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Messages - ariel.jagusztyn

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This lesson demonstrates language change in English up until the 'Modern' English of today. It also discuss English in use in online communities and some uses of English in popular culture.

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Feedback--Teacher / Rubric for Research Paper
« on: April 11, 2013, 02:01:22 PM »
Here a rubric for a problem-solution paper. It is based off of Dr. Sadler's persuasive rubric, but the categories are changed to reflect a problem-solution paper.

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Attached is a document that can aid in a peer review session that has guided questions for the students to fill out at they are peer reviewing. It has yes/no questions and qualifying questions. It breaks the paper down into intro, thesis, body, support, evidence, paragraphs, structure, etc. It is a good base for a peer review guided day, that can be changed as necessary by the teacher.

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Feedback--Peer Review / Feedback-Error Correction
« on: March 26, 2013, 09:07:43 AM »
When discussing self-identified and self-corrected feedback (or even other-identified and self-corrected) there is a great website out there dealing with this--http://corpus.byu.edu/


This website, the corpus of contemporary American English has most written and spoken forms of the American English language so that ESL (or L1) learners may go to correct their work. Their biggest aid is in collocations, or what goes next to a word in a sequence. This can aid many ESL students especially with prepositions, which always prove to be difficult. Basically this website takes the work out of knowing, "what sounds better" since L2 learners cannot judge in this area, they are given frequencies of how often a collocation is said  and even in what decade it is in use. Not only does this website do American English, but British English, Spanish, Portuguese and more. It is not the most intuitive site--you really need to go through the tutorials on how to use it. The idea of this is similar to typing into a google search and using a wildcard v* in order to find out what should go after a word. Or simply just typing the word and seeing in what context the next word comes after, except more sophisticated.


This website, by UIUC's very own, Jin Kim http://cocalessons.blogspot.com/


Has many aids in using COCA, as well as, other ways in which she used COCA in the classroom. The attachment I provided also is very useful in navigating COCA. If you have COCA open and are navigating via this worksheet, it will help you tremendously.


Some quick tips with COCA...
1. If the website is not working, just click refresh and all should be great. COCA can be fickle
2. There is a new COCA http://www.wordandphrase.info/frequencyList.asp --but this website really ONLY does collocations and word frequencies
3. COCA is great because you can limit searches to what is spoken and what is written (also academically)--so depending on whether you are unsure if this word can be said in spoken speech, or if you are unsure if it sounds too colloquial for an academic paper, COCA can help you!!


Hope you like this website! It can be very mean at first. I suggest please try very hard to get to know it, before you deem it the worst website ever!

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This activity is for http://www.space.com/19879-saturn-particle-accelerator-cassini-nasa.html
The group of students are advanced ESL students in high school.

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How funny! Just yesterday my boyfriend commented on what would be a fun grammar activity for ESL students-and this was it! I read some of them, yea, they need help.

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Harry Potter Lessons! / Re: Harry Potter-Draw with Words
« on: February 05, 2013, 12:39:19 PM »
I really like this idea for younger learners. Having teams with each team having 4-5 people, each student would get a different paragraph to reflect a part of the story. Or, multiple students could work on one paragraph. Team work is great, but you will always have the one student who is doing the drawing, while the rest maybe contribute or just simply sit out. Perhapas if you assigned roles within the group, and each student had his her "task" such as reading the paragraph, drawing it, interpreting the next one. Then, giving them to another team in random order and having the teams try and depict which part of the story it is in their own words and putting it in its correct order.

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Authentic v. Modified Materials / Mistakes in the Newspaper
« on: January 31, 2013, 08:40:23 PM »
A fun and consistent activity to do with ESL students would be to have them find the newspaper in English (any would do) and depending on the level, have them find as least x grammar mistakes and to bring them to class. The teacher would then have the mistakes put on the board. The students should be given the chance to correct the mistakes by themselves, depending on what they have learnt. The students could also write something new they learnt about current events.

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Harry Potter Lessons! / Adjectives in HP and predictions
« on: January 31, 2013, 08:36:51 PM »
In a low-level ESL class, perhaps in primary school-5th grade. After the students have covered a lesson about adjectives...normally they are given adjectives to memorize-and the Spanish to English translations (or whatever native language they may be). They are then taught that they go before nouns in English and typically given practice in a grammar workbook. Whether or not the students have heard about HP, they could be given a short introduction and told to read the first passage. What we are looking for here is not comprehension of the work, but they are told to read as best as they can, highlighting all the adjectives that they can find. After this is done, they should present what they have found to the class. The teacher will write down all the adjectives on the board and the students should try as best they can to figure out what the adjectives mean. The teacher can even make broader categories to groups synonyms together. If the students found other parts of speech other than adjectives the teacher can then go into a lesson about the difference. The kids may often choose adverbs as mistakes for adjectives and the lesson would focus on the differences between adverbs and adjectives. Depending on the level of the kids, they can do some comprehension. After this application, the students should use the new adjectives they have learnt in this lesson, and for homework or in class, make up sentences of their own using these new adjectives.


Depending on the children's knowledge of HP a follow-up lesson can be done about predicting chapters. After the first chapter is read, the students should predict what will happen in the following chapters and go over them in class. After they read the chapter they predicted, they should write something about how the real chapter differed from their prediction, and how they were surprised, happy or disappointed. This may not work too well with HP, depending on the kid's prior awareness, but would work definitely with other novels.

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Harry Potter Lessons! / Harry Potter Lesson Plan and Pronunciation
« on: January 31, 2013, 08:17:43 PM »
See Attachments...This lesson takes into consideration that the children have already read HP and have basic knowledge of pronunciation and phonology.

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Postreading Activities / Culture FUN!
« on: January 31, 2013, 01:12:18 PM »
This lesson is for very young learners-Primary School 4th-5th grade. After a lesson about world geography, students can choose a country they like to represent (if this is an ESL class of different nationalities they could choose their own country, or be assigned one). They would make a culture doll who wears the typical dress of that nation. This would be an ongoing project. On the back of the doll we could have categories they could fill in....Country, Language, Food, etc. After that, they would go on the culture wall for all to see. Then to round it off, they could write a small report about their country of choice and how it is different than the country they are learning in.

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Reading/Writing Humor / Re: Argumentative Essays
« on: January 31, 2013, 01:07:02 PM »
I always need subtitles for british english!

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Descriptive Writing / Re: Describe the 50 States
« on: January 31, 2013, 01:05:54 PM »
This is great! When I was younger, I had a wooden map of the US where each individual state would come out, with the capital underneath. Keeping in mind there is enough in the budget, if one could find these and buy a couple, the kids could work in groups playing and guessing the capital. There could be a "capital bee" after they have studied enough and we'll see who knows the capitals best!

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Reading/Writing Humor / Argumentative Essays
« on: January 27, 2013, 01:37:45 PM »
Last semester, before I started the argumentative essay unit, I showed my students this video by Monthy Python,


 Argument Clinic


It gave a good introduction to the unit, and added a bit of humor. It also adds some important notes about arguing that you can discuss after the video. You can also go over the difference between arguing and abuse, and what types of language you use. My students really like the video last semester. They even have their own "definition" of argument in the video.


I went from the beginning to around 2:45. Then it gets a bit redundant.

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