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Assignment 3 - Part 3 Silvia Auster
Assignment 3 - Part 3 Silvia Auster
Lesson Plan - The Forger
Lesson Plan - The Forger
Objectives : Students will be able to identify and explain the differences between criminal technical names and use them efficiently within the legal system.
Warmer
1- Look at these pictures and in groups discuss the following questions.
Can you make any connections between these two men ?
Who do you think they are? What can you say about the man in the right picture?
Have you ever seen these paintings?
How can the paintings be connected to these two men?
Web
a) Watch video : The art forger who tricked the Nazis - Noah Charney
https://youtu.be/Y5JdbuBe6SY and while you watch it focus on the following questions.
Who was Han van Meegeren ?
What was he famous for ?
Was there a relationship between van Meegeren and Vermeer?
What did the Nazis loot during WWII?
What was Van Meegeren charged with after WW2?
what would have been the sentence if he had been found guilty?
According to the video which is the legal difference between SCAM/SWINDLE/FRAUD/FORGE ?
Was he finally acquitted for collaborating with the Nazis?
b) In groups Students watch the video once more and this time pay attention to the highlighted words below, extract them from the video and explain in their own words their meaning .
c) After the class discussions, students will use the CRAM app in order to create Flashcards https://www.cram.com/flashcards/create .Students will provide flashcards including their own definitions and using the vocabulary that they have been practised and that they think will help them to discuss the Van Meegeren case in our present days.
What’s next
Your law firm has been hired by an important client who has been charged with forgery. Use the new vocabulary in order to set the basis for his defense.
THEORETICAL FRAMEWORK
BLOOM'S DIGITAL TAXONOMY
Students are working at the highest level of the Bloom's digital Taxonomy : “creating”. Creating is the final level of Bloom's Digital Taxonomy and it is concerned with taking various elements and creating a new, coherent product. In this particular activity, students have to take into account all this new vocabulary and use it meaningfully and adapt into a real-life case they might encounter in their work positions.
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Engagement
Using Cram not only do students get motivated in the vocabulary learning process but also they find a way to become autonomous during this process. Students show more interest in learning this way than repeating words mechanically.
Enhancement
Thanks to the use of this app students can create their own content, which adds value to their learning process. Technology scaffolds their learning and the fact that they can share and work with others which is always a plus. And also they can put this new content into practice straight away by playing a game or debating these new words making it easier to use them in real context
Extension
Cram allows the creation of public flashcards so students’ production can be shared with other students in the world. The app allows sharing of its content in social media so its content is always available on phone or laptop. It also allows students to relate the classroom activities to their everyday lives as this plan has been design taking into account actual students’ need in their field.
References
Bloom’s Digital Taxonomy Verbs For 21st Century Students (2016) https://www.teachthought.com/critical-thinking/blooms-digital-taxonomy-verbs-21st-century-students/
García, ML (2018) chapter 8, Differentiated learning: teacher’s pathways to meaningful technology Integration. In Adapting to meet diverse needs in ELT. Selected Papers from the 43nd FAAPI Conference. Retrieved in September 2019 http://www.faapi.org.ar/downloads/FAAPI2018SelectedPapers.pdf
TUTORIAL CRAM
1- Visit http://www.cram.com
2-Sign up for a new account (or connect via your Facebook, Twitter, or Google+ account)
3- Creating your own flashcard set
Push the Create Flashcards button located at the top right side.
Write down the title, subject, and description of the set. You can decide to make the set of cards private or public.
Each card has a front, back, and hint section, with the option to add photos and descriptions.
4- Flashcard Dashboard
In the flashcard dashboard you have the option to organize your set in folders, save some of your sets as favorites, and view recently studied sets.
5-There are 4 tabs displayed as shown:
Página principal
Lesson plan enhanced with technology.
Using LucidChart in the classroom
More
Edit this menu via the Pages tab
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App Reviews
1-Grex on 2018-03-02 04:26:12
Pros: You have immediate access to millions of flashcards on the Cram.com database Free for all users. It does not take up much memory on your mobile device. Easy to navigate with intuitive controls. Works both online and offline for easy on the go studying
Cons: Need to verify that information on user-generated cards is correct before using. Can print cards out from the website, but not from the mobile app. There are currently no folders on the app to organize your flashcards. Does not automatically remove duplicates from flashcard sets
References:
Cram Alternatives and Reviews. (2019). Retrieved November 02, 2020, from https://alternative.me/cram
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