CLIL LESSON

The geometric shapes

Cabr Roca, Joan

Domingo Snchez, Mnica
Garca Milln, Vernica
Fernndez Garca, Paula
Parra Parra, M Fernanda
17/05/2015
Postgrau en Ensenyament i Aprenentatge de lAngls com a L3
Universitat Internacional de Catalunya

NDEX

1. General lesson plan: The geometric shapes ........................................ 3

2. Tables of sessions ............................................................................. 6 16

Session 1 .......................................................................................... 7

Session 2 .......................................................................................... 9

Session 3 ........................................................................................ 11
Session 4 ........................................................................................ 13
Session 5 ........................................................................................ 15

3. Conclusion ........................................................................................ 17 20
4. Bibliography .............................................................................................. 21
5. Appendix

1. GENERAL LESSON PLAN THE GEOMETRIC SHAPES

CLASS GROUP

DURATION

3rd of Primary
Education

5 sessions of 60
minutes.

PERIOD

Second term

SCHOOL YEAR

2014-2015

(15 students)

SUBJECTS INVOLVED

The lesson plan involves the following

subjects:

Maths
Field of languages. English as a
foreign language is included.
Arts & Crafts

TEACHERS
Cabr Roca, Joan
Domingo Snchez,
Mnica
Garca Milln, Vernica
Fernndez Garca,
Paula
Parra Parra, M
Fernanda

TITLE AND JUSTIFICATION OF THE UNIT

It is a school situated in the middle of Rub. It is Pre-primary, Primary and Secondary School.
There are 2 levels for every year: A and B. The predominant language is Spanish, because
children speak this language. The vehicular language of education is Catalan, but there are
some subjects taught in English. The methodology of the school wants to promote this third
language.
This lesson plan is called The geometric shapes. It is focused on Maths and it is addressed
to the middle cycle, specifically to the third grade of primary education. We decided to work
on the area of Maths because it is an interesting topic to relate to the context of our students.
With this lesson plan, we want to create and suggest different tasks for our students to learn
the contents in an active and dynamic way. So, students will participate in a lot of activities
and at the same time they will be able to think about it.

The most important thing of being an English teacher is to be able to create attractive
materials for the students and use dynamic methodologies. In our opinion, the best way to
learn a language is by doing, because the most important thing is to be able to communicate
a message. So, it doesnt matter if students know grammatical rules perfectly, the most
important thing is to communicate with each other.
LEARNING OBJECTIVES

BASIC SKILLS

EVALUATION CRITERIA

The general learning objectives are:

Linguistic and communicative competence
Space and shape:

To identify and describe verbally,

using specialized vocabulary the
properties of the geometric shapes.
To explore and recognize congruent
and similar shapes.

To describe an object using

appropriate vocabulary.

To build and represent polygons on

paper.

Cultural and artistic competence

In-class participation, attitude and individual

effort.

Digital competence

Performance and academic achievements.

Mathematical competence

Final written test.

Learning to learn

Students self-assessment.

Autonomy and individual initiative

Competence

Oral presentations (pronunciation of the new

vocabulary and fluency).

Knowledge and interaction with the physical

world competence
Social and civic competence

CONTENT AREA

LANGUAGE

Speaking and interacting.

Listening, reading and understanding.

Writing down the answers of the activities.

GEOMETRY

Revision of different geometric shapes.

Classification of polygons according to the number of sides: triangles, quadrilateral, pentagon, hexagon.

Revision of the parts of polygons: sides, vertex and angles.

Classification of triangles according to their sides and angles.

Application of the new knowledge acquired by doing a final activity.

Tables of the sessions

TABLE SESSION 1

OBJECTIVES
Language aims
To use the chunks there is and there are.
To use the chunks it is and they are.
Content aim
To identify the different geometrical shapes: triangle, square, rectangle,
pentagon, hexagon, circle and circumference.

PRE- TASK
TIMING

15
minutes

MATERIAL

DIVERSITY ATTENTION

TEACHER ROLE

STUDENT ROLE

- List What do we know? and

What dont we know?
- IWB (interactive whiteboard)

If there is someone who needs

special attention, the teacher will
explain them the task in Spanish.
Then the teacher will help him/her to
create sentences.

The teacher will guide and

help students.

Students will pay attention

to the teachers indications
and they will have to think
ideas to complete the list
together.

(Organizer Prompter)

DEVELOPMENT AND ORGANISATION

The teacher shows two lists in the digital board: WHAT DO WE KNOW? and WHAT DONT WE KNOW? The students think one answer
for each column and they will write it on the interactive whiteboard.
TASK
TIMING

MATERIAL

- Memorys game
35
- Tangram + worksheet
minutes - Activities online (computers)

DIVERSITY ATTENTION

TEACHER ROLE

STUDENT ROLE

If there is someone who needs

special attention, the teacher will
help to him/her to complete all
the games.

The teacher will guide and

help the students.

Students will pay attention

to the teacher indications
and they will play the three
games in groups.

(Tutor)

DEVELOPMENT AND ORGANISATION

The teacher explains the three games to the group. Classroom is divided in 3 areas (three different games). In groups of five students rotate
through each game for ten minutes approximately. The games are:
1. Memorys game
2. Tangram
3. Online activities
POST-TASK
TIMING
10
minutes

MATERIAL

DIVERSITY ATTENTION

TEACHER ROLE

STUDENT ROLE

Picture of a landscape.
IWB (interactive whiteboard)

If there is someone who needs

special attention, the teacher will
help to them to find the
geometric shapes. Their
partners can also help them.

The teacher will guide and

help students.

Students will pay attention

to the teacher indications
and they will play the three
games in groups.

(Tutor)

DEVELOPMENT AND ORGANISATION

After doing the three games, students need to find some geometric shapes in the picture the teacher suggested. The teacher shares on the
interactive whiteboard the answer with all the geometric shapes that they can find in the picture.
Homework: Students need to bring a picture with geometric figures for the session 2.

OBJECTIVES
Language aims
To interact and communicate knowledge among them.
Content aim
To recognize the characteristics of each form: vertexes, sides and
angles.

TABLE SESSION 2

PRE- TASK
TIMING

MATERIAL
- Each student has got his or
her own picture.

15
minutes

DIVERSITY ATTENTION

TEACHER ROLE

STUDENT ROLE

If there is someone who needs

special attention, the teacher will help
them to show the picture to their
partners.

The teacher will guide and

help students.

Students will pay attention

to the explanation of their
partners.

(Participant)

DEVELOPMENT AND ORGANISATION

Students show their pictures to classmates.
TASK
TIMING

30
minutes

MATERIAL

DIVERSITY ATTENTION

TEACHER ROLE

STUDENT ROLE

Prezi presentation.
Worksheet Angles, sides and
vertexes.

If there is someone who needs

special attention, the teacher
will translate some vocabulary
during the presentation.

The teacher will guide and

help students.

Students will pay attention

to the teacher explanation
and they will work on the
worksheet in pairs.

(Organizer Resource
Controller)

DEVELOPMENT AND ORGANISATION

The teacher explains through a prezi presentation the theory (vertexes, sides and angles). Then, they complete a worksheet in pairs.
(https://prezi.com/sc4ncgicucr3/copia-de-current-event/)
POST-TASK
TIMING
15
minutes

MATERIAL

DIVERSITY ATTENTION

TEACHER ROLE

STUDENT ROLE

Worksheet Angles, sides and

vertexes.

If there is someone who needs

special attention, the teacher
will help them to complete their
worksheet. The teacher can
also write some key words on
the blackboard.

The teacher will guide and

help students.

Students will pay attention

to the correction of the
worksheet.

(Resource Organizer)

DEVELOPMENT AND ORGANISATION

All the class correct the worksheet together. Then, the teacher creates different groups of three students. Firstly, each group chooses a
geometric form (triangle, square, rectangle, pentagon and hexagon) and the teacher explains the activity (this will be homework).
Homework: Students need to bring for the next lesson five printed images of different objects in the form that they choose.

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OBJECTIVES

Language aims
To communicate simple ideas using the specific vocabulary of the
lesson (vertex, angles, sides and forms).

TABLE SESSION 3

Content aim
To classify polygons according to the sides and angles.
PRE- TASK
TIMING

MATERIAL
-

15
minutes

IWB (interactive
whiteboard)
Chart showing the
characteristics of polygons.

DIVERSITY ATTENTION

TEACHER ROLE

STUDENT ROLE

If there is someone who needs

special attention, the teacher will
help them to translate some specific
vocabulary.

The teacher will guide and

help students.

Students will pay attention

to the teachers explanation

(Resource)

DEVELOPMENT AND ORGANISATION

The teacher explains on the interactive whiteboard and through a graphic the classification of the polygons.
TASK
TIMING

MATERIAL
- Cardboards (one for each group)

30
minutes

DIVERSITY ATTENTION

TEACHER ROLE

STUDENT ROLE

If there is someone who needs

special attention, the teacher
will help them to organize all the
information.

The teacher will guide and

help the students.

Students will create an

original cardboard with the
most important information
about each polygon.

(Organizer Tutor)

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DEVELOPMENT AND ORGANISATION

After understanding the graphic, each group of students (one group = one polygon have to create a cardboard with their pictures, explaining
their polygon using their own style. At the end, we will have 5 cardboards explaining 5 different polygons.
POST-TASK
TIMING

MATERIAL
-

15
minutes

The cardboards and the board

for the teacher to write down the
questions.

DIVERSITY ATTENTION

TEACHER ROLE

STUDENT ROLE

If there is someone who needs

special attention, the teacher
will help them by giving some
clues to answer the questions.

The teacher writes on the

whiteboard some
questions for guiding the
students to share their
knowledge.

Students share they own

knowledge to their
classmates.

(Organizer Tutor)
DEVELOPMENT AND ORGANISATION
Show & Tell using the technique of groups of experts (one member of each group/polygon will join the other members/polygons to form one
new groups with all the polygons worked separately, and will explain the different characteristics of each one.
Example of questions the teacher can write on the board:
A triangle has got.
A square has got
We find 5 vertexes in the
There is a shape with... sides.
We can find pentagons in (Places, buildings)
The sides of the rectangle are

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OBJECTIVES
Language aims
To interact and communicate knowledge with the group.
Content aim
To understand all the contents of the unit

TABLE SESSION 4

TASK
TIMING

35
minutes

MATERIAL
-

Kahoot
Computers (one for each
student)

DIVERSITY ATTENTION

TEACHER ROLE

STUDENT ROLE

This is an activity in groups, so the

partners will help students who
need help, or have language
difficulties or comprehension.

To explain the activity and

to control the class.

Student share they own

knowledge to the other
partners in order to choose
the right answer of the
kahoot.

(Organizer Participant)

DEVELOPMENT AND ORGANISATION

https://play.kahoot.it/#/k/59b1535b-a10c-4d06-8ea9-f1a98e622c80
In groups, they will introduce the code in the kahoots page, and answer the different questions. They have to share their knowledge and
arrive to one single option of the different questions. They also have to enjoy the game and be able to yield when they choose the correct
answer without arguing. It is a revision of all the contents worked for the exam.
Then, when everybody finishes all the whole class answers the different questions and talk about (clarifies) doubts students might have.

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POST-TASK
TIMING

MATERIAL
-

15
minutes

Self-assessment chart.

DIVERSITY ATTENTION

TEACHER ROLE

STUDENT ROLE

If some student doesnt understand

the chart and need help the
teacher will read with them and
they will complete the chart
together.

The teacher will guide and

help students.

Students have to complete

the chart individually.

(Organizer Tutor)

DEVELOPMENT AND ORGANISATION

The teacher delivers a self-assessment chart to the students and they have to complete individually. They need to underline or colour the
table by choosing the premise which define them correctly (their work, their participation, and so on.)

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OBJECTIVES
Language aims
To clarify doubts about the questions of the test.
To write the answers in the foreign language.
Content aim
To revise and apply the geometric contents.
To create geometric shapes using a resource or a series.

TABLE SESSION 5

PRE- TASK
TIMING

MATERIAL
- Worksheet: Geometric
shapes (final activity)

10
minutes

DIVERSITY ATTENTION

TEACHER ROLE

STUDENT ROLE

If there is any student with a special

need, the teacher will provide a
personalized support. The test can
be adapted according to their needs;
maybe it could be shorter or longer
than the others (Scaffolding criteria).

The teacher explains the

questions of the final
activity.

Students pay attention and

listen to the teachers
indications.

(Organizer)

DEVELOPMENT AND ORGANISATION

The teacher will remind students the rules they have to keep to keep in mind during a test: being in silence and raising the hand for some
doubt. He also will read the questions aloud to clarify any doubts.
TASK
TIMING

40
minutes

MATERIAL
- Worksheet: Geometric shapes
(final activity)

DIVERSITY ATTENTION

TEACHER ROLE

STUDENT ROLE

If there is any student with

special needs, the teacher will
provide a personalized support.

The teacher will answer the

questions or clarify doubts
of the students.

Students have to do the

test.

15

(Controller)
DEVELOPMENT AND ORGANISATION
The teacher will be walking around the class clarifying doubts.
POST-TASK
TIMING
10
minutes

MATERIAL

DIVERSITY ATTENTION

TEACHER ROLE

STUDENT ROLE

The Pajifiguri provided by the

teacher or the notebook to do
the geometric series

If there is any student with a

special need, the teacher will
provide a personalized support.

Teacher will be working

with the student who has
finished the final activity
earlier (fast-finishers).

If any student finishes the

work early, they will be able
to do two exercises; the first
consists on creating a form
using the Pajifiguri and the
second consists in drawing
on their notebook, geometry
series and colour them.

(Organizer Participant)

DEVELOPMENT AND ORGANISATION

SCAFFOLDING: This part of the session is for those students who have finished their test earlier. They will be able to create geometric
shapes using a resource called Pajifiguri. It is a cube of rubber strings that allows us to create some geometric shapes creatively. For
instance: a hexagon, a triangle, a pentagon and so on. The students have to bear in mind the characteristics of the geometric shapes to be
able to create them. The teacher will be with the students looking at what he or she does.
In case of the student finishes the Pajifiguri activity he or she can use his or her knowledge to invent a geometric series.

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3. CONCLUSIONS
During the application of this project The geometric shapes students will learn
more about this theme and they will also learn specific vocabulary. The teacher
has also all the instructions and materials to do it correctly, but we know that
each group is different, so, the materials and activities can be modified.

It is made of five sessions of around one hour each. We decided to use new
tools to capture the interest of our students. Therefore, during the whole lesson
plan students will work individually, in pairs and in groups. This helps us to pay
attention to the diversity and necessities of each student.

While we were creating the project we came across some difficulties. The first
one was to decide the evaluation criteria. We always work with the same
structure of Unitat Didctica and this time it was different. This fact affected us,
but we know it is very important to learn other ways of creating a lesson plan
that is why we think it was an interesting activity to do as a final compulsory
task.

Secondly, it was complicated to meet outside university because we live in

different neighborhoods. For this reason, we decided to use new technologies
such as Google drive, in order to elaborate the project. It was interesting to work
physically separated but at the same together.

In conclusion, we think this CLIL project could be used for us and for other
teachers in the future. However, it is paramount to try it with students first to
improve all the materials suggested.

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GRAPH 1
Why is this lesson plan based on CLIL methodology?

The planning of our unit lesson is based on application of Blooms Taxonomy as

you can see in this graphic. In a coherent way and as required by CLIL
methodology, we started with the easiest activities which require a lower level of
command of some skills than the activities we have planned for the end of the
lesson.
According to Blooms Taxonomy we have placed at the base of the pyramid the
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activities related to students previous knowledge, which means, remembering

some facts and some information we already know about the topic we will work
on throughout the unit. In this stage all it is required is remembering things that
our students should already know. So, we will devote the first session of our
lesson plan to them.

On the second grade of the pyramid we have placed the activities, which are
connected to the content we want our students learn throughout this unit.
Through a Prezi, the teacher will explain the contents that will be assessed. It
will be easy to know that comprehension is already required. Our students must
understand the content and therefore, the grade of difficulty is already higher
than the first activity. We have devoted the second session to face that grade of
the Blooms Taxonomy.
The third grade of Blooms Taxonomy is placed in the middle of the pyramid.
This grade involves a certain grade of difficulty. Our students should for
example be able to explain to the rest of the class a specific polygon. It can be
easy to guess that for this activity some high cognitive skills are required, and of
course, it is not a stage a student can reach if they previously has not overcome
the two previous ones.

On the fourth stage, we have placed what could be defined as self-assessment.

By using a TIC tool like Kahoot, our students should be able to analyse whether
they have engaged all contents or at least the major part in order to confront the
assessment in the very last session of the unit plan. In this stage there have to
be some feedback about the idea we have been working throughout the lesson.
And also an application of the new knowledge. Besides, remembering the
comprehension as well, the application and analysis of their own knowledge are
required.

Finally, the last session corresponds with the assessment. This is the highest
level in our lesson plan and the penultimate in Blooms Taxonomy. Now it is
time for our students to show what level they have achieved.

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GRAPH 2

This graphic shows in a very clear way, the progression of our activities so it
refers to the grade of difficulty.

We can observe that the first session is low in both fields. Both in linguistic
demands and cognitive demands. The second session is also within the first
square but slightly upwards. This is because the activity is harder both
linguistically and cognitively. Session three requires a certain grade of
competence in both fields and finally, the sessions four and five are placed at
the top where a student will need to have a high cognitive and linguistic
command.

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4. BIBLIOGRAPHY
In order to do this lesson plan we have looked up the following sources:

Curriculum of Primary Education

Your dictionary. Retrieved from

http://examples.yourdictionary.com/what-are-examples-of-geometricshapes.html

Geometric shapes . Retrieved from

https://www.risd.k12.nm.us/assessment_evaluation/ImprovSBAscores/3rdgr
ade/geometric%20shapes.pdf

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