Teaching Practicum e-portfolio

Instituto Superior de Formación Docente y Técnica N°55 Profesorado de Inglés Teaching Practicum IV Prof.: Ms. Gabriela Domínguez e-portfolio Alumna: Johanna Rebuffo D.N.I.: 30.394.253

INSTITUTO SUPERIOR DE FORMACIÓN DOCENTE y TÉCNICA N° 55 PROFESORADOS en Educación PRIMARIA e INICIAL, MATEMÁTICA e INGLÉS

REGLAMENTO de PRÁCTICAS INTEGRADO PAUTAS PARA LA REALIZACIÓN DE LA PRÁCTICA DOCENTE I. FUNCIÓN DE LOS PROFESORES DE LA PRÁCTICA El/los docente/s de Prácticas deberá/n: a) Convocar a los alumnos inscriptos para informarles sobre las actividades que deberán realizar. b) Proponer al Equipo Directivo los establecimientos escolares y cursos que se han seleccionado para la observación y realización de la Práctica Docente. c) Designar a los alumnos un establecimiento y curso determinados. d) Guiar a los alumnos practicantes en la elaboración de la propuesta metodológica a desarrollar en un curso determinado. e) Orientar a los alumnos acerca del modo de acceder a las distintas instancias de la Práctica; cómo realizar las observaciones, organizar los contenidos curriculares y contextualizar las experiencias educativas. f)

Observar a los alumnos en la instancia del rol docente y registrar por escrito las observaciones de clase en su cuaderno de actuación.

g) Realizar reuniones de grupos de reflexión: a) Con sus pares (para proyectar actividades, realizar ajustes y resignificar los procesos concretados). b) Con los alumnos (para analizar las experiencias y realizar un meta-análisis de las mismas). h) Dar a conocer al inicio del desarrollo el programa, las diferentes instancias de la Práctica Docente y los criterios de evaluación que permitirán la acreditación y calificación del alumno. i)

Realizar reuniones con el equipo de cátedra para aunar criterios sobre los motivos de la prolongación y/o suspensión de la Práctica Docente.

j)

Informar al alumno sobre la prolongación y/o suspensión del período previsto y fundamentar la decisión adoptada. Ésta se comunicará al Equipo Directivo y al Consejo Académico del ISFD N’55

k) Orientar a los practicantes para la realización del informe final que contenga la autoevaluación del proyecto implementado.

l)

Participar en el proceso de evaluación y acreditación de los practicantes.

m) Agregar en legajo de los alumnos, copia del informe final de práctica de cada año.

II. COMPROMISOS DEL ALUMNO Dentro del encuadre general pre-establecido los alumnos asumen los compromisos de: a) Asistir a los encuentros en la Institución Formadora o en la sede que se asigne y cumpliendo con los requisitos de asistencia y trabajos prácticos que estipule el proyecto de Cátedra. b) No tomar compromisos laborales en el turno asignado para la realización de las prácticas profesionales. c) Cuidar la presentación personal, teniendo en cuenta la prolijidad, sobriedad y discreción, adecuando la vestimenta al contexto y a las normativas de este instituto formador y de los establecimientos asociados. d) Cumplir con los horarios asignados y con el 80 % de asistencia a las actividades previstas. En todos los casos las inasistencias deberán ser informadas al docente de Práctica previo al horario de la misma. Las mismas serán justificadas siempre y cuando se cumpla con informar el motivo de su causa, acreditando certificación que acredite la misma. Para quienes ya se desempeñan en el sistema público y habiendo tomado licencia psiquiátrica o de algún otro tipo que exceda la ordinaria, deberán informarlo al profesor de Prácticas, ya que no podrá comenzar las prácticas hasta el finalizar su licencia, extendiendo de ese modo el período de cursada. e) Constituir una carpeta de Prácticas, en la que se incorporarán todos los trabajos requeridos, además de los planes y/o proyectos de intervención docente que se vayan realizando a lo largo del ciclo lectivo. La misma deberá llevarse todos los días de asistencia a las escuelas asociadas. f) Realizar tareas de observación y diagnóstico de grupo cuyo informe deberá incluirse en citada carpeta. g) Realizar las prácticas docentes según las normas que establecen los profesores de las cátedras de Práctica Docente de las diferentes carreras. h) Permanecer frente al grupo de alumnos, siempre acompañado por el docente orientador o algún otro personal docente del establecimiento, y cuando este/os no se encuentre/n en el salón, el/ los practicante/s y/o residente/s, no podrán ingresar al curso hasta tanto se haga presente uno de ellos que pueda permanecer en el aula durante el periodo de práctica/residencia. i)

Establecer con los alumnos un trato respetuoso, en un clima calmo de trabajo. Por ningún concepto se elevará la voz más de lo necesario.

j)

Respetar los acuerdos realizados entre directivos de la Institución formadora y profesores del Espacio de la Práctica. Éstos podrán ser ajustados, siempre que medie el consenso de todos los actores involucrados.

k) Manifestar una actitud abierta y de aprendizaje, adoptando y valorando las sugerencias, orientaciones y/ o correcciones que realizarán tanto los docentes orientadores como los profesores del Campo de la Práctica Docente. l)

Concurrir siempre con el “Cuaderno de Actuación del Practicante”. Este consiste en un cuaderno sin espiral, foliado, con portada identificatoria en el que se registrarán las observaciones de las prácticas realizadas. Cada clase debe contar con el correspondiente informe realizado por el observante de turno: profesor del espacio o maestro orientador.

m) Asistir al 80% de las actividades realizadas en la Institución Destino durante el período de Residencia o Práctica Intensiva. Sólo podrán ser justificadas las inasistencias por motivos graves. a.

Se considera motivo grave: enfermedad/accidente/duelo por familiar directo (en todos los casos deberá certificar esta causa)

b. Tiene la obligación, en caso de inasistir a la Escuela Destino, de comunicarlo a: i. la Institución Destino ii. la Institución Formadora iii. la / las profesoras de práctica iv. Nota: Teniendo en cuenta la reglamentación vigente para los docentes de la Provincia de Buenos Aires y con el objetivo de formarlos en conductas de responsabilidad, se exigirá que el certificado médico o él que corresponda deberá entregarlo al docente del Espacio o a la Preceptora del curso en un plazo que no excederá las 48 horas. c. En caso de que el ausentismo del alumno superarse el 20 %, se acordará con el profesor un periodo compensatorio, previa consulta al CAI, cuyos integrantes deberán evaluar cada situación en particular, permitiendo dar continuidad o no en el ciclo lectivo en curso, para lo cual se presentará un informe del alumno. d. Aquel alumno que abandonase las prácticas, deberá realizarlo a través de una nota, dirigida a docente de Práctica. El abandono de la misma provocará que en la cursada siguiente elija turno o escuela en último lugar. n) Cumplir con los requisitos de asistencia del 80% al Taller Inicial siempre que la propuesta de la cursada cuenta con el mismo, y de aprobación de los trabajos solicitados mediante su presentación en tiempo y forma.

III . CARPETA DIDÁCTICA  La carpeta podrá estar escrita a mano o en computadora, pero siempre en forma clara, legible y prolija.

 Al asistir a la escuela asociada, deben hacerlo con la carpeta didáctica y el cuaderno de actuación, sin excepción ya que la misma será solicitada por la profesora de práctica.  Orden en que deben ser presentados los documentos: o

En primer lugar, se colocará el presente reglamento firmado por los alumnos. En el caso que existiese taller inicial, los trabajos correspondientes a este periodo.

o

Luego se colocará el diagnóstico del año asignado, el mismo se elaborará de acuerdo a las especificaciones dadas por las profesoras y deberá estar completo antes de comenzar a dar las prácticas de ensayo. Finalizadas las mismas, será actualizado.

o

A continuación, se incluirán las propuestas de enseñanza, como también, las autoevaluaciones y los informes de su compañero, de acuerdo a los requerimientos de cada cátedra. Estos informes deben estar prolijos y al día, ya que la carpeta puede ser solicitada en cualquier momento para su corrección.

o

Finalmente, se escribirá una reflexión general sobre la experiencia de la práctica.

La carpeta didáctica, entonces, deberá constar de los elementos que cada cátedra considere necesarios, a modo de ejemplo enumeramos los siguientes: 1. Reglamento de práctica 2. Taller Inicial (cuando correspondiera) 3. Diagnóstico de grupo 4. Los planes del proyecto que se vayan realizando a lo largo del ciclo lectivo 5. Los informes que contengan las autoevaluaciones y las del par pedagógico para cada clase de práctica.

6. Reflexión final 7. Cuaderno de actuación

IV. CUADERNO DE ASISTENCIA La asistencia de los alumnos a las escuelas quedará registrada en un cuaderno que habrá en la institución y que el practicante/residente deberá firmar al ingresar a la escuela o en una planilla registro que cada practicante lleve, según indicaciones de la cátedra.

Si alguna asistencia no fuera registrada debidamente en el cuaderno o planilla, el profesor de la práctica la considerará como inasistencia.

Las ausencias, feriados o cualquier otro motivo de suspensión de clase, deberá ser asentado en el cuaderno.

V. PLANIFICACIONES Se presentarán por duplicado: completas, prolijas, organizadas y legibles, con la debida anticipación, quedando una copia en poder del docente orientador. Las realizaciones “en borrador” no serán consideradas como válidas; tampoco podrán ser aprobadas en el momento previo a la clase.

En cada plan de clase, debe especificarse: Nº de clase, área, tema, objetivos, contenidos, actividades, estrategias metodológicas, recursos materiales, evaluación, bibliografía consultada, de acuerdo a las indicaciones del profesor a cargo. En el caso del proyecto, se deberán completar los ítems enumerados en la ficha de cátedra indicada.

Cada plan para ser aprobado debe dar cuenta de la apropiación clara de los contenidos a enseñar por parte del practicante.

Las planificaciones deberán estar aprobadas por el profesor de prácticas o por el docente orientador 48 horas antes de su implementación. Caso contrario, el alumnos no podrán dar sus prácticas.

El profesor de seguimiento suspenderá la intervención didáctica del alumno si comprueba la falta de la firma de la docente, pues interpretará que ella desconoce o no está de acuerdo con lo planificado por el alumno.

Todo practicante deberá preparar el material didáctico que considere pertinente, fuera del contexto del aula donde realizará la práctica. El material se adecuará a los objetivos establecidos en el proyecto y al Diseño Curricular vigente. Se sugiere que a los efectos de ser evaluada su pertinencia y adecuación, sea presentada al docente orientador una muestra del mismo para su aprobación.

El material didáctico debe ser claro, suficiente en cantidad y en el caso de contener textos, éstos deben poder leerse desde los últimos bancos del aula.

Si algún informe, o plan de clase debiera re-hacerse, deberán entregarse el que fue corregido por la profesora de la práctica, y la copia original con sus indicaciones o correcciones.

Las planificaciones no serán aprobadas, si presentan errores ortográficos, gramaticales o de contenido.

Las actividades deben seleccionarse de acuerdo con los objetivos fijados en cada planificación.

VI. CONSIDERACIONES A TENER EN CUENTA PARA LAS PRÁCTICAS 1.

Si hubiere algún inconveniente en las instituciones en que se realicen las prácticas (falta de docente, paro, falta generalizada de alumnos u otras situaciones impredecibles) el alumno deberá informar a las profesoras de la práctica antes de tomar cualquier decisión. Cada docente de Práctica establecerá medios de comunicación con los residentes para que ellos puedan cumplir con estos requisitos.

2.

Para que la práctica se lleve a cabo, debe estar presente entre el 50 y el 65 % del curso, acordando esto con el profesor orientador debido a las características propias de los cursos.

3.

Los días de lluvia, los alumnos deberán concurrir a sus observaciones/ prácticas, sin excepciones, salvo que las inclemencias del día así lo justifiquen.

4.

No se permite comer / beber / hacer uso del celular en las aulas.

5.

El alumno podrá comunicarse con el profesor orientador sólo en la forma que este se lo indique, en el caso que este solicite que solo sea en la escuela de destino. No se permitirá llamar al docente orientador por teléfono celular. Y en todo caso, será el docente quien eventualmente se comunicará con los alumnos.

6.

Antes de comenzar con las observaciones y/o prácticas la institución de destino podrá solicitar a los alumnos que concurran a una entrevista con la dirección del nivel/ departamento de la escuela destino o una instancia de presentación que permitirá establecer vínculos entre las escuelas asociadas y todos los actores involucrados en el proceso de Práctica y/o Residencia.

7.

Sólo pueden ingresar a las aulas los alumnos que previamente se hayan inscripto como observa-dores o practicantes.

8.

No se permite ingresar a las aulas una vez comenzada la clase, por lo que deben presentarse 10 minutos antes del inicio de la misma.

Una vez leído el presente documento, me notificaré completando los datos que figuran debajo de la línea, que luego cortaré y entregaré al docente de Prácticas como certificación de la Reglamentación existente para esta cursada. _____________________________________________________________________________

Declaro conocer y aceptar las indicaciones contenidas por el presente documento para la cursada regular de ___________________________________________ del Profesorado en ______________________________________________________ del año 20___.

Notificada/o:_____________________________________________ (Firma)

Aclaración: _____________________________________________ (Nombre y apellido completo)

DNI: _______________________________________

ISFDyT N° 55 Profesorado de Inglés Teaching Practicum IV Prof. Domínguez Students Diagnosis Report Rebuffo Johanna, D.N.I.: 30.394.253 Rinaldi Jimena, D.N.I.: 34.073.657

2nd Year – Maschwitz English School Students Diagnosis Report The group is made up of 27 students, 17 boys and 10 girls, who are between the ages of 14 to 15. These students are very friendly and somewhat competitive. They have a broad understanding of the language, though some students sometimes need some intervention in Spanish.

The students in this class are quite talkative so the teacher has to ask for them to work quietly repeatedly throughout the period. There are a few boys who are rather disruptive. Students work during class using their students’ books and workbooks. Once they complete an activity, they usually correct it all together orally and taking turns to come to the board.

There are a few students who seem to have acquired a deeper understanding and use of the language, as they always know what is being asked for them to do and are eager to participate orally in class as well.

The teacher communicates with her students mostly in English, translating certain content into Spanish. Instructions are always given in English.

The classroom The classroom is big enough for all the students’ desks and chairs to fit comfortably in. These are arranged in three rows facing forward, where the board and the teacher’s desk are located.

The classroom has large windows with curtains facing the street, and without any curtains facing the playground. There is only one poster on the wall next to the door, which are in Spanish. There is also a clock above the board.

UNIT PLAN STUDENT TEACHERS’ NAMES AND TELEPHONE NUMBERS JOHANNA REBUFFO

11-3851-1578

JIMENA RINALDI

348-433-2217

INSTITUTION ASSIGNED: Maschwitz English School COOPERATING TEACHER: Natalia COURSE: 2nd Year Secondary School PERIODS PLANNED: 12 TIMETABLE: Tuesdays, 13:30hs. – 16:30hs.

SUBMISSION DATE: May 30th PROJECT PRESENTATION DATE: June 7th DESCRIPTION OF THE GROUP (Presented on separate document) …………………………………………………………………………………………………….

OVERALL THEME PLANNED: RENEWABLE ENERGY SOURCES

THE LANGUAGE OF

THE LANGUAGE FOR

THE LANGUAGE

LEARNING (Content-

LEARNING

THROUGH LEARNING

related Vocabulary and

Lang. for communicating the Lang. that could emerge from

structures)

content

the learning (our guess)

Energy

When we…

Ecological/Carbon footprint

Power supply

You can/could use…

Global warming

Renewable

It is created from/comes

Climate changes

Solar energy

from…

Environment

Wind energy

Wh- questions

Resources

Water energy

Comparing/Contrasting

Turbine

Biomass

Dis-/Advantages

Imperatives

Electricity

Comparatives/Superlatives

Cause/Effect

Pollution/Contamination Recycling Non-renewable Fossil fuels Coal Oil Gas Nuclear

COMMUNICATION: language will be used for students to understand the topic at hand as well as for them to be able to express themselves. We will interact orally through discussions and topic presentations using vocabulary related to energy. Student participation will be highly encouraged.

CULTURE: context will be taken into account so as to involve every single student throughout every lesson, encouraging participation, and raising student awareness about the role they play in the daily use of energy.

COGNITION: students will actively participate during each class, using real-to-life activities to evaluate situations and make informed decisions through different critical thinking skills.

CONTENT: material will be especially made for the tasks and topics dealt with during the lessons, taking into consideration student needs and interests. The aim of these tasks will be to make a distinction between renewable and non-renewable energy sources, and acquire knowledge of the different sources of renewable energy sources, focusing on two of these sources. The importance of avoiding energy wasting habits will be highlighted.

PREVIOUS KNOWLEDGE: Present Continuous; Present Simple; phrasal verbs; adverbs of time.

GENERAL OBJECTIVES: By the end of the unit, students will: ·

Develop their oral skills through students’ interaction.

·

Gain new vocabulary related to renewable resources.

.

Discover the differences between renewable and non-renewable energy sources.

·

Understand that energy appears in different forms, and can move (be transferred) and change (be transformed).

.

Recognize and understand interrelationships among science, technology, and human activity, and how they can affect the world.

·

Understand how population relates to energy sources.

.

Explore how energy is converted.

.

Evaluate problems related to energy resource availability.

.

Investigate renewable technologies: wind, water, biomass, solar.

.

Learn strategies to prevent energy resource depletion.

TASKS/ OUTCOMES: Daily Plan #1: defining renewable and non-renewable energy, and classifying different sources into these two categories. Role-playing activity. Completing a crossword puzzle using knowledge on energy resources. Writing a letter to the Leonardo DiCaprio Foundation, reflecting on the importance of renewable energy sources and their impact on the environment (paired assignment).

2. Daily Plan #2: Visible Thinking Routine: Zoom-in. Evaluating pros and cons of solar energy. Building solar ovens (paired assignment).

EVALUATION: Students will receive feedback from the teacher along every lesson, fostering strengths and encouraging improvement. Apart from the assessment stemming from the outcomes, students will be evaluated by means of a formal test in agreement with the cooperating teacher.

CROSS-CURRICULAR RELATIONS: ·

Science

·

Ecology

MATERIALS AND RESOURCES: Every class, the student-teacher will include one of the following in the plan. ·

Video

·

Activity involving the use of Netbook

·

Poster / Realia

·

Presentations

·

Audio

·

Prop to contextualize settings

BIBLIOGRAPHY: National Renewable Energy Laboratory Education Programs State Energy Conservation Office http://www.teachingengineering.org http://www.dosomething.org https://www.tvakids.com/teachers/resources.htm http://www.ashden.org/schools https://www.youtube.com/watch?v=KEeH4EniM3E http://www.eschooltoday.com/energy/renewable-energy/what-is-renewable-energy.html http://puzzlemaker.discoveryeducation.com/code/BuildCrissCross.asp

DAILY PLAN CLASS PLAN # 1 STUDENT TEACHER’S NAME: Johanna Rebuffo STUDENT TEACHER’S NAME: Jimena Rinaldi INSTITUTION: Maschwitz English School COOPERATING TEACHER: Natalia COURSE: 2nd Year Secondary School PERIODS PLANNED: 3 SUBMISSION DATE: May 30th CLASS DATE: June 7th CLASS SUBTHEME: THE IMPORTANCE OF RENEWABLE ENERGY

THE LANGUAGE OF

THE LANGUAGE FOR

THE LANGUAGE

LEARNING

LEARNING

THROUGH LEARNING

Energy

It is created from/comes

Global warming

Power supply

from…

Climate changes

Fossil fuels

Environmental impacts

Environment

Coal

Wh- questions

Resources

Oil

Comparing/Contrasting

Depletion

Gas

Dis-/Advantages

Emissions

Biomass

Comparatives/Superlatives

Imperatives

Nuclear

Cause/Effect

Renewable sources Solar energy Wind energy Water energy Pollution/Contamination .

SPECIFIC OBJECTIVES OR LEARNING OUTCOMES: At the end of the class, the students will be able to: ·

Identify and discuss renewable/non-renewable energy sources.

.

Understand how population relates to energy sources.

.

Acknowledge the environmental impact of fossil fuels.

.

Recognize the importance of renewable sources of energy.

.

Evaluate problems related to energy resource availability.

.

Understand new vocabulary terms through context.

MACROSKILLS: ·

Listening

.

Speaking

.

Writing

.

Reading

AUTHENTIC MATERIAL: ·

Video introducing the different energy source types (https://www.youtube.com/watch? v=KEeH4EniM3E)

.

Leonardo DiCaprio’s Academy Award acceptance speech (https://www.youtube.com/watch? v=AOoP56eXtzM)

.

PowerPoint Presentation

.

Carbon

.

Popcorn

.

Pictures

.

Handouts

.

Crossword puzzle

PROCEDURE/ DEVELOPMENT: OPENING/ENGAGING ACTIVITY: 1. Students will watch a short introductory YouTube Video presenting the difference between renewable and non-renewable energy sources. (https://www.youtube.com/watch? v=KEeH4EniM3E)

2. The teacher will then elicit information from the students to check comprehension. Questions may include: Were you aware of the different types of energy sources before watching this video? What types of energy sources could you see in the video? Can you explain the main difference between the two? Where do we get energy from? Can you name the type of energy we are using in this classroom?

DEVELOPMENT ACTIVITIES (MAIN FOCUS ON THE CONTENT): 1. Using the information students remember from the video, the class will brainstorm on ideas and definitions for renewable and non-renewable energy sources as the teacher writes them down on the board.

2. The teacher will then hand out a worksheet for them to complete. On it, they will have to define renewable and non-renewable energy using the information from the video and the terms on the board.

3. The teacher will then place some pictures related to energy sources on the board.

4. The students will use those pictures to classify them under renewable or non-renewable energy sources on their worksheets.

5. This worksheet will be correctly together on the board.

6. The teacher will then show students Leonardo DiCaprio’s Academy Award acceptance speech in which he highlights the importance of being “green”.

7. The teacher will write down key words from the speech as it is being shown.

8. Then, the teacher will elicit information from the students about the speech, highlighting key words.

9. The teacher will ask students if the know about the existence of the Leonardo DiCaprio Foundation.

10. Pictures of the work this foundation does will be displayed, including their recent work in Argentina.

11. To show students the impact of non-renewable energy sources, the teacher will use the Popcorn Activity: i.

Students each pick up a slip of paper from a bag (there are 3 “1st. generation”, 5 “2nd. generation”, 6 “3rd. generation,” and 13 “4th. generation” slips).

ii.

The teacher goes to the front of the classroom with a bag of popcorn, and leads a brief discussion of what it means when one generation finds a resource and how future generations are affected by it.

iii.

1st. generation students then come up and take as much popcorn as they want back to their seats. 2nd. generation students then do the same, followed by 3rd. and 4th. Generations.

12. As a close-up to the Popcorn Activity, the teacher and students will then discuss: how the students acted in “using” the resource; any waste that occurred (popcorn dropped on the floor); whether any thought was given to students coming afterwards; if there were protests from other students; the degraded quality of popcorn towards the end (everyone’s hands were in it before, and it’s been crushed into smaller, less desirable pieces).

13. Students will share their reflections and relate these to the main issue.

14. Students will then write down their thoughts on this in their folders in the form of a letter to the Leonardo DiCaprio Foundation, expressing their concerns on energy sources.

CLOSURE: 1. Students will be given a crossword puzzle on energy sources to complete using the definitions and the information worked with during the lesson.

2. Upon completion, the activity will be checked orally and on the board.

EVALUATION CRITERIA ·

Students can define renewable and non-renewable energy sources.

·

Students can distinguish renewable from non-renewable energy sources.

·

Students can identify advantages and disadvantages of the different energy sources.

DAILY PLAN CLASS PLAN # 2 STUDENT TEACHER’S NAME: Johanna Rebuffo STUDENT TEACHER’S NAME: Jimena Rinaldi INSTITUTION: Maschwitz English School COOPERATING TEACHER: Natalia COURSE: 2nd Year Secondary School PERIODS PLANNED: 3 SUBMISSION DATE: May 30th CLASS DATE: June 14th CLASS SUBTHEME: SOLAR ENERGY

THE LANGUAGE OF

THE LANGUAGE FOR

THE LANGUAGE

LEARNING

LEARNING

THROUGH LEARNING

Energy

It is created from/comes

Ecological/Carbon footprint

Power supply

from…

Global warming

Fossil fuels

Environmental impacts

Climate changes

Renewable sources

Wh- questions

Environment

Solar energy

Comparing/Contrasting

Resources

Wind energy

Dis-/Advantages

Depletion

Water energy

Comparatives/Superlatives

Emissions

Pollution/Contamination

Imperatives

Recycling

Cause/Effect

SPECIFIC OBJECTIVES OR LEARNING OUTCOMES: At the end of the class, the students will be able to: ·

Identify renewable energy sources.

.

Investigate renewable technology: solar energy.

.

Acknowledge the importance of solar energy as a renewable energy sources.

.

Evaluate problems related to energy resource availability.

.

Learn strategies to prevent energy resource depletion.

.

Understand new vocabulary terms through context.

MACROSKILLS: ·

Listening

.

Speaking

.

Writing

.

Reading

AUTHENTIC MATERIAL: ·

PowerPoint Presentation: Visible Thinking Routine: Zoom-in

·

Video introducing solar energy (https://www.youtube.com/watch?v=NDZzAIcCQLQ)

·

Video explaining how solar energy works (https://www.youtube.com/watch?v=HciKU63dLtA)

.

PowerPoint Presentation: how to build your own solar oven

.

Pictures

.

Handouts

·

Cardboard boxes

·

Aluminum foil

·

Plastic wrap

·

Black construction paper

PROCEDURE/ DEVELOPMENT: OPENING/ENGAGING ACTIVITY: 1. The teacher will begin the lesson using a PowerPoint presentation to engage students through a Visible Thinking Routine: Zoom-in. i. A section of an image will be displayed. ii. The teacher will ask students questions such as: what do you see? What do you think is going on here? What makes you say that? Can you make any connections? Have you noticed…? iii. Following this procedure, other sections of the image will be gradually displayed until the entire image is displayed.

iv. Throughout this process students will be encouraged to discuss what they observe, how they interpret the observation, what they wonder, and how their thinking has changed as the image is fully revealed.

2. Results will be recorded on the board.

DEVELOPMENT ACTIVITIES (MAIN FOCUS ON THE CONTENT): 1. Students will watch a video introducing solar energy. Using the information students remember from the video, the class will brainstorm on pros and cons of solar energy as the teacher writes them down on the board.

2. The teacher will then hand out a worksheet for them to complete. On it, they will have to mention different ways in which solar energy is used and write down the pros and cons of this energy source.

3. The teacher will then tell students they will work in pars to build their own solar ovens.

4. Students will then watch a PowerPoint presentation as the teacher explains the procedure they will have to follow in order to build their own solar ovens.

5. The teacher will hand out the materials students will work with to build the solar ovens (cardboard boxes, aluminum foil, plastic wrap, black construction paper).

6. The teacher will display each step in building a solar oven as she walks around to check progress and clear doubts.

CLOSURE: 1. As a close-up to the Solar Oven Activity, the teacher will elicit information from students regarding energy, heat and storage. Questions may include: why do you think black construction paper is used? Why would you say plastic wrap is used? Can you explain why aluminum foil is used?

2. Students will share their reflections regarding their experience building their own solar ovens.

3. Students will then write down their thoughts on this in their folders.

EVALUATION CRITERIA 路

Students can define solar energy.

路

Students can acknowledge the importance of solar energy.

路

Students can recognize different uses of solar energy.

路

Students can identify advantages and disadvantages of solar energy.

Name: _________________________________ ï‚·

Date: _________________________

Complete the following chart. Use the box below for key words and examples.

ENERGY RESOURCES RENEWABLE NON-RENEWABLE ENERGY SOURCES ENERGY SOURCES

Definition

Key Words

Examples

.

Word Box Solar energy

Water power

Oil

Natural gas

Coal

Wind power

Can run out

Can be replaced

Name: _________________________________

Date: _________________________

Renewable and Non-renewable Energy Sources

Across 3. this is a type of renewable energy.

5. renewable energy is also known as ____ energy.

Down

1. coal, oil and natural gas are examples of these. (two words) 2. global ______ is one of the environmental impacts caused by the use of fossil fuels.

4. energy that comes from a source that is not depleted when used.

Lesson Plan: Solar Ovens

Activity: The students should be in pairs.

Hand out the following materials to EACH pair 1 Pizza box 1 sheet of black construction paper 2 sheet of tin foil- be careful to leave this in good condition!

1 pencil or pen 1 roll of scotch tape Saran wrap should be easily accessible to all!

Make a Pizza Box Solar Oven What you will need:        

Recycled pizza box Black construction paper Aluminum foil Clear plastic (heavy plastic laminate works best) Scissors.

Pen/Pencil/Marker Tape Newspaper

Step 1 Have the student place the construction paper on top of the box and trace the outline. The tutor should then cut three slits, leaving the edge closest to the box opening.

Step 2 Form a flap by gently folding back along the uncut line to form a crease. (Diagram 2) Cut a piece of aluminum foil to fit on the inside of the flap. Smooth out any wrinkles.

Step 3 Measure a piece of plastic to fit over the opening you created by forming the flap in your pizza box.

The plastic should be cut larger than the opening so that it can be taped to the underside of the flap.

Step 4 Measure a 2nd piece of saran wrap. Tape this piece to the top side of the box. (This will make a total of two layers of saran wrap with a small layer or air in between). It is important to get these seals tight!

Step 5 Cut another piece of aluminum foil to line the bottom of the pizza box and carefully glue into place.

Cover the aluminum foil with a piece of black construction paper and tape into place. (Diagram 3) Note: the layer of Al foil underneath the black is optional.

Step 6 Line the sides of the pizza box with rolled newspaper for added insulation.

Step 7 Close the pizza box top (window), and prop open the flap of the box with a wooden dowel, straw, or other device and face towards the sun. (Diagram 4). (Mike and I found that the prop in not necessary with these boxes). Adjust until the aluminum reflects the maximum sunlight through the window into the oven interior.

Step 8 Cook some s’mores!!!!

Let the s’mores cook for at least 10 minutes- preferably more if there is time. While the food is cooking you can let the students look at other ovens, also you can ask them questions about the ovens. Possible questions include: 1) 2) 3) 4) 5) 6)

What is the aluminum foil for?

What is the newspaper for?

Why do we need saran wrap?

Why do we use black construction paper?

Where does the heat come from to cook the s’mores?

Can you tell if the oven is getting hotter by looking at the s’more?

ISFDyT N° 55 Profesorado de Inglés Teaching Practicum IV Prof. Domínguez Peer Feedback: Class #1 @Maschwitz English School Rebuffo Johanna, D.N.I.: 30.394.253

Jimena Rinaldi began the class of June 21st with an activity in which students had to decode numbers to decipher certain key words.

Afterwards, Jimena asked the class what types of activities can be done with wind, such as flying a kite. She also asked the students if they remembered the definition for energy.

Jimena then gave students a handout in which they had to match definitions to their corresponding words, such as energy, environment, turbine, wind. Results were checked orally.

Afterwards, a video about how wind power works was shown. With the information from the video, students were to complete a handout listing advantages and disadvantages of wind power.

Jimena then asked students to read a conversation about global warming. With that structure in mind, students were to create a dialogue about wind power. Productions were then shared with Jimena’s encouragement.

Jimena then gave students the materials necessary to create their own brochures with their knowledge on wind power. She also provided them with examples of different brochures and posters as guidelines/ideas. Productions were then shared.

As a close-up activity, Jimena gave students a word search puzzle with vocabulary related to the topic dealt with during class. Once finished, the activity was checked.

ISFDyT N° 55 Profesorado de Inglés Teaching Practicum IV Prof. Domínguez Peer Feedback: Class #2 @Maschwitz English School Rebuffo Johanna, D.N.I.: 30.394.253

Jimena Rinaldi began the class of June 28 th with a spin-the-wheel game to review key terms and content from previous classes.

Afterwards, she handed out a text on wind power. She encouraged students to read aloud and then elicited information from the text to check comprehension. The content of the video was discussed.

Jimena than showed the class a video in which a windmill was being built. She advised them to take notes on the procedure for building a windmill. They were to also think about the way in which turbines work. Once they watched the video, Jimena asked students to get in small groups and then gave them all the necessary elements for building their own windmill. Once finished, students were encouraged to share their final products as well as the difficulties they encountered in the procedure.

ISFDyT N° 55 Profesorado de Inglés Teaching Practicum IV Prof. Domínguez Students Diagnosis Report Rebuffo Johanna, D.N.I.: 30.394.253 Rinaldi Jimena, D.N.I.: 34.073.657

4th Year – Escuela de Enseñanaza Secundaria N°4 Students Diagnosis Report The group is made up of 27 students, 19 girls and 9 boys, who are between the ages of 13 to 15.

These students are respectful and friendly. They lack deep understanding of the language; therefore, they need constant intervention in Spanish.

The students in this class are quite talkative so the teacher has to ask for them to work quietly repeatedly throughout the period. There are a few students who do not show interest toward the subject at all and prefer to chat among themselves. Most of the students are engaged in the activities during the lesson though they remain quiet with the exception of just a couple who willingly speak up and participate orally. Due to their limited understanding of the English language, the teacher continually uses Spanish to give directions, translate the text and relate the topic to their lives and context. Students work during class using their students’ booklets and bilingual dictionaries, though these are quite inadequate. Once they complete an activity, they usually correct it all together orally and taking turns. Sometimes, students do not work during class because they take this time to prepare to sit for their pending exams.

The teacher communicates with her students mostly in Spanish, as translation plays an important role during the lesson. Instructions are always given in English and Spanish.

The classroom The classroom is very large and comfortable with more than enough room for all the students’ desks and chairs to fit comfortably in, even allowing for additional free space in the front of the classroom. The desks are arranged in four rows facing forward, where the board and the teacher’s desk are located.

The classroom has large windows facing the street, as well as windows facing the hallway indoors. There are several posters on the walls, both in Spanish and in English. There is also a projector fixed to the ceiling and a white wall for it to project on. In addition, there are also speakers available.

UNIT PLAN STUDENT TEACHERS’ NAMES AND TELEPHONE NUMBERS JOHANNA REBUFFO

11-3851-1578

JIMENA RINALDI

348-433-2217

INSTITUTION ASSIGNED: E.E.S. N° 4, Maschwitz COOPERATING TEACHER: Valeria Acevedo COURSE: 4th Year Secondary School PERIODS PLANNED: 8 TIMETABLE: Fridays, 13:00hs. – 15:00hs.

SUBMISSION DATE: September 5th PROJECT PRESENTATION DATE: September 16th DESCRIPTION OF THE GROUP (Presented on separate document) …………………………………………………………………………………………………….

OVERALL THEME PLANNED: GLUED TO THE SCREEN

THE LANGUAGE OF

THE LANGUAGE FOR

THE LANGUAGE

LEARNING (Content-

LEARNING

THROUGH LEARNING

related Vocabulary and

Lang. for communicating the Lang. that could emerge from

structures)

content

Media

Back in the day we used to… Technological changes

Energy

When we…

Technological advances

Electricity

We used to get our news

Progress

Technology

from…

Context

Newspaper

Now we can/could…

Sources

Radio

What if…?

Imperatives

Television

Wh- questions

Cause/Effect

Computer

Comparing/Contrasting

Cell phone

Dis-/Advantages

Media literacy

Screen

Comparatives/Superlatives

Influence

Internet

the learning (our guess)

Consumption

World Wide Web Social networks Google Facebook

COMMUNICATION: language will be used for students to understand the topic at hand as well as for them to be able to express themselves. We will interact orally through discussions and topic presentations using vocabulary related to media and communication. Student participation will be highly encouraged.

CULTURE: context will be taken into account so as to involve every single student throughout every lesson, encouraging participation, and raising student awareness about different types of media and the role media plays in their daily lives.

COGNITION: students will actively participate during each class, using real-to-life activities to evaluate situations and make informed decisions through different critical thinking skills.

CONTENT: material will be especially made for the tasks and topics dealt with during the lessons, taking into consideration student competence, needs and interests. The aim of these tasks will be to make a distinction between different types of media, and acquire knowledge regarding how media changed through the 20th Century, focusing on sources available to access the news at different time periods. The role media plays in our day-to-day life will be highlighted.

PREVIOUS KNOWLEDGE: Present Continuous; Present Simple; Past Simple; Comparatives; Superlatives.

GENERAL OBJECTIVES: By the end of the unit, students will: 路

Develop their oral skills through student interaction.

路

Gain new vocabulary related to media.

.

Compare and contrast different types of media.

.

Discover the main differences among different types of media.

路

Understand that media exists in different forms.

.

Explore how media has changed through the 20th Century. .

Recognize and understand interrelationships among technology, communication and human activity, and how they can affect the world.

路

Understand how population relates to available media sources.

.

Evaluate problems related to online media and exposure time.

.

Investigate types of media: newspaper, radio, television, internet.

.

Learn strategies to prevent problems related to excessive screen exposure time.

.

Look at their media consumption and learn to understand it better, tracking down their own media habits by charting their television viewing, reading materials and Internet habits.

TASKS/ OUTCOMES: Daily Plan #1: Introductory video on media. Defining media, and classifying different types of media.

Completing a Three-Circle Venn Diagram. Unit Assignment: What is my Media Consumption?

Completing a crossword puzzle using knowledge on types of media.

2. Daily Plan #2: Video: Carousel of Progress. Video: Computers. PowerPoint Presentation: Inventions. Understanding how inventions change our lives. The still-evolving computer as such an invention.

3. Daily Plan #3: Visible Thinking Routine: See, Think, Wonder. Evaluating pros and cons of the use of Smartphones and computers. Learning about problems related to online media and screen exposure time. Unit Assignment: What is my Media Consumption? True/False Worksheet.

EVALUATION: Students will receive feedback from the teacher along every lesson, fostering strengths and encouraging improvement. Apart from the assessment stemming from the outcomes, students will be evaluated by means of a formal test in agreement with the cooperating teacher.

CROSS-CURRICULAR RELATIONS: ·

Social Studies

·

History

·

Technology

MATERIALS AND RESOURCES: Every class, the student-teacher will include one of the following in the plan. ·

Video

·

Activity involving the use of Notebook

·

Poster / Realia

·

Presentations

·

Audio

·

Prop to contextualize settings

BIBLIOGRAPHY: https://nationalgeographic.org/activity/glued-screen/ http://edition.cnn.com/2015/05/04/living/feat-screen-free-week-activities/ http://www.brighthubeducation.com/high-school-english-lessons/ http://www.education.vic.gov.au/ http://www.KidsHealth.org/classroom http://www.bbc.com https://www.study.com/ http://www.youtube.com/watch?v=smONcs8kF0o http://puzzlemaker.discoveryeducation.com/code/BuildCrissCross.asp

DAILY PLAN

CLASS PLAN # 1 STUDENT TEACHER’S NAME: Johanna Rebuffo STUDENT TEACHER’S NAME: Jimena Rinaldi INSTITUTION: E.E.S. N°4, Maschwitz COOPERATING TEACHER: Valeria Acevedo COURSE: 4th Year Secondary School PERIODS PLANNED: 2 SUBMISSION DATE: September 5th CLASS DATE: September 16th CLASS SUBTHEME: CAROUSEL OF PROGRESS THE LANGUAGE OF

THE LANGUAGE FOR

THE LANGUAGE

LEARNING (Content-

LEARNING

THROUGH LEARNING

related Vocabulary and

Lang. for communicating the Lang. that could emerge from

structures)

content

Media

Back in the day we used to… Technological changes

Energy

When we…

Technological advances

Electricity

We used to get our news

Progress

Technology

from…

Context

Newspaper

Now we can/could…

Sources

Radio

What if…?

Imperatives

Television

Wh- questions

Cause/Effect

Computer

Comparing/Contrasting

Cell phone

Dis-/Advantages

Screen

Comparatives/Superlatives

the learning (our guess)

Internet World Wide Web Social networks Google Facebook .

SPECIFIC OBJECTIVES OR LEARNING OUTCOMES: At the end of the class, the students will be able to: ·

Identify and discuss different types of media.

.

Discover the main differences among different types of media.

.

Compare and contrast different types of media.

.

Understand how population relates to media at different time periods.

.

Acknowledge the impact of media.

.

Understand new vocabulary terms through context.

MACROSKILLS: ·

Listening

.

Speaking

.

Writing

.

Reading

AUTHENTIC MATERIAL: ·

Video introducing the different types of media (https://www.study.com/)

.

Carousel of Progress Video (https://www.youtube.com/watch?v=)

.

Handouts

.

Crossword puzzle

PROCEDURE/ DEVELOPMENT: OPENING/ENGAGING ACTIVITY: 3. Students will watch the first two minutes of a short introductory video presenting different types of media. (https://www.study.com/academy/lesson/ what-is-mass-media-definition-types-influence-examples.html) 4. The teacher will then elicit information from the students to check comprehension. Questions may include: Were you aware of the different types of media before watching this video? What types of media could you see in the video? Can you mention some major differences among different types of media? Where do we get our news from?

DEVELOPMENT ACTIVITIES (MAIN FOCUS ON THE CONTENT): 1. Students will watch a brief YouTube Video illustrating how technology progressed through time: The Evolution of Technology. (https://www.youtube.com/watch?v=NoX6mOg2EZQ) 2. The teacher will ask students, What changes can you see in the video? What changes specifically related to media did you notice? What sources do you use to access the news and to find information about current events? The teacher will allow students to share responses, encouraging them to discuss the following news sources: Twitter, online media and news sites, television news, radio, and newspapers. After student sharing, the teacher will ask: Why do you use these sources?

3. Using the above information, the class will brainstorm on ideas for media as the teacher writes them down on the board in order to arrive at a single definition. (e.i.: means of mass communication).

4. The teacher will then guide students through a brainstorm about similarities and differences between newspapers, radio, and television. i.

To do this, she will draw a Three-Circle Venn Diagram on the board, and label each circle as either “Newspaper,” “Radio,” or “Television.”

ii.

The information from the student discussion will be recorded in this diagram, modeling how to fill out a Three-Circle Venn Diagram.

iii.

The teacher will explain that students will be filling out their own Three-Circle Venn diagrams later in the activity.

iv.

During the brainstorm, the teacher will prompt students to think about the limitations and sensory characteristics of each media type. Questions may include: Is one form of news media better than another? What are the benefits of reading a newspaper versus listening to the radio? Of listening to the radio versus watching television?

v.

Responses will be discussed, highlighting that each form of media has different strengths. No form is inherently the best.

vi.

The teacher will point out that different types of media provide different resources and possible perspectives on events to their readers, viewers, and listeners.

5. The teacher will then ask students to complete their own Three-Circle Venn Diagram. On it, they will have to take into account the sources they just reviewed and determine what the similarities and differences between them are using the information from the video and the board, and considering how the different types of media have different effects on people.

6. This worksheet will be corrected together on the board.

7. The teacher will then give each student a handout and explain the Unit Assignment: What is my Media Consumption? iv.

For four weeks, students will use the provided chart and keep track of shows, movies, ads, articles, news stories, anything in the media that they pay attention to regularly, and media items that happen to grab their attention. They will use this log to record their habits and count the amount of hours they spend in front of a screen.

v.

For purposes of this assignment, a media is defined as a specific television show, magazine, e-magazine, newspaper, movie, bulletin-board, pop-up ad, blog or documentary.

vi.

Based on their media consumption chart, students will choose one specific type of media and answer the following questions: a. Who or what produces and finances this particular show, movie, emagazine, news program? b. Is there a moral, social or political point of view associated with your choice of media? If so, what is it, and how is it delivered through your choice? c. Do you think there is a relationship between who finances the type of media and the point of view it represents?

CLOSURE:

3. Students will be given a crossword puzzle on types of media to complete using the definitions and the information worked with during the lesson.

4. Upon completion, the activity will be checked orally and on the board.

EVALUATION CRITERIA ·

Students can define media.

·

Students can distinguish different types of media.

·

Students can identify advantages and disadvantages of the different types of media.

DAILY PLAN CLASS PLAN # 2 STUDENT TEACHER’S NAME: Johanna Rebuffo STUDENT TEACHER’S NAME: Jimena Rinaldi INSTITUTION: E.E.S. N°4, Maschwitz COOPERATING TEACHER: Valeria Acevedo COURSE: 4th Year Secondary School PERIODS PLANNED: 2 SUBMISSION DATE: September 5th CLASS DATE: September 23rd CLASS SUBTHEME: CAROUSEL OF PROGRESS THE LANGUAGE OF

THE LANGUAGE FOR

THE LANGUAGE

LEARNING (Content-

LEARNING

THROUGH LEARNING

related Vocabulary and

Lang. for communicating the Lang. that could emerge from

structures)

content

Media

Back in the day we used to… Technological changes

Energy

When we…

Technological advances

Electricity

We used to get our news

Progress

Technology

from…

Context

Newspaper

Now we can/could…

Sources

Radio

What if…?

Imperatives

Television

Wh- questions

Cause/Effect

Computer

Comparing/Contrasting

Cell phone

Dis-/Advantages

Screen

Comparatives/Superlatives

Internet World Wide Web Social networks Google Facebook

the learning (our guess)

SPECIFIC OBJECTIVES OR LEARNING OUTCOMES: At the end of the class, the students will be able to: ·

Identify media sources.

·

Understand inventions can change the way we live.

·

Realize that the computer, invented in 1834 by Charles Babbage and still being refined, is an example of such an invention

.

Acknowledge the importance of the Internet as media source.

.

Look at their media consumption and learn to understand it better, tracking down their own media habits by charting their television viewing, reading materials and Internet habits.

.

Identify alternatives to screen time.

.

Understand new vocabulary terms through context.

MACROSKILLS: ·

Listening

.

Speaking

.

Writing

.

Reading

AUTHENTIC MATERIAL: ·

Video: Carousel of Progress (https://www.youtube.com/watch?v=)

·

Video: Computers (https://www.youtube.com/watch?v=)

.

PowerPoint Presentation: Inventions

.

Handouts

PROCEDURE/ DEVELOPMENT:

OPENING/ENGAGING ACTIVITY: 1. Students will watch a YouTube Video showing how technology has evolved through time. (https://www.youtube.com/watch?v=) 2. The teacher will then elicit information from the students to check comprehension. Questions may include: What did you see? What types of media could you see in the video? Can you mention some major differences among different types of media? Can you make any connections? Have you noticed‌?

3. Results will be recorded on the board.

DEVELOPMENT ACTIVITIES (MAIN FOCUS ON THE CONTENT): 7. The teacher will ask students if they know who invented the computer. If they do not know, they will be informed that, in 1884, Charles Babbage, an English mathematician, tried to build a complicated machine called the "analytical engine." It was mechanical, rather than electronic, and Babbage never completed it, but computers today are based on many of the principles he used in his design. Students may be interested to know that, as recently as forty years ago, computers were so large that they filled whole rooms. They were so complicated that only specially trained people were able to use them. The information mentioned above will be recorded on the board. Students will also copy this onto their folders.

8. The teacher will then show students an encyclopedia. She will read an outdated entry for computer and hold a brief discussion of computers back in the day and now.

9. Afterwards, the teacher will ask students if they can think of any other inventions that changed the way we work and live. Can they trace changes and refinements in those inventions? An example might be the sewing machine, which, originally, was mechanical, rather than electric, and had to be operated by a foot pedal. Another might be the phonograph, which evolved into the CD player.

10. Students will be shown a PowerPoint presentation with such inventions.

11. The teacher will then tell the class that the activity in which they will participate will illustrate how inventions have evolved and are still evolving. Students will work in pairs on this assignment.

12. Each pair of partners will have to: a. Select a common, non-electric household item that they believe is important. b. Together, write down answers to the following questions about their item: i. What was this item for? ii. What do you think the first one looked like? iii. How did it change? iv. How could it still be improved? v. What might this item look like in the future? (Draw a sketch.)

13. After students have selected their items and answered their questions, each pair of partners will be encouraged to share their findings orally.

14. Next, the teacher will lead a class discussion about how the activity applies to computers and how they evolved and continue to evolve.

15. Students will watch a short video showing them the changes the computer has undergone to reach its current condition.

16. The teacher will ask questions such as What did you see? What changes could you notice?

Which do you think was the most dramatic change the computer has gone through? What do we use computers today for?

17. Results will be recorded on the board and onto students’ folders.

CLOSURE: 4. As a close-up, the teacher will give out a Matching worksheet for students to complete.

5. Upon completion, the activity will be checked orally and on the board.

EVALUATION CRITERIA ¡

Students can define online media.

·

Students can acknowledge the importance of online media.

·

Students can recognize different uses of the Internet.

·

Students can identify advantages and disadvantages of screen exposure.

DAILY PLAN CLASS PLAN # 3 STUDENT TEACHER’S NAME: Johanna Rebuffo STUDENT TEACHER’S NAME: Jimena Rinaldi INSTITUTION: E.E.S. N°4, Maschwitz COOPERATING TEACHER: Valeria Acevedo COURSE: 4th Year Secondary School PERIODS PLANNED: 2 SUBMISSION DATE: September 5th CLASS DATE: September 30th CLASS SUBTHEME: CAROUSEL OF PROGRESS THE LANGUAGE OF

THE LANGUAGE FOR

THE LANGUAGE

LEARNING (Content-

LEARNING

THROUGH LEARNING

related Vocabulary and

Lang. for communicating the Lang. that could emerge from

structures)

content

Media

Back in the day we used to… Technological changes

Energy

When we…

Technological advances

Electricity

We used to get our news

Progress

Technology

from…

Context

Newspaper

Now we can/could…

Sources

Radio

What if…?

Imperatives

Television

Wh- questions

Cause/Effect

Computer

Comparing/Contrasting

Cell phone

Dis-/Advantages

Screen

Comparatives/Superlatives

Internet World Wide Web Social networks Google Facebook

the learning (our guess)

SPECIFIC OBJECTIVES OR LEARNING OUTCOMES: At the end of the class, the students will be able to: ·

Identify media sources.

.

Acknowledge the importance of the Internet as media source.

.

Look at their media consumption and learn to understand it better, tracking down their own media habits by charting their television viewing, reading materials and Internet habits.

.

Evaluate problems related to excessive screen time exposure.

.

Learn strategies to prevent problems related to excessive screen exposure time.

.

Identify alternatives to screen time.

.

Understand new vocabulary terms through context.

MACROSKILLS: ·

Listening

.

Speaking

.

Writing

.

Reading

AUTHENTIC MATERIAL: ·

PowerPoint Presentation: Visible Thinking Routine: Zoom-in

.

Handouts

PROCEDURE/ DEVELOPMENT: OPENING/ENGAGING ACTIVITY: 1. The teacher will begin the lesson using a PowerPoint presentation to engage students through a Visible Thinking Routine: Zoom-in. i. A section of an image will be displayed. ii. The teacher will ask students questions such as: what do you see? What do you think is going on here? What makes you say that? Can you make any connections? Have you noticed…?

iii. Following this procedure, other sections of the image will be gradually displayed until the entire image is displayed. iv. Throughout this process students will be encouraged to discuss what they observe, how they interpret the observation, what they wonder, and how their thinking has changed as the image is fully revealed.

2. Results will be recorded on the board.

DEVELOPMENT ACTIVITIES (MAIN FOCUS ON THE CONTENT): 1. The teacher will ask students to think of all the fun things we can do that don’t involve a TV, computer, tablet, or Smartphone. Using the information provided by the students, a 10 screenfree-activity list will be made on the board. Students will also copy this list onto their folders.

2. The teacher will then lead a classroom discussion on the pros and cons of Smartphones and computers.

3. Students will narrow down the top 3 ways in which Smartphones and computers have improved people’s lives.

4. After this, students will narrow down the top 3 problems with the ways people use Smartphones and computers.

5. Afterwards, the teacher will ask students how much time they think that they spend watching TV, playing video games, and using a computer, tablet, or Smartphone in a week? Answers may vary.

6. The teacher will tell students that if it’s more than 14 weekly hours that they spend in front of a screen, then that is too much time in front of a screen. The teacher will explain that too much screen time could affect their lives in different ways, such as, how well they do in school, how much physical activity they get, and how well they get along with their family and friends.

7. After this, students will watch a short video showing how too much screen time affects people’s lives.

8. The teacher will then hand out a worksheet for students to complete. On it, they will have to mention different ways in which screen time affects people’s lives.

9. Results will be discussed together.

10. The teacher will then ask students to take out their logs on the Unit Assignment: What is my Media Consumption?

11. The teacher will lead discussion on the results so far. She will ask questions such as Was it easy or hard to stick to your screen-time budget?

12. Students will have a contest to see who had the least amount of screen time in a week. What were the most fun activities that didn’t involve a TV, computer, video game, tablet, or smartphone?

13. Students will write a few sentences about their week on their folders.

14. She will suggest having family member and/or friends join them in this experiment. Together, they will assess the effects of having people supporting each other’s behavior-change effort.

15. Now the teacher will present students with a slight modification to their Unit Assignment: What is my Media Consumption? i.

She will introduce a new way to challenge themselves to adopt a screen-time budget. The goal will be to spend no more than 2 hours a day in front of a TV, computer, Smartphone, tablet, or video game screen (except for homework).

ii.

Students will have to cut out four slips of paper from the Screen-Time Journal handout, each slip representing 30 minutes of screen time. Each time they use up a 30-minute interval in front of a TV, computer, device, or video game, they will have to place one slip of paper in an envelope. Students will be free to spend time as they wish, but once the slips are all in the envelope, they are maxed out for the day and need to move on to a screen-free activity.

iii.

The teacher will explain that the goal is to try to use fewer slips day by day and see if they can to zero hours of screen time by the last day. Students can use the 10 screen-free-activity list to enjoy their time away from a screen

iv.

Using the Screen-Time Journal handout, students will keep a record of their experience. They should keep the following in mind: Was it easy or hard to stick to the budget? What did you learn? We will talk about their experiences in the following weeks as well.

CLOSURE: 1. As a close-up, the teacher will give out a True/False worksheet for students to complete.

2. Upon completion, the activity will be checked orally and on the board.

EVALUATION CRITERIA 路

Students can define online media.

路

Students can acknowledge the importance of online media.

路

Students can recognize different uses of the Internet.

路

Students can identify advantages and disadvantages of screen exposure.

Name: _________________________________

Date: _________________________

Types of Media

Across 2. synonymous of interest.

3. the public (listeners, viewers).

5. to contact or communicate with.

7. worldwide system of computer networks.

8. text.

10. the process of moving.

11. electronic equipment used for listening.

12. print media.

13. something you can hear.

14. a paid announcement or commercial.

Down 1. means of mass communication.

2. appealing; nice; pretty.

4. devices that use electricity and microchips (example: computers).

6. the ability to see.

9. T.V.

Name________________________________

Date_________________

Inventions Activity In pairs, select a common, household item that you believe is important.

Together, write down answers to the following questions about you item.

ITEM: 1.

What is this item for?

2.

What do you think the first one looked like?

3.

How did it change?

4.

How could it still be improved?

5.

What might this item look like in the future? (Draw a sketch.)

.

Name________________________________

Date_________________

Matching Activity Match the beginning of each sentence in column A with its corresponding ending in column B.

COLUMN A 1.

COLUMN B a.

A very long time ago, a computer was

2.

was operated with a foot pedal.

b.

Today, a computer is known to be

3.

used to be heated with coal. c.

The first sewing machine 4.

built the analytical engine. d.

The CD player replaced 5.

the CD palyer. e.

The MP3 player replaced

6.

a book (or set of books) that contains information about many different subjects. f.

Back in the day, the iron

7.

an electronic device used to store, process and display information. g.

Alan Turing 8.

the phonograph. h.

Charles Babbage 9.

a person who did computations. i.

An encyclopedia is 10.

j.

Wikipedia

.

an online encyclopedia.

broke the German Enigma code in WWII.

Name________________________________

Date_________________

Multiple Choice Activity

Choose the correct answer for each of the following.

1. It’s time to hit the off button when you’ve spent this much time in one day watching TV, using a computer, tablet, or smartphone, or playing video games: a) 20 minutes b) 60 minutes c) 2 hours d) 6 hours

2. Spending too much time on the computer can: a) hurt your eyes b) hurt your back c) hurt your wrists d) all of the above (a, b, and c)

3. Too much screen time can interfere with: a) being physically active b) doing homework c) playing with friends d) spending time with family e) all of the above (a, b, and c)

4. True or false: Kids shouldn’t sit at a computer for more than 30 minutes without a break.

5. True or false: Swimming, basketball, hockey, and football are all examples of aerobic exercise.

Name________________________________

Date_________________

True/False Activity

Decide whether each of the following is true or false.

_____ 1. How much time kids and teens spend watching screens can affect their marks and even their weight.

_____ 2. Falling asleep with the TV on at night is not a healthy habit. _____ 3. Playing video games, texting, or using the mouse for long periods can cause pain in your wrists and thumbs.

_____ 4. According to the experts, kids and teens should exercise at least 60 seconds every day.

_____ 5. When you exercise, your brain releases chemicals that can make you feel happier.

_____ 6. These chemicals are called endorphins. _____ 7. Each day, kids and teens should spend no more than 40 minutes watching TV, using a computer, or playing video games.

_____ 8. Texting doesn’t count as screen time. _____ 9.

Walking or riding a bike to school counts as exercise.

_____ 10. Playing video games is a type of exercise.

ISFDyT N° 55 Profesorado de Inglés Teaching Practicum IV Prof. Domínguez Peer Feedback: Class #1 @ESS4 Rebuffo Johanna, D.N.I.: 30.394.253 Jimena Rinaldi began the class of October 21 st with a review game. The class was divided into two teams and the student answering the question would hold a ball of yarn. Once the student was done answering the question presented to its team, s/he would toss it to somebody of the opposite team while holding a string of yarn. This procedure was repeated until the last question was answered, keeping track of their progress on the board. By the end of the game, Jimena asked the students what they noticed had happened, since a yarn web had been formed. Then she elicited information so that they could connect this web to technology through the world wide web.

Afterwards, a video about the Internet was shown. With the information from the video, students were to complete a handout matching the beginning of sentences with their corresponding endings. Jimena offered to show the video once more so that they could successfully complete the assignment. She kept walking around to check their progress and help when needed. The activity was then corrected orally while displayed through the projector.

The following video was on Social Media. Jimena elicited information from the students to check comprehension. She also asked if they used social media themselves and in which way they did so.

Jimena showed the class an image with different social network icons. She asked students which icon represented which social network, and the differences between them. This was connected to the following image which was also related to different social networks.

Jimena elicited some information from the students and they were able to explain the relationship between the two images and social networks.

A video explaining advantages and disadvantage of Social Media was shown. Students were then asked to complete a chart of pro’s and con’s with the information from this video.

Jimena kept walking around to check their progress and help when needed. The activity was then corrected orally.

As a close-up activity, Jimena gave students a handout in which they had to rearrange the letters to decipher the words which were related to the topic dealt with during class. This activity was also checked.

ISFDyT N° 55 Profesorado de Inglés Teaching Practicum IV Prof. Domínguez Peer Feedback: Class #2 @EES4 Rebuffo Johanna, D.N.I.: 30.394.253

Jimena Rinaldi began the class of October 28th with a video showing the risks of meeting virtual friends face-to-face. Jimena took into consideration the different reactions from the students and how their opinions, and behaviours, differed on this matter.

With the information from the opening video, students completed an activity reflecting on their own experiences with social networks.

Afterwards, Jimena gave students a handout with tips on safe internet use. She encouraged students to participate and read aloud. The different tips were discussed together.

Jimena then showed the class a video on cyberbullying. After checking for comprehension, students were given a handout with recommendations about Facebook and cyberbullying.

The different tips were discussed together. With the previous information in mind, Jimena asked students to work in pairs to complete a handout with some advice on the correct and safe use of instagram. She kept walking around to check their progress and help when needed. Productions were then shared.

As a close-up activity, Jimena gave students a True/False assignment. Once finished, the activity was checked.

ISFDyT N° 55 Profesorado de Inglés Teaching Practicum IV Prof. Domínguez Peer Feedback: Class #3 @EES4 Rebuffo Johanna, D.N.I.: 30.394.253

Jimena Rinaldi began the class of November 4th in a much more relaxed way and really connected to the group. She showed the class a video on safe internet surfing. While watching students were to complete a handout with tips found on the video. Results were checked.

Afterwards, Jimena showed them warning posters about the Internet. The main differences between them were discussed. Jimena kept walking around to check their progress and help when needed.

Jimena then asked students to get into groups of four. Together, they had to create a warning poster themselves and use their own reflections on the topic. Productions were then shared. Groups came to the front of the class with their posters and discussed their tips/warnings on Internet safety.

ISFDyT N° 55 Profesorado de InglÊs Teaching Practicum IV Prof. Domínguez Final Thoughts Rebuffo Johanna, D.N.I.: 30.394.253

After observing classes in both schools, I was able to see that in each school different strategies were implemented, especially since the ages and levels of competence of the students of one school greatly differed from those of the other school. While one teacher used Spanish in order for students to understand the content of the different texts dealt with during class and to make connections to real-life situations, the other one went straight to the point once the students were settled and worked with text books.

I was pleasantly surprised to see a secondary student act so respectfully towards a monitor, saying please and thank you. I was amazed at the availability of technology inside the classroom. I truly feel that technology does make a difference and enhances both the learning as well as the teaching experience. Although the lessons were not similar at all, both teachers tried to make the most out the time and resources at hand. In the state-run school, for instance, the teacher uses texts and connects them to local experiences that her students are familiar with so as to make their learning experience much more profitable.

My partner and I were able to use videos to boost and complement our teaching and make the lesson more enjoyable for our students to learn! The topics we dealt with were up-todate and of interest for them. They were engaged and worked very well, both individually and in groups. Their productions showed just how motivated they felt and they felt encouraged to share with their classmates. We tried to foster this by making some adjustments to our plans along the way, since we feel student motivation is key for their learning experience to be successful.

Though at first I felt challenged, and somewhat overwhelmed, planning a CLIL lesson for the first time in my life, I am happy to have done it. Personally, I was very happy with the outcome and the fact that I was able to use Visible Thinking Routines in both schools. Both groups responded very well to the different Visible Thinking Routines presented to them, though one group leaned much more on their L1. These routines helped me check understanding and gave students new approach to analyze material, where each can have their own interpretation accompanied with corresponding support.

Overall, a wonderful experience indeed!