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Pyp activities to share
- 1. 1 Linda LanisLinda Lanis SECOND LANGUAGE ACTIVITIES RELATED TO THE PYP UNITS OF INQUIRY
- 2. PYP/ Second language connection?PYP/ Second language connection? PYPPYP second second Language Language Who isWho is involvedinvolved ??
- 3. Situation: • We teach a second language in an International School offering the IB PYP program. • The school asks to connect our course to the PYP program (or we think we should) • The language we teach is the Host Country Language
- 4. 4
- 7. 7 How the world works An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment. Central idea Understanding the properties of air allows people to make practical applications Key concepts: Function, Form, Change, Connection Related concepts: Properties, Structure Lines of inquiry The evidence of the existence of air What air can do and how we use it The relationships between air and sound Subject areas: Science, Maths, Language http://www.roseparkps.sa.edu.au/docs/Rose%20Park%20PS_Combined%20POI%20July %202012.pdf PYPPYP UnitUnit SampleSample
- 8. 8 Something to think aboutSomething to think about Why we should connectHow to connect Communication sActivities Combined classes
- 9. 9 The big problem: the connection.The big problem: the connection. Not really how, but why?Not really how, but why? https://modup.net/blog/foreign-language-teacher-experience-modafinil/ Why shoud I insert something about «forces in motion» in a beginner level? My students need to learn how to greet, first!
- 10. 10 Why we should connectWhy we should connect Do not let the second language be left behind You are part of the same school Sharing with the class teacher what we do should not be an option
- 11. 11 How to connect?How to connect? http://www.slideshare.net/PeTii1/input-interaction-and-second-language-acquisition R
- 12. 12 PYP cannot be related to what I teach. My students need to learn how to communicate in the host country language, and this is what I teach them. It’s pointless to teach Beginners how climate changes because of the fossile gas!
- 13. 13 My school wants me to connect my lessons with the PYP units of inquiry, and this is what I do. I can find a topic related to the current unit and give lessons about it.
- 14. 14 The goal is to find a balanceThe goal is to find a balance betweenbetween
- 15. 15 How to connectHow to connect •Create the L2 Unit to be connected to the PYP Unit •Create the L2 Unit to be connected to the PYP Unit •Work in groups •Work in groups •Communicate and have frequent feedbacks •Communicate and have frequent feedbacks
- 16. 16 Second language UnitSecond language Unit Grade-Level-teacher PYP theme Central idea Line(s) of Inquiry Order of unit Concepts Transdisciplinary skills Length of Unit Objectives Vocabulary Material Assessment Learner profile End of the unit PYP Unit L2 Unit
- 17. 17 Second Language and Lines ofSecond Language and Lines of InquiryInquiry Before the unit:Before the unit: 1st1st Contact the class teacher and the PYP coordinator Read the unit Reflect on the lines of inquiry having in mind the level of your students and the objectives in your curriculum Select material
- 19. 19 ConnectionConnection •Language unit•Language unit Your program/curriculum for that class Modified/adapted for the language level/objective A stronger connection to close the unit with
- 20. 20 Second Language and Lines ofSecond Language and Lines of InquiryInquiry What can we find, in the central idea and in the lines of inquiry, that can be suitable for a student at that level and of that age?What topic/vocabulary/grammatical structure do we usally cover at that time of the year? Where is the link?
- 21. 21 Second Language and Lines ofSecond Language and Lines of InquiryInquiry During the unit:During the unit: Find activities connecting : PYP Second language Real life 2nd2nd Have a check list/diary Identify a good practice for the end of the unit (storytelling)
- 22. 22 Second Language and Lines ofSecond Language and Lines of InquiryInquiry After the Unit:After the Unit: Have a feedback meeting with the PYP coordinator in order to share problems or best practices 3rd3rd
- 25. CENTRAL IDEACENTRAL IDEA The earth is part of a vast and complex universe. LINES OF INQUIRYLINES OF INQUIRY Components of the universe How current scientific theories about the universe evolved Advances in technology continue to increase our knowledge and thinking HOW THE WORLD WORKS grade 4-5 beginners An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
- 26. 26 LUNEDÌ È il giorno della LUNA MARTEDÌ è il giorno di MARTE MERCOLEDÌ è il giorno di MERCURIO GIOVEDÌ è il giorno di GIOVE VENERDÌ è il giorno di VENERE SABATO è il giorno di SATURNO PosterPoster
- 27. 27 The planet caterpillarThe planet caterpillar Mammaecasalinga@altervista.org
- 29. 29 Nursery Rhyme
- 30. 30http://www.infanziasanlorenzo.it/bambini/racconti/La%20favola%20del%20sole%20e%20della %20luna.php
- 31. 31 HOW THE WORLD WORKS An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment. CENTRAL IDEA Earth Materials have different properties and provide many of the resources that humans use. Lines of Inquiry ∀Composition of the earth Grade 2 beginnersGrade 2 beginners School objects made of… Song Curriculum: verb to be (essere); preposition of (di)
- 32. 32 Grade 2 BeginnersGrade 2 Beginners Il quaderno è di carta La matita è di legno
- 33. 33 Ci vuole un fiore It takes a flower
- 35. 35 Italian Language 4-5 Level: Beginners Teacher: Name HOW THE WORLD WORKs An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment. CENTRAL IDEA The physical laws of forces and motion affect all matter. Lines of Inquiry ∀What a force is and what forces are at work in our world ∀How forces affect us and all other matter Body parts and related verbs Verbs of motions Means of transportation •Curriculum: •Definite and indefinite articles- prepositions Leonardo da Vinci
- 37. 37 Vado a scuola A piedi In bici In autobus In macchina
- 39. 39 Inquiry into the nature of the self; beliefs and values; person, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human. Who we areWho we areWho we areWho we are http://sarah.theworkexperiment.com/this-is-who-i-am/
- 40. 40 Objectives ActivitiesObjectives Activities Descriptions Verbs of description To like/dislike Expressing preferences Greetings Age (Numbers) Possessive words Gender Poster with portrait Description (physical and personality) Box of moods Ask for and give personal information
- 41. 41 Box of moodsBox of moods
- 43. 43 Inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives. Where we are inWhere we are in place and timeplace and time Where we are inWhere we are in place and timeplace and time www.dreamstime.com
- 44. 44 Objectives ActivitiesObjectives Activities Adverbs of space Talk about personal experiences Past tense Short stories Places Time Days/months/seaso n Field trip Description of pictures/ bedroom/ classroom Comics Put sentences in order Family history
- 45. 45 Inquiry into the natural world and its laws, the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment. How the worldHow the world worksworks How the worldHow the world worksworks www.fineartamerica.com
- 46. 46 Objectives ActivitiesObjectives Activities Weather Cities Countries Languages Technology Environment Broadcasting School communities Searchwords My country: presentation
- 47. 47 Inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. How we expressHow we express ourselvesourselves How we expressHow we express ourselvesourselves http://www.janeaustenbrasil.com.br/
- 48. 48 Objectives ActivitiesObjectives Activities Expressing feelings How are you? Connecting words Space markers Adjectives Colours Description Matching sentences and pictures Creating a character Songs/poems
- 49. 49 Inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment. How we organiseHow we organise ourselvesourselves How we organiseHow we organise ourselvesourselves http://www.colorkiddo.com.
- 50. 50 Objectives ActivitiesObjectives Activities School Jobs Products Shops Imperative Ask for and give information and direction Simple request Roles cards Jobs games Role play School schedule At the shop
- 53. 53 Inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution. Sharing the planetSharing the planetSharing the planetSharing the planet whiteboxerchronicles
- 54. 54 Objectives ActivitiesObjectives Activities Animals Environment I’m sorry/ Please/Thank you Presentation of the students’ own country Role play: resolving conflicts Description: out of the window What animal is it? Do you have an animal? Let’s create a fantasy animal!
- 55. First step Second step Form groups based on the language you teach (when possible) Get a theme Decide the level of your class (beginner/pre- intermediate) Select one of the lines of Inquiry Try to look beyond the line in order to adapt the concept to the objectives and the language level Create an activity Share!
- 56. 56 Combined classesCombined classes Combin ed classes Connec t to both classes (to do so, a complet e collabor Connec t to one class.
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- 58. 58 International School ofInternational School of FlorenceFlorence Linda Lanis Modern Languages Department Chair Italian Language coordinator l.lanis@isfitaly.org www.midisegni.it The very good site where you can find pictures ready for you to use in class!
- 59. 59