CLIL

Lesson Plan
LESSON NAME: Still life artwork
LESSON GLOBAL GOAL: Promote students’ technical ability to organize the unanimated visual
elements necessary to create balance and proportion in an original piece of art paying special
attention to the elements of color and value.
LESSON TIMING: 3 sessions of fifty-minutes each class. This lesson will deepen students’
knowledge of the topic.
UNIT POSITION: Middle of the unit.
UNIT NAME: Artistic genres
UNIT GLOBAL GOAL: Describe similarities and differences among artistic genres by means of a
timeline.

LEVEL INFO: A1-B1 (CEFR) English language level students at a private bilingual school.
Target population: Seventh graders between 13 and 15 years old.

Aims
 To classify the content of the unit using a timeline.
 To understand the concept of still life artwork.
 To distinguish the various types of still life artwork.
 To take notes of significant information.
 To develop autonomy by collaboratively critiquing artwork exhibited in the classroom art
gallery considering the steps of art criticism and principles of design.
 To propose new ideas of still life artwork according their understanding of defined
elements of the lesson.

Criteria for assessment

Teacher’s summative assessment (final project), feedback, peer assessment, and self-assessment
processes will be used to evaluate how well learners:
 Understand still life artwork.
 Distinguish diverse types of still life artwork.
 Apply mixing techniques to create and exhibit their original piece of art in the classroom
gallery.
 Use their knowledge about still life artwork and the vocabulary of the lesson to critique
still life artwork using the steps of art criticism and principles of design.
 Compare their prior knowledge with the current lesson about still life artwork.

Copyright © 2019. Universidad de La Sabana, Department of Foreign Languages and Cultures, Master in English Language Teaching – Autonomous Learning Environments. Document1. Created by: Carl
Anderson, after Coyle, Hood, & Marsh (2010). All Rights Reserved. No part of this material shall be reproduced, transmitted, distributed or commercially exploited, except with express written
permission from the copyright holders. Enquiries for permission to reproduce all or parts of this material should be directed to: masterfld@unisabana.edu.co.
Page 1 of 4
 TEACHING OBJECTIVES
(What I plan to teach)
Content Cognition
 To introduce still life artwork by means of a warm-up  To cooperatively discuss
activity related to the classification of natural and man- and understand still life
made matter in everyday life. 7 groups of 4 students. artwork as natural and
Each group is given a masterpiece of a famous still life man-made matter.
artist to discuss and classify the nature of the matter.
(Language for learning)  To organize valuable
 To present the content through a Prezi presentation, information in a graphic
and visual aids. organizer (timeline)
https://prezi.com/broeh2z4cj4k/history-of-still-life-
painting/  To establish connections
 Students will complement the concept of Still life between concepts of
artwork (explored in the warming-up activity) by visual elements of art and
describing similarities and differences in the drawing skills in still life
development of still life artwork through the centuries artwork, not only during
(Language of learning). Renaissance but also
 Students will draw a timeline using the information throughout the centuries.
provided online. https://mymodernmet.com/what-is-
still-life-painting-definition/  To recall food vocabulary.
 Since some concepts are new for students, the teacher
will display some links to e-dictionaries so that
students can easily get access to them. (Language  To use technology as a
through learning) tool to learn.
 To present content related to some elements of still life
artwork (food) by means of a video about Keto diet  To illustrate their concept
provided online. of Still life artwork using
https://www.youtube.com/watch?v=zQYF1FbIRrU different techniques.
 Students will use mixing techniques and drawing skills
to create a still life artwork choosing either food to eat  To use prior knowledge
or food to avoid according to the concepts of low carb of Art criticism stages to
and high fat of Keto diet. (Language for learning) critique a piece of art.
 Students with special need will be provided with an
online chart and adjusted tasks to scaffold their  To indicate reasons for
progress. https://www.thediabetescouncil.com/pros- judging (critique) a piece
and-cons-of-all-popular-low-carb- of art.
diets/#_Toc514946097
 Students will present their final project that will be  To synthesize knowledge
exhibited in the classroom art gallery to be criticized in a timeline that shows
by 7 “art critiques” (Language for learning) chosen the evolution of still life
from each group, once the teacher provides a artwork throughout the
summative assessment and feedback of the piece of centuries.
art. (Language through learning)

Copyright © 2019. Universidad de La Sabana, Department of Foreign Languages and Cultures, Master in English Language Teaching – Autonomous Learning Environments. Document1. Created by: Carl
Anderson, after Coyle, Hood, & Marsh (2010). All Rights Reserved. No part of this material shall be reproduced, transmitted, distributed or commercially exploited, except with express written
permission from the copyright holders. Enquiries for permission to reproduce all or parts of this material should be directed to: masterfld@unisabana.edu.co.
Page 2 of 4
 Culture
 Become aware of the kind of elements such as fresco, mosaic, temples, floors, and
limestone surfaces used in still life artwork of ancient Egypt, Rome, and Greece.
 Infer why artists took special interest in specific elements of still life artwork throughout
history at an international level.
 Make appropriate decisions when applying different mixing techniques.
 Use technology responsibly

Communication
Language of learning Language for learning Language through
learning
 Key vocabulary: fresco,  Asking each other  Use e- dictionaries
mosaic, oil, canvas, floor, questions to organize the to search for
limestone, composition, light, timeline: For example: unknown/unfamiliar
shade, tone, primary color, What do you think words.
secondary colors, watercolor, about…? How about
outline, shape, proportion, you? Why do you think  Oral feedback from
tone, texture, form that? peers and written
 Pointing out relevant feedback from the
 Defining explanatory aspects of an original teacher
language of drawing and piece of art when
painting techniques. criticizing it.  Understand peers’
 Oral presentations: we oral presentation
are going to propose…, I and expressions.
 Prepositions of place E.g., in will start by pointing
front of, between, on, in, next out....  Remember
to, etc. As well as phrases emerging
like: There is a big green  Agreement and vocabulary
apple behind the bunch of disagreement statements: throughout the
grapes. That is true, but, I would lesson.
add…, I agree, I
 Descriptors and adjectives, to disagree, I would add  Build social
classify information. that…etc. interaction skills
through
 Classroom language: collaborative work.
 Analyzing the differences Could you repeat
between nature and man- please…, what do you  Distinguish the
made matters call this in English? May language needed to
you help me with the carry out discussion
composition please? on criticizing an
How do you original piece of art.
pronounce/spell this in
English, could you lend
me your …?

Copyright © 2019. Universidad de La Sabana, Department of Foreign Languages and Cultures, Master in English Language Teaching – Autonomous Learning Environments. Document1. Created by: Carl
Anderson, after Coyle, Hood, & Marsh (2010). All Rights Reserved. No part of this material shall be reproduced, transmitted, distributed or commercially exploited, except with express written
permission from the copyright holders. Enquiries for permission to reproduce all or parts of this material should be directed to: masterfld@unisabana.edu.co.
Page 3 of 4
 LEARNING OUTCOMES
(What the learners will be able to do by the end of the task[s]/lesson[s])
By the end of the task(s)/lesson(s), the learners will be able to:

 Understand the concept of still life artwork.

 Make connections between still life artists and their masterpieces.
 Apply knowledge by creating and exhibiting an original piece of art.
 Critique peers’ artwork exhibited in the classroom gallery.
 Ask Wh-questions to clarify information about unanimated objects used in still life
artwork.
 Listen carefully to their Art critiques (peers) and take feedback notes.
 Evidence learning by contrasting prior knowledge of the lesson versus the current lesson.
(KWL chart).
 Provide a short reflection (100 words) about the most significant task of CLIL 4 principles
 Leave the lesson with a tangible piece of work.

Context:

This art lesson will be carried out at a private bilingual school, and it is directed to 28
students attending 7th grade. The students are between 13 and 15 years old with A1-B1 English
language level according to the Common European Framework of Reference. The tasks will be
carried out as a multilevel English language class classified into seven groups of four students that
will work collaboratively on several tasks according to their multiple intelligences, and learning
styles arranged by the headroom teacher, school counselor, psychologist, English, and art teacher.
Students with special needs will also have an adjusted and scaffolded lesson plan according to their
cognitive skills.

Copyright © 2019. Universidad de La Sabana, Department of Foreign Languages and Cultures, Master in English Language Teaching – Autonomous Learning Environments. Document1. Created by: Carl
Anderson, after Coyle, Hood, & Marsh (2010). All Rights Reserved. No part of this material shall be reproduced, transmitted, distributed or commercially exploited, except with express written
permission from the copyright holders. Enquiries for permission to reproduce all or parts of this material should be directed to: masterfld@unisabana.edu.co.
Page 4 of 4