TEMPLATE TO DESIGN A CLIL DIDACTIC UNIT
Subject: History Teacher: XYZ
Title of the Unit Medieval History Course / Level - 2º ESO
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1. Learning outcomes
/ Evaluation criteria
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This
unit aims to offer students knowledge and understanding of the feudalism and
social organization in a Medieval period of the European history. It tries to
explain how a medieval life was, with fresh perspectives on the people and
culture in the Middle Ages. Scaffolding: vocabulary. Evaluation: continued +
final task (a Glog).
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2. Subject Content
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Middle ages vocabulary. Social and political organization, things that
shaped a daily life, minor matters, traditional customs. Social classes.
Crusades.
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3. Language Content
/ Communication
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Vocabulary
(Some of the words
the students will need in order to understand the subject)
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- Nouns: Watch tower, fence, gate, town wall, tower, church, castle,
market square, craft, servant, punishment, stables, lord, knight, minstrel,
drawbridge, blacksmith, weapon, noblemen, lady, peasant, serf...
- Verbs: to attack, to remind,
to destroy, to renovate, to lay siege to...
- Adjectives: brave, courteous, generous, fearless...
- Specific vocabulary: Middle Ages, A.D. (Anno Domini). Crusades. Feudalism. Tithe.
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Structures
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Past simple tense to speak about the Past.
Present simple tense to speak about the present times and also to
express opinions and to compare.
Causal and consecutive conjunctions in order to express opinion
(because, thus, therefore...).
Comparatives.
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Discourse type and Language
skills
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Communicative language skills such as reading,
listening and speaking. Descriptive and comparative speaking and writing
(before - now). Presentations.
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4. Contextual
(cultural) elements
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Connections that can be made between the
content and distinctive cultural aspects such as society, everyday
activities, towns and countryside life.
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5. Cognitive (thinking) processes
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During classroom activities students will learn
to analyze, synthesize and evaluate in order to be able to develop these
processes on their own while preparing homeworks. In the analysis they will
organize and identify elements. In the synthesis they will compare and choose
between ideas, reasoning their decisions. On order to evaluate, they should
be able to apply their knowledge to create new ideas.
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6. (a) Task(s)
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The final
task will consist of creating and presenting in pairs a Glog that should
include this new knowledge regarding Middle Ages society and life. The specific
subject will be provided by the teacher.
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6. (b) Activities
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Mental map - a
feudal pyramid.
Tableau: a
recreation of a scene or a picture (using a narrator).
Postcard from our
Ancestors.
Final Task.
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7. Methodology
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Organization and
class distribution / timing
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Reading a text
Mental map - a
feudal pyramid - students will be working individually.
Tableau: a
recreation of a scene or a picture (using a narrator). In 5 groups (each one
corresponding to one of the social classes).
Postcard from our
Ancestors. In pairs.
Final Task: group
work.
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Resources /
Materials
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History book in
Spanish adopted to this new project.
You Tube.
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Key Competences
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In our Unit, bearing in mind that the Key
Competences “are all interdependent, and the emphasis in each case is on
critical thinking, creativity, initiative, problem solving, risk assessment,
decision taking and constructive management of feelings”, the following
competences are going to be developed:
- communication in a foreign language (in this case
students are asked to communicate in English, although some communication
in their language is allowed)
- learning to learn
- social and civil competences
- sense of initiative and entrepreneurship
- cultural awareness and expression
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8. Evaluation (criteria and instruments)
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Along the
Unit, continue assessment will be followed, in which every activity will be
taken into account, both individual and cooperative.
- The
writing skills: if students are able to structure a text following a logical
order, using appropriate strategies and vocabulary related to the main topic.
- The oral
skills: the ability to create understandable statements and to communicate
different points of view.
- Assistance
and active participation.
- Peer-evaluation in the final task
- Final
task (teacher's assessment)
The
percentages of evaluation are as follows:
Final task
50% / Continue evaluation 40%
- Possible
self-evaluation (will be handed to the students at the end of the Unit).
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Puedes
usar este modelo de plantilla con la siguiente licencia.
http://es.creativecommons.org/blog/licencias/
Un primer modelo de esta plantilla
ha sido publicado en:
Pérez Torres, I. 2009. "Apuntes sobre los principios y
características de la metodología AICLE" en V. Pavón, J. Ávila (eds.),
Aplicaciones didácticas para la enseñanza integrada de lengua y contenidos.
Sevilla: Consejería de Educación de la Junta de Andalucía-Universidad de Córdoba.171-180.
Está basada sobre todo en la
experiencia práctica a la hora de diseñar unidades y conversaciones con
expertos y compañeros. También he tenido en cuenta la teoría de las 4 Cs de Do
Coyle, expuesto en numerosas publicaciones como por ejemplo: Coyle, D., Hood,
P. and Marsh, D., 2010. Content
and Language Integrated Learning. Cambridge University Press.
