Clil Lesson - The Geometric Shapes

Cabr Roca, Joan Domingo Snchez, Mnica

Garca Milln, Vernica Fernndez Garca, Paula Parra Parra, M Fernanda

17/05/2015 Postgrau en Ensenyament i Aprenentatge de lAngls com a L3

Universitat Internacional de Catalunya

CLIL LESSON The geometric shapes

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NDEX

1. General lesson plan: The geometric shapes ........................................ 3

2. Tables of sessions ............................................................................. 6 16

Session 1 .......................................................................................... 7

Session 2 .......................................................................................... 9

Session 3 ........................................................................................ 11

Session 4 ........................................................................................ 13

Session 5 ........................................................................................ 15

3. Conclusion ........................................................................................ 17 20

4. Bibliography .............................................................................................. 21

5. Appendix

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1. GENERAL LESSON PLAN THE GEOMETRIC SHAPES

CLASS GROUP DURATION PERIOD SCHOOL YEAR TEACHERS

3rd of Primary

Education

(15 students)

5 sessions of 60

minutes.

Second term

2014-2015

Cabr Roca, Joan Domingo Snchez,

Mnica Garca Milln, Vernica

Fernndez Garca, Paula

Parra Parra, M Fernanda

SUBJECTS INVOLVED TITLE AND JUSTIFICATION OF THE UNIT

The lesson plan involves the following subjects:

Maths Field of languages. English as a

foreign language is included. Arts & Crafts

It is a school situated in the middle of Rub. It is Pre-primary, Primary and Secondary School.

There are 2 levels for every year: A and B. The predominant language is Spanish, because

children speak this language. The vehicular language of education is Catalan, but there are

some subjects taught in English. The methodology of the school wants to promote this third

language.

This lesson plan is called The geometric shapes. It is focused on Maths and it is addressed

to the middle cycle, specifically to the third grade of primary education. We decided to work

on the area of Maths because it is an interesting topic to relate to the context of our students.

With this lesson plan, we want to create and suggest different tasks for our students to learn

the contents in an active and dynamic way. So, students will participate in a lot of activities

and at the same time they will be able to think about it.

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The most important thing of being an English teacher is to be able to create attractive

materials for the students and use dynamic methodologies. In our opinion, the best way to

learn a language is by doing, because the most important thing is to be able to communicate

a message. So, it doesnt matter if students know grammatical rules perfectly, the most

important thing is to communicate with each other.

LEARNING OBJECTIVES BASIC SKILLS EVALUATION CRITERIA

The general learning objectives are:

Space and shape:

To identify and describe verbally, using specialized vocabulary the properties of the geometric shapes.

To explore and recognize congruent and similar shapes.

To describe an object using appropriate vocabulary.

To build and represent polygons on paper.

Linguistic and communicative competence

Cultural and artistic competence

Digital competence

Mathematical competence

Learning to learn

Autonomy and individual initiative

Competence

Knowledge and interaction with the physical world competence

Social and civic competence

In-class participation, attitude and individual effort.

Performance and academic achievements.

Final written test.

Students self-assessment.

Oral presentations (pronunciation of the new

vocabulary and fluency).

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CONTENT AREA

LANGUAGE

Speaking and interacting.

Listening, reading and understanding.

Writing down the answers of the activities.

GEOMETRY

Revision of different geometric shapes.

Classification of polygons according to the number of sides: triangles, quadrilateral, pentagon, hexagon.

Revision of the parts of polygons: sides, vertex and angles.

Classification of triangles according to their sides and angles.

Application of the new knowledge acquired by doing a final activity.

6

Tables of the sessions

7

TABLE SESSION 1

PRE- TASK

TIMING MATERIAL DIVERSITY ATTENTION TEACHER ROLE STUDENT ROLE

15

minutes

- List What do we know? and

What dont we know?

- IWB (interactive whiteboard)

If there is someone who needs special attention, the teacher will explain them the task in Spanish.

Then the teacher will help him/her to create sentences.

The teacher will guide and help students.

(Organizer Prompter)

Students will pay attention to the teachers indications and they will have to think ideas to complete the list

together.

DEVELOPMENT AND ORGANISATION

The teacher shows two lists in the digital board: WHAT DO WE KNOW? and WHAT DONT WE KNOW? The students think one answer for each column and they will write it on the interactive whiteboard.

TASK


35

minutes

- Memorys game

- Tangram + worksheet

- Activities online (computers)

If there is someone who needs

special attention, the teacher will

help to him/her to complete all

the games.

The teacher will guide and help the students.

(Tutor)

Students will pay attention

to the teacher indications

and they will play the three

games in groups.

OBJECTIVES Language aims To use the chunks there is and there are. To use the chunks it is and they are. Content aim To identify the different geometrical shapes: triangle, square, rectangle, pentagon, hexagon, circle and circumference.

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The teacher explains the three games to the group. Classroom is divided in 3 areas (three different games). In groups of five students rotate through each game for ten minutes approximately. The games are:

1. Memorys game 2. Tangram 3. Online activities

POST-TASK


10

minutes

- Picture of a landscape.

- IWB (interactive whiteboard)


special attention, the teacher will

help to them to find the

geometric shapes. Their

partners can also help them.


(Tutor)


to the teacher indications

and they will play the three

games in groups.


After doing the three games, students need to find some geometric shapes in the picture the teacher suggested. The teacher shares on the interactive whiteboard the answer with all the geometric shapes that they can find in the picture.

Homework: Students need to bring a picture with geometric figures for the session 2.

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TABLE SESSION 2

PRE- TASK


15

minutes

- Each student has got his or

her own picture.

If there is someone who needs special attention, the teacher will help

them to show the picture to their partners.


(Participant)

Students will pay attention to the explanation of their

partners.


Students show their pictures to classmates.

TASK


30

minutes

- Prezi presentation.

- Worksheet Angles, sides and

vertexes.


special attention, the teacher

will translate some vocabulary

during the presentation.


(Organizer Resource

Controller)


to the teacher explanation

and they will work on the

worksheet in pairs.

OBJECTIVES Language aims To interact and communicate knowledge among them. Content aim To recognize the characteristics of each form: vertexes, sides and angles.

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The teacher explains through a prezi presentation the theory (vertexes, sides and angles). Then, they complete a worksheet in pairs. (https://prezi.com/sc4ncgicucr3/copia-de-current-event/)

POST-TASK


15

minutes

- Worksheet Angles, sides and

vertexes.



will help them to complete their

worksheet. The teacher can

also write some key words on

the blackboard.


(Resource Organizer)


to the correction of the

worksheet.


All the class correct the worksheet together. Then, the teacher creates different groups of three students. Firstly, each group chooses a geometric form (triangle, square, rectangle, pentagon and hexagon) and the teacher explains the activity (this will be homework).

Homework: Students need to bring for the next lesson five printed images of different objects in the form that they choose.

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TABLE SESSION 3

PRE- TASK


15

minutes

- IWB (interactive

whiteboard)

- Chart showing the

characteristics of polygons.

If there is someone who needs special attention, the teacher will

help them to translate some specific vocabulary.


(Resource)

Students will pay attention to the teachers explanation


The teacher explains on the interactive whiteboard and through a graphic the classification of the polygons.

TASK


30

minutes

- Cardboards (one for each group) If there is someone who needs


will help them to organize all the

information.

The teacher will guide and help the students.

(Organizer Tutor)

Students will create an

original cardboard with the

most important information

about each polygon.

OBJECTIVES

Language aims To communicate simple ideas using the specific vocabulary of the lesson (vertex, angles, sides and forms).

Content aim To classify polygons according to the sides and angles.

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After understanding the graphic, each group of students (one group = one polygon have to create a cardboard with their pictures, explaining their polygon using their own style. At the end, we will have 5 cardboards explaining 5 different polygons.

POST-TASK


15

minutes

- The cardboards and the board

for the teacher to write down the

questions.



will help them by giving some

clues to answer the questions.

The teacher writes on the whiteboard some

questions for guiding the students to share their

knowledge.

(Organizer Tutor)

Students share they own

knowledge to their

classmates.


Show & Tell using the technique of groups of experts (one member of each group/polygon will join the other members/polygons to form one new groups with all the polygons worked separately, and will explain the different characteristics of each one. Example of questions the teacher can write on the board:

A triangle has got. A square has got We find 5 vertexes in the There is a shape with... sides.

We can find pentagons in (Places, buildings) The sides of the rectangle are

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TABLE SESSION 4

TASK


35

minutes

- Kahoot

- Computers (one for each

student)

This is an activity in groups, so the

partners will help students who

need help, or have language

difficulties or comprehension.

To explain the activity and to control the class.

(Organizer Participant)

Student share they own

knowledge to the other

partners in order to choose

the right answer of the

kahoot.


https://play.kahoot.it/#/k/59b1535b-a10c-4d06-8ea9-f1a98e622c80

In groups, they will introduce the code in the kahoots page, and answer the different questions. They have to share their knowledge and

arrive to one single option of the different questions. They also have to enjoy the game and be able to yield when they choose the correct

answer without arguing. It is a revision of all the contents worked for the exam.

Then, when everybody finishes all the whole class answers the different questions and talk about (clarifies) doubts students might have.

OBJECTIVES Language aims To interact and communicate knowledge with the group. Content aim To understand all the contents of the unit

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POST-TASK


15

minutes

- Self-assessment chart. If some student doesnt understand

the chart and need help the

teacher will read with them and

they will complete the chart

together.


(Organizer Tutor)

Students have to complete

the chart individually.


The teacher delivers a self-assessment chart to the students and they have to complete individually. They need to underline or colour the table by choosing the premise which define them correctly (their work, their participation, and so on.)

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TABLE SESSION 5

PRE- TASK


10

minutes

- Worksheet: Geometric

shapes (final activity)

If there is any student with a special need, the teacher will provide a

personalized support. The test can be adapted according to their needs; maybe it could be shorter or longer

than the others (Scaffolding criteria).

The teacher explains the questions of the final

activity.

(Organizer)

Students pay attention and listen to the teachers indications.


The teacher will remind students the rules they have to keep to keep in mind during a test: being in silence and raising the hand for some doubt. He also will read the questions aloud to clarify any doubts.

TASK


40

minutes

- Worksheet: Geometric shapes

(final activity)

If there is any student with special needs, the teacher will

provide a personalized support.

The teacher will answer the questions or clarify doubts

of the students.

Students have to do the test.

OBJECTIVES Language aims To clarify doubts about the questions of the test. To write the answers in the foreign language. Content aim To revise and apply the geometric contents. To create geometric shapes using a resource or a series.

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(Controller)


The teacher will be walking around the class clarifying doubts.

POST-TASK


10

minutes

- The Pajifiguri provided by the teacher or the notebook to do the geometric series

If there is any student with a special need, the teacher will

provide a personalized support.

Teacher will be working with the student who has finished the final activity earlier (fast-finishers).

(Organizer Participant)

If any student finishes the work early, they will be able to do two exercises; the first consists on creating a form using the Pajifiguri and the second consists in drawing on their notebook, geometry

series and colour them.


SCAFFOLDING: This part of the session is for those students who have finished their test earlier. They will be able to create geometric shapes using a resource called Pajifiguri. It is a cube of rubber strings that allows us to create some geometric shapes creatively. For instance: a hexagon, a triangle, a pentagon and so on. The students have to bear in mind the characteristics of the geometric shapes to be able to create them. The teacher will be with the students looking at what he or she does. In case of the student finishes the Pajifiguri activity he or she can use his or her knowledge to invent a geometric series.

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3. CONCLUSIONS During the application of this project The geometric shapes students will learn

more about this theme and they will also learn specific vocabulary. The teacher

has also all the instructions and materials to do it correctly, but we know that

each group is different, so, the materials and activities can be modified.

It is made of five sessions of around one hour each. We decided to use new

tools to capture the interest of our students. Therefore, during the whole lesson

plan students will work individually, in pairs and in groups. This helps us to pay

attention to the diversity and necessities of each student.

While we were creating the project we came across some difficulties. The first

one was to decide the evaluation criteria. We always work with the same

structure of Unitat Didctica and this time it was different. This fact affected us,

but we know it is very important to learn other ways of creating a lesson plan

that is why we think it was an interesting activity to do as a final compulsory

task.

Secondly, it was complicated to meet outside university because we live in

different neighborhoods. For this reason, we decided to use new technologies

such as Google drive, in order to elaborate the project. It was interesting to work

physically separated but at the same together.

In conclusion, we think this CLIL project could be used for us and for other

teachers in the future. However, it is paramount to try it with students first to

improve all the materials suggested.

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GRAPH 1

Why is this lesson plan based on CLIL methodology?

The planning of our unit lesson is based on application of Blooms Taxonomy as

you can see in this graphic. In a coherent way and as required by CLIL

methodology, we started with the easiest activities which require a lower level of

command of some skills than the activities we have planned for the end of the

lesson.

According to Blooms Taxonomy we have placed at the base of the pyramid the

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activities related to students previous knowledge, which means, remembering

some facts and some information we already know about the topic we will work

on throughout the unit. In this stage all it is required is remembering things that

our students should already know. So, we will devote the first session of our

lesson plan to them.

On the second grade of the pyramid we have placed the activities, which are

connected to the content we want our students learn throughout this unit.

Through a Prezi, the teacher will explain the contents that will be assessed. It

will be easy to know that comprehension is already required. Our students must

understand the content and therefore, the grade of difficulty is already higher

than the first activity. We have devoted the second session to face that grade of

the Blooms Taxonomy.

The third grade of Blooms Taxonomy is placed in the middle of the pyramid.

This grade involves a certain grade of difficulty. Our students should for

example be able to explain to the rest of the class a specific polygon. It can be

easy to guess that for this activity some high cognitive skills are required, and of

course, it is not a stage a student can reach if they previously has not overcome

the two previous ones.

On the fourth stage, we have placed what could be defined as self-assessment.

By using a TIC tool like Kahoot, our students should be able to analyse whether

they have engaged all contents or at least the major part in order to confront the

assessment in the very last session of the unit plan. In this stage there have to

be some feedback about the idea we have been working throughout the lesson.

And also an application of the new knowledge. Besides, remembering the

comprehension as well, the application and analysis of their own knowledge are

required.

Finally, the last session corresponds with the assessment. This is the highest

level in our lesson plan and the penultimate in Blooms Taxonomy. Now it is

time for our students to show what level they have achieved.

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GRAPH 2

This graphic shows in a very clear way, the progression of our activities so it

refers to the grade of difficulty.

We can observe that the first session is low in both fields. Both in linguistic

demands and cognitive demands. The second session is also within the first

square but slightly upwards. This is because the activity is harder both

linguistically and cognitively. Session three requires a certain grade of

competence in both fields and finally, the sessions four and five are placed at

the top where a student will need to have a high cognitive and linguistic

command.

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4. BIBLIOGRAPHY

In order to do this lesson plan we have looked up the following sources:

Curriculum of Primary Education

Your dictionary. Retrieved from

http://examples.yourdictionary.com/what-are-examples-of-geometric-

shapes.html

Geometric shapes . Retrieved from https://www.risd.k12.nm.us/assessment_evaluation/ImprovSBAscores/3rdgrade/geometric%20shapes.pdf

Clil Lesson - The Geometric Shapes

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