Forster

Concorso straordinario-terAB24 – prova orale

Traccia n. 298 Exporing themes and characters in Forster's novels

Nicole Carminati

INDEX

CLASS PROFILE AND CONTEXT

GENERAL AIMS

SPECIFIC AIM

MATERIALS AND TECHNOLOGY

PRE-REQUISITES

THEORIES AND METHODoLOGY

ASSESSMENT

DESCRIPTION OF PROCEDURES

REFERENCES

1 CLASS PROFILE AND CONTEXT

THE IDEAL SETTING

DIFFERENTIATION IN METHODS TIMES CONTENT MATERIALS COMPENSATORY MEASURES USE OF ICT PAIR AND GROUP WORK TO MAKE THE CLASS MORE INCLUSIVE

LOWER AFFECTIVE FILTER TO MOTIVATE AND INCREASE LEARNING WITH THE HELP OF ICT

STUDENT MOTIVATION

Lorem ipsum

Dm 27/12/2012

LEARNER CENTRED

L. 170/2010

PERSONALIZATION

INDIVIDUALIZATION

USING PERSONAL IDEAS /OPINIONS TO ENGAGE SS

L. 104/1992

INCLUSION OF SLD STUDENT : DYSLEXIA as provided by the CTP (L. 170/10)

COMPENSATORY TOOLSICT (IWB, e-book, videos, games, music)Mind maps for grammar, vocabulary and functions Simple clear instructions, broken into small stepsLarger fonts, colours, bold for key words and additional time for testsDISPENSATORY MEASUREScommunication effectiveness over linguistic accuracyoral over written pairs /groups / whole class over individual work avoid reading aloud and dictationprescheduled oral tests

2 General aims in agreement with

CEFR 2020

European Key Competences for Lifelong Learning 2018

CEFR Descriptors for B2 levelCommon European Framework of Reference for Languages

a combination of knowledge, skills, and attitudes needed by all for personal fulfilment and development

National Guidelines for Licei,Presidential Decree no. 89/2010) Legislative Decree no. 211/2010

3 SPECIFIC AIMS

KNOWLEDGE

SKILLS

By the end of the lessons, the students will know

1. the plot of novels by Forster
2. themes and characters in his novels
3. the difference..

By the end of the lessons, the students will have:

1. developed social and collaborative skills
2. developed interaction with others by sharing opnion on the topic
3. developed digital skills
4. improved metacognition (self-assessment)
5. practised new vocabulary

4 PRE-REQUISITES

• SS are familiar with Classroom and show confidence in using the Internet for research and learning APPs in class and at home

• SS are used to work in pair or groups

• SS are familiar with assessment grid descriptors

• Specific learning objectives of the CEFR B1 level (aiming at an B2 level at the end of the second cycle)

• SS know how to explore aspects of culture related to the language of study and type of Secondary School (literary, artistic, musical, scientific, social, economic), with particular reference to the problems and languages of the modern and contemporary era

• SS can analyse and compare literary texts from different languages and culture
• SS have already studied the historical period and the life and work of Forster

5 MATERIALS AND TECHNOLOGY

TRADITIONAL MATERIALS: TEXTBOOK, HANDOUTS

PSND L 107/2015

>>AUTHONOMY >>FEEDBACK >>EXPOSURE TO ENGLISH

6 THEORIES AND METHODOLOGIES

LEARNER AS A SOCIAL AGENT

ENGAGE STUDY ACTIVATE

SOCIAL CONSTRUCTIVISM

ESA

Thinking on Language

COGNITIVISM

LEARNER CENTRED

COOPERATIVE LEARNING

COMMUNICATIVE LANGUAGE TEACHING

CONNECTIVISM

The teacher has to understand the students’ characteristics and needs in order to choose the most appropriate method, approach and strategy.

TECHNOLOGY AS PART OF THE LEARNING PROCESS

7 DESCRIPTION OF PROCEDURES

TIMELINE

LESSON 2

LESSON 3

LESSON 4

LESSON 1

LESSON 5 AND 6

text Analysis

discovering Forster's novels

GROUP WORK:

Lesson 1 - ENGAGE

Inclusion

Objectives

Stage

Teacher's Activity

T shows trailers of four films without showing the title and asks students to match the scentences to the titles (A room with a view, Maurice, A passage to India, Howards end)

to raise interest and to get SS engagedto activate prior’s knowledge and curiosity​to create a positive environment

Engage Warm UP 10 whole class

IWB and film trailers Multisensory is already inclusive by itself.

Lesson 1 - STUDY

Teacher's Activity

Stage

Objectives

Inclusion

T divides the class in four groups and gives each group the summary of the plot of a different novel. SS will also have access to a video with a summary of each novel, so they can better understand it. SS will do a jigsaw: before they will be part of the expert group and then go back to the home group and tell the rest of the group what the stories are about

Study whole class 40 min 10 + 30 min

group work Videos text adapted in font and size

to make hypotheses to develop a critical thinking to develop digital skills to cooperate

Lesson 1 - STUDY

HOMEWORK

Teacher's Activity

Objectives

Stage

To reinforce the topic and prepare for the next lesson

t asks SS to sum up what they have done in class by creating an Identity card on each book indicating:

• Characters

• Theme
• Setting
• Clash

Homework5 MIN

Lesson 2 ENGAGE

Stage

Inclusion

Teacher's Activity

Objectives

ENGAGEWhole class5 min

T shows a quiz on quizlet on Forster's works

To recall what they have studied and to check the knowledge

Use of ICT

https://quizlet.com/564073718/em-forster-extra-quiz-flash-cards/

Lesson 2 STUDY

Objectives

Inclusion

Stage

Teacher's Activity

T gives different texts to analyze one from different books studied in the previous lesson. SS works in pair and think pair share ideas on the text. T gives a guided analysis to follow and asks SS to take notes on the clash and main themes on each text

STUDY 20 min in couples

to find on the text what they have studied to improve text analysis to share ideas

text will be given adpted in font and size

Lesson 2

Teacher's Activity

Stage

Inclusion

Objectives

STUDY whole class 20 MIN en

T and SS use MindMup.com tocreate a collective mind map about the themes found in each text T shares the product onGoogle Classroom

To create learningmaterial based on theSs’ needsTo encourage Ss to takeownership of their owneducational process To fosterEntrepreneurshipcompetenceTo enhance digitalcompetenceTo organise ideas andconcepts

ICT IWB Learning material basedon personal needs

Lesson 2 HOMEWORK

Teacher's Activity

Objectives

Stage

Inclusion

T uploads the texts given in class and asks SS to analyse and find the main themes in each text

to reinforce the themes approached in class to develop critical thinking

hOMEWORK 5 min

texts are adapted in font and size

Lesson 3

Teacher's Activity

Stage

Objectives

Inclusion

SS are divided into 4 groups of 5 peopleSS are given instruction: SS should work on an infographic which has to contain a description of characters and the main themes of The book. They can chose the style and the App. SS will be assessed for their final product and group work

to learn how to cooperate and exchage ideas to develop digital competence and critical thinking to make decisions

ACTIVATE 55 min GROUP WORK

group work ICT

Lesson 4

In the following lessons, each group will present their Infographics on the book given to the class ( 3 min per SS more or less), they will use the IWB. they will be assessed on the oral PRESENTATION (summative assessment) and group work (formative assessement) They will be asked to fill in a Google form in classroom on self-assessment and peer assessment.

By the end of our class, we need to verify whether our stated objectives have been met according to the criteria and the procedures defined by the teacher’s staff and included in the PTOF (Three-Year Educational Offer Plan)

ASSESSMENT D.LGS. 62/2017

8 ASSESSMENT

to develop metagnition awareness to understand which are SS strengths and weaknesses and therefore where to improve

SELF AND PEER ASSESSMENT

FORMATIVE ASSESSMENT

Continuous informal assessment andfeedback to SS

SUMMATIVE ASSESSMENT

>>TOWARDS B2

ORAL PRODUCTION.

SLD STUDENT WILL BE ASSESSED ACCORDING TO the CTP

Formal final evaluation . It produces amark which includes the whole learningprocess as well

Teacher's Assessment

T reflects on the performance. It is part of a continuous improvement process. T considers SS’ feedback as well.

DID THE STUDENTS ENJOY IT?

DID THEY LEARN ANYTHING FROM IT?

WAS THE ACTIVITY SUCCESSFUL?

HOW COULD IT BE CHANGED TO BE MORE EFFECTIVE NEXT TIME?

WHAT DID THEY GET FROM IT?

What went wrong? What could be improved? What has been highly appreciated by the students?

CROSS CURRICULAR

>>History

>>

>>CIVIC EDUCATION

SUSTAINABILITY AGENDA 2030

Tell me and I forget. Teach me and I remember. Involve me and I learn. Benjamin Franklin

9 REFERENCES

The Practice of English Language Teaching, Harmer CEFR Companion Volume 2020 National guidelines for "Licei" Council Recommendation of 22nd May 2018 on Key Competences for Lifelong Learning Performer culture and literature Peroformer heritage Various web resources (youtube, wordwall)

THANKS!