Activity 6: Joint Productive Activity

Joint Activity Report

Joint activity was an opportunity for the students to practice different language skills while they elaborated a display board.

Students could decide the different sections of the display, and they worked collaboratively to elaborate the labels in teams. They decided the arrangements of the teams selecting classmates by friendship.   

Teachers’ role was to monitor the students’ collaboration and work, and to help them with any doubt. Students ask the spelling of some words.

At the end of the session, the group put the display board in a strategic space to be seen for the people who attend to the Center.

The joint activity was a productive and enjoyable time.

Teacher: Claudia Andrea M. Mendez Fernandez					Date: April 20, 2012
Background information Institution:  “CENTRO DE INTEGRACIÓN JUVENIL”                Age: 13 to 16 years old Course       /   grade         /level                                       English      /    1           / secondary							Number of students: 10  Time: 2 hours
NAME OF THE PROJECT: the Easter festival                            NAME OF THE TASK: “The display”        CONTENT: recycled vocabulary (occupations, numbers 1-70,  days, months, everyday vocabulary), traditions (songs, Easter hunt food, games),
GOAL:                                                                             Ø  Recognize the importance of collaboration to accomplish a joint product. Ø  Recognize the existence of other cultures and languages. Ø  Provide students with some basic classroom language that will enable them to communicate in English at all times during their foreign language lessons. Ø  Students develop respect and appreciation for diversity, acquire a positive attitude towards learning about different aspect of a foreign culture and recognize similarities and differences with their own culture.
By the end of the lesson students will: Ø  Respond to simple spoken and written language in linguistic and non-linguistic ways. Ø  Increase listening vocabulary related to cultural topics: the alphabet, traditions, hobbies and leisure time, drinks and food; review recycled vocabulary ( pronouns, occupations and numbers 1-70) Ø  Follow instructions given in the classroom. Ø  Demonstrate understanding about traditions. Ø  Use clues (illustrations, body language) to get the gist and some detail from spoken and written texts.
Language skills Reading:  reading strategies: guessing from contexts, body language and previous knowledge) Listening (vocabulary and fixed expressions around the topic, listen for detail, follow spoken instructions). Speaking: vocabulary around the topic, spell names. Writing: vocabulary about traditions.
Activity	Objective	Interaction & time	Material	Procedure		Notes		Product
Routines: Welcome circle	Greeting people	Group 10’	Posters	Routine to greeting the teacher and classmates at the beginning of the class.		Structure: Greetings: hi, hello; My name is ___; How are you? Responses: Fine; I’m fine; Great; nice to meet you; glad to meet you
Engage	Review vocabulary	Group 10’		Teacher elicits from students the things they remember about the Easter activities.
Explore	Cultural capsule	Group 10’	Pictures, texts	Ss explore the materials about different cultural traits to compose the display.
Elaborate	Cultural traits	Group 10 min.		Students decide the different sections to integrate the display.				Display sections
Practice	Use letters for spelling names	Group 40’	paper, glue, markers	Students  write the title of different sections and elaborate the tags for the food ( Teacher spell the names)				Labels
Production	Learn about the structure of display	Teams 30 min.	craft paper, glue, markers	Working in teams, students elaborate the different sections of the display.				Display
Closing circle	Good Bye and what I have learned today	Group 10 min.	Poster with structure	Students tell vocabulary from the topic.		Structure: My name is __. Nice to meet you, My word is___ (from vocabulary) Good bye, see you tomorrow!
Evaluate	Observation of students as they apply new concepts and skills. Teacher analyses after the lesson the results identifying student’s needs of support, level of motivation, participation and knowledge of the target vocabulary and the target structures.
Reflective Notes	Students were eager to participate elaborating the display. They worked on teams by friendship. Students were enthusiastic to present their knowledge to the community.