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Expressart Us! Generació Plurilingüe (GEP) – 2018-2021 ExpressART us! Sant Julià School Iñaki Ibargoyen Vergara Generació Plurilingüe (GEP) Year 2 2018-2019 Adapted from CLIL-SI 2015. More information at: http://grupsderecerca.uab.cat/clilsi/ Generació Plurilingüe (GEP) – 2018-2021 Index Identification of the GEP project: 3 1. OUR PROJECT 4 3. CURRICULUM CONNECTIONS 6 4. 21st CENTURY COMPETENCES 10 5. KEY COMPETENCES 11 6. CONTENT (Knowledge and Skills) 12 7. REFERENCES 13 8. COMMENTS 14 9. ACKNOWLEDGEMENTS 14 10. UNIT OVERVIEW 15 11. SESSION PLANNING 18 SESSION 1: First contact (After working on Picasso’s life for 2 sessions in cat) 18 SESSION 2: Learn, play, rotate! 24 SESSION 3: Now you tell me 28 SESSION 4: Tell me what you feel 30 EXTRA SESSION: The big opening 33 SELF-ASSESSMENT CHECKLIST 34 Teaching Materials 36 Adapted from CLIL-SI 2015. More information at: http://grupsderecerca.uab.cat/clilsi/ Generació Plurilingüe (GEP) – 2018-2021 PROJECT PLANNING TEMPLATE for CLIL and Content-Rich Environments Identification of the GEP project: Title L​et’s find ways to express ourselves!/ ExpressART us! Authorship Iñaki Ibargoyen Vergara School Escola Sant Julià Students’ CEFR Level Beginners (A1, A2...) Grade 6th Content area(s) English, arts and crafts, social values. Number of sessions 4 Teacher(s) involved Iñaki Ibargoyen Vergara Keywords Picasso, feelings, art, expression, periods, history Adapted from CLIL-SI 2015. More information at: http://grupsderecerca.uab.cat/clilsi/ Generació Plurilingüe (GEP) – 2018-2021 1. OUR PROJECT Introduction:​ Kids at this age, like many adults, are not good handling their emotions. This happens in many cases because they are not able to understand them. As this is the cause of many problems, we want to address the topic through painters, who show their feelings through art. This way students will have a way to show what they feel, try to understand themselves and also their classmate's feelings. Driving question:​ W​ hy did Pablo Picasso paint that way? Final product:​ An art gallery in the Public Library “El Nord” with: - Students’ creations about dealing with feelings. - Video presentations talking about Picasso. - Videos or short texts explaining their productions about the feelings. - A leaflet of the whole process of the project. - 360 image of Picasso’s art A post in the school web explaining the project and showing the art gallery elements Adapted from CLIL-SI 2015. More information at: http://grupsderecerca.uab.cat/clilsi/ Generació Plurilingüe (GEP) – 2018-2021 1. GOALS 2. HOW DO YOU KNOW STUDENTS ARE MAKING PROGRESS? ​(assessment criteria) 1. To know about Picasso’s life. 1. Students recognise facts from Picasso’s life and are able to organise them on a timeline. 2. To learn more about their feelings 2.1 Students are able to express their feelings and talk about others. and the feelings of others. 2.2 Students differentiate some Picasso's masterpieces among others painters’ work. 3. To understand how the life of the 3.1 Students are able to talk about the emotions of the painter related to some of his paintings. painter influenced his productions 3.2 To relate those feeling to the events of the painter’s life. 4. To realize that our emotions 4.1 When given an emotion, students can make roleplaying showing how they are when they are influence in our actions. feeling that emotion. 4.2 Students are able of analysing how their emotions have an influence on their own actions. 5. To analyse the influence of people 5.1 Students are able to debate about what makes people more influential than others and compare on the world and others. nowadays with Picasso’s era. 5.2 Students debate about why Picasso got to be famous while still alive, unlike many other painters. 6. To express themselves in different 6.1 Students choose a strategy to express an emotion given. ways. 6.2 Students explain which emotion are they representing and why did they use that strategy in a video, a comic or short text. 7. To use google drive tools to create 7.1 Students use innovative tools to create materials and and final products to present what they a 360º timeline learn to others.. Adapted from CLIL-SI 2015. More information at: http://grupsderecerca.uab.cat/clilsi/ Generació Plurilingüe (GEP) – 2018-2021 3. CURRICULUM CONNECTIONS SPECIFIC COMPETENCES AND KEY CONTENTS According to the documents at the Ateneu ​and the C​ urriculum of Primary Education Subject-matter curriculum Foreign language curriculum Specific Key Contents Specific Key Contents Competences Competences A​ rts and crafts Arts and crafts 3: Captar el missatge Oral communication 1: Identificar i Perceive and explore global de les 3: Identificació del lèxic i d’expressions reconèixer en les 1: Percepció i exploració sensorial dels produccions orals més bàsiques d’un tema específic. diverses formes elements presents en l’entorn natural, treballades a l’aula, 6: Pronunciació, entonació i ritme adequats en d’expressió artística cultural i artístic: els objectes, els amb suport visual i no les interaccions orals habituals seguint les alguns trets socials, materials, els sons... visual. pautes de la llengua estrangera. culturals,religiosos, 3: Interès pel coneixement del patrimoni 5: Reproduir textos 7: Reconeixement per l’entonació de la formals, estructurals, artístic de Catalunya i el d’altres orals tenint en compte modalitat de la frase (interrogació, ideològics, cultures. l’entonació i el ritme, exclamació...). psicològics, semiòtics i 5: Paper social, cultural i religiós del segons el model ofert. 8: Producció de missatges d’intercanvi social a de gènere. patrimoni i les manifestacions 6: Extreure informació l’aula i relacionats amb contingut temàtic: 3: Comunicar de artístiques. Incidència en la vida de textos escrits breus preguntes, respostes, instruccions de treball... forma visual, sonora i i senzills de temes Adapted from CLIL-SI 2015. More information at: http://grupsderecerca.uab.cat/clilsi/ Generació Plurilingüe (GEP) – 2018-2021 corporal coneixement, quotidiana de les persones i en la forma coneguts i amb una 10: Ús de les estructures pròpies de la llengua pensament, emocions de pensar. finalitat comunicativa estrangera en les produccions orals. i experiències, tot concreta. 12: Disposició per superar les dificultats que aplicant i combinant Perform and create 10: Saber comparar poden sorgir en una interacció tot utilitzant les possibilitats de 1: Terminologia que s’empra en la produccions de estratègies que facilitin la comunicació comunicació del cos, pràctica i la vivència de l’expressió diferents llengües per (repetició, utilització d’exemples, gest, imatges). dels sons, de les artística visual, sonora i corporal. trobar-hi semblances i Reading músiques, de les diferències i canviar el 1:Comprensió d’informacions relacionades amb imatges, dels punt de vista personal continguts de diferents àrees curriculars i objectes, de les per poder comprendre presentades en diferents suports. figures geomètriques i altres maneres de 2: Estratègies de lectura apreses de les altres dels recursos digitals. veure el món. llengües del centre que ajuden a la comprensió 11: Tenir interès per del text i que permeten la deducció del 4: Elaborar solucionar els significat dels mots i expressions (predicció, produccions problemes de suposició). artístiques que comprensió i 5: U​ tilització de diccionaris en format paper i promoguin la valoració comunicació que es digital per a la comprensió de mots i crítica del nostre produeixen en expressions. entorn. contextos 7: Ús d’eines digitals per a la recerca guiada de multilingües, sabent la informació en la realització de tasques adaptar els missatges. específiques. Social values 12: Mostrar interès i Writing Personal Social values valorar la utilització 1: Estratègies i recursos de producció escrita 1: Actuar amb Personal d’una llengua apreses de les altres llengües curriculars, per a autonomia en la presa Conductes autònomes. estrangera nova per a la producció de textos escrits de tipologia de decisions i assumir Conductes responsables i la comunicació dins diversa. la responsabilitat dels corresponsables. l’aula i per participar 2: Producció de textos breus relacionats amb propis actes. Relació amb l’entorn: implicacions activament en les situacions de la vida quotidiana. socials i naturals de la pròpia conducta. Adapted from CLIL-SI 2015. More information at: http://grupsderecerca.uab.cat/clilsi/ Generació Plurilingüe (GEP) – 2018-2021 3: Qüestionar-se i diferents situacions 3: Utilització d’expressions i frases treballades a usar l’argumentació d’aprenentatge. l’aula en la producció de textos escrits per superar prejudicis i 13: Usar un llenguatge (descripcions, diàlegs, narracions, poemes) consolidar el no discriminatori i amb el suport, quan calgui, dels recursos TAC. pensament respectuós amb els 5: Aplicació dels coneixements sobre el propi altres i ser crític amb funcionament de la llengua estrangera (lèxics, els prejudicis racistes, morfosintàctics i ortogràfics) en la producció de Interpersonal sexistes, religiosos i textos escrits. 4: Mostrar actituds de Interpersonal classistes. 6: Utilització de sistemes de comunicació respecte actiu envers Fases en el procés de resolució de digitals segurs i adequats a l’edat per establir les persones, les problemes i de presa de decisions. canals de comunicació en la llengua estrangera seves idees, opcions, Estratègies del pensament crític i i per a la presentació, edició i publicació de creences i les cultures creatiu. textos. que les conformen. Estratègies de prevenció i resolució de Language working knowledge and learning 6: Adoptar hàbits problemes o conflictes. 1: Diferències d’ús de la llengua oral i de la d’aprenentatge La voluntat i l’esforç com a components llengua escrita en situacions comunicatives cooperatiu que de les conductes resilients. reals o simulades segons el tipus de text. promoguin el 2: Associació de grafia, pronunciació i significat. compromís personal i 3: Habilitats i estratègies per aprendre nou les actituds de lèxic, expressions i estructures (repetició, convivència. memorització, associació, utilització de suports multimèdia) i reflexió sobre el propi Social aprenentatge.
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