CLIL Lesson Planning and Reflection

12

CLILLesson Planning and Reflection

June 6, 2014

Grade:

3

Student Teacher 000123Sec:

Time: 50 minutes

Start: 8:00 AM

End: 8:50

AM

No: of Students: 25

Topic/Subtopic: Science – Food groups

Outcomes for content:Describe various food and nutrients categories

Outcomes for language: Understand various vocabularies classify new words into groups related to nutrient content Learn the correct spelling learn correct pronunciation of food related terms.

Learning Outcomes

Learners will be able to:

  1. CONTENT

  • Increase students knowledge on variety of diets

  • Train students on taking balanced diets

  • Equip learners with names of various diets

  1. COGNITION and LEARNING SKILLS ( what cognitive and learning skills will be used)

  • Learners will:

  • Identify and categorize diets into distinct groups

  • Learn to test food nutrients using laboratory tests

  • Best preservation of the diets to avoid destroying valuable nutrients in the diets

  • Learn how to determine the correct food serving for an individual

http://www.onestopenglish.com/clil/young-learners/science/food/pdf-content/food-groups-lesson-plan/500705.article

LANGUAGE (How content will be taught through language: Grammar, Function and Key technical terms) and SENTENCES:

  • Present tense:

  1. Foods that contain proteins include – ( Read meat, white meat, beans, eggs, cheese, seafood, and milk)

  2. Bananas, berries, low fat yogurt, and tomato sauce are rich sources of carbohydrates

  • Emphasizing on spellings of new and complex vocabularies

  1. Learning the spelling of long and complex food content

  • Function:

  1. Identify how to prepare balanced diets

  2. Identifying foods by their names

  • Key technical terms:

  1. Carbohydrates

  2. Proteins

  3. Vitamins

  4. Macro-nutrients

  5. Micro-nutrients

http://forolenguas.edurioja.org/unidades/cicloagua_mariamoliner.pdf

Learners will develop their language proficiency through:

Language of learning

  1. Evaluate nutrients/sources/preparation methods/ various recipes

  2. Let’s prepare this recipe.

  3. I will investigate the origin of various cuisines.

Key vocabulary needed:

  1. Cuisines

  2. Recipes

  3. Procedure

  4. Precautions

  5. Seasoning

Key grammatical structures needed:

Present tense:

  1. Red meat is rich in proteins

  2. Recipes guide cooks in diet preparation

Language for learning

  1. Is it balanced diet?

  2. How long does coking take?

  3. Do the ingredients require seasoning?

  4. The recipe is Italian.

  5. How long does cooking take?

  6. How many servings will I get from

Language through learning

  1. Japanese diets contain more seafood than American cuisines.

  2. I like whole grain products.

  3. Crops grown in natural environment are healthier than green house products.

Prior Knowledge (ContenT and Language) From previous assessment data and observations/or strategies used at start of lesson to establish prior knowledge)

  • Prior knowledge (content):

  • Operating cookers and main

  • Maintaining basic hygiene

  • Prior knowledge (language): The students try to give names to various recipes

http://www.unifg.it/sites/default/files/allegatiparagrafo/20-01-2014/coyle_hood_marsh_clil_toolkit_pp_48-73.pdf

Materials/Resources Needed: (In keeping with CLIL principles, describe general classroom resources (whiteboard, markers, computer station, projector, textbooks) content and EAL learner specific resources needed to deliver the lesson)

General

  • Food types

  • Recipe books

  • Photos

Content Specific

  • 3 different spices

  • Heating system

Language Specific

  • Word wall

  1. The ingredient names and combinations required for making a complete recipe

PROCEDURE:

How do I plan to introduce this lesson?

I plan to introduce the lesson by reviewing with the students the food pyramid to determine the appropriate food serving for individuals.

What activities will the student(s) be involved in?

(describe instructional strategies and the activities in detail)

The students will be involved in classifying food into different groups.

What questions will I ask and how will I make them clear? (Write down the questions that you will ask during each activity)

  • The questions:

  1. How many helpings of food should individuals take?

  2. How is food classes classified?

  3. How many recipes do you know?

  • The benefits from these questions:

  • All of those questions aim at promoting students to research on different food varieties.

How do I plan to manage the classroom? (How can I gain student attention how will I organize the classroom? How can I manage student behaviour? What would I modify instruction, tasks and texts)

I will divide the students into 5 groups containing five students for complimenting each other’s knowledge.

http://www.onestopenglish.com/clil/methodology/articles/article-planning-clil-lessons/500472.article

Closure – How do I plan to end the lesson and follow up on the teaching and learning in the next lesson?

I will close my lesson through summarizing the information we will discuss throughoutthe lesson.

Culture and Diversity (How can I include the UAE culture and heritage in my lesson topic or have the students explore this independently?)

The students will have liberty for preparing their traditional cuisines. Besides, they will educate the entire class on a systematic preparation process.

Meeting the EAL learner’s needs:

The group classification ensures that the bright and high achieving students can help EAL students in their studies conveniently.

Social and Physical Environment: Instructional arrangements/groupings

Using bilingual and simple words that are familiar to the students when introducing new ideas

Teaching approach: (What strategies will be used? describe them clearly)

Strategy used before doing the task: Establishing lesson objectives

Strategy used during doing the task: Adjusting class notes as may be required to meet educational needs for everyone

Strategy used after doing the task: Allowing students to ask topic questions on issues they may not have understood

http://www.educa2.madrid.org/web/educamadrid/principal/files/fb9ec3e8-13a9-4a5c-a02f-071d2c154f9f/clil%20resources%20and%20strategies/CLIL_Lesson%20Plan_Session.pdf?t=1352808321022

Support: (teacher support, peer support, bilingual teacher)

Teacher support: The instructor will help students in identify various food recipes

Peer support: The students will assist each other though discussing the set objectives

Bilingual teacher: The educator will help students in translating the names of foods from their local languages to English

Adaptations and Modifications: (content, text, format)

Content : Science ( Food groups)

Communication: What are the various food groups?

Cognition: Categorizing and comparing different food alternatives

Task: Identify nutrient value for independent foods

Assessment: Explain the significant things when planning the lesson

Diagnostic (to identify their present level of performance or proficiency in the content and in the second language)

Observing a food pyramid and determining foods that belong to the same class

Formative (describe what kinds of ways you will find out the students have learned what was taught? When will it be used: before, during, after the lesson, include content and language focus)

I will monitor the ability of individual students capacity for understanding learning and cognition knowledge

Summative (describe what kind of summative assessments would you suggest at the end of this unit either paper based (tests/exams) or any other alternative assessments.

The food groups can be classified as plant and animal-based nutrients sources

Recording of information: (what format would you use to record the assessment data for your students or how would you record the assessment information, observation of the child (kid watching) and how you would use this data for planning and communicating with parents)

Observing students and making notes during the lesson

http://www.mlpsi.ie/index.php?option=com_mtree&amptask=att_download&amplink_id=1119&ampcf_id=24

REFLECTION:

  1. Why did you make your choices and decisions in your CLIL lesson plan?

I preferred CLIL lessons to other lesson plans as it integrates culture, content, communication, and cognition. The four factors are essential for attaining ADEC results in the New Model School (NMS).

References:

https://www.teachingenglish.org.uk/article/clil-a-lesson-framework

  1. What are the benefits of the CLIL lesson plan for EAL learners?

CLIL lesson plans help students in understanding class content better through understanding various concepts as described using a second language.

  1. How has your planning advanced through this assignment?

My lesson plan has progressed in that I am capable on concentrating more on developing content and language

Summary

ThisCLIL lesson plan is designed for teaching a science class,specifically, a food groups. The lesson takes 50 minutes and isdesigned for educating 25 students. The main benefit for using thislesson plan is that it incorporates culture, content, cognition, andcommunication. The teaching approach is recommended for achievingADEC results found in New Model School (NMS). The educators ensurethat students can understand the lesson content comprehensivelythrough integrating the target language with their mother tongue. The instructor in the lesson plan aims at enhancing retention rate ofstudents through classifying them into groups of five. The groupswill be composed of students with different understanding capacities. The CLIL education plan capitalizes on actively constructedknowledge as opposed to other lesson plans that depends on in-born orimitated knowledge to be successful. It reduces teacher-talking time(TTT) while increasing students talking time (STT). The studentsshare their knowledge regarding a given topic to developcomprehensive knowledge on the topic of interest.

Themain objective of CLIL lesson plans is helping EAL learners isacquiring second language using distinct strategies such as providingstudents with additional time for practicing second languages andusing language in various situations such as identifying the names ofvarious recipes, as well as cuisines in another language. Thepedagogy approach is preferred for EAL students to other lesson plansin that it encourages peer lessons. Every educator involved inteaching diverse classes often prefers this teaching approach becauseit encourages collective knowledge sharing.

OUTLINE

I.Lesson description

a)Date

b)Time

c)student

d)Topic/subtopic

II.Learning outcomes

  1. Cognition

  2. Cognition and learning skills

  3. Prior knowledge

III.Materials and resources needed

  1. General

  2. Content specific

  3. Language specific

iv.Procedure

  1. Introducing the lesson

  2. Questions raised during the lesson

  3. Class management approach

  4. Closure

v.Culture and Diversity

vi.Meeting the EAL learner’s needs

vii.Social and Physical Environment

viii.Teaching approach

ix.Support

x.Adaptations and Modifications

xi.Recording of information

xii.Reflection

xiii.Summary