CLIL-SIOP Micro-Lesson Plan

 

Teacher: Camila Neme

Date of elaboration: 5 March

Date of application: (Date in which the micro-lesson is intended to be applied)

Institution:

Célestin Freinet School

Academic year/grade:

Transition

Number of students:

8

Ages of students:

from 3 to 6 years

Description of students:

It’s a multigrade classroom, students are between aged between 3 to 6 years (some of them are children with ADHD).

Probably the main strengths are that the children can understand with some ease the language and they also try to answer the questions appropriately, so communication and cognition could be the strongest areas.

In terms of weaknesses, I would say that perhaps culture is not a strong area because in my lessons there is not enough time to share or consider this topic or, at least, we are not completely aware on how to apply this aspect in our classes.

Subject:

Simple addition

Timing:

80 minutes

Micro-lesson name:

Let’s Add (Lesson 9 – unit 2)

Explicit Connections to Prior Knowledge and Experiences/Building Background:

The teacher will begin with the song “Ten Little Rulers” which will help us to remember the numbers from 1 to 10. Then, we are going to play a game in the classroom, it consists on giving an action command and then count up to a number between 1-10 (e.g. turn around 4 times…1,2,3,4,. Now, kick a ball but we are going to add 1 more number, so 1,2,3,4,5 stop! – now jump in your places but let’s add 1 more number, so we are going to jump 6 times 1,2,3,4,5,6 stop! (…)

The teacher asks “How many times we kicked the ball? Was it the same number of times that we turned around?

(Another option I have is a role-playing game, in which we can ask and answer using the numbers from 1 to 10). 

Content objective(s):

SWBAT:

 -       At the end of the lesson students will be able to familiarize with numbers and symbols in English related to simple addition problems through stories or picture cards.

-       At the end of the lesson students will be able to add small figures / numbers and express the result orally.

 

 

Language Objective(s):

SWBAT:

 -       To participate in oral conversations in English by explaining their solutions to addition problems, using mathematical terms.

-       Follow simple instructions in English through auditory activities, such as songs related to adding objects or elements.

-       Share solutions to addition problems, using basic English words and phrases to describe the process of counting and adding.

-       The student demonstrates comprehension in the use and/or response to questions such as "How many...?"

Key content-language: 

Addition

Adding

Maths

Key general-academic-language:

Plus

Equals

There are (two,three,four…)

How many _____ are there altogether?

Ways to integrate cultural opportunities:

Teacher will encourage students to talk about some activities we usually do on Sundays (as a Colombians)

-       She will begin with a question: “What do you do on Sundays?”. Then, she will give students an example of the activities she used to do.

-       Depending on the student’s answers, the teacher will ask some questions with the form: “How many…”-    

Key sequence of activities:

To introduce the concept of “Adding” the teacher will start playing with 1 ball. Then, she says “Now I have another ball right here, so I have…1 and 2 pink balls” and she adds 1 more and encourages the students to count them.

She asks: What happens if I add 1 ball? How many balls do I have?

Now the teacher explains the adding on the board drawing a number line and she shows how to count along the number line on the board.

Then, the teacher will show the “adding box” in which students put the number of bottles caps the want to add by saying “___ plus ___” equals ___. At the end, they count them all to give the total. They are going to try some additions within 10 with this box.  

Materials:

Math symbols (plus and equals)

Pencils, balls, bottle caps, beans, red and blue crayons

Playdoh

Strategies:

Cognitive (constructivism), social/affective (interaction between classmates and the teacher).  

Review/Assessment:

While some students are playing in the “adding box”, others will be adding with some dice and virtual exercises.

https://wordwall.net/resource/35347224/doubles-pop (virtual)

Wrap-Up: 

 

Include below additional considerations, materials and resources useful for the planning and application of the lesson:

We are going to try to sing or answer according to the exercises  https://www.youtube.com/watch?v=vR4pVGNisZA

In addition, the teacher will show the traffic lights to the students, and she will explain how to use them. Therefore, she will ask to each student if they found easy or difficult to understand the topic, if they have understood how do we add and how de they feel in terms of adding: 

-       Red: bad

-       Yellow: so so

-       Green: good

  

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