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UNIVERSITÀ CA’ FOSCARI DI VENEZIA

CORSO DI PERFEZIONAMENTO IN DIDATTICA DELLE LINGUE MODERNE

INDIRIZZO: APPRENDIMENTO IN LINGUA TARGET

CLIL SCUOLA PRIMARIA

TESI NA

“Animals in their habitats” (from the European Comenius project “eCLIL4You”)

Corsista: SILVANA RAMPONE

Tutor: MARCELLA MENEGALE

Anno Accademico 2012/2013

EXTRACT

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1.3 Il progetto Europeo “eCLIL4 You”

The Comenius partner Institutions involved in the project believe that CLIL should be an

opportunity given to all learners to activate and improve their language and learning skills through

experiences appropriate to their age, cognitive and language competences. As agreed during a

preparatory visit in Italy in January 2012, the partnership has started an action-research process

aimed to develop a set of practical materials related to the theme “Environment” for learners of

different ages (5 to 13), based on appropriate learning strategies and the use of ICT and media

education as tools for cooperative learning, networking and understanding of the value of

European cultures and languages. Researches in L2 have shown that students are motivated when

they use it as a tool for communication, and when they see the purpose for mastering a language.

As our CLIL project is intended for young children, the following educational and pedagogical

cornerstones represent the framework for all the learning experiences activated throughout the

project:

- language learning is viewed as holistic, which means that the target language is seen both as a

medium of instruction ( used to discover, elaborate and expand the content) and of learners’

communication (while being concentrated on the content, students are more motivated and

improve their fluency);

- ‘thinking’ and ‘on going reflecting’ on the content and on the learning process in the target

language play a central part in the project as they develop learner’s mental processes and

conceptualization [2];

- students are seen as active constructors that build new knowledge on previous experiences

thorough discovery learning (they take initiatives, make choices, collect data, repackage

information);

- activities are contextualized and built on students’ interests and experiences; they are included in

the curriculum and respond to different learning styles and intelligences [3];

- the learning experience is based on linguistically and accessible ‘tasks’ that are cognitively

demanding;

- teachers act as ‘facilitators’ and ‘mediators’: they encourage cooperation, activate prior

knowledge and ‘learning to learn strategies’, provide comprehensible input and scaffolding

(appropriate strategies/materials that facilitate autonomous learning through the target

language);

- the ‘quality’ of the learning process is more important than the final product;

- collaborative and peer learning, on-going and self-assessment are central in promoting social

skills and metacognitive awareness of the learning process.

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The partner Institutions have chosen the theme “Environment” for its cross-curricular nature,

flexibility and inclusion in the curriculum of the partner schools and also because it allows the

involvement of teachers of different subjects (Geography, Science, Art, Music, English, History),

learners of different ages and the outside world. Throughout the project activities the Institutions

are also exploiting creative ways to develop the attitude of young learners towards the learning of

other languages and the discovery of the variety of European environments. The cross-curricular

activities are run in English and the partner languages are gradually introduced through

multilingual glossaries.

1.4 CLIL and web 2.0

Good teaching is about “starting” from the children and helping them to think for themselves

through challenging and motivating activities. There is no doubt that ICT has an enormous impact

in education in general and in language learning in particular. Research shows that there are

several ways in which ICT can lead to improved information-processing skills by enabling

multiple and complex representations of information. The partnership has observed that the use of

collaborative platforms and web 2.0 as learning tools in CLIL activities can lead to:

- increased students’ active participation;

- authentic use of the target language in meaningful contexts;

- increased input and output in the 4 skills (listening, reading writing and speaking);

- improved cross curricular work;

- development of language and intercultural awareness.

The challenge for the teacher is to find ways to use ICT to encourage thinking and cooperation

between children through the use of the target language. As language-learning is facilitated when

students are cooperatively involved in working on a task, the whole project has been based on

authentic “tasks” so as to involve learners in activities in which their attention is focused on

meaning rather than linguistic structures and in which they are required to negotiate meaning and

make choices in what, when and how to learn. Through collaboration on the project activities

students can learn to help themselves learn, ask for help from each other and from the teacher,

learn language by using it in real settings, explain what they are learning and how they are

learning. Networking through the European eTwinning platform, video-conferencing and web 2.0

tools have engaged children in collaborative learning and knowledge sharing with other students

not physically present. The planning has been organized around four steps illustrated in this

paragraph through tables that show how strategies and ICT tools have been integrated in the

project in order to develop thinking, cognitive and communicative skills.

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a. First stage: tuning in

This first stage of the planning implies setting activities that activate students’ previous

knowledge, introduce the task to be completed and new linguistic items related to the specific

language of the subject. Students are actively involved in the planning process by discussing the

expected learning outcomes, the steps of the task and the collaboration procedures (in class and

online). Some tuning in activities have been done cooperatively online with the partner schools

while others have been developed in class by using strategies from cooperative learning. The table

below shows how the activation of learning strategies and the use of web 2.0 tools have promoted

the development of skills and contributed to the implementation of the project activities.

Strategies ICT – web 2.0 Skills Activities-Products

Brainstorming

Discussions

Surveys

K-W-L

True - False - I don’t

know

Round table

Placemat

Making predictions

etc.

https://drive.google.com

http://padlet.com

http://popplet.com

www.onlinecharttool.com

blog and picture galleries

in the etwinning platform

Questioning

Predicting

Identifying

Organizing

Sharing

ideas

Listening

Planning

etc.

Panel discussions to

exchange ideas, surveys

and brainstorming

activities related to:

- environment

- project mascots

- climate and weather

- animals in the local

habitat

- water (rivers)

- Christmas decorations in

the local environments

(Table 1. Tuning in)

b. Second stage: finding out. Teachers prepare accessible materials and provide the appropriate

scaffolding to promote “autonomous learning”. Students search and select information, work

cooperatively in class and online to create common digital materials in the form of interactive

games or activities with the European partners. The target language is the vehicle of

communication and its use allows students to consolidate and expand the linguistic and content

knowledge they have acquired in their everyday experience.

Strategies ICT – web 2.0 Skills Products

Think-pair-share

Scanning, skimming

Reading guides

Information gap

www.google.it

www.youtube.com

www.glogster.com

www.voki.com

Finding

resources

Researching

Discovering

Presentation of the

schools in their

environment;

monthly observations of a

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Listening with key

words

Running dictation

Half sentences

Graphic organisers

Concept maps

Experiments

etc.

www.picuretrail.com

https://drive.google.com

www.jigsawplanet.com

www.sliderocket.com

http://photopeach.com

Windows Movie Maker

Adobe After Effects CS

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eTwinning platform

Reading

Rewriting

Selecting

Collecting

Summarizing

etc.

tree in the school

playground and recording

of temperature and

weather;

Christmas photo hunting

for decorations to create

online jigsaws;

creation of games to give

info about local animals:

creation of an animated

animal cartoon;

creation of identity cards

about local rivers;

creation of water poems;

water experiments.

(Table 2. Finding out).

c. Third stage: sorting out

At this stage students compare information from the partner countries and summarize results in a

final product.

Strategies ICT – web 2.0 Skills Products

Giving choices

Differentiate

activities according

to learning styles

Cooperative work

Drama, songs

Games

etc.

eTwinning platform

http://it.calameo.com/

http://bookbuilder.cast.org

https://quizslides.com

www.onlinecharttool.com

Microsoft Excel

http://ftp.ihmc.us

www.wordle.net

www.skype.com

Interpreting

Illustrating

Solving

Listening

Making

choices

Comparing

Contrasting

Performing

Relating

etc.

Collecting, comparing and

organizing data from the

partner materials into a

final product (poster,

concept map, online quiz,

electronic book, songs,

graphs, multilingual

tables);

videoconferences.

(Table 3. Sorting out).

d. Fourth stage: evaluation

Students and teachers evaluate the tasks, reflect upon the process of learning, notice specific

difficulties they met and discuss ways of improvement. They make proposals for improvements.

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Strategies ICT – web 2.0 Skills Products

Self and peer

evaluation

Teacher evaluation

and assessment

Google forms

www.weebly.com

Discussing

Generalising

Examining

Responding

Reflecting

etc.

Personal and class

portfolios

Questionnaires

Can do statements

1. GUIDA DEL DOCENTE: ANIMALS IN THEIR HABITATS

In questa seconda parte ho estrapolato un paio di percorsi all’interno del percorso “Animals in

their habitats” che ha visto le scuole partner impegnate in un percorso cross-curricolare della

durata totale di due mesi. Nella tabella seguente viene offerta una panoramica generale della

progettazione didattica del modulo e una breve descrizione di tutte le attività svolte in classe e in

cooperazione con i paesi partner attraverso la piattaforma europea eTwinning. E’ stato anche

attivato un sito web in cui condividere i materiali prodotti, in continua fase di aggiornamento -

http://eclil4you.weebly.com

CONTENT LANGUAGE Expected outcomes Expected outcomes

- Identifying features of the local habitat/environment;

- Identifying and knowing features of animals living in the local habitat (body, food, reproduction, adaptation);

- Knowing habitats and related animals of the partner countries;

- Creating a game to introduce an animal of the local habitat to the partner schools;

- Identifying similarities and differences related to habitats and animals of the partner countries;

- Creating a cooperative informative cartoon (drawings and texts) with the partner countries in order to give and get information about the partner animals.

- Describing the habitat where we live

- Asking and answering questions to/from the European partners

- Reading different types of text to get information about animals

- Organising information in tables/maps

- Using the collected data to describe animals from the local habitat and those of the partner countries (body, food, interaction with the habitat)

- Creating a game about an animal in the local habitat and playing with the games from the partners

- Writing a simple story/dialogue to introduce the features of the animal that lives in our own habitat for the final cartoon

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Language (lexis, structures, syntax, functions)

Language support (scaffolding)

1. Lexis:

- Habitats ( forest, mountains, pond, sea, plain, river, underground, sky…)

- Animals (brown bear, wolf, lynx, wild goat, duck, mole, hedgehog, stork, eagle, trout, reindeer)

- Parts of the body of animals (hoof, antlers, tail, claws, spines, talons, wings, feathers, fins, beak, fur, spots, whiskers, skin…)

- Food animals eat (carnivore, herbivore, omnivore, grass, leaves, seeds, lizards, snails, plankton, worms, small animals, snakes…)

- Animal houses ( cave, den, hole, nest, rocks, water, open air, under the snow…)

2. Structures:

It hibernates in winter

It is afraid of humans

It hides in the wood

It lives in packs/alone

It is a mammal/carnivore…

3. Syntax:

3rd singular person of the simple present:

It is - It has got - It can - It likes/eats -It lives;

Affirmative and negative answers (Yes, it is/has/can/does; No, it isn’t/hasn’t/can’t, doesn’t);

Singular/plurals.

Imperative (instructions, look, listen…)

4. Functions

Language for asking- guessing ( Is it….Can it….Has it got….What does it…..Where does it…What colour is it?.); for describing (it can/can’t, has got,

1.

- Word banks (word + pictures) created with the children in paper or with IWB

- labelling pictures (habitats, animals, animal body parts)

- word mind maps /flash cards

- concept maps

- memory games (pictures+ words)

2. Visual aids (photos/videos)

All the materials created about animals are supported by pictures either already given by the teacher or drawn by the students.

Videos are used as one of the main tools of the project and they are embedded in the twispace of the project (www.etwinning.net). Videos will also be produced by the students using Window Movie Maker and web 2.0 ( sliderocket and photopeach).

3. Synoptic tables or Multiple choice tables

Multiple choice tables will be used as assessment tools and the web 2.0 tool: quizzslides will be used by the students to create multiple choice quizzes for the partners as well as google forms and docs.

4. Use of language frames:

It/this is…….; These are….; There is/are……

Is it…..?

I think there is/are…in Spain;

In…….there is/are…….and in……..too/there isn’t/aren’t:

They are similar/different because

Both of them are…

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lives…); hypothesizing (I think, it…), classifying/comparing (I think it goes here/they go together; they are similar/different because…; both of them are….)

Topic and tasks Short description

1. Animals in the local habitat cooperative work to identify an animal to be introduced to the partner countries

- brainstorming (strategy- placemat in Mt and L2) - making hypothesis about which altitude animals live in the mountains - labeling a mountain picture with parts of the habitat and animals living at different altitudes - choosing a typical animal of our valley to be introduced to the partner schools

2. The wolf

creating a challenging game to be shared with the partner countries

- brainstorming: What do we know about wolves? (strategy- roundtable in MT and L2); - poster with our predictions; - searching for information on selected websites and videos (group work - each group looks for different kind of information); - sharing information and data collection on the poster on which students had put their predictions; - comparing predictions with facts; choosing and copying 6 right information on the copy-book; - preparing games or materials for the partners in groups: Group 1: True/false; Give title to paragraphs Group 2 : on line quiz with quizslides Group 3: picture presentation of wolves in art- songs- fables and in real life (photopeach) Group 4: the mountain and the wolf (sliderocket) Group 5: a poem about the wolf (cloze) Whole class: videogame about the story of Peter and the wolf (students have to guess the characters of the story) Whole class: We are going on a wolf hunt –video ( adaptation of the famous story “We are going on a bear hunt” to our habitat with the wolf- recoding takes place in the local environment and students create a song for the video)

3. Animals from the partner countries collecting and comparing information in an individual fact-file

- sharing all the materials in the twinspace of the partnership - downloading games from the partners and playing them (developing reading for meaning strategies); - collecting the most relevant information in individual fact-files

4. European Animals – cartoon

- group and class work with the teacher of Italian and Art: creating the text and drawing 5 sequences for the

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creating drawings and text related to the life of a wolf for the final cartoon

cooperative cartoon; - writing the captions for each sequence of the cartoon in English (in groups of four- then checking as a class and choosing the most effective); -recording the captions in mother tongue in order to have a multilingual cartoon; - looking for animal and environment sounds to be included in the sequences and for footprints too; - sharing all the materials on the twinspace (the coordinator of the project will make the cartoon with all the shared materials) - watching the video in the twinspace and checking info by using a grid shared in google docs or the fact-files previously made (adding data or correcting wrong info)

5. reflection- final assessment: follow up activities to reflect upon the learning process

Final activities aimed to recollect information and reflect on the learning process:

- Poster with the animals and habitats of the partnership (Do you remember the name of this animal? Can you tell me something about it? Where does it live? Which partner worked on this animal?)

- Can you sort the partner animals into groups according to “something” they have in common? (students are given pictures of the animals; they have to find their own criteria to group them according to the info they have collected during the project activities)

- A crazy animal- cooperative work in groups of four ( placemat: each student has to draw his favorite animal from the partnership and describe it. Then students from each group have to invent a new animal by putting together parts of each animal and describe it to the other groups.

- Memory game about the partnership animals (students write short sentences about each animal and create a memory (picture –description)

- Worksheets (complete half sentences/ find the odd one/who lives where/compare two animals)

On going assessment by the teacher (observation diary)

Self-assessment (can do statements- learning Portfolio)

2.1 PETER AND THE WOLF

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Gli alunni della nostra scuola hanno scelto, come animale tipico della Val Chisone da presentare

alle scuole partner, il lupo. Tutti gli ambiti disciplinari sono stati coinvolti in percorsi di

conoscenza ed approfondimento di questo affascinante ma anche molto tenuto animale. Ho

selezionato i due percorsi che, in fase di valutazione finale, hanno registrato il maggior indice di

gradimento da parte dei bambini. Indovinate il perchè? Perchè l’idea è stata proposta ed elaborata

dagli alunni stessi.

TASK: CREATING A GAME ABOUT THE MUSICAL TALE

“PETER AND THE WOLF” Class involved: class 3 (8-9 years old) Teachers: class teacher + teacher of English Time: 5 hours + 2 hour to prepare materials Main aim:

- identifying musical instruments and animals/feelings represented by them in the musical story “Peter and the Wolf”

- preparing games and activities related to the musical story for the Comenius partners Content aims:

- identifying some musical instruments and their sounds - identifying and match musical instruments to the characters of the story - creating games to be shared with the partner schools - performing the musical story through the body language

Language aims:

- listening, identifying and naming instruments / characters/setting of the story - describing the personality of the characters - asking and answering questions from/to the foreign students - writing instructions to play the games for the partner countries

Language skills:

- listening for information - reading for information - interacting in L2 during the group work and the presentation to the class - writing short instructions for the games

Skills Vocabulary Structures Reading:

Reading, matching, sequencing

Peter, Grandpa, wolf, duck, cat, bird, hunters, lasso, gate, branch, tree, pond, forest, tail, zoo, home, happy, brave, hungry, small, dangerous, tired, angry, scared, brave, grumpy, old, clever, violin, clarinet, oboe, flue, bassoon, drums

Simple presents (singular- regular/irregular - plural): it is, lives,opens, comes, walks, wants, flies, eats, flies, swims, runs, catches; they hunt/take

Writing:

writing simple

Use of some key-words to complete or write short sentences (Peter, wolf, bird, tree, pond, hunters, grandpa, lasso,

The same as above

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descriptive sentences

catch…)

Listening:

listening for information

The same as above

The same as above

Oral production

-interacting in L2 during group work and decision making; -answering to questions -describing story characters

I agree/I don’t agree It is /they are It/they can It lives/ They live It…s

Thinking skills:

- predicting, making hypothesis - finding criteria to classify instruments - reading a text, selecting and collecting information in a table - organising and manipulating data to create games

Social skills:

- working in a cooperative way - sharing ideas - finding an agreement for the success of the task - negotiating - reciprocal support

Strategies: placemat - jigsaw reading – project planning

Prior-Knowledge required: Content: what an orchestra is Language: animal names – name of some instruments – I can/I can’t – action verbs – name of some feelings (brave, happy, sad, tired, angry..) – I’d like to/I think/I don’t agree Materials: pictures of instruments/characters/settings/families of instruments and their names; text of the story; illustration of the story; CD of the story; recording of individual sounds for each characters; LIM; ICT lab

PRE_TASK

The class teacher and the teacher of English plan activities together but work separately for most of the time, except for the presentation and the final games. The class teacher does the activities in Italian mainly and the teacher of English organises OTHER activities in English only. Activating prior-knowledge ���� (class teacher+teacher of English): Placemat. Students work in groups of four. Each group is

given a placemat with the word “Orchestra” written in the middle. Each student has 5 minutes to think of instruments that are in an orchestra and draw or write them in their section on the placemat. Other ten minutes are given to each group to

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share ideas and then circle with the same colour all the instruments that they think belong to the same family. The teacher asks the groups to report about the work and supplies them with the correct terminology (string instruments…percussion….). Finally, each group chooses an instrument family and shows it in the centre of the placemat by drawing or downloading pictures of instruments from the web.

���� (class teacher): Peter and the wolf. The students are given a worksheet with the pictures of

some musical instruments. They listen to the story and draw the characters next to the instruments that perform the themes and discuss the relationship between characters and the instruments that represent them (vedi all.1 Materiali per lo studente)

���� (teacher of English) What is it? Students are divided into 4 groups, each group is given a

different set of cards aimed to introduce and reinforce the language of the task. Students have to match pictures with names or descriptions. Group 1: characters/settings of the story; Group 2: characters and their descriptions; group 3: musical instruments ; group 4: instrument families. Each group has to play with their own cards and then move to another table. Students can check the solutions by turning the cards upside down (the cards that go together have the same symbol at the back). The teacher sets the materials and observes- the students learn by themselves.

���� (teacher of English) Jigsaw reading. Students are divided into 4 groups. Members of each

group have a number 1 to 4. The teacher prepares a short text about the story and splits it into 4 parts. All the numbers 1 are given the same piece of text as well as all the number 2, 3 and 4. The teacher asks all the students with the same number to gather together, read and understand the piece of text they have been given (students can support each other in comprehension). Then the students go back to their groups, glue the strips in the right place on a poster next to the corresponding illustrations. The students use the poster to collect information and fill in a table individually (story settings/story characters/ problem/solution) – (vedi all. 2-3 Materiali per lo studente)

���� (teacher of English) Peter and the wolf. The teacher gives out pictures of the story characters

and instruments (one per child). Students listen to the musical tale and when they hear their piece of music related to their pictures, they stand and say the name either of the instrument or the character.

TASK CYCLE (teacher of English runs the activities- class teacher helps with preparation of materials)

i. Planning and creating a game related to the story to be exchanged with the partner schools. Students work in groups of four. Each group has to agree upon a different game to be created by using the materials and data collected with the pre-task activities (We think/want/would like to make…a bingo, a video…a drama..). Each group informs the class about the planning. The teacher records the ideas from each group and asks the class to give advices about the development of each project.

ii. Preparation of the game. Each group has to decide upon the format and the materials required

by the task. Then they create the game. The teacher provides technical support in the ICT lab, language support with language frames, picture word lists and any other material. These are the games each group has decided to make: 1. a simple hypertext for LIM in which the partners have to match characters to musical instruments and in which to embed the sounds; 2. a video in which the students wear masks and mime the characters of the story when they hear the corresponding sound. The partners have to guess the name of the characters they see performed

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(http://vimeo.com/58261439 ) – 3. A “listening with key words” activity in which the partners have to fill in the blanks of the story text read by their teacher with the words that the students have taken away from it – (vedi all. 4 Materiali per lo studente) – 4.A worksheet in which the partners have to match each character with the corresponding instruments and with its description – (vedi all. 5/6 Materiali per lo studente)

iii. Presentation. Each group presents its game by using the LIM and the groups have to try all the games . This allows to test them and verify if they work properly or some changes are required.

POST-TASK (class teacher and teacher of English together) 1. The teacher of English helps students to write down instructions for each game and gets

them to reflect upon language use ( chunks, communicative functions, etc.) 2. Self-evaluation: students are asked to write down WHAT they have learnt through the task

– HOW they have worked individually and in group– WHAT they found difficult and WHY- Which skills they need to improve and HOW – WHAT else they would have liked to do.

3. Students are also asked to evaluate the games they have created from the point of view of

the partners who will receive them.

4. Students are asked to listen to the instruments playing the characters of the story and number the characters in the right order (vedi all.7 Materiali per lo studente)

5. Students are given another task: Can you create a 2 minutes musical story? 2.2 THE WOLF IN VAL CHISONE

TASK: CREATING GAMES ABOUT THE WOLF Class involved and age of the students: classes 4 -5 (9-10 years old) Teachers: class teacher + teacher of English Time: 4 hours Main aim: collecting information about the wolf in Val Chisone and create games to be shared with the partner countries Content aims:

- identifying and describing features of wolves (habitat-body-diet, reproduction- communication)

- collecting information from difference sources in mother tongue and in English (video, websites, books….)

- planning and making informative games to be shared with the partner schools Language aims:

- listening and reading for information - identifying key concepts/words in a text - organising information in a game - writing instructions to play the game

Language skills:

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- listening for information - reading for information - writing simple captions - interacting in L2 during the group work and decision making

Skills Vocabulary Structures Reading:

reading different sources for information

carnivore, mammal, eyesight, fur, smell, hearing, social life, diet, communication, reproduction, habitat, body, packs, day, night, territory, danger, cave, den, female, pups, animals (wild goat, deer, hare, wild boar, calves), Alps, years

Simple presents (singular and plural): it is/they are; it has got/have got; it lives/they live: it howls/they howl; it hunts/they hunt; irregular plural (wolves)

Writing:

- writing simple descriptive sentences

- organising data in tables, mind maps, games

Use of some key-words to complete or write short sentences: carnivore, mammal, smell, packs, night, danger, territory, cave, den, pups, small/medium sized/domestic animals/ Alps, 12 years

It has got It is It can It lives It eats It communicates It howls

Listening:

listening for information listening and taking notes

Same vocabulary as above

Same structures as above

Oral production

-interacting in L2 during group work and decision making; -answering to questions -describe the wolf to a friend

carnivore, mammal, see well, packs, night, strong smell, run fast, small/medium sized/domestic animals, pups, packs, body language, in the mountains, cave, den, log

I agree/I don’t agree It is /they are It has got/they have got It/they can It lives/ They live It eats/they eat It communicates/they communicate

Thinking skills:

- predicting, making hypothesis - researching, finding, naming, labelling - describing, reporting - selecting, organising data - generalising and comparing - manipulating data to create games or activities - producing, transferring

Social skills:

- working in a cooperative way - sharing ideas - finding agreement for the success of the task - negotiating - reciprocal support

Strategies: Think-pair-share; listen with key words; project planning

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Prior-Knowledge required: Content: habitats – parts of the body - food Language: animal parts of the body – It is/has got/lives/can/can’t – action verbs (run, climb, howl…)– I agree/I don’t agree/I think; True/false Materials: wolf fact-files in paper and on the web: quizzslides; slideshare; LIM; youtube

PRE_TASK

Children already know about the mountain habitat even if not in details. This activity is organised by the teacher of English. Activating prior-knowledge:

���� Do you know what altitude do animals live in the mountains? Numbered heads together.

Students work in groups of four. Each group is given a set of mountain animals; they have to discuss what altitude each animal lives and place the animals on a mountain map. Each student draws a number from an envelop (1 to 4). The teacher asks for a number: Number 1 from each group can tell me what altitude does a …..wild goat live? Students are invited to discuss different answers and at the end of the game they can check their predictions on a fact-file prepared by the teacher ( vedi allegato 8 Materiali per lo studente)

���� See presentation at: http://portal.sliderocket.com/DBMSW/mountains ���� What do you know about the wolf? Think-pair -share. Students work in groups of four. They

have to think individually about 3 or 4 info they know about the wolf and write them down in English (before starting the activity, the teacher brainstorms with the class the kind of chunks of language students need to talk about the wolf and writes them on the board as a language frame: It is…has got…can…lives…eats…howls…). Students “share” in group their hypothesis and then they make a list of the most relevant ones. Each group shares its list with the class and highlights the sentences that are different from those from the other groups. The students, in each group, write down the selected information on strips of paper and glue them on a class poster: This is what we know about the wolf (The correctness of the info will be checked at the end of the learning process).

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���� The European wolf in our valley. Children watch two videos about the return of the European

Wolf in our “Val Chisone”. The videos are in Italian as there is no information available in English. They watch the videos with the Science teacher http://www.youtube.com/watch?v=2U4EKzFHOSk http://www.youtube.com/watch?v=_QRhHanpvT0

TASK CYCLE - Internet surfing through a simple webquest. Students work in groups of four. Each group is given a table to be filled in with the missing information: Habitat Body Life span Behaviour Diet Reproduct

ion

“You are a ranger and you have to collect information about the wolves living in the park where you work in order to send them to rangers in other European National Parks. You can find the data you need in the following websites.

http://kids.nationalgeographic.com/kids/animals/creaturefeature/graywolf/ http://www.sciencekids.co.nz/sciencefacts/animals/wolf.html http://www.worldanimalfoundation.net/f/Wolf.pdf http://www.defenders.org/gray-wolf/basic-facts Children are also given a fact-file in paper (vedi all. 8.1 Materiali per lo studente) - Data sharing. The teacher agrees with the students upon a language frame necessary to report the wolf facts. The language frame is then written on the LIM to help students to formulate sentences (the wolf is…it is…has got..can/can’t…lives…eats…communicates…howls to…).

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Then, reporters from each group share the collected data and check them with the rest of the class. At last, each student uses the data from the table to make an individual concept map. - Creation of two games for the partner countries. - Students are divided into 2 groups. One group has to prepare a multiple choice question about one aspect of the wolf life (suggested by the teacher). All the questions are inserted in a web 2.0 tool: www.quizzslides.com and embedded in the twinspace for the European partners to be solved (https://quizslides.com/quizslides/h3EvvP). The second group has to prepare a TRUE/FALSE sheet to go with a text about the wolf in which checking the info and giving titles to paragraphs (vedi all.9/9.1 Materiali per lo studente). POST-TASK - The teacher of English gets students to reflect upon language use ( chunks, communicative

functions, new content and lexis acquired). A multingual picture glossary is created (vedi all.10 materiali per lo studente)

- Students suggested to create a Presentation to show how the wolf is depicted in art, music and famous

stories/fables. They searched for images and songs at home as homework. At school they shared the

materials and, as a class, choose what to insert into each presentation on the web

(photopeach/sliderocket) and the captions to be used. The work was done at the IWB and the products

are visible at http://photopeach.com/album/70y4tp - Students suggested also to collect information about the local environment in which the

wolf lives by adapting the story “We are going on a bear hunt” to the local context. They adapt the story to the local environment, create and record a song and video record the new story in the habitat surrounding the school. You can view the video at: https://vimeo.com/64579998 Here is a PPT version of it:

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Follow up activities: students download and play the games from the partner schools and collect information about 10 European animals. They prepare a final online quiz (vedi all.11 materiali per lo studente) and create a final Animal cartoon in cooperation with the partners (you can see it at: http://vimeo.com/63466491)

2. MATERIALI DEGLI STUDENTI

PETER AND THE WOLF All.1

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ALL.2

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All.3. Look at the class poster and use the information to fill in the table below

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All.4 Listening with key words Cut the words out and listen to the teacher

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All.5

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All 6.

25

All. 7

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All. 8.

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Solution

THE WOLF IN VAL CHISONE

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All. 8.1

All. 9: A game about the wolf

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TRUE OR FALSE

What do you know about the Italian Wolf? Read the sentences and put a tick under TRUE if you think they are true or under FALSE if you think are false.

Before reading After reading

True False True False

1. The wolf is a mammal

2. It is a carnivore

3. It hunts in the morning

4. It lives about 8 years

5. It is a social animal

6. It has got a strong smell

7. It can run 65 km per hour

8. It can weigh 60 kg

All. 9.1 THE ITALIAN WOLF “CANIS LUPUS ITALICUS”.

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Read and give a title to the paragraphs: Social life – Body – Diet – Reproduction - Communication - Habitat

…………………………………………………… Wolves have got yellow eyes and a very good sight.

Most wolves weigh about 40 kilograms

They have got a strong smell and hearing

A wolf can run at a speed of 65 kilometres per hour.

……………………………….

Wolves are carnivores and hunt at night.

They eat medium sized animals

(Chamois, Deer, Wild Boar), small

animals (hares, rabbits), domestic

animals (sheep, calves).

………………………………….. Wolves are mammals. A female wolf can have 2 - 8 pups. They weigh about 0,5 kg. Wolves can live about 12 years.

…………………………………………… The wolf lives in packs of 4-7 individuals.

In the pack there are a dominant couple

Alpha, a subordinate couple Beta and

other inferior wolves Omega.

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……………………………………………….

The wolf communicates through the body language.

It howls in case of danger, to mark the territory or to

communicate with the wolves.

The leader (Alpha): ears and tail up.

The 1st subordinate (Beta): ears up and tail

down.

The 2nd subordinate: ears and tail down.

………………………………………………………

Wolves live in a den or in a cave or in a log.

They live in the mountains of Chisone

Valley (Cozie Alps) in our Region,

Piedmont - Italy

Now fill in the table below and use it to create a concept map and a game for the European partners:

Habitat Body Life span Behaviour Diet Reproduction

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All. 10 Multilingual Glossary

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All. 11 (PDF version oft he online quiz about the partnership animals)

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4.VALUTAZIONE DELL’INTERO PERCORSO

“La valutazione autentica è un vero accertamento della prestazione perché da essa apprendiamo

se gli studenti possono in modo intelligente usare ciò che hanno appreso in situazioni che li

avvicinano molto a situazioni di adulti e se possono rinnovare lo stesso comportamento in nuove

situazioni" (Wiggins).

Come dimostrato dalle argomentazioni precedenti, l’elaborazione di progetti CLIL consente di

promuovere l’apprendimento inteso come costruzione attiva e creativa delle proprie competenze

attraverso esperienze concrete, osservazioni, concettualizzazioni e sperimentazioni. In tale

contesto, la valutazione è da intendersi come un’attenta osservazione finalizzata alla raccolta di

dati significativi per valutare la qualità del processo di apprendimento. Per poter constatare

l’efficacia e l’adeguatezza delle proposte in relazione all’apprendimento in atto è necessario che la

valutazione sia costante ed in itinere. Nella valutazione di percorsi in lingua veicolare è

fondamentale costruire delle prove di verifica, sia formative in itinere che sommative finali,

finalizzate ad evidenziare globalmente il progresso fatto sia a livello linguistico sia a livello di

contenuti. Se l’apprendimento è stato un processo integrato lingua e contenuto anche la verifica

deve essere integrata e riflettere le attività svolte durante il progetto. E' consigliabile proporre

differenti tipologie di verifica alcune delle quali in lingua target ed altre in lingua madre, avendo

cura di rendere i contenuti comprensibili a livello linguistico onde evitare che la mancata

comprensione linguistica possa compromettere la valutazione del contenuto. E’ importante

utilizzare diverse modalità di osservazione e valutazione correlate al percorso di apprendimento e

al contesto in cui lo studente si trova ad operare. All’interno del nostro progetto europeo abbiamo

utilizzato diverse tipologie di verifica, avendo cura di rendere i contenuti comprensibili a livello

linguistico. Particolare spazio è stato dato anche all’autovalutazione in quanto crediamo che

stimolare i bambini, sin dalle prime esperienze scolastiche, a riflettere sulle attività svolte sia un

elemento importante per motivarli alla scoperta di “chi sono, che cosa so fare, dove posso

arrivare” e quindi renderli più autonomi e consapevoli del proprio processo di apprendimento.

L’autovalutazione permette infatti di identificare i punti di forza e/o di debolezza, di capire gli

obiettivi di apprendimento, le strategie per la loro realizzazione e, in conformità a ciò, migliorare

il processo di insegnamento o di apprendimento.

In un processo di valutazione attuato secondo la logica della “centralità dell’alunno”,

l’autovalutazione ricopre un ruolo assai rilevante. E’ possibile abituare il bambino, fin dalle prime

esperienze scolastiche, a soffermarsi sulle attività svolte esprimendo preferenze personali e

riflettendo su quanto appreso. Con i bambini più piccoli siamo partiti con attività molto semplici

basate sulla discussione e sull’uso di simboli per poi passare gradualmente a strategie più

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complesse. Una delle modalità più semplici, veloci ed efficaci è mostrare , alla fine di un’attività o

di un compito, il pollice in alto (thumbs-up) , in posizione laterale (thumbs sideways) o rivolto

verso il basso (thumbs down) per indicare rispettivamente un’ottima prestazione o gradimento di

attività , una prestazione non particolarmente soddisfacente o gradita, una prestazione

assolutamente insoddisfacente e non gradita. In pochissimi minuti è possibile avere presente la

situazione di tutta la classe e di ciascun alunno rispetto all’attività o al compito proposti.

Il Portfolio rappresenta un altro valido strumento utilizzabile in ambito CLIL in quanto consente

di selezionare, in modo accurato, materiali prodotti dallo studente per documentare il processo di

apprendimento in contesti di uso veicolare della lingua. Questo strumento si è dimostrato

particolarmente utile per raccogliere tutti i materiali del progetto Europeo.

Allego i seguenti materiali utilizzati per la valutazione generale del progetto (alcuni sono presi

dalla piattaforma punto_Indire sulla quale erano stati pubblicati alcuni miei laboratori).

Materiali per lo studente:

1. Questionario di inizio progetto

2. Esempi di materiali per la valutazione finale delle attività relative all’argomento generale

degli Animali dei paesi partner (gli strumenti di valutazione dei due percorsi presentati

nella tesina sono inserite nei percorsi stessi)

3. Griglia per il

4. Griglia per l’autovalutazione al termine di un’attività significativa

5. Can do statements relativi agli animali

6. Can do statements relativi a „The wolf“

7. Autovalutazione finale del progetto Comenius

Materiali per il docente

8. Diario di bordo del docente

9. Griglie di rilevazione di abilità: 9a/9b

10. Domande di autovalutazione per il docente

11. Autovalutazione finale del progetto Comenius

1.QUESTIONARIO INIZIALE

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PROGETTO______ Data inzio:_______________A.S.

_____________Scuola:_______________ Classe:___________________

Nome:____________________ Cognome:_________________

1. Ti interessa conoscere gli animali dei

paesi partner e il loro habitat in

inglese?

o molto o abbastanza o non molto o per niente

2. Pensi che affrontare questo

argomento

in inglese rendera’:

o l’argomento più interessante o l’argomento meno interessante o l’inglese più interessante o l’inglese meno interessante o l’apprendimento del contenuto più facile o l’argomento del contenuto più difficile o l’apprendimento dell’inglese più facile o l’apprendimento dell’inglese più difficile

3.Che cosa pensi sarà facile o difficile

fare in lingua target?

1. capire l’insegnante

molto difficile difficile facile

molto facile

2. parlare molto difficile difficile facile

molto facile

3. leggere molto difficile difficile facile

molto facile

4. scrivere molto difficile difficile facile

molto facile

5. lavorare in inglese con i

compagni

molto difficile difficile facile

molto facile

4. Quali attività ti piacerebbe fare?

……………………………………………………………

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2.ESEMPI DI SCHEDE DI VERIFICA

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Memory game created by the students: matching pictures to descriptions

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3. PORTFOLIO MATERIALS: DESCRIPTIVE FORM School: ………………………………… Name: …………………………………… Class: ………………………………….. Date: ……………………………………. Fill in this form and attach it to each assignment you put in your Portfolio Activity type Activity format

� individual

� in groups

� class activity

� home activity

� with the help of an adult

� without the help of an adult

� with the help of a classmate

� without the help of a classmate

� listening

� speaking

� reading

� writing

� ICT

� Other

� worksheet

� drawing / artwork

� listening activity

� video

� practical activity

� performance (script, photo …)

� research other: …………………………….

Cosa ho imparato da questo lavoro: ……………………………………………… ……… Perchè mi è piaciuto……………………………………………………………………….. Cosa avrei potuto fare meglio……………………………………………………………… Chiedi al tuo insegnante di aggiungere un commento …………………………………

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4. GRIGLIA DI AUTOVALUTAZIONE COLLETTIVA PER ATTIVI TA‘

SIGNIFICATIVE

5. Class Self-Assessment Sheet

Lesson Objectives:

Name I found this work… I

understood this work

I need more

help with this work

Very Easy

Easy OK Difficult Very

Difficult

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5. EUROPEAN ANIMALS – SELF ASSESSMENT Name:______________________________________ Date:________________

I can….IO SONO CAPACE DI….

capire ed eseguire istruzioni

leggere e ricavare informazioni da un testo

ascoltare e ricavare informazioni da un video/registrazione audio

dire dove vive un animale (paese/habitat)

descrivere il corpo di un animale

dire che cosa mangia un animale

confrontare due animali

indovinare un animale dalla sua descrizione (orale o scritta)

scrivere una breve descrizione di un animale

collaborare alla creazione di un gioco o presentazione al computer

Cosa mi è piaciuto di più: ……………………………………………………………. � Cosa non mi è piaciuto o mi è sembrato difficile: ………………………………... Come ho lavorato: � Da solo/a � Con l’aiuto dell’insegnante � Con l’aiuto dei compagni

� Con molto impegno � Con poco impegno � Con difficoltà � Senza difficoltà

Nel gruppo: � Ho partecipato attivamente al lavoro di gruppo. � Ho lasciato che fossero i miei compagni a prendere l’iniziativa e decidere. � Ho accettato tutte le proposte dei miei compagni senza discutere. � Ho cercato di apportare dei contributi al lavoro con idee e proposte personali.

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6.THE WOLF SELF-ASSESSMENT

Name:______________________________________ Date:________________

I can….IO SONO CAPACE DI….

capire ed eseguire istruzioni

formulare ipotesi in inglese sulle caratteristiche del lupo (placemat)

leggere per ricavare informazioni sul lupo

individuare 6 informazioni importanti sul lupo e scriverle sul quaderno

rispondere a domande sul lupo

lavorare in gruppo per creare un gioco/presentazione al PC per i partner

individuare parole mancanti nel testo della canzone “We are going on a wolf hunt) e nella poesia

scrivere una frase a risposta multipla da essere inserita in un quiz sul lupo

drammatizzare la storia di Pierino e il lupo con suoni e parole

Cosa mi è piaciuto di più: ……………………………………………………………. � Cosa non mi è piaciuto o mi è sembrato difficile: ………………………………... Come ho lavorato: � Da solo/a � Con l’aiuto dell’insegnante � Con l’aiuto dei compagni

� Con molto impegno � Con poco impegno � Con difficoltà � Senza difficoltà

Nel gruppo: � Ho partecipato attivamente al lavoro di gruppo. � Ho lasciato che fossero i miei compagni a prendere l’iniziativa e decidere. � Ho accettato tutte le proposte dei miei compagni senza discutere. � Ho cercato di apportare dei contributi al lavoro con idee e proposte personali.

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ALL. 7 AUTOVALUTAZIONE FINALE DEL PROGETTO COMENIUS

45

46

8. DIARIO DI BORDO

(da: puntoedu-Indire e Effective teaching in the Primary Classroom. “Valutazione e autovalutazione”, I. Calabrese-S. Rampone. Loescher, Torino 2005)

47

9a. GRIGLIA ABILITA’ (specifica su“The wolf”) 0

carente

1

Sufficiente

2

buona

3

ottima

annotazioni

a Problem solving (soluzione problemi relativi alla creazione di un gioco e di un quiz a scelta multipla)

b Capacità di leggere un testo per ricavare informazioni

c Conoscenza dei contenuti (habitat, alimentazione, branco, riproduzione, caratteristiche fisiche)

d Elaborazione di concetti per creazione gioco o presentazione con immagini al PC

e Capacità di fare/rispondere a domande in modo comprensibile

f Capacità di usare semplici strutture a livello orale (It is/has/lives/can/hunts)

g Uso di lessico specifico (packs, hunt, eyesight, smell, distance, hearing, speed, mammal, pups, howl, cave, den)

h Capacità di utilizzare semplici strutture nella scrittura di un testo breve sul lupo (It is/has/lives/can/hunts)

i Capacità di cooperare con i compagni nella realizzazione di un prodotto (gioco, cartone, quiz, poster)

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9b. OSSERVAZIONE DI STRATEGIE E ABILITA’ (generale)

(da: puntoedu-Indire e Effective teaching in the Primary Classroom. “Valutazione e autovalutazione”, I. Calabrese-S. Rampone. Loescher, Torino 2005)

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10.AUTOVALUTAZIONE PER IL DOCENTE

In quale misura le attività CLIL hanno contribuito a introdurre, rinforzare o approfondire un

apprendimento curricolare?

a) Che cosa modificherei nel rifare l’esperienza?

b) Quali attività hanno funzionato meno bene di quanto mi aspettassi?

c) Quali attività hanno funzionato meglio di quanto mi aspettassi?

d) Quali competenze linguistiche sono/non sono state acquisite o rinforzate in modo efficace

attraverso il contenuto disciplinare?

e) Quali contenuti disciplinari sono/non sono stati acquisiti o approfonditi in modo efficace

attraverso l’uso veicolare della lingua target?

f) Quali sono state le maggiori difficoltà incontrate dagli studenti?

g) Quali stili di apprendimento ho privilegiato o trascurato?

h) Quali materiali hanno/non hanno funzionato o sono mancati?

i) Quale ricaduta positiva sull’apprendimento linguistico?

j) Ho proposto attività di tipo “aperto” che richiedevano allo studente di operare scelte ed

interagire con i compagni?

k) Ho avuto la collaborazione e il feedback dei colleghi di altri ambiti disciplinari?

Scopo Attività Attività Attività Attività

Introdurre

Rinforzare

Approfondire

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All.11 AUTOVALUTAZIONE PROGETTO COMENIUS

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6. BIBLIOGRAFIA E SITOGRAFIA - eCLIL4you website: www.eclil4you.weebly.com http://new-twinspace.etwinning.net/web/p82958 - - Dale L., Van der Es W., Tanner R., “CLIL skills”, Universiteit Leiden, Leiden, 2010 - Marsh D. et al., “Profiling European CLIL classrooms" The CLIL Compendium, 2001 - S. Deller, C.Price, “Teaching other subjects through English”, OUP, Oxford, 2007 - Coyle D., Hood and Marsh D., “CLIL: Content and Language Integrated Learning ,

Cambridge University Press, Cambridge, 2010 - Mehisto P., Frigols M.J. Marsh D, “ Uncovering CLIL” , Macmillan, Oxford, 2008 - Serragiotto G., “CLIL Apprendere insieme una lingua e contenuti non linguistici”, Guerra-

Soleil, Perugia, 2003 - Swartz R., Parks S., “Infusing the teaching of critical and creative thinking into content

Instruction”, Midwest Publication, USA, 1994 - Echevarria J.,Vogt M.E.,Short D.,“Making Content Comprehensible for English Learners”,

Pearson, USA, 2010 - Slidorchuk T., Khomenko N., “Thoughtivity for kids” USA, GOAL/QPC, Salem, 2006 - Coonan C.M.“La lingua straniera veicolare”, UTET, Torino 2002 - Coonan C.M.“Planning for CLIL; a general outline and thoughts on two micro features” in

AAVV “L’uso veicolare della lingua straniera in apprendimenti non linguistici” Quad.6 Ufficio scolastico regionale per il Piemonte 2003

- Council of Europe,“Common European Framework for Language Learning, Teaching,

Assessment“, Council of Europe, CAMBRIDGE UNIVERSITY PRESS, 2001 - Burchietti E., Valentini V., Angelori J.,Calabrese I.,Rampone S. “ Effective teaching”, Torino,

Loescher, 2005 - Calabrese I.,Rampone S., “Cross-curricular resources for Young Learners, Oxford, OUP, 2006 - Calabrese I.,Rampone S., “Cross-curricular Projects per la scuola secondaria di primo grado,

Torino, Loescher, 2006

http://www.clilcompendium.com

http://www.euroclic.net/

http://www.tieclil.org

http://www.factworld.info/

http://www.scienceacross.org/ http://www.cilt.org.uk