Marta Puig Castells Practicum IV

1397167 UAB Tutor: Maria Mont

DIDACTICAL SEQUENCE: TRIP TO LONDON

GENERAL DESCRIPTION

SCHOOL Escola Les Aigües (Cardedeu)

GRADE 5th Grade (Superior Cycle)

IMPLEMENTATION From the 15th to the 30th of January

DATES

TITLE Trip to London

DRIVING How can we become Londoners? Let’s discover the city!

QUESTION

LENGTH (Nº of 6 Sessions / 7 hours

Sessions / Hours)

SUBJECT AREA English

DESCRIPTION OF The following didactical sequence is based on the discovering of the city of
THE D.SEQUENCE London, its characteristics and culture. Regarding English language
content, some of the language forms that will be introduced are the
structures ​there is/there are​, adverbs of place and vocabulary related to
giving instruction to reach a place. Students will develop their
communicative competence in this language across the development of
different hands-on activities to discover different elements of the city such
as important places to visit or transports. The final products students will be
asked to develop are the following: a leaflet and a video. Below it can be
found all the details of each session, activities, materials, classroom
management, assessment criteria among other aspects.
 Marta Puig Castells Practicum IV
1397167 UAB Tutor: Maria Mont

COMPETENCES1 ÀMBIT LINGÜÍSTIC

Based on the Dimensió comunicació oral:
Catalan Educational - Competència 3. Interactuar oralment d’acord amb la situació
Curriculum comunicativa utilitzant estratègies conversacionals bàsiques.

Dimensió comprensió lectora:

- Competència 4. Aplicar estratègies per obtenir informació bàsica i
comprendre textos escrits senzills o adaptats de la vida quotidiana,
dels mitjans de comunicació i de l’àmbit escolar

Dimensió expressió escrita:

- Competència 8. ​Produir textos senzills amb adequació a la situació
comunicativa i amb ajut de suports.
- Competència 9. Revisar el text per millorar-lo en funció de la
situació comunicativa amb l’ajut de suports específics.

ÀMBIT DIGITAL
Dimensió instruments i aplicació:
- Competència 1. ​Seleccionar, utilitzar i programar dispositius
digitals i les seves funcionalitats d’acord amb les tasques a
realitzar.

KEY Communication in the mother tongue

COMPETENCES
Communication in a foreign language

Mathematical competence and basic competences in science and

technology

Digital competence

Learning to learn

Social and civic competence

Sense of initiative and entrepreneurship

Cultural awareness and expression

1
Curriculum d’educació primària, Generalitat de Catalunya.
http://ensenyament.gencat.cat/web/.content/home/departament/publicacions/colleccions/curriculum/
curriculum-educacio-primaria.pdf
 Marta Puig Castells Practicum IV
1397167 UAB Tutor: Maria Mont

DISCURSIVE - To elaborate a guideline for the development of the leaflet.

OBJECTIVE/S Students will have to think about the essential information a leaflet
has to contain and elaborate a guideline to be followed when writing
and designing their own leaflet about London.
- To create and design an appropriate leaflet according to the
format of the discursive genre.
Students will be able to confection a proper guide with essential
information about London following a leaflet standards and apply
their creativity to its design.

LEARNING - To identify, number and name objects, places and other

OBJECTIVE/S elements of a situation using the structures there is ​and ​ there
are​.
Pupils will be able to describe the presence of different elements in
any situation by using the structure ​there is ​and ​there are correctly
considering the number.
- To describe the position of an object, person and other
elements respect a reference point by using adverbs of place.
Students will be able to explain where different objects are found in
relation to a main point of reference..
- To give instructions and ask for different places’ directions by
using specific structures such as go straight or turn left/right.
Students will be able to ask for orientation and orient other by giving
instructions to define the directions to follow to a specific
point/place.

CONTENT2 - Strategies to reach comprehension.

- Strategies for written expression: planning, production and revision.
- Strategies and formulas for oral interaction.
- Lexic: usual and specific vocabulary
- There is / There are
- Adverbs of place
- Giving instructions: go straight, turn left/right, …
- London: culture and important elements of the city
(language, currency, transport, food, places to visit, …)
- Use of digital resources
- Known words’ spelling and frequently use words¡ spelling

2
Curriculum d’educació primària, Generalitat de Catalunya.
http://ensenyament.gencat.cat/web/.content/home/departament/publicacions/colleccions/curriculum/
curriculum-educacio-primaria.pdf
 Marta Puig Castells Practicum IV
1397167 UAB Tutor: Maria Mont

SESSIONS DESCRIPTION

SESSION 1 Introduction of the didactical sequence (1h)

OBJECTIVES - To know the topic, objectives and final outcome of the unit sequence
(expectations).
- To have a first contact with some characteristics from London that
will be developed along the sequence.
- To fulfil some guidelines using different resources or materials by
looking for and selecting the needed information.

ACTIVITIES AND Activity 1. ​Introduction of the topic and explanation of the teaching
TIMING sequence through a video. Talk about the objectives and final product
expected. (15’)

Students will be presented a video where the teacher will explain that it is
supposed to spend 3 days in London. The aim is to ask for children’s help
to provide the teacher leaflet containing all kind of necessary information to
become a londoner in its visit to the city. The driving question ‘How can we
become Londoners?’ will be posed to students as well as the objectives and
the final products students are expected to reach. Students will be asked for
previous information they have about the place. E.g:
- What do you know about London?
- Where is it?
- Which language do the inhabitants speak?
- Is it a city, a village, a country, …?

They will be explained how they will work along the sequence and some
group rules will be established.
- Groups rules: (pinterest)
Get along with each other.
We will not argue.
Respect everyone’s opinion.
​We will listen to others’ ideas without criticizing.
Offer support and ideas.
Are you talking about the project? Express yourself!
Use soft voices.
​Only your group should hear you.
Participate actively.
​ Do your part! Don’t let the others do all the work.
Stay together as a team.
​Raise your hand and the teacher will come.

Activity 2. ​I’m an expert on… (15’)

Each student from the base groups will become an expert on one topic
 Marta Puig Castells Practicum IV
1397167 UAB Tutor: Maria Mont

about London. Through different little activities (readings and related

activities) they will have to complete the information required on the
PASSPORT TO LONDON worksheet.

Activity 3.​Let’s put all the information together (15’)

Once every child has the information required they will share the
information with their base groups, so that the rest can also complete this
part of the PASSPORT TO LONDON worksheet.

Activity 4. ​Assessing ourselves! (15’) → ​To be done in all the sessions with
this activity name.
Students will be explained that after each class they have to fulfill an
assessment worksheet (​What have I learnt today?​, routine checklist) so that
they can leave the class. Every class they will fulfil a similar worksheet.

ROLE OF THE In this session, the teacher is the one who is going to introduce the class at
TEACHER the beginning. After the introduction and the questioning time, the teacher
will just move around solving questions and guiding students when
necessary.

ROLE OF THE Students are going to be actively engaged from the very beginning trying to
STUDENTS answer questions and posing doubts and expectations. From activity 2 to
the end of the class, they will be the ones who will develop the activities
themselves. Every kid will perform the role of an expert in something and
then will share the information with its group mates to fulfill the PASSPORT
TO LONDON worksheet and reach the stamp.

RESOURCES AND - Introduction video → Smartboard

MATERIALS - Group rules poster
- Passport to London worksheet
- Reading
- What have I learnt today? worksheet

ORGANIZATION Activity 1:​Whole group class

Activity 2: ​Groups of 5
Activity 3:​Whole group class

ASSESSMENT - Starting questions

- Passport to London worksheet
- What have I learnt today?

ATTENTION TO All the activities are aimed to provide opportunities to all kinds of learning
DIVERSITY styles, since they are very hands-on activities and with different supports.
None of them is especially adapted to a student.
 Marta Puig Castells Practicum IV
1397167 UAB Tutor: Maria Mont

SESSION 2 Indispensable visits (1h)

OBJECTIVES - To search and select appropriate information to develop the task.

- To identify places in a map by using its references.
- To understand and use the structures ​there is / there are.

ACTIVITIES AND Activity 1.​What can we visit in London? (30’)

TIMING
Students will be given a map of London (Zoom in of a limited zone, each
group will have a different one) with some red points. By using iPads and
different maps students will need to look for information using some
references of the map to identify and name the red spots.

Activity 2.​Pointing out what to visit. (20’)

Once identified the main interesting places, students will order the
information in small cards using the expressions ​there is / there are​. ​Each
group will have to create 5 equal cards (one per member) to give to the
other groups, so that they also have the information found for the leaflet
creation. Students will be asked to locate the places in a big map poster
that will be hung in the class. They will have to stick a photo and a heading.
In fact, what students did was fulfilling a worksheet with
images of the places and a map (the same as in activity 1).
Then, they had to locate the places, write the name and look for
some information to write in the information worksheet.

Activity 3. ​Assessing ourselves! (10’)

ROLE OF THE The teacher will explain to students the first activity at the beginning of the
TEACHER class and will spread the maps. Then, until the change of activity, it will walk
around the class just to solve questions that might arise. The second
activity will be explained quickly and it will be developed as the first one.
Finally, the self-assessment will be given to the students and gathered at
the end.

ROLE OF THE Students are the ones that are going to carry out the activities
STUDENTS autonomously, just asking for the teacher’s intervention when necessary.

RESOURCES AND - Maps different areas of London

MATERIALS - iPads
- Cards
- Big poster of London
- Pictures and its headings
- What have I learnt today? worksheet

ORGANIZATION - Activity 1 and 2:​Base groups

- Activity 3 (5 final minutes):​Whole class
 Marta Puig Castells Practicum IV
1397167 UAB Tutor: Maria Mont

ASSESSMENT - Maps
- Information cards
- What have I done today? worksheet

ATTENTION TO All the activities are aimed to provide opportunities to all kinds of learning
DIVERSITY styles, since they are very hands-on activities and with different supports.
None of them is especially adapted to a student.

SESSION 3 From one place to another (1’5h)

OBJECTIVES - To understand and use the structures ​there is / there are.

- To give appropriate indications to arrive from one place to a specific
point.

ACTIVITIES AND Activity 1.​Starting our leaflet (15’)

TIMING Students will be asked to think about which information they will need to
add in their leaflets thinking about the things they discovered the first day
and what they think a guide must contain. Then, all together, we will create
the guidelines for the final product.

Activity 2. ​Pointing out what to visit II. (30’)

In order to refresh the structures learnt in the previous class and to organize
the information for the leaflet they need to create, students will have to fulfil
the section of the PASSPORT TO LONDON worksheet. E.g.: ​In London
there are many museums. There is one museum near X, while there are
two more museums of art in the other side of the river.

Activity 3. ​Simon says… (10’)

Students will be presented some English structures in the smart board with
images representing the instructions given (go straight, turn left / turn right,
far/close, zebra crossing, in front of, next to …). Then they will play ‘Simon
says’ game where those expressions will be used, so that they get
familiarized with them.

Activity 4. ​How can I get to...? (25’)

Students will have to perform a situation (invented scenario) in where they
will need to ask a mate for the instructions to go from one place to another
one of the map. The one listening will have to mark in a new map (same
zone but without points and previous references written) the instruction
given.

Activity 5. ​Assessing ourselves! (10’)

 Marta Puig Castells Practicum IV
1397167 UAB Tutor: Maria Mont

ROLE OF THE In this session, the teacher will play an important role at the beginning of the
TEACHER lesson, since it will have to guide the student to create a useful template for
the leaflet. The teacher will also lead the class when playing ‘Simon says...’,
since it will give the instructions. After it, in the rest of the activities the
teacher will be a guide.

ROLE OF THE Students will have to create and decide how they want the leaflet to be by
STUDENTS creating the guidelines for it. Then, as the rest of the lessons, students will
actively participate in the whole session.

RESOURCES AND - Computer and smartboard → guidelines shared with the class.
MATERIALS - Passport to London worksheet
- Poster with instructions and images
- What have I learnt today? worksheet

ORGANIZATION Activity 1: ​Base groups and whole group class

Activity 2: ​Base groups
Activity 3: ​Whole group class
Activity 4: ​Base groups (Pairs and trios)

ASSESSMENT - Passport to London worksheet

- Observation
- What have I done today? worksheet

ATTENTION TO All the activities are aimed to provide opportunities to all kinds of learning
DIVERSITY styles, since they are very hands-on activities and with different supports.
None of them is especially adapted to a student.

SESSION 4 Moving around the city (1h)

OBJECTIVES - To extract information from an audio-visual resource.

- To understand and use the structures ​there is / there are.
- To give appropriate indications to arrive from one place to a specific
point.

ACTIVITIES AND Activity 1.​How can we get from one place to another? (30’)
TIMING On that point, students know where to go but not how to get there. So in
order to discover the different transport options existing in London, they will
have a look at a short video explaining them. Then, they’ll have to answer a
Quizzizz​.

Activity 2. ​Transports’ section (20’)

They will have to complete the transports section of the PASSPORT TO
LONDON worksheet with the help of the information collected in the
 Marta Puig Castells Practicum IV
1397167 UAB Tutor: Maria Mont

previous activity, to start organizing the section for the leaflet, and previous
lessons.

Activity 3. ​Assessing ourselves! (10’)

ROLE OF THE The teacher will be a complete guide in this sessions.

TEACHER

ROLE OF THE Students will develop the session by their own, autonomously, following the
STUDENTS steps of the activities previously introduced.

RESOURCES AND - Transports’ video: ​https://www.youtube.com/watch?v=-jaQguc_WTQ

MATERIALS - Quizzizz
https://quizizz.com/admin/quiz/5a650cf8ebe100001f86362d
- iPads
- Passport to London worksheet
- What have I learnt today? worksheet

ORGANIZATION Activity 1: ​Individually / Base groups

Activity 2:​Base groups / Individually

ASSESSMENT - Quizzizz
- Passport to London worksheet
- What have I done today? worksheet

ATTENTION TO All the activities are aimed to provide opportunities to all kinds of learning
DIVERSITY styles, since they are very hands-on activities and with different supports.
None of them is especially adapted to a student.

SESSION 5 Let’s start creating!

OBJECTIVES - To design and organize the leaflet.

- To create the script of their videos about London.

ACTIVITIES AND Activity 1. ​Creating the leaflet.

TIMING Students will be asked to fulfill the guidelines worksheet they created in
session 3. Once everything is completed, they will use the tool Pages to
create their leaflets.

Activity 2.​Video script.

After finishing the leaflet, students will have to think what they will say in the
video about London and their leaflets. They will have a worksheet where
notes can be taken.

ROLE OF THE The teacher will be the one guiding the students when doing the leaflets in
 Marta Puig Castells Practicum IV
1397167 UAB Tutor: Maria Mont

TEACHER case any question or problem arises. It will be the one in charge of printing
the final product. Moreover, it will have to help students when creating the
script for the video, giving some possible language forms to use.

ROLE OF THE Students will actively participate along the session creating their final
STUDENTS products.

RESOURCES AND - iPads → Pages

MATERIALS - Guidelines
- Video worksheet

ORGANIZATION Activity 1 and 2: ​Base groups

Activity 3:​Individually

ASSESSMENT - Leaflet
- What have I done today? worksheet

ATTENTION TO All the activities are aimed to provide opportunities to all kinds of learning
DIVERSITY styles, since they are very hands-on activities and with different supports.
None of them is especially adapted to a student.

SESSION 6 Video presentation and delivery leaflets. Today is…’FUNDAY!’

OBJECTIVES - To record the video about the leaflet.

- To practice all the language forms learned playing games.

ACTIVITIES AND CORNERS: FUN DAY!

TIMING Students will have 5 different corners to play while one group is recording
their video. All the games will be related to English culture and the city of
London and they will be based on the review of all the English content
worked along the project.
1. Puzzles with interesting information about London.
(That’s based on the students questions in the passport)
2. Maps orientation.
3. Quizizz game about the things learnt.
https://quizizz.com/admin/quiz/5a6a45e59ff0dc001bd7dc58

ROLE OF THE The teacher will be the one in charge of recording and putting together all
TEACHER the videos.

ROLE OF THE Students will be recording their videos, but also playing autonomously all
STUDENTS the games in the different corners with the help of some
instructions/guidelines.

RESOURCES AND - Camera

MATERIALS - Script / Video worksheet
 Marta Puig Castells Practicum IV
1397167 UAB Tutor: Maria Mont

- Leaflets → To show in the video

- Corners’ materials are still under revision.

ORGANIZATION Video recording: ​Base groups

Students will be able to choose which corner they want to go to, with a
maximum of 4 people in each.

ASSESSMENT - Video
- Quizizz

ATTENTION TO All the activities are aimed to provide opportunities to all kinds of learning
DIVERSITY styles, since they are very hands-on activities and with different supports.
None of them is especially adapted to a student.