60-‐minute lesson
60’
Vicente Arroyas Roig
TOPIC
Expression of quantities in everyday life situations
SUBJECT
Maths
GRADE
First cycle
TARGET LANGUAGE
English
1. Holding a warm-‐up discussion or playing a game that somehow connects with the topic (5 min). 2. Discussing language, content and learning skills outcomes with students ( 10 min). 3. Finding out what the students already know, guiding them in organizing that informaBon and helping them arBculate what else they want to learn about the topic (8 min). 4. Having students individually read a short text looking for specific informaBon (5 min). 5. Doing peer co-‐operaBve work to compare results form the reading, and using informaBon to create something new such as a plan or a list of recommendaBons. (12 min) 6. Asking two or three quesBons of the enBre class that encourage students to think criBcally/construcBvely about how
60’
they could improve the end result of their groupwork. (content and language) (5 min). 7. PresenBng one group’s outcome and having other groups contest or add to the informaBon presented, and agreeing on one class outcome (10 min). 8. Reviewing the lesson’s learning outcomes, deciding the extent to which outcomes were achieved and deciding on the next steps (5 min).
1. warm-‐up
5’
Holding a warm-‐up discussion or playing a game that somehow connects with the topic (5 min) PREVIOUS KNOWLEDGE: -‐ Figures and numbers. -‐ Natural numbers (less than thousand). -‐ Read, write and rank numbers. PLAYING A GAME: I propose a warm-‐up acBvity where learners remember previous concepts learned at the first quarter of the year. They have to put all their backpacks in the middle of the class. Then two students classify them by colors. The rest of the class has to say how many backpacks are of each color. Then we can do the same with a different object, such as the jackets, pullovers,etc. We can add, subtract, say the total amount of objects, organize them by size, by colors,etc. OBJECTIVE: This is a breaking-‐ice task that helps to create a friendly and safe environment and encourages learners to parBcipate and feel confident enough to carry on with the rest of the lesson. At the same Bme, it helps to remember previous knowledge.
10’
Discussing language, content and learning skills outcomes with students ( 10 min).
2. Discussing
The teacher will encourage learners to write down on a “KWL chart” (what I Know,what I Want to know, what I have Learnt) all the vocabulary related to “Expression of quanBBes in everyday life situaBons”. We will use a brain-‐storming to think in all the different words children will need to carry on with the rest of the lesson. They could propose ideas, share words, think criBcally and so on.
3. Finding out
8’
Finding out what the students already know, guiding them in organizing that informa?on and helping them ar?culate what else they want to learn about the topic (8 min). The teacher will ask the learners some quesBons that they have to answer on the blackboard. Each student has to feel free to parBcipate, respecBng each others opinions, speaking in turns and considering different points of view.
How many windows are there in the classroom? How many subjects do you have this year? 10.000€ are more or less than 1.000€? And so on... Later on, the teacher will write new concepts or words students have said during the task and invite them to learn the new vocabulary or new things they want to learn.
4. Looking for
5’
Having students individually read a short text looking for specific informa?on (5 min). The teacher will provide the learners some real materials, such as newspaper pieces in order to highlight the figures and numbers that are wrihen on the texts. There will be some quanBBes expressed in lehers so that learners figure out the correspondent numbers. It’s really important that the informaBon to be connected to the reality, the daily life, that is “realia”. For students it is much more meaningful and useful to acquire concepts in that way. The teacher will facilitate comprehension by removing part of the text, inserBng synonyms in brackets, highlighBng key terms, words, ideas and facts... With all the informaBon the learners will create a mind map (if there is no lei Bme they can complete later at home or is other subject, for instance, Arts) classifying all the informaBon, as well as the new words they want to know and concepts they are interested on.
5. Peer work
12’
Doing peer co-‐opera?ve work to compare results from the reading, and using informa?on to create something new such as a plan or a list of recommenda?ons. (12 min) Aier the previous acBvity, learners will do peer co-‐operaBve work comparing the results from the reading and CREATING a new task. It could be: add or subtract all the quanBBes they have found out, think of the same quanBBes but on different kind of things, look for those quanBBes on the daily life, on the Nature, searching the internet, etc. They are supposed to link the informaBon in the texts with the numbers and figures, idenBfying the importance of them. They could interact with others students and teacher from the school. It is connecBng the individual student to the community around them will make learning feel more relevant.To try to foster creaBve and criBcal thinking, here we have some Bps: (see appendix)
5’
Asking two or three ques?ons of the en?re class that encourage students to think cri?cally/construc?vely about how they could improve the end result of their groupwork (content and language) (5 min). The teacher can say quesBons like the following ones:
6. Asking
Is it useful for other people? Does it involve Higher Order Thinking Skills? (the teacher give some examples) Is it related with real life and daily life situaHons? The idea is that learners reflect on their work and improve it, as they really want to do that.
10’
Presen?ng one group’s outcome and having other groups contest or add to the informa?on presented, and agreeing on one class outcome (10 min). Learners listen to the proposals of the rest of each groups. They can use the blackboard, the can use roleplaying, the internet or whatever they consider important and the teacher agree with.
7.Outcomes
Then they start a debate on which projects are the more suitable, useful, important, meaningful... They will use the CLIL language to communicate and finally the whole class will have to decide and create a global task with all the informaBon of each group
8. Reviewing
5’
Reviewing the lesson’s learning outcomes, deciding the extent to which outcomes were achieved and deciding on the next steps (5 min). The teacher would ask learners for feedback to know if they have achieved the objecBves and outcomes of the lesson. They can fill a checklist with the informaBon they really enjoyed, the new words they have learnt, the difficulBes they had to face out and so on.
appendix
appendix