Reimagined Plan

Context:

This plan is intended for 4th year secondary school students. 

It is a project-based lesson on celebrities and learning the formatting and how to write biographies.

To improve upon it, we've changed two of the pre-existing tasks and added one more as homework. The main intention is to make the plan more inclusive.

Final Task: Students will do some research about another famous Marvel or DC character and use Rendora to create a video including all the information they found. They will choose a TV Studio template and write a script for a 'TV host' to present the information as if it was a TV program. Students will have to include sentences written in present perfect using FOR and SINCE.

Activation 5’: 

Game : Students will play a  Kahoot Game  about the three most famous characters that Ryan Reynolds plays based on the information provided in the previous class. The sentences will have instances of FOR and SINCE so SS are exposed to more input and are challenged to see the correlation between the two of them. (e.g. Detective Pikachu games have been produced for 8 years. Students will have to decide if it's true or false) 

Systematisation 5’ to 10’:

Revising last class’ topic using sentences from the game on a PowerPoint and systematise the structure of for and since.

T will ask: 

• What do  the sentences express?

• What do you think they are used for/describing?

• What elements in these sentences can you identify? The SS build the structure (subj + V + for/since + a period of time)

• In what texts can you find these types of sentences?

We give them some examples for them to complete the formula and then time to take notes. (We included it in this plan since the lesson ended 5’ before and we only were able to focus on the function of the tense)

Pre task 5’: Brainstorming session

Tapping into SS’ prior knowledge T will write “Marvel” on the board and ask the SS if they know any other actors besides Ryan Reynolds who have appeared in the cinematic universe and what character they played.

Reading 10’:

SS will be given three mini bios (found in the original plan) on Zoe Saldaña, Chris Hemsworth and Chris Evans. SS will be asked to identify in what order the information provided is and afterwards, to highlight what they consider to be the most important pieces of information.7

Task #1 10’:

Activity, Who did it?

Sts will have to read sentences from a handout and identify which actor from the marvel universe/dc discussed before has done what is described in each sentence. SS will be exposed to more instances of the present perfect tense with FOR and SINCE, and have concrete examples in their binders. 

CHANGE N#2

Final task (improved)

Students will do some research about another famous Marvel or DC character and use Rendora to create a video including all the information they found. They will choose a TV Studio template and write a script for a 'TV host' to present the information as if it was a TV program. Students will have to include sentences written in present perfect using FOR and SINCE.

After looking at an example from the teacher on another character (DC Harley Quimm found at the end) students will have to research a chosen character and individually or in pairs create a script with concrete information which they’ll have to later write in the form of a short text. Once the SS have finished, they will upload their productions on a collaborative padlet. T will show the final product on the board using a projector.

TASK INSTRUCTIONS: Choose a character of your liking, do research on interesting facts and put them in the script of your 'TV host/presenter'. Then, use this information to write a short paragraph. SS can use the different texts provided (actor’s mini bios) as examples to follow.

⚠️Teacher will show students a sample of what the video should look like and indicate the different tutorials they can find on the website in order to create the video properly.

Possible guide questions to be elicited from the students (go back to the information found on the mini bios they read):

Which franchise does this character belong to?

Who played this character?

What important actions has this character done?

When did they first appear?

What do they do? (power/job)

What has this character achieved?

Do they have any important relationships? To whom?

In the original plan, students were supposed to create another timeline from scratch based on another character from the Marvel or DC universe. In order to reach the redefinition level of SAMR Model, we decided to incorporate Rendora as students will have to analyse the information they searched and put it together to create a script and a video. In addition to this, Rendora is a very complete and innovative AI tool for all students, especially for those with reading challenges, such as visual impairment or dyslexia. The tool could be very useful for learners who struggle when reading, as any text or dialogue can be turned into audio. Subtitles are included in the videos once they are done, in the case they need to associate audio with words. 

CHANGE N#3

Homework activity:

For next class, create a fallen phrase puzzle using one of your character’s iconic phrases. The next class, we’ll shuffle them and play with them. You have to solve a classmates’ puzzle and guess what character said the phrase. Use PuzzleMaker and upload it before the next class. If you need help, you may check out this tutorial on how to use the webpage.

With this new task, according to the PLANIED (Plan Nacional de Educación Digital) framework, we are working with some of the core dimensions of the plan, as we are involving play, active community and computer knowledge. The students are having fun by challenging each other, as well as sharing their work that they've done independently. We are also encouraging students to develop their digital competences as they will have to figure out how to do this activity without constant support from the teacher. We are also increasing inclusivity by catering to the student’s personal interests and using technology, which can be useful for students with motor impairments on problems with reading and writing. By working from home, we are also “providing” personalized time for the student who might need more or might get bored if they had to wait for the rest of the class.

References 

Nakapan, Walaiporn. (2016). Using the SAMR Model to transform mobile learning in a History of Art and Architecture Classroom. 10.52842/conf.caadria.2016.809.

Ripani, F. (2016). Competencias de Educación Digital. Ministerio de Educación y Deportes. Retrieved in July 2017 from http://www.bnm.me.gov.ar/giga1/documentos/EL005452.pdf  

   Ripani, F. (2017). Orientaciones Pedagógicas. Ministerio de Educación y Deportes. Retrieved in July 2017 from http://www.bnm.me.gov.ar/giga1/documentos/EL005853.pdf 

Punie, Y., editor(s), Redecker, C., European Framework for the Digital Competence of Educators: DigCompEdu , EUR 28775 EN, Publications Office of the European Union, Luxembourg, 2017, ISBN 978-92-79-73718-3 (print),978-92-79-73494-6 (pdf), doi:10.2760/178382 (print),10.2760/159770 (online), JRC107466.