Planificando una unidad AICLE.

Una de las tareas más complejas del curso sobre REA, ha sido la planificación de una unidad AICLE completa; sobre todo, si no lo habías hecho nunca y si como yo, eres profesora de inglés y sí, tienes ventajas a la hora del lenguaje pero no de los contenidos. Yo elegí una unidad de la asignatura de historia, concretamente la prehistoria de 1º de la ESO. Sé que puede tener fallos y no estar completa al 100%, pero para ser la primera no me ha quedado mal.

Voy a explicar un poco cómo ha sido dicha planificación. 

En primer lugar, debía tener claros los objetivos y los contenidos de la unidad; que quedaron de la siguiente manera: 

OBJETIVOS       To know who Charles Darwin was and his natural selection theory.         To recognize the family tree of the hominids.         To understand the evolution process.         To know how people lived in the Paleolithic, Neolithic and Bronze and Iron  Ages.         To recognize different tools from the different periods.         To recognize the Art in these Prehistory periods.

CONTENIDOS          Knowing Charles Darwin.          The Man: Hunter and gatherer. The Paleolithic.          Art in the Paleolithic.          The Agricultural Society. The Neolithic.           Art in the Neolithic.           The Bronze Age and the Iron Age.          Una vez están establecidos los objetivos y sabemos cuáles son los contenidos del curso, sólo queda ir trabajando sobre la unidad, sobre el vocabulario y estructuras que se van a utilizar y que necesitamos que nuestro alumnado sepa o aprenda. Debemos establecer cómo se van a trabajar las cuatro destrezas básicas: Reading. Listening, Writing and Speaking; además de las competencias clave. También debemos destacar el tipo de discursos que se van a utilizar en la unidad y el contexto cultural con el que nos vamos a encontrar.       Debemos después diseñar las tareas a realizar en la unidad junto a todas las actividades; establecer la metodología, cómo van a trabajar los alumnos y la secuenciación de la unidad. Para finalizar, hay que mencionar todos los recursos de los que vamos a disponer y los criterios y elementos de evaluación que se van a seguir para poder finalizar con la unidad.              Toda esta información es la que váis a poder encontrar seguidamente en esta entrada del blog; espero que la disfrutéis y os sea útil; además no dudéis en mandarme cualquier comentario si encontráis algún fallo, o algo que se pudiera mejorar. 3. Language Content / Communication Vocabulary Nouns: Paleolithic, Neolithic, tools, stone, bone, horn, fire, wood, leather, hunting, hunter, gathering, gatherer, fur, flint, scraper, nomad, cave, lifestyle, bronze, iron, agriculture, cattle raising, cave painting, age, tribe, population, crescent, draught, harpoon, sculpture, drawing, animals ( deer, horse, bison, sheep, cow, goat…) wall, nature, plant, coal, Venus, figure, clay, family, organization, … Verbs: to hunt, to gather, to light up, to warm, to get dressed, to protect, to scrape, to live, to organize, to rise, to smoothen, to domesticate/tame, to paint, to represent, to feed, to cook, to exchange, … Adjectives: nomadic, sedentary, lower, middle, upper, megalithic, realistic, big, colorful, fertile, smooth, polychromatic, social, schematic, … Structures Routines: Who was Charles Darwin? Why is he famous? The Paleolithic/ Neolithic/ Iron Age started ….years ago. What are the main characteristics of the Paleolithic period/ the Neolithic period/ the Bronze Age/ the Iron Age?  The main characteristics are … What are the differences between life in the Paleolithic and Neolithic?  In the Paleolithic man hunted and gathered fruits and in the Neolithic man started the agriculture and the cattle raising. Which tools did the man use in …? How was the Art in the Paleolithic/ Neolithic? What are the most important representations of the Art in the Paleolithic? Content: Use the verb to be in the Past Simple to describe the events during the different periods: The Paleolithic man was nomadic. Use of the Past simple to describe events: The Paleolithic man learnt to use the fire. Use of Present Simple with its historical value: The Paleolithic period has three main parts: lower, middle and upper. Use of capital letters for the different periods. Use of comparative sentences to speak about the 4 periods and compare them: Paleolithic paintings are more realistic than Neolithic paintings. Sculpture in the Neolithic period is simpler than sculpture in the Paleolithic. Classroom management: work in groups, work in pairs, you should do this activity individually. Answer the following questions. You have to write true/false sentences. Write true or false. Look for information about … You can look at these links: You have to find pictures about …( the art in the Paleolithic and in the Neolithic) We’re going to play a game. You have to make a presentation about … Discourse type Exposition of all the events concerning the Prehistory period. Description of the different lifestyles and the Art in each period. Language skills Reading: The students are going to read information in different pages about Prehistory. Writing: Write an interview, True/false sentences and a questionnaire. Listening: The students are going to listen to different videos on the Internet explaining facts about the period of history we are studying. Speaking: Students are going to prepare an interview with Charles Darwin. They have the questions prepared but they have to do it as natural as possible. They also have to prepare a presentation about the Art in the Paleolithic and Neolithic, describing different photos. 4.Contextual (cultural) element We are very lucky because near where we live we have a representation of the Paleolithic Art, in La Sarga (Alicante) we can visit the cave paintings and we can also visit the Archaeological Museum in Alcoy. Another excursion is going to the Beneito Cave in Muro del Alcoy. With these visits, students are going to learn that Prehistory is something that happened very near. http://arqueologiaalicante.blogspot.com.es/2010/12/cova-beneito-muro-de-alcoy.html https://www.alcoi.org/es/areas/cultura/museo/Sarga/index.html 5. Cognitive (thinking) processes. ·         To know and understand the evolution of man. ·         To analyze different tools and art types and relate them to the Paleolithic, Neolithic or the Bronze and Iron Age. ·         To interpret time lines ·         To analyze and interpret historic maps about the expansion of the first human beings in the world. 6. (a) Task(s) 1.    Interview Charles Darwin. 2.    Draw a timeline of the period with dipity.com 3.    Write some True/ False sentences about the Paleolithic and Neolithic, with the information they have from the video of Stone Age and the webpage about tools. Do it in groups, then we change the sentences between the groups and they have to answer their classmates’ sentences. 4.    Play a game similar to Who wants to be a Millionnaire. 5.    Prepare a presentation about art in the Paleolithic and Neolithic, they can do it with Power Point 6.    To create a mind map about all the periods in this unit. 6. (b) Activities 1. They can look at these links: http://www.bbc.co.uk/history/historic_figures/darwin_charles.shtml http://en.wikipedia.org/wiki/Charles_Darwin http://www.biography.com/people/charles-darwin-9266433  Look at these videos: http://www.biography.com/people/charles-darwin-9266433 http://www.evolution-of-life.com/en/observe/video/fiche/darwin-on-the-evolution-trail.html and read the text to complete all the information we have about Charles Darwin in order to prepare the interview with him. 2. Look at this video of the Stone Age  https://www.youtube.com/watch?v=PUNe5SEqDw8 and this Power Point presentation: http://presentations.phillipmartin.info/social_studies/stone_age.php 3.To learn about tools http://www.pbs.org/wgbh/nova/ancient/stone-age-toolkit.html 4. To learn the vocabulary: https://quizlet.com/subject/prehistory/ they are going to study some vocabulary with these flashcards. 5. Preparing the questions to play the game about Paleolithic and Neolithic with all the information they have. 6. Look for photographs about Art in the Paleolithic and Neolithic. 7. Look at these Power Point presentations about the Bronze Age and the Iron Age: http://presentations.phillipmartin.info/social_studies/bronze_age.php http://presentations.phillipmartin.info/social_studies/iron_age.php 8.Life in the Iron Age, here they are going to do different activities to learn about life in that period: http://www.bbc.co.uk/history/interactive/games/ironage_life/index.shtml 7. Methodology Organization and class distribution / timing 1.    Timing: 9 sessions. The 1st to introduce the topic, establish the three main periods that we are going to analyze and study. Look for information about Charles Darwin and look at the family tree of the Hominids. The 2nd session: Interview with Charles Darwin. The Paleolithic and Neolithic, lifestyle and how they made tools: watching the videos. The 3rd session: Prepare the True/False sentences and the questionnaire. The 4th Session: Do the activities prepared on the 3rd session. The 5th session: Paleolithic and Neolithic Art. Look for information to prepare the oral presentations. The 6th session: Preparing the oral presentations. The 7th session: Oral presentations. The 8th session: Bronze and Iron Age activities. The 9th session: Evaluation. 2.    Organization: In pairs: to look for information about Charles Darwin, to draw a timeline, to learn the vocabulary. In groups: to look for different photos related to the Art in the Paleolithic and the Neolithic. Resources/ Materials Computers and Internet connection ( videos, photos, WebPages) Maps of the expansion of Neolithic in Europe and Spain. Family tree of the Hominids. Key Competences Digital competence, Learning to learn Linguistic communication Cultural and artistic competence 8. Evaluation (criteria and instruments) Self evaluation: using an evaluation matrix for the individual knowledge acquired and another evaluation matrix for the group work. Evaluate the oral presentations about art that the students are going to do in groups. A written test with activities. Gracias. Un saludo