Let's exchange our legends! by ivety

LET’S EXCHANGE OUR LEGENDS!

Ivette PalauMontanyà Laura Pérez Cantero Carla Tardà Victori 12/6/2014 Melinda Dooly UAB

Letâ&#x20AC;&#x2122;s Exchange our legends! -TEPBLL

Let’s Exchange our legends! -TEPBLL

ÍNDEX



Introduction......................................................................................................................3



Theoretical rationale........................................................................................................3



Project description...........................................................................................................5 a. Summary of the theme or “big ideas” for this teaching sequence (the big picture)................................................................................................................5 b. Main objectives...................................................................................................6 c. Main content.......................................................................................................6 d. Key competences students will learn in this teaching sequence........................6 e. Main activities, materials needed, output and what students will be able to do after completing each activity.............................................................................7 f.

Storyboard

the

project

(timeline,

major

activities,

important

milestones)..........................................................................................................8 g. Summary of each session..................................................................................10 h. Assessment........................................................................................................16 i.

Assessment

tools

linked

with

the

SWBATS,

competences

and

output................................................................................................................17 

References......................................................................................................................18



Annex..............................................................................................................................19

Let’s Exchange our legends! -TEPBLL

INTRODUCTION The following project is named Let’s exchange our legend. In this project students will work on legends. There will be two different countries, one from Catalonia and the other one from Norway. The principal activity is to exchange one typical legend from one country with the telecollaborative school from the other country. Moreover, students from both countries will learn new cultural things through working on a legend and then, they will perform it through hangout to the other school at the end of the teaching unit. This project is aimed at 6th of primary, comprising the English Subject. The competences the children will learn during this project are the following ones: linguistic competence; intercultural competence; digital competence; learning to learn. All of them will be achieved by following the steps of the project. For this reason, we have established some different objectives: -

They will be able to produce a drama text of the Norwegian legend with accuracy, fluency and coherence.

They will be able to participate actively in their groups’ interactions, giving their own opinions in English.

They will be able to interpret input and use it in an appropriate context. They will be able to see the English language as an instrument to communicate with others and to get closed to other cultures

THEORETICAL RATIONALE

According to Dooly, M ( 2010), we need to change the focus from small, de-contextualized task-sequences designed by the teacher for presentation, practice and production of preselected linguistic forms to more embedded language learning that is more similar to projectbased language learning. The project called “Let’s exchange our legends” is within the TEPBLL approach, which combines the PBLL and the use of ICT. Our project is an attempt to make students telecollaborate in order to exchange legends and be able to act them out at the end of the project. Hence, all the activities have been carefully planned so as to achieve the final output and all of them have a direction and a purpose. Moreover, the project is embedded as it emerges from the learning needs of students and their context: the fact that they have to exchange legends about their countries is a way of learning not only about their context but also about other culture’s reality. Therefore, learning

Let’s Exchange our legends! -TEPBLL about other cultures, makes telecollaboration an essential part of the project and t he use of technology is justified and fully embedded in the sequence. The project also has a content that needs to be worked towards. It’s not a series of activities whose sole purpose is to practice specific bits of the target language. In the project, students need to learn about legends because there’s a real goal for the activity. Furthermore, the fact that they work on text typologies is fully justified since the activities require this previous knowledge. Following Escobar, C (2012) Content is the driving force of language learning and it is the content to be explored which determines the language items that will be practiced. Therefore, our project clearly fulfils this criterion. As for the assessment tools, the project includes different ongoing assessments so as to inform the teacher instruction and support learners during the project. By varying the tools, the teacher can get a more accurate picture of what students know and understand. In particular, Peer assessment is also very frequent in the project as it helps students structure their knowledge and develop critical thinking. In the project, there are also plenty of opportunities where students need to create their own rubrics, therefore, the activities are student-oriented and the role of the teacher is just to support students’ learning process. Apart from this, the project includes some flipped classes where students have the opportunity to learn in a different way. This method involves delivering instruction online outside the classroom and moving “homework” into the class. In this sense, it’s not the teacher giving a presentation, but students discovering this knowledge from practical examples and sharing it with the Norwegian partners. The project is also student-centered and it requires students to work autonomously and make decisions related to their own learning. There are different types of interaction along the project and the tasks are all used to guide the students towards the learning objectives and help them produce the final output. Bearing all this in mind, this project is in the middle of “Zig Zag” and “Cogwheels” typologies. It requires group work in local classes so that the learners can prepare something to share with their telecollaborative partners. The project also involves interdependence between the online partners so as to achieve all the objectives.

Let’s Exchange our legends! -TEPBLL

PROJECT DESCRIPTION

Title

LET’S EXCHANGE OUR LEGENDS!

Members of the Group

Ivette Palau, Laura Pérez, Carla Tardà.

Age and target level of group

sixth graders

No special needs identified

1. Summary of the theme or ‘big ideas’ for this teaching sequence (the big picture) In this project students will work on legends. There will be two different schools, one from Catalunya and the other one from Norway. The principal aim of the project is to exchange one typical legend from each country telecollaboratively.1 Moreover, students from both countries will learn new cultural things through working on that legend and then, they will perform it through hangout to the other school at the end of the teaching unit. If you click on the image below, you will find the Norwegian legend:

The Catalan Students will share “St. George’s legend” and the Norwegian will share “How the

troll was tricked legend”.

Let’s Exchange our legends! -TEPBLL

2. Main objectives Catalan students will be able to… A. ...produce a drama text of the norwegian legend with accuracy, fluency and coherence. B. ...participate actively in their groups’ interactions, giving their own opinions in English. C. ...interpret input and use it in an appropriate context. D. ...see the English language as an instrument to communicate with others and to get closed to other cultures.

3. Main content Students will learn.... A. Linguistic content: written, listening and oral skills as well as text typologies (narrative and drama texts). B. Cultural content: Legends and traditions of both countries. C. Vocabulary: about recyclable material and words related specifically to the legend.

4. Key competences students will learn in this teaching sequence

1. Intercultural competence -

Students develop this competence because they work on a legend which comes from a foreign country. The fact that they have to exchange legends about their countries is a way of learning not only about their context but also about other culture’s reality.

2. Learning to learn -

Most of the activities of this project are student-centred and require them to work autonomously and make decisions on their own. Moreover, the project includes formative assessment tools which let the students see the assement as a learning opportunity. For instance, they are the ones who decide the criteria for the rubrics and they self-asses their own learning process.

Let’s Exchange our legends! -TEPBLL 3. Linguistic competence -

Students develop this competence since they learn how to write a narrative text and how to transform it into a drama text.

4. Digital competence -

Technology is justified and fully embeded in the project. Students really need to use some tools 2.0 in order to achieve the project’s objectives and succeed in the activities.

5. Main activities, materials needed, output and what students will be able to do after completing each activity.

Activity

Materials/ Tools

Output

SWBAT*

Writing a narrative text about a fragment of the legend (in groups).

The picture that represents the fragment of the legend. Scaffolding worksheet

Saint George’s legend (narrative text)

Students will be able to write a fragment of a legend using the specific narrative style.

Creating a rubric altogether in order to assess the narrative text.

-Computer -Interactive whiteboard

Rubric for the narrative text.

Students will be able to value critically the most important parts of a narrative text.

Students have to transform the narrative text of the legend into a drama text. Every group will have a fragment of the Norwegian legend.

The scaffolding worksheet (that will help them to plan the dialog).

Drama text.

Students will be able to write a drama text.

Students do a “Write About Worksheet” about the Norwegian legend.

- “Write About” Worksheet

Students will be able to reflect on their learning.

Students do a telecollaborative activity on text typologies.

- Pieces of the tale “Pritty Ritty” (drama and narrative texts)

- Linoid comments.

Students will be able to come up with similarities and differences between both text typologies through a practical example.

Let’s Exchange our legends! -TEPBLL

Students do a “Quick Write” about the similarities and differences between text typologies individually.

- Paper or small cards.

- Comments and answers from students.

Students will be able to reflect on their learning through a med activity.

Students design their costumes with recycled material.

The specific recycled material they will use in the arts and crafts subject.

The costumes of the different characters of the legend.

Students will be able to design a costume and talk about it in front of their classmates.

Creating a rubric altogether in order to assess the final play

-Computer -Interactive whiteboard

Rubric for the final play.

Performing a theatre play of the legend.

The costumes of the different characters, a webcam, a computer and internet.

Theatre play.

Students will be able to name the most important aspects when doing a theatre play. Students will be able to perform a legend using the specific vocabulary.

Week 2

Week 1

6. Storyboard of the project (timeline, major activities, important milestones)2

Session 1

Session 2

Session 3

- Introduce the project - Activity to get to know each other

- Continue with the activity to get to know each other.

- Play “who is who” through Hangouts.

Session 4

Session 5

Session 6

- Create a Mind Map (Saint George’s Legend). - Put the pictures of the legend in the correct order. - Create Peer rubrics (narrative texts).

- Write the different parts of the legend (scaffolding worksheet)

-Co-assessment of their texts - Improve the texts based on the peer’s feedback.

Each session lasts 1 hour.

Week 5

Week 4

Week 3

Let’s Exchange our legends! -TEPBLL

Session 7

Session 8

Session 9

- Write the texts on a google docs. - Create a bistrips cartoon to illustrate the text..

- Remind students’ of the next task.

Homework (Flipped class) - Read the Norwegian students’ legend (Issu) and post comments/ questions (Lino)

- Discuss the questions they had for homework in groups + solve questions. -Tellecollaborate with their online partners through hangout in order to share their answers from both legends. - Homework: “Write About” worksheet.

Session 10

Session 11

Session 12

- Read the comments on Linoid webpage altogether and solve questions.

- Write the texts in word.

- Start the rehearsal (materials needed, characters…)

- Start writing the dialogues for the play with the scaffolding workheet “How to convert a narrative text into a drama text”

- Students give feedback to the different groups.

* The costumes are designed in Arts and Crafts.

Session 13

Session 14

Session 15

- Group dynamics in order to gain confidence.

- Students read the drama text over and over again (focus on pronunciation, pitch).

- Rehearse the play (focus on body language).

Homework: Learn their dialogues by heart. Session 16 Week 6

- Telecollaborative activity on text typologies “Pritty Ritty”. Post comments on Linoid.

- General rehearsal with music and the costumes.

- Create the rubric for the final play.

Session 17

Session 18

- Theatre play in front of the 5th graders.

- Norwegian students represent the theatre play about Saint George’s legend + Catalan students give feedback. (Hangouts)

Let’s Exchange our legends! -TEPBLL

Week 7

Session 19 - Catalan students represent the theatre play + Norwegian students give feedback. (Hangouts) + Complete the final group Template.

7. Summary of each session

Week 1: -

Session 1: Getting to know each other.

Type of interaction: Whole class/ individual work

The teacher presents a power point with the main characteristics of the Norwegian school (Location, photo of the students…). Afterwards, she shares the main objectives of the project with the pupils and gives each student an individual card where they have to write one curiosity about themselves.3 If you click on the image below, you will find the power point about the Norwegian School:

Session 2: Getting to know each other.

Type of interaction: TC between both classes.

Both teachers (Catalan and Norwegian) stick photos on the board about the students from the other country with their names.They do a synchronous online meeting

See the card’s template in Annex I.

Let’s Exchange our legends! -TEPBLL through google Hangouts in order to complete the profiles of the foreign students. Each student says his/her curiosity and the other class have to match the photos on the board with the curiosities that each norwegian student says. -

Session 3: Getting to know each other.

Type of interaction: Whole class/TC between both classes

Students play “Who is who” while meeting synchronously through Hangouts. Before start playing, they think about questions that they would like to ask to the Norwegian students. The idea is that one students from one classroom makes a question. E.g. “Who wears glasses?” and the foreign mates answer it. The class that has more right answers wins.

Week 2: -

Session 4: Remembering St. George’s legend

Type of interaction: Whole class/ cooperative work

Students do a brainstorming and create an enormous mind map on the board related to Saint George’s legend. Then, the teacher divides the students into six groups of 4 students and assigns roles to them.4 Later on, the teacher gives one picture to each group with some text related to one section of the legend. If you click on the image below, you will find a slideshare presentation with all tje pictures with text:

They have to talk to the other groups in order to discover which section they have and build up the story in the correct order. Finally, they create a rubrics together about

See the roles in Annex II.

Let’s Exchange our legends! -TEPBLL how to assess a good piece of narrative text (The teacher scaffolds them with questions) -

Session 5: Writing the legend

Type of interaction: Cooperative work

Each group is responsible for writing the text of one part of the legend. The teacher gives them two pictures related to their section and they have to write what happens. In order to do it, the teacher gives them a scaffolding worksheet.5

Session 6: Writing the legend

Type of interaction: Cooperative work

Each group share its text with the other groups by writing them in a google docs document. Then, they do co-assessment based on the rubrics they had created two days before. This peer assessment will help them to improve their texts based on their classmates’ feedback (They have laptops in the class).

Week 3:

Session 7: Preparing the ebook about the legend

Type of interaction: Cooperative work

Students improve their texts on the computer. When they finish, they create a bistrips cartoon to represent their part of the story6 (Students have already worked on this tool before, so they know how to use it). Later on, they download the google docs document and save it in their computer as PDF. Finally, they upload it as an ebook through www.issuu.com. (The teacher models all the steps of this process with the projector). → Homework! The teacher creates a flipped class7 where the students can read the issuu designed by the Norwegian students about their legend and then, they can post some comments or questions that they have related to the legend.

Session 8: Solving questions

Type of interaction: Cooperative work/ TC between cooperative groups

See the guiding worksheet in Annex III. They use the webpage www.bistrips.com 7 The teacher uses the online tool www.linoid.com to create the flipped class. 6

Let’s Exchange our legends! -TEPBLL

The students get into the telecollaborative groups that were established at the beginning of the project. They share a computer in order to see which questions their norwegian tellecollaborative group posted about Sant George’s legend in the online program Linoid . Then, they discuss the answers with their peers from the same class. After that, they telecollaborate with their online partners through hangout in order to share their answers from both legends.  Homework! Students fill in a “Write About” worksheet.8 It’s not the first time they are asked to fill in this kind of worksheet as homework, so the teacher doesn’t need to explain wat it is about. In the worksheet, we will ask them to write about the Norwegian legend they’ve read and discuss it with their online peers. This provides an opportunity for students to synthesize the key understanding of the day’s lesson.

Session 9: Comparing a narrative and a drama text

Type of interaction: TC cooperative work

The teacher reminds the students that the main goal of the project is to do a theatre play about the legend. Therefore, they have to transform the narrative text of the legend into a drama text. For this reason, they will put into their initial groups and they will write the dialogue of one specific part of the legend. In order to show them how to do it, the teacher asks them to do a task in class with their telecollaborative groups in order to see the differences and similarities between narrative and drama texts. Therefore, it would be like a flipped class and from a practical example, they should come up with the general rules when converting a narrative text into a drama text. In order to do it, the teacher will provide students with different sections of the same text written in both typologies: drama and narrative.9 Then, with their telecollaborative partners, they will have to put the different parts in the correct order (Google docs) and distinguish both text typologies. Once they’ve done it, they need to come up with the similarities and differences between both texts and post it in the online program Linoid.

Week 4:

8 9

Session 10: Writing the drama text

Type of interaction: Whole class/ cooperative work/ individual work

See the Write About worksheet in Annex IV. See the diferent sections of the text in Annex V.

Let’s Exchange our legends! -TEPBLL

The teacher shows the Linoid page with all the comments in order to share their ideas on both text typologies. This way, the teacher can solve students’ questions and make sure everybody understands how they need to do it. Afterwards, students start working on their part of the legend to transform it into a dialogue. 10

At the end of the lesson, students are asked to do a Quick Write, which is a brief and timed writing activity. They have to reflect on what they’ve learnt individually in 2 or 3 minutes about both text typologies. Therefore, we will pose the following question: What similarities and differences can you find between narrative and drama texts? Then, the teacher will collect them as Exit cards. This way she will be able to know what students have learned, and which students need more help.

Session 11: Writing the drama text

Type of interaction: TC cooperative work/ whole class

Students write their drama texts on a google docs. Later on, each group comes in front of the class and reads his dialogue from the google docs. The other groups give them feedback so that they can improve their texts.

Session 12: Preparing the theatre play

Type of interaction: Whole group/ individual work

They have already created their drama text so now it’s time for them to start rehearsing. First, the teacher assigns characters to the students. Then, they start thinking about which recycled materials they need to build up their costumes (The teacher makes a list of materials on the board and then, each child draws a draft with his/ her costume and the materials needed). They will design their costumes in the arts and crafts class.

Arts and crafts class : Students design their costumes with recycled material.

Week 5:

Session 13: Preparing the theatre play

Type of interaction: Whole class

In order to scaffold their writings, the teacher provides them with a guiding worksheet. See it in Annex VI.

Let’s Exchange our legends! -TEPBLL

In this session, the teacher prepares some group dynamics games in order to let the students feel self-confident and not to be ashamed.11

Session 14: Preparing the theatre play

Type of interaction: Whole class

Students read the drama text out loud so that they can start memorizing it. The teacher gives them advices to have a good pronunciation, voice pitch, gestures, moviment, etc. Homework → Pupils learn their part of the theatre play by heart.

Session 15: Preparing the theatre play

Type of interaction: Whole class

Students rehearse the theatre play again without reading their papers. Afterwards, they decide the criteria for the final co-assessment rubric based on what they’ve learned (body language, pronunciation, preparation of the play, teamwork and so forth).12

Arts and crafts class : Students present their recycled costumes in front of the class and say the materials that they have used in English. In this case both schools have decided to work on recycled materials because the catalan one is defined as an Ecological school. Nevertheless, the materials can be chosen depending on the schools’ interest and their budget.

Week 6:

Session 16: Preparing the theatre play

Type of interaction: Whole class

They do a general rehearsal. This time they have the music and they dress up with their hand-made costumes.

Session 17: Preparing the theatre play

Type of interaction: Whole class

In order to do a first try, they represent the theatre play in front of the 5th graders of their same school.

11 12

See the games in Annex VII. The teacher will guide the students. See an exemple in Annex VIII.

Let’s Exchange our legends! -TEPBLL

Session 18: Performing the theatre play

Type of interaction: TC between both classes.

Both classes meet through google hangouts. The Norwegian students represent the theatre play about Saint George’s legend. When they finish, the catalan students give them feedback according to the co-assessment rubric made by the students.13

Week 7:

Session 19: Performing the theatre play

Type of interaction: TC between both classes.

Both classes meet through google hangouts. The catalan students represent the theatre play about the Norwegian legend. When they finish, the belgian students gives them feedback according to one co-assessment rubric made by the students.

At the end of the lessons, students fill in a template for self-assessment in order to get them assess the whole project.14

8. Assessment

- Peer Rubrics: 

To evaluate the fragment of each group that they would have written about Saint George's legend.



To evaluate the performance of the catalan legend in the other country.

- Teacher’s rubrics

- Quick write:To know what the students understood about the two different types of typology: narrative and drama text.

- Write about: to write about the norwegian legend they’ve read and discuss it with their online peers.

13 14

See the methodology they use to coassess their foregin mates in annex IX. See the template in annex X.

Let’s Exchange our legends! -TEPBLL - Template for self- assessment: At the end of the project, students will be required to fill in a template with questions that need to be finished by the students, such as: “the most important thing we’ve learnt is”…. “what we enjoyed most was”….we needed help with….” “the most difficult thing we’ve done is….”

9. Assessment tools linked with the SWBATS, competences and output

TOOL

Peer Rubric

Quick write

“Write About”

Teacher Rubric

Final template

SWBAT/COMPETENCE Intercultural competence Learning to learn Linguistic competence Digital competence

Linguistic competence Learning to learn

Linguistic competence

Intercultural competence Learning to learn Digital competence

Intercultural competence Learning to learn Linguistic competence

OUTPUT

SESSION

Evaluation of the narrative fragment of the Saint George’s legend.

Evaluation of the theatre play of the Norwegian students

Reflection on text typology

Information about the Norwegian legend and exchange of information with their online partner

Evaluation of the theatre play from the teacher’s point of view

18-19

A template with information about their opinion.

Letâ&#x20AC;&#x2122;s Exchange our legends! -TEPBLL

9. References

- Escobar Urmeneta, C. (2012). Content-Rich Language Learning in Context-Rich Classrooms. APAC, 74, 39-47.

- Dooly, M. (2010) The teacher 2.0. In S. Guth & F. Helm (eds) Telecollaboration 2.0: Language, Literacies and Intercultural Learning in the 21st Century, pp. 277-303. Bern: Peter Lang.

Letâ&#x20AC;&#x2122;s Exchange our legends! -TEPBLL

ANNEX

Let’s Exchange our legends! -TEPBLL I.

CARD’S TEMPLATE

NAME

Let’s Exchange our legends! -TEPBLL II.

GROUPS’ ROLES

These are the roles that students would have when working in groups. The teacher would give each group four cards according to the diferent roles:

- Mister/ miss secretary→ He/she is responsible for writing down the story.

- Mister/ miss captain → He/she is in charge of giving speaking turns in order to make sure that all the members of the group talk to give their opinion.

Let’s Exchange our legends! -TEPBLL - Mister/ miss tick tack → This child is responsible for managing the time in order to make sure that they can finish their work.

- Mister/miss police man/woman → He/She is in charge of ensuring that all the members of the group use a low voice when speaking.

Let’s Exchange our legends! -TEPBLL III.

SAINT GEORGE’S LEGEND GUIDING WORKSHEET

Where does the scene take place?

Which characters appear?

What are they doing?

What happens?

Now it’s time for you to transform your information into a narrative text!

Let’s Exchange our legends! -TEPBLL IV.

“WRITE ABOUT” ASSESSMENT TOOL

Let’s Exchange our legends! -TEPBLL V.

COMPARISON OF A NARRATIVE AND A DRAMA TEXT

PRETTY RITTY DRAMA TEXT

PRETTY RITTY NARRATIVE TEXT

Narrator: Pretty Ritty is at the door. She is sweeping the

One day Pretty Ritty was sweeping the stairs, when all of a Pretty Ritty: What can I buy? A hat? A dress? …No, I will sudden, she found a coin. Then, after hesitating a lot, she decided buy a pink ribbon. to buy a pink ribbon. Narrator: Pretty Ritty buys the pink ribbon and she Afterwards, she continued continues sweeping the stairs. Pretty Ritty is really pretty,sweeping the stairs. As she was very pretty, all the animals in the so all the animals in the country fall in love with her. Narrator: Pretty Ritty is at the door. A dog comes. He’s incount fell in love with her and wanted to marry Pretty Ritty. love. Firstly, the dog came over and asked her to marry him. However, Pretty Ritty was not Dog: Pretty Ritty, marry me! Pretty Ritty: Well, well. Let me see. Can you sing a song sure and asked him to sing a song for her. After that, the dog started for me? to sing, but Pretty Ritty didn’t like Dog: Yes, listen. Woof, woof, woof! it at all, so she refused to marry him. Then, the dog left really sad Pretty Ritty: Oh, no! I don’t like your voice! and upset. Narrator: Poor dog. Off he goes. Pretty Ritty is at the stairs. She finds a coin and she thinks:

door. A horse comes. He’s in love. Horse: Pretty Ritty, marry me!

(The same with the horse, the cock, the pig and the duck)

Pretty Ritty: Well, well. Let me see. Can you sing a song for me?

Firstly, the cat came over and asked her to marry Pretty Ritty.. However, Pretty Ritty was not Pretty Ritty: Oh, no! I don’t like your voice! Narrator: Poor horse. Off he goes. Pretty Ritty is at the sure and asked him to sing a song for her. After that, the dog started door. A cock comes. He’s in love. to sing and Pretty Ritty fall in love with his voice, therefore, she accepted to marry him. Cock: Pretty Ritty, marry me! Nevertheless, she made a bad Pretty Ritty: Well, well. Let me see. Can you sing a song choice because she was rat and for me? he was a hungry cat! Pretty Ritty Cock: Yes, listen. Cock-a-doodle-doo! Cock-a-doodle-doo!ran away from the cat as fast as she could. Pretty Ritty: Oh, no! I don’t like your voice! Horse: Yes, listen. Hee, hee, hee!

Narrator: Poor cock. Off he goes. Pretty Ritty is at the door. A pig comes. He’s in Love.

Let’s Exchange our legends! -TEPBLL

Pig: Pretty Ritty, marry me! Pretty Ritty: Well, well. Let me see. Can you sing a song for me? Pig: Yes, listen. Oink, oink, oink! Pretty Ritty: Oh, no! I don’t like your voice! Narrator: Poor pig. Off he goes. Pretty Ritty is at the door. A duck comes. He’s in love Duck: Pretty Ritty, marry me! Pretty Ritty: Well, well. Let me see. Can you sing a song for me? Duck: Yes, listen. Quack, quack, quack! Pretty Ritty: Oh, no! I don’t like your voice! Narrator: Poor duck. Off he goes. Pretty Ritty is at the door. A cat comes. He’s not in love. Cat: Pretty Ritty, marry me! Pretty Ritty: Well, well. Let me see. Can you sing a song for me? Cat: Yes, listen. Miaow, miaow, miaow! Pretty Ritty: I love your voice. Yes, I’ll marry you. Narrator: But the cat is hungry. Mmmmm! He’s a cat and she’s a rat. Cat: Mmmmm! Narrator: Off he jumps! And off she runs!! Pretty Ritty: I like your voice, but you are bad. HEEEELP!

Letâ&#x20AC;&#x2122;s Exchange our legends! -TEPBLL VI.

GUIDING WORKSHEET

1. Presenting the scene (Narrator): ď&#x20AC; Where does the scene take place? _____________________________________________________________________________ - When? _____________________________________________________________________________ - Which characters appear? _____________________________________________________________________________ - What are the characters doing? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 2. Writing the dialogue: - What do the characters say? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

Let’s Exchange our legends! -TEPBLL VII.

COLLABORATIVE GAMES

- Students reorganize the class creating a circle with their chairs facing inward. - The following games are the ones that students play to develop drama skills.

1. Guess the character The first game is about imitation. It is useful to characterise the main characters of the Norwegian legend and practise voice pitch. Methodology: one student stands in front of the class and have to think about one of the main characters of “How the troll was tricked” legend (the father, the oldest son, the second son, the youngest son “boots” or the troll). Then, he/she needs to do mimics and speak to represent that character. The others need to guess it. The one who guesses it will be able to go in front of the class and choose another character.

2. Mimics The second game is similar to the first one but, right now, they have to represent specific actions of the play instead of characters and they cannot speak. In this case, the objective is to let the students remember the vocabulary used and practise pronunciation. Methodology: One student stands up and the teacher show him/her a card with an action related to the legend. The others need to guess it. The one who guesses it will be able to go in front of the class and represent another action.

These are some possible actions that they could do: -

Cut down trees. Play around in the ashes of fire. Sell wood. Eat. The knees tremble. Roar out. Run fast. Get angry. Squeeze a cheese.

3. Let’s invent a story! This third game consists of inventing a collaborative story and it is useful to train students’ memory. Methodology: All the students and the teacher are sitting on their chairs. The teacher takes a little ball and starts inventing a story. Then, she passes the ball to the student next to her and she/he has to continue the story coherently. The story goes by until everybody has

Let’s Exchange our legends! -TEPBLL spoken. Finally, the last student needs to end it up. Maybe they have to do it several times until they come up with a whole coherent story.

4. Numbers This last game is focused on training students’ concentration. Methodology: Students are sitting on their chairs with their eyes closed. They need to count numbers aloud as much as they can, starting from one. However, it is not as easy as it seems. They need to be concentrated because only one person can say one number. Therefore, if one person says one number at the same time of another person, they need to start again. (See an example on the next dialogue) -

Student 1: “one”

Student 4: “two”

Student 10: “three”

Students 3 and 19 altogether: “four” → (They need to start counting again because two students have said the same number at the same time)

Let’s Exchange our legends! -TEPBLL VIII.

FINAL PEER ASSESSMENT RUBRIC

Although the students will decide the criteria of the rubrics, the teacher has to guide them so as to get a rubric similar to this:

GROUP:

Language

They only spoke in English and we could understand them.

They spoke English and Catalan

They memorized their papers

They read their papers

They used body language

They didn’t use body language

They understood the legend and made a nice interpretation

There are some aspects of the legend that they didn’t understand at all

Memory

Body language

Understanding

*Each student will evaluate one specific student from the other country.

Let’s Exchange our legends! -TEPBLL IX.

COASSESSMENT METHODOLOGY

After watching the theatre play synchronously, students will have one green face and a red one in order to give their opinion. Therefore, they would say:

- I liked your play because… (while showing them a green face) - I didn’t like your play because… (While showing them a red face)

At the same time, the teacher evaluates the students with the following rubrics:

Always has eye contact with audience.

Most of the time has eye contact with the audience.

Sometimes has eye contact with the audience.

Does not have eye contact with the audience.

Mostly ontask when rehearsing. Evidence of adequate preparation.

Usually ontask when rehearsing, but other evidence suggest less than adequate preparation.

Too often-off task when rehearsing. Final performance suggests poor preparation.

Preparation