Catedra ii methodology ii part 1 and 2
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The document outlines two activities and objectives to match an ecology of houses text. The first objective is to classify key vocabulary into cognates, false cognates, and unknown words. The second objective is to identify the main and supporting ideas of each paragraph. It then determines two new objectives and activities to extend a text about a rescue robot. The first is to have students work in groups to extend the robot text by adding their own ideas to each paragraph. The second objective is to have students recognize and classify verb tenses in the rescue robot text into a chart.
Catedra ii methodology ii part 1 and 2
- 1. Catedra II Methodology Camila Barrera
- 2. Part I: An Ecology Of houses Design two activities to match the following objectives: Classify key vocabulary Identify main and supporting ideas. Objective 1 Learning goal Classify key vocabulary Duration 30 minutes Necessary materials Notebook Pencil Teacher modeling The students will have to classify the some words of the text in: cognates, false cognates and unknown vocabulary. Before that, the teacher will explain to the students what is a cognate and what is a false cognate though examples. Think check Students will have to think about cognates and false cognates: How are they going to find the words? What are they going to know the meaning of the words? Guided practice Students will have to classify the vocabulary that they don’t understand, the false cognates and the cognates in the next chart. After students find the words, they will have to put the meaning of the words in false cognates and unknown vocabulary. Cognates False cognates Unknown vocabulary Image Word Meaning Word Meaning Human Presence Distance Mosquitoes Person Independent practice Students will have to replace the unknown vocabulary for synonyms.
- 3. Objective 2 Learning goal Identify main and supporting ideas Duration 30 minutes Necessary materials Notebook Pencil Teacher modeling The students will have read the text paragraph by paragraph and identify the main idea of each one. They will have to summarize each paragraph to get the main points and identify the main idea. Think check The students will have to think about: How are they going to get the main idea of each paragraph? Guided practice The students will have to work in groups of four; each student will summarize two paragraphs, then they will join it and will identify the main idea of each one in groups. Student Summary of paragraphs Main idea of each one 1 1) 2) 2 3) 4) 3 5) 6) 4 7) 8) Independent practice The students will have to support the main idea that they get from all the paragraphs.
- 4. Part II: The Velociraptor-Like Robot That Could Save Your Life Determine two objectives (different from above) and plan the corresponding activities. 1) Extend a text 2) Recognize verb tenses in a text Objective 1 Learning goal Extend a text. Duration 45 minutes Necessary materials Notebook Pencil Teacher modeling Students will have to extend the text “The Velociraptor-Like Robot That Could Save Your Life” after get the main ideas and objectives from the text. They will have to create and imagine what they will add to complete the idea from the author. The activity will be in groups of four students. Each student will have to extend one of the four paragraphs. Think check Ask to the students how they could extend the text and what they need to get the objective. Students will have to brainstorm about the task. Guided practice The students will start to extend the text adding their ideas. They have to add new ideas. The teacher will show them the next example: The orange part is from the text. The blue part is added. In January, Full used his analysis of leaping lizards to design a rugged bot that can navigate through the rubble following an earthquake or other disaster. The robot also can swim to seek people under the ocean. It can do it thanks to a new system integrated in it which consists in add a flipper to the tail to swim. The robot has a cam over him to the people which control it can see where the robot is. Also the robot has an integrated system of GPS.
- 5. Independent practice Some of the students will have to read the extended text in front of the class and the rest of the class will have to highlight the changed part. Objective 2 Learning goal Recognize verb tenses in a text. Duration 30 minutes Necessary materials Sheet Pencil Color pencils Teacher modeling The students will have to recognize the verb tenses in the text “The Velociraptor-Like Robot That Could Save Your Life” and classify them into a chart. While they are reading the text they will be highlighting the verbs. Think check The students will have to think about how they are going to recognize the different tenses in a text. To do this they have to answer to themselves what they already know about verb tenses, so they will have to assess their prior knowledge.
- 6. Guided practice The students will have to recognize the verb tenses in the text and then they will have to classify them into a chart. They have to write the verb tense and put what verbs in each tense they could identify. Verb Past simple Present Present Past perfect Past tenses continuous simple participle Used Helping is Had built Driven Came brimming Make Found Scuttling Serve Thought Crawling Build Dubbed Prowling Are Was Leaping Design Nosedived Working Can Verbs Lifted Suggesting Have landed Jumping Stick Led Keep Moved Counteract Discovered Apply Were search Rescue Make up Starts Independent practice The students will have to recognize the tenses in each sentence and highlight the it with different colors (one color per tense). Example: Orange color is used for past perfect tense. Green color is used for the past tense. Within a few months, Full and his team had built a four-wheeled, foot-long vehicle with a stiff tail section, which they dubbed Tailbot.