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 | T Ö Ss | comprehension |
8 | 3 min | T Reviews w/Ss for common issues | 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 board
Students can’t understand accent
Lose homework
Solutions:
Give student(s) a thematic role
Give access online source for home review
Keep blog of assignments
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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LAI 590 by: Shawn Ward
Technologies in L2 classroom
Time: homework 30min Subject: Adult learners (age 18-39)
Class level: advanced adult learners Language Focus: Story Building
Topic: Fable
Objectives:
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.
Statement of Objectives:
Students will be able to work together collaboratively to create a story line that they will be able to use to create a picture book based on the collaborative work created. From the works created the students will review the effort and tools used to offer suggestion for areas of improvement.
Prior Knowledge:
Google search
Personal blog account
How to use blog’s
Personal glog account
Understanding of the features on glog
Story telling
Materials:
1) Computer and internet access (T & Ss)
2) Blog account (T & Ss)
3) Glog account (T & Ss)
4) Community email site (T & Ss)
Teacher Activities:
Step 1: Teacher creates a blog and labels the lesson “Lesson 1 – Story time”
Step 2: Teacher posts instruction to class via e-mail list serve
Step 3: Teacher answers any questions that arise
Step 4: Teacher evaluates lesson results and provides feedback
Student Activities:
Step 1: Sign in to your blog account
Step 2: Search using ‘Google’ for the “Shawn J Ward blog” and enter onto the webpage
Step 3: Select the blog labeled “Lesson 1 – Story time”
Step 4: Read the previous post
Step 5: In “post a comment” I want you to copy the pervious person’s story and add two new lines of your own to the story. Remember we are building off the comment before. (This is another barrel of monkey’s lesson) Then click “post comment.”
Step 6: Once, you have posted your portion of the story; sign in to your glog account and create a new glog titled “story time.” (Due: by Saturday)
Step 7: On your newly created glog ‘story time’ post of series of pictures representing each of your classmates’ posts in order of the posts. Below each of the pictures add a text box with the lines to the story your classmate added before and after you. (pictures can be found through a Google search or from personal photos)
Step 8: Email the class your completed glog address (Due: by Monday)
Step 9: Post a comment on two of your classmates’ glogs evaluating their work with giving one comment on an improvement and one on what you liked most about their glog. (Due: by Tuesday)
Step 10: Send a message to the instructor: giving another way that glogs can be used as an interactive classroom activities; give any problems or issues that occurred will doing lesson
Closure Activity:
Ss review tools used and seek to new classroom activities along with providing feebback on how the activity went.
Possible problems:
Student(s) have technology problems
Solutions:
Work with Ss to build comfort level with technology
References:
TESOL, http://www.tesol.org/s_tesol/sec_document.asp?CID=1972&DID=12051
The lesson seems to flow smoothly. I've attached a few sticky notes which should open when you click on them. I used Diigo, a social bookmarking site like Delicious. However, Diigo allows you to highlight and add sticky notes.
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