TEACHING UNIT 1

ENGLISH
LET’S MAKE YOUR OWN VERSION! 3rd TERM 
4th ESO 
INS ____________ 
TEACHERS:​​Magdalena Blasco, Judit Algueró,

Mar Seritjol, Lluís Castells i Magda Marsal

Have you ever heard of Edgar Allan Poe? And Radio Futura? Possibly not. In this unit you are going to have a literary approach
about a relevant poet and one of his works and how music can provide a new version of such a poem. You are asked to become
translators, poetry writers, musicians and creative artists. From the Spanish version of an English poem, you must end up finding a
famous love story and provide an artistic performance. How much into poetry and music are you?

Dimension / Main Competency Digital and Personal Competencies FINAL PRODUCT

DC: Devices and applications - DC3 In groups they have to make a version
Literary C11 PSC: Involvement - PSC4 (theatre play, video, song...) of a love
poem.

Learning goals Key Assessment criteria and descriptors of achievement Assessment tools/method
(students will be able to...) content
1. Students will be able to understand KC17 Listen, read and understand a poem by Edgar Allan Poe
a poem Student shows that Student shows that they Student shows that Write a first version of the poem
they understand the understand the global they understand the using the song and lyrics provided
global meaning and meaning and the most global meaning and in Spanish.
the most relevant relevant and secondary the most relevant and
ideas of the poem ideas of the poem using secondary ideas Co-evaluation: Debate whether
using basic more complex structures using complex the translations are good or
vocabulary and and vocabulary. structures and not/likes and dislikes/things
structures. vocabulary missing
2. Students will be able to KC19 Analyse and contextualize a poem Answer the questions about the
contextualize a poem Student understands Student can explain the Student transforms a poet and the historical context of
the difference main characteristics of a text into a poetic his work.
between a poem and poem and can transform writing changing the
a non poetic writing a normal writing into a structure of the lines For slow students questions can
and they can identify poem in a simple way. and also using a more be easier (yes-no questions or
the main They can identify the poetic vocabulary. choosing only one option…)
characteristics of the main characteristics of They can identify all
author’s literary the author’s literary the characteristics of
period and work. period and work. the author’s literary
and distinguish it from period and work and
other poetic genres and distinguish it from
periods. different poems and
periods as well as
relate the poem to the
historical context.
3. Students will be able to produce a KC15 Perform a love story Make a new version of a love
creative performance of a love story Student adapts the Student presents the Student adapts the story or give a performance.
love story they have love story in a more love story in an original
found following the original way, either way using more Rubric agreed with students.
patterns of a poem in transforming it into a complex patterns not
a very simple way poem following the previously given.
(the poem has been model given by the Instead of a poem they
read and worked in teacher but using more decide to perform
previous classes) complex structures or something different.
making a totally different
performance
4. Students will be able to create a DKC10 Use basic still image, sound and moving image editing applications to Hand in a multimedia
digital document for the final produce digital documents. presentation.
presentation of the project Student records Student records Student records
simple multimedia multimedia production multimedia production Checklist
production applying applying and combining which combine a
the basic functions of 2-3 advanced functions variety of audio visual
editing programmes. of editing programmes. materials, applying
advanced functions of
editing programmes.
 Indicators of Frequency Suggestions for improvement
achievement

5. Students will be able to be actively SPKC19 Agree with the goals Hardly ever Sometimes Often Very often
involved in the team project. and decide which
part each member of
the group is going to
do.

Participate actively in ​Hardly ever Sometimes ​Often ​Very often

the tasks providing
ideas and putting in
team effort.

Be responsible for ​Hardly ever Sometimes ​Often ​Very often

the evolution and
evaluation of the
project.

ACTIVITIES

TIMING and DESCRIPTION METHOD/TECHNIQUE MONITORING/ADJUSTMENTS

S1- The first activity is done in Spanish class (it is a Work in groups of 4. The
collaborative activity between the Spanish and the English teacher decides the
teacher) Play a kahoot, as an introductory activity, to gather groups in order to have
basic information about the band (Radio Futura) and the multi level ss in each
American poet, Edgar Allan Poe. group
Listen to the song by Radio Futura ​Annabel Lee ​which is in
Spanish, talk about the group (if necessary), debate the
theme of the song and translate the song into English in
groups of 4 students (1 stanza each group).
S2 - Compare Edgar Allan Poe’s original poem with the All the class together:
students' versions. (in groups) projection of the poem
Analyse the poem (word order, vocabulary used, and the different
synonyms, metaphors...).Why is it different from a normal versions to compare
writing? them
Specify the topic.
S3 - Look up Edgar Allan Poe's biography and answer In pairs the ss answer
several questions about his life and the historical context of the questions: the
his work. teacher decides the
difficulty of the questions
depending on the ss’
level.For this activity it is
important to divide the
class depending on the
ss´s level because in
that way the teacher can
grade also the type of
questions: yes, no
questions for the ss with
more difficulty and
multiple choice and
open questions for the
others
S4 - Find other poems or stories by English authors dealing Brainstorming activity:
with love, tragic love if possible (e.g. Shakespeare - Romeo the teacher writes on the
and Juliet) bb the ss’ previous ideas
about love poems and
after, he/she will ask ss
to find more authors and
poems in internet.
S5 - Relate each love story they have found to the period in Group activity (the same
which it was written. Choose one love story students group as originally
especially like and discuss what kind of version or because it is multilevel
performance they want to do and they can give very
different ideas to decide
a performance)
S6 - Prepare the performance Group activiity: Each
group will have two
classes to prepare the
performance
S7 - Prepare the performance Group activity
S8 - Presentation Group activity. All
groups have to present
their digital recording in
front of their classmates

S9 - Presentation Group activity

S10 - Vote the best performance Individually/ group
activity. The best
performance will be
performed in the final
festivity or in the
jornades culturals​.

DIVERSITY

- All the materials, activities and pair-work in the unit can be multi-level. More scaffolding provided.
- Students with PI if needed.

METHODOLOGY

- Learner-focused.
- Teacher as facilitator.
- Formative assessment.
- Cognitive complexity of activities organized according to Bloom's taxonomy.