Sous-Comité De La Montérégie - Anglais, Langue Seconde

Sous-comité de la Montérégie - Anglais, langue seconde

Repertoire of Interactive White Board (IWB) activities

for ESL Secondary Levels

2012-2013

Production Team:

Elementary 1st cycle: Suzanne Guay and Maripier Roy (CSVDC)

Elementary 2nd cycle: Nadia Laurendeau, David Anderson (CSMV), Gwenn Gauthier (CSST) and Hélène Laforest (CSSH)

Elementary 3rdcycle: Cynthia Shannon (CSVT), Julie Proteau and Patricia Finnerty (CSP);

Secondary 1st cycle: Hélène Fradette, Sophie Charpentier (CSDGS) and Elisabeth Léger (CSVT)

Secondary 2nd cycle: Karen Lyons (CSMV), François Hudon (RECIT), Tanja Vaillancourt, André Montmarquette (CSSH) and Nathalie Côté (CSDHR).

Secondary cycle 1 year 1
Does Birth Order Influence Personality?
Interactive White Board Activities
✓Material needed:LES - Does Birth Order Influence Personality? (LES from the MELS), IWB
One white page of Notebook or Active Inspire per group
A list of adjectives that describe personality repeated on each page
✓Guidelines
Hang a curtain between the IWB and the class. The objective is NOT to hide the student’s answers, but to limit the distraction for the students who are at their place when there is a team at the IWB. This is a very effective technique.
✓Time
8-10 minutes per team on the board (1 to 2 classes depending on the number of teams)
✓Link to website
General guidelines when using an interactive white board in class:
Always try the activities before using them in class.
We recommend you use the Full Screen option for optimal viewing of each activity.
Be careful when closing the interactive activities. Clicking on Save will destroy the original version of the activity. If you wish to keep a version of any of the completed tasks, make sure to save it under a different name. For example: Survey_group 402.
We recommend storing the various templates in a special file called DO NOT USE THIS FILE and use a copy of the file.
Competency 1
Interacts orally in English / Criterion
Participation in oral interaction
Content of message
Related content:
Functional language (describing basic adjectives that define personality, agreement or disagreement, opinions, decision and indecision, clarification, suggestions.)
Vocabulary taken from the 2 enabling activities: successful, determined, smart, outgoing, famous, hardworking, warm, funny, humble, artistic, dynamic, courageous, outspoken, opinionated, focused, solitary / Cultural product:
Sociological aspect
This extra activity should be done between task 3 and 4 of the LES Does Birth Order Influence Personality.
This sub-group task at the IWB will allow you to:

Hear students negotiate the meaning of the vocabulary words you present to them. They will develop a better understanding of the words and more long-term retention.
Hear students find other ways to understand new words than to go look in the dictionary.
Correct some –ed pronunciation

This task also means that while a group of students is at the board, the rest are doing either individual or team work autonomously. Here are a few ideas for them:

In task 3, students can find more adjectives that describe personality. They can answer the questionnaire individually and exchange the results with their team.
They can do task 4 where the students complete the first 3 adjectives describing themselves, and then switch the paper around to the other members of the group. That way, each member of the group needs to find 2-3 adjectives to describe personality for every student within that group.
Suggest a list of 5 teachers the students have and let each group try to predict their birth order. Of course, the teachers must be aware not to give that information away. Students really appreciate negotiating this!
Of course, any task you feel adequate for your group is fine here!

Period 1 - TASK 1 (activities)
5-10 minutes
Explain that there is a curtain to limit the distractions and not hide answers. Each team will get to go to the IWB and create their own group of words using the document IWB - Birth Order - Extra Task.notebook
Each group for 8-10 minutes (time restriction is key here! Or else, some students refuse to make choices and they stand staring at the board without negotiating the meanings!)
Instructions:

You need to make groups of words you think go well together. There is no limit of groups and no limit of number of words per group. Here is how you move the words. Remember that only one finger (pen) at a time can touch the screen (teacher shows an example)
(When students are done) Now, add a shape to define the groups. (teacher shows an example using the shapes icon)

This should take close to 10 minutes. If students are finished early you can give them the extra challenge to take a pen and label each group of words with a different word to define it.
For example:

Shy
Solitary ALONE

Period2
When each team of students is done with making the basic categories, you can follow up in different ways:

Print each page (one copy per team) of their own work and have students label the groups of words as a separate activity.
You can have students label the groups of words according to birth order.
You can have students label the groups of words according to the teachers they are trying to discover the birth order.

What is certain is that when this short, simple activity is done, students will better master the language needed to define their own personality and explain their birth order!
Secondary: Cycle 1 year 2
The Water Unit
Interactive White Board Activities
Material needed: Interactive White Board + a koosh ball (Smart and Notebook used here)
Teacher's guide & student sheets (only if doing the complete LES)
Overview: This is the introductory activity of the LES
Ask students to volunteer (answering questions)
either one at a time or 2-3 competing.
Tasks for IWB :
1- Introductory activity with Koosh ball (Notebook game)
2- Final Project (Internet Journalist for IB students)
*** Extra possible tasks: The Water Unit (LES created by ESL Department at Edgar-Hébert School, CSVT)
*To receive the complete LES, contact Elisabeth Léger at
Time: 10 minutes for the IWB Koosh ball
5 to 8 classes for the entire LES
General guidelines when using an interactive white board in class:
Always try the activities before using them in class.
We recommend you use the Full Screen option for optimal viewing of each activity.
Be careful when closing the interactive activities. Clicking on Save will destroy the original version of the activity. If you wish to keep a version of any of the completed tasks, make sure to save it under a different name. For example: Survey_group 402.
We recommend storing the various templates in a special file called DO NOT USE THIS FILE and use a copy of the file.
EVALUATION
For IWB activities:
Task 1 (introductory task)
Competency 1: Interacts orally in English
- Criteria: Participation in oral interaction (takes risks)
Final task (The Advertisement Poster or the Internet Journalist)
Competency 2: Reinvestment of comprehension or Enrichment Criteria for IB
For LES: C 1 / C 2 / C 3 (See teacher's guide)
Related content (for LES)

Functional language (giving your opinion, agreement or disagreement, asking for clarification).
Vocabulary related to topic (tap and bottled water)
Prepositions
Concept of advertisements and slogans (target audience);
Reading strategies

Period 1 - TASK 1 (activity)
This activity is meant as an introduction to the theme and language repertoire.

The teacher can either choose a different student to answer each question or have 2-3 students playing against each other;
Use the interactive file IWB - Water Facts Game.notebook;
Prepare to have 1-2 koosh balls on hand;
Start the animation. Each their turn, students try to answer a question;

They will have multiple choice answers.
The student answering must throw the koosh ball on the appropriate answer.
The student with the most correct answers can win a prize (free homework, reusable water bottle).

This activity could be done as a station (using a shower curtain to block) and paired with other activities;
One student could be used to read the questions (animator role);
Don't forget that saving the document at the end will alter its content. It is best not to save.

For other Koosh ball templates,a teacher using Smart Technologies can access the online resources. Visit the Smart Exchange site and do a search of koosh ball.
Link:
Final Task (possibility)
There are 2 final tasks possible:
1- To create an Advertisement Poster
Students are asked to prepare an ad promoting the consumption of Bottled or Tap water.
2- The Internet Journalist Project
Students are asked to share their findings from different water-related online sites.
In both cases, students could be presenting their final task using Notebook. If so:

Plan time at the computer lab or as team homework using Express Notebook online resource.
Instead of preparing a Power Point document, students are asked to prepare their own gameor presentation using the technology.

Remember to ask them to include an INTERACTIVE element to their presentation

(Which means that other students must participate actively during their presentation).
Link:
Bibliograhy
Illustrations used to prepare this IWB activities were taken from these sources:

Google.ca (filter: free to use or share)
(for other background pictures or cliparts, referenced when used)

If doing LES:

Inter_Active student book B, CEC, p. 90 to 95
Various websites used are referenced in teacher's guide.

Secondary cycle 2 year 3
How to be the Perfect Wife
Activities for the Interactive White Board
Material needed: IWB with Notebook, LES Perfect Wife
Evaluation criteria
C1 and C3 ( see annexes 1 and 2)
****Although you may follow along with the paper version of the teacher’s guide, a Notebook version was created as well, to help the teacher manipulate the Notebook version before doing it with the students.
Original idea : Annick Paquet ( Séminaire de la Sainte-Trinité) and Karen Lyons ( Commission Scolaire Marie-Victorin)
‘’How to be the Perfect Wife’’ taken from ‘’Fascinating Womanhood’’ by Helen Andelin, Pacific Press, 1963.
General guidelines when using an interactive white board in class:
Always try the activities before using them in class.
We recommend you use the Full Screen option for optimal viewing of each activity.
Be careful when closing the interactive activities. Clicking on Save will destroy the original version of the activity. If you wish to keep a version of any of the completed tasks, make sure to save it under a different name. For example: Survey_group 402.
We recommend storing the various templates in a special file called DO NOT USE THIS FILE and use a copy of the file.
PERIOD1
Task 1 Introducing the topic
Slide 1: What will we talk about today?
Students try to guess what the topic of the day will be. Ask one student to come write the answers on the board, as they are given by his classmates. Next to each picture, the student writes what the picture represents.
At the end of the brainstorm, tell students that during this learning and evaluation situation, they’ll be talking about relationships. Explain that they’ll be evaluated on C1 throughout, and go over the evaluation grid with them. Also mention that the final task will be a production, which will evaluate C3.
Slide 2: What is your idea of the perfect mate?
Clicking on the word ‘’mate’’ will link you to a page with the definition of the word. As you click on the orange rectangles, prompts to elicit discussion will appear. You may choose to do this yourself, or ask a student to come to the board to make the prompts appear.
Slide 3: Give five other examples of a perfect mate
With a partner, students come up with five other examples of a perfect mate. As others are working on this task, ask volunteers to come write their answers on the board.
Task 2 Video: Make Working from Home Work for you.
Slide 4:
Clicking on the planet at the bottom of the picture will open the video.
As they watch the video, students underline the words or expressions they hear on their sheet. Ask one student to do the same, but at the IWB. Ask a different student for the second listening.
Slide 5:
On their sheet, students write the appropriate word next to each definition. When everyone is finished, ask one or two students to the board. They must drag the word next to the definition.
Period 2
Task 2 Video: Make Working from Home Work for you ( continued)
Slide 6: Discussion
Students discuss the questions in teams of 4. Refer to the C1 rubric for evaluation ( annex 1)
Task 3 : How to be the Perfect Wife
Slide 7
Students take a few minutes to individually read the text. Another possibility, is to read the text as a group.
Slides 8 and 9
These two slides should be shown in double-page mode.
Students work in small groups with their paper version. They must match the subtitle with the appropriate paragraph.
One person from each group is assigned one or two paragraphs and is asked to come to the board to match and drag the subtitle with the paragraph.
Period 3
Task 3: How to be the Perfect Wife ( continued)
Slide 10
Go back to single-page mode.
Students will underline in orange the parts the parts they think are reasonable and circle in blue the ones they believe are exaggerated. Assign one paragraph per team.
Students discuss their paragraph, then one team at a time, they come to the board to circle and highlight, and explain their choices to the rest of the class.
Slide 11: Discussion
Students discuss the questions in teams of 4. Refer to the C1 rubric for evaluation. ( annex 1) .
Task 4: Expressions
Slides 12 and 13
These slides should be shown in double-page mode.
On their sheet, students match the expressions with the correct definition. Ask one or two students to the board to drag and match, or do the exercise as a class first, then ask students to write their answers on their sheet.
Period 4
Task 5: The imperative
Slide 14
Make sure to go back to single-page mode
An extract of the first paragraph from the text How to be the Perfect Wife has been reproduced on the slide. Ask one student to come to the board to highlight all the verbs and put the correct verbs in the spaces provided.
Ask students if they know which verb tense this is.
Clicking on the paperclip at the bottom of the rectangle will bring you to and audio definition of the imperative.
Then, students get in small groups and on their paper version, they highlight all the imperatives in the rest of the text.
Slide 15
If your students need extra explanations about the imperative, click on the planet at the bottom of the first rectangle, which will bring you to a website with extra explanations.
As students work on the previous activity, highlighting the imperatives in their text, each team comes one by one to the IWB to take the imperative quiz.
Period 5
Final task
Slide 16
Explain the final task to the students. They must write a text explaining how to be the perfect mate today. The task requirements are explained on the slide.
Optional task
Slide 17
Students prepare a ‘’how to’’ ( How to be the perfect student, baseball player, dog, etc) for the IWB. They may use the format of their choice: Powerpoint, video, Notebook document, etc.
Secondary cycle 2 year 3
Teaching the Opinion Text
Interactive Whiteboard Activities
✓Material needed : Interactive whiteboard , Notebook, Booklets to print out, Appendix 1 and 2 to print out, Teacher's Guide
✓Time : Four 75-minute periods
Part 1 -Period 1: The Introduction
Part 2 - Periods 2 and 3: A Great Body
Part 3 - Period 4: The Conclusion
✓Evaluation :
We do not suggest that you evaluate the following activities since students are in the process of learning about opinion texts.
These step-by-step lessons are based on the explicit instruction model.
Important Note: Although it is preferable for teachers to have an interactive whiteboard in their classroom to use this lesson, it is not an obligation.
Support document for students in is .pdf version.
PLEASE READ THE GUIDE AND THE STUDENT BOOKLET TO MAKE SURE YOU UNDERSTAND THE PROCEDURE WELL.
Part 1
Period 1: Writing an Introduction
Activating prior knowledge

Ask students what they know about opinion texts. Invite a few students to come up to the board and write what they know.
Elicit as many answers as you can by asking questions such as :

Do you find an introduction in an opinion text?
Could you find statistics in the paragraphs?
How many arguments do you need?
What are the elements found in a conclusion?

Read the information written on the board by students. Here, the teacher is simply verifying what students already know.
Distribute STUDENT BOOKLET. Introduce the lesson by presenting the 3 first pages of the STUDENT BOOKLET. Present different parts of the opinion text.

FOR TEACHERS WITH AN INTERACTIVE BOARD: Do not forget to move the tabs to the centre of the window.)