Wednesday, April 11, 2012

Child Labour - Stolen dreams-

Introducción al Diseño Curricular de 6to.Año 
                English &ICT-región 5
Profesora a cargo: Stella Maris Saubidet
Integrantes:    Ana María Cordi
                          Claudia Ferreyra
                          Lilia María Perazzolo
                          Alejandra Rodriguez

Project:     Child Labour – “Stolen Dreams”
Teaching sequence:
Introducing the topic:
Warm up:
The teacher will show the students a video:

After watching the movie the teacher will ask the students the following questions:
1-What are the three or four adjectives that best describe both children?
2-What are the two or three questions you would like to ask each boy that would help you to better know about them?
    (These questions will be discussed by the whole class)
Activity 1
a- Applying technology “Power Point”
The teacher will show students a set of authentic pictures on child labourers           (through INTRANET) asking them to work in groups and discussing what the pictures are about.
The teacher says
“Please notice the following, and discuss them with your group”
1) Clothing and hairstyles (does it differ from yours, how)
2) Tools (are there any you recognize)
3) Machines and buildings (what are their working conditions)
4) Age of the children
5) The type of work they are doing (does it look fun, dangerous...)”.
After their discussion, photocopies with reference to each image are delivered among students. Finally the teacher encourages students to use Power Point (which has already been applied for tasks before), typing the corresponding description of every picture below each of them. Students will have to choose a headline for this Power Point.
(The teacher will suggest one such as “Stolen Dreams”)

A Brazilian boy, his face and
clothes covered with dirt,
stands in the midst of a
garbage dumps in São Paulo.
At least 60 million children
worldwide are exploited under
extreme forms of child labour
such as debt bondage and
other forms of slavery,
prostitution or participation in
armed conflict.

Poverty forces this girl into the
hazardous job of breaking rocks.
Civil unrest and HIV/AIDS also
add to the complexity of addressing   child labour.

A shoeshine boy
sleeps on a doorstep
in Hanoi, Viet Nam,
his head resting on
the box containing
his tools of trade.
Roughly 54 per cent
of children who work
in Asia are boys.

A young girl who should be in
school carries merchandise for
sale in Antigua, Guatemala. For
cultural and economic reasons,
girls are disadvantaged when
children have to work to
supplement the family income.

Assessment: the teacher will ask students to share their choices and explain why they selected the scripts for each pictures.

Saturday, November 26, 2011

Project : "The power of poetry"

Project:      “The power of poetry”

Students:       4to Ano Educación Secundaria

Curriculum Subject:    Literature

Topic:      Poetry


Content:  to explore about poetry, based on students’ interest, looking for and processing information.

Language: To find out about new vocabulary, practicing reading, listening, inferring, and explaining.

Thinking skill:

To understand causes and effects, giving opinion, reporting.

Social Skills: cooperation.
Teaching sequence:

Activity 1
Lead in .Pre –Task
The teacher selects a quotation, sticks it on the board and reads it aloud.

"The sun cannot set without a poem being born!" - Connie Marcum Wong.

Students in groups have to discuss about this quotation. Each group tells the others what this quotation means for them.

In order to activate students’ background knowledge, the teacher asks them “What is poetry?”

The teacher elicits from students different words that represent poetry for them writing these words on the board.

The teacher gives students a wordle in which they have to find the word for each definition.

 <a href=""
          title="Wordle: Untitled"><img
          alt="Wordle: Untitled"
          style="padding:4px;border:1px solid #ddd"></a>

This wordle is in the following page.

……………..  is one who writes poetry.

……………. is a written expression of emotion or ideas in an arrangement of
                     words/verse most often rhythmically.
……… ....... a channel of inspiration for a poet.
………….... . two or more lines of poetry that together form one of the divisions                                                               
                     of a poem.

(This is from intra-net)Teacher checks all and asks one of the students to write the definition of each word on the board.(Blackboard is always important)

Core part:


Teacher tells students that they are going to watch a video in which Madonna reads a poem in English.

After listening to the poem, the teacher discusses it together with the students.

Students in group have to answer the following questions.

Who wrote this poem?

Who reads this poem?  

What is this poem about?

Is it a romantic poem?

Who is the muse in this poem?
How many stanzas does this poem have?

A volunteer per group will choose one answer to read.
* Students will improve their vocabulary through digital dictionary.
The teacher gives students a photocopy with the lyrics of the poem .The stanzas are mixed and the students have to put them in order. Students can listen to the poem as many times as they need.
If You Forget Me
I want you to know
one thing.
You know how this is:
if I look
at the crystal moon, at the red branch
of the slow autumn at my window,
if I touch
near the fire
the impalpable ash
or the wrinkled body of the log,
everything carries me to you,
as if everything that exists,
aromas, light, metals,
were little boats
that sail
toward those isles of yours that wait for me.
Well, now,
if little by little you stop loving me
I shall stop loving you little by little.
If suddenly
you forget me
do not look for me,
for I shall already have forgotten you.
If you think it long and mad,
the wind of banners
that passes through my life,
and you decide
to leave me at the shore
of the heart where I have roots,
that on that day,
at that hour,
I shall lift my arms
and my roots will set off
to seek another land.
if each day,
each hour,
you feel that you are destined for me
with implacable sweetness,
if each day a flower
climbs up to your lips to seek me,
ah my love, ah my own,
in me all that fire is repeated,
in me nothing is extinguished or forgotten,
my love feeds on your love, beloved,
and as long as you live it will be in your arms
without leaving mine.
Pablo Neruda
The teacher provides each group with a colorful card. Students have to cut out and stick the different stanzas in the right order on the card.

Teacher monitors, corrects and provides essential information. Each group reads one stanza to have the complete poem.

One volunteer per group sticks a colorful card with the whole poem in different parts of the school. (Classroom, teachers’ room, playground etc).

The teacher elicits from the students to complete the following sentences.

If you cross the street without paying attention, you* will have………

If I don’t study, I *won’t pass…………..
*The teacher will explain to the students that “SHALL=WILL” Shall is more formal and it is used for poetry.


The sentences written on the board will have different colors:
Green for the word “IF”. Red for modal verb “WILL”. Blue for the verbs.
(The students will immediately notice the teacher is teaching a new structure.)

After explaining to the students that we use the first conditional to express situations that are likely to happen, the teacher will ask the students look for examples in the poem.
“If little by little you stop loving me
 I shall stop loving you little by little.”                                                                        

“ If suddenly
 you forget me
 do not look for me,
 for I shall already have forgotten you.”

The teacher asks for volunteers to dramatize the part of the poem found.
Creating a digital poetry

Students can use MovieMaker to create their own digital poems or to represent an existing poem through multimedia. Students can use scanned or downloaded images or, even better take their own photos with a digital camera.

They can organize their images and use the voice recording feature to read the poem aloud. They can add sound effect soundtrack of music they have created.

Finally, a poetry slam is open to any student who wishes to participate.

(A poetry slam is a competition at which poets read or recite original work. These performances are then judged on a numeric scale by previously selected members of the audience.)   

 DOCENTES:  Ana María Cordi, Verónica Wolos y Lilia María Perazzolo