I think the idea of using a piece of theatre as context for your lessons is inspired! Linking the lessons, producing a script makes for very engaging lessons indeed. Have you ever produced a play for the other students on the campus?
Margaret Stafford, Thank you for the compliments! Yes, I have assigned short scripts for students to produce and then presented the created videos to other ESL classes on our campus. It was quite a bit of fun because we had 3-4 groups present their videos and we voted on who did the best job! However, that was a grammar related video and not for this L/S series of lessons.
Hi Debbie, I've made comments on the Google doc! Thanks for sharing the materials. They are very comprehensive and I think you've managed to create a lot of materials from a single song. Your students will be singing it for weeks!
Hi Katherine, I do not know how to view the comments that you made internal to the document. Can you explain how to me? Or should I check with Barbara?
Debbie Kellermann Usually you can find comments next to highlighted text. I left a comment in your doc like this, so you can see. If you don't see them you should be able to click on the yellow text and they'll pop up. That said, I don't actually see any comments from Katherine Bilsborough. Kath, can you open again and see if you see your own comments?
Thanks for sharing your materials. I have no idea why my comments didn’t save on the Google doc so I’m writing them here instead.
I think this is the first time I’ve seen materials created around a song of this kind – from a musical. I’m sure half you students will be going arund singing this song for weeks afterwards. Have you used it with a class? Did they enjoy using the materials?
A few observations
• CEFR levels – I only know C1 and C2. What does C4 and C5 refer to? • Clear aims/objectives. If I was writing this for other teachers I’d write them in a list, just for clarity. But this is just a small thing. • You have created materials for 2 lessons around this song – that’s great. With the suggestions for follow on work, it could even be extended. • Vocabulary Word list: I’m curious as to why the words are this particular order. Is there a reason? Usually with word lists publishers ask us to write them in (a) the order the appear on a text or (b) alphabetical order. • In the page with the cloze of the lyrics I’d add an instruction for students. Also, you might think about adding numbers to lines with gaps or gapped words. This is not essential but it’s something that might help when it comes to talking about the ‘answers’ or discussing the task (e.g. What did you write in number 6?) • Instructions – I’m assuming the other instructions will be given orally by the teacher – but it might also be useful to have them on the page. E.g. 1. Look at the text. Find some unfamiliar vocabulary and idioms. Write them on the back of the paper. This is useful in the case of another teacher using the material sor for when a student arrives late or hasn’t listened carefully to your instructions.
Katherine Bilsborough Hi Katherine, Thank you for your comments and I am so sorry that you had to re-type and post them again. It might be that because I am using Microsoft Word products adapted for Apple/Macintosh that this created the problem.
I made a mistake in the CEFR numbers because we don't use those ratings at my university. Sorry! I will make the corrections.
Yes, I have used this lesson plan twice in previous semesters at UF. It was really quite fun and enjoyable. I think that it was very fortunate that my students were able to watch the video in sections in class. Then (one semester) the local theater group in Gainesville produced the play on stage and we were able to go and see it also. I actually created an entire semester of lessons for LS around the movie/play, Rent. Actually, all of that semester's LS Level 50 (lower advanced) classes used the same theme and we shared lesson plans among our group.
The vocabulary list was made in no order by me as we covered them in class. I will correct the order to be as it appears in the song. I also agree about numbering the cloze blanks and will make that change also. I will also add instructions.
Hello All, This is my Week # 1 Lesson Plan. Please feel free to add your comments and suggestions!
ReplyDeleteI think the idea of using a piece of theatre as context for your lessons is inspired! Linking the lessons, producing a script makes for very engaging lessons indeed. Have you ever produced a play for the other students on the campus?
ReplyDeleteMargaret Stafford, Thank you for the compliments! Yes, I have assigned short scripts for students to produce and then presented the created videos to other ESL classes on our campus. It was quite a bit of fun because we had 3-4 groups present their videos and we voted on who did the best job! However, that was a grammar related video and not for this L/S series of lessons.
ReplyDeleteHi Debbie, I've made comments on the Google doc! Thanks for sharing the materials. They are very comprehensive and I think you've managed to create a lot of materials from a single song. Your students will be singing it for weeks!
ReplyDeleteHi Katherine, I do not know how to view the comments that you made internal to the document. Can you explain how to me? Or should I check with Barbara?
ReplyDeleteDebbie Kellermann Usually you can find comments next to highlighted text. I left a comment in your doc like this, so you can see. If you don't see them you should be able to click on the yellow text and they'll pop up. That said, I don't actually see any comments from Katherine Bilsborough. Kath, can you open again and see if you see your own comments?
ReplyDeleteBarbara Hoskins Sakamoto I do not see any highlighting on my document from you or Katherine. Sorry!
ReplyDeleteHi Deborah,
ReplyDeleteThanks for sharing your materials. I have no idea why my comments didn’t save on the Google doc so I’m writing them here instead.
I think this is the first time I’ve seen materials created around a song of this kind – from a musical. I’m sure half you students will be going arund singing this song for weeks afterwards. Have you used it with a class? Did they enjoy using the materials?
A few observations
• CEFR levels – I only know C1 and C2. What does C4 and C5 refer to?
• Clear aims/objectives. If I was writing this for other teachers I’d write them in a list, just for clarity. But this is just a small thing.
• You have created materials for 2 lessons around this song – that’s great. With the suggestions for follow on work, it could even be extended.
• Vocabulary Word list: I’m curious as to why the words are this particular order. Is there a reason? Usually with word lists publishers ask us to write them in (a) the order the appear on a text or (b) alphabetical order.
• In the page with the cloze of the lyrics I’d add an instruction for students. Also, you might think about adding numbers to lines with gaps or gapped words. This is not essential but it’s something that might help when it comes to talking about the ‘answers’ or discussing the task (e.g. What did you write in number 6?)
• Instructions – I’m assuming the other instructions will be given orally by the teacher – but it might also be useful to have them on the page.
E.g. 1. Look at the text. Find some unfamiliar vocabulary and idioms. Write them on the back of the paper.
This is useful in the case of another teacher using the material sor for when a student arrives late or hasn’t listened carefully to your instructions.
Katherine Bilsborough Hi Katherine, Thank you for your comments and I am so sorry that you had to re-type and post them again. It might be that because I am using Microsoft Word products adapted for Apple/Macintosh that this created the problem.
ReplyDeleteI made a mistake in the CEFR numbers because we don't use those ratings at my university. Sorry! I will make the corrections.
Yes, I have used this lesson plan twice in previous semesters at UF. It was really quite fun and enjoyable. I think that it was very fortunate that my students were able to watch the video in sections in class. Then (one semester) the local theater group in Gainesville produced the play on stage and we were able to go and see it also. I actually created an entire semester of lessons for LS around the movie/play, Rent. Actually, all of that semester's LS Level 50 (lower advanced) classes used the same theme and we shared lesson plans among our group.
The vocabulary list was made in no order by me as we covered them in class. I will correct the order to be as it appears in the song. I also agree about numbering the cloze blanks and will make that change also. I will also add instructions.
Thank you again for your input : )
My pleasure!
ReplyDelete