MLTA Annual Conference 7 March 2014

Programming for transition: Italian

Penelope Johnstone
Oatley Public School
Overview
• Context (State / National)

• Australian National Curriculum
Languages: Italian
• Oatley Public School
• Contin...
Context (State / National)
• Overall decline in student
numbers undertaking language
study beyond mandatory 100
hours in s...
Planning for K-6
What is the most challenging
aspect of planning for K-6?

Making the curriculum relevant
for all stages!
Music – starting with a song!
Adapting one song to fit K-6
Title:
Theme:
Unit:

Oggi, Oggi = Today, Today
The Weather (Il ...
Oggi Oggi / Today Today
Oggi, oggi, fa molto freddo
(Fa molto freddo, fa molto freddo)
Oggi, oggi, fa molto freddo
Fa molt...
Early Stage 1/Stage 1
Topic: Identifying seasons and related weather conditions
COMMUNICATIVE
FUNCTIONS

Asking and talkin...
Stage 2
Topic: Identifying seasons and related weather conditions
COMMUNICATIVE
FUNCTIONS

Enquiring and commenting
on the...
Stage 3
Topic: ‘La Moda’ for Fashion shows of the Season
COMMUNICATIVE
FUNCTIONS

Identifying and
commenting on appropriat...
Creating ‘La Sfilata’
Students bring to life their newly acquired knowledge and
language skills with a ‘Performance’. They...
Performing ‘La Sfilata’
Students engage with the entire process.
They acquire new vocabulary in the target
language and wo...
Creating shape with the body
Mirror imaging
Creating Arlecchino
Fostering links with local feeder
schools
• Students conduct
interviews in
classroom activities
which promote
confidence i...
Peer support – strengthening links
• Year 8 students who
studied Italian K-6
at Oatley Public
School
• Working with these
...
Multi-modal focus
Objective
Through incorporation of multi-modal digital
technology, students develop knowledge,
skills an...
Visual literacy through
pubblicità?
Student sample of short stop
motion video created using
Ipad app ‘Video Star’
Conclusion
Positive outcomes of learning language
using technology such as video
conferencing through peer collaboration
•...
Conclusion (Cont’d)
Collaborative activities utilising video
technology encourage elementary
students to:
• adapt
• think
...
MLTA Annual Conference 7 March 2014

Programming for transition: Italian
Penelope Johnstone
Oatley Public School
penelope....
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Penelope johnstone using advertising commercials to teach language and culture

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Penelope johnstone using advertising commercials to teach language and culture

  1. 1. MLTA Annual Conference 7 March 2014 Programming for transition: Italian Penelope Johnstone Oatley Public School
  2. 2. Overview • Context (State / National) • Australian National Curriculum Languages: Italian • Oatley Public School • Continuity between primary and secondary language learning • Engaging students through peer teaching and learning • Conclusion
  3. 3. Context (State / National) • Overall decline in student numbers undertaking language study beyond mandatory 100 hours in secondary • Language courses cut from universities when numbers are adequate and sustainable • Quality qualified teachers supply • Challenges arising - funding cuts
  4. 4. Planning for K-6 What is the most challenging aspect of planning for K-6? Making the curriculum relevant for all stages!
  5. 5. Music – starting with a song! Adapting one song to fit K-6 Title: Theme: Unit: Oggi, Oggi = Today, Today The Weather (Il Tempo) Seasons (Le Stagioni) Resource: ABC Melody – Sing and Learn Italian!
  6. 6. Oggi Oggi / Today Today Oggi, oggi, fa molto freddo (Fa molto freddo, fa molto freddo) Oggi, oggi, fa molto freddo Fa molto freddo a Roma Oggi, oggi, fa molto caldo (Fa molto caldo, fa molto caldo) Oggi, oggi, fa molto caldo Fa molto caldo a Pisa Oggi, oggi, tira vento (Tira vento, tira vento) Oggi, oggi, tira vento Tira vento a Venezia Oggi, oggi, piove, piove (piove, piove, piove, piove) Oggi, oggi, piove, piove Piove, piove a Siena Guarda guarda guarda il cielo! Che tempo fa, che tempo fa? Guarda guarda guarda il cielo Nevica sulla città! Andiamo, andiamo fuori! Andiamo, è Natale! Resource: ABC Melody – Sing and Learn Italian!
  7. 7. Early Stage 1/Stage 1 Topic: Identifying seasons and related weather conditions COMMUNICATIVE FUNCTIONS Asking and talking about the weather Identifying the seasons Asking and talking about appropriate clothing for different types of weather conditions CULTURAL COMPONENT Seasons in Italy/Australia Northern hemisphere / Southern hemisphere LANGUAGE STRUCTURES VOCABULARY TEACHING STRATEGIES Che tempo fa? Fa freddo / Fa caldo Piove / Tira vento Nevica / È nuvoloso C’è il sole / Fa bel/brutto tempo Song ‘Oggi, Oggi’ – Worksheet to identify types of weather conditions / Use of flashcards to identify weather conditions In che stagione siamo? Siamo in estate / autunno / inverno / primavera Cosa ti metti in inverno? Mi metto… Role playing using actions for weather words Students make a poster for Today’s Weather Match season to weather/types of appropriate clothing
  8. 8. Stage 2 Topic: Identifying seasons and related weather conditions COMMUNICATIVE FUNCTIONS Enquiring and commenting on the weather Identifying the seasons Identifying and discussing appropriate clothing for varied weather conditions CULTURAL COMPONENT Starting dates for seasons in Italy/Australia Months / seasons written in lower case Seasonal food variation / Festivals LANGUAGE STRUCTURES VOCABULARY TEACHING STRATEGIES Use of verb ‘fare’ for weather Che tempo fa? Fa freddo / Fa caldo Piove / Tira vento Nevica / È nuvoloso / È nebbioso / C’è il sole / Fa bel/brutto tempo / È sereno / È variabile / C’è il temporale Song ‘Oggi, Oggi’ – Students locate weather forecasts for Cities mentioned in Song from authentic materials ie. Internet/La Fiamma and La Corriere della Sera Le stagioni L’estate / L’autunno / L’inverno / La primavera La temperatura minima / massima Access online weather forecasts on Rete Italia and SBS Radio Construct and present a weather report to the class or as an Assembly Item using a map of Italy Graph recorded weather patterns over term.
  9. 9. Stage 3 Topic: ‘La Moda’ for Fashion shows of the Season COMMUNICATIVE FUNCTIONS Identifying and commenting on appropriate clothing to suit weather conditions/seasons Identifying seasonal items of clothing and expressing likes and dislikes Expressing likes and dislikes in types of weather conditions/seasons CULTURAL COMPONENT Variation in timing for seasonal fashion in Italy/Australia Fashion Designers / labels /‘La sfilata’ LANGUAGE STRUCTURES VOCABULARY Vocabulary for weather and appropriate items of clothing Mi piace / Non mi piace Quando …. fa freddo / fa caldo /piove / tira vento nevica / è nuvoloso / è nebbioso c’è il sole / fa bel/brutto tempo / è sereno / è variabile / c’è il temporale … mi metto Prepositions.. d’estate / in autunno / d’inverno / in primavera La temperatura minima / massima TEACHING STRATEGIES Song ‘Oggi, Oggi’ – Students create their own rap version of weather song for their chosen locations Search seasonal ‘fashion week’ websites around the world Develop a short play incorporating a ‘situation relating to clothing’ /fashion parade using target language
  10. 10. Creating ‘La Sfilata’ Students bring to life their newly acquired knowledge and language skills with a ‘Performance’. They take ownership through their creativity. Each student plays an integral role in their own learning.
  11. 11. Performing ‘La Sfilata’ Students engage with the entire process. They acquire new vocabulary in the target language and work cooperatively with peers.
  12. 12. Creating shape with the body
  13. 13. Mirror imaging
  14. 14. Creating Arlecchino
  15. 15. Fostering links with local feeder schools • Students conduct interviews in classroom activities which promote confidence in using the language and understanding cultural concepts • They demonstrate their understanding by asking questions out of sequence and respond appropriately testing and assessing each other.
  16. 16. Peer support – strengthening links • Year 8 students who studied Italian K-6 at Oatley Public School • Working with these students raises the profile of languages in the primary context as students achieving great results at high school level due to prior knowledge gained in primary school • Success!!
  17. 17. Multi-modal focus Objective Through incorporation of multi-modal digital technology, students develop knowledge, skills and understanding: • Creating • Performing • Appreciating
  18. 18. Visual literacy through pubblicità? Student sample of short stop motion video created using Ipad app ‘Video Star’
  19. 19. Conclusion Positive outcomes of learning language using technology such as video conferencing through peer collaboration • Student engagement • Development of trust and selfconfidence • Long term retention of vocabulary and sentence structures in target language
  20. 20. Conclusion (Cont’d) Collaborative activities utilising video technology encourage elementary students to: • adapt • think • feel • evaluate • create • assess • observe • motivate themselves and others
  21. 21. MLTA Annual Conference 7 March 2014 Programming for transition: Italian Penelope Johnstone Oatley Public School penelope.johnstone@det.nsw.edu.au
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