Presentazione Lavagna Magnetica

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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With Genially templates, you can include visual resources to leave your audience speechless. You can also highlight a specific phrase or data that will be engraved in the memory of your audience and even embed external content that surprises: videos, photos, audios... Whatever you want!

Here you can placea highlighted title

With Genially templates, you can include visual resources to leave your audience speechless. You can also highlight a specific phrase or data that will be engraved in the memory of your audience and even embed external content that surprises: videos, photos, audios... Whatever you want!

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