Assignment 1
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This document outlines a virtual lesson plan designed to reinforce face-to-face English learning for 10th grade students in Mexico. The four-week lesson uses an online learning platform to provide activities focused on the simple present tense. Students will read texts, identify verbs, review grammar notes, and complete interactive exercises on their own schedule. The platform automatically grades exercises and provides feedback to students, while allowing the teacher to monitor student access and engagement. This blended approach aims to strengthen classroom learning through additional online practice opportunities.
Assignment 1
- 1. Course: Foundations of Virtual Instruction by Cindy Carbajal Virtual Lesson Plan Assignment Alma Guerrero October 20th, 2013. The following Virtual Lesson Plan is designed to reinforce the face to face learning process in students of first semester (grade 10th in USA), who are about 15 years old and currently studying at Colegio de Bachilleres, Plantel 5, located in Cardenas, Tabasco. Mexico. I. LESSON TITLE, SUBJECT AND GRADE LEVEL. LESSON: MODULE 2.- “What do I do? and How do I live? SUBJECT: Lengua Adicional al Español 1 (English 1) GRADE LEVEL: 1st. Semester Photo 1. Group of students of COBATAB 05, 1st. semester, group F. (45 students) II. OBJECTIVE(S) At the final of this lesson, students should be able to: • Ask for and exchange personal information about their own and other’s everyday activities in written and spoken discourse, in social, recreational or work contexts. Virtual Lesson Objectives: • Use the Simple Present to write and read in different contexts and activities. • Understand listening and reading texts that include Present Simple. • Use differents forms of the Present Simple to describe own and other’s everyday activities and lifestyles in written discourse. • Understand written texts containing the Present Simple.
- 2. Learning Objecs: • Simple present • Physical features • Ethnic and cultural features • Family members • Geographical features • Numbers • Verb to be • Personal pronouns • Impersonal pronouns • Possessive adjectives • Definite articles • Indefinite articles III. OVERVIEW The lesson will be held for four weeks and as it was mentioned above, it will reinforce the face to face learning process in students by doing the activities proposed in the Learning Management System (LMS) http://cob5ing.edu20.org, supported by www.Edu20.org. Photo 2. COBATAB 05, Learning Platform on www.Edu20.org Each week, students will receive information about a new section of the lesson on the platform. There will be one activity which has to be done each week. Teacher will open the platform everyday and will check all the assignments as well as reply questions or doubts the students could have. Most of the students come from official secondary schools in Mexico where they studied basic English. It is suppossed they have level A1 and 2, according to the CEFR, which includes basic management of vocabulary to understand and communicate in simple or routine tasks. Unfortunately many of them have never been exposed to an English lesson, that is why for this only one lesson the language in the platform will be the mother tongue, Spanish. (It is also the first time they have an online lesson). The lesson follows a blended version, students will access and work on the platform to strengthen the knowledge acquiered in the classroom, to learn more and new examples of the topic and how to use and interact with technology as a LMS, an essential component of the 21st century learner skills.
- 3. IV. VIRTUAL COMPONENTS AND LESSON ACTIVITIES The main activities will be held by students on an asynchronous way as they intend to reinforce the lessons in the classroom, by giving them the opportunity to work on their own pace, place and time. There is one synchronous activity included and it is the chat tool which is used by students and the tutor in the platform when they are online to ask and answer questions about the topic. The lesson (Module 2) is divided into 5 learning sections (the first one with the content information), two exercises and one simple test, as it is shown in the photo 3. Photo 3. Lesson Structure 1.- Section 1, has the basic information about the lesson such as name, objective and competencies that students will be able to develop. 2.- Next section contains a text about Daily Routines (photo 4). Students will read and select all the actions (verbs) they can identify, noticing the tense used in this situation. (Present Simple).
- 4. 3.-‐ Section 3, presents important grammar notes about the Present Simple. Something that is usually boring to learn in the classroom and sometimes time is not enough, so I consider that by using the platform is a good way learners interact with this information in an attractive format. 4.- Sections 4 and 5 (photos 5 and 6), include tables with information, links to access to them and some interactives activities where learners can learn and practice. Photo 5. Photo 6. A link inserted as a resource in Section 4.
- 5. V. Method of evaluation One of the benefits of using an LMS is the opportunity to save a lot of time when the activities need to be graded (so helpful when a teacher has 10 classes with 45 students in each one, like me). In the lesson described in this paper, there are two exercises wich are rated by the program according to the parameters the designer decides. Next pictures show the results students get after the assigned attempts and before the deadline also assigned by the instructor. Photo 7. Assignment Grading of Exercise 1. Even the program automatically sends the results, it is very important to write a brief comment and send it to the learner, so they feel not alone and can notice their tutor is monitoring constantly the platform. Photo 8. Result obtained by a student in exercise 2.
- 6. Photo 9. An example of an item in exercise 2. It is also very important to write the specific instruction for each activity, the more careful you design the assignment, the less conflict learners have when do their activities. On the other hand, the parameters of evaluation depend on the kind of activity, for example in a test; the attempts can not be more than one and the time for answer is limited. Photo 10. Parameters designed for Test 1.
- 7. Finally, as the tutors of a virtual course, the LMS gives the tools to know how many times the learner has accessed to it, as well as the time he has spent in it. This gives us an idea about the responsability in each learner and take the necessary steps to adjust any irregularities. Photo 11. A learner results. Photo 12. Activity of a student. Thanks for reading, this is my first try in the virtual teaching world. I would appreciate any comment. Alma Leticia. Cardenas, Tabasco. Mex.