CLIL PROJECT – May 5th, 2020

2nd Part

For this part you will present a Didactic Unit based on the topic you presented. To carry out this you need to follow
these steps

1. Didactic unit definition

A didactic unit is a kind of lesson plan. Teacher details and describes each lesson of the course. In order to guide class
instructions, the teacher will develop this didactic unit, regarding skills, competences, time managing (how many
times devote do each activity) and the explanations given to the students.  Writing it, the teacher has to take into
account what students have to learn during the course, how classes will be planned, the different needs that students
can present (lack of concentration, difficulties to learn, capacity to learn easily… etc.).

This is a structure of a DIDACTIC UNIT

Teacher’s Name Leidy Garces y María Paula Ríos

Date May 5th, 2020
Title of the Unit: Dramaturgy History
Subject Art
Language English
Grade 10th grade
Contextualizatio This lesson plan has been designed for students of 10th grade of Secondary
n Education from the High School Colegio UPB and Pedro Luis Álvarez Correa
located in Medellín and Caldas, Antioquia, respectively.
explain to who is In Pedro Luis Álvarez Correa there are 32 students in the group, they are
addressed
(Preschool, between ages of 15 and 16 years old and there is a certain equality between both
primary, high gender: men and women. According to their English level, they have a very low
school) in what level since they present difficulties in speaking, they do not use the language in
consists, what classroom, they address their classmates and teacher in Spanish. Also, they have
aspects covers, difficulties in listening and following simple instructions without translation.
the kind of school
in which the class Ion the other hand, n UPB there are 18 students, they are around 15-16 years old.
will be given, Besides, most of the group are men about 13 of them, the others are women.
level of difficulty Most of them have a very good English level, they use the target language to
and progressivity express something in class, but some students present reluctance to speak the
of activities second language, they are unfocused in classroom, and they get distracted easily
because of the lack of understanding.

This didactic unit is designed for the Art subject and will present 3 lessons in
which students will know about the history of dramaturgy, recognize its main
exponents, produce oral and writing texts using a correct language. On the other
hand, the content will allow to develop and improve the four English skills in
students.
The activities were selected based on students’ English level – B1. The course
methodology is online where students will have access to it through of an open
learning platform.
The activities will be developed online, and students will find the interactive
activities to complete, finally share ideas through virtual meetings and audios.
Sequencing and This didactic unit will take place in the third period of the school year due to
number of Covid 19 contingency; students must work from home. Also, because it is
sessions necessary to consolidate some basic knowledge of the language in the first two
periods.
The unit will be divided into 3 lessons, each one will have a week to do it, since
students must read some texts, produce oral and written texts, and attend
academic counseling with the teacher. Also, students must have enough time to
do the other subjects’ activities and we want to avoid generating stress in them.
In addition, this allows students to acquire autonomy in their learning process
and go at their own pace, clearly respecting the delivery dates of each activity.
The outline is the following:
o Lesson 1: Dramaturgy History
o Lesson 2: How to write a script for a play
o Lesson 3: Recognizing stress, intonation to express speaker’s attitude
Content aims By the end of the 3 lessons students will know
• The dramaturgy history
• The main exponents of dramaturgy
• The way to write a scrip
Language aims By the end of the 3 lessons students will
 Know new vocabulary and identify the different verb tenses (present
simple, past simple, future,)
 Write literary texts considering the grammatical rules
 Produce an oral text using a correct language and expressing their
attitudes through the intonation.

The 5Cs
Competences TIC competence:
 Students will be able to use digital resources to promote communication,
exchange information, and access content that gives them learning
opportunities.
Communicative competence:
 Students will be able to produce oral and writing texts using the correct
language, the grammatical rules, new vocabulary and the intonation to
express ideas and opinions.
 Students will be able to understand the meanings of their own context
and others through reading and writing.
Interpersonal competence:
 Students will be able to work in teams, divide tasks, listen to the
opinions and contributions of their other classmates to stimulate
learning.

Cognition Lower Order Thinking Skills (LOTS) Higher Order Thinking (HOTS)
(thinking
process) Remember: describe, find, identify, Analyze: organize, schematize
locate, list. Evaluate: Integrate
Understand: classify, give examples,
explain, discuss Create: design, produce, imagine.
Apply: show, use.
Communication LANGUAGE OF LEARNING: present simple, past simple, future, present
continuous, verb to be, interrogative sentences, Wh questions, vocabulary, modal
verbs,
LANGUAGE FOR LEARNING: reading strategies (active background
knowledge, asking questions, making inferences, predicting, summarizing,
visualizing, evaluating), writing strategies.
LANGUAGE THROUGH LEARNING: oral skills development to work in
groups and autonomous.
 Verbal and non-verbal language. Formal and informal language, descriptive
language.
Content Art: Dramaturgy history
Culture To understand the meaning behind the most famous stories like Romeo and
Juliet.
Scaffolding Listening: Listening to videos and audios about songs, series, shorts.
language, Purpose: To accustom students' hearing to the English language.
content, and Recognizing the intonation of the speaker and his/her emotions.
learning
Speaking: To exchange information about the readings and the produce of oral
texts (Students record a play).
Purpose: Doing use of the English language in the class.
To express ideas and opinions in a correct way and with different
vocabulary.

Reading: Reading different types of text (poems, tales, scripts, etc)

Purpose: Using reading strategies for reading comprehension
Learning new vocabulary

Writing: To create a script for a play.

Purpose: Using the correct language, the grammatical rules.
Using writing strategies

Vocabulary: script, dramaturgy, tragedy, performance, theatre, replay, romance,

culture,
Assumed Students know the present simple, past simple, future, present continuous, verb
knowledge of to be, interrogative sentences, Wh questions, vocabulary, modal verbs.
students. What
the teacher thinks
that the students
know considering
what they have
learnt from
previous years.
Anticipated Students may have problems with some specific vocabulary
problems: what Students may have pronunciation problems.
kind of problems Students may have little vocabulary
Students may have problems with the digital resources.
can present the Students may have problems with the autonomous learning
didactic unit? Students may have reading comprehension problems

Teacher should give more information and material to clarify, to teach again
what they are supposed to already know in this grade.
Attention to Students with a more advanced level will work together with those with a lower
students with level.
specific Students without internet access will receive physical guides to work at home in
their English notebook.
educational Students with more severe learning problems will have different activities from
needs: in this those proposed here, according to their needs.
section, the
teacher will have
to take into
account the extra
material that
students may
need, maybe
because they need
a reinforcement
or maybe because
their level is
upper than the
rest of the
classmates.
Methodology  It will be online
 Students will receive online tutoring
 Students will work in groups
 Synchronous and Asynchronous e-learning
Tasks  Create a storyboard of Romeo and Juliet
 Write a script for a play using a specific format.
 Record the script in an audio.
Organization Timing: 3 weeks for every lesson.
and class
distribution / 4 hours per week (autonomous work) Every student choose how to distribute
timing those 4 hours in the week.

2 hours per week (class session with the teacher) Students will have a virtual
meeting with the teacher to explain the topic and resolve questions.

Assessment Assessment AS learning: Self-assessment. Students will have a rubric to self-

evaluate their process during the 3 lesson. Also, during some activities, students
will evaluate the tasks of their other classmates.
Assessment FOR learning:
The teacher will evaluate the activities of the students through rubrics, questions
in the virtual sessions, the participation of each student, among others.

Resources Alphabet soup designed by Leidy Garces.

Document about Dramaturgy History written by Leidy with the references.

Summary of Romeo and Juliet https://www.shakespeare.org.uk/explore-

shakespeare/shakespedia/shakespeares-plays/romeo-and-juliet/

Story board Romeo and Juliet

https://goodticklebrain.com/home/2017/7/18/romeo-and-juliet-one-page-
summary

Videos https://www.youtube.com/watch?v=RZLmxxz8VAU

https://www.youtube.com/watch?v=hd9_GzAkfko

Format for a script https://imgv2-2-

f.scribdassets.com/img/document/135760006/original/0e4f1abc21/1587403340?
v=1

Post about the intonation https://englishwithkim.com/intonation-exercises/P

Post about how to write a play https://www.creative-writing-now.com/how-to-

write-a-play.html

Readings : https://pwcenter.org/sites/default/files/plays/scripts/Decomposition
%20-%20A%20Very%20Short%20Play%20Script%20Sample.pdf

https://www.toeflgoanywhere.org/learn-these-4-word-stress-rules-improve-your-
pronunciation

https://www.letraseningles.es/letrascanciones/traduccionesAC/Adele-Hello-
Traducida.html