HEART TAPPING WITH THE LIGHTSTICK ON VLIVE

 

HEART TAPPING IN THE PLATFORM CALLED VLIVE

 

A Speaking-Focused Lesson Plan

For the ones who need help with creating entertaining lesson plans for their students.
You can get help from my creation and if you have problems, you can just ask me!

It's a task-based lesson plan and all the timing etc. are estimated.
If you plan to use this lesson plan, please contact me before and after so that I can help you and get feedback.
Thank you!

LESSON PLAN
Student Teacher	Büşra USTAOĞLU
School & Class	High School 12th Grade Class
Instructor
Date / Hour	11.11.2019
Estimated Time of the Lesson	40 Minutes
Number of Students	16
Language Level of the Class	B1 / Independent User / Threshold Can communicate with some confidence on familiar routine or non-routine matters related to his/her interests and professional field. Can exchange, check and confirm information, deal with less routine situations and explain why something is a problem. Can express thoughts on more abstract, cultural topics such as films, books, music etc.
Overall Objectives of the Lesson	At the end of the year, students will be able to interview someone for the purpose of revealing who is guilty and in fault. -          Develop their critical language awareness.
Behavioral Objectives of the Lesson	By the end of the lesson, students will be able to act and know how to ask and answer questions. -          Predict who is responsible for what. -          Use his/her investigation skills. -          Figure out how to judge. -          Participate in group work.
Teaching Point	Interviewing a Suspect
Time Table Fit	Students have already learned how to ask questions to their peers/family and etc. In the previous lesson, they learned about questionnaires. They have seen lots of examples. That is, they are familiar enough with the context. In the next lesson, they will learn about interrogations and alibis.
Assumption	Students are known to be enjoying this kinds of activities where they can actually take part in the lesson. Furthermore, most of the students are actively watch and read detective films and books. Therefore, this lesson will not bore the students but instead, it will entertaining them.
Problem	While watching the visual materials, technical problems (sudden power cut or insufficient volume or unopened video) may occur. Plus, some students may have problems with critical/analytic thinking.
Solution	For the technical problems, the teacher can bring printed extracts or can do a voiceover. For the uncritical students, pairing them up with more competent students may help.
Class Profile	The students are mainly B1 level who learned how to form questions before. Plus, their interest in detective stories and TV series make them more or less familiar with the vocabulary they will be taught. For the shy students who hesitate to take part in the lesson, giving them a role that they can act out as a different person rather than themselves can make them relaxed. For the outgoing students, it can also make them excited. They will gladly volunteer to be assigned.
Materials / Aids	Video, role-card, pictures, photo cards.
Techniques Used	Role-play, group-work, critical thinking, discussion, information-gap activity (interview)

             

STAGE TIME INTERACTION	PROCEDURE	TASKS	AIM(S)
Motivation/ Warm Up 4’ T <-> Ss	Teacher enters the classroom and greets the students with a big smile on her/his face and asks how are they feeling, what they have been doing lately. Then the teacher does the task and tells the students the topic of the lesson.	The teacher shows some pictures (from Sherlock Holmes, Criminal Minds, Agatha Cristie and etc.)  to the students and asks if they like reading detective stories or watching films/TV series. “What comes to your mind when I say “murder”?”.	· To motivate the students to enjoy the lesson. · To create stress free atmosphere. · To get the students ready for the lesson. · To get the students guess about the lesson’s content.
Pre-task 10’ T <-> Ss	The teacher asks, “How do you think the police and detectives interview the suspects?”. After doing the pre-task, teacher writes some of the answers on the board and then instructs students about the lesson.	Teacher shows students a video taken from a TV series in which a detective is interviewing a suspect and asks them to note down what structures they use the most, how are their attitudes and gestures.	·To activate their passive knowledge related to the topic. ·To elicit from students what they already know. ·To get students ready for the task.
Task Cycle 15’ – 20’ St <-> St T <-> Ss	Teacher groups the students which consists of 4 members. In total we have 4 groups. They are given role cards. Teacher analyzes how they are doing and tries to control the class in case they need help but also tries not to make them confused or pressured.  After they are done with their interviews, teacher asks one group to demonstrate how they play their role and they together try to find out the suspect and give reasons. Also, teacher asks if they have any other questions that can be asked and writes it on the board. While asking questions, they get help from the role card, the video they watched and what they learned in the previous lesson.	Students look at the cards they are given and play the role of a police or a suspect. In the role card, there are 2 police officers and 2 suspects. Only 1 of them is the real culprit. They don’t know who is who. They try to figure out who is the suspect by asking each other questions from the card. Also, the information about the criminal is stated in the cards. Apart   from the given questions, they can create their own interviewing questions, too.	·To provoke their creativity.  ·To help them participate in the lesson. ·To trigger their critical thinking ability. ·To encourage them to act and improvise. ·To think critically and judge. ·To make logical reasoning.
Language Focus 5’ – 10’ T -> Ss	Teacher writes questions on the board and represents how to pronounce them. “Where were you when…?” “What happened next?” “When did it happen?” “Why did you do…?” “How did you do…?” “What is the relation between you and the…?” “How does s/he look?” “What were you doing when…?” “How do you know…?” “Who is…?” After that, s/he attaches some pictures to the board related to   crime vocabulary and teaches the students. Lesson finishes, teacher informs   students about the next lesson. Teacher farewells the students and wishes them a good day. Teacher leaves the class.	Teacher corrects if there are any incorrect use among the questions written on the board. Besides those, teacher adds other necessary question types that they may need and words they may encounter with. S/he teaches vocabulary by showing photo cards to the class.	·To enlighten students about interviews. ·To help them improve their communicative skills. ·To help them to cope with interviews.

Coursera: An Online Learning Platform

    Coursera is a learning platform that offers massive open online courses (MOOC), specializations and degrees.
    Coursera works with universities and other organizations to offer online courses in a variety of subjects such as engineering, humaities, medicine, biology, social sciences, mathematics, bussiness, computer science, digital marketing, data science, languages and many others.
   

How to Benefit from Coursera -My Experience:

Unless you want a certificate to your hand, you can enroll any course you like.
My objective before enrolling was to learn another language I really wished to learn.
And I had no time to spend for language courses which lasts for months, I eventually decided to look for an online lesson.
When I discovered that, coursera actually has the language -Korean- I've been looking for, I enrolled it without a second thought.
I downloaded the application to my tablet and also every week's lesson.
One thing I really like about Coursera is that you can take your lesson whenever you want.
In my course there were no exams and writing sessions but each week I had a quiz. And in order to pass to the other week's content, you had to answer %70 of the questions true. Indeed, I did.
The teacher was a real educator from Yonsei University. She is a true professor.
The course's name was First Step Korean.
If you have trouble understanding accents or pronunciations, there is also subtitles. You can just turn it on and in this way follow the lesson better.
I completed my course in 5 weeks and it was really entertaining. I am sure that I will benefit from Coursera in the future, too.
I strongly recommend. 

QR Code in Education

QR Code (abbreviated from Quick Response Code) is the trademark for a type of matrix barcode. A barcode is a machine-readable optical label that contains information about the item to which it is attached.
How To Create a QR Code:
I used the site QR Code Generator but there are many other sites and applications that you can use. They are all free and very handy.
It is very easy, too.
When you log in, this screen comes and you can pick what type of QR Code you will create. I chose website.

After choosing, I clicked "Next" and in the new page, I pasted my blog's url.

So, by doing that, I created my QR Code.  The next step I did was to customize my code however I want. 

QR Code in Education:

1. You can save time for logging in by storing website URLs in QR Code. 

2. You can create book reviews in the form of student video responses.

3. You can use it as a voting tool. 

4. You can use it to boost differentiated instruction. For example, you have a poem for students to analyze. You can provide additional scaffolding with a link to a recitation or focused questions to get them started. Use the QR Code to help you manage differentiation of the various strategies in your tool belt of teacher practices.

5. You can create interactive labs or dissections. Codes attached to a skeleton model or dissected cow can take students to important directions or content.

6. You can compile researches. You can let students create codes linking to items discovered during research.

7. You can provide extension assignments. 

8. You can check answers and reflect.

9. You can make learning stations. You can put codes in different areas of the room that will take students to different online activities, videos or content.

10. You can show students exemplars. You can create QR for linking students to examples of quality work, whether it's PowerPoint or slideshare for a class presentation, or people speaking a foreign language specific to your content lesson. 

credit: https://www.edutopia.org/blog/QR-codes-teaching-andrew-miller

Second Life

Second life is an online world in which residents create virtual representations of themselves, called avatars, and interact with other avatars, places or objects.

ABOUT SECOND LIFE

In Second Life, residents can go to a social gatherings, live concerts, press conferences and even college classes. They can do a lot of things you can do in real life- buy land, shop for clothes and gadgets or just visit with friends. They can also do things that are impossible in the real world- avatars can fly or teleport to almost any location. Some residents design short programs, called scripts, which give avatars or objects new abilities, including special animations or the ability to generate copies of toher objects.
When a new resident logs on to Second Life, his or her avatar appears at "Orientation Island". Here, residents participates in a tutorial, learning how to navigate through Second Life, communicate with other residents and how to use menus and commands. The resident also learns about the places he or she may venture. Geographic spaces in Second life include the mainland, estates, islands and parcels.
New Second Life users selects their avatars from generic male and female templates. Although a resident could use an unmodified template, everyone else would know that she or he was a new user who doesn't know how things work. Most residents customize their avatars a little before leaving Orientation Island.
The inventory holds hair, skin, objects, animations and body parts and has an infinite capacity. A user can open his or her inventory and choose to put or remove items, like clothing or hairstyles. Residents can add to an avatar's inventory at any time, creating a practically limitless number of avatar customization options. You can change your avatars' appearance as often as you like.
Residents can even build houses and other buildings.
Avatars can get around Second Life by walking, flying, teleporting to their destination. Residents make their avatars walk around by using the arrow keys. Pushing the up arrow key makes the avatar walk forward, for example. Moving the mouse changes the position of the avatars's head, making it look around.
Residents can choose ways to communicate with other users. They can opt to use the Voice feature, which allows residents with microphones to talk to one another live. Residents can also use a chatbox, which opens a window in which users can type messages. Chat box conversations are broadcast to everyone in the immediate area, so for more private conversations, residents can instant message another user.

credit to: https://computer.howstuffworks.com/internet/social-networking/networks/second-life.htm

MY EXPERIENCE:
I also logged on to Second Life and created an avatar to find out more about it. Since our university has its own created place, I decided to go there. It was fascinating. At first, there were nothing to look apart from a land with nothing on it. But, after that I decided to fly and after a 2 or 3-minutes of flying, I landed. The land I came was more realistic and decorated.
It was created for the students who came to our university, Istanbul University- Cerrahpaşa- with the ERASMUS exhange program. It was such a well-designed area for them because everything was created accordingly. I wandered around and observed. All the information they need was there. They can even send a message to our university's office.
I think using Second Life is very helpful and effective.
Not just for making an information and gaming place. Using SL for education also can provide good materials. Besides, SL already has educator locations. You can find out more by looking "Destination Guide" to explore more about "Educator Locations".

MY AVATAR