English - 8 months

Luísa Lima - Agrupamento de Escolas Emídio garcia - Escola Secundária Emídio Garcia, Portugal

Anabela Rodrigues - Agrupamento de Escolas Emídio Garcia - Escola Básica Paulo Quintela, Portugal

Isabel Martins - Agrupamento de Escolas Emídio Garcia - Centro Escolar da Sé

Alexandra Francisco - Escola Básica e Secundária Gonçalves Zarco, Madeira, Portugal

Dina Fernandes - STEE - Serviço Técnico de Educação Especial, Madeira, Portugal

Sofia Faria -  STEE - Serviço Técnico de Educação Especial, Madeira, Portugal

Noélia Fernandes -  STEE - Serviço Técnico de Educação Especial, Madeira, Portugal

Sophie Lambea - Collège Jules Hoffmann, Strasbourg, France

Laure Sene - Collège Jules Hoffmann, Strasbourg, France

Simon Claudel - Collège Jules Hoffmann, Strasbourg, France

Joelle Carbiener - Collège Jules Hoffmann, Strasbourg, France

Simona Strabbioli - IC LARGO SAN PIO V, Rome, Italy

Rosella Corrado - IC LARGO SAN PIO V, Rome, Italy

Anna Tobiacelli - Zespół Szkół Ogólnokształcących Nr 1 STO, Poland

Kamila Jaśkowska - Zespół Szkół Ogólnokształcących Nr 1 STO, Poland

Agata Bień - Zespół Szkół Ogólnokształcących Nr 1 STO, Poland

Bragança, Portugal - ca. 100 (aged 4-16)

Madeira Island, Portugal - 60 (aged 10-19)

France - 50 (aged 14-15)

Italy - 26 (aged 13-14)

Poland - 20 (aged 10-14) and about 10 younger ones taking part in selected activities

Foreign Languages, Art, Citizenship, Geography, ICT, History, Music, Culture, Maths, Social Studies

General Aims:

• To foster the love of reading and writing as a way to stimulate and develop vocabulary, fluency, speech and communication;

• To create bridges across the curriculum making students understand that a good command of language will help them understand any subject better;

• To promote a deeper understanding of language and the world and ideas language expresses;

• To make students aware of other cultures through literature;

• To develop students’ writing, understanding, critical thinking and problem solving skills;

• To foster the Arts as a way to stimulate the knowledge of culture and the process of active citizenship;

• To rotate through visual arts, music, dance and theatre to tap into different abilities, interests and foster diverse forms of learning;

• To stimulate creativity;

• To foster empathy as a way to develop students’ emotional literacy;

• To act and model behaviour that is safe, legal and ethical.

Specific Aims in English language teaching

Speaking and Listening:

-  To raise awareness of linguistic diversity;

- To identify, understand and use essential oral skills such as being able to interact with others, using appropriate language, clarity, and strategies that emphasize or help express meaning and emotions.

Vocabulary Expansion:

- To use a variety of strategies to develop and expand reading, listening and speaking vocabularies.

Comprehension:

- To understand the meaning of texts;

- To draw conclusions based on explicit and implied information from texts.

- To develop students’ reading skills, their capacities for analysis, synthesis and transformation;

Writing:

- To compose various pieces of writing to address a specific audience and purpose.

- 1 - Meeting the partners

- 2 - Get Arty!

- 3 - Tell me a Story

- 4 - diVERSE

- 5 - Our story

- 6 - E-book

When

What

How

September

October

Meeting the partners

If I were a book…

If I were a book character….

If you were transported to the setting of your favourite book. Where would you be?

• Ask your partner a question;

• Kahoot -  My country and my Lit.

Padlet, Lino, Flipgrid, Voicethread.

Special Needs Students:

Drawing?Video?Song?

October

Get Arty!

• Bookface

(http://golem13.fr/bookface-librairie-mollat-bordeaux/)

• Bookspine Poetry

• Enliven book covers - Game - Guess the book

• Dress a book

• Sharing bookmarks

• Book/paper clothes - fashion show

• Book-made still nature - photos

Photos to be displayed in the school library, blog, Instagram or Facebook page

November

December

Tell me a story

Skype

Video/audio podcasts

(reading stories native language/English and presenting them in a creative way)

January -

April

diVERSE

• Literary Flashes

• Haiku

• Google poetry

• Mini sagas

• Visual poetry

• Verse crossing

• Sing/dance/act out a poem

• Interventions - How will you have your poem?

• Slam poetry

Tell me a poem

Rapping a poem

Poetry reading

Video / …Skype

Photos to be displayed in the school library, blog, Instagram or Facebook page.

Interventions:

(poems in mail boxes)

(poems with your cup of coffee)

(can I read you a poem?) (chalk a poem on the sidewalk) (poems on pizza boxes) (reading for children)

(reading for the elderly)

(poems on canvas shopping bags)

T-shirts with bits of poems

Mural or paintings

March

April

Our story

Collaborative story writing/reading

Posters, word clouds, poems, videos, vlogs, interviews, pages of a character’s journal, newspaper articles, roleplaying, web pages,…

May

The Book: collaborative writing

 Canva

Up to each partner to do them or not -

• Meet the author;

• Personal Journal/Diary

• Caught reading board

• Create book trailers;

• Create podcasts.

• Celebration of important dates :

World Book Day 2019 - Tuesday, April 23

World Poetry Day 2019 - Thursday, March 21

Library Days in Europe http://www.eblida.org/activities/kic/library-days-in-europe.html

• Birth or death of important authors (Kahoot quizzes about the author)

• GoogleLit trips

Tangible Results:

• Improved language skills;

• A public Twinspace, e-books or e-mags, podcasts;

• Interventions in the community;

• Contribution to the understanding of how language, culture and literature are intertwined;

• Building of an international group of teachers who exchange good practices and share ideas.

• Creation of original works as a means of personal or group expression;

Intangible Results:

• Contribution for the development of students’ personality and ability to act with greater autonomy, judgement and personal responsibility;

• The support of individual learning and the contribution to the learning of others through the use of digital media and environments to communicate and work collaboratively;

• Development of flexibility, cooperation, compromise and listening skills;

• Improvement of teachers’ professional practice and lifelong learning.

The choice of tools to be used will be made according to students’ instructional and contextual realities therefore each partner will be given the freedom to select what is most appropriate for a particular group of students within a particular educational context.

Google forms - for teachers, Padlet, Flipgrid or Voicethread for students. We will post the evaluation of the work developed, and reflect on what worked and what didn’t, what we learnt, what we feel we could have done better.