Informative texts
Our Towns,
Regions and
Countries
https://twinspace.etwinning.net/3984/pages/page/15350
A thousand reasons
to communicate
INFORMATIVE TEXTS
Our Towns,
Regions and
Countries
A thousand reasons
to communicate
NOPANKYLÄN KOULU (FINLAND)
TEXTS TO INFORM
OUR TOWNS, REGIONS AND COUNTRIES
INTRODUCTION
The first ideas was discussing about Erasmus+ project in general. What do they remember about it?
What do they think about it? What did they learn? What was the most pleasant part of the project?
Last May? And so on.
After discussion, we’ll start working with this year’s first text type.
Teacher shows different types of texts. The students are recalling which text type they know from
earlier and hope they’ll find the one which they haven’t done earlier during this project.
We’ll continue thinking about those projects that we did last year at the same time recalling the
names of text types they have learnt. What are the differences between those four? Why the fifth
text doesn’t match with anyone?
The whole time they are collecting/writing the information they find in their notebooks and on our
board. After collecting we’ll talk about their summary to learn from the text type we are going to
work with.
Telling the starting work for the second year:
1) Informative texts
• To find out important things about informative texts.
• To collect your notes to make a summary of the text type.
• To present your team’s work to your teacher.
2) To make an informative presentation of your country, region and municipality
• What and how to do the work co-operatively (timetable too).
• To choose a program what to use to show the output (summary: why to use PPT).
3) To make a presentation using computer and data projector
LEARNING OBJECTIVES
LINGUISTIC COMPETENCE
LO1: To find out how to recognize informative texts.
LO2: To notice what is important to tell and what is secondary. How those important facts are said in
a short and effective way.
OUR TOWNS, REGIONS AND COUNTRIES - 1
NOPANKYLÄN KOULU (FINLAND)
TEXTS TO INFORM
LO3: To write informative text first in Finnish or directly in English. If you write it in Finnish, you must
remember our grammar. Before and during translating: to think how to translate the text
smoothly from Finnish to English.
LO4: To increase and develop your own English vocabulary.
LO5: To practice your pronunciation by reading your text aloud.
DIGITAL COMPETENCE
LO6: To learn how to make a presentation using PowerPoint.
LO7: To learn how to look for specific information and photos from internet remembering the
copyright and netiquette.
LO8: To learn how to edit the text, add photos and texts into PP.
LO9: To learn/ rehearse to use keyboard shortcuts.
LO10: Learn how to use Google and dictionary online.
LO11: How to layout the text and photo in one page.
LO12: Try to remember to use both hands on keyboard.
LO13: Learn how to use a computer with data projector.
SOCIAL AND CIVIC COMPETENCES
LO14: To remember to help your classmates if needed.
L015: To work and learn together (co-operative learning).
LO16: To assimilate little by little that working with computers is going to contain their everyday
living as getting older.
CULTURAL AWARENESS AND EXPRESSION COMPETENCE
LO17: To get more information from your country, regions and the most important: from your own
municipality.
LO18: To learn how to say/write something important for you so that the reader finds it interesting
too.
LO19: To study how to read aloud (pronunciation), how express the text you have written.
CONTENT
To write informative presentation about Nopankyla/Ilmajoki, South Ostrobothnia and Finland cooperatively.
OUR TOWNS, REGIONS AND COUNTRIES - 2
NOPANKYLÄN KOULU (FINLAND)
TEXTS TO INFORM
What makes the texts informative? From where do we find informative texts? Why do we need
informative texts?
We are looking from their geography book what does it tell about Finland, in “nutshell”, briefly.
(There are also some information flyers about Ilmajoki and our church in the classroom to look at.) –
Make lists.
This school year have we have only six students altogether on grades 5th and 6th. They all have
started our preschool at the same time, so they have known each other's at least five years. This time
they can choose their partners after they have planned together what to do and how to do it and
after they have agreed division of work and deadlines.
They formed pairs and each pair was studying one part of the work: country, region or municipality.
The tittles for their parts of the work are Nopankylä/Ilmajoki, South Ostrobothnia or Finland. The
pairs were told to make plans together for their works. To make plans short and compact. What to
use: text, maps, pictures, Ask from the others if the plans are ok, make additions and supplements if
needed, to tell own opinions of others’ plans and while working as partners, at the same time study
together (co-operation) helping each other's. After making the plans, the students start looking for
the information they need and some photos and maps to support their presentation. (Me as teacher,
I’m going to stand at the background as much as possible, I hope.)
We don’t have a lot of different programmes in our computers. Our students usually use
programmes from Open Office, mainly Word. This time they chose PowerPoint. There are only two
students that made their PowerPoints last year without any partners, so we looked together how to
use PowerPoint (demo). After a while they were exercising the possibilities the program gives and
practising how to use it.
ACTIVITIES AND DIFFERENTIATION (ABILITIES AND SPECIAL NEEDS)
Working as planned and stay in the timetable that has been made. Think with your partner how to
share writing and the other parts of the project, which can be shared, so that both of you are doing
at least almost as much. If you need help ask.
1. Your partner
2. Your classmates
3. Teacher.
This year our group is so small that the students don’t need to wait for the computer. We also have
some iPads to look for information while the other one is writing.
This year we don’t have any students with special needs in classes 5-6.
OUR TOWNS, REGIONS AND COUNTRIES - 3
NOPANKYLÄN KOULU (FINLAND)
TEXTS TO INFORM
RESOURCES
ICT
• Four computers, two iPads, two iPad minis.
• PowerPoint and Word –programs (Four of six of the student were using PowerPoint for the
first time.)
• Twelve hours to work (using Finnish, English, Geography lessons).
PROGRAMMES
• Programmes Word and PowerPoint.
TIME
• Twelve hours to work (using Finnish, English, Geography lessons).
• Homework.
METHODOLOGY
•
•
•
•
•
•
•
•
•
•
Teaching discussion/ activating asking (questions to make students active).
Self-learning.
Ideation.
Working with a partner.
Co-operative learning.
Networking.
Student based.
Presentation.
Self assessment.
Peer review.
STUDENTS ASSESSMENT (SUCCESS CRITERIA)
Work has to be done by the instruction: PowerPoint presentation of our municipality/village,
province and country.
Some mistakes in the translation are accepted if the presentation is readable and the text is
informative and understandable.
The presentation is ok, may use papers with notes to help to pronounce
OUR TOWNS, REGIONS AND COUNTRIES - 4
NOPANKYLÄN KOULU (FINLAND)
TEXTS TO INFORM
Self-assessment is done, explained to the other members of the class and it’s ok (peer review).
The plan was to write the presentation of Ilmajoki/Nopankyla, South Ostrobothnia and Finland.
The work was done effectively and quite well. Even from the beginning the students were very
active. There were some mistakes in translations, but students helped each other try to correct
those. Mainly the words were okay but in sentences they had some problems. (First we try also
make videos to those places when the subject was changing, but students pronounce this year
is not yet so good that you could have it in video and it would take time too much. Maybe we
are doing that later...
About photos. In Finland we say that one good photo tells more than one thousand words. As
teacher I think those photos which are in our presentation are telling the main things from
Ilmajoki/Nopankylä, South Ostrobothnia and Finland. The text is short enough to keep the text
informative.
I was very proud of hearing students discussing almost all the time and still working. :) I think
they could use lot of words they knew before in this job, but they also have to learn many new
words.
One of the nice things was that our students noticed that it would be wise to learn this
presentation for next spring, to visit Fraga. That motivated a lot! They think that they have to
tell there about their home, Ilmajoki, province and homeland. That’s why the presentation was
quite good. We have to practice lot more to say the words in a right way!
PowerPoint program was familiar to grade 6. What is more our boy student is quick learning,
they three taught easily to the other students what they knew and helped when help was
needed. They used colours and different fonts among other things. I was very proud to notice
that the students used /or tried to use keyboard shortcuts!
In their assessments almost everyone told that this was very interesting work and they got a lot
of new information from subjects.
TEACHER EVALUATION
Last year I didn’t teach English to these 5th-graders and that’s why it was difficult for me to know the
facts that they knew from English. Translating the text in English would be much harder if they
haven’t made such a good partners. I was very surprised when I saw that some of the students wrote
in English at the first place, not translating.
The timetable was miscalculated a bit by me. They use to make this presentation ready for 13 lessons
plus their homework.
I think the work with this part of the project was well done on both sides; students and teacher.
OUR TOWNS, REGIONS AND COUNTRIES - 5
Contribution of the teaching-learning actions
designed (tasks, activities and exercises) to
overcome their related objectives.
X
Appropriateness of the structure, timing and
sequencing of actions and activities to perform the
proposed task
X
The exercises, activities and tasks are related to the
interests of students and their prior knowledge.
The methodology used is adjusted to the needs of
students in interaction with the proposed task to
develop their abilities.
Less than 50%
D
50-70%
C
70-90%
B
A
ACHIEVEMENT INDICATORS
90-100%
NOPANKYLÄN KOULU (FINLAND)
TEXTS TO INFORM
OBSERVATIONS
X
Next time: more time for this
X
Useful, not so varied
X
Use of varied and relevant teaching resources.
Use of ICT resources to develop the task.
X
The assessment tools are adequate to the learning
objectives.
X
Noticed: they used keyboard
shortcuts
https://twinspace.etwinning.net/3984/pages/page/15350
OUR TOWNS, REGIONS AND COUNTRIES - 6
2nd PRIMARY SCHOOL AGION ANARGYRON (GREECE)
TEXTS TO INFORM
PRESENTING MY CITY (ATHENS)
INTRODUCTION
We present the most important sights of Athens by giving information to our peers or visitors. We
included archaeological and historical monuments and sites which meet in our sightseeing,
examining their history through the ages and their significance for European culture and identity.
LEARNING OBJECTIVES
LINGUISTIC COMPETENCE
LO1: To define the content of the informative text by giving examples.
LO2: To discuss in class what are the key elements that will have a text that provides information.
LO3: To share in groups and collect information about the sights to be visited.
LO4: To obtain the information we collected and then make a presentation in our class.
LO5: To discuss the historical, social and cultural value of the signs we chose to visit.
LO6: To write short texts to accompany the presentation that will prepare.
DIGITAL COMPETENCE
LO7: To use the Internet to find information on sights included in our tour.
LO8: To discuss and select appropriate photos that we will use. To use image editing tools.
LO9: To get familiar with the presentation tool.
LO10: To make the presentation of city of Athens inserting photos we took during the tour by
entering the texts we prepare, making the appropriate changes and modifications.
LO11: To print our presentation to make a book.
SOCIAL AND CIVIC COMPETENCES
LO12: To discover the historical, social and cultural value of the sites we chose to visit, for us and for
the residents of our city.
LO13: To understand the need to keep our city clean and safe.
LO14: To get familiar by presenting information to others.
PRESENTING MY CITY (ATHENS) - 1
2nd PRIMARY SCHOOL AGION ANARGYRON (GREECE)
TEXTS TO INFORM
CONTENT
We collect and use information and photos to introduce historical-archaeological sites and
monuments that will inform other students or visitors for the interesting sights of our city. We
discover and highlight their value as communication areas and conservation of historical memory
and culture for us and for European culture. We point out the need to keep them clean and
functional.
ACTIVITIES AND DIFFERENTIATION (ABILITIES AND SPECIAL NEEDS)
Give examples of informative texts.
We underline the key elements which have a text which gives information.
We make a tour plan using Google maps.
We work in groups to collect information from the internet.
We collect the information and we group them together. Determine the content of digital
presentation that will prepare.
• We write short texts to accompany the presentation that will prepare.
• We make the digital presentation of the city of Athens.
• We print our presentation in a book.
•
•
•
•
•
RESOURCES
BOOKS
• Texts of school textbook that they have descriptive content.
• Quotes from descriptions of landscapes, places, churches, and monuments.
ICT
• Map of city of Athens from Google maps.
• Information on the web for historical and archaeological monuments and city areas.
METHODOLOGY
•
•
•
•
Debates, interviews
brainstorming
teaching text production
group cooperation teaching
PRESENTING MY CITY (ATHENS) - 2
2nd PRIMARY SCHOOL AGION ANARGYRON (GREECE)
TEXTS TO INFORM
• teaching with project method
STUDENTS ASSESSMENT (SUCCESS CRITERIA)
A
B
C
Define the content of an informative text by giving examples
63,00%
21,00%
16,00%
Underline the key elements which have a text that gives information
68,00%
21,00%
11,00%
Work in groups to collect information by searching the Internet
90,00%
10,00%
Discover the historical, social, cultural and utilitarian value of the places they have chosen to
present
68,00%
21,00%
11,00%
Write short texts to accompany the presentation that they prepare
80,00%
15,00%
5,00%
Working with image editing tools
90,00%
10,00%
Construct digital presentation of the city
90,00%
10,00%
Getting familiar by giving information to others
47,00%
40,00%
13,00%
Contribution of the teaching-learning actions
designed (tasks, activities and exercises) to
overcome their related objectives.
X
Appropriateness of the structure, timing and
sequencing of actions and activities to perform the
proposed task
X
The exercises, activities and tasks are related to the
interests of students and their prior knowledge.
X
The methodology used is adjusted to the needs of
students in interaction with the proposed task to
X
PRESENTING MY CITY (ATHENS) - 3
Less than 50%
D
50-70%
C
70-90%
B
A
ACHIEVEMENT INDICATORS
90-100%
TEACHER EVALUATION
OBSERVATIONS
2nd PRIMARY SCHOOL AGION ANARGYRON (GREECE)
TEXTS TO INFORM
PRESENTING MY NEIGHBOUR
INTRODUCTION
From our school, take a tour to the most interesting sights of our neighborhood. At each stop we
mentioned information discussed in our class. Some of these we brought from discussions we had
with our parents or our neighbors. Others from searches on the internet and others gave us our
teacher. We visited important places in our neighborhood, we played, photographed, read texts, we
enjoyed and learned unknown details.
LEARNING OBJECTIVES
LINGUISTIC COMPETENCE
LO1: To define the content of the informative text by giving examples.
LO2: To discuss in class what are the key elements that will have a text that provides information.
LO3: To report important sights of our neighborhood that we know and plan the tour.
LO4: To share in groups and collect information about the sights to be visited.
LO5: To obtain the information we collected and then make a presentation in our class.
LO6: To report information, or read, during our visit in the neighborhood.
LO7: To discuss the historical, social and cultural value of the signs we chose to visit.
LO8: To write short texts to accompany the presentation that will prepare.
DIGITAL COMPETENCE
LO9: To use the Internet to find information on sights included in our tour.
LO10: To discuss and select appropriate photos that we will use. We work with image editing tools.
LO11: To get familiar with the presentation tool.
LO12: To make the presentation of our neighborhood inserting photos we took during the tour by
entering the texts we prepare, making the appropriate changes and modifications.
LO13: To print our presentation to make a book.
PRESENTING MY NEIGHBOUR - 1
2nd PRIMARY SCHOOL AGION ANARGYRON (GREECE)
TEXTS TO INFORM
SOCIAL AND CIVIC COMPETENCES
LO 14: To discover the historical, social and cultural value of the sites we chose to visit, for us and for
the residents of our neighborhood.
LO 15: To learn to communicate with the older people (parents, relatives or neighbors) discussing
and taking information about interesting sights or events affecting our community.
LO 16: To understand the need to keep our neighborhood clean and safe.
LO 17: To get familiar by presenting information to others.
CONTENT
We collect and utilize information to present common public areas; to inform other students or
people about the interesting sights of our neighborhood. We discover and highlight their value as
places that act as contact and communication points in our neighborhood. We point out the need to
keep them clean and functional.
ACTIVITIES AND DIFFERENTIATION (ABILITIES AND SPECIAL NEEDS)
•
•
•
•
•
•
•
•
•
Give examples of informative texts.
We underline the key elements which have a text which gives information.
We make a tour plan using Google maps.
We work in groups to collect information by discussions, interviews and web search.
We collect the information and we group together. Determine the content of digital
presentation that will prepare.
Tour our neighborhood, take pictures and talk about what we learned.
We write short texts to accompany the presentation that will prepare.
We make the digital presentation of our neighborhood.
We print our presentation in a book.
RESOURCES
BOOKS
• Texts of school textbook that they have descriptive content
• Quotes from descriptions of landscapes, places, churches, monuments.
PRESENTING MY NEIGHBOUR - 2
2nd PRIMARY SCHOOL AGION ANARGYRON (GREECE)
TEXTS TO INFORM
ICT
• Map of our neighborhood from Google maps:
o https://www.google.gr/maps/place/%CE%86%CE%B3%CE%B9%CE%BF%CE%B9+%CE
%91%CE%BD%CE%AC%CF%81%CE%B3%CF%85%CF%81%CE%BF%CE%B9/@38.0325
482,23.7054852,14z/data=!3m1!4b1!4m2!3m1!1s0x14a1a2f9156a0e2d:0x73fbc3a1c
02e896c
o Information on the web for historical and archaeological monuments and city areas.
• Information on the Internet about the church of our municipality:
o http://www.agan.gov.gr/web/guest/home
o http://www.in-agioianargyroi.gr/
• Information on the internet about olive Pisistratus
o http://www.pesydap.gr/%CE%B4%CE%B7%CE%BC%CE%BF%CE%B9%CE%BC%CE%B5%CE%BB%CE%B7/%CE%AC%CE%B3%CE%B9%CE%BF%CE%B9%CE%B1%CE%BD%CE%AC%CF%81%CE%B3%CF%85%CF%81%CE%BF%CE%B9/item/3
03-%CE%B7-%CE%B5%CE%BB%CE%B9%CE%AC-%CF%84%CE%BF%CF%85%CF%80%CE%B5%CE%B9%CF%83%CE%AF%CF%83%CF%84%CF%81%CE%B1%CF%84
%CE%BF%CF%85
INTERVIEWS
• Debates and interviews from parents, relatives and neighbours.
METHODOLOGY
•
•
•
•
•
Debates, interviews.
Brainstorming.
Teaching text production.
Group cooperation teaching.
Teaching with project method.
STUDENTS ASSESSMENT (SUCCESS CRITERIA)
A
B
C
Define the content of an informative text by giving examples
63,00%
21,00%
16,00%
Underline the key elements which have a text that gives information
68,00%
21,00%
11,00%
Work in groups to collect information by searching the Internet
90,00%
PRESENTING MY NEIGHBOUR - 3
10,00%
2nd PRIMARY SCHOOL AGION ANARGYRON (GREECE)
TEXTS TO INFORM
Discover the historical, social, cultural and utilitarian value of the places they have chosen to
present
68,00%
21,00%
11,00%
Write short texts to accompany the presentation that they prepare
80,00%
15,00%
5,00%
Working with image editing tools
90,00%
10,00%
Construct digital presentation of the city
90,00%
10,00%
Getting familiar by giving information to others
47,00%
40,00%
13,00%
Contribution of the teaching-learning actions
designed (tasks, activities and exercises) to
overcome their related objectives.
X
Appropriateness of the structure, timing and
sequencing of actions and activities to perform the
proposed task
X
The exercises, activities and tasks are related to the
interests of students and their prior knowledge.
X
The methodology used is adjusted to the needs of
students in interaction with the proposed task to
develop their abilities.
X
Use of varied and relevant teaching resources.
X
Use of ICT resources to develop the task.
X
The assessment tools are adequate to the learning
objectives.
X
PRESENTING MY NEIGHBOUR - 4
Less than 50%
D
50-70%
C
70-90%
B
A
ACHIEVEMENT INDICATORS
90-100%
TEACHER EVALUATION
OBSERVATIONS
2nd PRIMARY SCHOOL AGION ANARGYRON (GREECE)
TEXTS TO INFORM
PRESENTING TRADITIONAL DANCES
INTRODUCTION
HOW THE PEPER IS GROUND: Presentation of a satirical dance that is always danced on Carnival but
has historical origins.
A DANCE THAT WINS DISABILITIES (KALYMNIOS): The dance begins with the mechanical sitting alone
on a table like an outcast. As he listens to the songs and music of his place, his soul shakes and is
then that a crazy idea sticks in his head.
LEARNING OBJECTIVES
LINGUISTIC COMPETENCE
LO1: To define the content of an informative text by giving examples.
LO2: To discuss what are the key elements that have a text which gives information.
LO4: To divide into groups and we collect information about the dances to be present.
LO5: To gather the information and present them in our class.
LO7: To discuss the historical, social and cultural value of the dances we chose to present.
LO9: To write short texts to accompany the presentation that will prepare.
DIGITAL COMPETENCE
LO8: To use the Internet to find information relating the dances we chose to present.
LO9: To discuss and select appropriate photos to use.
LO10: To become familiar with the presentation tool.
LO11: To make the presentation of dances by inserting pictures we had chosen in our research,
introducing the texts we had prepare, making the appropriate changes and modifications.
SOCIAL AND CIVIC COMPETENCES
LO13: To discover the historical, social, cultural and utilitarian value of the dances we have chosen to
present.
LO16: To get familiar by giving information to others.
PRESENTING TRADITIONAL DANCES - 1
2nd PRIMARY SCHOOL AGION ANARGYRON (GREECE)
TEXTS TO INFORM
CONTENT
We collect and use information to present traditional dances that will inform other students or
people on culture and traditions of our country. We discover and highlight their value as events that
act like common values of communication between the people of our country. We point out the
need to keep our tradition alive in modern living.
ACTIVITIES AND DIFFERENTIATION (ABILITIES AND SPECIAL NEEDS)
Give examples of informative texts.
We underline the key elements which have a text that gives information.
We work in groups to collect information by searching the Internet.
Gather information and organize it. Specifying the content of digital presentation that will
construct.
• We write short texts to accompany the presentation that will prepare.
• Construct digital presentation of dances.
• We present our work to our classmates.
•
•
•
•
RESOURCES
BOOKS
• Texts of school textbook that they have descriptive content
• Quotes from descriptions of landscapes, places, churches, monuments.
ICT
• http://antroni.gr/cms/paradosi/200-tragoydia/930-to-tragoudi-piperi-kai-i-istoria-tou
• https://www.youtube.com/watch?v=4cYc2uHWEmY
• https://www.youtube.com/watch?v=96YsbpvKuZM
METHODOLOGY
•
•
•
•
•
Discussions, interviews
Brainstorm
Text production teaching
Teamwork teaching
Project teaching method.
PRESENTING TRADITIONAL DANCES - 2
2nd PRIMARY SCHOOL AGION ANARGYRON (GREECE)
TEXTS TO INFORM
STUDENTS ASSESSMENT (SUCCESS CRITERIA)
A
B
C
Define the content of an informative text by giving examples
25,00%
75,00%
Underline the key elements which have a text that gives information
80,00%
20,00%
Work in groups to collect information by searching the Internet
75,00%
25,00%
Discover the historical, social, cultural and utilitarian value of the places they have chosen to
present
25,00%
75,00%
Write short texts to accompany the presentation that they prepare
35,00%
65,00%
Working with image editing tools
35,00%
65,00%
Construct digital presentation of dances
10,00%
25,00%
65,00%
Getting familiar by giving information to others
25,00%
75,00%
Contribution of the teaching-learning actions
designed (tasks, activities and exercises) to
overcome their related objectives.
X
Appropriateness of the structure, timing and
sequencing of actions and activities to perform the
proposed task
X
The exercises, activities and tasks are related to the
interests of students and their prior knowledge.
X
The methodology used is adjusted to the needs of
students in interaction with the proposed task to
develop their abilities.
X
Use of varied and relevant teaching resources.
X
PRESENTING TRADITIONAL DANCES - 3
Less than 50%
D
50-70%
C
70-90%
B
A
ACHIEVEMENT INDICATORS
90-100%
TEACHER EVALUATION
OBSERVATIONS
SZKOŁA PODSTAWOWA im. MIKOŁAJA REJA (POLAND)
TEXTS TO INFORM
MY TOWN AND REGION
INTRODUCTION
Students look for information concerning their town or region, take pictures and prepare Powerpoint presentation.
LEARNING OBJECTIVES
LINGUISTIC COMPETENCE
LO1: To develop English vocabulary.
LO2: To teach how to write informative text.
DIGITAL COMPETENCE
LO3: To teach how to make a Power point presentation.
LO4: To teach how to use a dictionary online.
CULTURAL AWARENESS AND EXPRESSION
LO5: To learn about our town and region.
CONTENT
Rejowiec Fabryczny and Lubelskie region.
ACTIVITIES
• Looking for information about Rejowiec and Lubelskie region in the internet, books and
booklets.
• Taking pictures.
• Making a Power point presentation.
MY TOWN AND REGION - 1
SZKOŁA PODSTAWOWA im. MIKOŁAJA REJA (POLAND)
TEXTS TO INFORM
RESOURCES
• Books and booklets concerning Rejowiec and Lubelskie region.
• Dictionaries.
• Computers and internet.
METHODOLOGY
• Teaching how to write an informative text (explanation).
• Teaching how to translate a text into English.
• Teaching how to make a Power point presentation (active learning).
Ways of working:
• Individual work.
STUDENTS ASSESSMENT
A
B
C
D
To develop English vocabulary,
The student uses a wide
The student uses a lot of The student uses little
range of vocabulary and vocabulary, but sometimes vocabulary.
structures to complete the makes mistakes.
task.
The student's vocabulary is
very poor.
To teach how to write informative text.
The student is able to write
an informative text using a
wide range of vocabulary
and structures.
The student writes an
informative text using
appropriate vocabulary
and structures but with
some mistakes.
The student writes a very
simple informative text.
The student is not able to
write an informative text.
To teach how to make a Power point presentation,
The student is able to
make a Power point
presentation.
MY TOWN AND REGION - 2
The student is able to
make a Power point
presentation, but
sometimes has some
problems.
The student needs help
making a Power point
presentation.
The student is not able to
make a Power point
presentation
SZKOŁA PODSTAWOWA im. MIKOŁAJA REJA (POLAND)
TEXTS TO INFORM
Contribution of the teaching-learning actions
designed (tasks, activities and exercises) to
overcome their related objectives.
X
Appropriateness of the structure, timing and
sequencing of actions and activities to perform the
proposed task
X
The exercises, activities and tasks are related to the
interests of students and their prior knowledge.
X
The methodology used is adjusted to the needs of
students in interaction with the proposed task to
develop their abilities.
X
Use of varied and relevant teaching resources.
X
Use of ICT resources to develop the task.
The assessment tools are adequate to the learning
objectives.
MY TOWN AND REGION - 3
X
X
Less than 50%
D
50-70%
C
70-90%
B
A
ACHIEVEMENT INDICATORS
90-100%
TEACHER EVALUATION
OBSERVATIONS
SCOALA GIMNAZIALA "IOAN SLAVICI" (ROMANIA)
TEXTS TO INFORM
BEAUTIFUL LANDSCAPES OF MY CITY, MY DISTRICT, MY
COUNTRY ORADEA, BIHOR, ROMANIA
INTRODUCTION
This lesson plan has been conceived for pupils from the 8th grade, with the purpose of enlarging
their knowledge about their hometown, their district and their country, finding out more of its
characteristics. The pupils will rely upon their previous knowledge in these topics learnt during
Romanian, History and Geography classes and they will enrich their vocabulary with new words and
expressions.
LEARNING OBJECTIVES
LINGUISTIC COMPETENCE
LO1.1: To define the concept "The beauty that lies in a landscape or an architectural monument".
LO1.2: To utter clear and correct sentences.
LO1.3: To get acquainted with the specific terms of the informative text.
DIGITAL COMPETENCE
LO2.1: To use google, images, Wikipedia, dex-online.ro.
LO2.2: To use Power Point.
LO2.3: To make a power point presentation with images from Oradea, Bihor county and Romania.
SOCIAL AND CIVIC COMPETENCES
LO3.1: To become aware of the necessity of civic behaviour in protecting nature and the national
treasures.
LO3.2: To realise the importance of promoting their hometown, district, country.
LO3.3: To value diversity and mutual respect, openness to overcome prejudices and for compromise.
BEAUTIFUL LANDSCAPES - 1
SCOALA GIMNAZIALA "IOAN SLAVICI" (ROMANIA)
TEXTS TO INFORM
CULTURAL AWARENESS AND EXPRESSION COMPETENCE
LO4.1: To analyse and compare the differences between the cultures, traditions, mother tongues of
the people inhabiting the area.
LO4.2: To communicate their impressions, ideas after the observation, to develop teamwork.
LEARNING TO LEARN COMPETENCE
LO5.1: To use observation, manipulation, experience in order to explore and get to know the
surrounding world better.
CONTENT
This learning unit proposes the development of competences in communication during the optional
classes "My friend, the computer". It also encourages computer assisted learning, creativity and
originality. The activities are to be held in the school library, and the Informatics Lab. For a better
progress during activities, the content is adapted to the intellectual level and socio-cultural
environment these pupils come from.
ACTIVITIES AND DIFFERENTIATION
• Activities in teams, in groups and frontally.
• Each group consisted of pupils with no learning problems and pupils with learning disabilities.
• The use of google, PowerPoint, Prezi.
RESOURCES
MATERIAL RESOURCES
•
•
•
•
Library.
Informatics Lab.
Computer.
Notebooks, pens, pencils.
METHODOLOGY
• Conversation
• Demonstration
BEAUTIFUL LANDSCAPES - 2
SCOALA GIMNAZIALA "IOAN SLAVICI" (ROMANIA)
TEXTS TO INFORM
•
•
•
•
Explanation
Exercise
Conducted discussion
Computer assisted learning, the usage of google, PowerPoint, Prezi.
STUDENTS ASSESSMENT (SUCCESS CRITERIA)
A
B
C
LO1.1 To define the concept "The beauty that lies in a landscape or an architectural monument"
The student notices always at
request or spontaneously the
logical bond between two
sequences of an oral message
expressing beauty, pride, joy,
charm using questions as why?
How can you see?
The student notices frequently at
request or spontaneously the
logical bond between two
sequences of an oral message
expressing beauty, pride, joy,
charm using questions as why?
How can you see?
The student notices with difficulty
the logical bond between two
sequences of an oral message
expressing beauty, pride, joy, and
charm using questions as why?
How can you see?
LO1.2 To utter clear and correct sentences
Makes up and utters sentences
correctly, using them adequately
at request or in current speech;
Makes up and utters sentences at
request using them with little
hesitation;
Makes up and utters sentences at
request and with support;
LO1.3 :To get acquainted with the specific terms of the informative text
The student identifies easily the
specific terms of an informative
text
The student identifies easily the
specific terms of an informative
text sometimes with imprecision,
but always corrected by himself
The student identifies easily the
specific terms of an informative
text with imprecisions, corrected
with the help of the teacher based
on some questions and examples
LO 2.1 To use google, images, Wikipedia, dex-online.ro
The student can easily use online
instruments in order to look for
information
The student can use online
instruments having difficulty in
looking for information
The student can use online
instruments and looks for
information only with help
The student can use PPT having
small difficulties
The student can only use PPT with
help
LO2.2: To use Power Point
The student can easily use PPT
LO2.3 To make a presentation ppt with images from Oradea, Bihor county and Romania
The student can easily show PPT
presentation
BEAUTIFUL LANDSCAPES - 3
The student can show PPT
presentation having small
difficulties
The student can only show PPT
presentation with help
SCOALA GIMNAZIALA "IOAN SLAVICI" (ROMANIA)
TEXTS TO INFORM
LO3.1: To become aware of the necessity of civic behavior in protecting nature and the national
treasures
The student is able to interpret
correctly the behavior of people
towards nature protection and
national heritage
The student is able to interpret
correctly the behavior of people
towards nature protection and
national heritage with the use of
questions as Why? In which
terms?
The student is able to interpret
correctly the behavior of people
towards nature protection and
national heritage only with the
help of the teacher using
questions such as Why? In which
terms?
LO3.1: To become aware of the necessity of civic behavior in protecting nature and the national
treasures.
The student justifies different acts
of behavior and proposes specific
roles for activities
Establishes rules within the group
he's part of and appreciates when
these rules are respected
Identifies rules and norms of civic
behavior in different situations,
guided by the teacher
LO3.3: To value diversity and mutual respect, openness to overcome prejudices and for compromise
The student justifies different acts
of behavior and proposes specific
roles for activities
Establishes rules within the group
he's part of and appreciates when
these rules are respected
Identifies rules and norms of civic
behavior in different situations,
guided by the teacher
LO4.1: To analyse/compare the differences between the cultures, traditions, mother tongues of
the people inhabiting the area
The student compares easily the
differences between the cultures,
traditions, mother tongues of the
different people, races,
nationalities
The student compares the
differences between the cultures,
traditions, and mother tongues of
the different people, races, and
nationalities with the help of
questions such as Why? On what
terms?
The student compares the
differences between the cultures,
traditions, and mother tongues of
the different people, races, and
nationalities only with the help of
the teacher using questions such
as Why? On what terms?
LO4.2: To communicate their impressions, ideas after the observation, to develop teamwork
The student justifies different acts
of behaviour and proposes specific
roles for activities
Establishes rules within the group
he's part of and appreciates when
these rules are respected
Identifies rules and norms of civic
behavior in different situations,
guided by the teacher
LO5.1: To use observation, manipulation, experience in order to explore and get to know the
surrounding world better
Uses easily observation,
manipulation, and experience to
get to know the surrounding
world
BEAUTIFUL LANDSCAPES - 4
Uses observation, manipulation,
and experience after further
commentaries to get to know the
surrounding world
Uses observation, manipulation,
and experience with the help of
the teacher to get to know the
surrounding world
SCOALA GIMNAZIALA "IOAN SLAVICI" (ROMANIA)
TEXTS TO INFORM
Contribution of the teaching-learning actions
designed (tasks, activities and exercises) to
overcome their related objectives.
Less than 50%
D
50-70%
C
70-90%
OBSERVATIONS
X
Appropriateness of the structure, timing and
sequencing of actions and activities to perform the
proposed task
X
The exercises, activities and tasks are related to the
interests of students and their prior knowledge.
X
The methodology used is adjusted to the needs of
students in interaction with the proposed task to
develop their abilities.
X
Use of varied and relevant teaching resources.
X
Use of ICT resources to develop the task.
X
The assessment tools are adequate to the learning
objectives.
X
BEAUTIFUL LANDSCAPES - 5
B
A
ACHIEVEMENT INDICATORS
90-100%
TEACHER EVALUATION
The methodology has been
adapted to the level of pupils
with learning difficulties.
SCOALA GIMNAZIALA "IOAN SLAVICI" (ROMANIA)
TEXTS TO INFORM
LESSON PLAN
Learning
Content
objectives
Learning activities
Informative text
LO 1.1 Exercises of recognising the
(non-literary)
LO1.2
specific terms of an
informative text
Aiding textabout historical
Exercises of collecting ideas
monuments,
based on the studied books.
historical
buildings,
LO 1.3 Exercises of collecting other
fortresses, cities,
ideas with the specific terms
climate,
of the informative text in
geographical
order to present their city,
places
region, country (in groups of
two).
Aiding
questions- What
do we learn
about? How do
we learn about
is? Why do we
learn about it?
LO2.1
LO3.1
LO3.2
LO 2.4
LO2.3
LO 3.1
LO1.4
LO3.3
LO5.1
BEAUTIFUL LANDSCAPES - 6
Exercises of vocabulary
during presentation,
consulting online
dictionaries.
Exercises of formulating and
expressing orally or in
writing of the sentences that
are to be presented by the
pupils.
Exercises of collecting,
selecting and using of the
information and images
about Oradea, Bihor county
and Romania.
Resources
Time: 4 hours
Used resources:
Evaluation
Systematic observation
of the pupils
Images, books about historical Work in the library
monuments, buildings,
fortresses, cities; Computers.
Predictive evaluation
Used resources
http://dexonline.ro/
Slides with images and
informative texts of the
pupils about the city,
region, country in PPT.
Systematic observation
of the pupils
Virtual exhibition in
PPT
Ex.: The pupils copied
the most
Used resources
representative images
www.ghiduri-turistice.info
of their native town,
www.oradeainimagini.ro
http://www.bihorinimagini.ro Oradea, and they
inserted them in order
http://oradea.travel/
http://www.romaniainimagini to create a virtual
Study of the aiding
album for promoting it.
.ro/
questions.
http://romaniatourism.com/ On this slide they put 6
(In groups of three)
images. This slide was
wikipedia
Dialogues between: teacher formatted thus: the
pupil, pupil-pupil, pupiltitle had Book Antiqua
PPT
pupils About Oradea, Bihor
font, 54, the style was
and Romania
picture with white
Oradea -imagini
frame. After

Exercises of lay-up of the
formatting, they
images and informative text
animated the pictures
in PPT.
focusing on enlargingreducing, advancing
Creating a virtual exhibition
automatically after 6
in PPT.
seconds.
SCOALA GIMNAZIALA "IOAN SLAVICI" (ROMANIA)
TEXTS TO INFORM
https://twinspace.etwinning.net/files/collabspace/4/84/984/3984/files/b5a3255e.pdf
https://twinspace.etwinning.net/files/collabspace/4/84/984/3984/files/b6b2671e.pdf
https://twinspace.etwinning.net/files/collabspace/4/84/984/3984/files/bd11d375e.pdf
BEAUTIFUL LANDSCAPES - 7
CEIP SAN JOSÉ DE CALASANZ (SPAIN)
TEXTS TO INFORM
OUR AUTONOMOUS COMMUNITY: ARAGÓN
INTRODUCTION
Children in years 5 and 6 were learning about the place they live in Social Studies (Europe, Spain,
Aragón, Huesca). Due to the MECD/British Council project, we always try to connect the subjects
taught in English by means of connecting contents and topics. In that way, we are looking forward to
making the learning more appealing and motivating for students. That is why we took some
assessment criteria and learning standards from three different subjects (Literacy, Arts and Social
Studies) to develop this Erasmus+ didactic unit. Year 5 students' final task was creating a pamphlet
about a given Autonomous Spanish Community. Year 6 students' final task was creating a digital
poster.
LEARNING OBJECTIVES
LINGUISTIC COMPETENCE
LO1: To understand oral information in messages or public places, and identify the basic syntactic
structures used in this kind of texts (preset simple). (Est.ING.1.5.2.)
LO2: To do a short and simple presentation giving information about a given topic, previously
prepared and rehearsed, applying basic oral strategies (looking at the audience, preparing the
presentation and rehearsing beforehand…). (Est.ING.2.2.1.)
LO3: To accomplish a certain communicative function when giving oral information about the given
topic. (Est.ING.2.4.1.)
LO4: To use correct syntactic structures (present simple) when giving the oral presentation, even
though students continue doing some errors in some verbal tenses. (Est.ING.2.5.1.)
LO5: To use a wide range of vocabulary related to the topic when giving the oral presentation.
(Est.ING.2.6.1.)
LO5: To articulate in a comprehensible way a limited repertoire of sound patterns rhythm and basic
intonation when giving the oral presentation. (Est.ING.2.6.1.)
LO6: To understand and choose written information in short informative texts. (Est.ING.3.1.1 and
Est.ING.3.1.2.)
LO7: To write a short and personal e-mail giving personal information trying to accomplish a specific
communicative function. (Est.ING.4.4.2.)
OUR AUTONOMOUS COMMUNITY: ARAGÓN - 1
CEIP SAN JOSÉ DE CALASANZ (SPAIN)
TEXTS TO INFORM
LO8: To write a short and personal email giving personal information using correct syntactic
structures (present simple). (Est.ING.4.5.2.)
LO9: To write a short and personal email giving personal information trying to avoid spelling errors.
(Est.ING.4.7.2.)
MATHEMATICAL COMPETENCE AND BASIC COMPETENCES IN SCIENCE AND
TECHNOLOGY
LO10: To place in the different autonomous communities and autonomous cities and their provinces
in a Spanish map. (Est.CS.3.3.1.)
LO11: To relate each autonomous community to its language, traditions and cultural manifestations.
(Est. CS.3.4.1.)
DIGITAL COMPETENCE
LO12: To use the new technologies to elaborate a task using correct vocabulary about a certain topic.
(Est.CS.1.2.1.)
LO13: To use “Publishe”r and "Biteslide" to create an informative text and an informative poster.
LO14: To use word to write an email.
LO15: To handle simple software processing and retouching of digital images (copy, cut, paste,
change size, color, brightness, contrast ...) in order to illustrate pieces of works with
presentations and texts under teacher supervision. (Est.EA.PL.1.3.1.)
CULTURAL AWARENESS AND EXPRESSION COMPETENCE
LO16: To make a poster with varied information, considering the concepts of size, balance,
proportion and colour, and adding text and images on them, using the most appropriate
typography. (Est.EA.PL.1.2.5.)
LEARNING TO LEARN
LO17: To organize their own creative process from the idea, gathering bibliographic information,
developing it in sketches and choosing those that best suit their purposes in the final work
being able to share with other students the process and the final product, and accepting
criticism respecting the artistic productions of peers. (Est.EA.PL.2.4.1.)
CONTENT
The contents studied in the three areas (Social Studies, Literacy and Arts) are:
OUR AUTONOMOUS COMMUNITY: ARAGÓN - 2
CEIP SAN JOSÉ DE CALASANZ (SPAIN)
TEXTS TO INFORM
The informative text.
Strategies to present oral information.
Vocabulary related to personal information and about autonomous communities.
Syntactic structures: The present simple form.
Finding information in internet using a searching machine, such as www.google.com
Using different ICT resources to create a digital poster ("Biteslide") or an informative pamphlet
(publisher).
• Spanish maps: Spanish autonomous communities and provinces, and autonomous cities.
•
•
•
•
•
•
ACTIVITIES AND DIFFERENTIATION (ABILITIES AND SPECIAL NEEDS)
Taking into account our students' needs, we will adapt activities when needed and assessment tools
to those students who have a specific support plan.
The activities we did in the different subjects are:
LITERACY
•
•
•
•
•
Reading informative texts about different topics (animals, people…)
Listening to personal information from other children in the class.
Speaking about oneself and giving personal information.
Writing personal information in a letter or e-mail.
Practicing the Present simple within given contexts (giving personal information or giving
information about an autonomous community).
SOCIAL STUDIES
• Finding out information about different autonomous communities (geography, traditions,
culture…)
• Collaborating with others to complete a task.
• Writing an informative pamphlet using the new technologies (find information in the internet
and write the information in a publisher document.)
ARTS
• Design a publisher document or a digital poster, using different images, organizing text in a
poster and changing the font or size.
RESOURCES
OUR AUTONOMOUS COMMUNITY: ARAGÓN - 3
CEIP SAN JOSÉ DE CALASANZ (SPAIN)
TEXTS TO INFORM
ICT RESOURCES
•
•
•
•
Computers in the computer room
www.google.com
Publisher (Microsoft program)
Biteslide
WRITTEN RESOURCES
Teachers do not use a book in Literacy or Social Studies, so we create our own material. For this unit
we used:
•
•
•
•
Maps
Worksheets with informative text samples
Worksheets to practice with the syntactic structures (Present simple tense)
Various power points created
HUMAN RESOURCES
Children were active participants as they had to find information and create various information
texts. They were working in groups, so it was important to work in a cooperatively way. Teachers
were in charge of monitoring the process and to help students when using the different resources
and digital formats used.
METHODOLOGY
According to each group, the methodologies and didactic implications we carried out were:
•
•
•
•
Collaborative work.
Group discussions.
Guided writing.
Active learning using ICT.
STUDENTS ASSESSMENT (SUCCESS CRITERIA)
A
B
C
D
LO1: To understand oral information in messages or public places, and identify the basic syntactic
structures used in this kind of texts (preset simple). (Est.ING.1.5.2.)
The student understands
all the information given in
a video that talks about
animals and can answer all
questions asked.
The student understands
most of the information
given in a video that talks
about animals as s/he can
answer most of the
OUR AUTONOMOUS COMMUNITY: ARAGÓN - 4
The student understands
some information given in
a video that talks about
animals and can answer
some questions asked.
The student understands
little information given in a
video that talks about
animals and can answer a
few questions asked.
CEIP SAN JOSÉ DE CALASANZ (SPAIN)
TEXTS TO INFORM
questions asked.
LO2: To do a short and simple presentation giving information about a given topic, previously
prepared and rehearsed, applying basic oral strategies (looking at the audience, preparing the
presentation and rehearsing beforehand…). (Est.ING.2.2.1.)
The student does a very
good presentation taking
into account vocabulary
given, having prepared it
beforehand. S/He is very
fluent in English and
doesn't use pauses.
The student does a good
presentation that has
prepared. S/He uses a
basic English but with
fewer hesitations and
pauses.
The student can say the
presentation that has
prepared. S/He uses a
basic English with lots of
pauses and some
hesitations.
The student does the
presentation using a
mixture of English and
Spanish.
LO3: To accomplish a certain communicative function when giving oral information about the
given topic. (Est.ING.2.4.1.)
The student can
accomplish a
communicative function
(giving information) when
doing the oral
presentations. S/He is able
to use linguistic and nonlinguistic elements to make
himself understood.
The student accomplishes
to a certain degree the
communicative function
when giving information
orally.
The student talks in trying
to convey information but
s/he talks about other
things
LO4: To use correct syntactic structures (present simple) when giving the oral presentation, even
though students continue doing some errors in some verbal tenses. (Est.ING.2.5.1.)
The student uses different
syntactic structures
(present simple) correctly
with only a few mistakes in
more elaborate structures
/ verbs.
The student uses varied
syntactic structures, but
may still do a few mistakes
when using the present
simple in the 3rd person
singular or the negative
form (don't/doesn't)
The student uses very basic
syntactic structures and
makes mistakes when
using the present simple in
the 3rd person singular as
it mixes it with the 1st
person. S/he also makes
repetitive errors when
using the negative
auxiliary (don't/doesn't).
The student uses a mixture
of Spanish and English in
his oral presentation to
give information.
LO5: To use a wide range of vocabulary related to the topic when giving the oral presentation.
(Est.ING.2.6.1.)
The student gives the oral
presentation with
appropriate vocabulary
showing a high level.
The students gives the
The student gives the
presentation using varied presentations using basic
vocabulary even though he vocabulary.
may do some errors when
using more higher level
words
The student gives the
presentation with very
poor vocabulary or using
Spanish in some cases.
LO6: To understand and choose written information in short informative texts. (Est.ING.3.1.1 and
Est.ING.3.1.2.)
The students can
understand the text
perfectly and is able to
choose the information
asked.
The student is able to
understand most parts of
the text and chooses
correct information.
OUR AUTONOMOUS COMMUNITY: ARAGÓN - 5
The student can
understand with some
difficulties the general
meaning of the text.
The student has difficulties
understanding the piece of
information given.
CEIP SAN JOSÉ DE CALASANZ (SPAIN)
TEXTS TO INFORM
LO7: To write a short and personal e-mail giving personal information trying to accomplish a
specific communicative function. (Est.ING.4.4.2.)
The student can
accomplish a
communicative function
(giving information) when
writing a personal e-mail.
The student accomplishes The student writes the
the communicative
email about a different
function to a certain
topic.
degree when writing the
email.
LO8: To write a short and personal email giving personal information using correct syntactic
structures (present simple). (Est.ING.4.5.2.)
The student uses different
syntactic structures
(present simple) correctly
with only a few mistakes in
more elaborate structures
/ verbs.
The student uses varied
syntactic structures, but
may still do a few mistakes
when using the present
simple in the 3rd person
singular or the negative
form (don't/doesn't).
The student uses very basic The student uses a mixture
syntactic structures and
of Spanish and English in
makes mistakes when
his writing.
using the present simple in
the 3rd person singular as
it mixes it with the 1st
person.
LO9: To write a short and personal email giving personal information trying to avoid spelling
errors. (Est.ING.4.7.2.)
The student writes the email giving personal
information with few
mistakes in difficult words
but in general is very good
The student writes the email giving personal
information but making
some spelling mistakes.
.
The student writes the email giving personal
information but having
some spelling errors: such
as writing the auxiliaries
wrong or writing the
spelling of the 3rd person
singular with some
mistakes.
The student writes the email giving personal
information but making
lots of spelling mistakes
which makes it difficult to
understand the e-mail.
LO10: To place in the different autonomous communities and autonomous cities and their
provinces the Spanish map. (Est.CS.3.3.1.)
The student can locate
most of the autonomous
communities, autonomous
cities and provinces in the
Spanish map.
The student can locate
most of the autonomous
communities and
autonomous cities, but just
some provinces.
The student can locate
some autonomous
communities but just a few
provinces.
The student can only
locate a few autonomous
communities and provinces
in the Spanish map.
LO11: To relate each autonomous community to its language, traditions and cultural
manifestations. (Est. CS.3.4.1.)
The student presents a lot
of information about the
autonomous community
assigned. We can see how
diverse the community is
talking about different
topics (music and dance;
Arts, traditions, traditional
clothing; food; languages;
biodiversity).
The student presents some
information about the
autonomous community
assigned. We can see how
diverse the community is
talking about different
topics, however, some
information is a cut and
paste from a web page.
The student finds little
information about the
autonomous community
assigned. S/He shows
some aspects but has
difficulties finding
information about some
others.
The student has difficulties
to finish the project and
chooses information from
other autonomous
communities.
LO12: To use new technologies to elaborate a task using correct vocabulary about a certain topic.
(Est.CS.1.2.1.)
The student uses the new
The student uses the new
OUR AUTONOMOUS COMMUNITY: ARAGÓN - 6
The student uses the new
The student chooses very
CEIP SAN JOSÉ DE CALASANZ (SPAIN)
TEXTS TO INFORM
technologies successfully in
order to find good
information and uses it to
create a digital poster or a
pamphlet following some
rules given.
technologies successfully in
order to find good
information and uses it to
create a digital poster or a
pamphlet even though
s/he may have some
difficulties with the format.
technologies successfully in
order to find good
information but has some
difficulties when using the
information to create a
digital poster or a
pamphlet following some
rules given.
basic information to
complete the task, but it is
not enough. S/he adds the
information even though
the information was
wrong.
LO13: To use publisher and "Biteslide" to create an informative text and an informative poster.
The student uses publisher
or Biteslide in order to
create the informative text
or poster in a very
organized way.
N/A
The student adds
information in the
publisher or Biteslide but
s/he is not very successful
as the poster is
disorganized and doesn't
follow the model.
LO14: To use word to write an email.
The student uses word in
order to write the email.
S/he is able to use different
fonts and organize the text
appropriately, leaving
enough spaces between
paragraphs…
The student uses word in
order to write the email,
but S/he uses the same
format, font, and basic
spaces.
LO15: To handle simple software processing and retouching of digital images (copy, cut, paste,
change size, color, brightness, contrast ...) in order to illustrate pieces of works with presentations
and texts under teacher supervision. (Est.EA.PL.1.3.1.)
The student is able to edit
images, retouch them and
add them to a poster
creation creatively.
The student is able to edit
images with some help,
retouch them and add
them to a poster creation
creatively.
The student is not able to The student is not able to
edit images, retouch them work with images and add
but can add them to a
them to a poster creation.
poster creation creatively.
LO16: To make a poster with varied information, considering the concepts of size, balance,
proportion and colour, and adding text and images on them, using the most appropriate
typography. (Est.EA.PL.1.2.5.)
The poster reflects an
exceptional degree of
student creativity in their
creation (colour, size) is
very attractive and
original.
The poster shows
The poster is made with
The student is able to
proportion in their creation some help but the result is make the poster but with
but is not very original.
good.
very bad quality and
requiring a lot of help from
the teacher.
LO17: To organize their own creative process from the idea, gathering bibliographic information,
developing it in sketches and choosing those that best suit their purposes in the final work being
able to share with other students the process and the final product, and accepting criticism
respecting the artistic productions of peers. (Est.EA.PL.2.4.1.)
The student is able to write
an informative text using a
wide range of vocabulary
and structures.
The student writes an
informative text using
appropriate vocabulary
and structures but with
OUR AUTONOMOUS COMMUNITY: ARAGÓN - 7
The student writes a very
simple informative text.
The student is not able to
write an informative text.
CEIP SAN JOSÉ DE CALASANZ (SPAIN)
TEXTS TO INFORM
some mistakes.
Contribution of the teaching-learning actions
designed (tasks, activities and exercises) to
overcome their related objectives.
Less than 50%
D
50-70%
C
70-90%
B
A
ACHIEVEMENT INDICATORS
90-100%
TEACHER EVALUATION
OBSERVATIONS
X
Appropriateness of the structure, timing and
sequencing of actions and activities to perform the
proposed task
X
The unit was longer than we
expected.
The exercises, activities and tasks are related to the
interests of students and their prior knowledge.
X
Students had fun doing these
activities.
The methodology used is adjusted to the needs of
students in interaction with the proposed task to
develop their abilities.
X
Students like working in groups
to write about the autonomous
community.
Use of varied and relevant teaching resources.
X
X
Use of ICT resources to develop the task.
The assessment tools are adequate to the learning
objectives.
Publisher was a little bit
difficult the first time that was
used.
X
https://twinspace.etwinning.net/files/collabspace/4/84/984/3984/files/bbcf2806.pdf
OUR AUTONOMOUS COMMUNITY: ARAGÓN - 8
CEIP SAN JOSÉ DE CALASANZ (SPAIN)
TEXTS TO INFORM
TREASURES IN ARAGON
INTRODUCTION
Bearing in mind that we are studying Aragon in its physical dimension in Years 3 and 4, we have
found interesting to know more about it and discover the "treasures" in our community. The
categories are:
•
•
•
•
Cultural treasures
Animal treasures
Monumental treasures and
Natural treasures
LEARNING OBJECTIVES
LINGUISTIC COMPETENCE
LO1: To extract information from a theme being studied and transfer it into a given fact sheet.
LO2: To explain fact sheet to partners about a given topic.
SOCIAL AND CIVIC COMPETENCES
LO3: To listen to other children’s explanations respectfully.
CULTURAL AWARENESS AND EXPRESSION COMPETENCE
LO4: To appreciate Aragon's tradition and culture, including its natural environment and monuments.
CONTENT
Vocabulary related to:
• Traditions: typical dance/dress…
• Natural elements: waterfall, river…
Treasures in Aragon - 1
CEIP SAN JOSÉ DE CALASANZ (SPAIN)
TEXTS TO INFORM
ACTIVITIES AND DIFFERENTIATION (ABILITIES AND SPECIAL NEEDS)
Talking about places, monuments or traditions they know, we made a list with the most important
ones. Then, a digital presentation was showed to them in order to make the activity more visual.
A fact sheet was specially designed for this activity. It was filled individually for each student with its
favorite "treasure" in Aragon.
At the end some of the students wore an eyepatch to simulate they were pirates looking for
treasures.
RESOURCES
FACT SHEET
This resource was designed by the English teacher for classes in year 3 and 4.
PICTURES FROM THE INTERNET
Related to the main four groups of "treasures":
•
•
•
•
Cultural
Animal
Natural
Monumental
METHODOLOGY
• First thing we did was asking for previous knowledge to the class. This way, they could share
some information with their classmates.
• Although it was an individual fact sheet, they did it in groups. Speaking about visits, holidays or
hobbies they have like dancing "La Jota".
STUDENTS ASSESSMENT (SUCCESS CRITERIA)
A
B
C
D
LO1: To extract information from a theme being studied and transfer it into a given fact sheet.
The student completes the
fact sheet with no
mistakes in an organized
way. The picture is related
Treasures in Aragon - 2
The student completes the
fact sheet with all the
information and 1 or 2
mistakes. The picture is
The student completes the
fact sheet with most of the
information. The picture is
related to the chosen
The student doesn't
complete the fact sheet
and there are many
mistakes in the spelling
CEIP SAN JOSÉ DE CALASANZ (SPAIN)
TEXTS TO INFORM
to the chosen element.
related to the chosen
element.
element.
LO2: To explain fact sheet to partners about a given topic.
The student explains the
fact sheet in a coherent
way, using a rich
vocabulary and good
pronunciation.
The student explains the
fact sheet missing some
facts but following a good
order. Using appropriate
vocabulary and good
pronunciation.
The student explains the
fact sheet with some
pauses and doubts but
enough information.
The student is not able to
finish the explanation and
doubts with pronunciation
many times
LO3: To listen to other children’s explanations respectfully.
The student shows respect The student shows respect The student shows respect The student doesn't show
to others' explanations.
to others' explanations
to others' explanations just respect to others'
at the beginning.
most of the times.
explanations
LO4: To appreciate Aragon's tradition and culture, including its natural environment and
monuments.
The student shows interest
about Treasures in Aragon,
asks questions, participate
and pay attention to
teacher's explanations.
The student shows interest
about Treasures in Aragon
most of the time, asks
questions, participate and
pay attention to teacher's
explanations.
The student shows interest The student doesn't show
about Treasures in Aragon respect or interest towards
paying attention most part the activity.
of the time but doesn't
participate asking.
Contribution of the teaching-learning actions
designed (tasks, activities and exercises) to
overcome their related objectives.
Less than 50%
X
The exercises, activities and tasks are related to the
interests of students and their prior knowledge.
X
The methodology used is adjusted to the needs of
students in interaction with the proposed task to
develop their abilities.
X
Use of varied and relevant teaching resources.
X
Use of ICT resources to develop the task.
X
Treasures in Aragon - 3
OBSERVATIONS
X
Appropriateness of the structure, timing and
sequencing of actions and activities to perform the
proposed task
The assessment tools are adequate to the learning
objectives.
D
50-70%
C
70-90%
B
A
ACHIEVEMENT INDICATORS
90-100%
TEACHER EVALUATION
X
Students did not use any ICT
resource. Only the teachers.
CEIP SAN JOSÉ DE CALASANZ (SPAIN)
TEXTS TO INFORM
https://es.scribd.com/doc/300203135/text-to-inform-2nd-cycle
Treasures in Aragon - 4
CEIP SAN JOSÉ DE CALASANZ (SPAIN)
TEXTS TO INFORM
REPORTING INTERVIEWS
INTRODUCTION
We have developed an informative text about the city of Fraga to give publicity about some aspects
that got the attention of children in Catalan language in years 3 and 4. It is based on a preliminary
investigation through interviews and later they put the information together (by cooperative work) in
a final text.
LEARNING OBJECTIVES
LINGUISTIC COMPETENCE
LO1: To Show an attitude of active listening (which reflect, participate actively and list ideas). (CAT
1.5)
LO2: To use varied vocabulary and set to the proper oral interactions when communicating
knowledge and opinions. (CAT 2.3)
LO3: To locates and recovers explicit information on the reading of texts (letters in schools,
classroom rules, rules, news, textbooks...) (CAT 4.1)
LO4: To follow the proper steps of producing a written, planning, writing and review and assess its
usefulness for a more complete and adequate to the communicative intention text. (CAT 6.1)
LO5: To apply in writing texts grammatical and spelling rules. (CAT 6.3)
LO6: To write a clear and orderly way. (CAT 6.4)
SOCIAL AND CIVIC COMPETENCES
LO7: To show an attitude of active listening (which reflect, participate actively and list ideas). (CAT
1.5)
SENSE OF INITIATIVE AND ENTREPRENEURSHIP
LO8: To show an attitude of active listening (which reflect, participate actively and list ideas). (CAT
1.5)
LO9: To use varied vocabulary and set to the proper oral interactions when communicating
knowledge and opinions. (CAT 2.3)
REPORTING INTERVIEWS - 1
CEIP SAN JOSÉ DE CALASANZ (SPAIN)
TEXTS TO INFORM
LEARNING TO LEARN COMPETENCE
LO10: To locate and recover explicit information on the reading of texts (letters in schools, classroom
rules, rules, news, textbooks...) (CAT 4.1)
LO11: To follow the proper steps of producing a written, planning, writing and review and assess its
usefulness for a more complete and adequate to the communicative intention text. (CAT 6.1)
CONTENT
BLOCK 1: Oral communication: listening, speaking and conversing.
• Informative texts: Understanding a concept description of a process, news of interest, etc.
Texts from different media: newspapers, internet, television, radio, etc.
• Production strategies, speaking and listening.
Informative texts to extract specific information and use it in individual and collective
activities. Summary of what is heard. Mind maps, concept maps, etc. made from information
gathered after listening (and enriched by the collective input and consultation from several
sources).
BLOCK 2: Written communication: reading.
• Informative texts: Understanding a concept, description of a process, news of interest, etc.
Read these texts to discover, to answer questions ... (to learn).
• Internalization of reading as a learning tool.
• Interviews.
BLOCK 3: Written communication: written.
•
•
•
•
•
•
Text to inform.
Interviews.
Improving strategies for writing and cohesion of the text.
Written comprehension strategies.
Improving strategies for written production.
Idea of the written message: what we write and why. What the letter says. What we use the
written work. What we do with what the writing brings us.
BLOCK 4: Knowledge of the language.
• Grammatical relations.
• Speech: Sentence and text.
BLOCK 5: Literary Education
• Literary texts and non-literary texts.
• Text to inform.
• The interviews.
REPORTING INTERVIEWS - 2
CEIP SAN JOSÉ DE CALASANZ (SPAIN)
TEXTS TO INFORM
ACTIVITIES AND DIFFERENTIATION (ABILITIES AND SPECIAL NEEDS)
To perform this task several activities had been carried out before complete the text to inform:
• Battery of questions among all students in the class, on aspects that intrigue them about their
city.
• A pooling of all the questions is done. The interviews were done in many formats, such as: on
paper, computer, power point presentations with videos ...
• Working interviews, several examples are: writing, videotaped, magazines, internet ...
• Several questions for each child are divided. They have to make an interview with someone
who can answer questions about Fraga.
• Sharing all the answers. You write everything into a word.
Finally all the information gathered text information is done through cooperative groups:
The ideal is to make groups of 4 students.
Each student chooses a color for writing.
It was decided among all who are going to write and start a student to write with his color.
Then the paper moves to the next student, who after returning to decide the new idea to write
drafts with color.
• That passes the sheet, all components of the team, until all information is complete.
•
•
•
•
In this way, students have made a synthesis of information and they think what they want to use in
order to explain the peculiarities that have their city.
RESOURCES
ICT RESOURCES
• Computer and projector.
• Office programs: Word, Power Point, VCL
• Website with information: Viquipèdia and Youtube
BOOK
• Student's book of Catalan language
METHODOLOGY
We used different methodologies depending on the type of activity and taking into account the
needs of the students in this class:
• We have worked individually questions for the interview.
REPORTING INTERVIEWS - 3
CEIP SAN JOSÉ DE CALASANZ (SPAIN)
TEXTS TO INFORM
• Large group subsequently have read and gathered all the answers.
• Finally, we have worked for cooperative work through technical "rotary Folio", which is that
everyone decides to write, one of the team writes in a color, again decide anything other than
write and then "rotary folio" passes mate next door, which will be the next to be written using
a different color than the last. That will rotate the foil until you are finished.
STUDENTS ASSESSMENT (SUCCESS CRITERIA)
A
B
C
D
CAT 1.5: Shows an attitude of active listening (which reflect, participate actively and list ideas).
Listen to your team
members and participate
giving ideas.
Listen to your team
members but it has
difficulties giving ideas.
Sometimes listening to the Hard of hearing and it has
members of their team as serious difficulties giving
it gets lost and contributes ideas.
ideas when it can.
CAT 2.3: Use varied vocabulary and set to proper oral interactions when communicating
knowledge and opinions.
Orally explain their ideas
with broad and varied
vocabulary.
Orally explain their ideas
with varied vocabulary.
Orally explain their ideas
with the help of a
colleague.
Difficulty orally explained
their ideas.
CAT 4.1: Locates and recovers explicit information on the reading of texts (letters in schools,
classroom rules, rules, news, textbooks, …)
Locate and select the text Locate and select the text He struggles to find the
He struggles to locate and
information it need
information using.
information, but correctly select information.
quickly.
selected.
CAT 6.1: Follow the proper steps of producing a written, planning, writing and review and assess
its usefulness for a more complete and adequate to the communicative intention text
Follow the appropriate
Follow the steps in
steps to produce a written planning and writing but
plan, write and review,
forget to review.
creating a full and
adequate text
He forgets some of the
right steps to produce a
written plan write and
review by not following an
order.
Whenever you miss more
than one step performing
a text with many
shortcomings.
CAT 6.3: Apply in writing texts grammatical and spelling rules.
Applies grammar and
spelling rules
autonomously.
Applies grammar and
spelling rules with help.
Applies grammar and
It has questions about
spelling rules after several grammar or spelling rules.
revisions.
CAT 6.4: It has written a clear and orderly way
Type text with clarity,
order, cleanliness and a
touch of originality in the
presentation.
Write the text clearly,
housekeeping.
TEACHER EVALUATION
REPORTING INTERVIEWS - 4
Type text with clarity and
order.
Type text with unclear or
little order.
Contribution of the teaching-learning actions
designed (tasks, activities and exercises) to
overcome their related objectives.
Less than 50%
D
50-70%
C
70-90%
B
A
ACHIEVEMENT INDICATORS
90-100%
CEIP SAN JOSÉ DE CALASANZ (SPAIN)
TEXTS TO INFORM
OBSERVATIONS
X
Appropriateness of the structure, timing and
sequencing of actions and activities to perform the
proposed task
X
The exercises, activities and tasks are related to the
interests of students and their prior knowledge.
X
The methodology used is adjusted to the needs of
students in interaction with the proposed task to
develop their abilities.
X
Use of varied and relevant teaching resources.
X
Use of ICT resources to develop the task.
X
The assessment tools are adequate to the learning
objectives.
x
It takes time for the activity.
https://es.scribd.com/doc/300206310/text-to-inform-catalan
REPORTING INTERVIEWS - 5
CEIP SAN JOSÉ DE CALASANZ (SPAIN)
TEXTS TO INFORM
FRAGA
INTRODUCTION
3-year-old children are introduced to informative text through an activity about their city.
LEARNING OBJECTIVES
LINGUISTIC COMPETENCE
LO1: To greet in English.
LO2: To show a favourable attitude about listening in English language.
LO3: To know vocabulary about the topic worked in class.
LO4: To memorize and reproduce simple text in English.
MATHEMATICAL COMPETENCE AND BASIC COMPETENCES IN SCIENCE AND
TECHNOLOGY
LO5: To know natural landscapes.
DIGITAL COMPETENCE
LO6: To be introduced to the ICT.
CONTENT
The contents in this unit are:
•
•
•
•
Initiation in listening and comprehension in English language messages.
Using vocabulary worked in class.
Improvement of ability and hand coordination
Enjoying ICT.
ACTIVITIES AND DIFFERENTIATION (ABILITIES AND SPECIAL NEEDS)
FRAGA - 1
CEIP SAN JOSÉ DE CALASANZ (SPAIN)
TEXTS TO INFORM
This unit is suitable for everybody in the class, but evaluation is different for special needs pupils.
RESOURCES
ICT RESOURCES
• Computer with internet connection.
• Sound and a recording machine.
OTHER
• Activity sheets.
METHODOLOGY
The methodology is active, constructive, participatory, and significant because they follow the
creation a Power Point file process.
Steps that we follow:
•
•
•
•
•
Talk about Fraga and look at photographs.
Presentation of vocabulary.
Colour a thing in Fraga individually.
Complete phrases orally with the vocabulary worked in class and record it.
Creation a Power Point file with their work.
STUDENTS ASSESSMENT (SUCCESS CRITERIA)
A
B
C
D
To greet in English.
The pupil always greets.
The pupil greets the
majority of times.
The pupil sometimes
greets.
The pupil only moves
his/her hand.
To show a favourable attitude about listening in English language
The pupil always shows a
favourable attitude.
The pupil shows a
favourable attitude the
majority of times.
The pupil sometimes shoes The pupil never shows a
a favourable attitude.
favourable attitude.
To know vocabulary about the topic worked in class.
The pupil knows all the
vocabulary worked
The pupil knows most of
the vocabulary.
The pupil knows some
vocabulary.
To memorize and reproduce simple text in English.
FRAGA - 2
The pupil doesn't know any
word.
CEIP SAN JOSÉ DE CALASANZ (SPAIN)
TEXTS TO INFORM
The pupil is able to
memorize and reproduce
the words.
The pupil is able to
memorize and reproduce
most of the words.
The pupil is able to
memorize and reproduce
one or two words.
The pupil is not able to
memorize and reproduce
any word.
To know natural landscapes.
The pupil identifies the
four places
The pupil identifies two or The pupil identifies one
three places
place.
The pupil doesn't identify
any place.
To be introduced in ICT
The pupil shows interest in The pupil shoes interest
the process.
the majority of times.
The pupil sometimes
shows interest.
The pupil never shows any
interest.
Contribution of the teaching-learning actions
designed (tasks, activities and exercises) to
overcome their related objectives.
X
Appropriateness of the structure, timing and
sequencing of actions and activities to perform the
proposed task
X
The exercises, activities and tasks are related to the
interests of students and their prior knowledge.
X
The methodology used is adjusted to the needs of
students in interaction with the proposed task to
develop their abilities.
X
Use of ICT resources to develop the task.
X
The assessment tools are adequate to the learning
objectives.
x
Less than 50%
D
50-70%
C
70-90%
X
Use of varied and relevant teaching resources.
FRAGA - 3
B
A
ACHIEVEMENT INDICATORS
90-100%
TEACHER EVALUATION
OBSERVATIONS
CEIP SAN JOSÉ DE CALASANZ (SPAIN)
TEXTS TO INFORM
THIS IS FRAGA
INTRODUCTION
This lesson plan has been designed in order to be addressed to 4-years-old-children. We will learn
more about our town, its physical features and its landmarks. Pupils will use their previous
knowledge of this topic to build a brand new vocabulary bank.
LEARNING OBJECTIVES
LINGUISTIC COMPETENCE
LO1: To recognize, interpret and understand the information about the environment which is present
in different formats.
LO2: To understand and express information provided by pictures, draws, marks…
MATHEMATICAL COMPETENCE AND BASIC COMPETENCES IN SCIENCE AND
TECHNOLOGY
LO3: To identify representative elements of their environment: social groups, jobs, urban elements,
natural elements…
DIGITAL COMPETENCE
LO4: To use ICT as a learning resource.
SOCIAL AND CIVIC COMPETENCES
LO5: To recognize and value the plurality of social customs, features and values and to respect
equality between peoples.
CULTURAL AWARENESS AND EXPRESSION COMPETENCE
LO6: To use different languages (literary, musical, and plastic) as a tool for communication and
representation.
THIS IS FRAGA - 1
CEIP SAN JOSÉ DE CALASANZ (SPAIN)
TEXTS TO INFORM
LEARNING TO LEARN COMPETENCE
LO7: To use observation, handling and experience to explore and know the world that surrounds
them.
CONTENT
•
•
•
•
•
Buildings and landmarks of Fraga.
River and main park of Fraga.
Typical food of Fraga.
Festivities and regional customs of Fraga.
Informative text.
ACTIVITIES AND DIFFERENTIATION (ABILITIES AND SPECIAL NEEDS)
•
•
•
•
•
•
•
•
Verbally explore the knowledge children possess about Fraga.
Visually introduce the new knowledge about Fraga.
Link pictures with the proper word.
Try to verbally reproduce the words.
Dramatize by non-verbal language the buildings of Fraga.
Draw their own landmark of Fraga.
Write a title for this draw.
Verbally explain some pictures about Fraga.
RESOURCES
•
•
•
•
•
Computer
Pictures about Fraga's landmarks
Powerpoint about Fraga
Recording camera
Paper, crayons, markers
METHODOLOGY
• This lesson plan takes into account the needs and thoughts of each and every pupil.
• This lesson plan will be developed following an active methodology where oral production and
reception play an essential role
• All the activities will be carried out by working with the class-group.
THIS IS FRAGA - 2
CEIP SAN JOSÉ DE CALASANZ (SPAIN)
TEXTS TO INFORM
STUDENTS ASSESSMENT (SUCCESS CRITERIA)
A
B
C
D
Understands different oral messages, showing an attitude of respect.
Excellent
Satisfactory
Needs some help
With a lot of help
Takes part in different oral communicative situations, pronunciation properly
Excellent
Satisfactory
Needs some help
With a lot of help
Links non-native-language-words meaning with pictures.
Excellent
Satisfactory
Needs some help
With a lot of help
Develops expressive skills by ICT's materials, tools and techniques.
Excellent
Satisfactory
Needs some help
With a lot of help
Develops expressive skills by different artistic language materials and techniques.
Excellent
Satisfactory
Needs some help
With a lot of help
Takes part actively in every-day routines of the classroom.
Excellent
Satisfactory
Needs some help
With a lot of help
Uses ICT as an informative and communicative resource.
Excellent
Satisfactory
Needs some help
With a lot of help
Contribution of the teaching-learning actions
designed (tasks, activities and exercises) to
overcome their related objectives.
X
The exercises, activities and tasks are related to the
interests of students and their prior knowledge.
X
The methodology used is adjusted to the needs of
students in interaction with the proposed task to
develop their abilities.
X
Use of varied and relevant teaching resources.
X
Use of ICT resources to develop the task.
X
The assessment tools are adequate to the learning
objectives.
X
Less than 50%
D
50-70%
C
70-90%
X
Appropriateness of the structure, timing and
sequencing of actions and activities to perform the
proposed task
THIS IS FRAGA - 3
B
A
ACHIEVEMENT INDICATORS
90-100%
TEACHER EVALUATION
OBSERVATIONS
CEIP SAN JOSÉ DE CALASANZ (SPAIN)
TEXTS TO INFORM
https://www.youtube.com/embed/wyyd1ruk67a
THIS IS FRAGA - 4
BARNBURGH PRIMARY SCHOOL (U.K.)
TEXTS TO INFORM
OUR TOWN
INTRODUCTION
To create an informative text which provides clear information about Barnburgh and Doncaster.
LEARNING OBJECTIVES
•
•
•
•
To explore our local area.
To interview local residents to find out more about local area.
To identify the key features of an information text.
To use connectives to add cohesion to writing.
ACTIVITIES AND DIFFERENTIATION (ABILITIES AND SPECIAL NEEDS)
TEACHING SEQUENCE
•
•
•
•
•
Share a range of example information texts (e.g. leaflets, reports, web sites etc)
Discuss and identify the key features of information texts
Go on a walk around village with class and discuss areas of interest - children to make notes
Children to speak to residents of local area and find out information about Barnburgh.
Children to use ICT resources to take photos of local area.
DRAFT
• Children to create a plan using boxing up method (talk 4 writing) including their findings about
Barnburgh.
• Children must decide on what information they want to include in their information text and
relevant photos.
• Include the different elements of the information text within the plan.
• Children to begin to write draft paragraphs/sections of their information text.
Our Town - 1
BARNBURGH PRIMARY SCHOOL (U.K.)
TEXTS TO INFORM
EDIT
• Peer marking - with a partner to highlight key features of information texts in their partner's
learning - helps children to see the strengths in their writing and their next steps in their
learning.
• Children should then reread their draft in sections and edit to improve sentence structure,
vocabulary and punctuation.
• Children should use dictionaries to help choose adventurous vocabulary
• Teacher to mark and provide feedback to enable child to improve their work.
WRITE
•
•
•
•
Children to write their work up in the format of an information text.
Lower ability - to work in group with an adult to create information poster
Middle Ability - to create information PowerPoint
Higher Ability- to handwrite using pen for display and include images
RESOURCES
•
•
•
•
•
•
•
•
•
Large paper
Example information texts (e.g. leaflets, posters, reports, books)
Boxing up plan
Dictionaries/thesauruses
IPAD
PC and internet access
Word mats and text type posters
Images from iPad
Steps to success for peer assessment
METHODOLOGY
•
•
•
•
Exploration of text type and identifying key features
Draft writing following text type and including key findings
Editing and publishing
Augmented reality publishing
Our Town - 2
BARNBURGH PRIMARY SCHOOL (U.K.)
TEXTS TO INFORM
STUDENTS ASSESSMENT (SUCCESS CRITERIA)
• Plan their writing by: identifying the audience for and purpose of the writing, selecting
the appropriate form and using other similar writing as models for their own
• Plan their writing by: noting and developing initial ideas, drawing on reading and
research where
• necessary
• Draft and write by: using a wide range of devices to build cohesion within and across
paragraphs
• Evaluate and edit by: assessing the effectiveness of their own and others’ writing
• Evaluate and edit by: proposing changes to grammar, vocabulary and punctuation to
enhance effects and clarify meaning
• Proof-read for spelling and punctuation errors
Contribution of the teaching-learning actions
designed (tasks, activities and exercises) to
overcome their related objectives.
x
Appropriateness of the structure, timing and
sequencing of actions and activities to perform the
proposed task
x
The exercises, activities and tasks are related to the
interests of students and their prior knowledge.
Our Town - 3
Less than 50%
D
50-70%
Children adopt the
methodology to suit
x
Exploration of text type and
local area helped to engage
children and make learning
meaningful
x
x
Use of ICT resources to develop the task.
The assessment tools are adequate to the learning
objectives.
OBSERVATIONS
x
The methodology used is adjusted to the needs of
students in interaction with the proposed task to
develop their abilities.
Use of varied and relevant teaching resources.
C
70-90%
B
A
ACHIEVEMENT INDICATORS
90-100%
TEACHER EVALUATION
x
Use of iPads and PowerPoint
2nd PRIMARY SCHOOL AGION ANARGYRON (GREECE)
TEXTS TO INFORM
Use of ICT resources to develop the task.
X
The assessment tools are adequate to the learning
objectives.
X
PRESENTING TRADITIONAL DANCES - 4
2nd PRIMARY SCHOOL AGION ANARGYRON (GREECE)
TEXTS TO INFORM
develop their abilities.
Use of varied and relevant teaching resources.
X
Use of ICT resources to develop the task.
X
The assessment tools are adequate to the learning
objectives.
X
PRESENTING MY CITY (ATHENS) - 4