PLANNING TEMPLATE
FOR CLIL
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UNIT TITLE: Discovering Our Emotions
AUTHORS: Alberto Sánchez Pedroche (Special Education Teacher, Educational
Psychologist and Speech Therapy)
CLASS/AGE GROUP: 1st Elementary School
SUBJECT,LANGUAGES AND/OR SUBJECT AREAS: Science and Art (Visual and
Manual Art)
NUMBER OF LESSONS: 7
CEFR
LEVEL: A1
KEY WORDS: Educational Emotion.
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INTRODUCTION TO THE UNIT (the lesson or the task)
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We intend to introduce some emotions-related contents in the Art and Science class (12-13 am) using the CLIL method. That Unit is divided into three parts:
a) First of
all, the pupils will discover and identify each basic emotion. (3 sessions)
b) Later they
must represents these emotions (2 more sessions).
c) The
students has to relate each emotion with a real situation. (another two
sessions).
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OBJECTIVES/GOALS
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- To identify the proprieties of each emotion.
- To develop empathy.
- To capture and represent it.
- To increase the creativity.
- To assign each emotion, depending on the context and situation.
- To develop
multiple intelligence (Goleman; 2010)
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DOMAIN or TOPICS RELATED CONTENTS
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- KNOWLEDGE: Basic emotions such as: joy, sadness, worry, anger, shame, surprise, etc.
- SKILLS:
Object manipulation (artistic tasks).
Team participation.
Decision-making
(identification of an emotion for each
contextualized situation).
Creativity.
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CONTENTS-OBLIGATORY/ CONTENT-COMPATIBLE LANGUAGE and DISCOURSE FEATURES
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Indispensable
Language Items
- Emotion Topic (students will be learn it in the first session).
- Environment Topic.
- Actions/Verbs about Art Subject.
* They can learn both topics in English class.
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Discourse Genre/Text Type
- To write the emotions.
- To generate basic answers (yes/no).
- To speak in small or group (they can speak in Catalan or Spanish, but
the teacher must speak in English every time when he/she helps them).
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Pragmatic Strategies
- Gestures, especially facial gestures.
- Prosody when the teacher explains an emotion.
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KEY COMPETENCES
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- Competency in
linguistic communication
- Competency in
learning to learn
- Competency in ICT
and processing information
- Competency in
artistic and cultural aspects
- Competency in social
awareness and citizenship
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MATERIALS AND RESOURCES
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- Digital Blackboard.
- Bingo (TEA Ed.)
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REFERENCES
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SESSION BY SESSION. UNIT OVERVIEW
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Session
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Title
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Activities
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Timing
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Skills
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Interaction
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ICT
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Assessment
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1
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Identifying
Emotions
(Actively diagnose students' needs and understandings) |
Watch a video
about the emotions.
http://www.youtube.com/watch?v=zEk48QQSPo4
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50 minutes
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Listening
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Individual
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Yes (Digital
Blackboard)
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1st Part: Show
the cards about emotions. Each card contains a face which represents the
emotion and its name written on the bottom.
2nd Part:
Later, the teacher shows a personal photography and pupils have to guess what
-emotion it is.
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Listening
Speaking
Reading
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Group
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Yes (DB)
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X
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Running
Dictation. The teacher tells two emotions to each team and one of them must
write it on the Digital Blackboard.
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Listening
Speaking
Interaction
Writing
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Group (2-3
students)
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Yes (DB)
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2 + 3
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Bingo of
Emotions
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The teacher
gives a bingo card (one for each group), and later we can start the game.
First of all,
the teacher shows the card and says the name of the card. But, at the same
time, he/she performs that emotion.
If a team has
that emotion on their bingo card, they will be able to place a green
chip.
The team that
shouts "bingo" wins the game.
They will be
very well-motivated because they know the emotions cards and the activity is
fun and attractive too.
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1h and 30
minutes
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Listening
Speaking
Interaction
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Group (2-3
students)
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Yes (DB)
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X
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4 + 5
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Create our
emotions cards
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The teacher
promises that they would play bingo in another session, but using other
cards.
An then, the
teacher shows the students his personal "Emotion Card" (the
teacher's model) and then explains each of the steps to the pupils:
a) Cut the
cardboard.
b) Draw a face
which represents a basic emotion.
c) Paint the
picture using crayons.
d) Write the
name of that emotion
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1h and 30
minutes
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Listening
Speaking
Interaction
Writing
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Pairs
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No
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X
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6 + 7
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Assigning and
representing emotions
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Finally,
students can use and represent each of the emotions we have previously
studied.
Thus, the
teacher shows, using the DB, a picture about the environment (for instance, a
kid throwing a paper on the floor).
And then,
he/she asks them: "Is it ok to do that? ... Yes or No?"
The student
has to answer and show his own card (he/she had done in the previous
session).
They can work
in a reduced group and they can talk about previous answers.
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1h and 30
minutes
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Listening
Speaking
Interaction
Writing
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No
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X
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Evaluation Criteria.
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Can talk and ask questions, in Catalan and in English (if they can) about
emotions.
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Is capable of acting out a dialogue with a partner about basic emotions.
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Takes care with the presentation.
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Can identify and use some emotions correctly.
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Can tell the basic emotions correctly in English.
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To understand and use correctly the target vocabulary of the unit.
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Is capable of learning new strategies to improve their learning.
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Is capable of using IT to make their own blog.
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THE RATING OF THE ACTIVITY
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Name
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Participates in the activities (30%)
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Identifies the
basic emotions (25%)
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Tries to speak English (20%)
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Does
“the Emotions Cards” (25%)
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Represents the
emotions
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Score
(1-10)
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