Educational Project Plan
Project Name: People in My Life
Academic Grade: 6th Grade (Primary)
Main Issue: Deepening students’ understanding of their role as citizens, sharing experiences, and developing critical thinking.
Learning Focus: Analyzing personal life events, organizing them coherently, and expressing them through narration.
Content:
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 and understanding of others’ differences
Resources: Pages 16-21 of the textbook, YouTube videos, songs, virtual games (Wordwall)
Methodology: Inquiry-Based Learning with STEAM approach
Axes: Critical interculturality
Scenario: Classroom (virtual via Zoom)
Lessons: 3 sessions of 60 minutes each (total of 3 classes)
Overall Structure of the Inquiry-Based Learning with STEAM Approach
| Phase | Time | Activities | Objectives | Adaptations for 6th Grade |
|---|
| 1. Introduction, Prior Knowledge, Problem Identification | 15 min | - Warm-up discussion: "Who are the people in your family and friends?"<br>- Show images of different family members and friends.<br>- Brainstorm: "What words do you know about family and friends?" | Activate prior knowledge and introduce the theme. | Use simple language, visual aids, and encourage sharing personal experiences. |
| 2. Inquiry Questions, Initial Explanation | 15 min | - Present key questions: "Who are the important people in your life?", "How do you describe them?"<br>- Introduce vocabulary and adjectives through a short video/song.<br>- Use a digital mind map to organize ideas. | Guide students to formulate questions and understand the content. | Use interactive videos and songs suitable for their age; keep explanations clear and engaging. |
| 3. Conclusions related to the general problem | 15 min | - Students share stories about their family/friends.<br>- Guided reflection: "What did you learn about yourself and others?" | Develop critical thinking and intercultural understanding. | Encourage personal storytelling and respect for diverse family structures. |
| 4. Design and Construction of a Proposal, Evaluation, and Dissemination | 15 min | - Students create a short presentation (e.g., a digital poster or video) describing their family members with vocabulary, adjectives, and personal stories.<br>- Share presentations in the class.<br>- Peer feedback and self-reflection. | Foster creativity, application of knowledge, and self-evaluation. | Use simple digital tools (e.g., PowerPoint, Canva, or voice recordings), promote positive peer interaction. |
Detailed Lesson Plan per Class
Class 1: Introduction & Vocabulary Building
| Part | Time | Activities | Methodology/Tools | Adaptation |
|---|
| Warm-up & Prior Knowledge | 5 min | Share "Who are the people in your family?" | Open discussion | Use pictures; prompt simple sentences. |
| Video & Song | 10 min | Watch a short YouTube video about family members; sing a related song. | Visuals + music | Use age-appropriate content; subtitles. |
| Vocabulary Introduction | 10 min | Present vocabulary with images and pronunciation practice. | Digital flashcards, Google Slides | Repetition; visual aids; pair work. |
| Adjectives for Descriptions | 10 min | Match adjectives to pictures; practice describing family members. | Wordwall games | Interactive matching activities. |
| Reflection & Homework | 5 min | Students recall new words; prepare to describe their family. | Oral or written | Use sentence starters; provide examples. |
Class 2: Grammar & Descriptive Language
| Part | Time | Activities | Methodology/Tools | Adaptation |
|---|
| Review & Warm-up | 5 min | Quick quiz on vocabulary. | Kahoot or Quizizz | Multiple-choice, fun format. |
| Grammar Introduction | 10 min | Explain and practice "I have (___) brothers" and "I don’t have sisters". | Interactive slides, mini-dialogues | Use real-life examples, role-play. |
| Descriptive Sentences Practice | 10 min | Students describe their family members using adjectives. | Virtual breakout rooms | Pair work, sentence creation activities. |
| Listening & Speaking Activity | 10 min | Listen to a dialogue describing a family; students practice similar sentences. | YouTube audio + role-play | Scaffolded scripts, visual cues. |
| Creative Activity | 10 min | Students draw their family and write descriptions using vocabulary and adjectives. | Digital drawing tools or paper | Support with sentence frames. |
| Reflection & Homework | 5 min | Prepare a short paragraph about their family. | Writing practice | Sentence starters provided. |
Class 3: Narratives & Sharing Personal Stories
| Part | Time | Activities | Methodology/Tools | Adaptation |
|---|
| Review & Warm-up | 5 min | Share one new thing learned about family. | Oral sharing | Encourage respectful listening. |
| Storytelling Preparation | 10 min | Guide students to analyze their personal experiences: "Think of a meaningful story involving your family or friends." | Graphic organizer | Use prompts; scaffold story structure. |
| Design & Creation | 20 min | Students prepare a digital story, poster, or short video narrating their experience, including vocabulary and adjectives learned. | Canva, PowerPoint, or simple video tools | Provide templates; peer support. |
| Sharing & Feedback | 20 min | Students present their stories to the class; classmates give positive feedback. | Virtual presentation | Use supportive language; encourage intercultural respect. |
| Reflection & Closing | 5 min | Reflect on what was learned; discuss the importance of respecting different family roles and backgrounds. | Class discussion | Focus on interculturality and critical thinking. |
Complementary Elements
| Component | Details |
|---|
| 21st Century Skills | Critical thinking, digital literacy, communication, collaboration, creativity. |
| Connection to Daily Life | Personal storytelling, understanding diverse family structures, valuing respect. |
| Critical Thinking | Analyzing personal and cultural differences, reflecting on family roles. |
| Formative Assessment | Observation during activities, participation, completed tasks, peer feedback, self-reflections. |
Final Notes
Evaluation: Continuous through participation, completed activities, and final presentations.
Adaptations: All activities are scaffolded to suit 6th-grade students’ developmental level, with visual aids, simple language, and interactive digital tools to foster engagement and understanding.
Cultural Sensitivity: Encourage sharing of diverse family structures and backgrounds, promoting intercultural respect and critical awareness.
End of Educational Project Plan