue at home)
Students divided in little groups (chosen by the T. in order to get more diversified), write down some ideas and start to interact each other.
DAY 1
5 - Let's get to work
T. asks to make a presentation on a topic (situation in which there's a consequence to something did not said, as sexual violence, war, bullying)
30+15+25 MIN. - ACTIVATE-DISCUSSION-ACTIVATE
Time for feedback on:learninghow they feelSS can leave their comments in a Google form created by the teacher
DAY 1
WrapUp10 MIN
5 - Let's get to work
on Google form or on a grid
- continuous observation
- immediate feedback
- Oral Production grid (summative assessment)
- on learning
- how they feel
- on inclusion & working in group
- on motivation
- on effectiveness
TEACHER'S SELF ASSESSMENT
STUDENT'S FEEDBACK
6 - ASSESSMENT
FORMATIVE ASSESSMENT
What did they get from it?
Did they learn anything from it?
Did the students enjoy it?
Was the activity successful?
6 - TEACHER'S SELF ASSESSMENT
How could it be changed to be more effective next time?
6 - STUDENT'S FEEDBACK - self assessment
6 - Formative assessment grid (to use at the end of 2nd lesson)
Name and surname:date:
THE STUDENT COMMUNICATES USING APPROPRIATE VOCABULARY AND STRUCTURE
6 - Oral Production grid (summative assessment)
7 - REFERENCES
UDA Guida alla progettazione dell’unità di apprendimento per la prova orale – 526/D1 Ed. Simone
WWW.GAZZETTAUFFICIALE.IT
Amazing minds Ed. Pearson
https://www.miur.gov.it/
https://learningportal.iiep.unesco.org/
https://www.coe.int/
Manuale per la prova scritta del concorso scuola su competenze pedagogiche, psicopedagogiche e didattico metodologiche Ed. Simone
https://education.ec.europa.eu/
thanks for your attention!
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