SUSTAIN
Sustaining Development in Early School Education
518321-LLP-2011-TR-COMENIUS-CMP
SUSTAIN LESSON PLAN
Topic
My face
Teacher’s Name,
Păunescu Liliana
Institution and Country
Scoala TUDOR VLADIMIRESCU, Targoviste, Romania
Target Group
Primary classes
Age: 7-9
Objectives
Students will be able to practice and present new vocabulary
connected to describing people.
Students will be able to create their own flash cards/ pictures in the
context of faces, using the ITC (Paint computer program)
Students will be able to tell the parts of the face by using the target
language.
Students will be able to recognize the cultural differences between
the European & Romanian types of appearance and to talk about
differences and similarities between people appearance using
possessive
Students will be able to use geometric shapes and waste material to
build a model face
Key Competences
1. Communicative Competence in the Mother Tongue
2. Communicative Competence in a Foreign Language
3. Mathematical Competence and Key Competences in Science
and Technology
4. Digital Competence
5. Learning to Learn
Duration
40+40 minutes
1. Waste materials and recycling
Sustainable
2. Production and Consumption
Development Themes
3. Preservation/Management of Natural Resources and Renewable
energy
4. Human Rights, Peace and Justice
5. Cultural Diversity
6. Rural and Urban Development
SUSTAIN
Sustaining Development in Early School Education
518321-LLP-2011-TR-COMENIUS-CMP
Materials and
Resources Used
Poster Board, Overhead projector, Power point presentation,
computer(Paint program), printer, paper, coloured pencils,
recycled boxes, newspapers or magazines, glue, wooden sticks or
matches
Romanian language: vocabulary connected to describing people,
School Subjects
associated
expressing opinion, colours, size
Mathematics: geometrical shapes
English: vocabulary connected to describing people, expressing
opinion, colours, size
Arts: making a drawing/ poster/ a model
Educational game; Brainstorming; Conversation; Explanation;
Method
Gallery Tour
Evaluation
work‐product analysis; oral examination; students assessment
forms
PRELIMINARY INFORMATION:
1. Teacher gains students’ attention with an exercise "Ice‐Breaking"‐type.
Drawing can influence our way of expressing ourselves - It can make us have a
different opinion on same topic,
http://www.youtube.com/watch?v=FHmXXOROJGg
Students watch a video. They are asked to draw a part of the face on a post it. Then,
the teacher invites all the children to stick them all on a large head drawn by a
cardboard.
2. Teacher informs learners about the theme and aims of the lesson.
Different parts have been drawn, although they all received the same message, they
perceived and interpreted it differently. This confirms the statement that the way
we perceived the information is different and different ways of solving the same
problem can be found, other words can be used to say the same idea, emotions can
make a distinction among us.
In conclusion, what makes us different makes us equal.
The topic of the lesson is announced. The teacher emphasizes on the idea that at the
end of the lesson children will be able to talk about the parts of the face, to
SUSTAIN
Sustaining Development in Early School Education
518321-LLP-2011-TR-COMENIUS-CMP
understand that different colour complection makes us different, but in the same
way makes us equal.
I.
Introduction:
Children are asked to follow a power point presentation with talking flashcards
emphasizing on the parts of the face in English. The teacher touches each part of the face
and asks students to repeat the words.
http://www.youtube.com/watch?v=2Hmq74bQP6s
The teacher informs about the objectives of the lesson, checks preliminary information
and motivates the students by drawing their attention.
Evaluating the students’ spelling and the way they can identify the parts of the face
pointed to.
II.
Learning Process
Students use Paint computer program to draw their own faces, name the parts of the
face for a partner, use colour and shapes.
At the end of the activity they have to vote for the drawings that are:
-
the funniest
-
the most original
Students emphasize on the fact that the face has the same elements, but what makes the
difference are the shapes, the colours or the size.
Students, in groups of 5-6,
are required to use shapes, recycled medicine boxes,
newspapers, magazines, cardboards, empty bottles or bottle caps on Pet bottles, plastic
glasses, glue, crayons or any other materials needed in order to build a head and to make
a model.
Each group has to give the model an identity, mentioning:
-
Name
-
Gender
-
Age
-
Nationality
-
Status/ job
At the end of the activity, students go around the classroom to see all the models and
they have to fill in an activity evaluation form part of the Gallery Tour activity. They
SUSTAIN
Sustaining Development in Early School Education
518321-LLP-2011-TR-COMENIUS-CMP
have to ask questions in order to find more details about the models from the other
groups.
III.
Conclusion
Students are aware of the fact that we need to communicate, to express opinion, because
we can see the same thing but we can use different words to talk about this. In the same
time, students are more attentive to the fact that we can recycle materials and use them
to build different models in order to make the place we live in more pleasant, more
beautiful.
IV.
Evaluation
Provide feedback and assess performance

Each group presents the product obtained within 3 minutes.

Students appreciate presentations using a symbolic word for the work/
presentation / collaboration / expression, etc. they made.
Teacher does assessments too, collecting the activity evaluation forms part of the
Gallery Tour activity.
SUSTAIN
Sustaining Development in Early School Education
518321-LLP-2011-TR-COMENIUS-CMP
GALLERY TOUR- FEEDBACK FORM
GROUP NUMBER 1
GROUP NUMBER 3
Name....................................................................
Name....................................................................
Gendre.................................................................
Gendre.................................................................
Age ......................................................................
Age ......................................................................
Nationality............................................................
Nationality............................................................
Status/Job............................................................
Status/Job............................................................
GROUP NUMBER 2
GROUP NUMBER 4
Name....................................................................
Name....................................................................
Gendre.................................................................
Gendre.................................................................
Age ......................................................................
Age ......................................................................
Nationality............................................................
Nationality............................................................
Status/Job............................................................
Status/Job............................................................
SIMILARITIES
DIFFERENCES
1.
1.
2.
2.
3.
3.
SUSTAIN
Sustaining Development in Early School Education
518321-LLP-2011-TR-COMENIUS-CMP
 Group Study Evaluation Form:
Criteria
:
:
:
:
Very good
Good
Developing
Needs support
Uses time
efficiently.
Cooperates in
group study.
Makes a
relevant
study.
Performs their
duties.
Reflection: Students have the opportunity to value their real life experience through
the proposed activities. During solving tasks, they feel valued, expressing their own
opinion and appreciate the other. The theme approached motivates them to
complete each task, showing their interest and concern for the world around them.
They got together with the idea that what makes us different, makes us equal.