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Linda LanisLinda Lanis
SECOND LANGUAGE ACTIVITIES
RELATED TO
THE PYP UNITS OF INQUIRY
PYP/ Second language connection?PYP/ Second language connection?
PYPPYP
second
second
Language
Language Who isWho is
invol...
Situation:
• We teach a second language in an
International School offering the IB PYP
program.
• The school asks to conne...
4
https://whatedsaid.wordpress.com/tag/unit-of-inquiry/
7
How the world works
An inquiry into the natural world and its laws; the interaction between the natural world (physical ...
8
Something to think aboutSomething to think about
Why we should
connectHow to connect
Communication
sActivities
Comb...
9
The big problem: the connection.The big problem: the connection.
Not really how, but why?Not really how, but why?
https:...
10
Why we should connectWhy we should connect
Do not let the second language be left behind
You are part of the same sch...
11
How to connect?How to connect?
http://www.slideshare.net/PeTii1/input-interaction-and-second-language-acquisition
R
12
PYP cannot be related to what I teach. My
students need to learn how to communicate in
the host country language, and t...
13
My school wants me to connect my lessons with
the PYP units of inquiry, and this is what I do. I
can find a topic relat...
14
The goal is to find a balanceThe goal is to find a balance
betweenbetween
15
How to connectHow to connect
•Create the L2 Unit to be
connected to the PYP Unit
•Create the L2 Unit to be
connected to...
16
Second language UnitSecond language Unit
Grade-Level-teacher
PYP theme
Central idea
Line(s) of Inquiry
Order of unit
Co...
17
Second Language and Lines ofSecond Language and Lines of
InquiryInquiry
Before the unit:Before the unit:
1st1st
Contact...
18
ConnectionConnection
•Language unit•Language unit
19
ConnectionConnection
•Language unit•Language unit
Your program/curriculum for
that class
Modified/adapted for the
langu...
20
Second Language and Lines ofSecond Language and Lines of
InquiryInquiry
What can we find, in the central idea
and in t...
21
Second Language and Lines ofSecond Language and Lines of
InquiryInquiry
During the unit:During the unit:
Find activiti...
22
Second Language and Lines ofSecond Language and Lines of
InquiryInquiry
After the Unit:After the Unit:
Have a feedback...
23
CommunicationCommunication
2° Language Teachers
Meeting/Sh
aring
PYP
Coordinato
r
Language
Coordinato
r
Class
Teacher
SamplesSamples
http://www.k-3teacherresources.com
CENTRAL IDEACENTRAL IDEA
The earth is part of a
vast and complex
universe.
LINES OF INQUIRYLINES OF INQUIRY
Components of ...
26
LUNEDÌ
È il giorno della
LUNA
MARTEDÌ
è il giorno di
MARTE
MERCOLEDÌ
è il giorno di
MERCURIO
GIOVEDÌ
è il giorno di
GIO...
27
The planet caterpillarThe planet caterpillar
Mammaecasalinga@altervista.org
28
The week wheel
29
Nursery Rhyme
30http://www.infanziasanlorenzo.it/bambini/racconti/La%20favola%20del%20sole%20e%20della
%20luna.php
31
HOW THE WORLD WORKS
An inquiry into the natural world and its laws; the interaction
between the natural world (physical...
32
Grade 2 BeginnersGrade 2 Beginners
Il quaderno è di carta
La matita è di legno
33
Ci vuole un fiore
It takes a flower
34
Per
Fare
Tutto
Ci
Vuole
Un
Fiore
Everything
is
Made
From
A
Flower
'
CI VUOLEPER FARE
35
Italian Language 4-5
Level: Beginners
Teacher: Name
HOW THE WORLD WORKs
An inquiry into the natural world and its laws;...
36
L’aereo
La barca
Il treno
37
Vado a
scuola
A piedi
In bici
In autobus
In macchina
Activities!Activities!
http://pwekinders.weebly.com/pyp.html
39
Inquiry into the nature of the self; beliefs
and values; person, physical, mental,
social and spiritual health; human
r...
40
Objectives ActivitiesObjectives Activities
Descriptions
Verbs of description
To like/dislike
Expressing
preferences...
41
Box of moodsBox of moods
42
http://www.speechmark.net/developing-awareness-qualities-and-strengths-
issue-39
43
Inquiry into orientation in place and time;
personal histories; homes and journeys;
the discoveries, explorations and
m...
44
Objectives ActivitiesObjectives Activities
Adverbs of space
Talk about personal
experiences
Past tense
Short storie...
45
Inquiry into the natural world and its laws,
the interaction between the natural world
(physical and biological) and hu...
46
Objectives ActivitiesObjectives Activities
Weather
Cities
Countries
Languages
Technology
Environment
Broadcastin...
47
Inquiry into the ways in which we
discover and express ideas, feelings,
nature, culture, beliefs and values; the
ways i...
48
Objectives ActivitiesObjectives Activities
Expressing feelings
How are you?
Connecting words
Space markers
Adjecti...
49
Inquiry into the interconnectedness of
human-made systems and communities;
the structure and function of
organizations;...
50
Objectives ActivitiesObjectives Activities
School
Jobs
Products
Shops
Imperative
Ask for and give
information and...
51
Roles cardsRoles cards
52
Roles cardsRoles cards
53
Inquiry into rights and responsibilities in
the struggle to share finite resources with
other people and other living t...
54
Objectives ActivitiesObjectives Activities
Animals
Environment
I’m sorry/
Please/Thank you
Presentation of the
stud...
First step Second step
Form groups based on the
language you teach (when
possible)
Get a theme
Decide the level of your...
56
Combined classesCombined classes
Combin
ed
classes
Connec
t to
both
classes
(to do
so, a
complet
e
collabor
Connec
t to...
57
58
International School ofInternational School of
FlorenceFlorence
Linda Lanis
Modern Languages Department Chair
Italian ...
59
Pyp activities to share
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Pyp activities to share

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Pyp activities to share

  1. 1. 1 Linda LanisLinda Lanis SECOND LANGUAGE ACTIVITIES RELATED TO THE PYP UNITS OF INQUIRY
  2. 2. PYP/ Second language connection?PYP/ Second language connection? PYPPYP second second Language Language Who isWho is involvedinvolved ??
  3. 3. Situation: • We teach a second language in an International School offering the IB PYP program. • The school asks to connect our course to the PYP program (or we think we should) • The language we teach is the Host Country Language
  4. 4. 4
  5. 5. https://whatedsaid.wordpress.com/tag/unit-of-inquiry/
  6. 6. 7 How the world works An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment. Central idea Understanding the properties of air allows people to make practical applications Key concepts: Function, Form, Change, Connection Related concepts: Properties, Structure Lines of inquiry The evidence of the existence of air What air can do and how we use it The relationships between air and sound Subject areas: Science, Maths, Language http://www.roseparkps.sa.edu.au/docs/Rose%20Park%20PS_Combined%20POI%20July %202012.pdf PYPPYP UnitUnit SampleSample
  7. 7. 8 Something to think aboutSomething to think about Why we should connectHow to connect Communication sActivities Combined classes
  8. 8. 9 The big problem: the connection.The big problem: the connection. Not really how, but why?Not really how, but why? https://modup.net/blog/foreign-language-teacher-experience-modafinil/ Why shoud I insert something about «forces in motion» in a beginner level? My students need to learn how to greet, first!
  9. 9. 10 Why we should connectWhy we should connect Do not let the second language be left behind You are part of the same school Sharing with the class teacher what we do should not be an option
  10. 10. 11 How to connect?How to connect? http://www.slideshare.net/PeTii1/input-interaction-and-second-language-acquisition R
  11. 11. 12 PYP cannot be related to what I teach. My students need to learn how to communicate in the host country language, and this is what I teach them. It’s pointless to teach Beginners how climate changes because of the fossile gas!
  12. 12. 13 My school wants me to connect my lessons with the PYP units of inquiry, and this is what I do. I can find a topic related to the current unit and give lessons about it.
  13. 13. 14 The goal is to find a balanceThe goal is to find a balance betweenbetween
  14. 14. 15 How to connectHow to connect •Create the L2 Unit to be connected to the PYP Unit •Create the L2 Unit to be connected to the PYP Unit •Work in groups •Work in groups •Communicate and have frequent feedbacks •Communicate and have frequent feedbacks
  15. 15. 16 Second language UnitSecond language Unit Grade-Level-teacher PYP theme Central idea Line(s) of Inquiry Order of unit Concepts Transdisciplinary skills Length of Unit Objectives Vocabulary Material Assessment Learner profile End of the unit PYP Unit L2 Unit
  16. 16. 17 Second Language and Lines ofSecond Language and Lines of InquiryInquiry Before the unit:Before the unit: 1st1st Contact the class teacher and the PYP coordinator Read the unit Reflect on the lines of inquiry having in mind the level of your students and the objectives in your curriculum Select material
  17. 17. 18 ConnectionConnection •Language unit•Language unit
  18. 18. 19 ConnectionConnection •Language unit•Language unit Your program/curriculum for that class Modified/adapted for the language level/objective A stronger connection to close the unit with
  19. 19. 20 Second Language and Lines ofSecond Language and Lines of InquiryInquiry What can we find, in the central idea and in the lines of inquiry, that can be suitable for a student at that level and of that age?What topic/vocabulary/grammatical structure do we usally cover at that time of the year? Where is the link?
  20. 20. 21 Second Language and Lines ofSecond Language and Lines of InquiryInquiry During the unit:During the unit: Find activities connecting : PYP Second language Real life 2nd2nd Have a check list/diary Identify a good practice for the end of the unit (storytelling)
  21. 21. 22 Second Language and Lines ofSecond Language and Lines of InquiryInquiry After the Unit:After the Unit: Have a feedback meeting with the PYP coordinator in order to share problems or best practices 3rd3rd
  22. 22. 23 CommunicationCommunication 2° Language Teachers Meeting/Sh aring PYP Coordinato r Language Coordinato r Class Teacher
  23. 23. SamplesSamples http://www.k-3teacherresources.com
  24. 24. CENTRAL IDEACENTRAL IDEA The earth is part of a vast and complex universe. LINES OF INQUIRYLINES OF INQUIRY Components of the universe How current scientific theories about the universe evolved Advances in technology continue to increase our knowledge and thinking HOW THE WORLD WORKS grade 4-5 beginners An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
  25. 25. 26 LUNEDÌ È il giorno della LUNA MARTEDÌ è il giorno di MARTE MERCOLEDÌ è il giorno di MERCURIO GIOVEDÌ è il giorno di GIOVE VENERDÌ è il giorno di VENERE SABATO è il giorno di SATURNO PosterPoster
  26. 26. 27 The planet caterpillarThe planet caterpillar Mammaecasalinga@altervista.org
  27. 27. 28 The week wheel
  28. 28. 29 Nursery Rhyme
  29. 29. 30http://www.infanziasanlorenzo.it/bambini/racconti/La%20favola%20del%20sole%20e%20della %20luna.php
  30. 30. 31 HOW THE WORLD WORKS An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment. CENTRAL IDEA Earth Materials have different properties and provide many of the resources that humans use. Lines of Inquiry ∀Composition of the earth Grade 2 beginnersGrade 2 beginners School objects made of… Song Curriculum: verb to be (essere); preposition of (di)
  31. 31. 32 Grade 2 BeginnersGrade 2 Beginners Il quaderno è di carta La matita è di legno
  32. 32. 33 Ci vuole un fiore It takes a flower
  33. 33. 34 Per Fare Tutto Ci Vuole Un Fiore Everything is Made From A Flower ' CI VUOLEPER FARE
  34. 34. 35 Italian Language 4-5 Level: Beginners Teacher: Name HOW THE WORLD WORKs An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment. CENTRAL IDEA The physical laws of forces and motion affect all matter. Lines of Inquiry ∀What a force is and what forces are at work in our world ∀How forces affect us and all other matter Body parts and related verbs Verbs of motions Means of transportation •Curriculum: •Definite and indefinite articles- prepositions Leonardo da Vinci
  35. 35. 36 L’aereo La barca Il treno
  36. 36. 37 Vado a scuola A piedi In bici In autobus In macchina
  37. 37. Activities!Activities! http://pwekinders.weebly.com/pyp.html
  38. 38. 39 Inquiry into the nature of the self; beliefs and values; person, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human. Who we areWho we areWho we areWho we are http://sarah.theworkexperiment.com/this-is-who-i-am/
  39. 39. 40 Objectives ActivitiesObjectives Activities Descriptions Verbs of description To like/dislike Expressing preferences Greetings Age (Numbers) Possessive words Gender Poster with portrait Description (physical and personality) Box of moods Ask for and give personal information
  40. 40. 41 Box of moodsBox of moods
  41. 41. 42 http://www.speechmark.net/developing-awareness-qualities-and-strengths- issue-39
  42. 42. 43 Inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives. Where we are inWhere we are in place and timeplace and time Where we are inWhere we are in place and timeplace and time www.dreamstime.com
  43. 43. 44 Objectives ActivitiesObjectives Activities Adverbs of space Talk about personal experiences Past tense Short stories Places Time Days/months/seaso n Field trip Description of pictures/ bedroom/ classroom Comics Put sentences in order Family history
  44. 44. 45 Inquiry into the natural world and its laws, the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment. How the worldHow the world worksworks How the worldHow the world worksworks www.fineartamerica.com
  45. 45. 46 Objectives ActivitiesObjectives Activities Weather Cities Countries Languages Technology Environment Broadcasting School communities Searchwords My country: presentation
  46. 46. 47 Inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. How we expressHow we express ourselvesourselves How we expressHow we express ourselvesourselves http://www.janeaustenbrasil.com.br/
  47. 47. 48 Objectives ActivitiesObjectives Activities Expressing feelings How are you? Connecting words Space markers Adjectives Colours Description Matching sentences and pictures Creating a character Songs/poems
  48. 48. 49 Inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment. How we organiseHow we organise ourselvesourselves How we organiseHow we organise ourselvesourselves http://www.colorkiddo.com.
  49. 49. 50 Objectives ActivitiesObjectives Activities School Jobs Products Shops Imperative Ask for and give information and direction Simple request Roles cards Jobs games Role play School schedule At the shop
  50. 50. 51 Roles cardsRoles cards
  51. 51. 52 Roles cardsRoles cards
  52. 52. 53 Inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution. Sharing the planetSharing the planetSharing the planetSharing the planet whiteboxerchronicles
  53. 53. 54 Objectives ActivitiesObjectives Activities Animals Environment I’m sorry/ Please/Thank you Presentation of the students’ own country Role play: resolving conflicts Description: out of the window What animal is it? Do you have an animal? Let’s create a fantasy animal!
  54. 54. First step Second step Form groups based on the language you teach (when possible) Get a theme Decide the level of your class (beginner/pre- intermediate) Select one of the lines of Inquiry Try to look beyond the line in order to adapt the concept to the objectives and the language level Create an activity Share!
  55. 55. 56 Combined classesCombined classes Combin ed classes Connec t to both classes (to do so, a complet e collabor Connec t to one class.
  56. 56. 57
  57. 57. 58 International School ofInternational School of FlorenceFlorence Linda Lanis Modern Languages Department Chair Italian Language coordinator l.lanis@isfitaly.org www.midisegni.it The very good site where you can find pictures ready for you to use in class!
  58. 58. 59

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