clil lesson plan - monsters

1. CLIL LESSON PLAN
2ND
YEAR of PRIMARY EDUCATION
State school – MEC-BRITISH COUNCIL PROJECT
SUBJECT: LITERACY
UNIT 2: MONSTERS
LESSON: 7-8/10 1st
TERM 60’ 3 weeks (end of Oct.- Nov.)
LEARNING OUTCOMES
- Content and Linguistic:
o Students should be able to understand and use the key vocabulary and grammar
structures (in a meaningful way) to express themselves both speaking and writing
when describing characters.
- Linguistic
o Students should be able to use the language to describe characters and emotions.
o Students should be able to use familiar structures when speaking and writing.
- Content-related:
o Students should be able to identify and use the main parts of the body, emotions
and physical appearance traits in order to describe characters.
CONTENT:
 The human body
 Physical appearance
 Halloween
COGNITION:
 LOTS
 Remembering: when displaying the word-cloud and describing the monster all
together.
 Understanding: comprehending the instructions of the activities. Can explain (if
asked) the steps needed to carry out the task.
 Applying: applies what has been learnt in order to carry out the task. He/she can
describe his/her own monster following (if needed) a given model.
THINK – PAIR - SHARE
 HOTS
 Creating: they create their own monster and write a description of it.
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2. * COMMUNICATION:
 Language of learning
 Vocabulary of the body, emotions and physical appearance.
 Language for learning
 Body language and language structures (This is… He or She is/ has got…) to
describe characters
 Language through learning
 Recycle previous knowledge of the human body, emotions, physical appearance
and adjectives.
 New vocabulary provided by the story
CULTURE:
 Be aware of how certain festivals are celebrated in another culture: Halloween.
PROCEDURE:
 Warming-up activity: We show the cover of the book “Flanimals” and ask what the title
suggests to them and what the book may be about (in previous sessions we have worked
on other books that support the topic and content)
 We read the book all together (depending on the time, we may choose to read only some of
the descriptions that come up)
 Main activities:
o We project the word-cloud completed in previous sessions on the whiteboard. This
way students will have all the vocabulary needed available.
o All together we describe the monster in the cover and write it on the blackboard.
o Think-Pair-Share: Students may choose a monster from the book or make up their
own. They get time to think (individually), pair (tell their partner), and share (some
will share with the rest of the class).
o Student’s will draw and write a description of the monster they like on a piece of
paper. They can use their notebooks to check for useful infromation or ask each
other for help if needed.
 Round-up activity:
o Students can share their monster´s description with the rest of the class.
o We display all their work and play guess who in groups (a member of the group
must describe a monster and the rest guess)
INSTRUMENTS FOR ASSESSMENT AND EVALUATION CRITERIA:
 Observation: check if they can describe a monster in the “Think-Pair-Share”
dynamic.
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3.  Take notes: when describing monsters in groups (“Who is Who” game), check if they
use relevant vocabulary.
 Final task: uses topic vocabulary and proper structures when describing his/her
monster.
RESOURCES:
• Book: Flanimals
SCAFFOLDING:
• Today we are going to read a new book, Flanimals. Have a look at the
cover, what do you think the book will be about?
• We are going to describe the Flanimal on the cover, can you tell me
what you can see?
WHEN DESCRIBING
• Will we say he or she? He (pointing to a girl) is a boy? Elicit the
correct answer.
• An error like the following may appear: He has got EYES PURPLE?!?!
Think!
THINK – PAIR – SHARE
• Now think of a monster, the one you like. You can choose one from the book or make it
up. You have a couple of minutes (show 2 with fingers). Now share it with your partner.
He or she can help you if you have trouble.
• Can you explain again what you have to do? Does everybody understand?
• Remember you have the posters to help you (done in previous
sessions), the word-cloud with lots of words here to check or your Science books if you
need to look up more words.
• Don’t forget to use the Tricky (sight) Words posters when you write!
(he, she, the, etc.)
• Off you go! Now it’s your turn to write your own description.
• Remember! You can ask a friend or me if you like, but always in
English!
• Who wants to share his/her description with the rest? Great!
AFTER DISPLAYING THEIR WORK
• Let’s play a game, it’s like the one we played of riddles but with your
monsters. You must choose one in your head and describe it to the rest as best as you
can so they can guess it!
NOTES:
- Difficulties during the class:
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4. - Specific needs: depending on the level, instead of writing full
sentences they can draw and just write the vocabulary used related to the body, numbers and
colours (displayed on wall). E.g. blue eyes, five ears, six teeth, etc.
- Things to improve:
- To continue the next day:
 Book: Parts. Read story all together. Venn Diagram (compare the boy and the
Gruffalo)
This/these sessions are included in a 3-4 week unit. Through the topic of Halloween we will
work on the body, physical appearance and emotions. The following resources are included in
the unit:
Books: Knock Knock Who’s There?; The Gruffalo; Parts.
Videos: Wiki for Kids Halloween Video; In a Dark Dark…
Songs: The Skeleton Dance; The Gruffalo’s Song
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