eTwinning Task: Writing the story.

It is time to focus our attention again into our e-Twinning Project: "Reading Together"

Desde la orden EDU/519/2014 de 17 de junio.

ESTÁNDARES DE APRENDIZAJE.

Comprensión de textos (Reading - Listening):

• Comprende mensajes orales producidos con distintos acentos de lengua inglesa.
• Comprende lo esencial de historias breves y bien estructuradas e identifica los personajes principales siempre y cuando la imagen y la acción conduzcan a gran parte del argumento (lecturas adaptadas, cómics, etcétera).
• Consulta el diccionario bilingüe y las tecnologías de la información y la comunicación de forma guiada como apoyo a su aprendizaje.

Producción de textos (Writing - Speaking):

• Se desenvuelve con cierta seguridad en situaciones cotidianas muy simples, reales o simuladas (contexto clase).
• Escribe, en papel o en soporte electrónico, textos breves de carácter narrativo e informativo sobre temas trabajados previamente, basándose en un modelo y reproduciendo estructuras trabajadas.
• Revisa y autocorrige los textos producidos de manera guiada.

CONTENIDOS:

Léxico:

• Actividades de la vida diaria. 
• Trabajo y ocupaciones 
• Tiempo libre, ocio y deporte 
• Viajes y vacaciones

Estructuras sintáctico - discursivas:

• Expresión del espacio: (prepositions and adverbs of location, position, distance, motion, direction, origin and arrangement.). 
• Expresiones temporales: points (for example, quarter past five); divisions (for example. half an hour, summer), and indications (for example, now, tomorrow (morning)) of time; duration (for example, for two days); anteriority (before); posteriority (after); sequence (first…then); simultaneousness (at the same time); y frequency (for example, sometimes, on Sundays); prepositions, prepositional phrases and adverbs of time.

Funciones comunicativas:

• Descripción de personas, actividades, lugares, objetos, hábitos, planes.
• Narración de hechos pasados.

Aspectos socioculturales y sociolingüísticos:

• Costumbres.
• Valoración de la lengua extranjera como instrumento para comunicarse.

AIM OF THE TASK.

At the end of the task each group will create a story 

AIM OF EACH LESSON:

1. Create the storyboard of your future story.
2. Write down the story on a paper.
3. Learn about Storybird.
4. Create the story in the app. 
5. Create the final post about the task. 

PROCESS:

STEP 1: The first thing you need to do is create your storyboard, in the following document you will create pictures and short descriptions about each scene. 

Storyboard from Javier Ramos Sancha

STEP 2: Now it will be time to write down the draft of your story, in it you have to include everything you want to be in the book: The final story you would like to include in your book.  

Remember good tips for your story:

• In some way you have to describe de characters.
• You are telling a story, so it would be great to use the past tense.
• Grammar tips: CB page 155 and 156
• Include some dialogues between the characters.
• You need a starting point, the body of the story and an ending.

Whenever you think it is ready, let your teacher check it. 

STEP3: For this task we are going to use a new web tool which is Storybird. This is a really great tool to create your story books.  

Here you are an amazing tutorial about the tool. We strongly recommend you to have a look before you start working. 

Created by: Plataforma Proyecta

STEP 4: Let's create your story into the tool. The teacher will give you password and username.

STEP 5: Create a post into your portfolio to show your final product and your reflections about your learning. Here some tips to help you on this task:

• Hi, I'm__________________
• This is our final product for the task__________________. It is part of our eTwinning Project____________________. We created during the exchange week from _____________________. In our group we were________________________________
• Embed the story.
• Learning Diary: (please try to explain clearly your ideas and use some sentences not just a word)
• What did I learn?
• Do I have to go back on something?
• How did I learn?
• What do I want to learn more about?
• Bye, bye. I hope you liked it.
• Tags:
• Year 5
• colsangregorio
• English
• eTwinning
• Writing Stories

ASSESMENT

Teacher's assesment (60% of the final mark) Maximum 20 points. 

Rúbrica writing stories from Javier Ramos Sancha

Self-assesment (20% of the final mark) Maximum 20 points

Diana de evaluación writing stories from Javier Ramos Sancha

Peer evaluation (20% of the final mark) Maximum 24 points

Peer evaluation (writing stories e twinning project) from Javier Ramos Sancha

eTwinning Task: Traditional Tales.

It is time to focus our attention again into our e-Twinning Project: "Reading Together"

Desde la orden EDU/519/2014 de 17 de junio.

ESTÁNDARES DE APRENDIZAJE.

Comprensión de textos (Reading - Listening)

• Comprende el sentido general en mensajes y que contengan instrucciones, indicaciones (post en el blog para la realización de la tarea) y extrae algún dato concreto.

• Comprende lo esencial de historias breves y bien estructuradas e identifica los personajes principales siempre y cuando la imagen y la acción conduzcan a gran parte del argumento. 

• Comprende información esencial y localiza información específica en material informativo sencillo.

• Consulta el diccionario bilingüe y las tecnologías de la información y la comunicación de forma guiada como apoyo a su aprendizaje.
• Se desenvuelve con cierta seguridad en situaciones cotidianas muy simples, reales o simuladas.

Producción de textos (Writing - Speaking)

• Hace presentaciones breves y sencillas, previamente preparadas y ensayadas, sobre temas cotidianos y de su interés (presentarse y presentar a otras personas; dar información básica sobre sí mismo, su familia; indicar las rutinas y actividades de su día a día) usando estructuras sencillas.

• Participa en conversaciones, cara a cara en las que se establece un pequeño contacto social (dar las gracias, saludar, despedirse, dirigirse a alguien, pedir disculpas, presentarse, interesarse por alguien, felicitar a alguien), se intercambia información personal y sobre asuntos cotidianos.

• Escribe, en papel o en soporte electrónico, textos breves de carácter narrativo e informativo sobre temas trabajados previamente, basándose en un modelo y reproduciendo estructuras trabajadas.

• Revisa y autocorrige los textos producidos de manera guiada.

CONTENIDOS:

Léxico:

• Actividades de la vida diaria.
• Tiempo libre, ocio y deporte.

Estructuras sintáctico - discursivas:

• Expresión del aspecto: durativo (present continuous).
• Expresión de gustos y preferencias: verb + gerund (like, don't like).

Funciones comunicativas:

• Descripción de personas.
• Expresión del gusto.
• Narración de hechos recientes.

Aspectos socioculturales y sociolingüísticos:

• Costumbres.
• Lenguaje no verbal y comportamiento (proxémica, contacto corporal).
• Valoración de la lengua extranjera como instrumento para comunicarse.

AIM OF THE TASK.
At the end of the task every group should retell and update a traditional story.

AIM OF EACH LESSON:

1. Read the story, identify and describe the characters.
2. Create your Blabberize and start the script of the video.
3. Finish the script of the video and learn about Touchcast.
4. Record the video.
5. Create the final post about the task. 

PROCESS:

STEP 1: You are going to work in groups. You will define what your task will be everyday: What is each one of you going to do on a lesson? You are going to open a Google Drive Document as your Working Diary with the following points:

• Date
• Each member task for the lesson.
• Aim of the day.
• What have you done today?
• Problems.

STEP 2: Look for the traditional tale you will work on, in the following link you will find plenty of them, just take one suitable for your group. 

• Folk tales for kids. 

Read the story, try to understand or look for the vocabulary your group or you don't understand.

Try to identify all the characters in the story, and in your group divide it who is going to be each one. 

Each member of the group has to write down a description of it. Write the personal things and imagine what the likes and dislikes are. 

• My name is ............
• I'm ............... years old.
• I'm (some adjectives).
• I like .............. (two sentences)
• I don't like ............. (two sentences)

TIP: Let's check grammar from CB page 143 and vocabulary from CB page 132 and 133

STEP 3: Let's introduce everybody your character to the rest of the people. We are going to do it using a new web tool: Blabberize . When you finish to create it you have to be sure where the HTML or EMBED code is to place it in your final post. 

TIP: This tutorial will help you to do the task. 

En la nube TIC: Imágenes parlantes, Blabberize, por Marilina Correro

STEP 3: A part of the final product will be a video recorded using a "croma", let's have a look to understand what we are trying to do. 

For that purpose we are going to use the web tool: Touchcast. You need to prepare the script before recording the video. If you remember the aim of this task was to update the folk tale you chose. 

Do you remember what the tense to talk about what's happening now is?  

Along the script you have to use at least 10 sentences using present continuous. 

TIPS: Use the grammar at CB page 144.

Also you will find useful time expression like: Today, now, at the moment, right now .....

STEP 4: Let's record the video using Touchcast but in our MinIpads. In the following tutorial you will know how to deal with it. Please read it very carefully before start. 

Manual de Touchcast por Rosa Liarte from Rosa Liarte Alcaine

Como has podido ver al terminar puedes publicar tu video en Youtube. Utiliza las etiquetas:

• colsangregorio
• redxxi
• English
• Year 5
• eTwinning
• Traditional tales. 

STEP 5: This is going to be the personal part each one should create on they own portfolio. Each member of the group has to create a post with the following information.

• Title: eTwinning Task: (Title of the traditional tale) 
• Introduction: 

Hello, 

My name is ___________________________. These are the final products, this task was part of our eTwinning project: "Reading Together". Along this task we worked with traditional tales. 

My group worked with____________________________________________. In the tale my role was The teacher (Write the name of your character and linked it with the avatar you created in blabberize.com)

In the following video you can listen and watch our story.

• Embed the video.

• Learning Diary: (Please try to think on it and write more than a word)
• What have I learnt with this task?
• Did I have to go back on something?
• How did I learn along this task?
• What do I want to learn more about?
• Remember to write the tags (colsangregorio, redxxi, Year 5, English, eTwinning, Traditional Tales.)

This example done by the teachers can help you. 

ASSESMENT

Teacher's assesment (60% of the final mark) Maximum 36 points.

Rúbrica e twinning task traditional tales from Javier Ramos Sancha

Self-assesment (20% of the final mark) Maximum 36 points.

Diana de evaluación e twinning task traditional tales from Javier Ramos Sancha


Peer evaluation (20% of the final mark) Maximum 24 points.

Peer evaluation (traditional stories e twinning task) from Javier Ramos Sancha

Final Products of: "Spanish Authors" eTwinning Task

Today I would like to introduce the final products of the task "Spanish Authors",eTwinning Task

These posts have been published in Year 5B digital portfolio:

Here, you can read the posts which have been created by Year 5B pupils.

Diego Alonso's Post

Andrés' Post

Natalia's Post

Asier's Post

Luis' post

Diego Gullón's Post
Hugo's Post

Rubén's Post

Nadia's Post

María José's Post

Sofía's Post

Lucía's Post

ZuLei Qiu's Post

Eva's Post

Ana's Post

Adriana's Post

eTwinning Task - Spanish Authors

It is time to focus our attention again into our e-Twinning Project: "Reading Together"

Desde la orden EDU/519/2014 de 17 de junio.

ESTÁNDARES DE APRENDIZAJE.

Comprensión de textos (Reading - Listening)

• Comprende el sentido general en mensajes y  que  contengan instrucciones, indicaciones (post en el blog para la realización de la tarea) y extrae algún dato concreto.

• Comprende  información  esencial  y  localiza información específica en material informativo sencillo.

• Consulta  el  diccionario  bilingüe  y  las tecnologías  de  la  información  y  la comunicación de forma guiada como apoyo a su aprendizaje.

Producción de textos (Writing - Speaking)

• Hace  presentaciones  breves  y  sencillas, previamente  preparadas  y  ensayadas,  sobre  temas cotidianos y de su interés (presentarse  y presentar a otras personas; dar información  básica sobre sí mismo, su familia; indicar  las  rutinas  y  actividades  de  su  día  a  día)  usando estructuras sencillas.

• Participa en conversaciones, cara a cara en las que se establece un pequeño contacto social  (dar  las  gracias,saludar,  despedirse, dirigirse  a  alguien,  pedir disculpas, presentarse,  interesarse  por  alguien,  felicitar  a  alguien),  se intercambia información  personal  y  sobre  asuntos cotidianos.

• Escribe,  en  papel o  en  soporte  electrónico, textos  breves  de  carácter  narrativo e informativo  sobre  temas  trabajados previamente,  basándose  en  un  modelo  y reproduciendo estructuras trabajadas.

CONTENIDOS:

Léxico:

• Actividades de la vida diaria.
• Alimentación.

Estructuras sintáctico - discursivas:

• Interrogación (Wh- questions, questions with the Auxiliary Modal Verb Can)
• Expresión de la cantidad (some, any, lots of - countable and uncountable)
• Expresión de las capacidades (Modal Verb: Can)

Funciones comunicativas:

• Establecimiento y mantenimiento de la comunicación.

Aspectos socioculturales y sociolingüísticos:

• Convenciones sociales (fórmulas de saludos y despedidas)
• Normas de cortesía y registro.

AIM OF THE TASK:

Create a presentation and a video to show the results of an investigation about a Writer of Kid's Stories.

PROCESS:

STEP 1: You are going to work in pairs. You will define what your task will be everyday: What is each one of you going to do on a lesson? You are going to open a Google Drive Document as your Working Diary with the following points:

• Date
• Each member task for the lesson.
• Aim of the day.
• What have you done today?
• Problems.

STEP 2: Start the presentation, both members of the couple should have access to it. It must have:

• Slide 1: Title and authors of the presentation.
• Slide 2: Name, Place and date of birth, place and date of death, photo.
• Slide 3: Timeline with the main points of the author's life.
• Slide 4: List of books or stories the authors has published.
• Slide 5: Short summary and photo of one of the author's stories.
• Slide 6: Video with the author. A day in the life of ..........

STEP 3: Let's look for the author you want to work on. The following links can help you with the search. Remember the author has to be Spanish, it doesn't matter about it is a modern or an old writer.

• Wikipedia: Escritores de Literatura Infantil de España
• Blog Educ@conTIC: Autores de Literatura Infantil y Juvenil.

The websites are useful for finding the authors maybe later you will need to look in other websites for more information to do your investigation. 

STEP 4: Main data of the author (Slide number 2).

STEP 5: Create the Timeline about the author: the main data about his life, the date of some of the writer's book, etc... (Slide number 3)

• You can use Popplet to do it.
• Include at least five data.
• Some Pictures would be great.
• When you finish click on the wheel you can find at the top and export it as jpeg. So you will have your time line as a photo to include in your presentation. 

STEP 6: Write a list of the most important book written by your author. (Slide number 4)

STEP 7: Look for one of the writer's book and write a brief summary (no more than 6-7 lines).(Slide number 5)

STEP 8: You are going to create an interview with your author, in which one of you will be the interviewer and the other one will dress up as the writer and answer as if you were he or she. 

• Let's start with the script.
• Hello, Goodmorning,
• What's your name? My name is.....
• When were you born? I was born on ..............
• Why are you famous? I'm a .............
• Which books did you write? I wrote.......
• Can I ask you a bit about your personal life? Yes, you can.
• What are your abilities? I can .......
• What can't you do? I can't ...........
• Tips: Check page 141 and 36 from your CB for grammar and vocabulary. 
• What have you got in your fridge?  I have got ....
• Tips: Check page 142 and 40 from your CB for grammar and vocabulary. 
• Thanks for you time. 
• Your teacher will check the script.
• Record the video and upload it into the YouTube account. 
• Title: Spanish Authors:  (names of the writer) 
• Description: This is the video we have created for........
• Tags: colsangregorio, redxxi, Year 5, English, eTwinning, Spanish authors.

STEP 9: Include your video into your Google SlideShow Presentation. 

STEP 10: This is going to be the personal part each one should create on they own portfolio. Each member of the group has to create a post with the following information.

• Title: eTwinning - Spanish Authors: (name of the writer)
• Introduction: I'm ........................... This is the final product of my group. Along this task we ..................... and I ........................................
• Embed the presentation.
• Learning Diary: (Please try to think on it and write more than a word)
• What have I learnt with this task?
• Did I have to go back on something?
• How did I learn along this task?
• What do I want to learn more about?
• Remember to write the task (colsangregorio, redxxi, Year 5, English, eTwinning, Spanish authors)

This example done by the teachers can help you. eTwinning - Spanish Authors: Saturnino Calleja.

ASSESMENT

Teacher's assesment (60% of the final mark) Maximum 28 points

Rúbrica de evaluación e twinning task - spanish authors from Javier Ramos Sancha

Self-assesment (20% of the final mark) Maximum 28 points

Diana de evaluación e twinning task spanish authors from Javier Ramos Sancha

Peer evaluation (20% of the final mark) Maximum 28 points

Peer evaluation (e twinning task spanishauthors) from Javier Ramos Sancha

Our final products of: "Our favourite book, e-twinning activity".

Today I would like to introduce the final products of the task "Our favourite books" e-Twinning Activity

These posts have been published in Year 5B digital portfolio:

Here, you can read the posts which have been created by Year 5B pupils.

Diego Alonso's Post

Andrés' Post

Natalia's Post

Asier's Post

Luis' post

Diego Gullón's Post
Hugo's Post

Rubén's Post

Nadia's Post

María José's Post

Sofía's Post

Lucía's Post

ZuLei Qiu's Post

Eva's Post

Ana's Post

Adriana's Post

Our favourite books. e-Twinning Activity

It is time to focus our attention again into our e-Twinning Project: "Reading Together"

After presenting all the students implied in the project, now it would be time to talk a bit about which are our favourite book and about our houses. 

It is going to have two different parts. Let's follow the steps in order to success with the task:

PART ONE

• STEP ONE: Create a Google Drive Slideshow. Create the first slide

• STEP TWO: In the second slide include a picture of your bedroom. (You can bring it at another moment)
• STEP THREE:  Try to review all the grammar aspects you will need for this task. Read and complete the activities of your Class book, page 139.
• STEP FOUR: Let's describe your bedroom using ten sentences. 
• Five of them: There is / there are (page 25 of your book)
• Five of them: I have got / I haven't got. (page 27 of your book)

PART TWO

On the shelves of your bedrooms we are pretty sure that you have your favourite book on it. With your mate you are going to create and interview to talk about it.

• STEP 1: Try to review all the grammar aspects you will need for this task. Read and complete the activities of your Class book, page 140.
• STEP 2: Create the questions for the interview. You will create together because you are going to use the same in both interview (page 31 of your book). The information you will ask about is:
• Title.
• Author.
• Number of characters.
• Why do you like it?
• Number of pages.
• A couple of questions about the cover.
• A brief summary.
• STEP 3: Prepare the script into your notebook. That means you have to write down the questions and the answers. Let's the teacher check it.
• TIPS TO HELP YOU WITH THE SCRIPT.
• Good morning,Good afternoon, Hello.
• My name is .........
• What's your name?
• My name is .........
• Can I ask you some questions about your favourite book?
• Yes, you can.
• THE QUESTIONS
• Good bye, thanks for your time. 
• Good bye. 
• STEP 4: Record the two videos. In each one, a student will be the cameraman and the interviewer at the same time and the other student will answer. In the second video you have to swap your roles.
• STEP 5: Upload into your youtube channel the video in which you are answering questions. 

PORTFOLIO

As a final part, you need to prepare a post into your digital portfolio to spread it. 

Your portfolio should have the following parts:

• Greetings: Hello, Good morning, etc....
• Description of the activity: In this activity I ......... . It is part of our e-Twinning Project.
• Embed your Presentation.
• Embed your Youtube video.
• Your learning diary:
• What have I learnt with this task?
• Did I have to go back on something?
• How did I learn along this task?
• What do I want to learn more about?

Remember you have to add the tags, to order an classify the information into your blog. This time the tags will be:

• colsangregorio.
• RedXXI
• English
• Year5
• e-Twinning.
• My favourite book. 

Once you have finished you have to submit your task to your teacher using Edmodo. For that you have to click into the title of your post in the blog and copy and paste your link into the Edmodo Assignment. 

ASSESMENT

Teacher's assesment (60% of the final mark) Maximum 20 points

Rúbrica my favourite book for e twinning project from Javier Ramos Sancha

Self-assesment (20% of the final mark) Maximum 20 points

Diana de evaluación e twinning my favourite book from Javier Ramos Sancha

Peer evaluation (20% of the final mark) Maximum 20 points

Peer evaluation (my favourite book e twinning project) from Javier Ramos Sancha

Our final products for "Presentation e-Twinning"

Today I would like to introduce the final products of the task "Presentation e-Twinning" (Year 5) 2015/16

These posts have been published in Year 5B digital portfolio:

Here, you can read the posts which have been created by Year 5B pupils.

Diego Alonso's Post

Andrés' Post

Natalia's Post

Asier's Post

Luis' post

Diego Gullón's Post
Hugo's Post

Rubén's Post

Nadia's Post

María José's Post

Sofía's Post

Lucía's Post

ZuLei Qiu's Post

Eva's Post

Ana's Post

Adriana's Post