Educational Project Plan: “My World” — 6th Grade English (Primary)
| Component | Details |
|---|---|
| Project Name | My World |
| Grade | 6th Grade (Primary) |
| Main Issue/Problem | Students deepen their role as citizens, share experiences, and develop critical thinking skills. They analyze meaningful personal events to organize and narrate them coherently, fostering intercultural understanding and language skills. |
| Learning Focus | Vocabulary: roller skate, tablet, laptop, game console, cell phone, guitar, computer, mp3 player, skateboard. <br> Grammar: Possessive adjectives (my, your, his, her, its, our, their), possessive nouns (Alicia’s, Sergio’s), nationality expressions (I am/He is/She is from Mexico). <br> Values: Making friends. |
| Number of Sessions | 2 classes (60 mins each) via Zoom |
| Tools & Resources | YouTube videos, songs, virtual games (Wordwall), pages from the textbook (11–15). |
| Ejes Articuladores | Critical Interculturality (thinking critically about cultures and identities). |
| Scenario | Classroom with 4 students, online environment. |
| Methodology | Problem-Based Learning (PBL) |
| PBL Phase | Time | Activities & Adaptations | Purpose |
|---|---|---|---|
| Present | 10 mins | - Show a short video clip about different cultures sharing personal stories (YouTube).<br>- Pose reflection question: “What makes our personal stories special and unique?” | Stimulate initial thinking about personal experiences and cultural diversity. |
| Collect | 10 mins | - Students share brief examples of significant personal moments (e.g., learning to skate, using a tablet).<br>- Elicit prior knowledge of vocabulary and grammar through a quick interactive quiz (Kahoot or similar platform). | Connect prior knowledge to the upcoming tasks, activate language skills. |
| Formulate | 10 mins | - Present a scenario: “Imagine you are sharing your most meaningful personal story with a new friend from another country.” <br>- Students brainstorm what details they need (events, objects, people, feelings).<br>- Introduce the key vocabulary and possessive grammar needed to tell their stories. | Clarify the problem and set goals. |
| Organize | 10 mins | - Divide students into two pairs (breakout rooms) to plan their stories.<br>- Tasks: Select 2-3 significant personal events, organize them chronologically, decide on vocabulary and grammar to use.<br>- Use graphic organizers (mind maps for events). | Facilitate collaborative planning, reinforce language structures. |
| Build | 15 mins | - Students construct their narratives, incorporating vocabulary, possessive adjectives, and nationality expressions.<br>- Use digital tools (Google Docs or Jamboard) for writing.<br>- Teacher provides support, prompts for cultural elements and critical thinking questions (e.g., “Why is this event important to you?”). | Develop language skills, cultural awareness, and critical thinking. |
| Verify & Analyze | 10 mins | - Students share their stories with the class via Zoom.<br>- Peers and teacher provide constructive feedback focusing on content, language, and intercultural elements.<br>- Use a simple rubric for self-assessment (e.g., clarity, vocabulary use, cultural aspects). | Encourage reflection, peer learning, and self-evaluation. |
| Share | 5 mins | - Conclude with a group discussion: “What did you learn about yourselves and others?”<br>- Emphasize the value of friendship and understanding different cultures. | Reinforce interculturality, empathy, and critical thinking. |
| Session | Objectives | Activities | Tools & Resources | Adaptation for Level |
|---|---|---|---|---|
| Session 1 | - Introduce the project theme<br>- Activate prior knowledge<br>- Build planning skills | - Watch a multicultural storytelling video<br>- Share personal significant events<br>- Brainstorm vocabulary and possessive adjectives<br>- Plan narratives in pairs | YouTube video, Kahoot quiz, graphic organizers, textbook pages 11-15 | Visual aids, simple language prompts, pair work for support, digital tools for collaboration |
| Session 2 | - Construct and present narratives<br>- Use vocabulary and grammar correctly<br>- Reflect on intercultural values | - Write and rehearse stories<br>- Share stories via Zoom<br>- Peer feedback on language and cultural content<br>- Group discussion on interculturality and friendship | Google Docs/Jamboard, Zoom breakout rooms, rubric for assessment, song about friendship | Scaffolded writing, modeling sentences, encouraging peer support, emphasizing cultural sharing |
| Aspect | Implementation | Notes for Adaptation |
|---|---|---|
| Critical Interculturality | Encourage students to recognize cultural differences in personal stories, discuss similarities and differences, and reflect on how sharing experiences fosters understanding. | Use guiding questions to promote critical thinking about cultures, identities, and values. |
| Language Development | Focus on vocabulary, possessive adjectives, and nationality phrases. Use visual aids, repetition, and context. | Incorporate songs and virtual games to reinforce vocabulary. Simplify instructions and provide sentence frames as needed. |
| Citizenship & Reflection | Emphasize making friends, respecting differences, and sharing personal experiences as a form of active citizenship. | Use discussion prompts to deepen understanding of the value of intercultural friendship. |
| Type | Criteria | Method | Purpose |
|---|---|---|---|
| Formative | Participation, use of vocabulary, grammar accuracy, intercultural reflection | Observation, peer feedback, self-assessment rubrics | Monitor ongoing progress, adjust support accordingly |
| Summative | Coherence of narrative, language use, intercultural understanding | Final story presentation, rubric evaluation | Assess overall learning, critical thinking, and intercultural competence |
This PBL-based educational project fosters critical interculturality by engaging students in meaningful storytelling, language practice, and cultural reflection. It emphasizes collaboration, critical thinking, and personal growth aligned with the values of friendship and citizenship, adapted to their level and technological environment.
Note: All activities are designed to be interactive, age-appropriate, and adaptable to varying student needs within the online classroom setting.