I have almost finished the implementation of my didactic unit! I cannot believe that! It seems impossible and I feel I’ll miss teaching these students! Nevertheless, I will continue in the Secondary School for some more days and I’ll finish it at all in the end of December.
I’ll start by summarising a bit the different sessions we did according to my didactic unit:
Second session: FRANKENSTEIN
Last Tuesday we worked on Frankenstein. It was interesting because the monster is a character that is usually known by everybody; however, I feel that my students were able to know much more things about this work and could enter into it in a different way.
Firstly, the team that was in charge of ‘Frankenstein’ went to the blackboard and exposed the brief summary that I had given them the very first day, to the rest of the classroom. Then, we read a letter that Victor Frankenstein had supposedly sent to Elizabeth. I showed them how to write a proper letter, and having the students divided into groups, they wrote a letter following some funny instructions they were given. Indeed, there were four main letters to write that were related to each other, however students didn’t know that. In the end, I asked them to give me back the letters or to finish them at home for homework.
Actually, there was something special in this very first implementation of my didactic unit. I went to the Secondary School both in the morning and in the afternoon, because the students were divided and had ‘hora b’. As a consequence, I applied the same activity in the afternoon with the other half of the class and I did the same; however, I changed some things that I thought that could be improved. In fact, I think it was positive, because the experience in the morning allowed me to think about it and modify some things that could be applied differently, and maybe better.
Third session: PRIDE AND PREJUDICE
Last Wednesday we dealt with ‘Pride and Prejudice’. Indeed, I was a bit afraid of this novel because it is about love and there are some prejudices about these kinds of books. Nevertheless, I tried to do my best and I tried to show them that it is not just a love story, however, there are many other cultural things implied in it.
The first ten minutes, the team which was responsible of it appeared in front of the classroom and told to the others the brief summary of the story. Afterwards, I explained them that it was a novel which was published throughout the Victorian era. Therefore, in order to make it accessible and participative, I gave each student a picture and while I was following a poster I had in the blackboard about the Victorian era, they had to come to the blackboard and stick the picture if it was something that people ‘used to do’ in that period or something that people ‘didn’t use to do’. In fact, the activity was related to love, marriage and appearance/clothing issues.
Afterwards, we did an activity using ‘shopping’ vocabulary and discussing whether people in the eighteenth century used or didn’t use to do specific things or buy in specific shops. In the end, we listened to a love song, and having the whole students divided into the four established teams, they had to order the pieces of paper that the song was cut in.
To sum up, I was really impressed and happy this day. It was an hour in which all students were there and I think it was a successful lesson. Actually, my tutor said that students were really nice and she was surprised and happy for the collaboration of everybody and due to the effort that was put into it.
Fourth session: OLIVER TWIST
On Monday it was Oliver Twist’s time. Most of the students knew the main character; however not all of them knew the story. Therefore, the first ten minutes of the classroom the team in charge of it went in front of everybody and exposed the brief summary of the whole novel. Indeed, we had a discussion on how was London perceived in the eighteenth century and how people and children lived in that period. It was interesting and I really enjoyed being able to have, at least, five minutes of open discussion in which some of the students were not embarrassed at all and exposed their own experiences of travelling to London; and who agreed or disagreed on some things I explained them (such as the fact that children had to work as adults or live in workhouses).
Then, the main activity this day was a listening. To start with, I gave each student an orange card in case they were lost. Therefore, I could see whether they were following or not my instructions, the listening or the lesson in general. We agreed that they would be bringing the orange cards every day from now on.
I asked them to listen carefully and complete the missing places that were provided in a map. In fact, the listening was a conversation between Oliver and a woman in the middle of the street of London talking about directions, as Oliver was lost. Afterwards, there was another listening in which Oliver told his own experience after having arrived to his destination: the market. He said some things about his life in London, his feelings and a problem he faced up with and which was solved successfully. Then, students had to answer some clear and short questions with a partner.
For the last ten minutes, we did a speaking activity using expressions such as ‘I agree’ or ‘I don’t agree’ through the using of the orange cards (if they agreed they raised the card; if they didn’t agree they didn’t do anything) while I exposed some questionable affirmations. Then, students gave their opinion such as: ‘I agree because…’ or ‘I don’t agree…’
Fifth session: HARRY POTTER
Finally, we dealt with Harry Potter and the series of books of J.K Rowling. It was really interesting because students had almost all read a novel or seen a film of Harry Potter. Therefore, they felt much more involved within the activities.
Indeed, we started the lesson by having the Harry Potter team in front of the classroom telling a brief summary of the story. Then, we did an ICT activity which was related to Harry Potter. Students were in ‘hora b’, so consequently, there were just half of them. Thus, I asked them to work in pairs and they worked on a treasure hunt I did in the computers lab.
I really enjoyed this lesson despite being at the beginning a bit afraid of it. I didn’t really know how it would work because I had some doubts according to the material I put in the treasure hunt, the level and so on. Nevertheless, I think it was successful and both me and the students enjoyed the activity a lot.
That’s it! My didactic unit has almost been implemented and done and I’m up to the end of this trip!
I’ll start by summarising a bit the different sessions we did according to my didactic unit:
Second session: FRANKENSTEIN
Last Tuesday we worked on Frankenstein. It was interesting because the monster is a character that is usually known by everybody; however, I feel that my students were able to know much more things about this work and could enter into it in a different way.Firstly, the team that was in charge of ‘Frankenstein’ went to the blackboard and exposed the brief summary that I had given them the very first day, to the rest of the classroom. Then, we read a letter that Victor Frankenstein had supposedly sent to Elizabeth. I showed them how to write a proper letter, and having the students divided into groups, they wrote a letter following some funny instructions they were given. Indeed, there were four main letters to write that were related to each other, however students didn’t know that. In the end, I asked them to give me back the letters or to finish them at home for homework.
Actually, there was something special in this very first implementation of my didactic unit. I went to the Secondary School both in the morning and in the afternoon, because the students were divided and had ‘hora b’. As a consequence, I applied the same activity in the afternoon with the other half of the class and I did the same; however, I changed some things that I thought that could be improved. In fact, I think it was positive, because the experience in the morning allowed me to think about it and modify some things that could be applied differently, and maybe better.
Third session: PRIDE AND PREJUDICE
Last Wednesday we dealt with ‘Pride and Prejudice’. Indeed, I was a bit afraid of this novel because it is about love and there are some prejudices about these kinds of books. Nevertheless, I tried to do my best and I tried to show them that it is not just a love story, however, there are many other cultural things implied in it.
The first ten minutes, the team which was responsible of it appeared in front of the classroom and told to the others the brief summary of the story. Afterwards, I explained them that it was a novel which was published throughout the Victorian era. Therefore, in order to make it accessible and participative, I gave each student a picture and while I was following a poster I had in the blackboard about the Victorian era, they had to come to the blackboard and stick the picture if it was something that people ‘used to do’ in that period or something that people ‘didn’t use to do’. In fact, the activity was related to love, marriage and appearance/clothing issues.
Afterwards, we did an activity using ‘shopping’ vocabulary and discussing whether people in the eighteenth century used or didn’t use to do specific things or buy in specific shops. In the end, we listened to a love song, and having the whole students divided into the four established teams, they had to order the pieces of paper that the song was cut in.
To sum up, I was really impressed and happy this day. It was an hour in which all students were there and I think it was a successful lesson. Actually, my tutor said that students were really nice and she was surprised and happy for the collaboration of everybody and due to the effort that was put into it.
Fourth session: OLIVER TWIST
On Monday it was Oliver Twist’s time. Most of the students knew the main character; however not all of them knew the story. Therefore, the first ten minutes of the classroom the team in charge of it went in front of everybody and exposed the brief summary of the whole novel. Indeed, we had a discussion on how was London perceived in the eighteenth century and how people and children lived in that period. It was interesting and I really enjoyed being able to have, at least, five minutes of open discussion in which some of the students were not embarrassed at all and exposed their own experiences of travelling to London; and who agreed or disagreed on some things I explained them (such as the fact that children had to work as adults or live in workhouses).
Then, the main activity this day was a listening. To start with, I gave each student an orange card in case they were lost. Therefore, I could see whether they were following or not my instructions, the listening or the lesson in general. We agreed that they would be bringing the orange cards every day from now on.
I asked them to listen carefully and complete the missing places that were provided in a map. In fact, the listening was a conversation between Oliver and a woman in the middle of the street of London talking about directions, as Oliver was lost. Afterwards, there was another listening in which Oliver told his own experience after having arrived to his destination: the market. He said some things about his life in London, his feelings and a problem he faced up with and which was solved successfully. Then, students had to answer some clear and short questions with a partner.
For the last ten minutes, we did a speaking activity using expressions such as ‘I agree’ or ‘I don’t agree’ through the using of the orange cards (if they agreed they raised the card; if they didn’t agree they didn’t do anything) while I exposed some questionable affirmations. Then, students gave their opinion such as: ‘I agree because…’ or ‘I don’t agree…’
Fifth session: HARRY POTTER
Finally, we dealt with Harry Potter and the series of books of J.K Rowling. It was really interesting because students had almost all read a novel or seen a film of Harry Potter. Therefore, they felt much more involved within the activities.Indeed, we started the lesson by having the Harry Potter team in front of the classroom telling a brief summary of the story. Then, we did an ICT activity which was related to Harry Potter. Students were in ‘hora b’, so consequently, there were just half of them. Thus, I asked them to work in pairs and they worked on a treasure hunt I did in the computers lab.
I really enjoyed this lesson despite being at the beginning a bit afraid of it. I didn’t really know how it would work because I had some doubts according to the material I put in the treasure hunt, the level and so on. Nevertheless, I think it was successful and both me and the students enjoyed the activity a lot.
That’s it! My didactic unit has almost been implemented and done and I’m up to the end of this trip!
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