Clil Lesson - The Geometric Shapes

CLIL LESSON “The geometric shapes”

Cabré Roca, Joan Domingo Sánchez, Mónica García Millán, Verónica Fernández García, Paula Parra Parra, Mª Fernanda 17/05/2015 Postgrau en Ensenyament i Aprenentatge de l’Anglès com a L3 Universitat Internacional de Catalunya

ÍNDEX

1. General lesson plan: plan: “The geometric shapes” ........................................ shapes” ........................................ 3 2. Tables of sessions sessions ............................................................................. 6 – 16 – 16 

Session 1 1 .......................................................................................... 7



Session 2 .......................................................................................... 9

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Session 3 ........................................................................................ 11 Session 4 ........................................................................................ 13 Session 5 ........................................................................................ 15

3. Conclusion Conclusion ........................................................................................ 17 – 20 – 20 4. Bibliography Bibliography .............................................................................................. 21 5. Appendix

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1. GENERAL LESSON PLAN “THE GEOMETRIC SHAPES” CLASS GROUP

DURATION

PERIOD

SCHOOL YEAR

3rd of Primary Education

5 sessions of 60 minutes.

Second term

2014-2015

(15 students)

SUBJECTS INVOLVED

The lesson plan involves the following subjects:  



Maths Field of languages. English as a foreign language is included. Arts & Crafts

TEACHERS Cabré Roca, Joan Domingo Sánchez, Mónica García Millán, Verónica Fernández García, Paula Parra Parra, Mª Fernanda

TITLE AND JUSTIFICATION OF THE UNIT It is a school situated in the middle of Rubí. It is Pre-primary, Primary and Secondary School. There are 2 levels for every year: A and B. The predominant language is Spanish, because children speak this language. The vehicular language of education is Catalan, but there are some subjects taught in English. The methodology of the school wants to promote this third language. This lesson plan is called “The geometric shapes”. It is focused on Maths and it is addressed to the middle cycle, specifically to the third grade of primary education. We decided to work on the area of Maths because it is an interesting topic to relate to the context of our students. With this lesson plan, we want to create and suggest different tasks for our students to learn the contents in an active and dynamic way. So, students will participate in a lot of activities and at the same time they will be able to think about it.

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The most important thing of being an English teacher is to be able to create attractive materials for the students and use dynamic methodologies. In our opinion, the best way to learn a language is by doing, because the most important thing is to be able to communicate a message. So, it doesn’t matter if students know grammatical rules perfectly, the most important thing is to communicate with each other. LEARNING OBJECTIVES

BASIC SKILLS

EVALUATION CRITERIA

The general learning objectives are: Linguistic and communicative competence Space and shape: 







To identify and describe verbally, using specialized vocabulary the properties of the geometric shapes. To explore and recognize congruent and similar shapes. To describe an object using appropriate vocabulary. To build and represent polygons on paper.

Cultural and artistic competence

In-class participation, attitude and individual effort.

Digital competence

Performance and academic achievements.

Mathematical competence

Final written test.

Learning to learn Autonomy and individual initiative Competence

Students’ Student s’ self-assessme self-assessment. nt. Oral presentations (pronunciation of the new vocabulary and fluency).

Knowledge and interaction with the physical world competence Social and civic competence

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The most important thing of being an English teacher is to be able to create attractive materials for the students and use dynamic methodologies. In our opinion, the best way to learn a language is by doing, because the most important thing is to be able to communicate a message. So, it doesn’t matter if students know grammatical rules perfectly, the most important thing is to communicate with each other. LEARNING OBJECTIVES

BASIC SKILLS

EVALUATION CRITERIA

The general learning objectives are: Linguistic and communicative competence Space and shape: 







Cultural and artistic competence

In-class participation, attitude and individual effort.

Digital competence

Performance and academic achievements.

Mathematical competence

Final written test.

To identify and describe verbally, using specialized vocabulary the properties of the geometric shapes. To explore and recognize congruent and similar shapes.

Learning to learn Autonomy and individual initiative Competence

To describe an object using appropriate vocabulary. To build and represent polygons on paper.

Students’ Student s’ self-assessme self-assessment. nt. Oral presentations (pronunciation of the new vocabulary and fluency).

Knowledge and interaction with the physical world competence Social and civic competence

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CONTENT AREA

LANGUAGE



Speaking and interacting.



Listening, reading and understanding.



Writing down the answers of the activities.

GEOMETRY 

Revision of different geometric shapes.



Classification of polygons according to the number of sides: triangles, quadrilateral, pentagon, hexagon.



Revision of the parts of polygons: sides, vertex and angles.



Classification of triangles according to their sides and angles.



Application of the new knowledge knowledge acquired by doing a final activity.

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CONTENT AREA

LANGUAGE



Speaking and interacting.



Listening, reading and understanding.



Writing down the answers of the activities.

GEOMETRY 

Revision of different geometric shapes.



Classification of polygons according to the number of sides: triangles, quadrilateral, pentagon, hexagon.



Revision of the parts of polygons: sides, vertex and angles.



Classification of triangles according to their sides and angles.



Application of the new knowledge knowledge acquired by doing a final activity.

5

Tables of the sessions

Tables of the sessions

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TABLE SESSION 1

OBJECTIVES Language aims To use the chunks “there is” and “there are”. are”. To use the chunks “it is” and “they are”. Content aim To identify the different geometrical shapes: triangle, square, rectangle, pentagon, hexagon, circle and circumference.

PRE- TASK TIMING

15 minutes

MATERIAL

DIVERSITY ATTENTION

TEACHER ROLE

STUDENT ROLE

- List “What “What do we know?” know? ” and “What don’t we don’t we know?” know?” - IWB (interactive whiteboard)

If there is someone who needs special attention, the teacher will explain them the task in Spanish. Then the teacher will help him/her to create sentences.

The teacher will guide and help students.

Students will pay attention to the teacher ’s indications ’s indications and they will have to think ideas to complete the list together.

(Organizer – (Organizer – Prompter) Prompter)

DEVELOPMENT AND ORGANISATION The teacher shows two lists in the digital board: “W HAT DO WE KNOW ?” and “WHAT “WHAT for each column and they will write it on the interactive whiteboard.

DON’T WE WE KNOW?” The The

students think one answer

TASK TIMING

MATERIAL

- Memory’s game 35 - Tangram + worksheet minutes - Activities online (computers)

DIVERSITY ATTENTION

TEACHER ROLE

STUDENT ROLE

If there is someone who needs special attention, the teacher will help to him/her to complete all the games.

The teacher will guide and help the students.

Students will pay attention to the teacher indications and they will play the three games in groups.

(Tutor)

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DEVELOPMENT AND ORGANISATION The teacher explains the three games to the group. Classroom is divided in 3 areas (three different games). In groups of five students rotate through each game for ten minutes approximately. The games are: 1. Memory’s game 2. Tangram 3. Online activities POST-TASK TIMING

10 minutes

MATERIAL

DIVERSITY ATTENTION

TEACHER ROLE

STUDENT ROLE

Picture of a landscape. IWB (interactive whiteboard)

If there is someone who needs special attention, the teacher will help to them to find the geometric shapes. Their partners can also help them.



(Tutor)

DEVELOPMENT AND ORGANISATION After doing the three games, students need to find some geometric shapes in the picture the teacher suggested. The teacher shares on the interactive whiteboard the answer with all the geometric shapes that they can find in the picture. Homework :

Students need to bring a picture with geometric figures for the the session 2.

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DEVELOPMENT AND ORGANISATION The teacher explains the three games to the group. Classroom is divided in 3 areas (three different games). In groups of five students rotate through each game for ten minutes approximately. The games are: 1. Memory’s game 2. Tangram 3. Online activities POST-TASK TIMING

10 minutes

MATERIAL

DIVERSITY ATTENTION

TEACHER ROLE

STUDENT ROLE

Picture of a landscape. IWB (interactive whiteboard)

If there is someone who needs special attention, the teacher will help to them to find the geometric shapes. Their partners can also help them.



(Tutor)

DEVELOPMENT AND ORGANISATION After doing the three games, students need to find some geometric shapes in the picture the teacher suggested. The teacher shares on the interactive whiteboard the answer with all the geometric shapes that they can find in the picture. Homework :

Students need to bring a picture with geometric figures for the the session 2.

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OBJECTIVES Language aims To interact and communicate knowledge among them. Content aim To recognize the characteristics of each form: vertexes, sides and angles.

TABLE SESSION 2

PRE- TASK TIMING

MATERIAL - Each student has got his or her own picture.

15 minutes

DIVERSITY ATTENTION

TEACHER ROLE

STUDENT ROLE

If there is someone who needs special attention, the teacher will help them to show the picture to their partners.


Students will pay attention to the explanation of their partners.

(Participant)

DEVELOPMENT AND ORGANISATION Students show their pictures to classmates. TASK TIMING

30 minutes

MATERIAL

DIVERSITY ATTENTION

TEACHER ROLE

STUDENT ROLE

Prezi presentation. Worksheet “Angles, sides and vertexes”.

If there is someone who needs special attention, the teacher will translate some vocabulary during the presentation.


Students will pay attention to the teacher explanation and they will work on the worksheet in pairs.

(Organizer – (Organizer – Resource Resource – – Controller)

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OBJECTIVES Language aims To interact and communicate knowledge among them. Content aim To recognize the characteristics of each form: vertexes, sides and angles.

TABLE SESSION 2

PRE- TASK TIMING

MATERIAL - Each student has got his or her own picture.

15 minutes

DIVERSITY ATTENTION

TEACHER ROLE

STUDENT ROLE

If there is someone who needs special attention, the teacher will help them to show the picture to their partners.


Students will pay attention to the explanation of their partners.

(Participant)

DEVELOPMENT AND ORGANISATION Students show their pictures to classmates. TASK TIMING

30 minutes

MATERIAL

DIVERSITY ATTENTION

TEACHER ROLE

STUDENT ROLE

Prezi presentation. Worksheet “Angles, sides and vertexes”.

If there is someone who needs special attention, the teacher will translate some vocabulary during the presentation.


Students will pay attention to the teacher explanation and they will work on the worksheet in pairs.

(Organizer – (Organizer – Resource Resource – – Controller)

9

DEVELOPMENT AND ORGANISATION The teacher explains through a prezi presentation the theory (vertexes, sides and angles). Then, they complete a worksheet in pairs. (https://prez https://prezi.com/sc4ncgic i.com/sc4ncgicucr3/copia-de-current ucr3/copia-de-current-event/ -event/)) POST-TASK TIMING

15 minutes

MATERIAL

DIVERSITY ATTENTION

TEACHER ROLE

STUDENT ROLE

Worksheet “Angles, sides and vertexes”.

If there is someone who needs special attention, the teacher will help them to complete their worksheet. The teacher can also write some key words on the blackboard.


Students will pay attention to the correction of the worksheet.

(Resource – (Resource – Organizer) Organizer)

DEVELOPMENT AND ORGANISATION All the class correct the worksheet together. Then, the teacher creates different groups of three students. Firstly, each group chooses a geometric form (triangle, square, rectangle, pentagon and hexagon) and the teacher explains the activity (this will be homework). Homework:

Students need to bring for the next lesson five printed images of different objects in the form that they choose.

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DEVELOPMENT AND ORGANISATION The teacher explains through a prezi presentation the theory (vertexes, sides and angles). Then, they complete a worksheet in pairs. (https://prez https://prezi.com/sc4ncgic i.com/sc4ncgicucr3/copia-de-current ucr3/copia-de-current-event/ -event/)) POST-TASK TIMING

15 minutes

MATERIAL

DIVERSITY ATTENTION

TEACHER ROLE

STUDENT ROLE

Worksheet “Angles, sides and vertexes”.

If there is someone who needs special attention, the teacher will help them to complete their worksheet. The teacher can also write some key words on the blackboard.


Students will pay attention to the correction of the worksheet.

(Resource – (Resource – Organizer) Organizer)

DEVELOPMENT AND ORGANISATION All the class correct the worksheet together. Then, the teacher creates different groups of three students. Firstly, each group chooses a geometric form (triangle, square, rectangle, pentagon and hexagon) and the teacher explains the activity (this will be homework). Homework:

Students need to bring for the next lesson five printed images of different objects in the form that they choose.

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OBJECTIVES

Language aims To communicate simple ideas using the specific vocabulary of the lesson (vertex, angles, sides and forms).

TABLE SESSION 3

Content aim To classify polygons according to the sides and angles. PRE- TASK TIMING

MATERIAL

15 minutes

IWB (interactive whiteboard) Chart showing the characteristics of polygons.

DIVERSITY ATTENTION

TEACHER ROLE

STUDENT ROLE

If there is someone who needs special attention, the teacher will help them to translate some specific vocabulary.


Students will pay attention to the teacher’s explanation

(Resource)

DEVELOPMENT AND ORGANISATION The teacher explains on the interactive whiteboard and through a graphic the classification of the polygons. TASK TIMING

MATERIAL - Cardboards (one for each group)

30 minutes

DIVERSITY ATTENTION

TEACHER ROLE

STUDENT ROLE

If there is someone who needs special attention, the teacher will help them to organize all the information.


Students will create an original cardboard with the most important information about each polygon.

(Organizer – (Organizer – Tutor) Tutor)

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OBJECTIVES

Language aims To communicate simple ideas using the specific vocabulary of the lesson (vertex, angles, sides and forms).

TABLE SESSION 3

Content aim To classify polygons according to the sides and angles. PRE- TASK TIMING

MATERIAL

15 minutes

IWB (interactive whiteboard) Chart showing the characteristics of polygons.

DIVERSITY ATTENTION

TEACHER ROLE

STUDENT ROLE

If there is someone who needs special attention, the teacher will help them to translate some specific vocabulary.


Students will pay attention to the teacher’s explanation

(Resource)

DEVELOPMENT AND ORGANISATION The teacher explains on the interactive whiteboard and through a graphic the classification of the polygons. TASK TIMING

MATERIAL - Cardboards (one for each group)

30 minutes

DIVERSITY ATTENTION

TEACHER ROLE

STUDENT ROLE

If there is someone who needs special attention, the teacher will help them to organize all the information.


Students will create an original cardboard with the most important information about each polygon.


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DEVELOPMENT AND ORGANISATION After understanding the graphic, each group of students (one group = one polygon have to create a cardboard with their pictures, explaining their polygon using their own style. At the end, we will have 5 cardboards explaining 5 different polygons. POST-TASK TIMING

MATERIAL

15 minutes

The cardboards and the board for the teacher to write down the questions.

DIVERSITY ATTENTION

TEACHER ROLE

STUDENT ROLE

If there is someone who needs special attention, the teacher will help them by giving some clues to answer the questions.

The teacher writes on the whiteboard some questions for guiding the students to share their knowledge.

Students share they own knowledge to their classmates.

(Organizer – (Organizer – Tutor) Tutor) DEVELOPMENT AND ORGANISATION Show & Tell using the technique of “groups of experts” (one member of each group/polygon will join the other members/polygons to form one new groups with all the polygons worked separately, and will explain the different characteristics of each one. Example of questions the teacher can write on the board: A triangle has got…. A square has got… We find 5 vertexes in the… There is a shape with... sides. We can find pentagons in… (Places, buildings…) The sides of the rectangle are…      

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DEVELOPMENT AND ORGANISATION After understanding the graphic, each group of students (one group = one polygon have to create a cardboard with their pictures, explaining their polygon using their own style. At the end, we will have 5 cardboards explaining 5 different polygons. POST-TASK TIMING

MATERIAL

15 minutes

The cardboards and the board for the teacher to write down the questions.

DIVERSITY ATTENTION

TEACHER ROLE

STUDENT ROLE

If there is someone who needs special attention, the teacher will help them by giving some clues to answer the questions.

The teacher writes on the whiteboard some questions for guiding the students to share their knowledge.

Students share they own knowledge to their classmates.

(Organizer – (Organizer – Tutor) Tutor) DEVELOPMENT AND ORGANISATION Show & Tell using the technique of “groups of experts” (one member of each group/polygon will join the other members/polygons to form one new groups with all the polygons worked separately, and will explain the different characteristics of each one. Example of questions the teacher can write on the board: A triangle has got…. A square has got… We find 5 vertexes in the… There is a shape with... sides. We can find pentagons in… (Places, buildings…) The sides of the rectangle are…      

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OBJECTIVES Language aims To interact and communicate knowledge with the group. Content aim To understand all the contents of the unit

TABLE SESSION 4

TASK TIMING

- 35 minutes

MATERIAL Kahoot Computers (one for each student)

DIVERSITY ATTENTION

TEACHER ROLE

STUDENT ROLE

This is an activity in groups, so the partners will help students who need help, or have language difficulties or comprehension.

To explain the activity and to control the class.

Student share they own knowledge to the other partners in order to choose the right answer of the kahoot.

(Organizer – (Organizer – Participant) Participant)

DEVELOPMENT AND ORGANISATION https://play.kahoot.it/#/k/ https://play .kahoot.it/#/k/59b1535b-a10c-4d06-8ea9 59b1535b-a10c-4d06-8ea9-f1a98e622c80 -f1a98e622c80 In groups, they will introduce the code in the kahoot’s page, and answer the different questions. They hav e to share their knowledge and arrive to one single option of the different questions. They also have to enjoy the game and be able to yield when they choose the correct answer without arguing. It is a revision of all the contents worked for the exam. Then, when everybody finishes all the whole class answers the different questions and talk about (clarifies) doubts students might have.

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OBJECTIVES Language aims To interact and communicate knowledge with the group. Content aim To understand all the contents of the unit

TABLE SESSION 4

TASK TIMING

MATERIAL

- 35 minutes

Kahoot Computers (one for each student)

DIVERSITY ATTENTION

TEACHER ROLE

STUDENT ROLE

This is an activity in groups, so the partners will help students who need help, or have language difficulties or comprehension.

To explain the activity and to control the class.

Student share they own knowledge to the other partners in order to choose the right answer of the kahoot.


DEVELOPMENT AND ORGANISATION https://play.kahoot.it/#/k/ https://play .kahoot.it/#/k/59b1535b-a10c-4d06-8ea9 59b1535b-a10c-4d06-8ea9-f1a98e622c80 -f1a98e622c80 In groups, they will introduce the code in the kahoot’s page, and answer the different questions. They hav e to share their knowledge and arrive to one single option of the different questions. They also have to enjoy the game and be able to yield when they choose the correct answer without arguing. It is a revision of all the contents worked for the exam. Then, when everybody finishes all the whole class answers the different questions and talk about (clarifies) doubts students might have.

13

POST-TASK TIMING

MATERIAL

15 minutes

Self-assessment chart.

DIVERSITY ATTENTION

TEACHER ROLE

STUDENT ROLE

If some student stu dent doesn’t understand the chart and need help the teacher will read with them and they will complete the chart together.


Students have to complete the chart individually.


DEVELOPMENT AND ORGANISATION The teacher delivers a self-assessment chart to the students and they have to complete individually. They need to underline or colour the table by choosing the premise which define them correctly (their work, their participation, and so on.)

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POST-TASK TIMING

MATERIAL

-

Self-assessment chart.

15 minutes

DIVERSITY ATTENTION

TEACHER ROLE

STUDENT ROLE

If some student stu dent doesn’t understand the chart and need help the teacher will read with them and they will complete the chart together.


Students have to complete the chart individually.


DEVELOPMENT AND ORGANISATION The teacher delivers a self-assessment chart to the students and they have to complete individually. They need to underline or colour the table by choosing the premise which define them correctly (their work, their participation, and so on.)

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OBJECTIVES Language aims To clarify doubts about the questions of the test. To write the answers in the foreign language. Content aim To revise and apply the geometric contents. To create geometric shapes using a resource or a series.

TABLE SESSION 5

PRE- TASK TIMING

MATERIAL - Worksheet: Geometric shapes (final activity)

10 minutes

DIVERSITY ATTENTION

TEACHER ROLE

If there is any student with a special need, the teacher will provide a personalized support. The test can be adapted according to their needs; maybe it could be shorter or longer than the others (Scaffolding criteria).

The teacher explains the questions of the final activity.

STUDENT ROLE Students pay attention and listen to the teacher ’s teacher ’s indications.

(Organizer)

DEVELOPMENT AND ORGANISATION The teacher will remind students the rules they have to keep to keep in mind during a test: being in silence and raising the hand for some doubt. He also will read the questions aloud to clarify any doubts. TASK TIMING

MATERIAL

- Worksheet: Geometric shapes 40 (final activity) minutes

DIVERSITY ATTENTION

TEACHER ROLE

STUDENT ROLE

If there is any student with special needs, the teacher will provide a personalized support.

The teacher will answer the questions or clarify doubts of the students.

Students have to do the test.

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OBJECTIVES Language aims To clarify doubts about the questions of the test. To write the answers in the foreign language. Content aim To revise and apply the geometric contents. To create geometric shapes using a resource or a series.

TABLE SESSION 5

PRE- TASK TIMING


10 minutes

DIVERSITY ATTENTION

TEACHER ROLE

If there is any student with a special need, the teacher will provide a personalized support. The test can be adapted according to their needs; maybe it could be shorter or longer than the others (Scaffolding criteria).

The teacher explains the questions of the final activity.

STUDENT ROLE Students pay attention and listen to the teacher ’s teacher ’s indications.

(Organizer)

DEVELOPMENT AND ORGANISATION The teacher will remind students the rules they have to keep to keep in mind during a test: being in silence and raising the hand for some doubt. He also will read the questions aloud to clarify any doubts. TASK TIMING

40 minutes


DIVERSITY ATTENTION

TEACHER ROLE

STUDENT ROLE

If there is any student with special needs, the teacher will provide a personalized support.

The teacher will answer the questions or clarify doubts of the students.

Students have to do the test.

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(Controller) DEVELOPMENT AND ORGANISATION The teacher will be walking around the class clarifying doubts. POST-TASK TIMING

- 10 minutes

MATERIAL

DIVERSITY ATTENTION

TEACHER ROLE

STUDENT ROLE

The Pajifiguri provided by the teacher or the notebook to do the geometric series

If there is any student with a special need, the teacher will provide a personalized support.

Teacher will be working with the student who has finished the final activity earlier (“fast(“fast-finishers”). finishers”).

If any student finishes the work early, they will be able to do two exercises; the first consists on creating a form using the Pajifiguri and the second consists in drawing on their notebook, geometry series and colour them.


DEVELOPMENT AND ORGANISATION SCAFFOLDING: SCAFFOLDING: This part of the session is for those students who have finished their test earlier. They will be able to create geometric shapes using a resource called Pajifiguri. Pajifiguri. It is a cube of rubber strings that allows us to create some geometric shapes creatively. For instance: a hexagon, a triangle, a pentagon and so on. The students have to bear in mind the characteristics of the geometric shapes to be able to create them. The teacher will be with the students looking at what he or she does. In case of the student finishes the Pajifiguri activity he or she can use his or her knowledge to invent a geometric series.

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(Controller) DEVELOPMENT AND ORGANISATION The teacher will be walking around the class clarifying doubts. POST-TASK TIMING

- 10 minutes

MATERIAL

DIVERSITY ATTENTION

TEACHER ROLE

STUDENT ROLE

The Pajifiguri provided by the teacher or the notebook to do the geometric series

If there is any student with a special need, the teacher will provide a personalized support.

Teacher will be working with the student who has finished the final activity earlier (“fast(“fast-finishers”). finishers”).

If any student finishes the work early, they will be able to do two exercises; the first consists on creating a form using the Pajifiguri and the second consists in drawing on their notebook, geometry series and colour them.


DEVELOPMENT AND ORGANISATION SCAFFOLDING: SCAFFOLDING: This part of the session is for those students who have finished their test earlier. They will be able to create geometric shapes using a resource called Pajifiguri. Pajifiguri. It is a cube of rubber strings that allows us to create some geometric shapes creatively. For instance: a hexagon, a triangle, a pentagon and so on. The students have to bear in mind the characteristics of the geometric shapes to be able to create them. The teacher will be with the students looking at what he or she does. In case of the student finishes the Pajifiguri activity he or she can use his or her knowledge to invent a geometric series.

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3. CONCLUSIONS During the application of of this project “The geometric shapes” students students will learn more about this theme and they will also learn specific vocabulary. The teacher has also all the instructions and materials to do it correctly, but we know that each group is different, so, the materials and activities can be modified.

It is made of five sessions of around one hour each. We decided to use new tools to capture the interest of our students. Therefore, during the whole lesson plan students will work individually, in pairs and in groups. This helps us to pay attention to the diversity and necessities of each student.

While we were creating the project we came across some difficulties. The first one was to decide the evaluation criteria. We always work with the same structure of “Unitat Didàctica” and this time it was different. This fact affected us, but we know it is very important to learn other ways of creating a lesson plan that is why we think it was an interesting activity to do as a final compulsory

3. CONCLUSIONS During the application of of this project “The geometric shapes” students students will learn more about this theme and they will also learn specific vocabulary. The teacher has also all the instructions and materials to do it correctly, but we know that each group is different, so, the materials and activities can be modified.

It is made of five sessions of around one hour each. We decided to use new tools to capture the interest of our students. Therefore, during the whole lesson plan students will work individually, in pairs and in groups. This helps us to pay attention to the diversity and necessities of each student.

While we were creating the project we came across some difficulties. The first one was to decide the evaluation criteria. We always work with the same structure of “Unitat Didàctica” and this time it was different. This fact affected us, but we know it is very important to learn other ways of creating a lesson plan that is why we think it was an interesting activity to do as a final compulsory task.

Secondly, it was complicated to meet outside university because we live in different neighborhoods. For this reason, we decided to use new technologies such as Google drive, in order to elaborate the project. It was interesting to work physically separated but at the same together. t ogether.

In conclusion, we think this CLIL project could be used for us and for other teachers in the future. However, it is paramount to try it with students first to improve all the materials suggested.

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GRAPH 1 Why is this lesson plan based on CLIL methodology?

The planning of our unit lesson lesson is based on application of Bloom’s Taxonomy as you can see in this graphic. In a coherent way and as required by CLIL methodology, we started with the easiest activities which require a lower level of command of some skills than the activities we have planned for the end of the lesson.

According to Bloom’s Taxonomy we have placed at the base of the pyramid the

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activities related to student’s previous knowledge, previous knowledge, which means, remembering some facts and some information we already know about the topic we will work on throughout the unit. In this stage all it is required is remembering things that our students should already know. So, we will devote the first session of our lesson plan to them.

On the second grade of the pyramid we have placed the activities, which are connected to the content we want our students learn throughout this unit. Through a Prezi, the teacher will explain the contents that will be assessed. It will be easy to know that comprehension is already required. Our students must understand the content and therefore, the grade of difficulty is already higher than the first activity. We have devoted the second session to face that grade of the Bloom’s Taxonomy.

The third grade of Bloom’s Taxonomy is placed placed in the middle of the pyramid. This grade involves a certain grade of difficulty. Our students should for example be able to explain to the rest of the class a specific polygon. It can be easy to guess that for this activity some high cognitive skills are required, and of course, it is not a stage a student can reach if they previously has not overcome the two previous ones.

On the fourth stage, we have placed what could be defined as self-assessment. By using a TIC tool like Kahoot, our students should be able to analyse whether they have engaged all contents or at least the major part in order to t o confront the assessment in the very last last session of the unit plan. In this stage there have have to be some feedback about the idea we have been working throughout the lesson. And also an application of the new knowledge. Besides, remembering the comprehension as well, the application and analysis of their own knowledge are required.

Finally, the last session corresponds with the assessment. This is the highest level in our lesson plan and the penultimate penultimate in Bloom’s Taxonomy. Now it is time for our students to show what level they have achieved.

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GRAPH 2

This graphic shows in a very clear way, the progression of our activities so it refers to the grade of difficulty.

We can observe that the first session is low in both fields. Both in linguistic demands and cognitive demands. The second session is also within the first square but slightly upwards. This is because the activity is harder both linguistically and cognitively. Session three requires a certain grade of competence in both fields and finally, the sessions four and five are placed at the top where a student will need to have a high cognitive and linguistic command.

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4. BIBLIOGRAPHY In order to do this lesson plan we have looked up the foll owing sources:

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Curriculum of Primary Education

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Your dictionary. dictionary. Retrieved from

http://examples.yourdictionary.com/what-are-examples-of-geometric-

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shapes.html

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Geometric shapes . Retrieved from https://www.risd.k12.nm.us/assessment_evaluation/ImprovSBAscores/3rdgr https://www.risd.k12.nm.us/assessment_evaluation/ImprovSBAs cores/3rdgr ade/geometric%20shapes.pdf

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Clil Lesson - The Geometric Shapes

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