jueves, 1 de diciembre de 2011

Project:      “The power of poetry”
Students:       4to Ano Educación Secundaria
Curriculum Subject:    Literature
Topic:      Poetry

Aims:
Content:  to explore about poetry, based on students’ interest, looking for and processing information.
Language: To find out about new vocabulary, practicing reading, listening, inferring, and explaining.
Thinking skill:
To understand causes and effects, giving opinion, reporting.
Social Skills: cooperation.

Teaching sequence:
Activity 1
Lead in .Pre –Task

The teacher selects a quotation, sticks it on the board and reads it aloud.
"The sun cannot set without a poem being born!" - Connie Marcum Wong.
Students in groups have to discuss about this quotation. Each group tells the others what this quotation means for them.
In order to activate students’ background knowledge, the teacher asks them “What is poetry?”
The teacher elicits from students different words that represent poetry for them writing these words on the board.
The teacher gives students a wordle in which they have to find the word for each definition.

 
Wordle: POETRY


   ……………..is one who writes poetry.

……………. is a written expression of emotion or ideas in an arrangement of
                  words/verse most often rhythmically.
………….. a channel of inspiration for a poet.
…………  two or more lines of poetry that together form one of the divisions                                                               
                 of a poem.

(This is from intra-net)Teacher checks all and asks one of the students to write the definition of each word on the board.(Blackboard is always important)

Core part:

1-task
Teacher tells students that they are going to watch a video in which Madonna reads a poem in English.

After listening to the poem, the teacher discusses it together with the students.
Students in group have to answer the following questions.

Who wrote this poem?
Who reads this poem?  
What is this poem about?
Is it a romantic poem?
Who is the muse in this poem?
How many stanzas does this poem have?

A volunteer per group will choose one answer to read.

* Students will improve their vocabulary through digital dictionary.

2-Task

The teacher gives students a photocopy with the lyrics of the poem .The stanzas are mixed and the students have to put them in order. Students can listen to the poem as many times as they need.
If You Forget Me
I want you to know
one thing.
You know how this is:
if I look
at the crystal moon, at the red branch
of the slow autumn at my window,
if I touch
near the fire
the impalpable ash
or the wrinkled body of the log,
everything carries me to you,
as if everything that exists,
aromas, light, metals,
were little boats
that sail
toward those isles of yours that wait for me.
Well, now,
if little by little you stop loving me
I shall stop loving you little by little.
If suddenly
you forget me
do not look for me,
for I shall already have forgotten you.
If you think it long and mad,
the wind of banners
that passes through my life,
and you decide
to leave me at the shore
of the heart where I have roots,
remember
that on that day,
at that hour,
I shall lift my arms
and my roots will set off
to seek another land.
But
if each day,
each hour,
you feel that you are destined for me
with implacable sweetness,
if each day a flower
climbs up to your lips to seek me,
ah my love, ah my own,
in me all that fire is repeated,
in me nothing is extinguished or forgotten,
my love feeds on your love, beloved,
and as long as you live it will be in your arms
without leaving mine.
Pablo Neruda

The teacher provides each group with a colorful card. Students have to cut out and stick the different stanzas in the right order on the card.
Teacher monitors, corrects and provides essential information. Each group reads one stanza to have the complete poem.
One volunteer per group sticks a colorful card with the whole poem in different parts of the school. (Classroom, teachers’ room, playground etc).

3-Task

The teacher elicits from the students to complete the following sentences.

If you cross the street without paying attention, you* will have……….

If I don’t study, I *won’t pass…………..

*The teacher will explain to the students that “SHALL=WILL” Shall is more formal and it is used for poetry.
*”WON’T=WILL NOT”

The sentences written on the board will have different colors:

Green for the word “IF”. Red for modal verb “WILL”. Blue for the verbs.
(The students will immediately notice the teacher is teaching a new structure.)

After explaining to the students that we use the first conditional to express situations that are likely to happen, the teacher will ask the students look for examples in the poem.


“If little by little you stop loving me
 I shall stop loving you little by little.”                                                                        

“ If suddenly
 you forget me
 do not look for me,
 for I shall already have forgotten you.”

The teacher asks for volunteers to dramatize the part of the poem found.

CLOSURE:

Creating a digital poetry
Students can use MovieMaker to create their own digital poems or to represent an existing poem through multimedia. Students can use scanned or downloaded images or, even better take their own photos with a digital camera.
They can organize their images and use the voice recording feature to read the poem aloud. They can add sound effect soundtrack of music they have created.

Finally, a poetry slam is open to any student who wishes to participate.



(A poetry slam is a competition at which poets read or recite original work. These performances are then judged on a numeric scale by previously selected members of the audience.)
 DOCENTES:
                        Ana María Cordi
                   Lilia María Perazzolo
                   Verónica Wolos

viernes, 11 de noviembre de 2011

Children's Rights in Argentina: task 2

Year 2nd Secondary School
Theme: Children's Rights
Cross-curricular link: Construccion Ciudadana
Final Task: Creation of a word cloud using Wordle.
Aims
Content: to explore about the importance of being responsible for others. Positive and negative attitudes.
              Awareness of identity and individuality.
Language: to use vocabulary related to Children's rights. Recycling of Verb to be, have got, imperatives and
                present simple.
Teaching sequence
Pre-task: Teacher will invite sts to listen to a song "We are the World".Teacher will ask: Are children's rights respected by grown ups? Then teacher will encourage sts to suggest ways in which they can help make these rights known and respected. 



Core task:
Exercise 1
Sts will look for the words and use the sentences in exercise 2 as clues

Find 7 words. They appear in any direcction
The sentences in exercise 2 will guide you


Exercise 2
Teacher will give children cerds on which the first or second part of a sentence describing a right is written. Sts must use the words in ex 1to complete their sentences, they write them on their netbooks.

-All children have the right to have a name, nationality and ...........................................
-To receive .............................................
-To receive ..................................., medical care and to live in a ..........................................
-To express their .................................freely and to be listened to.
-To grow up in ................................... and to ask for and eceive information.
-Not to be ........................................
-To be protected from any physical ...........................................
-Not to be a victim of ..........................................
-To enjoy freedom of thoughts, ...................................and religion.
-To play, have adequate rest and to practise ........................................
-To participate in the cultural and .......................................of their community.

Final Task: Teacher will elicit ideas about what sts ideal country would be like. Then teacher tells sts they are going to write rights. Teacher will invite sts to use the vocabulary to create a  word cloud using WORDLE.

jueves, 10 de noviembre de 2011

French Revolution: task 3

Year: 2nd  - Secondary School
Theme: French Revolution
Cross -curricular link: History - Fench Revolution
Final Task: Creation of a puzzle so as to show French Revolution vs May Revolution
Aims
Content: to explore about historical characters and the importance of hanving knowlegde of the past.
Language: to find out and use vocabulary related to historical facts. Use the past simple tense and practice
                 listening, reading and writing skills.
Teaching sequence:
Pre-task: Teacher will invite sts to look at the pictures and describe them. Teacher will ask: Which picture belongs to May Revolution? What about the other pictures? What can you see?What happened first?Sts will predict what the pictures are about, French Revolution and May Revolution.


































Core task
Exercise 1
Teacher will write on the board: French revolution -criollos - liberal ideas-Spanish king - war - independent -king's name - government.Sts will use words to create a word cloud using Wordle.

Wordle: revolution

Exercise 2
Sts will use the words from ex 1 to complete some sentences.Teacher will draw sts attention to the form of the past simple tense and the vocabulary related to the historical facts.

-The ideals of ......................................... in 1789 spread to the Americas.
-The..................................................of influential thinkers such as Voltaire and Rousseau had a strong impact on young criollos.
-Towards 1810, Spain was at ..............................................with France.The .................................was
taken prisoner by the French.
-As a consequence the criollos from Rio de la Plata thought that this was their chance to become part of the
...........................................
-As the Spanish king was in jail, they considered that their viceroy could no longer rule in the ......................
-After having some secret meetings with some Spanish people, the asked Cisneros to resign. Then the first government was formed
Final task
Teacher will invite sts to create a puzzle using JIGSAWPLANET to compare and contrast the past events. Teacher will encourage sts to think about the importance of the different aspects of the culture and history.
http://www.jigsawplanet.com/?rc=showpuzzle&pid=0c468d56ecc0&ret=%2F