I AM A WORK OF ART

Shared by Jorge Cabañas:

This is a very cool activity to learn about Art, Music and English while having a lot of fun!! Although it is an activity for our class of 2ºESO in Geography and History, we will use the help of the English teacher for the specific vocabulary of art and the Music teacher, who will help the students to choose a musical piece.

In this activity the students will become different works of Art!! ;)

The student will have to follow the next steps:

1. Choose one of the works or art of the Renaissance and another of the Baroque style.

2. Save the image of that work of art in your phone/tablet.

3. Write a script as if your images would be explaining the following characteristics in first person:

- Name of the work of art

- Author of the work of art

- Date (year and century)

- Artistic style

- Some artistic characteristics: theme, materials, technique or curiosities.

- Current location

4. Search for a musical piece (with the recommendation of your music teacher) dated in the same period of your work of art.

5. Download in your phone/tablet the app "Chatterpix kids". Open the app and record what you wrote in your script using the selected piece of music as a background. When it is ready, go to the gallery and download your video.

6. And... it is done!! Congratulations! :)

The students could share the videos using Flipgrid, Padlet o just sharing them with the teachers. The students will have a lot of fun!

REVIEW ACTIVITY

Shared by Jose Luis Moisén:

This review activity includes different topics (terms, characters, events or art works).

In groups of four, students have to prepare a short speech or piece of writing, using the basic information provided by a picture and some key words.

They will order and link their ideas using proper vocabulary and structures (past tenses, passive voice, etc.).

Some examples:

- Terms: give a precise definition of this concept.

Vassalage

Homage – Investiture – Lord - Vassal

Characters: make a short biography of a historical figure.

Alfonso X The Wise

1252-1284 – Murcia – Canticles of Saint Mary – Seven-Part Code

- Events: draw up a brief explanation about a historical main fact (Who, What, When and Where happened).

Battle of Las Navas de Tolosa

Guadalquivir Valley – Alfonso VIII – Almohads – 1212

- Art works: write a short commentary (including identification, analysis and classification).

San Clemente de Tahull

Pantocrator – Romanesque – Fresco – 11th-12th centuries

AGRICULTURAL CALENDAR IN MEDIEVAL TIMES

Shared by Mª Jesús López:

During Medieval Times, a vast number of people (about 80%) used to work in agriculture and farming. As a result, seasonal cycles took a great importance in peasant farmers lives: each time of the year determined what activity they did, the lenght of the working day and even what kind of crops they should cultivate. For that reason, sometimes, they created agricultural calendars with very interesting pictures that show each duty or work they developed.

Here you’ve got one example: the agricultural calendar in San Isidoro in Leon. Observe it carefully and try to solve the questions:

Analyse: How important do you think climate was in medieval life? Why do we say that peasant life was regulated by natural cycles? Are seasonal cycles so important in our daily lives? Look on the net for more agricultural calendars in Europe and explain them to your colleagues.

Descripction: Fill in the table with the main agricultural and farming activities in Medieval Times.

Agricultural calendar in San Isidoro in Leon

Month	Work the peasant is doing	Weather the farmer needed
January
February
March
April
May
June
July
August
September
October
November
December

Additions suggested by Miryan Hernando:

I will suggest including another column for the original name in the paintings for each month (so students could see how they resemble the English ones).

In the second column I will add the vocabulary of the elements they could see, maybe this part is a bit difficult without some “help” such as a vocabulary bank.

Finally, you could also include a reflection on women work, as only men are depicted.

WOULD YOU LIVE IN A CASTLE NOWADAYS?

Shared by Miriam Sánchez:

Myy cross-curricular project is called “Would you live in a castle nowdays?”

Through different activities, with the final objective of building a series of castle models, we will be able to work together on this project with the Plastic Education and Technology Department. In this way the pupils would work on contents of this area such as: the representation of volume and space, the organization of visual space, measurement, instruments, personal representation of ideas (according to objectives), using visual and plastic language and showing initiative, creativity and imagination.

As for the contents of the subject of History that will be worked on, they correspond to contents about the Middle Ages included in the curriculum of 2nd ESO.

Initiation Activity and Development Activity 1. Would you live in a castle?

It is a two-hour session, approximately. This session is based on the introduction with an initiation activity and a debate (about the students' concepts about castles, what life was like in them and whether they would consider living in one) and a search for information and basic concepts that make up the first development activity.

Development Activity 2. Tell me your story.

The working groups get together and each student will work on one aspect of the castles, forming a study of each castle that will finally be captured in a model. The aspects to look for will be:

§ What was the castle originally like?

§ What reforms have been made over time?

§ What has the castle been used for throughout history?

§ What parts of the castle does it have today?

§ What was its origin (who did it and why)?

This activity lasts two consecutive days. Although this project is done individually for two days, at the end of each day the groups meet to gather the information. The teacher will serve as a guide at all times to observe the process of the students. In addition, he will dedicate 15 minutes in each of the two activities to give context and to share the progress of the class that may be of interest to all, to help those who are lagging behind and to serve as a guide.

At the end of the activity, each group of students should have a report where each of the aspects mentioned above are dealt with, adding a brief study of the geostrategic usefulness of the castles.

Development activity 3. Is this castle defensible?

The first part of the session will consist of investigating the defensive possibilities of each castle. Each group will have to analyse the strengths and weaknesses of each castle using the information and photographs of the castle and explain how they would defend themselves against an attack. The results will be shared with the whole class. The teacher, after the arguments, will explain briefly (no more than 10 minutes) the process of reconquest in the peninsula and the importance of the castles in this process.

Development Activity 4. Case analysis: How would we build a castle today?

After the defensive analysis, the students should start to set up the model. They will have to select the form of representation (working with the plan of the castle, deciding whether to represent those areas that have now disappeared, selecting the scale); the materials to use; and the method of differentiating the remodelled areas from the original areas (by using different materials, different colours, with labels. . . ). The next three sessions will be devoted to building the model. Students should have the model finished by the 8th session, which is devoted entirely to the exhibition and evaluation of the project. This second part will take place in the technology classroom, where they can use the existing tools to make the model.

Development Activity 5. “Once upon a time there was a castle…”

Simulating a competition, each group will present their model to the rest of the class. The theme of the competition will be “Which castle are we travelling to today?” and the students will have to make their presentation arguing the reasons why they should go to visit this castle. They will be asked to carry out the exhibition, therefore, as if they were members of a travel agency, encouraging the imaginative capacity of each one. Once each exhibition is finished, it will be evaluated.

Shared by David Berrocal:

In this lesson students create their own illuminated manuscript, making their own parchment and emulate a page of an illuminated manuscript. Finally, they will show their project to their classmates and explain the content through a short speech.

Shared by Amalia Ugarte:

Proyect: Gothic Cathedrals

Objectives:

...to learn the architectural elements of a Gothic cathedral

...to learn that there was a variety in the decoration of Gothic cathedrals

...to learn through their own manual work

...to work in groups

...to learn more about Middle Ages’ society

Groups:

Students are divided on groups of four. Each group is a different guild. For example, they can choose between: weavers, dyers, armorers, bookbinders, painters, bakers...

Guilds played a really important role in society of the Middle Ages.

Activity:

The teacher and the students choose a series of Gothic cathedrals from all over Europe.

Procedure:

Each group of students (4 students per group) chooses one of them.

They have to design on a black cardboard the window of the cathedral that they have to represent.

They cut their design and paste colored film paper on the back.

They stick on the windows of the class, and, when the light enters, it has the effect of real Gothic cathedrals and their designs reflect on the ground.

This project helps to...:

- ...explain the gothic cathedrals

- ...bring History to the class

- ...motivate students by doing different activities

- ...decorate our class!

Finally, the students have to write an entry about their experience on the class blog.

Shared by Isabel Santos:

The activity I’ve prepared is about oral communication to revise the unit about the Middle Ages concepts. It’s like playing Taboo game. It’s necessary to prepare and print different cards (click here to get the cards) and here are the instructions:

The goal is to get your teammates to guess the word you are describing, but there’s a list of words you can’t say. You’ll want to divide teams evenly, get the cards ready, and have a timer. Each card you get right is a point for your team, and all of the cards your skip, or cards on which you said words that were taboo are a point for the other team.

1. Divide the group into two teams. Do your best to have an even number of people on each team.

2. Take one card at a time. You cannot look ahead at any of the other cards in the deck. You can only look at each card as you take it to begin giving clues for it. If you catch someone looking ahead, you need to call them out on it as this is cheating.

3. Start the timer. Each player has a certain amount of time to get their teammates to guess as many words as they can. It might be good to designate someone on each turn who is going to pay attention to the timer. You can also switch to a timer that makes noise when it runs out.

4. Give your teammates clues about the guess-word. If the guess-word is “book,” you might give clues like “something you use to study in school,” and “a large collection of words that has a main plot.” You score points when your teammates guess the word. You can’t use any part of the word or any of the taboo words that are listed.

Rubén Esteban shares this activity about Guttenberg.The following photographs were taken in a 2nd ESO History class.

Students had to do a research project on different contents in relation with the Modern Age. The goal was to add more Higher Order Thinking Skills or HOTS, by including these hands-on activities.

In this specific case, the group formed by 2 girls, chose the topic ‘Gutenberg’s printing press’. The task, which was not easy, included creating a device where they had to apply what they previously had learned. With this aim, they started doing research on computers and Reading information. Then, they analysez what they had found, they they discussed and evaluated the information and finally they re-created the printing press as a final Project.

Topic: The story of El Cid

Cross-curricular(ism): Spanish literature

Teacher: Leticia Martínez

C for Content

The Story of El Cid:

El Cid, knight of Castilla kingdom.
Conflict between El Cid and King Alfonso VI. The exile.
El Cid was serving the king of the Taifa of Zaragoza.
The conquer of Valencia.

Activities		Prior Knowledge: Showing a photo about El Cid sculpture, students have to answer who is he, describe the image, explain why is he famous. Then, through their answer they have to complete a Biography Research about El Cid. They should complete these categories: Person name, Early Life, Family Life, 3 interesting Facts.
Tasks		Cross curricular project with Literacy. In Literacy class students have to study this chanson de geste, a legendary tale written in verse. In History class they studytthe Iberian Peninsula during the early middle ages through the El Cid character. Students will make a project where they will design a map with the route of the El Cid which is explained in El Cantar del Mío Cid poem. They must label the location where there were battles, cities that he conquered and the route he made during his exile.

Resources and materials

Students must clic in this link where they will see the instructions and the resources:

https://www.sutori.com/story/untitled--J34X4K6EkVRqDBdwpbGfoXSg

Topic: Life in the Middle Ages

Teacher: María de la Torre

Topic: Society in the Middle AGes

Teacher: Ester Pérez
Attachments:
- Worksheet 1. The diagram of the feudal system.
- Worksheet 5: Rubric

1. Learning outcomes

Objectives

- Identify and describe different groups in medieval society and their relationship

-Explain how was one day in the life of each of the social groups.

-Learn vocabulary related to the unit: list of terms

-Complete a graphic´s lesson and do a picture of medieval city to understand in which area lived each group.

12. Assessment:

criteria and instruments

SEE WORKSHEET 5.

4. C for Cognitive

Thinking processes

Analysis, identification ,comprehension and production.

6. Activities		Watch a video of feudalism in Europe https://www.youtube.com/watch?v=Gd4lopIPObA -Diagram of the feudal system: students must identificate each group and their place in the society , they role and what they owe to one to other.(We can talk about this characters and it would be useful to review vocabulary). -Map of a village: they must identificate differents places and identify some of people who might have lived in the castle, monastery....
7. Tasks		The final goal for students is to create an article explaning the social groups and their differences,(differences between nobility, clergy and peasants) where they lived...to construct and organise knowledge.

10. Resources and materials

http://historycortadura2eso.blogspot.com/p/2nd-eso-unit-3-feudal-society-2nd-term.html

feudalism inmedieval europe https://www.youtube.com/watch?v=Gd4lopIPObA

Unit: Feudal Society

Title: Are you a lord or a vassal?

Teacher: Estela Arribas

Annexes: Writing Rubric

1. Learning outcomes Objectives		-To learn and explain about the feudal organisation, the personal relationships of feudal society based on the vassal pact. -To learn and use the key vocabulary of feudal society. -To be able to express and share their knowledge orally using ICT (video)
2. C for Content		Characterises feudal society and relationships between lords and peasants
3. C for Communication	Vocabulary	Feudalism, Peasant, Monk, Knight, Serf, Vassal, Clergy, Fiefdoms, Monarch, Artisans, Castle, Monastery, Taxes, Privileged, Non-Privileged, Nobility Act. 2 Read book “ The feudal society” and design a Mind Map (included in the portfolio) * Remind how to design a mindmap: https://www.youtube.com/watch?v=kCKZ75VDaSI Main branches: privileged/non privileged See bigger chart below
	Structures	ACT. 3 – COMPOSITION - “ I AM A……. AND THIS IS MY LIFE STYLE ” Write a 100 word composition describing your character. Follow the instructions of the English teacher. She will be supervising and helping you while dealing with the task. Some clues to search about the life style of your character: - Where did he live?, - What did he do for a living?, - What kind of food did he eat?, - What kind of clothes did he wear?, - Did he have any privileges?, - And other questions you may find interesting such comparative information with another character eg: I am a serf and I live in a very humble house not as big as the artisans.
	Language skills Discourse type	Language skills: - Present/Past simple questions: Do you think ….? How many levels was society divided into? - Present continuous: What are… doing? - There was/ were: there were several buildings… - Past/present simple: the lord lived in a castle. I am the king a nd live in a castle. - Passive: the privileged were classified into high or low… - Linkers: Although I am a vassal…. Moreover… On the order hand - Relative clauses: the room where I give parties is called… - Opinion expressions: I do believe…, from my point of view… Discourse type: - Key vocabulary display - Descriptive writing - Coherent texts - Fluent descriptive oral presentation - Discussion and debate interaction
4. C for Cognitive Thinking processes		- Recognize and recall with pictures, texts, dates, events... the Feudal society - Understand the differences among social groups in the Middle Ages----- - - Compare the privilege and non-privilege groups in society - Organize content into categories using graphic organizers -Apply: recreate the daily life in the Middle Ages - Compare and contrast differences -Active searching of info on the net -Peer review to build and share ideas. -Support creativity, decision making and problem solving.
5. C for Culture		Act. 6. Can you guess about any medieval society structure and characters that survive nowadays? Name if possible. Do you think medieval society was better or worse than ours? Why? Discuss among the members of your group. By the end of the activity there will be an oral open debate about these questions.
6. Activities 7. Tasks *Attached document		Act. 1 Watch the videos listed below and complete the activities of the porfolio: Act. 2 Read book “ The feudal society” and design a Mind Map (include in the portfolio) Act.3 1. choose a character of feudal society (it must be a different one among the members of the group) 2. search books, videos (aulavirtual), websites… to get information about the life style of your character and write a short composition. 3. Design with your mates the script of your video (everybody must talk about each character) Act. 4 Record a video of yourselves explaining the life of your character. IMAGINATION IS YOUR BEST ALLY! You can dress up, add music or anything else you can think of and you are able to do. Act. 5 Play videos in class and complete the peer assessment.
8. Cross-curricular tasks		Activity 3 is planned and controlled by the English Teacher Subject.
Methodology
9. Organization and class distribution. Timing		3 -4 class periods Individual / Cooperative / Team work Project Based Learning
10. Resources and materials		Book, websites, aulavirtual, camera recorder, porfolio Watch the videos listed below and complete the activities of the porfolio: https://www.youtube.com/watch?v=HCPp7XWZfHo https://www.youtube.com/watch?v=_vCxXKS1gNo https://www.youtube.com/watch?v=9SVHuTfiDTs https://youtu.be/rwQcD3cCbGE Test book: “ The feudal society” Byme unit 3
11. Key Competences		Competences competence in linguistic communication (LIN); digital competence (DIG); competence in learning to learn (LTL); competence in social awareness and citizenship (SOC); competence in autonomous learning and personal initiative (AUT); competence in artistic and cultural awareness (CUL).
12. Assessment: criteria and instruments		10% Portfolio: activity 1 Videos - Rubric 15% Portfolio: activity 2 Mind map - Rubric 20% Act.3 Composition –Rubric 25% Video 20% Peer assessment video Rubric 5% Team work – Rubric 5% Act. 6 Oral debate

Act. 6 ASSESSMENT based on

	HIGH	AVERAGE	LOW
General performance
Attitude and participation
Major Learning issues

*Vocabulary chart:

Click on "Topic" to access to the activity:

Topic: Life in the Middle Ages: music and castles.

Cross-curricular(ism): Music, and Social Sciences (History)

Teachers: Susana García and Sonia Mª Rodríguez

Click on "Topic" to access to the activity:

Topic: Romanesque style. Romanesque is the best.

Cross-curricular(ism): Music

Teachers: Cristina Álvarez

Topic: The Crisis of the Late Middle Ages

Teacher: Paloma García

C for Content

In this part of unit, students will learn about the political, economic and social crisis that Europe suffered in the 14th and 15th centuries. Hunger, plague and war led to a social unrest in both, cities and countryside, as well as religious persecutions . Also a drastically decrease of population was caused.

Activities

1- Warm up: First of all we will watch a power point regarding The crisis in the Late Middle Ages and read the text to obtain information. After that we put the students into groups of three to share the information. A short summary will be done by each group and an oral presentation.

2- Fill in the gaps in a summary about causes and consequences of the crisis to organize the main ideas.

3- Research using digital support:

The Hundred Years War

After working a wordcloud, students will do a short dictation of this war.

After watching “The Black Death” video they will fill in the gaps of a short review.
Following a link of Britannica.com, students will look for information of the Inquisition and later they will do an oral presentation.

Tasks

Each group will make a scroll in which appears information about one of the main three news: the war, the plague or the court. Images and text must be used.

Resources and materials

Warm up: Text book

Slideshare: https://es.slideshare.net/rociobautista/u5-cities-middle-class-and-cathedrals

Summary:

Mind maps

https://educajcyl-my.sharepoint.com/:i:/g/personal/pgarciagarcia30_educa_jcyl_es/EbbFuloeAtZJiKPnYnBUuPkBfidRs98x32tGpizNUgNL2Q?e=JWw4Mz

https://educajcyl-my.sharepoint.com/:i:/g/personal/pgarciagarcia30_educa_jcyl_es/EfHRogBmZJNGgF-RCSqJtzcBnw1hyli1-UR2xdXTWrmHOA?e=yJ51Bt

Research: