CLIL lesson 3: Be kind at school

Date: 24.04.04

Teacher: Christian Guillen

Subject: Building community at school (feelings lab)

Lesson title	Be kind at school
Class length	45 min
Class/ student information	10 students between 7 and 8 years old. A1 level.
Lesson aims	Identify the importance of being kind, how to apply in school context and reflecting about the emotions involved in the process.

 

 

Stages and time	Lesson procedure (describe the activities and instructional strategies)	Justification for the activity (content, language, cognition, culture)
Warm up and schemata activation 10 minutes	In group pupils listen to a song about being kind at school and how to be a good friend they learn sign language and repeat. Video https://www.youtube.com/watch?v=ulD13mqksJc	Content: General information about what is to be a kind at school. Language: already known language related to school and some new words related to how to be kind at school. Cognition: recognize, recall and repeat previews and new vocabulary related to kindness. Culture:  why it is important to be kind in our society and inclusion though sign language.
Preparation 4 minutes	T shows pictures related to being kind and labels with the written words. T asks pupils what the people in the picture are doing, allows all answers and writes them on the board, asks for predictions, before telling the concepts. T introduces the k-words, clever, great help, kind, nice, opinion, share using the sign language learned on the song. Check comprehension by asking pupils to tell you what they think it means in polish. Then play the same “stand up if” you do it, using the vocabulary.	Content: explore and recognize new information about what is to be a kind at school. Language: already known language related to school and some new words related to how to be kind at school. Cognition: recognize, recall and repeat previews and new vocabulary related to kindness and the emotions involved.  Culture:  why it is important to be kind in our society and inclusion though sign language.
Presentation 8 minutes	T asks students to work in pairs and reflect on how they can be kind at school and write on the board, engaging them to use, “I can and I am”, for example: I can share toys/ I am nice/ I can help.   Display the book to be read, only the pictures, ask students to look and tell what they can see, using known vocabulary, use structure, “I can and, I am”, ask for predictions.	Content: explore and recognize new information about what is to be a kind at school. Language: already known language, use the structure: I can, and I am. Cognition: predict and reflect about emotions in the characters of the text. Culture:  collaborative work.
Detail task 1 5 minutes	Dictionary, give to each student a worksheet with pictures related to the kind at school actions with their label to trace. Ask pupils to cut and paste the picture in the correct label and trace the word, “great help, kind, nice, opinion, share”.	Content: Vocabulary in context. Language: already known language, use the structure: I can, and I am, plus the new vocabulary. Cognition: Label and categorizing vocabulary, reading and writing practice.
Practice 7 minutes	Read for your students the book “At school: kindness starts with you” ask them to pay attention if the predictions are correct. To keep the attention, give a word from the text that they might put up when they listen to it.	Content: Vocabulary in context. Cognition: Predictions about the story.
Assessment 2 minutes	For reading comprehension, make a reflection about the story and practice through true or false, standing if it’s true and sitting down if it's false, check if the predictions were correct.	Content: Vocabulary in context. Language: already known language, use the structure: I can, and I am, plus the new vocabulary. Cognition: Reflection about the story
Detail task 2 5 minutes	In pairs, the T gives a paper with a problem to be solved, through critical thinking the students try to fix the problem by suggesting what they can do, T askt to draw the solution and show it to the class. After finishing the task T asks students to act out their problem and how they solved the problem.	Content: Vocabulary in context. Language: already known language, use the structure: I can, and I am, plus the new vocabulary. Cognition: To promote kindness in problem solving Culture:  to promote collaborative work.
Assessment  2 minutes	What have I learnt? T asks pupils to read and complete the box individually.   To be a good friend: Play_____________, don’t be a_____________, Take _______________ of little ones And be _______________.	Cognition:  to reflect about emotions in the characters of the text. Language: apply the new vocabulary. Cognition: apply the new vocabulary in themselves.
Wrap-up 2 minutes	Reflection about why it is important to be kind at school, everyone shares what they have learnt.	Cognition:  to reflect about emotions in the characters of the text. Language: apply the new vocabulary. Cognition: apply the new vocabulary in themselves.