Forster

Concorso straordinario-terAB24 – prova orale

Nicole Carminati

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

REFERENCES

PRE-REQUISITES

SPECIFIC AIM

THEORIES AND METHODoLOGY

DESCRIPTION OF PROCEDURES

MATERIALS AND TECHNOLOGY

GENERAL AIMS

CLASS PROFILE AND CONTEXT

ASSESSMENT

INDEX

1 CLASS PROFILE AND CONTEXT

Dm 27/12/2012

L. 170/2010

L. 104/1992

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

USING PERSONAL IDEAS /OPINIONS TO ENGAGE SS

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

STUDENT MOTIVATION

PERSONALIZATION

LEARNER CENTRED

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INDIVIDUALIZATION

THE IDEAL SETTING

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

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

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

CEFR Descriptors for B2 levelCommon European Framework of Reference for Languages

CEFR 2020

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

European Key Competences for Lifelong Learning 2018

2 General aims in agreement with

3 SPECIFIC AIMS

KNOWLEDGE

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..

SKILLS

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

TRADITIONAL MATERIALS: TEXTBOOK, HANDOUTS

PSND L 107/2015

>>AUTHONOMY >>FEEDBACK >>EXPOSURE TO ENGLISH

5 MATERIALS AND TECHNOLOGY

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

Thinking on Language

COGNITIVISM

LEARNER CENTRED

CONNECTIVISM

COOPERATIVE LEARNING

SOCIAL CONSTRUCTIVISM

ESA

TECHNOLOGY AS PART OF THE LEARNING PROCESS

ENGAGE STUDY ACTIVATE

COMMUNICATIVE LANGUAGE TEACHING

LEARNER AS A SOCIAL AGENT

6 THEORIES AND METHODOLOGIES

LESSON 5 AND 6

LESSON 4

GROUP WORK:

7 DESCRIPTION OF PROCEDURES

discovering Forster's novels

text Analysis

LESSON 3

LESSON 2

LESSON 1

TIMELINE

IWB and film trailers Multisensory is already inclusive by itself.

Inclusion

Teacher's Activity

Objectives

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

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)

Stage

Lesson 1 - ENGAGE

Engage Warm UP 10 whole class

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

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

group work Videos text adapted in font and size

Inclusion

Teacher's Activity

Objectives

Stage

Lesson 1 - STUDY

Study whole class 40 min 10 + 30 min

Lesson 1 - STUDY

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

Teacher's Activity

Objectives

To reinforce the topic and prepare for the next lesson

Stage

HOMEWORK

Homework5 MIN

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

Use of ICT

Inclusion

Teacher's Activity

Objectives

To recall what they have studied and to check the knowledge

T shows a quiz on quizlet on Forster's works

Stage

Lesson 2 ENGAGE

ENGAGEWhole class5 min

text will be given adpted in font and size

Inclusion

Teacher's Activity

Objectives

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

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

Stage

Lesson 2 STUDY

STUDY 20 min in couples

ICT IWB Learning material basedon personal needs

Inclusion

Teacher's Activity

Objectives

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

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

Stage

Lesson 2

STUDY whole class 20 MIN en

texts are adapted in font and size

Inclusion

Teacher's Activity

Objectives

to reinforce the themes approached in class to develop critical thinking

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

Stage

Lesson 2 HOMEWORK

hOMEWORK 5 min

group work ICT

Inclusion

Teacher's Activity

Objectives

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

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

Stage

Lesson 3

ACTIVATE 55 min GROUP WORK

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

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.

Lesson 4

SELF AND PEER ASSESSMENT

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

8 ASSESSMENT

Continuous informal assessment andfeedback to SS

FORMATIVE ASSESSMENT

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

SLD STUDENT WILL BE ASSESSED ACCORDING TO the CTP

ORAL PRODUCTION.

>>TOWARDS B2

SUMMATIVE ASSESSMENT

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

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

WHAT DID THEY GET FROM IT?

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

WAS THE ACTIVITY SUCCESSFUL?

DID THE STUDENTS ENJOY IT?

DID THEY LEARN ANYTHING FROM IT?

Teacher's Assessment

SUSTAINABILITY AGENDA 2030

>>History

>>CIVIC EDUCATION

>>

CROSS CURRICULAR

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!