L-2-sd-ThePiano - 3. SUB TASK

LESSON #1 ‘The narrative text in a film’
Learning Objectives					Learning outcomes			Evidence for Assessment
To identify the parts of the narration structure in a film To form opinions about the story					Match the definitions by guessing Watch the video and figure out what is the story about			Observation while talking Information sheet Worksheet
Language structures targeted						Vocabulary targeted
Narrative text The video is about… - Expressing Ideas: I think…						Parts of the film narrative text
Outline of Activities
To have the first contact with the video and do the work sheet about it to know general information about it
Timing	Grouping	Pupils					Teacher		Resources
1. 4’	Whole group	Listen and interact when the teacher asks					Explain Today’s plan and goal and introduce the narrative structure		non
2. 10’	Pairs	Match words and definitions					Guide and observe		Envelopes with words and definitions
3. 5’	Individual	To read the questions and ask to better understanding					Observe and answer the doubts		Work sheet
4. 5’	Whole group	Watch the video and talk about the questions					To guide the answers according to the questions they have		Video player
5. 15’	Pairs	Answer the questions and check them with other partners					Guide		Work sheet
6. 5’	Whole group	Listen the explanation and ask doubts					Explain #6 and answer doubts		Work sheet
7. 3’	Whole group	Watch the film and identify the sequences					Guide		Video player
8. 10’	Pairs	Fill #6 and write the answers in the notebook					Explain and guide		Worksheet
9. 2’	Individual	Self-assessment					Ask		non
Assessment Criteria
All Children must be able to: - Identify a 70% of the parts of the film narration in the film - Answer the questions with their own ideas - Give their opinions in working in pairs				Most of the children will be able to: - Identify an 80 % of the parts of the film narration in the film - Tell their ideas to the rest of the class				Some of the children could: - Identify an 100 % of the parts of the film narration in the film - Have a fluently conversation about the topic - Answer the questions and do the descriptions using a variety of vocabulary and structures
LESSON #2 ‘Mood graph of the main character’ (subtask nº1)
Learning Objectives			Learning outcomes					Evidence for Assessment
To read facial expressions and guess the cause of the mood from the context Convey ideas and give reasons for opinions			Explain and guess the words in the game Choose the parts of the mood graph Establish the points in the mood graph Agree these points with the rest of the group					Mood graph
Language structures targeted						Vocabulary targeted
“I think....” Mathematical language: graphic						Vocabulary words from the sessions before Moods (happy, sad, melancholic...)
Outline of Activities
Review the adjectives and do the mood graph about the main character
Timing	Grouping	Pupils					Teacher		Resources
1. 5’	Whole group	Greetings: today’s plan – Today’s goal					Explain and resolve doubts		Routine
2. 10’	Whole group	To see different faces with different facial expressions and guess their mood					Explain and guide		Pictures
3. 10’	Whole group	Listen to the explanation and participate in establishing the parts in the graph Ask doubts					Explain how to do the mood graph - Guide		Black board Work sheets: mood graph
4. 5’	Individual	Watch the film and draw point in the mood graph depending of the facial expressions of the character					Observe and guide		Video Player / film Mood graphs
5. 15’	Groups	Talk about the mood graph of each one and agree to do the same Choose the saddest and the happiest parts and say why					Observe and guide		Mood graphs
6. 10’	Whole group	Say aloud why they choose these parts to the rest of the class					Guide		Mood graphs
Assessment Criteria
All Children must be able to: - Participate in the ‘game’ - Read facial expressions - Establish the mood from the facial expressions and context in the film - Work in groups in order to reach an agreement				Most of the children will be able to: - Describe the different moods with a more complex vocabulary that happy or sad.				Some of the children could: - Describe the saddest and happiest points of the story using proper and more complex grammatical structures and vocabulary.

3. SUB TASK - 1