Class+Assignments+for+EIPT5513

//The goal of this activity is to have you experiment with creating digital content for your students.//
 * __ Audio or Video Assignment __**

Students in class 2B have, in general, poor English skills. Many students have trouble understanding simple directions to games and activities. During oral assessments, I have found students find it hard to pronounce words that we have practiced in stories and in the textbook. The teacher edition comes with a CD, but the student edition does not. It is difficult for me to create authentic oral homework assignments for students who go home to Chinese speaking families. In an attempt to address this, I have created a video clip that students can access at home. This video clip includes the story I will quiz them on in the future as part of their oral assessment. Students will need more guided practice outside of class; many students do not have the opportunity to have tutors. Hence this video clip.
 * Identify a need that can be addressed in your classroom by using teacher or student created audio or video. Write a short paragraph explaining the need. **

Students will be assessed at the end of the unit on fluency. Students will be requested to read aloud part of the text "The Singing Cat". I will assess them on tone, pronunciation, volume, and fluency. Students will be expected to read a portion of the text with confidence and accuracy.
 * Write a learning objective that can be easily assessed either using the audio or video or in response to it. **

This video clip is seperated into 5 segments: · The first segment: Reading the Title · The second segment: eliciting the picture · The third segment: previewing the text · The fourth segment: reading after the teacher (pronouncing each word in the sentence first, then progressing to read the entire sentence out loud). · The fifth segment: reading it together (no pausing or repeats) Create an assessment to assess student learning in the lesson. ** Fluency assessment: 5 points for fluency, 5 points for tone, 5 points for pronunciation, and 5 points for volume. All together, this portion of the oral assessment will be 20 points. Create the video or audio file or an example of what you would like students to do. ** To access this video, please visit the wiki page entitled //Class 2B//. (http://michaelhemmerly.wikispaces.com/Class+2B)
 * Design an audio or video file that you can use in that lesson. (This can be a video made by students or you modeling what you would want students to make) **

Wiki Assignment

Set up a classroom Wiki for one of your classes. I have decided to set up a wiki for both of my classes on one site. (http://michaelhemmerly.wikispaces.com) The wiki must have at least 5 pages. The wiki must have at least 1 embedded video or widget. My wiki is embedded with three widgets (one video and two vokis). To access these, please visit: video, please visit the wiki page entitled //Class 2B//. One page must be rules for use of the Wiki both at home and at school. My second grade students do not have the opportunity to access my wiki at school. I will, thus, give only one set of rules (for home). To access this page, please visit //Rules for My Wiki//. (http://michaelhemmerly.wikispaces.com/Rules+for+My+Wiki)
 * I have 8 pages. They are:
 * Home
 * Ask Teacher Michael
 * Class 2B
 * Class 2D
 * Class 2D's homework assignments
 * Class assignments for EIPT 5513 (this current page)
 * Me and My Family
 * Rules for my wiki
 * 1) http://michaelhemmerly.wikispaces.com/Class+2B
 * 2) http://michaelhemmerly.wikispaces.com/
 * 3) http://michaelhemmerly.wikispaces.com/Rules+for+My+Wiki

= = __Unit Plan Project __

// The unit must have: // A description of your class and resources available. I have two classes; one class meets 2-3 times a day, the other meets once a day. The first class (2D) is an English enrichment course designed for students who have exceptional English abilities. The second class (2B) is an English enhancement course designed for students who work on basic language skills in order to communicate. In this unit, I will focus on class 2B. Class 2B is a classroom of exactly 20 students that consists of local Chinese residents as well as those from a foreign country. All students are of Asian decent. All students (except one) speak Mandarin as their primary language. One student speaks Korean as his primary language, Mandarin as his second, and English his third. There are a few technological resources that are available to me. The first that comes to mind is the Multi-Media Cart (MMC). This includes speakers, a laptop, and a projector. It is portable and sometimes in demand, so teachers are asked to reserve the cart before a given class. The classroom itself is equiped with a white board, a projector screen, and a CD player. On the third floor of the building we have a Language Lab (LL). This room allows students to listen and watch movies, PPTs, music, and more through individual computer screens and headphone sets. There is a teacher panel that allows the teacher to communicate to students individually or collectively. This room is used often, so teachers have to reserve a permanent time lot at the beginning of each school year. I also have access to the Chinese track computer lab. However, students in first and second grade do not have accounts; they begin learning to work with the computer in third grade. I can use this room to project movies, PPT's, etc. I use the computer lab as an alternative to the language lab. A clearly defined need that exists in your teaching setting in 1 or 2 paragraphs. There is a major gap between parents and me. Parents are not involved, and most parents do not seem worried when their children have a low grade in my class. Although many students will turn in homework for other classes, many students forget to complete the few simple assignments I assign for them at home. There are 2-4 students who have very poor English skills; these students understand almost nothing I say in class. The majority of the class does understand my directions. There is also a sense of coldness that exists in the class. Class 2B does not have the same sense of identity, communication, warmth and relationship that exists with my 2D class. As a result, many students quarrel with one another during cooperative learning exercises. I believe that part of this is due to the kind of instruction that receive from their Chinese instructors throughout the day. One of the things I hope to achieve is to begin to create a sense of class identity and belonging among students and parents for class 2B.

// Design a teaching unit that uses at least 3 different kinds of technology. (It could be a much longer unit but I am looking for a unit that would use 3 different technologies).

// Lesson #1:

A stated objective that is measurable. Students are exposed to the four target sentences in unit 5, activity 1, and begins to speak them. · The police officer drives a police car. · The firefighter drives a fire truck. · The bus driver drives a bus. · The mail carrier drives a jeep. A plan for amount of time it will take you to teach the lesson. The actual lesson is designed to take only 35 minutes, but the process of getting students to record each other's voice is expected to last 3 to 4 thirty-five minute sessions. A use of technology to improve student learning. My cell phone will be used to record my voice and student voices during the lesson. A clear explanation of what will happen in the lesson (It should have enough detail so that a qualified educator could teach it in your absence). Materials created to guide students in the use of technology. Take a picture of my cell phone with my camera. Project the picture onto a PowerPoint. Put labels on the PowerPoint explaining to students what buttons they must press to turn on the recording and to turn off the recording. Materials created to assess the objective of the lesson. Checklist: · Each student has repeated the sentences after the recording/book · Each student has answered the question using one of the four target sentences · Each student pronounces each word of the sentence in the last activity/game of the lesson · Each student has recorded his/her voice into the cell phone (this may take several weeks) Technology materials created for this lesson Audio clips of students speaking would be recorded here. The students actually touching the technology – not just a teacher centered lecture model. Students will actually hold the cell phone and record their voices into it.
 * 1) Presentation: via PPT, teacher presents the target sentences. Students open their textbooks to page 42 to follow along. Teacher uses the CD player to let students hear the target sentences. Students repeat after the audio recording.
 * 2) Practice: Students move their desks to the side of the room. They form a circle. Teacher stands in the middle of the circle with a ball. Teacher asks a question (such as, "What does the police officer drive?") and throws the ball. Students catch the ball, respond with the correct phrase ("The police officer drives a police car") and pass the ball back to the teacher.
 * 3) Production: Students sit in a circle. One student stands up and walks around the circle speaking one of the target sentences from the book (The firefighter drives a fire truck). For each word in the sentence, the student must touch a person's head (think Duck-Duck-Goose). When that person says "truck" (the last word in the sentence) the person sitting down whose head was touched gets up and runs after him/her. Students repeat this activity until each student has had a chance to run around the circle. //As students walk around the circle speaking the target sentence, they speak into the cell phone recording their voices. When they speak the last word, they must turn off the recording.//

Lesson #2: A stated objective that is measurable. A plan for amount of time it will take you to teach the lesson. This lesson should take 35 minutes long for students to understand the content. Not all students will be able to work the PPT in one class period. This part will take approximately 2 to 3 weeks. A use of technology to improve student learning. I will take the audio from the previous lesson's recordings and link it to the listening PPT to this particular lesson. Volunteers can come up, use the mouse to click on the audio sound clip attached to the PPT slide. The speakers attached to the laptop will project the sound. Students try to identify what sentence is spoken and who spoke. This will improve student listening comprehension in that they are exposed to the same sentences yet from different voices (this is an alternative from hearing the sentences spoken solely from me, the teacher, or the audio CD that comes with the Teacher's Edition). A clear explanation of what will happen in the lesson (It should have enough detail so that a qualified educator could teach it in your absence). Materials created to guide students in the use of technology. Each student can come up to the MMC (multi-media cart), use the mouse to click on the appropriate sound clip on the PPT. Materials created to assess the objective of the lesson. Checklist: · Each student was able to identify the sentence spoken and recognize the voice of the student at the beginning of the lesson. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Each student participated in the "hitting" game, identifying the correct picture with the audio sound recording. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Each student was able to accurately identify the correct community workers in the textbook from the clues given by the audio recording (Teacher's Edition) Technology materials created for this lesson: <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Audio clips uploaded to powerpoint. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Powerpoint with images of community workers. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Audio CD recording (Teacher's Edition) The students actually touching the technology – not just a teacher centered lecture model. Students were allowed to select the audio recordings themselves. Students were taught how to interact with Powerpoint. Lesson #3: A stated objective that is measurable. Students begin to write the four target sentences from unit 5 activity 1. They become acquainted with the spelling, with the lining of each letter, the spacing of each word, and begin to practice writing the sentence from memory. A plan for amount of time it will take you to teach the lesson. The expected time to go through the entire lesson is one month (more than four class periods, one a week).
 * 1) Students listen to the target sentences in unit 5 activity 1 (see lesson #2) and identify the appropriate pictures that correlate to the content.
 * 2) Students learn how to listen to the audio messages we recorded in the previous lesson via PowerPoint.
 * 1) Presentation: Teacher projects the target sentences for the week on the board. With audio clips recorded from the previous lesson attached to the Powerpoint, students come up and click on the various audio clips that are recorded. Students must identify the sentence spoken and the voice of the student who recorded it.
 * 2) Practice: I will separate the class into two teams. One person from each team will come to the front of the room and grab a toy baseball bat. I will project the pictures of community workers (firefighters, police officers, etc.) and the vehicles they drive (jeep, truck, etc). I will first play the audio clips of students saying the sentences (from lesson #1). When I say, "Go," students must run to the board and hit the correct pictures that correlate with the sentence just spoken. (Note: the pictures projected will be on the whiteboard so when they hit the picture(s) with the bat, they are hitting the whiteboard, not the projector screen). Repeat this game until all students have gone.
 * 3) Production: Students take out their textbook and turn to page 35. With the audio CD (Teacher's Edition), students match and identify the pictures of community workers (listening activity). After students complete pages 35 and 36, students switch books and grade each others' work (I will project the correct answers on the PPT).

A use of technology to improve student learning. In this lesson, students will use the internet and computer keyboard to improve their writing. I hope to teach students to type sentences on my wiki. The goal is to lay the foundation so that in the future they can do writing exercises (like the ones exercised below) at home for homework. A clear explanation of what will happen in the lesson (It should have enough detail so that a qualified educator could teach it in your absence). Materials created to guide students in the use of technology. The wikispace, along with the pictures, questions, and format on the page //Class 2B//, will be created to guide students in the use of technology. The MMC will be provided, along with a picture of a computer keyboard on the PPT, to guide students to learn to type English words and sentences. Materials created to assess the objective of the lesson. Students will be able to hand write target words each target sentence from memory. Technology materials created for this lesson: Students will be able to type each target sentence on my wiki. The students actually touching the technology – not just a teacher centered lecture model. Students will actually touch the keyboard, typing sentences on my wiki.
 * Before class, when setting up the MMC, make sure to set up the internet connection. After connecting to the internet, log on to the wiki and go to page //Class 2B//. (Before this lesson, I should have set up the format for students to write their names and write sentences onto the wiki.)
 * Presentation: Once again, present the target four sentences of the week. This time, with the sentences projected, ask students how to spell key words in the sentence (i.e. mail carrier). Students are free to look at the PPT as they spell them out loud. After 2 or 3 minutes of volunteers, ask someone to spell a word (orally) with their eyes closed.
 * Practice: I will project pictures of community workers and the vehicles they drive onto the projector screen. With their notebooks open, students attempt to spell out the words. After 30 to 60 seconds, I will project the spelling of the word. I will give students 15 seconds to make any corrections to their own work. As students handwrite in their notebooks, I will call one student to the MMC to type the target word on the wiki. After s/he is finished typing (and after the class is finished hand writing the word), we will take a look at the projector screen (at my projected wikispace) and take a look at the sentence that was just typed. When students notice mistakes in capitalization and other punctuation points, I will go to my PPT and project a picture of a keyboard, showing them what buttons need to be pushed in order to make capitalized letters and other punctuation marks.
 * Production: Students continue to work in their notebooks, this time, writing complete sentences. I project two pictures and a question on the PPT. For instance, on the PPT, there will be a picture of a mail carrier and a jeep. Below or above the pictures will read: “Who drives a jeep?” Students should attempt to write “A mail carrier drives a jeep.” As students handwrite in their notebooks, I will call one student to the MMC to type the target sentence on the wiki. After s/he is finished typing (and after the class is finished hand writing the sentence), we will take a look at the projector screen (at my projected wikispace) and take a look at the sentence that was just typed. When students notice mistakes in capitalization and other punctuation points, I will go to my PPT and project a picture of a keyboard, showing them what buttons need to be pushed in order to make capitalized letters and other punctuation marks.

One lesson must be taught in the next month.

For that one lesson, you must: Write a two page single spaced reflection which should address: The appropriateness of the technology. The appropriateness of the assessment. (i.e. how the assessment matched the stated objective). How you would improve the lesson in the future. How you might improve your teaching skills to have the lesson go better in the future.