8. Lesson Plan enhanced by Mindmeister and Genially!
By Nathalie Taiah and Clara Scarangella
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INCLUSIVE LESSON PLANS
INCLUSIVE LESSON PLANS
LESSON PLAN Nº1
Grade: 7th form
Time: 50’
Topic: Clothes (naming clothing items and talking about them using adjectives)
WARMER: (10’)
The teacher will write on the board the word CLOTHES in capital letters, she will ask the students what they know up to that moment so as to elicit what they actually know. The idea is to do a kind of brainstorming on the board.
WEB: (30’)
The teacher will introduce the vocabulary items left with the use of flashcards so that students can match spelling with meaning. After doing this, the teacher will take the students to the computer lab to use the Online Tool called MINDMEISTER (which appears in Nathalie’s PLE) in order to create an online mind map!
Students will be shown how to create an account in order to access the platform
Sign in with Google or Facebook - choose your account - click on Continue
Click on Sector Educativo
Fill in the boxes with the following information: Estudiante, escuela primaria/secundaria and solo yo. Click on Continue, then click on ORGANISE INFORMATION.
You are ready to start creating your mind maps!
The app will provide the students with a short tutorial. First you write a word in the middle on the map and then you click on ENTER to start deriving words from it.
Students will be asked to match words in capital letters with images in order to help students with hearing impairment for instance, they will also be asked to use audios in order to help students with visual impairment.
ACTIVITY:
Look at your mindmap.
Is there any word you do not know? Look it up on Google Images and download an image so as to have a visual aid.
Can you sub-divide it into two subgroups? Winter/Autumn clothes and Spring/Summer clothes.
Is there any word you feel you are mispronouncing?
Websites to visit
Google (enter the word + definition/meaning) for definitions
KidsSearch for definitions.
Google Images for images. (tools + licencias creative commons) so as to look for images free from copyright.
Use Youtube (enter the word + pronunciation) for short pronunciation clips.
WHY THIS APP?
We chose this app mainly because we think it can enhance learning. This app is great for visual learners, it is good to help students with both visual and hearing impairment, plus, collaborative work will be fostered by the use of this app. Students will have an active role in the classroom, in other words, they will be creators of content. The use of images and audios makes this app easy to use with SEN students. A short review will be included:
WHAT’S NEXT: (10’)
Students will be asked to think of a possible list to make a trip to Mar del Plata
Have the following questions in mind
What would you wear? Why?
Do you think you will take only winter or summer clothes? If both, why?
Then, they will be asked to make little charts on a piece of coloured paper to leave it in the classroom. The teacher will then make a poster with all the student’s creations.
LESSON PLAN N°2
Grade: 7th form
Time: 50’
Topic: Clothes (naming clothing items and talking about them using adjectives)
WARMER: (10’)
The teacher will start the class by reading everyone’s lists of clothes for the “trip to Mar del Plata”. Do you think your list is complete? What would you add?
WEB: (30’)
The students will be asked to look for images of outfits they will like to show in a fashion show as if they were fashion designers. (In short we will state where the investigation should be carried out) They will have to create short descriptions of what every model is wearing and for that matter they will be asked to use the structure adjective + noun (in this case, clothing item). Students will be asked to use the app Genially to put together an apelling invitation for the fashion show to be carried out in some time.
Once the students have put together all these information on a google doc document they will be asked to:
Look at the pictures:
Can you put together a beautiful invitation to appeal to people to come to the fashion show?
Try to look for:
definitions
images
videos/gifs
Pages to consult: pinterest for images
google for definitions (word + meaning)
youtube for short videos
google images for gifs
TUTORIAL on Genially:
To begin with, you need to create an account. Once you are all set, click on 'Create' in the homepage to start your work.
Now, you have to choose what you want to create. Genial.ly offers a wide variety of options: you can design your own presentations, infographics, maps, interactive designs, cv's, etc.
After you have chosen what you want to create, you need to decide whether to use one of the templates available (recommended) or create your work from scratch.
After exploring all the templates and deciding on which you want to use, click on 'Use this template' and start working on your project.
Edit the text in each of the pages and click on the '+' button to add a new slide. You can change the font, colour and size of the letters as you wish.
You can insert videos, images, animation, etc. in each of the slides by exploring the menu on the left. Just click on the item you want to add and place it where you want it in your presentation.
Once you have finished, click on the sharing icon to see the options available. Remember that all changes are saved automatically. You can share Genially on social media, get a link or an URL code.
WHY THIS APP?
We have chosen this app given that it is a great tool for visual learners, as it was said before this app will enhance and foster an environment of collaboration. We think it’s super inclusive given that students with all learning styles can learn from it, and due to its option of adding videos and audios, we think it is a great tool to use with SEN students.
A short review will be included:
WHAT’S NEXT: (10’)
Students will be asked to upload these invitations to their google classroom group. They will write a short paragraph with all the reasons why they think their fashion show is the best one. Some questions to think about:
Why should people go to your fashion show?
What’s unique about your fashion show?
Is there any other activity or performance in your fashion show? If so, which one?
Then, students will come to the front and read aloud their paragraph in pairs.
THEORETICAL FRAMEWORK
THEORETICAL FRAMEWORK
THERETICAL FRAMEWORK RELATED TO PLAN Nº1:
LOCAL VS GLOBAL:
We consider this theoretical framework because local materials, in this case clothes, are specifically produced for a country or region (Argentina, Mar del Plata) given that they have been adapted in one way or another in order to fit learner’s background and national curriculum, for instance, by including references to local personalities, places, historical events, among others. In a way, this lesson tackles a cultural feature which is clothes and so it enhances the learning of English. This lesson also provides a suitable context for the taks and it helps give students a sense of purpose other than fulfilling the goals of the English lesson per say. And we can also contrast this idea with the notion that a global coursebook is defined by Tomlinson (1998) as a “coursebook which is not written for learners from a particular culture or country but which is intended for use by any class of learners in the specified level and age-group anywhere in the world.”
THEORETICAL FRAMEWORK REGARDING LESSON PLAN Nº2
SAMR Model
The SAMR Model was created by Ruben Puentedura and its acronym stands for Substitution, Augmentation, Modification and Redefinition. This method deals with how the use of Information and communication technologies has changed the teaching and learning paradigm and the impact this change is having in today’s classrooms. In short, this model states that computer technology may be crucial when it comes to enhancing teaching and learning in the society in which we live where technology is present in almost every aspect of our everyday lives. Thus, the use of IT tools is seen as a paramount factor in developing our students' skills as well as in engaging them in the learning process.
Lesson plan Nº2 takes into account many aspects in the SAMR model for the design of the activities and tasks students will have to perform. Firstly, students are going to create invitations to a fashion show, instead of doing so with construction paper, a pair of scissors or glue, they are encouraged to create their invitations with the app Genially. Thus, there is Substitution in the sense that technology replaces traditional ways of presenting information. In addition to this, as Genially offers its users many features to put together really visually-appealing productions, students will associate the visual aid of a picture and its meaning in English, plus the use of adjectives which could be seen as the Augmentation stage Puentedura put forward. Lastly, in the second part of the Application stage of the lesson, Redefinition will take place since students will be asked to work in pair to try to convince their peers to go to their fashion show and therefore foster collaborative learning and construction of new meanings.
References:
- López-Barrios, M., & Villanueva de Debat, E. (n.d.). Global vs. Local: Does It Matter? In International Perspectives on Materials in ELT.
-SAMR Model - Technology Is Learning. (n.d.). Retrieved from https://sites.google.com/a/msad60.org/technology-is-learning/samr-model
-Pete Sharma (Goodreads Author), Barney Barrett, Adrian Underhill (Series Editor)
Blended Learning -Using Technology in and beyond the language classroom.
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