X-Kid School: ready to fight villains and save the planet!

Proyecto EDIA - Inglés

Didactic proposal

This project is made up of four different tasks and a final challenge whose main topic is studying in X-Kids School. There are activities to do individually, in pairs and in groups in order to promote inclusion.

Teaching Project Proposal

Download the teaching project proposal (odp or pdf)

This project is part of a set of projects designed to cover all the learning standards of the English language curriculum of Primary Education which are published at the BOE (March 1st, 2022), pages 81 - 92. With this project you will be able to let your students be autonomous learners and guide them through their learning process.

We strongly recommend to work with them through daily aims to get to the end of the project and accomplish each challenge successfully. This means at the beginning of each lesson you should take five minutes to check where your students are and to tell them where you would like them to get at the end of each task.

Each project is student-centred and has several areas of interest:

In each project, students have to accomplish a task, in order to learn by doing.
In each task, they have to collaboratively design a product. They are expected to actively work with information and communication technologies. There should be a portfolio to show all their knowledge along this set of tasks.
Students also have to complete a learning diary, using a sharing document (different tips are offered to the students) at the end of each task.

Summing up, they are going to work on all the contents of the syllabus of their level with a project-based learning orientation.

At the end of the project the student will be able to:

show emotional intelligence and empathy through oral and written communication.
use vocabulary related to Braille, Sign Language, precious stones, health, weather, space, and communication devices.
translate and interpret information between English, their mother tongue, and the co-official language with greater accuracy and fluidity.
perform a Sing Language songs.
read and understand articles and other texts.
understand oral instructions, examples, and a mysterious note.
discuss ideas, presenting information, giving advice, and describing events.
create Braille messages, health recommendations, and comic strips.
pronounce correctly new vocabulary by listening to a model, practice on their own, and collaborating with a partner.
locate and use pronunciation tools within an online dictionary to hear the correct sounds of a word.
practice and self-correct their own pronunciation by comparing it to the dictionary's audio.
use key grammatical concepts such as subject pronouns, possessive adjectives, and the phrases "there is" / "there are" and present simple
form and use "wh-" questions effectively.
give advice and instructions using imperatives and modal verbs like "should" and "shouldn't."
describe ongoing events using the present continuous tense.
master the simple past tense for regular and irregular verbs, including the past tense of "to be" and using the auxiliary verb "did."
express ability and possession.
develop critical thinking and collaboration skills by working in groups to solve problems, brainstorm solutions, and make arguments.
solve fictional missions involving superpowers, such as calming a classmate, stopping a strange sickness, and finding a missing person.
discuss and compare different ideas and devices, evaluating their pros and cons.
create a coherent narrative by planning and creating a comic strip and a TV news report.

Curriculum framework

This project is part of a set of projects designed to cover all the learning standards of the English language curriculum of Secondary Compulsory Education which are published at the BOE (March 1st, 2022), pages 81 - 92. With this project you will be able to let your students be autonomous learners and guide them through their learning process.

Competencias clave

At the end of the project the student will have worked and developed the key competences which are part of the curriculum.

Competencia en comunicación lingüística (CCL)
Multilingual Compentece.
Competencia matemática, ciencia, tecnología, ingeniería (STEM)
Competencia digital (CD)
Competencia personal, social y de aprender a aprender (CPSAA)
Competencia ciudadana (CC)
Competencia emprendedora (CE)
Competencia en conciencia y expresiones culturales (CCEC)

Competencias específicas y criterios de evaluación

Competencia específica 1

Comprender el sentido general e información específica y predecible de textos breves y sencillos, expresados de forma clara y en la lengua estándar, haciendo uso de diversas estrategias y recurriendo, cuando sea necesario, al uso de distintos tipos de apoyo, para desarrollar el repertorio lingüístico y para responder a necesidades comunicativas cotidianas.

Criterios de evaluación

1.1 Reconocer e interpretar el sentido global, así como palabras y frases previamente indicadas, en textos orales, escritos y multimodales, breves y sencillos, sobre temas frecuentes y cotidianos de relevancia personal y próximos a su experiencia, así como de textos de ficción adecuados al nivel de desarrollo del alumnado, expresados de forma comprensible, clara y en lengua estándar a través de distintos soportes.

1.2 Seleccionar y aplicar, de forma guiada, estrategias adecuadas en situaciones comunicativas cotidianas y de relevancia para el alumnado, para captar el sentido global y procesar informaciones explícitas en textos breves y sencillos sobre temas familiares.

Competencia específica 2

Producir textos sencillos de manera comprensible y estructurada, mediante el empleo de estrategias como la planificación o la compensación, para expresar mensajes breves relacionados con necesidades inmediatas y responder a propósitos comunicativos cotidianos.

Criterios de evaluación

2.1 Expresar oralmente frases cortas con información básica sobre asuntos cotidianos y de relevancia para el alumnado, utilizando, de forma guiada, recursos verbales y no verbales, prestando atención al ritmo, la acentuación y la entonación.

2.2 Redactar textos muy breves y sencillos, con adecuación a la situación comunicativa propuesta, a partir de modelos y a través de herramientas analógicas y digitales, usando estructuras y léxico elemental sobre asuntos cotidianos y de relevancia personal para el alumnado.

2.3 Seleccionar y aplicar, de forma guiada, estrategias para producir mensajes breves y sencillos adecuados a las intenciones comunicativas, usando, con ayuda, recursos y apoyos físicos o digitales en función de las necesidades de cada momento.

Competencia específica 3

Interactuar con otras personas usando expresiones cotidianas, recurriendo a estrategias de cooperación y empleando recursos analógicos y digitales, para responder a necesidades inmediatas de su interés en intercambios comunicativos respetuosos con las normas de cortesía.

Criterios de evaluación

3.1 Participar en situaciones interactivas breves y sencillas sobre temas cotidianos, de relevancia personal y próximos a su experiencia, preparadas previamente, a través de diversos soportes, apoyándose en recursos tales como la repetición, el ritmo pausado o el lenguaje no verbal, y mostrando empatía y respeto por la cortesía lingüística y la etiqueta digital.

3.2 Seleccionar y utilizar, de forma guiada y en situaciones cotidianas, estrategias elementales para saludar, despedirse y presentarse; expresar mensajes breves; y formular y contestar preguntas sencillas.

Competencia Específica 4

Mediar en situaciones predecibles, usando estrategias y conocimientos para procesar y transmitir información básica y sencilla, con el fin de facilitar la comunicación.

Criterios de evaluación

4.1 Interpretar y explicar textos, conceptos y comunicaciones breves y sencillas, de forma guiada, en situaciones en las que atender a la diversidad, mostrando empatía e interés por los interlocutores e interlocutoras y por los problemas de entendimiento en su entorno más próximo, apoyándose en diversos recursos y soportes.

4.2 Seleccionar y aplicar, de forma guiada, estrategias elementales que ayuden a crear puentes y faciliten la comprensión y producción de información y la comunicación, usando, con ayuda, recursos y apoyos físicos o digitales en función de las necesidades de cada momento.

Competencia específica 5

Reconocer y usar los repertorios lingüísticos personales entre distintas lenguas, reflexionando sobre su funcionamiento e identificando las estrategias y conocimientos propios, para mejorar la respuesta a necesidades comunicativas concretas en situaciones conocidas.

Criterios de evaluación

5.1 5.1 Comparar y contrastar las similitudes y diferencias entre distintas lenguas reflexionando, de forma guiada, sobre aspectos básicos de su funcionamiento.

5.2 Utilizar y diferenciar, de forma guiada, los conocimientos y estrategias de mejora de su capacidad de comunicar y de aprender la lengua extranjera, con apoyo de otros participantes y de soportes analógicos y digitales.

5.3 Registrar y aplicar, de manera guiada, los progresos y dificultades elementales en el proceso de aprendizaje de la lengua extranjera, reconociendo los aspectos que ayudan a mejorar y participando en actividades de autoevaluación y coevaluación, como las propuestas en el Portfolio Europeo de las Lenguas (PEL).

Competencia Específica 6

Apreciar y respetar la diversidad lingüística, cultural y artística a partir de la lengua extranjera, identificando y valorando las diferencias y semejanzas entre lenguas y culturas, para aprender a gestionar situaciones interculturales.

Criterios de evaluación

6.1 Actuar con respeto en situaciones interculturales, identificando y comparando semejanzas y diferencias elementales entre lenguas y culturas, y mostrando rechazo frente a discriminaciones, prejuicios y estereotipos de cualquier tipo en contextos comunicativos cotidianos y habituales.

6.2 Reconocer y apreciar la diversidad lingüística, cultural y artística propia de países donde se habla la lengua extranjera como fuente de enriquecimiento personal, mostrando interés por comprender elementos culturales y lingüísticos elementales y habituales que fomenten la convivencia pacífica y el respeto por los demás.

6.3 Seleccionar y aplicar, de forma guiada, estrategias básicas para entender y apreciar los aspectos más relevantes de la diversidad lingüística, cultural y artística.

Saberes básicos

A. Comunicación.

Autoconfianza y reflexión sobre el aprendizaje. El error como parte integrante del proceso.
Estrategias básicas de uso común para la comprensión y la producción de textos orales, escritos y multimodales breves, sencillos y contextualizados.
Conocimientos, destrezas y actitudes elementales que permiten iniciarse en actividades de mediación en situaciones cotidianas básicas.
Funciones comunicativas básicas de uso común adecuadas al ámbito y al contexto: saludar, despedirse, presentar y presentarse; describir personas, objetos y lugares; pedir e intercambiar información sobre cuestiones cotidianas; describir rutinas; dar indicaciones e instrucciones; expresar el tiempo, la cantidad y el espacio.
Modelos contextuales y géneros discursivos básicos de uso común en la comprensión, producción y coproducción de textos orales, escritos y multimodales, breves y sencillos, literarios y no literarios tales como folletos, instrucciones, normas, avisos o conversaciones reguladoras de la convivencia.
Unidades lingüísticas básicas de uso común y significados asociados a dichas estructuras, tales como expresión de la entidad y sus propiedades, cantidad y número, espacio y las relaciones espaciales, afirmación, exclamación, negación, interrogación.
Léxico elemental y de interés para el alumnado relativo a relaciones interpersonales próximas, lugares y entornos cercanos.
Patrones sonoros, acentuales y de entonación básicos de uso común, y funciones comunicativas generales asociadas a dichos patrones.
Convenciones ortográficas básicas de uso común y significados asociados a los formatos y elementos gráficos.
Convenciones y estrategias conversacionales básicas de uso común, en formato síncrono o asíncrono, para iniciar, mantener y terminar la comunicación, tomar y ceder la palabra, pedir y dar indicaciones, etc.
Recursos para el aprendizaje y estrategias elementales de búsqueda guiada de información en medios analógicos y digitales.
Herramientas analógicas y digitales básicas de uso común para la comprensión, producción y coproducción oral, escrita y multimodal; y plataformas virtuales de interacción, cooperación y colaboración educativa.
.

B. Plurilingüismo.

Estrategias y técnicas de compensación de las carencias comunicativas para responder a una necesidad elemental, a pesar de las limitaciones derivadas del nivel de competencia en la lengua extranjera y en las demás lenguas del repertorio lingüístico propio.
Estrategias básicas de uso común para identificar, retener, recuperar y utilizar unidades lingüísticas (léxico, morfosintaxis, patrones sonoros, etc.) a partir de la comparación de las lenguas y variedades que conforman el repertorio lingüístico personal.
Iniciación en estrategias y herramientas básicas de autoevaluación y coevaluación, analógicas y digitales, individuales y cooperativas.
Léxico y expresiones elementales para comprender enunciados sobre la comunicación, la lengua y el aprendizaje (metalenguaje).

C. Interculturalidad.

La lengua extranjera como medio de comunicación y relación con personas de otros países, y como medio para conocer culturas y modos de vida diferentes.
Interés en la participación en intercambios comunicativos planificados, a través de diferentes medios, con estudiantes de la lengua extranjera.
Aspectos socioculturales y sociolingüísticos más significativos relativos a las costumbres, la vida cotidiana y las relaciones interpersonales básicas en países donde se habla la lengua extranjera.
Estrategias básicas de uso común para entender y apreciar la diversidad lingüística, cultural y artística, a partir de valores ecosociales y democráticos.
Estrategias básicas de uso común de detección de usos discriminatorios del lenguaje verbal y no verbal.

	The villain's message	The magic shell: the shell of values	A strange sickness & the gem of vitality	A terrible storm & the gem of stability	A meteor & the gem of protection	A missing classmate & the gem of protection	The power of unity
CCL	X	X	X	X	X	X	X
CP	X	X	X	X	X	X	X
STEM			X	X	X	X	X
CD	X	X	X	X	X	X	X
CPSAA	X	X	X	X	X	X	X
CC	X	X	X	X		X
CE	X	X	X	X	X	X	X
CCEC	X	X		X
Competencia en comunicación lingüística (CCL), Competencia plurilingüe (CP), Competencia matemática, ciencia, tecnología, ingeniería (STEAM), Competencia digital (CD), Competencia personal, social y de aprender a aprender (CPSAA), Competencia ciudadana (CC), Competencia emprendedora (CE), Competencia en conciencia y expresión culturales (CCEC)

Learning pathway

This project implies the use of about twenty-six or twenty-seven fifty-minute lessons. The timing is, obviously, approximate because it depends on a lot of factors, for example, the learning pace of the students and on their interests and the activities done in class.

The twenty-six or twenty-seven sessions could be distributed according to this guide:

Pages	Objetives	Sessions
Introduction Let's power up X-Kids' Skills	To know the project (objectives, evaluation, tasks, etc)	Session 1
The villain's message	To become familiar with Braille To decode Braille To practice reading comprehension by reading a text about people who learn Braille To listen a mysterious note To improve their pronunciation of new words by listening to a model, practising on their own, and collaborating with a partner To practice speaking by sharing their reflections about people who need Braille To practice the use of subject pronouns, possessive adjectives, and the use of "there is" / "there are" and present simple To express ability and possession To practice written meditation by writing a message to their parents in Braille to prevent or avoid worries To fill out their personal glossary 1^st mission: writing a Braille message	Sessions 2, 3, 4 & 5
The magic shell: the shell of values	To recap information To search for information on the Internet To become familiar with Sign Language To decode a Sign Language message To practice oral mediation by calming down a scared classmate To develop precious stone vocabulary with gamified activities To solve riddles Practice reading comprehension To practice critical thinking, and collaboration to restore balance to the world To fill out their personal glossary	Sessions 6, 7 & 8
A strange Sickness & The Gem of Vitality	To read and understand a short article (breaking news about a strange sickness) To learn the ‘Wh-‘ questions and their use To develop vocabulary related to body parts, illnesses, actions related to health and superpowers with gamified activities To study imperatives for giving advice, "should/shouldn't" for recommendations, "feel + adjective” and understand health advice To give advice and describe symptoms To read health tips To develop and to apply critical thinking and collaborative skills by discussing and explaining a strange sickness and inventing creative solutions to the problem To practice listening comprehension To fill out their personal glossary 2nd MISSION: stopping a strange sickness using superpowers	Sessions 9, 10 & 11
A terrible Storm & The Gem of Stability	To read and understand a short article (breaking news about a terrible storm) To develop vocabulary related to weather conditions and safety measures with gamified activities To practice oral expression and collaboration by working in groups to choose an English speaking country To describe weather conditions and discuss safety tips To learn about different types of natural disasters and how to stay safe To use and apply specific grammar points such as the present continuous to describe ongoing events and modal verbs like "should" and imperatives to give advice and instructions To learn how to read and create a weather report and interpret weather conditions worldwide To gain an introduction to the job of a meteorologist and the skills required To discuss and explain a terrible storm To enhance their listening skills by paying close attention to the teacher's examples To brainstorm and to write down creative solutions using their superpowers to solve the problem To fill out their personal glossary 3rd MISSION: stopping a terrible storm with superpowers	Sessions 12, 13 & 14
A Meteor & The Gem of Protection	To read and understand a short article (breaking news about a meteor) To develop vocabulary related to space and actions to protect it with gamified activities To discuss and to explain a fictional problem (a meteor threat) and brainstorm creative solutions using superpowers To practice listening comprehension by paying attention to the X-Teacher's examples To improve their pronunciation of any vocabulary word they need by using an online dictionary's audio feature To locate and use the pronunciation tool within an online dictionary To actively listen to and repeat the correct sounds of a word. To practice and self-correct their pronunciation by comparing their attempt to the dictionary's audio To express their ideas clearly and to work effectively as a team To fill out their personal glossary 4th MISSION: stopping a meteor with superpowers	Sessions 15, 16 & 17
A missing classmate & The Gem of Empathy	To read and understand a short article (breaking news a missing classmate) To develop vocabulary related to communication devices, such as a walkie-talkie and a smartphone with gamified activities To discuss and compare different communication devices To evaluate the pros and cons of each device and express their personal preferences using simple sentences To practice speaking, critical thinking, and making clear arguments to support their opinions To earn the different forms of the simple past, including regular and irregular verbs To understand and use the past simple of the verb "to be" (was/were) To practice using the auxiliary verb "did" to form questions and negative sentences To distinguish between the simple past and the past continuous tenses To reinforce learning through practice questions to check comprehension and apply the rules To discuss a fictional problem (a missing classmate) and brainstorm creative solutions using superpowers. To practice listening comprehension by paying attention to the teacher's examples To express their ideas clearly and work effectively as a team To fill out their personal glossary 5th MISSION: finding a missing classmate with superpowers	Sessions 18, 19 & 20
The Power of Unity	To analyse a mind map to understand and discuss the key details of their missions To plan and to create a comic strip, using teamwork to combine their ideas Create a twelve-panel comic strip that visually and textually describes a complete story from beginning to end To use the past simple tense to describe events in a narrative To read and comprehend riddles to solve a puzzle To perform a sequence of actions To use the 5 Ws (Who, What, When, Where, Why) to organize the key information of a story To create a script for a TV news report, correctly using the simple past tense to describe past events To practice public speaking skills by delivering a news report, focusing on clarity, pace, and expression To combine written and visual elements by using their comic strips as visual aids during their report To coordinate their roles and actions to produce a complete report To fill out their personal glossary Final challenge: creating a TV News Report	Sessions 21, 22, 23, 24 & 25
	Collaborative Assessment Project Evaluation	Sessions 26 & 27

Following the idea of fostering an integral and global learning process, we will work through the subject of English contents that belong to other areas of knowledge. This interdisciplinarity can be treated in both ways, implicitly and explicitly. The former consists of dealing with other areas without a direct presentation of them, whereas, explicitly refers to dealing directly with the contents of other subjects.

It is obvious that the subject of English language deals with basic knowledge which also belong to other areas of the curriculum such as Spanish (language and literature contrast, that is to say, grammar, vocabulary, pronunciation, text typology, etc.). Furthermore, since our main goal is the development of the communicative competence, we deal with most of the subjects at least in an implicit way.

The SDGs deal with contents which belong to the areas of the curriculum of 3rd and 4th of Primary Education:

	The villain's message	The magic shell: the shell of values	A strange sickness & the gem of vitality	A terrible storm & the gem of stability	A meteor & the gem of protection	A missing classmate & the gem of empathy	The power of unity
Social Science	X	X	X	X	X	X	X
Plastic & Visual Education	X			X			X
PE		X	X
Music		X
Science			X	X	X	X
Spanish	X	X	X	X	X	X	X
Valencian/Catalonian	X	X	X	X	X	X	X
Mathematics	X	X		X			X
ICT	X	X	X	X	X	X	X
Moral & Civic Education	X	X	X	X	X	X	X

Assessing

Rubrics are great for students because they let them know what is expected about them. Moreover, they also help teachers authentically monitor a student's learning process and develop and revise a lesson plan.

These are the rubrics which are expected to be used by you as a teacher and also by your students:

Rubric to assess writing a Braille message
Rubric to assess using superpowers to stop a strange sickness using superpowers
Rubric to assess using superpowers to stop a terrible storm with superpowers
Rubric to assess using superpowers to stop a meteor with superpowers
Rubric to assess using superpowers to find a missing classmate with superpowers
Rubric to assess a comic strip
Rubric to assess a TV news report

This project is designed to be assessed following this pattern:

Teacher's evaluation of each task (there are 4) and the final challenge.
Peer evaluation (of the final challenge): creation of your own assessment sheet in order to evaluate your classmates. Include the items that you consider as appropriate.
Self-evaluation (of the final challenge).
Teacher's observation (participation, work class, attitude, etc. )

If your students finish successfully all their tasks and the final challenge of the project, you can recognize their work by giving them:

Certificate of participation (in editable file or pdf file)

Regarding the evaluation:

Initial evaluation

The initial evaluation is referred to as the starting point of the teaching and learning process. Therefore, it is carried out at the beginning of each learning period, this is at the start of the school year, term or learning situation.

This kind of evaluation allows us to identify each students' profile as regards physiological and cognitive maturity, previous knowledge and skills, as well as learning experiences, learning habits, interests, motivation and general attitude towards English.

The instruments available for the initial evaluation vary depending on the specific observation field, ranging from tests, direct observation, different types of activities, students’ control and observation panels, questionnaires and interest lists, to interviews with parents, students and educational psychologists as well as medical reports among others.

Continuous or formative evaluation

The continuous evaluation is regarded as an indispensable tool in order to obtain constant information about the students through the teaching and learning process. That is to say, during the school year, term or didactic unit. Therefore, its results will help improve the educational process. In this way, the notion of evaluation as an activity fully integrated in the teaching plan takes shape, and its formative role is emphasized. Hence, it is possible to assure that the planned activities fulfill the established objectives, accomplish the student’s interests, their level of difficulty is the appropriate and the students’ learning rhythm is the adequate.

On the contrary, it will deal with necessary variations in order to adapt the activities to the reality of the classroom.

One of the most appropriate instruments applied in the continuous evaluation is an assessment record form, intended as a class register of on-going student performance in relation to the blocks of basic knowledge identified in the syllabus.

Final evaluation

Final evaluation is regarded as the evaluation of the results achieved by the students and the teachers at the end of the teaching-learning process.

This, provides valuable information in three different scopes:

Information to students, helping them to monitor their learning process.
Information to teachers on the efficiency of the methods used, helping them in their investigation tasks within the classroom.
Information about the efficiency of the teaching plan and goals.

Resource Materials

Página	Tarea / iDevice	Enlace a repositorio	Documento editable	Documento en pdf
Let's power up X-kids skills	Your Project. General Information	Certificate of participation	odt	pdf
	Important information to take into account	Table for your glossary	odt	pdf
		Student Self- Evaluation: Class Work Progress	odt	pdf
		Tips to work cooperatively	odt	pdf
The villain's message	Decoding the mysterious note	Table "Subjects Pronouns / Possessive adjectives/ There is & There are	odt	pdf
The villain's message	1st Mission: Braille message- everything in under control	Rubric to assess a Braille message	odt	pdf
A Strange Sickness & The Gem of Vitality	What's the symptom?	Handout with examples of present simple and should	odt	pdf
A Strange Sickness & The Gem of Vitality	2nd Mission: How to stop a strange sickness using superpowers?	Rubric to assess ideas to stop a strange sickness with with superpowers	odt	pdf
A Terrible Storm & The Gem of Stability (elements of nature)	3rd Mission: how to stop a terrible storm with superpowers?	Rubric to assess ideas to stop a terrible storm with superpowers	odt	pdf
A Meteor & The Gem of Protection	A giant meteor	Handout with examples of present continuous	odt	pdf
A Meteor & The Gem of Protection	4th Mission: how to stop a meteor with superpowers?	Rubric to assess ideas to stop a meteor with superpowers	odt	pdf
A Missing Classmate & The Gem of Empathy	5th Mission: how to find a missing classmate with superpowers?	Rubric to assess to ideas find a missing classmate with superpowers	odt	pdf
The Power of Unity	XKids saved the planet	Rubric to assess a comic strip	odt	pdf
	XKids saved the planet	Handout with examples of the simple present, present continuous, simple past, and past continuous	odt	pdf
	Riddle Guessing	Puzzle to cut and hide the pieces	odt	pdf
	Finall Challenge: TV news report	Rubric to assess a news report	odp	pdf

Apps

To create, design and edit your work, you will be able to use the following apps, among others:

Canva, Genially and Google Site will enable you to design and create your comic strip and TV news report.
Cambridge Dictionary will enable you to know the meaning of words and to practice their pronunciation.