Paula Carpio, Maria Chico, Nerea Duran & Maria Florido
Embedded Files
ESCAPING FROM THE HAUNTED HOUSE!
TARGET GROUP
Upper cycle (6th grade).
TARGET LANGUAGE ACCORDING TO THE CEFR
A2: Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g., very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment, and matters in areas of immediate need.
LOCATION
In the classroom.
DISTRIBUTION
Groups of 4 to 5 students.
CONTEXT
In English, students are working on Halloween, decorating the school, and learning the origin of this tradition as well as new vocabulary about it. With this project, children get immersed in a real (even though virtual) spooky experience. They enter a vampire’s haunted house, being able to learn informational facts about him, but also with the duty of completing the challenges imposed by him with the objective of escaping from there. Students will have to work cooperatively in order to reach a common aim.
SWBATs
Students will be able to acquire knowledge about Halloween in order to become experts about the topic.
Students will be able to use digital tools in order to work cooperatively and learn from experiences.
PRE-ACTIVITY
Every year when Halloween comes, students learn the same vocabulary. Thus, in the upper cycle, they know the vast majority of these words. So we thought of creating a memory to refresh all the vocabulary learned and knowledge acquired throughout the years. It can be played individually, in pairs or in little groups. We will first do it individually, so they can reflect and remember the words, and then in pairs to play.
MAIN ACTIVITY
Students will get immersed in the 360º image, contextualized as the haunted house of Lord DracUABla, a vampire. He will introduce himself to the trapped children and encourage them to solve the challenges to escape.
Before starting this adventure, the teacher must explain the process students should follow to get it done.
First, they will have to click on the location mark on the blackboard, which is the introduction as the Vampire introduces himself and explains the activity. Then, they can start completing the challenges. Here the order is not important, but they will have to remember the number they get from each task as they will form the combination to open the lock. The final code they should get is 6666.
Word search: Students will have to find 6 hidden words in this word search related to Halloween vocabulary.
Riddle: Read the riddle and come up with an answer (books). Next, count how many books can they see in the room (6).
Secret message: There is a cryptogram showing our alphabet and the equivalence numbers used as symbols to make a sentence. Students will have to solve it (What vegetable scares vampires away?) and count the letters of the answer (garlic = 6).
Find the difference: Children will see two pictures of a haunted house. They might seem the same, but there are some differences (6) that they will have to find.
When they have completed the 4 challenges, students will have to find the location mark pointing at the treasure (jewelry box). It will show a link and take them to the final task, writing the password of 4 numbers that they got from the challenges (6666). If they get it right, they will be able to escape.
Link to put the password: https://eduescaperoom.com/enigma/LYhIwd5JJWWe
Link to the activity in Momento 360º:
POST-ACTIVITY
After working on Halloween vocabulary, we will do a group reading with the whole class. We will read the book of THE LITTLE VAMPIRE. Each student, if wanted, could read a sentence and translate it together.
In cooperative groups, think and reflect on the experience. Then, write a short text as a story (3rd person) with an introduction, development, and conclusion. Get feedback from another group and modify the proper aspects. Read the story to lower grades on the day of Halloween.
MATERIALS
Tablet, mobile phone, or computer to access the 360º image; a sheet of paper and pencils.
Glossary to support language.
DIFFERENCES
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