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Prova Orale AB24

Sabrina Doni

Created on September 12, 2024

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Transcript

unit plan

the american declaration of independence and the american constitution

Sabrina Doni - November 2024 ab24

INDEX

CONTEXT AND CLASS

PROCEDURES AND MATERIALS

KEYs TO SUCCESS AND INCLUSION

METHODOLOGIES AND APPROACHES

THE ROLE OF TECHNOLOGY

ASSESSMENT

AIMS

POSSIBLE LINKS

CONTEXT AND CLASS

SCHOOL: LICEO SCIENTIFICO in Turin CLASS: 4th year of "liceo scientifico" COMPOSITION: 16 students of which 11 males and 5 females SENs AND SPLDs: 2 non-native Italian students (1 from China and 1 from Brazil) CEFR LEVEL: mostly B1, a couple of B1+ TIME OF THE YEAR: second term TIMING: 2 hours

keys to success and inclusion

  • Familiar topics
  • ITC gradual use
  • Bring their own materials
  • Differentiation in methods/times/contents/
process/materials/outputs
  • Compensatory ICT use
  • Peer 2 peer tutoring

STUDENTS' MOTIVATION

LEARNER CENTRED

DIR MIUR 27/12/2012

PERSONALIZATION

INDIVIDUALIZATION

  • Using personal ideas / opinions
  • Creative outputs
  • Continuous feedback

L170/2010

THE ROLE OF TECHNOLOGY

MOTIVATION: Wider exposure to English Authentic language Project based learning

INCLUSION: Flexible and situated learning Personalized learning ASSESSMENT: Feedback

GLOBAL AIMS

KEY COMPETENCES FOR LIFELONG LEARNING

SPECIFIC AIMS AND PRE-REQUISITES

By the end of lesson: Students will be able to know what the Amercian Declaration of IndEpendence represented and why it is so crucial in the American history They will know the American Constitution and its importance

What they have performed:

  • The American geography
  • The American political system
  • The American Revolution
  • The use of past tenses

PROCEDURES

DAY 1

WARM UP: Thinking about the purpose of governement (What if there were no government?)

5 minutes

25 minutes

Reading and Discussion of Thomas Jefferson Declaration of IndEpendence

Create a PSA to educate others on the the most important ideas about governement expressed in the Declaration of Independendence

30 minutes

ROLE PLAY AND PEER-TO- PEER APPROACH TEACHER AS FACILITATOR

PROCEDURES

DAY 2

Engage: Do the virtual tour in the National Constitution Centre (the Signers' Hall)

10 minutes

15 minutes

Study: Carry out a research on the National Constitution website about the Signers' identity and history

ACTIVATE: debate Divide the class into 4 groups pretending to be one signer (2 groups have to be the ones who do not agree) in order to give reasons to sign or not the Constitution

35 minutes

REAL CONTEXT AND SITUATION

MATERIALS

National Constitutional Centre Website Book Real task/ group work

Real context and precise historical info Mindmap and precise historical info Give SEN a specific role especially the Chinese student who has a B1+ level and can help the other students

METHODOLOGIES AND APPROACHES

ESA ENGAGE STUDY ACTIVATE

Collaborative learning group

LEARNER AS AN ACTIVE SOCIAL AGENT

TEAL TECHNOLOGY ENHANCED ADVANCED LEARNING

PEER- TO- PEER APPROACH

LEARNER CENTRED

  • Active engagement and participation
  • Increase in collaboration and social learning
  • Enhanced communication and leadership skills
  • Improved confidence and self-efficacy

CLT COMMUNICATIVE LANGUAGE TEACHING

TECHNOLOGY AS A PART OF THE LEARNING PROCESS

Attention to the classroom setting

Better learning environment

ASSESSMENT

TEACHERS SELF ASSESSMENT

FORMATIVE ASSESSMENT

STUDENTS' FEEDBACK

CONTINUOUS OBSERVATION

ON LEARNING

ON INCLUSION

HOW DO THEY FEEL

ON LEARNING

IMMEDIATE FEEDBACK

ON EFFECTIVENESS

CONTINUOUS OBSERVATION

GROUP TASK

GROUP TASK- DEBATE

STUDENTS' FEEDBACK

Students can give their feedback in a Google Form created by the teacher

TEACHERS SELF ASSESSMENT

HOW COULD IT BE CHANGED TO BE MORE EFFEctive?

DID THE STUDENTS ENJOY IT?

WAS THE ACTIVITY SUCCESSFUL?

DO THEY LEARN ANYTHIG FROM IT?

POSSIBLE LINKS

CIVIc EDUCATIONAND CITIZENSHIP HISTORY AND ART ENGLISH LITERATURE

Reflection on the Declaration: 1. What ideas about government does T. Jefferson express in the Declaration of Independence? 2. He said the government should protect people's rights. Why do you think the protection of rights was so important to Jefferson's ideas? 3. What rights does Jefferson mention in the Declaration of Independence? 4. What contradictions do you see between the ideas in the Declaration of Independence and slavery?

Divide the class into 4 groups (2 writers and 2 artists) in order to create a PSA: it could be 30-second tv spot, a 30-second radio spot or a billboard. It should: - catch people's attention - educate them about one idea contained into the Declaration