Task 13. CLIL TEMPLATE

TEMPLATE TO DESIGN A CLIL DIDACTIC UNIT

 

Subject:         History                                           Teacher: XYZ

 

Title of the Unit      Medieval History                                  Course / Level - 2º ESO

1. Learning outcomes  / Evaluation criteria	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).
2. Subject Content	Middle ages vocabulary. Social and political organization, things that shaped a daily life, minor matters, traditional customs. Social classes. Crusades.
	3. Language Content / Communication
Vocabulary  (Some of the words the students will need in order to understand the subject)	- 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.
Structures	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.
Discourse type and Language skills	Communicative language skills such as reading, listening and speaking. Descriptive and comparative speaking and writing (before - now). Presentations.
4. Contextual (cultural) elements	Connections that can be made between the content and distinctive cultural aspects such as society, everyday activities, towns and countryside life.
5. Cognitive (thinking) processes	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.
6. (a) Task(s)	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.
6. (b) Activities	Mental map - a feudal pyramid.  Tableau: a recreation of a scene or a picture (using a narrator). Postcard from our Ancestors. Final Task.
	7. Methodology
Organization and class distribution / timing	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.
Resources / Materials	History book in Spanish adopted to this new project. You Tube.
Key Competences	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
8. Evaluation (criteria and instruments)	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). Give facts regarding Middle Ages       Be critical about History and Society       Write a postcard using connectors of sequence and time expressions       Express my opinion, persuading others about it

 

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.