AICLE ART how's the weather? CRAFT FIRST CYCLE

1. Coordinación bilingüe Isabel Pérez
Template to design a CLIL didactic unit
Subject: Art Teacher: Carmen Rodríguez Suárez Course / Level: 1st cycle Primary Education
Title: Ready,steady GO 4 seasons CRAFT!
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 coloring
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
To happen, rainy, snowy, sunny, cloudy, windy, foggy, stormy; winter, spring, summer,
autumn; hot, warm, cold; there is/there are; cereal box; cotton; hanger; blue soft
crayon; string; wool; 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; stick with glue, trace two clouds shapes
Hello, how are you; let's walk this way; good idea; here we are; clean up; put your

2. Coordinación bilingüe Isabel Pérez
Structures
things away; everybody, let's clean up; Is (Alejandra) here today? Good
morning/afternoon; toilet please?; off you go; please/no thank you; be quiet, please;
tie the lengths of wool string ; I see something blue; let's go backward ok?; everyone
sings and walks forward together; how’s the weather today?; Let’s look outside; are
you ready?; ready. steady,go!; is it sunny?...
Discourse type
description
dialogue
comparative
argumentation
Language skills Listening (receptive skill)
reading (receptive skill)
writing (productive skill)
speaking (productive skill) group work
4.Contextual
(cultural)
element
To connect the topic about seasons and weather to pupils' previous knowledge and
daily routines life concerning to what seasons happen in a year
5. Cognitive
(thinking)
processes
To listen and understand the Art contents and information
To repeat the contents
to construct the knowledge
to look for the information
to find out information
to listen and do
to make a craft
to communicate with the teacher and partners in English
to follow instructions to make a craft
6.Final task To create a visual tour museum for the Art classroom ( a blog PORTFOLIO )

3. Coordinación bilingüe Isabel Pérez
6. Activities
1st session:
revision of pupils’
previous
knowledge +
introduction of
new vocabulary
2nd session:
Let's sing and
play T.P.R.
games
3rd session:
Let’s craft now!
Ready, steady,
craft!
4th session:
Stop, go back
dictation
Warm-up
SCAFFOLDING
activitity:
Revision of
vocabulary about
greetings, colours,
numbers and daily
routines.
(scaffolding)
Listening and
speaking skills
Introduction of
weather and 4
seasons vocabulary
Listen and look at
the videos about:
how’s the weather
and four seasons
songs
Let’s play mime
and guess using by
the weather
flashcards
Warm-up:
SCAFFOLDING
activitity:
Listen to the videos,
sing and dance the
songs all together
Listening &
speaking skills
T.P.R.
ACTIVITIES
(SCAFFOLDING)
Introduction of
vocabulary about
INSTRUCTIONS
and materials we
need for the
CRAFT:
Listen to the
teacher and do the
instructions …
Teacher says to
their pupils:
Let’s play Simon says!
“Simon says…”
In order to practice
the content Art
vocabulary about
how to make a
weather hanger
Warm-up:
SCAFFOLDING
activitity
Listen to the videos,
sing and dance the
songs all together
Listening &
speaking skills.
Amplify the
vocabulary about
INSTRUCTIONS
and materials we
need for the
CRAFT. Listening
& speaking skills.
Let’s craft now!
Listen to the teacher
and do.
Pupils have to
follow instructions
in order to make
the craft
Let’s clean up and
tidy up the ART
classroom
When 5 minutes are
missing to finish up
the session, pupils
listen to a song in
order to tidy up and
clean up the
classroom
Warm-up:
SCAFFOLDING
activitity
Listen to the videos,
sing and dance the
songs all together
Listening &
speaking skills.
Go in depth in the
weather vocab u lary
Dictation about the
weather vocabulary
Listen to the
teacher, mime and
draw the
weather
vocabulary:

4. Coordinación bilingüe Isabel Pérez
5 th session: (SCAFFOLDING) + GO IN
DEPTH and FINISH the CRAFT.
6 th session: (SCAFFOLDING) + CO-EVALUATION
and SELF-EVALUATION
Warm-up:
SCAFFOLDING activitity
Listen to the videos, sing and dance the songs
all together.
Let’s craft now! Listen to the te acher and
make the hanger weather craft.
Let’s CLEAN UP and TIDY UP the ART
classroom
When 5 minutes are missing to finish up the
session, pupils listen this song in order to tidy
and clean the classroom
Warm-up:
SCAFFOLDING activitity
Teacher creates a rubric in order to write
down pupils’ daily progress such as: effort,
creativity, cooperation, language for
communication and content, empathy.
Pupils watch videos about their songs and
dictation perfomances with the aim of
valuing their progress as well as their
partners’ progress
ON LINE COOPERATIVE ACTIVITY
7. Methodology
Organization and
class
distribution timing
6 sessions of 45'
three 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
Resources:
a computer, a camera, learning-teaching process tools such as:
https://vimeo.com/home
http://www.slideshare.net/?from=logout
http://www.symbaloo.com/home/mix/13eOcLjTaQ
Videos about songs such as:
http://www.symbaloo.com/home/mix/13eOcMKhJe the hello song!
http://www.symbaloo.com/home/mix/13eOcMKhJe I see something
http://www.symbaloo.com/home/mix/13eOcMKhJe seven steps
http://www.symbaloo.com/home/mix/13eOcMKhJe open shut them!
http://www.symbaloo.com/home/mix/13eOcMKhJe clean up song
https://www.youtube.com/watch?v=ksGiLaIx39c seasons song
https://www.classdojo.com/ self-evaluation and co-evaluation
Materials: weather flashcards, a big bag, body gesture. cereal box, two clouds shapes,
soft crayon, glue scissors, a plate, water, pencil, rubber, pencil-sharpener, crayons and
felt-tip pens, a brush and some cotton, wool, weather cardboards about the dictation
and videos about pupils’ perfomances about songs

5. Coordinación bilingüe Isabel Pérez
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 tool 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.
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.

6. Coordinación bilingüe Isabel Pérez
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 tool 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.
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.