Stories to Remember
Intended Students: Upper-intermediate students in IEP or other academic setting. Activity can be adapted for lower levels by choosing different vocabulary.
Time needed: 60-90 minutes
Objectives:
Activity Summary:
Students create digital stories as mnemonic devices to learn and remember vocabulary. Teacher gives students the context for a metanarrative story (i.e., “LOST” plane crash; Students imagine stories about the passengers and their personal stories). In pairs, students create individual sub-stories on multiple flashcards using assigned vocabulary.
Procedures:
Materials:
o Sample vocabulary randomly selected from the GSL (second 1000 words): astonish, boundary, complicated, confuse, gallon, hinder, liberty, miserable, omit, pocket
o Sample vocabulary randomly selected from the AWL: abandon, bulk, classic, conduct, emerge, focus, intense, label, occupy, passive
Evaluation:
Depending on length of class, spread this lesson over two sessions or give some of it as homework. Work out the logistics for group rotation in advance, and be sure students understand each step as they go. It may be helpful to project the instructions on the board for each round to help students stay on task.
Follow-up the activity with a discussion or writing activity about one character of choice and what happens to them. Are the crash survivors rescued? Does the selected character get to their destination?
References:
Time needed: 60-90 minutes
Objectives:
- To practice using online dictionaries to understand and use new words
- To learn and use new vocabulary in context
- To practice pronunciation of new words
Activity Summary:
Students create digital stories as mnemonic devices to learn and remember vocabulary. Teacher gives students the context for a metanarrative story (i.e., “LOST” plane crash; Students imagine stories about the passengers and their personal stories). In pairs, students create individual sub-stories on multiple flashcards using assigned vocabulary.
Procedures:
- Select 5-10 vocab words (from textbook, or the GSL/AWL) for students to use in their stories.
- Show LOST video trailer as context preview.
- Rotate student pairs to complete all parts of the activity. Give each pair a word list and a magazine picture of a person who is a fictional passenger on the plane. You could give different word lists to each pair or use the same list depending on how much vocabulary you want to cover or recycle. Project a sample word card (PowerPoint slide) on the screen for students.
- First rotation/Group #1 (40 min): For each vocab card, students will write the word, part of speech and one sentence of the story. First, students should look up each word in an online learner’s dictionary to make sure they understand it.
- Once they understand the vocabulary, students create a short story using the vocabulary words to introduce their character. Write a short story of 8-10 sentences using all the vocabulary words, one word per sentence. Content for the story should include things like the character’s personality, family, job, interests, and a current issue in their life. Finally, explain why he or she was traveling on the plane.
- On each PowerPoint slide/flashcard, write one sentence of the story using one of the vocab words. Write all vocab words in bold.
- “Save” file and “rotate” story cards to Group #2: Peer editing. (“Rotate” by uploading to shared class Dropbox or by physically rotating groups in a computer lab.)
- Group 2 should read the definitions and the sentences. Do they make sense? Are they correct? Make any necessary corrections on the slide to correct grammar or provide additional clarity. Try not to rewrite the story. (10-15 min)
- “Save” and “rotate” story cards to Group #3: Illustrate the story. Find pictures to illustrate the vocabulary in context. Add one picture per word to the PowerPoint slide. (15-20 min)
- “Save” and “rotate” story cards to Group #4: Present the story. Read through and present one character sketch to the class. If there is not enough time to review all sketches as a class, two groups could get together to present a new story to each other (i.e., one person reads the sentences in the story aloud).
Materials:
- Computers or tablets with internet access (for Google Images, Flickr, etc.)
- PowerPoint
- Access to online learner dictionaries, such as Longman Dictionary of Contemporary English
- Shared Dropbox account for the class
- Magazine pictures of individual people, one per pair of students
- Vocabulary list(s) from textbook or other GSL/AWL selection:
o Sample vocabulary randomly selected from the GSL (second 1000 words): astonish, boundary, complicated, confuse, gallon, hinder, liberty, miserable, omit, pocket
o Sample vocabulary randomly selected from the AWL: abandon, bulk, classic, conduct, emerge, focus, intense, label, occupy, passive
Evaluation:
Depending on length of class, spread this lesson over two sessions or give some of it as homework. Work out the logistics for group rotation in advance, and be sure students understand each step as they go. It may be helpful to project the instructions on the board for each round to help students stay on task.
Follow-up the activity with a discussion or writing activity about one character of choice and what happens to them. Are the crash survivors rescued? Does the selected character get to their destination?
References:
- Longman Dictionary of Contemporary English: http://www.ldoceonline.com/
- “Lost” television series by ABC: http://abc.go.com/shows/lost
- “Lost” Season 1 trailer: http://youtu.be/0HQLeAnhGYU
- Prince, P. (2012). Can a story help? Language Learning & Technology, 16(3), 103–120.