Catedra II

Methodology

Camila Barrera

Part I: An Ecology Of houses

Design two activities to match the following objectives:

Classify key vocabulary Identify main and supporting ideas.

Objective 1

Learning goal

Classify key vocabulary

Duration

30 minutes

Necessary materials

Notebook Pencil

Teacher modeling

The students will have to classify the some words of the text in: cognates, false cognates and unknown vocabulary. Before that, the teacher will explain to the students what is a cognate and what is a false cognate though examples.

Think check

Students will have to think about cognates and false cognates: How are they going to find the words? What are they going to know the meaning of the words?

Guided practice

Students will have to classify the vocabulary that they don’t understand, the false cognates and the cognates in the next chart. After students find the words, they will have to put the meaning of the words in false cognates and unknown vocabulary.

Cognates False cognates Unknown vocabulary

ImageHumanPresenceDistanceMosquitoesPerson

Word Meaning Word Meaning

Independent practice

Students will have to replace the unknown vocabulary for synonyms.

Objective 2

Learning goal

Identify main and supporting ideas

Duration

30 minutes

Necessary materials

Notebook Pencil

Teacher modeling

The students will have read the text paragraph by paragraph and identify the main idea of each one. They will have to summarize each paragraph to get the main points and identify the main idea.

Think check

The students will have to think about: How are they going to get the main idea of each paragraph?

Guided practice

The students will have to work in groups of four; each student will summarize two paragraphs, then they will join it and will identify the main idea of each one in groups.

Student

Summary of paragraphs Main idea of each one

1 1)2)

2 3)4)

3 5)6)

4 7)8)

Independent practice

The students will have to support the main idea that they get from all the paragraphs.

P art II: The Velociraptor-Like Robot That Could Save Your Life

Determine two objectives (different from above) and plan the corresponding activities.

1) Extend a text2) Recognize verb tenses in a text

Objective 1

Learning goal

Extend a text.

Duration

45 minutes

Necessary materials

Notebook Pencil

Teacher modeling

Students will have to extend the text “The Velociraptor-Like Robot That Could Save Your Life” after get the main ideas and objectives from the text. They will have to create and imagine what they will add to complete the idea from the author. The activity will be in groups of four students. Each student will have to extend one of the four paragraphs.

Think check

Ask to the students how they could extend the text and what they need to get the objective. Students will have to brainstorm about the task.

Guided practice

The students will start to extend the text adding their ideas. They have to add new ideas. The teacher will show them the next example:

The orange part is from the text.

The blue part is added.

In January, Full used his analysis of leaping lizards to design a rugged bot that can navigate through the rubble following an earthquake or other disaster. The robot also can swim to seek people under the ocean. It can do it thanks to a new system integrated in it which consists in add a flipper to the tail to swim. The robot has a cam over him to the people which control it can see where the robot is. Also the robot has an integrated system of GPS.

Independent practice

Some of the students will have to read the extended text in front of the class and the rest of the class will have to highlight the changed part.

Objective 2

Learning goal

Recognize verb tenses in a text.

Duration

30 minutes

Necessary materials

Sheet Pencil Color pencils

Teacher modeling

The students will have to recognize the verb tenses in the text “The Velociraptor-Like Robot That Could Save Your Life” and classify them into a chart. While they are reading the text they will be highlighting the verbs.

Think check

The students will have to think about how they are going to recognize the different tenses in a text. To do this they have to answer to themselves what they already know about verb tenses, so they will have to assess their prior knowledge.

Guided practice

The students will have to recognize the verb tenses in the text and then they will have to classify them into a chart. They have to write the verb tense and put what verbs in each tense they could identify.

Verb tenses

Past simple Present continuous

Present simple

Past perfect Past participle

Verbs

Used Helping is Had built DrivenCame brimming Make

Found Scuttling Serve

Thought Crawling Build

Dubbed Prowling Are

Was Leaping Design

Nosedived Working Can

Lifted Suggesting Have

landed Jumping Stick

Led Keep

Moved Counteract

Discovered Apply

Were search

Rescue

Make up

Starts

Independent practice

The students will have to recognize the tenses in each sentence and highlight the it with different colors (one color per tense).

Example:

Orange color is used for past perfect tense.

Green color is used for the past tense.

Within a few months, Full and his team had built a four-wheeled, foot-long vehicle with a stiff tail section, which they dubbed Tailbot.