Giulia Bagnara
Lesson plan Title:
ITALIAN FUTURISM and FORTUNATO DEPERO
School
Year / Class
Subject :
CLIL language
Teacher / Teaching
team profile
High
o1
Futurism, the Italian
avant-garde
English
Teacher’s
role:
CEFR Level:
Student group
profile (general)
o2
X 5
Topic: Italian Futurism and Fortunato
Depero
Main Teacher
o3
o4
Subject taught:
Art History
B1/B2
oExperiences of CLIL - NO
oEnglish mother tongue NO
oOther mother tongue _ NO
oMigrant background – a
couple of students are from
Pakistan
oSpecial Educational NeedsNO
Previous module: Cubism as an art movement
Timetable fit
Module
Future module: Surrealism as an art movement
Giulia Bagnara
ICT tools for the lesson:
edmodo.com → platform where the teacher can upload materials
and can interact with students (or the teacher can upload the
materials on registro elettronico of the school)
bubble.us → to brainstorm previous knowledge at the start of the
module
forvo.com and voki.com → to check the correct pronunciation of
the words
google art project → to show HD images during the lesson
Resources & tools
khanacademy.org→ to collect general information about Futurism
as an art movement
mart.tn.it/casadepero → introduction to Fortunato Depero and his
Casa d'arte
Paper based tools:
Casa d'Arte Futurista Fortunato Depero, Mart, a cura di Nicoletta
Boschiero
Video:
DEPERO- Rovereto New York and other stories by Nello
Correale, Tipota Movie Company e FilmWork, with the
contribution of
Trentino Film Commission, Mart and Casa
d'Arte Futurista Depero .
Students’ prior
Subject
Language
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knowledge, skills,
competencies
Learning
Outcomes
expected for this
lesson
Students already know the
concept of Avant-garde due to
the previous study of Cubism;
They can:
- analyse a painting using the
academic language;
 compare artworks;
 understand an art
movement within a
specific context.
The students have a level B1/B2
(see CEFR for detailed information)
- CAN describe/analyse a painting
- CAN compare futurist artworks
- CAN understand an art movement within a specific context
- CAN evaluate other students' work
- CAN create a guided tour in a museum
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The lesson has been carefully planned according to the 4Cs of CLIL,
as follows:
CONTENT: structuring the crucial concepts of Futurism in a clear
way;
COMMUNICATION: always using English as lingua franca
throughout the module (code switching is acceptable when
necessary); improving effective communication providing the
students with pair/group work tasks;
COGNITION: providing students with tasks that develop skills like
reasoning, creative thinking and evaluating;
CULTURE: the topic chosen was mainly an Italian art movement,
but a brief section in the introduction lets the students know that it
developed also in Russia.
Methodology
ASSESSMENT: the teacher assesses the outcomes of the different
tasks according to a grid in which content and language are
integrated (see file attached). Generally speaking, the main focus of
the assessment is the content while the language must be
understandable, but not necessarily perfect. Particularly, the last task
will be assessed in depth.
MATERIALS: at the start of the module students can find the
materials on the school registro elettronico or on an ICT platform as
edmodo.com
LEARNING STRATEGIES:
 encouraging risk taking;
 identifying key content vocabulary;
 setting learning goals;
 teaching study skills: note taking.
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MULTIPLE INTELLIGENCES:
 verbal-linguistic,
 visual-spatial;
 intrapersonal and interpersonal
FEEDBACK: at the end of the module I will ask students their
general feedback. They will sit in a circle in the classroom and I will
provide them with a coloured piece of paper. They will write on it their
own opinion. After that, they will leave it in the middle of the circle.
Later, in turn they will read other's opinions and we will discuss the
outcome together.
FIRST LESSON:
At the start of the lesson the teacher brainstorms the previous
students' knowledge about the topic (using bubble.us) in English.
The foreign language will be the lingua franca throughout the
module, code switching is accepted when necessary;
Students read aloud the text which introduces the main features of
the art movement (a brief section is also dedicated to the Russian
Futurism- CULTURE). The text is taken from Khanacademy.org, but
the teacher adapted the content and the language to make it
understandable for her students (simplifying it, adding a glossary for
new vocabulary, highlighting in bold some crucial concepts scaffolding). Students can read it from the interactive whiteboard or
they can easily download the file on their tablets or smartphones
(BYOD). Students can negotiate the content and the
meaning/pronunciation (forvo.com - voki.com) of the different words
together with the teacher by paraphrasing them, using synonyms or
the code-switching, when necessary;
Pair work: they look at some impressive futurist artworks and they
fill in a table (graphic organiser), matching the images with the words
that best describe them; they should compare their ideas with their
classmates;
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At the end of the lesson the outcomes of the exercise must be
checked in plenary.
SECOND LESSON:
Brief brainstorming of the previous lesson (using bubble.us);
Students watch the Depero documentary (DVD, the video is not
available on the web due to copyrights) in English in order to get to
know his biography. They take notes, filling in a grid with headings
(scaffolding). As homework, they revise individually the notes and
write down a short summary (15 lines) to consolidate their
knowledge;
THIRD LESSON:
Students analyse individually one of the most interesting of
Depero's artworks entitled Piroutte of Dancer from Papagalos on
display at Casa d'Arte Futurista in Rovereto, filling in a table (graphic
organiser) using the content-obligatory language given in the left
column of the table (scaffolding). The teacher provides them with the
table that can be downloaded from the ICT platform. Students can
look at the image in HD on their tablets or smartphones on google
art project. Later they work in pairs, comparing and evaluating their
classmate's exercise. At the end of the lesson, a pair will give a short
presentation of its analysis to the classmates in plenary;
FOURTH LESSON
The last lesson involves a visit to the museum Casa d'Arte Futurista
Depero in Rovereto. The teacher provides the students with the
description of the rooms and artworks of the museum (scaffolding).
The original written material is given by MART – Museum of Modern
and Contemporary Art in Rovereto, but the teacher adapted the
content and the language to make it more understandable for her
students (simplifying it, adding a glossary for new vocabulary,
highlighting in bold some crucial concepts - scaffolding). The pupils
should organise and, in groups, create a guided tour of the museum.
It is a sort of role-play in which the students act as guides in order to
emphasise effective communication, for a real and practical purpose.
In addition, the teacher can assess group work presentation
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(summative assessment).
Activity
1
Activity aims
To get to know the
main features of
Futurism as an art
movement, to
have an overview
of the main futurist
artists and their
artworks.
(ordering,
matching activity –
developing LOTS)
Activity
Procedure
Brainstorming –
reading – pair work,
matching and
discussing – final
check in plenary (for
further details see
section Methodology
– FIRST LESSON)
Language
Contentobligatory/compatible
language concerning
the topic Futurism new verbs
Interaction
oWhole class
oPair work
Materials (please
cite all sources)
PowerPoint with text
(wikipedia) and
exercise showed on
the interactive
whiteboard/tablet/
personal smartphone
(BYOD)
ICT tools: bubble.us,
voki.com, forvo.com
Assessment
Timing
The lesson lasts 50
min and it is
organised as
follows:
10 min brainstorming
activity
20 min - reading +
negotiating
meanings
10 min - pair work
10 min - plenary
Teacher's
formative
assessment
during the pair
work +
summative
general
assessment in
plenary at the
end of the lesson
Giulia Bagnara
2
3
To get to know
Fortunato
Depero's
biography and the
leading concepts
of his art career by
watching
a
documentary
in
English
(no
subtitles)
–
summarise
at
home the notes
taken
to
consolidate their
knowledge
(developing LOTS)
Brainstorming
–
watching the video –
summary
of
the
lesson as homework
(for further details
see
section
Methodology
–
SECOND LESSON)
Students
individually
analyse
and
describe one of
Depero's artworks;
in
pairs
they
hypothesise,
reason concerning
the artwork and
they also evaluate
their classmate's
analysis
(developing
HOTS)
Students search on
Google art project
for the image – they
fill in the table given
describing
and
analysing
the
artwork
they
discuss,
compare
and evaluate their
work in pairs – in the
meantime,
the
teacher collects the
summaries of the
previous lesson; a
pair gives a short
presentation of their
analysis
to
the
classmates
(for
further details see
section Methodology
- THIRD LESSON)-
Contentobligatory/compatible
language concerning
the topic Futurism –
general
English
suitable to their level
oWhole class
oIndividual
work
DVD showed on the
interactive whiteboard
– table with headings
to download as word
format from the ICT
platform
edmodo.com/ registro
elettronico
of
the
school
The lesson lasts 50
min and it is
organised
as
follows:
5
min
–
brainstorming
of
the previous lesson
45
min
documentary
Contentobligatory/compatible
language concerning
the topic Futurism
provided
by
the
teacher in the table
oPair work
oIndividual
work
oWhole class
Google art project to
look at the image table as word format
which
can
be
downloaded from the
ICT platform/ registro
elettronico
of
the
school
The next lesson
students
will
hand-in
the
written summary
and the teacher
will evaluate it
-
The lesson lasts 50
min and it is
organised
as
follows:
15 min – individual
analysis of the
artwork
15 min – pair work
15
min
–
presentation
in
plenary
Formative
assessment: the
teacher
evaluates
students
interaction and
knowledge
during the pair
work + Peer
assessment:
during the pair
work students
assess each
other +
Summative
assessment: at
the end of the
lesson, the
teacher asses
the pair's
presentation and
the others can
assess their own
analysis
Giulia Bagnara
4
Students visit the
museum
Casa
d'Arte
Futurista
Depero
in
Rovereto – role
play: they create a
guided tour and
lead alternatively
their
classmates
through the rooms
acting
as
tour
guides in order to
emphasise
effective
communication
(developing
HOTS)
In groups students
act as tour guides at
Casa d'arte Futurista
Depero (for further
details see section
Methodology
–
FOURTH LESSON)
Contentobligatory/compatible
language concerning
the topic Futurism
and how to organise
a tour (from a
language point of
view) provided by the
teacher in the file
oWhole class
oGroup work
Texts describing the
museum, the rooms
and
the
artworks
(MART) as word/pdf
format which can be
downloaded from the
ICT platform/ registro
elettronico
of
the
school
The guided tour
lasts the time of
two lessons – 100
min
The teacher
evaluates the
groups'
presentations
focusing both on
the content and
the correct and
effective use of
the language in
the
communication