CLIL look at history

1. EDUCAR EN
TIEMPOS
REVUELTOS
A CLIL look at
history through
the eyes of
Guy Fawkes,
MLK
and
Nelson Mandela
Teresa Gerdes

2. Educar en Tiempos Revueltos
A CLIL look at history through the eyes of
Guy Fawkes, Martin Luther King Jr. and
Nelson Mandela
XIV CETA
April 20, 2013
Teresa Gerdes

3. Good morning
Educar en Tiempos Revueltos:
History is happening as we speak
We are part of history
We are educating future citizens of an
increasingly globalized community

5. Disclaimer
The following presentation does not
intend to provoke revolution in Spain, in
your classroom or at CETA for that matter.

6. The aim of this presentation
• To motivate teachers to engage learners
emotionally so that they feel intrigued about
history
• To highlight the importance of the
contextualization of history so students do not
view it as abstract and detached from their own
lives.
• To show the importance of higher order thinking
as another feature of contextualized learning

7. The aim of this presentation
• To show extracts of CLIL styled lessons that are
based on the Coyle’s 4Cs and the SIOP
structure
• To demonstrate the different types of
language needed based on the Language
Triptych.

8. Who can benefit from this
presentation?
Teachers who are teaching:
• Language-led CLIL classes
• Content-led CLIL classes
• English language teachers
• Teachers of Ethics
• CLIL/AICLE/EMILE practitioners, enthusiasts
and skeptics

9. How can this material be introduced?
• As a cross-curricular (English class to social
science, ethics) approach to teaching about
holidays and festivities from English speaking
countries.
(English-led CLIL)
• In social science/social studies and/or ethics class
in which these historical figures and their actions
can be studied individually or comparatively.
(Content-led CLIL)

10. Do you know who this is?
(A way of Building Background or linking
prior knowledge)

11. With a partner, please
complete the K and W columns

12. K W L
• V from Vendetta • Who is behind
• Anonymous that mask?
• The Phantom of • Why is he wearing
the Opera the mask?
• A mask from • Who is it?
Venice • What is his name?
• A masked man • Where is he
• A thief from?
• A mask from • Is this a man or a
demonstrations woman?
• What is the
meaning of the
mask?
17/04/2013 12

13. Why teach about Guy Fawkes?
• Guy Fawkes Night also known as Bonfire Night
or the Gun Powder Plot is a popular cultural
holiday in Great Britain.
• The holiday has cultural and historical
significance.
• It should provoke students to ask “WHY?” a
specific action, such as the Gun Powder Plot
was attempted.

15. Guy Fawkes lesson objectives
All material can be adapted according to
linguistic and developmental levels
• Content Objectives:
SWBAT:
• understand who Guy Fawkes was and his role
in this historic event in British history.
• how Guy Fawkes day is celebrated in Britain
today.
• sequence historic information about Guy
Fawkes.

16. Guy Fawkes lesson objectives
• Language Objectives
SWBAT
• Read and understand (past simple tense) the
history of Guy Fawkes
• SWBAT: Perform a play using key
vocabulary + the imperative to re-enact the
history of Guy Fawkes night.

17. A video to give you a clue
• http://www.youtube.com/watch?v=yMOIxD-
GzJA&feature=fvwrel
Remember, remember,
the 5th Of November,
the gunpowder, treason and plot.
I know of no reason,
why the gunpowder treason,
should ever be forgot.
17/04/2013 17

19. LANGUAGE OF LEARNING
the language needed for
learners to access basic
concepts and skills. It is not
predetermined by a
grammatical order, but
rather it is dependent on
the language needed to
communicate the content.
Coyle, Hood, Marsh, 2010

20. The Language OF Learning
• an analysis of language need for learners to
access basic concepts and skills relating to the
subject theme or topic.
Guy Fawkes, Pope, The Catholic Church, The
Church of England, James I, England in the 8th
century, England in the 17th century, The
Catholics, The Gunpowder Plot, barrels ,
explosives, bonfire, treason, fuse, to pass
laws, to be/get married, to want a divorce/to
get a divorce

21. Contextualizing Vocabulary
• Through the use of visuals and translation if
needed
• http://c14989991.r91.cf2.rackcdn.com/blog/
wp-content/uploads/2011/10/032.pdf

22. The Gunpowder Plot Material:
Vicens Vives Graded text and adapted text for
sequencing, BBC internet text and videos
http://www.youtube.com/watch?v=5C_K1-PzCss&feature=related

23. Possible Lesson Delivery Steps
• After introducing the Guy Fawkes mask and
using the KWL chart, present an adapted
version of the material that you want to use.
• An adapted version can be one that is less
complicated in order to achieve a quick
general overview.

24. Critics of CLIL often say…
• That CLIL teachers “dumb down” materials
• Proponents of CLIL are more inclined to
“facilitate” material.
• Facilitation and the use of Scaffolding
techniques are part of the Constructivist
philosophy

25. Multiple ways to work with the text
• Read the adapted version
• Read the proposed text
• Sequence the text
• Dramatization of the text and adapting the
speech accordingly.

26. Language FOR learning
Language for:
identifies the kind of • Classroom management
• Directives
language which all • Procedural scaffolding
• Verbal scaffolding
learners need to
operate in a foreign The importance of using
language environment. language for defining,
explaining and hypothesizing
content
Coyle, Hood, Marsh, 2010 Dalton-
Dalton-Puffer, 2007

27. K W L
• V from Vendetta • Who is behind
• Anonymous that mask?
• The Phantom of • Why is he wearing
the Opera the mask?
• A mask from • Who is it?
Venice • What is his name?
• A masked man • Where is he
• A thief from?
• A mask from • Is this a man or a
demonstrations woman?
• What is the
meaning of the
mask?
17/04/2013 27

28. The Language FOR Learning
• Focuses on the kind of language needed to
operate in the foreign language environment
Language that is used for
communication purposes
This is the moment that natural
acquisition can take place

29. Language THROUGH learning
assumes that learning does not take place
without active involvement of
language and thinking.
Learners must articulate their understanding
and if they do, deeper level processing
occurs , and learning takes places.
Coyle, Hood, Marsh, 2010

30. Building Background
What is happening in these two photos?
Why do you think people protest?
Can you give me any examples of recent protests or
demonstrations?

32. Building Background
After these questions have been answered, these first
photographs will be linked to the image of
Dr. Martin Luther King Jr.
Erica Griebel, Teresa de la Rosa, Ana Cátedra, Isabel del Pozo
(UPCO)

33. MLK OBJECTIVES
CONTENT OBJECTIVES LANGUAGE OBJECTIVES
SWBAT: SWBAT:
Understand:
Write a sentence using each of the
following words: southern, march,
What the Montgomery Bus Boycott boycott, segregation, campaign,
was.
protest, civil rights, non-violence.
Who Martin Luther King was.
Describe what Martin Luther King’s
role was in the Civil Rights
What Martin Luther King’s Movement.
philosophy was.
Discuss what happened on 4 April
What Americans celebrate on the 1968.
third Monday of January.

34. LESSON 1 Previously
…
Students
must watch
1.- GREETING of the students and establishing rapport ‘The Help’
Help’
2.- OBJECTIVES (content and language) explanation
3.- BUILDING BACKGROUND Watch ‘The Help’ movie trailer + subtitles
4.- INTRODUCING THE LESSON MLK text: Prediction Questions
5.- INTERACTION (T-S-T): MLK text - chunk it in paragraphs and read and
discuss each (content+vocabulary)
6. y 7.- INTERACTION (S-S & T-S): WH questions Think – Pair – Share:
Answer individually and then discuss with a partner and share with the rest of the
class and the teacher
9.- CLOSING OF THE LESSON – Reflection about new learning and checking
with objectives

35. LESSON 2
1.- GREETING of the students and establishing rapport
2.- Ask students to recall the OBJECTIVES (content and language)
3.- MLK graphic organiser: use as BB of Lesson 1 + comprehensible input
4.- INTRODUCE THE LESSON with the MLK speech video + subtitles
5. 6. y 7.- INTERACTION: Higher-order thinking Qs about the speech
8.- FORMAL ASSESSMENT: Write a 10-line speech which will be read out and
handed-in on the next day of class
9.- CLOSING OF THE LESSON
- Explain H/W: Finish speech (written assessment) and create picket sign
(basic competences: artistic, innovative, initiative, linguistic…)
- Next lesson: Perform speech + more acting to come! (SURPRISE ☺)

36. LESSON 3
GREETING of the students and establishing rapport
ACTIVITIES:
a) Reading out of speeches
b) Script writing (everyone) + 2/3 volunteers performing them
c) Sticking all the Picket signs on the notice board or on the classroom walls
CLOSING THE LESSON:
Assess objectives: Ask students about their impressions on the topic (did they
enjoy working on it, did they find it interesting, did they learn something new)

37. PRACTICE & APPLICATION
Language skills:
Speaking Whole-class and pair discussions, WH and
& speaking Prediction Questions, Giving an speech
interaction
Reading Martin Luther King text reading
Writing Speech and Script writings
Listening Watching “The Help” trailer and “I have a
dream” speech video.

38. Building Background
O Role-playing.
• Two different types of cards.
Itziar Moret and Isabel Díaz-Palacios - CLIL for Secondary Content Teachers

39. Building Background
• Pupils are told to decide if they want longer breaks or
not. People with the heart on the card are not allowed to
choose. The teacher will write the following question and
the possible answers on the blackboard:
“How did you feel?”
“I felt: angry, disappointed, furious, enraged…”
Itziar Moret and Isabel Díaz-Palacios - CLIL for Secondary Content Teachers

40. Building Background
• They will reflect about racism and discrimination.
• At the end of the activity the classroom will be shown a new
video.
Itziar Moret and Isabel Díaz-Palacios - CLIL for Secondary Content Teachers

41. PRACTICE & APPLICATION
Language skills:
Speaking Whole-class and pair discussions, WH and
& speaking Prediction Questions, Giving an speech
interaction
Reading Martin Luther King text reading
Writing Speech and Script writings
Listening Watching “The Help” trailer and “I have a
dream” speech video.

42. COMPREHENSIBLE INPUT
Born in
Baptist Atlanta,
Remembered every
Pastor GA third Monday of
January
Won
African- Martin Luther King, Nobel
American civil Peace
rights leader Jr. Prize in
1964
Articulated the
Assassinated Famous for feelings of
in 1968 in “I have a ordinary black
Memphis, dream” people
TN speech

43. Guy Fawkes,
Martin
Luther King
and
Nelson
Mandela
What do they
have in
common?

44. The Language THROUGH Learning
• is based on the principle that effective
learning cannot take place without active
involvement of language and thinking.
Think – Pair – Share

45. Guy Fawkes,
Martin
Luther King
and
Nelson
Mandela
What do they
have in
common?

46. What do Guy Fawkes, Martin Luther King and
Nelson Mandela have in common?
• They are historical and cultural figures
from English speaking countries.
• Each have a national holiday named after
them.
• They fought against discrimination in their
respective countries.
• They have become powerful symbols in
modern society and in the current
international collective consciousness.

47. Compare and Contrast

48. Test your Knowledge of GF, MLK and NM GF MLK NM
Who went to prison for his actions?
Who made famous speeches?
Who is considered a hero today?
Which men were killed?
Who fought against racial
discrimination?
Who fought against religious
discrimination?
Which characters have public
holidays named after them?
Which characters used violence?

49. Test your Knowledge of GF, MLK and NM GF MLK NM
Who went to prison for his actions?
Who made famous speeches?
Who is considered a hero today?
Which men were killed?
Who fought against racial
discrimination?
Who fought against religious
discrimination?
Which characters have holidays
named after them?
Which characters used violence?
Which men used non-violence?

50. Key Wh
Vocabulary questions
• Injustice • Who?
• Segregation • What?
• Non-violence • Where?
• Violence • When?
• Discrimination • Why?
• Apartheid
• How?
• To fight against
Struggle
• Public holiday

51. Creating videos
• This is a home-made video, set to music with
lyrics about Nelson Mandela, Martin Luther King
Jr, Steven Biko and Rosa Parks could be easily
used to show students how they could create
their own videos of the historical figures that
have been studied.
• http://www.youtube.com/watch?v=3kiPaFd-qLQ

52. Great resources for Guy Fawkes
images and material
• http://www.webanywhere.co.uk/blog/2011/1
0/plan-lessons-g%E2%80%A6plot-resources/
• http://c14989991.r91.cf2.rackcdn.com/blog/
wp-content/uploads/2011/10/032.pdf

53. Excellent resources on
Dr. Martin Luther King Jr.
• http://www.enchantedlearning.com/history/u
s/MLK/
• http://www.thekingcenter.org/about-king-
center

54. Resources on
Nelson Mandela
• http://www.nelsonmandela.org/content/landi
ng/life-times-of-nelson-mandela

55. A very special thanks to…
my Master’s students at the Universidad
Pontificia Comillas who allowed me to use their
slides from their SIOP lessons that they have
been working on under my supervision. Their
slides are labeled accordingly.

56. And a BIG THANKS goes out to
• Ester Molina and Pilar Torres for their
impeccable organization and patience!

57. And finally….
A special thanks to all the teachers of Córdoba!
Your hospitality and enthusiasm is always felt!
Enjoy the rest of the Jornadas!