Gratitude

Title of Project: Gratitude

Schools and Teachers

The Wheatley School Teacher: Jason Craven

ENL Proficiency Level | ENL Program | Standards | Technology

Appropriate for all levels | Stand-Alone | RH7 (6-8), WHST3, 11-12L6 | Edpuzzle

Assessments

Formative:

Students are formatively assessed through their input in each of the activities: comprehension questions in the Edpuzzle video, summary of information learned from the article.

Summative:

Summative assessment is provided through the students’ written paragraph and recorded video.

Description

This lesson consists of a hyperdoc that comprises multiple interactive components. By watching a video (with embedded comprehension questions), defining relevant vocabulary, reading along with a spoken article, and generating their own gratitude journals, students learn the importance of gratitude and its effects on well-being. Students’ Flipgrids complete the assignment.

Content

I can demonstrate my understanding of gratitude by integrating information presented in video and digital text in a personally relevant textual composition.

Language

I can use the present tense and household vocabulary in an academic register to write a narrative on a given topic.

Technology

I can use online resources to interact with text and video in order to acquire new topic-specific vocabulary, and to then produce my own text and video using that vocabulary.

Student work

LINK TO East Williston UFSD The Wheatley School Work Samples:

https://drive.google.com/drive/folders/1FxZhmY9J-Dwg6q7AstQYxlXph5dAnexX?usp=sharing

Procedure

Students first watch a short Edpuzzle video (containing comprehension questions and clarifying notes) that illustrates the importance of being kind to others and showing gratitude for others’ kindness. Next, students use the WordReference online dictionary to translate and define four vocabulary terms that are relevant to the lesson. Then students are directed to an external site that contains an informational text about gratitude with recorded audio (in slow, normal, and fast spoken English). The site also has on-click translation of individual words in the text to students’ home languages. After having learned about gratitude, students are asked to tour their own home to identify five things that bring them a sense of gratitude. Students then apply their understanding of gratitude by writing one paragraph describing the previously-identified items from their home and why those items make them feel grateful. The lesson concludes with students recording their own Flipgrid videos (based on the paragraph they have written) and posting to the online classroom.

Resources and Other Materials

Reflection

I feel that the use of various technologies and modalities aided students in acquiring an understanding of the concepts being taught in the lesson. In separate virtual meetings, students demonstrated their understanding of the lesson, but remote learning has made it difficult for students to remain fully engaged in their work. In a future implementation, I will break the activities into separate lessons and work with the students virtually (using Jamboard or Whiteboard.io to collect realtime student input).