Kinga Jdrusiak, GPTE II

Briefly describe how these elements were Comments and reflections:

addressed in your CLIL unit How it was done and what went well,
what would you like to change?
Activating prior
knowledge
Building background
How was it done
when it comes to:
Language Lesson 1: providing Ss with the vocabulary I think that this part of the lesson was
needed for the next steps of the lesson, using planned carefully, however I could use more
flashcards varied ways of activating prior knowledge and
building backgrounds when it comes to
Lesson 2: providing Ss with the vocabulary language e.g. I could find some videos that
needed for the next steps of the lesson, would introduce the topic and would consist
preparing a definition of experiment of the vocabulary/structures needed for the
next steps of the lessons.
Lesson 3: providing Ss with the vocabulary
needed for the next steps of the lesson, using
flashcards, preparing a definition of cause and
effect

Lesson 4: giving the students an opportunity to

discover the grammar rule on their own (past
simple and present simple to describe the
changes)

Lesson 5: providing Ss with the vocabulary

needed for the next steps of the lesson, using
pictures

Lesson 6: providing Ss with the vocabulary and

 structures needed for the next steps of the
lesson, listening to the recording about mixtures

Lesson 7: providing Ss with a listening about

liquids and solids that are mixed together

Lesson 8: providing Ss with the vocabulary and

structures needed for the next steps of the
lesson, discussing the Ss experiences connected
with a carnival in their school
Content Lesson 1: Ss prepare a KWL chart the first
column: what have you already known about 3
states of matter?
Lesson 2: Ss discuss what they understand by
saying experiment
Lesson 3: discussing what cause and effect are,
listening to the song Cause and Effect
In the Lesson 1 the Ss were not sure how to
formulate statements about their prior
knowledge I think that such activity should
be conducted more often in order to make
them aware of the metacognition. I was trying
to prepare the lessons that included the
issues which were close to their daily lives so
that they could tell me more about their
experiences.

Lesson 4: T provides Ss with examples how to

describe changes

Lesson 5: talking about recipes

Lesson 6: discussing what a mixture is and

what are the mixtures in the kitchen

Lesson 7: repeating the knowledge about

mixtures from the previous classes

Lesson 8: Ss read information about Polish

carnival
Culture Lesson 2: Ss are provided with a video about
Newton before conducting a Non-Newtonian
experiment
Lesson 5: discussion about the rules in the
kitchen: hygiene, appropriate behavior
Lesson 8: Ss are provided with the traditions
connected with carnival
Cognition Lesson 1: Ss solve mathematical calculations,
each correct answer reveals one part of the
picture which gives them opportunity to
discover/predict the topic of the lesson
Lesson 2: activating prior knowledge about
experiments, giving definitions by the Ss
While analyzing the unit, I noticed that my
unit included just 3 elements connected with
the culture and I think that I could broaden
those elements e.g. I could talk about the
ways of preparing meals in different places in
the world or I could show videos about
carnivals in Rio de Janeiro so that the
students could compare Polish customs with
the ones from different country.
I noticed that the Ss were very eager to recall
facts/repeat what they had already known,
they also liked to discover the pictures in
order to guess what the lesson topic was. In
the future I will be using predictions not only
while reading activities, but also in this first
stage of lessons.

Lesson 3: creating definitions of cause and

effect based on the Ss previous
knowledge/experience

Lesson 4: Ss analyze the sentences in order to

find out the rule

Lesson 5: Ss predict what will happen in the

story

Lesson 6: recalling the mixtures that can be

find in the kitchen and the rules of hygiene while
preparing meals

Lesson 7: recalling the knowledge about

mixtures and states of matter
 Lesson 8: explaining what carnival is, recalling
the knowledge about the customs
The use of learning
phases when it comes
to:
Language Lesson 1: the preview phase providing Ss with
the vocabulary needed to prepare KWL chart
Lesson 2: the preview phase providing Ss with
the linguistic foundation needed to understand
and carry out main activities
Lesson 3: the preview phase - providing Ss with
the linguistic foundation needed to understand
and carry out main activities, skimming the text
about Hot Spring; focus-learning phase
guessing unknown words while reading, reading
aloud; the expansion phase creating flip books
(matching pictures with sentences)
In general, I was sticking to the learning
phases, however I noticed that it is really
difficult to apply it when it comes to all of the
issues (language, content, culture, cognition)
during one lesson. Sometimes I was devoting
almost the whole lesson to the language point
and this is why it was easy to find all of the
phases in the language category. Another
time, the linguistic point of the lesson took
just a small amount of time and the content
was the main focus of the lesson in this
case, I did not follow all of the phases in the
language category.

Lesson 4: the preview phase Ss discover the

grammar rule; focus-learning phase listening to
the song about changes, strengthening the
understanding of grammar rule by doing the
tasks and activities; the expansion phase
reading aloud sentences while playing a board
game connected with the grammar point

Lesson 5: the preview phase providing Ss

with the linguistic foundation needed to
understand the reading Lets make ice cream!;
talking about the elements of a play; focus-
 learning phase reading a play aloud, focusing
on the grammar rule

Lesson 6: the preview phase - providing Ss

with the vocabulary, listening to the recording
about mixtures

Lesson 7: the preview phase activating prior

linguistic resources by listening a story about
mixtures, focus-learning phase creating the
piece of writing following the model given by a T

Lesson 8: the preview phase - providing Ss with

the linguistic foundation needed to understand
the reading Time for Carnival; focus-learning
phase reading a text, focusing on the meaning
of the words from the context

Content Lesson 1: the preview phase activating prior I would like to broaden the focus-learning
knowledge about 3 states of matter; entice phase by highlighting what was significant in
students interest by giving them a chance to the particular topic. I would like to be sure
discover topic of the lesson on their own; the that all of the students follow the main idea of
focus-learning phase giving Ss the opportunity the lesson.
to confirm their understandings by watching a
video States of Matter for Kids; the expansion
phase providing Ss with chances to reflect on
what they have learnt by self-assessment task
What stuck with you today?

Lesson 2: the preview phase providing Ss with

conceptual foundation needed to carry out the
experiment; making predictions about the
outcomes of the experiment; the focus-learning
phase developing independent thinking
abilities, creating a kind of a lab report steps of
the experiment and its results; the expansion
phase reflecting on the lesson by completing
the exit tickets

Lesson 3: the preview phase - providing Ss with

conceptual foundation needed to the lessons
steps; focus-learning phase focusing Ss
attention and highlighting the essence of
understanding the topic providing them with
examples of relationships between causes and
effects and with chances to find out the
relationships; the expansion phase presenting
the learned information in the form of a flip book

Lesson 4: the preview phase - providing Ss with

conceptual foundation needed to the lessons
steps what change is and how to describe it

Lesson 5: the preview phase - providing Ss with

conceptual foundation needed to understand the
topic, talking about recipes, ingredients needed
to prepare ice-creams, ; focus-learning phase
identifying the steps of making ice-creams

Lesson 6: the preview phase - providing Ss with

conceptual foundation needed to the lessons
steps what a mixture is; the expansion phase
preparing a table what we wash/do not wash,
preparing a fruit salad

Lesson 7: the preview phase - providing Ss with

 conceptual foundation needed to the lessons
steps; focus-learning phase using the
knowledge about mixtures in Ss writing
Lesson 8: the preview phase - providing Ss with
conceptual foundation needed to the lessons
steps, recalling their experiences connected with
carnivals, providing them with info about Polish
carnival
Culture Lesson 2: the preview phase providing
students with the cultural foundation needed to
understand and carry out main activities
Lesson 6: the preview phase making a list of
rules how to behave in the kitchen
Lesson 8: the preview phase providing Ss with
the info about customs connected with carnivals;
the expansion phase creating masks for a
school carnival
Cognition Lesson 1: the preview phase - activating prior
knowledge, predictions; the expansion phase
reflecting on the lesson
Lesson 2: the preview phase activating prior
knowledge, predictions, hypotheses; the focus-
learning phase analyzing the steps of the
experiment, developing independent thinking
abilities, the expansion phase reflecting on the
lesson, linking the current experience with the
previous knowledge
Lesson 3: : the preview phase activating prior
I noticed that when it comes to culture, I put
this cultural element mainly in the preview
phase and then I did not come to this issue
during the next phases. In the future I should
take it into account and treat this element as
equal to others.
In general, I was sticking to the learning
phases, however I noticed that it is really
difficult to apply it when it comes to all of the
issues (language, content, culture, cognition)
during one lesson. Sometimes I was devoting
almost the whole lesson to the language point
and this is why it was easy to find all of the
phases in the language category. Another
time, the linguistic point of the lesson took
just a small amount of time and the content
was the main focus of the lesson in this
case, I did not follow all of the phases in the
language category.
 knowledge, making definitions; the focus-
learning phase analyzing the relationships
between causes and effects; the expansion
phase - creating own examples that present the
cause-effect relationships
I am content that I planned that all of the
lessons finished by evaluation part so that the
students could reflect on their
performance/lesson/knowledge.

Lesson 4: the preview phase - analyzing the

sentences in order to find out the grammar rule;
the focus-learning phase finding out the
relationships between cause and effect and
using appropriate grammar rule to describe it;
the expansion phase reflecting on the lesson

Lesson 5: focus-learning phase identifying the

sequence of steps needed to prepare ice-
creams; analyzing the table with a grammar
point

Lesson 6: the preview phase - recalling the

mixtures that can be find in the kitchen and the
rules of hygiene while preparing meals

Lesson 7: the preview phase recalling the

knowledge about mixtures, focus-learning phase
planning the steps of the writing, the
expansion phase evaluating own work

Lesson 8: the preview phase recalling the

knowledge about carnivals; focus-learning phase
solving mathematical tasks connected with
carnivals, the expansion phase evaluating own
work
Providing lesson Lesson 1: the amount of input from T was not I think that the Ss were provided with enough
input for CLIL big, because can be treated as a repetition; Ss support for processing the input. The types of
What are the types of are provided with pictures showing examples of input support that I used most often was
input, how much things that present liquids, gases, solids; video visuals and songs/videos.
input was provided, States of Matter for Kids
how much visual
support for Lesson 2: Ss are provided with the theoretical
processing the input part definition of experiment, a figure of well-
(visual, spoken, known physicist Isaac Newton, then they
hands-on or practical, conduct the experiment hands-on activity, the
written) last step is connected with writing the lab report

Lesson 3: Ss are provided with a song Cause &

Effect and a reading from which they can find
relevant information; the input is supported
mainly by visuals

Lesson 4: firstly, Ss try to discover the

grammar rule on their own, then T provides
them with practice of this grammar rule; they
were provided with examples of sentences and
written texts
Lesson 5: Ss are provided with the vocabulary
and grammar rule needed to understand the
text, this is supported by the flashcards and a
table in the textbook; they are also provided
with a song Making Ice Cream

Lesson 6: Ss are provided with the vocabulary

and grammar rule needed to understand the
listening and the next steps of the lesson, this is
supported by QR codes and flashcards, then Ss
prepare a table that presents the ingredients
that we wash/ do not wash; Ss are also provided
 with the listening about mixtures

Lesson 7: firstly, Ss are provided with a

recording in order to recall the info about
mixtures, then Ss are provided with a model of
writing while creating their own part of the
mutual book

Lesson 8: Ss are provided with a written text

about Polish customs connected with carnival,
they also use a textbook where they can find a
text Time for Carnival; they are also provided
with a template in order to prepare masks
How was the input Lesson 1: it is hard to place the whole lesson
evaluated (BICS vs just in one quadrant, the topic is embedded in
CALP; the quadrant the context, but some of the activities are
theory) demanding and some of the are not so
demanding cognitively
Lesson 2: this lesson is cognitively demanding
but context-embedded the Ss do the science
experiment following the
demonstration/instruction
Lesson 3: this lesson is cognitively demanding
but context-embedded the Ss are given many
examples and they are supported by the visuals
Lesson 4: this lesson is cognitively demanding
but context-embedded the Ss are given many
examples and written texts
Lesson 5: this lesson is not very demanding
Lesson 3 turned out to be very demanding;
while planning the lesson I had thought that
this topic would be easy for YL, but it required
a lot of effort and the Ts support was needed
while their individual work; I think that more
time should be devoted for this topic talking
about relationships between two things in a
foreign language seems to be a challenging
task for children.
I noticed that none of my lessons was
connected with the quadrant number four. I
think that as I did not know the students very
well, I wanted to be careful while introducing
the topics and I did not want to create a
situation which would be very difficult for the
students. Of course, I should have tried to
give them a very cognitively demanding tasks
but with appropriate support.
 cognitively because the topic is familiar and
close to everyday life, the story is supported by
the pictures, so Ss know the context

Lesson 6: this lesson is connected with the first

quadrant because Ss mainly work in groups
preparing the fruit salad and talking about their
favorite fruit in English which is context-
embedded

Lesson 7: this lesson is cognitively demanding

and context-embedded, Ss have to prepare a
piece of writing by following a model

Lesson 8: this lesson is not cognitively

demanding and context-embedded
What types of
scaffolding
techniques were used
in different stages:
Preview Lesson 1: KWL chart, prediction of the topic
from the pictures, introducing essential
grammar/vocabulary, identifying what is known
Lesson 2: questions, video about Isaac Newton,
predictions about the structure of a lab report,
planning what to do, introducing essential
grammar/vocabulary, identifying what is known
I tried to use different types of scaffolding
techniques. What I would change is
connected with the graphic organizers I
would like to incorporate more of them during
this stage of the lesson and then come back
to them at the end of the classes in order to
make my students realize how their
knowledge increased.

Lesson 3: visualizing, questions

Lesson 4: questions, examples, introducing

essential grammar rule
 Lesson 5: questions, predicting elements of
structure of a play, calling attention to the
features of a play, introducing essential
vocabulary and grammar

Lesson 6: visualizing, questions, identifying

what is known, introducing essential vocabulary
and grammar

Lesson 7: listening for the info, questions,

calling attention to the feature of a mutual book,
planning the writing

Lesson 8: describing the issue of carnival,

visualizing while reading, using background
knowledge, introducing essential vocabulary
Focused activities Lesson 1: monitor comprehension To be honest, while planning my lessons, I did
not focus on scaffolding techniques, but it
Lesson 2: questions, calling attention to the turned out that I used them unconsciously. I
elements of the text structure, visualizing while think that I would like to implement more
listening, monitoring production scaffolding techniques that required a help
from the Ss peers.
Lesson 3: questions, monitoring
comprehension, guessing word meaning from
the context while reading

Lesson 4: questions for clarification, working

with peers, games

Lesson 5: questions for clarifications, use

pictures to understand the meaning while
reading
 Lesson 6: questions for clarifications

Lesson 7: modeled writing, questions for

clarifications

Lesson 8: questions for clarifications,

monitoring comprehension
Expansion activities Lesson 1: whole class discussion, reflection on
what they have learnt
Lesson 2: reflecting on the lesson, retelling
main steps of the experiment
I focused mainly on strategies connected with
evaluation (self-assessment) because I truly
believe in power of this technique and I
wanted to make my students aware of what
they had learnt.

Lesson 3: picture-sentence matching, visually

representing the info, reflecting on what Ss have
learnt

Lesson 4: using rules, making analogies,

reflecting on what Ss have learnt

Lesson 5: reflecting on what Ss have learnt

Lesson 6: summing up what has been learnt

Lesson 7: representing ideas visually, summing

up the lesson

Lesson 8: reflecting on the lesson

The use of graphic Lesson 1: Ss use 3 hula-hoops that represent I used graphic organizers only during two
organizers. What was category: liquids/solids/gases they match the lessons in the whole unit which is a very small
their role, what kind pictures with a right category number. I would definitely change it and
of graphic organizers implement more organizers because they
were used? Lesson 6: Ss prepare a table divided into two
parts what we wash/what we do not wash (while
preparing a meal)
The use of learning Lesson 1: prediction, visualizing, using
strategies? Which background knowledge, monitor comprehension,
strategies were used? reflecting on what they have learnt, construct
How were they linked knowledge organizers
to your unit?
Lesson 2: organizational planning planning
the steps of the experiment, reflecting on what
they have learnt exit tickets, questioning for
clarification
Lesson 3: visualizing, paying attention to the
ideas in the song Cause & Effect, monitoring
comprehension, evaluating (self-assessment),
imagery
could be very helpful.
E.g. In the first lesson I could use e.g.
Question Matrix in order to compare 3 states
of matter or I could use a Fish Bone in the
lesson that included story reading.
To be honest, while planning my lessons, I did
not focus on learning strategies, but it turned
out that I used them unconsciously. I think
that I would like to implement more effective
strategies in this stage (coaching each other,
collaboration, getting feedback from peers).
Moreover, I would like to be more aware of
their use while planning the lessons in the
future and at the same time I would like my
students to get to know them and to use
them consciously.

Lesson 4: resourcing, induction, questioning for

clarification

Lesson 5: monitoring comprehension while

reading a story, summarizing, visualizing,
questioning for clarification, self-assessment

Lesson 6: monitoring comprehension while

listening, , visualizing, using background
knowledge, constructing a table with information

Lesson 7: resourcing, note-taking,

summarizing, visualizing, questioning for
 clarification

Lesson 8: visualizing, questioning for

clarification

The choice of text in Lesson 1: writing info gap texts, cloze with Activities connected with literacy are essential
your unit? What content vocabulary item, picture and sentence in the CLIL unit, no matter of its theme. E.g.
genre was it? matching While conducting a lesson about science
How was literacy experiments, I implement activity about
supported in your Lesson 2: writing a lab report (steps of the writing a lab report. Although this task was
unit experiment and its results); it was supported by very demanding, the 3rd graders were ready
the given model to follow to do it but with appropriate support. If I had a
chance to conduct unit that would be more
Lesson 3: creating a flip book that presents a connected e.g. with different cultures, I would
relationship between cause & effect, drawing like to use genre such as letter and e-mails.
pictures to support the ideas, reading for
detailed information

Lesson 4: writing sentences with grammatical

structure supported by textbook and examples
provided by T, reading sentences aloud

Lesson 5: identifying the elements of a play,

reading text aloud role play, evaluating the
text, giving reasons why it is a good/bad story

Lesson 6: reading supported by ICT QR codes,

writing supported by organizing info in the table

Lesson 7: recalling the features of a book,

creating a mutual book by following the model

Lesson 8: reading for detailed information

supported by comprehension questions