CLIL Lesson Plan
Teacher: Carissa Peck
Global Goals: To develop confident learners who will be able to summarize in spontaneous settings.
Unit Lesson _1_of _6_
Level Eighth Grade
Standards Greece: foundations of the European culture Timing 45 minutes Date 23-09-10
To present the concept of summarizing.
To help learners understand how to use reported speech in summaries.
To make learners aware of the Myths of Alexander the Great and build on to their prior knowledge of Greek history.
Myths of Alexander: http://www.mythencyclopedia.com/Fi-Go/Gordian-Knot.html and http://www.alexander-the-great.co.uk/bucephalus.htm (Students are divided into two groups one reads the Gordian and one reads the Bucephalus with a partner they discuss if the story means that Alexander is Great or not so Great. Then in small groups they come up with two reasons they feel Alexander was Great and two he was not. Then all the students who read the same one get together and come up with the best 2 reasons. Finally students return to their original seats where they share their story and what they think.
(related videos: http://www.youtube.com/watch?v=6LF1FggDIco
1. What happened to Alexander the Great and the knot/horse?
2. Why do people think Alexander the Great triumphed?
3. Do you think that he actually did triumph?
4. How else could he have untied the knot/ridden the horse?
5. Can you think of another story where a problem is solved in a similar way?
6. What lesson do you learn from Alexander the great here?
7. Has this story changed the way you think. How?
Name two positive traits about Alexander:
Name two negative traits about Alexander:
Was Alexander overall Great or not? Why?
(gentle Macedonian music in the background: http://www.youtube.com/watch?v=h6eBzT-upQ8 let students know at the end of class that it was music from macedonia)
Is anyone here good at puzzles? See the WEIRDEST thing happened last night. I was walking home from school when this random guy wrapped in a sheet came up to me. He was carrying this knotted thing. Now, being the curious person I am, I asked him what he was doing. He told me that anyone who could untie the knot would become ruler of the world. He had given up so he handed it over to me. I’ve been trying all night and I just can’t do it can you guys try? (*pass around knot*) I’ve tried soaking it in water, I’ve tried untying in under water, I have tried to find the ends, I have tried putting it on the heater to maybe loosen up the fibers, I’ve tried freezing it basically, everything I try hasn’t worked. (*knot should be passed around*)
It reminds me of that trick, (draw 9 dots on the board) connect the 9 dots using only 4 straight lines.
Does anyone know how to solve this?
The trick, is to think outside the box can you pass the knot back?
Connect the 9 dots on the board and cut the knot in half.
Alexander the Great was faced with the same problem that you had. He wanted to untie a knot that would not untie so he took his sword and cut it. That’s how Alexander faced most of his problems quick and decisively.
Has anyone heard anything about Alexander the great? (Acknowledge every answer but only write relevant answers) if necessary prompt the students with an additional questions such as:
“Why did the man who gave me the knot wear a sheet? When and where did Alexander live?”
If the students still need prompting write up some numbers on the board. Have them guess how the numbers are related to Alexander.
0 (times he lost in battle)
32 (age of his death)
19 (age he was made king)
360BC (age of birth)
15 (number of cities he named after himself)]
Part of Culture is helping students learn about the global culture (similar to ethics), as such while students discuss if his actions were heroic will help them see similar actions in their own community.
They will also be learning about the culture and legends of Ancient Greece throughout their readings.
Language of Language for Language through
symbolize, fertility, unexpected, Here the author says prophecy, oracle, empire, immortal, the horse was afraid of his predicted, fulfilling
bold, wondrous, thee, thyself shadow. The story says that (the next lesson will
mighty, wounds, excel he died. (Reported Speech) probably deal with
Criteria for Assessment
Speaking: Students will not be corrected if they make errors as this si the first day they are being introduced to the material. The teacher may make note of mistakes she hears when they are working in groups and write them on the board for other students to correct at the end of class, but at this point speaking will not be formally assessed.
Reading: if students understand the reading or not should be evident through their worksheets.Worksheets about the articles will be skimmed for comprehension, but students will not be given feedback on their writing.
Writing: Students journals are collected at the end of every day and quickly read over. Any major errors (or relevant to the grammar being taught that lesson) are corrected and students are given feedback on any questions they had.
Learning outcomes: Students will be able to summarize a text.
Students will be able to refer to a text using reported speech..
Students will be familiar with legends surrounding Alexander the Great and recognize allusions to them in the future.
Students will be able to compare and contract two legends regarding Alexander the Great.
Students will become familiar with the ancient Greek culture.