Target ESL learners: Grades 9-12 Subject: Reading Grades 9-12
Language Focus: Comprehensive reading Topic: Podcasting
Objectives:
· Interactive read aloud
o Think-aloud strategies
o vocaroo.com account
o Review:
§ Pervious reading styles
§ Speed and Tempo
§ Intonation (question vs. statements)
· Students will learn to use podcasting as self reflection and self feedback tool.
Overview:
Teacher reviews intonation from previous lesson. Teach demonstrates the recording and reading process (review). Teacher assigns students to read and record second paragraph from Harry Potter ch3. Students then listen to recording from libravox.com site. Teachers has students listen and compare recordings 3 times for errors made. Teacher elicits from students common errors heard. Teacher gives out homework and expresses the purpose of creating a montage reading of Harry Potter to be published on class’s website.
Procedure:
o Prior Knowledge:
§ Intonation
§ Communicative English experiences
§ Vocaroo.com
§ Librivox.com
§ Internet functions
§ Email
Materials:
1) Blackboard (possibly)
2) Computer
3) vocaroo.com accounts
4) email
5) headphones
6) microphones
7) book (reading: Harry Potter and the Deathly Hallows: Ch 3)
8) librovox.com access
Time: 35min (extra for logon/logoff) Step | Time | Tasks (Teacher Activities) | Tasks (Students Activities) | Inter-action | Purpose |
1 | 2 min | Opening: T explains the class goals | Ss ask any question regarding topic discussed | T Ö Ss | Review topic, activate schema. |
2 | 5 min | T Reviews intonation (Refresher) | Ss ask any question regarding topic discussed | T Ö Ss | Review topic, activate schema |
3 | .5 min | T assigns chapter 2 | Ss mark paragraph assigned | T Ö Ss | Ss focus |
4 | 2 min | T Demonstrates First paragraph reading/recording | Ss listen to instruction | T Ö Ss | Ss stay on task |
5 | 7 min | T monitors students | Ss read aloud / record the paragraphs assigned then email to themselves | T Ö Ss | Assessment / progress journal |
6 | .5 min | T explains to Ss to listen to recordings from libravox.com | Ss listen | Ss Ö Ss | Ss build schema |
7 | 10 min | T Asks Ss to listen to recordings and compare to their own | Ss review for differences Ss self utter to try recreate correct revision | T Ö Ss | comprehension |
8 | 3 min | T Reviews w/Ss for common issues (gained from monitoring | Ss give feedback | T Ö Ss | Review |
9 | 2min | T assigns new paragraphs for home work | Ss record homework (record and compare and if need be rerecord then email final copy) | Ss Ö Ss | assessment |
** Next lesson/class teacher will have all readings put together for playing & will give individualized feedback on errors**
Possible problems:
Student(s) get bored
Students can’t understand accent
Lose homework
Solutions:
Give student(s) a thematic role / personalized to the student
Give access online source for home review (different web pages as source of comparisons of pronunciation)
Keep a list of blog of assignments that students can refer back to
Standards:
Goal 1: Language learners demonstrate foundational knowledge and skills in technology for a multilingual world.
Standard 1: Language learners demonstrate basic operational skills in using various technological tools and Internet browsers.
Standard 2: Language learners are able to use available input and output devices
Standard 3: Language learners exercise appropriate caution when using online sources and when engaging in electronic communication.
Standard 4: Language learners demonstrate basic competence as users of technology.
Goal 2: Language learners use technology in socially and culturally appropriate, legal, and ethical ways.
Standard 1: Language learners understand that communication conventions differ across cultures, communities, and contexts.
Standard 2: Language learners demonstrate respect for others in their use of private and public information.
Goal 3: Language learners effectively use and critically evaluate technology-based tools as aids in the development of their language learning competence as part of formal instruction and for further learning.
Standard 3: Language learners appropriately use and evaluate available technology-based tools for communication and collaboration.
Standard 4: Language learners use and evaluate available technology-based research tools appropriately.
Standard 5: Language learners recognize the value of technology to support autonomy, lifelong learning, creativity, metacognition, collaboration, personal pursuits, and productivity.
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