“CINDERELLA” - CLIL LESSON PLAN

Teacher: ROBERTA GRASSO

School and Country: Istituto Comprensivo L. PIRANDELLO – Pesaro - ITALY

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School □ Kindergarten □X Primary □ Secondary

Target Group Age of the pupils 9/10 years old

Subject LITERATURE

Topic CINDERELLA Fairy tale

Key

Competences

□ X Social and Civic Competence

□ X Cultural Awareness

□ X Communicative Competence - Ability of Expressing

□ X Autonomy, initiative and decision taking

□ X Learning to learn

□ X Digital competence

Objectives • To develop listening skills: listening to the story.

• To develop pronunciation and rhythm: rhyming and acting the action rhyme.

• To develop speaking skills: with answering teacher’s questions about the story.

• To develop reading.

• To develop cognitive skills: matching pictures with actions and sequencing the lines of the stories.

• To understand the Fairy tales structure and characteristics.

• Be able to dramatize their role and the songs.

• Vocabulary: words related to fairy tales as “Narrator”, “Characters”,

“Story”, “Setting”, “Once upon a time”...

Duration 18 hours

Materials and

Resources

Used

- This website provides day by day suggestions for CINDERELLA theme unit: http://www.twinkl.co.uk/resource/t-t-5303-cinderella-lesson-plan-ideas-ks1

- The LearnEnglish Kids website has various animated fairy tales and other traditional stories with activities for children. https://learnenglishkids.britishcouncil.org/en/category/topics/traditional-stories

- The BBC has various animated fairy tales resources. http://www.bbc.co.uk/learning/schoolradio/subjects/english

- Dramatization (see annex script dialogue).

School

Subjects

associated

Mother tongue, History, Music, ICT, Art.

Learning

Process

Step 1: - Ask students which story they know, what the fairy tales are called in the students’ languages. - Ask students if they know how fairy tales usually start (Once upon a time...) and finish (And they all lived happily ever after.) - Ask students to tell you some typical fairy tale locations. Step 2: Display the story for everyone to read or ask students to read them out to the class. Each child had a text, so that each one could read and process, even independently, the assigned work.

“CINDERELLA” - CLIL LESSON PLAN

Teacher: ROBERTA GRASSO

School and Country: Istituto Comprensivo L. PIRANDELLO – Pesaro - ITALY

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Step 3: following the suggestions for Cinderella theme unit in this website:

http://www.twinkl.co.uk/resource/t-t-5303-cinderella-lesson-plan-ideas-

ks1

Step 4: Dramatization (see annex script dialogue and video)

Final Product Poster, Dramatization, Video

Assessment self-assessment grids

Drama as communicative activity and assessment

SELF-ASSESSMENT

For students

N° of pupils 25

Give a mark to the activities we did:

□ 19 Excellent □ 3 Very Good □ 3 Good □ Satisfactory □ Unsatisfactory

Portfolio check: “I CAN….”

□ 17 I can identify Fairy tales structure.

□ 18 I can identify Fairy tales location.

□ 20 I can identify Fairy tales characters.

□ 18 I can say some words related to a Fairy tale.

□ 25 I’m able to dramatize my role.

□ 22 I’m able to dramatize the songs.

□ 25 I increased my motivation

SELF-ASSESSMENT

For teachers

N° of teachers 1

Give a mark to the activities you did in your class with your pupils:

□ x Excellent □Very Good □Good □Satisfactory □Unsatisfactory

“CINDERELLA” - CLIL LESSON PLAN

Teacher: ROBERTA GRASSO

School and Country: Istituto Comprensivo L. PIRANDELLO – Pesaro - ITALY

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Portfolio check: “I CAN….”

Give a mark from 6 to 10

□ I can integrate the language and subject curricula so that subject curricula support

language learning and vice versa

□ 6 □ 7 □ 8 □ x 9 □10

□ I can select learning materials, structuring them or otherwise adapting them as needed

□ 6 □ 7 □ 8 □ x 9 □10

□ I can support students in learning new words, terms, idioms and discourse structures

□ 6 □ 7 □ 8 □ x 9 □10

□ I can search for and download authentic material for use in the classroom

□ 6 □ 7 □ 8 □ x 9 □10

□ I can guide students in developing cultural awareness

□ 6 □ 7 □ 8 □ x 9 □10

□ I can raise learners’ curiosity about the culture(s) related to the CLIL language

□ 6 □ 7 □ 8 □ x 9 □10

□ I increased my language skills

□ 6 □ 7 □ 8 □ x 9 □10

□ I increased my ICT skills

□ 6 □ 7 □ 8 □ x 9 □10

□ I increased my pedagogical skills

□ 6 □ 7 □ 8 □ x 9 □10

□ I increased my motivation

□ 6 □ 7 □ 8 □ x 9 □10

□ I increased my project management skills

□ 6 □ 7 □ 8 □ x 9 □10

□ I increased my knowledge about partner countries and cultures

□ 6 □ 7 □ 8 □ x 9 □10

“CINDERELLA” - CLIL LESSON PLAN

Teacher: ROBERTA GRASSO

School and Country: Istituto Comprensivo L. PIRANDELLO – Pesaro - ITALY

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“CINDERELLA” - CLIL LESSON PLAN

Teacher: ROBERTA GRASSO

School and Country: Istituto Comprensivo L. PIRANDELLO – Pesaro - ITALY

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