Mini projects maxi-learning (Usoa Sol) - APAC, July_2014 - session 2

Mini-projects,
Maxi-learning
Usoa Sol
July 2014
APAC – Departament d’Ensenyament
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning

Are we on the right track?

Aims of today’s sessions
• Learning about three sample
audiovisual mini-projects
• Analysing them according to
the three essential principles
• Personalising them according
to your students’ level and
needs

Session 2.1:
Sample
audiovisual
mini-projects
Usoa Sol
2nd
July 2014

Can you remember the three
essential principles to make
projects work with
teenagers?

Essential principles
AIMS / OUTCOMES
STAGES
ASSESSMENT

SAMPLE
AUDIOVISUAL
MINI-PROJECTS

Sample audiovisual
mini-projects
1. The Happy Couple
(ToonDoo)
2. Alien Invasion (Dvolver)
3. TV show time!

PROJECT 1:
THE HAPPY
COUPLE

You're going to read a cartoon
strip entitled Happy Couple
(part 1).
Look at the following Wordle
and predict what the comic is
going to be about using the
keywords in the cloud.

http://www.wordle.net/show/wrdl/2024070/Happy_Couple

http://www.toondoo.com/carto
on/1758715

How similar to the actual strip
were your predictions?

Here are some students’
samples:
Sample 1 (Marta’s predictions):
http://bit.ly/VyuVpE
Sample 2 (Ana and Mireia’s predictions):
http://bit.ly/UZ0vMA
Sample 3 (Alejandro, Marc and Robert’s
predictions):
http://bit.ly/1iKkwRZ

Now you're going to create
your own comic strip to finish
this story.
Here are the instructions to
create a ToonDoo comic strip!

First, you have to write the dialogue for your
comic strip. Do it on a new Word document
and save it on the desktop (Escritorio) under
your name_toondoo_script.doc.
Write AT LEAST 2 lines for each scene.
In your dialogue you should use TWO verbs
followed by an infinitive and TWO followed
by a gerund.
Try to be funny and original!
When all the stories are finished, we’ll vote
for the best one!

Once you have your dialogue ready, how
can you create a ToonDoo comic strip?
Here are the instructions:
1. Go to www.toondoo.com
2. Log in (top right-hand corner) as
iloveenglisheso (this is both the username
and the password).
3. Go to the Tools tab and click on
Toondoo maker.
4. Select your layout (minimum TWO
scenes).

5. Choose a background by dragging it
from the menu and dropping it onto the
comic strip.
6. Choose two (or more) characters by
dragging them from the menu and
dropping them onto the comic strip.
7. Select the type of speech bubble you
like by dragging it from the menu and
dropping it onto the comic strip.
8. Type your text inside each bubble.

9. When you're finished, go to Start Here
(main menu) and choose Save.
10. In the Save menu, give your comic
strip a title and choose the option "Share it
with friends". Then type in my email
address (usoa.english@gmail.com) and
click on Publish!
11. I'll receive an email with the link to your
comic strip and if everything is ok, I'll post it
on the wiki.

Here are some students’
samples:

http://www.toondoo.com/cartoon
/1902646
Ana and Mireia’s

/1902855
Ana and Alejandro’s

Marta and Martina’s
/1902648

AIMS
What is the purpose of the project?
What will it result in? (end product)
What will students be learning?

For students to design a comic strip for their
classmates.
For students to read everyone’s strips and
vote for the best.
Linguistic aim: use of verb patterns
AIMS / OUTCOMES

How to write a short dialogue in English as
the ending of a story.
How to use English verb patterns in context.
How to use ToonDoo to create comic strips.
How to use verb patterns in English.

Will the students present their end
product?
In a ToonDoo comic strip.
No, the comic strips will be posted on the
school’s English wiki for their classmates to
be able to take a look at them and vote for
the best.

STAGES
What phases is the project divided in?
How long will each one take?
What will students have to do in each one?

STAGES
STAGE PROCEDURE DURATION
1. Introduction -sts write their predictions using Wordle
cloud
-sts check their answers by reading comic
strip
1 hour
2. Research/writing -sts browse through ToonDoo and write
their dialogue
1 hour
3. Design -sts correct their dialogue and design their
ToonDoo
2 hours
4. Peer-to-peer
assessment
-sts read their classmates’ ToonDoos and
vote for the best
1 hour

ASSESSMENT
How will the project will assessed?
What weight will the mark carry?
What criteria will be used?

Three components will be evaluated in this
project:
a)The text written to predict the story behind
the comic strip
b)The actual comic strip (end product)
c)The attitude and participation during the
project
ASSESSMENT

Each of the three components will be evaluated on a scale
from 1 to 10 (1 being the lowest and 10 the highest).
What will be taken into account?
a)Related to the text written to predict the story, text accuracy
will be the main element assessed.
b)Regarding the actual comic strip, accuracy, content and
creativity will be assessed.
c)When it comes to the attitude and participation during the
project, what will be assessed is to what extent the student
has taken advantage of the time in the computer lab and if all
the members of the group have worked hard.

What weight will the mark carry?
The project will be worth 20% of your final
mark, together with the other projects we
have done.

ToonDoo cartoons -
summary
 Original format – motivating for students
 Technically simple to use
 Manageable – short texts
 Don’t feel like a writing task
 Sequence of activities – purposeful

OVER TO YOU!
Could you do this activity with
your students?
Why (not)?
What would you change/add/do
differently?

PROJECT 2:
ALIEN INVASION

You're going to watch a film
called Alien Invasion.
Try to remember as much as
you can because after the film
there will be a memory quiz!

http://www.dvolver.com/live/
movies-252329

Memory quiz
http://www.eslvideo.com/esl_video_quiz.p
hp?id=2130
http://www.eslvideo.com/esl_video_quiz_i
ntermediate.php?id=2209&pagenum=4
Translation quiz

Now you're going to create
your own online short film for
your classmates.
Go to the Dvolver site and in
your groups, answer the
following questions.

Next, you’re going to write your film
script (the dialogue) in your group.
Remember to include the following:
- an example of be going to
- an example of will
- one sentence in the First
Conditional.

Once you have your dialogue ready, how can
you create a Dvolver online film clip? Here are
the instructions:
1. Go to www.dvolver.com
2. Select a background and a sky. Click next.
3. Select a plot (the story): rendez-vous (2
people talking and then separating), pick-up (2
people meeting), chase (persecució), soliloquoy
(only one person speaking).
4. Choose the characters. Click next.

5. Type in your dialogue. Click next.
6. Choose the background music.
7. Type in the movie title and the director’s
name (your names).
8. Click preview&send movie.
If you make a mistake or want to change
anything, click on “back” to go back.

Finally, when all the films have been uploaded
on the school wiki, you’re going to watch them
and give your opinion about them in the
comments section and then give them a mark
on a Word document for your teacher.
Remember to follow the rules we discussed in
class when writing your comments.
“Three stars and a wish”
(José Picardo)

For students to design an online film for their
classmates.
For students to watch everyone’s films and
vote for the best.
Linguistic aim: use of future forms and 1st
conditional
AIMS / OUTCOMES

How to write a short dialogue in English to tell
a story.
How to use future tenses in English in
context.
How to use Dvolver to create online short
films.

product?
In a Dvolver online short film.
No, the films will be posted on the school’s
English wiki for their classmates to be able
to take a look at them and vote for the best.

STAGE PROCEDURE DURATION
1. Introduction -sts watch an online short film and do a comprehension and
a language quiz
-sts do some language work on the film script, spotting
mistakes while watching the film a second/third time
2 hours
2. Research/
Preparation/
Scaffolding
-sts browse through Dvolver and answer some questions
about the film they’re going to create
1 hour
3. Writing -sts write the dialogue for their online film, following the
instructions
1 hour
4. Design -sts correct their dialogue and design their Dvolver film 1 hour
5. Peer-to-peer
Assessment
-sts watch their classmates’ films, and vote for the best by
giving them a mark and leaving a comment on the wiki
1 hour
STAGES

project:
a)The film script
b)The actual film (end product)
c)The attitude and participation during the
project
d) The wiki comments (only to raise mark)
ASSESSMENT

Each of the three components will be evaluated on a scale
from 1 to 10 (1 being the lowest and 10 the highest).
What will be taken into account?
a)Related to the script, text accuracy and content will be the
main elements assessed.
b)Regarding the actual film, creativity will be assessed.
c)When it comes to the attitude and participation during the
project, what will be assessed is to what extent the student
has taken advantage of the time in the computer lab and if all
the members of the group have worked hard.
d)About the wiki comments, what will be assessed is that the
student has commented on everyone’s films constructively
and in correct English (to raise mark).

What criteria will be used? (II)
Classmates will also mark each of the films
and the one with the highest mark will get a
prize.

http://www.dvolver.com/live/movies-404071
Gemma and Mònica’s

Llorenç and Quique’s

Ana and Beth’s

Camila and Míriam’s

Peer-to-peer feedback
http://santgregorienglish.pbworks.com/w/page/26103510/Unit
%206%20ESO%201

Dvolver films - summary
 Visual and engaging
 Very easy to use
 Manageable – short texts
 Cater for different levels – different options
available
 Don’t feel like a writing task
 Students can give each other feedback after
watching their classmates’ films on the wiki

PROJECT 3:
TV SHOW TIME!

Introduction
Do you know what shows
these theme songs are from?

What do you know about these shows? Have you
ever watched them? Do you enjoy them?

Can you now match the following descriptions to
the corresponding show?

a) This show takes part in England,
more specifically in a castle in the
nineteenth and twentieth century. The
owners of the castle are an aristocratic
family called the Granthams. The whole
family lives there. All the servants also
live there, but downstairs, separated
from the family rooms.

b) This show is based on the life of the
main character Ted Mosby and his
group of friends in Manhattan. In the
show, set in 2030, Ted Mosby tells his
son and daughter about all the women
he dated until he met their mother and
all the adventures he lived with his
inseparable four friends before he
became a dad.

c) This show is called this way
because of the main character,
who at the end of each episode
narrates a voice-over with the
moral learnt by the doctors.

d) It all starts when Alan Parker
comes into his older brother’s
perfect life after divorcing his
wife and being kicked out of
their house.

TV show project (part 1)
Choose a TV show, look for
information on it and write a text
following the guidelines below.
1. What's the TV show of your
choice? Provide some general
information on it.
2. Why is the show called this way?
Relate the title to the storyline.

3. Who are the main characters?
Who are they starred by?
4. Why have you chosen this TV
show? What do you think are its
most outstanding features? What do
you personally enjoy most about it?
5. What kind of people would you
recommend it to?

Sample texts – students’
wiki pages

Using the ideas in your text, design a
presentation for your classmates. You can
choose to do your presentation using Power
Point, Prezi or Drawmylife.
Your presentation should last between 5 to 10
minutes and it will be assessed following these
criteria here.

Oral presentation assessment
criteria (teacher’s)

Oral presentation
assessment criteria (sts’)

Students’
presentations on
Power Point

Students’ presentations on
Prezi

The last stage of the project is to show your
classmates an episode of the TV show you
have chosen and to design some activities to
exploit it in terms of language.
Apart from that, you'll have to write a short
summary of the episode containing mistakes
(in terms of the content) for your classmates to
spot them after having watched it.

Students’ activities (I)

Students’ activities (II)

Students’ activities (III)

Students’ activities (IV)

Students’ activities (V)

Summary
• student-generated
• personalised and relevant
• role-reversal: students become
teachers for a day (especially
during stages 2 and 3)

• makes students more aware of
their learning process
• develops students’ digital
competence (HTML: embed
videos, insert links and files)
• fosters students’ autonomy as
learners

For students to write about a TV show of their
choice to their classmates.
For students to present and “sell” their TV
show to their classmates.
For students to prepare activities related to
one chapter of the show and to be teachers
for a day.
AIMS / OUTCOMES

How to write an article about a TV show in
English.
How to edit a wiki, adding media and
embedding videos.
How to do a PPT or a Prezi presentation.
How to exploit a TV show for language-
learning purposes.

product?
In a wiki text, a multimedia presentation and
a worksheet with activities.
Yes, they will present their TV show to their
classmates and they’ll get them to do the
activities they’ve prepared for the episode of
their choice.

STAGES
STAGE PROCEDURE DURATIO
N
1. Introduction -sts listen to / read the guidelines of the TV
show project and choose a show in groups
1 hour
2.Research
Preparation
-sts look for information on the show and
bring it to class to write a draft of their article
2 hours
3. Writing -sts write the final version of their article on
the English wiki (incorporating the teachers’
suggestions); they also add videos, photos
and links
2 hours
4. Design -sts create their PPT/Prezi presentation
using keywords from their wiki text
1 hour
5. Presentation -sts present their shows to their classmates 2 hours
6. Language
focus
-sts watch an episode together and do the
activities that the group in charge has
prepared for them
6 hours

project:
a)The article (wiki text)
b)The PPT/Prezi presentation
c)The oral presentation
d) The activities prepared for the episode
(only to raise mark)
ASSESSMENT

a)The article will be marked following the usual
writing task scale, which takes text accuracy,
content, and layout into account.
b)The PPT / Prezi presentation will be marked
using a rubric.
c)The oral presentation will be marked using a
marking grid (one for the teacher and one for the
student to mark his/her peers’ presentations).
d)The activities prepared for the episode will help
to round off the mark.

Any questions?
Coffee time!

Session 2.2:
Audiovisual
mini-project
personalisation
Usoa Sol
2nd
July 2014

What do you have to do? (I)
Read your peer’s wiki sites and write a
comment on their projects. What can
you write in your comments?
a) What do you like best about the project? (If
you don’t like it, why not?)
b) Could you do it with your students? Why (not)?
c) How could it be improved? What could be
changed? (constructive criticism)
d) Do you have any questions about it?

What do you have to do? (II)
1. Choose one of the three
audiovisual mini-projects from
today’s first session.
2. Personalise it according to your
students’ level and needs.
3. Post your finished sample project
(as an example for the students) on
the wiki, under the corresponding
section.

WHAT HAVE WE
LEARNT IN
TODAY’S
SESSION?

CONTENT TOOLS / ACTIVITIES
3. Dvolver
2. Design of a new
project based on the
ones presented
according to sts’
level and needs
6. Prezi
1. Analysis of sample
projects according to
their aims, stages and
assessment
5. TV show time!
2. ToonDoo
4. ESL Video
1. Wordle

Any questions?

Mini projects maxi-learning (Usoa Sol) - APAC, July_2014 - session 2

Recommended

Recommended

More Related Content

Viewers also liked

Viewers also liked (20)

Similar to Mini projects maxi-learning (Usoa Sol) - APAC, July_2014 - session 2

Similar to Mini projects maxi-learning (Usoa Sol) - APAC, July_2014 - session 2 (20)

More from Usoa Sol

More from Usoa Sol (15)

Recently uploaded

Recently uploaded (20)

Mini projects maxi-learning (Usoa Sol) - APAC, July_2014 - session 2