"Into the Jungle: Discovering the Empire in Kipling’s Tale"

"Into the Jungle: Discovering the Empire in Kipling’s Tale"

Overview

Enter the didactic approach

DIDACTIC PROPoSAL: "Into the Jungle: Discovering THE Empire in Kipling’s Tale"

cONTEXT

LEGAL FRAMEWORK

methodoloty and evaluation criteria

ATTENTION TO DIVERSITY

DIDACTIC APPROACH

sEssions

METHODOLOGY

INTRINSIC SPECIAL NEEDS

JUSTIFICATION

GOALS

SCHOOL CONTEXT

1ST SESSION

2ND SESSION

ASSESSMENTCRITERIA

STARTING POINT

CLASS CONTEXT

CURRICULAR SPECIFICATIONS

LATE INCORPORATION

3RD SESSION

RUBRICS

FINAL TASK

MEASURES OF REINFORCEMENT

Podcast

4TH SESSION

Self-assessment

5TH SESSION

Peer-assessment

When developing a Didactic Approach, it is essential that it is coherent, not only with the laws governing our educational system, but also with the various school projects, which are the fundamental base on which our work as teachers is articulated. COHERENCE WITH THE CURRICULUM: This learning situation is based on the principles established by Decree 77/2023, which advocates for comprehensive, equitable, and quality education. It is oriented towards the challenges of the 21st century, emphasizing the need to develop key competencies such as plurilingual, autonomy, and social commitment, essential in a globalized and constantly changing world. It also seeks to prepare students for adult life and promote continuous learning. The didactic application also aligns with the guidelines of plurilinguism, as in our case, it is based on the promotion of the use of English. This ensures that students develop language skills in the two official languages, Basque and Spanish, as well as a foreign language. There is no doubt that the inclusion of English reinforces the goal of preparing students for a global environment. It can be said that this learning situation meets the requirements of the curriculum established by Decree 77/2023, ensuring training that prepares students to face current and future challenges, promoting comprehensive and continuous development."

COHERENCE WITH THE HIGH SCHOOL PROJECTS This Learning Situation has been designed to align with the different projects developed in our High School, ensuring coherence with them. - Educational Project of the Center: This didactic approach is crafted to resonate with our center's educational philosophy, promoting a well-rounded education that encourages critical thinking and personal growth. By embedding the values and vision of our center into the learning objectives, the approach ensures that students' experiences are in direct connection with our institutional goals.- Linguistic Project: Recognizing the significance of linguistic proficiency and cultural richness, the learning situation emphasizes the development of language skills. It is designed to enhance students' communicative competence in English and respects linguistic diversity, aligning with our center's goals of fostering multilingualism and global understanding. - Diversity Project: One of our main goals as educators is to embrace and understand diversity. Activities and content are tailored to acknowledge and celebrate differences, promoting an inclusive environment that mirrors our center's dedication to diversity as a strength. - Digital Project of the Center: With a forward-looking approach, this didactic approach incorporates digital literacy and critical engagement with technology. It aligns with our center's digital project by preparing students to navigate and contribute to the digital world effectively and ethically. - eTwinning and Erasmus+ Projects: Our center participates in these European projects, so the current approach has been designed to complement and extend the international collaborations established through eTwinning and Erasmus+. By improving students' proficiency in English as well as their digital literacy, it encourages them to engage with peers across Europe, fostering a sense of European community and shared learning.

EUROPEAN KEY COMPETENCES FOR LIFELONG LEARNING

1. Linguistic communication competence. (LC): developing reading, listening, writing, and speaking skills through analysis of texts and podcast creation.2. Plurilingual competence (PC): comparing literary themes across cultures; developing literary vocabulary and possibly bilingual glossaries.4. Digital competence (DC): using digital tools to record, edit, and present podcasts; researching online resources.5. Personal, Social and Learning to Learn competence (PSLLC): working in groups; planning a creative project; evaluating one's own learning; using feedback.8. Cultural awareness and expression competence (CCEC): understanding Romanticism as a literary and cultural movement; analysing social issues of the Industrial Revolution.

• SPECIFIC COMPETENCES:
• To comprehend and interpret the overall meaning and key details of oral, written and multimodal texts expressed clearly in standard language.
• To produce oral, written and multimodal texts that are appropriate, coherent, and adapted to the communicative situation.
• To interact effectively in communicative exchanges, with increasing autonomy, using strategies.
• To mediate in everyday situations by transferring information, clarifying meaning, or rephrasing messages to make them understandable for others.
• To use one's own linguistic repertoire and knowledge of different languages to support the learning and use of English.
• To value linguistic, cultural and artistic diversity through exposure to English and other languages.

OPERATIONAL DESCRIPTORS:

PC1. Uses one or more languages effectively, in addition to familiar language(s), to meet their communicative needs, in a way that is appropriate and suitable for their development and interests, as well as for different situations and contexts in personal, social, educational, and professional areas. CP2. Reflects on their own learning processes based on their experiences and employs strategies for transferring knowledge and communication skills acquired in other languages and subjects, and demonstrates a confident attitude towards their own learning ability to improve communicative competence. DC1. Conducts advanced internet searches (according to search terms, format, timeliness, and licensing), considering criteria of validity, quality, relevance, and reliability, selects and critically understands information, combining it meaningfully, and organizes it for easy retrieval and reference, with respect for intellectual property. DC2. Manages and uses their own personal digital learning environment to produce and store original digital knowledge and content in various formats, using the most appropriate digital tools for the task or needs, reusing existing content, and applying their knowledge of licenses to the generated content. DC3. Participates, collaborates, and interacts through tools or platforms such as social networks or online communities, to communicate, work collaboratively, and share content, data, and information, choosing the one that best suits their purpose, managing their actions, presence, and visibility on the network responsibly, and exercising active, civic, and reflective digital citizenship. PSLLC3. Proactively understands the perspectives and experiences of others and incorporates them into their learning, to participate in group work, distributing and accepting tasks and responsibilities equitably and employing cooperative strategies. PSLLC5. Develops the process of creating valuable ideas and solutions and makes reasoned decisions, using agile planning and management strategies, and reflects on the process undertaken and the outcome achieved, to complete the process of creating innovative and valuable prototypes, considering the experience as an opportunity to learn.

EVALUATION CRITERIA:

1.1. Extract the overall meaning and main ideas, as well as select relevant information from oral, written, and multimodal texts of medium length expressed clearly and in the standard language through various media, with the possibility to re-listen or ask for confirmation. 1.4. Use common strategies to search, select, and contrast information applying criteria of validity, quality, timeliness, and reliability, and to manage such information with respect to the different authorship licenses that regulate intellectual property. 2.1. Verbally express with sufficient correctness, fluency, pronunciation, and intonation simple, structured, comprehensible, coherent texts appropriate to the communicative situation in order to describe, narrate, argue, and inform, in different media, using verbal and non-verbal resources, and making not only effective but also ethical use of language. 2.3. Select, organize, and apply common knowledge and strategies to plan, produce, review, and cooperate in the development of texts using the most appropriate analog or digital resources depending on the task and needs, exercising a civic and reflective digital citizenship, respecting intellectual property and avoiding plagiarism. 3.3. Select and apply planning and management strategies, as well as simple and complex cooperative strategies, assuming the individual responsibilities assigned in group work and managing conflicts that arise in analog and digital environments.

BASIC KNOWLEDGE AREAS:

• Common strategies for the planning, execution, control, and repair of the comprehension, production, and co-production of oral, written, and multimodal texts that are progressively more extensive and rich in vocabulary and structures
• Resources for learning and common strategies for searching, selecting, and managing information (dictionaries, reference books, libraries, digital and computer resources, spelling checkers, etc.)
• Simple and complex cooperative strategies and assumption of assigned individual responsibilities in group work in analog and digital environments. Conflict management

The High School is placed in Getxo, a town with around 79273 inhabitants. Catering to a diverse body of approximately 600 students, the school prides itself on offering a comprehensive educational program that includes Secondary Compulsory Education and Upper Secondary. The student body predominantly comes from middle-class families, reflecting the town's socio-economic status. However, with the changing demographics and the arrival of families from various global backgrounds, the school has become a melting pot of cultures, ideas, and aspirations. The High School works tirelessly to provide quality education, with most studies conducted in Basque. However, to accommodate the growing linguistic diversity and to enhance global competencies, several classes offer a significant portion of their syllabus in English. Recognizing the unique needs of all learners, the school has established two specialized classes for students with severe special needs, ensuring an inclusive and supportive learning environment for every individual. In response to the increasing number of students from foreign nationalities facing challenges with both Basque and Spanish, the school offers additional classes aimed at enhancing their language proficiency, thus helping them integrate more smoothly into the community and the educational system. This high school is not only committed to academic excellence but also to promoting international awareness and cooperation. Actively participating in E-twinning and Erasmus+ programs, the school has embraced the opportunity to connect with educational institutions across Europe, enriching the students' learning experience with international perspectives and collaborations. In this dynamic and supportive environment, this High School stands out as an institution that not only imparts knowledge but also shapes the future of its students, preparing them to succeed and contribute positively to an increasingly interconnected global community.

In our centre with approximately 600 students, the 4th year of ESO is structured into four separate class groups, reflecting the school's four-line approach. As an English teacher, I find a diverse amount of students and educational needs within these classes. CHARACTERISTICS OF THE GROUP- Number of Students: 25 students.- Gender Breakdown: 13 girls and 12 boys.- Repeaters: 1 student repeating the year.- Educational Needs: This class includes

• A student with ADHD with the need of a structured learning environment with clear, concise instructions. A SEN specialist provides strategies and support to enhance classroom management and student engagement.
• A student who is not yet fluent in Basque and Spanish, receiving additional language support.
• A student with emotional and behavioral difficulties.

By the end of the learning situation, students will be able to:• Understand The Jungle Book as a literary work reflecting the values of British imperialism. • Analyse selected passages for themes like: civilising mission, order versus chaos, superiority, etc. • Collaborate to script and record a podcast combining reading and interpretation. • Reflect critically on literature as a tool for ideology.

STARTING POINT

Students will explore British Imperialism through a short video and a podcast made by the teacher, sparking curiosity and setting the stage for creating their own group podcasts.

FINAL TASK

Students will create a group podcast (8–10 minutes) where they will read and comment on selected passages from The Jungle Book and reflect on their connection to the values of the British Empire.

Session 1: Discovering R. Kipling and the British Empire.

Goal: Introduce Kipling, imperialism and the podcast task. Activities: 1. Watch a short video: What was the British Empire? (4–5 minutes). 2. Class discussion: What is imperialism? What’s a "civilising mission"? 3. Teacher introduces Kipling, colonial India, and The Jungle Book. 4. Listen to teacher's podcast (2–3 minutes): reading and reflection on Excerpt 1. 5. Divide students into groups and assign roles (reader, researcher, editor, presenter).

Except

SEN Adjustments

Materials

Session 2: Analysing the Law of the Jungle

Goal: Read and interpret Excerpt 1: "Law as order and control". Activities: 1. Read the excerpt aloud. 2. In pairs: paraphrase the text into modern English. 3. Discuss: How does the jungle “law” reflect British values of control? 4. Groups write the first part of their podcast script.

Except

SEN Adjustments

Materials

Session 3: The Monkeys and the "Other"

Goal: Analyse Excerpt 2: " Stereotypes and representation of colonised people". Activities: 1. Read the Bandar-log scene aloud alongside a short video of the scene. 2. Small group discussion: How are the monkeys described? What do they represent? 3. The whole class will try to explain what a stereotype is, its consequences...4. Podcast work: Record or draft section on Excerpt 2 and interpretation.

Except

SEN Adjustments

Materials

Session 3: The Monkeys and the "Other"

Goal: Analyse Excerpt 2: " Stereotypes and representation of colonised people". Activities: 1. Read the Bandar-log scene aloud alongside a short video of the scene. 2. Small group discussion: How are the monkeys described? What do they represent?3. Compare: How would Kipling’s audience interpret this?4. Podcast work: Record or draft section on Excerpt 2 + interpretation.

Except

SEN Adjustments

Materials

Session 4: Conflict and Identity

Goal: Analyse Excerpt 3: "Mowgli’s identity crisis". Activities: 1. Read the excerpt aloud. 2. Class reflection: Is Mowgli fully jungle or fully human? How is he "between worlds"? 3. Connect to Kipling: Was Kipling himself torn between India and Britain? 4. Finalise podcast script; begin recording.

Except

SEN Adjustments

Materials

Session 5: Presentation and Reflection

Goal: Share final podcasts and reflect on learning. Activities: 1. Groups present their podcasts to the class. 2. Peer feedback using a simplified checklist. 3. Students write or record short individual reflections:

•  What did you learn about Kipling or imperialism?
•  Did your opinion about the book change?

4.- Possible furthe activity: compare to a modern story with similar themes like "Avatar" or "Black Panther" (reflectign on ideas of civilisation, identity...).

Materials

SEN Adjustments

Self-assessment

Peer Feedback

• One thing I’ve learned: ___________________________________ • One thing I want to learn more about: __________________ • One thing I can do to improve: ___________________________

The Jungle Book by Rudyard Kipling is more than an adventure story. It symbolises the journey of growing up, learning rules, and finding one’s place in the world. The jungle itself stands for nature and freedom, while the village represents society and its laws.

• Mowgli /ˈmaʊɡli/: the human boy raised by wolves, symbolises innocence, growth, and the struggle between two worlds — nature and civilisation.
• Baloo /bəˈluː:/: the bear, is kind but strict. He teaches Mowgli the Law of the Jungle, representing education and discipline.
• Bagheera /bəˈɡɪərə/: the black panther, is wise and protective. He symbolises courage and guidance.
• Shere Khan /ˈʃɪə ˌkɑːn/: the tiger, is proud and cruel. He stands for fear, power, and rejection of what is different.
• Kaa /kɑː/: the python, is clever and powerful. Though feared, he becomes an ally, showing that appearances can be deceiving.
• The Bandar-log /ðə ˈbʌndɑː lɒɡ/ (monkeys): are wild and chaotic. They symbolise a lack or order, ignorance, and those who speak much but do little.
• Akela /əˈkeɪlə/: the wolf leader, represents justice, leadership, and honour.
• Mother Wolf and Father Wolf show love, protection, and family loyalty.

Through these characters, Kipling explores deep themes such as identity, loyalty, respect for law, and the balance between freedom and responsibility.

1. Competence-based Learning
2. Project-Based Learning
3. Cooperative Learning

• Use visuals, define keywords clearly.
• Allow newcomers to write down definitions in L1.

“He looked up at the stars and remembered the old days in the jungle, and the ways of the Jungle, and the people of the Jungle... and he cried bitterly.” Themes: identity conflict...a reflection of Kipling’s own colonial identity divided between East and West.

• Excerpt sheet.
• Paraphrasing guide.
• Script template.

COHERENCE WITH THE CURRICULUM

COHERENCE WITH THE SCHOOL PROJECT

• Visual aids of characters.
• Group glossary work.
• Allow drawing representations.

1. Single reinforcement in the ordinary group, with the help of the teacher corresponding to a determined subject. 2. Flexible groups: collective reinforcement. 3. Creation of reinforcement groups for students with pending subjects: in our subject matter there are resit classes an hour each week in the afternoon for those students in the 4th course of CSE with and pending from the 3rd course of CSE.

• Audio devices.
• Reflection template.
• Rubric.

• Monkey scene.
• A short video.
• Historical notes on stereotypes.

“Now this is the Law of the Jungle: as old and as true as the sky; And the Wolf that shall keep it may prosper, but the Wolf that shall break it must die.”

• Visual aids of characters.
• Group glossary work.
• Allow drawing representations.

• Monkey scene.
• A short video.
• Historical notes on stereotypes.

Students will explore the British Imperialism and its reflection in literature, dealing with a work written by Rudyard Kipling, "The Jungle Book". In a collaborative way, they will create a script, record, and present a creative podcast analysing the characters’ attitudes, what they symbolise and their responses to the society of the time.

KEY COMPETENCIES

SPECIFIC COMPETENCIES

DESCRIPTORS

EVALUATION

BASIC KNOWLEDGES

• Audio reflections allowed.
• Sentence starters for feedback.

Mowgli versus the Bandar-log (the Monkeys) “We are great. We are free. We are wonderful. We are the most wonderful people in all the jungle! We all say so, and so it must be true. Themes: monkeys as chaotic, lawless.... It symbolises how imperialists thought that colonised peoples needed to be ruled.

• Video
• Audio sample
• Slides on Kipling/Empire.

• What did I learn about Kipling or imperialism?
• What went well in our podcast project?
• What would I improve next time?
• How did I contribute to my group?

Mowgli versus the Bandar-log. THe monkeys say: “We are great. We are free. We are wonderful. We are the most wonderful people in all the jungle! We all say so, and so it must be true. Themes: monkeys as chaotic, lawless.... It symbolises how imperialists thought that colonised peoples needed to be ruled.

• Did the group stay in character? • Was it interesting or funny? • Could you understand the English?

• Offer simplified version of the excerpt; sentence starters for reflections.

• Simplified instructions.
• Bilingual or pictorial glossaries.
• Peer system.
• Previous vocabulary.

ATTENTION DEFICIT It is related to students who can lose track of time, stop working after a certain time or because of certain stimulus or be unable to solve simple problems. We must provide them activities which gradually manage to draw their attention and work on their memory and attention abilities.General measures:

• Clear, short instructions
• Time-timers and task checklists
• Movement-based tasks
• Scaffolded activities

DISRUPTIVE BEHAVIOURStudents suffering from this form of misconduct have an inability to restrain themselves from acting in an aggressive, attention-drawing manner. For this reason, it is important to offer them interesting, motivating activities which invite them to participate, for instance, group dynamics. General measures:

• Assign specific roles in groups
• Use clear routines and visual agendas
• Positive reinforcement
• Strategic grouping

• CCL1: Understand and analyse texts with appropriate vocabulary and grammar.
• CCL3: Express opinions and arguments about cultural and literary content.
• CD2: Use digital tools effectively for communication and production.
• CPSAA1: Participate in group work responsibly, contributing to shared goals.
• CCEC3: Appreciate and interpret the cultural and historical elements of literary texts.

More detailed

• Excerpt 3 sheet.
• Worksheet.

“Now this is the Law of the Jungle: as old and as true as the sky; And the Wolf that shall keep it may prosper, but the Wolf that shall break it must die.”

• Give structure for reflections (Who? What? Why?)
• Allow drawing to express ideas.