Name
A Video letter from class1D
Topic
English
Learning time
6 hours and 30 minutes
Designed time
6 hours and 30 minutes
Size of class
28
Description
The learning unit is designed for pupils (aged 10/11) of a first class of lower secondary school. Students have to produce a video-letter in which they can introduce themselves to the students of a twin class, after having written their identity card and collaborated in the drafting of the group's video presentation. This lesson plan is addressed to a monolingual class whose aim is to let the students learn and use the English language. It includes activities that are suitable for both monolingual and multilingual students.
Aims
Each learning activity is not only aimed at acquiring the "key competences": - Communication in foreign language - Digital competence - Learning to learn - Cultural awareness and expression - Social and civic competences; but also at developing the “Life Skills” such as Critical Thinking, Collaboration, Communication and Creativity.
Outcomes
Knowledge, Comprehension, Synthesis
Editor
cgrasso
PROBLEM FINDING
60 minutes)
  • Read Watch Listen
    30
    28
    1
    Brainstorming - The writing “Video I.D.” placed at the centre of the blackboard introduces the topic of the brainstorming. The students, organized in groups, identify the key information to be displayed in the video-letter. With the teacher's help, a student per each group writes on the board the main words grouped in semantic areas. The final outline, updated with the group’s ideas, becomes a conceptual guide map on the contents of the video-letter.
  • Produce
    30
    28
    1
    Individual ID-card - With the support of the teacher and the help of the dictionary, the students complete an individual sheet containing all the information shown on the previous diagram (map). In this way each student will have a clear and simple picture of himself, becoming aware of many elements that distinguish his identity.
Notes:
Students use PC and Tablets to draw their ID-card
Resources linked: 0
PROBLEM SOLVING
120 minutes)
  • Collaborate
    60
    5 groups
    0
    Group ID-card - After completing the individual identity cards, the students will create a group ID-card to give an overview of the class. The work is organized in groups of four to five students that have similar characteristics (previously verified by the teacher following the analysis of the identity cards filled in) in order to allow each team to highlight a certain peculiarity.
  • Discuss
    60
    28
    0
    Setting and script of the video - The students will join all the groups’ presentations and give them the form of a script; then they choose the settings where the video shoot will take place.
Notes:
Resources linked: 0
STUDENTS IN ACTION
120 minutes)
  • Collaborate
    60
    5 groups
    0
    Ciak! - Each group of students proceeds with the recording of the video in various school places such as: In the classroom (number of students, origin, nationality, …) - At the school canteen (favourite foods and dishes) - At the school gym (hobbies, sports, …) - In the library (favourite school subjects, books, films, …) - In the schoolyard during the break time (favourite singers, actors, holidays, …). During the shoot, while a group is busy in his performance, the other students have the task of following the acting lines carefully as they will be the subjects of oral questions from the teacher.
  • Produce
    60
    28
    0
    The students collect each video recorded in different places and put them all together using the online “kizoa” software; at the end they publish the video in the teacher’s YouTube channel.
Notes:
Students use their mobile to take videos around school. After publishing the video, students share the link with the twin class.
Resources linked: 0
EVALUATION
90 minutes)
  • Investigate
    90
    1
    Writing and spoken production - The assessment of the new lexical knowledge and communication skills are verified through a written test and an oral production. Students will write a letter to a pen friend using all the information of their ID-card. Once this activity is over, the teacher will ask the students some questions about the contents displayed in the video. In support of the evaluation process, students can be given a checklist or self-assessment grid for the entire learning process.
Notes:
The project of a video-letter in which the students present their class to other students certifies the achievement of the A1 level (Breakthrough) of linguistic competence, described in the Common European Framework of Reference for Languages.
Resources linked: 0

Learning Experience

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Social learning graph will not display correctly, because one or more learning types do not have group size set.