Design properties
- Name
- Embracing CLIL with Portuguese authors
- Topic
- Portuguese authors
- Learning time
- 5 hours and 30 minutes
- Designed time
- 5 hours and 30 minutes
- Size of class
- 20
- Description
- In our English language classes, 20 teen students (14/15 yrs old) will be challenged to do some research work on Portuguese writers and their (most) famous productions they will learn about the literary movements that were relevant or initiated by themselves and will interact among them as fictional writers. They will be asked to translate their favourite piece and present it to class and teachers. 2 students from a French-speaking country will integrate and follow exactly the same pattern although they may use their mother tongue and refer to an author they know, supported by the class teacher of French language. The expected outcomes are 1. A digital timeline of/for each author; 2. A digital presentation or a movie; 3. A fakebook page with interactions amongst different authors from different eras and backgrounds
- Aims
- To learn / refresh knowledge on Portuguese Authors & Books using a foreign language while also learning specific vocab about literary genres and movements / trends; to interact freely in a foreign language (or even mother language, in case of 2 newly-arrived French-speaking students). They will develop collaboration, communication, creativity, problem solving and ICT skills.
- Outcomes
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- Application Their knowledge / the result of their research work will be applied in author's timeline
- Synthesis Their ability to synthetise the most relevant gathered info will be clear in the timeline.
- Evaluation In the end, they will create either a quiz, a ppt or simply a google doc to evaluate their classmates.
- Comprehension They will show they grasp the author's mood, intonation, goals...when they translate their chosen pieces.
- Editor
- TeacherAlex
Timeline controls
Timeline
First Step
100 minutes)
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Discuss1020Teacher (T) starts by asking students (sts) whether they like reading, what kind of books and authors they prefer. This feedback will be given via https://answergarden.ch/ (1) ; also relevant is to know the language they read ...Portuguese? English? French? even though what really matters is READING regardless the language.
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Read Watch Listen10The T projects / shows some pictures of Portuguese writers and challenges the sts to identify them using their handheld devices; the next step is to match who wrote what?
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Investigate403Sts are asked to work in groups. In case there's a commotion, the T. already has https://wheeldecide.com/ (2) ready to build random groups and for the allotted writer. In groups and using their devices, sts are asked to dig for more detailed information on their writers' background, literary movements, literary production...; the two French-speaking sts may refer to their favourite writer / French-speaking author and research about him. The collected info will then be shared and presented using https://www.sutori.com/ (3) The History teacher together with me have prepared an History class in English so that the History teacher may summarise the most important trends of each literary period involved using specific vocab (and references) that the sts may find useful for their presentations.
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Produce403In groups and using their devices, sts create their timelines.
Notes:
(1) AnswerGarden is a minimalistic feedback tool. Use it for real time audience participation, online brainstorming and classroom feedback. No need for st registration.
(2) Wheel Decide is a free online spinner tool that allows you to create your own digital wheels for decision making. Sts don't need to register.
(3) Sutori is an easy to use and free timeline tool.
Resources linked: 0
Second Step
Edutainment for online learning
95 minutes)
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Practice403Sts now have to choose a fave poem / excerpt by the allotted writer and translate it into Portuguese (the 2 French-speaking sts will be helped by their French teacher) and English. Meanwhile, the T surveys their timelines.
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Produce40Sts are now asked to use their creativity and either create a video depicting the translated excerpt using, for example, https://www.wevideo.com/ (4) or a digital presentation with https://utellstory.com/ (5).
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Practice153T presents a fakebook at https://www.classtools.net/FB/home-page (6) in which sts become fictional characters / impersonate their writers and challenges them to interact for (further) online learning.
Notes:
(4) WeVideo is a free online video editor that makes it easy to capture, create, view and share movies. At least one st needs to register.
(5) Utellstory is a multimedia storytelling and sharing community; sts may use background music and record their voices which is great for foreign languages. At least one st needs to register.
(6) Fakebook is a tool for educational purposes in which fictional characters may interact.
Resources linked: 0
Third Step
90 minutes)
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Read Watch Listen60WIth other teachers and schoolboard in the classroom, each group presents 1. their timelines; 2. their digital presentation or video on the different writers. The French-speaking sts will be assisted by the French teacher if necessary. They may choose to present in French or in Portuguese while the other sts will do it in English.
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Collaborate30After discussing the projects, Ts and sts will use their Fakebook page for further learning and fun.
Notes:
Resources linked: 0
Fourth / Last Step: Follow-up
45 minutes)
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Collaborate453Besides their Fakebook page, sts are asked to create a resource out of their outcomes to put their newly-acquired knowledge to the test as well as to assess their classmates in a fun way - it may be a kahoot, a ppt with a true/false exercise or a google doc.
Notes:
Resources linked: 0
Learning Experience
One or more graphs might not display correctly, because one or more learning types do not have duration set.
Social learning graph will not display correctly, because no class size is set.
Social learning graph will not display correctly, because one or more learning types do not have group size set.