Supermarket Sweep: Off to the supermarket!

Activity V:
Supermarket Sweep: Off to the supermarket!

Level: Advanced Beginner
Content Objective: Categorize items in a supermarket. Be able to identify items in English to purchase.

Language Objective: Read and listen to items in a grocery store and identify them.
Time: Block scheduling

Directions:

You and your partner are off to the supermarket. You are going to label what is in the supermarket, look at your grocery list, and find the items. Read ALL directions first.

Pre-game:
1. Click on the link: http://www.britishcouncil.org/kids-games-trolley-dash.htm

2.Press play on checkout(in order to see inside the supermarket, you will not be playing yet)

3. On the sheet of paper I give you put items you see in the supermarket into the proper categories: Health care, frozen food, canned food, fruit, school supplies, flowers, pastas, snacks, baby supplies, drinks, sauces/jams, and household items. (This may take several times of playing and you can hit TRY AGAIN to see it again.)
Note: Some words are in British English
trolley=shopping cart, biscuits=cookies, crisps=chips, nappies=diapers

4. When you finish filling out the sheet, play game.

Game:

1. Look at shopping list
2. Play game!
3. Return to list if you don't remember the items (you may need to look in a dictionary for meaning)
4. When you have found all the items, you will go on to level 2 and 3

5. Show Ms. Wolters when it says you have completed all levels to see what place you and your partner have come in.

If you finish feel free to explore web page and play:
Play: Find the vegetables!
Click on link http://www.britishcouncil.org/learnenglish-central-games-vegetables-01.htm 2.

1. How will you use this resource to meet the needs of your instructional
purposes?
Although the reality is that you do have to buy random things in a grocery store besides food, this lesson might be better after a couple of units. It will be challenging but fun to fit into the curriculum after doing more than units such as a food, a health, and a class supply unit. This will be a good activity after having the students for a semester. I think it would be challenging for advanced beginners but feasible.

2. Why is this topic, information or content appropriate for the lesson you
plan to create (e.g., level of authenticity, relevance to target language,
register, accuracy, interest level, and motivation)?

ELL students often have to go into a grocery store and find words that they only know in their native language. This activity will be challenging, but since it is in a game format it should be fun. I think it will be a good time to explain some differences between British and American English. It will be a fun game to play after students have become familiar with many household items. I like how they read and listen at the same time. I have chose partners as a form of interaction because I played it with a friend at my house and it was helpful to have 2 people shout out what was on the list.

3. What handouts or directions will you provide students to focus learning
and adapt this resource for your instructional resources?
I will hand out the direction sheet and model it on a projector.

I will have to create my own vocabulary list as well as break the list into categories before they play the game. Moreover, I will have to review British vs. American English.

5. What are the potential problems, either language based or technical that
you may need to troubleshoot or prepare for?
First, the web site is in British English so I will have to make some cultural notes. I wish the web page wasn't so random. The flashcards do not match the game that well. I will have to create my own supplementary material. I also wish the web site didn't say kids. The game is quick, but it can be a lot of fun. I will have to model the game on a projector again because its hands-on directions. The words such as box, a pair, a packet may be difficult for lower level students, but that is something we can review the next day and maybe have them play again. Lastly, as far as classifying the items; if I see that students just want to play the game, or are having trouble, I will bring a backup of pictures or the real items and have them classify them and THEN play the game. This part needs to be highly modeled.

Transportation Past to Present

Assignment IV.

Transportation Past to Present

Content Objective: SWBAT identify transportation words past through present by written descriptions as well as pictures.

Language Objective: SW identify transportation words past through present through written description and pictures. In addition, SW watch and listen to a video that uses transportation.

Level: ESL Intermediate

Time: 90 minute block scheduling

Summarized Directions:
1. Review the list of 13 transportation words as a class.
2 Practice with Flashcards as a class on projector http://www.proprofs.com/flashcards/cardshow.php?title=transportation-past-to-present&quesnum=1
3. Do Crossword puzzle that I hand out
4. Watch 2 Bill Nye videos
5. Answer questions on videos and transportation under blog: Transportation

1. 13 Transportation Words: sports car, van, boat, canoe, cruise ship, airplane, bus, carriage, bike, motorcycle, subway, sleigh, carriage

2. Review words at Ms. Wolters's self-created flashcards. As a class we will review it a few times.
Self study: Click on this link after reading the vocabulary words http://www.proprofs.com/flashcards/cardshow.php?title=transportation-past-to-present&quesnum=1
Notes: Click on 'next' to go to another card.
Click on picture to make it bigger.
Click on 'view answer' to see answer

3. Crossword handed out by Ms. Wolters:
Transportation Past to Present:

4. Next, watch the following Bill Nye Videos from Greatest Inventions with Bill Nye: Transportation. Discovery Education. 2007.Discovery Education. 11 July 2009http://streaming.discoveryeducation.com/
*Note--
a.watch the video to see if you can identify transportation.
b. Watch the videos once to identify transportation we have talked about. Watch the video a second time to answer comprehension questions on the back of the crossword.

• Locomotives [08:43]
  
  
  
  


• Before You Know It: Transportation [03:35]
  
  

5. On the back of your crossword puzzle answer the following questions. Feel free to work with partners and/or ask me for help.
1. List transportation that you see in the video:

2. How did humans 1,000 years ago travel? (Locomotive video)
a. by car b. by foot c. by plane d. by bike

3. What is ethanol made up of?

4. What is a hybrid car?
a. electric/gas
b. solar power/gas
c. electric/wind power
d. gas/vegitable oil

5. Challange question: What does this cartoon mean to transportation?
*Product recall=returning something

6. Draw a picture of your dream vehicle:
Answer the following questions about it: Can you drive it/steer it/or fly it? What does it run on (gas, oil, hybrid, water, foot power)?

Review/Analysis

1. How will you use this resource to meet the needs of your instructional purposes?
I will use this resource as part of a chapter of Interchange 2 called Past, Present, and Future. Part of the Chapter focuses on different forms of transportation. Although I have created worksheets with pictures and communication topics, technology makes it more interesting. Flashcards, a video, and a crossword should create more interest than book work. In addition, transportation is a part of the yearly ACCESS test, so it is really important that ELL students are proficient with transportation words.

What handouts or directions will you provide students to focus learning and adapt this resource for your instructional purposes?
I will provide a handout with the directions and objectives. I will start off reviewing my self-created flashcards with students. Then, I will hand out the crossword for students to do with questions of the video on back. Depending on students responses I will do the videos as a class or individually.

Are the format, organization, design and language level of this resource appropriate for your instructional goals?
Yes, because they go along with the Level 2 book. As I wrote before, students in the past have done worksheets with vocabulary and information around transportation, and this will make it more interactive and less threatening. I always have INCLUDED as many flashcards that I feel are less babyish than colored clip art.

What are the potential problems, either language based or technical, that you may need to troubleshoot or prepare for?
I will need the projector and the lap top hooked up ahead of time. I will have to make sure my self-made flashcards are working correctly. I will have to see with the first student group how difficult the Nye videos are, although I feel they will comprehend at least 50% of the video .

Tell Me About it!

Assignment 3

Tell me about it!: Your digital story.

Digital Story Web site

My Digital Story--See below!

Level: Intermediate English in Interchange Textbook Blue: Unit 12 It could happen to you!

Time: 90 minute block schedule.

Content Objective: Tell a story to the class orally using Photo Story 3 for Windows.

*(Take the typed story you wrote about that relates to your childhood (simple past +past progressive) Chapter 10 Interchange. We are Creating a Digital Story so that you can present your story to your classmates.

Language Objective: Students will take the story they have written using simple past and past progressive and orally present it to the class using digital media.

Summarized directions: *We will be watching Ms. Wolters's Digital Story(see below) and how she created a small sample of her digital story. After, I have written directions, but I will be going around helping because it is a very hands on assignment.

1. Create a file with pictures from the Internet that match your story “One time when I was little”. *Right click the mouse and save the pictures to a file with your name. IE) Woltersdigitalphotos.

2. Open on the computer Photo Story 3 for Windows and browse and insert pictures. (Click next when you are ready to go on.)

3. After you have put all pictures into your digital story, write sentences for your story. * Open up your blog page that you wrote and corrected about when you were little and copy paste if you would like (control c, control v ). (Click next)

4. Record your voice using the headphones with a speaker as you see the words One you finish putting your sentences into your digital story. (click next)

5. Select transition slides by clicking each slide and modify.

6. Enter background music—be careful with volume.

7. When you finish, let me see your story and be ready to present it to the class via the projector.


1. How will you use this resource to meet the needs of your instructional
purposes?
I read about Digital Stories from this Hamline University class and then I created my own. I thought it would be great if the students created one as well. This resource is a great way to get students speaking more and comfortable presenting in front of the class. I think it is a great way to get students to take ownership of their English use and to see the value in language, which is communicating.

2. Why is this topic, information or content appropriate for the lesson you
plan to create (e.g., level of authenticity, relevance to target language,
register, accuracy, interest level, and motivation)?
This will make each student’s story very authentic to them and will help me as a teacher find ways to take written English into a speaking activity. This activity probably works best towards the end of the year for beginners and anytime for intermediate and advanced students. I think students will feel more comfortable being able to re-record.

3. What handouts or directions will you provide students to focus learning
and adapt this resource for your instructional goals?
I have made my own model and will put it on the projector. They can use the blog as a guide, and a half sheet of paper to reread how to do it. However, because I believe it will take a lot of prompting to demonstrate the technology component of this assignment.

5. What are the potential problems, either language based or technical, that
you may need to troubleshoot or prepare for?
I am not sure that I can download the program on our school computers. Therefore, students may have to do it on my computer or I will have to call tech. support. Also, this assignment needs to be highly modeled because I believe it is a whole new form of using technology than the students have seen.

ESL Writing: ON WISCONSIN!

ASSIGNMENT 2

Lesson: On Wisconsin! Describing where you live.

Level: Intermediate English in Interchange Textbook Series 2 Chapter 11: Landmarks
Time: 90 minute block schedule, may be 2 days.
Lesson Objective: SWBAT list facts about Wisconsin and describe native country.
Language Objective: Students will create a paragraph about their native state or country using the present passive (is +ed/irregular)

Student Directions:
Summarized:

Part I: Watch Videos
Part II: Read paragraph on Wisconsin
Part III.
A. Answer questions on a sheet of paper and hand in.
B. Add one more fact or *stereotype (*something that is not always true) that you know or have heard about Wisconsin
Part IV. Create a blog about your native country.
Part V. Create questions for a student to answer and post onto your blog.

Part VI. Respond to another persons blog
*Part VII. Be prepared to describe similarities and differences between states/countries in class
****************************************************************

PART I: You are to watch the videos: On Wisconsin! and Madison, Wisconsin

Part II: After you play it read the following paragraph.

Key words:

currency--type of money used

crops--plant grown to eat

produced--made


Wisconsin is a state located in the United States with many interesting features. The currency used in Wisconsin is the dollar. In Wisconsin English is spoken. Some people there also speak Spanish, Korean, and German there along with other languages. Cranberries, oats, and corn are some crops grown in Wisconsin. Dairy products such as cheese and milk are produced in Wisconsin because there are many cows raised on farms.

The capital of Wisconsin is located in a city called Madison. Madison is also the home of a major university called UW-Madison. The University of Wisconsin-Madison’s Badger football games are watched every year. Football is not the same as Latin American “fútbol”. Football is known as “fúbol americano” in Spanish. Every Saturday college students, alumni, and Wisconsin fans gather for the games. During half-time the marching band performs. Make sure if you ever visit Wisconsin, to eat some cheese, visit the capital, and watch a Badger football game!


Part III: Answer the following questions on a separate sheet of paper and turn in to Ms. Wolters.
1. Where is Wisconsin?
2. What is the currency used in Wisconsin?
3. What languages are spoken there?
4. What products are grown there?
5. List some dairy products produced.
6. What is the capital of Wisconsin?
7. What university is located in Madison?
7. What is the video a clip of?

B. Post one more thing you know about Wisconsin.

Part IV: You are to create a paragraph on your blog about your native state/country.
Answer the following questions:
1. Where is your state located?
2. What is the currency used?
3. What crops are grown there?
4. What is produced there?
5. What is the capital?
6. Are there any landmarks located there?
7-10. Create at least 4 more questions using the following words: manufactured, listened, played, sung, watched, visited, bought


Part V: Create 8 questions about your country for others to answer as I have did about Wisconsin. Feel free to link a video on your blog! (Ask me and I will show you!)


Part VI: Answer the questions of another student's blog that HAS NOT been answered yet.

Part VII: Be able to discuss in class similarities and differences between places tomorrow.


Review/Analysis
1. How will you use this resource to meet the needs of your instructional purposes?
I will introduce a cultural aspect of Wisconsin as well as facts about Wisconsin in a way other than a worksheet. I chose a paragraph on Wisconsin so they could learn about the state they live in while at the same time have students see how the present progressive is used in reading and writing.


2. Why is this application and format appropriate for the lesson you plan to
create (e.g., level of authenticity, relevance to target language, register,
accuracy, interest level, and motivation)?
The ideal of this lesson is to incorporate knowledge of the state they live in now in the United Sates and the state/country they lived in the past and create a comparison. By using students homeland, I hope they will be interested to share information. This lesson goes with Interchange Intermediate and ties in the language objective of learning how to use the present progressive in English and authentically using it. Moreover, I feel that by letting students submit work via the Internet, they will have more motivation to create.
By using their own background knowledge, I hope to create conversation and have everyone in the class learn including myself.

4. Are the format, organization, design and language level of this resource
appropriate for your instructional goals?

My instructional goals are that students:
Learn about Wisconsin and use the the present progressive (is/are +ed) in writing and eventually present it to the class. Essentially they will be reading, writing, and speaking all in English with this lesson.

5. What are the potential problems, either language based or technical that
you may need to troubleshoot or prepare for?
Students will have to sign in under my name because they will not have access to YOUTUBE seeing as it is blocked for students..

ESL Health Reading/Writing

Assignment 1: Evaluating and Using Web Sites

Reading Lesson: “Calling in Sick”, “Taste Testing” and other stories.

1. Teacher centered
1. Hand out today’s objective sheet
2. Review “Calling in Sick" reading” http://www.marshalladulteducation.org/rs/l07/calling_pre-read.htm with class via projector. Type answers on Microsoft Word via Projector.

2. Student centered
By the end of the today’s technology lesson, you will have read 5 stories and identified at least 10 new vocabulary words relating to health. In addition, you will be able to pronounce at least 5 of those 10 words correctly. Lastly, you will also be able to write reviews about each story you have read.
Follow these directions to complete this assignment:
1. Log into students-online; Ms. Wolters’s page under the Assignment: Health.
Click on the following link: http://www.marshalladulteducation.org/rs/l25/taste_pre-read.htm
2. You are going to go to the story “Taste Testing.”
3. Answer the *pre-reading questions listed and fill out the new vocabulary on your worksheet.
*Pre-means before (antes)
4. Read the small paragraph to learn about taste buds. Read the story one time without stopping to look up new words. Click “click here to continue” to read the story one more time.
5. On the third time listen to the story and please review any words that you feel were pronounced differently then what you originally thought.
6. When you finish reading, click on "Conclusions" or "Understandings" and read the 5 questions.
7. Raise your hand and ask Ms. Wolters for the "Understanding" sheet in paper form to fill out.
8. Respond to the post-reading questions or “Understand” questions. Turn this in to your teacher (Ms. Wolters). (Be prepared to read-aloud the stories in class tomorrow.)
*post means after (después)
9. When you finish get another story. You need to read at least 5 out of 6 readings and turn in 5 out of 6 reading "Understanding" sections. Include "Taste Testing" as "Understanding" 7.

*I am not looking for how fast you get done, I am looking for how thorough each answer is so take your time and see me if you are not going to finish all of them!
10. Repeat with the following Level 1, 1.5 and 2 stories:
“Doctor’s visit” http://www.marshalladulteducation.org/rs/l15/doctor_pre-read.htm
“Healthy Teeth”
http://www.marshalladulteducation.org/rs/l15/teeth_pre-read.htm
“Good Nutrition”
http://www.marshalladulteducation.org/rs/l15/nutrition_pre-read.htm
“911 Saves Lives”
http://www.marshalladulteducation.org/rs/l2/911_pre-read.htm
*A Heath Care Directive” Extra Credit
http://www.marshalladulteducation.org/rs/l25/health_pre-read.htm

Review of Lesson and Website Resource

Students:
High School 9-12 Grade students enrolled in ESL reading/writing beginner II. Students' first language is Spanish.

English language level: Beginner/Intermediate

ESL Lesson time: block schedule--90 minutes in computer lab

Class Location environment: This will be taught in the computer lab. Students will log in to MPS student log-ins go to MPS students SLC, go to the Ms. Wolter’s class page read directions and click on the link for this story.

What is the instructional purpose?
This is a reading comprehension and skills building activity. They will be working on their reading, writing, listening, and pronunciation portions of ESL. My class uses a textbook series that focuses on thematic units. This web page is following up on our chapter in Interchange Textbook Red about health. http://www2.cambridge.org/interchangearcade/listtypes.do?level=1&unit=12&stage=2 )and is after reading the book and watching the movie about the Helen Keller.

How will you use the website to meet your instructional purposes?
I have found that students are not finding it necessary to use health words for everyday purposes so I wanted to give several activities that show the importance of knowing health words. For example, students learned the word “for mouth” but had trouble saying “my mouth hurts”. I also wanted to connect the 5 senses and the sense of taste to the Helen Keller story because she only had taste, touch, and smell to survive. Lastly, I really feel I would like to incorporate more reading as we go through each chapter and what better way than through technology.

What handouts will I create?

I will provide a handout with the pre-reading and post-reading questions so that students understand that this assignment requires them to become interactive and responsible their learning. I will create a sheet with today’s date, computer lab, and the objective for the day, as well as task assignment, and homework. I will also put on their materials needed: pen/pencil, headphones, and log-in ID information known

What are potential problems students might encounter in using this website?

My students this year started off the year slowly learning the ins and outs of programs in the Internet. However, I have been slowly creating my web page for my ESL students and we have reviewed how to get to my page many times. I have found that they are having trouble connecting that underlined text that means it’s an activity to do or go back to. I will show them with a projector how to navigate between pages. They might have some difficulties navigating from the question activities back to the main story site so they can go on to the next activity. I will also write on the white board today’s directions and what needs to be turned in. I will do one story together with the projector such as “Calling in Sick.” I also will need to check out that JAVA functions on all computers because JAVA is either blocked or not available on our school computers. Lastly, I may need to give student's different pages to begin with to prevent cheating! I have noticed students have a desire to finish the fastest instead of making sure they understand everything.