OUTJ-3
Priprava na kurikularno povezavo
Interaktivno znotrajpredmetno timsko
poučevanje pri ciljnem TJ
WHAT IS A FACEBOOK FRIEND?
LETNIK
3. letniki
RAZRED:
PROSTOR
uč. 305
UČNI
PRIPOMOČKI
ODDELEK
STAROST
PREDMET(A)
UČITELJA
DATUM
3B, 3Č
16-17
EGD-ANG
Ivanič
15.10.2015
POSEBNE ZAHTEVE:
računalnik in LCD projektor
internetna povezava
ZA UČITELJA:
izročki
Frayer model template
internet links mobilni telefoni
slovar
tabla, flomaster, računalnik
ŠOLSKA
URA
POTEK URE
1 šolsko uro
UREDITEV UČILNICE:
Dijaki se bodo sedili v obliki črke U
ZA DIJAKE:
izročki
računalniki
zvezki
pisala različnih barv
učni list (kopija Family and Relationships from Čist simpl angleščina maturitetne
teme, Rokus Klett http://www.knjigarna.com/cist-simpl-anglescina-maturitetneteme-p-1232.php)
ZARIŠČE ALI FOKUS URE oz. učnega sklopa
Ss speak about their families and relationships
Ss define friendship
Ss critically consider just whom is a FB friend
TIP UČNE URE
SPLOŠNI PODATKI
Ciljna skupina dijakov
UČNI PRISTOPI:
UČNA METODA:
UČNE OBLIKE:
collaborative learning
inquiry-based learning
reflective learning
razlaga, razgovor, delo s textom in idejami
frontalna (lockstep), individualna, whole class
VRSTA ITP
OUTJ-3
podčrtajte, obkrožite
dvogovorno (kolaborativno)
soodvisno (tradicionalno)
izmenjalno (alternacijsko)
BESEDE
POTREBNO PREDZNANJE
Priprava na kurikularno povezavo
Interaktivno znotrajpredmetno timsko
poučevanje pri ciljnem TJ
dopolnjevalno (komplementarno)
vzporedno (paralelno)
SLOVNICA
All verb tenses
Basic vocabulary concerning mobile phone
use, text messaging, social networking
(telecommunications)
UČNI CILJI
1. The aim of this module is to provide students with a greater understanding of
teenage (mobile phone use and) texting.
2. The aim of this module is to dispel the general myths surrounding texting by teens.
3. The aim of this module is to generate an awareness of the advantages and
disadvantages of (mobile phone use and) texting.
podporno (suportivno)
razločevalno (diferencirano)
KLJUČNE ZASNOVE
Advantages and disadvantages of social media
PRIČAKOVANI UČNI DOSEŽKI
At the end of this module, the student will be able...
1. to describe the texting habits of U.S. teenagers;
2. to identify and disassemble five myths about teens and texting;
3. to list a minimum of five advantages and five disadvantages of texting;
4. to accurately verbalize bar graph data about teenage mobile phone use and
texting;
5. to informally discuss teens' texting habits in the U.S., UK and Slovenia;
6. to state and describe three to five strategies for combatting mobile phone use
and texting while driving; and
7. to construct and draw a comprehensive map of the unit at its conclusion.
OUTJ-3
ČAS
Priprava na kurikularno povezavo
Interaktivno znotrajpredmetno timsko
poučevanje pri ciljnem TJ
1. UČITELJ
Preveri prisotnost
Vpiše v dnevnik
Pojasni cilje, pričakovani učne
dosežke in potek ure
2. UČITELJ
DIJAKI
Poslušajo razlago nove teme
POTEK URE -- DEJAVNOSTI
Writes key words/ideas on the
board
Students answer knowledge survey
Distributes handout/text for reading
Monitors students' pronunciation
and calls on students to read text
out loud
Sodelujejo in odgovarjajo na učiteljičina vprašanja
Usvajajo nove poj e in jih znajo med seboj povezati (zapisujejo berejo,
povedo svoje mnenje)
Writes key concepts/ideas on the
whiteboard and also leads
students in discussion
Students read text out loud
Leads the students in discussion
Students complete comprehension exercises
Students copy questions into their notebooks
Students discuss what they have seen, comment, answer teacher's
questions, compare texting habits presented in video clip with their own
OUTJ-3
Priprava na kurikularno povezavo
Interaktivno znotrajpredmetno timsko
poučevanje pri ciljnem TJ
UGOTAVLJANJE UČNIH DOSEŽKOV
PREVERJANJE
OCENJEVANJE
Complete these statements exercises
Essential vocabulary gap fill/crossword/word find
True/False questions
Graph/Data gathering exercises
Role play
Critiquing video clips used in this module
Small groups of students creating their ˝own˝ tests
Argumentative essay about teens and texting
Formal panel discussion about teens and texting
Comparative essay about U.S. teens' texting habits as
compared/contrasted to Slovenian teens' texting habits
˝Document It!˝ homework assignment (e.g. poem,
essay, drawing, poster, video clip, radio announcement,
Facebook page, visual road map or mind map of the
module)
REFLEKSIJA
Think about your Facebook friends. How many
Facebook friends do you have? When did you
befriend him/her and why? Which characteristics
do your Facebook friends have in common?
Which characteristics do they not share? Can we
agree upon a set of common characteristics shared
by our Facebook friends and derive a whole-class
definition of a Facebook friend?
How do my Facebook friends differ from yours? Do
Facebook friends differ according to age groups?
Why/why not should a family member be a FB
friend?
Why/why not should a teacher be a FB friend?
Are celebrities really FB friends or not?
1. UČITELJ
LOGISTIKA
˝booking˝ the classroom
makes sure the internet,
projector and sound are in
working order before the
lesson takes place
brainstorms possible student
misunderstandings
provides an example mind
map
2. UČITELJ
makes photocopies of
all necessary materials
including extra copy
for self and co-teacher
gets the register and
key to the classroom
provides answer key to
exercises
makes a list of critical
questions to be asked
throughout the module
ZAPISKI
Internet links:
Tweet Less Kiss More article by Herbert
http://www.nytimes.com/2010/07/17/opinion/17herbert.html?_r=0
Frayer Model
http://wvde.state.wv.us/strategybank/FrayerModel.html
OUTJ-3
Priprava na kurikularno povezavo
Interaktivno znotrajpredmetno timsko
poučevanje pri ciljnem TJ
MOŽNE POVEZAVE PO
ZAKLJUČKU URE
After completing this module,…
A. Students create posters defining a facebook friend and display them in the school hallway
B.
Students research current statistics about teenage social media use in the U.S., UK, Australia, New Zealand and Slovenia and then diagram their findings. The following
link may prove to be helpful in choosing the most appropriate graphic organizer: http://www.thinkport.org/technology/template.tp
C.
Students read and discuss the Facebook Checklist found here http://emdp.org/wp-content/uploads/2014/01/Facebook-checklist-Nov2013.pdf or here
http://www.bullyinginterventiongroup.co.uk/upload/Facebook-Checklist.pdf
D.
Students perform a self-check of their privacy settings on FB using this checklist found here
http://www.iacpsocialmedia.org/Portals/1/documents/Checklists/FacebookPrivacyChecklist.pdf
E.
Students read and discuss article entitled Doc Warns About FB Use and Teen Depression http://www.huffingtonpost.com/2011/03/28/facebook-depression-
2011_n_841282.html
F.
Students can create a portfolio at the beginning of the school year entitled Welcome To My World and the student materials from this lesson plan could be included
UČITELJEVA REFLEKSIJA
Inquiry-based learning: http://www.thirteen.org/edonline/concept2class/inquiry/index.html
Teaching inquiry – authenticity: http://teachinquiry.com/index/Authenticity.html
Think Pair Share teaching strategy:
http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03d_UnderstandingRoutines/ThinkPairShare/ThinkPairShare_Routine.html
and http://www.readwritethink.org/professional-development/strategy-guides/using-think-pair-share-30626.html
In retrospect, I had only met these students twice before; so my primary goal was to get them talking. I had used the Frayer model in the past to have first
year students define key words as a supplemental exercise to a learning module from Way Up Intermediate, so I knew that getting the students to think about
their thinking and demonstrate this by filling in the diagram/thinking organizer would take some time. Before writing the Ss ideas on the whiteboard, I used
the think-pair-share teaching strategy before compiling students' responses on the whiteboard. I was pleasantly surprised at the outcome of this short exercise
and especially pleased by its relevancy and authenticity and did reuse it during a texting and social media lesson at a different vocational college preparatory
high school.
OUTJ-3
Priprava na kurikularno povezavo
Interaktivno znotrajpredmetno timsko
poučevanje pri ciljnem TJ