SAMR Model

LESSON PLAN MODIFICATION

          Hello readers! Here, I would like to write my-really-last post before the final term test of CALL (Computer Assisted Language Learning) subject. Below, I will attach a modification of a lesson plan I have made. The original one is from BBC teaching English. However, I have revised it as well as what should be done in this unit. In my lesson plan, the students will analyze a film review based on the questions prompts given, create their own film reviews, vote the most interesting reviews, and tell their review to their friends in front of the class. I have also tried to relate it with online tools. Okay, without spending more time, let’s see it!

Lesson Plan

Topic               : Film Reviews

Skill(s)             : Writing and Speaking

Aims                :

·      To encourage the students to join in a discussion.

·      To develop the students’ writing skills.

·      To train the students to spend time planning before they write.

·      To train the students’ speaking skills in telling something.

Age group       : Teenagers and young adults.

Level               : A2, B1, and B2

Time                : 60 minutes +

Materials         : Film review work sheet

Procedure        :

1.	Warmer (5 – 8 minutes)	·   Put the students into pairs and ask them to think of a film they have both seen. Give the students time to think and discuss their choices and then ask each pair to tell you which film they have chosen. ·   Ask the students to decide who the leader of their pairs is. ·   Ask the leader to create a-shared-document in Google Docs. ·   Ask the leader to include their pairs’ email and the teacher’s email so that later the teacher can monitor the students’ progress in creating the film review.
2.	10 – 12 minutes	·   Write these questions: 1.   What is the title of the film? 2.   What genre is it? 3.   What is it about? 4.   Is it based on a book? 5.   Where is the film set? 6.   When is the film set? 7.   Who stars in the film? 8.   Who plays the main role(s)? 9.   Who is your favorite character in the film? Why? 10.  What kind of person would like this film? ·   Make sure the students understand all of the questions. ·   Ask the students to discuss and answer the questions based on their film choice. ·   Ask the students to write the answers in the Google Docs. ·   Monitor the students’ work by the Google Docs. ·   Give some questions and/or comments to the students’ work to make sure the students write the right one.
3.	10 – 12 minutes	·   Give the students an example of film review and the questions of the review through their Google Docs documents. ·   Ask the students to answer the questions based on the film review they will have read. ·   Let the students to analyze the film review (how the review can be organized in 3 paragraphs).
4.	15 – 20 minutes	·   Give the students the following exercise. ·   Ask the students to choose different films from the film they have chosen in the beginning of the class. ·   Ask the students to start doing the exercise individually by writing it in the Google Docs in different page (e.g. students A write on the page 2 and students B write on the page 3). ·   Monitor the writing progress of each student through the Google Docs to make sure the students are following the steps.
5.	10 minutes	·   Display all of the reviews on the LCD projector. ·   Ask the students to vote which film is the most interesting one. ·   Ask the owner of the review chosen to come in front of the class and tell his/her friends about the film.

       ASSESSMENT

Film review

The Theory of Everything

Biographical drama, 2014

The Theory of Everything is about the scientist Stephen Hawking. The film is based on a book, ‘Travelling to Infinity: My Life with Stephen’ by his wife, Jane Wilde Hawking. The film is set in England and starts in the early 1960s. It tells the story of Hawking’s relationship with Jane, the diagnosis of his motor neuron disease and his success as a physicist.

I love the acting in this film. Eddie Redmayne stars as Hawking and Felicity Jones plays the role of Jane. My favourite character is Stephen Hawking because he is very clever and brave.

I think this is an ideal film for people who like true stories. It is a bit sad at times but the story is very interesting and there is a lot of action. I give The Theory of Everything

★★★★. Go and watch it soon!

★★★★★Fantastic!

★★★★Really good!

★★★      OK

★★ Bad

★ Terrible!

1. Read the film review. Does the writer answer all these questions? Check and

1.      What is the title of the film?

2.      What genre is it?

3.      What is it about?

4.      Is it based on a book?

5.      Where is the film set?

6.      When is the film set?

7.      Who stars in the film?

8.      Who plays the main role(s)?

9.      Who is your favorite character in the film? (Why?)

10.  What kind of person would like this film?

2.  Follow the steps to write your own film review.

1.      Think of a film you have watched.

2.      Make notes for each of the questions in Activity 1.

3.      Write your review using the notes and the model text. Write between 100 and 150 words.

That’s all about my lesson plan modification. If you have any suggestion, give it through the comment box below.

Thank you, and Jesus bless you!

Collaborative Writing Using Google Document

Collaborative Writing Experience

        Hi, readers. So, this is the last-two-post I should write about the subject called “Computer Assisted Language Learning”. In this post, I would like to share my experience in creating an argumentative essay in Google document. Why should be in Google document is because our lecturer, Miss Priska, wants us to learn to make or create something as if we do not meet face to face, and we are in different place. Okay, let’s go straight to the content.

          In this work, we were supposed to work in group. Then, each member should choose 1 role between initiator, outlining facilitator, and content facilitator. I chose to be the initiator. As stated in the job description of each role, I have created a shared Google doc, and sent it to the emails of the group’s members. I also sent it to our lecturer’s email so that she can monitor our work and help our group in working on the essay. I have also organized the technique of the writing such as deciding how many paragraph, the thesis statement, the topic sentences and supporting details, and reminding the group that they should refer to the reading segment for the ideas. The other thing that I made to the collaborative writing task which was not directly related to the role I chose is about the order of the paragraph. For example: 1^st paragraph is about introduction, 2^nd is the first agree argument, 3^rd and 4^th are about the disagree arguments, and the last paragraph is the conclusion. I think it should not be my work to decide, but to make it simple and quick (so that we can directly work on our own part), I help to decide it as well.

          My collaborative writing experience is quite good and interesting. What makes it interesting is the interaction to make something even the writers do not meet face to face. The thing that was successful in my collaborative writing is the work’s distribution of each member in group. We were equal in dividing the job. Until finally, we could do and finish it well. And then, the thing that was not successful is about the time in working it. It is very difficult to find the time when all of us could open the document together and work on it together. Yeah, because each of us has our own business, so we have different free time. However, at least, we have done it without any face-to-face meeting.

          Based on my experience in writing collaboratively, I have some points I should and should not do in designing the same kind of assignment to my future students.

Things I should do are:

1.    Ask the students to make a group which the number of the members is decided by the teacher.

2.    Give certain topic, so the students can write it in purpose.

3.    Give example of certain genre of text that the students should create.

4.    Give the generic structure and language feature of the genre of the text they should make (this depends on the students’ level).

5.    Give enough time for the students to work on it.

6.    Ask the students to decide the roles of initiator, outlining facilitator, and content facilitator.

7.    Monitor the students’ work by asking them to cc my email when the initiator wants to send the Google document to the member of the group.

Things I should not do are:

1.     Ask the students to do the “jigsaw” technique first before continuing to the collaborative writing. (This depends on the students’ level).

2.    Force the students to finish the work in 1 point of time in the very near future.

3.    Be too strict and too talkative on commenting on their work while they are writing their parts.

Okay, I think it is enough for the sharing about my experience in doing the collaborative writing. Here, I attach the link of the result of my group’s collaborative writing assignment.

https://docs.google.com/document/d/1ASo_yAn_PGfSG8W4UbRBJvmEMLWuHFzswLmQGip6c5M/edit?usp=sharing
 

Thank you and Jesus bless you!

Blend Space Learning Activity

Blended Learning Activity

        Hi, guys! On this post, I would like to share a bit about blended learning activity. Maybe you are asking what it is, what the function is. Okay, let’s check it out.

         I have made 1 blended learning activity. The topic of my lesson is about music and song. Why I choose this topic is because almost all people in this whole world like to listen to the music, then what they are listening to is a song for sure. Then, what the goal of the activity? The activity is designed to help students practice their listening about music and song, and understand the form as well as the function of gerund and infinitive when talking about someone’s hobby because listening to the music is also a hobby everyone might have.

        The learners are specifically for junior high school students on 8^th grade who are 13 years old. However, the lesson can be also for all ages. They are taking this class either because they like everything about music, and they want to know deeper about music and song or they are obliged by the curriculum on their school.

          Things what students have to do in my Blendspace are:

1.   Listening to a video about someone’s opinion about music.

2.  Listening to a video about “Why music is important”.

3.  Listening to a video about the definition of some parts of a song.

4.  Taking note based on the video on the number 3.

5.  Doing an exercise based on the video given (video number 3).

6.  Analyze the chorus, verse, and bridge in a song.

7.  Listening to a video about gerund and infinitive.

8.  Doing an exercise about gerund and infinitive.

The students should spend on the activities number 1 up to 6 in the class for 2 lesson hours. Thus, the activity number 7 and 8 can be done after class. However, it should be submitted on the next meeting without any reason of not finishing it. The instruction of each slide is already clearly stated. So, it is a ready-to-use activity for other teachers who have the same topic and want to teach it to their students. Further instructions of the activities are not needed anymore.

Of course, I will apply this kind of technique to teach my students (either in the school or in private). I like music and I think every person also likes music. So, it will be easier for me to teach about music. In addition, if my students later are my private students in playing drum (it will be very fun learning activity). What I like from Blendspace is the concept of the slides. Blendspace allows the teacher to attach a video or text or even a quiz for the students. It also allows the teacher to write the description of each slide, so it will save the teacher’s energy in explaining the materials given in the class. Moreover, it will make the students understand what to do with the slides even the students are not in class or do not meet the teacher directly. For the students, I think, they will react to this technique well because they are not obliged to ask the teacher for many times for both the explanation and the exercise. This kind of technique is very helpful for the teacher in preparing lesson and providing varied resources for their students. The teacher can browse in the internet about the exercises, then the teacher can find lots of variation of exercises s(he) can use for the students. The teacher can also browse the materials in the internet to find a lot of way in explaining the materials which will not make the students become bored. It will be a fun teaching instead of a flat teaching.

The aspect of the tool that can be improved is the searching process, especially in searching process in the video. It shows different order of results when we are searching in the Blendspace space and directly in www.youtube.com. I think that’s all about what should be improved. The rest is already good and suitable.

I think it is enough. Hope you enjoy and can try it on your own.

Here is my Blendspace activity: (I provide both the link and the citation)

https://www.tes.com/lessons/CiFSNGz5_LmoHA/music

Happy Reading and Jesus bless you.