Technology requests
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Big question
Do we need technology? How does it affect us?
Lesson objectives
Students will understand…
- how the role of technology in daily life
- the value of expressing your desires
Students will know…
- the vocab for technology
- how to form a negative expression
- how to make a request
Be able to…
- use the negative expression
- make a request
- role play an argument over TV
Assessments
Formative Assessments
-Compare with each other the things you thought you needed versus what you wanted
-Quiz the students on making a request and being able to making the response negative
Summative Assessment
-Pull up an ad on the projector, and then have two students debate over features they would and wouldn’t want (with a rubric).
SLA other rationales
-Comprehensible input
-Negotiation of meaning
Type of activity
Content for this lesson
4MAT for procedures
Quadrant 1R
Includes an activity that is emotionally engaging; bringing students into the theme. May require physical movement of student. Emphasis is on INPUT. This activity serves as a focus throughout the cycle.
Watch an ad for buying a TV
Quadrant 1L
*Differentiation based on student readiness
Activity asks students to process input. Students may be asked simple comprehension questions (yes/no), for instance.
*Discussion questions
-Would you buy the TV?
-Do you want the TV? or Do you need it?
-What would you use the TV for?
Quadrant 2R
Activity asks students to show more comprehension. Activity should revisit Input and use nonverbal output to show understanding.
-Draw a TV
-Label the parts you need in blue and the parts you want in red, including channels (e.g. news, sports, etc.)
Quadrant 2L
Activity offers more input. Original Input is revisited as example of broader theme. May include explicit instruction. Draws attention to patterns, form focused information. Gives more models.
-Tell them the technology vocabulary and label their picture
- Introduce the negative expression and request grammar in pieces
Quadrant 3L
*Differentiation
Activity moves to directed output.
Guided practice.
Following input models
for development.
-*Role play telling the cable people what channels you need them to give you versus those you want
Is the teacher going to model or scaffold this?
Is the technology vocabulary going to include how to talk about channels to guide them in that direction?
OR
-*Role play telling the cable people what channels you don’t need them to give you versus those don’t you want
Quadrant 3R
Activity calls for more output.
Output given in different forms. Practicing variations of formulaic dialogues, for instance. Acting out scenes. Evaluate forms.
-Compare with each other the things you thought you needed versus what you wanted
For this, we would differentiate in the questions we would ask. We would ask the struggling students simple questions (Please list your needs), but the advanced students more complicated questions (Why do you need the news? Defend why you made the decisions you did).
-Quiz the students on making a request and being able to making the response negative
Quadrant 4L
Activity focuses on formative independent work. For instance, students write and edit their own stories.
-Have students label a technology ad, and then they must tell what features they would like and write a request for it.
Quadrant 4R
Activity includes performance which demonstrates student’s command of desired skills and knowledge.
For instance, students share stories.
-Pull up an ad on the projector, and then have two students debate over features they would and wouldn’t want (with a rubric).
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