Medway
Year 6 CLIL Unit (Art Focus)
Wendy Cobb
This is a story based unit which builds on vocabulary and structures covered in earlier Medway Plans. It can be delivered as a separate unit or delivered alongside other story based units. It links with QCA Art and Design Unit 6A People in Action and MFL Units 21 Le passé et le présent and 22 Ici et là.
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.
Le Petit Chaperon Rouge can be adapted as a focus for a complete creative cross-curricular plan. The appendices outline subject links, activities and stimuli for further study.
Guidance for teachers: How to use this resource as an example of CLIL (Content and Language Integrated Learning).
The language content has been selected so that it is challenging but still able to be understood by the pupils through the use of careful scaffolding techniques (see below). Teachers may need to adjust it for their own class group and check pupils’ understanding regularly.
Although the majority of the lesson will be conducted in the Target Language, initially pupils may need to communicate some answers in the first language.
Use extensive scaffolding to support the children’s understanding and to encourage confident use of the target language. Scaffolding can take the form of:
· Repetition of key words and phrases
· Visual and aural cues
· Use of drama
· Linking to prior learning (e.g. through gesture, rhyme and song)
· Involving the children in the learning intentions through a familiar start to the lesson – e.g. explaining the objectives using the TL through careful use of words and phrases and with visual and aural cues
· Use of writing frames
· Use of activities to clarify key concepts e.g. completing tables, matching activities
· Displays labelled in L1 and Target Language
Lesson objectives cover three aspects: subject content, language and learning skills. Links to objectives from the Key Stage 2 Framework for Languages are indicated together with KAL (knowledge about language). Teachers should direct pupils to use of the correct language structure/form and encourage the class to identify errors. A climate of supportive peer feedback in terms of correct language use should be encouraged and pupils should be supported in their development and use of language learning strategies (LLS)
QCA Unit Links / Useful Resources
· To question and make thoughtful observations about starting points for their work.
· To select and record from first-hand observation and to explore ideas for different purposes.
· To compare methods and approaches used by others to show figures and forms in movement.
· To investigate and combine visual and tactile qualities of materials and processes and to match these qualities to show movement.
· To use a variety of methods and techniques to show movement.
· To adapt their work according to their views and describe how they might develop it further.
· To match materials and processes to ideas and intentions. / Sports flashcards
IWB resource – screen shots of information about sporting hero (e.g. Thierry Henry)
Clothes props
Different versions of Le Petit Chaperon Rouge and related tales in English and French
Adventures of Tintin
Web links (additional links indicated within activities and in appendix)
http://chaperon.rouge.online.fr/memory.htm / Memory game
http://fr.wikisource.org/wiki/Le_Petit_Chaperon_rouge_%28Perrault%29 / Alternative version
http://www.momes.net/jeudepiste/jeudepiste.html / Interactive questions about the story
http://www.gommeetgribouillages.fr/Chaperonrouge/lotoscript.pdf / Pairs matching activity
http://www.gommeetgribouillages.fr/Chaperonrouge/tablo2PCR.pdf / French site, summary of different versions of the story
http://www.gommeetgribouillages.fr/Chaperonrouge/tabloPCR.pdf / Key vocab. and pictures for the above versions
http://www.standards.dfes.gov.uk/schemes2/art/art6a/?view=get / QCA art scheme of work
http://eric.lddv.free.fr/ / 3D film stills from an animation of Le Petit Chaperon Rouge created by French art students and initial 2D concept art
http://moma.org/collection/provenance/items/580.67.html / The dynamism of a footballer by Boccioni
http://www.nationalgalleries.org/collection/online_az/4:322/result/0/472?artistId=3053&artistName=Robert%20Delaunay&initial=D&submit=1 / The Cardiff team by Robert Delaunay
http://en.wikipedia.org/wiki/The_Three_Dancers / The Three Dancers by Picasso
http://www.artisancam.org.uk/flashapps/figureitout/figureitout / Interactive activity drawing poses using an artist’s wooden model
http://fineartamerica.com/featured/soccer-world-cup-2010-grady-zeeman.html / Soccer World Cup 2010 – Grady Zeeman painting
http://www.sporting-heroes.co.uk/ / Find French football, rugby, tennis, cricket and athletics sporting heroes.
http://fr.wikipedia.org/wiki/Thierry_Henry / Biography of Thierry Henry
http://goal.blogs.nytimes.com/2007/10/16/qa-barcelonas-thierry-henry/ / Interview with Henry when he discusses differences between cultures of the countries where he has played football.
http://karenswhimsy.com/free-paper-dolls-print.shtm / Download free paper dolls to cut out and dress with clothes – Little Red Riding Hood, Little Bo Peep and other costumes.
http://www.herefordlearning.org.uk/resources.asp?GRP_ID=8 / IWB Red Riding Hood Story, playscript, wolf model template
http://www.nmm.ac.uk/tintinfun/ / Tintin’s creator Hergé at work, games (in English and French) and drawing activities
http://www.letintinmovie.com/tintin-characters-in-different-languages / Table of names of Tintin characters around the world
http://tintin.francetv.fr/#link=home/une.swf&mc=_root.ban1.contente / Official Tintin site (French). Explore Les dossiers interactifs which take you on his adventures around the world through the pages of a journal.
http://www.free-tintin.net/english/herge.htmhttp://www.free-tintin.net/english/herge.htm / Short biography of Hergé (English)
http://www.chez.com/tintim/ / French site about Hergé
Suggested teaching sequence
· Revise sports/actions and likes and dislikes, observe and record facial expressions.
· Find out about famous French sporting heroes and investigate how visual effects are used to show movement.
· Revise items of clothing and agreement and positioning of adjectives.
· Compare art portrayals of Le Petit Chaperon Rouge and Little Red Riding Hood.
· Introduce French version of the tale (interactive version with choice of endings).
· Compare different versions of the tale.
· Role-play and represent in different media versions of the tale.
· Develop art sketches into a cartoon project linked to Les aventures de Tintin (Appendix One).
Le Petit Chaperon Rouge can be adapted as a focus for a creative themed cross-curricular plan. Appendix Two outlines subject links, activities and stimuli for further study.
Example Lesson One Outline
Key vocabulary support
Teaching and activities
Objectives: - To initiate a conversation expressing opinions.
To select and record from first-hand observation and to explore ideas for
different purposes.
To compare methods and approaches used by others to show figures and
form in movement.
Les objectifs: Aujourd’hui on va réviser les sports,
regarder et dessiner les mines (facial expressions) /
KAL
/Framework refs.
· Warm up activities to revise sports and actions:le football, le rugby, le ski, le tennis, le cricket, le judo, la natation
· Repetition
· Repetition with actions
· Guess the sport (flash the card/show part of the word/do action)
· Pictionary: divide class into teams, member to the front, teacher shows child a sport. Child draws a pose but cannot show any equipment. His team has to guess the sport.
· Revise likes and dislikes: J’aime, Je n’aime pas, J’aime beaucoup, J’adore, Je déteste
· Get children to repeat phrases focusing on expression
· In pairs one child asks a question, e.g. “Aimes-tu le ski ?” The other child strikes a pose and the first child has to guess the answer “Tu détestes le ski.” “Oui, je déteste le ski.” “Pourquoi ?” “Parce que c’est ennuyeux.”
· Talk about facial expressions and poses which reflect opinions
Jean, montre-moi: ‘j’aime/ je déteste etc.’ Regardez Jean. Qu’est-ce qu’il fait? Regardez les yeux, le front, les bras etc.
· In pairs get children to take it in turns to pose for and quickly sketch facial expressions labelling il/elle aime… il/elle déteste…etc.
· Show and discuss the work of artists who have portrayed strong facial expressions related to figures engaged in sporting activities (teacher’s tip: search for ‘soccer paintings’ or ‘soccer drawings’ rather than ‘football’)
Follow up activities for art sessions:
· Ask the children to record faces and expressions in their sketchbooks. Encourage them to notice differences in expressions.
· Practise drawing poses using an artist’s model (interactive activity) http://www.artisancam.org.uk/flashapps/figureitout/figureitout
· Create a flip book portraying a simple action.
Embedding: during the week, talk about preferences for subjects and activities reflected in facial expressions and intonation. / Use of le, la before the noun:
J’aime le football
J’adore le judo
Devise questions for authentic use. / 06.4 Use spoken language confidently to initiate and sustain conversations and to tell stories.
Example Lesson Two Outline
Teaching and Activities
Objectives: - To consider the importance of role models.
To understand that learning languages can help to improve understanding
across cultures.
Les objectifs: Aujourd’hui on va jouer Devine qui c’est! (Guess who!)
discuter l’importance des langues
(N.B. The teacher will need to select carefully appropriate points during the lesson where English may be needed for the discussions) /
KAL
/Framework refs.
· Warm up. Get children to try to guess the name of sports stars from given clues. Pictures of the sportspeople could be displayed on the board for support. This activity could be done in teams – which team can work out the name with the least number of clues? (Leave the name of the sport until the end) e.g. Elle a vingt-deux ans, elle est anglaise, elle a les cheveux blonds, elle joue à…..
· Introduce pictures of sporting heroes from France. Ask e.g. Pourquoi est-il/elle célèbre? to elicit e.g. Parce qui’il/elle joue... il/elle a gagné....
· Show pictures of footballers who play for English teams including some French players and ask e.g. Qui sont français? Est-ce qu’ils peuvent parler l’anglais?
Why are languages so important? Talk about the need for players and managers to give opinions e.g. about a match. Do they know of any English players who have had to learn another language in order to play for another team?
· Look at a French language extract about a French sportsman
e.g. Thierry Henry http://fr.wikipedia.org/wiki/Thierry_Henry
Ask children to work in pairs to find out key facts about his life and sporting career including the different countries that he has played for: France, England, Italy and Spain.
· Talk about the different languages he will have had to learn and the culture differences between countries.
· Read an interview with Henry and talk about the cultural differences that he has experienced. How does learning the language of the country help him to cope with cultural differences? http://goal.blogs.nytimes.com/2007/10/16/qa-barcelonas-thierry-henry/ / IU6.1 Compare attitudes towards aspects of everyday life.
IU6.2 Recognise and understand some of the cultural differences between people.
Example Lesson Three Outline
Teaching and Activities
Objectives: - Explore the ways in which visual effects can be used to show movement
Use drawing media to experiment with techniques
Les objectifs: Aujourd’hui on va jouer Devine qui c’est!
dessiner/peindre les sportifs /
KAL
/Framework refs.
Warm up Activity:Play Devine qui c’est ! this time selecting a child to stand in front of the board facing the class. Display a picture of a sporting hero on the board. The child has to guess his/her name using clues given by the children. Depending on the ability of the selected child this could be a question and answer activity linked back to the warm up activity in the previous lesson: Il est anglais ou français ? Quel âge a-t-il ? etc., or the class could simply provide/read statements from which the child has to make a guess.
· Display a range of dynamic pictures of sports people (Bill Hall soccer pictures, The dynamism of a footballer by Boccioni, The Cardiff team by Robert Delaunay, The Three Dancers by Picasso) introduced by: Voici des images des sportifs…
· Discuss the ways in which visual effects can be used to show movement:
Regardez bien les couleurs et les formes. Discutez l’image avec un(e) partenaire.
Discuss how media and line, tone, shape and colour are used to express the idea of movement.
· Use drawing media to experiment with techniques seen in the work to create a dynamic display of French sporting heroes. / 06.4 Use spoken language confidently to initiate and sustain conversations.
Example Lesson Four Outline
Teaching and activities
Objectives: - Write sentences using a model.
Les objectifs: Aujourd’hui on on va réviser les vêtements
écrire des phrases /
KAL
/Framework refs.
· Warm up: Use props to revise some items of clothing e.g. un chapeau (hat), des gants (m) (gloves), un short (shorts), un pantalon (trousers), une jupe (skirt), un pull (jumper)· Qu’est-ce que c’est ? (What is it?) C’est une jupe.
· Take out a few items, say the name and challenge children to repeat them in the same order.
· Use the clothes to revise colours and the use of petit(e) and grand(e).
· Write descriptions of clothing on the board and get children to suggest rules for the positioning and agreement of adjectives.
· Give the children mini flashcards of items of clothing in a suitcase une valise (use an envelope). In pairs they describe the items positioning them on a ‘washing line’ and writing sentences to describe them. Dans la valise il y a … (In the suitcase there is... )
· Use the reveal tool on the IWB to show part of the Le Petit Chaperon Rouge http://karenswhimsy.com/free-paper-dolls-print.shtm
· Ask “Qu’est-ce que c’est ?” while moving the reveal tool across the picture. Children can guess items of clothing and revise le panier (basket). When the children guess that the clothes and basket belong to Little Red Riding Hood, introduce the French name le petit chaperon rouge.
· Compare art portrayals of Le Petit Chaperon Rouge
· Throughout the week revise items of clothing when children change for PE/go outside. / Compare singular and plural nouns in either language.
Positioning and agreement of adjectives. Most adjectives in French come after the noun. Petit and grand go before the noun. / 06.4 Use spoken language confidently to initiate and sustain conversations and to tell stories.
L6.4 Write sentences on a range of topics using a model.
Example Lesson Five Outline