Guide Inspire Literacy: Cross Curricular Approaches

Guide

Inspire Literacy: Cross curricular Approaches

Table of Content

Introduction ...... 2

Spain ...... 4

Germany ...... 14

Turkey ...... 25

France...... 32

Estonia……………………………………………………………………………………………………………………….……48

Reflection on previous activities……………………………………………………………………………….…….60

Spain…………………………………………………………………………………………………………………………..…..60

Germany………………………………………………………………………………………………………………….……..63

France……………………………………………………….……………………………………………………………………66

Turkey………………………………………………………………………………………………………………………..…..70

Estonia…………………………………………………………………………………………………………………………...75

Annex ………………………………………………………………………………………………………………..……….…79

Introduction

Cross-curricular teaching is a teaching strategy that allows educators to unite concepts and skills from various disciplines. Traditionally, students have studied subjects in isolation, but this leads to fragmentary knowledge and a disconnection of applying the material practically. Students need to see the relationships within and between disciplines. Each subject is a slice of the whole. Connecting the slices leads to synergistic learning.

The purposes of cross-curricular teaching and learning benefit teachers and students alike. The purposes of cross-curricular teaching and learning are to

 Motivate and encourage students’ learning in a sympathetic way in conjunction with their wider life experiences;

 Draw on similarities in and between individual subjects (in terms of subject content, pedagogical devices and learning processes) and make these links explicit in various ways;

 Provide active and experiential learning for students;

 Develop meaningful co-operation and collaboration;

 Promote students’ cognitive, personal and social development in an integrated way;

 Allow teachers the opportunity to evaluate and reflect on their teaching and be imaginative and innovative in their curriculum planning.

The cross-curricular competencies are the set of intellectual, personal, and social skills that all students need to develop in order to engage in deeper learning—learning that encourages students to look at things from different perspectives, to see the relationships between their learning in different subjects, and to make connections to their previous learning and to their own experiences, as members of their families, communities, and the larger society.

In the framework of the project we dealt with six competencies.

Critical thinking is the ability to think clearly and rationally, understanding the logical connection between ideas. In essence, critical thinking requires students to use their ability to reason. It is about being an active learner rather than a passive recipient of information.

Digital competence refers to the confident and critical usage of the full range of digital technologies for information, communication and basic problem-solving in all aspects of life. Digital competence also helps students master other key competences, such as communication, language skills, or basic skills in maths and science.

Entrepreneurship education is about transforming an idea into reality and then actually try to do it, its’ a practical task. It is opposite to the academic approach where you only talk about entrepreneurship and study books.

As the environment changes rapidly, students must also change and adapt. Therefore, knowledge and skills from school alone are not enough; it is also important to acquire a permanent high learning motivation. Motivation is supported by the following factors: independence (freedom to make choices, decide for yourself); important goal (that goal could be self-realization, greater than personal well-being or grade); developing mastery (getting better with something that requires effort but is achievable).

Confidence is linked to almost every element involved in a happy and fulfilling life. Building confidence means taking small steps that leave a lasting sense of accomplishment. Confidence gives you the skills and coping methods to handle setbacks and failure.

The aim of the document is to provide support for the teachers to find links between the curriculum, study assets and hourly levels. The document has been designed under the Erasmus+ project “Go for Literacy to Enlighten your Future” (2017-2019) in collaboration with five European schools from Spain, Turkey, Germany, France and Estonia.

SPAIN

LESSON PLAN - Motivation

LESSON TITLE A king in Barcelona

SUBJECT/COURSE Spanish Language / 9th Grade

LESSON DURATION 1 sessions of 60 minutes + previous task at home

LESSON OBJECTIVES

 Discover diverse history characters from our place throughout time.  To learn to move around the city of Barcelona by means of using a metro map as a guide  To search for information and create an explanatory text with their own words  To do an adequate oral presentation  To learn to work cooperatively  To take notes from their peers’ presentations and to fill in a grid with the main ideas

SUMMARY OF TASKS/ACTIONS

Firs First session 1. We form 5 students’ groups. The teacher asks each group to search for the biography of a character from Barcelona, among others: Ernest Lluch, Alfonso X, Lesseps, Mercè Rodoreda i Ildefons Cerdà. Students will transform this biography into an explanatory text with their own words( emphasis given on paragraph building and use of adequate connectors)

2- In class, each group will submit their explanatory texts as well as trying to explain the main ideas to the rest of the students. SS Second session

3- Teacher projects the Barcelona metro map on the screen. Each group will plan an itinerary from one stop to another, crossing the city. Previously, the teacher has included a metro stop in these itineraries which is related to a character. This will be explained orally to the rest of the class, while peers will fill in a grid to get main ideas from their presentation. 4- Once done, all groups will submit their writing compositions as well as their grids ( from listening to others).

*Opna* Optional: a cultural trip around Barcelona city can be included in a third session, where metro trips are also included, so students can see real-life what they’ve been research about.

ASSESSMENT/DIFFERENTIATION

 The composition putting emphasis on coherence, cohesion, adequate register, adequate connectors and paragraph building, grammar and vocabulary.  The oral presentation in groups  Participation, showing interest, initiative and creativity.

MATERIALS Barcelona metro plan on Internet in the class.

HOME TASKS Information research. Writing a biography.

REFERENCES None

LESSON PLAN- Digital competence

LESSON TITLE Choose your own adventure!

SUBJECT/COURSE Catalan Language / International Class

LESSON DURATION 5-6 sessions

LESSON OBJECTIVES

 To learn to compose a narrative text and its sections

 To learn and to work on 2nd person singular in Present Simple

 To use main aspects from narrative, descriptive and oral texts and to know to how to combine them to create a story

 To follow and apply adequate orientations regarding adequacy, coherence, cohesion

 To use ICT tools such as Keynote or Google Drive efficiently to disseminate final task in a shared virtual site with the rest of peers.

 To reflect on their own learning of the language and self- assess their learning progress.

SUMMARY OF TASKS/ACTIONS

 Draw a sketch of the story following a grid/template in paper provided by the teacher. Identify sections needed as well as connectors.

 To write up a short story and fours possible ends.

 To transform this writing into a digital story, including links for the different endings. The narrator must provide options to choose between 2 possible endings, and this will lead, at the same time, to two more possible endings. (a digital template might be provided by the teacher)

 Illustrate the story with images, audio files done by the students, music, songs, typographies, colours etc

 All stories are finally read and students fill in a peer assessment grid.

ASSESSMENT/DIFFERENTIATION

 Formative assessment which includes, not just the assessment of the final product ( digital short story) but also the progressive acquisition of the contents by means of a constant effort, reflections on the students’ learning. Teacher might use progress observation grids and final product rubric.

MATER PC or tablet with PowerPoint, Google Slides, Keynote. IALS

HOME To write a paragraph in order to reflect on the task done in class TASKS

REFERE Examples: http://www.xtec.cat/~mqueralt/triar/jugar/jugar.htm NCES Template (optional): https://docs.google.com/presentation/d/1mzqFp40lMmbG5QtH_0EWLrEpPHvn1 CJPzMxc37X0xBk/edit#slide=id.g1035f3e43e_0_21

LESSON PLAN- Critical thinking

LESSON TITLE Black Lives Matter

SUBJECT/COURSE English Language / Grade 12 (Non-compulsory education)

LESSON DURATION 3 sessions of 60 minutes each

LESSON OBJECTIVES

 To provide a general historical overview since the end of the American Civil War so students understand the historical background of race issues in the US and its political and social implications in the present.  To reflect about how racism is different in the US and in Europe and why.  To discuss the main facts presented by the documentary in the class.  To discuss students’ own experiences related with prejudice, racism or discrimination.  To write an opinion essay on the subject expressing personal opinion and explaining what they have learned while watching the documentary, and how that has changed their vision on the Black Lives Matter movement.

SUMMARY OF TASKS/ACTIONS

 Warm-up conversation about how much the students know about race issues in the US.  The students watch Ava DuVernay's documentary 13th in the class.Teacher and students summarize the main facts described in the documentary and reflect about them by discussing the students’ opinions.  Students are encouraged to talk about their own experiences.  Students are requested to write an opinion essay at home explaining what they have learned while watching the documentary, and how that has changed their vision on the Black Lives Matter movement.

ASSESSMENT/DIFFERENTIATION

 will evaluate the students´discourse in the class (fluency, accuracy and maturity)  will evaluate the students’ level of comprehension of the documentary, as well as the fluency, accuracy and maturity of their written work.

MATERIALS The documentary 13TH by AVA DUVERNAY

HOME Writing an opinion essay TASKS

REFERENCES Viewpoint: Why racism in US is worse than in Europe by Barrett Holmes Pitner for BBC NEWS

LESSON PLAN- Entrepreneurship

LESSON TITLE Types of companies

SUBJECT/COURSE Economy / Grade 11 (Non-compulsory education)

LESSON DURATION 60 minutes ( 1 session)

LESSON OBJECTIVES

 To get to know the different characteristics that characterize different companies: the capital and resources, the responsibility, taxation etc.  Identify and summarize their common traits

SUMMARY OF TASKS/ACTIONS

 3 groups of 5 students each  Once main traits of companies are seen, a game is played to learn to identify these traits and memorize them  Each group os given three different models which contain a grid amb 6 key words related to the topic.  Each student must get a correct definition for the 6 words given from other class peers.  The first who gets the 6 correct answers, wins the game.

ASSESSMENT/DIFFERENTIATION

 Students’ initiative to get their definitions will be assessment  Students’ correctness on contents and spelling will be also assessed.

MATERIALS Worksheet provided (one of the models)

HOME TASKS none

REFERENCES none

LESSON PLAN- Learning to Learn

LESSON TITLE Look the word up!

SUBJECT/COURSE English class / Grade 7

LESSON DURATION 60 minutes ( 1 session)

LESSON OBJECTIVES

 To develop students’ dictionary skills  To raise students’ awareness of the information they can find in a dictionary  To develop students’ skills of prediction when they come across new vocabulary  To encourage group collaboration in project work  To promote creativity

SUMMARY OF TASKS/ACTIONS

 In this lesson students do a fun quiz to develop their dictionary skills. They then work in small groups to create their own dictionary quiz using a template 1. Warmer

 Write a few discussion points on the board about dictionaries. Put the students into small groups to share their ideas or have a class discussion: How often do you use a dictionary when you are learning English? • What kind of dictionary do you use? • What kind of information can you find in a monolingual English dictionary?

2. Presentation  Put students into groups and give each group a dictionary. Allow students to use dictionary apps, online dictionaries, monolingual or bilingual dictionaries.  Give each group a copy of the dictionary quiz. Give students a limited time (about 20’) to work together to answer all the questions. They should use a dictionary to find out or check their answers.  Check students’ answers by getting students to compare their answers with other groups.

3. Practice  Give each group of students a copy of the dictionary quiz template. Explain that they are going to create a new dictionary quiz for their colleagues.

4. Production  Groups exchange their dictionary quiz sheets and race to find the answers  Alternatively, make enough copies of the quiz sheets for each student to have one as a homework task

ASSESSMENT/DIFFERENTIATION

 To learn to infer new meanings from words they come across when reading any text  To use dictionaries online, bilingual and monolingual  To decrease the use of Google translator and appreciate the correctness that the dictionary provides you.  To work cooperatively

MATERIALS Dictionaries online, monolingual and bilingual Dictionary quiz and dictionary quiz template.

HOME TASKS Optional: answer other peers’ quizzes at home

REFERENCES by Katherine Bilsborough

LESSON PLAN-Creativity

LESSON TITLE Buyer. Be Happier

SUBJECT/COURSE English class / Grade 10-11

LESSON DURATION 60 minutes each ( 3 sessions)

LESSON OBJECTIVES

 To practise reading skills  To review vocabulary from the unit: shopping habits, slogans, advertising  To put into practice imperative and simple verb tenses when retelling a story  To practice writing skills  To increase design skills

SUMMARY OF TASKS/ACTIONS

The exercises in this lesson introduce some of the elements of advertisements such as slogans. There is a discussion on where advertisements can be found. The concept of a storyboard is introduced and an example of a storyboard for an advert is examined in detail.

1. Warmer  Cut up some advert blurbs and stick the names of the products and the blurbs to the walls of your classroom at random.  On the board , the teacher writes the names of the products in random order: Digital camera, breakfast cereal, car, underarm deodorant, toothpaste, shampoo, soup, cold and flu remedy.  The students now circulate and try to match the products to the right blurbs. Some of the words are missing from the blurbs so they will have to do some guessing  One done, spend some time asking the class how they managed to match each product to its blurb. Take this opportunity to highlight key language and clues. 2. Presentation  Now students are given a cloze text based on products and they have to complete the cloze activity.  The teacher introduces the idea of a slogan at this point by quoting some famous slogans and having the class tell you the product. Some examples could be: I’m loving it. (McDonald’s) Just do it. (Nike)  The teacher asks the students to highlight the slogans on the worksheet.  The teacher elicits where the adverts from the worksheet could be found and where else adverts can be seen or heard.  We look on You Tube and find a montage of advertisements. I ask the class to name the type of each product. They can be also asked to note down the slogans.

3. Practice  The idea of a storyboard must be introduced  The teacher shows the Citrus Shine Soft Drink storyboard to the class and get them to describe the events in the advert as you go.  Students answer some comprehension questions about the advert: 1. What is the girl doing in the first picture? How does she feel? 2. Where is the girl going in the second picture? 3. What is the girl doing in the third picture? 4. Who is the boy in the fourth picture? Does he know the girl? 5. What do the boy and girl say to each other in the fifth picture? 6. How does the boy feel when he drinks from the can in the sixth picture? 7. The boy and girl hold hands in the seventh picture. Where are they going? What are they going to do now? 8. What is the slogan for Citrus Shine? Do you think it is good? 9. What kind of music should go with this advertisement?

4. Production  The teacher divides the class into pairs and some examples of real products are distributed.

 Pairs are also given a storyboard template worksheet. The students must now produce their own storyboard. The advert should be a simple story. For each picture, they must include some sentences which describe what is happening (use of narrative tenses). The last picture should be a shot of the product and it will contain a logo and a slogan invented by them.  Students stick their storyboards up around the room. The students can now look at them all and vote for their favourite (they can’t vote for their own!)  As an extension, pairs can think of the music that goes with the advert. They can be filmed at home with their mobile phones and show them to the class.

ASSESSMENT/DIFFERENTIATION

 To work cooperatively  Correct use of narrative tenses  Creativity when producing their storyboards, slogans and logos  Neatness

MATERIALS Youtube video on slogans (slogan quiz), storyboard template, product cards, Citrus Shine Soft Drink storyboard.

HOME Optional: record the advert at home TASKS REFERENCES by Adam Malster

GERMANY

LESSON PLAN: CRITICAL THINKING

LESSON TITLE Fairtrade: Is it really fair?

SUBJECT/COURSE English

LESSON DURATION 90min/90min

LESSON OBJECTIVES

Studentslearn  not to take things for granted  to take a critical view of Fairtrade  to mediate a German text (only for better students)  to improve their speaking, listening and writing skills  toimprovesocialcompetence

SUMMARY OF TASKS/ACTIONS

The topic of the unit is ‘Globalisation’. Students have learned so far what globalisation is, the advantages and disadvantages of globalisation using the example of different people worldwide, how people work in sweatshops and the development of working conditions of Indian call centre workers. At the end of this unit ‘Fairtrade’ is the last topic we deal with.

With the help of answergarden (https://answergarden.ch/) student’s knowledge is queried. They may use their mobile phones. If a mobile/ computer is not available you may use cards.

It can be expected that most students have a positive view on Fairtrade and its products.

After this introduction the class is divided into four groups. Two groups get an English text about Fairtrade with all its advantages and with quotations of satisfied farmers. The other two groups (for better students) get a German text with a very critical view on Fairtrade.

Group work is insofar advantageous as each student has to be active as s/he has to report back later on the results.

Each group reads the text in turns. They help each other by answering vocabulary and other questions regarding the text. Having read the text they work on the below mentioned tasks. First of all, they make sure that they understood the text. Then they write a short summary together. Two groups collect all the arguments given that support Fairtrade. The other two groups do the same just with the difference that they collect arguments against Fairtrade. Each student should be able to summarise the text in a few sentences.

Tasks: Group 1 (2): Part one

1.  Read the text and make sure that you understand the gist. (30 min) 2. Make sure that you can summarise the text. (15 min) 3.  Collect all the arguments that support Fairtrade. (20 min) (2) Collect all the arguments against Fairtrade. (20 min)

Having prepared the task above students are divided. Each student gets a partner from the other group.

Here I can do without a discussion in front of the class to avoid that only a few students are involved. Having chosen partner work each student is active and does not have to fear anything in front of the class. So shier students may feel more comfortable.

Now they give each other a summary of the text and subsequently they exchange their argument and make notes. These notes are important for their homework that will be:

Would you (still) buy Fairtrade products? Give reasons.

Part two: Partner work 1 ( 2)

1. Give a short summary of the text. (each 5 min) 2. Tell your partner about the advantages (drawbacks) of Fairtrade. (each 5 min)

In the next lesson students are asked which other ethical food labels they know. Mostly, they just now one more label, namely the European Organic Label (teacher may provide the labels).

Therefore the students are asked to make an internet research on other ethical food labels. They will probably come across the Rain Forest Alliance, Red Tractor, Assured Food Standard or Organic soil association. In small group students prepare a paper (one DIN A 4 page) for one label and give a presentation. They should also provide three questions for the audience/class. Before the presentation they give the questions to the class and start their presentation. At the end of the presentation students should try to answer the questions. In this way they can be sure that the classmates have listened to them and understood their explanations.

ASSESSMENT/DIFFERENTIATION

Internal differentiation=> better students get the more sophisticated task

MATERIALS https://www.stuttgarter-nachrichten.de/inhalt.studie- beleuchtet-fairtrade-wie-fair-ist-der-faire-handel- wirklich.24f92814-6bbb-49c0-b0b6-688d0df2349c.html https://www.independent.co.uk/news/world/politics/fairtr ade-is-it-really-fair-7717624.html

HOME TASKS Homework: Writing a comment Would you (still) buy Fairtrade products? Givereasons.

REFERENCES Cf. materials

LESSON PLAN: CREATIVITY

LESSON TITLE Rewriting of fairy tales

SUBJECT/COURSE Technical terminology

LESSON DURATION 45’-60’

LESSON OBJECTIVES

-Pupils get to know the structure of a fairy tale

-They identify technical terminology -They have to be creative when inserting the terminology in a different context and writing a new text

-As they work in groups team spirit arises

-They should insert as many technical words as possible in their new story

SUMMARY OF TASKS/ACTIONS

1.Pupils are divided in 3 groups.

2. Each group deals with a certain kind of terminology (f. e. world field from pedagogy, biology, medicine etc.). 3. Students from each group collect words from their respective language area;

the words should fit to the plot of the fairy tale.

4. Each student gets the text of the fairy tale. We read the fairy tale together in class. 5. Each student underlines the main sentences in the story in order to emphasize its plot. They don’t have to rewrite the whole story, it’s possible to change it. But basically you should recognize the plot of the original fairy tale.

6. Then the students collect ideas and outline the plot of their new fairy tale story 7. They rewrite the fairy tale inserting the words from their word field and create a new story.

8. In the end you have three different versions from one fairy tale.

9. Students might evaluate the creativity of the compositions and their comprehensibility.

10. You can make a competition from it: The group with the most used technical words wins.

ASSESSMENT/DIFFERENTIATION

You can shorten working time when pupils already prepare the words from their word field at home. In class they can compare it with the results of the other students.

Another possibility is to let them read the fairy tale at home and let them underline the key sentences for preparation.

MATERIALS worksheet with text from fairy tale

HOME TASKS

REFERENCES

LESSON PLAN TEMPLATE

LESSON TITLE Learning to learn

SUBJECT/COURSE Learning and method training usually at the beginning of a school year - Avable in any subject

Learning works better the more active the process is: Exercise supports learning, as does a stimulant of the brain through new

In the experiments, however, this is tried out, which is particularly difficult for the brain – memorization.

LESSON DURATION 1 hour

LESSON OBJECTIVES

The material is designed throughout to help students try out and achieve learning success through their own experience.

Students learn through self-experiments how learning works best and why stubborn memorization is more of a bad path to learning success.

SUMMARY OF TASKS/ACTIONS

-Students learn 25 vocabulary from current foreign language teaching in four groups – from easy reading to learning in motion (see Appendix)

-Each group has the same time at its disposal.

-The teacher checks the groups to see if they comply.

-The vocabulary is then queried in writing and checked in partner work.

-After that, the groups determine how many vocabulary have been correctly reproduced on average.

-Students also exchange views on how they felt about the type of learning. How difficult or easy did they like learning?

-The results are then presented, compared and discussed in plenary.

ASSESSMENT/DIFFERENTIATION

The experiment is the best way to internalize the learning tips: By trying out and recognizing your own.

Differentiation is done by the different approaches

MATERIALS -https://www.planet-schule.de/wissenspool/dein- gehirn/inhalt/unterricht.html

REFERENCES -heterogeneous groups

LESSON PLAN- DIGITAL COMPETENCE

LESSON TITLE Digitalisation/Social media competence: Facebook friends vs. offline friends

SUBJECT/COURSE English

LESSON DURATION 90 min/90min

LESSON OBJECTIVES

Students learn  to question their behaviour on social media platforms  to take a critical view on online/offline friends  to improve their speaking, listening and writing skills  how to safeguard the digital footprint

SUMMARY OF TASKS/ACTIONS

Relationships and friendships in times of Social Media Networking. Students watch the video “Can I be your friend? Social media networking in real life.”

Audiovisual comprehension: Students talk about the video and other social platforms they know/use and also say why these platforms are used.

Critical thinking: With the help of two texts, students take on roles of an ordinary girl/boy and work out the pros/cons for using social media platforms.

Students discuss the arguments for and against social media.

As a next step they compare online vs. offline friends and give their personal opinion on the question: “Does facebook necessarily involve the concept of friendship?”

ASSESSMENT/DIFFERENTIATION

Differentiation=>Discussion tickets (useful phrases) and argumentative snippets

MATERIALS https://www.youtube.com/watch?v=aDycZH0CA4I

Cf. Materials

HOME TASKS Homework: Writing a comment

Write a comment (clearly expressing your opinion) - about the impact of social media networks on teens and their relationships.

REFERENCES Cf. materials

LESSON PLAN- MOTIVATION

LESSON TITLE What motivates you?

SUBJECT/COURSE English

LESSON DURATION 90 min/ 1 lesson

LESSON OBJECTIVES

Students will

 Explore the ideas and theories behind motivation  Create a personal motivation profile  Connect their motivation profile to current and future work experiences

Students will identify how they are motivated and apply that knowledge to an understanding of their current and future experiences with academic work.

SUMMARY OF TASKS/ACTIONS

Have students write down three things that motivate them on three separate Post-it notes. Explain the difference between intrinsic (internal) and extrinsic (external)

motivating factors. Then, ask students to place their Post-its on a T-chart that is labeled "intrinsic" and "extrinsic."

Discuss as a class: (Warm-up)

 What are people most motivated by, intrinsic or extrinsic factors?  Looking at the ways that people are motivated, what are the challenges when it comes to motivating a group?  If you were a teacher or a boss at work, what would you do to motivate this group of people?

Students will research and explore Richard Lavoie's six Ps of motivation (based on The Motivation Breakthrough: 6 Secrets to Turning On the Tuned-Out Child). Students complete the first part of the What Motivates You? graphic organizer with definitions of each type of motivation.

Students work independently or in small groups to complete the remaining sections of the What Motivates You? graphic organizer using the following guiding questions:

(cf. appendix)

DIRECTIONS

Definitions Intrinsic Motivation: when people do something for the joy of doing it, or because they think it is right (a hobby). Extrinsic Motivation: when people do something for an external reward or tangible result (doing work to get paid).

Warm-up Have students write down three things that motivate them on three separate Post-it notes. Explain the difference between intrinsic (internal) and extrinsic (external) motivating factors. Then, ask students to place their Post-its on a T-chart that is labeled "intrinsic" and "extrinsic."

Discussas a class:

Students will research and explore Richard Lavoie's six Ps of motivation (based on The Motivation Breakthrough: 6 Secrets to Turning On the Tuned-Out Child).

Students complete the first part of the What Motivates You? graphic organizer with definitions of each type of motivation.

 Praise: Students who are motivated by recognition or belonging will be motivated by sincere words of praise.  Power: Students who want control over their environment or choices are motivated by power to control their environment.  Projects: Some students are motivated to work on projects that bring together various topics or disciplines.  People: Students who are people-oriented are especially drawn to activities that allow them to work with people and build relationships.  Prizes: Students who are drawn to status, recognition, and power will find prizes motivating.  Prestige: The need to feel important and needed is motivating for students who are status- or prestige-driven.

Small Group Students work independently or in small groups to complete the remaining sections of the What Motivates You? graphic organizer using the following guiding questions:

 Which two aspects motivate you the most?  How do you know these motivate you? What examples or evidence have you seen of this motivation factor in your life?  How does this affect your work in school?  How does this affect your interests outside of school?  How might this affect your future career?

Reflection Ask students to write what motivates them on Post-it notes and compare the responses with the ones they posted previously. Discuss:

 What motivates the students in your class?  How has this changed since the start of this lesson?  How do theories develop and change? How does that influence our understanding of the world and of ourselves?

With the remaining class time and for homework, have students write a one- to two-page letter to you or another teacher titled: How to motivate me.

Extension

Have each student choose one or two jobs that they're interested in. Research each job and answer the questions. o What are the tasks involved in each job? o Which motivation factor would motivate you to do the tasks in this job?

o Is this job a good fit for your motivational style? o How do youknow?

ASSESSMENT/DIFFERENTIATION

Reflection Ask students to write what motivates them on Post-it notes and compare the responses with the ones they posted previously. Discuss:

With the remaining class time and for homework, have students write a one- to two-page letter to you or another teacher titled: How to motivate me.

MATERIALS https://usatoday30.usatoday.com/news/education/2007- 10-03-lavoie-motivation_N.htm

What Motivates You? graphic organizer Post-its T-Chart labeled "intrinsic" and "extrinsic"

HOME TASKS Write a letter to your teacher on “How to motivate me”.

REFERENCES Cf. materials

TURKEY

LESSON PLAN- Learning to learn

LESSON TITLE Portfolio entry

SUBJECT/COURSE English/ 9 class

LESSON DURATION 2 40’lessons

LESSON OBJECTIVES

 To be able to create an individual blog and use it as an e-portfolio  To be able to prepare a video blog entry for a project  Develop ICT skills  Develop collaboration skills

SUMMARY OF TASKS/ACTIONS

The lessons took part in a 9th grade class. The topic was E-portfolio entry. There were instructions and information on students book and the students wanted to read them. After reading the instructions and watching the video clip, the students were wanted to prepare a video blog. The teacher reminded the students to hand in their projects next week. Preparation At the beginning, the students opened page 15 on their students book. There was a paragraph showing what a video blog entry is and how they can prepare a video blog entry. After the students read the paragraph, the teacher used the smart board by showing a short clip about creating a video blog entry. Secondly, the teacher wrote some instructions on the board and wanted the students to prepare a video blog entry. The students were required to work in pairs. -Write ten questions about everyday life and prepare a questionnaire together

-one of you is the interviewer and asks the questions -ask and answer with the correct intonation

- Record your conversation -Upload your video blog entry by the end of this weekend. Share it on your blog -your partner and you will fill in the peer evaluation checklists for each other after watching the video.

ASSESSMENT/DIFFERENTIATION

Peer evaluation checklist

FLUENCY

 Excellent  Good  Satisfactory  Unsatisfactory ACCURACY

 Excellent  Good  Satisfactory  Unsatisfactory

MATERIALS Students book ( state book), Laptop, tablet, smart board

HOME TASKS Creating a blog and preparing a video blog entry

REFERENCES None

LESSON PLAN- Critical thinking

LESSON TITLE Human Rights

SUBJECT/COURSE English/ class 12

LESSON DURATION 2 40’ lessons

LESSON OBJECTIVES

 Expressing ideas on human rights in English  Making suggestions  Discussing problems  Encourage working in pairs

SUMMARY OF TASKS/ACTIONS

The teacher prepared questions about Human rights and showed them on smart board;

1. What do you think is meant by “human rights?”

2.What would the world be like without regulations on human rights?

3.How do you think protection of human rights is related to an independent state?...

The teacher gave the students a few minutes to think about them. Then volunteer students shared their ideas with the class. The teacher tried to involve all of the students in the discussion. Then teacher wanted the students to open their students book (Count me in) on page 32. There is a text consists of 5 paragraphs. There also 6

phrases related to the paragraphs. The teacher wanted the students to match the phrases with the correct paragraph. The phrases were related to human rights.

Then the teacher divided the class into two groups and discussion atmosphere were provided by the teacher. In the second hour pair work activity was practised The students wanted to write mottos or slogans about human rights and put them on the board, so they

shared their mottos or slogans with the class. The mottos and slogans shown on school official website.

ASSESSMENT/DIFFERENTIATION

 Diffirentiating  Speaking fluency  Participation in class discussions  Checking creativity

MATERIALS Count me in text book,

HOME TASKS Writing a personal motto and slogan

REFERENCES School web-site

LESSON PLAN- Creativity

LESSON TITLE Legendary Figures

SUBJECT/COURSE English, class 10

LESSON DURATION 2 40’lessons

LESSON OBJECTIVES

 Describing past activities and events  Talking about sequential events  Retelling a story by describing characters and places

 To be able to write the end of the given unfinished story

SUMMARY OF TASKS/ACTIONS

There was a listening activity which was about a legendary figure. Before listening, the teacher wanted the students to open their student’s book on page 38. There were three pictures and the teacher asked the students” do you know anything about the legendary figures in the pictures? If yes share the information with your classmates. The teacher encouraged the students to share any related information with the class.

While listening, the students wanted the students to listen carefully and to guess who the legendary figure was about? And to put the events in order according to what they heard.

After listening, There was an unfinished story on their student’ book. The teacher wanted the students to read it carefully and to write a good ending by using their imagination. The teacher also reminded them to care spelling and grammar mistakes. They were supposed to hand it next lesson.

ASSESSMENT/DIFFERENTIATION

- Checking the ending of the story - Spelling and grammar mistakes - Using past tense

MATERIALS 10 th grade English student book, smart board

HOME TASKS Writing

REFERENCES EBA

LESSON PLAN- Motivation

LESSON TITLE Physchology

SUBJECT/COURSE English, Class 12

LESSON DURATION 2 40’lessons

LESSON OBJECTIVES

 Describing moods  Making suggestions to change negative mood  Motivate students to work together, share tasks  Following and giving instructions  Encourage students to speak

SUMMARY OF TASKS/ACTIONS

At the beginning of the lesson the teacher wanted the students to focus on the adjectives related to moods and mood tones as positive or negative. The teacher put the students into groups of 3 or 4 and asked them to classify the adjectives The teacher gave the students five minutes to discuss and complete this activity on page 50.

A. Positive: hopeful, amused, calm, sincere…

B. Negative: desperate, shocked, depressed…

Then, the teacher had brought flashcards which reflect the mood and wanted the students to describe the moods for eliciting sentences . ( Students ‘ own answers)

After that activity, the teacher asked a question; What kind of things do you do for a change when there is a negative mood in your class? Discuss with your friends.

The teacher gave a few minutes and let the students think about that question. ( Students’ own answers). At this phase, the teacher motivated them to share their opinions with the class and guided them for a discussion.

The second hour started with a role – playing activity. The teacher wanted the students to work in pairs. One was going to be a psychologist and the other was a client. The students were expected to use the adjectives they learnt the previous hour by making suggestions and giving asnwers…The students performed their roles in front of the class…

ASSESSMENT/DIFFERENTIATION

-Role- playing -Question-answer -The working atmosphere in groups, task sharing in groups

MATERIALS School English book, flash cards

HOME TASKS Writing task

REFERENCES none

FRANCE

LESSON PLAN N°1

Subject/course: French / Technology studies

IMPROVING DIGITAL COMPETENCES

Lesson title: “Making a PowerPoint Presentation about my training session”

(year 9)

Duration: 55 mn

Lesson objectives: Writing and Speaking skills: After having written their internship report at home (which took place during one week in December); in class, the pupils will have to create a PowerPoint presentation of 5 to 8 slides which they will use during their training session presentation speech (5mn speech and 5 mn questions to answer) which will take place in front of a jury of 3 teachers in February.

Summary of tasks and actions: This PowerPoint presentation will be a slideshow following precise instructions: one summary, one introduction/presentation, actions during the internship, the studies needed for the chosen job and a conclusion. There should not be any written paragraphs but just captions and key words. The chosen pictures must be of quality and of interest. Short videos can be added. Everything should be readable and clear for the audience. There should not be any spelling mistakes. The teacher is accompanying the pupils who need help, who need precision and spelling corrections by moving around the ICT classroom and checking the pupils works. The teacher focuses his attention on Special Needs pupils while the others mostly work in autonomy.

Assessment will take place in front of the jury who will evaluate the pupil’s written report and the pupil’s ability to express himself about this subject using his PowerPoint presentation as a support.

Differentiation: The jury will have a specific assessment grid to evaluate the Special Needs pupils.

Materials: computers of the I CT room and an e-board to practice their speech

Home tasks: Practicing the speech while using their PowerPoint presentation to be ready for the oral exam.

LESSON PLAN N°2

Subject/course: Multidisciplinary project (English/Physical Education/sciences)

DEVELOPING CRITICAL THINKING

Lesson title: “ Meditation and philosophical debate on Love and Friendship” (year 8)

Duration: 55 minutes

Lesson objectives: Speaking skill: After practicing mindfulness meditation for a few minutes to be able to focus the attention, to reduce the stress, to balance the emotions and to develop creative thinking, the pupils will start a philosophical debate about “Love and Friendship.”

Summary of tasks /actions: The teacher uses different relaxing methods to propose a mindfulness meditation (using the senses: staring at and eating a raisin, listening to the Butazen instrument, massaging one’s hand). After that peaceful moment, the pupils are ready to think about the proposed theme and to start debating about it, using the talking stick. At the beginning of the debate, the pupils are given a Tool Box with the useful words and expressions. The teacher starts by

asking: “What is Love for you? What is friendship for you? What is the difference?...” The pupils think for a while, then, one asks for the talking stick to start giving his opinion about the subject and another one agrees or disagrees about this previous opinion, and the debate goes on. At the end, one pupil or the teacher summarizes what has been said.

There is no assessment, as this course is part of a multidisciplinary project which aims at developing self-confidence, self-esteem, free speech, critical thinking.

There is only differentiation here as everyone is free to speak his own mind, to express without being judged or assessed.

Materials: The music room with the possibility to sit on the floor on cushions, in a circle, a Butazen instrument, a talking stick, raisins.

Home tasks: the pupils are free to practice what they learnt concerning mindfulness meditation in class (using YouTube videos on the subject).

Séance EPI 4°: ANGLAIS

I- MEDITATING !

“Let’s practice mindfulness meditation by breathing deeply, relaxing our body , visualizing, tasting a raisin and listening to the Butazen instrument…”

Tool box: to relax, to breathe, to listen to, sounds/music, to lay down/to stand up, to visualize, to taste, to think about, to stretch, to feel, to imagine, I can feel… , I can observe…, I feel relaxed, peaceful, quiet inside…, I can tell/say that…

II- TALKING PHILOSOPHY: “Love and Friendship”

“Let’s talk about « Love and friendship» ! What is Love for you? What is friendship for you? What is the difference?....”

Tool box: a debate, a feeling, an emotion, to feel, to be like, according to me/in my opinion, a relationship/a link, a lover,

a friend, I think that…, I can imagine that…, I suppose that…, I can hear that but I don’t agree…

LESSON PLAN N°3

Subject/course: English class

LEARNING TO LEARN

Lesson title: “Schools in Kenya”(year 8)

Duration: 55 minutes

Lesson objectives: Written comprehension skill: Through a reading comprehension, the pupils will have to compare the daily routine of a Kenyan schoolchild with their own routine, in France. They will be given different methods to improve their reading comprehension.

Summary of tasks/actions: At the beginning of the lesson, the pupils have to guess what is the subject of the text, looking at a photo. They give hypothesis and anticipate on the theme, orally. Then, they are given part of the text “The daily routine” and they read the text individually and verify if their hypothesis are correct or not. They have to answer the following questions “Who is the text about? Where is it taking place? When? What is it about?”. There is a collective correction. Then, they have to work in groups of 4. Each group has a tool box and precise but different instructions (even groups must answer specific questions, such as: “Pick out the most surprising information in Charles’ daily life”/ odd groups must write

questions to find out the missing information in their text.) two groups must work together to get their answers . Finally, there is a collective correction.



 Instructions:

 1/ individual work: a) read the text in silence + verify if your first hypothesis are correct or incorrect (justify by quoting from the text) b)Pick out: who is the text about? What? When? Why?

 2/ GROUP WORK of 2: whole text

 a)Classify in a table the most important information about Charles’ day at school

 b) Pick out the most surprising information in his daily life

 GROUP WORK of 4: find a title for text 1

 2/ GROUP WORK of 2: (the whole text BUT with missing information)

 b) WRITE questions to find out the missing information + Ask the questions to the other members of your group. TAKE NOTES. 37

 Here are examples of questions which had been written by the pupils:

 - What lesson do you have at 12.30 PM?

 - What does your teacher serve you for lunch? What do you have for lunch?

 - What do you do when you get home?

 - How do you do to collect water?

 Many of them didn’t use the methodology sheet but after having noticed the mistakes, they finally used it.

 GROUP WORK of 4: find a title for text 1

 : - neighborhood= a district in a city, this neighborhood has several good restaurants.

 - instead of doing my homework, I’m playing video games.

 - usual= every day

 - pay extra= pay more

 Text 1: The text is about Charles who is an eleven-year old Kenyan schoolchild. He lives in Kibera, a poor neighborhood in Nairobi. He tells about his daily routine at

school. He gets to school early in the morning before the teachers. In the morning, he has Assembly, a moment where the schoolchildren are together (they gather) to sing and pray . He also has two breaks (=recess) where he plays tag with his classmates. He studies English, maths, Swahili (a Kenyan language), hygiene, arts and crafts and French. Lunch is late at 1.30 PM. He returns home at 4 PM where he has heavy and unpleasant domestic chores to do.

Differentiation: There is a special vocabulary box for the Special Needs pupils and a special methodology sheet for asking questions for those who need IT .

- neighborhood= a district in a city, this neighborhood has several good restaurants.

 - instead of doing my homework, I’m playing video games.

 - usual= every day

 - pay extra= pay more

- do chores= do the washing-up, do a washing machine, set the table for diner etc…

Materials: tables in groups of 4, the text with the pictures, the tool boxes and the methodology sheets.

Home tasks: make a personal recap either writing a paragraph or drawing a mindmap about the text.

LESSON PLAN N°4

Subject/course: French literature /Art Class

CREATIVITY

Lesson title: “Auto portrait “(year 9)

Duration: 3X55 minutes

Lesson objectives: Writing and Drawing skills: After having written an auto portrait in French literature, the pupils have to create a digital auto portrait in the art class.

Summary of tasks / Actions: the pupils have created a written auto portrait giving the physical description, the childhood memories, the favorite recipes, movies and musics, the tastes, the personality...in French literature class and they will use all these information to think about their creation of a digital auto portrait. In art class, they have watched videos about the history of the auto portrait in art to give them ideas of the origins of this style.

Using cameras, computers, mobile phones, pupils have to be creative and experience different technics to create a work of quality. They need to give many details and to follow the written work done previously in French. They can use the pictures they have loaded in their mobiles or in the social networks they daily use (Snap chat, Instragram). They are given specific tutorials to create their photo montage and they can print what they need for their creation. They try, they experience, they debate, they question but they mostly work in autonomy to develop their personal creativity.

Assessment : The assessed criteria are:

- I succeeded in creating a rich in details digital auto portrait of quality (7 points)

- My digital auto portrait is coherent with my written auto portrait. (6 points)

- I succeeded in using the digital technics to create my auto portrait: quality of the picture and diversity of the manipulations (7 points).

Materials: cameras, computers, mobile phones, printers, the internet, social networks, videos, the art classroom with special group tables.

LESSON PLAN N°5

Subject/Course : English Language

ENTREPRENEURSHIP

Lesson Title : « Start up your own school club » (year 9)

Duration: 4×55 mn

Lesson objectives: Speaking and Writing skills: After having filled in «The ultimate personality quiz» and talked about their own personalities, their tastes, their skills, and their hobbies, the pupils have to think, then write an information sheet about a school club they would like to start up. Finally, they have to create an attractive club leaflet to be put up in the school corridors.

Summary of tasks / actions: During the first lesson called “Knowing me, knowing you” the pupils have to complete a worksheet called “The ultimate personality quiz” about themselves. Then in groups of 4, they interact about this quiz and they get to know each other, using useful expressions appearing in this quiz. They can use the dictionaries if no one in the group knows a specific word.

During the second lesson, the pupils work on their “Life after school” and what clubs they join or they would like to join. Then, they listen to an interview about British pupils and the clubs they belong to. Most of these clubs are school clubs. In France, there are not many school clubs for the pupils to join. They mostly belong to associations and the pupils go practicing their favorite activities after school and outside school.

During the third lesson, they fill in a “Start up your own club” worksheet, on their own and decide what club they would like to start up in our school. They are given many instructions and help to realize this work and they need to use examples of existing club leaflets found in books, magazines, internet.

During the fourth lesson, they have to create their club leaflet, using colors, pictures, the computers, whatever they want to make it attractive to the pupils who will see it in the school corridors.

Assessment: The final work, the club leaflet, will be assessed according to specific criteria such as: presence of the information given on the instruction sheet (What activity? When?

Where? Who for? Who can help? How much? What material/equipment? Competitions/performances?), grammatical and spelling correction, creativity and entrepreneurship.

It is important to mention that, after this course, some pupils’initiatives were taken and some clubs have really been started in our school. For example, the club “Ecofriends” created by a group of pupils in 2015, is still active.

LESSON PLAN N°6

Subject/Course : English Language

SELF CONFIDENCE/MOTIVATION

Lesson Title : “Into the magical world of Narnia” (year 7)

Duration: 3x 55 mn

Lesson objectives: Writing and speaking skills: After studying the trailer of the movie “Narnia 1: The lion, the witch and the wardrobe”, a text presenting the main characters of the story and worked on the Past simple and the making of the questions in English, the pupils, in pairs, have to create a dialogue between 2 characters, one coming back from the magical land of Narnia and the other one asking questions about this adventure.

Summary of tasks/Actions: During the first part of this work, the pupils have learnt about the story, the author, the characters, the setting, the plot of this chronicle of Narnia 45

named “The Lion, the Witch and the Wardrobe”. They particularly enjoy this story as the characters are their age and as they have all seen the movie once at least. They easily identify themselves to one of the characters and they naturally often remember words of the movie. They also like the imaginary world and creatures which are similar to the ones present in their video games.

They also make a review of the making of the questions in English, by practicing in pairs and by questioning their classmates about the movie and what they remember about it. Then, they make group quizzes on Narnia on the KAHOOT website. All these activities allow them to improve in asking questions, a very useful work for their final dialogues.

The final task consists in creating a dialogue, in pairs, in class and play it to be recorded.

The pupils are very concentrated on this task which allow them to be creative and use their personal imagination. One pupil is a character coming back from the magical land of Narnia and telling about his imaginary trip, the characters he met, the adventures he experienced and the other one is asking questions about this travel. They write their dialogue and show it to the teacher for the correction. Then, they have a week to learn the replicas at home. After that time, they play it in front of the classmates and the teacher records it with a video camera. Later, they will see their play and they will be able to play it over if they want to improve it.

Assessment: The final written text, created in pairs, is assessed, following written expression criteria. The final dialogue, played in class and video recorded, is also assessed following speaking expression criteria. The pupils are usually successful in these tasks. They are motivated by the activity which enables them to be creative and which is sending them to their daily role playing games. They get self-confident after knowing the adequate 46

vocabulary and grammar structures of the theme (written in their copybooks), after having worked in pairs, not alone, and after having been corrected and encouraged before assessment. Even the pupils, who have difficulties in learning English, have been able to manage this task and have willingly put a lot of effort into it.

ESTONIA

LESSON PLAN- Learning to learn

LESSON TITLE Holidays in the world

SUBJECT/COURSE English/ 7 class

LESSON DURATION 3 45’lessons

LESSON OBJECTIVES

 Give more information on a topic in the curriculum  Give an opportunity to search for information, based on the research create a game  Develop ICT skills  Develop collaboration skills

SUMMARY OF TASKS/ACTIONS

The English lessons were run in class 7. According to the curriculum, the topic was to get to know the most celebrated holidays in the world (Christmas, Easter, Halloween, Valentine’s Day), their historical background and traditions in different countries. There was a text on that topic in the Student’s Book where a short overview was given. I decided to expand the topic and give the students a task to create interesting study material. Preparation First, we had a discussion and creating a mind-map on the board (best-known holidays in the world). Secondly, the students read the Student’s Book text and completed tasks on that. Third, students got to know Kahoot! game-based platform. All the students had played games there but there were only a few students who had created a quiz there themselves. I introduced the platform, the way how it works, how to add questions and mark answers etc. Students worked in pairs and as the test version, they created (quizzes containing three questions (focus on the dates of the holidays mentioned in the pre-read text). We played the games, afterwards an analysis followed: the students checked the correctness of the

questions, corrected the grammar mistakes. All students were involved and worked actively. Creating a game We formed the groups of three students using the platform randomlist.com/team- generator. Then we chose following holidays: Christmas, Valentine’s Day and Halloween. Every group got a holiday by lot. They had to find extra material and a picture on that holiday using tablets or smartphones and post the collected information (as a description) on Padlet wall. Next, the group created a Kahoot! Quiz of five questions. As the conclusion, we created a jeopardy. All groups formed five questions and added them to the jeopardy. Evaluation: it was interesting, varied; groupwork was nice; I learnt a lot about my groupmates; everything was positive; we developed critical thinking.

Analysis: the game should have had more questions than five; I wouldn’t do anything differently.

Conclusion: the students offered new ideas, they’d like to complete similar tasks in the future because it was gripping.

ASSESSMENT/DIFFERENTIATION

 Presentation in class  Checking the written text  Playing Kahoot! games

MATERIALS https://jeopardylabs.com/done/holidays-297

Solution textbook Pre-Intermediate

HOME TASKS none

REFERENCES https://padlet.com/lilles_ingrid/Holidays

LESSON PLAN- Critical thinking

LESSON TITLE Time capsule

SUBJECT/COURSE English/ class 8

LESSON DURATION 3 45’ lessons

LESSON OBJECTIVES

 Revise future tenses in English  Develop critical thinking- what are the problems of the world today  Develop ICT skills  Increase writing skills  Encourage working in pairs

SUMMARY OF TASKS/ACTIONS

Step 1

Revision of English tenses- when talking about the future we use following tenses: Future Simple, Future Perfect, Future Continuous. First, oral revision of the rules and some examples. Then completed online exercises.

Secondly, we made a mind-map of fields where the main changes happen in the future (technology, medical science etc).

Then, the students had to think predictions for the future: In fifty years from now......

They posted their written predictions on Padlet wall.

Step 2

Listening to a interview about a time capsule (a textbook task).

Discussion about time capsules- the reasons of using them, the items inside time capsule, their importance, finding examples of time capsules etc.

Students were divided into pairs and they were given a task to make a list of things they would put into a time capsule. The categories were also given: culture, technology, language, politics and home life. While completing the list, they had to think how to justify their choice.

Next, we were talking about writing a message and its structure. The students had to follow the main points: introduction, where and why to bury the capsule, an explanation of the choice of the items, one or two problems the world faces today and when the capsule should be opened. After that, the students started writing a draft. The students posted the message using Padlet’s platform.

From the students feedback it was clear that the given tasks were interesting and thought- provoking. They were motivated to complete regular tasks in a different way.

ASSESSMENT/DIFFERENTIATION

 Grammar check  Speaking fluency  Participation in class discussions  Message writing (structure, correctness)

MATERIALS Solution textbook Intermediate

https://elt.oup.com/student/solutions/int/grammar/gram mar_05_022e?cc=ee&selLanguage=en

HOME TASKS Finish writing a message

REFERENCES https://padlet.com/lilles_ingrid/timecapsule

LESSON PLAN- Creativity

LESSON TITLE Apps

SUBJECT/COURSE English, art, ICT/ class 8

LESSON DURATION 2 45’lessons

LESSON OBJECTIVES

 Encourage using smart phones on purpose (not only for playing)  Develop ICT skills  Think about apps students need and use  Write a description of the app they’d need in their everyday life  Designing an image/logo (studying the principles of designing)

SUMMARY OF TASKS/ACTIONS

In the English lessons we were talking about smart phone apps.

There was a short questionnaire about using apps in the 8th class. The questions were following:

How many apps have you downloaded?

What was the recent app you downloaded?

How many apps do you use in your everyday life?

We found that students have lots of apps in their phones but they use not many of them. The most used apps were: e-school (they can see their marks, check homework tasks etc), social media channels (facebook, Instagram etc), You Tube.

I gave them the task to think what app they would like to have in their phones to ease their life (a non-existing app yet).

The students had to write a description of the app based on following plan:

o the name of the app o how it helps/ makes people’s life more comfortable

o the need of the tutorial o extra information o the app image Students worked individually and posted the descriptions on Padlet wall.

ASSESSMENT/DIFFERENTIATION

As the feedback, we looked through all the descriptions in class and voted for

o the most useful logo o the best description o the nicest image

MATERIALS Solution textbook Intermediate

HOME TASKS none

REFERENCES https://padlet.com/lilles_ingrid/timecapsule

LESSON PLAN- Motivation

LESSON TITLE Estonian towns

SUBJECT/COURSE English, geography, history/ Class 7

LESSON DURATION 2 45’lessons

LESSON OBJECTIVES

 Develop the skill to find useful information from a great amount of information in the internet  Build the self-confidence to be an equal member of the team, take responsibility  Motivate students to work together, share tasks  Use ICT tools  Give information about homeland

SUMMARY OF TASKS/ACTIONS

Step 1

Forming groups. Every student gets a piece of a card where they can see something symbolical to an Estonian town. The students having similar pictures gather together and form a group. The group has to guess the town in the picture.

Step 2

There are six QR code posters on the walls. Using the tablet/ smartphone the groups scan the code and find a sentence (a hint) so the students have to guess the town.

The sentences:

Tallinn- This city was once known as Reval.

Tartu- It’s the birthplace of Estonian song festivals and the City of good thoughts

Pärnu- It’s located in the south-west of Estonia.

Narva- It’s the third largest City in Estonia.

Kuressaare- It’s the westernmost town in Estonia. Adeele Sepp and Ivo Linna were born here.

Haapsalu- It’s a wonderful little town with narrow streets. This town is famous for its hand- woven woollen shawes.

The task is checked using the presentation.

Step 3

All groups have an Estonian contour map where they have to find the indicated towns and mark them there. The discussion follows and it is checked whether the towns in the map are in the right locations.

Step 4

The groups get the worksheets. There is an exercise on towns in the worksheet: fill in the gaps with a suitable word (open close).

The time limit is 10 minutes, the students are allowed to use tablets or phones to search for information.

Afterwards, the groups read the paragraphs in turns and check their answers.

Step 5

Writing task for groups. Tourist brochure.

Imagine that you live in the town depicted in your picture. You have to write a description of your town into the tourist brochure to invite people to visit your hometown. Write ten sentences. Add one photo of the town. Post it on Padlet wall.

The structure of the description is revised:

o name of the town o where o at least three sights to describe shortly o interesting facts o when to visit o how to get there The groups present their introductions to the class.

ASSESSMENT/DIFFERENTIATION

 Oral presentation  Using ICT tools  Fulfilling the writing task based on given structure  The working atmosphere in groups, task sharing in groups

MATERIALS https://view.genial.ly/5ba8a31b91109a2787a1828c/untitle d-genially a presentation

A worksheet

HOME TASKS Finish the description

REFERENCES none

LESSON PLAN- Enterpreunership

LESSON TITLE Christmas Fair

SUBJECT/COURSE Health education, Home economics and cooking, Art

LESSON DURATION 3 45’ lessons

LESSON OBJECTIVES

 involve parents in school life  create class solidarity  encourage students to make themselves food/ Christmas decorations, cards and sell them  teach students to calculate and deal with money  develop organisational skills

SUMMARY OF TASKS/ACTIONS

Preparations for the Christmas Fair started weeks before the event.

First, the students created the adverts about the event in Art lesson. The advertisement was sent to the class teachers.

In Health education, Home economics and cooking lessons they had discussions in the class on what to make and how to advertise the products, how to decorate the stalls. There were also discussions on Estonian traditional Christmas food and meals.

Then, the calculation of needed ingredients for the products followed. The students got help from their parents as well (shopping, transport). Also, the students calculated the prices of the products, made the budget.

Next, preparing the products started, designing the price tags etc. All the products were cooked at homes.

On the actual days of the events, the students advertised and sold their products. The fair was opened during each break for two days.

At last they calculated expenses and income.

The earned money was saved on the class trip or a class joint event.

ASSESSMENT/DIFFERENTIATION

Differentaion:

Everybody could participate according to his/ her abilities (affordable tasks for everyone).

MATERIALS Cookery books

HOME TASKS Preparation for the fair

REFERENCES https://www.ppk.edu.ee/20203

LESSON PLAN- Digital competence

LESSON TITLE Notice maths around you

SUBJECT/COURSE Maths, ICT/ class 9

LESSON DURATION 4 45’lessons

LESSON OBJECTIVES

 Develop the skill to connect maths with everyday life  Acquire square function using smart devices

SUMMARY OF TASKS/ACTIONS

The topic of the lesson was to teach students square functions, notice maths around them and search for parabolas in real life. The students took photos of parabolas.

The next step was to choose one photo from the amount of taken photos. At first, the photo was edited using Fotor app. The students had to resize the photo.

Secondly, the photo was moved to the app GeoGebra and the parabola was searched from the picture. The students tried to add the correct function graph with a formula. They tried to get the approximate result. Also, the axis was added.

The picture itself was taken as a background picture so that the parabola and axis were visible. Now the mathematical picture occurred.

Then, Thinglink platform was used to modify the picture interactive. The students added explanatory texts, links, music was recorded.

The pictures were uploaded to Padlet using QR codes.

Using the app Group Maker the teacher formed groups and the groups gave feedback to the pictures. The group chose the most attractive pictures.

ASSESSMENT/DIFFERENTIATION

Peer assessment

MATERIALS https://www.fotor.com/

https://www.geogebra.org/?lang=en

https://www.thinglink.com/

https://www.randomlists.com/team-generator

HOME TASKS none

REFERENCES https://padlet.com/liinakivisto/paraboolid2018

REFLECTION ON PREVIOUS ACTIVITIES SPAIN

Reflection on other partner’s activities from the Guide of Teaching of Living Abilities: writing, listening and speaking and reading strategies During the 2nd school term, we have been reading and working on stories to study stories' structure, increase our language knowledge and develop more complex compositions. We've been reading several Estonian traditional stories which were the basis of a storytelling itinerary in class. This was the book we read:

During some lessons, students worked in groups of four to accomplish several tasks in a rotation system which was also time-controlled. Therefore, students learn to work collaboratively, under pressure to reach a specific task objective. So they need to have initiative, emphasizing what needed and summarizing.

They had to do mostly with sequencing, free writing, draw and describe your hero, write your class story with story cubes, and write conditionals. Some of them were taking from 60

previous literacy project manuals to check their potential. Have a look at students’ review of them. 1.Writing activity Free Weekly Writing from Guide Teaching of Living Abilities with Literacy: writing strategies  Author: France  This is my student’s review and reflection on it:https://youtu.be/xyreZARJpKs

. Listening and speaking activity Telling a story with story cubes from Guide Teaching of Living Abilities with Literacy: listening and speaking strategies. This task was complemented by another creativity task where students rolled the cubes and create their hero (described physically and his personality).  Author: Estonia  This are my students’ review and reflection on these activities:https://youtu.be/YBeQkf_49-E, https://youtu.be/JML-UVRBaMU

3. Reading activity Jigsaw Reading from Guide Teaching of Living Abilities with Literacy: reading strategies.  Author: Estonia  This is my student’s review and reflection on it:https://youtu.be/fGcVO3M6UbQ

After implementing the itinerary, all tasks were assessed by the teacher. Students also assessed the tasks by means of writing down their feedback on post-its on a classroom panel like this:

This video shows a summary of the storytelling activities:https://youtu.be/QzXxWOVHjmo

GERMANY

Name of activity: RAFT writing

Skill developed: developing empathy towards figures and their acting

Author: Estonia

1. Objective: What did student do, observe, read? Who was involved? Etc. The starting point was a short novel we read. Its main topic was: After attending a film in the cinema a man and a woman have a quarrel because the woman cried during the film. Her husband can’t stand this; he doesn’t like it if someone reacts thus emotionally towards a “stupid” film.

We created the situation that the woman wanted to talk to someone after this quarrel because she felt sad and demotivated.

In a brainstorming session we collected a lot of different persons to whom the woman could talk.

2. Reflective: How did they feel? What did it remind then of? etc Students said that it was a good help to understand better the emotions and the actingof the figures.

3. Interpretive: What did the experience make them think? How did their thinking change? Some students said that f.e. the diary entry helped them to understand the situation of the woman. Her sadness wasn’t superficial but really upset.

4. Decisional: What will they do differently in the future? How did the experience affect their use of information, skills, understanding?, etc Thinking about other solutions one student said that it also would have been a good idea if we had taken into account the situation of the husband. The womans behaviour had been quite understandable before, but the man’s thoughts weren’t so obvious. So it could have been a good method to understand his behaviour.

This was really a good oberservation and we stated to keep it in mind for the next short story. Besides this, there was no change in their use of informations or skills.

Name of activity: Comparing and contrasting (modified)

Skill developed: Oral skills/ Listening and Speaking

Author: Estonia

1. Objective: What did students do, observe, read? Who was involved? We worked in pairs first. Then one student was the teacher and the other one the student. Our topic was mediation. We mediated little sentences with technical or general content that we picked from the internet and corrected each other according to the given criteria and definition about mediation.

2. Reflective: How did they feel? We used this as a little warm-up for the mediation tasks to come.

3. Interpretive: How did the experience make them think? We feel sure about the method now and feel prepared.

4. Decisional: What will they do differently in the future? We will work in pairs more often and do peer correction.

FRANCE

Name of activity: “What motivates you?”

Skill developed: Motivation

Author: German Team

1. Objective: What did student do, observe, read? Who was involved?

Two classes of year-9-pupils experienced this activity on Motivation, in English class. They worked in groups of 4. First, they read and took the definitions of the 6 Ps of motivation (by

Richard Lavoie) on the “what motivates you? Graphic organizer”. Then, they created their personal motivation profile, giving personal examples. After, they wrote three things that motivate them on Post-it notes and placed them on the board, in one of the six Ps columns.

Then, they orally gave their examples to the whole class and discussed. Their homework task is to write a letter on “how to motivate me “ to the English teacher.

2. Reflective: How did they feel? What did it remind then of?

The pupils were easily entertained by the activity. They did not feel stressed by having to speak personnally and by giving everyday life examples, as they had previously discussed it over together, in their groups. As we sometimes have philosophical debates, they thought it was quite similar to them and most of them were confident.

3. Interpretive: What did the experience make them think? How did their thinking

change?

It helped them putting words on things they felt. They were particularly interested in the given definitions of the 6 Ps and they were happy to know that they could be different in being

motivated. They also liked seeing that 25 of them were motivated by Projects and 23 by

People. They tried to explain these results to the whole class and it was an interesting debate.

4. Decisional: What will they do differently in the future? How did the experience affect

their use of information, skills, understanding?

The experience made them aware of what motivation is and they were quickly involved in the activity. They also said that it is important for them to think of this subject at the beginning of the year and to communicate about it to the teachers in charge of them for the rest of the year.

Name of activity: Chatroom

Skill developed: Writing

Author: Estonian Team

1-Objective: What did student do, observe, read? Who was involved?

The year-8-pupils in one class of 30 did this speedwriting task, in English class. They sat on the ground, outside in the school park, in pairs, back to back, and wrote to each other as if they were chatting online about their “last holidays”. They wrote a line (in the past tense) of text on a piece of paper (the “chat sheet”) and they handed it to their classmate, who did the same thing . They repeated the activity for 15 minutes writing a whole dialogue. Then, they read through their dialogue together and focused on their ideas and their accuracy.

2-Reflective: How did they feel? What did it remind them of?

Most of the pupils went straight into this activity of writing and others had more difficulties finding ideas or their words in English. Therefore, they were all feeling relaxed outside and there was less anxiety than in a classroom. During the second part of the activity, the better students in English easily helped the needing ones. This appeared to be a very collaborative work during which they were very concentrated and trying to do their best.

3-Interpretive: What did the experience make them think?

They said it was like playing a game, which they appreciated a lot.

4-Decisional: What will they do differently in the future? How did the experience affect their use of information, skills, understanding?

Some pupils said that they had learned a lot about the grammar and the vocabulary, thanks to the help of their classmates and of being outside!

Name of activity: “Look the word up!”

Skill developed: Learning to Learn skill (students’ dictionary skills)

Author: Spanish team

1. Objective: What did student do, observe, read? Who was involved?

The year-7-pupils of one class of 30 experienced this activity based on developping their dictionary skills. They worked in groups of 4 with 1 or 2 dictionaries in each group. They completed a quiz (“Dictionary skills quiz”) in a limited time of 20 minutes by thinking together

of the answers to the questions. They could use the dictionaries to find or check their answers.

Then, they compared their answers with other groups and exchanged their quizzes for correction. As a homework, they have to create a short dictionary quiz that they will exchange with someone in the class, in the next lesson.

2.Reflective: How did they feel? What did it remind then of?

They felt confident with this activity as they were working in groups and as they had apparently done a very similar activity in their French lesson a few months ago. They enjoyed this collaborative work reminding some of them of their primary classes!

3.Interpretive: What did the experience make them think?

A few of them realized that they did not really know how to use a dictionary, as they were going on Google Trad. most of the time to get the translation of a word or even of a full sentence. Others used very efficiently the dictionaries and showed the others how to use them. They learned many new words and they liked creating collocations.

4.Decisional: What will they do differently in the future? How did the experience affect their use of information, skills, understanding?

Some said that it was very useful to work on this activity as they learned from their classmates how to use dictionaries properly and quicker now!

TURKEY

Name of activity: Creative writing

Skill developed: Writing

Author: Estonia

1. Objective: What did student do, observe, read? Who was involved? etc

The students divided into three groups and each group consisted of 6 students . The

students were wanted to express the teacher a noun or an adjective when they were

called successively.The teacher wrote what the students expressed and gave each

group their paper.The students started to use each word once to create a story.

2. Reflective: How did they feel? What did it remind then of? etc

They fellt quite free to create something.

3. Interpretive: What did the experience make them think? How did their thinking

change?

It was creative writing activity . As it was a free activity they feld enthuastic in order

to create something.

4. Decisional: What will they do differently in the future? How did the experience affect

their use of information, skills, understanding?, etc

Their writing skills developed and they will be much more cauraged when they are required to write about something in foreign language.

Name of activity: Recording a video report

Skill developed: Speaking

Author: France

1. Objective: What did student do, observe, read? Who was involved? etc

The students constructed a video report and the importance of journalist ‘s opinion for

it.First the student worked on analysis of video report.Then the students each one or

two examples of video report. In the end, the students work in little groups to write

about a subject to do their own video.

2. Reflective: How did they feel? What did it remind then of? etc

They enjoyed this activity as they were active and imaginative

3. Interpretive: What did the experience make them think? How did their thinking

change?

Group work dynamics and their courage to speak a foreign language increased

4. Decisional: What will they do differently in the future? How did the experience affect

their use of information, skills, understanding?, etc

They are going to be much more active in speaking and creative in their daily lives

Name of activity:Reenacting a dramatic scene

Skill developed:Reading

Author: Germany

1. Objective: What did student do, observe, read? Who was involved? etc

The students were given some situations and information about the situations so as to

reproduce a scene of the drama.They worked in little groups in order to prepare the

scene.

2. Reflective: How did they feel? What did it remind then of? etc

They were excited and motivated to form their scene.

3. Interpretive: What did the experience make them think? How did their thinking

change?

They developed their acting- talents and empathy.

4. Decisional: What will they do differently in the future? How did the experience affect

their use of information, skills, understanding?, etc

They will express themselves through acting. They deepened their understanding of

the scene they read and their self-confidence while presenting the scene to their

classmates.

ESTONIA

Name of activity: Documentary and media studies

Skill developed: speaking, critical thinking

Author: France

1. Objective: What did student do, observe, read? Who was involved? Etc

First, the whole class worked on an analysis of video reports (watching examples of video

reports). After that They chose a topic for the interview (career, hobbies, youth, sport,

studies, nutrition). Then the students were divided into groups and in groups they got the

topic, chose a teacher to interview, formed questions. Next, the students interviewed the

teachers and recorded the answers. They wrote down the answers and wrote a summary

in Estonian. The students translated the summary into English. The last stage was to record

a video. The videos were presented, shown and analysed.

2. Reflective: How did they feel? What did it remind then of? etc

Positive outcomes:

 Different from everyday tasks in lessons

 Working in groups

 Interesting information about their teachers

Difficulties:

 Asking questions

 Writing a summary

 Translating the text

 Time planning

 Choosing the place for recording

 Recording itself

3. Interpretive: What did the experience make them think? How did their thinking

change? Etc

The activity taught them critical thinking: what to ask from another person, how to

present the ideas. They found that recording was not as simple as it seemed before.

4. Decisional: What will they do differently in the future? How did the experience affect

their use of information, skills, understanding?, etc

The activity definitely improved the students’ communication skills (interviewing

adults, being polite etc.). It gave an idea of the news structure and it will help them

understand and analyse better the news programmes they watch on TV.

Name of activity: Creative writing

Skill developed: writing

Author: Germany

1.Objective: What did student do, observe, read? Who was involved? Etc

The students worked in groups, chose the pictures that somehow touched them and the task was given to write a caption based on the picture on a blank sheet. Then the pictures were passed around and each member of the group had to look at the picture and write a sentence on a given task (2- statement, 3- question, 4- wish, 5- suggestion). When the student got back

his/her chosen picture, he/she had ideas from co-students and had to write a suitable text for the picture but not a picture description.

2. Reflective: How did they feel? What did it remind then of? Etc

The students liked the activity, but for some it was difficult to do creative writing because they hesitated and were not sure what they had written was ok. They have used to use templates when there is a writing task, or at leat have a model. To sum up, the task was enjoyable and relaxing in a way.

3. Interpretive: What did the experience make them think? How did their thinking

change? Etc

I think the experience gave them freedom to choose, use their imagination and think out of the box.

4. Decisional: What will they do differently in the future? How did the experience affect

their use of information, skills, understanding?, etc

It stressed out that there aren’t always right or wrong answers. They had to be creative and express their own ideas. During writing the text based on a picture they had to use classmates’ ideas as well so they learned how to join ideas ideas to get a result.

ANNEXES: ACTIVITIES’ GRID SPAIN

Area of learning: English,Spanish, Year Group: grade 7-12 Catalan Development Matters / Early learning Goals: work in groups, Duration: 60' each session grammar contents and vocabulary review, initiative, improving skills

Key Teaching & Learning Points

Introduction/Previous Warm ups to introduce activity, check previous knowledge, Learning aclimatate students to the activity or organise groups

Key Vocabulary Advertising, travelling, slogans, economy, rights, opinions, narrative learned language

Worksheets, cloze text, templates, youtube videos, Barcelona metro Resources used map, docummentary, dictionaries

Observation grids, self-assesment rubric, peer assessment rubric, Assessment methods writing assessment rubric

Assessment, not just of the final product, but also their learning Differentiation process. Mix-ability groups to include everyone in the task

GERMANY

Area of learning: English, German, Year Group: 11/12/13 Politics/Social Sciences

Development Matters / Early learning Duration: 90 (60) min Goals:

Key Teaching & Learning Points Warm-up asking for previous knowledge (answergarden), Introduction/Previous Learning video,

Key Vocabulary learned

globalisation, giving one's opinion, technical terminology, project work, vocabulary on social media

Resources used internet, worksheet, dictionaries, slideshow Assessment methods Presentation, test, peer assessment, more sophisticated tasks for better students; mixed Differentiation groups; discussion tickets, argumentative snippets

TURKEY

Area of learning: English, ICT Year Group: 15,16,17

Development Matters / Early Duration: 40 + 40 learning Goals:

Key Teaching & Learning Points Introduction/Previous Warm up activities, revising previous knowledge, Learning forming groups and organising group works,

Ict – related vocabulary, Democracy- related Key Vocabulary learned vocabulary

Resources used Smart board, tablets, school book and workbook,worksheet Self assesment rubric, tech-based observation ( Assessment methods video blog), peer assesment Differentiation Mixed groups,

FRANCE

Year group: Area of learning: English, French, Technology, Art, Sciences, P.E. classes 7, 8 and 9

Development matters/Early learning Goals: group work, learning Duration: 55’ new vocabulary, acquiring grammar,encourage communication each session and collaboration, using ICT skills

Key Teaching & Learning Points Introduction/Previous Warm up activities, checking previous knowledge, Learning organising group works, anticipating subjects

Schools in Kenya, Auto-portrait, School clubs, Meditation Key Vocabulary learned and philosophy, Powerpoint presentation, the story of Narnia

Resources used Internet resources, dictionaries, texts, book, video, Speaking stick, worksheet, computers, slideshow Observation grid, self-assessment, peer assessment, oral Assessment methods presentation, written test mixed groups, less complicated tasks, Differentiation tool boxes, specific assessment grids, observation assessment

ESTONIA

Area of learning: English, Year Group: classes 7, 8, 9 maths, ICT Development Matters / Early learning Goals: learning new vocabulary, acquiring grammar, Duration: 45 minute lessons group work, using new apps, encourage communication and collaboration Key Teaching & Learning Points Introduction/Previous checking previous knowledge Learning using warm-üp activities Holidays, celebrations, Key Vocabulary learned meaningful items in our life, tourism, apps textbooks, worksheets created by teachers, Resources used dictionaries, internet resorces observation, presentation, Assessment methods peer assessment mixed groups, more Differentiation complecated tasks for better students in groups