Previously, I created a simple flipped lesson with Animoto for beginner or newly intermediate students. Now, here is a more advanced flipped lesson with Storybird. The lesson would go pretty much the same way, however the students for the Storybird lesson should be much higher up: high intermediate or advanced. The use of tense and descriptive vocabulary in the story is such that the students should be at a point where they can make inferences about English languages use (e.g. what function a new word has or guess at its meaning) and can fairly accurately consult sources outside of the classroom or at least other than the teacher (e.g. dictionaries, peers).
On top of the performance indicator for the simple lesson, for this more advanced one, students would also have:
On top of the performance indicator for the simple lesson, for this more advanced one, students would also have:
Performance Indicator - ESL.C.9-12.1.1.14:
Students consult print and nonprint resources (e.g., audio/visual media, family) in the
native language when needed. (full list here)
I used a bit of archaic sounding language in the story, as it takes place during a past age. This will likely require a degree of inference making from the students. I would have the students read the story at home or outside of class as many times as they like with notes being allowed. However, in class there would be a brief objective quiz without the notes. Then the teacher would read the story aloud to the students. A storytelling voice would be great here as the story is narration to an audience, thus the students here take the role of that audience. Teacher would then this fact out to students drawing their attention to the pace of the reading, the use of punctuation, the narrators "breaking the fourth wall" and the like.
Next, for the remainder of class in small groups or 2 or 3 the students would fill in what's missing from the story. Namely, what happened when the hero encountered the monster. The goal would be mix past and present tense as the narrator talks both about the past events and to his or her present audience. This kind of narration also allows for the experimenting with grammar rules as colloquial speech (which may include narration) is not strictly grammatical, but rather expressive. This includes the elements noted above. The goal is the get students to see that grammar, while systematic and with boundaries, is also flexible. Examples from the students' L1 can be used to illustrate the point.
The completed first draft of the story would be due at the end of class. Then the students would go home, revise and rehearse for presentation, that is reading to their classmates, next class session. Each group member's amount of performed text should be more or less the same (e.g. one long story slide by one, but two shorter story slides by another). The rehearsal is meant for planning this part.
Evaluation will be on language accuracy (within bounds) with a submitted final draft of the story. Some consideration will be given to student creativity. A rubric will be shown to the students in advance of the assignment.
Your lesson works well. The only thing I would adjust would be to add a rubric for the students to have while they are planning their class presentation. "Creativity" is not a category I would use because it is so subjective, but you could include things you have mentioned such as number of slides, amount of text on the slides and, perhaps, comprehensibility of language during the presentation.
ReplyDeleteOk, I adjusted the assignment evaluation. Creativity has been set as an optional/bonus thing, and a rubric has been added to the lesson plan.
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