Task 6 - My Teaching Sequence

Practicum IV
TASK 6 – My teaching sequence
BELLATERRA’S FOREST,
THE GIANT BOOK OF
ITS ANIMALS
Marina Arcos Valle

[Escribir el nombre de la compañía]
Practicum IV 1
In this Unit Plan you will find a sequence of tasks and activities that have the objective to create a
giant book about the animals that live in the nearest forest children have from their school.
I have enjoyed a lot during this intervention, but the truth is that I would have liked to finish it.
Despite, as I will be in the same school for the following Practicum, I will have the opportunity to
finish with this Project.
INDEX
GENERAL ASPECTS ..................................................................................................... 1
OBJECTIVES, ASSESSMENT AND TOOLS ................................................................. 2
THE CONTENT .............................................................................................................. 3
DEVELOPMENT OF THE UNIT PLAN ........................................................................... 5
ANNEX 1: Resources ................................................................................................... 14
ANNEX 2: Evaluation .................................................................................................... 30

GENERAL ASPECTS
Driving
School and Escola Bellaterra How can we explain the relationship between the different living beings that take part
questio
year Course 2018-2019 in the forest of Bellaterra?
n
Since now students have been working with plants and other organisms that live in the forest.
I find very interesting dealing with food chains, so I thought that introducing that topic to children would be a great idea. Then, in
order to relate it with what they are doing now, we will start by looking at which animals live, together with the plants, in the forests,
Justification and then understand how they relate.
Another justification would be that the school this year is working on a general project in which it is taken into account the
environment.
Moreover, the project I purpose for the class has to do with the immediat context they have, in fact, the forest that is next the school.
Natural Sciences
Teaching Final A Giant book representing the life of the forest of Bellaterra in terms of food chain and
English
Areas product relationship between animals and plants.
Arts and Crafts
Number of
Term Second term 8
sessions
CEFR Level A2 Grade 6th 21st Century competences
Listening (4)
Speaking (4)
Reading (3) Teac Numeracy, Scientific Literacy, ICT literacy, Creativity, Communication
Dimensions
Writing (3) her Helena Collaboration, CuriosityInitiative
Dimensió literaria (2) Forrellad
Dimensió plurilingue (2)
1
OBJECTIVES, ASSESSMENT AND TOOLS
Learning Objectives Assessment Criteria Tools

Conversation and debate
List the different ways in which the life of the animals Active participation of all
Observation by the teachers
that live in Bellaterra’s forest can be represented. the members of the class
Observation from the teachers

Participation in a debate: being
Activating previous knowledge:
able to give the own opinion and
Explain what we know about the animals The big sheet they finally produce with this information
respect the other's.
that live in Bellaterra's Forest about the animals
Being able to see in which points
Discuss in group the information had
they were right and in which ones
about the animals that live in Bellaterra's A rubric of oral expositions in which we will evaluate how
wrong.
Forest do they explain the information they have to the rest of the
class
Visualize a
classification of Create a mindmap of the vertebrate and invertebrate animals Their own mindmap about vertebrate and
animals taking as reference the information seen in a video. invertebrate animals.
Active and respectful participation on a whole group debate

Observation of the teacher of each group and
Structure of the book Active participation in the decision making of the group work.
interview with the groups
Ability to improve in a task in which they have been provided

two chances. Rubric in which those abilities are evaluated.
Doing an observation Ability to taking a model as help in order to perform well a task. Comparison between the two chances of the
Ability to communicate in a language which is not their mother observation task.
tongue.
Feedback of the rest of the students: oral communication (in a specific moment
Active participation in the creation at class)
Creating the book
of the final product of the project Feedback of the teachers (oral communication in a specific moment at class)
Real books about animals in order to compare
2
THE CONTENT
English Language Subject matter

Communicative Dimension LIVING BEINGS WORLD
SPEAKING AND CONVERSATION

- Description of some living beings and their
- Oral interaction in the class in real situations with progressive autonomy and interaction with the environment.
efficacy. - Identifying the relation between vital
- Active participation in the oral interactions of the class using the pronunciation, functions and the structure of some
Sciences
intonation, rhythm and language structures worked at class. animals, plants and fungi.
- Use of the own structures of the foreign language in the oral productions. - Search and contrast of information of
- Oral individual or grupal exposition of the issues worked. different resources about
- Valuating the own oral productions as an expression of the own learning process. living beings and the conditions of life.
- Communication of the obtained information
using different languages.
PERCIEVING AND EXPLORING

LISTENING AND UNDERSTANDING
- Valuating and showing respect to the self-
- Understanding instructions of a work
productions and the ones of the others.
- Global and specific comprehension of typology texts, different content and different Arts and
resources in order to do a specific task. Crafts
- Interest and effort in understanding the oral productions of the class. INTERPRETING AND CREATING
- Interest, value and respect upon the own

READ AND UNDERSTAND and the others' artistic productions.
Creativity and imagination in the artistic
- Reading typology texts in order to have information to the realization of a concrete communication and expression.
task. - Communication through images, objects or
- Using TIC to the guided research of information in the realization of specific tasks. natural objects.
- Construction and recreation of characters,
3
WRITING places and mockups.
- Producing explanatory and informational texts

- Recognizing the basic strategies that are needed to produce a written text by
carrying on the recursive process of language: plan, write and revise
4
DEVELOPMENT OF THE UNIT PLAN
SESSION 1
Decieding the final product of our project: brainstorming of how to represent the food chain of Bellaterra’s forest
Description of the tasks Timing Resources Grouping
First thing to do in this session is to present children what our project is going to
be about. Knowledge that the students
Whole
As they have been dealing with plants, I will explain them that plants don’t live 15’ already have about the forest and
Class
alone, but they share their life with other living beings: so that’s what we are going their imagination and desires
to talk about:; the animals that live in Bellaterra’s forest.
The main activity here is to make them write about their interests on this topic and
see how we all (both children, me and the teacher) want to face that topic in terms A sheet to write down the
of final product. proposals. Small
30’
In other words, students will be asked in which way do they want to explain all the groups
information we are going to get about the animals of Bellaterra’s forest; in which
they want to present it and show it to the rest of the school.
Me writing on the board and then
Once the activity has been done, we have came up with some ideas that will help pass it to a piece of paper that will
Whole
both the teacher and me to construct an idea of what the final product of this 15’ be in the wall during the entire
Class
project is going to be. project for us to see where our
ideas come from.
Attention to diversity Language support
As all children will participate saying their believes and I will be translating the ideas they come up with in English. For doing so, I will be
thoughts, here diversity will be attended the following way: writing in the whiteboard all what they say but in English, remembering them what
making sure that all children have the opportunity to say each word or sentence means and relating them with the ideas they have already
their ideas, and making sure that not only the teachers, said.
but also the students respect all the opinions. As well, the paper with all the possible final products I have said will be in the
Then, here is also important to encourage all the class to class during all the project will be written in English with some picture support in
give ideas to have as more variety as possible. order to make comprehension easy and start familiarizing with those words.
5
SESSION 2
Whole group: what do we know about the animals of Bellaterra’s forest?

First thing to do in that session will be explaining the students what we are
going to do during the following eight sessions: create a book in which they
explain to the rest of the school the animals that live in Bellaterra's forest, and
how do they relate and their relationship with the rest of the living beings that The paper with all the ideas provided Whole
15’
live there. the day before. Class
I also will explain them that we will create a book instead of using the other
proposals they gave because the book is the most coherent proposal in terms
of time.
This session will starts with an activation of the previous knowledge that
students have about the animals that live in the Forest of Bellaterra.
For doing so, we will have a conversation in which each student will have the
chance to say his/her thought and ideas. So, first students will note down their
own ideas in a paper, and then they will put in common those ideas with the A big sheet of paper for each group in Group
rest of the students that are in the same table. order to note down all the ideas they Work
Once that knowledge has been exchanged, we will start the conversation with provide.
35’
the whole class, so each table will say their ideas and the rest will have the
opportunities to add or make things/comments. Here Helena and I will assess A big sheet of paper in order to create Whole
how they perform, the information each group has added and their the whole mind map. Class
communicative skills.
In order to take notes from what is being said by the students, I will be
asking different students to note down those ideas in a mindmap way
(dynamic they are really used to do).
As all children will participate saying their believes and Very similar as in the previous activity, here what will help students
thoughts, here diversity will be attended the following way: to participate and give ideas on the questions proposed, will be
making sure that all children have the opportunity to say images that will support the questions they have (as you can see in
6
their ideas, and making sure that not only the teachers, but the link on questions.
also the students respect all the opinions. Then, to help them answer the questions, they will have another
Then, here is also important to encourage all the class to sheet (next to the one with the questions) with language support in
give ideas to have as more variety as possible. order to answer them.
Comment after the implementation
After the students did this mindmap in groups, we put in common all the group's ideas.
Then, in order to make all of them have a mindmap with all the ideas, I have prepared a mindmap of all the ideas together, taking as a starting
point the classification between "Invertebrate and Vertebrate animals" as with the students we decieded it was going to be the best option.
Next to this box I upload that mindmap I will give them.
Another thing to comment here is the evaluation: as we were two at class and we were constantly passing through the different groups, Helena
and I were giving students immediate feedback as the activity was developing. In the box next to this one, I attach the comments we said to the
different groups. (See the feedback in the Annex)
SESSION 3
Vertebrate and invertebrate animals: video
Taking advantage of the English Project class, together with the English teacher and Helena we will use this session to go a bit deeper in
classification of animals. The first thing to do is to see two videos in which animals are classified into vertebrate and invertebrate
Watching the videos 15’ Videos
A video of invertebrate and another one of Indvidual

Then, each student will be asked to create a mindmap in which there is a Task
45’ invertebrate animals
classification and an explanation of the main traits of those vertebrate
Sheet of paper to create the mindmap.
7
SESSION 4
Structuring our book
The main idea of that session is to come up with the idea and the structure of the book we are going to create. So, we will create the guideline of
the book.
Mix of the information of all
To start with it, I will give students the common paper I did about all the ideas they gave the groups (the big mindmap Individual
5’
in groups about what they know from the animals of Bellaterra's Forest. created in the previous Task
session).
In order to decide how the book is going to be, we will make what I call Corners Dynamic
A ppt presentation created by
in order to came up with the structure. Whole
15’ me where all the dynamic is
In order to explain the Dynamic and make sure they all understand what I ask, I will Class
explained. (See in the Annex)
explain it with a presentation as a visual support.
Students will be presented some key issues from the structure of a book and they,
together with their table mates will have to think about each topic (as every day they sit in
a different way, for sure the groups will be different from the ones of the previous
session). For doing so, they will be asked to write ideas on each issue. Thoe issues will
be written in different papers distributed in different places of the class. So, in that Some papers in which
dynamic each group will be asked to stay about 5' in each corner and write the idea they appear the title of each issue
have for that specific issue (in case they have an idea already written, they will be asked in order to make them write
to add or comment something). on it the proposals they give
Group
This is a well-designed activity, though I am a bit concerned with timing. 45’ about each topic.
Work
To make sure that all students participate in the same way, they will be given some roles
to play in that dynamic: there will be the following roles, and they will be changing as Language support worksheet
students change from corner to corner: for the translator. (See in the
- Writer: this student will have to write what the group agrees Annex)
- Mediator: this student will make sure that debate between the members of the
group is respectful and that all the members are listened equally
- Questioner: this student will make questions about the issue presented in order
to have a clarification so that every children understands what is said
8
- Time keeper: this student will make sure that the group is correctly managing
the time and finishing all the corners
- Translator: this student will be holding the language support worksheet in order
to help the rest of the group to use English
Finally, students will assess themselves in that task. Here they will have to assess both
their participation as a member of the group and their development of each of the roles
they have asked to perform during the whole dynamic. THEY WILL HAVE TO FILL A
Rubric of the own Individual
RUBRIC IN WHICH THEY ARE ASKED ABOUT HOW THEY FELT IN EACH CORNER 15’
work and participation Work
WITH EACH ROLE (AS YOU HAVE MENTIONED) AND ALSO ABOUT THEIR GROUP
WORK, THEIR STRONG POINTS AS A GROUP AND THE THINGS THEY SHOULD
IMPROVE AS A GROUP TOO.
As already explained, students here will work in heterogeneous
groups (the ones in the table). With this, students will help each
other and competences, abilities and difficulties of each of them, will Here, the language support children will have is the worksheet that the
be complemented. Translator will be holding on in order to help the rest write and
Another thing that will help attending diversity is the fact of having communicate in English. Of course, all the members can ask what they
roles: each student will be in charge of one thing (what will make all want in the language support worksheet, but the Translator will be who
participating in the same conditions) and also, that roles will be keeps it.
changing (what will help them feel more or less comfortable
depending on the task they have to develop).
After having done this work, the students will be asked to continue thinking about the final structure of the book. For doing so, I wil put in common
what they said and give them a general idea mixing all the ideas they had in order to make them see how is it going and what are their (the ones
from all the students) beliefs and wants and wishes towards the structure of the book.
9
SESSION 5
A model of observation (our first page of the book)
In order to deciede a bit more and in a deeper way how the book and the pages explaining things about
animals are going to be, we will use this session to make an example of what we are going to talk and
explain about. For doing so, again we will work in groups and this session will consist on observing an Observation
animal (a real one that me and the teacher will achieve), by using an observation worksheet that I have worksheet Group
60’
prepared. (See in the Work
After this, students will have a model about the main information that is needed to provide when talking Annex)
and informing about an animal. Due to that, they will take strategies and ideas of how they are going to
explain then about their animals in the book.
As already explained, students here will work in heterogeneous
groups (the ones in the table). With this, students will help each other and
The one provided in the worksheet of the observation.
competences, abilities and difficulties of each of them, will be
complemented.
We haven't got time to finish with the whole observation, but for this reason we will take it again to finish it. Instead of doing it by groups, we will do
it alltogether so that each student can, at the end of that following session, have all the information of all the animals we have observed.
Once the activity has been done, I have realized that the document I have given to the students, the observation worksheet could have been
better in terms of language support. Maybe it could have been great to give, instead of the translation of the words, some images representing
what those "difficult words" mean. That's why I have tried to improve this worksheet; if some day I have to use some worksheet as this one, I
would do it more similar to the one that I attach in the box next to this one because for the reason I have already explained, I think it's better!
Another thing to add here is that this observation worksheet will serve as the starting point of the things students will add in their pages of the book
we all will build. I mean, once they have observed some things about some animals, and once they are aware of the things which are important to
take into account when explaining things about an animal, they are now prepared to start with their own explanation of other animals in the book.
(See the evaluation in the Annex)
10
SESSION 6
Evaluation of an observation
Creation of the book
This session will consist on two different parts: one evaluating how students observe an animal (taking into account that in the previous session
they observed an animal in groups) and on the other hand, starting with the creation of the book.
EVALUATION: For doing it so, I will give students a worksheet very Evaluation worksheet
similar to the one they did in the previous session, and another animal to
Individual
observe. Children will have to use their strategies and the ones they 60’ Language support worksheet for the
Task
acquired in the last session by doing the guided observation. evaluation (a model of an observation of
Also, I will provide them some language support. another animal)
This part of the session has been really good: I see it has been great to give students a model in order to help them doing the activity. Therefore,
in this way they were easily doing the task individually, as I have asked them, and they hadn't need to ask all the times they mates or me.
It's true that not all of them have found the task an easy one, but at least I think in this way I have done a better evaluation and more adapted to
all of them.
In the box next to this one, I attach the rubric where I assess all students' observation. Besides, in the other box I attach a comment in which I
talk about the improvement (or not) they have done from the first observation we did till this one, which in the end is what I mostly appreciate
when assessing their work.
(See the evaluation in the Annex)
SESSION 7
Creation of the book: the habitat
11
As already explained, each group of students will create two pages:
- One where it is explained the habitat in which the group of animals live
- Another page in which all the information and pictures of these group of animals appear.

Big sheet of paper for each group
In this session students are asked to start with the page of the habitat, Material needed in order to paint and
Group
which is mostly about Arts and Crafts, as the habitat will be represented 60’ represent the habitat (colours,
Work
in a visual way, but not with text. different textures such as grass
among others)
SESSION 8
Creation of the book: the information
12
This is the first session in which students start creating the page of the book in which they are going to write. Here is needed to comment
that in one session they won’t finish that page; but the creation of it will continue…
Previously to this session, students have been asked (as
homework) to look for information about the animals they are in
charge. 15’ The information they have looked for
Then, the starting point of this session is making them share all
the information they have. Group
After this is done, students will be given a big sheet of paper in Work
which they will plan and think about how the page of the Books of animals written in English
information is going to be (where are they going to put each 75’ Books of animals written in
information, which type of images are they going to add, in which Catalan/Spanish
way, if they are going to give to the page some 3D effect…)
Language support
The language support we will give them here is a few books and magazines about animals that are written in English.
As well, and as we have been doing during the whole Unit Plan, they are allowed to use WordReference or other dictionaries.
This task has been nice for them!
However, at the beginning they were a bit lost, but once they have had a look to the examples in the books we have provided them, it seems they
have started to have great ideas on how to create that page!
13
ANNEX 1: Resources
Session 2: Feedback
MEMBERS OF THE GROUP
Group 1: Júlia, Cesca, Sara & Jana L
Is everybody participating? Yes.

Júlia is working a bit more, but we have told the rest of
the members of the group that they all need to have
responsibilities.
In case no, who is not? Why? It’s not that someone does not want to work, but a
matter of how they see their possibilities and abilities.
Is someone carrying out the Júlia is carrying more, but after talking with them it
task more than others? seems that both Cesca and Sara have woke up!
Are responsibilities shared?
Are they answering what they Yes!

have been asked to? They have perfectly understood the question, so they
are answering it with all what they know.
General comment The biggest difficulty I see in this group is English.

However, once they have been told they can use word
refertence whenever they want, they have felt a bit
more comfortable with the work.
They sometimes compare theirselves with other groups

and see they “know less than others”, they are always
trying to be perfect… and that’s good in some way, but
can hurt them in the other way…
Feedback to give them Keep working hard and try to share more
responsibilities.
Do not worry about what you know: everyone’s
information is crucial and important!

Group 2: David M, Mikel, Guillem F, Marc G
Is everybody participating? They all are very motivated with the task.
They love animals and that’s why make them feel so
engaged in the activity.
In case no, who is not? Why? However, there is a member of the group that acts as if
sometimes the work were not for him: he is enjoying a
lot the activity, but he feels whenever he deciedes, he
can stop doing it and do another thing completely
different or disturb his mates.
Is someone carrying out the David and Guillem seem to be the ones that carry more
14
task more than others? the activity because of the amount of information they
Are responsibilities shared? already have about animals. But it does not seem to be
a problem; in fact, the rest of the members are
fascinated to listen to their mates explaining a lot of
things about animals.
Are they answering what they They had any problem in answering what they were
have been asked to? asked for.
General comment Good job, but the ones that have less difficulties should
leave the ones that have more participate a bit more.
Feedback to give them

Group 3: Paula, David, Ariadna & Jana
Is everybody participating? In this case is everybody participating. Even the ones

that usually do not participate because they feel they
have more difficulties, participated a lot because the
rest of the group were all the time taking care of giving
them responsibilities.
In case no, who is not? Why?
Is someone carrying out the Already mentioned…

task more than others?
Are responsibilities shared?
Are they asking what they In the first moment they were a bit lost, but as Helena
have been asked to? and I have been moving around the classroom, we
have been able to see this problem so we have solve it!
General comment

Group 4: Mar, Carme, Joan, Ricard, Pol
Is everybody participating? Everyone is participating unless Ricard.
In case no, who is not? Why?
Is someone carrying out the All the students are carrying the activity; it’s true that
task more than others? Carme and Mar are carrying it more, but the truth is
Are responsibilities shared? that all (no Ricard) are working a lot.
Are they answering what they Yes, perfectly.n
15
have been asked to?
General comment The problem in this group is that one member is not
working.
The positive thing is that all the members have been
able to see this problem and they have decieded to talk
with this student that is not working before asking for
help to Helena or me. Of course, once we have seen
this problem we have gone to help them, but the good
point here is that when we have arrived, they were
about to finish with the discussion and even were
founding a solution.
Feedback to give them Keep working and tell us if Ricard does not work again.
Positive thing: this boy has realized he has not been
working well and he is a member of a group! So due to
talking with their mates, but not due to our “scolding” he
has realized what he had to do.

Group 5: Sara, Nora, Dasha & Maria
Is everybody participating? Yes
In case no, who is not? Why? -
Is someone carrying out the Despite everybody is participating and trying to do

task more than others? his/her best, there is a student who usually takes more
Are responsibilities shared? time to develop a task, which in some moments seems
to be a bit lost.
Besides, the other three students are adopting a little a
bit a role in which they want to be the carriers of the
activity and sometimes they forget they are a group.
However, after having talked with them about this, it’s

seems they have realized what it was happening and
know on they are trying to improve in this aspect.
Are they asking what they Yes, with no problem.

have been asked to?
General comment What already commented about the roles inside the
group: try to be careful and make all the members feel
comfortable in the same level.

Group 6: Jan-Lixia, Joaquín, Nerea, Jan Marc & Guillem
16
Is everybody participating? There are two students who are not engaged at all in
the activity.
In case no, who is not? Why? Jan Marc and Joaquin
Is someone carrying out the As said, the other three students are doing the activity
task more than others? with any problem, and between those three
Are responsibilities shared? responsibilities are shared.
The problem are the two students who are not inside
the activity.
Are they asking what they No problem in here.

have been asked to?
General comment Students who are not engaged: try to make them feel
inside the activity and make them feel also responsible
of the task they are doing.
The rest: try to give the others also some
responsibilities despite it can seem to be difficult.
GENERAL FEEDBACK TO GIVE TO STUDENTS IN THE NEXT SESSION

- In general: good work and students motivated and engaged in the activity → if
you continue like this the project will develop in a really good way!
- Be careful with adopting responsibilities: when we work in group we have to try
to have all of us the same importance and responsibility in the tasks we do.
- When someone is outside the task, try to make him/her get inside again
- In case of doubt try to solve first problems with the members of the group, and
then ask to the teachers
- KEEP WORKING!
17
Session 4: Expo presenting the dynamic
18
Session 4: Explanation of each role
WRITER
You have to…
 Write what the group agrees
MEDIATOR
Remember to make sure that….
 All the members of the group can participate
 The debate is respectful
QUESTIONER
ask!
ask everything you think is not clear
TRANSLATOR
If someone doesn’t know how to write or say something… you can take a look to the
language support worksheet to help your group!
TIME KEEPER
You just have some minutes for being in each corner….. so make sure you have enough
time!
19
Session 2: Language support for the translator
STRUCTURE OF THE PAGE

- We have to include….
- _____ part of the page can be organized: _______
- On the top of the page…….
- On the bottom of the page……
- In the centre of the page…..
- Images should be organized………
INFORMATION IN EACH PAGE

- The information of reproduction…..
- The curiosities…..
- How the animals move…..
- Specific information….
RELATIONSHIP BETWEEN PAGES

- Pages of one group and another of animals have to be related….
- The relation between pages can be ……...
MOVEMENT OF THE BOOK

- Include foldable …
- Include interaction with the reader….
IMAGES AND GRAPHICS

- We can include images of…..
- We can include graphics of….
- Images and graphics should be in the top/bottom of the page
- Images and graphics should be next to....
20
Session 4: Evaluation
EVALUATION OF OUR PARTICIPATION
We are group….
Who? Corner Your work…
Writer Perfect
Good
Need to improve
Mediator Perfect
Good
Need to improve
Questioner Perfect
Good
Need to improve
Translator Perfect
Good
Need to improve
Time keeper Perfect

Good
Need to improve
AS A GROUP WE WHY?
HAVE WORKED
Very Well
Quite Good
Good
So-so
OUR STRONG
POINT IS
WE SHOULD
IMPROVE
21
Session 5: Observation Worksheet
Your name: Date:
ANIMAL OBSERVATION
TECHNICAL INFORMATION
Name of the animal
Scientific name of the

animal
TYPE OF ANIMAL
Classification
Family it belongs to
DESCRIPTION
LIMBS
How many legs does it have?
How do the fingers look like*?
Does it have claws*?
HEAD
Does it have eyes? How are they?
Does it have mouth? How is it?
Does it have ears? How are they?
22
Does it have nose? How is it?
Is there anything else from the head to

comment?
BODY H
Height and weight W
How is its skin?
Which colour is it?
FEEL IT!
How does it smell?
How is the animal in terms of touch?
Does it make any noise? Which one?
WHAT IS IT DOING?
Is it moving?
In case “yes”, what is it doing? What kind

of movement?
Make something for reaching it attention, how does it react?
23
We have done.... The reaction has been...
TRY TO GUESS
What do you think this animal feeds on*?
How long you imagine is it life?
How big can this animal become?
How many youngs* can it have? How does it reproduce?
24
Session 6: Evaluation Worksheet
Your name: Date:
ANIMAL OBSERVATION
Name of the animal
Scientific name of the

animal
TYPE OF ANIMAL
Classification
Family it belongs to
DESCRIPTION
LIMBS
How many legs does it have?
HEAD
Does it have eyes? How are they?
Does it have mouth? How is it?
25
Does it have nose? How is it?
Is there anything else from the head to

comment?
BODY H
Height and weight W
How is its skin?
Which colour is it?
FEEL IT!
How does it smell?
How is the animal in terms of touch?
Does it make any noise? Which one?
WHAT IS IT DOING?
Is it moving?
In case “yes”, what is it doing? What kind

of movement?
Make something for reaching it attention, how does it react?
26
We have done.... The reaction has been...
TRY TO GUESS
What do you think this animal feeds on*?
How long you imagine is it life?
How big can this animal become?
How many youngs* can it have? How does it reproduce?
27
Session 6: Language Support
ANIMAL OBSERVATION
Name of the animal Rabbit
Scientific name of the Oryctolagus cuniculus

animal
TYPE OF ANIMAL
Classification Vertebrate
Family it belongs to Mammals
DESCRIPTION
LIMBS The rabbit has four legs
How many legs does it have? Their fingers are small

Yes, It has got long claws
HEAD
Does it have eyes? How are they? Yes, it has eyes. It has got big eyes.
Does it have mouth? How is it? Yes, it has mouth.

Yes, it has ears. It has two big ears.
Does it have nose? How is it? Yes, it has nose.
BODY
The skin of the rabbit is soft.
28
How is its skin?
Rabbits normally can be brown, grey, black and

Which colour is it?
white.
OTHER INFORMATION
Rabbits usually eat grass.

They can live in the forest, but they are also domestic animals.
They usually move by jumping and they can be very fast.
29
ANNEX 2: Evaluation
Session 5: Evaluation of the observation

NAME OF THE STUDENT → Júlia
Expert Good Satisfactory Needs to improve
Complete observation. The observation is fine, but The main topics are There is a description of the
The description of the animal the way the description is commented, but in a simple animal in a very simple way.
Description really coincide with what is done could be more way. Some concepts appear, but
asked. complete. other important ones do not.
The student makes It is showed that the student The student does not use a The student provides a
himself/herself understood in has knowledge about how to specific or concrete simple description in which it
what he/she wants to explain do an observation and it is language to do the can be seen that the process
Strategies to do the about the animal with well explained. observation. of observation has been
observation complete sentences and the However, the way the Despite this, the description done but with lots of
language used is coherent description is done and the is well formulated and difficulties.
with the topic. language that is used, it is understandable.
not the best one.
Use of English Well constructed sentences The student makes The student makes Despite trying to
Good and coherent use of himself/herself understood, himself/herself understood, communicate,, it is difficult to
vocabulary but the language is simple. but the language used has understand the message.
some mistakes.
Strategies to use English The student does not Despite having some The language mostly used is The student refuses trying to
present any problem in using difficulties, the student does English but sometimes communicate in English and
English. not give up in using English presents difficulties and uses chooses writing in Catalan or
Spanish or Catalan. Spanish.
30
Comment:
There is little text in the observation worksheet, but with a really good use of the language.
NAME OF THE STUDENT → Joaquín
not the best one.
some mistakes.
31
Comment
There is a little bit observation and description and the text is very simple.
NAME OF THE STUDENT → Cesca
not the best one.
some mistakes.
32
Comment:
There is little text in the observation worksheet, but with a really good use of the language.
NAME OF THE STUDENT → Dasha
not the best one.
33
some mistakes.
Comment:
Very good use of English, long sentences and well constructed
NAME OF THE STUDENT → Jana C
34
not the best one.
some mistakes.
Comment:
Poor in content, but good English
NAME OF THE STUDENT → Jan Lixia
35
not the best one.
some mistakes.
Comment:
Bad use of English “ I no legs”, difficulties in constructing sentences in English.
Despite this, the comment in terms of describing the animal, quite good.
NAME OF THE STUDENT → Jan Marc
36
not the best one.
some mistakes.
Comment:
There is a little bit observation and description and the text is very simple.
NAME OF THE STUDENT → Joan
37
not the best one.
some mistakes.
Comment:
Very good use of English, long sentences and well constructed, despite this it could be more complete the observation.
NAME OF THE STUDENT → Pol M
38
not the best one.
some mistakes.
Comment:
Really good use of English
39
NAME OF THE STUDENT → Maria
not the best one.
some mistakes.
Comment:
Short writing but quite well.
40
NAME OF THE STUDENT → Sara G
not the best one.
some mistakes.
Comment:
Good English and good observation.
41
NAME OF THE STUDENT → Guillem F
not the best one.
some mistakes.
Comment:
The writing could be much better, but the observation is quite complete.
42
NAME OF THE STUDENT → Jana L
not the best one.
some mistakes.
Comment:
Despite not having constructed sentences in a perfect way, really good strategies in communicating. Good observation too.
43
NAME OF THE STUDENT → Carme
not the best one.
some mistakes.
Comment:
Complete explanations and good strategies in communicating
44
NAME OF THE STUDENT → Mar
not the best one.
some mistakes.
Comment:
Complete explanations and good strategies in communicating
45
NAME OF THE STUDENT → Nora
not the best one.
some mistakes.
Comment:
Lot of information, but the explanations could be more complete.
46
NAME OF THE STUDENT → Ariadna
not the best one.
some mistakes.
Comment:
Everything is too simple, but taking into account her abilities, good job!
47
NAME OF THE STUDENT → David
not the best one.
some mistakes.
Comment:
Good English, good information but he could have done it much better!
48
NAME OF THE STUDENT → David M
not the best one.
some mistakes.
Comment:
Good English, good information but he could have done it much better!
49
NAME OF THE STUDENT → Paula
not the best one.
some mistakes.
Comment:
Everything is too simple, but taking into account her abilities, good job!
50
NAME OF THE STUDENT → Nerea
not the best one.
some mistakes.
Comment:
Good English, but too simple and little information provided
51
NAME OF THE STUDENT → Ricard
not the best one.
some mistakes.
Comment:
Bad English and poor work because of the bit attention provided to the work.
52
NAME OF THE STUDENT → Mikel
not the best one.
some mistakes.
Comment:
Bad English and poor work because of the bit attention provided to the work.
53
NAME OF THE STUDENT → Guillem T
not the best one.
some mistakes.
Comment:
Bad English and too simple taking into account his abilities
54
Session 6: Evaluation of the second observation
NAME OF THE STUDENT → Júlia
not the best one.
some mistakes.
Comment:
Some mistakes, but really good use of English. Complete explanation
55
NAME OF THE STUDENT → Joaquín
not the best one.
some mistakes.
Comment
Little observation and information, but goog strategies when communicating in English: everything can be understood
56
NAME OF THE STUDENT → Cesca
not the best one.
some mistakes.
Comment:
Quite complete observation and well communicating skills (despite following the model a bit too much)
57
NAME OF THE STUDENT → Dasha
not the best one.
some mistakes.
Comment:
Complete observation and really complete and well constructed sentences in English.
58
NAME OF THE STUDENT → Jana C
not the best one.
some mistakes.
Comment:
Little information, and bad English taking into account that she had the model next to her
59
NAME OF THE STUDENT → Jan Lixia
not the best one.
some mistakes.
Comment:
Quite complete observation and despite simple sentences, good use of English
60
NAME OF THE STUDENT → Jan Marc
not the best one.
some mistakes.
Comment:
Complete observation, and complete and complex sentences in English
61
NAME OF THE STUDENT → Joan
not the best one.
some mistakes.
Comment:
Complete observation, and complete and complex sentences in English
62
NAME OF THE STUDENT → Pol M
not the best one.
some mistakes.
Comment:
Really good use of English and complete and long explanations.
63
NAME OF THE STUDENT → Maria
not the best one.
some mistakes.
Comment:
Short writing but quite well. Some sentences are incomplete, but in general she provides lot of information,
64
NAME OF THE STUDENT → Sara G
not the best one.
some mistakes.
Comment:
Good English and good observation.
65
NAME OF THE STUDENT → Guillem F
not the best one.
some mistakes.
Comment:
Well explained but a little too simple
66
NAME OF THE STUDENT → Jana L
not the best one.
some mistakes.
Comment:
Really complete explanations and good use of English
67
NAME OF THE STUDENT → Carme
not the best one.
some mistakes.
Comment:
Good explanations and really good use of English! Short and simple answers, but well constructed sentences
68
NAME OF THE STUDENT → MAR
not the best one.
some mistakes.
Comment:
Complete observation and quite good use of English
69
NAME OF THE STUDENT → Nora
not the best one.
some mistakes.
Comment:
Good use of English, but too simple sentences. Good in observation, but again short amount of information.
70
NAME OF THE STUDENT → Ariadna
not the best one.
some mistakes.
Comment:
She didn’t have time to finish the task, but the amount of information provided is written by using a good English!
71
NAME OF THE STUDENT → David
not the best one.
some mistakes.
Comment:
Long sentences with a big amount of information; even more than required.
Good use of English: complete and complex sentences.
72
NAME OF THE STUDENT → David M
not the best one.
some mistakes.
Comment:
Complete explanations and really good use of English. Sentences are long, complex and complete: he goes even further from what is required.
73
NAME OF THE STUDENT → Paula
not the best one.
some mistakes.
Comment:
Provided too little amount of information; quite good but simple English.
74
NAME OF THE STUDENT → Nerea
not the best one.
some mistakes.
Comment:
Lot of information provided, but too simple sentences. Besides, she does lots of mistakes when using English taking into account that there is a
model.
75
NAME OF THE STUDENT → Ricard
not the best one.
some mistakes.
Comment:
Too simple English and with big mistakes taking into account that there is a model
76
NAME OF THE STUDENT → Mikel
not the best one.
some mistakes.
Comment:
Lot of information provided and really good use of English despite there are some mistakes
77
NAME OF THE STUDENT → Guillem T
not the best one.
some mistakes.
Comment:
Despite using a good English, sentences are too simple and the information provided is too short.
78
Session 6: Comparison between the first and the second evaluation
STUDENT 1ST OBSERVATION 2ND OBSERVATION COMMENT
JÚLIA There is little text in the observation Some mistakes, but really good Despite not providing a big amount of
worksheet, but with a really good use of English. Complete information, she is able to provide the
use of the language. explanation required one.
Besides, she uses the model for a better
writing and a better construction of sentences
in English.
JOAQUÍN There is a little bit observation and Little observation and information, Despite finding some problems in solving the
description and the text is very but good strategies when task, he takes the model as big help to deal
simple. communicating in English: with it.
everything can be understood
CESCA There is little text in the observation Quite complete observation and Taking into account that she finds very
worksheet, but with a really good well communicating skills (despite difficult to communicate in English, she has
use of the language. following the model a bit too done a really good job and improved between
much) the first and the second observation.
DASHA Very good use of English, long Complete observation and really Despite she has good abilities in using
sentences and well constructed complete and well constructed English, she has improved considerably
sentences in English. between both tasks.
JANA C Poor in content, but good English Little information, and bad English She could have improved much more taking
taking into account that she had into account the help provided in the second
the model next to her part of the task.
JAN LIXIA Bad use of English “ I no legs”, Quite complete observation and In terms of observing, he has remained quite
difficulties in constructing despite simple sentences, good the same, but in reference to the use of
sentences in English. use of English English, he has improved a lot between the
79
Despite this, the comment in terms first and the second observation task.
of describing the animal, quite
good.
JAN MARC There is a little bit observation and Complete observation, and He has improved in both things: he provides
description and the text is very complete and complex sentences much more information in the second part,
simple. in English and also the use of English is much better in
the second task.
JOAN There is a little bit observation and Complete observation, and He has improved in both things between the
description and the text is very complete and complex sentences first and the second observation task.
simple. in English
POL M Really good use of English Really good use of English and The English has remained very good, and the
complete and long explanations. explanations have improved a lot: he
provides, in the second part, much longer
sentences and more information.
MARIA Short writing but quite well. Short writing but quite well. Some She remains more or less the same. She
sentences are incomplete, but in could have improved a bit taking into account
general she provides lot of the extra help they had in the second part.
information,
SARA G Good English and good Good English and good She remains more or less the same. She
observation. observation. could have improved a bit taking into account
the extra help they had in the second part.
GUILLEM F The writing could be much better, Well explained but a little too He improves in using English, but
but the observation is quite simple explanations remain too simple.
complete.
MARC G Didn’t come
80
JANA L Despite not having constructed Really complete explanations and She has improved in both things: he provides
sentences in a perfect way, really good use of English much more information in the second part,
good strategies in communicating. and also the use of English is much better in
Good observation too. the second task.
CARME Complete explanations and good Good explanations and really The information provided has improved in the
strategies in communicating good use of English! Short and second part of the observation.
simple answers, but well
constructed sentences
MAR Complete explanations and good Complete observation and quite She remains the same. She could have
strategies in communicating good use of English provided a bit more of information and more
complex sentences taking the model as an
example.
SARA Complete explanations Really complete explanations and She improves a lot in her English skills when
good use of English. communicating some information.
NORA Lot of information, but the Good use of English, but too Despite she has improved a lot in her English
explanations could be more simple sentences. Good in taking as reference the first observation task,
complete. observation, but again short the information in the second one is too
amount of information. simple and a bit poor.
ARIADNA Everything is too simple, but taking She didn’t have time to finish the She learnt and improved!
into account her abilities, good job! task, but the amount of
information provided is written by
using a good English!
DAVID Good English, good information but Long sentences with a big amount He has improved in both things: he provides
he could have done it much better! of information; even more than much more information in the second part,
required. and also the use of English is much better in
Good use of English: complete the second task.
and complex sentences. In the first part he could have done it much
81
better, and in fact, in the second part he does
it!
DAVID M Good English, good information but Complete explanations and really n the first part he could have done it much
he could have done it much better! good use of English. Sentences better, and in fact, in the second part he does
are long, complex and complete: it!
he goes even further from what is
required.
PAULA Everything is too simple, but taking Provided too little amount of Quite good improving, but still too simple and
into account her abilities, good job! information; quite good but simple short explanations.
English.
NEREA Good English, but too simple and Lot of information provided, but In terms of information, she improves. But the
little information provided too simple sentences. Besides, use of English presents many mistakes taking
she does lots of mistakes when into account the model she had.
using English taking into account
that there is a model.
RICARD Bad English and poor work Too simple English and with big No improvement.
because of the bit attention mistakes taking into account that In fact, he did it better in the first part.
provided to the work. there is a model Not concentrated either engaged in the task…
MIKEL Bad English and poor work Lot of information provided and Improvement in both: the use of English and
because of the bit attention really good use of English despite the information provided.
provided to the work. there are some mistakes
GUILLEM T Bad English and too simple taking Despite using a good English, He could have provided more complete
into account his abilities sentences are too simple and the sentences taking into account his level of
information provided is too short. English,
despite of this, the observation improves.
82
83
84
85

Task 6 - My Teaching Sequence

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Task 6 - My Teaching Sequence

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Practicum IV

TASK 6 – My teaching sequence

Marina Arcos Valle

GENERAL ASPECTS ..................................................................................................... 1

OBJECTIVES, ASSESSMENT AND TOOLS ................................................................. 2

THE CONTENT .............................................................................................................. 3

DEVELOPMENT OF THE UNIT PLAN ........................................................................... 5

ANNEX 1: Resources ................................................................................................... 14

ANNEX 2: Evaluation .................................................................................................... 30

Learning Objectives Assessment Criteria Tools

Observation from the teachers

Active and respectful participation on a whole group debate

Ability to improve in a task in which they have been provided

English Language Subject matter

SPEAKING AND CONVERSATION

PERCIEVING AND EXPLORING

- Interest, value and respect upon the own

- Producing explanatory and informational texts

Description of the tasks Timing Resources Grouping

A video of invertebrate and another one of Indvidual

(See the evaluation in the Annex)

(See the evaluation in the Annex)

Description of the tasks Timing Resources Grouping

Is everybody participating? Yes.

Are they answering what they Yes!

General comment The biggest difficulty I see in this group is English.

They sometimes compare theirselves with other groups

MEMBERS OF THE GROUP

Feedback to give them

MEMBERS OF THE GROUP

Is everybody participating? In this case is everybody participating. Even the ones

In case no, who is not? Why?

Is someone carrying out the Already mentioned…

Feedback to give them

MEMBERS OF THE GROUP

Is everybody participating? Everyone is participating unless Ricard.

In case no, who is not? Why?

Are they answering what they Yes, perfectly.n

MEMBERS OF THE GROUP

In case no, who is not? Why? -

Is someone carrying out the Despite everybody is participating and trying to do

However, after having talked with them about this, it’s

Are they asking what they Yes, with no problem.

MEMBERS OF THE GROUP

In case no, who is not? Why? Jan Marc and Joaquin

Are they asking what they No problem in here.

GENERAL FEEDBACK TO GIVE TO STUDENTS IN THE NEXT SESSION

STRUCTURE OF THE PAGE

INFORMATION IN EACH PAGE

RELATIONSHIP BETWEEN PAGES

MOVEMENT OF THE BOOK

IMAGES AND GRAPHICS

EVALUATION OF OUR PARTICIPATION

Who? Corner Your work…

Time keeper Perfect

Your name: Date:

Name of the animal

Scientific name of the

How many legs does it have?

How do the fingers look like*?

Does it have claws*?

Does it have eyes? How are they?

Does it have mouth? How is it?