1.+INTRODUCTION

=THE PIANO = ​

Text: Narrative & Descriptive ( if you work with a film: scenes and storyboard)
The Unit is focused on students of 5th grade of Primary. This is a film narrative unit that can be taught at any appropriate point during the year, but I decided this unit because the students are working with narrative structures and descriptions, and is a good Unit to develop these points and introduce new ones. The Unit is going to be developing through a video, "The Piano", which we will work over it describing and analyzing the different parts of video and the characters, in order to create a dialogue that the students are going to made up. || · Identify the different contributions of music, words and images in short extracts from TV programs or films. · Pose probing questions appropriate to purpose. · Plan, tell and write complete stories with a clear sequence of events. · Use paragraphs to structure a narrative. · Use adjectives to describe physical characteristics. · Have a basic knowledge what is a story board |||| - //Speaking//: Expressing doubts and opinions Performing - //Writing//: Using who, that, when, where as links in sentences as well other links and adjectives Structuring the text - //Reading//: Taking the information from an audiovisual format - //Listening//: To the different instructions and explanations from the teacher or partners. To the different opinions || · Video player / DVD · Short animation film: ‘The Piano’ By Aidan Gibbons · Different worksheets · TIC’s: audio recorder, movie maker programme || - Identify and understand at least the 70% of the parts that are in a film narrative text - Form opinions and use textual evidence from a film to support and justify responses - Understand and identify the different parts of the film narrative - Do short descriptions of the characters and the essay structuring it and including links and the adjectives targeted - Invent their own conversations getting in account the characters features - Perform a short conversations fitting more or less with the length of the video - Assess their classmates performance by using an assessment sheet || - Do original dialogues - Use vocabulary words that fitted with the mood of the characters - Write a organize composition with all the main aspects of the story including the dialogues in a correct way || - Use different tenses in the narration and dialogues - Express themselves with high level vocabulary words and grammar structures - Do observations in the assessment || Narrative and descriptive text, linked with the film narrative and the story board |||| Spanish literacy: the narrative structure is general
 * About the Unit / where this Unit fits** ||
 * About the Unit / where this Unit fits** ||
 * Previous Knowledge needed** ||||
 * Language skills targeted** ||
 * Important resources** ||
 * Important resources** ||
 * Expectations** ||
 * At the end of this Unit all the children must** ||||||||
 * At the end of this Unit all the children must** ||||||||
 * At the end of this Unit all the children must** ||||||||
 * At the end of this Unit most of the children should** ||||||||
 * At the end of this Unit most of the children should** ||||||||
 * At the end of this Unit some children could** ||||||||
 * At the end of this Unit some children could** ||||||||
 * Type of text studied / developed** ||||
 * Connection with other areas** ||
 * Connection with other areas** ||

Music: the film has got music and the students learn to identify the feelings it can transmit ||