Lesson Seven: Todo el Mundo Hace Juegos con Cuerda/The Whole World Plays String Games
Age/Grade Range 2nd-6th Grade
Lesson Objective/Learning Goal: Immediate: story sequencing and oral language fluency
Near-term: manual dexterity for keyboarding
Long-term: global empathy
Near-term: manual dexterity for keyboarding
Long-term: global empathy
Description of Lesson The teacher demonstrates and explains how to do a simple string game (e.g. the Karok Fish Spear from Northern California) and explains its cultural context. Instruction is repeated until at least 1/3 of the group has mastered the figure. Those with mastery are then enlisted as teachers of those who have not learned the figure. At the conclusion of the session, one or more students are given the opportunity to become the teacher at the front of the room, be recorded, and receive feedback from the class on their instruction.
The Tip Model Applied To This Lesson:
Phase 1: The relative advantage of using an online tool for this project is that it allows students to practice typing (the near-term goal). The advantage of using Padlet for this project is that it allows students to type the story sections into blocks and then drag them around into various sequencing to find the one that makes the most sense.
Phase 2: During this lesson students will be given the paper with pieces of a story in a random order. They will then go to Padlet and type in the sections of the story and then arrange them in the order they believe they should go in. They will then present their story to other students and those who choose to will present to the class.
CCSS.ELA-Literacy.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-Literacy.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
7. Demonstrate the safe and cooperative use of technology. (5) (source)
Phase 3: While Padlet is a great tool for this because it allows students to drag text around in sections to reorganize the story, StoryboardThat would be another great option because it would allow students to visualize and draw out the sections of the story that they are having difficulty placing within the sequence. For students who are more visual rather than auditory learners, StoryboardThat would be a much better tool.
Phase 4: In this lesson, the goal is for students to gain better understanding of story sequencing. The environment of the classroom needs to be set up in a way where students can work together to teach each other (another goal) and help each other understand why the story goes in the order that it does. Perhaps students should work in groups instead of just individually so that they can discuss the reasoning behind decisions, groups would be a mix of high, middle, and low achievers.
Phase 5: For this lesson in the future I would have students sequence the story using Padlet and then have them draw the story into a comic using StoryboardThat. This would help reach more learners and make the lesson more fun for students. Students would be able to work together to sequence the story and draw it out. To make it even more fun I would give each group a different story and ask the students to print out their stories and present them to the rest of the class.
