LET’S DO A POP ART MISSION FINAL TEPBLL PROJECT
Authors: Zaida Guirado, Ester Rueda, Sara Sibila and Carles Tomàs
INDEX 1.
INTRODUCTION .................................................................................................................................... 2
2.
THEORETICAL RATIONALE .................................................................................................................... 3
3.
PROJECT DESCRIPTION ......................................................................................................................... 4 3.1 Storyboard for the project: ................................................................................................................. 4 SESSION 1 ............................................................................................................................................. 7 SESSION 2 ............................................................................................................................................. 7 SESSION 3 ............................................................................................................................................. 7 SESSION 4 ............................................................................................................................................. 8 SESSION 5 ............................................................................................................................................. 8 SESSION 6 ............................................................................................................................................. 8 SESSION 7 ............................................................................................................................................. 9 SESSION 8 ............................................................................................................................................. 9 SESSION 9 ............................................................................................................................................. 9 SESSION 10 ........................................................................................................................................... 9 SESSION 11 ......................................................................................................................................... 10 SESSION 12 ......................................................................................................................................... 10 3.2 Detailed description of the sessions in the project: .......................................................................... 11 SESSION 1 ........................................................................................................................................... 11 SESSION 2 ........................................................................................................................................... 14 SESSION 3 ........................................................................................................................................... 17 SESSION 4 ........................................................................................................................................... 20 SESSION 5 ........................................................................................................................................... 23 SESSION 6 ........................................................................................................................................... 26 SESSION 7 ........................................................................................................................................... 30 SESSION 8 ........................................................................................................................................... 33 SESSION 9 ........................................................................................................................................... 36 SESSION 10 ......................................................................................................................................... 39 SESSION 11 ......................................................................................................................................... 42 SESSION 12 ......................................................................................................................................... 45 3.3 Assessment ....................................................................................................................................... 48
4.
BIBLIOGRAPHY .................................................................................................................................... 49
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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, the content and the 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 the 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 both language acquisition and art. Therefore, the key competences learners will acquire during this teaching sequence are: 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. .
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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, it 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 encourages students to develop new technology competence as, according to their age and levels, the project includes different moments where technology is used to achieve various 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 a Cogwheels process, so the meetings have different purposes that promote 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, which 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 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”. 3
Finally, the content presented in this project is within the Art subject; concretely, Pop Art movement is treated as the main topic. It seems to us that working through Art can be really engaging for pupils as it allows them to be 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 storyboard about how the project will be developed through the different weeks and sessions and also which the main activities for each of the sessions are. SESSION 1
SESSION 2
Week 1 Mission 1: Warhol’s
Mission 2 : Warhol 1st
introduction
letter:
(Warhol video Mission 1)
(Warhol video Mission 2)
Andy Warhol (a
Work on the information
representative artist of Pop
given about Pop Art.
Art) introduces
Read and comprehend the
the project and asks pupils
information to fill in a
for help.
worksheet. -
Pupils prepare an
“Traffic lights” assessment
introductory video of the class for Warhol and for the partner school. -
“Thumb” assessment
4
SESSION 3
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.
telecollaboration in order to
Interview, fill in the
collect the information
information.
missing.) -
-
“List of key words”
“Thumb” assessment.
assessment.
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)
Check understanding about
Warhol wants to make sure
Pop-art.
they are all experts at the
(discussion in pairs of
information given.
different paintings)
Introduce some tips on how to describe an art work. -
-
Checking
“Dry-erase boards”
understanding
assessment.
worksheet.
SESSION 7
SESSION 8
Week 4 Mission 5: Giving instructions for their
Work on the description.
creations.
(First draft to receive
(Warhol video Mission 5)
feedback from the teacher)
5
Children have to do their
-
Peer Assessment
creations in pairs and fill in
rubric
a worksheet to describe their Artwork. -Self and peer assessment worksheet. SESSION 9
SESSION 10
Week 5 Feedback of the draft and
Mission 6: Let’s prepare a
write the final description.
game.
-
Teacher Assessment
(Warhol video Mission 6)
+ “Thumb”
See the creations from the
assessment.
pupils in the other school and write a short description of one of them (work in pairs) -
Self-assessment, KPSI
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 their partners’ art works
Work on the Art Brochure
description
using ISSUU.
GOODBYE!
Closure of the project
Thumb” assessment
-
-
Session will be recorded.
Self-assessment rubric.
-
Final assessment.
6
SESSION 1
In this first session of the project, Warhol Avatar helps the teacher present and engage pupils in the project. The avatar explains pupils who he is and also what the project is 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 they have to prepare some kind of introductory video for the other school and for him in order to know each other. During the second part of the session, the class records an introductory video for their collaboration partners and for Warhol. Assessment: Thumb assessment. 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 yet but they will 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. Assessment: Painting the traffic lights. SESSION 3
This session 3 basically consists of preparing session number 4 which will be the Telecollaboration. Warhol Avatar explains to students that he has lost the next piece of information that he wanted to give them on his way to school. Therefore, they will have to discover it by asking the children in the other school who has the second letter. Moreover, he tells them that they also have to be prepared to answer some questions from the other group as they would also like to know some information they are missing. During the session, pupils prepare the questions together with the teacher, and decide who will read and what during the Telecollaboration. The teacher can also ask some questions to the class (regarding the information they already have) in order to make
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sure that they understand what their information is about and that they are ready to answer them during the telecollaboration. Assessment: List the key words of the session. SESSION 4
In this session, there is the first telecollaboration. Pupils of each class ask the questions that they have prepared for the others and fill in the worksheet so that they all have the complete information. 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. Assessment: the teacher will record the session to have more information and evidence of the children. Assessment: “Thumb” assessment SESSION 5
Warhol video Mission 4: Are you Pop Art’s experts? 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 will 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 introduce and monitor some structures and tips that could be useful for them when writing the description. Assessment: Dry-erase boards to review the vocabulary learnt. 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 will have to explain to their peers which their picture was and how they described it. Pupils will have guidelines and scaffolding for the discussion so that they can carry it mostly using English. 8
Assessment: Checking understanding worksheet. 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 (Warhol video Mission 5) 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. Assessment: Self and peer assessment. 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 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. Assessment: Peer assessment rubric SESSION 9
The 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 observation grid and “Thumbs” assessment. 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 pair’s creation from the other school and write a short description of one of them. It consists of preparing a game that they will play during the next Telecollaboration.
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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. Assessment: Self-assessment using a KPSI. 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 which artwork they are talking about. At the end of the meeting there will be time to farewell and thank the other school partners’. Assessment: The teacher will record the session to have more information and evidence of the children. To finish the session they will also do a “Thumb” assessment. 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. Moreover, in each creation, they will add the description that the other school made of their painting for “Which creation are we describing?” game. Assessment: Self-assessment and final assessment
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3.2 Detailed description of the sessions in the project:
SESSION 1 1. Introducing the project 2. Mission 1: Warhol’s introductory video. 3. Discussion about the video
Principal activities
4. Record the introductory video
(summary)
5. Closure Main (focus) targeted language/other
-
Use English to introduce them and understand others’ introduction.
competences Previous language
Simple English structures to present them.
knowledge needed ----------------------------
Other knowledge needed New
Simple English structures to improve their presentations.
knowledge/language to be introduced Class’ video presentation
Specific Output
2. Preparation -
Mission 1: Warhol’s introductory video:
http://www.voki.com/php/viewmessage/?chsm=d4d5c19b1bc291e13c3 c823248ab3bc2&mId=2248570
Teacher Materials
-
Video-camera for recording
Flashcards to scaffold children during the video (See mission 1 materials)
-
Questions for the Thumbs assessment (assessment folder, session 11
1). 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 mission 1 (see annex).
5-10 min
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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
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 pupils first impressions of the project. The teacher will ask them to do a thumb assessment, so
5 min.
he/she will ask questions about the session (look the 5. Closure
assessment folder, session 1) but he/she can also add other needed questions.
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SESSION 2 1. Introducing the other school. 2. Warhol’s Mission 2: Work on the Pop Art information.
Principal activities
3. Class discussion to fill in the worksheet.
(summary)
4. Closure.
Main (focus) targeted
-
Recognize some characteristics about Pop Art creations.
language/other
-
Be able to apply the knowledge acquired about Pop Art to fill in
competences
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=aa16462051d1d2784b 020c1b47b12c96&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.
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Preparation Needed
Worksheet mission 2
Assessment sheet session 2 (traffic light).
The teacher should have very clear what information children 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. 3. The lesson plan
TIMING
The teacher starts with the usually starting routine to 1. Introduction:
get the pupils into English
10 minutes.
Then, the teacher shows them the introductory video that the other school has sent them and Warhol to Lesson Procedure
introduce their class.
a) The teacher plays Mission 2 video where Andy Warhol explains that he has sent them a 2. Warhol’s mission 2. (video)
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
15
they have a look at the worksheet all together so that the pupils know by hand what they are supposed to write.
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 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.
Before finishing the lesson, pupils will do a brief and
5 minutes
oral summary of the new vocabulary learned about 4. Closure
Pop Art (specified on session 2 materials). Then, the teacher will give them a worksheet with a traffic light which has three different faces (happy, serious and sad). Pupils will have to paint the one that represents how they feel and if they’ve learnt during the lesson.
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SESSION 3
1. Introduce the class by reviewing the video and the previous information about Andy Warhol.
Principal activities
2. Mission 3: Warhol has lost the second letter.
(summary)
3. Preparation for telecollaboration (preparing the questions) 4. Closure
Main (focus) targeted
-
Listen to a short video and understand it with the help of a 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=553b78bf08d3 927ed9e5d5a764c2eb3a&mId=2248075
-
Flashcards to scaffold children during the video (See mission 3
17
materials) -
Student Materials -
School materials: pencils and some paper.
Previous session’s worksheet (mission 2 worksheet)
Assessment worksheet: list five key words form this session (look assessment folder, session 3)
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. 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
Lesson Procedure
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 2. Warhol’s mission
that he has sent a letter with new instructions and information. He explains that he has lost part of this
20 minutes
information because the postman sent it to another school.
18
a) Now, the teacher has to read the letter with the information. She should stop after each piece of 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 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 3. Reading the letter
pay attention to the letter of the other school to help
and preparation for
children to find the information lost.
the first meeting 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.
To finish the lesson, the teacher will give each pupil a worksheet where they will have to list five key words they’ve learnt during the session. 4. Closure
5 minutes
Then, the teacher will explain to children that in the following lesson they will have to telecollaborate with the other school and they will meet their partners.
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SESSION 4
1. Preparation for the teleconference. 2. Warhol introduces the teleconference Principal activities
2. COLLABORATION WITH THE OTHER SCHOOL.
(summary)
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
Teacher Materials
-
Video of Warhol introducing the teleconference:
http://www.voki.com/php/viewmessage/?chsm=11f10c958d78e6 20
1d8da3d5c8c7927165&mId=2248080 -
Flashcards to scaffold children during the video (See mission 4 materials) -
-
Video camera to record the telecollaboration.
Assessment sheet session 4: questions for the thumb assessment. (look assessment folder, session 4). -
Previous session’s sheet to fill the white gaps. (mission 1
Student Materials
worksheet) -
Questions they have to ask to their peers.
The teacher has to check the We Speak tool and get logged in to get ready for the telecollaboration.
Preparation Needed -
The teacher also needs to charge the camera and to find an appropriate place to set the camera.
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 1. Introduction:
routine to get the pupils into English.
15 minutes.
Andy Warhol is going to introduce the telecollaboration with another video. Then, he has to comment the video and prepare the
21
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
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.
worksheet (mission 1).
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 they had 4. Closure
during the telecollaboration. The teacher will ask
15 minutes
them to do a thumb assessment according to different questions about the telecollaboration. The teacher can also ask questions he/she considers are relevant. Look the assessment folder, session 4.
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SESSION 5 1. Introduction 2. Mission 4: Are you Pop Art’s experts? Principal activities
3. Warhol gives guidelines to create their art work.
(summary)
4. Introduce how to describe an art work. 5. Closure
Main (focus) targeted
-
language/other
Learn and identify some Pop Art’s characteristics. -
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=9485990a08fa35d5f3c0 d336a40bfc81&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.
23
-
School materials.
Dry-erase boards and markers (for the closure).
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
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
Lesson Procedure
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
Then, they have to analyse it and help
4: Are you Pop Art
children to understand the words.
experts?
20 minutes
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?
24
c) 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 3. How to describe?
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 characteristics about the Pop Art’s movement.
To finish the session, the teacher will give to each student a Dry-erase board and a marker. In order to review the vocabulary learnt until the moment 4. Closure
10 minutes
(shapes, materials‌) the teacher will say a word and pupils will have to represent it. The teacher will do a signal. Then pupils will stop drawing and will have to show the boards to the teacher. It will be very useful for the teacher to check the comprehension and the acquired knowledge.
25
SESSION 6 1. Introduction. 2. Mission 4: Are you Pop Art’s experts? (Remember) 3. 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. Checking understanding worksheet.
Main (focus) targeted
-
language/other
Learn and identify some Pop Art’s characteristics. -
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.
Checking understanding worksheet.
26
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. 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 their back to the board.
As a teacher, have a list of vocabulary items that you want to use in this game.
Notes
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.
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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
a) The teacher has to remember children the content of the Mission 4t’s video to remember
Lesson Procedure
2. Warhol’s mission
the student’s task.
4 video and games
b) Then, they have to remember the ideas of the
with the flashcards
previous lesson to get ready for the following
to review
activity. They will play some games to review
vocabulary
the vocabulary learned.
25 minutes
c) 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) Once finished, the teacher will revise the content with the whole group.
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To finish the session, pupils will have to do checking 4. Closure
understanding sheet. That will help the teacher to know the knowledge that pupils already have
10 minutes
acquired and if needed adapt the next sessions.
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SESSION 7 1. Introduction 2. Mission 5: Giving instructions for their creations. 3. Children have to do their own creations in pairs and fill in a
Principal activities
worksheet describing the Artwork.
(summary)
4. Closure: self and peer-assessment. 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/?chsm=9295590a8782
Teacher Materials
d21e15330d9f94cef34e&mId=2248548
-
Flashcards to scaffold children during the video (See mission 5 materials)
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Student Materials
-
School materials.
Cards with the instructions of each painting.
Self and peer assessment sheet. Look materials folder, session 7.
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.
(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. 3. The lesson plan
Lesson Procedure
1. Introduction:
TIMING
The teacher starts the class with the usually starting routine to get the pupils into English.
5 minutes
a) In this lesson they will start mission 5. The 2. Warhol’s mission
teacher has to play the mission 5’s video and
5 (video)
help children to understand the instructions.
10 minutes
Then, he will give a card to each pair with the characteristics that their creation should have. 3. Create the Pop
a) Children have to work in pairs and create their
Art’s displays and
artwork.
start the
b) If they finish, they can start thinking about how to
description.
describe their artwork.
40 minutes
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To finish the session students will do a self and peer 4. Closure
assessment worksheet. Pupils will have to colour the face that represents better the written statement.
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SESSION 8 1. Introduction. 2. Work on the description (first draft).
Principal activities
3. Closure.
(summary) Main (focus) targeted
-
language/other
Look at and talk about his/her work, the work of other children and the work of artist.
competences
Previous language
-
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 -
Scaffolding materials (he/she can recap the material from the
Teacher Materials
previous sessions if needed) -
Example of description. -
Student Materials
-
School materials and their own artworks.
Worksheet with the guide to do the descriptions.
Peer-assessment worksheet. Look assessment folder, session 8.
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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
such as group work)
this lesson.
Notes
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.
5 minutes
a) 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
Lesson Procedure
2. Reviewing the vocabulary
description about them.
10 minutes
b) Then, they have to start working on the description. The teacher monitors how to write a description by presenting an example. 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.
40 minutes
b) Firstly, they will read the worksheet together to understand what they have to feel and then, they will work on their own.
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It will consist on evaluating their pair’s description and how he/she did it. To facilitate the assessment to 4. Closure
pupils, the teacher will give them a worksheet with
10 minutes
the aspects that children need to take into account. Pupils will have to colour the faces giving punctuation to each aspect.
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SESSION 9 1. Introduction. 2. Feedback of the draft and write the final description.
Principal activities
3. Closure.
(summary) Main (focus) targeted language/other
-
Look at and talk about his/her work, the work of other children and the work of artist.
competences
Previous language
-
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
Reviewed children’s drafts. Chart with items to be observed?
-
Pupil’s observations chart.
Questions for Thumbs assessment. Look assessment folder, session 9.
Student Materials Preparation Needed
Computers.
The teacher has to have all the worksheets corrected to 36
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) Pay attention to those pairs with specials needs to help them with the Notes
descriptions and ensure their learning. 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.
5 minutes
a) In order to be able to give individual feedback
Lesson Procedure
to each pair, the children will present their 2. Presenting own
artwork to the class by reading their own
descriptions
description. After each reading, the teacher
30 minutes
will ask their peers for advice and ways of 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.
20 minutes
b) They have to use the worksheet as a guide and write their descriptions in a Word. c) While children are working in groups, the 37
teacher has to fill in a chart with some items that should be taken into account.
To finish the session, the teacher will do a thumb 4. Closure
assessment asking some questions about the use of ICT impressions.
5 minutes
38
SESSION 10 1. Introduction 2. Mission 6: Let’s prepare a game. 3. See others’ creations and write a short description of one of
Principal activities
them.
(summary)
4. Closure: KPSI. Look assessment folder, session 10. Main (focus) targeted language/other
-
Look at and talk about his/her work, the work of other children and the work of artist.
competences
Previous language
-
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
Specific Output
Description of other’s painting following a worksheet.
2. Preparation Teacher Materials
Mission 6’s video:
http://www.voki.com/php/viewmessage/?chsm=1afe25dc61c7e5 274707d6ebdeb3cd14&mId=2248549ç
39
Student Materials
-
School materials and previous worksheets with the vocabulary. -
KPSI worksheet.
Preparation Needed 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) Pay attention to those pairs with specials needs to help them with the descriptions and ensure their learning. Notes
3. The lesson plan
Lesson Procedure
1. Introduction:
TIMING
The teacher starts the class with the usually starting routine to get the pupils into English.
5 minutes
a) The lesson will start watching and 2. Warhol’s mission
commenting Mission 6’s video. The teacher
6 (video)
will explain that they will watch some artworks from the other school and they will
15 minutes
have to do a description to play a which is which game.
40
a) Then, the teacher will give a picture of an artwork 3. Writing the
of the other school and they will have to describe
other’s description
them using the same guideline they used to describe their own creations.
30 minutes
The class has to finish organizing the pupils for the following lesson in which they will have to telecollaborate with the French school. They will
10 minutes
decide the turns to talk and read the descriptions. 4. Closure The teacher will collect them at the end of the lesson and will bring them corrected to the following lesson. Then the teacher will give them a worksheet with a KPSI that will help students and the teacher to know the acquired knowledge until the moment.
41
SESSION 11 1. Introduction. 2. Play a game with partners’ art works Tellecolaboratively. Principal activities
3. GOODBYE!
(summary)
-
Main (focus) targeted language/other
-
Work with other children from another country.
Use technology to increase motivation to talk in another
competences Previous language
language.
They will have to read the descriptions written about their peers.
knowledge needed Other knowledge
Simple English words and structures: Greeting, we are, we will read...
needed New knowledge/language to be introduced
Game and telecollaboration.
Specific Output
2. Preparation -
Teacher Materials -
Sheets reviewed.
Video camera to record the telecollaboration.
Thumb assessment questions. Look assessment folder, session 11.
Student Materials
Preparation Needed
-
Sheets reviewed.
The teacher has to check the We Speke tool and get logged in to get ready for the telecollaboration.
42
-
Check if the camera has got enough battery and find a good place in the class to set it.
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.
Notes 3. The lesson plan
TIMING
The teacher starts the class with the usually starting routine to get the pupils into English. 1. Introduction:
5 minutes
The teacher has to mention mission 6 and remember children that they are going to do a meeting with the other school. He also has to remember that they are
Lesson Procedure
going to play a game with the other school.
a) Then, the teacher gives the students the descriptions reviewed and he organizes the 2. Preparation for the meeting
turns to keep the class in order.
10 minutes
b) Before starting the meeting is very important to mention that they have to behave properly and respect speech turns.
The teacher will call the other school and the telecollaboration will start. He has to guide the 3. Meeting
pupils and scaffold them during all the meeting.
30 minutes
They have to play the “which is which� game and say goodbye to the other school.
43
After the meeting, the teacher has to ask children for some impressions during the telecollaboration.
4. Closure
The teacher will ask them to do a thumb assessment according to different questions about the telecollaboration. The teacher can also ask questions he/she considers are relevant. Look the assessment folder, session 11.
15 minutes
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SESSION 12 1. Introduction 2. Final mission: Create the art brochure. Principal activities
3. Work on the magazine with ISSUU.
(summary)
4. Closure.
Main (focus) targeted
-
language/other
-
competences
Previous language
Look at and talk about his/her work.
-
Simple description structures.
Vocabulary of colours, shapes and technics used in the Pop Art’s movement.
knowledge needed
Other knowledge
-
Main characteristics about Pop Art.
needed New knowledge/language to be introduced
Art Brochure
Specific Output
2. Preparation
Teacher Materials
-
Internet and computer.
-
Warhol’s final mission:
http://www.voki.com/php/viewmessage/?chsm=c3ea916cdc2c2a 82e0bde86db765eb78&mId=2248550 -
Student Materials
Pictures of the artworks
-
Self-assessment worksheet.
-
Final assessment worksheet.
45
Preparation Needed
The teacher will organize the class to be able to work on the final product with the whole group.
Special instructions
The final product will be done using ISSUU. It is a digital
(e.g. for interaction
publishing platform. You just have to upload your PDF with the
such as group work)
information you want and this will create an attractive magazine.
Notes 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
The teacher will present the children the video with the final mission, which is to prepare their Art Lesson Procedure
2. Warhol’s final mission.
Brochure Pages and send it to him. The other school will do the same with their paintings.
10 minutes
The teacher will help the students to understand the text.
a) The teacher will create the magazine with the whole class using the will descriptions children did in a Word format. 3. Creating the final
b) He will be adding the pictures of their artworks
product using
and relate them with the description. They have to do
ISSUU
it playing the “What creation are we describing?”
25 minutes
again. c) At the end of the lesson, they will have a Word with the picture of their artwork and their description. 46
4. Closure
SELF ASSESSMENT: at the end of this session, the teacher will give to all the pupils a rubric with a selfassessment. This assessment is to evaluate all the project and also their attitude and learning. On the rubric there will be different items and pupils will have to choose the one that feeds better to him/her
20 minutes
FINAL ASSESSMENT. Worksheet with the main content about Pop Art.
47
3.3 Assessment Assessment is an essential part of the teaching-learning process. For this reason, evaluating and monitoring the students’ learning is one of the main parts of our project. As it is detailed in the charts above, we have planned a continuous evaluation because we consider that having as much evidence of our pupils’ learning will help teachers to be fairer. Doing a continuous evaluation is also useful for us to adapt the project to the needs that pupils have. This will also help the teacher to check in which point the students are and to make the necessary changes in order to ensure the students’ progress. In our TEPBLL project, we also combined different types of assessment. Some examples are: Peer-assessment, Teacher’s assessment and the Self-assessment. Furthermore, pupils will use different tools to carry out the evaluation such as rubrics, charts, dry-erase boards, thumbs assessment, etc. The fact of presenting assessment in enjoyable and different ways makes us think that it will improve the students’ motivation. It will also help the pupils to know what is expected from them and to take responsibility for their learning.
48
4. BIBLIOGRAPHY Arlington Education and Employment Program (AEEP/REEP). 1997. Project-based learning and assessment. A resource manual for teachers. Arlington: Arlington Public Schools. Eric Document Reproduction Service No. ED442306. Goodall, O. 2007. War and peace with young children. In The challenge of teaching controversial issues, ed. H. Claire and C. Holden, 27-39. Stoke-on-Trent: Trentham Books. Seedhouse, P. 2004. The interactional architecture of the language classroom: A conversation analysis perspective. Malden: Blackwell. Liang, T. 2002. Implementing Cooperative Learning in EFL Teaching: Process and Effect. Unpublished doctoral thesis. The Graduate Institute of English, National Taiwan Normal University, Taipei, Taiwan.
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LET’S DO A POP ART MISSION FINAL TEPBLL PROJECT ANNEXES
50
LINKS TO THE “VOKI” MISSIONS
Mission 1: http://www.voki.com/php/viewmessage/?chsm=d4d5c19b1bc291e13c3c823248ab3bc2&mId=2 248570
Mission 2: http://www.voki.com/php/viewmessage/?chsm=aa16462051d1d2784b020c1b47b12c96&mId=2 248066
Mission 3: http://www.voki.com/php/viewmessage/?chsm=553b78bf08d3927ed9e5d5a764c2eb3a&mId=22 48075
Introduction conference: http://www.voki.com/php/viewmessage/?chsm=11f10c958d78e61d8da3d5c8c7927165&mId=22 48080
Mission 4: http://www.voki.com/php/viewmessage/?chsm=9485990a08fa35d5f3c0d336a40bfc81&mId=224 8547
Mission 5: http://www.voki.com/php/viewmessage/?chsm=9295590a8782d21e15330d9f94cef34e&mId=22 48548
Mission 6: http://www.voki.com/php/viewmessage/?chsm=1afe25dc61c7e5274707d6ebdeb3cd14&mId=22 48549
Mission 7: http://www.voki.com/php/viewmessage/?chsm=c3ea916cdc2c2a82e0bde86db765eb78&mId=2 248550
MATERIAL FOR THE SESSIONS AND ASSESSMENT MATERIAL
51
In the following Drop Box link you will find all the material needed for the sessions and also the scaffolding material prepared. There are two different folders, in the one called “material” there are the different materials organized by sessions. Moreover, in the “assessment” folder you would find all the assessment materials and rubrics that we use for this project. https://www.dropbox.com/sh/sme7k93bsq85dyd/AABh65BDqNFemoKeApKeAByJa
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