PNRR3 language lesson plan

Concorso pnrr3 am2b

language lesson plan

Francesca Pasello

Concorso straordinario ter ab25

reducing our carbon footprint

overview

TEACHING STRATEGIES AND ACTIVITIES

CONTEXT

SPECIFIC AIMS

INCLUSION STRATEGIES

LESSON STAGES

PRE-REQUISITES

ASSESSMENT

GENERAL AIMS

MATERIALS

10

RESOURCES

contEXT

TYPE OF SCHOOL: Lower Secondary School, YEAR 3

SCHOOL OVERVIEW: school in the outskirts of Rovigo

CLASS OVERVIEW: heterogeneous; 28 students

SS with SEN: two with dyslexia, one with high functioning (autism- Asperger Syndrome), one NAI

CEFR level: from pre-A1 to A2 (mixed abilities class)

TIMETABLE: firs term/ 2 lessons (60+60 min. each) + assessment

inclusion

STRATEGIES

Giving learners different options for how they access information in terms of perception, language and comprehension.

Giving learners multiple means of expression in terms of physical actions, expression and communication.

Arousing students' interest and manteining their motivation and self regulation.

inclusion

L 106/24: school integration of foreign students. Direttiva Ministeriale 27 dicembre 2012 and CM 08/2013 L 170/10: guarantees the right to education through customized learning paths. DM 5669/2011: these mandate the creation of a Personalised Learning Plan for every student with Specific Learning Difficulties defining compensatory tools and dispensatory measures. Law 104/1992: the primary legislation for the assistance, social integration, and rights of persons with disabilities. e.g., physical, sensory, or cognitive impairments). D.Lgs 66/17: ICF, IEP

inclusion

STRATEGIES

COMPENSATORY TOOLS: - use of mind maps/schemes - ICT tools

DISPENSATORY MEASURES: - reduce the workload if necessary - emphasis on communicative effectiveness rather than accuracy

general aims

INDICAZIONI NAZIONALI PER IL CURRICOLO DELLA SCUOLA DELL'INFANZIA E DEL PRIMO CICLO D'ISTUZIONE (DM n. 254/2012) + NUOVI SCENARI (Nota Miur 3645/2018) DM 221/2025

CEFR Common European Framework for Languages

KEY COMPETENCES FOR LIFELONG LEARNING Raccomandazione del Consiglio del 22 maggio 2018

general aims

INDICAZIONI NAZIONALI PER IL CURRICOLO DELLA SCUOLA DELL'INFANZIA E DEL PRIMO CICLO D'ISTUZIONE (DM n. 254/2012) + NUOVI SCENARI (Nota Miur 3645/2018)

general aims

INDICAZIONI NAZIONALI PER IL CURRICOLO DELLA SCUOLA DELL'INFANZIA E DEL PRIMO CICLO D'ISTUZIONE (DM n. 254/2012) + NUOVI SCENARI (Nota Miur 3645/2018)

CEFR

general aims

Overall oral comprehension

Overall oral interaction

Overall oral production

specific aims

ATTITUDES

KNOWLEDGE

SKILLS

COMPETENCES

Indicazioni Nazionali DM 254/2012

specific aims

KNOWLEDGEBy the end of the lessons students will better Know: - new specific environmental terminology; - the form and function of the modal verb "should/shouldn't" for giving advice and "will" for making future predictions; - the concept of a "carbon footprint" and its impact on the planet, in alignment with Goal 13 of the Agenda 2030.

SKILLSBy the end of the lessons students will be able to: - extract specific information from the textbook and digital materials; - understand the main points of a short technical video; - deliver a short oral presentation; - draft concise, effective "green tips" and problem descriptions for a digital presentation.

ATTITUDESBy the end of the lessons students will: - develop a sense of responsibility toward the planet; - demonstrate the ability to work effectively in a team, respecting assigned roles.

key competences

for lifelong learning

Pre-requisites

ASSUMED KNOWLEDGE AND SKILLS

Being familiar with: - future Intentions (the use of "be going to" to talk about personal plans, previous unit). - dentification of action verbs in their base form (e.g. use, eat, travel). - basic environment vocabulary (Earth, air, water, car, ...) - sentence components (subject, verb and object) in a standard English sentence. Being capable of: - Using "be going to"; - interpreting icons, symbols, and infographics to understand a message; - accessing Google Classroom and using basic tablet functions; - working in groups, respecting turn-taking, and following a visual timetable. - catching main ideas from a short, graded English video.

TOOLS AND MATERIALS

IWB

Tablets and Internet connection

Mind maps and flash cards

Classroom

Visual glossary

Textbook

Methodology and underlying theory

CONSTRUCTIVISM

Zone of proximal development

Importance of social interaction

ESA methodology

Scaffolding

Inductive method

Teacher-created video input

Warm up

Pair and group work

anticipated problems

possible solutions

. Some SS might be low motivated . SEN students could struggle with some of the vocabulary . fast finishers

. T will use the warm up and engage phase to show them a video about the topic (use variety in teaching methods). . T will provide additional resources. . T will provide extra activities

let's start!

schedule: 2 lessons (4 h) + assessment

Lesson 1

esa - engage phase

. SS are provided with tablets by the school during class.. SS have access to Classroom and tools such as online dictionaries

.T uploaded an eco-glossary for the planet (Englis/Italian) to support SEN SS and low motivated SS

Lesson 1

esa - engage phase

lead in

10 min.

- T projects the split-screen image (Footprint in the sand vs. Carbon Footprint). - SS work in pairs and perform a visual analysis to identify the literal meaning versus the metaphorical meaning.

"What is a footprint in the sand? What do you think a 'carbon footprint' is?".

Activate prior knowledge and build a visual mental model of the human impact on the planet.

GOAL

Lesson 1

esa - engage phase

VIDEO DISCOVERY

15 min.

. T shows the video uploaded to Classroom. . SS (in pairs) identify 3 everyday items mentioned in the video (e.g. toothbrush, book, ...) that leave a mark. They can use the eco-glossary.

. SS open page 34 of "My Route 3" and look at the Agenda 2030: Goal 11 and 13. Discuss the link between our actions and "climate action."

5 min.

Lesson 1

esa - engage phase

15 min.

. T draws two large circles on the board: one for Goal 11 and one for Goal 13 and asks the pairs to take one "everyday item" they identified (e.g. the toothbrush or the book) and think of a "green alternative" that helps one of the goals.

T provides this graphic organizer as a scaffolding tool.

. SS come to the board and write their item/action in the correct circle (or in the middle if it fits both).

Lesson 1

esa - Study phase

language and content

VOCABULARY activity designed to bridge the gap between the natural disasters shown in the textbook (p. 34) and the core concepts of emissions and energy.

15 min.

. SS label the images on page 34 using the vocabulary of natural disasters (e.g., flood, drought, forest fire, hurricane). . T asks " are these disasters natural or is something making them worse?" and provides SS a climate chain worksheet

It explains the scientific cause and effect behind the images students see.

Lesson 1

esa - Study phase

grammar

WILL IT GET BETTER? To prepare for the grammar phase (will), T asks students to make one simple prediction based on the vocabulary they just learned. Sentence Starter: "I think that in 2030, we will use..."

10 min.

. T explains to the students that "will" is our tool to talk about the target year of Agenda 2030. . T Uses the "climate chain" to show that if we change the "source" (step 1), we change the "impact" (step 4).

We use will for positive predictions and won't (will not) for negative ones.

Lesson 1

esa - Study phase

grammar

Practice phase . SS work in pairs to complete ex. 1 and 2 p. 38. . T monitors their work providing scaffolding as needed.

10 min.

Let's check!

5 min.

We use will for positive predictions and won't (will not) for negative ones.

Lesson 1

esa - Study phase

grammar

Action - prediction . T asks students to use the environmental goals to practice in pairs using "will" for future predictions following this structure uploaded to classroom:

10 min.

We use will for positive predictions and won't (will not) for negative ones.

Scaffolding for SEN SS: . T provides "prediction cards" where they only need to circle the correct grammar form based on the visual icons from the climate chain.

Lesson 1

esa - Study phase

grammar

From the problem (FUTURE PREDICTION) to the solution (GIVING ADVICE) . T explains that "should" is like a "helper" verb (p. 150 My Route) e.g. affirmative: subject + should + base form ("You should recycle"). negative: subject + shouldn't + base form ("You shouldn't waste water").

10 min.

We use will for positive predictions and won't (will not) for negative ones.

Lesson 1

esa - Study phase

grammar

The problem-solver drill . T gives students 3 "will" sentences from page 34. . SS in pairs, think about a "should" solution. T: "Air pollution will increase." S: "We should cycle to school."

10 min.

Scaffolding for SEN SS:

. Dyslexic SS: T provides a "grammar card" (Classroom) where should is in green (go/do) and shouldn't is in red (stop/don't) and uses a high-readability font. . Asperger S: T uses the logic of "If... then...". "If the footprint is big (will), then we need an action (should)" (mathematical logic of the transition). . NAI S: T uses substitution tables. He doesn't need to invent sentences but picks a subject, then should, then a verb from the Visual Glossary (p. 212).

We use will for positive predictions and won't (will not) for negative ones.

Lesson 1

esa - Study phase

homework

5 min.

T introduces the real-world task. Next lesson, SS will hold a 'Green tech summit.' The goal is to work in teams to create an interactive digital presentation using Genially for schools proposing real solutions to reduce our impact on the planet.

HOMEWORK T uploads a short video (about 2 minutes) for each group/ specific topic. SS write down 3 keywords to share with their teammates next time.

We use will for positive predictions and won't (will not) for negative ones.

Lesson 2

esa - Activate phase

road map

warm-up

SS share their 3 keywords with their group. T asks if anyone has a surprising fact to share.

15 min.

Lesson 2

esa - Activate phase

Real- world task

cooperative learning: instructions and roles

10 min.

Each of the 4 students in a group has a specific "mission."

SEN SS:

The researcher: finds the data.

. The Asperger S is assigned as "Thearchitect" because the technical, logical nature of the task reduces social anxiety and leverages his systematic skills. . Dyslexic SS are assigned as "The advisor" or "The analyst". They use speech cards and Genially’s visual icons to support their oral output without the barrier of long writing. . The NAI S is ssigned as "The analyst", supported by the substitution table and a peer tutor to help him label the icons correctly.

We use will for positive predictions and won't (will not) for negative ones.

The analyst: looks at bad habits. What are we doing wrong today? (vocabulary from Unit 2).

The advisor: proposes solutions.

The architect and time keeper: the Genially master. He/she manages the design and ensures every task is completed according to the session timeline.

Lesson 2

esa - Activate phase

Real- world task

digital lab

45 min.

SS To keep the work focused groups follow a strict template. T shows the Genially template (exactly 4 slides): - don’t write long paragraphs; use icons, images, and short sentences! Slide 1: THE PROBLEM. What will happen in the future? (Use Will). Slide 2: BAD HABITS. What is our 'Carbon Mark' today? Use keywords from p. 34. Slide 3: OUR ADVICE. What should we do to reduce our footprint? (Use Should). Slide 4: THE VISION. A final slogan for a greener world!" T acts as a facilitator: monitors progress and give support.

saving works/setting change

5 min.

presentation (7 groups, 5-6 min each)

45 min.

Lesson 3

ASSESSMENT

summative assessment

oral production

student self- assessment

teacher self- assessment

Were my aims appropriate for the class and topic? Was I able to engage and motivate students? Did I manage to appropriately include everyone? What worked well? What can be improved?

references

- CEFR Companion Volume (2020) - Council Recommendation of 22 May 2018 on Key Competences for Lifelong Learning - J. Harmer, The practice of teaching English - Indicazioni Nazionali per il curricolo della scuola dell'infanzia e del primo ciclo d'istruzione - Direttiva Ministeriale 27 dicembre 2012 - Circolare Ministeriale n°8/2013 - PNSD - Jenny Dooley, My Route, Zanichelli - Linee Guida per l'accoglienza e l'integrazione degli alunni stranieri (L 106/24) - Orientamenti interculurali. Idee e proposte per l'integrazione di alunni e alunne provenienti da contesti migratori (2022)