TRAVELLING AROUND THE WORLD BY PLAYING
TRAVELLING AROUND THE WORLD BY PLAYING
CLIL
INTERDISCIPLINARY
PROJECT:
ENGLISH PHYSICAL EDUCATION
SOCIAL and CULTURAL ENVIRONMENTAL KNOWLEDGE
ROSA ROVIRA ESCOLA LACUSTÀRIA
TRAVELLING AROUND THE WORLD BY PLAYING
INTRODUCTION This project is about learning games from countries around the world but specifically those countries which are represented in our school. The topic will include three subjects: Physical Education, Social and Cultural Environment Knowledge and English. Students will develop both content and language knowledge by learning different countries and games. Therefore, this is an interdisciplinary project. I have organized it in six sessions, three of which will be done in the Physical Education session (in the gym or out-of-doors), and the other three will be done in the Oral P.E. Class. This is a class where we talk about Physical Education content but we stay in an ordinary class, so it is easier to work with papers, pencils and computers. I will also have the collaboration of the English teacher. Some of the worksheets will be done in her class. Each session is described, following the same structure. I will adjunct the activities for each session, the students worksheets and also the assessment rubrics.
TRAVELLING AROUND THE WORLD BY PLAYING
TRAVELLING AROUND THE WORLD BY PLAYING
INTERDISCIPLINARY PROJECT TOPIC: TRAVELLING
AROUND THE WORLD
BY PLAYING
STUDENTS: 20 (11 girls and 9 boys) AGE: 11-12 years LEVEL: Upper elementary 6th grade SUBJECTS: Physical Education, Social and Cultural Environment Knowledge and English. WHAT I WANT MY STUDENTS BE ABLE TO DO? HOW I'M GOING TO GET IT? To play different world games and to realize there are similarities I'm going to work both the practical and theoretical part of the between the games. Also to learn particularities about the cultures in games. We'll practice them and also we'll look for information from different countries. different resources.
TEACHING NOTES:
LESSON PLAN
By the end of the unit students will be able to understand the importance of explaining properly the games in order to understand them, following the rules, playing correctly, and respecting the others. AIMS OF THE LESSON: • To know and play different games from all over the world. • To develop students' knowledge of content related lexis. • To understand the rules of the games and follow them in order to play properly. • To explain a game prepared with a cooperative group. • To develop self-improvement attitude. • To work cooperatively to achieve a common goal. • To respect the others' work. • To respect different cultures. • To communicate information using different supports including ICT tools. • To use English structures to interact with the others. • To play different games from different countries. • To find similarities between the games. • To look for those countries in a world map.
TRAVELLING AROUND THE WORLD BY PLAYING
METHODOLOGY ➢ During this Unit I'm going to use different kinds of social organization , such as individual work, peers, small groups and group class. ➢ I will use TPR methodology, REALIA, examples and VISUALS, and drawings on a white board to enhance comprehension. ➢ To support in their oral communication I'm going to use different types of activities such as group reports, role-playing, small-group oral work, full-class discussions and presentations. ➢ To help them in preparing the writing and speaking parts of the lesson I will give several scaffoldings (sustituetion tables, word banks, sentences starters...) ➢ To scaffold both language and content I will use Teacher's Pet tasks, Hot potatoes quizs, key vocabulary, graphs models and a world map poster. ➢ The activities will be sequencied and will progress from the more simple ones (with a low cognition level) to the more complicated (high cognition level) in relation to content and language. ➢ For the assessment of the lesson I will use different assessment tools: PEER ASSESSMENT following a list of criteria,SELF ASSESSMENT with a rubric for explaining a game, GROUP EVALUATION, QUESTIONNAIRE INDIVIDUAL LEARNING LEARNING SKILLS ➢ Information processing. ➢ Working and Cooperating with others. ➢ Interpreting information. ➢ Using knowledge. ➢ Communicating. ➢ Critical and creative thinking. 4 Cs framework CONTENT knowledge, skills and understanding
TEACHING OBJECTIVES
LEARNING OUTCOMES
What is planned to teach
What learners will be able to do at the end of the unit
To learn traditional games from all over the world. To show words in different languages to relate the games to their countries. To learn where are the countries placed in the world map.
✔ Understand the rules of different games. ✔ Play different games from all over the world. ✔ Use specific vocabulary related with games. ✔ Place the different countries in the world map
TRAVELLING AROUND THE WORLD BY PLAYING COMMUNICATION
✔ Use key sentences instructions.
Language
To analyse the information got. To explain games.
for
✔ Use key structures to ask and answer
To ask and answer questions related with games.
✔ Explain a game to their partners.
To Add new knowledges to their previous knowledge.
✔ Use language for working groups.
To learn in using language to express previous knowledge and experiences related to the theme.
✔ Remember different expressions to express opinion and solve problems while the development of the lesson. ✔ REMEMBER the explanation of the games ✔ UNDERSTAND the importance of the rules. ✔ UNDERSTAND how to do a questionnaire to gather information ✔ Apply what they have learnt, in a new situation
Language
through
To resolve conflicts between students. To REMEMBER the explanation of the games. COGNITION LOT To UNDERSTAND the importance of the rules. understanding, Low Order To UNDERSTAND how to do a questionnaire problem To gather information from different resources. Thinking solving, To APPLY what they have learnt to prepare a report. skills accepting To APPLY the knowledge to construct a graph. challenges and reflecting them.
✔ Use key vocabulary about games and cultures.
To identify different games and countries.
Language
interaction, progression in using the language and learning it.
of
To understand the importance of the rules in the games.
HOT
To ANALYSE the information to make a games' book.
High Order Thinking skills
To learn how to EVALUATE their own work and their partners work following some criteria.
CULTURE Self and others, identify citizenship, multicultural understanding.
To CREATE a new game. To know traditions from different cultures. To have respect people from other cultures.
related
with
giving
✔ Work in a cooperative way with their partners. ✔ EVALUATE their own work and their partners work. ✔ Discuss about the differences and similarities between world games. ✔ CREATE and explain a new game. ✔ Respect the differences between cultures. ✔ Recognize traditions from different countries.
TRAVELLING AROUND THE WORLD BY PLAYING SUBJECT COMPETENCES PHYSICAL EDUCATION
SOCIAL AND KNOWLEDGE
Communicative competence Responding with body and mind to the demands of an activity.
Social and civic Competence Identify, situate and describe the main cultural characteristics of a country. Participate in the community where they life and interact with the partners in an appropriate way.
Using imaginative ways to express and communicate ideas, solve problems and overcome challenges. Responding appropriately when participating in different roles in physical activity Social competence Adapting to a widening range of familiar and unfamiliar contexts.
CULTURAL
ENVIRONMENT
Ability to understand information about cultures and present it.
geography and
Ability to collect and evaluate relevant information about de different cultures in real space and in media.
Appreciating how to make adjustments and adaptations when performing in different contexts and when working individually, in groups and teams. Knowing and understanding what needs to be achieved, critically evaluating how well it has been achieved and finding ways to improve. CONTRIBUTION TO BASIC COMPETENCES COMMUNICATIVE Linguistic. Can interact with other people and approach other cultures in an adequate way. METHODOLOGICAL Information Can access and communicate information using different supports including ICT tools to handling and learn. digital competence. Can transform information into knowledge activating thinking skills in order to organize, Learning to learn. relate, analyze, synthesize, make inferences and deduct at different levels of complexity. Can handle effectively an array of resources to transform information into personal knowledge. PERSONAL Autonomy, Can create, initiate, develop and assess individual or collective activities with creativity, initiative and confidence, responsibility and critical thinking. decision taking.
TRAVELLING AROUND THE WORLD BY PLAYING SOCIAL AND CIVIC
Knowledge of and Can participate in, and interpret, in an effective and constructive way, the world we live in interaction with the and can resolve conflict where necessary. world. Can understand the social context, cooperate and share democratic values in a plural society. CROSS-CURRICULAR LINKS SUBJECT RELATED ACTIVITIES Informatic Technology Create a games' book with the computer. Edit the pictures taken in class and the digital recordings and publish in the school blog. Citizenship Talk about the other cultures. Expose in front of the other students in class some characteristics of their own habits or customs. Know the particularities of the nationalities represented in the school and show respect to all of them.
SEQUENCE OF GRADED ACTIVITIES SESSION
LEARNING ACTIVITIES
ASSESSMENT HOW it will be assess?
WHEN and WHERE?
1st SESSION: Understanding new games
Activity 1 and Activity 2 understanding the text of the description of a game and reflecting about how to play properly
P.E. SELF-ASSESSMENT (initial) INITIAL GLOBAL ASSESSMENT teacher observation to recognize what vocabulary they are familiar with. I will observe the class as a group and decide whether I have to do changes in vocabulary, activities...or not.
During the session. In the classroom. (oral P.E. class)
2ndSESSION: Have a good playing trip!
Playing different games from different countries. look for those countries in a world map.
INITIAL GLOBAL ASSESSMENT teacher observation I will observe if they play properly, following the rules of the games and respecting each other.
During the session. In the gym or out-ofdoors
3rd SESSION: Look for all the OBSERVATION GRID Let's prepare games to explain! nationalities represented in To asses how they are working as a group, whether the school. Work in they are working properly or not cooperative groups to prepare a game.
During the session. In the classroom. (oral P.E. Class)
TRAVELLING AROUND THE WORLD BY PLAYING 4th SESSION: teachers for a day!
Explaining the game they have prepared, in front of the others, and play all together.
5th SESSION: Let's prepare an exposition!
Prepare Games’ book, exposition and blog’s article.
6th SESSION: ASSESSMENT REVISION and EXTENSION ACTIVITY: Answer the questionnaire. Extension activity
PEER-ASSESSMENT questionnaire When one group does the presentation in front of the class the others assess how they explain. GROUP-SELF-ASSESSMENT RUBRIC to let them reflect on how they did their part of explanation and how they feel explaining the game. They will have to create their own rubric.
Once a game is explained and played. In the gym or out-ofdoors They'll do the last activity in the English class.
SELF-ASSESSMENT about the project created
Once the project has been finished. In the oral PE class.
FINAL ASSESSMENT OF THE UNIT Answer the At the end of the questionnaire. To assess what they have learnt and session. In the gym. their use of English too. P.E. SELF-ASSESSMENT (final)
MATERIALS FOR LEARNERS SESSION
BLOOM'S TAXONOMY Thinking skills
SCAFFOLDING, both LANGUAGE and CONTENT
CUMMIN'S MATRIX Cognitive and linguistic demands
1st SESSION: Understanding new games
L.O.T skills: REMEMBERING the explanation of the games. UNDERSTANDING the rules.
Concept cartoon to discuss in group. Listening scaffolding: Flash cards: the name of the games. World map poster with the name of the countries.
Quadrant 2: low cognitive demands and low linguistic demands, because the activities will be supported with a lot of key vocabulary and the content is about of understanding the rules of easy games.
2ndSESSION: Have a good playing trip!
L.O.T skills: APPLYING what they have learnt.
HOT potato Quiz to make them realise what is correct and what it isn't when doing a presentation.(to be done in English class)
Quadrant 2: low cognitive demands and low linguistic demands, because all the activities proposed will give language support and the content isn't difficult to understand.
TRAVELLING AROUND THE WORLD BY PLAYING 3rd SESSION: L.O.T and H.O.T skills Let's prepare APPLYING the knowledge to games to explain! construct a graph. ANALYSING the information to prepare the explanation of a game.
key vocabulary to support language and a graph model to support content. Language boxes with specific vocabulary related with the games, equipment, commands. I will provide scaffoldings to help in preparing the game.
Quadrant 3: High cognitive demands, low linguistic demands, because language is still appropriate but content is getting a bit more complicate, so they have to be aware and do their best to complete the activities.
4th SESSION: teachers for a day!
H:O:T skills: ANALYSING the Speaking scaffolding, to help them in Quadrant 3: High cognitive and information got. EVALUATING the explaining the game in front of the linguistic demands. information got from the other others students
5th SESSION: Let's prepare an exposition!
H:O:T skills: CREATING a games’ Writing scaffolding to support the book, exposition and article for the activity of sharing what they have Blog learnt.
Quadrant 4: High cognitive demands, high linguistic demands.
APPLYING the knowledge get in a new context given. EVALUATING their partners and their own knowledge.
Quadrant 2: low cognitive demands and low linguistic demands, because the assessment activity proposed will be about content and vocabulary already done.
th
6 SESSION: REVISION and EXTENSION
Writing scaffolding to support the assessment activity. (Rubrics, selfassessment questionnaire).
TIMING: This Unit will be done in the 2ndTerm, and will last three weeks. TEACHING RESOURCES INTERNET, INFORMATION FROM THE FAMILIES, BOOKS, WORLD MAPS, SCHOOL BLOG. ASSESSMENT: It's a strategy for measuring the knowledge, behavior, performance and attitude, to promote and support learning. The assessment is though to be done in different moments of the learning process and not only at the end of the unit.
TRAVELLING AROUND THE WORLD BY PLAYING WHAT I AM GOING TO ASSESS? ASSESSMENT CRITERIA 1. Do the children understand the rules of the new games? 2. Do they show respect for the other cultures and traditions? 3. Do they have autonomy in looking for information from different resources? 4. Do they work in a cooperative way with their group? 5. Do they play following the correct rules of each game? 6. Do they use the second language to explain the games? 7. Do they explain their own game in a comprehensive way? 8. Do they use the second language to interact with their partners? 9. How Is the games' book ? 10. Do they make pictures of the students playing? 11. Do they publish the pictures with the game explanation in the school blog? 12. Do they recognize the games worked and the countries where they belong? EVALUATION OF THE UNIT What has been the result of the activities? What difficulties have I found? What can I do to solve them? The vocabulary has been appropriate for the children? What aspects need to be improved? CLASSROOM OBSERVATION CHECKLIST (see below)
TRAVELLING AROUND THE WORLD BY PLAYING ORAL PHYSICAL EDUCATION CLASS (ORAL PE)
1st SESSION: Understanding new games
CONTENT Going to class
Go in a line in silence and order
INTRODUCTION
I show them the poster with the goals of the unit and the assessment criteria to let them know what they have to learn and what will be assessed. I’ll explain them that we're going to play games from around the world, especially from the countries resented in our school. We are also going to learn where are all these countries situated in the World map. Today we'll talk about the importance of understanding the games' rules and respecting them in order to play properly. ORAL DISCUSSION: Talking about games from other countries.
poster https://padlet.com/rrovira9/ snrkygh32mfp
MAIN PART
Today I'll divide the class in three groups. They work together and then, at the end, we'll share what we've done. The activities we'll do: Activity 1: Describing a game: The big Snake. Reading and understanding the text of the description of a game. Answering the questions (explicit, implicit and referential interpretation or creativity) Activity 2: Reflecting about how to play properly. Concept cartoon to discuss in group.
See: Activity 1 Activity 2 P.E. SELFASSESSMENT Initial global assessment
CONCLUSION PHASE
We do the PE chant. _tag-tag-clap-snap 1. WE DO THE BEST WE CAN tag-tag clap snap 2. WE DO THE RIGHT THING tag-tag clap snap 3. WE SHOW EACH OTHER WE CARE tag-tag clap snap
Going to the classroom
Go in a line in silence and order
Before finishing the session we always do this chant.
TRAVELLING AROUND THE WORLD BY PLAYING POSTER WITH THE GOALS OF THE UNIT AND THE ASSESSMENT CRITERIA
TRAVELLING AROUND THE WORLD BY PLAYING 10 tips for learning success. 1. Learn autonomously and collaboratively. 2. Search for information from different resources to learn about games played in different countries. 3. Participate actively in the development of the games proposed, and follow the rules. 4. Gather information about the nationalities represented in the school, investigating the games they play and some specific vocabulary in their own language. 5. Develop knowledge of content related lexis, and learn key structures to ask and answer. 6. Do activities that require High Order Thinking skills to create a new game. 7. Use different strategies to explain your game in order to be understood by the others. 8. Share information by publishing your game in the school's P.E.(Physical Education) blog. 9. Work in a safe learning environment and show respect for other cultures. 10.
Assess your own work and that of the others.
TRAVELLING AROUND THE WORLD BY PLAYING ORAL DISCUSSION: Talking about games from other countries.
PAIRS 1. “Do you like playing games from different countries?” Find your partner and ask each other the question. ➢ QUESTIONS AND PROMPTS
Do you like playing games from different countries? Yes/ no Why? ….Because it's fun / amazing ….Because it's boring / tiring ➢ LANGUAGE STRUCTURES
I like I don't like
learning new games
Because it's
good to know other cultures' traditions better to play our own traditional games
TRAVELLING AROUND THE WORLD BY PLAYING Activity 1: Describing a game: The big Snake. Read the text and answer the questions in pairs.
TRAVELLING AROUND THE WORLD BY PLAYING
Questions: Explicit information Where is this game from?_______________________ What is the object of the game____________________________________________________________________________ What happens once the snake breaks?_______________________________________________________________________________ Implicit meaning Why is this game called the big snake?______________________________________________________________________ Players can decide whether to joint hands or not?______________________________________________________________ Who do you think will be the winner?_______________________________________________________________________ Referential interpretation or creativity What could be another good name for this game?______________________________________________________________ What country would be the game with that new name?___________________________________________________________ Can you invent a new rule for this game?______________________________________________________________________________
TRAVELLING AROUND THE WORLD BY PLAYING
REVISION ACTIVITY: UNDERSTANDING THE GAME After reading the text of the game, fill the gaps with the correct word.
Name of the game:
Country Originate
Equipment needed:
Object: the snake must players.
Place:
the other
TRAVELLING AROUND THE WORLD BY PLAYING Description: • One player is chosen to be the
•
and goes to its home, which is a space about ten feet square.
When a player is caught, he or she must chase. As players are caught the snake gradually grows longer.
Joining hands with the snake • The game is
with the snake and the two continue the
The snake grows longer
(finish) when all players are caught.
Rules: ➔
Only the players on either end of the snake may
➔
If the snake
➔
Once back home the snake
a runner.
because the players let go of their hands, the snake must return home. and begins the chase anew.
TRAVELLING AROUND THE WORLD BY PLAYING Can you find the meaning of these words? 1.TO REJOIN
a. TOUCH AND CATCH
2.SQUARE
b. CAPTURE
3.TO CHASE
c. JOIN AGAIN
4.TO CATCH
d. SEPARATE OR BECOME SEPARATED INTO PIECES
5.TO TAG
e. RUN AFTER SOMEONE QUICKLY IN ORDER TO CATCH
6.TO BREAK
f. GEOMETRIC FIGURE WITH 4 EQUAL SIDES AND 4 RIGHT ANGLE
TRAVELLING AROUND THE WORLD BY PLAYING EXTENSION ACTIVITY: UNDERSTANDING OTHER GAMES An introduction to Japanese traditional games See the following video on the internet: http://quietube7.com/v.php/http://www.youtube.com/watch?v=iPgaDaCUIK4 Before watching the video remember: ● You should watch only the first 6 minutes. ● You’ll see a different culture from yours so, show respect. ● Listen and read very carefully because you’ll have to answer some questions. After watching the video answer these questions: Explicit information Where are these games from? Why did the Japanese girls choose those games? What is the appropriate age for the first game? What material do we need for the second game? What is the aim for the third game? Implicit meaning How do you find the English pronunciation of the girls? Why do you think is different from yours? The first and second games are easy to play? Why? In the third game, the person standing back to the “it” must say “Who am I?” . What they could do to make it harder to guess who they are? Referential interpretation or creativity Do you know any game from your country similar to those in the video? Could you imagine what are they singing in the Japanese song? Invent a letter for their song in English.
TRAVELLING AROUND THE WORLD BY PLAYING Activity 2: Reflecting about how to play properly. Concept cartoon to discuss in group.
1. Following the rules in the games. Watch the images, and then talk and discuss about what do you think. Finally reach an agreement. OLD MAID = is a card game. CHANGE = transform
RATHER = prefer
WAY = mode
WIN = be the first
KEEP = maintain
HAVE FUN = enjoy
LOST = be the last
✔ Do you think the girl likes the game in the end?_____ ✔ Why?____________________________________ ____________________________________ ✔ What would you tell her about the rules? ____________________________________ ____________________________________
You can use the substitution table if you want. We think
she
likes the game
he
she because
doesn't like the game him
We'd tell
can
has
he
change the rules play again
win lost played had fun with
the game
and
she
can
but
he
can't
change the rules play again
that she her
can't
always win have fun
always win have fun
TRAVELLING AROUND THE WORLD BY PLAYING 2. Cheating in the games. Watch the images, and then talk and discuss about what do you think. Finally reach an agreement. Pre teach vocabulary CHEAT = not following the rules of the games PLAY FAIR = play well
WORK= function LIKE = appreciate
ALWAYS = every day
LOST = be the last
WIN = be the first
HAVE FUN = enjoy
If I cheat I have more fun!
If people cheat I don't have fun
When you cheat you always win I prefer to play fair, no matter win or lose, but have fun! If you cheat I don't like to play
✔ What would you say about cheating while playing a game?
__________________________________
If I you don't want to lose You better cheat
TRAVELLING AROUND THE WORLD BY PLAYING 3. playing other countries' games. Watch the images, and then talk and discuss about what do you think. Finally reach an agreement. COUNTRY = state. BETTER = best manner ANY = whatever. DIFFERENT = not the same
CONFUSE = make more difficult .LEARN = discover new things
A LOT = very much TOO MANY= more than very much
CHALLENGING = stimulating.
LIKE = appreciate.
HAVE FUN = enjoy BORING = NOT FUN
✔ What is your opinion about playing other countries' games?
➢ I think that playing other countries' games is ….......... Fun Boring Confusing Challenging
➢ because You can learn new different ….......... and enjoy. You have to learn new …......... and it's difficult. You have to understand new …..... and it's tiring. You have to understand new..........but it's stimulating
TRAVELLING AROUND THE WORLD BY PLAYING After discussing in group they will come back to their base group and will share and talk about what they have been discussing previously. Then, after giving enough time to talk, we will review all together in class, and I'll ask them to write a short text about the importance of understanding a game. This text will be an introduction of the final project, which will be a recompilation of the games created by them. AN EXAMPLE OF THE TEXT COULD BE:
TRAVELLING AROUND THE WORLD BY PLAYING
✔ ASSESSMENT SESSION 1 1st SESSION: Understanding new games Activity 1 and Activity 2
TEACHER OBSERVATION
Initial global assessment To recognize what vocabulary they are familiar with. I will observe the class as a group and decide whether I have to do changes in vocabulary, activities...or not.
ACTIVITY
DO THEY UNDERSTAND?
DO I HAVE TO CHANGE ANYTHING?
Activity 1: Describing a game: The big Snake.
Although the text was quite difficult to them, they could understand using the scaffolding given. The new vocabulary was easy to comprehend. The part of answering the questions was a bit too large.
Ask the English teacher to do the reading of the text and the questions. ( we use to share texts from different subjects, so it was appropriate to do it)
Activity 2: Reflecting about how to play properly.
It was challenging for them to understand the concept cartoon but they Give more time to represent the concept cartoon in did it pretty good. front of the others.. Some of the children didn't understand some words, even though using the images and their mates would translate in Catalan some words.
TRAVELLING AROUND THE WORLD BY PLAYING PHYSICAL EDUCATION SESSION FACILITIES: GYM
2ndSESSION: Have a good playing trip!
EQUIPMENT: chalk, soft ball
PHASE
CONTENT Playing Games around the world. Finding similarities between these games and the ones we play. Having fun. Learning to play properly. Respecting the others.
Going to the gym 5'
Go in a row in silence and order. Wait in front of the door until everybody is there, say the password and enter the gym.
Password: WE'LL PLAY TOGETHER
They always have to say a password to enter the gym. The password is a word or sentence related with what we are doing. Each week they have a new one INSTANT ACTIVITY 7'
Instant activity. When they enter the gym they start moving. They have some activities to do that they already know.
WARM UP 15'
Big Snake. GHANA, AFRICA .(explained in Oral PE)
MAIN PART 35'
Queimada. BRAZIL (this will be easy to explain because they already know a similar game) We need a soft ball Form two teams. Each team has a field and there is a place called the cemetery. One person from each team starts in the cemetery, so he's dead. The rest of the team starts in the field. The person who is at the cemetery always starts the game by throwing a ball to the opposite side where his partners are. The "living people" from this team have to catch the ball and throw it against the other Do you find any similarity team. If someone from the opposite team touches the ball, he is burnt, so he is dead. The "dead ones" go with a game you play here? to the cemetery, and the game finishes when every "living person" from one team dies. The Hunter. SAUDI ARABIA We need a cone to be �home� First, we choose one player to be the hunter (to be it). Then the hunter counts from one to ten with his or her eyes closed, so that everyone can quickly run and hide somewhere. Then he or she starts searching for the other children. If the hunter finds someone from the group, the member tries to escape and the hunter starts chasing him or her. Then, the hunter has to catch him or her. The hunter has to find all the members in the group and
TRAVELLING AROUND THE WORLD BY PLAYING tag them. If the hunter can't catch all of the members, he or she has to say, "Clear, and start over”; but if the hunter Equipment; 2 flags, 2 hoops , catch all of them, he or she joins the other children and the first one that has been caught becomes the cons, chalk to mark jail zone new hunter. Place: out-of-doors Sam Pal Sun. Korea Sam Pal Sun means the line between South Korea and North Korea. Two groups. There is a flag in each area. In order to win the game, you must capture the other team's flag and bring it back to your own territory an enemy team member tags you while you're standing on their part of the field, they are allowed to take you straight to jail (which is a small patch of land in their territory). You can be freed from jail if one of your team members touches you. Rules: – The area where the flag is is a safe zone, you can't be tagged inside. – You can safe only one person each time. – You can't safe a person if you have the flag. – If you are tagged while coming back with the flag you have to put it back and go to jail. http://www.youtube.com/watch?v=zcJSH0U9gD8 CALM DOWN 10'
Commander. TAIWAN First, we choose a person to be a commander, who turns his back to everyone . Does this game remind you As he counts one, two, three, everyone moves closer to him. After he finishes counting, he turns and of another game you already looks at everyone. Nobody is allowed to move at that time. If somebody moves, the commander can know? point to that person and he is out. If someone is able to reach and touch the commander, he wins the game.
CONCLUS ION PHASE 10'
ROUTINE: talk about the vocabulary learned. Explain them that next day they'll have to explain their game in English to the others and we'll play all together.
Next day's password: TEACHERS FOR A DAY
TRAVELLING AROUND THE WORLD BY PLAYING
✔ ASSESSMENT SESSION 2 2ndSESSION: Have a good playing trip! ITEMS
✔ TEACHER OBSERVATION OF THE CLASS
Initial global
assessment ✔ I will observe the class in general, if they play properly, following the rules of the games and respecting each other. ANY STUDENT
FEW STUDENTS
1. Do the children understand the rules of the new games?
MANY STUDENTS
EVERY STUDENT
✔
2. Do they show respect for the other cultures and traditions?
✔
3. Do they play following the correct rules of each game?
✔
4. Do they recognize the games worked and the countries where they belong?
✔
5. Can they repeat the rules in English after playing?
✔
TRAVELLING AROUND THE WORLD BY PLAYING ORAL PHYSICAL EDUCATION CLASS (ORAL PE)
3rd SESSION: Let's prepare games to explain!
CONTENT INTRODUCTION
Explain them that we're going to search information about the nationalities represented in our school. ➢ Visit the other courses in the school and ask the pupils their nationality. Then make a recompilation with all the information.
MAIN PART
Activity 3: Where are you from? Activity 4: Let's know all the different countries represented in our school! Each group will ask to some classes and then we'll do a recompilation. Group 1: goes to Educació Infantil Group 2: goes to Cicle Inicial Group 3: goes to Cicle Mitjà Group 4: goes to Cicle Superior Activity 5: preparing the explanation of the game. Each cooperative group will prepare an explanation of a game chosen from any nationality of the school. They will have to search on the internet to find the information about that game. Then, they will spread out in Roles' groups (experts). Each role's group will prepare a part of the explanation of the game. Finally, the'll come back to the base group to joint information, fulfil the worksheet and prepare the explanation together. * I'll do some reflection questions to each group to help them realize whether they are working properly or not. They can try out in front on me to be aware of their presentation and adjust any needed change. I will let them know what I am going to assess (see peer-assessment grid of session 4) Activity 6: Reviewing the rules when listening and playing a game. To be done in English class Activity 7: Doing a presentation. I've prepared a quiz to let them reflect about what is important when doing a presentation. They will do this activity in the English class because we don't have enough time in the oral PE session. file:///C:/Users/ROSA/Dropbox/CLIL/1.%20curs%20CLIL%20I/CLiL%20activities/presentation.htm
CONCLUSION PHASE
We do the PE chant. _tag-tag-clap-snap
See session 3 Activity 3 Activity 4 Activity 5 REFLECTION QUESTIONS CHECKLIST OBSERVATION TEMPLET I project the world map in the interactive board http://www.mapsofworld.com/w orld-map-image.html activity 6 and 7 will be done in the English class.
CONCLUSION PHASE
TRAVELLING AROUND THE WORLD BY PLAYING ➔ Before doing task 3 I will write in the whiteboard a list of words to make them guess the theme of the lesson.
THEME WORDS: world countries races differences similarities pupils school games ➔ Then, I will ask them the following question to talk about the topic.
Have you ever wondered why some of your friends look different from you, or talk with an accent, or celebrate different holidays? ➔ Finally, we will do activity 3.
TRAVELLING AROUND THE WORLD BY PLAYING Activity 3: Where are you from? Read the text and try to understand. Then match each word with the definition. ●
Everyone has a gender, race, language, culture... and a nationality.
● A person's nationality is where they are a citizen, usually in the country where they were born. People from Mexico have Mexican nationality, and people from Australia have Australian nationality. ●
People of the same nationality usually share traditions and customs, and they look alike.
●
In their country they also play traditional games.
●
Would you like to play games from the different nationalities represented in our school?
1. Gender
A. Identical
2. Nationality
B.
Have the same
3. Citizen
C.
Activities pertaining to tradition
4. Country
D.
Feminine and masculine
5. Born
E.
Seem equal
6. Same
F.
Country
7. Share
G.
Brought into existence
8. Look alike
H.
Belonging to a particular nation
9. Traditional games
I.
An inhabitant of a city or town
TRAVELLING AROUND THE WORLD BY PLAYING ➢ Now visit the other courses in the school and ask the pupils their nationality and also the games they used to play in their countries. Then make a recompilation with all the information.
You will visit the other courses in the school and ask the pupils their nationality, but first you have to practice: You could say: “Hello, we are the 6th grade students.
We're doing a project about games of the world.
We need to know where are you from”
WHERE ARE YOU FROM?
WHAT IS YOUR NATIONALITY?
TRAVELLING AROUND THE WORLD BY PLAYING Activity 4: Let's know all the different countries represented in our school! Let's review all the COUNTRIES represented in our school! COUNTRY
LEVEL P3A
P3B
P4A
P4B
P5A
P5B
1stA
1st. B
2ndA
2ndB
3rdA
3rdB
4thA
4thB
5thA
5thB
6thA
6thB
TRAVELLING AROUND THE WORLD BY PLAYING ➢ Now explain in front of the class what you have discovered about the DIFFERENT COUNTRIES you have found in the school group you asked. We have visited _________ level, _____(A/B) group. In this group we have found________ different countries. The countries are:
________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ We would like to know games from____________________ ➢
Can you find these countries in a world map?
TRAVELLING AROUND THE WORLD BY PLAYING Activity 5: preparing the explanation of the game. Explain a game from a country represented in our school ➢ First, each cooperative group (from the beginning of the course, I have my students organised in cooperative groups, in which each member has a role) will choose a game from a country represented in our school. ➢ Then, I'll ask you to get in “expert” teams (roles joint in a group), so you'll be six groups of 4 people each. To organize this activity I will use the JIGSAW strategy. ➢ Each role's group will prepare a part of the explanation of the game. You will have to search on the internet to find the information about that game. ➢ Finally, you'll come back to the base group to joint information, fulfil the worksheet and prepare the explanation together. Activity name
Learning games around the world.
Aim
To explain a game.
Organisation
Work in groups
What you'll have to do
COOPERATIVE GROUPS: Choose a game you like from any country. ROLES' GROUPS (EXPERT GROUPS): prepare the following information * See the scaffolding attached
ROLE
WHAT TO PREPARE
WHAT TO DO DURING THE EXPLANATION
LEADER
✔ Name of the game. ✔ Country of origin. Situate in the map.
✔ REMEMBER the others to listen carefully
HELPER
✔ Equipment and place. ✔ Introduce every equipment needed.
✔ Explain equipment and boundaries.
SPOKESPERSON
✔ Description of the game.
✔ Use examples and visuals
SECRETARY
✔ Rules.
✔ Ask if there is any question.
SHERIFF
✔ Sentences to encourage their classmates while playing.
✔ Responsible to write down on the white board the name of those who don't pay attention.
JOKER
✔ Diagram or picture of the game, to enhance comprehension. ✔ A camera to take pictures of the others playing.
✔ Remember the others to show respect.
TRAVELLING AROUND THE WORLD BY PLAYING P.E. COOPERATIVE ROLES
LEADER Encourages the members of the group, talks with the teacher, helps teammates.
HELPER SECRETARY SHERiFF SPOKESPERSON JOKER Is in charge of the Writes if necessary, Guarantees group Is in charge of the Is is the substitute equipment and task takes pictures, helps the order in the communicative when any other role is preparation. leader. proceedings, assures competence of the group missed. Also helps the They must ask the that all members of the and assesses if they speak other roles when teacher for the group listen to the in English. necessary. equipment: “would you teacher's explanations. give me....?”
TRAVELLING AROUND THE WORLD BY PLAYING LEADER'S
SCAFFOLDING
GROUP: NAME: WHAT TO PREPARE
WHAT TO DO DURING THE EXPLANATION
✔ Name of the game _____________________________________ ✔ Country of origin. Situate in the map. _____________________________________
✔ REMEMBER the others to listen carefully (P.E. Rule number 3)
3. __________ CAREFULY THE EXPLANATION OF THE ___________ AND FOLLOW ______________. Listening routine: STEP 1: TEACHER __________, STEP 2: ______________, STEP 3 : ___________. * you can watch the PE rules to help you.(attached below)
TRAVELLING AROUND THE WORLD BY PLAYING HELPER'S
SCAFFOLDING
GROUP: NAME:
WHAT TO PREPARE ✔ Equipment and place. ✔ Introduce every equipment needed.
WHAT TO DO DURING THE EXPLANATION Equipment: (find out the names for the equipment) To play this game we need: Place: • Let’s go to the playground. Let’s go to the gym.Let’s go outside. • The basketball court. The football pitch.
* Look for the equipment names you need in your game. (they'll have different cards like that)
TRAVELLING AROUND THE WORLD BY PLAYING SPOKESPERSON'S
SCAFFOLDING
GROUP: NAME: WHAT TO PREPARE
WHAT TO DO DURING THE EXPLANATION
✔ Description of the game. First;________________________________________________________________________ ___ Then,________________________________________________________________________ __ Finally,______________________________________________________________________ ___ ✔ Use examples and visuals You can use : - the whiteboard to do some diagrams. - Your body language. - some pictures or some objects.
TRAVELLING AROUND THE WORLD BY PLAYING
SECRETARY'S
SCAFFOLDING
GROUP: NAME: WHAT TO PREPARE ✔ Rules.
✔ Ask if there is any question.
WHAT TO DO DURING THE EXPLANATION Rules: ➔
_____________________________________
➔
_____________________________________
➔
_____________________________________
“Do you _________________?” “Do you have ___________________?” * you can take the communication guide
TRAVELLING AROUND THE WORLD BY PLAYING SHERIFF'S
SCAFFOLDING
GROUP: NAME: WHAT TO PREPARE ✔ Sentences to encourage their classmates while playing.
WHAT TO DO DURING THE EXPLANATION ✔ ✔ ✔ ✔ ✔
WELL _______ THAT'S __________ YOU _____DO IT BETTER DON'T __________ COME ON, HAVE A ______
✔ Responsible to write down on the white board the name of those who don't pay attention. ✔ Remember the others to play properly, without cheating.
✔ ✔ ✔ ✔ ✔
CAN WORRY DONE TRY BETTER
REMEMBER! WE PLAY TO________________ AND _________________. WARNINGS:
DON'T YOU ____________________ --------------------------------------------CHEAT / HAVE FUN / LEARN
TRAVELLING AROUND THE WORLD BY PLAYING JOKER'S
SCAFFOLDING
GROUP: NAME WHAT TO PREPARE Diagram or picture of the game, to enhance comprehension. A camera to take pictures of the others playing.
WHAT TO DO DURING THE EXPLANATION Draw your own diagram
Remember the others to show respect.(P.E. rule number 6) 1. 6. RESPECT THE _______________, YOUR ________________AND YOUR _____________ . * you can watch the PE rules to help you.(attached below)
TRAVELLING AROUND THE WORLD BY PLAYING Cooperative groups must fulfill this worksheet.
EXPLAINING A GAME
GROUP:
Name of the game:
Country:
Equipment needed:
Place:
LEADER
HELPER Description:
SPOKESPERSON
First,
Diagram:
JOKER
Then,
Finally, Rules: ➔ ➔ ➔ SECRETARY ➔
WE PLAY TO...
SHERIFF
TRAVELLING AROUND THE WORLD BY PLAYING P.E. R U L E S
1
WHEN ENTERING AND LEAVING THE GYM WALK IN LINE AND QUIETLY
2
LISTEN CAREFULLY THE EXPLANATION OF THE ACTIVITY AND FOLLOW DIRECTIONS.
3
WHEN HEARING THE WHISTLE BLOWS STOP, LOOK AND LISTEN. “can I have your attention, please?”
4
5
6
TIDY UP THE EQUIPMENT WHEN NECESSARY.
WHEN THE CLASS FINISHES, LEAVE THE GYM AND GO TO WASH YOUR HANDS.
RESPECT THE EQUIPMENT, YOUR CLASSMATES AND YOUR TEACHER.
Listening routine: STEP 1: TEACHER EXPLAINS, STEP 2: QUESTIONS, STEP 3 : ACTION.
TRAVELLING AROUND THE WORLD BY PLAYING
SENTENCES YOU MAY USE: “I don't understand” “Can you repeat, please?”
“Can you help me , please?”
“Can I have some water, please?”
“What does...... mean?”
“Can I go to the toilet, please?”
“Let's start now”
“Make a line”
“It's time to finish now”
TRAVELLING AROUND THE WORLD BY PLAYING Before explaining your game... Think about what words or commands you will need and prepare them. you can look for any word you need in the dictionary, or ask someone! WORDS WILL HELP YOU COMMANDS WILL HELP YOU: team
Group of people forming one side in a game.
Pay attention please!
line
Long narrow mark.
Do you understand? Any question?
catch
Capture.
The rule about...
“it”
the one to chase the others:
Get in groups of three, four...
chase
To go after someone
Any more question?
Tag
To touch someone, who then becomes the one to chase the others.
Let's start
...
...
Remember to: 1. Sit the class down in a circle near you. 2. Let them be quiet before starting. 3. Introduce Name of Game & Country. 4. Explain the rules. 5. Give a demonstration.(examples) 6. Ask for questions, then start the activity.
TRAVELLING AROUND THE WORLD BY PLAYING
TRAVELLING AROUND THE WORLD BY PLAYING Activity 6: Reviewing the rules when listening and playing a game. Quiz-quiz-trade strategy Step 1. I give a card to each student with a key concept of the importance of listening carefully and playing fair. Step 2. Students form pairs. Students from each pair explain the content of their card to each other. Step 3. Partners trade cards and thank each other. Step 4. Students form new pairs. Step 5. Repeat steps 2-4 a number of times, until students get the information of most of the cards. Step 6. Students are asked to go back to their seats, and write as many definitions as they remember on a blank paper. Step 7. Now I will ask them to get in their cooperative group and write a single document eliminating duplications. Step 8. Then, to finish the activity, we will share, all together, the information of the 4 groups and we'll reach an agreement about the rules when listening and playing a game. THE CARDS WILL BE THE FOLLOWING: They will already know these words because we have been using them a lot.
TRAVELLING AROUND THE WORLD BY PLAYING
LISTEN CAREFULLY
DO NOT CHEAT
HAVE FUN
RESPECT YOUR CLASSMATES
SIT DOWN IN A CIRCLE
BE QUIET
RESPECT RULES
ASK QUESTIONS
THIRD TIME WHEN FINISH
NO MATTER LOSE OR WIN
PARTICIPATE ACTIVELY
DON'T CHANGE THE RULES WHILE PLAYING
PAY ATTENTION TO THE EXAMPLES
STEP 1: LISTEN
FOLLOW DIRECTIONS
RESPECT EQUIPMENT
TIDY UP
WHISTLE = STOP, LOOK and LISTEN
PLAY FAIR
STEP 2: QUESTIONS
STEP 3: ACTION
LISTEN WITH YOUR EARS AND EYES
RESPECT THE TEACHER
WATCH THE DIAGRAM
ENCOURAGE YOUR PARTNERS
TRAVELLING AROUND THE WORLD BY PLAYING
The 15 rules when listening and playing a game: 1. SIT DOWN IN A CIRCLE 2. BE QUIET 3. LISTEN CAREFULLY. LISTEN WITH YOUR EARS AND EYES 4. REMEMBER: STEP 1: LISTEN, STEP 2: QUESTIONS, STEP 3: ACTION 5. PAY ATTENTION TO THE EXAMPLE and WATCH THE DIAGRAM 6. ASK QUESTIONS 7. PLAY FAIR and RESPECT RULES 8. FOLLOW DIRECTIONS 9. WHISTLE = STOP, LOOK and LISTEN 10.PARTICIPATE ACTIVELY and ENCOURAGE YOUR PARTNERS 11.DO NOT CHEAT and DON'T CHANGE THE RULES WHILE PLAYING 12.HAVE FUN 13.THIRD TIME WHEN FINISH, NO MATTER LOSE OR WIN 14.TIDY UP 15.RESPECT EQUIPMENT, RESPECT THE TEACHER and RESPECT YOUR CLASSMATES
TRAVELLING AROUND THE WORLD BY PLAYING Activity 7: Doing a presentation. QUIZ: To let them reflect about what is important when doing a presentation.
TRAVELLING AROUND THE WORLD BY PLAYING ✔
ASSESSMENT SESSION 3
✔ ✔
✔ REFLECTION QUESTIONS checklist Are you.... ... being autonomous in looking for information? ... using the scaffolding and you partners' help to fulfil the roles' worksheet? ...sharing with your group what you have learnt? ...using English? ...working properly, organizing and respecting each other. ...fulfilling the Worksheet of the description of the game. ...doing a try out to practice your presentation
REFLECTION QUESTIONS CHECKLIST OBSERVATION TEMPLET To asses how they are working as a group, whether they are working properly or not.
NO, but.....
We'll try now!
YES
TRAVELLING AROUND THE WORLD BY PLAYING G R O U P S
1. LEADER 2. HELPER 3. SPOKESPERSON 4. SECRETARY 5. SHERIFF 6. JOKER
1
1 2 3 4 5 6
2
1 2 3 4 5 6
3
1 2 3 4 5 6
4
1
2 3 4 5 6
In EXPERT GROUPS Autonomy in looking for information. (1 POINT EACH)
Worksheet using scaffolding and partners' help.(1 POINT EACH)
They share with their group what they have learnt(1 POINT EACH)
Use of English They use the second language to interact (1 POINT EACH)
TEAM WORK Work properly, they organize and respect each other. (4 POINTS)
Don't work properly, they argue or they don't respect the others. ( 0 POINTS)
Worksheet of the description of the game.(2 POINTS)
TRAVELLING AROUND THE WORLD BY PLAYING PHYSICAL EDUCATION SESSION
4th session: teachers for a day!
PHASE
CONTENT Playing Games around the world. Finding similarities between these games and the ones we play. Having fun. Learning to play properly. Respecting the others.
Going to the gym 5'
Go in a row in silence and order. Wait in front of the door until everybody is there, say the password and Password: enter the gym. We'll play together
7'
INSTANT ACTIVITY
WARM UP 15'
Each group will explain their game and the others will play. When the game finishes I let them few minutes to fulfill the peer-assessment template. The self-assessment for the group activity will be done in English class.
I am coordinated with the English teacher and she helps me with some activities.
MAIN PART 35'
Remember to:
Take the Scaffolding to help them with the explanation of the game.
1. 2. 3. 4. 5. 6.
Sit the class down in a circle near you Let them be quiet before starting Introduce Name of Game & Country Explain the rules. Give a demonstration Ask for questions then start activity
CALM DOWN10'
We'll talk about how it was, how did they feel explaining games.
CONCLUSIO N PHASE 10'
ROUTINE: talk about the vocabulary learned. Explain them that next day they'll have to explain their game in english to the others and we'll play all together.
PEER-ASSESSMENT SELF-ASSESSMENT
Next day's password: GAMES FROM DIFFERENT COUNTRIES
TRAVELLING AROUND THE WORLD BY PLAYING 4th session : teachers for a day! Explaining the game they have prepared, in front of the others. When the game finishes I'll let them few minutes to fulfil the PEER-ASSESSMENT questionnaire.
The product of assessment:
PEER-ASSESSMENT questionnaire When one group does the presentation in front of the class the others assess how they explain. GROUP-SELF-ASSESSMENT RUBRIC to let them reflect on how they did their part of explanation and how they feel explaining the game. Give them feedback about what should be improved. They will have to create their own rubric.(they'll do this activity in English class and then we'll share the results in oral PE class)
explanation of their game to their classmates.
➢ ASSESSMENT CRITERIA: 1. 2. 3. 4. 5. 6. 7. 8.
Did they use English to explain the games? Did they use English to interact with their partners? Did they work and Cooperate with the others of their group? Did they explain their own game in a comprehensive way? Did each member of the group explain their part? Did the other children understand the rules of the new games? Did they answer the questions properly? Did they play following the correct rules of each game?
➢ THE TYPES OF ASSESSMENT I'll use will be peer-assessment and group-self-assessment. PEER-ASSESSMENT questionnaire: assess how the other did heir explanation. GROUP-SELF-ASSESSMENT RUBRIC: create their own rubric to assess their own work. ➢ I will engage them asking them for help. I will tell them that they are the teachers, not only when explaining the game but also when assessing. That make them fill confident and important so they try to do their best. Besides, they realize, while assessing the others, what they have to improve of themselves. For the feedback I will use the video recordings as a technique to self-assess. When they see themselves talking they can realise of their mistakes and they can reflect on their own improvement.( For example: “I talked too low, so I'll have to speak louder”...). So we'll do the feedback together and decide what changes they have to do.
TRAVELLING AROUND THE WORLD BY PLAYING INSTRUCTIONS FOR LEARNERS: 1st Listen carefully the explanation of the game.
PEER-ASSESSMENT questionnaire
nd
2 Ask anything you don't understand.
3rd Joint with your group and fulfill the questionnaire about your peer's explanation of the game.
Remember! You have to reach an agreement before answering and then the secretary writes the answers. GROUP: Did they...
GROUP YOU ASSESS: NO
A BIT
YES
Say the name of the name and the country? Remembered about the rule of listening carefully? explain the game in a comprehensive way? Remarked the main rules? Give some examples? Draw a diagram? Ask for questions? Say some sentences to encourage players? use English to explain the games? take pictures of the students playing? Did you like to play that game? Bad How do you think they have explained the game? "What you liked the most about this presentation is‌".
Not so bad
Quite good
Very good
TRAVELLING AROUND THE WORLD BY PLAYING CREATING OUR OWN SELF-ASSESSMENT RUBRIC
GROUP-SELF-ASSESSMENT RUBRIC
1st Put these 8 criteria of assessment in order of importance.
Did we explain the game in a comprehensive way?
Did we ask if there was any question?
Did we say the main rules?
Did we put good examples?
Did we show the appropriate equipment?
Did we tell what country our game was from?
Did we use the English properly?
Did our peers understand the game?
2nd Remove at least one and invent and write at least one new criteria of your own. 3rd Now, reach an agreement with the other groups to find the 8 criteria for the whole class. 4th and finally, write the 8 selected criteria in the following grid.
REMEMBER!
Each one of you will have to do the self-assessment of your own group.
TRAVELLING AROUND THE WORLD BY PLAYING THE EXPLANATION OF THE GAME?
1 2 3 4 5 6 7 8
NO
A FEW
A BIT
YES
(0 points)
(1 point)
(3 points)
(5points)
TRAVELLING AROUND THE WORLD BY PLAYING ORAL PHYSICAL EDUCATION CLASS (ORAL PE)
5th SESSION: Let's prepare an exposition!
CONTENT Going to class
Go in a line in silence and order
Going to class
INTRODUCTION
I'll explain them that we're going to do a presentation of our work in 3 different ways. We'll have to elaborate: ➔ a Games' Book, using a computer to edit it. Write with the computer all the games we’ve done. Use the same template for all of them. Make a cover for the book. Draw the diagrams. Then print and laminate the sheets. Finally, bind it. ➔ an exposition to be shown to their families in the “jornada de portes obertes” journey, including a map in which we'll indicate the different countries represented in our school. ➔ an article for our P.E. Blog.
INTRODUCTION
MAIN PART
They will have to organize and divide the work to do. They can choose whatever they prefer to do but once they have chosen they won't be able to change. Leave them enough time to work in the projects, to solve problems and to create. ACTIVITY NOUGHTS AND CROSSES to play in English class (see below)
SELFASSESSMENT about the project created
CONCLUSION PHASE
We do the PE chant. _tag-tag-clap-snap 1. WE DO THE BEST WE CAN tag-tag clap snap 2. WE DO THE RIGHT THING tag-tag clap snap 3. WE SHOW EACH OTHER WE CARE tag-tag clap snap
CONCLUSION PHASE
TRAVELLING AROUND THE WORLD BY PLAYING
ACTIVITY: NOUGHTS AND CROSSES CONTENT: P.E. vocabulary. PREPARATION: I'll show them the pictures of the vocabulary and they will have to say the correct word. We've been working previously with these words so they should know them. We will work with the cooperative groups already done. Each role of the group will have a specific task. PROCEDURE: First, I draw a “noughts and crosses” grid on a big cardboard and give them three pieces laminated with the crosses and the noughts. I check that students understand the rules of the game. Then, I show them the pictures we are going to use and I give them some minutes to think about the definitions and finally, we start the game.
Noughts and crosses game
TRAVELLING AROUND THE WORLD BY PLAYING NOUGHTS ANS CROSSES WORKSHEET
NAME OF THE GROUP:____________________
RULES OF THE GAME:
✔ The aim of the game is to be the first to form a line of three, horizontally, vertically or diagonally.
✔ One team has noughts “O” and the other crosses “X”. ✔ You have to answer the question correctly to get a “O” or an “X” to put into the grid. ✔ The helper takes your cards with the noughts “O” or the crosses “X”. ✔ All of you think about the definition of the images showed. ✔ Take some notes if you want, the secretary is the responsible to write them. ✔
The
leader will pick up an image card and show to the others.
✔ All of you will think the word together but the spokesperson is the responsible to say the answer aloud. ✔ The joker is the one that puts the cards in the grid. ✔ Remember! The sheriff has to control the group behavior, if you cheat or you do nonsense you'll lose a turn.
TRAVELLING AROUND THE WORLD BY PLAYING List of P.E. vocabulary: First you have to match each image with each word, and then remember as much as you can.
TRAVELLING AROUND THE WORLD BY PLAYING Which is the correct order in the following pictures:
A
B
C
D
E
F
G
H
1. Memorizing the words.
5. Red team plays again.
2. Red team is thinking about the word.
6. Blue team is playing now.
3. Red team is starting.
7. Blue team moves the last card.
4. Now is blue team turn.
8. Blue team wins!
TRAVELLING AROUND THE WORLD BY PLAYING
SELF-ASSESSMENT about the project created 5th SESSION: Let's prepare an exposition! What project did you choose to do?
a Games' Book an exposition
an article for P.E. Blog.
Why? Did you liked to do it? Why? Did you use English to interact? Did you work collaboratively? When? How do you think you did it? Do you think the presentation was clear? What would you change? Why? What do you think should be your final mark?
NAME:_______________________
TRAVELLING AROUND THE WORLD BY PLAYING
PHYSICAL EDUCATION SESSION FACILITIES: GYM
6th SESSION: REVISION and EXTENSION
EQUIPMENT:
PHASE
CONTENT Playing Games around the world. Finding similarities between these games and the ones we play. Having fun. Learning to play properly. Respecting the others.
Going to the gym 5'
Go in a row in silence and order. Wait in front of the door until everybody is there, say the password and Password: enter the gym. GAMES FROM DIFFERENT COUNTRIES
Main part
Revision activity: (for those groups that haven't finished some tasks) Today's activity will be to finish tasks. It is important to let them enough time to understand and finish the tasks we've been doing. Final assessment activities - Can you drag each country to the correct place in the map? - Assessment rubrics
FINAL ASSESSMENT OF THE UNIT P.E. SELF-ASSESSMENT (final)
Extension activity: (for those students that have finished all the tasks) In groups invent an easy game. Think about the name, the main rules and the equipment needed. Conclusion
ROUTINE: Talk about the project. What did they like the most? What didn't they like? What would they change?
Next day's password: WE HAD FUN PLAYING GAMES!
TRAVELLING AROUND THE WORLD BY PLAYING Now that you know that there are 21 different nationalities in our school, can you drag each country to the correct place in the map?
TRAVELLING AROUND THE WORLD BY PLAYING EXTENSION ACTIVITIES EXTENSION ACTIVITY 1: Complete this grid: Rules of the game Games we've played Country
1. HONG - LUI - TEN
2. ________________
Key vocabulary
___________
➔ ORDERS: ➔ RED: everybody remain ________ ➔ ___________: everybody hop. P___________ ➔ GREEN: everybody ______. • The “IT”: the one to chase the others • Do you understand?
FRANCE
➔ It's necessary to shot the ________ when you want to save the people. ➔ When the “it” __________ a person she or he has to touch the ball and say her or B____ his _______. • The “IT”: the one to chase the others • Do you understand? If a person is ________goes to the circle. ➔ The children put their_______ in “ fus” C______ or “ifsu's”. ➔
3. FUS IFSÚS
___________
• • 4._________________
CATALONIA
➔ You can only do______ steps if you have the ball. ➔ If you catch the ball you aren't _______. ➔ If you throw a ball and a person_______
To chase: To go after someone Do you understand?
TRAVELLING AROUND THE WORLD BY PLAYING it you are dead.
S_____ B______ • •
5. PASS THE PARCEL ___________
➔ You can not break the_______ while the music sounds. ➔ When you pass the parcel you have to be P_________ quick, don't ______ it too long. • •
6. _________________
7. LOPO MANGA FRUTA
8. _________________
To catch the ball: to capture. Do you understand?
To break: to separate into more pieces. Do you understand?
CUBA
➔ When you are tagged on the _________ Any e__________ you must run. ➔ The players must ______ in the same • To tag: To touch someone, who direction. then becomes the one to chase the ➔ If you are not _________ you must others remain in your place. • Do you understand?
___________
➔ At the __________ everybody have 3 Any e__________ lifes. ➔ When the Lopo catches you, you lose • To tag: To touch someone, who one______. then becomes the one to chase the ➔ You can't change the ________. others. • Do you understand?
SWEDEN
➔ If someone goes out the________ when it's not their turn lose one live ➔ _________ repeat the numbers. ➔ Each one have three lifes. When you lose H______ the 3 lifes you are ________. • The “IT”: the one to chase the others • Do you understand?
TRAVELLING AROUND THE WORLD BY PLAYING Key answer Games we've played
1. HONG - LUI - TEN
Country
CHINA
Rules of the game ➔ ORDERS: ➔ RED: everybody remain stopped. ➔ YELLOW: everybody hop. ➔ GREEN: everybody run.
Key vocabulary
PINNIES • •
2. LA BÔITE
FRANCE
The “IT”: the one to chase the others Do you understand?
➔ It's necessary to shot the ball when you want to save the people. ➔ When the “it“ looks a person she or he has to touch the ball and say her or his name. BALL • •
The “IT”: the one to chase the others Do you understand?
➔ If a person is caught goes to the circle. ➔ The children put her hands in “ fus” or “ifsu's”. 3. FUS IFSÚS
CHALK
MOROCCO
• •
To chase: To go after someone Do you understand?
➔ You can only do three steps if you have the ball. 4.KILLING RABBITS
CATALONIA
SOFT BALL
TRAVELLING AROUND THE WORLD BY PLAYING ➔ If you catch the ball you aren't dead. ➔ If you throw a ball and a person catch it you are dead. ➔ To safe you have to pass the ball to another dead.
5. PASS THE PARCEL ENGLAND
• •
➔ You can not break the paper while the music sounds. ➔ When you pass the parcel you have to be quick, PARCEL don't hold it too long. • •
6. EL VENCONMIGO
7. LOPO MANGA FRUTA
CUBA
ITALY
SWEDEN
To break: to separate into more pieces. Do you understand?
➔ When you are tagged on the shoulder you must Any e__________ run. ➔ The players must run in the same direction. • To tag: To touch someone, ➔ If you are not tagged you must remain in your who then becomes the one place. to chase the others • Do you understand? ➔ At the beginning everybody have 3 lifes ➔ When the Lopo catches you, you lose one life. ➔ You can't change the fruit.
Any e__________ • •
8. NUMBERS TAG
To catch the ball: to capture. Do you understand?
To tag: To touch someone, who then becomes the one to chase the others. Do you understand?
➔ If someone goes out the hoop when it's not their turn lose one live . ➔ The players don't touch to the others. ➔ Each one have three lifes. When you lose the 3 HOOPS lifes you are eliminated. • The “IT”: the one to chase the others • Do you understand?
TRAVELLING AROUND THE WORLD BY PLAYING
EXTENSION ACTIVITY 2. Explaining the project about games of the world. ➔ You'll have to explain to the other classes in the school what we have been doing from the beginning of the project. ➔ Each one of you will do a part of the explanation and then we will joint it all to share with the other classes of our cycle (5th grade) ➔ You can choose one from these 8 different activities: 1) Prepare a performance to explain the rules of a game from those we've done. Do examples, using body language and say the key vocabulary. 2) Prepare an explanation of the activities we've done in oral PE using the pictures we've taken during the sessions and some drawings made by your own. 3) Prepare a graphic including the percentage of pupils from other countries, which country has higher and lower representation in the school. 4) Invent a song that talks about the countries in our school chosen to play a game from. 5) Write a personal essay about what do you think we have learnt with this project, about what is important when listening , explaining and playing a game. 6) Write an article in which you explain the process of the project. What we did at the beginning, in the middle part and at the end. 7) Take a map and show where are the countries we've seen represented in our school, try to find something characteristic of each country (a mountain, a river, some typical food, an important building…). 8) Prepare a dialog to interact with the students of the class to know their opinion about playing games from different countries. Write two facts on which you think there will be will agreement and two more on which there will be disagreement.
TRAVELLING AROUND THE WORLD BY PLAYING 6th SESSION: REVISION ACTIVITIES
FINAL ASSESSMENT OF THE UNIT Answer the questionnaire individually. To assess what they have learnt and their use of English too. SELF-ASSESSMENT about the project created.
ACTIVITY 6: What have you learned? Ask your partners, think if what they have said is correct and then fill in the questionnaire with your chosen options. FIND SOME ONE TO HELP Who helped Write what they say if you think is correct. YOU THAT.... ...remembers a name of World games
you? 1 2 3
...can explain the main rule of his/her
✔
favorite game.
✔ ✔
...remembers a country we've seen in our
-
-
-
-
games.
-
-
-
-
-
-
-
-
...can do a question about a rule of a
_____________________________________________________________
game.
____________?
... thinks it is important to follow the rules of a game and that explains you
It's important
Why
because_______________________________________________ _____________________________________________________________
TRAVELLING AROUND THE WORLD BY PLAYING ______ ...gives a good advise about: “how we can
First of
explain a game in a comprehensive way”
all,___________________________________________________________ it is also important____________________________________________________ Finally you should____________________________________________________
What about you? “What I liked best…” “What I have to improve…” “What I still want to learn…”
You can ask me, a partner or search in a dictionary if you need vocabulary help
TRAVELLING AROUND THE WORLD BY PLAYING P.E. SELF-ASSESSMENT CHECK LIST - 2016-20172nd TERM
INITIAL
SELF-
FINAL
ASSESSMENT
SELF-
ASSESSMENT
I play new games properly, respecting classmates and rules. I participate actively in all games. I know that we play to learn and have fun, not only to win. I am able to explain a game in English in front of my classmates. I remember the basic vocabulary for the games.(“it”, chase, tag, throw and catch,...) I know the name for the equipment we use in the games (ball, handkerchief, bibs, cones...) I can say some sentences to encourage my partners (well done, keep trying, very good...)
Now I can do it!
now.
I do it quite good
I still have to learn.
I do it right
bit
I have to practise a
I don’t do it properly,
think carefully and answer.
I must try it harder
Read the sentences,
I can't do it at all,
Grade: 6th. Name:_______________________________
TRAVELLING AROUND THE WORLD BY PLAYING
TRAVELLING AROUND THE WORLD BY PLAYING MY CLASSROOM UNIT OBSERVED: CLASS:
OBSERVATION
CHECKLIST
SESSION: DATE:
OBSERVER TEACHER: CRITERIA
1
1. Content outcomes are clear for the students. 2. There is a friendly and safe learning environment. The class seems stress-free and students successfully follow directions. 3. Use of body language, realia and examples to communicate meaning. 4. Use of grouping techniques to promote extended students output. 5. The activities' scaffolding is appropriate to the students level. 6. All students have the opportunity to participate. 7. Students are involved in using language. 8. Diverse learning needs are attended by using cooperative learning strategies. 9. Language growth is supported by using techniques as modeling right answers, clarification requests, repetition. 10. Effective feedback techniques are used for encouraging in understanding and using content. ITEMS: 1: NOT OBSERVED 2: NEEDS IMPROVEMENT 3: SATISFACTORY 4: EXCELLENT
2
3
4
OBSERVATIONS
TRAVELLING AROUND THE WORLD BY PLAYING The following Checklist is from my partner Sara Gómez Carlos. I liked it because it’s simple to understand but very completed at the same time. I think it is quite similar to my own checklist. To enrich this checklist I would add an item to talk about the friendly and safe learning environment. I think it’s very important to achieve a stress-free class.