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Do you have an idea for improving this content? We’d love your input.
Do you have an idea for improving this content? We’d love your input.
Do you have an idea for improving this content? We’d love your input.
Do you have an idea for improving this content? We’d love your input.
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In a traditional English Language class of 90 minutes with 50 students , the percentage of time spent by students to speak is too less i-e hardly 45 seconds per student. It reflects very less rather NO practicing time left for students to polish their speaking skills and thus they are left fumbling for words and speak incorrect English.
Story circles can be used to build a sense of community in the classroom. The technique was pioneered by the late John O’Neal, a civil rights activist and theater artist. He developed the story circle process while moderating audience discussions after performances. He found that audience members listened more and found common ground by telling personal stories instead of trying to persuade and argue their points.
The videos here demonstrate how a story circle works. A facilitator offers a prompt, and then individuals have a set amount of time to respond with a relevant story from their lives. No one interrupts. After everyone has a turn, the group talks together. From the individual stories, the group then creates one story or takeaway.
In these videos, Bob Martin, a community arts specialist in Eastern Kentucky, facilitates a story circle, adapted to an online format because of the COVID-19 pandemic. In the first video, Martin explains the ground rules and quotes O’Neal: “Share the story that comes from the deepest place.” He gives the group this prompt: Tell a story about a time when you were unexpectedly proud of your place or your community.
These lesson plans and activities were purposed and designed by Paula Turon Loren for Kindergarden English teachers in the United Kingdom. The activity is designed and differentiated for different ability groups, thus teachers can adapt the lesson to their students levels and needs. Moreover, the materials may be used and adapted for any country's specific context.
Objectives of this mini unit:For students to explore the "universal call to action" laid out in the Sustainable Development Goals (SDGs) and consider how they may respond to that call;Build background knowledge about specific issues impacting the Arctic including: indigenous rights, indigenous health, biodiversity, tourism and marine pollution; Build background knowledge about specific issues impacting their local communtiy (using Michigan as a case-study) including: hunger, homelessness, poverty, youth violence and the environment;Create an action plan to address needs within their local communities driven by their unique passions, interests and skills;Consider the importance of impact vs intention when engaging with community action projects
This module explores modern day apathy, specifically in middle schools. This PBL challenges students to be introspective and reflect onWhat they valueWhat they are concerned withWhat they are passionate aboutand then see how it can be changed.Students collaborate with oneother to discover shared ideas, research their value or issue, and develop a Public Service Announcement (PSA) to communicate what they want to improve. In a culminating activity, students participate in a gallery/exhibition to share their PSAs.Standards:CCSS English Language Arts (Grade 8)Ohio Standards for Technology
Students will research real-world problems and create a survival guide.
Students will use the Design Process to build and test multiple wind turbine designs in order to generate electricity.
Students will use the Design Process to build and test multiple wind turbine designs in order to generate electricity.
Lesson for middle schools students in Study Skills classes or any class where a teacher/counselor wants to teach/review a strategy for taking effective class notes.
To help your students identify the Future Continuous, they will be asked to look at a timeline and compare the following sentences:Sally is preparing her swimming gear now.Sally will start her training session at noon.At 12:30 pm, she will be swimming.The final sentence is in the Future Continuous. This tense is used to describe an event that will be in progress at a specific time in the future. In this case, the action is “swimming” and the specific time in the future is “12:30 pm”. Importantly, this lesson will focus on talking about events that are already underway in the future.If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
This lesson plan focuses on simple concepts that students can use to practice speaking English. Since advertising is a universal topic, you can use this lesson with students of all levels and interests. In this lesson, students are introduced to vocabulary and concepts related to brands, target markets and advertising channels. Also, they will have the opportunity to talk about the pros and cons of advertising. While doing so, you can encourage your students to use adjectives to talk about their opinions and/or experiences.If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.