Lesson plan for Webquest
Ms. Karla Chavez
Susana Zapata
Pedagogy in English
Patricio Onetto
Pedagogy in English
Lesson plan for webquest
Background:
Theme: searching and selecting general material using webquest.
Lesson topic: searching and selecting facts on preparing for a job interview.
Grade: 12
Standard : Mineduc 4ยบ planes y programas unidad 2
Preparation
Content objectives:
To search and select information referring to topic.
To apply information on webquest
Language objectives:
To produce a curriculum
To distinguish between a properly written curriculum and a one not written properly
To compare between a good interview and a bad one..
To reproduce an oral presentation of the webquest and of the job interview simulation.
Cognitive skills :
Research : facts on preparation for a job interview and writing a curriculum
Organize: information researched
Analyze: select information referring to the topic (curriculum and interview skills).
Synthesize: design and compose a curriculum
Create a web quest using all the information
Linguistic skills :
Reading : skimming and scanning different texts.
Writing: a curriculum using a format and adequate language.
Speaking: oral presentation in English of the webquest and job interview simulation. (role played)
Learning strategies
Using internet in a selective manner. Using visual aids. Using listening aids, developing vocabulary through research reading. group work to develop cooperative skills. Using webquest as an aid to present project.
Key vocabulary:
Job interview, curriculum, personal presentation
Material:
Computer
Internet connection
Support links
Lesson plan for Glogster
Ms. Karla Chavez
Susana Zapata
Pedagogy in English
Patricio Onetto
Pedagogy in English
Lesson plan for Glogster
Background:
Theme: searching and selecting general material using Glogster.
Lesson topic: searching and selecting facts on the popularity of a famous singerr to present on Glogster.
Grade: 12
Standard : Mineduc 2ยบ 4 unidad. Mineduc planes y programas.
Preparation
Content objectives:
To search and select information referring to topic.
To apply information on Glogster
Language objectives:
To produce a informative magazine type article
To apply proper format and language for a magazine type article.
To reproduce an oral presentation of the glogster.
Cognitive skills :
Research : facts on the artist
Organize: information researched
Analyze: select information referring to the artist.
Synthesize: design and compose a magazine article
Linguistic skills :
Reading : skimming and scanning different texts.
Writing: a magazine type article using the proper format and language.
Speaking: oral presentation in English of the Glogster
Learning strategies
Using internet in a selective manner. Using visual aids. Using audio aids, developing vocabulary through research reading. Pair work to develop cooperative skills. Using glogster as an aid to present project.
Key vocabulary:
Famous singer, magazine article, informative, tools
Material:
Computer
Internet connection
Support links
General content:
Detective
1.-Foreshadowing
2.- Learning Objectives: What should students be able to do at the end of this lesson? Is there alignment with course objectives?
To look for clues in the story that suggest future events and the outcome of the story.
To understand the foreshadowing technique
To relate with peers and work in a group setting
3.- Instructional Procedures: How will I…?
…gain students’ attention
Discuss the outcome of The Landlady with the class
Tell students to pretend they are detectives investigating this situation
Divide the class into groups of about 4
…recall prior relevant information?
Begin class by asking students if they have ever run into someone accidentally as they rounded the corner of a building. Ask students what might have helped them avoid the collision. In other words, how could they have known someone was there before they actually saw them? (You might hear them talking, whistling, or walking loudly)
2. Ask students to think of a situation in which they might know someone is coming without hearing them first. Elicit from them that if it is sunny and the sun is in the right place, you might see the shadow before you actually see the person. This shadow would hint at the person's presence before the person actually arrived. You see a shadow before you see the person.
4.- Material Needed: The T-chart
…present new material?
Provide students with the literary definition of foreshadowing: The use of clues or hints to suggest events that will occur later in the plot. Tell them that the clues in the story could be looked at as the shadow of a later event just like the shadow on the sidewalk
5.- Announcements:
There will be homework and will be due next class .The marks will be given the following class.
…elicit performance?
Through previous preparation (defining foreshadowing) and the T chart in group work, the students will be better prepared for understanding the story and the homework.
…assess performance?
Collect paragraphs and assess using the provided rubric. Provide students with appropriate feedback.
…enhance retention? (Homework assignment)
Tell students they should now use the information from their charts to write a paragraph that explains how foreshadowing in The Landlady contributes to the development of the plot. They should use their T-charts as support. Tell students they should now use the information from their charts to write a paragraph that explains how foreshadowing in The Landlady contributes to the development of the plot. They should use their T-charts as support
Test Questions Ideas from Today’s Objectives
write a paragraph that explains how foreshadowing in The Landlady contributes to the development of the plot
Follow-up:
will reflect on the homework in the beginning of next class
I think the most effective test technique on my opinion is essay, because students can practice writting, comprehension and vocabulary and make clear ideas of what they want to say about a subject or something in general.
On my opinion the least effective test technique is matching because students could match knowing the answer or guessing even if they don’t know wich alternative is correct.
- True/false
This does not directly test writing or speaking abilities: only listening or
reading.I t may be usedt o test aspectso f languages ucha s vocabular5 grammar'
content of a reading or listeningp assageI.t is fairly easyt o design;i t is also easy
to administer, whether orally or in writing, and to mark.
Example.
Personality factors are the most important factor to improve our learning skills
_ True _ False
- Multiple-choice
This may be used for the same testing purposes as true/false items; it does test
rather more thoroughly since it offers more optional answers and is obviously
very easy to mark. It is administered more conveniently through writing; but
note that sincet he reading of the question-and-optionsis fairly time-consuming,
the processo J comprehensiono f the actual questioni tems may take more time
andeffort than the point ostensibly tested, which raises problems of validity.
Another important problem is that good multiple-choice questions are
surprisingly difficult to design: they often come out ambiguous, or with no clear
right answer, or with their solutions over-obvious. They are to be approached
with caution!
1. Which of the following is one of the major approaches to psychology?
a. psychoanalysis
b. structuralism
c. psychiatry
d. New Age Movement
- Gap-filling and completion
This usually tests grammar or vocabularS as in the examples. It is tedious to
compose, though not so difficult as multiple-choice; it is more easily
administeredi n writing than in speech;t he marking is usually simple.Y ou may
need to be aware that there is more than one possible right answer.
Example:
Everything ..... she did was just right
You have ten minutes to write down the word that doesn’t belong to this group of words proyected on the board.
You are going to work in groups of three and have to designate a sopkesman to give the answers. After that all of you are going to discuss why do you think that’s “the odd man out” word.
Remember, to give opinions you have to rise your hand and the rest of you keep quiet until your turn to talk comes.
-Danny Ulloa
-Patricio Onetto
-ED
(1) How important do you think motivation is for success in language learning compared to, for example, language aptitude?
I think motivation is probably the most important factor to reach our goals. Without motivation we won't take risks, for this reason , on my opinion, I think that is a fundamental part to improve our learning skills.
On the other hand if we are motivated but the teacher or class aren't , probably over the time we will loose interest thus motivation.
(3) What characteristics and behaviors do you associate with the image of a motivated learner?
Probably most notorious characteristics are the need for achievement, goal orientation, tolerance of ambiguity and the most important characteristic to achieve all of our goals in life is Perseverance.
Box 20.2 Survey of student opinions
1.- Number of People : Five people
2.- Most popular choices : There were two
(5) A good teacher is warm and friendly towards students
(7) A good teacher is interested in each student as a person.
3.- Least popular options : there were a few but the least option was :
(16) A good teacher uses corporal punishment occasionally
4.- A possible explanation for the most popular choices, I think maybe that’s the vision that we want or have of a good teacher, in my case I would like to be a comprehensible and dedicated teacher to my students, of course in a respectful way, because in that way we can help to students to get motivation and make the subjects of significance for them.
A possible explanation to the least popular, well clearly violence it’s the wrong way to teach and to the understanding of the students.
5.- A suggestion, i found some of the questions a little bit outdated, considering the methods of education that we have been studying for the past two years.
- ED
