Introduction

 

The teaching unit I've designed will be carried out in the Art subject with the group in 1st grade A. They do the Art lessons in English, so it's based on a CLIL approach.

 

If you click on the paperclip on the right side you'll find a grid with the objectives of this

teaching unit, the key competences that are involved and the content and language in

which it is based on.

​

Assessment

​

In this unit, assessment will be as follows:

• Teacher assessment will be carried out in all the activities were teacher observation is specified or, in some cases, using other evaluation materials apart from observation.

• Peer assessment will be also carried out in some activities where it is specified using some materials like checking lists.

• Self-assessment will be carried out at the end of the teaching unit using the material provided

 

Assessment criteria will be different in each case and they are specified in the lessons grids as you will see, as well as in the different materials used for the evaluation throughout the unit. 

​

Below, at the end of the page, you'll find the assessment documents from the different tasks of the implementation filled in.

​

Approach

 

As this teaching unit is based on a CLIL approach, special attention will be driven both to content and language. As you have seen in the previous grid, not only the contents are planned in advance but also the vocabulary and expressions that students will be supposed to learn. That’s why the language that the teacher will use in the classroom will be also carefully planned in order to reinforce the learning of those concrete words and structures that students should learn.

​

Materials and resources

​

Here you will find all the resources and materials that are used throughout the teaching unit. All of them have a code that you'll find on the lessons grid.

 

M1: PPT presentations used at the beginning of all the sessions to support in a visual way the understanding of the contents and things to do.

• Session 1: introduction of the topic (Africa, masks, symmetry, etc.)

• Session 2: recap of the previous session contents and explanation of the materials needed to make a mask

• Session 3: recap of the materials used and explanation of things to do

• Session 4: explanation of things to do

​

​

M2: Card worksheet with half mask printed.

​

​

​

M3: flashcards about materials

 

 

​

M4: support cards to prepare the oral presentation

​

​

​

M5: modelling video for oral presentations

 

 

 

M6: checklist for peer assessment

​

​

​

M7: checklist for teacher assessment

​

​

​

M8: self-assessment checklist

​

​

​

​

Sequence

​

If you click on the PDF sign below you'll find a document with the sequence grid which contains the planification of all the sessions of the teaching unit.

 

You'll see that, in the grid, for each session you'll find all the activities that will be carried out during the lesson, their timing, materials needed, distribution of the class, skills involved on it and the kind of assessment and criteria.

​

​

​

​

​

​

​

Students' assessment

​​​

Students have been assessed with the materials specified above. Here you can find the documents with their assessment in the different tasks of the implementation. Click on the symbols to see each document.

​

​

• Mask-symmetry worksheet assessment

​

​

• Cardboard-mask assessment

​

​

• Oral presentation peer-assessment

​

​

• Oral presentation teacher-assessment

​

​

• Final marks

​

​