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Messages - kathvergo

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Complete Reading and/or Writing Units / Re: Writing about Espionage: A Unit
« on: December 13, 2011, 03:44:31 PM »
In case users don't have access to libraries, I'm uploading PDF files for Ian Fleming's first chapter of Live and Let Die (1954) and five comic strips found in  Peter Kuper, Duck Edwing, Bob Clarke, and Dave Manak's Spy vs Spy 2 (2007). Full citation can be found in the attachment titled "final project notes".

Complete Reading and/or Writing Units / Writing about Espionage: A Unit
« on: December 12, 2011, 01:03:23 PM »
Here's my semester unit. Though it also has some reading elements, this unit more so hinges on writing :)

The Westing Game -- Lessons / Re: Chapter's 1-7 Lesson Ideas
« on: October 25, 2011, 02:36:44 PM »
Attached is what we have in lesson plan format.

Summary & Paraphrase / Summaries: Writing in your own words
« on: October 18, 2011, 03:11:21 PM »
Writing a summary is not an easy thing to do in general, especially when you read something in your second language and then you are asked to rephrase it into your "own words" in that second language. This post is a suggestion for aiding students in the summary writing process. The assumption here is that students have already been introduced on the topic and have tried their hand at it...The problem that I was noticing in my class was that my students were having a very difficult time putting what the author has said into their own words. Plagiarism was looking at me from almost all of their summaries. I took an extra day and gave them three different video clips. 2 short animated films and 1 lecture clip. I put everyone in pairs (someone of a different language background. The lesson looked something like this:

Objective: Students will be able to:
1. show a further understanding of summaries and will reflect this understanding in their own writing
2. successfully summarize a work orally
3. write a summary in their own original words within a body of text

1. [2 minutes] Put students in Pairs.
2. [2 minutes] Instruct students that they will be watching two silent animated clips. For the first viewing of each clip only ONE student will watch the clip.
3. [25 minutes] After the first showing of each clip, the student that watched the clip will report what he or she saw to the other individual. In other words, the student that viewed the clip will SUMMARIZE to the other student what he or she saw. After each first viewing the students will watch the clip together as a whole. Students should alternate between who gets to view does not.
4. [40 minutes] The final clip is somewhat longer (about 8 minutes). It is a lecture about "The Hidden Power of Smiling". Both students will watch the clip together. Once the clip is finished, students will be asked to write ONE summary together about the lecture they just saw.
5. [10 minutes] Choose pairs to present their summaries to the class.

Clip One:Night and Day Short by Pixar
Clip Two:Partly Cloudy by Pixar
Clip Three: The Hidden Power of Smiling by TED Talks

Literature Reviews / Introducing the Literature Review
« on: October 18, 2011, 02:42:52 PM »
I've noticed that my students LOVE any lesson that incorporates videos. So, for something like a literature review that is a comprehensive compilation of a bunch of different resources on a similar topic, I decided to incorporate a video of a car accident. They then would have to interview different individuals (witnesses/victims of the accident/etc.) and then synthesize all of the accounts into a single paragraph that is both unified and cohesive.

Attached is my lesson and materials.

It's even equipped with a PPT :)

Literature Reviews / Synthesizing Sources for Lit Reviews
« on: October 18, 2011, 02:30:51 PM »
Attached is a lesson that I use to help students understand source synthesis. It should work for ESL/EFL students that are at least intermediate (I personally use this at the college level), but the materials can be modified depending on level.

Note: These are all original materials. I created the "Trustworthiness of Rehabilitated Vampires" and "Oil Spills in Coast Towns" hand outs to fit the matrix assignment. The "Trustworthiness of Rehabilitated Vampires" may be more difficult for students to comprehend than the "Oil Spills" handout.

Creative Writing / Edgar Allen Poe "The Raven" Poetry Lesson
« on: October 18, 2011, 02:19:10 PM »
Attached is my Edgar Allen Poe Poetry Lesson. This is intended for advanced level ESL/EFL students. Preferably in high school  8)

The Westing Game -- Lessons / Re: Chapter's 1-7 Lesson Ideas
« on: October 12, 2011, 11:23:06 PM »
This is just to give some additional insights into what we have planned for the first seven chapters. Ryan and Charlotte have already given an awesome detail of what we've been stewing up so I'm just going to supplement that with a couple more ideas.

We decided that after the students have finished the first 7 chapters we would assign students pairs. In each pair they would be given a character to embody. Ideally there would be enough students (16) in order to have all 8 teams from the book represented (and even MORE ideally, there would only be 16 students in the class). Once in their teams, students would be presented a physical envelope with the same clues given in Chapter 8. With their partner, students would need to brainstorm what they thought these strips meant and FORESHADOW what would happen in the next set of chapters to come.

Postreading Activities / To Infinity...And Beyond: A Post-Reading Debate
« on: October 06, 2011, 12:08:55 AM »
Target: Adult Learners, Intermediate/High Intermediate/Advanced

For this activity, students would be asked to first Moskowitz's article followed by reading THIS ARTICLE about NASA's 2012 budget cuts. Upon completion of both readings, students would be separated into two groups. The debate topic would require the two opposing sides to support one of the two sides:
1. Why NASA and its affiliates should discontinue funding towards space exploration outside of our star system.
2. Why NASA should continue to fund and support such competitions as the 100-Year Starship Symposium.

After assigning students to their teams they would then have a limited amount of time (say-6 minutes?) to implement their skimming and scanning abilities (Strategies!) to find useful quotations, statistics, or any other crucial information to make their cases.

Debating would then ensue!

Human Is: A Science Fiction Story / Human Is Alternative...
« on: September 07, 2011, 07:04:12 PM »
As a close reading assignment upper level ESL high school students, I would have them jot down the major themes of the text along with character analysis of Lester, New Lester, Jill, Frank, and Director Douglas. Upon completion of their close reading assignment, I would have them compare their findings with a two other students. Following the compare and contrast activity, I would present them with an in-class assignment to create an alternative narrative of the ending:

Post Reading Assignment:

Philip K. Dick has presented his audience with a Sci-Fi narrative that hinges on the theme of emergence of technology and its potential catastrophic relationship with humanity. Pretend that the story you have in front of you is incomplete, that is--without an ending. Continue the story and create your own alternate ending.

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