Cube Creator and others

Web (15 minutes):

The teacher will use the vocabulary in context about Halloween presented in the video just watched by the students. Then, the teacher will review those Halloween-related vocabulary words that appeared in the video through Cram. Students will see the flashcards, read the vocabulary and listen to practise pronunciation. This will give each student the opportunity to participate. Those learners who feel more comfortable by reading or listening can choose to do one activity or another. 

Benefits of Cram: This app is wonderful for SEN students since it can provide them with access and visual learning support to those who have diverse abilities and needs. Cram offers interactivity and independence. Learning can be more engaging and enjoyable since this app fosters the use of multiple senses by including audio pronunciation of words, pictures and so on, enhancing the multisensory learning experience and catering to various learning styles.

What's Next (10 minutes):

The teacher will introduce Cube Creator She will divide the students into pairs to create their story cubes, incorporating the vocabulary and concepts learned during the "Web" phase. The teacher will encourage students to think about what they want to write in their Halloween-themed stories. She will foster their creativity by encouraging them to add pictures or even create the whole story from visuals. For those students who feel more comfortable recording their voices instead of writing, the teacher will present Podbean and for those who may find it challenging to write and need a stylus pen, Evernote The teacher will offer additional guidance and support for those SEN students who may need it. Also, she will encourage peer collaboration to foster a sense of community inside the classroom. Then, the students will share their story cubes.

Benefits of Cube Creator: This is a wonderful tool that may be extremely useful for dyslexic students since it allows the user to organise information through visuals and also for those who find it difficult to speak and feel more comfortable writing. 

Theoretical framework:

SEN Model 

As outlined by Hockley (2017), technology presents a diverse range of opportunities for the benefit of SEN students. These tools not only contribute to enhancing students' confidence and self-esteem but also support them in working independently or collaboratively, thereby helping them overcome frustration. The proposed lesson plan takes into consideration the diverse needs of SEN students. Utilizing the app Cube Creator, students with hyperactivity disorder can craft their Halloween stories in a more enjoyable, entertaining, and dynamic manner. Furthermore, Evernote enables students with visual impairments or dyslexia to customize background colours, letter size, and font, tailoring the learning experience to their specific requirements. Additionally, Podbean offers a platform for students who prefer speaking activities or those with visual impairments to record their voices in a lively and engaging manner.

Bloom's Digital Taxonomy (Seed, 2016) expresses that tasks should go from lower-order thinking skills (LOTS) to higher-order thinking skills (HOTS). In this lesson plan, the use of tools such as videos to retrieve prior knowledge and Cram to revise the new vocabulary will allow students to reach a higher-order thinking skills to create a story with Cube Creator 

Throughout this lesson plan, students will progress through these stages:

• Remembering and Understanding: Students will watch a video about a Halloween story, comprehending and recalling crucial information.

• Applying: Students will be tasked with reading the related vocabulary through Cram and also listening to practise pronunciation. Then, they will write their own Halloween story.

• Analyzing: Students will revisit and refine their vocabulary,

• Evaluating: Students will share their ideas to write their stories with the teacher. She will aid them and give feedback.

• Creating: Students will be prompted to write their own Halloween story.

All in all, by integrating Bloom's Digital Taxonomy into the context, it can be asserted that employing the Cube Creator prompts students to engage in higher-order thinking skills, particularly evaluation and creation. Initially, students are tasked with deliberating on the information and types of visual support they aim to incorporate into their story. They are required to strategize the creation process, evaluating and refining their final product before submission. Concurrently, students will apply their creativity and digital skills to organize and seamlessly integrate information and visual elements into a Halloween story. 

SAMR Model

Puentedura (2006) categorises four different degrees of classroom technology integration:

• Substitution: Technology has substituted existing processes with no change. These tools used have replaced pieces of paper or Gdoc/Word documents but they haven’t replaced the steps needed in order to learn and write a story.

• Augmentation: The use of technology in this lesson plan makes improvements in the process. It is a great opportunity to get our students to work with different tools that they may have never used before and get them acquainted with new ways of working.

• Modification: This can help them to get acquainted with new tools that they probably knew nothing of.

• Redefinition: This is the last stage of the model. Here, technology has transformed students' experience by making it more collaborative, creative and authentic. The final task wouldn’t have been possible without technology: the tools selected really facilitate students’ production.