Final ProjectANT1 2013-14

By Mercè Rupérez Martí

INTRODUCTION

This is a brief introduction and explanation about doing CLIL in P.E.

You will find: The lesson plan: Little Red is on her way… Some pictures of the activities done. Some videos about the activities An observation grid used during the lesson The reflection about the lesson

LESSON PLAN 

LESSON PLAN

Title of the Lesson: Little Red is on her way… Date: 23/1/14Unit of Study: Little Red Riding Hood Level and group: CI and CM Number of children: 6 children 

Background Information: Family members, colours, animals and parts of the body. 

 

Learning objectives:

- Using their physical capabilities and the knowledge of their body to adapt the movement to the specific situations.

- Using, choosing and acquiring the rules to solve certain situations and acting independently in physical and artistically activities.

- Self-consciousness of the benefits of practicing sports and doing physical exercises.

- Recognizing the benefits of hygiene, proper feeding and healthy postural habits.

- Acquiring the basic communicative competence in the foreign language for understanding and expressing in simple situations

Competencies involved: Knowledge and interaction with physical and natural world skill. Linguistic skill. Autonomy and personal initiative skill.

Assessment:Participation and enjoyment of the activities.Performance of the characters with their body.Compliance with the game rules.Knowledge of their body possibilities and moving it accordingly. Knowledge of healthy food. 

LESSON PLANLesson development: Little Red is on her way.

Activity title Story telling Tell me words  LRRH, Wolf, and Granny      

The delicious basket         

Some soup for Granny        The silence king game  

Washing time

Time 6’ 4’  10       15’         

10’        5’  

10’

DescriptionWatching and listening the story about Little Red Riding Hood on the PDI Saying words that they’ve heard and know, on the story. 

One group and each one is a character from the story. The players sit in a circle; each child gets a colored vest, purple, green and yellow. The teacher says a character and a direction (left or right) and the children get up and run around the circle in the direction they were told. The last one to sit down gets a penalty point. 

The teacher has hidden food cards around the playground. They form 2 groups of 3. They have to run around the gym and look for the food cards.When a student finds a card they have to bring it to the teacher and answer the following questions:“what is your team number?”“what is the name of this food?”They must find all the food cards and each group will ask to the other the name of the food they have found. 

The children hold a plate with 2 balls inside and must hold it up balancing them. They go to the cone and back, until the line end. If they lose a ball they have to restart from the beginning.On her way they met a wolf:“Where are you going?”“I’m going to see my grandmother. She lives in a house behind those trees.” 

There’s one child who is the silent king and has to call the others to join him/her. The silent king points the ones who are more in silence. Nobody can talk. All by acting in silence. Time to wash their hands, body and change their clothes.

Interaction  T- Ss  Ss-Ss  T- Ss          T – S +Ss – Ss     

Ss – Ss         Ss – Ss  

Ss - Ss

Skills L S  L         S      

S        I  

I

Materials  PDI -  Colored vests.         Food flashcards       

Plastic plates and small balls        -   

Tidying bag and clothes

LESSON PLAN

Bloom's Taxonomy:

x Creating Evaluating Analisingx Applyingx Understandingx Remembering 

ICT resources

http://www.youtube.com/watch?v=SC9AEQJrgB4

http://www.kidskioske.com/en/

http://www.juntadeandalucia.es/educacion/descargasrecursos/aicle/html/pdf/010.pdf

Personal notes/reminders/homework/other considerations: For the next class you will have to tell the story in English. Pay attention today and watch and listen it at home again. Homework: write the new words that you have learnt today and draw the picture next to it.

PICTURES...watching the Story and playing left and right

PICTURES…looking for food

PICTURES… some soup for Granny

VIDEOS 1 and 2...- Left or right?

- Looking for food

http://www.youtube.com/watch?v=C6BxBLEgezU

http://www.youtube.com/watch?v=R2NabBC8f8g

OBSERVATION GRID

ASSESSMENT GRID Andreia Berta Ines Blai Aleix Marcel

Participates and enjoys with the activities.            

Performs the characters when speaks and moves.            

Identifies left direction            

Identifies right direction            

Knows his/her body possibilities and moves accordingly.            

Moves his/her body to keep the balance of a carried object.            

Identifies and recognizes different food.            

Interact with his/her friends in English            

N (never) S (sometimes) O (often) A (always)

Reflection about the lessonLast Thursday I implemented my lesson, “Little Red is on her way”, in Sant Blai’s School, in Bot. Despite the number of children, six children in CM, it worked properly. They enjoyed all the activities, even they asked me to have more lessons in English like this.

We watched and listened to the story on the PDI and the children said a few words they had understood. Then we went out in the playground and we did the first activity. They sat down in a circle and got ready to run left or right hand around the circle, depending on the characters that they had. At the beginning they got confused with laterality, left and right, but all of them finished running in the right direction, they enjoyed a lot.

The next activity was “the delicious food”, I had hidden the food flash cards around the class, and in 2 groups they began to look for them. They had to look for the flashcards always the 3 of the group together, holding hands. They did it quite well, and they loved this activity, when they finished they asked to play again. They talked in English, they said their group number and also the food; they just failed 4 food flashcards of 24.

The last activity, “Some soup for Granny”, physically was too easy and they got worried, at the beginning, about saying a long sentence in English: Where are you going? I’m going to see my Granny; she lives in a house behind those trees.

They did it anyway, but we make the second sentence shorter, I’m going to see my Granny.

Carrying the ping pong balls in a small plate was too easy so I think it could be more difficult and thrilling using a cardboard instead.

 

We finished with the Silent King game, to relax and to go back to the class, which is a very simple and quick game as they just have to point and be quiet.

I took pictures and I record the activities as well as I used an observation grid. In that grid I wrote down their difficulties and capabilities for acting, talking and doing the activities.

For the first time in my life I’ve done a P.E lesson in English that was what I wanted to do and, for this course, I will do more, as the Headmaster of my school allows me to do so in the 6 th hour of English. I’m also planning with the other English teacher in the ZER to do this lesson next week in the school she works. I just go to her school on Friday, so we have planned to do this lesson with a bigger group in her school, but they will be the same age. I will see what happens…