Esempio uda lezione simulata inglese ab25 concorso scuola secondaria titolo Hollywood

ICT

Hardware: Bitly (inclusion)

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school tablets Adobe Reader app

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IWB Forvo

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Software/Cloud services: Pexels

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G Suite Unsplash

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Talview Proview Search Engine

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Proctoring Cambridge dictionary

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Tools/apps/websites: (online)

Google Chrome Google Docs

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Mentimeter Evernote/Keep/similar app

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YouTube Google Forms

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07

Lesson plan

Preliminary information Lesson plan

Duration Timing

4 lessons, 55’ each, End of the 2nd term (May)

including summative

assessment

Preliminary work Lesson plan

Review the PDPs and the IEP

● Plan the activities with the SEN

● Teacher

Check that all the material is

● compliant with PDPs and IEP

Review notes on each S needs

● and learning style

Structure Lesson plan

Time to act

Welcome to Interviews out

Hollywood!

Lesson 1 Lesson 2 Lesson 3 Lesson 4

Let’s play Summative

Devil’s advocate assessment

Lesson 1 Lesson plan

Phase Interaction Timing Description Inclusion Aims

Engage T > C 5’ T asks Ss to answer the • Ss use school tablets • Set the context

(ESA question “what are the three • Marco’s spelling • Raise Ss interest

straight things that come to your mind mistakes will not be and get them

arrows) when you think about considered (PEP) involved

Hollywood?” on Mentimeter (3 • Giorgio’s SEN teacher • Elicit Ss' existing

answers/s), then helps Ss to helps him with his vocabulary and

work out the meaning of eye-tracking knowledge about

unknown words/to translate communication device Hollywood and film

the answers in L1. (IEP) industry

Lesson 1 Lesson plan

Words to check:

regista

● effetti speciali

● vip (V.I.P.)

●

Lesson 1 Lesson plan

Phase Interaction Timing Description Inclusion Aims

Study T > C 15’ T asks Ss to write down • Ss can take notes on school tablets • Improve reception

(ESA keywords while watching an • Marco’s spelling mistakes won’t be skills - watching TV,

straight ESL short video about considered (PEP) film and video

arrows) Hollywood, which T shows • Giorgio’s can scan a QR code to watch • Practice note-taking

twice. T then asks some the video on his tablet if he needs to, his activities (keywords)

questions regarding the main SEN teacher helps him to pause the • Introduce new

points and keywords, elicits video if necessary to give him the time vocabulary

answers and writes all the to use his speech-to-text tool (IEP)

keywords on the IWB.

Lesson 1 Lesson plan

Phase Interaction Timing Description Inclusion Aims

Study T > C 10’ T shares a Google Drive link to • Ss use school tablets • Introduce and

(ESA a PDF file with a list of words • Marco’s spelling explain new

straight related to Hollywood and the mistakes will not be vocabulary

arrows) film industry + clickable links to considered and all the • Give Ss the

the British and American materials are written opportunity to listen

pronunciation (Forvo) that using dyslexia-friendly to different English

they can check anytime criteria (PEP) accents

(indirect) + pictures. She asks • Giorgio’s SEN teacher

Ss to download the file and helps him with his

gives Ss some time to connect eye-tracking

words and pictures (using communication device

Adobe built-in app) then to complete the

checks the answers. exercise (IEP)

Lesson 1 Lesson plan

Dyslexia-friendly font/style:

Arial

● 14-...

● align: left

●

Lesson 1 Lesson plan

Lesson 1 Lesson plan

Phase Interaction Timing Description Inclusion Aims

Activate Ss > Ss 25’ T divides Ss into 4 groups (2x5 • None of the SEN Ss • Facilitate

(ESA Ss + 2x6 Ss), asks them to need to write down any collaborative

straight choose a film, adding that answer, as they are part interaction with

arrows) they have to choose carefully, of a group peers

as they will use the same film • Zaynab and Rahmi are • Improve Ss’

for future activities, such as special resources for this peer tutoring

an interview to one of the activities, they are in two skills

main characters, and asks separate groups together • Use the

them to fill in and submit a with the Ss who need language for a

worksheet on Google Forms more help as they can purpose (TBLT)

with details regarding speak English very well • Memorise new

director, cast, plot etc. and have already words

T checks the worksheet and watched many films in

then forwards it to C. English

Lesson 1 Lesson plan

Lesson 2 Lesson plan

Phase Interaction Timing Description Inclusion Aims

Engage T > C 5’ T shows pictures of famous Oral activity • Set the context

(ESA antagonists and asks Ss to involving everyone • Raise Ss interest and get them involved

straight describe them, tell their story without any • Elicit Ss' existing vocabulary and

arrows) and to find what they have in particular difference knowledge about physical description

common. for SEN Ss. and personality

Lesson 2 Lesson plan

Phase Interaction Timing Description Inclusion Aims

Study T > C 20’ T shows Ss part of a • Ss use school tablets • Help Ss get used to

(ESA video with the interview • Marco’s spelling original materials (not

straight of a celebrity (speed: mistakes will not be made for ESL/EFL

arrows) 0.75) and asks Ss to considered and all the purposes)

complete a multiple materials are written • Improve reception

choice exercise and a using dyslexia-friendly skills - watching TV,

gap fill exercise on a criteria (PEP) film and video

worksheet on Google • Giorgio’s can scan a QR • Introduce new

Docs, with vocabulary code to watch the video vocabulary

related to interviewing on his tablet if he needs • Give Ss the

celebrities. Ss can check to, his SEN teacher helps opportunity to listen to

both the British and him with his eye-tracking different English

American pronunciation communication device to accents

of the given words complete the exercise

(Forvo, alternative drill). (IEP)

Lesson 2 Lesson plan

Original material but suitable for A2 level Ss, as Ed Sheeran is talking about his

habits, routines and what he did in the previous days using simple vocabulary.

Lesson 2 Lesson plan

Lesson 2 Lesson plan

Dyslexia-friendly font/style:

Arial

● 14-...

● align: left

●

Lesson 2 Lesson plan

Phase Interaction Timing Description Inclusion Aims

Activate Ss > Ss 30’ T divides Ss into the groups and asks • None of the SEN Ss • Facilitate

(ESA them to prepare a short interview (5’ of need to write down collaborative

straight questions and answers similar to the any answer, as they interaction

arrows) ones in the example shared by T via are part of a group with peers

Google Drive) with the antagonist of • Zaynab and Rahmi • Improve Ss’

the film they chose and explains that are special resources peer tutoring

they will perform the interview during for this activities, they skills

the following lesson. T adds that Ss will are in two separate • Use the

be free to dress up both the groups together with language for

antagonist and the interviewer and put the Ss who need more a purpose

some music for dramatic effect. At the help as they can (TBLT)

end of the activity each group sends T speak English very • Memorise

the interview plan/text who checks it well and have already new words

and sends it back to the group. watched many films in

English

Lesson 2 Lesson plan

Dyslexia-friendly font/style:

Arial

● 14-...

● align: left

●

Lesson 2: homework Lesson plan

Finish the film profile and submit it (if

● Ss did not finish it in class)

Choose 3-4 students in the group who

● will talk about:

○ S 1: the technical details of the

film (title, year, setting…)

○ S 2: the plot

○ S 3 (and 4, in 6 Ss groups)

introduce the main character(s)

and the antagonist

Lesson 3 Lesson plan

Phase Interaction Timing Description Inclusion Aims

Engage → Ss > Ss 40’ For each group, T shows the film poster on Oral • Engage Ss

Activate the IWB and sends the interview plan/text activity focusing their

(ESA to the other Ss. 1 S talks about the involving attention on

patchwork) technical details of the film (title, year, everyone every film

and group setting…), 1 tells the plot, 1 or 2 introduce(s) without • Practice oral

work the main character(s) and the antagonist, any production

assessment then the interview begins. All Ss can keep particular • Practice oral

their notes at hand. T asks other Ss to take difference production

notes (keywords, key concepts). and to fill for SEN strategies

in the peer review (see assessment Ss. • Practice oral

section), shared by T via Google Drive. interaction

At the end of every interview, T fills in the

group work assessment grid (see

assessment section).

Lesson 3 Lesson plan

Phase Interaction Timing Description Inclusion Aims

Activate T > Ss 15’ T uses Numbered Heads Oral activity • Revise and memorise

(ESA Together strategy to ask Ss involving vocabulary related to

patchwork) questions about the others’ oral everyone Hollywood and the film

and presentations and interviews. without any industry

formative All the questions contain particular • Practice oral

assessment vocabulary from the previous difference for interaction

lessons. SEN Ss.

During the activity, T fills in the

formative assessment grid (see

assessment section).

Lesson 3: homework Lesson plan

Revise all the vocabulary related to

● Hollywood and the film industry

Marco and Giorgio can use a

text-to-speech tool (PEP and IEP)

Complete the self-assessment grid

● (see assessment section)

English

Vocabulary

Lesson 4: anti-cheating protocol and policy Lesson plan

Policy

Protocol

Use of Talview Proview Proctoring built-in safe Ss who are caught cheating will

● server prevents students from changing have their test invalidated and

window/tab on their devices, T can access the an insufficient mark.

camera at any time during the test to check on Ss

behaviour

Google Forms allows T to show questions or

● sentences in random order

Lesson 4 Lesson plan

Phase Interaction Timing Description Inclusion Aims

Summative T > Ss (at the 55’ T shares Ss a link to a • Ss use school tablets • Assess Ss’

assessment beginning, to Google Forms file formed • Marco’s spelling mistakes will understanding

explain the by two parts: not be considered, all the of the entire

test) • indirect objectiv