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THE PIANO
​
WHERE THIS UNIT FITS:
Our Unit is focused on students of 5th grade of Primary.This is a narrative unit of work based on film which can be taught at any appropriate point during the year.
It is going to be develop through a video, "The Piano", which we will work over it describing and analizing the diferent parts of video and the characters, in order to create a dialogue that the students are going to made up.
Subject: Literacy
Format: Film
Text: Narrative & Descriptive ( if you work with a film: scenes and storyboard)
Prior learning
CheckAbout the Unit / where this Unit fits
The Unit is focused on students of 5th grade of Primary. This is a film narrative unit that children can already:
Identifybe 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.
Previous Knowledge needed
Language skills targeted
Important resources
· Identify the different from TV programmesprograms or film.
Posefilms.
· Pose probing questions to purpose.
Plan,
· Plan, tell and of events.
Use
· Use paragraphs to a narrative.
Use
· Use adjectives to 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
Expectations
At the end of this Unit all the children must
- 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
At the end of this Unit most of the children should
- 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
At the end of this Unit some children could
- Use different tenses in the narration and dialogues
- Express themselves with high level vocabulary words and grammar structures
- Do observations in the assessment
Type of text studied / developed
Connection with other areas
Narrative and descriptive text, linked with the film narrative and the story board
Spanish literacy: the narrative structure is general
Music: the film has got music and the students learn to identify the feelings it can transmit

LESSON #6 ‘Storyboarding’ (subtask nº4)
Learning Objectives
Learning outcomes
Evidence for Assessment
To identify what a story board is for.
To write dialogues and narration adapting them to the time of the film
Adapt the dialogues to the time they have to represent
Include narrations as if they were telling the story
Story board
Dialogues sheets
Language structures targeted
Vocabulary targeted
Narration and dialogues
Links: then..., while...,
Speech marks
The one used in the story boar, including some of which they have learnt along the unit
Outline of Activities
To write the dialogues and narration adapting them to the time they have in the film and include short narrated parts. End the story board with pictures
Timing
Grouping
Pupils
Teacher
Resources
1. 3’
Whole group
Greetings and copy the goal for today
Guide and explain
Blackboard
2. 5’
Whole group
Review the characters and the sequence in which they appear
To guide the students in review which characters appear in each sequence and the situation that involve them
Flash Cards
3. 20’
Groups
Write the dialogues for each sequence, taking in account the duration.
To explain they have to write short dialogues that reflect the situation
Dialogue sheets
4. 30’
Groups
Fill the story board adding narration and drawing the pictures for each sequence.
To explain briefly the use of a story board and guide the students
Story board script
Assessment Criteria
All Children must be able to:
-Create dialogues that suitable fix with the intention of the situation of the sequence.
-Create narrations at the beginning and end of the film
-Fit more or less the oral intervention with the time they have in the film
Most of the children will be able to:
-Create original dialogues with vocabulary about this Unit.
- Introduce short narrations between the sequences
Some of the children could:
Write the dialogues and narrations with accuracy and originality, including added aspects.
TASK #4 (FINAL TASK) : Our Story-Movie!
x-Time: 3 daysx-Time: 2 daysTime: 2 days
x-Goal: To made up the conversations between the characters being aware of the feelings and athmosphere in each momentx-Goal: To begin to form opinions of a visual text and discriminate the different parts of the storyGoal: To record the narration and dialogues adding them to the film
x-Goal: To made up the conversations between the characters being aware of the feelings and athmosphere in each moment-Day 4: Today the students are going to work with the charactersx-Goal: To begin to form opinions of a visual text and discriminate the different parts of the story-Day 1: This day the students will have the first contact with the video. The video doesn't have any dialogue, so the students will guess what is the video about by asking some questions about the different parts of the story.Day 7: Only some of the pairs are going to performe today, and the rest of the students will do it in the next session
Activity 1 (10 min)
All the students must have prepare their conversations, so we will take a few minutes to get ready.
The teacher also will explain what they have to do with the assessment sheet
Activity 2 : The performance
In pairs, the students are going to stand up to the rest of the class and the teacher is going to play the movie with the volume really down. So they can perform their conversations as if they were dubbing a movie.
To assess the performance each pair is going to have a assessment sheet in which is going to appear points such as tone, voice, entonation, performance, corporal language, etc.
Day 8: The pairs left will perform their conversations
Activity 3 (10 min)
Take a few minutes to get ready.
The teacher will explain again what they have to do with the assessment sheet
Activity 2 : The performance
The students left are going to stand up to the rest of the class and the teacher is going to play the movie with the volume really down. So they can perform their conversations as if they were dubbing a movie.
To assess the performance each pair is going to have a assessment sheet in which is going to appear points such as tone, voice, entonation, performance, corporal language, etc.

Learning outcomes
Evidence for Assessment
the performance
To
To adapt the each situation
Speak
Speak audibly and clearly
To show respect for the other groups
by whispering
Respect
Respect their partners
Perform the dialogues
Recordings
Language structures targeted
Vocabulary targeted
Narration
Direct speech
The one the students use in their compositions: adjectives nouns, places...
Perform the story board
Record and guide
appropriate program.
Microphone
Film
Microphone
Film ‘The
Piano’
3. 10’
Record and guide
Assessment Criteria
able to:
Have a roll in the performance and read it properly
able to:
Perform the dialogue with a proper intonation
children could:
Have
Have a proper and pronunciation
Speak clearly and loudly
LESSON #8 ‘Video Assessment’ (Final Task)
Learning Objectives
Learning outcomes
Evidence for Assessment
To give marks from 1 to 4 to the different items that appears in the performance
Assess the works of the other groups
Videos
Assessment sheets
Language structures targeted
Vocabulary targeted
‘I think...’
‘In my opinion...’
Elements of assessment: Accuracy, audibly, intonation, originality, pronunciation, etc.
Outline of Activities
To watch and evaluate the works of the groups
Timing
Grouping
Pupils
Teacher
Resources
1. 10’
Whole group
Listen
Explain the points of the assessment
Photocopies for assessment
2. 5’
Individual
To watch and evaluate the aspects of the oral performance in the film of the first group
Manipulate the computer and guide
Whiteboard
Laptop
Videos of the groups
Photocopies for assessment
3. 5’
Individual
To watch and evaluate the aspects of the oral performance in the film of the second group
4. 5’
Individual
To watch and evaluate the aspects of the oral performance in the film of the third group
5. 5’
Individual
To watch and evaluate the aspects of the oral performance in the film of the fourth group
6. 5’
Individual
To watch and evaluate the aspects of the oral performance in the film of the fifth group
7. 10’
Whole group
Discuss about the best video
Guide the argument
Assessment Criteria
All Children must be able to:
-Give marks from 1 to 4
-Write at least three personal opinions
Most of the children will be able to:
-Give marks objectively
-Write a personal opinion for each group
Some of the children could:
-Write a comment about some of the marks

LESSON # 7 ‘We are doubling actors’ (Final Task)
Learning Objectives
Learning outcomes
Evidence for Assessment
To agree in groups about how to organize the performance
To adapt the intonation of the voice for each situation
Speak audibly and clearly
To show respect for the other groups
Finish and practise their dialogues by whispering
Respect their partners
Perform the dialogues
Recordings
Language structures targeted
Vocabulary targeted
Narration
Direct speech
The one the students use in their compositions: adjectives nouns, places...
Outline of Activities
Rehearse and perform the dialogues and narration in order to recorder the voices and add the record to the film
Timing
Grouping
Pupils
Teacher
Resources
1. 5’
Whole group
Greetings and listen
Explain today’s plan and goal
2. 10’
First Group
Perform the story board
Record and guide
Computer: appropriate program.
Microphone
Film ‘The
Piano’
3. 10’
Second group
Perform the story board
Record and guide
4. 10’
Third group
Perform the story board
Record and guide
5. 10’
Fourth group
Perform the story board
Record and guide
6. 10’
Fifth group
Perform the story board
Record and guide
Assessment Criteria
All Children must be able to:
Have a roll in the performance and read it properly
Most of the children will be able to:
Perform the dialogue with a proper intonation
Some of the children could:
Have a proper intonation and pronunciation
Speak clearly and loudly

Learning outcomes
Evidence for Assessment
descriptive adjectives
-To
-To be able proper adjectives
-To
-To participate in the game
-To be able to explain the meaning of an adjective with their own words
the definitions
Choose
Choose the adjectives each situation
Participate in the game by guessing or explaining
Work sheet
Language structures targeted
Vocabulary targeted
me feel...is....’
Narrative structure: At the beginning, First, then..., at the end, finally, etc.
can transmit
Antonyms and synonyms
Outline of Activities
1. 5’
Whole group
and goal
Listen to the instructions
Explain they are going to work with situations and feelings
While watching the film, fill the targets of each sequence with the adjectives they consider
Explain and Guide
Video player
Work sheet: targets
5. 20’
Papers with the words and a bowl
Assessment Criteria
able to:
-
- Define properly 7 adjectives
-
- Identify at the opposite
- Participate in the game
able to:
-
- Define properly the adjectives
-
- Identify the the target
- Describe the word they have in the game with other words
children could:
-
- Define all adjectives correctly
- Identify more than one adjective for all the parts of the targets in each sequence
LESSON # 5 ‘My essay about the film’ (Subtask nº3)
Learning Objectives
Learning outcomes
Evidence for Assessment
-To use correctly the time tense in there is/are, there was/were
-To distinguish the relative pronouns: who/where/that
-Use paragraphs in story writing to organise and sequence the narrative.
-To include the main points asked in the essay
- Choose the correct form of there is/are, there was /where and relative pronouns.
- Fill the blanks with the correct adjectives
- Write an essay about the film following the outlines.
- Routine sheets
- Essays
Language structures targeted
Vocabulary targeted
-Expressing opinions: ‘I think it is...’
‘There is/are’ ; ‘There was/were’
-Relative pronouns: who / where / that
-Narrative structure in writing a story: At the beginning, then, finally...
-Descriptions: She/he is, wears, has got....
Descriptive adjectives
Vocabulary related with the narrative structure
Outline of Activities
To review grammar aspects and structures as well as useful vocabulary in order to do an essay about the film
Timing
Grouping
Pupils
Teacher
Resources
1.
15’
To do the routine
Explain the routine and help resolving doubts
Routine sheets
2.
10’
To fill the blanks in the sentences written in the board
Explain the activity and guide
Blackboard
Notebooks
3.
10’
To listen carefully to the instructions and ask doubts
Explain the steps or outline about the essay and resolve doubts
Essay sheet
4.
25’
To write an essay about the story of the film including the grammar structures targeted, some relative pronouns and descriptions.
To observe and guide
Essay sheets
Assessment Criteria
All Children must be able to:
-Choose the correct tense: is/was, are/were, and relative pronoun (that, where)
-Include at least some of the descriptive adjectives targeted and relative pronouns in the essay
- Write the essay with the proper structure.
Most of the children will be able to:
- Choose the relative pronoun ‘who’ instead ‘that’.
- Participate in the big group activity about filling blanks
Some of the children could:
-Include properly in the essay all the aspects asked

LESSON #4 ‘what it makes me feel is...’
Learning Objectives
Learning outcomes
Evidence for Assessment
-To learn and use different descriptive adjectives
-To be able to fill the targets with the proper adjectives
-To participate in the game
-To be able to explain the meaning of an adjective with their own words
Match the definitions
Choose the adjectives that better describes each situation
Participate in the game by guessing or explaining
Work sheet
Language structures targeted
Vocabulary targeted
Expressing opinions: ‘I think it is...’ ‘What makes me feel...is....’
Narrative structure: At the beginning, First, then..., at the end, finally, etc.
Descriptive adjectives for what a situation can transmit
Antonyms and synonyms
Outline of Activities
To read the adjectives and definitions and match them. Define the other adjectives with their own words and use them to fill the targets that belongs to each sequence of the film and in the composition
Timing
Grouping
Pupils
Teacher
Resources
1. 5’
Whole group
Read the today’s plan and goal
Listen to the instructions
Explain they are going to work with situations and feelings
non
2. 10’
Whole group
Talk about situations and feelings
Guide the speech
Work sheet
3. 18’
Pairs
Match the words and definitions Define with their own words the adjectives left
Guide and resolve doubts
Work sheet
4. 7’
Individual
While watching the film, fill the targets of each sequence with the adjectives they consider
Explain and Guide
Video player
Work sheet: targets
5. 20’
Whole group
Play the game
Explain the rules, guide and resolve doubts
Papers with the words and a bowl
Assessment Criteria
All Children must be able to:
- Define properly at least 7 adjectives
- Identify at least the adjective that perfectly describes the feelings the sequences transmit and the opposite
- Participate in the game
Most of the children will be able to:
- Define properly 8 of the adjectives
- Identify the adjectives for all the sequences, at least one for each part of the target
- Describe the word they have in the game with other words
Some of the children could:
- Define all the adjectives correctly
- Identify more than one adjective for all the parts of the targets in each sequence

TASK #3 : Story-boarding
x-Time: 2 daysTime: 3 days
x-Goal: To begin to form opinions of a visual text and discriminate the different parts of the storyGoals:
- To describe the character physically and emotionally
- To made up the conversations between the characters being aware of the feelings and athmosphere in each moment
- To create a story-board including narration and dialogues
x-Goal: To begin to form opinions of a visual text and discriminate the different parts of the story-Day 1: This day the students will have the first contact with the video. The video doesn't have any dialogue, so the students will guess what is the video about by asking some questions about the different parts of the story.Day 4: Today the students are going to work with the characters
Activity 1 (5 min)
Text: Decriptive
Skill: Speaking
Interaction: Teacher Student
Grouping: whole class
Description: Talk about the characters that appear in the video. How many characters are there? Who could are they? why do you think so?
Activity 2 (10 min)
Text: Narrative
Skill: Speaking & Writing
Interaction: Student - Student
Grouping: Small groups
Description: In groups the teacher is going to give them a sheet in which appear a picture of each character and other sheet in which are written some questions. They have to answer in the sheet the questions inventing the answers for each character as a group, it means all the people in the group must have the same answers
Activity 3 (5 min)
Text: Expository
Skill: Listening
Interaction: Teacher - Student
Groupnig: Whole class
Description: Now, the teacher is going to explain that they have to write a short description for the characters, including the answers to tue questions they have just made and some physical descriptions, and to do that they must use links such us who, when, where, that... The techer is going to give an example.
Activity 4 (20 min)
Text: Descriptive
Skill: Writing
Interaction: student - Student
Grouping: Small groups
Description: First of all they have to cut the pictures of the characters to can glue them in the notebook. when they have all the pictures cutted they have to glue the first and do the description nest to it.
Activity 5 (5 min)
Text: Expository
Skill: Listening and Reading
Interaction: Teacher - Students
Grouping: Whole class
Description: The teacher is going to ask some members of the groups to read aloud the description of the characters
Day 5: To write a dialogue between the characters in The Piano. To Start with the Story - board
Activity 6 (10 min)
Text: Narrative
Skill: Speaking & Listening
Interaction: Teacher - Student
Grouping: whole group
Description: Talk about the characters, remembering what we did last day and ask the students what could they say, because the video has not dialogue, only music. To do that we must ramain that the characters appear in different moments of the movie and they have different feelings (remember and see the zones of relevance and the description of the characters)
Ask some students to role-play what two of the characters could say.
Activity 7 (4 min)
Text: Narrative
Skill: Reading
Interaction: Student - Video
Grouping: Whole group
Description: To watch the film in order to find out the duration of the dialogues
Activity 8 (15 min)
Text: Narrative
Skills: Speaking & Writing
Interaction: Student - Student
Grouping: Small groups
Description: Decide what are the interaction between the characters: Wife-Pianist; Friend-Pianist; Children-Pianist. In groups The students will write short dialogues in their notebooks, taking in account the context of the movie and the situation of the characters and the duration of the shot
Activity 9 (5 min)
Text: Narrative
Skill: Reading & Speaking
Interaction: student - student
Grouping: Whole group (Pairs)
Description: The teacher is going to choose two students of different groups to get up, and they are going to do a role-play, but the questions and answers are not going to fit, so it will be subrealistic conversations.
Activity 10 (10 min)
Text: Instructive
Skill: Listening
Interaction: Teacher - students
Grouping: Small groups
Description: To explain the story - board template. First of all the students are going to have a sheet with different pictures of shots from 'The Piano' and they must choose 6 shots (three obligatories, the ones with the dialogues), cut them and glue them in the story board.
Activity 11 (5 min)
Text. Narrative
Skill: Reading
Interaction: Students - Video
Grouping: Whole group
Description: To watch the video to establish the duration of each shot. write shot and duration on the board
Activity 12 (10 min)
Text: Narrative
Skill: Writing
Interaction: Student - Student
Grouping: Small Groups
Description: The students will start the story board by filling the boxes. In the part of Narration they have to write the story they've already done in lesson 2, and include feelings that the characters can feel.
Day 6: To finish and role-play the Story-board. To do the assessment sheet
Activity 13 (20 min)
Text: Narrative
Skill: Writing
Interaction: Student - Student
Grouping: Small groups
Description: The students are going to start in groups and they are going to continue with the story board, including the narration and dialogues
Activity 14 (10 min)
Text: Narrative
Skill: Reading
Interaction: Student - Student
Grouping: Small groups
Description: Once they finished and the teacher have checked their story - board they can role -play it taking care of the pronuntiation and intonation. The must fit the entonation with the feelings of the characters and the athmosphere of the shot.
Activity 15 (15 min)
Text: Argumentative
Skill: Speaking
Interaction: Students - teacher - students
Grouping: whole group
Description: The teacher is going to give a assessment template to fill it with the aspects the students are going to focus on when watching the performance of their partners. There are going to appear at least the folloging features.
- Voice (intonation, volume, pronuntiation)
- Dialogues (accuracy, origanility)
- Narration (accuracy, originality, show feelings, fits with the athmosphere of the story)

TASK #2: Mood Graph
x-Time: 2 daysTime: 1 day
x-Goal: To begin LESSON #3 ‘Outlining the characters’ (subtask nº2)
Learning Objectives
Learning outcomes
Evidence for Assessment
-To be able to form opinions of a visual text and discriminateagree with the different parts of the storyGoal: Topartners in working in groups
-To be able to readinvent the facial expresionsfeatures of the maina character in orderand introduce it to do a mood graph
x-Goal: To beginthe class.
-Listen for specific information.
-Ask relevant questions to form opinions of a visual textclarify understanding and discriminateextend ideas
-Convey ideas and give reasons for opinions
-Create the different partsfeatures of the story-Day 1: This daycharacter
-To introduce the students will havecharacter by talking to the first contact withclass
-Speak clearly and loudly in order the video. The video doesn't have any dialogue, sopartners could understand the students will guess what is the video about by asking someinformation
-Ask relevant questions about the different parts
Work sheet
Observation grid
Language structures targeted
Vocabulary targeted
Can you repeat...? What did you say about...?
I’m going to introduce you...
Descriptive structures: He/ She is....
I think...
Adjectives
Outline of Activities
Do the story.Day 3: This dayroutine to make the students are going to work overfamiliarize with those structures. Crate the facial expresionsfeatures of a character and introduce them orally.
Timing
Grouping
Pupils
Teacher
Resources
1. 10’
Whole group
To review the different thoughts or feelingsfilm focusing in the maincharacters
Interact with the students
non
2. 20’
Groups
To choose one character can have
Activity 1 (5 min)
Text: Narrative
Skill: Speaking
Interaction: teacher - students
Grouping: Whole group
Description: Talk about the video and invent the actitude tha Pianist have during the movie. Do you thingfeatures according with what is a happy story? Is he sadasked in the movie? why do you think so? When is he happy?
Activity 2 (3 min)
Text: Narrative
Skill: Reading
Interaction: students- video
Grouping: Whole group
Description: Watchworksheet
Explain the movie in orderactivity and observe
Worksheets
3. 5’
Groups
To organize how they are going to be aware ofintroduce the moodcharacter
Observe and guide
Worksheets
4. 20’
Groups
Presentations.
The rest of the character inclass have to fill a table about the different pointscharacters of the movie.
Activity 3 (3 min)
Text: Argumentative
Skill: Speaking
Interaction: teacher - students
Grouping: Wholeother groups
Observe and guide
Worksheets
5. 5’
Whole group
Description: talk about what they think there are
To ask the saddestquestions for assessment
Ask and guide
non
Assessment Criteria
All Children must be able to:
- Create the happiest parts.
Activity 3 (10 min)
Text: Narrative
Skill: Reading
Interaction: Students - video - teacher
Grouping: Whole group
Despription: To choose the main partsasked features of the movie where the pianist shows his feelingscharacter
- Introduce it by facial expressions by re-watching the film and stopping in different parts.The students will helporal interaction to finding them out, but the teacher will write them inclass
- Take notes about the board. They could beimportant features of the folloring ones:
- Opening
- Wife
- Alone
- War
- Friend's death
- Child
Activity 4: (4 min)
Text: Discursive
Skill: Speaking & Listening
Interaction: Students - teacher - Students
Grouping: Whole group
Description: Find out which are the happiest andcharacters in the saddest partstable
Most of the movie by discussing in whole group and reach an agreement
Activity 5: (6 min)
Text: Instructive
Skill: Listening
Interaction: Teacher - students
Grouping: Whole group
Description: The teacherchildren will explainbe able to:
- Ask question s with the correct structure
- Be original in the boardfeatures of the mood graph,character
- Give a graph on which the X-axis represents the passage of time throughout the filmcomplete description and the Y-axis represents mood.
To establish the time and mood we will use the momentssome vocabulary targeted
Some of the movie we agreed before andchildren could:
- Fill correctly the following moods: sadest, sad, ok, happy, happiest
Activity 6: (10 min)
Text: Graphic
Skill: Reading & Writing
Interaction: Student
Grouping: Individualy
Description: To do the mood graph individualy
Activity 7 (5 min)
Text: Narrative
Skill: Speaking
Interaction: Student - student
Grouping: Pairs
Description: To compare the graphs with the partnerswhole table
- Have a fluent English when speaking and talk about that: I think this is the saddest part because...good pronunciation.

​
TASK #1: Narrating the story
Time: 2 days
Goals: -To begin to form opinions ofLESSON #1 ‘The narrative text in a visual text
- To discriminatefilm’
Learning Objectives
Learning outcomes
Evidence for Assessment
To identify the different parts of the story
- To narratenarration structure in a film
To form opinions about the story differenciating
Match the parts ofdefinitions by guessing
Watch the narrationvideo and introducing descriptions usingfigure out what is the story about
Observation while talking
Information sheet
Worksheet
Language structures targeted
Vocabulary targeted adjetives
Day 1: Familiarization with the
Narrative text
The video is about… - type.
Activity 1 (2 min)
Text: Instructive
Skill: Listening
Interaction: Teacher - Student
Groupnig: Whole group
Description: Greetins and explanationExpressing Ideas:
I think…
Parts of the activity. - Good morning guys! Ok, Today's plan is Narrative film structure. What does it mean? we are going to watch a film but we will work with the storynarrative text
Outline of the film, the characters, etc... so you willActivities
To have to pay attention at the film, but first you are going to start doing an activity in pairs.
Activity 2 (3 min)
Text: Film review
Skill: Reading
Interaction: Student - student
Grouping: Pairs
Description: In pairscontact with the students are goingvideo and do the work sheet about it to associateknow general information about it
Timing
Grouping
Pupils
Teacher
Resources
1. 4’
Whole group
Listen and interact when the words that are part of a narrative text with their definitions. they will have each one in separated pieces of paper.
Activity 3 (5 min)
Text: Expository
Skills: Reading
Interaction: Students - teacher
Grouping: Whole group
Description: to check the students have asks
Explain Today’s plan and goal and introduce the narrative structure
non
2. 10’
Pairs
Match words accordingand definitions
Guide and observe
Envelopes with thewords and definitions
3. 5’
Individual
To read the teacher willquestions and ask some of them to read it.
Activity 4 (4 min)
Text: Narrative
Skill: Reading
Interaction: Students -better understanding
Observe and answer the doubts
Work sheet
4. 5’
Whole group
Watch the video
Grouping: Individualy
Description: Give and talk about the studentsquestions
To guide the copyanswers according to the questions they have
Video player
5. 15’
Pairs
Answer the questions and tellcheck them that they are going to watch awith 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 butand identify the storysequences
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 what it is about is not so clear, so they must pay attention to the parts of the structurefilm narration in a narrative text (they will have the infomationfilm
- Answer the questions with their own ideas
- Give their opinions in working in pairs
Most of the topchildren will be able to:
- Identify an 80 % of the sheet)
Activity 5 (5 min)
Text: Descriptive
Skill: speaking
Interaction: teacher - students
Grouping: Whole group
Description: talk aboutparts of the film.film narration in the teacher can ask question such as: what do you think it wasfilm
- Tell their ideas to the movie about? how many characters did appear? who do you think they were?
Activity 6 (10 min)
Text: Instructive
Skill: Writting
Interaction: Students -students
Grouping: Pairs
Description: To fill first partrest of the sheet in pairs by answeringclass
Some of the questions aboutchildren could:
- Identify an 100 % of the story
Activity 7 (5 min)
Text: Narrative
Skill: Speaking
Interaction: Student- teacher-student
Grouping: whole group
Description: Shareparts of the information. The teacher will writefilm narration in the boardfilm
- Have a fluently conversation about the different answerstopic
- Answer the students give to each question
Activity 8 (5 min)
Text: Narrative
Skill: Reading
Interaction: student - video- teacher
Grouping: whole group
Description: Re-watch the film to check the answersquestions and sequence it in 4 scenes
Activity 9 (5 min)
Text: Descriptive
Skill: writing
Interaction: student- student
Grouping: Pairs
Description: to completedo the sheet in pairs by givingdescriptions using a tittle to each scenevariety of vocabulary and describing it briefly
Activity 10 (2 min)
Text: Informative
Skill: reading
Interaction: teacher - student
Grouping: Whole group
Description: For assessmentstructures
LESSON #2 ‘Mood graph of the teacher will ask them some questions: Do you likemain character’ (subtask nº1)
Learning Objectives
Learning outcomes
Evidence for Assessment
To read facial expressions and guess the video? Who knows what iscause of the plot? who knows waht ismood from the setting?...context
Convey ideas and give reasons for opinions
Explain and guess the setudents will answer by raise the hands
Day 2: zones of relevance
Activity 11 (3 min)
Text: Narrative
Skill: Listening
Interaction: Teacher - student
Grouping: Whole group
Description: To remember what we didwords in the last session. What wasgame
Choose the video about? Which charcters did appear? what wasparts of the first scene?...
Activity 12 (8 min)
Text: Espository
Skill: Reading
Interaction: student - student
Grouping: Small groups
Description: In groups,mood graph
Establish the students are going to have different words and meanings, they have to macth them. then the teacher will ask some students to say the meaningpoints in order to check them.
Activity 13 (3 min)
Text: Informative
Skill: Speaking (pronuntiation)
Interaction: teacher - student
Grouping: whole group
Description: the students will have a sheetmood graph
Agree these points with the words that they have just learned plus others. we are going to readrest of the group
Mood graph
Language structures targeted
Vocabulary targeted
“I think....”
Mathematical language: graphic
Vocabulary words forfrom the pronuntiation. What means.... María.
Activity 14 (7 min)
Text: Informative
Skill: Writing
Interaction: Student - student
Grouping: Small groups
Description: In groups, they have to guess about the meaningsessions before
Moods (happy, sad, melancholic...)
Outline of Activities
Review the words leftadjectives and writedo the definition next tomood graph about the word
Activity 15 (5 min)
Text: Informative
Skill: Speakingmain character
Timing
Grouping
Pupils
Teacher
Resources
1. 5’
Whole group
Greetings: today’s plan – Today’s goal
Explain and reading
Interaction:Student - student
Grouping: whole class - Pairs
Description: By moving around the class they are going to check they wordsresolve doubts
Routine
2. 10’
Whole group
To see different faces with other parter who was not in his / her group. If they are not agree they should check in the dictionary
Activity 16 (3 min)
Text: Explanatory
Skill: Listening
Interaction: Teacher - student
Grouping: wholedifferent facial expressions and guess their mood
Explain and guide
Pictures
3. 10’
Whole group
Description: The teacher will give and explain the sheet they have
Listen to do. In the sheete there are four targets they have to fill puttingexplanation and participate in establishing the words they haveparts in the top ofgraph
Ask doubts
Explain how to do the sheet (and they have just sown) inmood graph - Guide
Black board
Work sheets: mood graph
4. 5’
Individual
Watch the targetsfilm and draw point in the way thatmood graph depending of the bulls eye representsfacial expressions of the words that perfectly describecharacter
Observe and guide
Video Player / film
Mood graphs
5. 15’
Groups
Talk about the feelingsmood graph of each one and agree to do the section,same
Choose the inner ring representsaddest and the words which closely match, the outer ring is for the words that partialy matchhappiest parts and say why
Observe and guide
Mood graphs
6. 10’
Whole group
Say aloud why they choose these parts to the area outside forrest of the words that aren't cosider relevant.
Give an exampleclass
Guide
Mood graphs
Assessment Criteria
All Children must be able to:
- Participate in the board
Activity 17 (10 min)
Text: Narrative & Descriptive
Skill: Reading
Interaction: student - video - teacher
Grouping: whole group
Description: The teacher is going to play each section of‘game’
- Read facial expressions
- Establish the moviemood from the facial expressions and stop to give timecontext in the students to fill the target
Activity 18 (20 min)
Text: Narrative & Descriptive
Skill: Writing
Interaction: Student - student
Grouping: smallfilm
- Work in groups
Description: In groups the students are going in order to doreach an essay narratingagreement
Most of the storychildren will be able to:
- Describe the different moods with a more complex vocabulary that happy or sad.
Some of the film dividing it in: beggining, first section, second section, third section, fourth section,children could:
- Describe the saddest and conclusion; includinghappiest points of the adjetives they have just selected for each section.story using proper and more complex grammatical structures and vocabulary.