A Task for our eTwinning Project: Breaking the news

Today we are going to work together English students and Spanish ones in our eTwinning Project: Mass Media in Our daily life.

The aim of this task will be:

RECORD A VIDEO WITH A NEW FOR A NEWS PROGRAMME

Remember to follow the steps to success.

STEP 1: Join your group and review the roles you already have and the responsabilities they should be encharge of.

STEP 2: Decide which moment, task or situation in the project has been important for you or your group.

STEP 3: Now you are going to record a short video like if you were reports so you need to remind things about details, which  one was the task, what happens on that moment, etc...

STEP 4: Write down the script for the piece of news you are going to record. Remember you have to include as meny details as posible, you are going to report from the place it happens, and all of you have to say something except the camera man.

• Good morning everybody.
• We are..................................................................................... We are here at ..............................  because on .......................................... took place.....................................................................
• (Tell something about the new)............................................................... ......................................................................................................
• Bye, bye. Thanks for your interest. 

STEP 5: Time for recording, We are going to use a program you should download from here. It is a program to record with Chroma Key (The green screen), so we will record it at the TV set and then we will edit with the teacher help.

The following tutorial will be very useful for you:

STEP 6: You should give the final video to your teacher in order to create a final video with all the parts. 

STEP 7: Create the final post into your digital Portfolio. 

• Hello my name is ........... 
• This is the final product of our task.......... Along this task we have investigated about............
• EMBED YOUR VIDEO. 
• 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?
• The tags will be;
• Colsangregorio
• Redxxi
• eTwinning
• English 
• Year 5

Here you can have a look to a very helpful example of the post into your Digital Portfolio.

STEP 8: Sent to your teacher through Microsoft Classroom. 

ASSESSMENT

Rúbrica news programme from Javier Ramos Sancha

eTwinning Task: "A radio programme"

GENERAL AIM OF THE TASK:

Create a radio programme with an interview and a broadcast from a sport center.

PROCESS:

We strongly suggest to you the following steps in order for your group to success:

STEP 1: Distribute the roles in your group. Make sure everybody has understood their role and the aim of this task.

Teamwork, NY, CC BY-SA 3.0

STEP 2: Open the Learning Diary for this task. IMPORTANT: It is a new document, only about this task and the same of the whole task. Let's share it with your mates and your teacher. And remember you have to complete everyday. 

LEARNING DIARY "A radio programme"

STEP 3: Using the cooperative learning technique you will read the rubric and decide in your group:

• What does a good final product look like?
• Which things are important for a good radio programme?

Thinking routine to start a project from Javier Ramos Sancha

We are going to use the Cooperative Learning Technique: Let's Spin the sheet. 

STEP 4: Let's prepare the interview, you are going to decide a famous person to interview, You will ask him or her:

• 3 questions about personal data.
• 3 questions about his or her likes and dislikes
• 3 questions you want to know.

You should prepare the questions and the answers, and then your teacher will check it for you. 

TIPS: You can have a look at page 143 for grammar tips and the following photo to remind how to write down a question. 

STEP 5: Let's imagine you are a sport journalism and you are going to report what's taking place in the sport center. You are there with 10 of your class mates and you have to describe what they are doing now with 10 sentences. 

TIPS: You can have a look at page 144 for grammar tips and to the following photo to remind how to write down a sentences using present continuous. 

STEP 6: Create the Script of your radio programme in a Power Point Presentation.  The following one could be an example for you. And then you should upload the presentation into the Office Mix.  

STEP 7: Let's look for a tune to your radio programe. You will use it at the begining, to separate both parts of the programme and to conclude.

Música libre de derechos de autor. 

STEP 8: It would be time to record your radio programe . 
To record we are going to use Audacity:

to host the podcast we are going to use the tool: SoundCloud.

STEP 9: Prepare your final post in your Digital Portfolio. Remember it should have different parts:

• Hello, I'm........
• These are the final products for the task.................... This task is part of our eTwinning project 'Mass Media in our daily life'.
• In this presentation we have prepare the script for the radio programme.
• EMBED THE PRESENTATION.
• And finally here you can listen to our Radio Programme.
• EMBED THE PODCAST.
• Bye, bye I hope you liked it.

Remember you have to use the tags: 

• Colsangregorio.
• Red XXI
• English
• Year 5
• eTwinning

Here you have an example to help you with the final design. 

STEP 10:  Sent to your teacher through Microsoft Classroom. 

ASSESSMENT

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

Rúbrica e twinning task a radio programme from Javier Ramos Sancha

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

Diana de evaluación e twinning task a radio programme from Javier Ramos Sancha

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

Peer evaluation (e twinning task a radio programme) from Javier Ramos Sancha

Final products eTwinning project Tas: Survey about Mass Media

Today I would like to introduce the final products of the task: "A survey about the uses of the Mass Media" for our eTwinning project: "The Mass Media in our daily life"

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

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

• Paula Agudo's Post.
• Alaine Barrecheguren's Pos
• Mario Benito's Post
• Nacho Fernández's Post
• Javier Antonio Figueredo's Post
• Yeray González's Post
• Lucía González's Post
• Lorenzo Adolfo González's Post
• Sergio Gordo's Post
• Diego Iglesias's Post
• Zhong Hao's Post
• Gabriel Jiménez's Post
• Jaime Malanda's Post
• Carla Martin's Post
• Rodrigo Mata's Post
• Sara Rodríquez's Post
• Íker Rodríguez's Post
• Edgar Romero's Post
• Daira Terán's Post

eTwinning Task: A survey about the Mass Media

To continue with our eTwinning project: "Mass Media for our daily life" This time we want you to purpose to create a survey to investigate about the uses of the mass media your school mates do. 

We strongly suggest to you the following steps in order for your group to success:

• STEP 1: Distribute the roles in your group. Make sure everybody has understood their role and the aim of this task.

• STEP 2: Open the Learning Diary for this task. IMPORTANT: It is a new document, only about this task and the same of the whole task. Let's share it with your mates and your teacher. And remember you have to complete everyday. 

LEARNING DIARY - eTwinning Task: A survey about Mass Media

• STEP 3: Let's create your questions. You have to write ten questions to ask about the uses of the Mass Media in our daily life, make yourselves sure they are correct written. The ten questions should follow this tips:
• At least three of them has to be using can.
• At least two of them should have some or any.
• At least one of the has to used on+dates or from.... until + times
•  All of them have to follow the question structure: 

Question Word (if it's needed)+AUXILIARY +SUBJECT +  VERB + COMPLEMENTS ?

• STEP 4: Time to seek the data asking the questions to mates. You can ask your classmates, or look for other students among the Year 5 and Year 6 classes. It's important to write down the answers in order of create the statistics later. At least you have to ask to 25 people.

• STEP 5: Create your final power point presentation with 11 slides.
• First slide: Title (Survey about mass media) and authors
• Second to eleventh slide: Title (question) - Insert the data and the graph, you can do it directly on Power Point - THINK on a sentences to explain the results. 

Survey about the use of the mass media de Javier Ramos Sancha

• STEP 6: Record your presentation into Office Mix. So first you need to write down the script, The following sentences may help you to do it. Remember to send the embed code to your mates.  
• Hello we are.............
• We are going to present you the results of the survey about the Use of the Mass Media.
• The first question is............
• We checked that ........... (here you will use the sentences you though about the results)
• The second question is........
• We checked that..........
• ...................

 

• STEP 8: Create the final post into your digital Portfolio. 
• Hello my name is ........... 
• This is the final product of our task.......... Along this task we have investigated about............
• EMBED YOUR MIX. 
• 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?
• The tags will be;
• Colsangregorio
• Redxxi
• eTwinning
• English 
• Year 5

Here you can have a look to a very helpful example of the post into your Digital Portfolio.

• STEP 9: Sent to your teacher through Microsoft Classroom. 

ASSESSMENT PROCESS

Teacher's Assessment

60% of the final mark

Rúbrica de evaluación etwinning task - survey about mass media de Javier Ramos Sancha

Student's Selfassessment

20% of the final mark

Diana de evaluación e twinning a survey about mass media de Javier Ramos Sancha

Peer's Assessment

20% of the final mark

Peer evaluation (e twinning task a survey about mass media) de Javier Ramos Sancha

Presentations for our eTwinning Project.

This year we are going to run an eTwinning project. Do you know what eTwinning is? Maybe you can discover with this video. Please try to represent into your Thinking Diary with a picture.

Our e-Twinning project will join our school with a school in England, in a town called Guildford. The school is Holy Trinity Pewley Down School. 

Our project is focused on Mass Media. The title is "The Mass Media in our daily life" and we are going to read, investigate, create and enjoy the radio, the televison or the newspapers. In the website created for the project you will have all the information about it and all the final products we are going to do.  

So you now you know all the basic information about the project so it will be time to start working on it. To start would be great to intodruce ourselves to them, and then we will know who we are going to work with. 

We will divide this task in to parts:

PART 1

• STEP 1: Have a look to the two examples your teachers have done for you in the following presentation. 

• STEP 2: Your teacher will share the presentation with you and you will complete the first slide which is with your name. 

• STEP 3: You have to record the podcast using a new tool VOCAROO.  You will click on record, accept the computer to use your microphone, speak, and click stop. DON'T CLOSE THE WEBSITE WITHOUT COPYING THE LINK. 
• Tips for the recording:
• Say Hello
• Read the sentences you have created for the presentation, don't read the headlines.
• Say Bye, Bye

• STEP 4: Link the Picture of the second slide of your part with the vocaroo link. For that you have to click in the picture. Click insert and choose link, then you paste the link to your vocaroo.

PART 2

We are going to include all of this activity in our digital portfolio so you have to create a post with the following parts:

1. Your photo.
2. The sentences about you. 
3. The link to the vocaroo.
4. The 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
• eTwinning.
• Presentation. 

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 Assigment. 

ASSESMENT

Teacher's assesment (60% of the final mark) Maximum 16 points

Rúbrica presentation for e twinning project from Javier Ramos Sancha

Self-assesment (20% of the final mark) Maximum 16 points

Diana de evaluación presentation for e twinning project from Javier Ramos Sancha

P2P (Peer to peer assesment) (20% of the final mark) Maximum 16 points

Click on the picture

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