Educational Project Plan: "People in My Life"
Grade: 6th Grade (Primary)
Main Issue: Deepening students' understanding of their role as citizens, sharing experiences, and developing critical thinking.
PDA (Problem-Directed Activity): Analyzing significant life events to organize and narrate them coherently.
Number of Classes: 3 sessions via Zoom (60 minutes each)
Classroom: 4 students
Tools: Digital videos, songs, Wordwall games, textbook pages 16-21
Vocabulary: mother, aunt, parents, cousins, uncle, grandfather, sister, grandmother, classmates
Adjectives: short hair, light hair, wavy hair, dark hair, curly hair, straight hair
Grammar: I have (three) brothers; I don’t have sisters
Values: Respect, appreciation of diversity
Axes: Critical interculturality, cultural appreciation, reading, and writing
Methodology 1: Problem-Based Learning (PBL)
| Stage | Time | Activities | Description & Adaptation |
|---|
| Present | 10 min | Reflective question posed: "Who are the important people in your life?" | Initiate discussion with a simple question to activate prior knowledge and curiosity; use visuals of family members to aid understanding. |
| Collect | 10 min | Brainstorming: students share what they know about family members and describe them using vocabulary and adjectives. | Students share examples, guided by prompts; support with images and vocabulary lists to scaffold language use. |
| Formulate | 10 min | Define the main problem: "Choose a significant event involving your family or friends to tell your story." | Guide students to articulate their personal experience; emphasize the importance of organization and coherence. |
| Organize | 15 min | Form small groups (or work individually) to plan their narrations. | Since class size is small, students work independently or in pairs. Provide graphic organizers (story maps) to structure their narration (who, what, when, where, why). |
| Build | 10 min | Students begin drafting or scripting their narration, incorporating vocabulary, adjectives, and grammar. | Use templates to support sentence construction; encourage use of new vocabulary and grammatical structures. |
| Verify & Analyze | 10 min | Peer review: students share their drafts with classmates for feedback. | Use a checklist to assess coherence, vocabulary, and grammar; encourage respectful feedback focused on content and language. |
| Share | 5 min | Final presentation: students narrate their story aloud or record it. | Students share their stories in a friendly environment; optionally, record for later assessment. |
Methodology 2: Pedagogical Strategies for Critical Interculturality
| Stage | Time | Activities | Description & Adaptation |
|---|
| Explore | 10 min | Watch a short video/story about diverse family structures and cultural differences. | Use culturally diverse content to promote appreciation and understanding of different family roles and backgrounds. |
| Explain | 10 min | Discuss the importance of respecting different family configurations and cultural values. | Facilitate a dialogue emphasizing respect and intercultural understanding, linking to personal experiences. |
| Elaborate | 15 min | Reflective writing: students describe their own family and compare with others’ experiences. | Encourage critical thinking about cultural differences; use guiding questions to deepen understanding. |
| Evaluate | 10 min | Share reflections; discuss how understanding diverse families fosters respect and citizenship. | Promote intercultural dialogue, emphasizing respect and appreciation of differences. |
| Consolidate | 15 min | Create a class "Family Diversity Chart" illustrating different family types and cultural backgrounds. | Visual activity to reinforce intercultural values and understanding of diversity. |
Integration & Cross-Method Activities
| Activity | Duration | Description | Tools/Resources |
|---|
| Vocabulary & Grammar Practice | 15 min (across sessions) | Use songs, flashcards, and Wordwall games to reinforce vocabulary and grammar. | Songs on family vocabulary, interactive games on Wordwall. |
| Reading & Listening | 15 min | Pages 16-21 of the textbook; videos from YouTube related to family and cultural diversity. | Textbook pages, YouTube videos, listening exercises. |
| Virtual Game & Interactive Practice | 15 min | Use Wordwall to play matching, crossword, or quiz games on vocabulary and adjectives. | Wordwall platform. |
Assessment & Reflection
| Stage | Time | Activities | Purpose |
|---|
| Formative Assessment | During activities | Observation of participation, use of vocabulary and grammar, peer feedback. | To monitor ongoing learning and provide immediate support. |
| Summative Assessment | End of session | Students deliver their narrations; written reflection on what they learned about themselves and others. | To evaluate comprehension, language use, and intercultural understanding. |
Summary of Key Points
Focus: Developing personal narrative skills, vocabulary related to family, adjectives, and basic grammar.
Values: Respect for diversity, appreciation of different family structures.
Methodology: Problem-Based Learning combined with intercultural reflection strategies.
Tools: Videos, songs, digital games, textbook pages, graphic organizers.
Adaptation: Activities designed for small groups and individual work, ensuring accessible and engaging learning.
This comprehensive plan promotes critical thinking, cultural awareness, language development, and personal reflection through engaging, student-centered activities aligned with modern educational principles.