Lesson: Who is
on the planets?
Theme: Los planetas
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Objectives:
Standards:
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Materials/Resources:
1.
writing utensil
2.
youtube video
3.
visual pictures
4.
student pictures
5.
worksheet
6.
windows movie maker
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Activities/Procedure.
Warm-up: ¿Tienes un planeta favorito? ¿Cuál planeta is tu favorito? I
will ask the students what number their favorite planet is.
Introduction: Teacher will
tell students that we work more with the planets. The students will watch a
video on YouTube about the planets (http://www.youtube.com/watch?v=ZUPi8pLb9Dw).
The teacher will stop the video to ask the students which planet it is.
Providing Input/ Engaging the Learners: The planet pictures will be on the board. The
teacher will ask the students to take their notes out from yesterday. The
teacher will say the name of the planet and the students will repeat. After
the teacher will ask the students to repeat the order of the planets. For example, “Mercuario es el
primer planeta”.
Assessment: The teacher will pass out a worksheet. The teacher
will have taken pictures of students the day before and will have them
printed and on the board. The teacher will put student pictures on the
planets. Teacher will ask students who is on what planet and then what planet
it is. The teacher and students will do two examples together and the teacher
will write the answer on the board. The students will write the responses on
the worksheet using the proper form of estar. The students will do who is on Mercury,
Venus, and Earth together. The students will then do the other planets on
their own, talking with their groups. The class will then go over the
answers. The students will then have to write which planet they are on and
its ordinal number.
Closure/Conclusion/Summary: The students will identify the names
of the planets in Spanish when the teacher points to the planet and says the
ordinal number. The students
will then repeat the mnemonic device: Mi
Vecino Educa Muchos Jóvenes Sobre Un Nuevo Planeto.
Assignment/Homework: The students, in groups of 4, will create
their own movie with the planets on windows movie maker. The only things that they need to include
are the names of the planets, the verb estar and the ordinal numbers. The
students are given total creative control.
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The content that I am teaching is the names of
the planets, the ordinal numbers and the use of Estar for physical location.
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The challenging concept in this lesson is the
use of Estar and having the conjugation match the subject that is being used.
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There are no state standards in PA for world
language, So I am using these ACTFL Standards: Standard 1.1: Students engage in
conversations, provide and obtain information, express feelings and emotions,
and exchange opinions, Standard 5.1: Students
use the language both within and beyond the school setting and Standard 5.2: Students show
evidence of becoming life-long learners by using the language for personal
enjoyment and enrichment.
·
The
essential questions are: What are the names of the planets in Spanish? How
does the verb Estar change when conjugated for different subjects? What is the
order of the planets?
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The
pedagogical strategies I am using are modeling and scaffolding. I am using
scaffolding because the students already learned the conjugations for Estar
in the previous unit. I am modeling
the correct sentences structure with examples because the students are still
not experts in sentence structure in Spanish. I am also incorporating
pictures of the students and visuals of the planets so they can learn in a
meaningful way. Many of my students are visual learners and they also like
watching videos and listening to songs, so I included a video. Some of the
students do not know the order of the planets in English, so I included a mnemonic
device.
·
I
chose these strategies for various reasons. I chose scaffolding because in
Spanish, the concepts build upon eachother. Estar is a verb that is used in
other verb tenses and is a very common verb in Spanish, so I did not want the
students to forget it. I chose modeling because it helps the students who cannot
come up with the sentence and sentence structure on their own. The students are in 6th grade so
they need a lot of modeling and structure.
·
I will
be using a YouTube because it has the names of the planets, in Spanish, and
it goes in order. The lesson is not impossible to teach without the video, it
is just a nice introduction into the lesson. The video has a dog on a rocket ship,
traveling to the different planets. I told the students that they will have
to say who is on what planet, in order to save their classmates from being
stranded. The learning is deepened because they see an actual use for know
the names of the planets and they enjoy watching videos. It is another way
for the students to see the content being represented.
·
I am
also having the students create their own movies on windows movie maker,
using the names of the planets, ordinal numbers and the verb estar. The
assignment would be impossible without windows movie maker because the
students need a means of editing and producing their video. The students will
have a deeper understanding of the material if they create their own videos.
·
The YouTube fits into my pedagogical
strategies and theories because the students are able to hear the
pronunciation of the planet and they are able to hear “fun facts”, in
Spanish, about the planets. The pronunciation is modeled for the students by
a native speaker and they already learned the names of the planets. The
students who are visual learners are engaged by watching it and the auditory
learners are engaging by hearing the video.
·
The student-created video fits into my pedagogical
strategies because the students are able to create their own videos and they
have the ultimate creative control. They are able to use all the tools that they
learned to create the video. They have a model video and models for sentence
structure through the worksheet activity, but they can use whatever means to
meet the requirements of the videos.
·
The
technology of the window movie maker helps the students to address the
essential questions. What are the
names of the planets in Spanish? How does the verb Estar change when
conjugated for different subjects? What is the order of the planets? The
names of the planets in Spanish will be learned because most students will
use visuals. Many of the students will give put the planets in order in their
video, using the ordinal numbers. The
students will be able to use the verb Estar in multiple conjugations by
changing the subjects. They can talk about themselves, themselves as a group
and different people or things that are on the planets.
·
I want
the students to know the ordinal numbers, the names of the planets and the
conjugations for the verb Estar. I will assess their learning through the
formative assessment of the worksheet and the summative assessment of the student-created
video. Technology plays a large role
in the summative assessment of the videos because the students need to be
able to edit and produce their videos. The students will change their minds
and/or make mistakes that they will have to edit out. They will probably ad
special effects and transitions. The technology plays the role of the means
for delivering their knowledge in a meaningful way.
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Sunday, March 24, 2013
CEP 800 Lesson Plan
Sunday, March 10, 2013
Sunday, February 3, 2013
CEP 800 Audio Production
Here is my podcast for the audio production assignment:
https://www.msu.edu/~slifersa/audioproduction.mp3
https://www.msu.edu/~slifersa/audioproduction.mp3
Friday, December 14, 2012
Wicked Problem Project Final
Here is the link to my Presentation!: wicked_problem_project
As a world language
teacher, many teachers face the problem of the most important component of
language acquisition also being the weakest for their students. This component
that I am talking about is speaking. In research from Georgia State University,
2/3 of students thought that speaking was the most important component of
language acquisition, but only ½ felt comfortable to do so. The problem that
teachers face is that students are not comfortable speaking in the target
language with an authentic accent in front of their classmates. Students
cannot become fluent the language unless they are proficient at all components
of language acquisition: speaking, reading writing and listening. The other
problem is that the teacher does not have enough time in a 40 minute class
period to individually ask each student to have a meaningful conversation that
can be graded.
In order to solve this
problem and maximize instruction time as well as increase oral proficiency, I
have researched tools and found tools that allow teachers to create web-based
assignments as well as submissions that students can make in the comfort of their
own home. These tools allows for teachers to re-create conversation as well as
give students an opportunity to speak more in the target language since many
students only speak in the target language during class time.
In order to implement
this plan, I created a wikispace that served as a resource for teachers. I was
able to share my wikispace with friends who went to school to become a language
teacher as well as current world language teachers. On my wikispace, I
identified the 7 resources that I used : Voicethread, Audio Dropbox,
Conversations, Lingt Language, Vocaroo, Voki and Blabberize. I was able to
create separate pages for each tool. I gave the teachers a brief description
about the resource, how it could be used effectively in the world language
classroom, provided an example of the tool being used as well as a start-up
sheet on how to use the resource.
I created a survey on
survey monkey to infer about the success of my project. I asked teachers to
answer questions about language acquisition, the resources that I shared with
them and the components of my wikispace. All the teachers strongly agreed that
the tools would make the students more comfortable speaking, which was one of
the main goals of my project.
In regards to the
TPACK model, I believe that the interaction of technology, pedagogy and content
makes the solution to my problem promising because the technology is enhancing
the content as well as creating a safe environment for students to be
successful in. Students will better succeed in an environment that allows for
them to feel safe to express themselves and think openly. In relation to
technology and pedagogy, the resources allow teachers to create authentic and
meaningful speaking situations for the students that allow for personalized
responses. In regards to the technology and pedagogy in my implementation, I
was able to model for the teachers how to effectively create an assignment for
students using the technology. In relation to technology and content, the
tools allow for the resources to increase the rigor by having students speak
outside of the classroom, giving them a deeper understanding of the content. In
regards to the teachers, the content becomes more accessible and the teachers
can better understand more about selecting the proper technology for each goal
by reading about the resource and viewing the start-up sheet. In regards
to pedagogy and content, students have multiple ways and tools to represent
their knowledge and teachers have multiple meanings to give a speaking
assignment. Through the tools students can take part in a simulated
conversation with the teacher, create an avatar or photo that speaks using the
students’ voices, submit an online assignment that uses oral responses or
submit a recording of themselves. Teachers are able to select the resource that
they would like to use based on the goals that they have.
If I were to complete
this project again under the same circumstances, I would have asked the
teachers to complete a Google doc as well. I would want the teachers to be able
to give me opinions about each resource as well as ideas for how they would use
it in their classrooms. I would also want to have the project be extended
longer so that I could ask teachers to implement it into their lesson plans and
help them to do so effectively. Overall, I think that my wikispace is a
worthwhile resource to look into. The tools that I have found allow for
teachers to grade each student on their oral proficiency, increase oral
proficiency, create a safe environment for students to speak in, allow teachers
and students to reflect on their oral progress, extend language use beyond the
school setting and provide opportunity for personalization. The start-up sheets
are a convenient resource that allow for all teachers to learn how to use each
tool. In regards to what this project did for me for me, the wikispace helped
to build a foundation of resources that I can share with my colleagues at my
new long term sub job.
Friday, December 7, 2012
Professional Learning Plan
I took 810 earlier in the semester along with 811. My
major goals of my personal growth plan were to: implement technology 3 times a
week in my future classroom, learn more about cutting-edge strategies such as
flipping the classroom, learning more about web 2.0 tools and share these tools
via blogging or a website.
I was not able to
meet the goal of implementing technology 3 times a week because I still do not
have a teaching job. I have a few interviews next week for long-term sub
positions, so hopefully something can come of that. I am also applying to an
area high school to be a technology integration specialist! I have learning
more about flipping the classroom through my group leadership project and web
2.0 tools through my SIG project from 810 and my WPP from 812. I have been able to blog a lot in 812 and I
also created a website resource for 812. I have also been updating my online
portfolio from 811.
Here is the link to my Prezi: My Professional Learning Plan
Group Leadership Project
Our group's specialty was flipping the classroom. We used the resource WatchKnowLearn.org as the resource that we would create our professional development tutorial. To create our tutorial, we used the resource Adobe Presenter. We used this resource because it allowed us to easily add voice narration over a pre-existing powerpoint. It is very user-friendly for the creator and those who are watching the presentation.
Through working on this project I learned about two new technology tools. I learned about Adobe Presenter as well as Popplet. Popplet is a great mind-mapping tool and it is something that I would use with students. It allows users to easily organize and color coordinate different popples as well as connect the popples. It reminds me of Prezi, except you are able to see everything at once. We used Google Docs to create our script and this was an easy tool to use to collaborate and share the script.
Overall, the project was great for learning and I think that our presentation came together really well. My group worked so well today, it was such a pleasure to work with Heidi and Jamin. We were able to meet all of our deadlines, meet online and communicate effectively. In regards to the presentation Heidi did all of the editing and she was the leader in organizing everything and giving our individual deadlines. I created the powerpoint presentation and Jamin put it into Adobe Presenter and did the voice narration as well as the final production. Working with Heidi and Jamin gave me the feel of the Personal Learning Community that I am missing by not having a teaching job. We were so supportive and helpful to each other, it was fantastic!
During the project, I learned more about working with a group. This was the first time that I worked with classmates, that I had never met face-to-face in real life, online and that were not in my content area. We were all at different points in our teaching careers, but we were all able to make it work. I learned that it was very important to have an overall idea of what we would like to accomplish as a group in a reasonable time frame. It really helped by having a group timeline so that we could give each other enough time to complete our parts. I also learned that it is important to keep in close contact via text, email and google hangout. We texted Heidi and Jamin almost daily and I would talk to Jamin on the phone a lot. I have never met my group members but I had to trust them and support them to effectively and collaboratively meet our goals.
If I had to do a similar project again, I would not change much if I were working with the same people because we worked so well together. By having the timeline, it really pushed me not to procrastinate because I had to finish my part so my group members could finish theirs. I would like the project to not be as long because I felt as though it was longer that it needed to be, but I am only in 812 during this session and I do not have a teaching job. I felt that Part A and Part B and all the work leading up to the final presentation was very spread out and then the presentation creation was not as long. Aside from that, I do not have any complaints about the project. We were able to learn about a great resource, WatchKnowLearn, that is in an area of Educational Technology that interests us. It was a great project!
Here is the link to our presentation, using adobe presenter: Group 4 Project
Sunday, December 2, 2012
Mobile Learning Lab
Classroom 2.0
I have been
following classroom 2.0 on twitter for about 9 months now. They are one of the
first people that I followed on my student teaching twitter and they always
tweet great resource, especially during #edchat.
This is what I
posted in the group on the site:
I think that we
obviously need to adapt our teaching to the students that we are teaching.
Young people are attached to their phones and their whole lives are on their
phones. While I was a technology intern at a high school outside of Pittsburgh,
they were on board with using personal devices as much as possible in the
classroom. Not every single school is as supportive as this school. I think
that using cell phones in school depends on the school culture and how it is
educationally beneficial as well as if it is properly implemented.
The school that I student taught at was not a school that I would want to use
cellphones in the classroom a lot with. The high school students would take
calls during teachers' classes and be on their phones all the time in other
teachers' classes. The teachers never said anything and could not control it. I
was lucky and was able to talk to them and
set boundaries with repercussions before I started
teaching. The worries of many are that the students aren't actually doing
something productive because you can not see their screens, they are
doing inappropriate things during class time and it is a distraction.
I was able to do an activity with my students and their phones using google
maps and they really liked it. While I was a technology intern the teachers and
students liked using their personal devices and the students respected the
limitations of using the phone in class. There also needs to be thought that
not every student has a smart phone that is capable of accessing the
internet. I think that if it is implemented appropriately, cell phones are
a good thing to use in classrooms. There are many educationally friendly
applications and web-based resources.
Survey-Poll Everywhere
For my survey,
I asked people what their favorite season was. It was a survey that anyone
would be able to take. I posted it to my facebook and twitter and I had 11
participants. 5 people said their favorite season was summer, 5 for fall and 1
for winter.
I think that poll everywhere is a great tool to use in schools. I
would use it to check comprehension as well as get feedback from students of
things they are struggling with. It does not tell you who the text is from so
students can feel comfortable sharing their opinions without their names. I
know that it is something that many teachers are beginning to use and I think
it is great! I do not think that it is something that should be used all the
time, but maybe one of two times per unit.
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