Title Utopian Worlds Class 2 B

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1 Title Utopian Worlds Class 2 B Italian literature Subject(s)involved English Number of lessons 4 Distinguish what Utopia and Dystopia is. Teaching aims Make utopian fiction Worlds Learning outcomes What learners will be able to know by the end of the unit What learners will be able to do by the end of the unit Learners will be able to know about.. new vocabulary connected to the definition of Utopia and Dystopia; Characteristics of Utopian and Dystopian Worlds; Characteristics of setting of fantasy and science fiction stories; Learners will be able to Understand vocabulary (adjectives) about Utopian and Dystopian worlds; Distinguish Utopian and Dystopian features; Interpret pictures; Evaluate what Utopian and Dystopian is; Categorize (ex slide 33 and 47) Organize information in a text (when students extrapolate information and assemble them) Argue

2 choose Write/make a short fantasy story; What learners will be able to be aware of by the end of the unit Learners will be able to be aware of. What utopian and what dystopian is in the world; The importance of some aspects in the world to avoid dystopian worlds (no pollution, no unhealthy food, no deforestation, no waste, no war); Positive and negative way of thinking and behaviors and their effects Meanings and objectives of utopian and dystopian worlds in fantasy and science fiction novels The existence of utopian and dystopian fantasy stories and what characterizes them Content CLIL theme with possible cross curricular links Utopian and Dystopian Worlds Links: Literature (fantasy and science fiction novel); Science (history of scientific and technological progress); Geography (environments and the impact of the human activities on them) Art (drawings and making a book) Communication Language of learning Vocabulary: Environmental vocabulary (Contaminated, Forestation, Deforestation, Dry, Air pollution, Car emission, Healthy, Unhealthy, Low energy, High energy consumption, energy saving bulb, Heat, Sand, Dirty, Wet, humid, Pollution, Environment, Energy saving, Energy waste, Energy label, Environmentalist/ecologist, Organic, Unsorted/mixed, Waste bins, Collect the rubbish, Recycled, To do gymnastics, to eat healthy, to ride bikes)

3 Vocabulary to describe what Utopian and dystopian is (Desire, wish, ideal, awful, not desirable) Vocabulary to describe pictures about Utopian and Dystopian Worlds (To fight, hate, Scaring/frightening, Quiet, Peace) Reinforce: Food vocabulary (see cards slide 23 and 27) Structures: Reinforcement of Present Continuous tense (to describe pictures) Past Simple tense (to write their short story see the task in slide 68) Functions: Ask and Say what utopian and dystopian is Ask and say what you can see in a picture Ask and say what people are doing in a picture describe a subject (people, place) describe a utopian school (building, furniture, school canteen, teachers/students/headmaster )

4 Language for learning Vocabulary: Vocabulary to define what Utopian and dystopian is (dream, love, like, perfect, good, horrible, real, terrible, awful, bad) Vocabulary to describe pictures the Utopian and Dystopian Worlds (War, calm, to kiss, to look, apple, to smoke, cigarette, to ride a bike, hamburger, chips, courgette, vegetables,tomatoes, egg, jam jar,banana, milk, salad, lemon, strawberry, bottle, plastic, paper, bin) Structures: Present continuous tense; Past Simple tense; Functions: Ask and say what you can see in a picture Ask and say what people are doing in a picture describe rooms Cognition Thinking Skills development (LOTS and HOTS) Lots Understand and Remember utopian and dystopian worlds Apply (Draw graphically communication) Hots Classify (utopian and dystopian worlds and features) Compare (what utopian and dystopian is) Value (if it is a utopian aspect or a dystopian aspect) Choose the correct behaviour (save energy, eat healthy, don t contaminate etc) Create a short fantasy book (choose, assemble information)

5 Culture Awareness of topic relevance to daily life How much we contribute to make a utopian or dystopian World. the importance of respecting the environment to make better Worlds recognize the presence of fantasy utopian and dystopian fiction. Materials and resources 1. Computer, projector, towel projector or LIM, blackboard, teacher s power point. 2. photocopies of cards : A. description cards: slides 19-30; B. topic cards: slides 39-44; C. tasks cards (slides 68-69); D. Card Building Examples Card School Canteen examples- Card group students/teachers/headmaster examples - Card furniture examples (slide 70-77); E. Card Starting of the fiction book (slide 63-64); 3. assessment test; 4. feedback questionnaire/approval rating. Assessment Formative: on-going process 1. Observing: motivation; how they work in groups; behaviour during the lesson 2. Written and oral production A. recalling the vocabulary (spidergrams) ; asking questions about what utopian and dystopian is and about utopian and dystopian features; B. their activity cards production. Summative: types of written and oral tests Final written test (Questions and Multiple Choice) about the definition and the features of Utopian and Dystopian Worlds and the vocabulary. The teacher evaluates their motivation; how they work in groups; their behaviour; their final short fantasy book.

6 Each Learning unit will be divided in single lessons. The steps to follow during the learning unit are the following: ACTIVATION FIND OUT (INPUT) SORT OUT (INPUT PROCESSING) OUTPUT (SPEAKING AND WRITING TO PRESENT THE NEW PRODUCT/INDIVIDUAL/GROUPWORK) ASSESSMENT (SUMMATIVE ASSESSMENT OF THE UNIT) These steps will be developed during a certain number of lessons each teacher will plan. LESSON PLAN Lesson 1 / 4 Definition of Utopian and Dystopian Worlds Timing 1 h

7 Activation of the unit How we create interest and raise motivation Pictures Questions with pictures Start sentences (see slides 1-7) Interactiona l Pattern * Resources and Materials Core activities Find out (input) concept/definition of a Utopian and Dystopian World. Brainstorming: The T reads and shows slide 8: What is a good world? (slide 8) The T writes A good world is... in the middle of the blackboard and draws some arrows with their answers. When the students use Italian the teacher writes in English. Slide 9 helps them think what a good world is. (The students looking at a picture of a smile in love, one who desires, one who is dreaming etc are invited to say: a good world is a world we love/like; a world we desire, we dream, a world we hope can be real/true.) Whole Class Computer, beamer or projector, towel projector or IWB, blackboard, power point If necessary the teacher uses sentence starters we hope it can be r real..t true (the body language helps a lot) Then a student reads slide 10 to recall what has just been said. At last the teacher emphasises : A good world is...(showing a picture of a Utopian World and written it in the middle) a U topian World! (slide 11) It is necessary to make them understand what Utopian and Dystopian can be. Some photos will help them. (slide 13-18) The teacher says: look at these photos and say what is good? and what is

8 bad? Photos of: children in love; two children fighting; two Syrian cities; a clean beach and a dirty one; droughts/deforestation and a forest/forestation; fruit, vegetables and fried; smoking; recycled objects and rubbish; renewable energy and waste; photos of stress and relax. The teacher asks, pointing to a photo: Is it good or bad? The students answer: good or bad Activity Description cards. (slide 19-30) The students are divided into 6 groups of 4 pupils. Each student of the group has a description card with photos and an exercise, a multiple choice, on the back of the card. They have to do the exercise first! It can help them answer the questions they can find on the front of the card. It s a way to make them use the proper language. The teachers walk around, help them and correct their multiple choice. ( A isn t correct. Choose another one: B or C? Which one do you think? B or C? The teacher says Yes or No ) Group Work Photocopies of description cards slides Now the students can answer the questions they find on the front of the description card. The Teacher invites them writing a complete answer,saying : what is the subject, the verb? Use the language on the back of the card to answer the questions! Homework: learn the vocabulary on the back of the cards.

9 (observing, reading, selecting information, note taking, researching, ) LESSON PLAN Features of Utopian and Dystopian Worlds Lesson 2 /4 Timing 1,30h Lead in of the lesson (warm up) How we create interest and raise motivation REVISION ACTIVITIES: 1. Revision of what Utopian and dystopian worlds are: Interactiona l Pattern * Whole class Resources and Materials

10 The teacher writes Utopian World is on the left side of the blackboard and accepts all their ideas without writing them (clean, dirty, love, like etc) Then the T shows slide 9 and starts writing under Utopian World is what they say: a world we love/like etc and asks and writes on the right side of those sentences their opposites: a world we don t like/dislike, not perfect, horrible, terrible, not ideal, not desirable. Computer, IWB,,Power Point, blackboard It s time to give a title to those definitions. The teacher says all this is bad, isn t good, isn t ideal, all this is... Dystopian and writes Dystopian W orld is as title on the right side of the blackboard. A student reads what Utopian World is and another student reads what Dystopian World is, but the teacher uses the digital version (slide 33) to make it graphically clear. 2. Revision Vocabulary cards: The teacher writes in the middle of the blackboard: Vocabulary cards and asks: Do you remember the new words/vocabulary of your cards? pollution contaminated forestation deforestation dirty (to) collect - unsorted etc etc The T recalls the words for example asking a few students to pretend to drive a car and some others to ride bikes. The teacher stands by the cars and,pretending to smell a bad smell, says: I can smell something bad, what is it? Car...e.. the students say: car emission. Pointing to the cars and to the bikes she says what is good, what is bad? And why? Students are invited to answer pollution, contamination, unpolluted etc

11 Core activities Sort out (input processing) A short description of each activity Topic activity The teacher reads their new task on the board (slide 35-38): What is the topic of your description cards? What do you think they speak about? What is the subject/the idea/ the meaning of the photos? What do they mean/suggest/pass/convey? Some pictures help them understand the meaning of topic. The T emphasis the word ideas and uses the body language. G Photocopies of topic cards slides The teacher makes 6 different groups (See slide 34) of students who bring their card and the knowledge of it and can share it with the others. The teacher makes a student of each group read their task. (slide 39-44) Group 1 and 2 are expected to answer: Love Vs hate / war Vs peace ; Contaminated/polluted Vs uncontaminated/unpolluted; forestation Vs deforestation. some students Group 3 and 4 are expected to answer: Recycle Vs waste. Energy saving Vs energy waste. Group 5 and 6 are expected to answer: Healthy habits Vs unhealthy habits; Stressed life Vs calm/quiet life. The teacher walks around and makes sure they understood their task. The

12 T helps making them read the corrected words of the multiple choice, which help choosing the topic of the cards. A student of the group reads and informs all the class what the topic of their cards is, while telling it the teacher assembles the utopian topics and the dystopian topics into two different columns. At the end they are asked to think about the title of the two different columns: G Perfect/ideal/Utopian World Imperfect/ not desirable/ Dystopian World Love Piece Clean/uncontaminated Forestation Healthy habits Recycle Energy saving Calm/quiet life Hate War Polluted/contaminated Deforestation Unhealthy habits Waste Energy waste Stressed life

13 Now they have a better idea of what the features of a Utopian and Dystopian world are! Pictures of Utopian Worlds and Dystopian Worlds will help remember the difference! (slide 48-50). While looking at picture 48, the T asks: Which one is Utopia? Which one id Dystopia? Can you see the opposite? Picture 49 and 50: What is it? They are ready to make their Utopian World. But it is required to create a smaller and better known place. Students are nasked to make their ideal/utopian School. (sequencing, classifying, sorting )

14 Lesson 3 /4 Title: WRITE A STORY Timing 2 h Lead in of the lesson (warm up) How we create interest and raise motivation Revision activity: the teacher writes Utopian World features and Dystopian World features in the middle of the blackboard and asks the students to answer. The teacher writes their ideas and at last shows slide Interactional Pattern * W Resources and Materials Slide 55 introduces the new activity. A brainstorming will make them think about the utopian part of the world they have to create. Slide help them think about the parts of the world. The T shows slide 56 and waits for any ideas, then slide 57 and so on. Slide 59 shows what the teacher expects them to answer: School (Education). IWB, Power Point The teacher reads and makes them think about Utopian places/parts of the world.

15 Core activities Sort out 2 (input processing 2 if necessary) A short description of each activity write a story: The teacher reads the beginning of a story with pictures and says they have to complete it (slide 63-64). The teacher says : let s make 6 groups! (groups are made) and gives groups W 1. task card slide building example card slide to group 1 ; a school canteen example card (slide 72-73) to group 2 ; teachers, students, headmaster example card (slide 74-75) to group 3; ; furniture and school materials example card (slide 76-77) to group 4. group 5: 1. task card slide and the starting of the fiction book card slide The T reads slide 66 and says groups are The storytellers and group 5 is The designers and writing group. The T invites them to read their card task in groups. The T makes sure they understand what they have to do. Group Work Power point photocopi es of slides Before starting the teacher shows group 5 slide 79 and 80 (examples of the writing and drawings) and says the size of every drawings and the paper

16 they have to use. The teacher helps them correct the language and join the sentences. The T also gives instructions about the right size of the drawings, making them think what they can draw. The teacher can ask the students to scan their work to project it next lesson. (Drawings and writing can be finished at home. But if the Art teacher is involved a CLIL lesson can be planned to make the students do it during the Art Classes) (sequencing, classifying, sorting )

17 Lesson 4 /4 Title Read your short fantasy story Timing 1h Lead in of the lesson (warm up) How we create interest and raise motivation Time to read the story. Motivation comes from reading what they have made. The story can be projected. on the board so all students can see what they made. Interactional Pattern * Resources and Materials Output Group work (speaking/writing/presentation of individual or groupwork/product) Some students read it. When all groups have finished. They have to think about; the title of the book; the cover and an introduction page with the name of the main character; the time; the place where it is located. (85-87) Slides help them understand what they have to do. At last: The teacher says It s time to make a book!

18 Slide 81 shows how to make it. They can make the book at home or the Art teacher can take care of the creation of the book. Assessment Summative assessment of the whole learning unit Types of written / oral tests 1. A TEST A written test with questions about the definition and the features of Utopian and Dystopian and about vocabulary. The teacher evaluates their oral production; their motivation; how they work in groups; their behaviour; their work (their book). 2. AN APPROVAL RATING. *Whole class: W, groupwork: G, pairwork: P, individual work: I

To complete the comic

To complete the comic Unit Overview Module 2: Places and Activities Section in Pupil s Book: Task (pages 42 43) Learning objectives Concept: To understand the text type of comics Process objectives: 1. To study the features