CLIL lesson 5: Share at school

Date: 26.04.04

Teacher: Christian Guillen

Subject: Building community at school (feelings lab)

Lesson title	Share 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 sharing, 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 2 minutes	Activating prior knowledge, listening again to the song in sign language about being a good friend, T asks the student to listen and dance, after, T writes the phrases on the board and asks students to chant.	Content: to activate schemata, recall previous subjects. Language: already known language related to being a good friend. Cognition: recognize what a good friend is. To repeat vocabulary. Culture:  actions recognitions related to being a friend.
Preparation 8 minutes	T makes a reflection about what a good friend is doing and emphasizes sharing. Without telling the concept yet, the teacher shows a few pictures and asks students, what can they see? allowed the much the students can. By getting close to the right answers, T shows the label of the pictures and asks the students to come and label on the board, the same with the rest example: share toys. “Share, toy, friend, book, pencil, together, kind words, spaces, ideas, snacks, being fair, feelings”.   Display pictures and word cards, saying the words aloud and asking students to repeat. Ask students questions using the new words (e.g., "What is this? It's a pencil. Can you share a pencil with a friend?"	Content: activate prior knowledge. Language: introduce new vocabulary. Cognition:  Qs to predict and reflect about the concept, (personalize the concept). Culture: sharing importance in society.
Presentation 2 minutes	T asks students, what do they think we are learning today. After the pupils’ answers, T introduces the concept of sharing and T explains the present continuous with sharing.	Content: Qs to activate prior knowledge about the concept. Language: already known language, use new vocabulary and introduce present continuous.  Cognition: understand adding (ing) when doing the action.
Detail task 1 2 minutes	T encourages on students’ vocabulary repetition and then provides with the dictionary; a worksheet where students need to match the picture with the label by cutting and pasting and tracing the following words: share feelings, share ideas, share kind words, share spaces, share responsibilities.	Content: Vocabulary in context. Language: apply the new vocabulary Cognition: Label and categorizing vocabulary, reading and writing practice. Culture:  social interaction and emotions involved.
Practice 8 minutes	T present the book to read “share and take turns” by Cheri J. Meiners and students to listen. T keeps the attention, providing each student with a label paper with a word from the story, and asking them to put it up every time they listen to the word.  https://www.youtube.com/watch?v=Ebm5G0PhHuM   To start, T asks students about the pictures in the story and asks for predictions, (e.g What do you think the story is about? What can you see?) and write the answers on the board. T tell the students to check if the predictions are correct.   After the reading, T makes a reflection of the story and asks students for their predictions. To check on the comprehension T make some questions about the characters in the story, S answer the questions.	Content: To promote reading and listening skills. Analyzing the concept in context by reading the text. Language: already known language to understand the story. Cognition: Predictions about the story, reflection about emotions, personalizing the concept, reading comprehension. Culture:  social interaction and Qs emotions involved.
Assessment 8 minutes	For reading comprehension and critical thinking, T provides papers, in one there is a situation and in the other is the solution of the problem or what can you do to fix the situation, each student gets one and they find their perfect match. In pairs they role play the situation. Monitoring all the time and supporting students when it's necessary.	Content: to check concept understanding. Language: practice the vocabulary. Cognition: critical thinking, problem solving, recall specific information. Culture:  recall personal emotions from others actions and pair collaboration.