Objectives: Content - Genre: To further familiarise the learners with different forms of poetry.

. To review special features of the poetry genre including metaphor and rhyme scheme. To develop poetry recitation skills. Content Topic: To review the things that we can do in order to reduce Global Warming. To review the things that we are doing that are harm causing harm to the environment. Language To support the development of the following reading skills: previewing and predicting what is coming next, scanning for key words, guessing meaning from context, and paraphrasing what has been read. To develop pronunciation, focusing on aspects of connected speech. Stage of Lesson Introduction

Differentiation: Differentiated Teacher Support Differentiation within table groups (two lower level and two higher level at each table) Vocabulary activity lower level students cards included extra visuals Extension activity Thinking: Reading strategies implicitly taught prediction, using contextual clues, ensuring understanding of purpose, identifying the key points in each paragraph etc. Teacher modelling of inferring meaning from context Explaining what actions humans are taking to harm the Earth Explaining what actions humans can take to save the Earth Interpreting figurative language

Language Support: Language of learning talk scaffold Writing scaffold with sentence stems worksheet 1 Opportunities for collaboration with peers Appropriate visuals accompanying most text Classroom Management: The classroom is arranged so that the students are sitting in groups of four. The groupings have been pre-determined and the students know where to sit down as they come into the classroom. Students are sitting in mixed ability groups with two lower level students and two higher level students at each table.

Activities 1. The teacher welcomes the students and in language they will easily understand, the teacher now explains the days learning objectives and success criteria.

Lead in to Reading Task

2. The teacher displays page 3 of the PowerPoint and explains that what is written there is the title of the poem they are going to read. She also explains that they are going to use the picture on the slide and the title of the poem to help them predict what the poem will be about. She elicits a couple of predictions from the class so that the learners are clear about what to do. Next, the teacher asks the students to work in pairs and numbers them student 1 & student 2 (students work in ability pairs lower

Rational 1. I explain the learning objectives because it focuses the students on the task in hand, initiates selfreflection, and allows students to begin to monitor their own progress, all of which leads to greater autonomy. 2. The PowerPoint provides a visual scaffold for weaker learners and also helps all learners, visual learners especially, to activate their schematic knowledge of the topic.

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1 Young Learners Assignment - CLIL Lesson Plan - Jennifer Taylorson

Pre-Reading Task

level learners paired together and higher level learners paired together rather than mixed abilities). She gives each pair a copy of worksheet number 1 and a language of learning talk scaffold. The teacher stipulates that the students will have only 3 minutes to discuss and write down their answers. She displays a countdown timer (http://classtools.net/education-games-php/timer) on the board. 3. Students discuss predictions in pairs and student 1 writes down the pairs answer onto worksheet 1. During the activity the teacher will move around the class talking to different groups scaffolding their learning and assessing their progress. At the end of the activity the teacher will ask for whole class feedback.

First Reading of the Text

4. The teacher now explains to the learners that in a minute they are going to read the poem in order to see if their predictions about the text were correct. She also tells the students that they will probably not understand everything at this stage. She explains that this is ok because the text will become clearer after each reading and after each activity, and by the end of the lesson they will understand the poem well. The teacher explains that in this first reading, the students should try to use the pictures next to the text to help them

3. Students work in pairs so that they can support and scaffold one anothers learning of both content (pooling ideas etc.) and language (through negotiating meaning and pooling their linguistic resources). The pairs are ability pairs because later tasks are differentiated and also so that teacher support can be differentiated. The reason for doing the activity itself is that good readers are active readers and activeness involves being able to connect prior knowledge with the information presented in a text and to constantly make predictions about what may be coming next. This activity implicitly teaches learners how to use the clues (title, illustrations, layout etc.) available to them to make predictions about what will occur in the text and encourages them to activate their schematic knowledge of environmental issues before reading. Finally, this task will provide a reason for reading, as during the initial reading, students will be looking to see if their predictions about what is in the text are correct. 4. Often learners find reading difficult and frustrating especially in CLIL contexts where texts usually contain a lot of difficult words the learners will probably not have encountered prior to reading, or will only have a very passive knowledge of. One of the aims of this activity therefore is to try and increase the learners tolerance for ambiguity and to implicitly teach them that strategies such as re-

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2 Young Learners Assignment - CLIL Lesson Plan - Jennifer Taylorson

understand the general idea rather than focus on all the details. After this explanation the teacher hands each student a copy of the text. After reading, in their pairs, the students discuss what they think the poem is about and whether or not their predictions were correct. They fill in the second section of worksheet number one (student number two this time acting as scribe). The teacher moves around monitoring and supporting. Vocabulary Focus 5. The teacher now displays page 4 of the PowerPoint on which 9 difficult words from the text are written. The teacher reads all of these words aloud to the students and gets them to repeat after her. She also writes in the word stress onto the board. The teacher now instructs students to work individually to find and underline these words in the text. She gives them 1 minute for this task and displays the countdown timer to keep learners on track. After underlining the words, the teacher gives each pair some jumbled up cards on which are the words (containing the word classification and phonemic representation of the word) and their definitions (activity slightly differentiated lower level learners have extra visual support on their cards). The students job will be to reread the parts of the text containing the underlined words in order to use the context and the pictures to work out what the words mean, matching the cards to the definitions. Making sure that the students are not fiddling with their cards, before allowing the students to go on and do this activity themselves, the teacher demonstrates how to use pictures and context to work out word meanings. She displays page five of the PowerPoint, on which the second stanza of the poem is written with accompanying illustrations. The teacher draws the students attention to the picture of the tree

reading, pausing to think about/discuss what they have read, and re-evaluating what they understand from a text as they continue to read will help to make the meaning of the text clearer. S S-S

5. The teacher reads the words aloud to the students so that they know what the words sound like as knowing how to pronounce a word is an important part of activity knowing a word. The teacher sets a time limit on this activity because she wants the learners only to scan the text for these key words, she doesnt want the students to get distracted and to start reading for detail at this stage.

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The teacher demonstrates how to use context to infer meaning because in CLIL contexts, where texts are often lexically dense and conceptually demanding, in order for learners to access the content within the texts they are having to read, they must learn to develop skills such as using context to infer meaning. CLIL teachers therefore often focus on teaching learners strategies that will

3 Young Learners Assignment - CLIL Lesson Plan - Jennifer Taylorson

and asks, does the tree look healthy? What has happened to the tree? The teacher next draws the students attention to the following line: Watching the dying, withering trees and asks What is dying? The teacher then asks, if the word dying is describing the trees, then what is the word withering describing? (The teacher also draws an arrow from the word dying to the word trees and writes a question mark above the word withering, gesturing with her pen to show that she is asking which word withering is describing). The teacher sums up what they have found out and then asks the students to use this information to find the correct definition for the word withering. The students now work in their pairs to match the definitions to the words using the context of the text and the pictures. During the activity the teacher monitors and assesses the students progress. At the end of the allocated time, the teacher displays the correct answers on the board and the students correct/check their own work. 6. Next, the teacher instructs the learners to work in groups of four. She gives each learner a copy of some questions about the text. Using the Numbered Heads Together Kagan collaborative learning structure (please see folder for instructions) the students support each other to answer the questions about the text. (As each group answer each question and put their hands up, the teacher goes to each group to discuss their answer/coach/support rather than doing whole class feedback after each question). (There is an extension activity revision of past lessons for groups who finish early. In this activity learners are given a set of question cards and use the Fan and Pick Kagan Structure please see resources for instructions to ask and answer the questions in their groups of four).

help them to do this and to become autonomous readers more generally. Further to the above, at the beginning of the year the learners are tested to see which VAK learning preference is strongest for them. In this class there are a high number of kinaesthetic learners. The card activity is designed to engage these learners. The word classification and pronunciation of each word is present on the cards as this information will help the learners develop activity knowledge of these words. At the end of the activity, the pairs correct/check their own work in order to promote learners autonomy.

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Developing a Deeper Understanding, Identifying the poems message and purpose.

6. The comprehension questions are designed to help the learners gain a deeper understanding of the poem and will help them learn how to interpret figurative language when they encounter it. This activity also requires the learners to summarise and put the text into their own words. This type of activity is important because it helps the learners become critical readers as it requires them to question and make decisions about what the key points of a text/paragraph are. Finally, questions 3 & 4 help the learners to connect background knowledge to the content of the text something which successful readers tend do automatically.

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4 Young Learners Assignment - CLIL Lesson Plan - Jennifer Taylorson

After all the groups have completed the questions the teacher brings the class together and displays page 7 of the PowerPoint. She asks the whole class the following question what is the message of the poem? What is it trying to tell us? Using the time, pair, share Kagan collaborative learning structure (see folder for instructions) students answer this question in pairs and feed back to the teacher. After this, the teacher then instructs the students to fill in the last section of worksheet number 1 in their pairs (this time student 1 is scribe). The teacher now asks the learners what they think the purpose of the poem is the students use the time, pair, share structure again and then feedback to the whole class.

Students use the Numbered Heads Together strategy because it will allow them to support/scaffold one anothers learning which is particularly important in this activity because it will be quite challenging for the learners. No whole class feedback because as the learners will be paraphrasing and effectively putting the poem into their own words during these questions, there are no right or wrong answers and therefore it is more appropriate for the teacher to go to each group and discuss their answers directly with them. The two questions that follow on from the comprehension questions are designed to focus the learners attention on what the communicative purpose of the poem is. This is important because knowing what the purpose of a text is aids comprehension as it helps learners to determine whats important in the text and gives them a clear purpose for reading.

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Focus on Content Aims 1

7. The teacher now asks the students to turn over their copy of the poem and to put down their pens. She tells them that she is going to read the poem to them and their job will be to listen and to write down the rhyming sounds that they hear in order, after which they will write the poems rhyme scheme. The students will do this using the Numbered Heads Together Kagan structure. The teacher explains that after the first reading/after stage 4 of Numbered Heads Together, she will read the poem again and this time the students will check their answers. Whole class feedback - teacher elicits answers from students and writes them on the board (page 8 of the PowerPoint).

7. To recap on the concept of rhyme schemes and also as a listening exercise to help the learners develop their ability to recognise particular sounds.

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Focus on Content Aims 2/ PostReading Activity/Plenary

8. Still displaying page 8 of the PowerPoint, the teacher explains that in this last part of the lesson the students are going to listen to the poem once again, marking onto their copies which words are stressed, which words are connected to one another etc. so that they can then practice reciting/performing the poem themselves in groups of three. The teacher explains that for their homework they will learn to recite the poem confidently and they will record their reading of the poem in the next lesson. (As the students leave the class the teacher will give them a checklist stating the elements of a good poem recitation so that the students know what is expected of them when they come to record their performances next lesson). The teacher now reads the first two lines of the poem and asks the students as a whole class which words they think are stressed most. The students feedback and the teacher marks the sentence stress onto page 8 of the PowerPoint. She then asks the students to listen again to the first two lines to see if they can recognise which words are connected. The teacher marks onto the board the words that sound as if they run into each other and she also marks on the schwa and the weak sounds. The teacher now arranges the students in groups of three numbered 1 - 3. She reads through the poem and gets the students to work in pairs to mark onto their own copies the strong words in each line and any words that run into one another. The teacher moves around the classroom checking the students work as she reads. Finally, students work in their groups practicing the poem (student 1 takes the first stanza, student 2 the second, etc).

8. To develop awareness of connected speech including elision, linking and assimilation and to develop confident presentational skills. Further to this, in earlier lessons, connections had been made between Arabic poetry and English poetry. The students had said that in their Arabic lessons they always recited the poetry they were learning about/studying, saying that for them, the point of poetry was to perform/recite it. They asked why they hadnt had the opportunity to recite any of the poems they had been studying in their English classes. This activity therefore, as well as aiming to develop aspects pronunciation, is also designed to affectively engage the learners and to bring English poetry alive for them.

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6 Young Learners Assignment - CLIL Lesson Plan - Jennifer Taylorson