Percorso 30 CFU - UNINT

"HAVE TO"

PERCORSO 30 CFU- Classe di concorso AB25 Rosemary Gattola

11. DIDACTIC RESCUE & STRENGTHENING

Overview

7. MATERIALS & DIFFERENTIATION FOR SEN

8. METHODOLOGIES & APPROACHES

6. ASSESSMENT

1. CONTEXT

4. PRE-REQUISITES

5. PROCEDURES

3. AIMS

12. QUOTES

10. OBSERVATION & ANALYSIS

9. ANTICIPATED PROBLEMS

2. CLASS

The majority of the 👫 are into sports and technology. Only a few of them are accustomed to reading books at home.

CULTURAL BACKGROUND

Residential area in the suburban north-east side of Rome (Prima Porta). Social context is MIXED.

AREA

SCHOOL

CONTEXT

It is a Middle School

3 hours (1+1 + 1) 🕦

Second term

SS often tend to form fixed groups but they have their own balance and tend to support each other.

2nd Year

A1 towards A2 level

MEDIUM LEVEL Class

21 students of which 11 boys and 10 girls

COMPOSITION

CEFR LEVEL

TIMING

TIME OF THE YEAR

CLASS:

2 students with Dyslexia with CTP (L. 170/2010)

SENs AND SPLDs

HETEROGENITY / HOMOGENEIITY

SS are responsible but perky and get bored easily.

CLASS

GENERAL BEHAVOIUR/ MOTIVATION

L.104/1992

L.170/2010

DIR.MIN. 27/12/2012

• Using Personal Ideas/opinions
• Creative outputs
• Continuous feedback

• Working in the ZPD

• Familiar topics
• ICT Gradual Use
• Bring their own

• Differentiation in Methods/times/ content/process/ materials/outputs

• Compensatory ICT Use
• Peer 2 peer Tutoring

INDIVIDUALIZATION

PERSONALIZATION

STUDENTS MOTIVATION

KEYS TO SUCCESS AND INCLUSION

Level A2

INTERACTION

MEDIATION

PRODUCTION

RECEPTION

NEW DESCRIPTORS FROM CEFR COMPANION 2018

Global Aims

Global Aims

✓ Affronta situazioni nuove attingendo al suo repertorio linguistico, usando la lingua per apprendere argomenti di ambiti disciplinari diversi, collaborando con i suoi compagni.

✓ Autovalutazione delle competenze acquisite e del proprio modo di apprendere.

✓ Individua elementi culturali veicolati dalla lingua materna o di scolarizzazione e li confronta con quelli veicolati dalla lingua straniera.

✓ Lettura Legge semplici testi con diverse strategie adeguate allo scopo.

✓ Scrive semplici resoconti e compone brevi lettere o messaggi rivolti a coetanei o familiari.

✓ InterazioneInteragisce con uno o più interlocutori in contesti familiari o su argomenti noti.

✓ Orale Comprende oralmente i punti essenziali di testi in lingua inglese su argomenti familiari o di studio affrontati a scuola o nel tempo libero.

(D.M 254/2012 elab. ai sensi dell' art. 1, comma 4 del D.P.R. 89/2009)

TRAGUARDI PER LO SVILUPPO DELLE COMPETENZEAL TERMINE DELLA SCUOLA SECONDARIA DI PRIMO GRADO PER LA LINGUA INGLESE

Lo studente:

• Use “have to” in short sentences to express obligations, rules, or necessities (e.g., “I have to study for the test tomorrow”).

• Formulate questions and answers with “have to”.

• Answer simple comprehension questions about short texts on a familiar topic.

• Understand how to behave on Earth to reach sustainbale devolpment goals. (Agenda 2030)

• That “have to” is used to express obligation, necessity, or strong advice.

• The grammatical forms of “have to” in Positive, Negative, and Question Forms.

• When to use “have to” in formal and informal situations.

Students can apply knowledge and skills in an AUTHENTIC TASK

COMPETENCES

By the end of the lesson students will BE BETTER ABLE TO:

SKILLS

By the end of the lesson students will KNOW:

KNOWLEDGE

SPECIFIC AIMS

03

04

02

01

citizenship competence

learning to learn competence

Cultural competence

Digital competence

Multilingual competence

EUROPEAN KEY COMPETENCES FOR LIFELONG LEARNING 2018 (*involved 5 out of 8)

Lifelong learning competences

Global Aims

METHODOLOGICALStudents are familiar with TASK BASED LANGUAGE TEACHING

• Knowledge of HOW to form simple affirmative, negative, and interrogative sentences.

• Recognition and use of the SIMPLE PRESENTtense for regular activities (e.g., "I go to school," "He reads a book").

• Subject-verb agreement with "DO/DOES" for singular and plural subjects.
• How to use the verb "to have" to express POSSESSION (e.g., "I have a pen," "She has a dog").

• Understanding the difference between "HAVE" and "HAS."

• Ability to ask and answer simple YES/NO QUESTIONS (e.g., "Do you like apples?" "Yes, I do" or "No, I don’t").

DIGITAL• Students are capable of using the DIGITAL TOOLS involved in the lesson plan.

EDUCATIONAL-Working in PAIRS and in GROUPS-CONFIDENCE in Language Learning-MOTIVATION and INTEREST-PATIENCE to practice and reinforce concepts.-PERSEVERANCE to keep going even when faced with challenging material.-OPENESS to Feedback-INTERPERSONAL SKILLS-EMPATHY and SUPPORTIVENESS

LINGUISTIC

PRE-REQUISITES

In order to check the pre-requisites of the new lesson 👩‍🏫 provides 👫 with a QUIZIZZ game about the SIMPLE PRESENT (AFFERMATIVE, NEGATIVE and INTERROGATIVE FORM)to do as a homework activity.📚🏡

HOMEWORK ACTIVITY

PRE-REQUISITES CHECK

Student is invited to retrieve the missing contents

Have the Pre-requisites been met?

Student is ready for the new activity

PRE-REQUISITES CHECK

Peer tutoring

Student is invited to retrieve the missing contents with the teacher or the students.

PRE-REQUISITES CHECK

ACTIVATE10 MIN

Self-assessment

WRAP UP5MIN

ACTIVATE10 MIN

CLASSMATESINTERVIEW

READINGInductive learning

WALKABOUTwith pictures about HAVE TO

1 hour E.S.A

Speakers

Active

Rule-Builders

Active

Guide

Facilitator

Guide

Facilitator

Ss:

T:

Individually & in pairs

SPEAKING CARDS

PARTICIPATORY LESSON

STUDY 115 MIN

ENGAGE10 MIN

6.

LET'S GET TO WORK DAY 1

STUDY 210 MIN

👫 wander around the class, looking at them and guess the topic.

Walkabout

engage -10 minutes

The 👩‍🏫 hangs on the wall 5 PICTURES with sentences referred to the use of "HAVE TO" . ( e.g. "You have to be kind"; "You have to be helpful"; "You don't have to be noisy")

👩‍🏫 provides 👫 with a GLOSSARY in order to understand better (SCAFFOLDER).

👩‍🏫 gives a worksheet📝 to 👫 who have first to read rapidly in COUPLES in order to get a general overview and after "scan" the text in order to underline the sentences with HAVE TO and understand the use of it.

Reading "Skimming & scanning"

PAIR WORK

INDUCTIVE LEARNING

1.

Study-15 minutes

The 👩‍🏫 gives 👫 with Dyslexia a paper copy of the map and also uploads it on Weschool.

2.

PARTICIPATORY LESSON

Study-10 minutes

👩‍🏫 asks questions to 👫 about the use of HAVE TO, clarifies their doubts giving them more explanations about the topic and asks them to copy on their 📖 a MAP shown on the IWB with the GRAMMATICAL FORMS of it in Positive, Negative and Question Forms.

A. Do you have to get up early tomorrow morning?B. Yes, I do. A. Why do you have to get up early?B. I have to get to class on time.

👫 find different classmates to interview. When a classmate answers ‘Yes’, the interviewer should write the classmate’s name and ask for and record additional information.

A CLASSMATES INTERVIEW:-Enhances Social Skills; -Assigns Roles Thoughtfully( interviewer or speaker);-Encourages Verbal Communication rather than written tasks to reduce stress and let their ideas flow more naturally;-Facilitates Pairing or Grouping; -Minimizes Time Pressure; -Focuses on Strengths; -Offers Feedback in Multiple Formats.

3.

Classmates interview

Activate -10 minutes

👩‍🏫 distributes👫one activity handout about "FIND SOMEONE WHO...HAVE TO".

SPEAKING CARDS

👩‍🏫 Shows on the IWB a SPEAKING CARDS WORDWALL game. 👫 PLAY the game and answers the questions.

ACTIVATE-10 MINUTES

At the beginning of the year, 👩‍🏫 asks 👫 to create TRAFFIC LIGHT CARDS and to keep them in their 🎒, in order to use them at the end of the lesson.

SELF-ASSESSMENT

WRAP UP-5 MIN

Time for feedback!

👩‍🏫 asks 👫 to show a TRAFFIC LIGHT CARD in order to show how they feel about the 🇬🇧 lesson.

Watching videos is a good resource for👫 with SPLD since they're engaging and simplify the comprehension of a specific topic.

HOMEWORK 📚🏡

👩‍🏫 uploads an ISLCOLLECTIVE video listening comprehension on WESCHOOL about the use of HAVE TO, so that 👫 can revise the topic in an engaging way.

GROUP SELF ASSESSMENT

Speaker

Facilitator

WRAP UP5 MIN

LESSON 3

Classroom as a LAB

In GROUP

1 hour TBLT

Team

Team

Active listeners

Speakers

Facilitator

Tutor

Presenter

Ss:

Interlocutor

T:

The students, in preformed groups, work on the TASK. They work in groups.

The teacher introduces the task aboutCREATING A POSTER

TREASURE HUNT

TASK PHASE 30 MIN

PRE-TASK5 MIN

LET'S GET TO WORK DAY 2

Warm Up20 MIN

(E.g. Checkpoint 1: “To move forward, you have to jump 5 times on one foot.” 🦶 )

“To find the treasure, you HAVE TO complete tasks at every checkpoint.Each time you finish a task, you’ll get a reward or a clue that brings you closer to the treasure!”

By emphasizing creativity, collaboration, and multi-sensory engagement, treasure hunts create a supportive environment where all students, including those with SLDs can thrive.

TREASURE HUNT

👩‍🏫explains 👫the rules:

WARM UP-10 MINUTES

They have to create a POSTER about what they HAVE TO DO during their daily routine in order to protect the planet and reach some development sustainable goals. (Agenda 2030)

CREATION OF A POSTER

👩‍🏫 divides the class into 3 GROUPS of 4 students and 3 GROUPS of 3 students and explains the task :

PRE-TASK -10 MINUTES

WHILE

👩‍🏫 works as a FACILITATOR and a PROMPTER.

👫 start working on the TASK in small groups

TASK CYCLE -30 MINUTESTASK PHASE

👩‍🏫 tells 👫 with SPLDs, they can draw pictures or look for images which represent their choices and decide to upload them on Weschool or print them.

👫 can write it on a Word page and upload it on WeSchool or on their notebooks.📔👩‍🏫 collects and checks their works giving students a formative feedback.

"WRITING about WHAT THEY HAVE TO DOTO SAVE THE PLANET"

HOMEWORK 📚🏡

👩‍🏫 tells 👫 to think about some activities they have to do everyday in order to save the planet. They have to write 5 sentences where they describe what they have to do and why they think it's important.

STRUGGLED TO WORK TOGETHER EFFECTIVELY

WORKED TOGETHER BUT NOT ALL STRENGHTS WERE UTILIZED

WORKED VERY WELL TOGETHER, UTILIZING MOST STRENGHTS

WORKED VERY WELL TOGETHER, UTILIZING EVERYONE'S STRENGHTS

PRESENTATION WAS UNCLEAR AND DISENGAGED

PRESENTED WAS CLEAR BUT LACKED ENGAGEMENT

PRESENTED CLEARLY WITH GOOD ENGAGEMENT

PRESENTED CONFIDENTLY AND CLEARLY WITH STRONG ENGAGEMENT

SHOWED LIMITED CREATIVITY

LACKED CREATIVITY IN PLANNING

SHOWED SOME CREATIVITY IN PLANNING AND PRESENTATION

SHOWED HIGH CREATIVITY IN PLANNING AND PRESENTATION

POORLY ORGANIZED AND UNCLEAR

ORGANIZATION IS PRESENT BUT LACKS CLARITY

ORGANIZED THE PROJECT WITH SOME CLARITY AND LOGIC

ORGANIZED THE PROJECT CLEARLY AND LOGICALLY

ORGANIZATION

NEEDS IMPROVEMENT

GOOD

SATISFACTORY

EXCELLENT

GROUP DYNAMICS

PRESENTATION SKILLS

CREATIVITY

CRITERIA

GROUP WORK SELF-ASSESSMENT RUBRIC

PEER ASSESSMENT

Students report the TASK to the classmates and to the teacher.

Classroom as a LAB

In GROUP

1 hour TBLT

P2P evaluators

Team

Team

Active listeners

Speakers

Facilitator

Resumer

Tutor

Presenter

Ss:

Interlocutor

T:

LANGUAGE FOCUS

Students get ready to show their workPOSTER

REPORT30 MIN

WRAP UP10 MIN

PLANNING 10 MIN

LET'S GET TO WORK DAY 3

POST TASK10 MIN

👫 prepare to REPORT to the whole class and to the 👩‍🏫 their POSTERS and to explain their choices.

PLANNING-10 MINUTES

MOTIVATING their choices:"We HAVE TO save water because...""We HAVE TO save energy turning off the lights of our bedroom because...""We HAVE TO recycle because...""We DON'T HAVE TO CUT trees..."

👫 present their POSTERS to the class and 👩‍🏫

REPORT-30 MINUTES

ANALYSIS & PRACTICE

POST TASK-10 MINUTES 👩‍🏫 checks and analyses the possible mistakes occurred in the REPORT phase and provides 👫 with further activities if needed.

LANGUAGE FOCUS

👫 are invited to retrieve the missing contents by watching a YouTube video and doing a Worksheet about the topic.

DIDACTIC RESCUEAndStrengthening

👩‍🏫 provides prompts such as:“What you did well was…“ , “What I’ve learned from your work about how to improve mine is, "What you could improve is…“

PEER ASSESSMENT

FEEDBACK 🍔

👫 give a feedback to the other classmates works using the “Feedback 🍔“ method: they have to give two positive comments and one constructive comment.

5 MINUTES ACTIVITY-WRAP UP

"VERY GOOD INDEED!"

"Is there somebody who has guessed the topic?"

"Now 👫 you have to wander around the class,LOOK at the pictures and try to guess the topic!"

NOW I TEACH MY LESSON!"Walk about"

"When do we use HAVE TO?"

Glossary

"Now 👫 you have to read this text and do a SKIMMING & SCANNING ACTIVITY!"

NOW I TEACH MY LESSON!"Reading - Skimming & Scanning"

"If I say: "I have to close the tap everytime I brush my teeth, in order to save water, what do I want to say?"

"Do you have any questions for me ?"

"It's time to see this MAP and understand the GRAMMATICAL use of HAVE TO!"

"👫 When do you HAVE TO do something?"

NOW I TEACH MY LESSON!"Participatory lesson"

When a classmate answers ‘Yes’, the interviewer should write the classmate’s name and ask for and record additional information.

NOW I TEACH MY LESSON!"Classmates interview"

A: Do you have to get up early tomorrow morning?B: Yes, I do. (writes classmate’s name in the box) A: Why do you have to get up early?B: I have to get to class on time.A: (writes this information in the box)

"And now let's practice the use of HAVE TO!"

HOW DID SS WITH SEN BENEFIT FROM THE SUPPORT PROVIDED?

HOW EFFECTIVELY DID THEY USE RESOURCES AND TOOLS?

HOW WELL DID THEY COLLABORATE IN PAIRS AND GROUPS?

METACOGNITION

WHAT DID THEY GET FORM IT?

WHERE THEY ABLE TO COMMUNICATE THEIR IDEAS CLERALY AND EFFECTIVELY?

DID STUDENTS ENJOY IT?

WAS THE ACTIVITY SUCCESFUL?

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

Teacher's self assessment

SIMPLIFIEDTEXTS

Give SEN aSpecific role

INCLUSIVEIMMERSIVE

REAL TASK/ GROUP WORK

TEXTS

CAN be helped by peers

REGULAR & IMMEDIATE FEEDBACK

ISLCOLLECTIVE

creativity, collaboration, and multi-sensory engagemenT

INCLUSIVE

SPEAKING CARDS

QUIZIZZ

differentiation for sen

TREASURE HUNT

WALKABOUT

Materials, activities And

WORDLE

LearnerCentred

Changes in WHAT we learn with HOW we learn WHERE we learn

Technology as part of the learning process

Learner as an Active Social Agent

CommunicativeLanguage Teaching

TechnologyEnhanced AdvancedLearning

Engage Study Activate

CLT

TEAL

ESA

TBLT

SOCIAL CONSTRUCTIVISM

Approaches

And

methodologies

Give him/her a leading role (i.g. Presenter in the quiz)

Bring my own devices or use the tablets that the school makes freely available, work in pairs, have an offline B plan ready (paper worksheet).

Fast rythm, change activity often, balance ability in group work, keep them actively involved, promote peer tutoring, give each student a specific role;

USE comprehensible and contextualized input (images, video); PROVIDE more scaffolding and break the instructions into smaller parts, ASK questionsto check understanding.

SINGLE STUDENT DISTURBING OR DISENGAGING

INTERNET OR SOME MOBILES WON'T WORK, ISSUES WITH IWB

LOSS OF CONCENTRATION (e.g. Fast finishers)

SOME SS (not only SEN) find instructionsdifficult to follow or moredifficult than expected

ANTICIPATED PROBLEMS

UDL

SUGGESTOPEDIA

Jeremy Harmer

If you want your students to learn English, don't teach language: FOCUS ON CONTENT, and LANGUAGE WILL FOLLOW.

Stephen Krashen

"The best methods are therefore those that supply 'COMPREHENSIBLE INPUT' in LOW ANXIETY SITUATIONS, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are 'READY', recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production."

• CEFR - Companion volume (2020);
• European Council Recommendation of Key Competences for Lifelong Learning (2018);
• Harmer J., The Practice of English Language Teaching (Fifth Edition, 2007);
• Larsen D., Techniques & Principles in Language Teaching (Third Edition,2011);
• Law 107/2015 "Buona Scuola»;
• Law 170/2010 "Nuove norme in materia di disturbi specifici di apprendimento in ambito scolastico".
• Rogers K., Gifted students and Cooperative learning, 2012.

REFERENCES

Thank you for your attention!

Rosemary Gattola

Do you have an idea?

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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 etched in the memory of your audience and even embed external content that surprises: videos, photos, audios... Whatever you want! Need more reasons to create dynamic content? Well: 90% of the information we assimilate comes to us through sight, and we retain 42% more information when the content is in motion.

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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 etched in the memory of your audience and even embed external content that surprises: videos, photos, audios... Whatever you want! Need more reasons to create dynamic content? Well: 90% of the information we assimilate comes to us through sight, and we retain 42% more information when the content is in motion.

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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 etched in the memory of your audience and even embed external content that surprises: videos, photos, audios... Whatever you want! Need more reasons to create dynamic content? Well: 90% of the information we assimilate comes to us through sight, and we retain 42% more information when the content is in motion.

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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 etched in the memory of your audience and even embed external content that surprises: videos, photos, audios... Whatever you want! Need more reasons to create dynamic content? Well: 90% of the information we assimilate comes to us through sight, and we retain 42% more information when the content is in motion.

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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 etched in the memory of your audience and even embed external content that surprises: videos, photos, audios... Whatever you want! Need more reasons to create dynamic content? Well: 90% of the information we assimilate comes to us through sight, and we retain 42% more information when the content is in motion.

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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 etched in the memory of your audience and even embed external content that surprises: videos, photos, audios... Whatever you want! Need more reasons to create dynamic content? Well: 90% of the information we assimilate comes to us through sight, and we retain 42% more information when the content is in motion.