LET’S DO A POP-ART MISSION ANNEXES
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INDEX
1.
INTRODUCTION
The document you are going to read is a Technology-Enhanced Project Based Language Learning (TEPBLL) design. The project integrates the use of technology in the promotion of language learning and collaborative work. In this project content and language are integrated. The content that is being worked is Pop Art movement. The project is planned to be applied between two Primary schools, one from Catalonia and the other one from France. Specifically the target level of group is 2
nd
grade of
Primary school in which there are two pupils with ADHD. Because of that, we have prepared different kind of activities in which children will be able to participate regardless their personal characteristics. The main content students will learn within this project is: 1.
Descriptions of paintings and sculptures (understand + produce) (LANGUAGE)
2.
Simple questions and answers (understand + produce + answer) (LANGUAGE)
3.
Express opinions and simple ideas (LANGUAGE)
4.
Main characteristics of Pop-art: colours, shapes, figures‌ (ART)
5.
Techniques and materials (vocabulary + content) (LANGUAGE AND ART)
As it can be observed, the content is related to language acquisition and it is also related to art. So, the key competences learners will acquire during this teaching sequence are: 2
linguistic and audio-visual communication competence, cultural and artistic competence and learning to learn competence. The main idea of the project is to create a Pop Art’s magazine, particularly an art brochure, in which learners are going to present the pop-art creations done by them collaboratively. The language focus for this project is to work on descriptions through this artistic movement and learn its main characteristics. Telecollaboration is an important aspect of the project as it will be used when discovering the characteristics of the art movement. Learners will have to collaborate in order to get some information and also to create the final product. .
2.
THEORETICAL RATIONALE
In this section, a theoretical background will be exposed in relation to the project presented. This project is based on the Technology Enhanced Project-Based Language Learning field (TEPBLL) as it is designed as a sequence of activities that lead up to a clearly articulated outcome (AAEEP/REEP 1997) through the use of different technologies. The role that the language plays in this project is bifocal; not only is the object of study but also the vehicle for the learning process (Seedhouse 2004). Collaborative work is an essential issue within the project as regarding the amount of interaction in TEPBLL ensures that there is continuous communication between participants. It also facilitates integrated use of language competencies (grammatical, pragmatic, discursive, sociolinguistic and strategic), through different modes (reception, production, interaction and mediation). As Goodall (2007) states: “Cooperation, empathy, selfrespect and respect for others, and conflict resolution are key themes in any personal and social education” Collaborative work emerges when there is a positive interdependence with structured goals, grouping is heterogeneously, each learner is responsible in some way for other’s learning... (Liang 2002). Moreover, the project promotes students developing new technology competence as, according to their age and levels, the project includes different moments where 3
technology is used to achieve different goals. For example, the Telecollaboration sessions lead the development of the project by linking “language students” from two different countries and contexts forming international partnerships. Telecollaboration in this project is considered as a Cogwheels process, so that the meetings have different purposes that promotes the positive interdependence between partners as they have to work together to reach a common aim. Language learners’ assessment in this project is thought to be formative, what means that assessment is a part of the continuous learning process (Cajkler & Addelman 2000). In this way, teachers can help pupils take responsibility for their learning process and also let them know what it is expected from their attitude and performance, apart from giving them feedback in order to improve and for the teacher to obtain data of their process. On top of that, we may say that it helps students be more autonomous with their work and develop the “learning to learn competence”. Finally, the content presented in this project is within the Art subject; concretely, Pop Art movement is treated as the main topic. It seems for us that working through Arts can be really engaging for pupils as it allows them being creative. Furthermore, it also facilitates teachers to take into account different ways of learning (visual, kinaesthetic, auditory and tactile learners).
3.
PROJECT DESCRIPTION
3.1 Storyboard for the project: In this section we provide a summarized story board about how the project will be developed through the different weeks and sessions and also which are the main activities for each of the sessions. SESSION 1
SESSION 2
Week 1
4
Mission 1: Warhol’s
Mission 2 : Warhol 1st
introduction
letter:
(Warhol video Mission 1)
(Warhol video Mission 2) Work on the information
Andy Warhol (a
given about Pop Art.
representative artist of Pop Art) introduces
Read and comprehend the information for filling in a
the project and asks pupils
worksheet.
for help.
Pupils prepare an introductory video of the class for Warhol and for the partner school.
SESSION 3
ďƒ
SESSION 4
Week 2 Mission 3: Warhol has
Warhol introduces the
lost the second letter.
teleconference
(Warhol video Mission 3)
(Warhol video introducing
Pupils need to get prepared
collaboration)
for telecollaboration
COLLABORATION
(prepare the questions to be
WITH THE OTHER
asked during the
SCHOOL. 5
telecollaboration in order to
Interview , fill in the
collect the information
information.
missing.)
Week 3
SESSION 5
SESSION 6
Mission 4: Are you Pop
Mission 4: Are you Pop
Art’s experts?
Art’s experts?
(Warhol video Mission 4)
Checking understanding about Pop-art.
Warhol wants to make sure they are all experts in the
(discussion in pairs of
information given.
different paintings)
Introduce some tips on how to describe an art work. SESSION 7
Peer Assessment
SESSION 8
Week 4 Mission 5: Giving instructions for their
Work on the description.
creations.
(First draft to receive
Children have to do their
feedback)
creations in pairs and fill in a worksheet to describe their Artwork.
SESSION 9
SESSION 10
Week 5
6
Feedback of the draft and
Mission 6: Let’s prepare a
write the final description.
game.
Teacher Assessment
(Warhol video Mission 6) See the creations from the pupils in the other school and write a short description of one of them (work in pairs)
SESSION 11
SESSION 12
Week 6
COLLABORATION
Final mission 7: Create
WITH THE OTHER
the art brochure.
SCHOOL.
(Warhol video Mission 7)
Play a game with partners’ art works description GOODBYE! Final Assessment
Work on the Art Brochure using ISSUU. Closure of the project
SESSION 1
In this first session of the project, Warhol Avatar helps the teacher presenting and engaging pupils in the project. The avatar explains pupils who he is and also what is the project about. He makes them aware that they will have to learn the main characteristics of Pop Art. He also introduces that they are going to be collaborating with another school, so that they have to prepare some kind of introductory video for the other school and for him in order to know each other.
7
During the second part of the session, the class records an introductory video to their collaboration partners and to Warhol.
SESSION 2
The class receives a letter from Warhol which contains information about Pop Art movement. Warhol Avatar gives pupils some instructions about what to do: they have to work on the information given as they have to understand it very well. (They don’t know it already but they would have to explain this information to the other school during the telecollaboration). In class they read this information together and they have to fill in some blanks in a worksheet with the information given in the letter. SESSION 3
This session 3 is basically to prepare session number 4 which will be the Telecollaboration. Warhol Avatar explains the students that he has lost the next piece of information that he wanted to give them in the way to the school. So that they would have to discover it by asking the children in the other school which have the second letter. Moreover, he tells them that they have to be prepared to answer some questions from the other group too as they would also like to know some information they are missing too. During the session pupils prepare the questions, together with the teacher, and decide who will read what during the Telecollaboration. The teacher can also ask some questions to the class (regarding the information they already have) in order to make sure that they understand what their information is it about and that they are prepared to answer them during the telecollaboration. SESSION 4
In this session there is the first telecollaboratioe. Pupils of each class ask the questions that they have prepared to the others and fill in the worksheet so that they all have the information complete. Every child has a worksheet so all of them must be active listeners during the telecollaboration, as they have to write the information down. First one class is going to ask questions while the other answers them and the other way round so that both schools finally have all the information.
8
SESSION 5
Work on language and content of Pop Art by showing pupils a “Power point” with PopArt creations in order to elicit the main characteristics that a Pop Art production should have. (As they already knew them from the letter with the information they would have to recap this knowledge and apply it to describe the pictures). During the activity they are going to be working on vocabulary they already know from the previous sessions and the teacher is also going to be introducing and monitoring some structures and tips that would be useful for them when writing the description. SESSION 6
During this session pupils are going to be working in pairs in order to describe some pictures about Pop Art movement. Later on, they would have to explain their peers which were their picture and how did they describe it. Pupils will have guidelines and scaffolding for the discussion so that they can carry it mostly using English. Assessment: PEER ASSESSMENT SESSION 7
In session number seven pupils have to start creating an art work in pairs taking into account the most characteristics of the movement. They will be given some instructions for their creations by Warhol who wants them to use one colour, one shape and one object which would be different for each creation. Moreover, while creating the artwork, they’ll have to fill a description of their creation using the vocabulary presented. They have the opportunity to look on how a description works and also to see if they are creating a Pop-Art work, so if they are on the right path. SESSION 8
In this session, pupils work on descriptions. In pairs, they do the first draft of their art work description (started in the previous session). They have a template which they 9
have to follow in order to write the description. At the end of the class, teacher takes learners’ descriptions in order to give feedback to them on the next session. This session can also be used to finish their creations if they didn’t have time in the previous class.
SESSION 9
Teacher gives feedback of description drafts and pupils start working on the final description taking into account the advices given by the teacher. Assessment: TEACHER ASSESSMEN SESSION 10
In this session the class receives “Mission 6 video” from Andy Warhol in which he explains that they will have to work in pairs and observe a creation of one pupil in the other school and write a short description of one of them. It is to prepare a game that they will play during the next Telecollaboration. In order to write the description, pupils are going to follow the same guidelines as in their own creation’s description. At the end of the session they will decide the turns to talk and read the descriptions for the next session. SESSION 11
In this session they do the last Telecollaboration meeting. They will play “Which creation are we describing?” game with their French partners. Each pair has to read the description they had written about their peers’ art works and the other class has to guess about which artwork they are talking about. At the end of the meeting there will be time to farewell and thanks the other school partners’. SESSION 12
This is the last session of the project. First of all, the class receives the Final Mission video (mission 7) in which Warhol explains to them that they have to prepare their Art Brochure Pages. The Brochure is going to be created in class by adding the different pictures and descriptions that each pair has prepared during the previous sessions.
10
Moreover, they would add in each creation the description that the other school made of their painting for “Which creation are we describing?” game. Assessment: SELF- ASSESSMENT 3.2 Detailed description of the sessions in the project:
SESSION 1
Principal activities (summary)
Main (focus) targeted language/other competences Previous language knowledge needed
-
1.
Introducing the project
2.
Mission 1: Warhol’s introductory video.
3.
Discussion about the video
4.
Record the introductory video
5.
Closure
Use English to introduce them and understand others’ introduction.
Simple English structures to present them.
Other knowledge
----------------------------
needed New
Simple English structures to improve their presentations.
knowledge/language to be introduced Class’ video presentation
Specific Output
2. Preparation Teacher Materials
-
Mission 1: Warhol’s introductory video: http://www.voki.com/php/viewmessage/?
chsm=d4d5c19b1bc291e13c3c823248ab3bc2&mId=2248570 11
-
Video-camera for recording
Flashcards to scaffold children during the video (See mission 1 materials)
Student Materials
No material needed yet -
Preparation Needed
-
Check the camera battery.
Prepare the questions for the video discussion. -
Prepare the videos.
Special instructions
The children will work together during this lesson. The teacher has to
(e.g. for interaction
manage the class and ensure that children are following.
such as group work) The video and the avatar was made using Voki. Voki is an online Notes
service that lets you create customized speaking characters. It’s very easy to use and very engaging for the students. 3. The lesson plan
1. Introduction:
The teacher starts the class with the usually starting routine to get the pupils into English
Lesson Procedure
TIMING
2. Warhol’s Mission
The teacher explains the pupils that they are going to
1: introductory
work for an artist that is going to give them different
video
missions along the new project about Pop Art that
5 min.
they are going to start. Then, the teacher plays the video corresponding to
5-10 min
mission 1 (see annex).
12
The teacher asks pupils some questions about the 3. Commenting the video
video they have just seen in order to check their comprehension about Warhol’s presentation and about the mission number 1 that the character has just
10 min
asked them.
4. Preparing and recording the class presentation
5. Closure
The teacher asks the students to think about what they should say to Warhol and the other school to present themselves. They build-up together the presentation and they record it.
30 min.
Talk about their first impressions of the project 5 min.
SESSION 2 13
1.
Introducing the other school.
2.
Warhol’s Mission 2: Work on the Pop Art information.
3.
Class discussion to fill in the worksheet.
4.
Closure.
Principal activities (summary)
Main (focus) targeted language/other competences
-
Recognize some characteristics about Pop Art creations.
-
Be able to apply the knowledge acquired about Pop Art to fill in a worksheet with the characteristics
Previous language
Children should remember the colours.
knowledge needed Other knowledge needed -
New
Main characteristics about pop art: Colours, techniques and
knowledge/language to
shapes.
be introduced
Worksheet Mission 1: some parts filled in
Specific Output
2. Preparation -
Mission 2 video: http://www.voki.com/php/viewmessage/? chsm=aa16462051d1d2784b020c1b47b12c96&mId=2248066
Teacher Materials
-
Letter with the information about pop art
Flashcards to scaffold children during the video (See mission 2 materials) -
Student Materials
School material: pencils and some paper. -
Preparation Needed
-
Worksheet mission 2
The teacher should have very clear what information children 14
will have to ask to their peers and also make sure that they all understand their information. Special instructions (e.g. for interaction such as group work) It is very important that the teacher continuously makes use of the Notes
language related to Pop Art so that students get used to the vocabulary and the structures that they would need in the following sessions.
Lesson Procedure
3. The lesson plan
TIMING
The teacher starts with the usually starting routine to get the pupils into English
1. Introduction:
10 minutes.
Then, The teacher shows them the introductory video that the other school has sent them and Warhol to introduce their class. 2. Warhol’s mission 2. (video)
a)
The teacher plays Mission 2 video where
Andy Warhol explains that he has sent them a letter with some information about Pop Art. They have to comment the video and analyse
35 minutes
it.
b)
After that, he gives them a worksheet that they would have to fill-in with the information given in the video. First of all they have a look at the worksheet all together
so that the pupils know by hand what they are supposed to write.
15
c)
The teacher reads the letter to the class so that they can start understanding what is it about and filling in the information. (It may be read more than once as it can be a bit difficult for them to do everything the first time).
Once they have filled in the blanks in the information they go through it in order to make sure that they all 3. Class discussion on the information received
understand what the information is. The teacher can ask them to explain first what they have understand
10 minutes
about the video just before start correcting so that he/she can have asses their understanding and the scaffolding strategies that he/she has provided for the worksheet.
Brief summary of new vocabulary learned about Pop 4. Closure
5 minutes
Art.
SESSION 3
Principal activities
1.
Introduce the class by reviewing the video and the previous 16
information about Andy Warhol. 2.
Mission 3: Warhol has lost the second letter.
(summary) 3.
Preparation for telecollaboration (preparing the questions) 4.
-
Closure
Listen to a short video and understand it with the help of a
Main (focus) targeted
vocabulary dictionary.
language/other competences
-
Learn about simple ways of asking for information (questions)
Previous language
Basic or simple words in English: He is, he likes… in
knowledge needed
order to follow the letter’s text.
Other knowledge needed New
Children will learn to create simple questions in English and they will
knowledge/language to
practice reading and understanding in English.
be introduced
Specific Output
Questions to ask to the other school when doing the telecollaboration.
2. Preparation -
Andy Warhol letter’s -
Teacher Materials
Mission 3 video:
http://www.voki.com/php/viewmessage/? chsm=553b78bf08d3927ed9e5d5a764c2eb3a&mId=2248075 -
Flashcards to scaffold children during the video (See mission 3 materials)
Student Materials
School materials: pencils and some paper.
17
-
Previous session’s worksheet (mission 2 worksheet)
Preparation Needed Special instructions
The teacher has to ensure the participation of all the students and pay
(e.g. for interaction
attention of their interactions.
such as group work) It is very important that the teacher continuously makes use of the Notes
language related to Pop Art so that students get used to the vocabulary and the structures that they would need in the following sessions.
Lesson Procedure
3. The lesson plan
TIMING
The teacher starts the class with the usually starting routine to get the pupils into English 1. Introduction:
10 minutes
The lesson will continue by reviewing the information about the previous to do a lesson. Who was Warhol? What did he say? What is Pop Art? They have to do a brainstorming of different ideas.
After that, the teacher will show the students the Mission’s 3 video, in which Andy Warhol explains that he has sent a letter with new instructions and 2. Warhol’s mission
information. He explains that he has lost part of this
20 minutes
information because the postman sent it to another school.
3. Reading the letter
a) Now, the teacher has to read the letter with the
and preparation for
information. She should stop after each piece of
the first meeting
information and write it on the blackboard. He could encourage children to write it.
25 minutes
b) Then, children will have to get prepared for the 18
first meeting with the other school. They have to decide what they need to ask to the other school to become experts in Pop Art. The teacher will have to pay attention to the letter of the other school to help children to find the information lost. c) He will have to focus on the WH questions to help children to understand how to ask questions in English and practice. d) After that, they have to choose a question to ask to the other school. This time, the teacher will ask for volunteers to don’t expose shy children. For homework, they will have to read and prepare this question.
Explain children that in the following lesson they 4. Closure
will have to telecollaborate with the other school and they will meet the children.
5 minutes
SESSION 4
Principal activities (summary)
1. Preparation for the teleconference. 2. Warhol introduces the teleconference
19
2. COLLABORATION WITH THE OTHER SCHOOL. 3. Interview to fill in the gap the information. 4. Closure
Main (focus) targeted
-
Produce and understand simple structures in English to follow the telecollaboration.
language/other competences
-
Use technology to increase motivation and as a tool to engage pupils to talk in another language.
Previous language
They should be able to present themselves and say simple words in
knowledge needed
English.
Other knowledge
Questions they have to ask to the other school.
needed New
They will learn to use a new tool called We speak. It is a very useful
knowledge/language to
resource that allows you to do videoconference with other people
be introduced
around the world.
Specific Output
Sheet with the information filled (mission 1 worksheet finished).
2. Preparation -
Video of Warhol introducing the teleconference: http://www.voki.com/php/viewmessage/?
Teacher Materials
chsm=11f10c958d78e61d8da3d5c8c7927165&mId=2248080 -
Flashcards to scaffold children during the video (See mission 4 materials) -
Previous session’s sheet to fill the white gaps. (mission 1
Student Materials
worksheet) -
Questions they have to ask to their peers. 20
Preparation Needed
-
The teacher has to check the We Speak tool and get logged in to get ready for the telecollaboration.
Special instructions (e.g. for interaction such as group work)
In this session is very important to organize the lesson and be punctual to do the telecollaboration. It is also important to ask children to behave properly, take turns when speaking and be concentrated in the work. It is very important that the teacher continuously makes use of the
Notes
language related to Pop Art so that students get used to the vocabulary and the structures that they would need in the following sessions.
Lesson Procedure
3. The lesson plan
TIMING
The teacher starts the class with the usually starting routine to get the pupils into English.
15 minutes.
Andy Warhol is going to introduce the 1. Introduction:
telecollaboration with another video. Then, he has to comment the video and prepare the children for the telecollaboration. He has to give some tips and advices to speak with the other children, remember who has to talk during the meeting and organize the children.
2. Reviewing the worksheet (mission 1). a) Before starting the meeting is very important to review the sheet that the children will have to fill in during the meeting.
5 minutes.
21
The teacher will call the other school and the 3. Telecollaboration
telecollaboration will start. He has to guide the pupils and scaffold them during all the meeting. 25 minutes
After the meeting, the teacher has to review the sheet and ask children for some impressions during the 4. Closure
telecollaboration. Then they have to complete the first letter with the new information they have.
15 minutes
SESSION 5 1. 2. 3.
Principal activities (summary)
Introduction
Mission 4: Are you Pop Art’s experts?
Warhol gives guidelines to create their art work. 4.
Introduce how to describe an art work. 5.
Main (focus) targeted language/other
-
Closure
Learn and identify some Pop Art’s characteristics.
22
competences
-
Previous language
-
knowledge needed -
Other knowledge
Learn how to write descriptions. Colours and simple words in English.
They should already learn some Pop Art’s characteristics and
needed
vocabulary from the previous sessions.
New
-
knowledge/language to
Description: How do we start a description, main parts of a description, etc.
be introduced
PWP with Art creations and their description.
Specific Output
2. Preparation -
Mission 4’s video: http://www.voki.com/php/viewmessage/? chsm=9485990a08fa35d5f3c0d336a40bfc81&mId=2248547 -
Teacher Materials -
Power point with pictures about Pop Art.
Flashcards to scaffold children during the video (See mission 4 materials) -
Student Materials
-
Video camera.
Flashcards with key grammar structures, shapes and technics. -
School materials.
The teacher may prepare all the material for creating Preparation Needed
pupils’ artworks and also to scaffold them during the process.
Special instructions
At the beginning of the lesson, the class will work together
(e.g. for interaction
identify and reasoning why some creations are about Pop Art
such as group work)
and which ones not.
Notes 3. The lesson plan
TIMING 23
Lesson Procedure
The teacher starts the class with the usually starting routine to get the pupils into English. 1. Introduction:
10 minutes
Then, he does a brainstorming about ideas they remember of the Pop Art’s movement and makes a conceptual map on the blackboard. For example: most common colours. a) The teacher has to play the video of Mission 4 in which Andy Warhol explains that they are going to learn more about Pop art.
2. Warhol’s mission
a)
20 minutes
children to understand the words.
4: Are you Pop Art experts?
Then, they have to analyse it and help
b)
After that, he has to show the PWP and discuss in group the pictures. Why do they belong to the Pop Art movement? What do the pictures look like?
3. How to describe?
a) They will start to learn how to describe the pictures. The teacher will use the flashcards to help them to build sentences. The flashcards will be related to grammar, shapes and technics: for
25 minutes
example: It is, circle and collage. b) Each child has to say a sentence with some of the creations of the PWP. For example: It is brown and grey. c) The teacher will record the session to get some data of the learning process. At the end of the lesson he will create a movie maker with each child saying one sentence about a painting. This will help students to have a summary about the most common
24
characteristics about the Pop Art’s movement.
ASSESSMENT 4. Closure 10 minutes
SESSION 6 1. 2. 3.
Introduction.
Mission 4: Are you Pop Art’s experts? (Remember)
Checking understanding about Pop-art and remember the
Principal activities
vocabulary needed: Hot seat game.
(summary) 4.
Discuss in pairs paintings if they are pop-art or not. 5.
Main (focus) targeted language/other
-
Peer Assessment
Learn and identify some Pop Art’s characteristics.
25
competences
-
Previous language
-
knowledge needed -
Other knowledge
Learn how to write descriptions.
Colours and simple words in English.
They should already learn some Pop Art’s characteristics.
needed New knowledge/language to
-
Description: How do we start a description, what are they useful for…
be introduced
Power point about a Pop Art’s display.
Specific Output
2. Preparation
Teacher Materials
-
Flashcards with key grammar structures, shapes and technics.
Student Materials
Computers and PWP sheet.
Preparation Needed
Book the computer room if needed.
Special instructions
They will work in pairs doing the PWP sheet with a Pop Art
(e.g. for interaction
painting. The teacher will decide the pairs taking into account
such as group work)
the students’ needs.
Notes
How to play to the hot seat game?
First, split your class into different teams (two would be
better, but if you have a large class, any number could be used).
Sit the students facing the board.
Then take an empty chair - one for each team - and put it
at the front of the class, facing the team members. These chairs are the 'hot seats'.
Then get one member from each team to come up and sit
on that chair, so that they are facing their team-mates and turning 26
their back to the board. As a teacher, have a list of vocabulary items that you
want to use in this game. Take the first word from that list and write it clearly on
the board. The aim of the game is for the students in the teams to
describe that word, using synonyms, antonyms, definitions etc. to their team-mate who is in the hot seat - that person can't see the word! The student in the hot seat listens to their team-mates
and tries to guess the word. The first hot seat student to say the word wins a point for
their team. Then change the students over, with a new member of
each team taking their place in their team's hot seat. Then write the next word…
This is a very lively activity and can be adapted to different class sizes. If you have many teams, perhaps some teams will have to wait to play. In the case that the team sizes are large, you can restrict the number of team members who do the description.
Lesson Procedure
3. The lesson plan
1. Introduction:
TIMING
The teacher starts the class with the usually starting routine to get the pupils into English.
5 minutes
2. Warhol’s mission 4 video and games
a)
The teacher has to remember children the
27
content of the Mission 4t’s video to remember the student’s task.
25 minutes
Then, they have to remember the ideas of the
b)
previous lesson to get ready for the following activity. They will play some games to review the vocabulary learned.
with the flashcards to review
c)
vocabulary
Using the flashcards, the teacher will ask them to repeat the words about shapes and technics.
d)
Then, they will play to the Hot seat game.
a) Now, children have to apply the knowledge achieved. They will work in pairs. Each pair will 3. Class discussion
have a painting about pop art and some information
on the information
to fill in in a PWP format. It is an easy sheet with
received
basic information related to shapes and colours.
20 minutes
b) One finished, the teacher will revise the content with the whole group.
4. Closure
ASSESSMENT 10 minutes
SESSION 7 Introduction
1. 2.
Principal activities (summary)
3.
Mission 5: Giving instructions for their creations.
Children have to do their own creations in pairs and fill in a worksheet describing the Artwork. 4.
Closure
28
-
Main (focus) targeted
-
Understand simple instructions and represent them.
Experiment with lines, colours and shapes to create their own
language/other
displays.
competences -
Explore colour with a variety of materials (crayons, paints, chalks…).
Previous language
Vocabulary of colours, shapes and technics used in the Pop Art’s
knowledge needed
movement.
Other knowledge
Main characteristics about Pop Art.
needed New
Vocabulary related to artistic materials
knowledge/language to be introduced Creations in pairs.
Specific Output
2. Preparation -
Mission 5 video:
http://www.voki.com/php/viewmessage/?
Teacher Materials
chsm=9295590a8782d21e15330d9f94cef34e&mId=2248548 -
Flashcards to scaffold children during the video (See mission 5 materials) -
Student Materials -
School materials.
Cards with the instructions of each painting.
This is an artistic a creative lesson. For this reason, the teacher should Preparation Needed
keep in mind that children will need a wide variety of materials: colour pencils, wax, crayons, paint… and different sizes of papers.
Special instructions
-
Children will work in pairs decided by the teacher.
29
(e.g. for interaction such as group work) Notes
Take pictures of all the artworks when finishing the lesson and send them to the French school.
Lesson Procedure
3. The lesson plan
TIMING
The teacher starts the 1. Introduction:
class with the usually starting routine to get
5 minutes
the pupils into English.
a)
In this lesson they will start
10 minutes
mission 5. The teacher has to 2. Warhol’s mission 5 (video)
play the a) Children have5’s to mission workvideo in pairs andand help
3. Create the Pop
create their artwork. children to
Art’s displays and
understand the b) If they finish, they instructions. can start thinking Then, he will about how to describe give a card to their artwork. each pair with
start the description.
40 minutes
the ASSESMENT 4. Closure
30
SESSION 8 Introduction.
1.
Work on the description (first draft).
2.
Principal activities (summary) Main (focus) targeted language/other
3. -
Look at and talk about his/her work, the work of other children and the work of artist.
competences
Previous language
Closure.
-
Vocabulary of colours, shapes and technics used in the Pop Art’s movement.
knowledge needed -
Other knowledge
Simple description structures. Main characteristics about Pop Art.
needed New
Vocabulary about grammar structures in English related to descriptions.
knowledge/language to be introduced Description of their own painting following a worksheet.
Specific Output
2. Preparation Teacher Materials
-
Scaffolding materials (he/she can recap the material from the previous sessions if needed) -
Student Materials -
School materials and their own artworks.
Worksheet with the guide to do the descriptions.
Preparation Needed Special instructions
Children will work in pairs again. The teacher will act as a guide
(e.g. for interaction
but they will be the ones who will construct the knowledge in 31
such as group work) Notes
this lesson. Pay attention to those pairs with specials needs to help them with the descriptions and ensure their learning. 3. The lesson plan
1. Introduction:
TIMING
The teacher starts the class with the usually starting routine to get the pupils into English.
a)
5 minutes
The teacher has to remember to the pupils the last Andy Warhol’s missions. They have to create some Pop Art’s artwork and do a description about them.
2. Reviewing the vocabulary
b)
10 minutes
Then, they have to start working on the description. To do that, they have to
Lesson Procedure
remember the vocabulary learned. The teacher can use the flashcards to activate previous knowledge.
a)
Children will start working on the
description of their own artworks. They 3. Working on the
will have to fill in a worksheet that will be
description.
used as a guide. b)
40 minutes
Firstly, they will read the worksheet
together to understand what they have to feel and then, they will work on their own.
4. Closure
ASSESSMENT 10 minutes 32
SESSION 9 1. 2.
Principal activities
Feedback of the draft and write the final description.
(summary) Main (focus) targeted language/other
3. -
and the work of artist.
-
Vocabulary of colours, shapes and technics used in the Pop Art’s movement.
knowledge needed -
Other knowledge
Closure.
Look at and talk about his/her work, the work of other children
competences
Previous language
Introduction.
-
Simple description structures. Main characteristics about Pop Art.
needed New
Vocabulary about grammar structures in English related to descriptions.
knowledge/language to be introduced
Specific Output
Description of their own painting following a worksheet.
2. Preparation Teacher Materials
Worksheet reviewed.
Student Materials
Computers.
Preparation Needed
The teacher has to have all the worksheets corrected to give feedback to their pupils.
Special instructions
Children will work in pairs again. The teacher will be giving
(e.g. for interaction
advice and helping students with common mistakes.
such as group work)
33
Pay attention to those pairs with specials needs to help them with the descriptions and ensure their learning.
Notes
Book the computer room if needed. 3. The lesson plan
1. Introduction:
TIMING
The teacher starts the class with the usually starting routine to get the pupils into English.
a)
5 minutes
In order to be able to give individual feedback to each pair, the children will present their artwork to the class by reading their own
2. Presenting own
description. After each reading, the teacher
descriptions
30 minutes
will ask their peers for advice and ways of
Lesson Procedure
improving their description. b)
Then, she will give her own feedback to the pair.
a)
Once finished the presentations, children
3. Writing the final
will have to write their own description
description
taking into account the suggestions given. b)
20 minutes
They have to use the worksheet as a guide and write their descriptions in a Word.
ASSESSMENT 4. Closure 5 minutes
34
SESSION 10
2.
Principal activities (summary)
3.
Main (focus) targeted language/other
-
competences
Look at and talk about hi
-
Previous language knowledge needed
See others’ cre
Vocabulary of colou
-
Other knowledge needed New knowledge/language to be introduced
Vocabulary about gra
Description o
Specific Output 2. Preparation
Teacher Materials
-
Mission 6’s video: http://www.voki.com/ph
Student Materials
-
School mater
Preparation Needed Special instructions (e.g. for interaction such
Children will work in pairs again. The
as group work) Notes
Pay attention to those pairs with specia
35
Lesson Procedure
3. The lesson plan
The tea
1. Introduction:
starting
a)
te
so
2. Warhol’s mission 6 (video)
th
a) Then 3. Writing the other’s description
artwork o
describ
used
The class
the follo
telecolla 4. Closure
will d
The teac
lesson
36
SESSION 11
2.
Play a gam
Principal activities (summary)
-
Main (focus) targeted language/other competences
-
Previous language knowledge needed
Work
Use technolog
They will have to
Other knowledge needed
Simple English word
New knowledge/language to be introduced
Specific Output 2. Preparation Teacher Materials Student Materials Preparation Needed Special instructions (e.g. for interaction such
-
The teacher has to check the We
In this session is very important to organize the lesso
as group work)
properly, take tu
Notes 3. The lesson plan
37
The tea Lesson Procedure
starting
The te
1. Introduction:
rememb
meeting
rememb
a)
T
d
b)
i
b The tea
2. Preparation for the meeting
telecolla
pupils an
They hav 3. Meeting
sa After the
fo
4. Closure
38
SESSION 12
F
2.
Principal activities (summary)
3.
-
Main (focus) targeted language/other
L
competences
-
Previous language knowledge needed
Vocabulary of colou
-
Other knowledge needed
New knowledge/language to be introduced
Specific Output 2. Preparation
Teacher Materials
-
Warhol’s final mission: http://www.voki.com
Student Materials Preparation Needed Special instructions (e.g. for interaction such
The teacher will organize the class to be able t
The final product will be done using ISSUU. It is a di
as group work)
and
Notes 39
Lesson Procedure
3. The lesson plan
The tea
1. Introduction:
starting
a) The te
whole cl 2. Warhol’s final mission.
b) He 3. Creating the final product using ISSUU
artwork
They ha
c) At th
Word wi
4. Closure
40
3.3 Assessment
Provide the planned sequence of the project (teacher’s book). This should include enough detail to allow another teacher to follow your planning, along with complementary materials. Make sure you include assessment tasks. You should also describe the use of technology accurately (e.g. you may need to add extra instructions on how to use specific tools).
41
LET’S DO A POP-ART MISSION 42
ANNEXES
1.
LINKS TO THE “VOKI” MISSIONS Mission 1:
http://www.voki.com/php/viewmessage/? chsm=d4d5c19b1bc291e13c3c823248ab3bc2&mId=2248570
Mission 2: http://www.voki.com/php/viewmessage/? chsm=aa16462051d1d2784b020c1b47b12c96&mId=2248066
Mission 3: http://www.voki.com/php/viewmessage/? chsm=553b78bf08d3927ed9e5d5a764c2eb3a&mId=2248075
Introduction conference: 43
http://www.voki.com/php/viewmessage/? chsm=11f10c958d78e61d8da3d5c8c7927165&mId=2248080
Mission 4: http://www.voki.com/php/viewmessage/? chsm=9485990a08fa35d5f3c0d336a40bfc81&mId=2248547
Mission 5: http://www.voki.com/php/viewmessage/? chsm=9295590a8782d21e15330d9f94cef34e&mId=2248548
Mission 6: http://www.voki.com/php/viewmessage/? chsm=1afe25dc61c7e5274707d6ebdeb3cd14&mId=2248549
Mission 7: http://www.voki.com/php/viewmessage/? chsm=c3ea916cdc2c2a82e0bde86db765eb78&mId=2248550
44