Ud10 (Cover)

Helena Fernández Calderón
Unit n.10 Anne of Green Gables Time 7 sessions in the 2nd term
Crosscurricular elements: Canada, literature, drama, gender equality and creative
writing.
Evaluation tools and qualification criteria:
Indicators table for activity 12. (1 POINT)
Coevaluation checklist for activity 6. Learner’s Diary for self-evaluation. (C.A.2.3.)
Kahoot for formative evaluation.
12 Evaluation Criteria Objectives Key Competences + op. descriptors
1.4. 2 CCL1,5; CP1; CPSAA3,5; CCEC3
1.5.
1.6. 3
2.2. 5
3.2. 6 (EXIT PROFILE)
Attention to diversity and ACNEAE

Playful and dynamic activities. Collaborative work. Suitable mix-ability distribution of
students in pairs and team activities. Different learning styles. Remedial and follow-up.
Adapted activities 2, 3 and 7 for a high-talented student. In activities 6 and 11 the student
with motor disability does not need to move from her desk.
Block 1: describing people, offering help and asking for help at the doctor, narrating past
events, giving instructions, lexicon related to the farm.
Block 2: strategies to effectively respond to a basic and specific communicative need.
Block 3: culture and values of English-speaking countries. Strategies to understand and
appreciate linguistic, cultural and artistic diversity.
Activities and Learning Situations.
GROUPING: IW (individually); PW (pairs); TW (teams); GW (the whole class)
Warm-up: Showing them objects that represent literary genres.
SESSION 1
Activity 1. (GW/IW) Listening to and watching the trailer of the TV show.
Activity 2. (IW/GW) (CHAPTER 1) Online vocabulary game and charades about it.
SESSION 2
Activity 3. (IW) (CHAPTER 2) Finding Prince Edward Island on the map. Reading a
website, answering questions and simulating a booking.
Activity 4 (GW/PW) (CHAPTER 3) Digital board about the characters of the book and the
series Anne with an E to talk about the expression of time.
SESSION 3
Activity 5. (IW) (CHAPTERS 4/5) Watching and listening to scenes of Anne and Gilbert.
Answering questions.
Activity 6. (PW/GW) (CHAPTERS 6/7) Role-play: doctor appointment as characters.
(LIBRARY)
SESSION 4
Activity 7. (IW/TW) (CHAPTER 8) Putting in order the instructions on how to create a
dress for Anne. Reading a brochure about it. Creating one.
Activity 8. (GW/IW) (CHAPTERS 9/10) Watching and listening to a video about a school in
PE Island. Checking the elements that they see and answering questions.
SESSION 5
Activity 9. (PW/IW) (CHAPTER 11) Video of the actress wining an award. Putting in order
expressions to say thank you. Writing our own little speech.
Activity 10. (PW/GW) (CHAPTER 12) Speaking: find your twin (matching the actor with the
character).
SESSION 6
Activity 11. (TW) Reading catwalk: matching Anne’s feminist quotes with the situation.
FREE PRODUCTION: Re-creating a scene of the book/series. Writing a script and

performing a sketch in front of an unknown audience. (We start…)
SESSION 7
FREE PRODUCTION: Re-creating a scene of the book/series. Writing a script and
performing a sketch in front of an unknown audience.
Remedial Activity: Learning Apps game in which they put in order structures as the ones
seen in the digital board related to different characters from the TV show.
Follow Activity: Creating a new ending to the story.
Reinforcement worksheet.
2
EVALUATION TOOLS
Indicators table for activity 12:
EVALUATION CRITERIA WEIGHT
C.A.1.4. 20%
They write a coherent and cohesive script. 0.2-0.1
It contains mistakes but they do not impede communication. 0.1-0.05
It contains mistakes that make the texts unsuitable for the task. 0.05-0.01
C.A.1.5. 20%
They use strategies to plan, produce and revise a 0.2-0.1
comprehensible script, adapting it to the communicative purpose,
taking into account the addressee.
They show problems planning and revising their script but they 0.1-0.05
use appropriate strategies to produce a comprehensible text
adapting it to the communicative purpose and taking into account
the addressee.
They show problems adapting the script to the communicative 0.05-0.01
purpose and taking into account the addressee.
C.A.1.6. 20%
They participate in interactive situations during the performance 0.2-0.1
of the sketch using non-verbal language in an appropriate way,
showing empathy and respect for the interlocutors’ ideas.
They participate in interactive situations, they use non-verbal 0.1-0.05
language and show empathy and respect for the interlocutors’
ideas, even if they make some mistakes.
They interrupt their classmates and have problems using non- 0.05-0.01
verbal language.
C.A.2.2. 20%
They use the knowledge of the foreign language learnt in the unit 0.2-0.1
to talk about their routine.
They make some mistakes using the knowledge of the foreign 0.1-0.05
language learnt in the unit.
3
They make mistakes using the knowledge of the foreign language 0.05-0.01
learnt in the unit that impedes the suitable development of the
project.
C.A.3.2. 20%
They accept and adapt to the cultural and artistic diversity of the 0.2-0.1
English-speaking countries, understanding it as a source of
personal enrichment and showing interest.
They accept and adapt to the cultural and artistic diversity of the 0.1-0.05
English-speaking countries.
They accept the cultural and artistic diversity of the English- 0.05-0.01
speaking countries.
Minimum Achievements:
CA1.4. They can write a script that is suitable for the task even if it contains
language mistakes.
CA1.5. They make efforts to plan their script.
CA1.6. They get involved in interactive situations, even if they make
mistakes or they need to reformulate several times.
CA2.2. They do not give up even if they make language mistakes.
CA3.2. They show respect for cultural diversity.
Coevaluation checklist for activity 6:

YES NO
They make eye-contact.
They communicate fluently.
They use their hands to communicate.
They show a positive attitude.
They don’t interrupt other classmates.
FORMATIVE EVALUATION: https://create.kahoot.it/details/d55858c8-8b55-

4bc2-84d8-6b534455217a
4
LEARNER’S DIARY
5
6
7
ACTIVITY 1
8
9
10
11
12
13
14
15
ACTIVITY 2
16
ACTIVITY 2 (ADAPTED FOR A HIGH-TALENTED STUDENT)
17
ACTIVITY 3
18
19
20
21
22
23
24
25
ACTIVITY 4
26
ACTIVITY 5
27
28
29
30
31
32
ACTIVITY 7
33
34
35
ACTIVITY 8
36
37
38
39
40
41
ACTIVITY 9
42
43
ACTIVITY 10
44
45
46
47

Ud10 (Cover)

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ud10 (Cover)

Uploaded by

Copyright:

Available Formats

Helena Fernández Calderón

Attention to diversity and ACNEAE

FREE PRODUCTION: Re-creating a scene of the book/series. Writing a script and

Coevaluation checklist for activity 6:

FORMATIVE EVALUATION: https://create.kahoot.it/details/d55858c8-8b55-

ACTIVITY 2 (ADAPTED FOR A HIGH-TALENTED STUDENT)

ACTIVITY 3 (ADAPTED FOR A HIGH-TALENTED STUDENT)

ACTIVITY 7 (ADAPTED FOR A HIGH-TALENTED STUDENT)

You might also like