Medway
Year 6 Cross-curricular Unit
Wendy Cobb
This unit builds on vocabulary and structures covered in earlier Medway Plans. It links with Literacy Framework Non-fiction Unit 4, QCA MFL Unit 7 On y va ! and Unit 20 Notre monde, Geography Unit 24 Passport to the World, Unit 22 A contrasting locality overseas. Activities that deliver Framework objectives are highlighted on the following grid. All activities from the various units are highlighted on a separate grid. Teachers are free to dip in and out of the units to develop their own plans but should check that they cover all the year 6 objectives during the course of the year.
A suggested teaching sequence is given together with suggestions for warm-up activities and example lesson plans.
A list of useful web links is also provided together with suggestions for additional cross-curricular activities.
The unit could be covered in its simplest form in a sequence of 6 x 30/40 minute lessons or could be extended into a full creative project. Cross-curricular links are given in the appendix.
Learning Objectives / Learning opportunities / Knowledge about language / Unit Activity references /
06.1 Understand the main points and simple opinions in a spoken song or passage.
06.2 Perform to an audience.
06.3 Understand longer and more complex phrases or sentences.
06.4 Use spoken language confidently to initiate and sustain conversations and to tell stories. / Listen attentively, re-tell and discuss the main ideas.
Agree or disagree with statements made about a spoken passage.
Present a short piece of narrative either from memory or by reading aloud from text.
Develop a sketch, role-play or presentation and perform to the class or an assembly.
Re-tell using familiar language a sequence of events from a spoken passage containing complex sentences.
Understand and express reasons.
Understand the gist of spoken passages containing complex sentences e.g. descriptions, information, instructions etc.
Participate in simple conversations on familiar topics.
Describe incidents or tell stories from their own experience, in an audible voice. / Recognise the importance and significance of intonation.
Use knowledge of language to present information and personal ideas.
Notice and manipulate agreements.
Use knowledge of words, text and structure to make meaning, using simple language spontaneously. / Lesson one
Lesson two
Lesson four
Lesson four
Lesson four
L6.1 Read and understand the main points and some detail from a short written passage.
L6.2 Identify text types and read short, authentic texts for enjoyment or information.
L6.3 Match sound to sentences and paragraphs.
L6.4 Write sentences on a range of topics using a model. / Read and respond e.g. to an extract from a story, an e-mail message or song.
Give true or false responses to statements about a written passage.
Read descriptions of people in the school or class and identify who they are.
Read for enjoyment an e-mail message, short story or simple text from the internet.
Read and understand the gist of a familiar news story or simple magazine article.
Use punctuation to make a sentence make sense. Listen carefully to a model and re-constitute a sentence or a paragraph using text cards.
Apply most words correctly.
Construct a short text e.g. create a PowerPoint presentation to tell a story or give a description. / Use knowledge of form including where appropriate, plurals and notions of gender to improve access to a range of texts.
Apply knowledge of word order and sentence construction to support the understanding of written text.
Use knowledge of language features, style and layout of different texts to support understanding.
Apply knowledge of word order and sentence construction to support the understanding of written text.
Apply knowledge of word order and sentence construction to support the understanding of the written text. / Lesson two
Lesson two
Lesson four
Lesson four
Lesson five
IU6.1 Compare attitudes towards aspects of everyday life.
IU6.2 Recognise and understand some of the differences between people.
IU6.3 Present information about an aspect of culture. / Recognise similarities and differences in attitudes amongst children in different cultures.
Learn about role models for children in different cultures.
Discuss similarities and differences between the cultures they have learned about.
Recognise and challenge stereotypes.
Perform songs, plays, dances.
Use ICT to present information having a greater sense of audience. / Devise questions for authentic use.
Recognize that languages have different ways of expressing social relationships.
Create spoken and written language using simple sentences. / Lesson four
Lesson five
Lesson three
Lesson four
Lesson five
Lesson four
Lesson five
Lesson six
QCA and Framework Unit Links / Useful Resources
Literacy Framework Non-Fiction Unit 4
· Children explore how a guided tour of a particular location can be presented through a variety of formats, including live, as a guide book or pamphlet, as a video, as an audio tour, or as a virtual tour, for example on a website. They compare the language, organisational and presentational features of each, evaluating their effectiveness in the light of purpose and audience.
Unit 24 Passport to the World
· To investigate places
· To use secondary sources
· To collect information using an interview survey
· To record and present information
· To identify the location of different places in the world
· To collect and record evidence about places
· To learn about current affairs
· To recognise and investigate places through literature
Unit 22 A contrasting locality
· To identify where places are
· To use maps, atlases and globes
· To identify physical and human features of a place
· To make comparisons with their own locality
· Identify similarities and differences between places / Atlases
Inflatable globe
Guide books/advertising leaflets about Paris
Travel brochures
Web links (additional links indicated within activities and in appendices)
http://paris.arounder.com/ / Tour Paris
http://www.oxfam.org.uk/coolplanet/ontheline/explore/journey/france/guidebk.htm / Oxfam guide book to France
http://www.ezwebsite.org/Page.asp?PID=910 / Links for French speaking countries
http://cte.jhu.edu/techacademy/fellows/hintz/webquest2/sdhindex.html / Webquest French speaking countries
http://lehrerfortbildung-bw.de/faecher/franzoesisch/rs/landeskunde/usequenzen/sequenz1/voyagevirtuel1_lb.doc / Word document (in French) with instructions for taking a virtual tour of Paris with web links
http://www.travelmail.co.uk/travel/Paris/Video-story--a-perfect-day----in-Paris.html?article_id=34126 / Video clip – how to visit ‘Paris in a day’ from London
http://www.cortland.edu/flteach/civ/Voyage/paris.htm / Voyage virtuel Paris
http://20-100-video.blogspot.com/2008/01/tour-de-paris-en-hlicoptre-et-en-images.html / French site. Take a tour on a helicopter over Paris.
http://www.pariserve.tm.fr/quartier/decouv.htm / Map of Paris, click on the icons to find out more about places to visit
http://www.paris-tourisme.com/monuments/index.html / Monuments de Paris
http://platea.pntic.mec.es/%7Ecvera/hotpot/paris.htm / French site with simple activities to check your knowledge of Paris (say the names of famous places, check by hovering the cursor over the picture/pairs game)
http://pagesperso-orange.fr/olivier.boquint/ / Virtual tour of Paris
http://www.eurostar.com/FR/fr/leisure/about_eurostar.jsp / Eurostar site
http://video.news.sky.com/skynews/video/?&videoSourceID=1282773&flashURL=/feeds/skynews/latest/flash/archive02/eurostar_milam.flv / News video of first journey on Eurostar to Paris
http://www.parisaudioguide.com/ / Audio guide to Paris (French)
http://home.earthlink.net/~mariefrance/map.html / Map of French speaking nations
http://www.oxfam.org.uk/education/resources/category.htm?9 / Lesson plans on global citizenship
http://fr.wikipedia.org/wiki/S%C3%A9n%C3%A9gal / Wikipedia Senegal (French)
http://www.ausenegal.com/ / Tourist guide to Senegal (French)
http://www.le-senegal.net/ / Le Sénégal – voyage en images
http://www.senegalaisement.com/senegal/sports_senegal.php / Sport in Senegal
http://www.senegalaisement.com/senegal/musique_senegal.php / Music of Senegal
http://www.afriqueindex.com/Pays/Senegal/musi_sen.htm / Audio and video clips of music of Senegal
http://www.kassoumay.com/senegal/cuisine-senegal.html / Food of Senegal
http://www.gouv.sn/meteo/index.cfm / Daily temperature throughout Senegal
http://www.ausenegal.com/Les-peintures-sous-verre-art.html / Examples of glass painting artwork typical in Senegal.
Suggested teaching sequence
· Make Passports.· ‘Take the Eurostar to Paris’.
· Evaluate guidebooks, virtual tours, videos, audio tours etc.
· Locate French speaking countries around the world.
· ‘Fly’ to a French speaking country.
· Create a presentation/celebration of the country visited.
Appendices:
On y va can be easily adapted as a focus for a complete cross-curricular plan. The appendices outline subject links, activities and stimuli for further study.
Example Lesson One Outline
Teaching and activities
Objectives: – Use spoken language confidently to ask and answer questions. /
KAL
/Framework refs.
· Warm up: Throw an inflatable globe and ask children to say a name of a country then pass the globe on. They must not repeat any country already named. The names could be in English or French.· Use flashcards to introduce French names for countries, l’Angleterre, l’Espagne, l’Italie, la Grèce, le Japon
· Ask the question: Où vas-tu en vacances ? (Where do you go/are you going on holiday?)
Using the ppt resource, introduce: Je vais en France etc.
Encourage children to join in with the chorus with appropriate actions.
· Introduce vocabulary for key modes of transport en avion (plane), en bateau (boat), en ferry (ferry), en train, en car (coach), en voiture (car)
· Get children to walk around the class asking: Où vas-tu en vacances ? Tu préfères... ou l’Angleterre ?(Do you prefer …. or England?) Vas-tu en avion ? (Are you going by plane?) tallying responses and using dictionaries to find the French names for other holiday destinations and modes of transport.
· Get the children to feedback on their surveys then explain that the class is travelling by train to a capital city in another country. Where do they think they will be going?
· When they have established that they will be going to Paris explain that they will need special passports for this journey. Handout the passports and ask the children to fill in the sections with their details.
Extension and cross-curricular activities:
Maths – convert currencies/ practise using euros with money problems/look at Eurostar timetables to create a journey plan. / Use of le, la, l’ (definite article) before name of country.
en becomes au before masculine countries
Use of en to mean to when used with countries and by with modes of transport
Où allez-vous ? (plural or formal question) / 06.1 Understand the main points and simple opinions in a spoken story, song or passage.
06.4 Use spoken language confidently to initiate and sustain conversations and to tell stories.
L5.3 Write words, phrases and short sentences, using a reference.
Example Lesson Two Outline
Teaching and activities
Objectives: – Read authentic texts and listen to audio presentations to find out information about Paris. /
KAL
/Framework refs.
(Prior to the lesson explain to the children that the purpose of their visit is to find out how a guided tour of a particular location can be presented through a variety of formats. They will need to gather as many ideas as they can as they will be travelling to another country later in the term and will need to create a presentation of their tour at the end of their visit. During the journey to Paris they will be able to read guidebooks and watch virtual presentations about Paris in order to plan a short tour of the city.)If possible have the room ready for the ‘journey’ to Paris. Chairs seated in ‘coaches’ facing the IWB. Issue the children with tickets and have their ‘passports’ checked before they are allowed on the train. During the ‘journey’ play the onboard information programme (selected video and audio/visual clips) and provide a range of French leaflets and guides about Paris. In pairs the children decide on places to visit and things to do in Paris.
Examples:
http://www.francekeys.com/francais/index.shtml check the weather in Paris
http://www.eurostar.com/FR/fr/leisure/about_eurostar.jsp official Eurostar site
http://www.cortland.edu/flteach/civ/Voyage/paris.htm virtual tour of Paris
http://www.pariserve.tm.fr/quartier/decouv.htm interactive map of Paris
http://pagesperso-orange.fr/olivier.boquint/ virtual tour of Paris with panoramic views
http://www.parisaudioguide.com/ French audio/video guide extracts
Extension and cross-curricular activities:
Literacy – compare formats for presentation of a live tour.
Maths – pairs plan a timetable of where to go and what to see in Paris during a given timescale. Use scale maps of Paris.
ICT – webquest Paris / Use knowledge of form to improve access to a range of texts.
Apply knowledge of word order and sentence construction to support the understanding of written text.
Use knowledge of language features, style and layout of different texts to support the understanding of written text. / 06.1 Understand the main points and simple opinions in a spoken story, song or passage.
O6.3 Understand longer and more complex phrases or sentences.
L6.1 Read and understand the main points and some detail from a short written passage.
L6.2 Identify different text types and read short, authentic texts for enjoyment or information.
Example Lesson Three Outline
Pictures of a French speaking country, worksheet Where is this place?
http://www.oxfam.org.uk/education/resources/category.htm?9
Teaching and activities
Objectives: – To understand what stereotypes children abroad might have about the England and vice versa. /
KAL
/Framework refs.
· Warm up: Get children to guess the name of the country you are going to, using clues from the rap from lesson one, e.g. La capitale est Rome. Il y a beaucoup de glaces…· Display the map of French speaking countries written in French. Do they know the English names for any of the countries? Talk about the difference between countries where the official language is French and other French-speaking countries.
· Explain to the children that you are going to show them some pictures of a French-speaking country that is not in Europe. Tell them the name of the country and ask the children to describe it. Where have they got their information from and do they all think the statements are true?
· Tell the children some interesting facts about the country and display images of a French-speaking country on the IWB or pass round pictures.
· Give out two different sets of statements from A, B, C and D to each pair of pupils. First, ask each pupil individually to decide which country is being described on their paper, giving reasons for their decision. They swap statements with their partner, and come up with a suggested country and reasons for their decision for this statement. Then they join with their partner and compare answers and reasons.
· Ask pupils to share their thoughts. When each group has been heard, tell them that all the phrases represent views of England. They came from Kenyan girls (A) and boys (C) and Greek boys (B) and girls (D). Is anyone surprised? Why? Stick the statements onto a chart with two columns: Those that they think do describe England, and those that they think don't. Talk about where the views may have come from - for example, the media, films, tourists, school textbooks.
This activity is adapted from Speaking for Ourselves, Listening to Others published by Leeds Development Education Centre.
· Explain that they will be ‘flying’ to a French speaking country and will be finding out about and presenting information about an aspect of the culture and comparing attitudes towards aspects of everday life.
Extension and cross-curricular activities:
· Global Citizenship Lesson Two Our Links around the World / IU6.2 Recognise and understand some of the differences between people (explore the issue of stereotype).
Example activities for lessons four and five