LESSON PLANNING REPORT

Dang Truong Thuy Tien - 2057010818

1. INSTRUCTIONAL CONTEXT
Students' schemata:
The target students for this lesson are in 11th grade with a pre-intermediate level (A2) -
Common European Framework of Reference (CEFR). Like other Vietnamese high school
students, they have not been equipped with appropriate strategies to develop their
listening comprehension independently (Do, 2007; Nguyen & Tran, 2015). Consequently,
they face challenges in communication skills, lack confidence in speaking, and have not
paid sufficient attention to listening, as it was only a minor part of the end-of-term
English test. (Thao & Tham, 2020).
In the current school year (2023-2024), as per the Ministry of Education and Training
(MOET) guidelines, a new English program has been introduced with the goal of helping
students develop their ability to communicate in English, aiming to reach Level 3 of the
6-level CEFR. Consequently, the target students now experience increased pressure
regarding their communication skills.

Syllabus CLIL Introduction:

Content and Language Integrated Learning (CLIL) is an innovative language learning
system in Vietnam launched by the Vietnamese Ministry of Education and Training in
2008. The CLIL lessons about Art are given once after two weeks within 50 minutes for
the target students. The CLIL class begins from the beginning of the school year to the
end with 10 chapters. This course is aimed to help students link the themes to the subject
from their school curriculum, thus helping them contextualize the language they have
learnt by relating it to the personal frame of reference. Lively and creative tasks stimulate
students and allow them to consolidate the language they have learnt.
Syllabus content:
This course is thematically classified into 10 chapters:

1. Art and Identity: Exploring Self-Expression

2. Contemporary Art Trends: Examining Modern Creations
3. Art and Global Cultures: A Cross-Cultural Perspective
4. Art Conservation and Restoration: Preserving Cultural
Heritage
5. The Influence of Technology on Art: Digital Dimensions
6. Art of Artifact
7. Art and Social Commentary: Voices through Visuals
8. Art Movements in the 20th Century: From Cubism to Pop
Art
9. Environmental Art: Expressing Concerns for the Planet
10. The Intersection of Art and Literature: Visual Storytelling

2.RATIONALE FOR ACTIVITY CHOICE:

Activity’s aim and objective:
Aims:
- To enhance students' English language skills, particularly in speaking and
expressing ideas about the art of the artifact in a coherent and engaging manner
during the video-making process, as students are lacking confidence in these skills.
 - To develop students' ability to communicate effectively in a group setting.
Working collaboratively on the video and presenting their ideas to an audience
(classmates) helps improve communication skills.
- To develop students' understanding of digital media and technology. Creating a
video and incorporating QR codes for sharing aligns with the development of
media literacy skills.
- To encourage critical thinking skills by requiring students to analyze and reflect on
the products, articulate their thoughts, and evaluate the work of their peers.
- To foster creativity and design skills through the creation of posters with QR
codes. Students engage in visual representation and design thinking to effectively
communicate information about their products.
Objective: A video + a reflection with a drawing

Activity’s overview: This task includes two sections, the first one is done at home and
the second one is carried out in the class (double periods : 90 minutes)
● At Home:
- Students work in groups of 5 and choose an artifact and create a video (about 3
minutes) where they discuss the art of the artifact. Students should emphasize the
use of subject-specific vocabulary.
- Students design a poster that includes the QR code for accessing the video and
also provides additional information about the chosen artifact ( including key
facts, dates,...)
● In Class:
- Students bring their posters to class. Each group will set up a display in the form
of a gallery or museum.
- Classmates will scan the QR codes on the posters to watch the videos. After
watching, they will write a reflection focusing not only on language aspects but
also on the content—what they learned about the art of the artifact.
Teacher's Role:
- Facilitating content discussions, the teacher actively engages in content
discussions with students, asking questions related to the chosen themes, and
guiding discussions toward deeper understanding of the subject matter.

Rationale for activity design:

Through artifact selection and video production, students guide their learning based on
active learning principles, aligning with constructivist ideas (Vygotsky, 1978). This
method promotes knowledge development through exchanges and personal experiences.
The activity addresses students' limited speaking opportunities, reducing the strain of
individual speaking by allowing them to prepare and script discussions for the video with
peer support (O'Malley et al., 1985). This collaborative approach strengthens language
skills, critical thinking, and problem-solving abilities (Kessler, 2010; Johnson et al.,
2014). Moreover, communication through technology is less intimidating than face-to-
face interactions (Davis, 1989). Making a video provides a relaxed way to convey ideas,
catering to the preferences of intermediate students who seek a sense of security (Nguyen
Nhat Quang’s lecture notes, 2023). Additionally, the integration of QR codes and video
creation enhances technological literacy, preparing students for a technologically
advanced world (ISTE Standards, 2016; Partnership for 21st Century Skills, 2007).
Finally, Emphasizing subject-specific vocabulary in the video creation process helps
students build a specialized language repertoire, aligning with the idea that language is
best learned in context and through meaningful activities (Swain, 1985). Beyond
language development, the task enhances communication skills as students articulate
their understanding of art, addressing the overarching aims of the lesson.
3. LESSON PLAN
5Cs Framework for CLIL Lesson Planning:

To ensure the assurance of a CLIL lesson, teachers have to think about The 5Cs (Sandra
et al., 2014).
- Content: This emphasizes the subject matter or academic content that is being
taught. In a CLIL lesson, content is an integral part of the learning process.
- Communication: This involves the use of language as a tool for learning and
communication. In CLIL, students are expected to develop both their language
skills and their ability to use language effectively to convey and acquire
information.
- Cognition: This focuses on the development of cognitive skills, such as critical
thinking, problem-solving, and analysis, within the context of the subject being
taught.
- Competence : CLIL teachers think about the can-do statements they want their
students to be able to make after the lesson, either about lesson content and skills -
or about new language
 - Community: This involves the connection between the classroom and the broader
community. In a CLIL setting, students may engage with real-world applications
of the knowledge and skills they are acquiring.

● At home:
Students work in groups of 5 and choose an artifact and create a video (about 3 minutes)
where they discuss the art of the artifact. Students should emphasize the use of subject-
specific vocabulary. Students design a poster that includes the QR code for accessing the
video and also provides additional information about the chosen artifact ( including key
facts, dates,...) .
The period of time students carried out the task at home totally aligned with 5Cs
(Content, Communication, Cognition, Culture, Community).
For this lesson plan in the class , I also base on 5Cs to engage the CLIL lesson in the best
way. This will be further explained at the end of this section.
● In the class:

DESCRIPTION TYPES OF 5Cs

INTERACTION

PHASE 1 (5 minutes)
- Teacher briefly reminds students of the
video they completed at home.
- Teacher instructs each group to choose a Communication
corner freely to display their artifact on Teacher/student(s) – Cognition
tables and stick their posters with QR group/student (s) Community
codes on the wall.
(Remind students to take out their earphones
for the next part of the activity)
PHASE 2 (40 minutes)
- Students stand up and move around the
class, scanning QR codes and watching Student(s) – Content
videos with their earphones. ( 20 group/student (s)
minutes)
- Teacher joins the museum with students, Community
and also scans the QR code to watch their
videos.
- As students move through the gallery, the Teacher/student(s) – Communication
teacher encourages them to engage in group/student (s) Competence
discussions with their peers about the
artifacts and the art presented (there are
some cases students have technical
problems and cannot watch by
themselves, they can watch together with
their friends) . Cognition
- After 20 minutes watching videos of
other groups (5 groups), the teacher asks Teacher –
students to come back to their seats and Whole class
instruct that they are going to write a
reflection (120 - 150 words) about the
artifact that impressed them the most and
draw that artifact in a paper.
- Teachers show the template of the
reflection on the slide and instruct
students. (5 minutes)
 - Students write the reflection and draw the
artifact (following the template). (15
minutes)

PHASE 3 ( 5 minutes)
- Students bring their reflection back to the Community
corner of the artifact they have written
and put them there on the table.
- The groups then go back to their display Content
corner to read the reflection of their Communication
peers. Student(s) –
- Teacher goes around and reminds group/student (s)
students to clean up, they can bring the
reflection home and read them.
- Teacher informs students that they will
 share their thoughts about their peers’
feedback in the next class as a warm up
activity.

At home:
Making video and poster
- Students work in groups of 5 and choose an artifact and create a video (about 3
minutes) where they discuss the art of the artifact. Students should emphasize the
use of subject-specific vocabulary.
- Students design a poster that includes the QR code for accessing the video and
also provides additional information about art of the chosen artifact ( including
key facts, dates,...)

Rationale for making video:

Involving students working in groups of five to create a video discussing an artifact
aligns with the collaborative learning, social interaction's role in cognitive development
(Vygotsky, 1978), Moreover, group work creating a video encourages meaningful
discussions, diverse perspectives, deepening understanding and boosting student
engagement and motivation (Thomas, 2000). In addition, The focus on subject-specific
vocabulary prompts students to express thoughts using specialized language related to art
and artifacts, fostering the acquisition and application of subject-specific language skills,
which well suits with the crucial aspect of content area learning—developing and using
domain-specific language (Beck, McKeown, and Kucan, 2002).

Rationale for making the poster:

Poster has been demonstrated to improve learning outcomes by giving students an
aesthetically pleasing and well-organized representation of the material, which facilitates
comprehension and retention. (Horn, 2014).
Students engage further into the analysis of art by concentrating on the art of the selected
artifact meeting the general objectives of arts education, which emphasize the
development of an appreciation for various artistic expressions in addition to the
acquisition of historical and factual knowledge (Eisner, 2002). In addition, students are
encouraged to conduct research and practice curation when they are tasked with
providing more details about the artwork (Brown, Cocking, 2000), which help them align
with the content.

In the class:
Phase 1 (5 minutes)
Teacher instructs each group to choose a corner freely to display their artifact on tables
and stick their posters with QR codes and additional information about art of the artifact
on the wall. (Remind students to take out their earphones for the next part of the activity)
Rationale for phase 1:
Allowing students to choose their corner for display empowers them to take ownership of
their learning environment, promoting a sense of autonomy, engagement and motivation
in learning (Deci & Ryan, 1985).
Displaying artifacts along with additional information about the art contributes to cultural
and artistic appreciation (Eisner, 2002) fostering a deeper connection to the content. By
transforming the classroom into a gallery, the environment becomes visually and
intellectually stimulating, providing students with a rich context for learning that
promotes engagement and motivation and contributes to improved learning outcomes
(Skinner, Belmont, & Soriano, 1997). The enriched environments positively influence
cognitive functioning and learning outcomes (Diamond, 2001).
Phase 2 (40 minutes)
Watch video (by scanning the QR code) and read the additional information on the
poster:
Students stand up and move around the class, scanning QR codes, reading additional
information about art on the poster and watching videos with their earphones. Teacher
joins the museum with students, and also scans the QR code to watch their videos.
Rationale for watching video and reading the additional information on the poster:
By reading additional information on posters and watching videos with earphones,
students access content in a way that caters to diverse learning preferences, fostering a
more inclusive learning environment, thereby reinforcing their comprehension and
retention of art-related content (Bonwell, & Eison, 1991). Furthermore, the teacher's
active involvement in the museum tour alongside students enhances a sense of shared
inquiry and modeling the importance of continuous learning (Darling-Hammond et al.,
2017). The use of QR codes also integrates technology into the lesson, aligning with the
broader trends in educational technology adoption. When appropriately utilized,
technology can amplify learning experiences and support active engagement with the
content (Bannister & Remenyi, 2000).

Peers discussion:
As students move through the gallery, the teacher encourages them to engage in
discussions with their peers about the artifacts and the art presented (there are some
cases students have technical problems and cannot watch by themselves, they can watch
together with their friends, or even they are watch alone sometimes they also meet the
friends who are watching the same videos, they can discuss together a bit before move
on)
Rationale for peers discussion:
As students collectively navigate the visual content presented in their peers' videos, they
actively construct meaning, share perspectives, and deepen their understanding of artistic
concepts, emphasizing the importance of interaction and dialogue in the learning process
(Vygotsky, 1978)
The encouragement for peer discussions aligns with collaborative learning theories,
which posit that students benefit from sharing knowledge and experiences (Bruffee,
1993). Additionally, when students watch videos alone, the opportunity to later discuss
with friends who have also viewed the same content contributes to a communal
understanding of the artistic artifacts.
Moreover, peer discussions support language development in the context of art,
contributing to language development and proficiency (Mercer & Littleton, 2007). The
act of articulating thoughts about artistic elements, techniques, and emotional responses
enhances students' ability to express themselves verbally.

Writing reflection and drawing the artifact:

After watching videos of other groups, students come back to their seats and the teacher
instructs that they are going to write a reflection (120 - 150 words) about the artifact that
impressed them the most and draw that artifact in a paper.
Rationale for writing reflection:
Engaging in reflective activities, such as writing about and discussing artifacts, can
enhance critical thinking skills, contributing to more thoughtful communication. (Paul, &
Elder, 2005). Moreover, writing reflections and participating in discussions about
artifacts can help students articulate their thoughts more clearly and effectively (Gorham,
1988), which helps to address students' lack of communication skills.
Rationale for drawing the artifact:
Drawing offers a different mode of communication. Students who may find it challenging
to express their thoughts in writing can use drawing as a means of communication.
(Elliot, 1979), this inclusivity accommodates diverse learning styles and abilities. It
provides students with an additional channel to express their ideas coherently, especially
beneficial for those lacking confidence in verbal expression (Dexter, 2018). Drawing is
inherently linked to creativity and design skills. The rationale supports the aim of
fostering creativity and design thinking through visual representation and engagement
with art (Gardner, 1983).
 Phase 3 (5 minutes)
Read the peers’ reflection:
Students bring their reflection back to the corner of the artifact they have written and put
them there on the table. The groups then go back to their display corner to read the
reflection of their peers.
Rationale for reading peers’s reflection
Reflective practices enable individuals to explore their own experiences, fostering a
deeper understanding of the subject matter (Schön, 1983). By having students return to
their display corner to read the reflections of their peers promoting a collaborative
learning environment, which improves critical thinking and problem-solving skills
(Johnson & Johnson, 1999).
Moreover, the activity fits well with the principles of constructivism, emphasizing the
active involvement of students in their own learning (Vygotsky, 1978). As students
engage with and respond to the reflections of their peers, they not only gain insights into
alternative perspectives but also contribute to a shared knowledge base.

4. CONCLUSION

Rubric for marking the outcome of the activity.

1 2 3 4 5
(Low) (Basic) (Adequate) (High) (Exceptional)

Content
Understanding

Language Skills
Collaboration &
Communication

Media Literacy

Critical Thinking

Creativity and
Design

Audience
Engagement

Teacher's
Facilitation

Overall
Presentation

Reflections
 REFERENCES

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 APPENDIX
REFLECTION
Write a reflection about the artifact that impressed you the most ( should focus on
both language aspects (use of vocabulary) and content understanding). (120 - 150
words)
Draw a picture about the most impressive artifact.

Some supporting questions for further ideas:

Why do you like it ( the artifact, the poster and the video)?
What specific artistic elements did the video highlight in the chosen artifact?
What have you learnt from the artifact?
…. (Your further expression, please)

Name of the artifact: ________________________

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