FIN AL PRO JECTCO U RSE: Teaching English to Children w ith Special Needs in

a Bilingual Context

Izaskun Orive Navas y Carmen Gómez Gómez

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G EN ERAL IN FO RM ATIO N :

▪ NAME: Izaskun Orive Navas.

▪ SCHOOL: C.E.I.P Ramiro de Maeztu.

▪ TITLE OF THE BOOK: Natural Science Student´s Book Primary 3, Richmond Santillana.

▪ UNIT: Machines.

▪ Nº OF WEEKS PER UNIT: 2 weeks.

▪ Nº OF HOURS A WEEK OF INSTRUCTION: 3 hours, the Special Needs Student participates in all the sessions.

▪ LANGUAGE OF INSTRUCTION: hard CLIL with translanguage support of the Special Education teacher (she explains the main contents in Spanish).

▪ AGE OF THE GROUP: 8 years old.

▪ AGE OF THE STUDENT: 8 years old.

G EN ERAL IN FO RM ATIO N :

▪ CHALLENGES OF THE STUDENT: the student has passed with several failing grades and her lever is lower than a Primary 2 level. The psychologist has evaluated her and has diagnosed dysphasia (language disorder with expression and comprehension difficulties). She learns better with simple instructions, visual support and repetitive activities.

▪ AIMS OF THE LESSON, EXPECTED OUTCOMES, CLASSROOM ACTIVITIES, ASSESMENT, TOOLS AND INSTRUMENTS AND RESOURCES : these points are fully developed in the unit that we have designed.

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1. INTRODUCTION:

▪. We have adapted a unit of Natural Science for a Special Needs Student in Primary 3.

▪. The materials that we use for our regular classes are higher level textbooks. In my case, it has a lot of texts and repetitive activities without visuals. For that reason, we have adapted the texts into an easy to read material for the Special Needs Student, we have designed new activities for all the students and we have adapted the evaluation for the Special Needs too.

▪. Some activities are going to be completed in Arts and Crafts, and we have also included a field trip.

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2. AIMS:

.General topics:

-. Obtain information about machines: “what are machines?” and “how do they work?”

-. Identify different types of machines and some of their main parts.

-. Know some famous inventions that are important in our lives.

.Adapted topics:

-. Obtain information about machines: “what are machines?”

-. Identify different types of machines.

-. Identify 3 parts of a bike.

-. Name 2 famous inventions.

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3. EXPECTED LEARNING OUTCOMES:

▪. Know what a machine is.

▪. Identify different types of machines.

▪. Distinguish simple and complex machines.

▪. Identify 3 main parts of a bike.

▪. Name 2 famous inventions.

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4. METHODOLOGY:

▪. We have used a communicative methodology, based on multiple intelligences, project based learning and cooperative learning.

5. SESSIONS:

▪. 8 sessions of 45 minutes each.

6. GROUPING:

▪. The students are going to work in groups of 5 and the group with the Special Needs Student will be placed next to the teacher´s desk.

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7. RESOURCES:

.Material:

.Class Book and notebook.

.PDI and computer.

.Flashcards.

.Worksheets.

.Others: crayons, felt tip pens, cardboards, scissors, glue, etc.

.Human:

.The Special Education teacher.

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8. ACTIVITIES:

▪. Before starting the unit:

. We will provide all the students with a Picture Dictionary (with the main key words of the unit)https://quizlet.com/_3kea4h

.We will provide the Special Needs Student with an easy to read text.

Example of easy to read material.

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▪ LESSON 1: MACHINES (1 sesión)

Brain Storming: ask the students several questions to check the previous knowledge about the topic (“Do you know what a machine is?”, “Can you see any machine in class?”, “What type of energy does it use?”, etc.)

Listening activity: we are going to play bingo and the students will cross out the machines that they hear. http://mfbc.us/m/whstf

Game: classify the word cards of the bingo into different categories: attending to the use and attending to the energy used.

Mind map: reading the Class Book and complete a mind-map in groups.

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▪ LESSON 2: TYPES OF MACHINES (2 sessions)

a) SIMPLE MACHINES:

.Listening to a song: https://youtu.be/yNUgbdsWSm4

.Watching a video: https://www.youtube.com/watch?v=ByLXZCP4ixc

.Game: classify the pictures of different simple machines in the correct category (lever, pulley and inclined plane).http://agrega2.red.es/repositorio/26012010/20/es-an_2009043062_7960422/index.html?ln18=en&pathODE=f12/2_ID/&maxScore=88&interfaz=interfaz_t01&titleODE=.:%20Simple%20machines.%20Types.%20

.Reading the textbook and and complete a lapbook with the main information.

.Arts and Crafts: create a cootie catcher.

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b) COMPLEX/COMPOUND MACHINES:

.Watching a video about the different parts of a bike.: https://youtu.be/qAiWcybplU4

.Reading the textbook.

.Invent a rap with the different parts of the bicycle in groups.

.Label the main parts of the bike.

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c) SIMPLE AND COMPLEX:

.Complete a Ven diagram comparing simple and complex machines. The Special Needs Student will have printed stripes with the main information and she will classify the sentences in the correct place.

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▪ LESON 3: INVENTIONS (2 sessions)

Listening to a song: https://youtu.be/VhbCqZbuwiY

Reading the text book and complete a mind-map in groups.

Inventions Project: choose a famous invention, label its main parts and explain how it works. The students will work in groups.

Arts and Crafts: Design a simple invention that is useful for our class and make a model.

Field Trip: Visit an exhibition about inventions in the National Natural Science Museum or MUNCYT Alcobendas.

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▪ LESSON 4: REVIEW (1 Session)

Complete a short summary. The Special Needs Student will complete the summary using her easy to read text and we will include pictograms.

Example of summary

Example of pictograms included

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▪ We could use different types of assessment:

True/ False activities.

Matching activities.

Multiple choice activities.

Repetition of activities that they have already done in class.

Answer oral questions (simple and direct).

Presentations.

Observation.

Give a study give with sample questions to prepare the exam.

Self-assessment (the student could play different games to check if she knows the main key words) https://quizlet.com/_3kea4h

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▪ According to our textbook we have chosen to repeat the summary giving a word bank with the words needed.

CO N CLU SSIO N S:

RESOURCES THAT I HAVE

RESOURCES THAT I NEED

HOW CAN I GET THEM

- Material resources.- ICT.- Human resources

(Psycologist, PT and Language Assistant).

- Time for adapting the materials.

- Adapt the materials when the Language Assistant is doing a big group activity (once a week).

The 3 specific actions that I could take in my school will be:

I will ask for a working group with my colleagues, in order to adapt materials for the Special Needs Students of our school.

I will ask for the collaboration of different organizations to give us information and useful materials.

We could prepare a bank of resources to share our adapted materials.