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CLIL lesson planning
Students:
Altamirano Panduro alejandra
Baltazar Romero Madeleine
Juscamaita Paredes Carmen
Estrada Pacheco Rolando
When planning, we need to consider the following questions:
➔ What are my teaching aims?
★ Learn about the primary colors
★ How to create a new color with the base (primary colors)
★ We can cultivate creativity
★ We can promote critical thinking
★ We can be promoting personal growth
➔ What will the learners know and be able to do at the end of the lesson that they
didn’t know or couldn’t do before the class?
❖ By the end of the lesson, the students will have artistic observation and
recognize the primary colors, and they with technical skills will know how to
combine and create new colors.
➔ What subject content will the learners revisit, and what will be new?
❖ In the Primary color lesson:
Revisited: General knowledge of the colors.
New: How to create new colors with the base (primary colors)
➔ What communication will take place?
We used a verbal introduction to provide instructions and gave a demonstration for
the worksheet.
➔ Which thinking and learning skills will be developed?
The students will develop critical thinking, resolved problems, and fine motor skills
with the precision and coordination of their movements
➔ What tasks will learners do?
● At first, we need to know if the students have Pre-existing skills and try to
introduce the subject
● The students need to paint the primary colors and recognize (individually)
● the students match the primary colors and start to combine one by one to
recognize (pair groups)
● As an assignment or project, the students need to group what are the colors
primary, secondary, and tertiary colors.
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● At the end of the class, feedback is made, to know how they learned, if the
class liked it or not
➔ What language support will be needed to communicate content, thinking and
learning?
● Clear Instructions: Providing clear and concise instructions in the language
understood by the students is essential for communicating content effectively.
● Vocabulary Development: Introducing and reinforcing art-related vocabulary
helps students understand and discuss artistic concepts, techniques, and
elements.
● Visual Aids: Visual aids, such as diagrams, charts, and images, can enhance
understanding
● Cultural Sensitivity: Recognizing and respecting diverse linguistic and cultural
backgrounds is important for creating an inclusive learning environment.
➔ Which materials and resources will be provided to present the content and
support any tasks?
● Internet: for a visual examples
● Activity sheets: To improve the season
➔ Are there cross-curricular links and Internet links?
Yes, we have a cross-curricular link especially in the global subject of the art, where
the students can understand why those colors are primary and not others
➔ How will learning be evaluated?
Through the worksheets and participation
CLIL science lesson plan for young learners:
Content: Primary Colors
Teaching aims:
● Learn Primary colors / secondary colors / tertiary colors
● Compare the difference between Primary colors / secondary colors / tertiary colors
● Practice talking about the colors
Learning outcomes: Assessment
Know: General knowledge of colors Can students:
Be able to: They will recognize primary Can students identify the primary colors
colors, and with technical skills they will in a famous work of art?
know how to combine and create new Can students create a color wheel that
colors. shows the relationship between primary,
Be aware: secondary, and tertiary colors?
Basic concepts: Primary colors (red, Can students create an art project that
blue, yellow) are the fundamental uses only primary and secondary colors?
blocks. Can students associate certain moods or
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Secondary colors (green, orange, violet) emotions with primary and secondary
arise from the mixture of primaries. colors?
Tertiary colors result from mixing Can students recognize patterns of use of
primary and secondary colors. primary, secondary, and tertiary colors
Hands-on Activities: Use visual and in nature?
manipulative activities to demonstrate Can students apply knowledge of
how colors mix. primary, secondary, and tertiary colors
Context and applications: Relate to design a harmonious composition?
colors to everyday objects so that
students recognize them in their
environment.
Communication Examples of communication
Vocabulary:
Revisited: General knowledge about all Emphasize the importance of primary
colors without knowing which ones are colors
primary, secondary and tertiary. establish connections between secondary
New: and tertiary colors, helping in
Primary Colors: red, blue, yellow. identification
Secondary Colors: green, orange, violet of the colors.
(or purple).
Tertiary Colors: names such as
greenish blue, orange-yellow, purplish
red, etc.
Mixing colors: combination, mixture,
fusion.
Color wheel: color wheel, color palette.
Saturation: intensity, brightness.
Tone: hue, shade, tint.
Complementaries: opposites, contrast.
Analogues: close, similar.
Harmony: pleasant combination,
balance.
Structures:
They learn vocabulary in a simple and
fun way.
Colors: Red, blue, yellow, green, purple,
etc.
They participate by saying: Teacher/
Miss, I think that the mixture of color....
with color.... gives us green.
Function: Talk about primary,
secondary and tertiary colors, compare
shades, and practice vocabulary from
what you have learned.
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Resources: internet, library, reading and activities sheets
Procedure
Whole class: At the beginning of class, we will ask students if they know anything
about
The primary colors, we will explain that they are the starting point to create other
colors, we show examples of red, blue and yellow.
Individually: Students need to paint the primary colors and recognize each of them.
Group work: students join the primary colors and begin to combine them one by
one to recognize them and extract the secondary and tertiary colors from those
combinations.
Individually: As an assignment or project, students must group what the primary,
secondary, and tertiary colors are.
Whole class: The whole class: At the end of the class, feedback is given, to know
what it is for what they have learned, if they managed to understand the topic, to
know if they are able to explain the topic.
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Think about these comments. What do you think? Give your opinions.
CLIL planning takes a long time because it needs careful planning.
A good CLIL lesson plan should balance content and language objectives. Students
must learn a specific topic (such as science, history, or art), while improving their
fluency and understanding of the language.
The good thing about this planning is that CLIL uses active pedagogical strategies,
such as cooperative learning, inquiry, the use of visual and technological resources, to
maintain student interest and facilitate language and content acquisition.
So we can say that CLIL can be a powerful tool for multidisciplinary learning and the
acquisition of language skills in a meaningful context.
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