The history of my family

Welcome to a new learning adventure in which you are going to improve your English skills and your ICT ones. This project is about families, relationships and history of our family, you will learn also about how to express yourself in the past. Try to do your best and to enjoy your learning process.

Yiting Liu. Three generation family (Dominio público)

Along this resource we will work on family relationships and celebration around the world and the history and members of our own familiy. We will also should think about the way to thank all our relatives.

Along this project we will be proposed five missions and a final challenge. We will also work individually, but also we will have pair or group working. And we want to offer you the opportunity of inviting your family or relatives to work with you in the class. 

Licencia de Creative Commons
EDIA Project: English PBL by CeDeC.

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Breaking the ice

Our project: general information

The final outcome will be a poster in which you will tell something about the history of your family: your grandparents, some uncles, etc...  In order to be able to create the final product, you will surf and overcome different missions that will help you gain knowledge and acquire strategies.

This project will be worked in a collaborative way. There will be pair work, team work and individual work. This means that the knowledge will be created by the teacher's explanation, as well as self investigation and interaction among the partners. One of the best points in this project will be the possibility of inviting your family to the class in order you can investigate better about your family. 

Evil Erin. Family Jump (CC BY)

It will be really important for the success to follow all the instructions given in each activity, using the net and the links as a source of information. Before starting with our project there are some points we must check.

Assessment

This project will be evaluated following this pattern:

Your teacher will evaluate the final product (last post in your blog) following the rubric to assess the general product. It will be 40% of the final score.

Your partners will carry out peer assessment and will grade your collaborative teamwork. It will be 20% of the final score. The students can generate the different levels or items to evaluate.

Students will self-evaluate the final product using the rubric. It will be 20% of the final score.

The final score will also include 20% for the teacher to evaluate how the students are involved in the project or tackle the different missions.

The 'Assesment rubric for the project: The history of my family'  will be our reference for the global project.

At the end of each mission your teacher will give you a badge through the website Class Badges. Let`s try and do our best!

Every mission will include a final task to consolidate all the learning. This final task will be assessed using the following rubrics:

Breaking the ice: 'Rubric to asses an oral presentation'.

Celebrating with family:'Rubric for a digital poster'

Geanological Tree: ''Rubric to asses a Family tree'

Dealing with historical data: 'Rubric for a timeline'

Our personal blog

We will use a blog that works as your digital portfolio. Each of you must have his/her own blog. The tutorial 'How to start a blog on blogger' will help you to create the blog in a very easy way. The 'Rubric to assess blog posts' will help you do a great work on your blog:

Along the work you'll be asked to make some posts to share and present the works and activities you are doing. At the end of all of them you will be asked to design a final post with all the knowledge and products you will have come up with along this project.

All your posts in the blog will be identified with the tag "The history of my family".

This project is part of a group of projects. If you have learnt through the rest of these projects, use always the same blog. If you work only on this one, you must create one for your work.

Spread

It would be a pity if just the teacher, you and some of your partners enjoyed your final work and your blog. Why don't you use other ways to spread the word?

Send the blog link to your parents, friends... They will really like to know what you are doing at school.

Get a Twitter account for the class, it will be run by the teachers. Tweet what you want to publish promoting your final post and some of the works using the #projectfamily hashtag and create one with the name of your group (e.g. #iescedecgroupthekings). Remember: 140 characters including the link and the hashtag the class has decided on for this project. Because of your age the Twitter account will be run by your teachers, so you will write the tweet and then your teacher will recap all the class tweets in list.ly. The 'Rubric to asses a tweet'. 
will help you create a good tweet.

Is everything clear? If we have any questions, we must ask our teacher (or our partners). Maybe we have suggestions to make our project and work more easy and more useful and, at the same time, more complete.

Who do you live with?

To start with this topic we are going to play and talk a bit with a classmate about our families and the people we live with.The document 'Family member. Who do you live with?' will help us with this task.

Mosborne01. Ashs teacher and student (CC BY-SA)

First of all we need to write down the questions. They are going to be content questions. Two websites will help us to learn about how to build the questions and the vocabulary about family that you will need. Let's have a look:

'English club: Family Vocabulary'

'My English pages: Wh- questions'

When we have the questions already written, we need to look for a partner and talk with him or her about the question. (Please remember to register the information into the chart). Then we will do a short oral information to introduce our mate to the rest of the class. The 'Rubric to asses an oral presentation'.

We can include our chart and the text of our oral presentation into our blog creating a post. (Don't forget to identify your post with the tag "The history of my family").

If we want, our teacher can spread your post using the Twitter account of the classroom. For that we have to write down the tweet for the teacher. Remember: 

We can use 140 characters.

Include the link to your post. 

Use the hashtag of the project: #projectfamily.

The 'Rubric to assess a tweet' will help us know how to do a great job. 

Before posting our text, we must ask our colleagues to check the work and make suggestions, corrections... We must do the same work with some of your mates' outcomes, too. Don't be afraid. Making mistakes is a good way to learn!

With this task we have learnt and deal with lots of vocabulary about family and also you have known a bit more about your classmates. 

Learning Diary

In this mission we are going to start creating your Learning Diary. It will help us reflect on what we are learning and most important: what the best way for learning is. 

Pete O'Shea. Writing tools (CC BY)

We will open a Google Document or a text document or a space at our notebook with the title 'The history of my family'. This is going to be our 'Learning Diary'. We will reflect about our learning using the following questions:

What are the most difficult aspects?

What tool was the most difficult for me to work with?

What do I think is the most important aspect you have learned?

Are there any aspects I did not understand?

Remember it would be great if we shared these feelings and thoughts with our classmates. We will have 10 or 15 minutes to complete this part.

Retroalimentación

It's very important for us to reflect and think about the evolution of the project:

What we are really learning during the project.

What the difficult aspects are.

Value how we are working as a group and try to solve the problems we have had until now. 

Please try and clarify everything we did not understand.

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Celebrating with family

Family Relationship

At the end of this mission we will be able to talk about family relationships and celebrations around the world.

We will work the listening and writing skills.

sathyatripodi. Brothers (CC0)

To introduce the topic of "celebrating with my family" we are going to start listening about it. In the listening 'Esl-Lab: Family Relationships' we can find a short podcast to listening and some questions to check our comprenhension.  

How do we celebrate....?

Normally along the year we meet all of our family for special celebrations like Christmas, birthdays or some national holidays. It is the same around the world, people used to meet with family to spent time together on concrete dates.

We're purposed  to investigate about what these special celebrations are around the world.

Suyash. Birthday Party (CC0)

Our final mission will be to create a digital or analogical poster about these different celebrations. The 'Rubric to asses a digital poster'  will help us know how to do a great job

Steps for our mission

Previous investigation

The following websites will help you with your investigation. 

'Wonderlist: 10 most celebrated annual holidays around the world' 

'Scholastic: Holidays: A sampler from around the world'

Creating the poster

From the previous information we have to choose one of the festivals and we will create a poster with the following information:

Title.

Photos.

What do they celebrate?

When do they celebrate?

How do they celebrate?

We can create a digital poster or if you prefer a paper one in a big piece of cartuline. If we prefer to create a digital one you can choose one of the following digital tools: 

Piktochart.

Easel.ly

Our final mission will be to create that final poster. It must be atractive and clear. Remember to include at least one ilustration about the celebration. Don't forget that the 'Rubric to asses a digital poster'  will help us know how to do a great job.

In case we had created your poster in a card we'd only need to take some different images and then to include them on your post.

Spread

We can include the poster into our blog. 

Don't forget to identify the post with the tag "The History of my family".

If we want, our teacher can spread your post using the Twitter account of the classroom. For that we have to write down the tweet for the teacher. Remember: 

We can use 140 characters.

Include the link to our post. 

Use the hashtag of the project: #projectfamily.

The 'Rubric to assess a tweet' will help us know how to do a great job. 

Before posting your text, ask your colleagues to check your work and make suggestions, corrections... You must do the same work with some of your mates' outcomes, too. Don't be afraid. Making mistakes is a good way to learn!

With this task we have learnt and deal with lots of recipies, this will be very useful for you for the final task of the project in which you have to write down a recipe.

Learning Diary

It's time to continue with our Learning Diary. Remember it helps us reflect on what we are learning and most important: what the best way for learning is. 

Pete O'Shea. Writing tools (CC BY)

Let's go back to the document you opened in the previous mission as a Learning Diary. Below our previous writing we will create a new section entitled: 'Creating with my family'. We will reflect about your learning using the following questions:

What are the most difficult aspects?

What tool was the most difficult for me to work with?

What do I think is the most important aspect you have learned?

Are there any aspects I did not understand?

Remember it would be great if we shared these feelings and thoughts with our classmates. We will have 10 or 15 minutes to complete this part.

Retroalimentación

It's very important for us to reflect and think about the evolution of the project:

What we are really learning during the project.

What the difficult aspects are.

Value how we are working as a group and try to solve the problems we have had until now. 

Please try and clarify everything we did not understand.

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Genealogical Tree

My family fantastic history

At the end of this mission we will be able: to talk about our family, its history and the relationship among the different members.  

We will work the writing and speaking skills.

horslips5. Castle Stenberg (CC BY)

Let's try yo imagine a new history of our family: its pasts, its main facts. We can create a text (or a comic) with a possible history of your family past situated in a different place, in a different time. What could you invent? Maybe you could ask your parents, grands, brothers and sisters... They could give you some ideas.

A special tree

Let's work with our families real histories. Along this mission we should investigate about the history of our family. We are going to create our Family tree.

Sandy Brown Jensen. Family tree with the Obamas... (CC BY-SA)

Our final mission will be to create a post in which we will present our Family tree with the tool or with some photos if we decided to draw it in a piece of card. The 'Rubric to asses a Family tree' will help us know how to do a great job.

Steps for our mission

Previous investigation

Let's talk with our parents and grandparents, also uncles and cousins. Ask for them to give you information about another relatives in order to create our family as bigger as we can. One good point will be to bring any of your relatives to your class. Maybe your parents can help you with this task. 

Creating the tree

There are two options to show the final product:

Big piece of cardboard, try to be creative, original. It will be a product we will have for the future.

If we prefer, there are some tools that can help us to create this final produc: 'Family Tree: MyHeritage'

If we choose the last option the Tutorial my Heritage could help us to work properly with the tool.

Spread

We can include the poster into our blog. 

Don't forget to identify the post with the tag "The History of my family".

If we want, our teacher can spread your post using the Twitter account of the classroom. For that we have to write down the tweet for the teacher. Remember: 

We can use 140 characters.

Include the link to our post. 

Use the hashtag of the project: #projectfamily.

The 'Rubric to assess a tweet' will help us know how to do a great job. 

Before posting your text, ask your colleagues to check your work and make suggestions, corrections... You must do the same work with some of your mates' outcomes, too. Don't be afraid. Making mistakes is a good way to learn!

With this task we have learnt lots of new things about your family and its history.

Learning Diary

It's time to continue with our Learning Diary. Remember it helps us reflect on what we are learning and most important: what the best way for learning is. 

Pete O'Shea. Writing tools (CC BY)

Let's go back to the document we opened in the previous mission as a Learning Diary. Below our previous writing you will create a new section entitled: 'Genealogical tree'. We will reflect about our learning using the following questions:

What are the most difficult aspects?

What tool was the most difficult for me to work with?

What do I think is the most important aspect you have learned?

Are there any aspects I did not understand?

Remember it would be great if we shared these feelings and thoughts with our classmates. We will have 10 or 15 minutes to complete this part.

Retroalimentación

Please we strongly recommend you to reflect and think about the evolution of the project:

What you are really learning during the project.

What the difficult aspects are.

Value how we are working as a group and try to solve the problems we have had until now. 

Please try and clarify everything you did not understand.

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Dealing with historical data

Sharing with my family

At the end of this mission we will be able: to identify, organize and show in a timeline different historical events. 

We will work the  writing and speaking skills.

George Hodan. Abuelo y nieta (Dominio público)

Let's ry to think about people of our family. We have to choose one (or two) of them to share different activities: travelling, talking, giving you supports with your homeworks... Then, we will write their names and activities. Then, each of us will explain to one of our mates about these relatives and the activities you would like to share with her/him.

A historical conversation

We are pretty sure any of us have someone in our family we really admire or just he or she is really important for us, it could be alive or it could be death.

parentrap. Mother (CC0)

Our final product for this mission will be to create a timeline about that person including, at least ten historical events. The ''Rubric for a timeline' will help us know how to do a great job.

Steps for our mission

Previous investigation: talking with your relatives

We want to investigate about the person.

If he / she is alive, we will take a long conversation with him or her. If the person is death we have to look for the information talking with other of your relatives. Why don't you invite these relatives to your class? It will be the best option to talk with them and register all the information the have to tell to you about your family. 

The main purpose of the investigation it to know at least ten historical events about this person to include in the timeline.

Each historical event should include:

The date.

The explanation of what happened on that moment.

A picture related with this event.

Creating the timeline

As always we find two possibilities of working. We can use a cardboard or a piece of paper (it should be big, we have to include pictures). Or if we prefer, there are free digital options to do it:

Timetoast.

Timeline JS

In case we have problems about how to deal and work with the tool here you have a couple of really useful tutorials to learn about it:

Tutorial timetoast

Timeline JS tutorl

Spread

Our final product for this mission will be to create a timeline. It must be clear and atractive. short text with a title. The ''Rubric for a timeline' will help us know how to do a great job.

We can include the poster into you blog adding information about what your group work is. We are also strongly recommend to include into our post the picture dictionary we have done in the previous task.

We must remember to identify our post with the tag "Project The history of my family".

If we want, our teacher can spread our post using the Twitter account of the classroom. For that we have to write down the tweet for the teacher. Remember:

we can use 140 characters.

Include the link to your post.

Use the hashtag of the project: #projectmyfamily.

The 'Rubric to assess a tweet' will help us know how to do a great job.

Before posting our text, we should ask our colleagues to check our work and make suggestions, corrections... We must do the same work with some of your mates' outcomes, too. Don't be afraid. Making mistakes is a good way to learn!

Knowing about you family is the best way to start to think about the way to thank them.  Don't forget all the thinks we have learnt in this mission.

Learning Diary

It's time to continue with our Learning Diary. Remember it helps us reflect on what you are learning and most important: what the best way for learning is. 

Pete O'Shea. Writing tools (CC BY)

Let's go back to the document you opened in the previous mission as a Learning Diary. Below our previous writing we will create a new section entitled: "Dealing with historical data". We will reflect about your learning using the following questions:

What are the most difficult aspects?

What tool was the most difficult for me to work with?

What do I think is the most important aspect you have learned?

Are there any aspects I did not understand?

Remember it would be great if we shared these feelings and thoughts with our classmates. We will have 10 or 15 minutes to complete this part.

Retroalimentación

It's very important for us to reflect and think about the evolution of the project:

What we are really learning during the project.

What the difficult aspects are.

Value how we are working as a group and try to solve the problems we have had until now. 

Please try and clarify everything we did not understand.

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Thanks to my family

My family, my nearest people

At the end of this mission we will be able: to write and share a thank you message to my family, and write about past events of it.  

We will work the writing, speaking and reading skills.

Obra Shalom Campo Grande. Happy family (CC BY-ND)

The reading 'Englishexercises.org - Reading Comprenhension: Marý's family' will help us to remind the vocabulary related with the family and the relationship they have.

Thanks to my family

Sometimes we said that the family it is the most important thing we have, but most of the times we didn't say to them. As a final mission of this project we are going to create a digital poster to show remember the history of our family and also to say thank you to them.

kolibri5. Cambodia (CC0)

Our final product for this mission will be create the post to include our poster. The 'Rubric to asses the project: The History of my family' will guide us know how to do a great job.

Resources and guides

Contents of our poster

The digital poster should include:

Photos of us and our family in different situations.

Explanation of these situations in a short text.

Date of them.

What happened on them.

Why they situation was special for us.

And something to say thank you to them for all the things they did it for us.

We can create a text for them to read.

We can record a video to say thank you to them.

Ideas and tools

Some points we should consider to create a good poster are:

Clear and short message.

Good pictures.

Attractive design.

Important to say what to do to eat healthy and why it is important.

We can use different free websites to create our poster:

Canva

Poster My Wall

Picktochart

But just in case ICT access won't be able for you, let's make a big poster in a piece of cartuline with drawings and big titles.

The final post with our digital poster

Our final product for this mission will be create the post to include our poster. These points can help us to remember all the information we should include into our post.

An explanation about the task.

Embed the digital poster

The link to our Learning Diary.

A short reflection about what we have learnt and how we have learnt that.

Don't forget to identify your post with the tag "Project The history of my family".

If we want, our teacher can spread our post using the Twitter account of the classroom. For that we have to write down the tweet for the teacher. Remember:

We can use 140 characters.

Include the link to our post.

Use the hashtag of the project: #projectmyfamily.

The 'Rubric to assess a tweet' will help us know how to do a great job.

Before posting your text, let's ask our colleagues to check our work and make suggestions, corrections... We must do the same work with some of our mates' outcomes, too. Don't be afraid. Making mistakes is a good way to learn!

Organizing and sharing

Now it's time to share and spread our fantastic work. Along the project we have published different posts in our digital portfolio.

As a summary we will create a complete post (digital portfolio) in our blog with a reflection about what we have learned along this project. As in ohter missions we must spread this product. We are invited to make a public presentation of our videos and of course, a special work with social networks.

PublicDomainPictures . Transfer (CC0)

Steps for this mission

Creating the post

The following items will guide us to create thii post (Don't forget to identify our post with the tag "Project sport journalist"):

Main vocabulary of the project.

Grammar reference.

All the activities related with this topic.

Final outcome of the project: The cookbok of the class.

A good idea would be to include the links to all the posts you have created along the whole project.

You can also include the link to your Learning Diary.

Public presentation

We are invited to make a public presentation of our posters. Don't we think it could be a great activity to organize an event at our school/classroom? Teachers, students, parents and maybe other people could know what we have done and value all your effort.

Each group must introduce the posters. The resource 'San Gregorio Sección Bilingüe: Useful sentences for your videos and presentations' will help you with general sentences to prepare your speech.

The 'Rubric to assess an oral presentation' will help you know how to do a great job.

Spread

Now it is time to spread our final post through the social networks. Remember we have a Twitter account for the class, it is run by the teacher. So it is time for us to create a tweet to spread our post. It will be published through the class account. Remember:

We can use 140 characters.

Include the link to your post.

Let's Use the hashtag of the project: #projectmyfamily.

The 'Rubric to assess a tweet' will help us know how to do a great job.

Learning Diary: final evaluation

We have finished the project, but there is a very important aspect to focus on now: we will assess all we have done. It is very easy; you are going to think on everything you have learned and how you have learned it. So we should think on all the missions we have crafted.

Below your previous writing we will create a new section entitled: "Thanks to my family"

Pete O'Shea. Writing tools (CC BY)

Assessment is very important because it will help us and the teacher solve and change all the aspects that might not work properly and continue using all the ones which have helped us learn more and better. But it is especially meaningful for us to identify how we learn better.

To carry out this assessment, we will complete the following documents:

'Assessment of the experience and project'

'What and how have I learned?'

We can work on this individually and then share it with your mate (the one you have been working with). Finally you will share with the whole group.

We are invited to talk with your parents about all this. You can publish a summary of your learning process in the final post with all your outcomes.

Retroalimentación

At this point, it could very useful for each of us to focus on these questions:

Did I have the same difficulties as your classmates in the accomplishment of the missions?

Which missions did I find the most difficult to carry out?

Has collaborative work been a positive experience to me? Why/ why not?

Do I  prefer learning from textbooks or from online projects like thi

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Didactic guidelines

General guidelines for teachers

This project is made up of five different missions whose main topic is Family. There are activities to do individually, in pairs or in teams, also there are activities in which we will try to invite your family to work with you. 

Roderick Eime. Family travel (CC BY)

This project is part of a set of ten projects designed to cover all the Learning Standards of the syllabus of Secondary Education that are published at the BOE (January 3rd 2015), pages 424 - 427.  With this project you will be able to let your students be autonomous learners and guide them through their learning.

There are activities which involve both individual work, collaborative pair work and group work, and also along the project there will be opportunities of inviting families to work with the students in the class. 

We strongly recommend to work with them through daily aims to get to the end of the project and accomplish each mission successfully. This means at the beginning of each lesson you should take five minutes to check where your students are and to tell them where you would like them to get at the end of the session.

For example: 'At the end of the session each student will have had to finish the listening activities, which will be checked by the teacher'.

Each project is student-centred and has several areas of interest:

In each project, students have to accomplish a mission, in order to learn something useful for their big final challenge.

There is also a challenge in each project, where they have to design a collaborative product. They are expected to actively work with information and communication technologies. They will create a portfolio to gather all their knowlegde along this set of projects. 

Students also have to complete a learning diary, using a Google Drive Document a the different tips we offer to the students at the end of each mission.

Student will also have a personal portfolio, using a personal blog where they have to reflect on the different contents they are working on, they have to upload the different audios and videos they produce, and they have to share the link to the different post of their project.

Apart from this project-based approach, each project is also focused on different vocabulary, grammar structures and text types. There are several activities to work on the different skills: listening, writing, reading, speaking and interaction to satisfactorily achieve every goal from a linguistic point of view.

To sum it up, they are going to work on all the contents of the syllabus within their level with a project-based learning orientation.

Assesment

For assessment the final challenge of this project, both you as a teacher, and your students, are expected to use the rubric to evaluate the project: 'Rubric to asses the project: The history of my family'.

Alexander Henning Drachmann. Question Mark in Esbjerb (CC BY)

Every mission will include a final task to consolidate all the learning. This final task will be assessed using the following rubrics:

Breaking the ice: 'Rubric to asses an oral presentation'.

Celebrating with family:'Rubric for a digital poster'

Geanological Tree: ''Rubric to asses a Family tree'

Dealing with historical data: 'Rubric for a timeline'

This project is designed to be assessed following this pattern:

The teacher will evaluate the final post on the blog - portfolio with all the outcomes produced along the project following the rubric. It will be 40% of the final score.

The partners will carry out peer assessment of the work and grade about how their team have worked. It will be 20% of the final score. The students can generate the different criteria or items to be assessed.

Students will self-assess the final challenge using the rubric. It will be 20% of the final score.

The final score will also include a 20% for the teacher to evaluate how the students have been involved in the project or tackled the different activities.

Both teachers and students are suggested to use the available rubrics to assess both the process and the outcomes.

At the end of the project the students will have been able to:

Talk about family relationships and celebrations around the world.

Talk about our family, its history and the relationship among the different members. 

Identify, organize and show in a timeline different historical events.

Write and share a thank you message and write about past events. 

Timing

This project implies the use of about ten 50-minute lessons. The timing is, obviously, approximate. It will depend on the learning pace of the students, on their interests and on the activities done in class.

Sese Ingolstadt. Bahnsteiguhr (CC BY-SA)

The ten lessons could be used according to this schedule:

Four of the lessons will be focused on the four first missions.

The fifth mission (Thanks to my family) will take us three lessons.

Another lesson will be used to create the final post with all the information for the portfolio.

One more lesson would be great to let them to show their final posters to the class group.

And the last lesson will be a good opportunity to assess students and do the collaborative assessment.

And it would be also great to evaluate the project itself. This final process will take only a few minutes and could be includen in the last lesson.

Resources

ICT resources/apps/tools

For this project you will need the following links to different sites.

'Who do you live with?'

'English club: Family Vocabulary'

'My English pages: Wh- questions'

 'Esl-Lab: Family Relationships' 

'Wonderlist: 10 most celebrated annual holidays around the world' 

'Scholastic: Holidays: A sampler from around the world'

'Englishexercises.org - Reading Comprenhension: Marý's family'

Tutorials that could help you cope with activities and missions within the project.

Tutorial Canva (YouTube Video)

Tutorial Picktochart 2015 (YouTube Video)

'How to start a blog on blogger' 

Tutorial Timetoast (YouTube Video)

Tutorial Timeline JS (YouTube Video) 

Tutorial MyHeritage (YouTube Video)

'Infinitive Thinking Machine: ClassBadges' (YouTube Video)

Support Topics on ClassBadges Blog

Mind map of the project.

Key Competences

At the end of the project the student will have worked and developed these language competences:

Knowing and using vocabulary about family and relationships.

Writing about past events.

Promoting investigation strategies about history. 

Interacting with certain autonomy when you are taking working with different online tools.

Working collaboratively as a group.

Evaluating their work and their partners' giving opinion and feedback.

Students will also develop different ICT competences:

Sharing and working with Google Docs.

Creating a digital poster using a web tool.

Running a journal - portfolio.

Contents

Vocabulary

Family verbs.

Special world celebrations.

Saxon Genitive.

Past tenses Verbs. 

Grammar

Wh- questions.

Past tense

Word order in English questions.

Write about past events.. 

Objectives

To talk about family relationships and celebrations around the world.

To talk about your family, its history and the relationship among the different members.  

To identify, organize and show in a timeline different historical events. 

To write and share a thank you message to my family, and write about past events of it.  

Learning standards (LOMCE)

All the Learning Standards of the curriculum of Secundary Education are published at the BOE (January 3rd 2015), pages 424 - 427

Bloque 1. Comprensión de textos orales

1. Capta los puntos principales y detalles relevantes de indicaciones, anuncios, mensajes y comunicados breves y articulados de manera lenta y clara (p. e. cambio de puerta de embarque en un aeropuerto, información sobre actividades en un campamento de verano, o en el contestador automático de un cine), siempre que las condiciones acústicas sean buenas y el sonido no esté distorsionado.

2. Entiende lo esencial de lo que se le dice en transacciones y gestiones cotidianas y estructuradas (p. e. en hoteles, tiendas, albergues, restaurantes, centros de ocio, de estudios o trabajo).

3. Identifica el sentido general y los puntos principales de una conversación formal o informal entre dos o más interlocutores que tiene lugar en su presencia, cuando el tema le resulta conocido y el discurso está articulado con claridad, a velocidad media y en una variedad estándar de la lengua.

4. Comprende, en una conversación informal en la que participa, descripciones, narraciones, puntos de vista y opiniones sobre asuntos prácticos de la vida diaria y sobre temas de su interés, cuando se le habla con claridad, despacio y directamente y si el interlocutor está dispuesto a repetir o reformular lo dicho.

Bloque 2. Producción de textos orales: expresión e interacción

1. Hace presentaciones breves y ensayadas, bien estructuradas y con apoyo visual (p. e. transparencias o PowerPoint), sobre aspectos concretos de temas de su interés o relacionados con sus estudios u ocupación, y responde a preguntas breves y sencillas de los oyentes sobre el contenido de las mismas.

2. Se desenvuelve correctamente en gestiones y transacciones cotidianas, como son los viajes, el alojamiento, el transporte, las compras y el ocio, siguiendo normas de cortesía básicas (saludo y tratamiento).

3. Participa en conversaciones informales cara a cara o por teléfono u otros medios técnicos, en las que establece contacto social, intercambia información y expresa opiniones y puntos de vista, hace invitaciones y ofrecimientos, pide y ofrece cosas, pide y da indicaciones o instrucciones, o discute los pasos que hay que seguir para realizar una actividad conjunta.

Bloque 3: Comprensión de textos escritos

1. Identifica, con ayuda de la imagen, instrucciones de funcionamiento y manejo de aparatos electrónicos o de máquinas, así como instrucciones para la realización de actividades y normas de seguridad (p. e., en un centro escolar, un lugar público o una zona de ocio).

2. Entiende los puntos principales de anuncios y material publicitario de revistas o Internet formulados de manera simple y clara, y relacionados con asuntos de su interés, en los ámbitos personal, académico y ocupacional.

3. Comprende correspondencia personal en cualquier formato en la que se habla de uno mismo; se describen personas, objetos y lugares; se narran acontecimientos pasados, presentes y futuros, reales o imaginarios, y se expresan sentimientos, deseos y opiniones sobre temas generales, conocidos o de su interés.

4. Entiende lo esencial de correspondencia formal en la que se le informa sobre asuntos de su interés en el contexto personal, educativo u ocupacional (p. e. sobre un curso de idiomas o una compra por Internet).

5. Entiende información específica esencial en páginas Web y otros materiales de referencia o consulta claramente estructurados sobre temas relativos a materias académicas, asuntos ocupacionales, o de su interés (p. e. sobre un tema curricular, un programa informático, una ciudad, un deporte o el medio ambiente), siempre que pueda releer las secciones difíciles.

Bloque 4. Producción de textos escritos: expresión e interacción

1. Escribe notas y mensajes (SMS, WhatsApp, chats), en los que se hacen breves comentarios o se dan instrucciones e indicaciones relacionadas con actividades y situaciones de la vida cotidiana y de su interés.

2. Escribe notas, anuncios y mensajes breves (p. e. en Twitter o Facebook) relacionados con actividades y situaciones de la vida cotidiana, de su interés personal o sobre temas de actualidad, respetando las convenciones y normas de cortesía y de la etiqueta.

3. Escribe correspondencia personal en la que se establece y mantiene el contacto social (p. e., con amigos en otros países), se intercambia información, se describen en términos sencillos sucesos importantes y experiencias personales (p. e. la victoria en una competición); se dan instrucciones, se hacen y aceptan ofrecimientos y sugerencias (p. e. se cancelan, confirman o modifican una invitación o unos planes), y se expresan opiniones de manera sencilla.

Glosary

Thinking Routine: Rutina de pensamiento.

Saxon Genitive: Genitivo sajón.

Geanological Tree: Árobl genealógico.

Timeline: Línea del tiempo.

Peer assesment: Coevaluación, evaluación entre iguales, evaluación entre los miembros del grupo. 

Rubric: Rúbrica.

Outcome: Producto final, resultado del trabajo. 

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