Go CLIL | Good Practices | Portugal by Go Clil

Portugal – Escola Secundária Dr. Joaquim Gomes Ferreira Alves, Valadares Vila Nova de Gaia

Greece – 3 Gymnasium of Iraklion

Italy – ISTITUTO D'ISTRUZIONE SUPERIORE Martino Bassi – Seregno

Italy – LICEO CLASSICO STATALE TITO LIVIO

Romania – SCOALA GIMNAZIALA"SFANTUL VASILE",PLOIESTI

Our Project Content and Language Integrated Learning (CLIL), according to the European Commissionâ&#x20AC;&#x2122;s report in 2005, "helps ensure the attainment of EU objectives in the area of language learning and enables pupils to study a non-language related subject in a foreign language". The programme includes both task-based and content-based approach and develops the communicative competence. As the focus of instruction is meaning rather than form, when the language approach is at or just above the proficiency of the learner, a foreign language is most successfully acquired. It also allows the development of cognitive academic growth, as literacy developed in the primary language transfers to the second (NavĂŠs, T., 2010). Thus, we aim to teach foreign languages in an integrated way, and not only as a separate subject. Language learning partly requires authentic content learning. It fosters critical thinking and and leads to meaningful communication, providing an opportunity for convergence, and the improved learning of content and language.

5th form 2015/ 2016

Plano de aula CLIL – Arts and Crafts 5º A – 2015/2016 Aims Students will … … interpret visual information. … use observation to describe pictures. … compare and distinguish different techniques and different materials of representing something – drawing, computer diagram, photograph. … identify different types of houses and buildings. … label pictures of houses. … find words in a wordpuzzle. … sketch the model of a house./ do different sketches. … use imagination and creativity to build a house for a specific character. … work with different materials to create the house/ character. … describe a character. … describe a house. … ask/ respond to questions about their work. … use the Project Approach. … use specific rules Content Cognition Types of Houses.  Provide students with opportunities to see and Crafts materials. to understand the works done by students and Describing someone. by artists. Describing a house.  Enable students to recognize and apply oneself Creating a character. (to use) new activities and new techniques. Building a house.  Encourage scientific/aesthetical/ technologic Arts techniques: collage, drawing, painting, observation and hand-made ability. modelling, 3D construction …  Improve students’ scientific vocabulary.  Improve students’ English performance.  Arouse scientific and technologic curiosity/ creativity. Culture Observing a 3D work made by a student of Van Gogh’s bedroom. Watching a video (Van Gogh’s bedroom) by the Van Gogh museum. Using the Project Approach to work. Getting to know different types of houses. Identifying some types of houses already known. Getting to know a typical English cottage. Getting to know different creatives and artistic houses. Getting to know different kind of architecture construction. Getting to know different design and sculptural constructions. Recalling the Iron Age roundhouse (connecting with the History CLIL lessons). Understand that they can learn, no matter which language they are using.

Language OF learning Types of houses: (familiar to them) igloo houseboat birdhouse/ birdcage flying house crazy house treehouse roundhouse hobbit house chocolate house gingerbread house doghouse (new for them) skyscraper apartment lighthouse cottage circus tent burrow iconic buildings hut castle/ palace museum temple/ church teepee/tipi haunted house the sea the space the clouds Animals: fox mole rabbit spider Inside the house: bedroom kitchen living-room bathroom/ toilet study hall stairs attic Outside the house (already known): roof chimney window door wall balcony garden doorstep

Crafts materials: pop-up book cardboard wire thread wool wood recycled material patterned paper crepe paper shiny paper boxes fabrics paintbrush paint glue scissors Describing the character… Describing the house…. New adjectives: modern ancient underground

Communication Language FOR learning What do you think we are going to talk about? Do you know this kind of house? What is it? What do we call this house? Where is it? Can you see the difference? What is this? What type of house is this? Is it a modern house? No, it’s ancient. What are these houses made of? What about this? Who lives in this house? Where is this house? It’s underground. We call it a BURROW. Do you know this house/ building? It’s a famous museum. What is the difference between these three pictures? The first is a drawing with pencil. The second is a drawing on the computer. The third is a photograph. Now look at this picture. What type/ kind of house/ building is this? Do you know …? It’s a …/ It’s an apartment. What about this one/ picture? What’s this? This is a house. Now let’s solve a worksheet – it’s about the types of houses. 5 minutes! Let’s check your work! HERE ARE SOME SUGGESTIONS: You can use different materials. You can create only one part of the house. Let’s see this example. What part of the house is this? This is Van Gogh’s bedroom. Do you know Van Gogh? Who was he? He was a painter. This painting was done by a student like you. Let’s see a short video by the Van Gogh’s museum. Pay attention. Now, this is not a bedroom. What is this? You can create a new character or select one of your characters (the puppet you made in January; the character you made st in the 1 term for the Library). Choose only one.

Language THROUGH learning New expressions New vocabulary Label pictures Find words in a wordpuzzle Fill in a table Select information from given words Distinguish language needed to carry out activities. Retain language revised by both the Teachers and learners Make use of peer explanations Record, predict, learn new words which arise from activities Fill in a self-assessment table

Activities Lesson 1 (90’) – 25th January 2016 1. Welcoming the students and explaining this is a CLIL lesson and it is going to be filmed. 2. Exploring a PowerPoint presentation. 3. Worksheet #1 – Types of houses (labelling) and Crafts material (wordpuzzle). 4. Correcting worksheet #1. 5. The Project Approach – recalling the steps of the work. 6. Explaining the rules of the pairwork and the evaluation criteria. Lesson 2 (90’) – 1st February 2016 1. Recalling key-concepts of the previous lesson – the Project Approach steps. 2. Pairwork – creating a character; describing. 3. Solving worksheet #2 (describing). 4. Speaking/ Show and tell – presenting the character to the class. Lessons 3, 4 and 5 (90’) – 15th/ 22nd/ 29th February 2016 1. Pairwork – creating a house; describing. 2. Self-assessment. Lesson 6 (90’) –7th March 2016 1. Solving worksheet #2 (describing the house). 2. Speaking/ Show and tell – presenting the house to the class. Lesson 7 (90’) – 14th March 2016 1. Conclusion of the activities – evaluation. 2. Self-assessment. Lessons 8 and 9 (90’) – 4th April/ 11th April 2016 1. Preparing the presentation of the houses to the class – pairwork. 2. Presenting the houses to the class. 3. Self-assessment. 4. Selecting one of the houses (peer assessment).

Aids PowerPoint presentation. Notebook. Worksheets 1 and 2. Self-assessment/ peer assessment worksheet.

5th form 2015/ 2016

Arts and Crafts worksheet #1 – GoCLIL Project – January 2015 Name: ___________________________________ Date: ____________________________________

Number: (____)_____________________ Teacher : Miss Sónia Mendes

MATERIALS FOR ARTS AND CRAFTS A. Use the words in the box to label the pictures: glue pen

rubber scissors pencil gouache wax pencils

coloured markers paintbrush ruler duct tape

geometry set square pencil sharpener compass coloured pencils folder

10.

11.

12.

13.

14.

15.

16.

B. MATCH the pictures with the words: TYPES OF PAPER.



 drawing/sketching pad



 tracing paper



 watercolour paper



 coloured cardboard paper



 coloured crepe paper

“cavalinho” paper

5th form 2015/ 2016

Arts and Crafts worksheet #1 – GoCLIL Project – January 2016 Name: ___________________________________ Date: ____________________________________

Number: (____)_____________________ Teachers : Miss Amélia Piedade and Miss Sónia Mendes

TYPES OF HOUSES A. Use the words in the box to label the pictures: house tent

birdhouse

houseboat castle burrow hut block of flats doghouse

lighthouse church apartment

treehouse cottage

igloo teepee

10.

11.

12.

13.

14.

15.

16.

CRAFTS MATERIAL A. FIND the 16 words of the box in the crossword puzzle below: box pencil paintbrush Z T U Y P A I N T B R U S H I K P E W

paper wire glue W E R T E M T V H D Q T T O C R F A E

I K I L N F X B R A R U T W O O L I J

R P E N C I L O E L U P N H L E F C C

thread

ruler rubber pencil sharpener

E M S A I W G L A G L U E G O H K J O

N L F A L W Q U D I E O R J U L M M X

A S C I S S O R S E R P T Y R K V E S

L T E U H C S S A R T Z M Y E L P O R

scissors coloured pencil cardboard S D T C A R D B O A R D M E D L D H I

A A D R R U B B E R K P G T P A I N T

V E E M P O O P W R T H J S E A C V N

H R O P E T X B N G U T E W N I O A X

paint wool fabrics A E E T N J G R O P K A S V C N N T H

W P A P E R M P G Y F A B R I C S X W

R T H I R O L K M O R R D E L V S P L

CRAFTS MATERIAL A. FIND the 16 words of the box in the crossword puzzle below: box pencil paintbrush Z T U Y P A I N T B R U S H I K P E W

paper wire glue W E R T E M T V H D Q T T O C R F A E

I K I L N F X B R A R U T W O O L I J

R P E N C I L O E L U P N H L E F C C

thread

ruler rubber pencil sharpener

E M S A I W G L A G L U E G O H K J O

N L F A L W Q U D I E O R J U L M M X

A S C I S S O R S E R P T Y R K V E S

L T E U H C S S A R T Z M Y E L P O R

scissors coloured pencil cardboard S D T C A R D B O A R D M E D L D H I

A A D R R U B B E R K P G T P A I N T

V E E M P O O P W R T H J S E A C V N

H R O P E T X B N G U T E W N I O A X

paint wool fabrics A E E T N J G R O P K A S V C N N T H

W P A P E R M P G Y F A B R I C S X W

R T H I R O L K M O R R D E L V S P L

5th form 2015/ 2016

Arts and Crafts worksheet #2 – GoCLIL Project – January 2015 

Complete the ID card of your character. Circle your options when possible. ID card – Our Character Name of the Character:

Other characteristics: He/ She/ It has got …

Gender: example: He is a boy./ She is a girl./ It is a puppet/…

a mole

a scar

a beard

a moustache

Clothes: Eyes: He/ She/ It has got … size: big/ small shape: almond/ round colour: hazel/ honey/ green/ blue/ brown/ black

size: S, M, L, XL colour:

Job: He/ She/ It is … Name of the students:

 Complete the ID card of your House. Hair: He/ She/ It has got … size: short/ long/ shoulder-length/ bald shape: wavy/ curly/ straight/ spiky colour: brown/ blonde/ red/ dark

Nose: He/ She/ It has got … size: big/ small shape: round/ pointed

Mouth: He/ She/ It has got …

ID card Our House Project Name: Type of house: Size: Materials: Colour: Outdoors: Indoors:

glasses

5th form 2015/ 2016

GoCLIL Project – Arts and Crafts – CHECKLIST Teacher : Miss Amélia Piedade

Name: _____________________ Number: (____)_____________________ Date: __________________________________________________________

Hard work & Creativity

Quality of Practical Work

Success 15-02 

WORK TO BE COMPLETED

22-02 

29-02 

07-03 

PART I  ORGANISE the information about our Character.  DECIDE who reads what about our Character to the Class.  PRESENT our Character to the class.  PAY ATTENTION to the Classmates’ presentations (fill in Table 1).  MAKE POSITIVE COMMENTS about the Classmates’ presentations.  FILL IN the self-assessment worksheet (Table 2).  CLEAN UP the classroom. PART II  THINK with my partner about our HOUSE project.  SKETCH different possibilities of house.  COLOUR the sketches.  DECIDE which materials we are going to use to build the house.  ORGANISE our materials.  CREATE a 2D or 3D model.  REFLECT on our work (What Went Well and Even Better If). PART III  BUILD the house.  ORGANISE the information about our house.  PRESENT our House project to the class.  PAY ATTENTION to the Classmates’ presentations (fill in Table 3).  MAKE POSITIVE COMMENTS about the Classmates’ presentations.  NOMINATE one of our Classmates’ work for a prize.   FILL IN the self-assessment worksheet (Table 2).

 Remember!

Think

Speak

Negotiate

Decide

14-03 

LANGUAGE BANK – ORAL INTERACTION  So, what are we going to do?  How are we going to do this?  Let’s …  What do you think?  I think that …  Do you agree with me?  Ok, I agree with you.  No, I don’t agree with you.  Which one do you prefer – the red or the blue?  What do you prefer to do – to draw or to colour?  I prefer …  Would you like to cut this?  Who writes it down?  Who reads this part for the class?  Do you think this is better?  Let’s see what we have so far…  Let’s think!  Do you like this?  Yes, it’s perfect!  Well done!  Ok! I can do that!  Try! You can do it!  Let me read!  Oh, this is difficult!...  Oh, this is easy!  Hurry up!  We are late!  Faster!  Help me!  Yes, that’s right!  No, not that way!...               

Então, o que fazemos? Como vamos fazer isto? Vamos … O que achas? Eu penso que … Concordas comigo? Ok, concordo contigo. Não, não concordo contigo. Qual preferes – o vermelho ou o azul? O que preferes fazer – desenhar ou pintar? Prefiro … Queres cortar isto? Quem toma nota? Quem lê esta parte para a turma? Achas que assim é melhor? Vamos ver o que temos até agora… Vamos pensar! Gostas disto? Sim, está perfeito! Muito bem! Tudo bem! Posso fazer isso! Tenta! Tu consegues! Deixa-me ler! Oh, isto é difícil!... Oh, isto é fácil! Despacha-te! Estamos atrasados! Mais depressa! Ajuda-me! Assim mesmo! Não, assim não!...

Arts and Crafts

TREE HOUSES

BIRDHOUSES and CAGES

Iron Age roundhouse

THE CIRCUS TENT

CHOCOLATE HOUSES

GINGERBREAD HOUSES

THE HOUSE INSIDE THE HOUSE

DIFFERENT HOUSES IN THE WORLD

SKYSCRAPER APARTMENT

LIGHTHOUSES

ENGLISH COTTAGE

HOBBIT HOUSE

BURROW

ICONIC BUILDINGS

THE LOUVRE MUSEUM, PARIS THE HOUSES OF PARLIAMENT, LONDON SINTRA PALACE, SINTRA

IGLOO

DRAWING WITH A PENCIL

DRAWING ON THE COMPUTER

PHOTOGRAPH OF A MODERN AND CREATIVE IGLOO

NATIVE-AMERICAN TEEPEE HUT

Worksheet #1 Types of houses

Here are some suggestions for you:

{

CASTLE

POP-UP CASTLE BOOK

PUSSYCAT BOOK

BIRDHOUSE

BLOCK OF FLATS

THE SEA

TWO HOUSES ON A CLOUD

TEMPLE

THE SPACE

HAUNTED HOUSE

WIRE HOUSE

BOX HOUSE

RECYCLED HOUSE

WOOD HOUSE

VAN GOGHâ&#x20AC;&#x2122;s bedroom https://www.youtube.com/watch?v=SRKuZ7KqpvQ -

KITCHEN

• Pairwork

• The Project Approach • Different materials

The Project Approach •

THINK about what you and your partner are going to do.

•

WRITE about what you and your partner are going to do. Use your Crafts notebook. What is your PLAN?

•

The Project Approach

•

DRAW different sketches.

•

COLOUR the sketches.

The Project Approach •

CREATE your character.

•

DESCRIBE your character.

•

PRESENT your character to the class.

The Project Approach •

MAKE a little 3D model house with your partner.

•

BUILD the house.

•

PRESENT your house to the class.

• Help your partner. • Work actively. • Don’t make noise. • All the drawings (shape and colour studies) must be done in the Crafts notebook. • The 3D model is small not to waste materials. • All the work is done IN CLASS.

ENGLISH teacher: SHOW AND TELL: • The character • The house CRAFTS teacher: PROJECT: • The character • The house BOTH TEACHERS: • Attitudes – behaviour; cooperation; creativity.

responsibility;

CLIL Lesson Plan

2016/2017 Grade: 6th

Subject: History Unit: John V’s reign – Society and Art

Learning Outcomes By the end of the unit learners will be able to: - interpret visual and audio information; - use observation to describe pictures; - describe a picture; - recognise/ understand/ use new vocabulary; - use imagination and creativity to produce a dress up model; - use different techniques and different materials to represent something; - ask/ respond to questions about their work; - use specific rules.

Assessment Teacher, peer and self-assessment processes will be used to assess how well learners will: - Understand the daily life in the Court; - Identify the different social groups through their costumes; - Compare the social importance of each group; - Explain the origin of the wealth of the Portuguese court; - Identify Baroque buildings/ decorations.

Content - 18th century Portuguese society - John V’s reign - luxury and wealth - social classes - fashion - Art – the Baroque

Cognition -

Encourage scientific/aesthetical observation. Improve students’ scientific vocabulary. Improve students’ English performance. Arouse students’ creativity.

Culture -

Marie Antoinette and Louis XVI’s Court – watching some video clips. French words – bourgeoisie, bourgeois, Dauphin, Dauphine, Versailles, baroque, carillon Describing some 18th century costumes according to the social class. Comparing the 18th century fashion to current trends. The 18th century Baroque art style. Understand that they can learn, no matter which language they are using.

Communication Language OF learning -

The Dauphin The Dauphine Versailles Waking up Hairdressing Washing the face Watching TV Having a bath Putting on clothes Having breakfast Taking off clothes Boots Desserts Scarves Shoes Champagne Birds Hats Water Porcelain Wigs Cards Servants Feathers Jewellery Gloves Fans Dancing the Minuet Bowing Toasting with champagne What a luxurious room! Absolute king Gold Sugar Tobacco Precious stones

- Luxury and wealth - Portuguese empire - The “Cortes” - To convene the “Cortes” - 3 powers: legislative, executive, judicial - Power given by God - The Magnanimous - Decoration: paintings, tapestries, mirrors, furniture,… - Public appearance - Embassy - To put on a show - Daily life in the Court - Social classes: higher/lower clergy, nobility, bourgeoisie, peasants. - Nobility titles - Hairstyles and fashion - Fabrics - Privileged/ unprivileged - Aqueduct - Carillon - Infirmary - Monks - Bat - Bookworm - Exuberant - Luxurious - Gold leaf - Golden carving - Tiles - Marble

Language FOR learning

Language THROUGH learning

So, today you are going to watch some videolcips of a famous film. It’s about the life of th the 18 century society. Pay attention. Here is a worksheet – read the questions first and let’s watch! In your opinion, what is funny about this scene? How does the Queen feel? What reason does the Lady give to explain the Queen the protocol? This is Versailles. How does the Queen feel at the beginning of the clip? In this scene, what do the Queen and her Ladies do? What is your favourite part of the scene? What does the King/ Queen look like? What are the Courtiers doing? As we have studied previously, John V has a lot of money to spend – where did it come from? So, look at this map – these are the Portuguese th Empires of the 18 century. What are the Portuguese Cortes? John V never convened the Cortes because he was an absolute king. Why do we say that John V was an absolute king? So, the keywords of John V’s reign are wealth and luxury. Now read these descriptions. Who wants to read? Now let’s have a look at the Social Groups. And the bourgeoisie? We use the French word. What are they doing in this picture? They are counting money. They also exchange money. Remember they are traders. They work in commerce. The three estates – comparing the social importance. Now copy this information.

- New expressions - New vocabulary - Distinguish language needed to carry out activities. - Retain language revised by both the teacher and learners. - Make use of peer explanations. - Record, predict, learn new words which arise from activities.

Procedures (09/ 11) – Lesson 1 – 45’ 1. Teacher explains they will start a new CLIL round of lessons. th 2. Teacher explains they will be watching some videoclips of a famous film about the 18 century society and will then solve some questions on a worksheet. 3. SS fill in worksheet#1. 4. Correction of the worksheet. (10/ 11) – Lessons 2 + 3 – 90’ th 1. With the participation of SS, Teacher explores a PowerPoint presentation about the 18 century society of John V’s reign. (15/ 11) – Lesson 4 – 45’ 1. Conclusion of the PowerPoint presentation – the social groups. (15/ 11) – ENGLISH Lesson – 90’ 1. Solving worksheet #2. 2. Pairwork – Students observe some pictures with the costumes of each social class – they describe the pictures and point the social class, explaining why. (16/11) – Lesson 5 – 45’ 1. Correction of the worksheet #2. (17/ 11) – Lesson 6 – 45’ 2. The Baroque style – exploring a PowerPoint presentation. 3. Listening to some baroque music.

Scaffolding Strategies -

Videoclips taken from Sophia Coppola’s Marie Antoinette: “Waking up and dressing”; “Shopping”; “The Ball”. PowerPoint presentation (John V’s reign, Society and Baroque Art) Music clips by Bach, Vivaldi and others Worksheets 1 and 2 Language bank (fashion)

Aids -

O PODER POLÍTICO, A SOCIEDADE E A ARTE NO TEMPO DE D. JOÃO V

D. João V (1706-1750), O Magnânimo.

O PODER POLÍTICO, A SOCIEDADE E A ARTE NO TEMPO DE D. JOÃO V John V of Portugal • King of Portugal between 1706 and 1750, in the 18th century; • Absolute king; • Benefitted from the wealth brought by products from Brazil: • gold, • sugar, • tobacco • and precious stones; • Lived in luxury and wealth.

The Portuguese Empire in the 18 O PODER POLÍTICO, A SOCIEDADE E th A century ARTE NO TEMPO DE D. JOÃO V • Portugal had a large empire, spread out by Africa, South America and Asia.

NORTH AMERICA

EUROPE

Lisbon

ASIA AFRICA

SOUTH AMERICA OCEANIA

ANTARCTIC OCEAN Portuguese

Dutch

Cotton

Cocoa

English

Spanish

Tobacco

Cotton

French

Main Portuguese trade routes

Coffee

Diamonds

Gold

The European Empires in the late 18th century

John V – POLÍTICO, the CortesA SOCIEDADE E A ARTE NO TEMPO DE D. JOÃO V O PODER What are the Cortes?

The Portuguese Cortes are the assembly of the representatives of the three estates in Portugal.

How often did the King convened the Cortes?

John IV (1640-1656) 7 times

Afonso VI (1656-1683) 3 times

Pedro II (1683-1706) 1 time

John V (1706-1750) 0 times

José I (1750-1777) 0 times

John V – POLÍTICO, an absolute king O PODER A SOCIEDADE E A ARTE NO TEMPO DE D. JOÃO V Why do we say that John V was an absolute king? An absolute king rules without consulting the Court or the Parliament. An absolute king… … concentrates all the powers in himself:

Organisation of the powers

• Executive (rules)

•Legislative (makes and approves laws) • Judicial (judges the crimes)

Access to power

• hereditary • given by God

John V ofPOLÍTICO, Portugal A SOCIEDADE E A ARTE NO TEMPO DE D. JOÃO V O PODER So, what was the reign of John V like?

John V… • …never convened the Cortes and ruled as an absolute monarch, that is, he concentrated all the powers in himself: legislative, executive and judicial. • …benefitted from the large amounts of gold coming from Brazil, so he could give the country many impressive buildings and to his closest friends a life of luxury and wealth. That’s why he is known as “The Magnanimous” . (= generous)

John V’s POLÍTICO, Court - luxury and wealthE A ARTE NO TEMPO DE D. JOÃO V O PODER A SOCIEDADE The King lives in the Ribeira Palace (Paço da Ribeira).

However, he spends large time in other royal palaces, such as the Needs Palace (Palácio das Necessidades) or the Mafra Convent-Palace (Palácio-Convento de Mafra).

The Needs Palace, Lisbon

The Mafra Palace

The Ribeira Palace, 18th century

John V’s POLÍTICO, Court - luxury and wealthE A ARTE NO TEMPO DE D. JOÃO V O PODER A SOCIEDADE The Mafra Palace It is one of the most important buildings of the reign of John V.

The Mafra Palace The building occupies an area of about 40,000 Km2 (37 790 m²); it has got 1,200 rooms, 4,700 doors and windows and 156 staircases.

John V’s POLÍTICO, Court - luxury and wealthE A ARTE NO TEMPO DE D. JOÃO V O PODER A SOCIEDADE In the several palaces we can appreciate wonderful paintings, tapestries, mirrors, furniture, as well as silver and gold ornaments.

A room in Mafra Palace

Sagrada Família, painting of the 18th century (c. 1729), by Agostino Masucci Custódia da Bemposta, Museu Nacional de Arte Antiga, Lisbon, 18th century

John V’s POLÍTICO, Court - luxury and wealthE A ARTE NO TEMPO DE D. JOÃO V O PODER A SOCIEDADE Public appearances and embassies When the King goes out, he puts on a show, with wealth and power. John V sends embassies to other countries with wild animals from India, Africa and Brazil, because he wants to impress the European kings and even the Pope.

The Oceans carriage, one of the carriages included in the procession of the Portuguese embassy to the Pope, in 1716 – Museu Nacional dos Coches, Lisbon

John V’s POLÍTICO, Court - luxury and wealthE A ARTE NO TEMPO DE D. JOÃO V O PODER A SOCIEDADE Daily life in the Court

In the soirées (saraus) and parties of the Court, the guests had fun by playing games, playing cards or dancing the minuet and the pavane.

The King and the Court attend concerts, theatre plays, operas and poetry. The banquets, include 8, 20 or more than 30 courses, with desserts, tea, coffee or chocolate and Port wine, all served in rich Indian porcelain and gold or silver plates. The King uses these frequent celebrations to show his power.

John V’s POLÍTICO, Society A SOCIEDADE E A ARTE NO TEMPO DE D. JOÃO V O PODER

John V’s POLÍTICO, Court - luxury and wealthE A ARTE NO TEMPO DE D. JOÃO V O PODER A SOCIEDADE Daily life in the Court - Fashion

John V’s POLÍTICO, Society A SOCIEDADE E A ARTE NO TEMPO DE D. JOÃO V O PODER

John V’s POLÍTICO, Court - luxury and wealthE A ARTE NO TEMPO DE D. JOÃO V O PODER A SOCIEDADE Daily life in the Court – luxury and wealth The banquets and balls occur in palaces and majestic manors, decorated with luxurious fabrics (Oriental silks or velvet), tapestries, paintings and sculptures. Similarly, the clothes of the King and the Courtiers is influenced by the French fashion of the time and it is very luxurious, made with the best fabrics, very rich, ornamented with precious stones, gold and silver.

John V drinking chocolate at the Duke of Lafões’s House, 1720 Museu Nacional de Arte Antiga, Lisbon

John V’s Court - luxury and wealthE A ARTE NO TEMPO DE D. JOÃO V O PODER POLÍTICO, A SOCIEDADE Daily life in the Court – luxury and wealth

A Lição de Dança Willem van der Kloet, Netherlands, 1707 Blue and white faience From Galvão Mexia Palace, Lisbon Museu Nacional do Azulejo, Lisbon

Senhora ao Toucador Blue and white faience From Quinta das Portas de Ferro, Lisbon Museu Nacional do Azulejo, Lisbon

John V’s Court - luxury and wealthE A ARTE NO TEMPO DE D. JOÃO V O PODER POLÍTICO, A SOCIEDADE Daily life in the Court – luxury and wealth The nobles also show their wealth wherever they go – to the opera and to the theatre. They use carriages, litters, berlines and seges. Carriage. Museu Nacional dos Coches, Lisbon

Berlin or Berline. Museu Nacional dos Coches, Lisbon Sege. Museu Nacional dos Coches, Lisbon Luxury carriage, closed, pulled by two horses. The benches could be used as a bed. Litter. Museu Nacional dos Coches, Lisbon Without wheels, it was good for short and fast trips, in the narrow city streets or in long distance trips, through curby roads. With two seats, open or closed, it was pulled by mules, in the poles, to support the box.

John V’s Court - luxury and wealthE A ARTE NO TEMPO DE D. JOÃO V O PODER POLÍTICO, A SOCIEDADE The society of John V time

• Divided into 3 social groups: the clergy, the nobility and the people. • Each group was very different. So, the society had another division: the privileged and the unprivileged. • Sometimes, the King gives nobility titles to some people: either by marriage or by an office in the Court.

John V’s Court - luxury and wealthE A ARTE NO TEMPO DE D. JOÃO V O PODER POLÍTICO, A SOCIEDADE The society of John V time • The Clergy

High Clergy

• Bourgeoisie

Low Clergy • Peasants

• Nobility

John V’s Court - luxury and wealthE A ARTE NO TEMPO DE D. JOÃO V O PODER POLÍTICO, A SOCIEDADE Society NOBILITY – protected by the King, the nobles have many lands and manor houses, where they throw huge parties . They also participate in the Court entertainment. Privileged CLERGY – still very important, they help with the Education and the Cure of some illnesses. Many members of the clergy are of noble families and frequently visit the Court.

BOURGEOISIE – related to commerce but with small importance in the society. They are not part of the Court. Unprivileged PEOPLE – the majority of the population, live in poor conditions. They pay a lot of taxes. Many work in the agriculture, others are artisans, another group is made of beggars and criminals.

The political power, society andEArt in John V’s reign O PODER POLÍTICO, A SOCIEDADE A ARTE NO TEMPO DE D. JOÃO V The Art in John V’s reign The rich products that arrived to Portugal, specially from Brazil, allowed John V, as well as the clergy and the nobility, to finance great constructions.

Águas Livres Aqueduct

This system of collecting and distributing water to the city of Lisbon was inaugurated in 1748, that is 21 years after the beginning of its construction.

The political power, society andEArt in John V’s reign O PODER POLÍTICO, A SOCIEDADE A ARTE NO TEMPO DE D. JOÃO V The Art in John V’s reign Mafra Convent-Palace

Mafra Convent-Palace

Mafra National Palace Library

Did you know that…? the towers of the Palace have got two carillons, of 49 bells each? Did you know that…? In the convent there is a church, a library, an infirmary, some chapels and cells for the monks?

Mafra National Convent infirmary

Mafra National Convent canteen

The political power, society andEArt in John V’s reign O PODER POLÍTICO, A SOCIEDADE A ARTE NO TEMPO DE D. JOÃO V The Art in John V’s reign Coimbra University Library Did you know that… ? John V’s library includes a vast set of collections of the 16th and 18th centuries?

Did you know that…? Inside the library there are colonies of bats to protect the collections from bookworms?

The political power, society andEArt in John V’s reign O PODER POLÍTICO, A SOCIEDADE A ARTE NO TEMPO DE D. JOÃO V

The political power, society andEArt in John V’s reign O PODER POLÍTICO, A SOCIEDADE A ARTE NO TEMPO DE D. JOÃO V The Art in John V’s reign The Barroque style

• The new architectonic style – the Barroque – came to Portugal with the help of artists invited and financed by King John V and members of the nobility and of the clergy. • The main characteristics of this style are: - an exaggeration of form; - the use of curbed lines; - exuberant and luxurious decoration; - the use of gold leaf for golden carving, tiles and marble.

St. Francis Convent Church, Oporto– Golden Carving (detail)

Santa Clara Church, Porto.

18th century tiles

The political power, society andEArt in John V’s reign O PODER POLÍTICO, A SOCIEDADE A ARTE NO TEMPO DE D. JOÃO V The Art in John V’s reign Solar de Mateus, Vila Real

The political power, society andEArt in John V’s reign O PODER POLÍTICO, A SOCIEDADE A ARTE NO TEMPO DE D. JOÃO V The Art in John V’s reign Clérigos Tower, Oporto

The Clérigos Tower and the Freixo Palace in Oporto are two other examples of the barroque architecture. Their construction began after John V’s death and was ordered by private citizens, members of the nobility and of the clergy).

The political power, society andEArt in John V’s reign O PODER POLÍTICO, A SOCIEDADE A ARTE NO TEMPO DE D. JOÃO V The Art in John V’s reign Freixo Palace, Oporto

O PODER POLÍTICO, A SOCIEDADE E A ARTE NO TEMPO DE D. JOÃO V

D. João V (1706-1750), O Magnânimo.

6th form Nov.2016 CLIL Worksheet #1 – History Name: Date:

Number: (

Teachers: Teresa Van Zeller

)

Sónia Mendes

 You are going to watch some video clips about Marie Antoinette, the Queen of France in the 18th century. The King was Louis XVI, called The Dauphin. They lived in Versailles, a beautiful palace with wonderful gardens.

 Read the questions first and then watch the videoclips attentively. After each clip, answer the questions about it. A. Videoclip #1 – Waking up and dressing 1. Tick () the activities you can see on the videoclip. Waking up Washing the face Having a bath Having breakfast

Hairdressing Watching TV Putting on clothes Taking off clothes

2. In your opinion, what is funny about this scene?

3. How does the Queen feel?

4. What reason does the Lady give to explain the Queen the protocol?

Videoclip #2 – Shopping

Pay attention to the questions and prepare to explain:

How does the Queen feel at the beginning of the clip?

In this scene, what do the Queen and her Ladies do?

What is your favourite part of the scene?

Tick () the accessories you can see on the videoclip. Boots Shoes Hats Wigs Feathers Gloves

Desserts Champagne Water Cards Jewellery Fans

Scarves Birds Porcelain Servants

C. Videoclip #3 – Ball This is the scene of a Royal Ball at Versailles. 1. a) b) c) d) e) f)

What can you see? Order the items Dancing the Minuet Bowing Toasting with champagne What a luxurious room! Music King and Queen

2. What does the King look like?

3. What does the Queen look like?

4. What are the Courtiers doing?

5. In the end, a man makes a toast to celebrate the King and Queen. What does he say?

To the Dauphin and Dauphine of France! May you ___________ many healthy ___________ and produce an ___________ to our throne!

6th form Nov.2016 CLIL Worksheet #2 – History Name: Date:

Number: (

Teachers: Teresa Van Zeller

)

Sónia Mendes

Part I – John V 1. Fill in the diagram with the three missing words: executive, judicial and legislative. An absolute king concentrates all the powers in himself:

Organisation of the powers

___________________ He makes and approves the laws.

___________________ He rules.

___________________ He judges the crimes. Access to power

• •

hereditary given by _________________

2. Complete the mind map about John V’s reign.

John V Brazil

Cortes

Wealth and luxury

Absolute king

never convened banquets legislative power

gold palaces tobacco executive power judicial power The Needs Palace sugar precious stones Mafra Palace

Ribeira Palace carriages

Part II – The society 1. Complete the texts with the suitable words. a) In the 18th century the society was divided into three social classes: the ______________, the ______________ and the ______________. b) The nobility was ______________ and defended the king. The noble families lived in beautiful ______________ and liked doing the same activities as the king and the Court: having ______________, listening to poetry soirées (saraus), going to the ______________ or the theatre. Their palaces were very rich and included wonderful paintings, ______________, mirrors, furniture, as well as silver and gold ornaments. The banquets were very abondant with many courses in beautiful ______________ from India. c) The clergy was also very ______________ and dedicated themselves to the ______________ and the cure of some illnesses. The ______________ clergy was of noble origin and the ______________ clergy devoted their work to the poor. d) The ______________ was not very well seen by the nobility or the clergy. The bourgeois dedicated themselves to exchanging ______________. As they were not very powerful, they paid many ______________. e) The artisans dedicated themselves to Crafts and worked hard. They paid many ______________. f) The ______________ farmed the land and were very ______________ but they had to pay many ______________. porcelain bourgeoisie people rich money opera lower

clergy tapestries taxes

Language Bank – study the words English Feathers Bonnet Tricorn hat Wig Cassock Frock coat Breeches Apron Zucchetto

Portuguese Penas Touca Tricórnio Peruca Batina Casaco Calções Avental Solidéu

pannier

English Fascia Rope Cane Fan Vest Neck cord Stockings Hooded

Portuguese Faixa Corda Bengala Leque Colete Cordão Meias Com capuz

stays/ corset

peasants palaces powerful taxes

nobility poor education

banquets higher taxes

Part II â&#x20AC;&#x201C; Fashion 1. Study the word bank and describe the costumes of each person. 2. Explain to which social class they belong and why.

D C

Project based learning methodology

- Technological Education - Visual Education - Arts

CLIL Lesson Plan ICT – 7th grade

2017/2018

Subject: Exploration of Computational Environment Unit: Image editing and document processing Learning Outcomes By the end of this lesson learners will be able to  do some basic image editing operations.  understand what an image editing program is.  identify the image editing program in the computer.  open an image and identify the tools they need to edit it.  edit the image.  import the image to document processor and write a caption. Assessment Teacher, peer- and self-assessment processes will be used to assess how well learners will:  participate in class.  contribute to the construction of the class (and their own knowledge).  open the image to be edited.  insert text boxes to identify key points of the image (according to the Geography Teacher’s instructions).  create a small document that collects all the data identified in the image. Content  Image editing (…?)  Document processing (Word?)



Cognition  Provide learners with opportunities to  identify an image editing program.  understand the importance of image editing.  learn to question whether a particular image is edited.  Vocabulary building, learning and using. Culture Understand that there are images in books, newspapers, magazines, television, etc., that are edited to increase the amount of information to transmit.

Communication Language OF learning Key vocabulary  Image  Editing program  Text  Text Box  Arrow  Caption  Document processing  Pen disk/drive  E-mail account  To log in/log out  To save  JPEG

Language FOR learning

Language THROUGH learning

 What is an image editing program?  Can you write over the image?  There are layers that can help you doing that…  It´s ok.  You should not do it like that!  Can we open any kind of image?  JPEG format is a good format of image, but there several others…  The text box is the ideal tool to identify that characteristic…  An image editing program is…  For example, there are several programs

 New expressions  New vocabulary  Distinguish language needed to carry out activities.  Retain language revised by both the teacher and learners.  Make use of peer explanations.  Record, predict, learn new words which arise from activities.

that…  Please, open the image from your pen disk and…  Notice the “Horizontal Type Tool”. That tool allows you to…  Type the number of the characteristic that you want to identify.  Be aware that you need to save the new image with the identified key points.  Let´s open the new image in the document processor.  Write the caption of the characteristic identified.

Procedures Lessons 1 +2 – 90 minutes (7G – 12/10; 7F – 13/10). 1. The Teacher explains the Students that they are going to start a short CLIL project. 2. Students start the computer and … (05’) – Make sure what an image editing program is. (10’) – Identify the image editing program in the computer. (15’) – Students open the image and identify the tools they need to edit the image. (20’) – Edit the image. (60’) – Import the image to document processor and start the caption.

Scaffolding Strategies   

PowerPoint presentation with the key ideas of the lesson Register new words on the board Glossary: online research

Aids     

Computer, projector and screen Internet PowerPoint presentation Glossary ICT notebook

CLIL Lesson Plan Subject: GEOGRAPHY Grade:7th year Unit: A look at the landscapes

Learning Outcomes By the end of the unit learners will be able to: Content outcomes -Recognize the diversity of landscapes on the earth’s surface -Classify the two types of landscapes: natural and humanized -Identify natural and human elements on landscapes -Identify the degree of humanization on landscapes -Use geographic terms to describe different locations -Interpret visual information : charts, maps, graphs, diagrams -Reflect and think critically Language outcomes - Describe a landscape/ picture; using adjectives and verbs (there to be)

Assessment Teacher, peer- and self-assessment processes will be used to assess how well learners will: -participate in class - interact with a partner the class and the teacher -participate in all tasks and activities -write a description of a landscape (English lesson) - present a landscape with identified elements (natural/humanized) on it (ICT lesson/ individually at home)

Content -

-Types of landscapes - Landscape units - Landscapes elements (natural and human) - Degree of humanization - Different plans of a landscape

Cognition - Provide learners with the opportunity to understand the diversity of landscapes on the earth’s surface and apply it in a specific context. -Enable knowledge transfer about different landscapes using visuals: photos/images. -Arouse learners’ curiosity about the topic. -Help learners to write a description of a landscape. -Vocabulary building, learning and using.

Culture -Students learn to understand themselves as citizens of the world. -Students learn to understand both their own and the others’ cultures so that international awareness and understanding could be promoted. - Students get to know some of the world landscapes. - Students understand that they can learn, no matter which language they are using.

Communication Language OF learning

Language FOR learning

Language THROUGH learning

Key vocabulary:

Asking questions:

Natural landscape Humanized landscape Touched Untouched Waterfall Water Sea Land Trees Forests Cliffs Lakes Houses Buildings Skyscrapers Paths Rocks Seashore Bridge Mountains Island Harbour Cultivated fields Wild vegetation First plan Second plan Third plan …

Can you tell me something about…? What can you see in this picture? Where is this…? How is the landscape changed?

-Retain language revised by both the teacher and learners.

Identifying:

-Record, predict, learn new words which arise from activities.

Demonstrative pronouns; this; that; these; those Verbs to be and there to be

-Make use explanations.

-Distinguish language needed to carry out activities.

Contrasting: Linking words and phrases about addition and contrast: and; but; yet; however… This land is completely untouched by Man and so it’s natural but this one here is humanized because there are buildings… Describing and informing: Present Simple The use of There to be and Have got. “In this picture there are trees, a river… There aren’t any people” “The landscape has got different plans: a first plan, a second plan, an intermediate plan and ….” Nouns, verbs and adjectives: Vegetation ; find; untouched

peer

Procedures 28/9 – Lessons 1 + 2 (90’): Landscapes: natural and humanized. Landscape elements. The landscape units. Degree of humanization. 1. Teacher presents the topic through a PowerPoint presentation and asks the Students what they see on some pictures. 2. With the help of the class the teacher presents the characteristics of natural and humanized landscapes. 3. The students register the characteristics on their notebooks. 4. The students, in pairs, observe and analyse some given landscapes and classify them, according to the characteristics explained before. 5. The Teacher checks the students’ answers, asking them to justify with natural and human elements on landscapes and geographic terms to describe them. 6. The students fill in a conclusion mind map about the essential information of the lesson. Teacher checks the answers. 7. Finally, the students recall the lesson’s aims and check if they learned them well. 2/10 – Lesson3 (45’): Conclusion of the previous lesson. 1. The Teacher asks the students to recall what they talked about the previous lesson and presents the aims for this lesson. 2. With the help of a PowerPoint presentation, the students observe some elements of a landscape and conclude on the degree of humanization (lower/higher). 3. The students watch a short presentation about different landscapes with lower/higher degree of humanization. 4. The students analyse the different plans of a landscape: first, second, third, far/near, and the degree of detail on them. 5. In the end, the students recall the lesson’s aims and check if they learned them well. Homework for assessment: Comparing and contrasting, organising, evaluating: -Learners have to draw/ find a landscape online and stick it on their notebooks. -Learners have to write a description of a landscape (in the English lesson) using the knowledge acquired previously:  Types of landscapes  Landscapes elements ( natural and human)  Degree of humanization  Different plans of a landscape. -In ICT lesson (or individually at home), the students will be able to apply the elements referred to in the texts into the visual landscapes.

Scaffolding Strategies Register of the words on the board. Pictures of the different stages of the process – PowerPoint presentation. Recalling by using guided questions, anagrams, … Mind map – to fill in with key-words. Presenting and recalling the lesson’s learning objectives.

Aids -Computer, projector and screen -Geography notebook - Board

CLIL Geography Homework This landscape is natural. There is a peaceful clean sky with a beautiful sunset behind the mountains. In this landscape I can see some details on the first plan, like the sand, the sea and the palm trees. On the second plan I can see some mountains and the sunset. On the third plan there is a dark yellow sky. In this picture the degree of humanization is low, because all the elements are natural.

Isabel Cota Ramos 7ยบ G

At the end of the lesson you will be able to: • Understand magical and religious beliefs

• Give possible explanations for the Paleolithic art • Distinguish mobile art from rock art

PALEOLITHIC ART

Art is a form of communication created about 35,000 years ago by Homo Sapiens Sapiens. • Which types of art? • Which techniques were used? • What is the meaning of those paintings?

Paintings and carvings - rock art On cave walls hominids make use of natural modulations on the wall surface to enhance the image. Wall Painting with bisons. Altamira, Spain

Wall Painting with horses, rhinos, and aurochs (oxen). Chauvet Cave, France

Carvings, Vale do Coa, Portugal

The themes

The painter in the Paleolithic used his hands and fingers

to make impressions with ink extracted from mineraldye.

Donâ&#x20AC;&#x2122;t try this at home!!!!!!!

Cave paintings were very far from the entrances. Why?

Cave of Altamira, Spain

The hominid in the Paleolithic created another type of art :

Mobile Art

Such as

Utensils

Amulets

Feminine figures (Venus)

Figurines and objects were made fromâ&#x20AC;Ś

Clay Rock Horns Bones

Sculpture

all portable

most are very small

Here is a major work of Prehistoric sculpture.

Describe this sculpture. What might it have represented?

â&#x20AC;&#x153;Venusâ&#x20AC;? of Willendorf, Austria

“Venus” of Willendorf •Reproductive organs are emphasized: huge breasts, belly, buttocks •Hair in clumps arranged in rows or is it a woven hat, maybe? •De-emphasized arms, face, legs, and no feet •Never meant to stand up •Face may have been painted •Traces of paint on the body •Small, around 11cm •Fertility symbol? •Its true purpose is unknown

Venus of Lespugue Contours stone 23,000ofBCE used as a starting point for carvings on cave walls

Laussel Venus, Dordogne Valley, France

Why is the man stick-like and the bison is represented with such accurate detail? What do you think this means?

Prehistoric Cave Paintings: •

Prime examples include Lascaux, France, and Altamira, Spain.

•

Images of animals dominate with black outlines emphasizing their contours.

•

Main animals include the horse, the bison, the mammoth, the ibex, the auroch, and the deer.

•

Animals are realistic, humans are stick figures with little detail.

•

Many handprints (negative-done by blowing paint over hand).

•

Scattered around the cave surface with no relationship to one another.

•

Abstract signs and symbols included with images.

•

No vegetation, no ground or no horizon line.

The most remarkable works are found all over Europe.

Cave painting theories • a way to strengthen clan bonds • a ceremony to enhance animal fertility • expressions of magic (the painting might come true!) • religious function • visual recording of real life happenings ???????

HALL OF BULLS Lascaux Cave. Dordogne, France. c. 15,000 BP. Paint on limestone.

Homo Sapiens Sapiensâ&#x20AC;&#x2122; artistic spirit and aesthetic sense became immortal in numerous walls and objects spread all over the world. However, its true meanig is still a mistery.

After this lesson, I can: • Understand magical and religious beliefs

• Give possible explanations for the Paleolithic art • Distinguish mobile art from rock art

PALEOLITHIC ART

GO CLIL PROJECT

HISTORY/ DRAWING 7th F-G

ROCK ART

( PA I NT ING )

ï&#x201A;¡ ART is a form of communication created about 35,000 years ago by Homo Sapiens Sapiens.