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Topics - kristen.m

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This is my three-day until on poetry reading and writing for intermediate to advanced ESL students in high school or college. Students look at poems for literary devices and tone, comparing several poems to each other critically. Students also write three poems of their own that relate to the theme of that day. This is tailored to students studying in America--one of the days focuses on American life.

More information is within the attachment.

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Vocabulary / describing a scene/picture for vocab
« on: May 01, 2012, 11:51:57 AM »
A fun activity for low to intermediate language learners, especially high schools students:

Teacher brings up a large picture showing people in action. She can then elicit from students what they think is happening in the picture. Students are able to be creative, to create a story for the scene. They can be funny and entertain their classmates (high school students love to do this). Best of all, they can showcase their vocabulary and use it in a more meaningful context.

The attached picture would work. Students can describe what they think each person is thinking--the woman on the left, for instance, could be distressed or annoyed by the woman on the right, or could be trying to avoid a date with the man.  ;D

Teachers can show many pictures for one class. It also works well with celebrities or magazine pictures. Students know these celebrities so can share their knowledge in their L2. It's good motivation to be talking about something every student in the class knows about.

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General Writing Resources / Semester trivia as Review
« on: May 01, 2012, 11:45:25 AM »
In my writing course for grad students, every time around midterm we do "Mid-semester Trivia." It's just a trivia game that covers everything we've talked about in the class so far, including some fun questions that relate to that class in particular (maybe little jokes we've had as a class or questions individual to students). I split the students into two or three teams and bring up trivia questions through PowerPoint. Students write down their answers and then I collect their paper for each question and award points accordingly. Usually there are chances to get extra points if students put in extra effort.

Everyone really enjoys this! It's fun to be competitive, but at the same time students are recalling all this information we've done. It's good for me to see how much they've retained or what I may need to review. Obviously this is very adaptable.

Attached is an example of the PPT I use for my course.

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Vocabulary / FREE RICE! vocabulary for a good cause
« on: April 03, 2012, 12:40:27 PM »
This website donates 10 grains of rice through the World Food Programme for every correct answer to a vocabulary question. It's good for all student levels because the difficulty moves up as you go. Students with lower vocab will progressively be able to answer more questions as their skill improves. Just a fun way to learn vocab while also contributing to a good organization.

This is something I would tell students about, probably not plan a lesson around. But I could have students keep track of the words to make vocabulary lists, especially the words they answer incorrectly. Students could also compete with each other to see who can answer the most.

There's also a Subjects category that focuses on vocab particular to a subject!

http://freerice.com/#/english-vocabulary/1457

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Feedback--Peer Review / Peer Review Form for Argumentative Essays
« on: March 28, 2012, 01:35:42 PM »
Kristen Michelson
Hannah Kim
Samantha Marta

We made this peer review form for argumentative essay writing. We tried to use a variety of questions (yes/no and short answer). We have them deal with one part of the essay at a time, finding each part and then commenting on it. Our final questions are about the overall quality of the essay.

We also thought it would be productive for students to fill out this peer review form on their own, for their own essay, and turn it in. That way the teacher can see how the student sees his/her essay.

Updated to non-google-docs-altered version. :)
 

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General Writing Resources / Kaplan's writing style diagrams
« on: March 07, 2012, 02:06:17 PM »
I wrote this lesson for a graduate course in academic writing for international students. This little lesson served as an introduction to the course. It helps students see how different writing styles can be from one culture to the next. It also gets them talking about their own writing style and how they feel about the American one (very linear). The diagrams are a fun/interesting way to introduce all this.


Attached are the worksheet for students (Writing Diagrams) and the Diagram key for the teacher to read to students. Before showing students the Writing Diagrams, I asked them to try to draw a diagram of the writing style from their own culture. Then they could compare it to Kaplan's (if it was represented). They shared these diagrams with each other and it was really fun.  ;D



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Harry Potter Lessons! / Cultural Identities
« on: February 01, 2012, 07:52:08 PM »
Cultural Identities in Harry Potter
30 minutes

Background
Students can tell a lot about the cultural norms in England based on this first chapter of Harry Potter. This lesson would be very discussion-based, as a means to prepare to read the rest of the novel in light of the culture its author came from.

(10 minutes)
Students work in small groups and answer the following questions:

-What are the Dursleys like?
-What do they value? (normalcy, peace, routine, tradition)
-What do they fear? (anything out of the ordinary, change, a bad reputation, people unlike them)

Come together as a class and have each group contribute.

(5 minutes)
The wizards in this chapter, or the "peculiar people," as they're not named as wizards yet, seem to be a great threat to Mr. Dursley. Students answer why they think that is in the same groups:

-What do these people represent?
-How do they differ from the Dursleys, and why is that threatening?

Come together as a class and have each group contribute.

(15 minutes)
To supplement this, the wizards likewise seem to have their own assumptions/prejudices about people like the Dursleys, or "muggles." Students brainstorm how opposing groups similar to these fit into their own societies or societies of the past.

-What are the assumptions both groups hold about each other?
-Can you think of similar tensions that exist(ed) between groups in America?
-What about groups in your home country?
-Finally, how does the author represent this tension? Does she emphasize the problems of one group over the other? If so, how can you tell? If not, what does she do to show the misunderstandings on both sides?*



*Lines like "her sister and good-for-nothing husband" (p. 2) and "even the Muggles have noticed... they're not completely stupid" (p. 10) demonstrate prejudices on both ends coming from people who likely don't understand each other very well. Thus, I'd say that JKR represents the fallacy of judgment on both ends, but students will have differing opinions.

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