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LET’S BE JOURNALISTS Final TEPBLL Project Treydayne Cabanlit, Ruth Chung, Laura Giménez, Tanit Jorba, Magnus Kjønhaug, Ernest Kwak and Marc Rider Professors: Dr. Melinda Dooly and Dr. Randall W Sadler
INDEX INTRODUCTION .......................................................................................................... 2 1. THEORETICAL RATIONALE .................................................................................... 3 2. PROJECT DESCRIPTION ........................................................................................ 4 2.1. SUMMARY ......................................................................................................... 4 2.2. OBJECTIVES ..................................................................................................... 5 2.3. CONTENT .......................................................................................................... 5 2.4. KEY COMPETENCES........................................................................................ 6 2.5. MAIN ACTIVITIES .............................................................................................. 8 2.6. SESSIONS TEMPLATES ................................................................................... 9 2.8. ASSESSMENT ................................................................................................. 64 2.9. LANGUAGE SUPPORT ................................................................................... 64 REFERENCES ........................................................................................................... 65
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INTRODUCTION Let’s be journalists is a telecollaborative project originally planned to be developed between a Catalan school and an American school during the second term of the school year. The final output of the project will be a collaborative digital newspaper about the events that happen in both countries. At the end of this project, students will be able to write reports in English regarding the different newspaper sections (arts and culture, sports, politics, environment, technology). It is an interdisciplinary project, thus it includes different disciplines such as English, Natural and Social Sciences, ICT and Art. The target group will be 13-year-old students and the idea will be to get to know what happens in another country through the help of the others. This idea would arise from the fact that both schools have been sister schools for some years, and it would be very interesting for the students to get to know what happens in the other country. Furthermore, the students’ will get to feel responsibility because they have to contribute to maintain the relationship between both schools. Through this idea we will get them to understand how newspapers and media work, what is the situation of the country they are talking about and, at the same time, their second language level and their intercultural skills will improve.
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1. THEORETICAL RATIONALE The approach this project takes is what Dooly (2014) describes as TechnologyEnhanced Project-Based Language Learning (TEPBLL) in a telecollaborative context. This can be seen in our project since it follows the principles of a project-based learning methodology and, in addition, it involves collaboration among people from geographically distant locations with the aid of social technology. As mentioned in a text written by the same author, which is titled Telecollaboration and is part of The Handbook of Technology and Second Language Teaching and Learning (2017), encouraging contact between language communities has always been a principal
aim
for
educators.
Nowadays,
thanks
to
new
technologies
and
telecollaboration methodologies this is very easy to achieve. Telecollaboration consists in working with people from different locations to co-produce a desired work output and so gives the learners the opportunity of communicating in a foreign language and, at the same time, be part of an intercultural exchange. The way this project will be developed is based on the communicative perspective on learning that Littlewood (2013) mentions in his paper. In the group, we all agree that in order to learn a language, communication, and especially the oral one, is of extreme importance. However, as the author also expresses, to focus on functional and technical aspects of the language is also necessary for the students to understand how a language works and how the way language is used differs depending on the situation and the context, which would be the case of the language used in a newspaper. Moreover, telecollaboration is considered an approach that enables what he calls the ―Communication-Oriented Language Teaching‖ (COLT), which puts an emphasis on the use of language in relevant and meaningful ways for the students, which therefore helps them to develop both communicatively and cognitively. We consider that our project is influenced by this idea due to the fact that, when students become ―journalists‖, they will be working on current topics about their own and other’s country in a contextualized way.
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2. PROJECT DESCRIPTION Members of the group
Ruth, Treydayne, Ernest, Marc, Tanit and Laura
Title
―Let’s be journalists‖
Target group
13-year-old students
Magnus,
No special needs observed
2.1. SUMMARY In this project, we will focus on the telecollaboration between two schools —one located in the United States and one in Spain. The main objective of the classes will be creating an online newspaper. Each class will be split into teams of 4-5 people, and each team will be paired with a team from the other school. Each team will be assigned a news section (arts and culture, sports, politics, environment or technology), and the teams will interview each other, through video recording and uploading to a website for communication, about events related to the topic that have recently occurred in the opposite country. Therefore, the articles will be done in English, but will be about both Spanish and American news. Through diverse activities utilizing diverse technologies in the classroom, students will learn news broadcast professional world vocabulary, topical vocabulary, learn about the present tense, and be able to distinguish and write in a professional genre. Nevertheless, it is necessary and essential to emphasize that, once the project is finished, the students of both schools will continue collaborating once every two weeks. That is, after creating their first online newspaper the sections will rotate every time, so students from both schools will be offered the opportunity to keep on interviewing each other and searching information in order to write news collaboratively.
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2.2. OBJECTIVES Students will be able to… ●
Familiarize themselves with the structure of a newspaper and its reporting language.
●
Use technology critically and reader-friendly to search, sort and share information. ○
Know the functioning of GoAnimate to create a question video for the other group.
○
Get knowledge about doing good information search through practicing (Learning by doing).
○
Know the functioning of several technological tools. Importance of Wordpress.
●
Interpret, comprehend and write a news report using specific reporting vocabulary. ○
Plan, write, revise and improve a text from the information provided by the teammates and with the help of support materials
●
Participate in group work with a responsible, cooperative and dialoguing attitude, arguing and contrasting own opinions.
●
Plan oral interventions appropriate for the communicative situation ○
Formulate specific and alluring questions that require deep research
○
Make themselves understood and understand others in a foreign language
○
Organize the information obtained by the other members in order to plan a structured oral discourse about a news
○
Use diverse oral strategies regarding the communicative situation with the help of scaffolding materials
2.3. CONTENT -
Digital content: functioning of different programs/platforms they will have to use, such as Moodle, GoAnimate, Google Drive, Wordpress, etc.
-
Cultural content: information from interviewees and from newspapers. → Technological content; Sports content; Social and natural sciences content; Art and culture content; Politics content; etc.
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-
Linguistic content: reporting language and vocabulary (neutral, 3rd person, present tenses, formal, objective, etc); report text structure (heading, subheading, body (introduction, events, conclusion), authors, date, etc.); introducing oneself structure (I am / I live / I like, etc.); interview language; question making; passive voice.
2.4. KEY COMPETENCES 1. Audiovisual and linguistic communicative competence They will learn and acquire reporting vocabulary and expressions, as well as specific vocabulary of each news section. Moreover, communication among both sides of the groups is a key of the project as they have to ask the other about what is happening and, therefore, must make themselves understood and understand others. Definitely, the use of the foreign language and its linguistic improvement are very important focuses of the project. 2. Information treatment and digital information competence Technology will be the main tool to carry out the project. On the one hand, students will be asked to use Moodle to communicate with the other students, as well as to share information with them. Furthermore, they will look for a program/application, which will be used to create the digital newspaper and its front page. On the other hand, they will have to search, select, record and process information from the media (newspapers, radio, television, internet, etc.). 3. Cultural and artistic competence They will enhance their artistic competence through the design and creation of the whole digital newspaper, which must have an inviting aesthetic for the readers. As for the culture, they will learn cultural aspects not only from their own countries, but also from the other. It can be said, therefore, that cultural awareness is highly present throughout the project.
4. Citizenship and social competence They will be capable of establishing relations with others, as they will group in teams and learning will be based on cooperation. Therefore, the proposed tasks (sharing their 6
information, discussing about the topic, analyzing data, making agreements, etc.) will encourage students to become responsible and committed individuals, developing a personal autonomy that allows them to question themselves, make decisions and communicate their own ideas and thoughts through dialogue. In addition, the activities will allow students to develop and acquire skills and foster values of respect, solidarity and empathy, fundamental to live in a diverse society. 5. Learning to learn competence This is a project that requires students to be responsible for they own process of learning. Accordingly, they will have to develop their own strategies to achieve the objectives established successfully. What is more, throughout the project they will have to reflect on and self-assess their own work. 6. Personal initiative and autonomy competence
The project encourages students to acquire the greatest autonomy and the greatest possible critical sense, as well as skills related to planning or creating new ideas, searching for solutions and putting them in practice, among others.
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2.5. MAIN ACTIVITIES
Activity Newspaper
Materials Newspaper
Output Newspaper
SWBAT* Familiarize
analysis
Digital devices
structure
themselves with the structure
of
a
newspaper
and
its
reporting language Writing
good Interview clips
List of questions
questions
Formulate
specific
and alluring questions that
require
deep
research Interview
video Camera
exchange
computer
and A
video
asking Formulate
questions
specific
and alluring questions that
require
deep
research Topic research
Computer
The
text
(news) Use
technology
obtained from the critically and readerinformation
friendly to
research
received from the and share information. videos
and
their
own research. Newspaper writing
Computer
Newspaper
Use
technology
critically and readerfriendly to
research
and share information.
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2.6. SESSIONS TEMPLATES WEEK 1 SESSION 1: NEWSPAPER ANALYSIS Objectives ●
Familiarize themselves with the structure of a newspaper and its reporting language.
●
Participate in group work with a responsible, cooperative and dialoguing attitude, arguing and contrasting own opinions.
Contents ●
Newspapers and news features
●
Reporting language
Timing
Description of the activities
Type of interaction
30 min.
After introducing the project to the
Large group
Materials Newspapers,
students with a video (created with
computer and digital
PowToon)
their
board (in case the
questions, the teacher will explain what
teacher decides to
they will do during the lesson. After
explain
that, he/she will create the groups and,
using a presentation
subsequently, will provide them with the
tool).
templates
and
to
fill
answering
and
the
task
newspapers
(online) the students have to use to analyze the newspapers and news features. *It can be any newspaper, since the purpose of the activity is to acquire a general idea of what newspaper and news consist of. 45 min.
All groups will have to work together
Pairs or small
and combine information in order to
groups (2-3 people)
correctly fulfill the templates. Half of the
Newspapers, templates,
writing
material.
groups will be given a template with the
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technical names of each part of the newspaper, and the other half will be given information and together, they will have to find out the basic structure of a newspaper.
Two
groups
will
work
together and they will rotate. Finally they will have to fulfill the third template which is more related to the content (type of language used, for example). 15 min.
At the end of the session, in order to make students reflect on their own
Individual
K-W-L chart, writing material.
learning, each and every one of them will be given a K-W-L chart. Scaffolding materials
PIECE OF NEWS
10
FRONT PAGE
11
12
Preliminary self-analysis material
WRITING NEWS REPORT What I Know
What I Want to know
What I Learnt
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SESSION 2: CREATION OF A COMMON MODEL Objectives ●
Familiarize themselves with the structure of a newspaper and its reporting language.
●
Participate in group work with a responsible, cooperative and dialoguing attitude, arguing and contrasting own opinions.
Contents ●
Newspaper and news features (structure)
●
Reporting language
Timing
Description of the activities
Type of interaction
Materials
35 min.
After the ―game‖ played in the
Large group
Blackboard
Small groups
Cardboard,
previous class to discover the structure and characteristics of a newspaper,
together
with
the
teacher, a big model/poster (draft) will be created in order to use it whenever they need to during the project. 25 min.
From the draft, the teacher will
worksheets
create the final one while the
and resources provided
students have a look to some
by the teacher.
resources provided by the teacher that the students will be able to use throughout the project. *Those resources will consist of a worksheet with some useful links; also some news examples of the different sections and basic news vocabulary and concepts.
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Scaffolding materials
GENERAL GLOSSARY Headline Body Quotation Opinion news Journalist Reporter Press Source Witness Columnist Media COMMON JOURNALISM LANGUAGE To cover a story to report on an event or development In-depth coverage of a thorough analysis of To verify to check that something is correct Eyewitness reports descriptions of what happened by people who actually saw an event take place Breaking news news which is just coming in
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USEFUL LINKS
To look for words/expressions ● Linguee: https://www.linguee.es/ ● Word Reference: http://www.wordreference.com/ ● Cambridge Dictionary: https://dictionary.cambridge.org/ American newspapers: ● The New York Times: https://www.nytimes.com/ ● The Washington Post: https://www.washingtonpost.com/ ● USA Today: https://www.usatoday.com/ ● The Wall Street Journal: https://www.wsj.com/ ● BBC: http://www.bbc.com/news Spanish/Catalan newspapers: ● El Mundo: http://www.elmundo.es/ ● El Periódico: http://www.elperiodico.cat/ca/ ● La Vanguardia: http://www.lavanguardia.com/ ● Diari Ara: https://www.ara.cat/ ● Nació Digital: https://www.naciodigital.cat/ Video editors: ● Windows Movie Maker ● WeVideo Animated videos: ● Go animate for schools: https://goanimate4schools.com/public_index ● Powtoon: https://www.powtoon.com/ Share information and create the newspaper: ● ● ●
Google Drive: https://www.google.com/intl/es_ALL/drive/ Moodle: https://moodle.org/?lang=ca Wordpress: https://es.wordpress.com/
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EXAMPLE OF SPORTS:
17
EXAMPLE OF ART AND CULTURE:
18
EXAMPLE OF TECHNOLOGY:
19
EXAMPLE OF ENVIRONMENT:
20
EXAMPLE OF POLITICS:
Assessment material No assessment planned for this session.
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SESSION 3: VIDEO INTRODUCTIONS Objectives ●
Plan oral interventions appropriate for the communicative situation. ○
●
Make themselves understood and understand others in a foreign language.
Use technology critically and reader-friendly to search, sort and share information. ○
Know the functioning of video-making tools.
Contents ●
Introducing oneself structure (I am / I live / I like, etc.)
●
Video-making technology.
Timing
Description of the activities
Type of interaction
20 min.
The teacher will provide them with
Large group
the emails of their mates from the
Materials Digital
board,
computer.
other country and will introduce the task of the day, which will consist of the
students
creating
a
video
introducing themselves in English in order to send them to their mates from the other country and get to know each other better. The teacher will create and upload his/her own video introduction in class and let the students see the process, so they can model it in making and uploading their own video introduction. The teacher will specify that the maximum length of the video has to be 1 minute. 40 min.
In the second part of the session, the students will work individually on
Individual
Computer, camera.
their own videos, firstly writing what they want to explain and, after that,
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rehearsing
and
recording
themselves.
20 min.
Once they have their videos, the students will be distributed in pairs in
Pairs
Computer, camera.
order to show it to a classmate and talk about what aspects could be improved. In the case that a student needs or wants to repeat it, he/she will be offered to record it again (if there is no time, at home). In this case, their homework will be to send their videos and watch their mates’ videos. Scaffolding materials The example of the teacher. https://www.youtube.com/watch?v=CDsCEDv7KLk Assessment materials No assessment planned for this session.
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WEEK 2 SESSION 4 Objectives ●
Familiarize themselves with the structure of a newspaper and its reporting language.
●
Plan oral interventions appropriate for the communicative situation. ○
●
Formulate specific and alluring questions that require deep research.
Participate in group work with a responsible, cooperative and dialoguing attitude, arguing and contrasting own opinions..
Contents ●
Interview language and question making.
Timing
Task
Type of interaction
Materials
5 min.
Firstly, the class will watch an
Large group
Computer and projector.
Small groups
Computers, writing material.
interview together in order to have a reference of conducting a good
interview
and
interview
language/vocabulary/structure. 15 min.
The
teacher
will
have
the
students to write down some questions that they have noticed or
thought
about
from
the
interview in the video and as well as the students will take notes on what they thought was done well in the video. 15 min.
Subsequently, students will be
Small groups
asked what kinds of pattern they notice in the choice of vocabulary in the questions that they have talked about. The teacher will then
point
out
the
good
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characteristics of the interview so that the whole class is on the same page about what makes a good
interview
in
terms
of
organization. 10 min.
Finally, students will be asked to
Small groups
point out some question-words that
they
noticed
from
the
interview, if they noticed any.
Scaffolding materials Teacher notes: ●
Who, What, When, Where, Why, Which, How
●
Who: Person - (Who is calling on the telephone?)
●
What: Specific thing, Object
●
What is making that sound?
●
Time, Occasion, Moment
●
When is your cousin’s birthday?
●
Where: Position, Place
●
Where are you going for vacation?
●
Why: Reason, Explanation
●
Why are you late for school?
●
Which: Choice, Alternative
●
Which restaurant should we go to?
●
How: Way, Manner, Form
●
How will we get to the train station?
The link for the interview is the following: https://www.youtube.com/watch?v=Jg_FTDq4Fj4 (min. 1:00)
25
Assessment material No assessment planned for this session.
SESSION 5 Objectives ●
Participate in group work with a responsible, cooperative and dialoguing attitude, arguing and contrasting own opinions.
●
Familiarize themselves with the structure of a newspaper and its reporting language.
●
Make themselves understood and understand others in a foreign language
●
Use diverse oral strategies regarding the communicative situation with the help of scaffolding materials
Contents ●
Interview language and question making.
Timing 15 min.
Task
Type of interaction
Materials
In this session, the students will do some Large group, Cards related to the although the game. activities related to the newspaper language and class is vocabulary. The games will be developed in divided into two groups. order to let the students gain experiences with using question-words and develop their ability to use them. GAME 1. The students will be divided into 2 teams (interviewers and interviewees) and will be given two stacks of cards, 1 per team, with random words written on them. Out of these words, the interviewers will have to make coherent questions to the other team and 26
this, out of their corresponding cards, will have to try
to
answer
them.
In
order
to
do
so
successfully, students will have two lists of structures to use (question / answer) projected on the digital board. After all the students in a team have asked the questions, the teams will swap roles to ensure that each and every child has asked and answered questions. 15 min.
Game 2. The teacher will flash a picture on the Large group, Computer and although the projector screen and one person from each team will have class is to go head to head and think of a question divided into two groups related to the picture on the screen. For instance, if a picture of a boy running is projected they would have to ask ―Who is running?‖ or ―Where is he going?‖, avoiding incorrect questions such as ―What is running?‖.
10 min.
This task will focus on the characteristics of a
Individual
good interview questions. In this case, the same interview video used in session 4 will be used, and the students will write down the questions they hear the interviewer ask. After that, a large group discussion will be carried out in order to share the interview questions they were able to write down and the teacher will create a common list of questions, highlighting the good characteristics of those. Therefore, by the end of this task the students should have a clear idea of what are the characteristics that make an interview question good. 20 min.
Finally, the students will be distributed in pairs in order to choose a famous or popular person and
Pairs
Digital board, paper, writing material and ―mailbox‖.
write a draft of possible interview questions that they would ask to him/her. To give them ideas,
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numerous names of politicians, businesspeople, musicians, painters and scientists, among others, will be projected on the digital board. Once the students have written their questions, they will hand them in by introducing them in a large box placed in the front of the class, as if it was
a
mailbox.
Therefore,
an
informative
assessment (not for a grade) will be carried out, since it will be possible for the teacher to read the students’ interview questions and check their understanding. Scaffolding materials Pictures to use:
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Assessment material In this session, the material that will be assessed is the interview. This assessment will be solely and exclusively informative, that is, its aim will be to check the students’ comprehension regarding question words and, therefore, encourage the teacher to guide the process in the most appropriate way possible.
SESSION 6 Objectives ●
Familiarize themselves with the structure of a newspaper and its reporting language.
●
Participate in group work with a responsible, cooperative and dialoguing attitude, arguing and contrasting own opinions..
Contents ●
Interview language and question making.
Timing
Task
Type of interaction
15 min.
Firstly, the students will use their
Individual
Materials Computer.
knowledge of the characteristics of a good question, which they gathered
from
the
previous
29
session, to write questions that they want to ask the other class.
15 min.
Subsequently, they will share
Large group
Digital board, computer.
Small groups
Computer.
some of their questions with the rest of the class and the teacher will write them on the digital board so that they all can see it. Therefore, the students will have some
inspiration
from
the
questions of their classmates. 10-15 min
In groups of 4-5 people, the learners will brainstorm ways to improve their own questions. The
brainstorming,
thus,
will
make it possible for them to come up with different ideas and help each other. By the end of the session, the students
will
have
a
list
of
questions to ask the other class. Scaffolding materials Projections on the digital board.
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Assessment material Assessment - rubric 1
ITEMS TO OBSERVE
Do they focus on the task at the time they have to search for topics they want to know about?
Are they able to transform what they want to know about into a question?
Can they structure a question correctly? Do they start questions with the correct question words?
Are they using English when interacting to each other?
GROUP 1 GROUP 2 GROUP 3 GROUP 4
WEEK 3 SESSION 7: VIDEO INTERVIEWS Objectives ●
Know the functioning of GoAnimate to create a question video for the other group.
●
Plan oral interventions appropriate for the communicative situation. ○
Formulate specific and alluring questions that require deep research
○
Make themselves understandable in a foreign language
○
Use diverse oral strategies regarding the communicative situation with the help of scaffolding materials.
●
Participate in group work with a responsible, cooperative and dialoguing attitude, arguing and contrasting own opinions.
Contents ●
Digital content: ○
Video tool PowToon
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○ ●
Google Drive
Linguistic content: ○
Formulating adequate questions
Timing 15 min.
Task Teacher
will
Type of interaction
leave
time
to
Materials
Small groups
Sheets with questions
Small groups
Computers, head-sets
Small groups
Computers
rehearse the different questions they
will
have
to
ask
their
teammates, as well as deciding the contributions in the video. 1 hr
The students will have a laptop with a webcam per group. The teacher will show the students a video tool, GoAnimate4schools, to create animated videos using their recorded voices. They will create 1 group account to make use of it. Using it they will register the questions they thought and they can edit the video as they want.
15 min.
Once finished the video, they will create a shared Google Drive folder
with
all
the
group
members. Then, they will have to post their video.
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SESSION 8: VIDEO INTERVIEWS Objectives ●
Use technology critically and reader-friendly to search, sort and share information.
●
Interpret, comprehend and write a news report using specific reporting vocabulary ○
Plan a text from the information provided by the teammates and with the help of support materials
●
Plan oral interventions appropriate for the communicative situation ○
Organize the information obtained by the other members in order to plan a structured oral discourse about a news
●
Participate in group work with a responsible, cooperative and dialoguing attitude, arguing and contrasting own opinions.
Contents ●
Digital content
●
Linguistic content: ○
News specific vocabulary
●
Technological content
●
Sports content.
●
Social and natural sciences content.
●
Art and culture content.
●
Politics content.
Timing
Task
Type of interaction
Materials
15 min.
The students will check the group
Small groups
Computers, paper sheets.
Small groups
Computers,
Google Drive folder and will watch the received video. They will have to take
notes
of
the
formulated
questions on a piece of paper. 1.15 hr.
Now it is time to start doing a research
for
more
detailed
newspapers
resources
information about what they asked. In order
to
answer
their
mates’
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questions, each group will search on the Internet news related to their topic (arts and culture, sports, politics, environment or technology) that have recently
happened
in
their
own
country. To provide support and make everything easier, the teacher will give them again the sheet with some newspaper resource links. Scaffolding materials
USEFUL LINKS To look for words/expressions ● Linguee: https://www.linguee.es/ ● Word Reference: http://www.wordreference.com/ ● Cambridge Dictionary: https://dictionary.cambridge.org/ American newspapers: ● The New York Times: https://www.nytimes.com/ ● The Washington Post: https://www.washingtonpost.com/ ● USA Today: https://www.usatoday.com/ ● The Wall Street Journal: https://www.wsj.com/ ● BBC: http://www.bbc.com/news Spanish/Catalan newspapers: ● El Mundo: http://www.elmundo.es/ ● El Periódico: http://www.elperiodico.cat/ca/ ● La Vanguardia: http://www.lavanguardia.com/ ● Diari Ara: https://www.ara.cat/ ● Nació Digital: https://www.naciodigital.cat/ Video editors: ● Windows Movie Maker ● WeVideo Animated videos: ● Go animate for schools: https://goanimate4schools.com/public_index ● Powtoon: https://www.powtoon.com/ Share information and create the newspaper:
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● ● ●
Google Drive: https://www.google.com/intl/es_ALL/drive/ Moodle: https://moodle.org/?lang=ca Wordpress: https://es.wordpress.com/
Assessment material
No assessment planned for this session.
SESSION 9: STRUCTURING INFORMATION Objectives ●
Plan oral interventions appropriate for the communicative situation ○
Make themselves understandable in a foreign language
○
Organize the information obtained by the other members in order to plan a structured oral discourse about a news Make and post a video response with the information gathered.
○
Use diverse oral strategies regarding the communicative situation with the help of scaffolding materials.
●
Use technology critically and reader-friendly to search, sort and share information.
●
Participate in group work with a responsible, cooperative and dialoguing attitude, arguing and contrasting own opinions.
Contents ●
Technological content: recording a video
●
Linguistic content: ○
News specific vocabulary
○
Organizational oral structures and expressions
Timing
Task
Type of interaction
10 min
This session will be aimed to structure
Small groups
Materials Support sheet
the information gathered. In these 10 minutes, the teacher will explain the
35
objectives of the session and how they can get the information structured. In order to structure the information and their answers, they will be given a support guideline. It will be very short and structured because they are meant to give a basic information about the event. 1h 15 min
They will be given 1 hour and 15 min to finish
and
clear
the
ideas
Small groups
and
information that they will transmit to their American colleagues. Scaffolding materials
HOW TO ORGANIZE THE INFORMATION ARTS
1. Who: 2. What happens: 3. When: 4. Where:
CULTURE 5. Who: 6. What happens: 7. When: 8. Where:
SPORTS 9. Who: 10. What happens: 11. When: 12. Where:
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POLITICS 13. Who 14. What happens: 15. When: 16. Where:
ENVIRONMENT 17. What happens: 18. When: 19. Where:
TECHNOLOGY 20. Who: 21. What happens: 22. When: 23. Where:
Assessment material No assessment planned for this session.
SESSION 10: VIDEO RESPONSE Objectives ●
Plan oral interventions appropriate for the communicative situation ○
Make themselves understandable in a foreign language
○
Organize the information obtained by the other members in order to plan a structured oral discourse about a news Make and post a video response with the information gathered.
○
Use diverse oral strategies regarding the communicative situation with the help of scaffolding materials.
●
Use technology critically and reader-friendly to search, sort and share information.
37
●
Participate in group work with a responsible, cooperative and dialoguing attitude, arguing and contrasting own opinions.
Contents ●
Technological content: recording a video
●
Linguistic content: ○
News specific vocabulary
○
Organizational oral structures and expressions
Timing
Task
Type of interaction
Materials
15 min.
At the beginning of the session, they
Small groups
Computers
Small groups
Computers, language
will have some minutes to end up organizing the information to make the video response. 1 hr 20 min.
With the information written down and well-structured, students will have to record
the
necessary
video that
response. they
divide
It
expressions support
is the
interventions in the video among the member groups, so as that all of them have the opportunity to speak. What is more, as a language support, the teacher will introduce some useful expressions that might be useful while explaining orally the answers. These expressions will be registered in a worksheet that will be delivered to the kids. 10 min.
In the last minutes of the session, the
Large group
teacher will devote time to know how are the students feeling during the project. He/she will take notes of the
38
different problems, ideas and tips that will arise from the different groups.
Scaffolding materials
LANGUAGE EXPRESSIONS SUPPORT Organizing ideas: - First, first of all, in the first place - Secondly, second of all, in the second place - Finally Making reference to a specific question: -
With regards to/ Regarding your first/second/last question... As for the second one‌ Answering your _____question / your question about______ Our answer to your question about______ Thinking about your ______question,
-
We discovered/ found out that _______ The data obtained is _______
Remember that at the end of the video you should say where did you find the information/data obtained: -
This information was extracted from _______ We searched the information in ____________ We made a research on _____
Assessment material During the thorough observation of the students’ interactions while making the videos and after watching the videos, the teacher will fill in an individual rubric. The 4 items proposed to assess are: 1. The attitude of the student within the group: this can be observable by the teacher while the kids are discussing about the information that they want to record. 2. The structure of the answers given in their video response: the teacher must watch the videos 39
and observe the students’ answers. The main focus in here will be the well organization and comprehension of the ideas, making use of the support expressions delivered previously by the teacher. 3. The command of English: if the student can speak English fluently or he/she has some difficulties 4. The English pronunciation.
RUBRIC 2. OBSERVATION ON THE VIDEO RECORDING Attitude within the group
Answer given
Command of English
Pronunciation
The student is very active all the time. He/she contributes positively giving good ideas for the development of the activities and has a lot of initiative. He/she has a clear idea of what has to be done.
His/her contribution to the question is outstanding. The ideas are well organized and understandable. He/she makes reference to the questions formulated. The vocabulary used is the correct one. The student makes use of the support expressions given by the teacher and knows how to apply them orally.
He/she has a very good command of English. He/she can defend herself/himself perfectly in English without the need of reading his/her notes.
He/she has an excellent English pronunciation and accent.
Good (3 points)
The student is active and gives ideas to the activities. His/her attitude is very positive towards the work.
His/her answer to the question is well organized and complete. He/she uses correctly some support expressions and vocabulary given by the teacher.
He/she has a good command of English and defends herself/himself correctly. Sometimes he/she needs to have a look on his/her notes.
He/she has a good pronunciation and intonation.
Sufficient (2 points)
The student is active but although he/she can be distracted sometimes, he/she puts effort in working and being a part of the group.
The response is well answered, but needs more fluency and use of expressions given by the teacher to make the answer more complete.
His/her English is understandable although the need of looking at the notes.
Although she/he has a poor English pronunciation, the student puts effort in being understood.
Excellent (4 points)
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Needs improving (1 point)
The student does not actively participate within the group neither gives ideas to make the videos or search information. Passive attitude.
The answer given by the student can be understood, but it is done in a very simple way, using basic vocabulary and without making use of the support expressions.
He/she has a lot of difficulties speaking in English. He/she reads from the notes constantly.
He/she has a very poor English pronunciation and does not make an effort to pronunciate appropriately.
WEEK 4 SESSION 11: TOPIC RESEARCH ABOUT THE OTHER COUNTRY Objectives ●
Use technology critically and reader-friendly to search, sort and share information.
●
Participate in group work with a responsible, cooperative and dialoguing attitude, arguing and contrasting own opinions.
Contents ●
Technological content
●
Sports content.
●
Social and natural sciences content.
●
Art and culture content.
●
Politics content.
Timing
Task
Type of interaction
15 min.
First of all, students will be distributed in
Small groups
Materials Computers,
small groups (topics) to visualize the
sheets
video of their telecollaboration partners.
guiding
Each student will be provided with a
questions
worksheet with some questions that they will need to answer in written form, that is, they will take notes of the news their partners are explaining to them.
41
with
45 min.
Afterwards, each student, individually, will
search
on
the
Internet
Individual
Computers
more
information about the news of his/her topic (arts and culture, sports, politics, environment or technology) that have recently happened in the opposite country. All the information they find, as well as the link of the source from which they have extracted it, will be shared in a Google Drive document with his/her section group. Scaffolding materials
GATHERING INFORMATION FROM THE ANSWERS’ VIDEOS WORKSHEET (GUIDELINE)
Assessment material No assessment planned for this session.
42
SESSION 12: INFORMATION CONTRAST Objectives ●
Use technology critically and reader-friendly to search, sort and share information.
●
Participate in group work with a responsible, cooperative and dialoguing attitude, arguing and contrasting own opinions.
Contents ●
Technological content
●
Sports content
●
Social and natural sciences content
●
Art and culture content
●
Politics content
Timing
Task
Type of interaction
1 hr.
Students will be distributed in small
Small groups
Materials Computers,
groups again (topics) to discuss all the
digital
information they got in order to see what
two-column grid.
similarities/differences they have and to select the most relevant and reliable information. The teacher will provide some guiding questions as a support for the group discussion: a) What information did you find about your topic? b) What is interesting about what you found? c) What more do you what to know about the topic? All the common information will be written down in a grid that will be provided to them, which will be divided into two columns: ―headline‖ (title) and ―body‖ (information).
43
board,
Scaffolding materials
●
Sections language support: The students could use them during all the process of news writing.
HOW TO DO SPORTS REPORTING
Parts of a sports news: 1. 2. a. b. c. ● ● ●
● ● ● ●
Headline The lead The key play The outstanding player The analytical approach 3. The body Highlights of the game - Find the turning point of the game Decisive play Comparison of teams- Which was the better team? Was the defending champion out-jumped on the rebound? Who did better from the foul line? Best score of the day Quotation Weather conditions- mud, sunshine, heat cold, wind, etc. Crowd and Celebration- How did the spectators behave?
USEFUL VOCABULARY: ● ○
Sports Horse racing, basketball, table tennis, volleyball, archery, baseball, badminton, wresting, car racing, chess, boxing, bowling, cycling, football (or Soccer), golf, swimming, water polo.
● Arena (N): Another word for arena that you’re probably more familiar with is stadium. It’s a flat area that hosts (holds) sporting events like the Olympic Games, soccer and rugby games. It is circular (like a circle) in shape and surrounded by seats for fans to sit. ● Athlete (N): A person who practices and competes in any sport.
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● ● ● ● ● ● ●
● Award (V, N): Any kind of prize, like a certificate, medal or a trophy. To be awarded something means to be given a prize. ● Beat (V): To win against or defeat another player or team. ● Captain (N): The captain is the team leader. ● Cheer on (Phrasal V): To shout words of encouragement to your favorite team or player. ● Coach (N): A person who is responsible for teaching and training the athletes to improve their skills. ● Court (N): The rectangle area where games like tennis, basketball and badminton are played. ● Course (N): An area of land that is used for long running events like marathons, car racing and golf. ● Defend (V), Defense (N): To try and stop the other team from scoring points or goals. ● Draw (N): When two teams finish a game with the same number of points/goals. (also called a tie) Field (N): An area of grass that is used to play sports such as field hockey, rugby or soccer. Half-time (N): The short break between the first and second half of the game. League (N): A group of sports clubs from one area that play against each other for the season to try and win the championship. Opponent (N): The person that you compete or play against in a competition. Score (N): The points that each team has during the game. Spectator (N): The viewer or person who watches a sporting event. Tackle (V): To try and take the ball of the other team.
HOW TO DO ARTS AND CULTURE REPORTING
Parts of an artistic and cultural news: 1. 2. a. b. 3. ● ●
Headline The lead Brief introduction of the events that happened The analytical approach The body Events that happened Place(s) where they happened
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● ● ●
Day(s) on which they happened Reasons why they happened Person or people who was/were involved
USEFUL VOCABULARY: ● Arts ○ Painting, ceramics, sculpture, architecture, dance, music, literature, photography, comic, TV, advertising. ● Culture ○ Gastronomy, folklore, tradition, subculture.
● Audience (N): The viewer or person who watches an event. ● Award (V, N): Any kind of prize, like a certificate, medal or a trophy. To be awarded something means to be given a prize. ● Character (N): A person in a novel, play or movie. ● Concert (N): A musical performance given in public, typically by several performers or of several separate compositions. ● Design (V, N): The plan or drawing to show the look and function of a building, garment, or other object before it is created. ● Exhibition (N): A public display of works of art or objects of interest, usually held in an art gallery or museum. ● Exposition: A comprehensive description and explanation of an idea or theory. ● Film (V, N): A motion picture; a movie. ● History (N): The whole series of past events connected with someone or something. ● Influence (V, N): To have an effect on someone or something, or the effect itself. ● Novel (N): A fictitious prose narrative of book length, typically representing characters and action with realism. ● Perform (V): To present a form of entertainment to an audience. ● Plot (N): The main events of a play, novel or movie presented by the writer as a sequence. ● Sell (V): To give something in exchange for money. ● Show (N): A spectacle or display of something, typically an impressive one. ● Song (N): A short poem set to music or meant to be sung. ● Stage (N): A raised floor or platform on which actors or entertainers perform. ● Story (N): An account of imaginary or real people and events told for entertainment. ● Write (V): To compose a text for reproduction or publication.
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● HOW TO DO TECHNOLOGY REPORTING
● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●
Parts of a technological news: Headline The lead Brief introduction of the events that happened The analytical approach The body Events that happened Place(s) where they happened Day(s) on which they happened Reasons why they happened Person or people who was/were involved Vocabulary: Keyboard (N): A device for digital writing with keys or buttons. Screen (N): An output device which displays information in pictorial form. Mouse (N): A handheld pointing device that detects motion to the screen. Surf (V): When looking and navigating through web pages on the internet. Internet (N): Global system of interconnected computer networks. Digital (A): Electrical form of something, readable and manipulable by computer. Website (N): A set of interconnected webpages on the internet, usually have a homepage. Laptop (N): A computer that is portable and suitable for use while traveling. Search (V): When typing in a word in a web engine and get a result out of it. Download (V): The process of transferring software/information from a server to a computer Upload (V): The opposite of download, when transferring software/information from a computer to a server. Blog (N): A website that displays chronological posting by one or more individual. File (N): A collection of data or information organized under a specific name.
47
HOW TO DO ENVIRONMENT REPORTING
Parts of an environmental news: 1. Headline 2. The lead a. Brief introduction of the events that happened b. The analytical approach 3. The body ● Events that happened ● Place(s) where they happened ● Day(s) on which they happened ● Reasons why they happened ● Person or people who was/were involved USEFUL VOCABULARY: ● ● ●
● ● ● ●
● ●
Environment (N): The air, water, and land in or on which people, animals, and plants live. Climate (N): The general weather conditions usually found in a particular place. Climate change (N): Changes in the world's weather, in particular the fact that it is believed to be getting warmer as a result of human activity increasing the level of carbon dioxide in the atmosphere. Pollution (N): Damage caused to water, air, etc. by harmful substances or waste. Fossil fuels (N): Fuels, such as gas, coal, and oil, that were formed underground from plant and animal remains millions of years ago. Coal (N): A hard, black substance that is dug from the earth in pieces, and can be burned to produce heat or power, or a single piece of this. Paris agreement (N): An agreement within the United Nations Framework Convention on Climate Change (UNFCCC) dealing with greenhouse gas emissions mitigation, adaptation and finance starting in the year 2020. Energy (N): The power from something such as electricity or oil that can do work, such as providing light and heat. Emission (N): The act of sending out gas, heat, light, etc.
48
● ●
●
Environmentalist (N): A person who is interested in or studies the environment and who tries to protect it from being damaged by human activities. Greenhouse effect (N): An increase in the amount of carbon dioxide and other gases in the atmosphere (= mixture of gases around the earth), that is believed to be the cause of a gradual warming of the surface of the earth. Scientist (N): An expert who studies or works in one of the sciences.
HOW TO DO POLITICS REPORTING
Parts of a political news: 1. Headline 2. The lead a. Brief introduction of the events that happened b. The analytical approach c. You must be impartial both in the lead and the body → you can’t let your political ideas interfere in the report. 3. The body a. Events that happened b. Place(s) where they happened c. Day(s) on which they happened d. Reasons why they happened e. Person or people who was/were involved USEFUL VOCABULARY: ● ● ● ● ● ● ●
Campaign (N): The contest between politicians to be elected. Candidate (N): A person who wishes to be elected via a vote. Coalition (N): When 2 or more political parties work together to form a government. Constitution (N): The document that includes the basic laws that govern the country. Councilman, councilwoman (N): A person who is a member of a council, especially a municipal one. Debate (N): A formal discussion on a particular topic in a public meeting or legislative assembly. Deputy (N): A person who has been elected by popular vote to be part of a legislative chamber.
49
● ● ● ● ● ● ● ● ● ● ● ● ● ● ●
Election (N): The process of voting to select winners to fill a political position. Government (N): The group or political party that is in charge of a country or area. King, Queen (N): The person who is the head of state in a monarchy. Law (N): The rules that must be followed in a particular country or community. Mayor, mayorness (N): The elected head of a city, town or other municipality. Minister (N): The head of a government department. Opposition (N): The political party that is in a minority and does not form the government. Parliament (N): The place where the politicians debate and vote. Party (N): A group of people with the same beliefs and ideas. Poll (N): A survey in which random people are asked their views. President (N): The elected head of a republican state. Run (V): To contest an election. State (N): A single independent country or a subdivision of a larger country. Town hall (N): A building used for the administration of local government. Vote (N, V): The choice between two or more candidates in an election.
TWO-COLUMN GRID TO WRITE THE COMMON INFORMATION Topic: Group members: HEADLINE
BODY
“Salvator Mundi”, a work painted by Leonardo da Vinci Example: Leonardo da Vinci masterpiece 500 years ago and discovered back in 2005, will be the goes on sale - as contemporary art. star item in a New York auction of postwar and contemporary art on November 15th, 2017.
50
Assessment material No assessment planned for this session.
SESSION 13: REPORT WRITING Objectives ●
Interpret, comprehend and write a news report using specific reporting vocabulary.
●
Use technology critically and reader-friendly to search, sort and share information.
●
Participate in group work with a responsible, cooperative and dialoguing attitude, arguing and contrasting own opinions.
Contents ●
Technological content
●
Sports content
●
Environmental content
●
Art and culture content
●
Politics content
51
â—?
Reporting language and vocabulary
â—?
Report text structure
Timing
Task
Type of interaction
1 hr.
In this session, the learners (distributed in
Small groups
Materials Computers,
groups) will write down their news into a
templates,
formal text. In this case, they will use a
dictionaries.
diagram or a template for writing the text, through which the teacher will take them. The students may use a collaborative document online for writing together (Google Drive). While students work, the teacher will go around in the classroom in order to assist them and solve each and every one of the doubts that may arise. The news will be expected to be written in accordance to their level (simple and basic sentences). To do so, they will also have the help of the dictionary and the diagram of the newspaper prepared at the beginning.
52
news
SESSION 14: REPORT WRITING Objectives ●
Interpret, comprehend and write a news report using specific reporting vocabulary.
●
Use technology critically and reader-friendly to search, sort and share information.
●
Participate in group work with a responsible, cooperative and dialoguing attitude, arguing and contrasting own opinions.
Contents ●
Technological content
●
Sports content
●
Environmental content
●
Art and culture content
●
Politics content
●
Reporting language and vocabulary
●
Report text structure
Timing
Task
Type of interaction
1 hr.
In this session, the learners (distributed in
Small groups
Materials Computers,
groups) will write down their news into a
templates,
formal text. In this case, they will use a
dictionaries.
diagram or a template for writing the text, through which the teacher will take them. The students may use a collaborative document online for writing together (Google Drive). While students work, the teacher will go around in the classroom in order to assist them and solve each and every one of the doubts that may arise. The news will be expected to be written in accordance to their level (simple and basic sentences). To do so, they will also
53
news
have the help of the dictionary and the diagram of the newspaper prepared at the beginning.
SESSION 15: FEEDBACK Objectives ●
Interpret, comprehend and write a news report using specific reporting vocabulary.
●
Use technology critically and reader-friendly to search, sort and share information.
Contents ●
Reporting language and vocabulary
●
Report text structure
Timing
Task
Type of interaction
45 min.
Firstly, the students will be distributed
Small groups
Materials Peer
evaluation
into small groups in order to give
templates,
feedback to other groups. To do it
material.
writing
successfully, the teacher will provide them with a peer evaluation template (which will also be explained) that consists of a series of questions and options about their classmates’ news report, as well as sections in which they have to justify their answers, promoting in this way reflection on what they read. 45 min.
The students will be asked to create a
Small groups
Digital board, peer
video of 4-5 minutes, in which they will
evaluation templates,
have
computers.
to
give
corresponding
suggestions group
to
the
(positive
feedback) with the aim of helping them
54
improve their texts. Therefore, they will have a certain time to prepare what they want to explain, to rehearse and to record themselves, as well as structures to use (e.g. you should, you must, we think that, etc.) projected on the digital board. Once they have finished the videos, they will upload them to a shared Google Drive folder. Subsequently, the teacher will collect the peer evaluation rubrics, read them and use them as an assessment for the feedback. Assessment material
PEER EVALUATION TEMPLATE
Evaluator group: ______________________ Evaluated group: ______________________ Read carefully your classmates’ news report. In each of the following questions, tick the option that best fits their text and justify it (if necessary, proposing aspects to improve).
1. How is it organized? ❏ The structure is perfectly organized: it has the headline, the lead and the body. ❏ The structure is well organized, but some parts have been confused. ❏ The structure is poorly organized; some parts are missing or have been confused. ❏ It has no structure.
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●
Justification:
__________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ ______________________________________________________________________________
2. How is the content? ❏ Content is very informative, relevant and interesting to read. ❏ Content is mostly informative, relevant and interesting to read. ❏ Content is not related to the topic and/or has many inaccuracies. ❏ Content is not related to the topic, is not relevant and is inaccurate. ●
Justification:
__________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ ______________________________________________________________________________
3. How is the language used? ❏ The text is rich regarding the language used and it has few or no errors in spelling, punctuation and/or grammar, which makes it easy to read. ❏ The text has a few to several errors in spelling, punctuation and/or grammar, although it is readable. ❏ The text has many errors in spelling, punctuation and/or grammar, which makes it difficult to read. ❏ The text has many errors in spelling, punctuation and/or grammar, which makes it unreadable. ●
Justification:
__________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ ______________________________________________________________________________
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4. Final mark you would give to this news report: ❏ 10 ❏ 9 ❏ 8 ❏ 7 ❏ 6 ❏ 5 ❏ 4
SESSION 16: REPORT WRITING Objectives ●
Interpret, comprehend and write a news report using specific reporting vocabulary.
●
Use technology critically and reader-friendly to search, sort and share information.
●
Participate in group work with a responsible, cooperative and dialoguing attitude, arguing and contrasting own opinions.
Contents ●
Technological content
●
Sports content
●
Environmental content
●
Art and culture content
●
Politics content
●
Reporting language and vocabulary
●
Report text structure
57
Timing
Task
Type of interaction
15 min.
Firstly, the groups will be asked to
Small groups
watch carefully the feedback videos
Materials Computers,
peer
evaluation templates.
created by their classmates in the previous session and discuss what changes can be made to their news report. Moreover, the teacher will attend each and every group in order to give more indications on how to improve their texts. 45 min.
The learners will have three quarters of an hour (approximately) to finish
Small groups
Computers,
peer
evaluation templates.
perfecting their written compositions, having their classmates’ feedback as a reference and the help of the teacher. Assessment material No assessment planned for this session.
58
SESSION 17: CREATION OF THE ONLINE NEWSPAPER Objectives ●
Use technology critically and reader-friendly to search, sort and share information. ○
Learn how to use Wordpress in order to create the online newspaper and post all their articles.
●
Participate in group work with a responsible, cooperative and dialoguing attitude, arguing and contrasting own opinions.
Contents ●
Digital content: ○ Functioning of Wordpress.
●
Technological content
●
Sports content
●
Environmental content
●
Art and culture content
●
Politics content
●
Reporting language and vocabulary
●
Report text structure
Timing 15 min
Task
Type of interaction
Materials
The task will introduce the program
Large group
Computers
Small groups
Computers
WORDPRESS.COM to the students and will show how to access and use the
website
he/she
has
created
previously (with a shared login) 45 min
Students will log on to Wordpress.com and will finish/improve and post their articles
Scaffolding materials No Scaffolding created for this session. The students will count on the introduction given by the teacher about the functioning of Wordpress.
59
Assessment material No assessment planned for this session.
SESSION 18: CREATION OF THE ONLINE NEWSPAPER Objectives ●
Interpret, comprehend and write a news report using specific reporting vocabulary.
●
Use technology critically and reader-friendly to search, sort and share information.
●
Participate in group work with a responsible, cooperative and dialoguing attitude, arguing and contrasting own opinions.
Contents ●
Digital content: ○
Functioning of Wordpress.
●
Technological content
●
Sports content
●
Environmental content
●
Art and culture content
●
Politics content
●
Reporting language and vocabulary
●
Report text structure
Timing 60 min
Task
Type of interaction
The students will have an hour to
Small groups
Materials Computers
finish their news and post them on Wordpress.
Scaffolding materials No scaffolding created for this session.
60
Assessment material ●
Self-Assessment (write the questions on the board and have students journal about it for next week’s class assessment) – Teacher collects. ○
Did I give my best?
○
What did I learn about writing a newspaper in English?
○
What did I learn about communicating with classmates in my classroom, and with classmates across the world?
○
What could I have done better?
SESSION 19: CLOSING Objectives ●
Plan oral interventions appropriate for the communicative situation ○
Make themselves understood and understand others in a foreign language
○
Use diverse oral strategies regarding the communicative situation with the help of scaffolding materials
Contents ●
Technological content
●
Sports content
●
Environmental content
●
Art and culture content
●
Politics content
●
Reporting language and vocabulary
●
Report text structure
61
Timing
Task
Type of interaction
Materials
30 min.
Once had the newspaper done, the teacher will
Large group
Online newspaper,
devote some time to take a look on it with the
digital
board,
whole class. Also, she can invite the students to
computers
comment what have been the obstacles that they have faced or what they have enjoyed the most. So as to help students express themselves in English, the teacher can write some useful sentences in the blackboard. I have had problems with‌. / The most difficult thing has been.../ We have enjoyed.../ We had fun‌ / I felt.... 30 min.
With the whole group, they will write a Top Ten
Large group
List about what they have learnt in this project.
Digital
board,
poster
Their ideas will we written on the digital board by the teacher (or maybe, a volunteer). After that, the teacher will write the list on a big poster so as to hang in the class later. 20 min.
To end up with the session, the students will have
Individual
KWL chart
Large group
Computers
to fill in the What Have I Learnt part of the KWL chart. 10 min
To finalize the whole project, the students will convey their work to the educative community, including teachers, other students and families. Therefore, at the end of the day the students will present and show their newspapers to the rest of the school. In this case, three students that volunteer will be able to speak in front of the whole school and, in the event that this does not happen, the teacher will do so.
Scaffolding materials Writing sentences on the digital board.
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Assessment material
WRITING NEWS REPORT (KWL CHART) What I Know
What I Want to Know
What I Learnt
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2.8. ASSESSMENT In this project we won’t focus only on the assessment of the final output, which is the online newspaper and it is where the competences that the students develop what will be assessed, but we will also consider a continuous rigorous assessment so as to analyze and see how our students progress during the project. Throughout the weeks, thus, we will carry out diversified assessment activities that will allow the teacher to know if the students are progressing correctly or need help to not lose track of the content:
Self- assessment tasks (KWL Chart, sessions 1 and 17; Top Ten List, session 17)
Formative assessment by the teacher (Rubrics 1 and 2, sessions 6 and 9)
Peer assessment (Peer assessment template, session 13).
2.9. LANGUAGE SUPPORT As it is about writing news in a foreign language for the Catalan students, the teacher has to bear in mind to provide diversified and clear language support constantly. First of all it is important to give students real examples of news reports during the writing process, so that they have an idea of how to write it and the writing structure. These supports must contain examples of each section of the newspaper (arts and culture, politics, sports, environment and technology), in order to make students aware the type of vocabulary used and technical language. When having to orally explain or answer the others questions, the teacher will provide a support worksheet with useful expressions that students may use to clarify and organize their explanations.
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REFERENCES ●
Chapelle, C. A., & Sauro, S. (2017). The handbook of technology and second language teaching and learning. Hoboken, NJ: Wiley-Blackwell.
●
Dooly, M. (2008). Telecollaborative language learning. Moderating intercultural collaboration and language learning. A guidebook to moderating intercultural collaboration online. Bern: Peter Lang.
●
Escobar, C. (2012). Content-Rich Language Learning in Content-Rich Classrooms. APAC, 74, pp. 39-47.
●
Littlewood,
W.
(2013).
Developing
a
Context-sensitive
Pedagogy
for
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