Liceo Scientifico "Francesco Severi"- CLIL UNITS
CLICKART is the name given by the students of 3G class to this Clil unit in art
From reading to art: Gothic art
Scheda sintetica dell'unità Clil
Dettaglio fasi dell'unità Clil
Materiali prodotti e utilizzati per lo svolgimento dell'unità Clil
Questo è il Padlet utilizzato dal gruppo classe per lavorare anche da casa
QRcode creato con QRcode creator per far accedere gli studenti al padlet dal loro smartphone
Links ai video utilizzati
https://www.youtube.com/watch?v=-NP-RsRGzVo
https://www.youtube.com/watch?v=VtdbyugYO7A
https://www.youtube.com/watch?v=IwKg4ESvYG4
https://www.youtube.com/watch?v=vrdkL7Y8Who
https://www.slideshare.net/eagarciadeparedes/romanesque-and-gothic?next_slideshow=1
Attività di Matching svolta come pair work
Grammar revision: either/or
Crosswords per il lessico specifico creato con "TheTeachers Corner.net Crossword Puzzle Generator"
Link to a virtual tour to Canterbury Cathedral
https://www.canterbury-cathedral.org/virtual-tour/
True/False activity
Mind map creata con coggle
https://www.google.com/url?q=http://teamup.aalto.fi/&sa=D&ust=1505507848805000&usg=AFQjCNGqVSEJLcfJa9sex1whIxEORz_ZaA
Evaluation Rubrics
Collaborative skills Rubric
Student Name__________________________
CATEGORY
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4
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3
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2
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1
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Quality of Work
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Provides work of the highest quality.
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Provides high quality work.
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Provides work that occasionally needs to be checked/redone by other group members to ensure quality.
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Provides work that usually needs to be checked/redone by others to ensure quality.
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Time-management
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Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination.
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Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination.
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Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination.
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Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person\'s inadequate time management.
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Problem-solving
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Actively looks for and suggests solutions to problems.
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Refines solutions suggested by others.
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Does not suggest or refine solutions, but is willing to try out solutions suggested by others.
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Does not try to solve problems or help others solve problems. Lets others do the work.
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Focus on the task
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Consistently stays focused on the task and what needs to be done. Very self-directed.
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Focuses on the task and what needs to be done most of the time. Other group members can count on this person.
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Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.
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Rarely focuses on the task and what needs to be done. Lets others do the work.
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Monitors Group Effectiveness
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Routinely monitors the effectiveness of the group, and makes suggestions to make it more effective.
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Routinely monitors the effectiveness of the group and works to make the group more effective.
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Occasionally monitors the effectiveness of the group and works to make the group more effective.
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Rarely monitors the effectiveness of the group and does not work to make it more effective.
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Attitude
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Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).
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Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).
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Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s).
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Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).
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Working with Others
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Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.
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Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group.
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Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.
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Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
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TOTAL SCORE
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|
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Oral Presentation Rubric
CATEGORY
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4
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3
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2
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1
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Speaks Clearly
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Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.
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Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.
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Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.
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Often mumbles or can not be understood OR mispronounces more than one word.
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Volume
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Volume is loud enough to be heard by all audience members throughout the presentation.
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Volume is loud enough to be heard by all audience members at least 90% of the time.
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Volume is loud enough to be heard by all audience members at least 80% of the time.
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Volume often too soft to be heard by all audience members.
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Posture and Eye Contact
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Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.
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Stands up straight and establishes eye contact with everyone in the room during the presentation.
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Sometimes stands up straight and establishes eye contact.
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Slouches and/or does not look at people during the presentation.
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Listens to Other Presentations
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Listens intently. Does not make distracting noises or movements.
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Listens intently but has one distracting noise or movement.
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Sometimes does not appear to be listening but is not distracting.
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Sometimes does not appear to be listening and has distracting noises or movements.
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Preparedness
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Student is completely prepared and has obviously rehearsed.
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Student seems pretty prepared but might have needed a couple more rehearsals.
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The student is somewhat prepared, but it is clear that rehearsal was lacking.
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Student does not seem at all prepared to present.
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Comprehension
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Student is able to accurately answer almost all questions posed by classmates about the topic.
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Student is able to accurately answer most questions posed by classmates about the topic.
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Student is able to accurately answer a few questions posed by classmates about the topic.
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Student is unable to accurately answer questions posed by classmates about the topic.
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Vocabulary
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Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience.
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Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them.
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Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience.
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Uses several (5 or more) words or phrases that are not understood by the audience.
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Pitch
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Pitch was often used and it conveyed emotions appropriately.
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Pitch was often used but the emotion it conveyed sometimes did not fit the content.
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Pitch was rarely used OR the emotion it conveyed often did not fit the content.
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Pitch was not used to convey emotion.
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Pauses
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Pauses were effectively used 2 or more times to improve meaning and/or dramatic impact.
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Pauses were effectively used once to improve meaning and/or dramatic impact.
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Pauses were intentionally used but were not effective in improving meaning or dramatic impact.
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Pauses were not intentionally used.
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Content
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Shows a full understanding of the topic.
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Shows a good understanding of the topic.
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Shows a good understanding of parts of the topic.
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Does not seem to understand the topic very well.
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TOTAL SCORE
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VIDEO RUBRIC
Student name_________________________________
Points
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1
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2
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3
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4
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Planning
Research, Storyboarding, and Rehearsal
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Students need help to research and write a script. The storyboard does not match the final production. Some group members have roles and some perform very few tasks. Some video vocabulary and floor language is used during rehearsals. Students need to be reminded to stay on task
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Students need help to research and write a script. There is a storyboard that is adhered to during production. Most group members have roles and use some video vocabulary and floor language during rehearsals. Students need to be reminded to stay on task.
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Students research and write a compelling and creative script. The storyboard is drawn carefully with shot compositions included. All group members have their and use video vocabulary and floor language during rehearsals.
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Students research independently and write a compelling and creative script. The storyboard is drawn carefully with set design and shot compositions included. All group members define their roles and use video vocabulary and floor language during rehearsals.
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Content
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The project has a focus but may stray from it at times. There is an organizational structure, though it may not be carried through in a consistent manner. There may be factual errors or inconsistencies, but they are relatively minor. Less than adequate evidence of student learning and efforts are reflected in student's project.
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There is focus that is maintained throughout the project. The project presents information in an accurate and organized manner that can be understood by the intended audience. Adequate evidenced of student learning and efforts are reflected in student's project.
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The project has a clear focus related to the chosen topic and one or more of the following elements; reflects broad research and application of critical thinking skills; shows notable insight or understanding of the topic. Excellent evidence of student learning and efforts are reflected in student's project.
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The project has a clear focus related to the chosen topic and one or more of the following elements; reflects broad research and application of critical thinking skills; shows notable insight or understanding of the topic. Excellent evidence of student learning and efforts are reflected in student's project.
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Layout/
Design
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Either lack of preparation or illogical sequence. Transitions are choppy or distract the viewer. Titles are not present or distract from the overall video. Does not have a storyboard.
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Adequate preparation and sequence is shown. Transitions are adequate. Titles are present. If storyboard is present, it shows the project in a broad outline.
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Sequence of project components is clear and evident. Transitions provide easy movement from one scene to another. Titles are used and add to the video's flow. Storyboard shows general outline.
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Organization of presentation is excellent. Transitions add to the viewer's understanding of the topic. Titles are added to enhance understanding. Storyboard shows progression.
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Technical
Elements
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The camera work is choppy and the scenes are blurry or panning is too fast. Sound and visual files contain significant distortion. Transitions are awkward between scenes. Titles are illegible. Technical difficulties seriously interfere with the viewer's ability to see, hear, or understand content.
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The camera work may be choppy or panning is too fast. Sound and visual files may have some distortion but it doesn't distract the viewer. There are some technical problems, but the viewer is able to follow the presentation.
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The camera work is generally smooth and the focus is usually crisp. Sound and visual files are mostly distortion free. Transitions provide a smooth movement between scenes. Titles are mostly legible. There are few technical problems.
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The camera work is smooth and the focus is crisp. Sound and visual files are distortion free. Transitions are timed for smooth movement between scenes. Titles are legible. There are few technical problems, and none of a serious nature.
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Collaboration
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Obvious that the presentation was created by one person
Students make poor choices for group members. The group is unable to complete the video in a timely fashion
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Presentation a result of a group effort, but only some members contributed
Students select group members according to social desires. Some students in the group participate actively. Few students excel in the activities
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Students worked together and were assigned different roles
Students select group members based on good working relationships. All students in the group participate actively 100% of the time. Most students excel in the activities
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Effective teamwork. The final product represents something that would have been impossible to accomplish working alone.
Students select group members based on good working relationships. All students in the group participate actively 100% of the time. Each student excels in every activity
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Total Score
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RUBRIC FOR PRESENTATIONS
(Power point-Prezi-Sway-Thinglink)
Points
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4
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3
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2
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1
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Buttons - Navigation
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Most (99-90%) buttons and links work correctly. Buttons are appropriately labeled and all similar buttons (e.g., Back, Home, Next,etc.) appear in the same place on different cards
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Many (89-75%) of the buttons and links work correctly. Buttons are appropriately labeled. Most similar buttons (e.g., Back, Home, Next, etc.) appear in the same place on different cards.
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Fewer than 75% of the buttons work correctly Buttons are appropriately labeled. Placement of buttons apears random from card to card
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Fewer than 75% of the buttons work correctly.Buttons are not adequately labeled and placement of buttons appears random from card to card.
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Background
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Background does not detract from text or other graphics. Choice of background is consistent from card to card and is appropriate for the topic.
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Background does not detract from text or other graphics. Choice of background is consistent from card to card.
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Background does not detract from text or other graphics.
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Background makes it difficult to see text or competes with other graphics on the page.
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Originality
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Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way.
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Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way.
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Presentation shows an attempt at originality and inventiveness on 1-2 cards.
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Presentation is a rehash of other people\'s ideas and/or graphics and shows very little attempt at original thought.
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Content - Accuracy
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All content throughout the presentation is accurate. There are no factual errors.
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Most of the content is accurate but there is one piece of information that might be inaccurate.
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The content is generally accurate, but one piece of information is clearly flawed or inaccurate.
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Content is typically confusing or contains more than one factual error.
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Spelling and Grammar
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Presentation has no misspellings or grammatical errors.
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Presentation has 1-2 misspellings, but no grammatical errors.
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Presentation has 1-2 grammatical errors but no misspellings.
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Presentation has more than 2 grammatical and/or spelling errors.
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Cooperation
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Group delegates tasks and shares responsibility effectively all of the time.
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Group delegates tasks and shares responsibility effectively most of the time.
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Group delegates tasks and shares responsibility effectively some of the time.
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Group often is not effective in delegating tasks and/or sharing responsibility.
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Effectiveness
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Project includes all material needed to gain a comfortable understanding of the topic. It is a highly effective study guide.
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Project includes most material needed to gain a comfortable understanding of the material but is lacking one or two key elements. It is an adequate study guide.
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Project is missing more than two key elements. It would make an incomplete study guide.
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Project is lacking several key elements and has inaccuracies that make it a poor study guide.
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Total score
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Introduzione alla Gothic Art (Calameo)
realizzato da Sammaria Vittorio,Girace Aniello,Di Vuolo Gaia,Parmetola Roberta
Descrizione della Canterbury Cathedral (Thinglink)
realizzato da Somma Vincenzo,Ilardi Lucio, D'Oriano Luigi
https://www.thinglink.com/scene/974370940697706497
Descrizione del Chiostro di Santa Chiara a Napoli (Thinglink)
realizzato da Staiano Rita,Sanzone Giorgia,Petrone Antonella,Vicinanza Ferdinando
https://www.thinglink.com/scene/974258180982833155
Video "Gothic novel"
realizzato da Zurlo Davide,Rosanova Antonella, Ruggiero Martina
Descrizione
realizzata da Tortora Emanuela,Di Capua Perla, Nicolao Angelica,
https://www.thinglink.com/scene/981105323186061314
Power Point
realizzato da Acanfora Francesco, Ilardi
Descrizione Basilica di San Domenico Maggiore a Napoli (thinglink)
realizzata da Napolitano Valeria,Cascone Leila, Miro Annachiara,Nicolao Angela
https://www.thinglink.com/scene/974264476029157379
.....and now let's celebrate ourselves