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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