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Lesson Plan
Students’ Names: Karina Bóveda, Georgina Cioffi, Analía Seri.
School: private school
Level: Intermediate
Age: 11/12
Time allotted: 60´
Number of Ss: 20
Class: 6th Form
Communicative Goal: Expressing the location of the places in town (revision)
Grammar Focus: -
Vocabulary Focus: -
Recycled Language: supermarket, cinema, museum, chemist, sports centre, school, park, house, shoe shop, next to, opposite, between.
Some students in the class are dyslexic, so a Dyslexia toolbox will be added to chrome to facilitate their use of the resources.
Activation (10 minutes)
Students will play a game in teams using the app Factile Jeopardize to revise vocabulary related to places in time:
https://www.playfactile.com/lmxusrn1l7/play
This game is beneficial to students who have difficulty with "working memory": remembering things they have just learned. In this lesson, it is used to revise content presented in the last class. It may also be beneficial for students with communication impairment or speech difficulties who find comfort in solitary activities but still wish to actively engage with the rest of the class.
Application (40 minutes)
Activity # 1 (15 minutes)
Focus: listening
Group scheme: whole group
Description: T will paste a cardboard map on the board. This map will have empty squares and some places as reference for sts to complete following the T’s instructions.
Different pictures of places in town will be placed on a desk. T will ask volunteers to come to the board, listen to the T’s instructions and stick the places where they are located according to what they listen to.
The chemist is next to the hotel.
The park is opposite the library.
The restaurant is between the hospital and the sports centre.
The church is between the library and the school.
The cinema is next to the supermarket.
The school is opposite the cinema.
Activity # 2 (25 minutes)
Focus: writing
Group scheme: pair
Description: Students will have to write an article about a robbery at a museum using the application Newspaper Generator: https://newspaper.jaguarpaw.co.uk/
Before working with this tool, the T will share an easy tutorial on how to use the resource with the students. After that, students will prepare a draft which will be revised and corrected by the teacher. The final step will be to write down the correct version on the app.
Instruction:
“Last night, there was a robbery at the museum. The place was a mess because several objects were on the floor. Sherlock Holmes went to the crime scene.”
Write an article about what happened at the National Art Museum and describe the crime scene using prepositions.
The use of an application, such as Newspaper Generator to write this article may become a valuable resource for those students with motor skills challenges, since tapping movements are a more manageable option than the use of pen and paper writing.
Reflection (10 minutes)
Students will unscramble sentences in LearnHip to revise places in town, prepositions of place and present simple tense:
https://learnhip.com/scramble/sentence.php?w=c0896fb1
Learnhip is a useful tool for those students who suffer from ADHD, as it is difficult for them to concentrate and stay focused for long periods of time. This game is a quick and effective way of revising content given by the teacher in the previous lesson.
The following lesson plan was adapted in accordance with the theoretical frameworks mentioned below:
UNESCO ICT Competency framework for teachers.
European Framework for Digital Competence.
Bloom's Digital Taxonomy.
The UNESCO ICT Competency Framework for Teachers provides a structured approach to enhancing eduacators' digital skills and understanding of information and communication technologies (ICTs). By incorporating this framework into a lesson plan, educators can ensure that they are adequately equipped to harness the power of technology in the classroom. For example, the use of the tool Newspaper Generator enhances pedagogical practices since this resource enables teachers to integrate ICT effectively, promoting active and engaging learning experiences. Moreover, it promotes digital literacy since it helps develop digital skills.
By integrating technology in the lesson plans, educators fulfill the three levels of development proposed by this framework: knowledge acquisition, knowledge deepening and knowledge creation.
The European Framework for Digital Competence focuses on the digital skills and competences necessary for individuals to thrive in the modern world. When integrated into a lesson plan, it helps learners develop the skills needed for digital citizenship and employment.
This lesson plan includes some of the six DigCompEdu areas, which is a progression model to help educators assess and develop their digital competence. For instance, in the area Empowering learners the use of the digital tool Dyslexia Toolbox enhances inclusion, personalisation and learners' active engagement. In the area Digital Resources the educator can use technology to create and share digital material to actively engage students. Finally, the area Facilitating Learners' Digital Competence enables students to creatibly and responsibly use digital technologies for content creation.
Bloom's Digital Taxonomy is an adaptation of the original Bloom's Taxonomy that incorporates digital skills and technology use into the learning process. Justifying its use involves recognizing:
Alignment with learning objectives: Bloom's Digital Taxonomy can be used to align digital activities and assessments with specific learning objectives, ensuring a clear educational purpose.
Technology Integration: in the digital age, technology is integral to education. This framework helps educators seamlessly integrate technology into their lessons while maintaining a focus on learning outcomes.
In this lesson plan, tasks go from lower-order thinking skills (LOTS) to higher-order thinking skills (HOTS). For example, the use of the tools Factile Jeopardy and Learnhip to retrieve prior knowledge that will enable students to reach a higher-order thinking skill and create a final product.
👉 Incorporating these theoretical frameworks into a lesson plan not only ensures that educators are well-prepared to meet the demands of the digital age but also fosters a deeper and more meaningful learning experience for students. These frameworks provide a solid foundation for guiding the design, implementation and assessment of technology-enhanced lessons in a way that aligns with global standards, promotes digital literacy and encourages critical thinking.
▶️ This lesson plan is an identical piece to the following plans:
https://sites.google.com/view/kariictple/personal-presentation (Karina Bóveda's lesson plan)
https://sites.google.com/view/analiactplt/lesson-plan-enhanced-by-the-use-of-digital-tools (Analía Seri's lesson plan).
The original lesson plan, which was enhanced by the use of ICT tools, was created during Didactics II Practicum at a state school.
REFERENCES:
Unesdoc.unesco.org. (n.d.) https://unesdoc.unesco.org/ark:/48223/pf0000265721/PDF/265721eng.pdf.multi
Redecker, C. (2017) JRC SCIENCE FOR POLICY REPORT. European Framework for the Digital Competence of Educators. DigCompEdu. In: https://joint-research-centre.ec.europa.eu/digcompedu_en
Vuorikari, R., Kluzer, S. & Punie, Y. (2022) DigComp 2.2. The Digital Competence Framework for Citizens. With new examples of knowledge, skills and attitudes.
In: https://publications.jrc.ec.europa.eu/repository/handle/JRC128415
Sneed, O. (2020b, March 17). Integrating Technology with Bloom’s Taxonomy - Teach Online. Teach Online. https://teachonline.asu.edu/2016/05/integrating-technology-blooms-taxonomy/
Staff, T. (2022b). Bloom’s Digital Taxonomy Verbs For 21st Century Students. TeachThought. https://www.teachthought.com/critical-thinking/blooms-digital-taxonomy-verbs/
The Technology Driven Student: How to Apply Bloom’s Revised Taxonomy to the Digital Generations. (2017, March). http://jespnet.com/journals/Vol_4_No_1_March_2017/4.pdf.
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