Technology-Infused Lesson Plan

Teacher: Lindsay Decker

Lesson Title: “What Makes You Mad?”

Lesson Source: http://web.cortland.edu/flteach/flteach-lessons_db.html

Lesson Level: Elementary, Beginner Low to Mid

Lesson Objectives:

1) Students will learn and discuss phrases of anger in the target language and compare them to their own language’s phrases 

2) Students will fill-in a table using the target language about what makes them mad, what they do when they are mad, and how can they change their actions to better the situation) in pairs.

Lesson Procedure:

Model II: Phases Sample Class Activities

Preparation 
1. The teacher will ask students what things make them mad/angry and what they do when this happens. The teacher will share examples with the class of his/her own feelings and actions in the target language. Student volunteers will share their own examples with the class.

  1. The students will fill in a part of a Venn diagram in which they list the things that make them mad and their actions when this happens.

    Comprehension 
    1. The students will skim the text (“Tango Rabia”) and pictures (for a given 3 minutes).

 

Modification: In place of a text, I recommend using a TV series, movie, or youtube publication. For example I would use clips from the movie “Inside Out” English and Spanish versions about anger. The movie provides great insight into a child’s life about the instances that makes us angry. Since the objectives of the task include the students being able to compare language phrases btw their L1 and L2, showing the identical clips in both languages would help students to identify, discuss, and compare the phrases. In my tech lit review this week I read a case study about the use of digital technologies, namely videos, to help students connect with a more authentic cultural context of the target language. This is especially helpful in areas where there are no native speakers of the TL. Ex: https://www.youtube.com/watch?v=i9BNAuX0ujA

 

**To make things even more interesting, in a distance-learning setting, it would be helpful to connect your students with another class in their TL country. The students could use an online wiki to talk about what makes them angry in each culture. Students should be required to respond to at least three of their TL counterpart peers’ responses with both comparing/contrasting experiences and language help. Students should write in the target language and respond to prompts by using their native language.

Ex: http://www.wikispaces.com/

https://educationalwikis.wikispaces.com/Examples+of+educational+wikis

 

  1. The students will fill in the other half of venn diagram and list the things that they see make the people in the book angry and what they do.
    3. The students will fill in the center portion of the venn diagram in which they write the things that they have in common.

    Interpretation
    1. The teacher will read the story with the class. (Put on the Video**) (orally with overhead and the students have their own copy of the text to follow along)
    2. Student volunteers will share brief summaries of the text (Video) just read in English to check for understanding in the target language, using phrases they heard. The teacher may have to scaffold for the TL by providing vocabulary and/or phrases ahead of time to listen for, etc.

  2. Students will use the phrases they learn to write about what makes them and angry in the cross-cultural classroom Wiki.
    4. In pairs, the students will fill in the first two rows of the given table.

Application 
1. The students will share their information from the table with the class when finished.
2. The students will elicit examples of causes of anger, reactions and prevention for people personal to them (family members, teachers, etc.)
3. Students will think about ways in which they may anger others and how they can change their actions to prevent such problems.

REVIEW of technology:

There are several benefits that I can see with the use of video and wiki technologies. The Video technology has the potential to bring much more authentic cultural contexts to the classroom. This is for two reasons: 1) It provides examples of colloquial, idiomatic spoken language 2) If produced by members of the TL, formally or informally in the TL, it helps students to connect with the TL culture in a setting where there are few to zero opportunities for interaction with native speakers. Furthermore, the wiki setting allows students to collaborate with their peers in both their native and target language cultures. This direct communication increases interest and with proper guidelines from the instructor, can provide motivation to produce high quality work. A major drawback of using video materials is that they often require a lot of time to select material and design activities based on the selected material that integrate well into the FL curriculum. Wikis also require teachers to find a careful balance between structure and self-directed student discussions/assignments so that students stay motivated.

 

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