Module 6 Unit 3 Activity 2
Course: English
Grade Level: Grade 7-12, ELL (intermediate - high level)
Standard being addressed: Florida Standard Code: LA.1.1.7.6
Demonstrate command of arranging events in sequence.
Measurable performance objective: Students will be able to break down an explanation in order and arrange sentences in order and in a cohesive way.
Lesson Objective:
- Students will be able to use sequence words demonstrated in a “How-To” or “Life-Hack” video.
- Students will be able to organize and deliver an explanation in a clear and organized manner.
How can we create engaging projects for our students?
As educators, first we need to make sure that we have clear objectives for our students. The teacher should make sure that the project they are given lets the students have opportunities to think critically, collaborate, and communicate with others, but also have a clear learning goal at the end.
Teachers need to think about what tools (either digital or not) will help and facilitate the students’ learning, whilst also thinking of ways to motivate and engage students to have a thirst for knowledge, and to further research, share, and perhaps even teach each other new information.
The Project
The project that I have designed is for my ESL students previously (with Ian), however, it could be used in any middle school English classroom when studying storytelling, or organization of stories. I explain the concept of life hacks to them and then they have to do some research on the Internet to find some fun examples. I could even give a live demonstration of some simple fun life hacks such as these from CrazyRussianHacker. However, the main objective of this lesson is actually not about the life hack itself, but understanding how to order and explain a step-by-step process (using sequencing adverbs).
Here is the lesson plan and rubric designed for this lesson:
Other extensions of this project could be to get students to create and share a categorized list of life hacks/how tos using Diigo/LiveBinders, or creating a Facebook page/group where the students could go to collectively make suggestions and share ideas. Students could tweet their findings and share clever life hacks with each other.
Found below are the explanations and worksheets for the project:
____________________________________________________________________________
FOR THE TEACHER:
Lesson Description:
- LEVEL: ESL Intermediate/ advanced middle school - adults
- AIM: Students can show how to do a mundane task better, faster, or in a new way. They can also show fellow students how to cut time on any task by organizing each task, step by step. This will help them use the English language to explain how to do something in an organized way.
Materials:
Explanation:
1. The teacher will give out the handouts and go through each step explaining the movie project.
2. The teacher should make sure the students know the time limit and penalties on the length of the movie. Also they should express that organization is key, and a step by step explanation (using sequencing adverbs) is needed.
3. The teacher should then show the example of a life hack movie clip.
Scoring Rubric:
4
Above
Standards
|
3
Meets
Standards
|
2
Approaching
Standards
|
1
Below
Standards
| |
Length
|
Video was 2 minutes long. (3 seconds under or over is acceptable.)
|
Video was 2 seconds under or over specified time.
|
Video was 4 seconds under or over specified time.
|
Video was 6 seconds under or over specified time.
|
Organization
And
Steps
|
Content uses headings and is well organized with detailed step by step instructions using sequencing adverbs.
|
Content uses headings and is well organized with minor details or sequencing adverbs missing.
|
Content uses headings but the overall organization is flawed and sequencing adverbs are missing.
|
There was no clear organizational structure or order in the instructions with lots of missing details.
|
Workload
|
The workload is divided and shared equally by all team members.
|
The workload is divided and shared fairly by all team members, though workloads may vary from person to person.
|
The workload was divided, but one person in is viewed as not doing his/her fair share.
|
The workload was not divided OR the each member was not viewed as doing their fair share of their work.
|
Sound
|
Clear sound and is easily understood by all members of the audience at all times.
|
Clear sound and understood by all members of the audience most of the times.
|
Clear sound but the explanations are mumbled.
|
Sound is very low or distorted. Audience often has a trouble listening.
|
Videography and Angles
|
Video did not rock/ shake and the focus was excellent with the use of 3 different camera angles.
|
Video did not rock/ shake and the focus was good for the majority of the video with the use of 3 different camera angles.
|
Video had a little rocking/ shaking but the focus was good and the use of 2 different camera angles.
|
Problems with rocking/ shaking and focus. Used only camera angle.
|
Reflection/ Future Goals:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FOR THE STUDENT:
TOPIC:
How-to videos on life hacks:
- You can show something that the everyday person doesn’t already know.
- You can show how to do a mundane task better, faster, or in a new way.
- You can also show fellow students how to cut time on any task.
All movies have to be 2 minutes long (3 seconds over or under is acceptable). Make sure your movies shoe a step by step explanation in an organized way.
PROCESS:
STEP 1: Get into groups of 3 students.
STEP 2: You will choose your topic and start working on a script. Each member of your group has to have a significant part in the movie.
STEP 3: Bring your script to class/the English café, and get it checked and revised by a teacher.
STEP 4: Make the corrections to your script and then plan your movie on storyboards (See the reverse side of this paper).
STEP 5: Bring the storyboards to class and get your teacher to check them and make any necessary revisions.
STEP 6: Start filming the scenes of your movie.
STEP 7: Put all the scenes together in an editing program (such as Windows Movie Maker). Edit your movie.
- Give your movie a title (max 5 secs)
- Trim and cut the scenes as necessary
- Add smooth transitions
- Add any voiceovers and music
- Don’t forget the credits at the end (max 5 secs)
*Don’t forget to use sequence adverbs!!!
OTHER NOTES:
- Make sure you give your best effort. Try to make any costumes you use as realistic as possible!
- Don’t be a robot!! Try to put some emphasis and intonation in your speech; it’ll make your performance more believable!
- Try to have fun! Your audience will appreciate it more. Humor is definitely encouraged!!
S T O R Y B O A R D
1
|
2
|
3
|
4
|
5
|
6
|
7
|
8
|
9
|
10
|
11
|
12
|
13
|
14
|
15
|
16
|
No comments:
Post a Comment