EUROSCOLA: making of (2017)

Here you have the video of our making of...

 

•  First we did a brainstorming with ideas and we were worried about Brexit, refugees crisiis and our future. 
• Then we designed a storyboard on the blackboard with a storyline. The plot will be given by the concepts of generations we have learbt in class.
• Next we created the outfits and make up to dress according to the decade and we will hold a sign with a set of values of the EU. We also incorporate the cap and flag tehy sent us from the Office Europe Direct.
• After that we recorded and edited the video, choosing the music and effects and solve problems for uploading.
• Finally we will share it in our school blog as well and local media in Badalona like the Radio marathon.

¡Aquí tenéis el vídeo del making of! Aquí teniu el video del making of!

Some inspirational materials: Generations + values (main theme)


https://es.pinterest.com/pin/449023025333828431/

https://es.pinterest.com/pin/331929435012732388/ 

FORMER GENERATION (also Generation Y)

https://es.pinterest.com/pin/312507661629056089/  OUR GENERATION


STORY LINE - STORYBOARD


They say it's a dark time... but we can see the stars shining and we know there will be a new tomorrow. Parallelism: night=hard times for UE (Brexit, refugee crisis, economic crisis...); hope= stars (in the painting and in the flag).

Fashion (casting and dressing/make-up); 
cómo vestirnos y maquillarnos según la década que representemos (desde 1957)
com anar vestits i maquillats segons la dècada (des de 1957).

http://data.whicdn.com/images/138106898/original.jpg

Adapt dress, make up, hair style and pose to each decade:

WHEN Decade	WHO Cast	HOW Fashion	WHAT: Values in our Carta Magna (Treaty of Rome, 1957)
1957-1960	Ana (Ecuador)	Sober Scarf Black and white	JUSTICE
1970	Alina (Italy)	Colourful Hippy Glasses	EQUALITY
1980	Juanjo (Spain)	Punk Dyed hair Leather jacket	SOLIDARITY
1990	Ikram (Morocco)	Naif Eurodisney Childish	DIGNITY
2000	Anthony (Nigeria)	Baseball cap Trendy sporty	LIBERTY
2010-Now	Anchu (Nepal) and Xi (China)	Ethnic Multicultural Welcoming	We are the values of the EU (written)
Final	Kevin (Spain)	European cap EU flag Poster “Volem Acolllir”	We are the values of the EU (spoken). + Volem acollir (we want to welcome refugees… Spaniards had to flee when the Civil War (1936)… now it’s them in Syria and other countries. We want to help and can help. People might pass along but we must stand out for our values.

EUROSCOLA 2017: Keeping EU values!

EXPLANATION. We have worked on the concept of generation and applied it to the 60 years since the Treaty of Rome in 1957: from the Silent Generation of the 50, the babyboomers, the Generation X, the Y of the Millennials and the Z ). Each one of us maintains a value and represents a decade in the form of dress: the sober ones, the coloring of the 60s and social activism (hippy aesthetics); The 80's (punk); The 90 (Eurodisney); The 2000 and 2010 with multiculturalism and the present: with the refugee crisis and the Brexit we believe that it is worthwhile to go back on foundational values ​​to face the future in a positive way: that's why we turn back, we go to the stars of The EU flag (thanks to Europe Direct office) to the "étoiles" of Van Gogh, a reference of European painting, as the Big Bang of the joint project. We look to the future wanting to use values ​​to practice and therefore the message-in Catalan: Volem acollir = we want to welcome, many are foreigners, others from here, and together we want to make a better world. Like the dancing miracle of the artist's stars dancing in the sky despite the night... We can be these stars in the EU despite the hard times.

 CASTELLANO
Hemos trabajado el concepto de generación y lo hemos aplicado a los 60 años transcurridos desde el Tratado de Roma en 1957: de la Silent Generation de los 50, a los babyboomers, la generación X, la Y de los Millennials y la Z (la nuestra). Cada uno nde nosotros mantiene un valor y representa una década en si forma de vestir: los sobrios 50, el colorido de los 60-70 y el activismo social (estética hippy); los 80 (punky); los 90 (Eurodisney); los 2000 y 2010 con la multiculturalidad y la actualidad: con la crisis de los refugiados y el Brexit creemos que vale la pena volver atrás en los valores fundacionales para afrontar el futuro de forma positiva: por eso damos marcha atrás, vamos a las estrellas de la bandera de la UE (gracias oficina Europe Direct) a las "étoiles" de Van Gogh, referente de la pintura europea, como Big Bang del proyecto común. Miramos al futuro queriendo usar los valores a la práctica y por eso el mensaje-en catalán: Volem acollir= queremos acoger;muchos somos extranjeros, otros de aquí, y juntos queremos hacer un mundo mejor

Final edit of the modern style video:

We like this video but it's too long for the requirements of the contest (1:30 min) 

NOTE TO THE MEMBERS OF THE JURY: IF IT IS POSSIBLE TO CONSIDER IT FO JUST SOME EXTRA SECONDS, PLEASE DO IT! 

SI PER UNS SEGONS EXTRA ENCARA ES POT CONSIDERAR AQUEST VÍDEO, PODEU FER-HO SISPLAU, GRÀCIES!)

Anyway we wanted to share it with you... 

and another making of! :)

We have enjoyed a lot and learnt about Europe and our generation, the past generation and what we can do for the future generations within the EU! Keeping the values of the EU!

http://www.euro-scola.com/ca/

Sant Jordi competition 2017

Here you have some ideas!

4th ESO
http://learnenglish.britishcouncil.org/es/stories-poems/poes-como-idioma-extranjero
3rd ESO
http://learnenglish.britishcouncil.org/es/stories-poems/el-sal-n-blanco
2nd ESO
http://learnenglish.britishcouncil.org/es/stories-poems/para-el-oto-o
1st ESO
http://learnenglish.britishcouncil.org/es/stories-poems/paseaba-solas-como-una-nube
Aula Oberta: How to write a RAP song?
http://www.wikihow.com/Write-Lyrics-to-a-Rap-or-Hip-Hop-Song
http://www.wikihow.com/Sample/Rap-Song

ACTIVITY
Act out the poems' stanzas in groups of 5

EXTRA:
Irregular verbs rap song
https://www.youtube.com/watch?v=gNaDvAYC0Jw

For inspiration (or cheating!)
http://www.aipoem.com/

Just for fun: ambigrams!
http://ambigramgenerator.net/make

ESO4: Getting a job

Consider the image above: what are the main differences when you apply to a big company or to a small company?


Think of a possible job you could take next summer in an English-speaking country, what would it be? What qualifications do you need? And experience? How would you tailor your CV? What would you explain in your cover letter? How would you prepare for an interview? (telephone, skype, face to face)...

Create your CV (un America they say resume). There are many models and templates you can use.
Here you have a link to the  EUROPASS model:
http://europass.cedefop.europa.eu/documents/curriculum-vitae/templates-instructions
More examples following American templates here:
https://resumizer.com/demos/style26.htm

Now, think beyond the standard models and be AS CREATIVE AS YOU CAN! How would you stand out of the rest of CVs? Here you have creative examples!
http://www.hongkiat.com/blog/creative-designer-resume-curriculum-vitae/

(blackbirdtees)

Here you have an interactive CV (gamers, that's for you! couldn't it be the best job ever?)
http://www.rleonardi.com/interactive-resume/

And here you have a gem I found (in Spanish, with Engish subtitles):
https://www.youtube.com/watch?v=RdXfbOcUqRo

I know you are also doing your CV in Spanish and Catalan. If you want to go beyond also in your language, here you have more ideas for a videocurriculum:

https://www.youtube.com/watch?v=kTK_m1mv9-g

Tutorial for Adobe Clip (app to edit your videos in your mobile phone):

https://www.youtube.com/watch?v=IFuLGjfbxzU

Finally, imagine that you find the advertising of the job of your life in 10 years time: start visualizing and preparing for that day! Prepare a CV and a cover letter for that job, invent your work experience and foresee your qualifications, and don't forget your languages level, digital skills and other interesting information!

EXTRA:
http://mashable.com/2014/04/28/jobs-of-the-future/#8pQXPGM4CkqN
https://www.monster.com/career-advice/article/cool-future-jobs 
https://www.monster.com/career-advice/article/students-prepare-future-jobs

VOCABULARY GAMES:
https://www.englishclub.com/esl-games/vocabulary/cloze-jobs.htm

GRAMMAR:
http://learnenglish.britishcouncil.org/es/quick-grammar/conditionals-1
http://learnenglish.britishcouncil.org/es/quick-grammar/conditionals-2

INTERNET SAFETY: 1st EducaInternet Contest

STUDENTS OF 3rd ESO:
This is our proposal for the first contest on Internet Safety. We love the Kahoot platform because it is easy and fun and you learn while you share knowledge with your colleagues. We think it is a language we understand, you can work in group, you can research and make the questions and challenge your classmates... and it's online and for free!

https://play.kahoot.it/#/k/04514152-6715-416b-a521-26ad1701f4e5

We hope you find it interesting and useful!

Teacher's note: You can show and share. Your friends can learn on Internet Safety and vote for our resource here:

 https://educainternet.es/links/292

Remember you have more information about the contest and the modules on Internet Safety to keep learning about these issues. Good luck!

http://educainternet.es/home

ESO4: ECO-CAMPAIGNS 2017

Hi! Thank your for your FANTASTIC ideas to change the world! Here you have a mind map of the ideas you shared in class for your campaigns. You can use bubbl.us or other similar webppages to create mind maps and connect ideas in a visual way.

Remember to fill in the document you can find in your Drive, it will help you create and develop your campaign. The steps to follow are:

1. Brainstorming: what environmental problems do we find around us? Which ones worry or conern us the most? Whaat is in our hands to help?

2. Choose one of the problems and look for the causes and consequences. Are there aany campaigns addressing it? Can we get some ideas and/or contribute to the cause? Look at the visuals of their campaign: posters, videos, logos, mottos.. who are they addressing to? How are they trying to convince people?

3. Create your own campaign. Create a poster and dare with a video too! You can create an online campaign or distribute leaflets. Your materials should be adapted to your audience and your idea! E.g. use recycled paper...

4. Oral presentation: prepare a presentation for the class; all members have to present a different idea of the project.

5. Assess your work and your campaign. What is the impact of your campaign? Have you contributed to change the world for the better? What was your role? How do you assess your performance and your classmates' (in your group and the other groups)?

Good luck: together we can change the world! Think globally, act locally... or beyond! 

FOR TEACHERS: DOCUMENT SAMPLE

ECO-CAMPAIGN

Group name: Pinkies

Students: Ana, Alicia, Ceci

Title: Be trendy: don't throw them away, give it a-way!

1. Share here the campaigns you have found on the internet (web pages, pictures…):  

https://www.youtube.com/watch?v=NxE4HQKQWWo

2. Paste here the information you have found about the problem and answer the questions:

1. What is the problem?

Some people throw away their old clothes.

2. What are the causes?

They think their clothes are useless.

3. What are the consequences?

Some people haven’t got any clothes.

4. What can we do to solve it?

We can mend old clothes and reuse them. 

5. Who are they addressing their campaign?

People in our town.

3. Design your campaign: POSTER / VIDEO

1. What is the problem?
2. Why is it important to solve it?
3. Who are you addressing?
4. How are you convincing your target audience?
5. What materials will you need?

4. Presentation

Divide it in parts. Who is going to say what?

Student	Script
Ceci	Good mornig. We are Ceci, Ana and Alicia and we are going to show you our campaign about reusing clothes. (...)

5. Conclusions / Self-assessment.

Student	Activity carried on (research, cut, draw, write email, record video, act, interview...)	Marks (1-10)
GLOBAL	Strong aspects of the team: Weak aspects to improve:

Assessment of the other groups (2.5 marks per item; total= 10 marks)

	Fluency	Accuracy/ Pronunciation	Body language	Quality of materials	TOTAL (1-10)
Student A
Student B
Student C
Student D
	Persuasion (are they convincing?)	Research (causes and effects; need to act)	Performance/Results (have they reached their goal?)	Materials (clear, attractive, interactive)	TOTAL (1-10)
GROUP