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Trabajo Fin de Máster En Profesorado de E.S.O., F.P. y Enseñanzas de Idiomas, Artísticas y Deportivas Especialidad de Lengua Extranjera Inglés “Your First Week in Zaragoza” A Project-Based Learning Unit to Raise Awareness about Immigration among 4th Year of ESO Students Autor María Lahuerta Bruballa Director Enrique Lafuente Millán FACULTAD DE EDUCACIÓN Curso 2019/2020 Table of Contents Abstract 1 1. Introduction 1 2. Purpose and Objectives 3 3. Justification, Theoretical Framework and Methodology 4 3.1. Justification 4 3.2. Theoretical Framework 7 3.2.1. Learning Theories: Second Language Acquisition 7 3.2.2. Communicative Language Teaching 9 3.2.3. English Language Teaching 10 3.2.4. Legal Framework 13 3.3. Methodology 15 3.3.1. Project Based Language Learning 15 3.3.2. Communicative Language Teaching 18 3.2.3. Cooperative Learning 19 3.2.4. Scaffolding 19 4. Unit Plan Proposal 20 4.1. Theme and context 20 4.2. Contribution to Key Competences 22 4.3. Objectives and Contents 24 4.4. Sequencing of Activities 25 4.5. Materials 31 4.6. Evaluation 32 5. Conclusions 34 6. Works cited 38 7. Appendices 40 Appendix 1 40 Appendix 2 41 Appendix 3 42 Appendix 4 43 Appendix 5 47 Appendix 6 56 Appendix 7 97 Appendix 8 98 Appendix 9 99 Appendix 10 100 Abstract The present end-of-master dissertation aims at designing an innovative English didactic unit for students in the 4th year of Secondary education based on two main necessities identified during the periods of school placement in the Master’s: a rather traditional approach to teaching English, which leads to lack of motivation among students, and the rare percentage of cultural diversity in the school. Two innovations are proposed to deal with these necessities, which entail a change in the methodology of teaching English by dealing with a topic which is far from students’ every day’s experiences: cultural diversity and, more specifically, immigration. The methodology used to cover this topic is Project-Based Learning, while the principles of today’s predominant approach in language teaching are incorporated: Communicative Language Teaching. These innovations are complemented by the implementation of Cooperative learning. The final outcome of the project is to create a video with useful information and resources for new immigrants arriving in Zaragoza. Students collaborate with the organization “Distintos en la Igualdad” to create this product, which is published in the association’s YouTube channel as well as in other digital platforms. Key words: Project-Based Learning, Communicative Language Teaching, Cooperative learning, Secondary education, cultural diversity, immigration. Resumen El objetivo de este trabajo de fin de máster es diseñar una unidad didáctica innovadora para la asignatura de inglés en el cuarto curso de educación secundaria. La unidad se basa en dos necesidades observadas durante los dos períodos de prácticas del máster: el uso de una metodología tradicional, lo que disminuye la motivación de los estudiantes, y el escaso porcentaje de diversidad cultural entre los alumnos del centro. Por ello, se presentan dos propuestas que tienen como objetivo cambiar la metodología en el aula de inglés tratando un tema con el que los estudiantes no están muy familiarizados: la diversidad cultural y, concretamente, la inmigración. La metodología sugerida es el Aprendizaje Basado en Proyectos, cumpliendo al mismo tiempo con los principios característicos del enfoque comunicativo. Estas innovaciones se complementan con la implementación del Aprendizaje Cooperativo. El resultado final de este proyecto es la creación de un vídeo informativo con recursos útiles para los inmigrantes que acaban de llegar a Zaragoza. Asimismo, los estudiantes colaboran con la asociación “Distintos en la Igualdad” para elaborar dicho producto, que se publicará en el canal de YouTube de esta asociación, así como en otras plataformas digitales. Palabras clave: Aprendizaje Basado en Proyectos, enfoque comunicativo, Aprendizaje Cooperativo, educación secundaria, diversidad cultural, inmigración. 1 1. Introduction Nowadays, English plays a preponderant role in society because it is the primary language used to communicate all around the world. It has emerged as a lingua franca, given the fact that it is a practical tool used by millions of people (Nagy, 2016), who do not share a native language, in different fields and contexts. Therefore, learning English implies enriching both our personal and professional lives because it allows us to approach other cultures and to communicate with other people. Furthermore, it is often an advantage for professional promotion. Richards (2006) states that the global demand to learn English has brought with it an enormous necessity for adequate and effective language teaching materials and resources as well as a high-quality English teaching. Current curricula for teaching a second language point to Communicative Language Teaching (henceforth CLT) as the framework of reference. The principal objective of CLT is to teach learners communicative skills to make them master the language both in a fluent and accurate manner. The focus is not on linguistic forms, as it used to be the case in many prior methods, but on making learners negotiate meanings and interact in a meaningful way, thus, providing better opportunities for learning the language. Nevertheless, several researches claim that CLT principles are not always adequately applied in the EFL classroom. Teachers’ perspective and understanding of this approach is sometimes translated into teaching mostly speaking, doing role-plays and forgetting about grammatical forms (Anani, Monfared and Safarzadeh, 2016). In contrast other teachers tend to focus only on grammar activities and repetition drills (Cerezo, 2007 as cited in Criado and Sánchez, 2009, p. 8). Therefore, there seems to be a gap between CLT theory and practice. Concretely, in Spain, where the legislation advocates the development of CLT and the communicative competence, some challenges found by Primary and Secondary teachers regarding CLT implementation are connected with considering it as an “umbrella term” (Garrote, Alonso and Galetti, 2018, p. 57). Inadequate implementation of CLT affects students’ learning as well as their motivation towards learning a second language. Classroom activities that are still oriented towards only grammatical forms and repetition drills do not provide students with any challenge or final goal, their learning is not meaningful or purposeful. Furthermore, learners do not have an active role in their learning, nor they have the chance to be 2 autonomous or develop their critical thinking and creativity. All these issues, originated by a traditional approach to teaching, can decrease students’ motivation and interest for the subject. Ellis (1994, as cited in Gömleksiz, 2010, p. 1) suggests that a negative attitude like this one can be an obstacle to learning a language. For this reason, a teaching methodology such as CLT, previously explored by the teacher to be adequately implemented, is fundamental to engage students in learning English and to increase their motivation. An important part of CLT is setting a real context while encouraging the development of communicative skills. This context could be related to the crosscurricular contents appearing in the curriculum which aim at teaching students’ fundamental values as well as at developing the interpersonal, intrapersonal or social civic competences. Nonetheless, in some schools, students can be isolated from these aspects and, consequently, from diverse social issues which may be relevant to help them learn and grow with a well-rounded education, putting them in contact with people living different realities and make them learn from each other. As a matter of fact, Vygotsky (1978) claimed the importance of learning through social interaction. Using English, this learning (framed in a real context) can be encouraged and CLT plays a significant role in it. Diverse methodologies adjust to the necessities previously commented. They can apply CLT principles in class while working themes related to discover other social issues and contexts which learners are not familiar with. This is the case of Project Based Learning or Project Based Language Learning (from now on PBL or PBLL). In this dissertation, it is more adequate to refer to PBLL as the methodology used, because PBLL is the implementation of PBL in a foreign language class. This is complemented by the teaching method of Cooperative Learning. The didactic unit proposed in this dissertation has as its cornerstone the implementation of both methodologies in order to overcome those limitations and difficulties presented. The project’s name is “Your First Week in Zaragoza” and is aimed at 4th year of Secondary education students in a catholic and state-funded school of Zaragoza. The topic developed along the unit is cultural diversity, more specifically immigration and its main issues. With this proposal, it is expected that students will get to know a reality that differs from theirs, approaching them to the multicultural society we live in. During the unit, students collaborate with a real association called “Distintos en la Igualdad” to create the 3 final product: an information video to provide newcomers to Zaragoza with basic resources. This dissertation is structured as follows. Firstly, the purpose and objectives are explained. Secondly, the justification, theoretical framework used to design this project and the methodology are presented. Then, the didactic proposal is commented in detail. Lastly, the main conclusions about this dissertation are presented, followed by the references and the section of appendices. 2. Purpose and Objectives This Master’s dissertation consists in designing a didactic unit that responds to specific necessities identified during the Master’s, regarding the educational context. Concretely, these needs were identified during the two school placement periods. The main purpose of this unit proposal is to elaborate an innovative approach to learn English that promotes learning values related to cultural diversity and tolerance towards other cultures and people. To do this, the proposal presents a unit that follows PBL and Cooperative Learning methods because students in this school were not familiar with them. One objective of this unit is that students learn how to work in cooperative groups, performing each one of them a different role that requires them to be responsible and autonomous so as the whole group successfully completes the final product. Through this methodology, another aim is that students are able to develop their communicative skills and to learn both the linguistic and non-linguistic aspects of English following the CLT approach established in the curriculum. Therefore, interaction, communication and negotiation of meaning for a real purpose are encouraged among students, being some of the most relevant elements in this unit. Generally speaking, this didactic proposal intends to make students enjoy these innovative methodologies and to increase their motivation. Therefore, this is another objective that must be achieved while learning the specific contents selected for the project and using the language in a functional manner. Apart from that, the main theme of the unit deals with cultural diversity, more specifically with immigration and related concepts. Whit these matters, the principal aim 4 is to raise awareness among students in this classroom towards these topics, promoting values such as tolerance, respect, solidarity and equality. Another objective is to make students learn and reflect about the specific difficulties that some immigrants might face when arriving in a new city, being able to search for information to provide them with the resources needed. Finally, the last objective to mention is that learners are expected to develop their critical thinking and creativity by elaborating a final product that has a real purpose in society and by making decisions and discussing strong and weak points along the unit. Also, this critical thinking is prompted with the self-reflection and self-evaluation activities as well as with the thinking routines designed for the different lessons. 3. Justification, Theoretical Framework and Methodology 3.1. Justification The design of this unit plan comes from two main aspects observed during the placement periods of the Master’s degree. The educational center in which these placement took place is the state-funded and catholic school Santa María del Pilar (Marianistas) in Zaragoza. Located on the banks of Canal Imperial (Paseo Reyes de Aragón 5), the students’ profile is influenced by the school’s catholic ideology and by the context of the neighborhood where it is situated (Casablanca), in which, according to recent surveys there is only a 6,15% of immigrant population. In addition, the families in this school are of an upper-medium socioeconomic status. Thus, there is a low percentage of cultural diversity among students, with only four students from other countries, out of 1603, according to the data in the school’s Documento Organizativo de Centro. These issues were examined in the first school placement’s assignment (appendix 1.1.). The methodology used in Secondary classrooms in this school for teaching English is rather traditional. Students are used to working with the book as well as with some extra activities. This approach to teaching and learning promotes individual work and a focus on forms and grammar contents rather than on the functional use of language and the development of the communicative skills, which are key CLT elements. This methodology seems to decrease students’ motivation and interest in the English subject, as shown in the results of a questionnaire which was delivered to the students as part of a research project created for the Master’s subject “Innovation and Classroom Research for 5 EFL” (appendix 1.2.). This study focused on students’ perspective towards the English language and on students’ motivation in the English classroom. Concretely, it was intended to show which type of motivation, following Dörnyei’s (1994) framework for motivation, prevailed. The research confirmed that students’ levels of intrinsic and extrinsic motivations were equally low. In addition, students’ perspectives on their EFL classes are widely explained in the second school placements’ assignment (appendix 1.3.). The focus of this portfolio is on analyzing interaction in the classroom, on the materials used and on elaborating a reflection about the implementations and teaching practices. Based on these two critical aspects of the teaching context (a limited perspective on cultural diversity and a somewhat traditional approach to foreign language teaching), the present unit incorporates innovative methodologies to teaching English as well as the topics of immigration and cultural diversity. Both of them are integrated in a project that puts students in contact with an association for helping immigrants, thus, giving them the opportunity to be helpful and to use English as a tool to communicate and interact with people from other contexts. As mentioned before, the methodology chosen to elaborate this didactic proposal is PBLL. After finishing the project, students are expected to be more prepared and willing to understand and embrace people and cultures that are different from theirs. These are essential aspects that are mentioned in the Aragonese curriculum for Secondary education, in section 6 “Objetivos generales de la Educación Secundaria Obligatoria”, in the section 11 “Elementos transversales” and when the key competences are explained. Special attention is paid to these matters in the theoretical framework part of this paper. In order to explain why these innovations were selected, the 5 why’s deep structure presented by Clark (2009) is going to be used now. Why this? As previously commented, students and teachers in the current education context are still following a rather traditional approach in their EFL classes. Thus, the implementation of new and innovative teaching methodologies allows students to learn English in a different and more beneficial way. In addition, PBLL facilitates the application of CLT. Why now? Nowadays English is the lingua franca and it is fundamental that students start using the language in a functional and contextual way from the beginning 12 monitors learners to make them improve and facilitates their learning while students actively participate in the project. Cooperative Learning Brown (2007) mentions Cooperative Learning as a CLT-related approach, given the fact that, among other characteristics, “students work together in pairs and groups, they share information and come to each other’s aid” (p. 53). Like CLT, in Cooperative Learning students have an active role in their learning processes, which in this didactic approach is encouraged through group work. Kagan (1994) defines this methodology as “a teaching arrangement that refers to small, heterogeneous groups of students working together to achieve a common goal”. He establishes four basic principles for this approach (as cited by Dotson, 2001): 1) Positive Interdependence, which refers to the fact that when a member in the group achieves a goal, the rest of the group does. There is a positive correlation among the team members. 2) Individual Accountability. All students in a team have a role to perform, and consequently, they are all responsible for the group’s performance and contribution to the class. 3) Equal Participation, meaning that each member in the group shares the same responsibility and input. 4) Simultaneous Interaction, which happens when the class time is mostly dedicated for students’ interaction, in their groups or with the whole class. To summarize, as Brown (2007) indicates, in Cooperative Learning students are a team in which all members must work together to successfully achieve a final goal. Furthermore, he adds that this approach has many advantages. One of them is that it promotes intrinsic motivation (Dörnyei, 1994), that is, the rewards are internal and students learn for the sake of curiosity and interest. Another benefit is that the instruction is learned-centered, thus, students participate actively in the process of decision making and their autonomy and critical thinking skills are improved. Brown (2007, p. 52) mentions Learner-Centered instruction as another approach to CLT in which students are the main focus of the class. The teacher designs the project to 13 give control to students and to help them develop their creativity. Learners’ self-worth and sense of competence are also encouraged. Language Support Students develop their linguistic skills while they are working in their projects by interacting, negotiating meaning and communicating. Nonetheless, it is essential that they are provided with tools that facilitate their understanding of L2 input and to support oral and written production. Gibbons (2014) establishes a series of techniques for providing scaffolding to second language learners. To begin with, he introduces the concept of message abundancy, which can be defined as a strategy to give students more than one opportunity to access input or information (p. 45). That is, to support learners’ learning process, they need to be exposed to multimodal resources: visual, spoken, written, etc. In other words, information should be provided in a variety of ways. Apart from that, when exposed to this new information, Gibbons (2014) states that learners also must have the chance to use that new information. Swain (2000, 2005) refers to this new information as comprehensible output (as cited in Gibbons, 2014, p. 25). To push students’ output, Gibbons (2014) mentions pair and group activities such as presenting in small groups something that has been done or learned to the rest of the class, jigsaw reading, paired problem-solving or picture prompt activities, among others (p. 26). This way, the use language has a context and a function. 3.2.4. Legal Framework The Aragonese legislation establishes a series of principles and elements that must be taken into consideration in this dissertation to guide the teaching proposal. To integrate all these elements in the lesson plans, Scott’s (2001) theories have explored. As he states, “the work of transforming the curriculum into classroom activities relies on careful, layered planning” (p. 26) and that is how this project has been designed. Methodology 14 In the section of Orientaciones para facilitar el Desarrollo de estrategias metodológicas que permitan trabajar por competencias en el aula, the Aragonese competence-based Curriculum mentions the following points, referring to the implementation of PBL and Cooperative Learning: 1. “Las metodologías activas han de apoyarse en estructuras de aprendizaje cooperativo, de forma que, a través de la resolución conjunta de las tareas, los miembros del grupo conozcan las estrategias utilizadas por sus compañeros y puedan aplicarlas a situaciones similares” (ORDEN ECD/65/2015, p. 7003) 2. “El trabajo por proyectos, especialmente relevante para el aprendizaje por competencias, se basa en la propuesta de un plan de acción con el que se busca conseguir un determinado resultado práctico” (ORDEN ECD/65/2015, p. 7003) Both didactic approaches are supported by the curriculum, arguing that they are active methodologies relevant for the competence-based teaching that must be implemented in class. Apart from that, in section 12 of the ORDEN ECD/2016, it is mentioned that the methodology must be related to the contents and that has to include aspects connected with the learners’ implication on their own learning processes, with their own learning that must be based on active methodologies and with the influence of families, teachers and other agents (p. 12, art. 12.2). Cross-Curricular Contents The curriculum establishes a series of cross-curricular contents that aim to achieve various aims. These can be found in section 11 “Elementos transversales” (ORDEN ECD/2016, p. 11): - Effective equality among people and end of discrimination due to any personal or social circumstance: “Se impulsará el Desarrollo de los valores que fomentan la igualdad efectiva…la no discriminación por cualquier condición o circunstancia personal” - Values such as justice, equality and respect are to be encouraged: “Se fomentará el aprendizaje…de los valores que sustentan…la justicia, la igualdad…el respeto” 15 - Elements related to the development and reinforcement of the entrepreneurial spirit, creativity, autonomy, initiative, group work, selfconfidence and critical thinking: “El currículo incluye elementos orientados al Desarrollo y afianzamiento del espríritu emprendedor…la creatividad, la autonomía, la iniciativa, el trabajo en equipo, la confianza en uno mismo y el sentido crítico” General Objectives Among the objectives established in the curriculum for Secondary education (ORDEN 16/2016), “objective i" in section 6 establishes that it is part of the learning process to know, value and respect other cultures and lives as well as the cultural and artistic heritage: “conocer, valorar y respetar los aspectos básicos de la cultura y la historia propias y de la de los demás, así como el patrimonio artístico y cultural” (p. 6). Competences The subject of English as a foreign language is mentioned in the curriculum as contributing to the different competences. In this section of the dissertation, the Digital Competence and the Social and Civic Competence are standout, because they play an important role in the development of the didactic unit’s main themes. 3.3. Methodology The present didactic proposal has been elaborated following the General Methodological Principles established in the Aragonese Curriculum for Secondary education, appearing in section 12 of the document. In addition, the Methodological Principles for teaching English, also appearing in the curriculum, have been considered. 3.3.1. Project Based Language Learning The main teaching methodology proposed to carry out this unit is PBLL as it is a project carried in the second language class. Students elaborate a project in groups in which they deal with the topic of cultural diversity, but concretely, with the question of immigration. 16 The project is made up of seven lessons, which last 50 minutes each. Following the definition of PBL, learners respond to an authentic problem that leads to the final product. The problem presented is the lack of information and resources that immigrants may experience when arriving in Zaragoza, an issue that can make their arrival more complicated and lead to other difficulties. To tackle this problem, the final product is a video with useful information and resources for newcomers in Zaragoza. Students produce this video for a local association that works with immigrants in the city; so, the project has real context and a relevant purpose. The Gold Standards The PBL’s Gold Standards are applied in this project as follows. Firstly, students need to know and understand how a video like this one is created. For that purpose, the success criteria are presented in lesson 1, so students know what they need to do along the project and what they will be able to do at the end. This conforms with the first standard: key knowledge, understanding and success skills. Furthermore, the language needed and development of the different communicative skills are presented and practiced through diverse activities and tasks along the project. The new grammar, which are the modal verbs, is introduced in lesson 3 through a video which is similar to what they need to do as the product. In an inductive way, they must infer the uses of each modal verb appearing. As regards the vocabulary, it is presented in lesson 2 through an article that they must read and, later on, answer to vocabulary questions. In order to process this vocabulary, there is a Bingo game. The challenging problem is introduced at the beginning, in lesson 1, through several photos in order to spark students’ minds and after that, through a video and a letter requesting for help from “Distintos en la Igualdad”. This way, it is intended to look for students’ emotional responses. The sustained inquiry, or investigation, is facilitated along the project with the use of ICTs, in which students can search information, as well as through different activities, such as expert groups in which information web pages about the topic are provided by the teacher. 17 The authenticity of the project falls on the fact that students are doing their final product for a real audience and that they are collaborating with an organization throughout the unit. Moreover, students have voice and choice, because they are the ones who decide how the final product looks like or who is going to perform each role in their groups, after the presentation of the success criteria and information along the unit. This question is related to the reflection standard. The unit is designed with diverse activities that are oriented towards reflecting about the activities, the learner’s own learning processes, the creation of the product etc. For instance, there is a One Minute Paper activity after lesson 3, a final questionnaire in lesson 7 and activities to think about what has been learned in previous lessons or their initial knowledge about a topic, such as a See-Think-Wonder chart, a Knew-Wonder-Learned chart or a i-Link activity. Besides, the teacher provides continuous feedback to students when they are working in groups, as he or she observes them, and also there are various activities that are corrected by the teacher with suggestions and other online activities, such as a Socrative quiz, that sends automatic corrections or feedback to students. Lastly, the final product is public because it is uploaded on the organization YouTube channel and shared on their social networks as well as in the school’s. Students are also encouraged to share and upload the video in their personal accounts. Stages in Project Based Learning The first one is activation, because the challenge is presented and the teacher’s aim is to activate and establish students’ previous knowledge with the first activity in which they must reflect about the migration photos they see and the STW chart. The discovery stage spans over lessons 2 and 3 because there are many grammatical and lexical elements to present. In lesson 2, students are introduced to the unit’s vocabulary with a video and an article in which the important words are highlighted and are discovered with several questions and a Bingo game. Also, the web pages to look for the information are facilitated by the teacher to do the expert groups’ activity. In lesson 3, students discover two elements; firstly, a similar video to what they need to do in the final product and secondly, the grammar forms, presented with the video and a Power Point presentation, and practiced through a role play. 18 Stage 3, deepening, coincides with lesson 4. There is an initial Socrative quiz to review the grammar contents discovered in the previous lesson and after that, the topic of migration presented in lesson 2 is reviewed with an i-Link activity in which students have to retrieve information from their minds and connect it. The planning stage starts in lesson 5 with a planning chart in which students write what they are doing to create the video, how and who is doing it. In addition, they write down the steps they have been doing. As part of the video, in this stage they start planning the script with an initial mind map and a first draft that is collected by the teacher to give feedback and review it. Lesson 6 is creation and publishing stage. Students correct the first draft of the script and write the final copy. After that, they begin to create the video, with the help of the different tools provided along the unit: the success criteria checklist, the planning chart, the script, etc. Then, they send the video to the teacher and, if it complies with the criteria, it is sent to the organization to publish it. The last stage, assessment and celebration of learning, occurs in lesson 7, in which there is an initial Talking chips activity to discuss about the result of the final product in the groups, a final questionnaire to reflect about different aspects of the project and a final invitation from the organization to celebrate the work at La Casa de las Culturas. 3.3.2. Communicative Language Teaching In this PBLL proposal, the key principles of CLT are complied. The project integrates both the linguistic forms and the functional use of the language, with the activities in lesson 2 and 3 to discover the language and with other activities, such as the expert groups or the talking chips in which the language is functional. Therefore, with these activities there is both focus on accuracy and fluency and a relationship between form and function is established along the unit, specifically, in the final product which integrates both. The tools used to present the language are real materials found online and, in addition, the unit has a real-world aim and context, which is to help the association to facilitate immigrants’ arrival in Zaragoza. Through the reflection tasks, such as the One 19 Minute Paper, students develop autonomy and become self-conscious about their strengths and weaknesses, which helps them think about what decision to make in a strategic way. Finally, the teacher acts as a facilitator and guide providing students with the needed resources and feedback as well as presenting the different activities and tasks, guiding them during the whole learning process. By contrast, students participate in their learning in an active way, making decisions, planning the creation process with the different charts and group discussions, and reflecting about themselves. 3.2.3. Cooperative Learning In this case, students work in groups of 4 people to develop the final video. Considering the principles of Cooperative Learning, the roles that are necessary to create this product are presented in lesson 1, with a Power Point presentation and distributing cardboards to each group. It is important to explain students that each one of them needs to successfully perform a role to accomplish the different goals; for instance, there needs to be positive interdependence. Moreover, learners are required to respect the principles of equal participation in the project and individual accountability. The activities planned to promote these principles include expert groups, planning charts, researching information, elaborating the script, etc. All lessons have activities to work in groups and to make interaction possible, which complies with the principle of simultaneous interaction. 3.2.4. Scaffolding This unit plan includes a number of techniques to scaffold both language and learning. First, the materials are presented using multimodal resources such as written texts, visuals or video. Presenting language in several ways makes the lessons more dynamic and the different language skills are practiced equally. The principle of message abundancy (Gibbons, 2014) is upheld as follows. The language grammatical forms are presented in a video but later, they are written in the Power Point. The activities have the written instructions, but they are also presented through teacher talk. Furthermore, small icons or images appear in the sheet of papers to facilitate understanding, such as the STK and KWL charts or the expert groups and planning charts. That is, the same information is provided through different sources in every lesson. 20 In order to scaffold language, there are several ways to make students notice the functional language they can use as well as the vocabulary contents they are required to learn. Language’s contents are presented in lesson 2, with the highlighted words in the article and the Bingo game, and lesson 3, with the notes and questions appearing in the EdPuzzle and the sentences in the PowerPoint with the modal verbs highlighted. Functional language is also supported in different ways. For instance, in lesson 2, the teacher suggests some expressions to interact in the expert groups and give opinions; in lesson 3, the role play cards include language and expressions students can use to perform their characters; in lesson 7, the teacher writes expressions for the talking chips discussion in the blackboard. The variety of sources to present the language and to explain the activities, give instructions and facilitate learning is aimed at covering each student’s needs, English level and intelligences. 4. Unit Plan Proposal 4.1. Theme and context The unit plan proposal has been designed to be implemented at the state-funded and catholic school Santa María del Pilar (Marianistas) in Zaragoza. The school is located in Paseo Reyes de Aragón 5, next to Casablanca neighborhood. This is an educational establishment with students from Pre-school through to higher Secondary Education, with a total of 1603 students. Most families are of upper-medium socioeconomic status and the majority of parents are university graduates and have a high cultural status (see appendix 1.1). This fact is also reflected in the students, as their educational level tends to be both average and beyond average in most of the cases, and most of them plan to study at university. Normally, these students come from the city center and Romareda, Montecanal and Casablanca neighborhoods. For these reasons, which are the school’s location and the socioeconomic status, the percentage of immigrants among students is rare, around 4 out of 1603. The school implements several projects and celebrations along the academic course that adhere to the values and beliefs of the center. Some of the principles they are interested in promoting among students and their families are respect, critical spirit, gratitude, justice, truth, peace and solidarity among the students and families. To do that, 21 they carry out different activities like Solidarity Week or Peace Day as well as voluntary service, spiritual retreats, collaborating with food banks, nursing homes, special education centers, etc. Most of these activities are prepared by school workers who are part of the Sin Fronteras project. Aside from that, other important projects in which the school is immersed is the BYOD (Bring Your Own Device) project which, in this case relates to the use of ICTs at school. The school has their own tablets that are used by students in Secondary education, but they can also bring their own laptops and tablets to the classroom. In addition to that, teacher and students are used to communicate through Google Classroom. The class for which the project is designed is in the 4th year of Secondary education and it is a heterogeneous group of 24 students who are around 15 years old. All of them are from Spain and their average level of English is around B1 of the CEFRL. Students in this classroom are used to working in a rather traditional way, given the fact that they mainly use the book during the English class completing it with some extra activities. Thus, this approach promotes individual work and, concretely, a focus on forms and grammar contents rather than on the development of the communicative competence. All these factors explained above have been crucial to shape both the main themes and the methodologies for this project. Firstly, the topics of immigration and cultural diversity were chosen because the school context does not mirror today’s multicultural society. Moreover, several sections of the curriculum stress the importance of working these topics. Furthermore, the school values are in line with the principles that are encouraged in this unit, such as tolerance, solidarity or respect; thus, the topic made sense. In addition, during the project students collaborate with an association, which also fits with the school’s projects and ideologies, given the fact that it collaborates with many other agents that are external to the center. As concerns the main methodology suggested, PBLL is consistent with the communicative principles and can be an advantage to prompt students’ motivation and interest for the subject. In addition, students work in cooperative groups of four students to create the final product. Cooperative Learning also fits with CLT features, promoting interaction, positive interdependence, autonomy and responsibility, among others. This unit is called “Your First Week in Zaragoza”. Through PBLL methodology and the Cooperative Learning, students are challenged to create a final video with 28 the situations they must perform. Moreover, they have sentence stems they can use to build their conversation. At the end of the lesson, several groups perform their role plays in front of the whole class. This way, students can receive instant feedback and correction from the teacher. Finally, after this session, students have to do a One Minute Paper reflection activity for homework in order to give the teacher feedback about the procedure of the lesson but also to inform him or her about the effectiveness of the activities to learn the new contents and to reflect about their own learning processes. Concerning the deepening stage, lesson 4, it has two main parts which are oriented towards reviewing and deepening the knowledge or input presented in the previous lessons. For this reason, students review and process the input with a Socrative quiz. The responses to this quiz are evaluated by the teacher to be part of the final mark but also to provide students with feedback about their responses, to make them notice their gaps and mistakes. The second part of the lesson is aimed at reviewing the topics of migration, emigration and immigration learned in lesson 2. As the focus of this stage is on connecting and extending knowledge, students do an i-Link activity. They are provided with a sheet of paper with three puzzle pieces. The instructions are explained by the teacher and also written in the paper so as to follow the concept of message abundancy mentioned by Gibbons (2014). Students write down within the puzzle pieces everything they remember about each topic and after that, they link the pieces, making their own connections and retrieving information and input from their brains. The aims of this activity are to make learners reflect on what they have learned as well as to help them connect ideas. The teacher collects these activities to check students learning process at this point of the unit and give them feedback, if needed. The rest of this session is devoted to the final product’s parts and elements. They begin to think about their products and its elements and they spark their minds, developing their creativity and initiative. From this point on, the cooperative groups must begin to shape their final products. Lesson 5 is called planning and starts with a planning chart. In groups, they must record what they are going to do and how they are going to do it. The chart’s objective is to help students’ structure and organize ideas. They must actively engage in this process. In addition, they need to have their roles established at this point of the unit and they must be responsible and carry them out in an adequate way. As one of the principles 29 of Cooperative Learning, students must equally participate to achieve their goal, they are a team, there is a positive interdependence. After the planning chart, the groups plan the script of the video. They create a DIN A3 mind map with the main ideas they want to include in their videos. This way, learners select relevant ideas and information and make decisions; they are autonomous, and they communicate with each other to decide how to do their products. To show students how can they do the mind map, the teacher projects an example of WAGOLL (What a Good One Looks Like). This way, they have an idea about how to start doing their mind maps in a successful manner. Moreover, they can start selecting the information they are going to include in their videos. At the end, the groups do their first drafts. In order to make students know what they need to do in this first composition, that is, to provide scaffolding, they are given a checklist with the success criteria. Furthermore, they are encouraged to perform their roles and to work cooperatively. As homework, they must send the script to the teacher, who corrects it and gives feedback to each group for the final writing, which is part of the final mark. The following step is creation and publishing, in lesson 6, which starts with a revision of the script in the groups. Students pay attention to the teacher’s correction and the feedback. It is important to give learners some time for this step, to make them notice their weaknesses and mistakes and reflect about them in their groups. Consequently, the outcome of the final script will be more successful. Owing to this, they have ten minutes to review their drafts in their cooperative groups. After that, the students elaborate the final script, paying attention to the feedback given by the teacher. The rest of the lesson is dedicated to making the video. Roles must be accomplished, paying attention to what it is needed and learning to be competent as well as responsible. The planning charts elaborated in previous lessons, along with the checklist and feedback provided by the teacher are useful at this point because they capture all the ideas along the unit. Furthermore, they can retrieve information and organize their ideas. It is probable that the videos are not finished during the lesson’s time. Therefore, the groups can finish them at home. Then, the groups send them to the teacher to correct them and gives students feedback, if needed. This revision is one of the most important ones, although, the revisions have been carried out along the whole unit as part of the critique and revision standard of PBL. 30 The final step is to send the videos to “Distintos en la Igualdad”, who will upload them in the YouTube channel they created for this project, apart from other digital platforms. Making the products public is a requirement in every project. Students are doing their products with a purpose, addressing a real audience and, therefore, as established by Sommer (2013) the products will probably have a higher quality. Lesson 7, the last one, is called assessment and celebration of learning. At this point, it is important to reflect about the whole process and final creation of the product, as well as the achievement of the learning outcomes and the input learned. In addition to that, students need time to reflect about their own learning processes and their own work as well as their classmates’ work. The teacher’s role and their general views about the project are also reviewed. For this purpose, the following activities have been selected. In their cooperative teams, students do a Talking chip discussion to talk about the strengths and weaknesses of their products as well as the improvements they would include. This way, apart from self-assessing the products, they interact with each other and their critical thinking is also encouraged. As a way of providing them with scaffolding, the teacher writes in the blackboard expressions they can use to discuss this topic. The ideas mentioned are recorded by the writer in a sheet of paper that is given to the teacher. This way, the teacher knows students’ thoughts about their own work. After that, learners complete a Google form questionnaire that must be completed individually. Here, they are expected to answer and give their opinion about four aspect: their own work, their cooperative groups, the project as a whole and the teacher’s role. This is a significant part of PBL, in which students must reflect and be critique with themselves and with the others. It is helpful for learners, because they develop their critical thinking, and for the teacher, because he or she receives feedback that can be useful to improve the learning unit. Finally, the last step in the project is the celebration of learning. This is a fundamental step because students’ effort and work must be recognized. Therefore, “Distintos en la Igualdad” sends a video to the class in which they express their gratitude to students and invite them to an event. It takes place in La Casa de las Culturas and consists in a small lunch in which the videos are presented to the audience. The groups also explain the process of creating it. People from the organization and La Casa de las Culturas are invited along with their families. In addition, students can bring their families and any other people in the school. The fact that students present their products in front 31 of an audience is also worth mentioning because, this way, they develop communicative skills and use language in a functional way. 4.5. Materials The materials created for this unit plan can be found in the appendix 6 of this dissertation. All of them have been selected and designed to follow the basis of CLT. To begin with, Richards (2006) mentions that CLT activities should “mirror the real world and use real world or ‘authentic’ sources as the basis for classroom learning” (p. 50). For this reason, this learning unit includes a fair amount of authentic materials that present the language in real world contexts and situations. For instance, all the activities created to present the language contents have been taken or adapted from real world sources in which the English language is a tool to share information. Thus, there are several YouTube videos or an article adapted from an online newspaper that were found online. Other type of materials created for the project are the thinking routines and tools to reflect about different aspects and elements along the unit. Firstly, in order to activate students’ previous schemas and to retrieve information from their brains, there are materials such as STW or KWL chart and the i-Link puzzle. These three activities are intended to help students deepen into their learning processes. That is, as concerns the STW and KWL, these have the aim to activate students’ knowledge about the topics and to make them wonder what they do not know. Students’ creativity and critical thinking is developed. Regarding the i-Link activity, it is chosen to facilitate students deepening into new concepts and to help them connect ideas through visual elements. These are tools to use during the learning process. In addition, they work in groups, which is a key element for CLT activities (Brown, 2007), because this way, they also interact an communicate. Nevertheless, there are other materials that allow students think about their final results, their classmates work, their thoughts about the activities or the project, the teacher’s work, etc. This is the case of the One Minute Paper, which is aimed at making students reflect about the activities in the discovery stage and their own learning until that moment. It is also the case of the final questionnaire, which allows learners to assess their own and classmates’ work, the teacher role and the whole project with a series of ranking and open-ended questions. Besides, these materials require students to make “efforts to 32 communicate effectively” as cited by Mitchell, Myles and Marsden (2013), in order to make themselves understood. Functional language is encouraged with this type of materials, because as students are giving their opinion, they try to use language the best way they can to communicate their ideas, there is a purpose in communication. Furthermore, ICTs and EdTech are fundamental. All the activities and materials used to present and explain different aspects by the teacher are intended to be uploaded on Google Classroom. The use of laptops and tablets during the lessons facilitate the learning and gives the teacher many opportunities to create multimodal and appealing materials. Therefore, the teacher uses ICTs and other tools to present materials that can be motivating and engaging for students, with different colors, sizes and images. This factor is useful for scaffolding, because the hints given to students are presented in different ways (images, font sizes, etc). Moreover, the idea of message abundancy presented by Gibbons (2014) is facilitated with the use of ICTs. To sum up, with the creation and adaptation of this project’s materials, the aims are to increase students’ motivation and interest, to facilitate their learning process, to adapt to every students’ needs and intelligences and to make learners enjoy the project at the same time they are learning and developing their skills. 4.6. Evaluation The present didactic unit follows the principles and criteria appearing in the Aragonese curriculum with regards to its evaluation. More specifically, the criteria have been chosen considering the evaluation principles, criteria and standards established in Orden ECD/2016 de 26 de mayo. The specific evaluation criteria for this unit can be found in the appendix 7 of this paper. As it has been mentioned before in this paper, the evaluation of this project is formative and summative. In other words, the focus of the assessment is both on the development of the project and on the outcome of the final product. In keeping with this, students are informed of the evaluation criteria from the beginning. Through formative assessment, students are allowed to reflect about their learning processes, decisions, strengths and weaknesses along the whole unit and in specific exercises. Moreover, it allows the teacher to provide students with feedback and to receive 33 feedback him or herself about the outcomes of the unit, through different tools and activities and carrying out observation tasks. In order to encourage students’ reflection about their previous knowledge on various topics, they need to complete STW and KWL charts. These activities, apart from activating their knowledge, are adequate to allow students assess their knowledge about a topic. Moreover, the students share their ideas with the whole class, which allows the teacher to notice students’ knowledge and learning processes and to provide them with feedback. The i-Link activity in lesson 4 is also used in this sense, because, apart from facilitating learners’ deepening about a topic, they are able to assess their knowledge about it, meaning that they can notice their gaps and if they have really understood the concepts. In addition to that, the talking chips discussion can be beneficial in this sense. Although it is an activity used to encourage interaction and equal participation, it can be useful for students to notice their weaknesses and strengths as well as to assess their final product and work. Summative assessment is applied at the end of the unit to evaluate the outcome of the final products, assessing to what extent it meets the success criteria. Through several activities, the four language skills are part of this summative assessment and constitute a percentage of the final mark. In addition to that, this final mark is also composed by the outcome of the final product and other activities used to encourage students’ critical thinking and self-reflection. As stated in the curriculum, several tools are created for the teacher to accomplish the evaluation and assessment task and also for students to prompt self-evaluation, selfreflection and peer evaluation tasks. For the final video there is a rubric (appendix 8) that takes into account the success criteria showed in the checklist given to the groups in lesson 1. The rubric was selected because it allows to evaluate different aspects of the final video and because these aspects are evaluated according different levels of performance. Therefore, the rubric grades the different criteria into Fails (0-4), Needs Improvement (56), Meets Expectations (7-8) and Above Expectations (9-10). The four language skills (speaking, reading, writing and listening) are assessed through different activities (appendix 9.1.) that take place along the unit. To evaluate the writing, speaking and listening skills, the teacher has three checklists (appendix 10). The checklists have been selected as tools to evaluate given the fact that they allow to establish different criteria that students must accomplish. As the percentage of the language skills 34 in the final mark is 10% each, it was considered that it was not necessary to evaluate the levels of performance of each criterion. Besides, the language skills are integrated in the rubric of the final product. Therefore, the checklists serve to assess if students have complied with several aspects that are relevant to develop each skill. As concerns the reading skill, it is evaluated by correcting the answers to comprehension questions, which are 1 point each out of a total of 10. The integration of grammar and vocabulary are evaluated in the four skills activities and the final product. Finally, the percentages of each material of the summative assessment are the following ones (appendix 9): 10% each language skill (speaking, reading, writing and listening), 50% the final video of the project, and 10% the activities used as formative assessment. These percentages can be seen in detail in appendix 9. As the main methodology of the unit is PBLL, the final product of the project must define the highest percentage of the final mark and that is why it is a 50% of the grade. In addition, the rubric includes many different aspects and elements that are graded depending on their level of performance. Thus, as it contains many elements, it is worth that the video constitutes half of the final mark. As regards the rest of percentages, each skill counts the same because all of them are equally important to develop the communicative competence. Besides, some students can be better at some skills than others, therefore, it is a way to be fair with every student. However, if one student wants to achieve the highest mark, he or she has the chance to do so with the 10% left that constitutes the elaboration of some of the formative assessment activities: One Minute Paper, Google Form questionnaire and Talking Chips’ report (appendix 9.2.). It is important that, apart from doing the reflection activities previously mentioned, they have a significance. This is why they are part of the final mark in this unit. If students demonstrate deep and serious reflection in these activities, then they obtain the mark. This is also a way of evaluating the development of their critical thinking, initiative, creativity and responsibility, which are key elements in this project. 5. Conclusion The main objective of this Master’s dissertation was to identify several teaching necessities and gaps during the master in order to propose some innovations and 35 improvements. During the school’s placement periods, certain gaps were identified which had to do with the methodology implemented in the school and its context. To begin with, the main theme selected for this unit is cultural diversity, concretely, immigration. The school’s percentage of immigrants is rare and, therefore, students are not used to deal with this reality that is part of our multicultural world. The curriculum establishes cross-curricular themes and competences that are related to being in contact with other cultures and people as well as to promote values such as tolerance, equality, respect and solidarity. The projects carried out in this school also encourage these values. Therefore, these topics make sense in the school’s context. Dealing with them aims at raising awareness among students about other people’s realities, cultures and difficulties. The use of the English as a tool to communicate among people from all around the world, as a lingua franca, is also a key matter in dealing with these topics. The classroom in which the unit is intended to be implemented works in a rather traditional way, focusing on linguistic forms and repetitive exercises rather than on the functional use of language. This is a reflection of the real world because, as explained in the introduction of this dissertation, the development of the CLT principles and the communicative competence in the real EFL classroom seems to be a pending issue in some cases. Therefore, it is important to encourage methodologies that have CLT as its cornerstone. The principal teaching method of this unit plan is PBLL, which perfectly adjusts to CLT. In addition to that, Cooperative Learning is also selected because it complements PBL. Consequently, the features of CLT are incorporated into this classroom with the objectives of presenting these methodologies to students that may increase their motivation. The challenge of the project is to create a final video that responds to a series of necessities found by immigrants when they arrive in a new city. The challenge approaches students’ lives because the video is for an association in Zaragoza. Therefore, students’ engagement must be higher due to the responsibility they have and the authenticity of the project. The activities designed to elaborate this project follow the CLT approach and most of them are designed to be done in the cooperative groups, following Brown’s (2007) criteria. This way, interaction is constantly promoted along the unit. Many of these activities have been taken or adapted from real sources to show students uses of the language in context, which is also a CLT principle mentioned by Richards (2006). 36 Furthermore, students are encouraged to reflect about their own learning and to be autonomous throughout the development of the project with activities known as thinking routines that facilitate activation of previous knowledge, processing new input, selfreflecting about gaps and limitations in the learning processes, organizing ideas, etc. To summarize, students actively participate and this is fundamental for the proper development of the project. The teacher’s role is that of a guide and facilitator of the learning process. Several techniques are implemented in this unit to support understanding among students. These strategies follow Gibbons’ (2014) ideas. Learners are provided with multimodal sources (written, oral, audiovisual, etc,) to engage each student with his or her strengths and abilities. In addition, one piece of information is presented in different ways, based on Gibbon’s (2014) concept of message abundancy. Language support is also important in this unit. The specific language of the unit and the functional language are highlighted by the teacher in different manners. For instance, the grammar presented in the unit is worked in an inductive way, presenting the words in context and then, making students notice and practice them. The functional language is suggested by the teacher writing in the blackboard, giving students cardboards with suggested expressions and so on. Finally, there are several improvements that must be highlighted, and which should be included in future implementations of this unit plan. In the first place, the unit plan should be more adapted for students with special needs. In this case, the class for which the proposal is designed does not have any learner with special needs, but this is a significant issue to keep in mind when planning to use this unit in other contexts. Each school and classroom is different, so the unit would need other adaptations and activities in a different context. Secondly, the unit plan should guide students more closely in the creation process of the video (lesson 6). The amount of time dedicated to this purpose is rather short and it is probable that in a normal situation students would need more time to finish and to reflect about how to produce their videos. Therefore, in future occasions, the project could be designed to be implemented along more lessons, even though this is only an assumption because the unit plan has not been implemented 37 Thirdly, the scaffolding provided and language support must be aspects to pay more attention to. It is true that the unit presents ways of language support and scaffolding but they are all very similar, such as written instructions, highlighting words, giving written expressions and through teacher talk, small icons, etc. These techniques may not be very innovative and, perhaps, for future implementations of this unit, more theoretical framework about these topics should be researched, contrasting ideas of diverse authors and adapting the most adequate ones for the school and the classroom in which the unit plan is carried out. 44 Block 2. Oral texts’ production: expression and interaction Abilities and comprehension strategies - Oral production of descriptions, narrations and facts’ explanations - Spontaneous participation in communication situations in the classroom - Use of communication strategies o Planification: Produce a clear message; adequate use of digital resources o Execution: Use of previous knowledge; express the message clearly, coherently and adequately structured; use and locate linguistic resources Sociocultural and sociolinguistic aspects - Linguistic registers (formal, informal) - Valuation of the foreign language as an information, communication and understanding tool among cultures - Interest about establishing contact with speakers of other languages Communicative functions - Description of objects, places and activities - Expression of different types of modalities: suggestions, advices - Personal information exchange, opinions, points of views and advices Syntactic-discursive structures - Tense review: present simple and present continuous; will and be going to - Modality: ability (can, could); positive deduction (must); obligation (must, have to); advice (should) - Condition (if, unless); types: zero, first conditional Common use lexicon - Housing, home and environment (neighborhood, city); job and occupations; health and self-care; education and studies; language and communication; cultural diversity and migration Block 3. Written texts’ comprehension 45 Abilities and comprehension strategies - Understanding general and specific information of adapted texts - Messages’ interpretation: principal and secondary ideas’ identification - Use of comprehension strategies: Use of previous knowledge; deduction of meanings from the context Sociocultural and sociolinguistic aspects - Social conventions and linguistic registers - Principles, beliefs and attitudes; critical attitude towards pre-concepts and stereotypes - Valuation of the foreign language as an information, communication and understanding tool among cultures Communicative functions - Description of people, objects, places and activities - Description of current situations - Expression of different types of modalities: suggestions, advices Syntactic-discursive structures - Tense review: present simple and present continuous; will and be going to - Modality: ability (can, could); positive deduction (must); obligation (must, have to); advice (should) - Condition (if, unless); types: zero, first conditional Common use lexicon - Housing, home and environment (neighborhood, city); job and occupations; health and self-care; education and studies; language and communication; cultural diversity and migration Block 4. Written texts’ production: expression and interaction Abilities and comprehension strategies - Creative texts’ composition (descriptions, narrations, instructions) - Use of production strategies o Planification: Activate and coordinate general and communicative competences; use and locate linguistic resources 46 o Execution: Use of previous knowledge; express the message clearly, coherently and adequately structured; writing texts from guided activities and models; writing clear messages; reflect and apply selfcorrection and self-evaluation strategies Sociocultural and sociolinguistic aspects - Linguistic registers - Principles, beliefs and attitudes - Valuation of the foreign language as an information, communication and understanding tool among cultures Communicative functions - Description of objects, places and activities - Description of current situations - Expression of different types of modalities: suggestions, advices Syntactic-discursive structures - Tense review: present simple and present continuous; will and be going to - Modality: ability (can, could); positive deduction (must); obligation (must, have to); advice (should) - Condition (if, unless); types: zero, first conditional Common use lexicon - Housing, home and environment (neighborhood, city); job and occupations; health and self-care; education and studies; language and communication; cultural diversity and migration 47 Appendix 5. Sequencing of Activities: Lesson Plans Lesson 1: Activation and discovery Activities Materials and Resources Aims I. Activation and presentation of the challenge 1. Images about migration and a chart (15’) - Ss see a series of images about migration. - Ss fill in a STW chart (See, Think, Wonder). - Ss share their ideas with the class and T writes those ideas in the blackboard. - PowerPoint with images about migration - STW activity - To introduce the topic of migration and its reasons and difficulties - To make Ss reflect about the question of migration - To activate Ss previous schemas on the topic of migration - To check Ss knowledge and questions about migration and its issues 2. A request for help (15’) - Ss watch a video sent by “Distintos en la Igualdad”. An immigrant in Zaragoza presents the organization, explains his/her experience and difficulties when arriving in the city. Finally, he/she asks Ss for help. - Ss receive an email from the organization to present the challenge. - Video “Distintos en la igualdad” - Organization email asking for help - To look for students’ emotional response - To present Ss the organization “Distintos en la Igualdad” - To make Ss aware of immigrants’ difficulties in their own city - To present Ss the challenge of the project II. Discovery of the group roles and formation of groups 3. Creation of the groups (10’) - T presents the 5 different group roles. - Ss arrange into groups of 4 people. - T provides each group with roles’ cardboards. Ss distribute the roles and write their names in the cardboards. - PowerPoint presentation - Roles’ cardboards - To present group roles to Ss - To let Ss create their own groups - To encourage Ss’s autonomy by making them decide their groups - To make Ss decide their roles 4. Presentation of the success criteria (10’) - Each group is given a checklist with the success criteria for the final product. The checklist will be collected by the teacher in the last lesson. - Checklist - To present Ss the success criteria of their final products - To help Ss to start planning the video 48 - T gives them some time to read the checklist carefully and ask questions or doubts. - To guide Ss and make them aware of what they are expected to do FORMATIVE ASSESSMENT: In this lesson of activation, the teacher checks Ss previous schemas about the topic when students share their ideas about the images at the end of the first activity. To make it more visual, these ideas are written in the blackboard. SCAFFOLDING PROVIDED: Firstly, Ss receive scaffolding through teacher talk, which provides Ss with the instructions of what they need to do and feedback too. Apart from that, through written discourse scaffolding is provided. For instance, the questions appearing in the STW chart are scaffolding in the sense that ask questions to Ss to explore their previous knowledge. Lesson 2: Discovery Activities Materials and Resources Aims III. Discovery of vocabulary related to migration and its difficulties 1. Video about migration and Think Chart (15’) - In their cooperative groups, Ss do a +1 Routine activity. - Ss are complete a KWL Think Chart. The ideas will be shared in class. - T collects the +1 Routine paper to evaluate listening skill. - YouTube video “What is migration? Immigration and emigration” - Sheets of paper for the +1 Routine - KWL chart - To explore and differentiate the concepts of migration, emigration and immigration - To help Ss retrieve information from their memory - To interact with Ss and to make Ss interact with each other - To discover the reasons why people migrate - To make Ss practice their listening skills 49 2. Reading an article and vocabulary game (15’) - Individually, Ss read an article about the difficulties that new immigrants face when arriving in a city. - Ss answer comprehension and vocabulary questions. Ss can finish it as homework, then send it to the teacher. - In groups, Ss play vocabulary Bingo. T gives each group a cardboard with the words. T takes papers with the definitions from a box. - Copies of the article about immigration difficulties - Reading comprehension and vocabulary questions on Google Drive - School tablets and other technological devices - Bingo cardboards and papers with the definitions - To discover and learn vocabulary related to immigrants’ difficulties - To make Ss practice their reading skills - To engage Ss to interact and communicate 3. Expert groups’ activity (20’) - Ss do an expert groups activity. Each Ss in their original groups chooses one of the difficulties: o Language o Education o Job: securing work o Housing o Health care - SS arrange into expert groups according each of the difficulties chosen. Each expert group investigates how and in which places can new immigrants find information about these topics and where to go in Zaragoza. Ss are given a list of webpages to search this information online. - Back in their original groups, Ss findings are recorded in a DIN A3 Tracker. This chart is saved for future lessons. - PowerPoint with useful webpages - DIN A3 tracker with 5 columns to fill in - To engage Ss to interact and communicate - To work collaboratively in their expert groups - To search for information in the webpages provided - To complete a tracker in cooperation about immigrants’ difficulties and how to overcome them in Zaragoza FORMATIVE ASSESSMENT: Firstly, the teacher collects the Plus One Routine activities to evaluate them and to check Ss’ understanding of the topics. Also, the reading comprehension questions are evaluated as well as the KWL chart to check Ss learning. 50 SCAFFOLDING PROVIDED: In the article, important words are highlighted in order to introduce the vocabulary. The vocabulary questions help students understand the words. After that, the Bingo game helps them to familiarize and learn the new words. Also, so as to provide Ss with places and webpages to look for information for the expert groups’ activity, the T present a PowerPoint with URLs. Lesson 3: Discovery Activities Materials and Resources Aims IV. Discovery of the language needed and the elements of the final video 1. EdPuzzle activity “Your first two weeks in Canada” (25’) - Individually, Ss complete an EdPuzzle activity in which the focus is on the specific language they should use in their final videos (conditionals, present and future tenses, modal verbs). - T projects a PowerPoint presentation with sentences appearing in the EdPuzzle video containing modal verbs. - T asks Ss to identify their uses and share with the whole class. T writes the uses in the blackboard. - EdPuzzle video - School tablets and other technological devices - Modal verbs’ PowerPoint presentation - To provide Ss with an example of what they are expected to do in their final products - To make Ss notice the specific language - To present modal verbs - To make Ss infer the uses of the modal verbs 2. Role play activity (25’) - In their cooperative groups, Ss pair up and do a role play activity to practice modal verbs. - A pair from each group must do their performance in front of the class. - Role play cards - To practice modal verbs’ uses in context - To engage Ss with immigration difficulties - To receive instant feedback of Ss comprehension of the input - To give Ss instant correction and feedback based on their performances 4. Homework: Feedback activity - At the end of this lesson, the T tells Ss to do a One Minute Paper activity at home. - One Minute Paper (Word document or PDF to send to the teacher by email) - To know Ss opinions about their groups’ work 51 - To check Ss feedback and learning FORMATIVE ASSESSMENT: The EdPuzzle activity helps the teacher to see Ss answers. Besides, during the role pay activity, the teacher walks around the classroom observing Ss performances, taking notes for him or herself and giving Ss feedback when needed. During the role play performance in front of the class, the teacher checks Ss learning and gives feedback. Apart from that, the teacher receives feedback form Ss with the One Minute Paper task. SCAFFOLDING PROVIDED: In the EdPuzzle activity, there is scaffolding with the questions and sentences that pop up, which help Ss notice the specific language. With the PowerPoint presentation, the teacher gives Ss sentences with the modal verbs and they should try to identify them in an inductive way. Besides, in the role play cards, Ss are introduced to a situation and they have examples of sentences they could use during the conversation. Lesson 4: Deepening Activities Materials and Resources Aims V. Deepening: review of the grammar presented 1. Socrative quiz to review grammar contents (10’) - The lesson starts with a Socrative quiz to review the modal verbs. - Socrative test - To review the modal verbs learned in the previous lesson VI. Deepening: exploring the contents presented about migration 2. i-Link puzzle activity (15’) - Ss do an i-Link activity. - T collects the papers to check Ss learning process. - Sheet of paper with the i-Link activity - To make Ss reflect on what they have learned - To check Ss understanding about the topic of migration and the questions related to it - To help Ss connect the topics they have been learning 3. Parts and whole thinking: Video elements (25’) - In their cooperative groups, Ss have to complete a “Parts and whole thinking” chart. - Parts and whole thinking chart - To make Ss deepen in the final video parts and elements - To help Ss start thinking about their products 52 FORMATIVE ASSESSMENT: With the Socrative test, the teacher gets to know Ss’ learning process and acquired knowledge. Also, Ss are automatically evaluated by the app and they get to know their results. Apart from that, the i-Link activity serves as a tool for the T to check Ss learning and deepening in the topic of immigration and the rest of the topics. SCAFFOLDING PROVIDED: In the last activity, T tells the students to remember the video they watched in lesson 3. They can check it if they want to, as they have the link, in order to see the elements that it has and to complete the chart. Lesson 5: Planning Activities Materials and Resources Aims VIII. Planning chart 1. Planning chart (15’) - In groups, Ss complete a planning chart. - Planning chart - To make Ss start planning the video - To help Ss structure and record their work - To encourage Ss to be responsible and carry out the roles established IX. Planning the script of the video: pre-writing and drafting 2. A mind map (20’) - Ss complete a DIN A3 mind map provided by the T, in which they all must write the main ideas to include in each part of the video. - School tablets and other technological devices - Din A3 paper for the mind map - Markers, pencils, color pens, etc - Din A3 paper from lesson 2 - To guide Ss work towards the final product - To make Ss reflect about the process and steps of writing - To help Ss in the process of making decisions - To help Ss select relevant ideas and information 3. First draft (15’) - T provides Ss with a checklist, so Ss know what it is expected from them in the written product (language, parts, etc). - In their cooperative groups, the content writer does the first draft of the script in a Word document with the help of the rest of the group. - Checklist - School tablets and other technological devices - To encourage Ss perform their roles and work cooperatively - To write the first composition of the final written product for the video 53 - To make Ss select and organize information X. Planning the script of the video: composing 4. Writing the script - At home, Ss must complete the script and send it to the teacher before the next lesson. T corrects the scripts and gives them back to Ss with feedback. - School tablets and other technological devices - To complete the first draft of the final script - To provide Ss with feedback to complete the final writing FORMATIVE ASSESSMENT: In the first place, the teacher walks around the classroom and observes Ss doing the activities. He or she takes notes and gives feedback to them whenever is needed. Apart from that, the teacher corrects the scripts, which helps Ss know how they are doing it. SCAFFOLDING PROVIDED: The planning chart is designed so Ss know what they must include in their final product. Then, the checklist given by the teacher to do the script serves as scaffolding. Also, the checklist in activity 3 is helpful for Ss. Lesson 6: Creation and Publishing Activities Materials and Resources Aims XI. Creation: checking the scripts 1. Correction of the scripts: revising and editing (30’) - The groups check the T feedback and corrections in their scripts. - Then, they write the final script. - School tablets and other technological devices - To make Ss notice their mistakes - To provide Ss with feedback - To encourage Ss to successfully perform their roles - To engage Ss in the process of writing a new version of their work XII. Creation: videos 2. Creating the videos (20’) - In their cooperative groups, and with the help of the planning chart and the checklist from lesson 1, Ss start making their videos. - If they can’t finish on time, they finish their videos at home and send them to the teacher. - School tablets and other technological resources - To create the final product of the project - To provide Ss with enough feedback and help to successfully complete their tasks 60 61 62 63 64 65 1.5. Project Checklist 66 67 LESSON 2: Discovery 2.1. Video “What is migration? Immigration and emigration”: +1 Routine and KWL Chart Link to YouTube: https://bit.ly/2zRzMvG 68 69 76 77 Bingo cardboards: Cardboards for the Teacher with the Vocabulary definitions: 78 79 2.3. Export Groups: PowerPoint with Web Pages and DIN A3 Tracker 80 81 LESSON 3: Discovery 3.1. EdPuzzle Activity: Video and PowerPoint Presentation Link to the EdPuzzle video: https://bit.ly/3ejkzm3 82 83 84 3.2. Role Play Activity 85 92 5.2. A Mind Map WAGOLL Source: http://e-commercewordpress.com/concept-map-template.html 93 5.3. Checklist for the Script 94 LESSON 7: Assessment and Celebration of Learning 7.1. Talking Chips Activity: Power Point Presentation and Talking Chips 95 7.2. Final Questionnaire (Google Form) Link to the questionnaire: https://forms.gle/ctLiMuFDmnhX1Loh9 96 97 Appendix 7. Evaluation Criteria 1. The student can identify general and specific information in internet videos and videos specifically sent to them, recognizing common and related lexis and expressions (Crit.IN.1.1.) (Est.IN.1.1.1.). Contribution to key competences: CCLCD-CSC-CCEC 2. The student can produce average level oral messages in which they describe information, applying planification and execution strategies and using common and related lexis and expressions, selecting necessary information for the audience and showing a positive and confident attitude towards the use of English as a tool to communicate (Crit.IN.2.1. – Crit.IN.2.2.) (Est.IN.2.1.1. – Est.IN.2.1.2.). Contribution to key competences: CCL-CD-CAA-CSC-CIEE 3. The student can understand essential and detailed information in an e-mail, an article, a web page and other brief texts, recognizing common and related lexis and expressions and showing a positive and confident attitude towards the use of English as a tool to access information (Crit.IN.3.1. – Crit.IN.3.2.) (Est.IN.3.1.1. – Est.IN.3.2.1). Contribution to key competences: CCL-CD-CAA-CSC-CCEC 4. The student can produce coherent and clear texts by writing a script, applying planification and execution strategies, using related lexis and expressions, selecting necessary information for the audience and showing a confident and hardworking attitude towards the use of English (Crit.IN.4.1. – Crit.IN.4.2.) (Est.IN.4.1.1. – Est.IN.4.1.2.). Contribution to key competences: CCL-CD-CAA-CSC-CIEE 98 Appendix 8. Rubric for the final product 99 Adapted from: http://rubistar.4teachers.org/index.php Appendix 9. Evaluation Tools and Percentages 1. Evaluation of the four language skills Task Tool Percentage Speaking: voiceover in the video Checklist 10% 1’25 points each criterion Reading: article about immigrants’ difficulties Comprehension questions 10% 1 point each question Writing: final script for the video Checklist 10% 0’8 points each criterion Listening: +1 Routine Checklist 10% 1’25 points each criterion 2. Evaluation of the final product and reflection activities Task Tool Percentage Final Video Rubric 50% Reflection activities One Minute Paper Google Form questionnaire Talking Chips report 10% 100 Appendix 10. Checklists for Writing, Speaking and Listening Evaluation 101