The present teaching sequence was carried out in the fifth grade of Primary Education in El Sol i La Lluna school (Castellar del Vallès). The class in which I was doing my practise is called the “journalists class”, so my class teacher asked me to create my teaching unit in relation to that. Since that topic is quite wide, I had the opportunity to fit in my hobbies and turn the realization of my teaching sequence into an amusement to myself: the reading and the illustrated albums. I wanted them to feel the pleasure of reading good illustrated albums but not die trying. I thought that mixing books and videos created by them would be terrific, so I got to the following idea: they would have to create their own breaking news from an illustrated album.
my clil teaching sequence
The project idea is that students are organised in five work groups —fairly chosen by the teacher—, and given an illustrated album. They are asked to read it carefully and identify its main information; that is how they are going to work deeply the wh-question words who, when, where, and what. Then, they are supposed to create their own news programme and record themselves explaining the illustrated album in a breaking news format. To do so, children will have earlier worked all the concepts in the previous sessions.
In order to help them have a clearer idea of what they are asked to do, the teacher provides them an example using the book “Mog, the forgetful cat”, by Judith Kerr. On the first session, it is projected a video of the teacher herself reading the book —that is, what you normally do with a book in your hands—, and another one as well broadcasting a breaking news about Mog, a cat whose forgetfulness has come in very handy because of a burglar. Moreover, they are also provided a cardboard TV to make their breaking news video more realistic.
 |
|---|
 |
 |
 |
 |
 |
Each lesson will be quite different, trying to get their full attention to the topic and motivate them. Regarding the closing of the lesson, I decided to do a post lesson reflection based on the exit tickets tool. At the end of each lesson, students will be given a small sheet of paper representing a cinema ticket, and in which there will be a question related to the topic they are working, that is a wh-question. The teacher hands out the exit tickets to the students and instruct them to follow the prompts on the ticket to complete their reflection. Moreover, the teacher has to stress that reflecting on learning is a critical part of the learning process. Once completed, the students must return the exit ticket to the teacher. After the lesson the teacher should read through the lesson tickets to understand what the students took away from each lesson.
