This document outlines the modules and activities in an English teaching course focused on using storytelling and poetry in the classroom. The main topics covered include using fables, rewriting fables in modern contexts, analyzing tenses in narratives, identifying errors, developing activities for poems, practicing pronunciation of poems, and using poems to develop writing and speaking skills. The document provides guidance and instructions for participating in various group and individual activities related to each topic.
Simple list of tasks that teachers can do with students to help them learn English. Most take very little tech knowledge on the part of the teacher. Just tell the students what they should do and monitor.
Designing Curriculum Instruction and AssessmentInstructional Les.docxsimonithomas47935
Designing Curriculum Instruction and Assessment
Instructional Lesson Plan
Setting/Grade Level: Grade 6
Subject(s): Reading/Language Arts School: Florida
Theme/Title: Poem- Lincoln the Leader
1. PLANNING
Standards Addressed
This lesson Address the History of United States of America and the poem that describes President Abraham Lincoln.
1. The National Center For History in Schools- the student gets the opportunity to engage in historical study and interpretation hence is able to understand diverse historical information.
2. NCTE Standards for English Language Arts- Students read widely to develop their understanding of texts, themselves and the cultures of the United States and other countries of the world, to gain knowledge on how to respond to various needs of the society and for personal fulfillment.
3. Florida State Standards: Students will use primary and secondary information sources to study and interpret the history of United States, to describe important events in the past and to interpret different perspectives.
LAFS.6.L.3.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a) LAFS.6.RL.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
b) LAFS.6.RL.2.6: Explain how an author develops the point of view of the narrator or speaker in a text.
c) LAFS.6.SL.2.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
d) LAFS.6.RL.2.4: Determine the meaning of words and phrases, as they will; be used in a text including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
e) LAFS.6.W.3.9 Draw evidence from literary or information texts to support analysis, reflection and research. (a) Apply grade 6 reading standards to literature.
1. PLANNING
Learning Outcomes/SMART Goals
Instructional Time: 4 hours.
What should students know and be able to do because of this lesson?
· Students will understand that writers plan and make adjustments for their purpose or audience
· Poetry is a form of writing that expresses feelings, experiences, or thoughts
· Using the poem “Lincoln Walks at midnight,” students will understand that poet depicts the ghost of Lincoln pacing the streets of Springfield, Illinois his hometown tormented by the dreadful slaughter of the war.
· Student will be able to identify how figurative language, vocabulary and imagery affect the mood and tone of the poem.
· Using the poem, student will be able to visualize the events that formed Lincoln. The poem should enable the children to be capable of narrating the events that formed Lincoln by the end of the four hours.
· Using the poem students will be able to write a position paper using textual evidence to.
Learning event teaching MFL with apps - june 2020brigittecollomb1
This sequencing is suggested as a final European collaborative activity for the “Learning Event 2020: Teaching MFL (Modern Foreign Languages) with Apps.” In your country, the lessons and sequencing may require changes according to the period duration, 45 minutes being an average time in Europe. Finally, some teachers may not give homework or think their students are not ready to perform some of the suggested tasks alone, so they might add an extra lesson to this sequencing. Thanks for your attention!
rigitte Collomb – France
Maria Rita Pepe – Italy
Yovka Zhecheva – Bulgaria
Maike Vüst - Germany
Simple list of tasks that teachers can do with students to help them learn English. Most take very little tech knowledge on the part of the teacher. Just tell the students what they should do and monitor.
Designing Curriculum Instruction and AssessmentInstructional Les.docxsimonithomas47935
Designing Curriculum Instruction and Assessment
Instructional Lesson Plan
Setting/Grade Level: Grade 6
Subject(s): Reading/Language Arts School: Florida
Theme/Title: Poem- Lincoln the Leader
1. PLANNING
Standards Addressed
This lesson Address the History of United States of America and the poem that describes President Abraham Lincoln.
1. The National Center For History in Schools- the student gets the opportunity to engage in historical study and interpretation hence is able to understand diverse historical information.
2. NCTE Standards for English Language Arts- Students read widely to develop their understanding of texts, themselves and the cultures of the United States and other countries of the world, to gain knowledge on how to respond to various needs of the society and for personal fulfillment.
3. Florida State Standards: Students will use primary and secondary information sources to study and interpret the history of United States, to describe important events in the past and to interpret different perspectives.
LAFS.6.L.3.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a) LAFS.6.RL.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
b) LAFS.6.RL.2.6: Explain how an author develops the point of view of the narrator or speaker in a text.
c) LAFS.6.SL.2.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
d) LAFS.6.RL.2.4: Determine the meaning of words and phrases, as they will; be used in a text including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
e) LAFS.6.W.3.9 Draw evidence from literary or information texts to support analysis, reflection and research. (a) Apply grade 6 reading standards to literature.
1. PLANNING
Learning Outcomes/SMART Goals
Instructional Time: 4 hours.
What should students know and be able to do because of this lesson?
· Students will understand that writers plan and make adjustments for their purpose or audience
· Poetry is a form of writing that expresses feelings, experiences, or thoughts
· Using the poem “Lincoln Walks at midnight,” students will understand that poet depicts the ghost of Lincoln pacing the streets of Springfield, Illinois his hometown tormented by the dreadful slaughter of the war.
· Student will be able to identify how figurative language, vocabulary and imagery affect the mood and tone of the poem.
· Using the poem, student will be able to visualize the events that formed Lincoln. The poem should enable the children to be capable of narrating the events that formed Lincoln by the end of the four hours.
· Using the poem students will be able to write a position paper using textual evidence to.
Learning event teaching MFL with apps - june 2020brigittecollomb1
This sequencing is suggested as a final European collaborative activity for the “Learning Event 2020: Teaching MFL (Modern Foreign Languages) with Apps.” In your country, the lessons and sequencing may require changes according to the period duration, 45 minutes being an average time in Europe. Finally, some teachers may not give homework or think their students are not ready to perform some of the suggested tasks alone, so they might add an extra lesson to this sequencing. Thanks for your attention!
rigitte Collomb – France
Maria Rita Pepe – Italy
Yovka Zhecheva – Bulgaria
Maike Vüst - Germany
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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By the end of this module, participants will be able to:
●● Use a range of techniques for using poetry in the classroom.
●● Create a modern version of a traditional fable.
●● Identify common learner errors with target language.
●● Assess the advantages of using storytelling and poetry with
learners.
●● Adapt activities for use with their own learners.
●● Consider how linking and sentence stress can affect how
something is read.
●● Use ‘voice’ effectively to convey meaning
in poetry.
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1 Language 1.1 Town or country?
Would you prefer to live in the country or in the city?
What are the advantages and disadvantages of each?
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1.2 The Town Mouse and the Country Mouse
What do you know about fables. Does anyone know the one about the two
mice ?
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1.2 The Town Mouse and the Country Mouse
What do you know about fables. Does anyone know the one about the two
mice ?
–●● Predict what happens in the fable.
–●● Read the fable and check if your predictions were correct.
–●● Tell the whole group how accurate your predictions were.
–●● Read the fable again and then discuss what the moral is.
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In groups, discuss and make notes on how the story might be different if it
were written now.
Listen to a podcast which talks about how living in the town and in the
country has changed, and what it would be like for the mice now.
Compare your notes with the speaker’s ideas.
Listen again and note down some of the ideas that the speaker talks about.
Compare how similar or different your ideas were to the speaker’s.
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Rewrite the fable of the Town Mouse and the Country Mouse in a more
modern way, using the notes from the previous activities:
In groups, brainstorm ideas, using the table to help you.
Decide which of the ideas you brainstormed to use.
Construct your stories in 20 minutes.
Walk round the room, reading each other’s stories posted around the
room.
How similar/different were they? Which one do you like best?
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1.5 Narrative tenses
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Analyze the past narrative tenses used in
the fable:
In groups, answer the questions about the
language and work out the rules.
Refer back to the original text if it helps
you.
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1.5 Narrative tenses
The tenses used are the past simple, the past continuous, the past perfect
and the past perfect continuous.
In sentence 1 – He decided while he ate his dinner.
In sentence 2 – The Town Mouse made the dinner before the Country
Mouse arrived.
In sentence 3 – They started eating first, then they heard the noise at the
door.
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1.6 Rules and tenses
In groups, Match the tenses to the rules.
Find examples from 1.5 to complete the ‘Example’ column.
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1.7 Common mistakes
In groups:
●● Read the story quickly and decide if it has a happy ending or
not.
●● Find and correct the mistakes that the learner has made with
the tenses.
●● Compare your answers with the corrected copy.
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2.1 Using a poem in class
Have you ever used poems in your lessons?
If yes, provide examples of how you used them.
Read through the poem lesson.
Discuss the questions in pairs.
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2.2 Poetic activities
In groups to come up with different ways of using poetry
in the classroom.
●● Brainstorm ways of using poetry in the classroom (use
your own experience where
possible).
●● Share your ideas with the whole group .
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3.1 Create an activity for a poem
Work in groups (A-B-C-D) to plan an activity for a poem:
● Create an activity. ( each member of the original group has a copy of the
activity.)
●Join a new group that has one person from groups A, B, C and D.
● Role-play the activities : take turns, e.g. a group A participant ‘teaches’ to
‘learners’ B, C and D.
which ones would they use with their own learners?
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4.1 Word stress and linking
●● In groups, discuss the three questions:
What is word stress?
What is sentence stress?
What is linking?
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4.1 Word stress and linking
Listen to the poem ‘Smile’ being read out. listen and mark on the poem
any words which are stressed and any words which link together.
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4.1 Word stress and linking
Listen to the poem ‘Smile’ being read out. listen and mark on the poem
any words which are stressed and any words which link together.
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4.1 Word stress and linking
Listen to the poem ‘Smile’ being read out. listen and mark on the poem
any words which are stressed and any words which link together.
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4 Pronunciation
4.3 Poetry practice
In your original groups :
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● Look at your poem and decide how
you want to say it out loud. Which words
will you stress?
●● Look for examples of catenation
(linking of consonants and vowel
sounds).
●● Read the poem out in your groups.
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5.1 Poetry and productive skills
Read an article about using poems to develop writing
and speaking skills
In groups, discuss the questions.
Which ideas did you find most helpful and which you would
like to try?
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6.2 Advantages and disadvantages
2.2 Poetic activities
In groups :
●● Discuss the advantages and disadvantages of using poetry
and storytelling in the classroom.
●● Use the vocabulary from the previous exercise to help you.
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In groups, use the pictures to
predict the contents of a poem, put
the poem in the correct order, and
then write your own short poem
about a place they know.
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8.1 Reflective rhyme
●● Work individually and make notes in the table about the theme of the
module and what you have learned.
●● Create a poem about the module.
●● Work in groups.
●● Read your poems to each other.
What did you think of the activity and how how could you use it with
your own learners?
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