This project, based on the book The Secret Diary of Adrian Mole, by Sue Townsend, is part of the annual Reading Plan designed for the students in the 1st year of Bachillerato.
How is it made up?
2. Where do we keep the material? : The student's Portfolio
3. Which are the objectives?
4. What about the contents?
5. Do we have Learning Standards?
6. And ... Key Competences?
7. How are you going to be evaluated?
8. What about the timing?
9. What are you expected to do? Rubrics
10. Teaching Tools and Web Apps
Where do we keep the material?: The Student's Portfolio
In this project, one of the tools that students will use is the individual online portfolio where they will keep, organise, distribute, decipher and illustrate all of the material created as well as the different activities that will give them the final mark.
For The Secret Diary of Adrian Mole Project, Google Sites will be used. Each student will have an independent shared folder with his/her name. This personal shared folder will be distributed in different subfolders, each one according to one section of the project.
If you don’t know what a portfolio is and the benefits that it has for students, you can click below and see a nice definition.
Which are the objectives?
The following objectives can be considered in the design of this project:
- To improve the linguistic competence among students.
- To learn while working on a project.
- To foster a variety of reading strategies that will help them the understanding of the text.
- To rise motivation as a way of learning foreign languages.
- To gain knowledge in terms of equality, respect, equity and social behaviour.
What about the contents?
The main content of this project will be the book: The Secret Diary of Adrian Mole, by the British author Sue Townsend. Other contents that will appear in the book are the following ones:
- Gender stereotypes
- Inner sexism
- The myth of romantic love
- Occupational roles
Do we have Learning Standards?
All the Learning Standards of the curriculum of Bachillerato are published at the DOE -DECREE 98/2016, of July 5th that establishes the schedule for Bachillerato in Extremadura, based upon BOE- ROYAL DECREE 1105/2014 of December, 26th.
Block 1: Oral Comprehension
B.1.7. The student understands the main points and relevant details in most of radio and television programmes related to themes of their personal interest or speciality (e.g. interviews, documentaries, series or films), when pronounced in a relatively slow way and with a clear and standard pronunciation, and dealing with known themes or themes of their interest.
Block 2: Oral Production: Expression and Interaction
B.2.1.The student conveys well-structured presentations and of certain length about an academic topic (e.g. the design of an appliance or a device, or about an artistic or literary work), with enough clarity so as most of the time to be followed without any difficulty and whose main ideas are explained with a reasonable accuracy, and answers complementary questions from the audience formulated in a clear way and normal speed.
Block 3: Understanding Written Texts
B.3.2. The student understands relevant details and implications of announcements and advertising material about issues of his personal and academic interest (e.g. leaflets, information pamphlets, programmes of university studies.)
B.3.6. The student understands the specific information in manuals, encyclopaedias and textbooks on digital and printed formats so as to do the tasks proposed in class and the research projects about topics of their area; as well as concrete information about practical topics or about subjects of their interest, academic and occupational, on web pages and other informative texts from public institutions or corporations.
B.3.7. The student is able to follow with ease the storyline of fictional stories and short novels clearly structured, with a simple and straightforward language, in a standard variant of the language; and he/she is able to perceive the nature of the different characters and their relationships, as long as they are clearly described and with a degree of detail.
Block 4: Production of Written Texts: Expressions and Interactions
B.4.5. The student writes, in common format, short reports where you give appropriate information about academic, occupational or less frequent topic (ex. a problem appeared during a trip), describing situations, people, objects and places in detail; telling events in a coherent sequent; explaining the reasons of certain actions, and offering opinions and short and justified suggestions about the topic and about future course of actions.
B.4.6. The student writes personal correspondence and take part in forum and blogs where you transmit information and ideas about abstract and concrete topics; check information and ask about problems and explain them with reasonable accuracy and write, in detail, experiences, feelings, reactions, facts, plans and a series of concrete topics related to their interests or their specialization.
B.4.7. The student writes, using any medium and in any form, formal letters directed to public or private institutions and companies, where you give and ask for relevant information, and express different points of view about the situation of an object of the correspondence, in the personal, public, academic or labour fields, respecting the formal and courtesy conventions suitable of this type of text.
And... Key Competences?
According to Decree 98/2016, Key Competences are the following:
- Linguistic Communication (LC)
- Mathematical Competence and basic competences in Science and Technology (MC)
- Digital Competence (DC)
- Learning to learn (LL)
- Social and civic competences (SC)
- Sense of initiative and entrepreneurship (EI)
- Cultural Awareness and expressions (CA)
At the end of this project, students will have worked on a variety of activities and will have used a series of tools that will allow them to be competent in the following skills:
- knowing about the genre role in literature.
- respecting differences between individuals without criticizing in terms of genre, skin, social conditions, sexual orientation, race or religion.
- showing their point of view according to certain patterns of behaviour, correctness and textual organization.
- evaluating their own work and their mates through peer assessment and observation.
- creating an intearctive poster
- searching for information online and filtering what is appropriate or not according to the content required.
How are you going to be evaluated?
The teacher will evaluate the participation and the tasks accomplished by each student thanks to the student’s online portfolio, questionnaires, rubrics, the creation of a final group project as well as a final evaluation that will also be included in the same way that peer-assessment. The assessment percentages will be distributed as follows:
- Student’s online portfolio (including the activities and exercises by means of screenshots that the student must upload to their DRIVE file): 25%
- Learning diary: 15%
- Activities evaluated with rubrics: 10%
- Final group project: 30%
- Final evaluation: 10%
- Peer-assessment: 10%
What about the timing?
This project has been designed to be worked on approximately eight to ten fifty-minute lessons and it will be carried out partly in the first term and partly in the second. Due to the final project will be the broadcasting of a video and it needs to be recorded and edited, part of it must be done in after-school hours.
What are you expected to do? Rubrics
In this project you will be evaluated with different tools. Rubrics are one of them and below you have all of the rubrics that are going to be used in order to give you a final mark. Each of them specifies exactly what you need to fullfil to get good qualifications. It is highly recommended to check them before begining any task.
- Social context rubric
- Multimedia poster rubric
- Digital timeline rubrics 1 & 2
- Video rubric (teacher's)
- Video rubric (students')
Teaching Tools and Web Apps
This section essentially makes reference to those teaching tools that have been used in this unit as well as other webpages that can give us a variety of resouces to be used in class in order to get students and teachers work in a motivating and challeging way. If we work together for a better education, students will learn to be competent enough to develop their own skills from a learnign to learn perspective. Being decisive, skillful, organized and proactive can be taught and leraned in our everyday lesson.