AICLE Art second cycle primary Education

1. Coordinación bilingüe Isabel Pérez Tor
Template to design a CLIL didactic unit
Subject: Art Teacher: Carmen Rodríguez Suárez Course / Level: 1st cycle Primary Education
Title: How's the weather today?
1. Learning
outcomes/
Evaluation criteria
Learning outcomes Evaluation criteria
Observe images related to the weather Evaluate the aesthetic composition of
the weather
Develop observational skills Interpret the compositional elements of
an image.
Describe weather conditions Convey and understand accurate
information
Enjoy a song in English Properly pronounce and sing a song in
English
Skilfully use drawing tools Understand and apply different
techniques to create artistic
compositions
Understand weather conditions Understand and provide correct
information
Practise spelling Spell words correctly
2. Subject content
• Weather conditions
• Describing scenes about the four seasons
• Rhyming words about the weather
• Linguistic accuracy
• Enjoyment of a song
• Engaging in communicative exchanges that provide basic information about season
• Art techniques: drawing and colouring
• Techniques for describing weather conditions
• Drawing vocabulary about 4 seasons
• Techniques and materials for artistic composition
• Satisfaction at a job well done.
• Respect for the artwork of others
3. Language Content / Communication
Vocabulary
To happen, rain, snow, sun, cloud, wind, fog,rainy, snowy, sunny, cloudy, windy; winter, spring,
summer, autumn; hot,warm, cold; there is/there are; coat hunger; cereal box; cotton; hanger;
blue soft crayon; string; scissors; glue; felt-tip pens; pencil;rubber; pencil-sharpener; big and small;
numbers and colours; loud/quiet; scissors; to cut out; to tie; to tape;backward/forward
Structures
Hello, how are you?; let's walk this way; good idea; here we are; clean up; put your things away;
everybody, let's clean up; Is (Alejandra) here today? Hello, good morning/afternoon;toilet please?; off
you go; please/no thank you;be quiet,please; tie the lengths of string; I see something blue; let's go
backward ok?; everyone sings and walks forward together.
Discourse type
• description
• dialogue
• comparative
• argumentation
Language skills
• Listening (receptive skill)
• reading (receptive skill)
• writing (productive skill)
• speaking (productive skill) group work
4.Contextual • To connect the topic about seasons and weather to pupils' previous knowledge and
daily routines life concerning to what seasons happen in a year

2. Coordinación bilingüe Isabel Pérez Tor
(cultural) element
5. Cognitive
(thinking)
processes
1. Listen and understand the contents and information
2. repeat the contents
3. look for the information
4. listen and do
5. make a craft
6.Final task • To create a visual tour museum for the Art classroom ( a blog for Art
classroom)
6. Activities
1st session:
Introduction of the
topic.
2nd session: Let's
craft and sing
3rd session: Let's play
a dictation drawing
game
4th session: let's make
a weather mobile
craft
Warm-up:
-To know pupils'
previous knowledge.
Let's sing about
colours, numbers
and classroom
vocabulary,
greetings, daily
routines in Art class
scaffolding
Introduction of the
new song:Seasons
song
Warm-up:
-revision of
colours, numbers
and classroom
vocabulary,
greetings, daily
routines
scaffolding
Let's sing Seasons
song
Let's craft now!
-cut out the front
and back of the
cereal box
-lay the hanger on
top of it and trace
two clouds shapes
-colour the clouds
with a blue soft wax
crayon
-let it dry
-stick the cotton on
the clouds
Warm-up:
-revision of colours,
numbers and
classroom
vocabulary,
greetings, daily
routines
scaffolding
Let's sing Seasons
song
Listen to the
teacherand mime
the weather words
Draw and colour
the vocabulary
weather on
cardboard
-cut out the
cardboards
-cut lengths of string
for each weather
picture
Warm-up:
-revision of colours,
numbers and
classroom
vocabulary,
greetings, daily
routines
scaffolding
Let's sing Seasons
song
- Tie each one
weather picture to
the clouds
-Tape hanger in
place

3. Coordinación bilingüe Isabel Pérez Tor
7. Methodology
Organization and
class
distribution timing
• 4 sessions of 45'
• two weeks
• first term
• Cooperative learning: small groups,working by teams,supporting each other
thank to the task of each mini-teacher group work, find new solutions to
problem,teacher as facilitator and guideline.
Resources and
Materials
• http://www.symbaloo.com/home/mix/13eOcMKhJe the hello song!
• http://www.symbaloo.com/home/mix/13eOcMNa9H I see
something blue
• http://www.symbaloo.com/home/mix/13eOcMNa9H seven
steps
• http://www.symbaloo.com/home/mix/13eOcMNa9H open shut
them!
• http://www.symbaloo.com/home/mix/13eOcMNa9H clean up
song
• http://www.symbaloo.com/home/mix/13eOcMNa9H seasons
song
• # http://www.symbaloo.com/home/mix/13eOcMNa9H how's the
weather?
• https://www.classdojo.com / self-evaluation and co-evauation
Key
Competences
• Knowledge and interaction with the physical world
• Competence in linguistic communication
• Establish organised dialogue and communication among all members of the class.
• Show curiosity about natural environments,producing questions and answers
• Use linguistic skills to pursue oral accuracy
• Cultural and artistic competence
• Competence for learning to learn
• Develop self-confidence and the desire for excellence while creating art
• Autonomy and personal initiative
8. Evaluation
(criteria and
instruments)
• To create a rubric in order to write down pupils' daily progress in class
• to use the DOJO CLASS programme for pupils' co-evaluation and self-evaluation
Feel free to use this template. Thanks for attributing the source.
A first sample of this template has been published at:
Pérez Torres, I. 2009. "Apuntes sobre los principios y características de la metodología AICLE" en V. Pavón, J. Ávila (eds.),
Aplicaciones didácticas para la enseñanza integrada de lengua y contenidos. Sevilla: Consejería de Educación de la Junta de
Andalucía-Universidad de Córdoba.171-180.

4. Coordinación bilingüe Isabel Pérez Tor
It is mainly based on the hands-on experience at designing units and on conversations with experts and peers. The theory of the
4Cs by Do Coyle has also been taken into account. This theory has been shown in various publications, such as: Coyle, D., Hood,
P. and Marsh, D., 2010. Content and Language Integrated Learning. Cambridge University Press.