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DEVELOPMENT OF THE TEACHING SEQUENCE

Cristina Tañà Practicum V Melinda Dooly 2013


The planning process Throughout the planning of the Teaching Sequence, I had to make some decisions about important aspects:

Which was going to be the language focus? The textbook’s unit that they were going to take during my practicum was about transport. That’s why I decided to work on this topic, obviously after reaching an agreement with the school’s tutor. With this teaching sequence students were going to be able to learn all the vocabulary and linguistic structures they were supposed to learn through the textbook, but also linking them to issues that they had already worked on previously, such as the days of the week, the months of the year and the time. Therefore, the main linguistic objective was the students to learn the means of transport vocabulary and the following linguistic structure: I go / He/she goes to (place) + BY (transport) + ON (day of the week) + AT (time) Nonetheless, I wanted to work on these language aspects in a more interactive and motivating way than the one planned in the textbook. That’s why I decided to design my teaching sequence around the creation of a story about two adventurers who wanted to go around the world in a week using different means of transports. Every group was going to be in charge of writing a chapter of the story, which took place in one country during a day.

Which tool were we going to use? As I have just explained, I wanted to focus on specific language in a significant way, in order to guide the students to their learning process by putting them into real contextual situation where they have to use the target language. That’s why I looked for a strategy to work on the topic chosen in an innovative way: digital storytelling. According to Reinders (2011), “digital storytelling is a compelling activity for the language classroom. Easy to use for both writing and speaking practice, it can be a good way to motivate students to use the language both inside and outside the classroom.” Although traditional storytelling is a powerful means of education, as this author also states, by integrating different media, students can be encouraged to tell even richer stories. Moreover, they also learn how to deal with information from different sources and “as most digital storytelling (at least at the creation stage) is done by students in pairs or small groups, students learn “teaming and collaboration” and other interpersonal skills.”

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As explained by Bernard R. Robin in “The Educational Uses of Digital Storytelling” (2006), there are a number of different types of digital stories. From all of these, I decided my students were going to “create digital stories to teach and revise a particular language concept or point in an interesting and fun way”. So I looked for the most appropriate tool to achieve it: a Voicethread. It is a tool that enables the easy creation of image slide shows paired with audio tracks. In VT, images are sequenced and authors can record audio associated with each slide. I thought it was a great way to build a collaborative story.

What type of materials would I need to design? After establishing the main objectives and the assessment outline of the TS, I listed the material I would need to create for the implementation of the sessions. Thus, I had to design two types of materials. Below, you will find an example of each one: 1

1.

Teacher support material, referring to the one which I would use to make my intervention lighter. For example, I designed a PPT presentation to introduce the digital storytelling creation and make it easier to understand for the students what they were going to be expected to do. Here you can find a sample of one of the slides.

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If you want to have a look at all the complete materials, just click on the following Dropbox folder link: https://www.dropbox.com/sh/vfyeewp4dzpr26q/UxtCVZUEKN

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2. Student material I wanted to strengthen the autonomy of the students, so I designed a guideline by which they were going to able to select the information they would looked for their country by themselves (2 places to visit, a typical food or drink and a funny anecdote), just following the outline, so I would act just as a guide in the class. Below you can find a sample of the chart they had to complete with information of the place they wanted the character to visit in their country.

In this line, I also created a role’s distribution paper for each group, with 5 roles (spokesperson, writer, materials’ manager, moderator and secretary) they had to spread among the members of each group in order to organize them.

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Changes due to feedback received According to Clynes and Raftery (2008), “the impact of constructive feedback extends beyond the teaching and learning process. Feedback is essential for the student’s growth, provides direction and helps to boost confidence, increase motivation and self-esteem." Fortunately, during my TS development, I received feedback from different people that helped me to make positive changes and improvements in it and also to take into account features perhaps I would not had pay attention to.

Feedback from my school tutor The school’s English teacher recommended me to adapt better my TS to the school’s plan. In this line, she advised me to think about some way to promote cooperation and interaction among students, two main points of the school’s educational project, in a more specific and clear way. Therefore, I thought about creating a role’s distribution paper to make sure the responsibilities were accurately spread in each group, so each member of the group was in charge of doing something and involved in the activity.

Feedback from my online peers Luckily, I also had the chance to receive feedback from the Teacher College’s peers of Columbia’s University (NY). It was really encouraging to read their opinion about my TS, as they also pointed out its positive aspects. However, it was also great to receive constructive critics from them. They suggested me to include “an objective for the way reading skills will be integrated in your lesson”. As I wanted to work on the 5 communicative skills (reading, writing, speaking, listening and interaction) and I haven’t explicitly taken into account the first one, I thought their advice was a great point, so I included the following objectives: Reading -

Look for information and select the one needed.

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Read the story with accurate intonation, rhythm and pronunciation.

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Feedback from my classmates I can’t highlight an important change in my TS due to my classmates’ feedback, as I receive it when designing the sessions. Thus, they helped me to make decisions on general aspects, such as: - Time management of the sessions: They suggested me to add one more session to focus on the story creation, and change it for the one that was previously devoted to work on transport’s vocabulary, as it was too repetitive. That’s why session 3 was no longer devoted to write sentences about themselves following the linguistic structure learnt (I go to… by…) and it became the first session of the creation process, with the introduction of the final output. Inventing the story was a more significant way to work on the language focus. - Grouping of each activity: At first, I wasn’t so sure about the organization of the groups. I didn’t want to have large groups, in order to make sure everyone was involved in the task, as it is easier to manage with small groups. However, if I distributed the students in groups of 3, there were 8 groups in the class, and it was too much. For that reason, my classmates suggested making groups of 4-5 children, but I was going to be the one deciding who was in each group.

Feedback from my university teacher One of the most important changes I made in my TS due to my university’s teacher feedback was the introduction of the project. My idea was to devote the first session to introduce the new vocabulary about means of transport by brainstorming all the class (How many different types of transport can you think of?), showing flashcards, and finally playing hangman online. However, the teacher made me realize that I couldn’t devote a whole class “brainstorming” on this topic as in 5 minutes it would be done. In this line, she suggested redesigning the session to make it in a more engaging way for the students. So I finally decided to assess the students’ previous knowledge of the topic by showing them objects related with different means of transport, so as to let them think and try to guess the words in English. I kept the focus on the words’ spelling, by playing the hangman if they didn’t know the word.

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TS Template - Final Version Title of your teaching sequence: Let’s go around the world! Name: Cristina Tañà School: Lavínia’s Primary School (BCN) Grade Level(s): 4th grade *Subject(s): English / ICT *If you are planning a cross-disciplinary mini-project, indicate all the areas involved

Summarise the theme or ‘big ideas’ for this teaching sequence (the big picture) -

Means of transport

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Days of the week (review)

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Months of the year (review)

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Time (review)

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Countries of the world

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Places of the city

Identify ways in which this teaching sequence fits into the school project plan In this school, the students are used to work through their textbooks in all the subjects. The textbook’s unit that they were going to take during my practicum is about transport. That’s why I’ve decided to work on this topic, but in a more motivating and interactive way. With this teaching sequence students will be able to learn all the vocabulary and linguistic structures they were supposed to learn through the textbook, but also linking them to issues that they have already worked on, as the days of the week, the months of the year and the time. It will be done due to make sure they experience a significant learning process, by putting them into real contextual situation where they have to use the target language. Moreover, they will also work in groups, so as to promote cooperation and interaction among students, two main points of the school’s educational project.

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Identify key competences and knowledge students will learn in this teaching sequence (consult the national curriculum of competences for primary education in FL) Reading -

Look for information and select the one needed.

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Read the story with accurate intonation, rhythm and pronunciation.

Speaking -

Active participation in oral exchanges: asking questions in the class context and close to the student.

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Use of linguistic structures from the target language in oral productions.

Listening -

Simple instructions’ comprehension (routines, orders, etc.).

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Comprehension of quotidian messages of social exchange: greetings; frequently used messages in class; the date; the time (atmospheric and the hours)

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Basic lexical identification from a specific topic with visual help or not.

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Respect and attention effort, comprehension and evaluation of other classmates’ oral interventions.

Writing -

Write short texts using models studied in the classroom with a communicative purpose, using, when appropriate, the resources offered by ICT and other languages.

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Using the structures of the target language in written productions.

Understanding of the language and its learning -

Recognition and use of vocabulary, basic forms and structures inherent in foreign language previously used.

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Use ICT resources to work with multimedia and expansion of basic vocabulary and language structures of the target language.

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Write a summary of the sessions (main aim(s), principal activities, type of interaction & outcomes, how sessions are connected) (3-5 lines per session) In every session, we’ll revise the days of the week, the months and also the hours, by writing the date on the blackboard as they are already used to and identifying at what time we begin and finish the class.

Session 1: The first session will be devoted to introduce the transport’s vocabulary. The teacher will assess the students’ previous knowledge by showing them objects related with different means of transport, so as to let them think and try to guess the words in English. We will focus on the words’ spelling too, by playing the hangman and showing flashcards. Finally, the last part of the session will be devoted to introduce the final product of this teaching sequence to the students and how we are going to work on it during the next sessions. They will CREATE A STORY about two adventurers who want to go around the world in a week using different means of transports. Every group will be in charge of writing a chapter of the story, which will take place in one country during a day.

Session 2: This session will be divided in 3 parts: 1) Divide each half-group into 3 little workgroups (4-5 students). Every group will have to decide the country they are going to explore through the story’s character, by identifying them in a globe map. For homework, they’ll have to look for information about three places to visit and three typical food or drink of their country. 2) Watch a video from the textbook’s didactical resources, in which is told a story about a girl who uses different means of transports to go to school, but she’s always late. We’ll focus on the linguistic structure “Go to (a place) BY (a transport)”. 3) Play a game to work on this linguistic structure.

Session 3 As the students will bring the information about the countries they’ve chosen in session 2, they will start working on each chapter. First of all, they’ll get into groups and they’ll be given a guide to select the information they’re going to use to create the story. In the final chapter 8


they will have to divide the day explaining 2 places the character is visiting, 1 typical food/drink of the country he/she is going to have and a funny anecdote that happens to the adventurer. Obviously, students will have to take into account the different means of transport the adventurer will use to travel from one location to another and when he/she is going to do it (hours).

Session 4: This session will be devoted to give students time to finish the chapter’s writing and to read them in front of the other classmates to give and receive constructive critics. They’ll also decide the character’s name. The same day, while a half-group is taking English, the other half will be taking a computer science class with their tutor, in which they’ll have to create the slides to illustrate the story, by bringing in a pen-drive with some images of the places they’ve chosen.

Session 5: They’ll be given a guided paper to rewrite the story in the final format after their classmates’ feedback.

Session 6: As it is a whole group session, we’ll write the 7th chapter of the story, where the two characters meet. The teacher will present 3 countries, and they’ll have to vote one of them, where both adventurers will meet on Sunday.

Session 7: Every group will rehearse and record their story with the final power points. They’ll also have to write questions about their stories, to elaborate the final questionnaire.

Session 8: This session will be devoted to the presentation of the final Voicethread, answering a questionnaire and playing some games.

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Under the microscope: Describe in detail each session (repeat this template as needed)

Session: 1 - How many different types of transport can you think of? TIMING: 60’

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GROUPING: Whole group (Thursday 4 April -> 11-12) -

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Review of the days of the week, months of the year and time Introduction of the transports’ vocabulary by relating some objects to means of transport (Previous knowledge assessment) Explain how my intervention is going to be and which will be the final product of those sessions Brainstorming of countries with a globe map Form workgroups and distribute the chapters of the story Online games to review the new vocabulary Homework: search information about the country chosen for each group (3 things to eat, 3 things to visit) Communicative competence Linguistic competence

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Days of the week, months of the year and time. Letters of the alphabet

Other knowledge needed

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Countries of the world

New knowledge/language to be introduced

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Means of transport: train, plane, motorbike, bus, taxi, helicopter, boat, lorry, underground, tram.

Specific Output

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Organization and distribution of the groups and the tasks for the final product.

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Whiteboard and a projector. Transport’s objects box: helmet, train ticket, suitcase, Barcelona’s Underground logo, yellow and black paper colours, toy helicopter, life vest, toy lorry’s wheel and Barcelona’s Tram logo, shoes. Flashcards (pictures and names of the means of transport) Globe map Power Point presentation Online games

Principal activities (summary)

Main (focus) targeted language/other competences

Previous language knowledge needed

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2. Preparation

Teacher Materials

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http://www.eslgamesplus.com/transportation-vocabulary-game-for-esllearners-and-teaching/ / http://www.anglomaniacy.pl/transportQuiz.htm Student Materials Preparation Needed

Questions for the date and time review: “Can anybody tell me what day is today?” “What time is it now?”

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“At what time do we have to finish this class?” -

Some questions for the transport’s guessing: “How many types of transports can you think of?” “How do you come to school?” “What does it come to your mind if I show you this object?”

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Some questions for the countries brainstorming: “What countries would you like the adventurers to visit?” “Do you know this country?” “Have you ever been there?”

Special instructions (e.g. for interaction such as group work)

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Raise your hand to ask or answer a question. Respect other classmates’ turn. Be participative.

It is normal if children answer in Catalan. The teacher has to reformulate their sentences in English in order to help them and give them vocabulary for the next session.

Notes

3. The lesson plan Explanation of what the session is going to be about and its parts: Introduction

Figure out what topic we are going to work on, by guessing what’s in the transport’s objects box. 2. Explain the final product of the TS. 3. Play online games. Review of the days of the week, months of the year and time:

Time: 5’

1.

Time: 5’

Activity & Teaching strategy/ interaction

What is today’s date? At what time do we begin this class? At what time do we have to finish it?

Lesson Procedure

Interaction: TS Brainstorming about means of transport as a previous knowledge assessment: “How many types of transports can you think of?” Activity & Teaching strategy/ interaction

Time: 20’

Introduction of the new vocabulary, by showing some objects related to them. Every mean of transport they guess will be accompanied by two types of flashcard I’ll have already prepared: pictures and names. If the students don’t come up with all the vocabulary I’m interested in, we’ll play hangman to figure out the missing words. Interaction: TS

Activity & Teaching strategy/ interaction

Explanation of the final product (using the power point presentation): creation of a story in a diary format about two adventurers, a boy and a girl, who want to go around the world using different means of transports during a week.

Time: 15’

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Firstly, we we’ll brainstorm on which countries we’d like the adventurers to visit and explore, by looking at a globe map in the whiteboard. The story will have 8 chapters, one for each day of the week, and also one for the presentation of the characters: 1. Presentation of the characters 2-4. 3 days (Monday to Wednesday) in 3 different countries of group A’s character (boy) 5-7. 3 days (Thursday to Saturday) in 3 different countries of group B’s character (girl) 8. On Sunday, both characters will meet in the same country. Interaction: TS / SS Play some online games to review the vocabulary introduced.

Time: 15’

Closure/Conclusion Interaction: TS / SS

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Session: 2 - How do you go to…? GROUPING: Half group TIMING: 60’

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(Friday 5 April -> Group A: 8:30-9:30 / Group B: 9:30-10:30)

Principal activities (summary)

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Main (focus) targeted language/other competences

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Write the date and the class timetable Communicate workgroups and choose a country for everyone. Watch a video from the Class Book to introduce the linguistic structure “go to (a place) BY (a transport)” Play a game to work on this linguistic structure. Homework: Look for information about every group’s country. Communicative competence Linguistic competence

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Days of the week, months of the year and time. Means of transport vocabulary Places of the city

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Linguistic structures: “On …, I go to … + BY… + AT…“

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Break down Distribution of the groups and countries. Sentences following this linguistic structure.

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Whiteboard and a projector Globe map Video from the Class Book (CD) 4 colour papers Blu-tack Flashcards Papers to write the sentences

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Organization of the groups to make sure they’re all heterogeneous, but balanced, taking into account the students’ level of English and their attitude on working. Questions about the video: “Do you remember what transports does she use?”

Previous language knowledge needed

Other knowledge needed

New knowledge/language to be introduced Specific Output 2. Preparation

Teacher Materials

Student Materials

Preparation Needed

“But… what happens to all the transports?” “Finally, how does she go to school?” Special instructions (e.g. for interaction such as group work)

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Raise your hand to ask or answer a question. Respect other classmates’ turn. Be participative.

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It is normal if children answer in Catalan. The teacher has to reformulate their sentences in English in order to help them and give them vocabulary for the next session.

Notes

3. The lesson plan Explanation of what the session is going to be about. Introduction

1. Workgroups and country choice 2. Watch a video 3. Play a game Write the date and the class timetable in the blackboard.

Divide each half-group into 3 little workgroups (4-5 students). Activity & Teaching strategy/ interaction

Time: 5’

Time: 15’

Every group will have to decide the country they are going to explore through the story’s character, by identifying them in a globe map. Interaction: TS /SS

Watch a video from the textbook’s didactical resources, in which

Time: 15’

is told a story about a girl who uses different means of transports

Lesson Procedure

Activity & Teaching strategy/ interaction

to go to school, but they’re always breaking down so she’s always late. We’ll focus on the linguistic structure “Go to (a place) BY (a transport)”, by asking them some questions about the story after watching it twice. Interaction: TS

I’ll have four types of flashcards (days of the week, means of

Time: 20’

transport, places and times). I’ll take one of each and I’ll stick it in the blackboard upside down. The students, in pairs or groups of 3, we’ll have to try to guess the sentence. For every item they guess right, they’ll get a point. Activity & Teaching strategy/ interaction

Firstly, I’ll give them an example following this structure (modelling): “On (day), I go to (place) by (transport) at (time)” We’ll repeat the game as many times as we have time. We’ll first start just guessing the place and the transport, and progressively adding the days and the time. Interaction: TS / SS

Closure/Conclusion

Every pair/group will read some of their game sentences to make sure

Time: 5’

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everyone have understood the linguistic structure they have to follow to write the sentences. HW for session 3: look for information about the country assigned in each group (3 places to visit and 3 typical food, minimum).

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Session: 3 – Start exploring the countries GROUPING: Half group TIMING: 60’

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(Monday 8 -> Group A: 11-12 / Wednesday 10 -> Group B: 11-12) -

Main (focus) targeted language/other competences

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Write the date and the class timetable Organization of every group by using a roles’ distribution paper Look at the information about the country in groups and select the information needed using a data grid guide HW for session 4: bring photos of the places/food they’ve chosen in a pendrive Communicative competence Linguistic competence

Previous language knowledge needed

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Days of the week, months of the year and time. Means of transport vocabulary Linguistic structure “On …, I go to … + BY… + AT…“ Places of the city Food and drinks Workgroup strategies

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Data grid guide’s draft

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Roles’ distribution (one per group) Data grid guide (one per group) Dictionaries (one per group) and a PC Information about their group’s country

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Description of every role: a) Writer: is the responsible of writing in the data grid guide, taking into account the decisions made in the group. b) Material’s manager: is the responsible of keeping all the papers during the TS (information, data grid guide, roles’ distribution) c) Coordinator: is the responsible to organize everyone’s tasks and opinions. d) Secretary: is the responsible of looking for the vocabulary needed in the dictionary. e) Spokesperson: is the responsible of gathering all the questions and suggestions of the group and communicate them to the teacher. As most of the groups are 4 students, in these cases, the spokesperson and the secretary will be responsibility of the same student.

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Explanation of the data grid guide, which is divided in four parts: 1) A place to visit 2) A place to visit 3) A typical drink or food 4) A funny anecdote (which can take place in one of the other parts). In every part, they have to specify the transport, the time and a description

Principal activities (summary)

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Other knowledge needed New knowledge/language to be introduced Specific Output 2. Preparation Teacher Materials Student Materials

Preparation Needed

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of what the character is going to do. Special instructions (e.g. for interaction such as group work)

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Assume your role and your tasks. Respect other classmates’ role. Be participative.

It is normal if children answer in Catalan. The teacher has to reformulate their sentences in English in order to help them and give them vocabulary for the next session.

Notes

3. The lesson plan Explanation of what the session is going to be about.

Introduction

Time: 5’

1) Roles’ distribution 2) Put in common the information they’ve brought of every country in groups 3) Start filling in the data grid guide Write the date and the class timetable in the blackboard. Interaction: TS

Activity &

Lesson Procedure

Teaching strategy/ interaction Activity & Teaching strategy/ interaction

Activity & Teaching strategy/ interaction

The students get in their little groups. The teacher revises who has brought the information about the country (HW).

Time: 5’

Interaction: TS They are given the roles' distribution paper and they have to decide who assumes each role.

Time: 10’

Interaction: SS The students will be given the data grid guide. They have to start thinking about the story, by choosing two places to visit, a typical food/drink of the country and a funny anecdote that can happen to the character during the day they are planning.

Time: 35’

Interaction: SS/TS Talk about the workgroups, its organisation and if they’ve had any problem during the session. Remember them that they must keep all the papers for the next session. Closure/Conclusion

Time: 5’

HW for session 4: Bring photos of the places/food/drink they’ve chosen to visit in their country, to elaborate a power point presentation. Interaction: TS

Session: 4 – Keep on exploring the world TIMING: 60’

GROUPING: Half group

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(Friday 12 April -> Group A: 8:30-9:30 / Group B: 9:30-10:30) Principal activities (summary)

Main (focus) targeted language/other competences Previous language knowledge needed Other knowledge needed

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Write the date and the class timetable Explain what the session is going to be about and check who has brought the photos Keep on working in the data grid guides Pick up the data grid guides to revise the spelling Explain the students next session. Communicative competence Linguistic competence Audio-visual competence Days of the week, months of the year and time. Means of transport vocabulary Linguistic structure: “On …, I go to … + BY… + AT…“ Places of the city Food and drinks Workgroup strategies

New knowledge/language to be introduced -

Data grid guides completed, ready to write the final chapters in the next session

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Dictionaries (one per group) and a PC

Preparation Needed

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Special instructions (e.g. for interaction such as group work)

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Roles’ distribution paper Information about the country Data grid guide Pen-drive with photos of their country Create a folder in the school’s local area network, where the students can keep their power point presentations when finished Raise your hand to ask or answer a question. Respect other classmates’ turn. Be participative.

Specific Output 2. Preparation Teacher Materials

Student Materials

It is normal if children answer in Catalan. The teacher has to reformulate their sentences in English in order to help them and give them vocabulary for the next session.

Notes

3. The lesson plan

Lesson Procedure

Write the date and the class timetable in the blackboard.

Introduction

Time: 10’

Check everyone has done the homework.

Explanation of what the session is going to be about: Keep on working in their stories. They have to finish filling in the data

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grid guide by the end of the session. They will also have to create the power point presentation with the photos in the computer science class. Interaction: TS Get the groups together and keep on working and filling in the data grid guide. They must finish this task by the end of the session.

Activity & Teaching strategy/ interaction

Time: 45’

Meanwhile, in the computer science class with their tutor, the

other half group has to create the slides of a power point presentation to illustrate the story, by using the photos they brought in their pen-drives. They must keep the files in the folder I’ve already created in the school’s local area network.

Interaction: TS /SS Balance of the group work and explain them what we are going to do in the next session. Closure/Conclusion

Time: 5’

The teacher picks up all the data grid guides to check the spelling and writing of the groups. Interaction: TS

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Session: 5 – Writing the final story GROUPING: Half group TIMING: 60’

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(Monday 15 -> Group A: 11-12 / Wednesday 17 -> Group B: 11-12) -

Write the date and the class timetable Explain what the session is going to be about Rewrite the story with the information of the data grid guides filling in the final modelling chapters Pick up the final chapters Explain the students the next two sessions Communicative competence Linguistic competence

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Days of the week, months of the year and time. Means of transport vocabulary Linguistic structure: “On …, I go to … + BY… + AT…“ Places of the city Food and drinks Workgroup strategies

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Final chapters

Teacher Materials

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Final modelling paper (one per group)

Student Materials

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Data grid guide

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Raise your hand to ask or answer a question. Respect other classmates’ turn. Be participative.

Principal activities (summary)

Main (focus) targeted language/other competences Previous language knowledge needed Other knowledge needed New knowledge/language to be introduced Specific Output 2. Preparation

Preparation Needed Special instructions (e.g. for interaction such as group work)

It is normal if children answer in Catalan. The teacher has to reformulate their sentences in English in order to help them and give them vocabulary for the next session.

Notes

Lesson Procedure

3. The lesson plan Write the date and the class timetable in the blackboard.

Time: 10’

Introduction Remember the aim of the activity and the final product. Make sure the process we’re following is making sense.

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Explanation of what the session is going to be about: Write the final chapters. Interaction: TS Activity & Teaching strategy/ interaction

Rewrite the story with the information of the data grid guides filling in the final modelling chapters. They’ll be given a model paper per group and they must finish almost all the story by the end of the class.

Time: 45’

Interaction: SS The teacher picks up the final chapters to revise the writing and spelling.

Time: 5’

Explanation of the next two sessions: Closure/Conclusion

Session 6 – We’ll decide in which country both characters meet and what happens to them. Session 7: We’ll record all the stories to create the final Voicethread. Interaction: TS

Session: 7 –Recording the story GROUPING: Half group TIMING: 60’

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(Friday 19 April -> Group A: 8:30-9:30 / Group B: 9:30-10:30) -

Write the date and the class timetable Explain what the session is going to be about Rehearse and record the written stories to elaborate the final Voicethread Write questions about their own stories. Communicative competence Linguistic competence

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Days of the week, months of the year and time. Means of transport vocabulary Linguistic structure: “On …, I go to … + BY… + AT…“

New knowledge/language to be introduced

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Intonation, rhyme while reading the sentences, as they were telling a story.

Specific Output

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The recordings to create the Voicethread. The questionnaire for the final session.

Principal activities (summary)

Main (focus) targeted language/other competences Previous language knowledge needed

Other knowledge needed

2. Preparation

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Teacher Materials Student Materials Preparation Needed Special instructions (e.g. for interaction such as group work)

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PC Microphone Final chapters A paper to write the questions. Make sure the microphone works properly The voicethread presentation with the photos Raise your hand to ask or answer a question. Respect other classmates’ turn. Be participative.

It is normal if children answer in Catalan. The teacher has to reformulate their sentences in English in order to help them and give them vocabulary for the next session.

Notes

3. The lesson plan Write the date and the class timetable in the blackboard.

Time: 5’

Explanation of what are we going to do in this session: Introduction

1) Divide the story and rehearse each part in groups 2) Record the story 3) Write some questions about every story Interaction: TS

Lesson Procedure

Activity & Teaching strategy/ interaction

Activity & Teaching strategy/ interaction

Closure/Conclusion

Every group will have time to divide the story, so as every member of the group will read a part of it. They’ll start rehearsing.

Time: 10’

Interaction: SS While one group is recording their part of the story (15’ each group), the other groups will keep on rehearsing how they are going to read the sentences. They’ll also have to write questions about their own stories.

Time: 45’

Interaction: SS / TS

Balance of the recordings. The teacher picks up all the questions to elaborate the final questionnaire.

Time: 2’

Interaction: TS / SS

Session: 8 – Watching the story!

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GROUPING: Half group TIMING: 60’

nd

th

(Monday 22 -> Group A: 11-12 / Wednesday 24 -> Group B: 11-12) -

Write the date and the class timetable Explain what the session is going to be about Watch the Voicethread Answer the final questionnaire Self/Peer-evaluation about the group work. Oral evaluation of the TS Play the linguistic structure game Communicative competence Linguistic competence

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Days of the week, months of the year and time. Means of transport vocabulary Linguistic structure: “On …, he/she goes to … + BY… + AT…“

New knowledge/language to be introduced

-

Improve

Specific Output

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Questionnaire about the story. Self/peer-evaluation.

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Whiteboard and a projector. Questionnaire about the girl’s adventure (one per student of group A) and about the boy’s adventure (one per student of group B) Self/Peer-evaluation (one per student) Flashcards (days, time, places, transports) 4 colour papers Blu-tack

Principal activities (summary)

Main (focus) targeted language/other competences Previous language knowledge needed

Other knowledge needed

2. Preparation

Teacher Materials

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Student Materials

Preparation Needed

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Explanation of the questionnaire: There are three types of questions: about the time, about the transport and about the day. To answer them, you have to write the whole sentence, not just the word. For example, if you answer “Friday”, it will be incomplete; you have to answer: She goes to blablabla.

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Explanation of the self/peer-evaluation: You have to write the name of the person who was in charge of every role next to each role. For everyone, you have to make a cross in the column you think it’s more appropriate to describe how every member of the group developed their role: improve (he/she could do it better), good or very good. Finally, you have to justify your evaluation next to the “why?” box, but you can do it in Catalan.

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You have to evaluate yourself too, following the same procedure.

Special instructions (e.g. for interaction such as group work)

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Selection of the questions to elaborate the final questionnaires. Raise your hand to ask or answer a question. Respect other classmates’ turn. Be participative.

It is normal if children answer in Catalan. The teacher has to reformulate their sentences in English in order to help them and give them vocabulary for the next session.

Notes

3. The lesson plan Explain this is the final session and what are we going to do.

Introduction

Time: 5’

1) Watch the Voicethread 2) Answer the questionnaire 3) Do the self/peer-evaluation 4) Oral evaluation of the TS 5) Play the linguistic structure game (if we have time) Interaction: TS Watch all the Voicethread.

Time: 35’

Distribute the questionnaire (girl’s adventure for group A, and boy’s adventure for group B) and read the questions to make sure everyone understands them.

Lesson Procedure

Activity & Teaching strategy/ interaction

Watch only the boy/girl part twice, paying special attention to every chapter, and answer the questions about it individually. As they will be just half group, make them sit separately, to prevent cheating.

Interaction: TS

Activity &

Distribute the self/peer-evaluation and explain what it consists of. They can write the justifying part in Catalan.

Time: 10’

Teaching strategy/ interaction Interaction: TS Activity &

Play the linguistic structure game. (see session 2)

Teaching strategy/ interaction

(IF THERE’S TIME LEFT TO DO IT)

Closure/Conclusion

Talk about the experience they’ve lived during the TS. Strong and weak points.

Time: ?

Time: 5-10’

Interaction: TS

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SWBATs Students will be able to …

Identify the language students will practice/learn in this teaching sequence -

Linguistic structures: I go / He/she goes to (place) + BY (transport) + ON (day of the week) + AT (time)

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Transport vocabulary

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Days of the week, months of the year

-

Time

Identify other skills ‘thinking’/interpersonal students will practice/learn -

Working in groups / in pairs

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Using ICT (online games, power point, voicethread)

Assessment Outline: Define the products & artefacts at different stages for the teaching sequence: Early in the teaching sequence: -

Guessing sentences activity (session 2)

During the teaching sequence: -

Final data grid guides (session 4)

End of the teaching sequence: -

Questionnaire about the final story (session 8)

-

Self/Peer-assessment in group work about the story creation (session 8)

Indicate procedure & criteria for assessment (how the output/activities will be assessed): Early in the teaching sequence: Guessing sentences activity (session 2)

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I’ll pick up all the papers with the sentences, and I’ll focus specially on the spelling of the transports and the linguistic structure that we’d worked in the session. It’s a first assessment to detect if the students had understood the concepts and which ones need special review.

During the teaching sequence: Final data grid guides (session 4) I’ll pick up all the data grid guides with the selected information for every day-story, and I’ll focus specially on the spelling of the transports and the linguistic structure that we’d worked in the session. It’s a continuous assessment to evaluate if the mistakes detected in the first assessment are solved or if they need more attention during the next sessions.

End of the teaching sequence: Reading’s evaluation (session 7) I’ll assess how the students read the story in the recording session. I’ll focus on the intonation, the rhythm and also the pronunciation.

Questionnaire about the final story (session 8) From this questionnaire, I’ll be able to focus the evaluation on two specific competences: -

Writing: I’ll evaluate if the students are able to use the linguistic structure we worked on properly. He/she goes to (place) + BY (transport) + ON (day of the week) + AT (time)

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Listening: I’ll evaluate if the students are able to answer the questions correctly after watching and listening to the Voicethread, specifically to the girl’s or the boy’s story.

Self/Peer-assessment in group work about the story creation (session 8) From this self/peer-assessment, I’ll evaluate the interaction between the students and their attitude during the sessions of group work. I’ll take into account the evaluation and comments of themselves, of their peers and also mine, from my observation during the TS.

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Final evaluation’s table of every student In this table I will gather all the evaluations I’ve done during the TS, adding also some comments of every student. It will be the final evaluation I’ll give to the English tutor, as a tool to let her know the learning procedure of the students along the TS.

All the parts will be assessed from the same evaluation criteria: A – Excellent B – Notable C – Good D – Need to improve

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References Clynes , M., Raftery, S. (2008). Feedback: An essential element of student learning in clinical practice. School of Nursing, Dublin City University, Ireland. Available at: http://www.nurseeducationinpractice.com/article/S1471-5953(08)00020-6/fulltext#section2

Reinders, H. (2011). Digital Storytelling in the Foreign Language Classroom. Middlesex University (London, UK), Volume 3. Available at: http://www.appstate.edu/~fountainca/5530/Reinders_2011.pdf

Robin, B. (2006). The educational uses of digital storytelling. In Society for Information Technology & Teacher Education International Conference (Vol. 2006, No. 1, pp. 709-716).

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4. Development of the TS