Voicethread lesson:
http://voicethread.com/share/562168/
Level:
7th and 8th grade ESL intermediates/advanced
Time:
30-35 minutes
The students have been learning about math vocabulary related to recipes: teaspoon, cup, ½ cup, pound, etc. They have been working with an apple crisp recipe (from my grandma, actually) and how to double it if making it for a larger group. After completing the math component correctly, they are going to find out they get to actually make the recipe in the kitchen at school. The goal here is to have the students make the recipe and take pictures during the process. Upon completion of this, the students will take the pictures and work in groups to post a voicethread photo, typed comment, and spoken comment on their own voicethread. The sample is for the students’ benefit to see one completed.
First, each group will choose one photo. Next, the pair will write out a sentence or two to describe what is occurring in the photo. Third, the students will attach the photo. Following this, they will attach the written comment and then add their voice. After completing the voicethread, we will share them with the class.
1. How will you use this resource to meet the needs of your instructional
purposes?
The goal is to integrate skills from varying classes; in this lesson we have integrated technology, math, and communications.
2. Why is this topic, information or content appropriate for the lesson you
plan to create (e.g., level of authenticity, relevance to target language,
register, accuracy, interest level, and motivation)?
The topic is appropriate as this group of students is more advanced with the computer and many are able to produce grade level work on the computer. This will definitely get their motivation soaring as this is a new program for our school so they will be the first ones to use it. It is relevant to their target language as they will have to employ consistent verb-usage (either present or past tense) along with practicing their new vocabulary.
3. What handouts or directions will you provide students to focus learning
and adapt this resource for your instructional resources?
Handouts for this lesson are the recipes and the pictures. The students will also receive step-by-step instructions for posting their voicethread.
4. What are the potential problems, either language based or technical that
you may need to troubleshoot or prepare for?
Potential problems for the lesson are technological glitches; if this occurs we can do the same idea by making posters with the photos, having the students write their comments, and then reading it out loud to the class. I would need to have tag board, markers, etc. on hand in case of this occurrence.
Thursday, July 16, 2009
Tuesday, July 7, 2009
Puzzle, Lesson Four
Week 4, Puzzlemaker
Crystal DeVore
This lesson is for beginner ESL students, elementary level (4th-6th grade). The goal of this lesson is to review vocabulary for ‘summer.’ The previous lessons have used pictures to accompany the lessons and new words.
Click here for the puzzle:
http://docs.google.com/View?id=dw4bws8_28f4k9nbnq
The lesson:
Good morning everyone! We have been working hard to learn about summer. Today we are going to play a game with our summer words. I have laid out all of the pictures for our summer words. We are going to pick one picture and say the word out loud. I’ll show you. (Teacher picks up ‘boat’ picture and says, “I have a boat.”) I would like everyone to pick up one card. (Students all follow; depending on class size you may have students do more than one picture). Please put the pictures back on the table. Now, we are going to find the words in a word puzzle! Each of you has a word puzzle, this is called a word search because we are searching, or looking, for the words. Our job today is to find the word from the bottom of the page in all of the letters in the puzzle. I will show you the first one. Please touch the word ‘weather’. (I’ve colored it in red to show you for the purpose of the lesson). Now, go up into the puzzle on the bottom line. Go to the right side where you have the letter C. Count nine letters to the left to another letter C. From this C count up six letters to the letter W. If you go straight up you will see these letters: W,E,A,T,H,E,R. This spells ‘weather.’ Circle the word ‘weather.’ Very good (teacher is circling the class to ensure all are understanding the directions). Now, in your list of words, you can cross off ‘weather.’ After you’ve crossed off weather, come and pick up the ‘weather’ picture. That way you remember what the word is. After that you get to find the other words, go for it! Have a good time.
**Modification: Students can do the lesson by creating their own crossword puzzle using puzzlemaker; they can take a list of current vocabulary words and do into the site to make their own puzzle.
This word search meets the needs of the lesson as it is a review lesson and the intention is to have fun while reviewing the words.
Why is this topic, information or content appropriate for the lesson you plan to create (e.g., level of authenticity, relevance to target language, register, accuracy, interest level, and motivation)? The topic is appropriate as is covers the needed review and, as it is a game format, it has high motivation while employing the correct accuracy and target language.
What handouts or directions will you provide students to focus learning and adapt this resource for your instructional purposes? The handouts are the word search and the pictures of the vocabulary words. The directions use both in order to better demonstrate the activity.
What are the potential problems, either language based or technical, that you may need to troubleshoot or prepare for? I will not need to worry about technological problems after I’ve printed out the puzzle. One concern is the actual ability to do the puzzle; it may be daunting or overwhelming for some students to find words that are spelled upwards or backwards. *One bonus with puzzlemaker is you can adjust the amount of words and letters in the puzzle so modifications can be made for a future puzzle.
Crystal DeVore
This lesson is for beginner ESL students, elementary level (4th-6th grade). The goal of this lesson is to review vocabulary for ‘summer.’ The previous lessons have used pictures to accompany the lessons and new words.
Click here for the puzzle:
http://docs.google.com/View?id=dw4bws8_28f4k9nbnq
The lesson:
Good morning everyone! We have been working hard to learn about summer. Today we are going to play a game with our summer words. I have laid out all of the pictures for our summer words. We are going to pick one picture and say the word out loud. I’ll show you. (Teacher picks up ‘boat’ picture and says, “I have a boat.”) I would like everyone to pick up one card. (Students all follow; depending on class size you may have students do more than one picture). Please put the pictures back on the table. Now, we are going to find the words in a word puzzle! Each of you has a word puzzle, this is called a word search because we are searching, or looking, for the words. Our job today is to find the word from the bottom of the page in all of the letters in the puzzle. I will show you the first one. Please touch the word ‘weather’. (I’ve colored it in red to show you for the purpose of the lesson). Now, go up into the puzzle on the bottom line. Go to the right side where you have the letter C. Count nine letters to the left to another letter C. From this C count up six letters to the letter W. If you go straight up you will see these letters: W,E,A,T,H,E,R. This spells ‘weather.’ Circle the word ‘weather.’ Very good (teacher is circling the class to ensure all are understanding the directions). Now, in your list of words, you can cross off ‘weather.’ After you’ve crossed off weather, come and pick up the ‘weather’ picture. That way you remember what the word is. After that you get to find the other words, go for it! Have a good time.
**Modification: Students can do the lesson by creating their own crossword puzzle using puzzlemaker; they can take a list of current vocabulary words and do into the site to make their own puzzle.
This word search meets the needs of the lesson as it is a review lesson and the intention is to have fun while reviewing the words.
Why is this topic, information or content appropriate for the lesson you plan to create (e.g., level of authenticity, relevance to target language, register, accuracy, interest level, and motivation)? The topic is appropriate as is covers the needed review and, as it is a game format, it has high motivation while employing the correct accuracy and target language.
What handouts or directions will you provide students to focus learning and adapt this resource for your instructional purposes? The handouts are the word search and the pictures of the vocabulary words. The directions use both in order to better demonstrate the activity.
What are the potential problems, either language based or technical, that you may need to troubleshoot or prepare for? I will not need to worry about technological problems after I’ve printed out the puzzle. One concern is the actual ability to do the puzzle; it may be daunting or overwhelming for some students to find words that are spelled upwards or backwards. *One bonus with puzzlemaker is you can adjust the amount of words and letters in the puzzle so modifications can be made for a future puzzle.
Saturday, July 4, 2009
Podcast-Michael Jackson
Week Three
Podcast lesson: The Talented but Tragic Life of Michael Jackson Source: Download MP3 http://www.voanews.com/mediaassets/specialenglish/2009_06/audio/Mp3/se-itn-michael-jackson-27jun09-cq_0.Mp3
Read the Web Page http://www.voanews.com/specialenglish/2009-06-26-voa9.cfm?renderforprint=1
Background: For summer school this year the students are spending time each day discussing current events. One current event having a huge impact on my students is the death of pop star Michael Jackson. They have brought up many questions and seem to know who he is regardless of their native country or native language; as it is a common issue for all of my students I felt this would be a great lesson to use during my time with them.
Time of lesson: 30 minutes.
Directions: Today we are going to learn new vocabulary words having to do with health. Click on the website I have on your desktop titled ‘Michael Jackson.’ We are going to read the page and underline the four vocabulary words: autopsy, death, painkillers, and invincible. After you underline the words, go back and reread the page. Open a new document and type in each word. After each word, type in your guess of the meaning of the word. Remember how to use the context clues we have talked about before to try to figure out the meaning. Because we are using a podcast, we can listen to it by clicking on the desktop icon ‘Michael Jackson music.’ This way, you can hear it and you can read it. After you are done typing out your guesses, you may print out your work. Tomorrow we will review the guesses and the real meanings to compare how we did using our context clues.
Review/Analysis
1.The podcast (and webpage) meets the needs of the instructional purpose because it allows the students three forms of modalities: listening, reading, and writing. It also relates to a topic they are genuinely interested in at this time.
2. The motivation for this topic is high as they all know in some facet who Michael Jackson is; also, it is a real event and this fits in to our current events curriculum.
3. The information the students need will be on their desktop so this alleviates the stress for them to find the same information and will take much less time to search.
4. Potential problems for this lesson are: technological glitches-in using a podcast you need to have an adequate media system in place. If speakers aren’t working or the internet is down, it will cause problems. One way to be prepared is to have the dictated version (the webpage as listed above) saved as a document on my computer so I can open and we can read it together on the projector. Also, I can download the podcast onto an MP3 or another device and play it for the students out loud. The group of students is intermediate/beginners so some vocabulary may be difficult for them. I will have to be prepared to offer individual support for questions that may arise during the activity. A second challenge could be their typing skills; if these are very low the allotted time may not be sufficient.
Podcast lesson: The Talented but Tragic Life of Michael Jackson Source: Download MP3 http://www.voanews.com/mediaassets/specialenglish/2009_06/audio/Mp3/se-itn-michael-jackson-27jun09-cq_0.Mp3
Read the Web Page http://www.voanews.com/specialenglish/2009-06-26-voa9.cfm?renderforprint=1
Background: For summer school this year the students are spending time each day discussing current events. One current event having a huge impact on my students is the death of pop star Michael Jackson. They have brought up many questions and seem to know who he is regardless of their native country or native language; as it is a common issue for all of my students I felt this would be a great lesson to use during my time with them.
Time of lesson: 30 minutes.
Directions: Today we are going to learn new vocabulary words having to do with health. Click on the website I have on your desktop titled ‘Michael Jackson.’ We are going to read the page and underline the four vocabulary words: autopsy, death, painkillers, and invincible. After you underline the words, go back and reread the page. Open a new document and type in each word. After each word, type in your guess of the meaning of the word. Remember how to use the context clues we have talked about before to try to figure out the meaning. Because we are using a podcast, we can listen to it by clicking on the desktop icon ‘Michael Jackson music.’ This way, you can hear it and you can read it. After you are done typing out your guesses, you may print out your work. Tomorrow we will review the guesses and the real meanings to compare how we did using our context clues.
Review/Analysis
1.The podcast (and webpage) meets the needs of the instructional purpose because it allows the students three forms of modalities: listening, reading, and writing. It also relates to a topic they are genuinely interested in at this time.
2. The motivation for this topic is high as they all know in some facet who Michael Jackson is; also, it is a real event and this fits in to our current events curriculum.
3. The information the students need will be on their desktop so this alleviates the stress for them to find the same information and will take much less time to search.
4. Potential problems for this lesson are: technological glitches-in using a podcast you need to have an adequate media system in place. If speakers aren’t working or the internet is down, it will cause problems. One way to be prepared is to have the dictated version (the webpage as listed above) saved as a document on my computer so I can open and we can read it together on the projector. Also, I can download the podcast onto an MP3 or another device and play it for the students out loud. The group of students is intermediate/beginners so some vocabulary may be difficult for them. I will have to be prepared to offer individual support for questions that may arise during the activity. A second challenge could be their typing skills; if these are very low the allotted time may not be sufficient.
Tuesday, June 30, 2009
blog address for example
Here is the link to the example blog to show the students prior to creating our own: http://primary-school-lesson-plans.suite101.com/article.cfm/how_plants_grow_elementary_science_lesson
Thursday, June 25, 2009
Blog Lesson, Week 2
Lesson 2.0: Web 2.0 Evaluation and Integration
Lesson using a blog
Lesson activity: Using a blog to document the growth of flowers for science class
Use: document growing flowers
Directions: Students will use a blog as a daily journal to record their thoughts and pictures of plant growth (this lesson is used in conjunction with their science unit on plants). The language purpose is to practice new vocabulary such as stem, seed, soil, blossom, and leaf in the written modality. The activity is to help them understand how to grow things in order to encourage them to grow gardens of their own later on.
This lesson is for elementary beginner-level students. As the teacher I would set up the blog and help them to get into it. If spelling is a huge challenge, I would let them dictate to me and I would do the typing initially.
The students would be able to see a projector screen as I explain the use of the blog. I would have one prepared of a topic we have already covered (using days of the week or something very basic). I would re-explain the idea of a journal and how each day we will be adding to our blog to let other people know what is going on.
Their main purpose is to recognize the new vocabulary words and demonstrate correct usage via their journal entries.
Review:
1. I would use the blog as the resource to show the students how a blog works and to get their excitement and motivation going as they see their own work showcased on the blog. The use of a blog can later be used in other classes or when collaborating with other teachers.
2. The application and format of this lesson are appropriate because children today need to be introduced to technology, regardless of their language level. By doing a class blog together, the students will be learning gradually and with my supervision (as opposed to being told to do their own blog). By encouraging the use of the new vocabulary, target language is achieved. Level of authenticity is high because it is a project the students are doing themselves and it is their own flowers, their own planting. Interest level is high as they will get the see their plants from seed to blossoming flower. The motivation is high because they will be anxious to help each other with the blog postings. I can choose to elect one student per day or a group per day for the ‘official’ posting; this fun yet slightly competitive angle will certainly motivate the kids to accurately learn the terms.
3. The format, organization, design and language level are appropriate for instructional goals as it will enhance their learning and give the students a strong feeling of accomplishment when they log on and can see their own work. The language level will be basic but as these are beginners, this meets the criteria.
4. Potential problems are always technological issues such as computers being down. If that occurs, the students and I can write with pencil and paper what we would like to put on our blog (if the computers come back up, I could go in and submit the entry). Language based problems could occur with computer terms: ‘log on’ can be confused with a ‘log,’ ‘submit’ will be a new word, etc. I will have to pre-teach the vocabulary for the blog and be prepared to re-teach the vocab. numerous times.
Lesson using a blog
Lesson activity: Using a blog to document the growth of flowers for science class
Use: document growing flowers
Directions: Students will use a blog as a daily journal to record their thoughts and pictures of plant growth (this lesson is used in conjunction with their science unit on plants). The language purpose is to practice new vocabulary such as stem, seed, soil, blossom, and leaf in the written modality. The activity is to help them understand how to grow things in order to encourage them to grow gardens of their own later on.
This lesson is for elementary beginner-level students. As the teacher I would set up the blog and help them to get into it. If spelling is a huge challenge, I would let them dictate to me and I would do the typing initially.
The students would be able to see a projector screen as I explain the use of the blog. I would have one prepared of a topic we have already covered (using days of the week or something very basic). I would re-explain the idea of a journal and how each day we will be adding to our blog to let other people know what is going on.
Their main purpose is to recognize the new vocabulary words and demonstrate correct usage via their journal entries.
Review:
1. I would use the blog as the resource to show the students how a blog works and to get their excitement and motivation going as they see their own work showcased on the blog. The use of a blog can later be used in other classes or when collaborating with other teachers.
2. The application and format of this lesson are appropriate because children today need to be introduced to technology, regardless of their language level. By doing a class blog together, the students will be learning gradually and with my supervision (as opposed to being told to do their own blog). By encouraging the use of the new vocabulary, target language is achieved. Level of authenticity is high because it is a project the students are doing themselves and it is their own flowers, their own planting. Interest level is high as they will get the see their plants from seed to blossoming flower. The motivation is high because they will be anxious to help each other with the blog postings. I can choose to elect one student per day or a group per day for the ‘official’ posting; this fun yet slightly competitive angle will certainly motivate the kids to accurately learn the terms.
3. The format, organization, design and language level are appropriate for instructional goals as it will enhance their learning and give the students a strong feeling of accomplishment when they log on and can see their own work. The language level will be basic but as these are beginners, this meets the criteria.
4. Potential problems are always technological issues such as computers being down. If that occurs, the students and I can write with pencil and paper what we would like to put on our blog (if the computers come back up, I could go in and submit the entry). Language based problems could occur with computer terms: ‘log on’ can be confused with a ‘log,’ ‘submit’ will be a new word, etc. I will have to pre-teach the vocabulary for the blog and be prepared to re-teach the vocab. numerous times.
Wednesday, June 17, 2009
Online map activity
Website used: http://www.sheppardsoftware.com/USA_Geography/USA_GL_1280_800.html
(Home page of www.shappardsoftware.com and click on ‘States- Click on the US states to find their names.’)
Lesson activity: reinforcement/assessment of states of the United States as taught in geography to seventh and eighth graders, beginner ESL students; 30-45 minutes.
Curricular goal: students will be able to correctly identify the location of the states of the United States
Language goal: students will be able to verbalize the states of the United States with improved accuracy and more confidence than their pronunciation prior to using the website
Lesson plan: Students have begun studying the states of the United States in class and are now ready to use their new knowledge to complete an online activity via an interactive map. The activity consists of both on-screen interaction and audio to enhance the learner’s experience.
Procedure: Students would enter the website by following the URL posted on a projector for all to view. Once there, the students will listen to the prompts for each state. As an added learning tool, each student should repeat the state name before selecting it on the map. The states are divided into regions, thereby allowing the students the opportunity to practice saying each state and region as they go along.
Review:
1. The website will help meet the needs of the instructional purpose by serving as a review that feels more like a game; this alleviates much of the anxiety that comes with a formal assessment for language learners. At the end of the activity the students can click on an option to see a percentage based on their performance. As the educator, this percentage aids in my understanding of how the students are coming along in their comprehension. I can use these results to plan my future lessons on the states.
2. The content of this website is appropriate for the review lesson as there is a formal assessment (the percentages), a game format—in my experiences all students, regardless of age, love games; after previewing the maps myself they are accurate so the activity is authentic in its presented knowledge, the language level is accurate as it is for a geography class, the website has audio and this can allow for the listening and the speaking (repetition) of the state names, my students love to play on the computer so the interest level is high, and once the percentages are viewed, my students are going to want to improve their score (and beat their friends’ scores) so their motivation level will be high.
3. The format, organization, and language level of this resource are appropriate for the instructional goals (identification and pronunciation of the states). The format is basic and to the point. The website does not include various pop-ups or other such distractions on the school computer; this helps the students stay focused. The organization of the website is well designed; there are very specific places and directions and the use of color is fun but not overwhelming. There is not a great deal of music or animated objects. It is quite simple and straightforward. The language level is great for this group as, since we have already done the majority of the work on the states in class, the language is not brand new or exceptionally difficult yet it gives the students a one-on-one feel when hearing the state name and being able to repeat it at the privacy of their own computer versus in front of their peers.
4. Technical problems I have to prepare for are the common ones of students not being able to log on the computers, computers being down, not enough computers for everyone, scheduling the lab, etc. To prepare for the problems, I would have each student’s login information printed and ready to use, puzzles of the USA to use in place of the website, partners pre-assigned in case of having a full lab, and scheduling ahead of time to ensure getting a lab.
(Home page of www.shappardsoftware.com and click on ‘States- Click on the US states to find their names.’)
Lesson activity: reinforcement/assessment of states of the United States as taught in geography to seventh and eighth graders, beginner ESL students; 30-45 minutes.
Curricular goal: students will be able to correctly identify the location of the states of the United States
Language goal: students will be able to verbalize the states of the United States with improved accuracy and more confidence than their pronunciation prior to using the website
Lesson plan: Students have begun studying the states of the United States in class and are now ready to use their new knowledge to complete an online activity via an interactive map. The activity consists of both on-screen interaction and audio to enhance the learner’s experience.
Procedure: Students would enter the website by following the URL posted on a projector for all to view. Once there, the students will listen to the prompts for each state. As an added learning tool, each student should repeat the state name before selecting it on the map. The states are divided into regions, thereby allowing the students the opportunity to practice saying each state and region as they go along.
Review:
1. The website will help meet the needs of the instructional purpose by serving as a review that feels more like a game; this alleviates much of the anxiety that comes with a formal assessment for language learners. At the end of the activity the students can click on an option to see a percentage based on their performance. As the educator, this percentage aids in my understanding of how the students are coming along in their comprehension. I can use these results to plan my future lessons on the states.
2. The content of this website is appropriate for the review lesson as there is a formal assessment (the percentages), a game format—in my experiences all students, regardless of age, love games; after previewing the maps myself they are accurate so the activity is authentic in its presented knowledge, the language level is accurate as it is for a geography class, the website has audio and this can allow for the listening and the speaking (repetition) of the state names, my students love to play on the computer so the interest level is high, and once the percentages are viewed, my students are going to want to improve their score (and beat their friends’ scores) so their motivation level will be high.
3. The format, organization, and language level of this resource are appropriate for the instructional goals (identification and pronunciation of the states). The format is basic and to the point. The website does not include various pop-ups or other such distractions on the school computer; this helps the students stay focused. The organization of the website is well designed; there are very specific places and directions and the use of color is fun but not overwhelming. There is not a great deal of music or animated objects. It is quite simple and straightforward. The language level is great for this group as, since we have already done the majority of the work on the states in class, the language is not brand new or exceptionally difficult yet it gives the students a one-on-one feel when hearing the state name and being able to repeat it at the privacy of their own computer versus in front of their peers.
4. Technical problems I have to prepare for are the common ones of students not being able to log on the computers, computers being down, not enough computers for everyone, scheduling the lab, etc. To prepare for the problems, I would have each student’s login information printed and ready to use, puzzles of the USA to use in place of the website, partners pre-assigned in case of having a full lab, and scheduling ahead of time to ensure getting a lab.
Saturday, June 13, 2009
My Class
Hello! My current class is a summer class for seventh and eighth graders. I have students who receive ESL services as well as students who are in all mainstream classes. We are studying a mix of both geography and history. http://www.willmar.k12.mn.us
Feel free to visit us at the above site. :-)
Feel free to visit us at the above site. :-)
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