Educational Project Plan
| Component | Details |
|---|---|
| Project Name | Aesthetic Elements and Features of the English Language |
| Academic Grade | High School (Grades 10-11) |
| Main Issue | Low level of English; students tend to pass without mastery, resulting in poor class engagement and participation. |
| Scenario | Classroom setting within a community context |
| Methodology | Community-Based Project Learning (CBPL) |
| Articulating Axes | Critical Interculturality, Arts and Aesthetic Experiences, Critical Thinking, Appropriation of Cultures through Reading and Writing |
| Moment | Activities | Time | Adaptation for Level & Context |
|---|---|---|---|
| 1. Identification | - Conduct a survey to identify students' perceptions, interests, and difficulties with English language learning.<br>- Discuss the importance of aesthetic elements in language and culture. | 1 class session (45 min) | Use simple, clear questions; encourage open dialogue, fostering community engagement. |
| 2. Recovery | - Reflect on previous experiences with English learning.<br>- Share personal stories related to language and culture.<br>- Highlight the significance of culture and arts in language mastery. | 1 class session (45 min) | Create a safe space for sharing; use visual aids and prompts to facilitate participation. |
| 3. Planning | - Form student groups for collaborative work.<br>- Set goals: improving language skills through cultural and artistic exploration.<br>- Design initial activities: reading, art, and cultural exchange projects. | 1 class session (45 min) | Encourage student ownership; assign roles based on interests and strengths. |
| Moment | Activities | Time | Adaptation for Level & Context |
|---|---|---|---|
| 4. Approach | - Introduce aesthetic elements of English (poetry, idioms, art, music).<br>- Present examples of intercultural expressions in English-speaking cultures.<br>- Initiate a discussion on the importance of arts and culture in language. | 1-2 class sessions (90 min) | Use multimedia resources; simplify complex concepts; connect to students' cultural backgrounds. |
| 5. Comprehension and Production | - Students select an English cultural artifact (song, poem, proverb, artwork).<br>- Analyze its aesthetic and cultural features.<br>- Create their own artistic projects inspired by their selected artifact (e.g., write a poem, design a poster, perform a short skit). | 2-3 class sessions (135 min) | Scaffold activities; provide templates; encourage creativity; focus on meaningful expression rather than perfection. |
| 6. Recognition | - Share projects with the class.<br>- Reflect on the cultural and aesthetic features identified.<br>- Discuss how these elements help understand English-speaking cultures. | 1-2 class sessions (90 min) | Foster peer feedback; use guiding questions to deepen intercultural understanding. |
| 7. Correction | - Provide constructive feedback on language use, cultural accuracy, and artistic expression.<br>- Discuss common errors and ways to improve.<br>- Reinforce the importance of aesthetics in language mastery. | 1 class session (45 min) | Use positive reinforcement; focus on progress; plan personalized follow-up activities. |
| Moment | Activities | Time | Adaptation for Level & Context |
|---|---|---|---|
| 8. Integration | - Create a collective 'Cultural and Aesthetic Gallery' (physical or digital) showcasing students' projects.<br>- Organize a mini cultural fair or presentation day.<br>- Encourage students to explain their work and its cultural significance in English. | 2-3 class sessions (135 min) | Use visuals and bilingual support if necessary; promote peer teaching and community pride. |
| 9. Dissemination | - Share the gallery/fair with the school community, parents, or local community groups.<br>- Use social media or school broadcasts for broader outreach.<br>- Collect feedback and reflections from visitors. | 1-2 class sessions + external dissemination (variable) | Foster community engagement; adapt dissemination modes to available resources. |
| 10. Considerations | - Evaluate student engagement, participation, and learning outcomes.<br>- Reflect on the project's impact on language skills and cultural awareness.<br>- Adjust future activities based on feedback. | Continuous process; final reflection at project end | Use simple rubrics; encourage self-assessment and peer evaluations. |
| 11. Progress | - Monitor improvements in English language use, participation, and intercultural understanding.<br>- Plan follow-up activities to sustain interest and skills development. | Ongoing | Establish regular check-ins; incorporate student suggestions for continuous growth. |
| Activity | Estimated Total Time | Purpose |
|---|---|---|
| Planning & Identification | 3 class sessions (135 min) | Community engagement & goal setting |
| Introduction to Aesthetic Elements | 2 class sessions (90 min) | Cultural and artistic awareness |
| Creative Projects & Analysis | 4-5 class sessions (225-270 min) | Deepening understanding & production |
| Sharing & Reflection | 2-3 class sessions (135-135 min) | Recognition, feedback, intercultural exchange |
| Dissemination & Community Engagement | 1-2 sessions + external sharing | Broader community involvement |
| Evaluation & Follow-up | Ongoing | Monitoring progress & continuous improvement |
End of Educational Project Plan