DAILY LIFE IN ANCIENT ROME A CLIL Lesson For ESL Learners By Elena Ramírez García 2016

PRESENTATION ERG-2016 This CLIL lesson plan titled “Daily Life in Ancient Rome” is designed for Year 4 Primary pupils. The main focus of this lesson plan is to get pupils an understanding of the daily life in Ancient Rome. Daily Life in Ancient Rome

JUSTIFICATION ERG-2016 One of the principles of a CLIL lesson is that content leads language learning. Besides, we have to take into account that learning about history in a non-native language can be challenging for pupils. It evolves the development of knowledge and understanding of: - Events- The influence of the past in the present -People- Chronology -Structures and changes in the past - Interpreting and evaluating sources -Explaining cause and consequence - Comparing and contrasting interpretations in the past -Making links across historical periods- Reaching conclusions

JUSTIFICATION ERG-2016 The contents and activities included in this CLIL lesson plan have been designed taking into account Coyle’s 4Cs of CLIL for planning lessons (1999): CONTENT Daily Life in Ancient Rome will be the history topic of this CLIL unit. COMMUNICATION Pupils will learn about how to use academic language in order to communicate their knowledge of historical events, ideas and descriptions of the features of the Ancient Rome lifestyle. They will also need to be able to discuss historical arguments and justify their opinions. COGNITION Pupils will reflect on the way Romans behaved and socialized. CULTURE Pupils will learn about some aspects of the lifestyle in the Roman times. 4Cs

METHODOLOGY ERG-2016 Daily Life in Ancient Rome is the key content of this lesson unit which will be presented following the premises of the Scaffolding Theory defined by Vigotsky (2002). This theory can be implemented as a teaching strategy because facilitates the learner’s ability to build on prior knnowledge and internalize new information. That is to say, contents will be introduce in a logical, structured and conecting way, from the easiest to the most difficult ones. This sequence will be focused on the objectives of this CLIL lesson plan. In order to achieve competence in communicating ideas about how Romans lived, the teacher should help pupils notice key grammatical patterns as well as key content vocabulary.

ACTIVITIES CONSIDERATIONS ERG-2016 ACTIVATING PRIOR KNOWLEDGE What do learners already know about Daily Life in Ancient Rome? Brainstorming ACTIVATING PRIOR KNOWLEDGE What do learners already know about Daily Life in Ancient Rome? Brainstorming INPUT AND OUTPUT Input (Teacher): Presentation of contents The 4 basic skills (R W L S) Output (Learners): Activities performance: The 4 basic skills (R W L S) INPUT AND OUTPUT Input (Teacher): Presentation of contents The 4 basic skills (R W L S) Output (Learners): Activities performance: The 4 basic skills (R W L S) WAIT TIME Content is taught in the second language and a longer wait time than usual is needed so learners can process new concepts in a new language. WAIT TIME Content is taught in the second language and a longer wait time than usual is needed so learners can process new concepts in a new language. COLLABORATIVE TASKS Activities will involve learners in producing key subject- specific vocabulary and structures in meaningful pair or group work activities. COLLABORATIVE TASKS Activities will involve learners in producing key subject- specific vocabulary and structures in meaningful pair or group work activities. COGNITIVE CHALLENGE Learners will need considerable support to develop their critical thinking in the second language. They not only will use functional language, but they will also need to communicate the cognitive and academic language of the history subject. COGNITIVE CHALLENGE Learners will need considerable support to develop their critical thinking in the second language. They not only will use functional language, but they will also need to communicate the cognitive and academic language of the history subject.

Activity 1 : The Romans: Brainstorming Group: Y4 Abilities: Reading, Writing, Listening, Speaking Objective: To activate prior knowledge of learners about the content unit. Duration: 15 min. (Lesson 1 - Part A) Materials: 5 Worksheets, pencils and rubbers. Activity 1 : The Romans: Brainstorming Group: Y4 Abilities: Reading, Writing, Listening, Speaking Objective: To activate prior knowledge of learners about the content unit. Duration: 15 min. (Lesson 1 - Part A) Materials: 5 Worksheets, pencils and rubbers. INSTRUCTIONS - The teacher will present the content unit asking pupils about what they already know about the Romans and about what they expect to learn about them. - The class will be divided into 4 groups of 5 members. - By turns, pupils will discuss and write their ideas on the worksheet. -At the end, all groups will share their ideas out loud in order to complete the worksheet. Teacher Tips You can project or copy images to help learners to associate words or phrases to them. Sometimes you can expect learners to use some mother tongue language and then translate because they know many facts in their first language. ERG-2016

Activity 2: The Roman Empire Timeline: Matching- Cards Game Group: Y4 Abilities: Reading, Listening and Speaking Objective: To link images with information to learn about the Roman Empire Timeline. Duration: 15 min. (Lesson 1 – Part B) Materials: 1 set of Matching-Cards Game per pair and DWB. Activity 2: The Roman Empire Timeline: Matching- Cards Game Group: Y4 Abilities: Reading, Listening and Speaking Objective: To link images with information to learn about the Roman Empire Timeline. Duration: 15 min. (Lesson 1 – Part B) Materials: 1 set of Matching-Cards Game per pair and DWB. INSTRUCTIONS -Pupils will be divided into pairs. A set of The Roman Empire Timeline Matching- Cards Game will be given to each pair. -Pupils will have 10 minutes to sort timeline pairs into chronological order. -After completion, the teacher will project the answers on the DWB. -The events will be discuss as a whole class to ensure that the pupils understand the vocabulary and events described. Teacher Tip For further information about the key dates and events involved in the Roman times you can use these links: ids/preload.htm junior.kent.sch.uk/homework/rom ans.html ERG-2016

Activity 3: The Roman Empire Timeline Group: Y4 Abilities: Reading, Writing, Speaking and Listening Objective: To put in chronological order the main events of the Roman Empire. Duration: 20 min. (Lesson 1– Part C) Materials: 1 Timeline Worksheet per pupil, pen and DWB. Activity 3: The Roman Empire Timeline Group: Y4 Abilities: Reading, Writing, Speaking and Listening Objective: To put in chronological order the main events of the Roman Empire. Duration: 20 min. (Lesson 1– Part C) Materials: 1 Timeline Worksheet per pupil, pen and DWB. INSTRUCTIONS -A copy of The Roman Empire Timeline Worksheet will be given to pupils to work individually. -With the aid of the information projected on the DWB, learners will fill the information boxes in the timeline worksheet. -After completion, the events will be discuss as a whole class to ensure that the pupils understand the vocabulary and events described. ERG-2016 Teacher Tip Notice that the concepts of BC and AC need to be explained in advanced so learners can place the dates in the correct chronological order.

Activity 4: Meeting the Romans Group: Y4 Abilities: Reading, Writing, Speaking and Listening. Objective: To put in chronological order the main events of the Roman Empire. Duration: 50 min. (Lesson 2) Materials: 1 Set of Meeting the Romans Texts. 1 Set of Meeting the Romans Fill-in Texts. Activity 4: Meeting the Romans Group: Y4 Abilities: Reading, Writing, Speaking and Listening. Objective: To put in chronological order the main events of the Roman Empire. Duration: 50 min. (Lesson 2) Materials: 1 Set of Meeting the Romans Texts. 1 Set of Meeting the Romans Fill-in Texts. INSTRUCTIONS -One set of Meeting the Romans Texts will be sticked on the wall in different places around the classroom. Pupils will be divided into 4 groups with 5 members. -Every group will be given a different text of the Meeting the Roman Fill-in Texts Set. Taking turns, a member of each group will go an read the information on the wall and come back to their group to fill-in the information on the uncompleted text. -After completion, all groups will share their information to the whole class. ERG-2016 Teacher Tip When sharing information to the whole class, make sure all concepts and vocabulary words are understood by everyone. You can use visuals or videos to support your explanations.

Activity 5: Daily Life in Ancient Rome Group: Y4 Abilities: Reading, Speaking and Listening Objective: To read about daily life facts in Ancient Rome. Duration: 25 min. (Lesson 3 – Part A) Materials: 1 Copy of the Daily Life in Ancient Rome Worksheet per pupil. Activity 5: Daily Life in Ancient Rome Group: Y4 Abilities: Reading, Speaking and Listening Objective: To read about daily life facts in Ancient Rome. Duration: 25 min. (Lesson 3 – Part A) Materials: 1 Copy of the Daily Life in Ancient Rome Worksheet per pupil. INSTRUCTIONS -A copy of the Daily Life in Ancient Rome Worksheet will be given to each pupil. -By turns, pupils will read the text out loud. -After completion, the teacher will ask questions to the whole class in order to check the learners’ understanding of the information contained in the text. ERG-2016 Teacher Tip Depending on the language level, learners could read the text individually and then start a discussion on its main points.

Activity 6: Daily Life in Ancient Rome Mind Map Group: Y4 Abilities: Reading, Writing, Speaking, Listening Objective: To identify and classify relevant information according to a text. Duration: 15 min. (Lesson 3 – Part B) Materials: 1 Copy of the Daily Life in Ancient Rome Mind Map per pupil. Activity 6: Daily Life in Ancient Rome Mind Map Group: Y4 Abilities: Reading, Writing, Speaking, Listening Objective: To identify and classify relevant information according to a text. Duration: 15 min. (Lesson 3 – Part B) Materials: 1 Copy of the Daily Life in Ancient Rome Mind Map per pupil. INSTRUCTIONS -A copy of the Daily Life in Ancient Rome Mind Map will be given to each pupil. -Taking into account the information on the Daily Life in Ancient Rome Text, pupils will make a squeme summing up the main ideas of the text. -After completion, pupils will compare their Mind Maps with their peers. ERG-2016 Teacher Tip Depending on the language level, you can suggest learners to underline the most important ideas on each paragraph on the text beforehand.

Activity 7: Compare & Contrast Worksheet Group: Y4 Abilities: Reading, Writing, Speaking and Listening Objective: To compare and contrast information based on a text about Daily Life in Ancient Rome. Duration: 15 min. (Lesson 3 – Part C) Materials: 1 Copy of the Compare & Contrast Worksheet per pupil. Activity 7: Compare & Contrast Worksheet Group: Y4 Abilities: Reading, Writing, Speaking and Listening Objective: To compare and contrast information based on a text about Daily Life in Ancient Rome. Duration: 15 min. (Lesson 3 – Part C) Materials: 1 Copy of the Compare & Contrast Worksheet per pupil. INSTRUCTIONS -A copy of the Compare & Contrast Worksheet will be given to each pupil. -Taking into account the information on the Daily Life in Ancient Rome Text, pupils will take note comparing the lifestyle of Romans in the past to their own lifestyle in the present. -After completion, pupils will share their Venn’s Diagrams with their peers. ERG-2016 Teacher Tip You may find some learners who will have difficulties in finding common facts when comparing the two lifestyles. You can support them by asking them to think about their daily routines.

Activity 8: Daily Life in Ancient Rome Comic Group: Y4 Abilities: Reading, Writing, Speaking and Listening Objective: To create a comic based on the Daily Life of Ancient Rome using ICT skills. Duration: 35 min. (Lesson 4 – Part A) Materials: 4 Laptops or tablets, Internet conection and DWB. Activity 8: Daily Life in Ancient Rome Comic Group: Y4 Abilities: Reading, Writing, Speaking and Listening Objective: To create a comic based on the Daily Life of Ancient Rome using ICT skills. Duration: 35 min. (Lesson 4 – Part A) Materials: 4 Laptops or tablets, Internet conection and DWB. INSTRUCTIONS -Pupils will be divided into 4 groups of 5 members. (Lesson 1 groups). -Using the free digital resource “Make Beliefs Comix”, they will design and create a comic explaining the main aspects of Daily Life in Ancient Rome. Each member of the group will play a role in the team work. All decisions will be made through agreements of all group members. -Link: ERG-2016 Teacher Tip Conflict may arise when trying to reach an agreement. Help learners to have an active, respectful and tolerant attitude when listening to their peer’s opinions.

Activity 8: Ancient Rome Comic- Con Assessment Group: Y4 Abilities: Reading, Writing, Speaking and Listening Objective: To see and assess peer’s work using a rubric. Duration: 15 min. (Lesson 4 – Part B) Materials: DWB and a copy of the Rubric per pupil. Activity 8: Ancient Rome Comic- Con Assessment Group: Y4 Abilities: Reading, Writing, Speaking and Listening Objective: To see and assess peer’s work using a rubric. Duration: 15 min. (Lesson 4 – Part B) Materials: DWB and a copy of the Rubric per pupil. INSTRUCTIONS -Comics will be projected on the DWB. -Pupils will assess their peers Comics using an individual rubric. - After the individual assessment, the class as a whole will decide the best comic of Daily Life in Ancient Rome. ERG-2016 Teacher Tip Ask learners to be objective in their assessments in order to avoid evaluations based on friendships or enmities. Assessment tasks help learners to build their critical thinking.

ASSESSMENT ERG-2016 CLIL assessment leads to much discussion because teachers are a little bit unsure wether to assess content, language or both. That is why, CLIL subjects need formative as well as summative assessment. This CLIL lesson plan will be assesed by the teacher who will observe and evaluate pupils’ performance using especific criteria: -Individual work -Pair work -Team work Performance assessment will also be used to evaluate pupils’ development of communicative and cognitive skills as well as attitude towards learning. Pupils will be also involved in the assessment process. After each activity, they will discuss, compare and contrast their own ideas with their peer. In the final activity, they will also assess their peer’s work using a rubric.

REFERENCES ERG-2016 Bibliography: Cambridge ESOL (2012), Teaching History through English – a CLIL approach, Cambridge: CUP. Coyle, D. (1999) Theory and planning for effective classrooms: supporting students in content and language integrated learning contexts, in Masih, J. (Ed.) Learning through a Foreign Language, London: CILT. Ducksters Make Beliefs Comix Sparkle Box – The Roman Empire Electronic Resources of Interest: BBC History for Children History For Kids Social Studies for Kids

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