2. To design a Glog (using students’ accounts on
www.edu.glogster.com) on various topics related to the South Trip
experience such as copper mining, coal mining, hydroelectricity,
winery, botanic gardens, etc, using information and media resources
collected by themselves during the trip and their own travel writing.
• To recognise how explanations and descriptions are written and laid
out
• To recognise and use technical vocabulary related to different topics
connected to the South Trip experience.
• To use text-type features, and language conventions appropriately to
write a travel journal.
To select different sources of information to explain technical
processes and describe places and events.
ACADEMIC GOALS
3. Take a minimum of 10 photos at the place of your
assigned topic.
Create and write descriptive captions for each of the
photos taken, watching spelling and grammar.
Write three entries of a travel journal (min 60 words
each)
A. About the first day of your trip
B. About the day when you visited the place of
your assigned topic.
C. About the Social Aid Day (Visit to Baldomero Lillo
Nursery School)
4. Introduction to Project
Class on Coal Mining (Vocabulary + Grammar/Passive Voice) + Glog
Sample from South Trip 2012
Class on Sewell and Copper Mining (Reading Comprehension and
Discussion)
Class on How to Write a Recount (Travel Journal)
Class on Parks and Gardens (Describing through Imagery)
Class on Hydroelectricity + How to Write an Explanation Text (Passive
Voice Review)
Class on Winery (Description through Imagery + Listening
Comprehension)
Class on Museums + How to write a Descriptive Text.
Class on Chiloé, the Germans in the South, and Forts in Valdivia
Preparing the Skeleton of my Glog + Picasa Slideshow Tutorial (Photos
+ Captions)
5. Glogster Sessions in the Lab (1 week)
Glogster embedded in students’ Wordpress Pages.
6. Teacher monitors students taking photos
Teacher records video capsules with selected students to be sent
to school on the different locations
Teacher sends tweets through MACKAYZINE twitter account
with photos and students’ comments
Mini-Lessons
Lesson 1: Review on How to Write a Recount (Travel Journal)
Students write an entry on their Journals about the first day of
the trip. Later on, during the trip, students must write on their
own, the other two entries of their Travel Journal.
Lesson 2: Salmon Farming: Students fill in Visual Oganiser and
Glossary of important terms.
Lesson 3: Students complete Photo Captions and pending work
in the English Section.
7. - Winery (Colchagua Valley)
- Colchagua Museum
- Sewell, the Mining City.
- Siqueiros-Guerrero’s and Mexican Murals, a
Latinamerican expression.
- Huascar Museum.
- Chiflón del Diablo, XIX century Coal Mining.
- Isidora Cousiño Park.
- Chiloé: the island, museums, churches, etc.
- German heritage in the South of Chile.
- Forts in Valdivia
- Hydroelectricity: Colbún Machicura Power Plant
9. Writing and Booklet Completion
(Formative Assessment / Individual)
Writing: Glogster Elaboration (Rubric) back at
school
Booklet Completion: English Section
