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On this page, you'll find an original plan set for 3rd year students in a secondary school of Buenos Aires. It was part of a TBL-3-lesson plan. It is the one in which students were supposed to create the final task, which means that the activation stage is based on the previous class.
The lesson has been improved by incorporating technology and the changes have been included with a different font (arial), colour of the font (green) and background color (grey).
Readers can access the original plan here.
Class objectives: By the end of the lesson, students will able to:
Identify and select relevant biographical information for research.
Organize key life events into a timeline.
Collaboratively construct a visual timeline.
Prepare to present the figure and their legacy orally.
Linguistic objectives:
Recognize and use simple biographical structures: was born in..., led..., changed..., became...
Topic:
Lives that changed the world: Exploring how people leave a legacy through their actions
Activation: (5-10 min)
T will ask students to sit as in the groups they worked with last class and project the picture with 5 Argentinian women who marked history. Then T will ask:
- Do you remember these women? Do you remember some of their legacies?
Ss brainstorm what they remember.
T will project the padlet they completed the last class with (2 true facts and 1 lie) and tell ss:
“You have 1 minute to choose which of the sentences of the 4 women you didn’t work with are not true. Let’s see who gets more points!”
Activity 1 (5 minutes)
Step 1: Who Catches Your Eye?
Today, you’ll put your hands on work: In groups of four, students will choose their figure to start the research.
T will say: Look at these 8 amazing figures. Which one are you most curious about? Who do you want to investigate more deeply?"
T will display 6-8 suggested historical figures on the board (Malala Yousafzai, Frida Kahlo, Walt Disney, Anne Frank, Mother Teresa, Stephen Hawking, Che Guevara, Barack Obama) so students may choose or propose others. The following picture will be displayed on the screen and T will have individual pictures of these characters in case Sts choose one of them.
The information they need to complete is the following:
Full name of the character:
- When and where was this person born?
- Find 2 events that marked their childhood/adulthood.
- Find 2 contributions they made to society.
- Find 2 difficulties or challenges they faced.
- Why is this person remembered today?
Famous words/quote:
Sources (at least 3 different websites). Click on each to access the texts suggested:
Extra question: Imagine that person enters the classroom now, what would you ask them?
Ts monitor and support language or comprehension issues.
Step 3: Creating the timeline (20 minutes)
(improved)
Students will be asked to create a timeline in groups using Miro. They will include information from the research they have previously done. Students will be asked to write a famous quote from the character that works as a summary or represents their contribution to humanity.
T will encourage students to include pictures of symbols or objects that represent the character they have chosen. For example, for “Che Guevara” they can look for a picture of a hat with the start or the island of Cuba or even a stethoscope to show that he graduated as a doctor.
In the original plan, the very same timeline was supposed to be made by students using analog tools. However, we chose to enhance the activity by using a digital tool. Miro is a suitable tool for those who need extra support as it is a collaborative website. Students can benefit from working together even if they are not in the same place at the same time. According to the DigCompuEdu framework, this kind of task empowers learners and facilitates their digital competence by enabling learners to creatively and responsibly use digital technologies for information, collaboration, communication, content creation, enhancing inclusion, personalisation and learners’ active engagement.
Step 4: Rehearsing (5-10 minutes)
Group work: Practice/Rehearse saying the events from their timeline in order to present the figure to the other groups.
Step 5: Presentation (5 minutes)
(improved)
Students will use the timeline they have created to present their historical figure to the other groups. The presentation will be monitored by both teachers.
In the original plan, students were supposed to present the historic character using the timeline orally to the other groups. However, in order to reach the redefinition level of SAMR Model, we decided to incorporate Rendora in this improved version 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.
Click on the name of the tool applied in this lesson plan if you want to explore it further:
References:
Choudhury, S. (2023). SAMR and AI: Don’t Get Stuck on Substitution. Flint. https://www.flintk12.com/blog/samr-and-ai-dont-get-stuck-on-substitution
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.
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.
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
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