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Language & Content 2010-2 Portfolio Component 3: CLIL Lesson Plan Template Name: Adriana Vargas

Institution: Colegio Provinma

Course: First Grade

Student Age: 6-7

Language Level: A1

Unit:

Class Time: Two hours

Lesson #:

Lesson Topic: Measurement

Assumed Knowledge: Students have been already studied the numbers until 1000.

Language At the end of the lesson students will be better able to compare objects.

Student Learning Outcomes: Content At the end of the lesson Students will be better able to measure with non conventional measurement the length.

Learning Skills

Organize information Analyze information. Explore information and compare it.

At the end of the lesson students will be better able to use conventional measurement to measure the length.

Learning Activities: (You may structure this section as you see fit) Pre -stage Students will draw their hand on the board. They will place their hands on the board with their fingers open. Teacher will trace around the open hand with a marker. This will be done with every student. Then teacher will ask if students notice any difference among the hands. But students are not asked to answer what differences yet. While stage Students will be given a piece of paper with a title “my little body” , the paper will be divided into four sections; my right hand, my left hand, my right arm and my left hand. (see appendix A)Then, students will be given a set of paper clips. Teacher asks students to make a chain with the paper clips and explains them that they are going to use the paper clips chain to measure the length of their right hands. They start at the wrist and end at the tip of the longest finger. Students will count the number of paper clips and then record the information in the paper. Then they will repeat the procedure with their left hand and their two arms. Having students measured their hands and arms. Ask them if the measurements are the same for both hands and arms. Then teachers starts saying for example, “my right hand is bigger that my left one”. “My right arm is longer than my left one”. Students compare themselves and then compare with other classmates. Copyright © 2010. Universidad de La Sabana, Department of Foreign Languages and Cultures, Master in English Language Teaching – Autonomous Learning Environments. lessonplan CLIL (Third Edition). Created by: Betsy Otalora and Carl Anderson. All Rights Reserved. No part of this material shall be reproduced, transmitted, distributed or commercially exploited, except with express written permission from the copyright holders. Enquiries for permission to reproduce all or parts of this material should be directed to: masterfld@unisabana.edu.co. Page 1 of 4


Teacher gives Ss examples saying for instance, “my hand is bigger than Santiago´s hand”. Then teacher show student a tape measure and show them that it is also to measure as they did before with the paper clip chain. But, instead of paper clips to count it has centimeters and millimeters to measure. Teacher repeats the procedure they use to measure their hand with the paper clips, but this time with the tape measure. Teacher shows that with the measure tape the results are more precise. Then students measure their hands and their arms and then compare again. Post stage Students will work in pairs. They will measure different parts of their bodies; heads, length, wrist, waist, legs and so on. Students will make a comparative chart. Then students will present the chart in front of the class. They will be asked to use sentences like “ my arms measure 50 centimeters, my arm is longer than Caroline´s arm” Final assignment Students will walk around the classroom to choose other different objects thay can measure with the tape and then they will compare their size.

Multiple Focus  Supporting language learning in content classes  Supporting content learning in language classes  Integrating several subjects  Organizing learning through cross-curricular themes & projects  Supporting reflection on the learning process

Active Learning  Students communicating more than the teacher  Students help set content, language, and learning skills outcomes  Students evaluate progress in achieving learning outcomes  Favoring peer cooperative Work negotiating the meaning

CLIL Features (Highlight all that apply to this lesson) Safe & Enriching Environment  Using routine activities and  discourse  Displaying language and  content throughout the classroom  Building student confidence to  experiment with language and content  Using classroom learning  centers  Guiding access to authentic  learning materials and environments  Increasing student language awareness Scaffolding  Building on a student’s existing  knowledge, skills, attitudes, interests, and experience  Repackaging information in user-friendly ways   Responding to different learning styles   Fostering creative and critical thinking

Authenticity Letting the students ask for the language help they need Maximizing the accommodation of student interests Making a regular connection between learning and the students’ lives Connecting with other speakers of the CLIL language Using current materials from the media and other sources

Cooperation Planning courses/lessons/themes in cooperation with CLIL and nonCLIL teachers Involving parent in learning about CLIL and how to support students Involving the local community, authorities, and employers

Copyright © 2010. Universidad de La Sabana, Department of Foreign Languages and Cultures, Master in English Language Teaching – Autonomous Learning Environments. lessonplan CLIL (Third Edition). Created by: Betsy Otalora and Carl Anderson. All Rights Reserved. No part of this material shall be reproduced, transmitted, distributed or commercially exploited, except with express written permission from the copyright holders. Enquiries for permission to reproduce all or parts of this material should be directed to: masterfld@unisabana.edu.co. Page 2 of 4


of language and content with students  Teacher acting as facilitators

 Challenging students to take another step forward and not just coast in comfort CLIL Principles (Highlight all that apply to this lesson)

Cognition  Content, language and learning skills outcomes are articulated in cooperation with students  Learning builds on a student’s existing knowledge, skills, attitudes, interests, and experience  Students analyze achievement of learning outcomes independently, with other students and with the teacher, and work to set new outcomes  Students can synthesize, evaluate and apply knowledge and skills acquired in several subjects Community Content Communication  Students feel that being  Content is clearly linked to the  Students actively use the right members of a learning community within and outside to participate in activities and community is enriching the classroom communication, in the  Students have the self Students apply new content classroom and in the confidence and skills to work and develop related skills community within a group and the local through experiential activities  Desk placement, displays on community, balancing  Content is substantive without classroom walls and other personal interests with those being overwhelming available resources support of others  Content from various subjects learning and communication  Parents, teachers and students is integrated  Students and teachers coare partners in education  Cultural content is integrated construct and negotiate  Students can define their role into all subjects meaning within the classroom, the local  Language/communication skills context and the global context are developed in all subjects Instructional Strategies (Use at least ONE strategy from Chapter 5 of Mehisto et. al., Uncovering CLIL. You may use additional strategies from other sources as well.) Strategies Used Why/Justification Assisstance is offered by the teachrs to support Scaffolding learning. Teacher helps students to master the task. Feedback is promoted

Copyright © 2010. Universidad de La Sabana, Department of Foreign Languages and Cultures, Master in English Language Teaching – Autonomous Learning Environments. lessonplan CLIL (Third Edition). Created by: Betsy Otalora and Carl Anderson. All Rights Reserved. No part of this material shall be reproduced, transmitted, distributed or commercially exploited, except with express written permission from the copyright holders. Enquiries for permission to reproduce all or parts of this material should be directed to: masterfld@unisabana.edu.co. Page 3 of 4


Appendix A My right hand

My left hand

My right arm

My left hand

Mehisto. P, Frigols & Marsh. D. Uncovering CLIL. (2008). Uncovering CLIL. Chapter 5.

Copyright Š 2010. Universidad de La Sabana, Department of Foreign Languages and Cultures, Master in English Language Teaching – Autonomous Learning Environments. lessonplan CLIL (Third Edition). Created by: Betsy Otalora and Carl Anderson. All Rights Reserved. No part of this material shall be reproduced, transmitted, distributed or commercially exploited, except with express written permission from the copyright holders. Enquiries for permission to reproduce all or parts of this material should be directed to: masterfld@unisabana.edu.co. Page 4 of 4

LESSON PLAN CLIL  

LESSON CLIL

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