UNIT 4 COOPERATIVE TASK: FASHION TIMELINE PROJECT

Level: Timing: Main objective: ESO3 (A2) 5 sessions of 50 1) To learn to work cooperatively and adopt different roles in the group and the learning process. 2) To do research in the internet to get knowledge of the topic in my own language (background information) and apply it in the target language. 3) To cooperatively produce a fashion timeline from the 60s to the 90s in English. 4) To do individual, pair, group and class work with a common objective in Spanish and English. 1) To practice different cooperative techniques when doing our units project: shared reading / 1-2-4. 2) To learn specific fashion vocabulary and create a glossary. 3) To summarise the main ideas of the different decades as for history, fashion, music, culture and accessories is concerned. 4) To exchange our knowledge with the other groups. 5) To practice reading, writing, listening and speaking skills in English in a meaningful way and with a clear purpose in mind. Our notebook, dictionaries, activity sheet to record progress, booklet created by the teacher using information from the Wikipedia (while adapted to the students level and needs), cardboards, colours and printed images to illustrate the information learnt. All answers must be approved by consensus as the mark is global, not individual. The projects mark will contribute to the units final mark with a 30%. [Units assessment breakdown (Test (30%) / Project (30%) / Class work (10%) /Homework (10%) / Extra activity (10%) / Attitude (10%)]

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SESSION 1 1) Read your text with the technique shared reading (50) a. Everybody reads the text silently and looks for unknown words in the dictionary. The glossary is recorded by secretary 2, who writes down all the unknown words. (20 ) b. Student 1 reads the first paragraph aloud (speaking). The rest listens carefully (listening) c. Student 2 makes a summary of the information d. Student 3 and 4 correct, expand or improve the summary. (25) REMEMBER! Complete common glossary using individual contributions with all the new words. Complete the summary chart. The Secretary fills in the GROUPs FORM (5)

(Students will probably need more time of session two to complete this time-consuming task. That is normal and putting pressure on them is not positive at all. There is no hurry if they are working as required and meeting our objectives) SESSION 2 1) Finish the task if you could not do it yesterday. 2) If you did finish the task, compare the information that you found in the internet and the information that you read in the text. (This is an extension activity, if there is no time to do this one, no worries. It is designed for early finishers) 3) Complete the information gap charts by answering the questions. 4) Technique 1-2-4 to do the final project. We want to do a FASHION TIMELINE. We have a lot of information to put up together, first, as a group and, secondly, as a class. Lets think how! a. In a paper (horizontally laid), write your own opinion about HOW TO DO IT. (4) b. In the following column, write your opinion and your partners. Try to agree on ideas, reach a consensus. c. In the last column, write the groups opinion after a discussion and consensus.

MY OPINION

MY OPINION + MY PARTNERS

GROUPS OPINION

HOMEGROUP CONSENSUS + TRANSFERRAL ON PAPER

5) We read each groups final decisions aloud and vote for the best idea. SESSIONS 3 and 4: Wall display elaboration using any materials they have decided to use until we have our final product. SESSION 5: We need this session to complete our final product (in case we happen to havent finished it yet) and for each groups exposition. They must explain their decade in front of their classmates (in English or Spanish, depending on their command of English). This is the moment of truth! We are able to see the final result of a cooperative learning: we all know everything, (although we specialized in a particular part of the timeline -expert groups- ) and we all have built something bigger and better together.