MASTER OF EDUCATION (MOED) (SCHOOL HOLIDAY PROGRAMME) EDLE 7322 INSTRUCTIONAL MEDIA IN TESL ASSIGNMENT TASK: Media-Integration/Lesson Plan (Digital Media) LECTURER: PROF DR. MOHAIDA BINTI MOHIN KULLIYYAH OF EDUCATION PREPARED BY: AMIRAH NAZIHAH BINTI ZULKIPLI G2013198 NORSYUHADA BINTI MAT ISA (G1922830) HIDAYATI BINTI AHMAD (G1921316) SUTHA A/P KESAVAN (G1926596) LESSON PLAN (DIGITAL MEDIA) Day/Date Year Enrolment : : : Monday, 13th June 2022 6 Cerdas /33 (Beginner)/Intermediate Subject : Content Standard Learning Standard Learning Objectives Success Criteria Time Duration : : 8.00-9.00am 60 minutes English 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies 3.2.2 Understand specific information and details of simple longer text. By the end of the lesson, pupils will be able to: 1. Analyse and evaluate specific information and details of the text about Mr. Brockbank. 2. Rewrite the text by using suitable vocabulary. By the end of the lesson, pupils can: 1. identify the things used in the past and present by underlining the words. 2. Cross (X) the things that people didn’t have in the past. 3. Rewrite the text about Mr. Brockbank by replacing the words underlined and include things which people had 300 years ago. Contents Vocabulary: lamp- candle, digital camera, bus-walk- horse, broom-vacuum, cinema - opera, drive - ride, phone-personal visit, car-carriage Language Skills Reading Values Respect and appreciate cultures, ideas, and traditions. Prior Knowledge Pupils have already learned the simple past tense. Instructional Aids Nearpod web and apps, worksheet, video -Teacher conducts the Warm-up activity (Time machine). -Pupils imagine they are in a time machine and they can choose which period of time they want to visit (e.g the time when dinosaurs were alive, the ice age to see mammoth, travel in an old train/ship, etc) Set Induction -Pupils close their eyes for 20 seconds and imagine they are in the past. -In pairs, they respond in the Nearpod ; Draw it. They need to upload an image to show their imagination of things in the past. Step 1: 1. Pupils say how they imagine the world 300 years ago. HOTS questions: Do you think there were any mobile phones/ digital cameras/ medicines/ planes? What objects do you think people used? Why? 2. Pupils watch a video in Nearpod about Long Ago and Now. 3. Pupils share their thoughts about the difference of things in the past and present in the Nearpod ; Collaborate Board. They compare their answers with their friends. 4. Pupils read the text in pairs. Buddy system is used for the low proficient pupils. 5. In pairs, pupils underline all items mentioned in the text which didn’t exist 300 years ago in the Nearpod ; Draw it. ( Evaluation of Learning Outcomes 1) Step 2: 1. Pupils are given a set of pictures and asked to circle the things used in the past in the Nearpod ; Draw it. Content Development 2. Pupils are given a worksheet individually and have them say the name of each object. -Appendix 3. Pupils who can access to Nearpod can use the Liveworksheet link for the same worksheet. 4. Pupils complete the worksheet by crossing (X) the things that people didn’t have 300 years ago. Then, write four more items that they think didn’t have in the past. Pupils complete the worksheet within 5 minutes. ( Evaluation of Learning Outcomes 2) 5. Pupils snap a photo of their worksheet and upload in the Nearpod: Collaborate Board to discuss and check the answers together Step 3: 1. Pupils refer to the text again and rewrite the text about Mr. Brockbank by replacing the underlined words with the things people had 300 years ago. ( Evaluation of Learning Outcomes 3) 2. Pupils present their rewritten text. Teacher monitors and puts a few samples of the text in the Collaborative Board. 3. Pupils play a game to answer the quiz about the things in the past and present in the Nearpod: Time to climb. 1. Teacher summarizes the lesson. 2. Pupils answer the Nearpod poll to show their understanding of the lesson. Conclusion 3. Teacher re-emphasizes the value of respect and appreciate cultures, ideas, and traditions. 1. Evaluation of Learning Outcome 1 Teacher asks pupils to share their thoughts about things used in the past in the Nearpod: Collaborate Board. 2. Evaluation of Learning Outcome 2 Pupils complete the worksheet by crossing (X) the things that people didn’t have Evaluation of Learning Outcomes 300 years ago. Then, write four more items that they think didn’t have in the past. Pupils complete the worksheet within 5 minutes and discuss it in the Nearpod: Collaborate Board. 3.Evaluation of Learning Outcome 3 Pupils refer to the text again and rewrite the text about Mr. Brockbank by replacing the underlined words with the things people had 300 years ago. Lesson Plans using ASSURE Model Name: Subject: English Topic: Life in the Past Subtopic: Nouns Year: 6 Age Group: 12 years old Time: 60 minutes Date: 13th June, 2022 Analyze Learners (A) This lesson is prepared for Year 6 pupils. This class has a population of 33 students. There are mixed abilities and proficiency in the English Language. The pupils generally have problems in reading individually. 40% of the class are at TP 3&4 for reading. During the course challenges some pupils are not able to maintain focus if they read traditionally and individually. Lessons have to be upgraded to attract pupils' attention in order to overcome this problem. In particular, the teacher must be prepared to meet audiovisual and kinetic learning styles that vary in this class. Moreover, the use of digital materials and integration of ICT will boost their learning. Learning Styles As educators, it is our obligation to adapt our lessons to the specific group of kids we are dealing with at any time. It is best if teachers can tailor lessons to each pupil's skills, ensuring that they fully comprehend the material. Every student has different methods that help them recall knowledge more effectively. Some take notes, others draw diagrams, others prefer to listen to lectures, and so on because no one learning style fits all students. Therefore, these are several learning styles involved in the lesson: Visual learners need to see the words or information often. They prefer to receive the information visually—be that with pictures, maps, graphs, diagrams, charts, and others. They enjoy reading and learning. Therefore, in the lesson, Nearpod is chosen to cater these learners. Since Nearpod offers plenty of features such as games, quizzes, videos and other interactive content or activities, it will help pupils to practice reading skills. For the auditory learners, they prefer to learn by listening or when it is heard or spoken. They need to listen to the instructions and materials in order to help them acquire the vocabulary before they read. These learners will enjoy the opportunity to interact with others which is also related to kinesthetic learners. They prefer to learn by doing things such as through personal experience, practice, examples, or simulations. In this lesson, pupils will explore the lesson in Nearpod with their friends’ preferences by completing the interactive tasks. Not only that, but learners also who are tactile learn by touching, moving, building, or drawing what they learn. They prefer "hands-on" and tend to learn better when the interactive activities are provided in the lesson. Finally, Nearpod provides a huge opportunity for the pupils to master their ICT skills since 21st century learning is practiced widely now. It is also a need for the learners to integrate ICT since it is a requirement to survive in the future working world. State Standards and Objectives: (S) The objective of the lesson is pupils will be able to analyse and evaluate specific information and details of the text. Selected Media, Materials and Methods (S) Nearpod Draw It: The teacher will use the time machine activity to allow the students to imagine the world in the past. Pupils need to share their thoughts by uploading images or write something related to the past. Video: With the aid of video, pupils will be able to see and imagine the world in the past better. Nearpod Collaborate Board: This will be used for the ‘hands-on’ activity. Pupils can share their work, ideas and thoughts here so that it is easier for the teacher to get the whole class input and can be discussed together. Nearpod Poll: Pupils need to answer the poll to give the idea for the teacher to evaluate the whole class understanding. Nearpod Time To climb: LCD projector & speaker: These aids are needed to project the lesson on the screen. Whiteboard: All information will be emphasized and presented on the whiteboard. Worksheet: Worksheet will be used for the pupils to rewrite the text. Textbook : The main source of the content. Utilize Media and Material (U) The teacher needs to provide contents and choose interactive activities for the classroom activities and fully utilize the use of the textbook. The teacher needs to prepare the materials which are slides and activities earlier to avoid any kind of disturbance and technical problem. The teacher must provide information about the effectiveness of the classroom before class. The teacher will set up the LCD projector before the class and ask pupils to get ready with their own device. These pieces of equipment will then be used and tested. The worksheets provided have different levels of difficulties which cater different proficiency levels of the pupils. (Differentiation) Require Learner Participation (R) For the participation of pupils, the teacher will not lecture in a traditional way like chalk and talk. Throughout the lesson, pupils will interact and participate actively in a controlled situation. Since the teacher will prepare the lesson with creative and various activities which provide fun and enjoyment in the class for pupils, they will not take note constantly from start to end of the lesson. The main purpose of the lesson will be learning actively and interactively where the lesson should be two-way interaction. When pupils are attracted to learn, they are motivated to practice reading better. Evaluate and Revise (E) At the end of the class, the teacher will prepare a pop quiz to check if everyone got the lesson or not by summarizing the content of the lesson learnt. A poll is also given to check the pupils’ understanding. Also, the teacher will encourage the pupils to re-emphasize the value of respect and appreciate cultures, ideas, and traditions. References Davis, H. O. (1992). ESL Instruction Using Maps, Conjoint Retention, and Confluency. Gilakjani, A. P. (2012). Visual, auditory, kinaesthetic learning styles and their impacts on English language teaching. Journal of studies in education, 2(1), 104-113. Kelly, C., Kelly, L., Offner, M., & Vorland, B. (2002). Effective ways to use authentic materials with ESL/EFL students. The internet TESL journal, 8(11), 1-5. Macwan, H. J. (2015). Using visual aids as authentic material in ESL classrooms. Research Journal of English language and literature (RJELAL), 3(1), 91-96. Pegrum, M. A. (2000). The outside world as an extension of the EFL/ESL classroom. The Internet TESL Journal, 6(8). Sanmugam, M., Selvarajoo, A., Ramayah, B., & Lee, K. W. (2019). Use of nearpod as interactive learning method. INTED2019 Proceedings, 1, 8908-8915. Appendix Worksheet 1 Worksheet 2