The document outlines the K-W-L framework for planning a lesson on art. For "K", it notes students will have preexisting ideas about art from their cultures but may not recognize famous works. For "W", it lists objectives like describing art, learning vocabulary, and discussing intent. For "L", it states students will improve art knowledge, recognize artists/masterpieces, describe art, and learn emotion vocabulary to describe art and create their own pieces expressing emotions.

1. !1
Why not CLIL?
TASK 4
K – W – L
When we are going to teach a topic it is really important to know what my students
are supposed to bring into the lesson, what I want to teach to them and what it is
supposed to be learnt at the end of the unit.
With the following chart you are asked to think about it.
K
What do my students
know about the topic
before I started the unit?
W
What do I want my
student to learn along
this unit?
L
What have my students
learnt at the end of this
unit?

2. !2
Why not CLIL?
- Each of my students
before starting the topic
w i l l h a v e a p r e -
established idea of what
art is, according to their
o w n c u l t u r a l
background.
- S o m e o f t h e m c a n
recognize some famous
m a s t e r p i e c e s f r o m
Picasso, Gaudí, Miró,
etc, but the majority of
them can’t identify
these famous artist
work.
- I want them to learn
how to describe and
observe art.
- How to describe a
picture.
- V o c a b u l a r y a b o u t
pictures and artists.
- How to discuss art:
- What was the intention
of the artist.
- What does the artist
w a n t t o c r i t i c i s e /
express / show.
- I want them to recognise
s o m e i m p o r t a n t
masterpieces and to
i d e n t i f y a r t f r o m
important artists like
Picasso, Gaudí, Miró, Van
Gogh, etc.
- I want them to recognise
s o m e e m o t i o n s
e x p r e s s e d i n t h e
artwork, and learn
English vocabulary about
emotions:
- a f f e c t i o n , a n g e r,
annoyance, anxiety,
c o u r a g e , c u r i o s i t y,
depression, desire,
disappointment, disgust,
ecstasy, empathy, envy,
e u p h o r i a , f e a r,
frustration, happiness,
hope, horror, hostility,
humiliation, jealousy,
joy, love, panic, passion,
pity, pride, rejection,
resentment, sadness,
shame, surprise, trust,
wonder, worry, etc.
- Finally I want them to
create their own artwork
t r y i n g t o e x p r e s s
emotions.
- At the end of this unit
the students will have
learned:
- They will have improved
their general knowledge
about art.
- They will recognize
some famous artists and
masterpieces.
- They will have learned
how to describe an
artwork.
- They will have learned
some vocabulary about
e m o t i o n s i n r e a l
context. They will have
learned how to talk
about emotions.