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Spring Festivals in Seville

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Spring Festivals in Seville LESSON PLAN Unit 3 “Spring Festivals in Seville” Teacher’s Name: Milagros Pino Cisneros Institution: CEIP Europa Country: Spain School Kindergarten Primary Secondary Target Group 10-11 years old Subject History and environment “Spring Festivals in Seville” Topic Teaching sequence that describes the basics about Festival of Seville city: Famous Holy Week in Seville and Seville´s April fair involving aspects like religion, origins, ways of living, traditions ,ways of dressing, works of art, etc. Competence in linguistic communication: Pupils interact in oral and written form in the activities, integrating all the skills in these activities. Competence in knowledge of and interaction with the physical world: Pupils know and discover their city, they have to give origins about their city. Learning to learn: Pupils work autonomously in the activities to be carried out. They are able to complete the self-assessment designed for Key this unit moreover they are able to investigate some information about Competences these spring festivals Cultural and artistic competence: Pupils carry out a project on the aspects seen above. He observes photos, videos, illustrations, etc., encouraging and developing his creativity and evaluating the different forms of artistic expression. Autonomy and personal initiative: Pupils research and choose the activities to carry out the project. Competence in processing information and use of ICT: Pupil uses ICT, to get the main information about the activities and the final task of the lesson. Exploring and to evaluating previous ideas and knowledge. Establishing a bridge between the new and acquired content. Arousing the curiosity and interest. Introducing the main ideas of the unit. Displaying the vocabulary. Locating, knowing, Recognizing and identifying basic aspects and the most important characteristics that differ to these Spring Festivals, ways of enjoying, feeling the traditions and assessing their own culture. Vocabulary: Holy week, Friday of pains, passion Saturday, palm Objectives Sunday, Holy Monday, good Friday, (early hours), Easter Sunday, disguises, are dressed, line up, culture, traditions, festivals, century (ordinal numbers), enjoy, food, big gate (portada), costumes, Flamenco fashion, short jacket, tight trousers and boots, bullring, bullfight, horsewomen, riders and richly festooned carriages, elm street, amusement park, sweets, sack men (costaleros). Communicative functions: To compare and to describe places. To present your Spanish and Andalusia traditions. To request information. Introduce the most important items of Holy week in Seville and Seville Fair. Feedback: To give an opinion. To give objective information .To classified according to characteristics. To express likes and dislikes: I like/I don't like, I love/ I prefer. Structures: Do you like Holy week in Seville? Yes, I do/ No , I don´t Does he like…? Short questions Describing people: appearance, character, clothes, parts of the face... -What a face! -Who is it? To identify facts and giving opinions Duration 8 sessions Materials and Contents Unit 3: “Spring Festivals in Seville” Resources Notebook of Tasks Unit 1 Links to explanatory videos and activities about culture and traditions Used in our city Seville. TIC resources for students. School Social Science, Art and craft subject, Technology and Information Subjects Competences, Religion and Languages. associated SESSION 1: Making a BRAINSTORMING Elicit from student different ways to generate new ideas. Tell the students that they are going to try an activity called brainstorming to generate ideas. Divide the class into two groups. Assign one student in each group to be a leader. First group leader: Encourage other students to contribute ideas on defend an opinión as how feeling our traditions Second group leader: Learning Encourage the other students to contribute ideas on how to change this traditions. Ask one student in the group to write down all ideas. Process Praise students’ contributions and don’t criticize any of the ideas. Make sure all ideas are accepted and written down. SESSION 2: Making different groups in order to stand out the the traditions and how we feel them in our city and environment. We, as teachers, give them some search patterns. Searching the vocabulary related to Holy week and April Fair. SESSION 3: To establish definitions about the topics as a result of their searching. They can use computers and different links. SESSION 4: To practice the new vocabulary, using questions which need open answers (WH- QUESTIONS). First, they practice in pairs, then they work on small groups (4st). Complete answers by oral way an written one in their note-books. SESSION 5: Searching web –sites and giving a little help for routing them for successful learning. o WEB- SITES: FAIR OF SEVILLE https://www.youtube.com/watch?v=G6_cpjrTU44 https://www.youtube.com/watch?v=72aaBV9882I https://www.youtube.com/watch?v=j_yK3Gp9Hmg “El alumbrao” https://www.youtube.com/watch?v=4OZfzq7wokM Bullring https://www.youtube.com/watch?v=1IuhCpl2yuU HOLY WEEK Costaleros: https://www.youtube.com/watch?v=GT3iT6iEP-Q Costal: https://www.youtube.com/watch?v=4rYg6rDUD_8 Esperanza Macarena: https://www.youtube.com/watch?v=I0Jd4A4d5iA Esperanza de Triana: https://www.youtube.com/watch?v=A2USYdLL_48 Pasos de Semana Santa: https://www.youtube.com/watch?v=pTNe8trvESc Nazarenos: https://www.youtube.com/watch?v=MXtZox3uQ6I https://www.youtube.com/watch?v=isrUgQDyuEU SESSION 6: Setting up the tasks exposure using all information collected (photos and video add) SESSION 7:To elaborate the explanatory texts for the presentation by slideshow. They include own photos related to this topics.Study them and finally they expose this ppt SESSION 8: Watching the final task (ppt) for learning about pronunciation and oral exposition. Making an essential feedback Final TASK Explanatory video on PPT program. Assessment Tests, papers, observation grids, self-assessment… All the activities will be developed with students in the partner schools and adjusted to the needs, interests, age and linguistic competence of the learners. All the topics will be carried on through a cross-curricular approach. .
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