I will formally start the implementation. For the purpose, the first learning guide will allow Sts write and send Jenny a postcard about their hometown.
Date | Activity | Purpose |
August 19-20 (2 hours) | 4. Learning guide No. 1: My hometown. | Teach Sts how to write an introduction mail to a keypal. They will tell Jennifer about life in their hometown. Show Sts the importance of adjectives in the descriptive paragraphs to provide detailed information. |
- In Charala people are very hardworking
- Weather is nice and sunny here.
Students outcomes have been collected to revise and provide feedback tomorrow. Advances were little in this session. In fact, most of them just completed the introductory paragraph.
August 20th
I could have their tasks ready and Sts checked them today. They were surprised that I did not do too many corrections but they said they thought there were many more mistakes. Of course, many things are not still appropriate but they do not belong to their current writing level, so I concentrated on verb To be, personal pronouns, possessive adjectives and qualificative adjectives. Sts seem not to completely understand the list of conventions for writing so in the class they are completing their compositions but they are working cooperatively, monitoring and providing peer correction.
When L checks her feedback she says 'qué tooonta' cómo sigo haciendo ésto? Miss, por qué vuelve y me pasa ésto si yo sé?
I observe the reactions of her peers and evidently their faces show several feelings that express their own slef evaluation about their initial results: Lo, is happy, she seems pleased with her task. JF comes and complains, 'profe, pero cómo, si yo lo hice todo bien?'. W hits hios head with his right hand palm. He is not satisfied buy he realizes also that his mistake is about something he already knows. A even doesn't take time to check his task, I do not know if he is satisified or regardless. S is very unsatisfied. ML and K are checking theirs together and doing peer correction, asking each other about their mistakes. They are comparing it with the conventions and ask me about the meaning of 'WV'. K wrote one 'In Cali have varied climates'. L explains her that she must use 'there be'.
With JF, L and A my time disappears quickly. Especially JF is not pleased anyway. He wants to get more but with not much effort. L is very risky and likes challenges a lot but she needs being reasured. And A gets easily distracted, I cannot help the others at the same time.
Before the class ends I will pick up all their final drafts.
When L checks her feedback she says 'qué tooonta' cómo sigo haciendo ésto? Miss, por qué vuelve y me pasa ésto si yo sé?
I observe the reactions of her peers and evidently their faces show several feelings that express their own slef evaluation about their initial results: Lo, is happy, she seems pleased with her task. JF comes and complains, 'profe, pero cómo, si yo lo hice todo bien?'. W hits hios head with his right hand palm. He is not satisfied buy he realizes also that his mistake is about something he already knows. A even doesn't take time to check his task, I do not know if he is satisified or regardless. S is very unsatisfied. ML and K are checking theirs together and doing peer correction, asking each other about their mistakes. They are comparing it with the conventions and ask me about the meaning of 'WV'. K wrote one 'In Cali have varied climates'. L explains her that she must use 'there be'.
With JF, L and A my time disappears quickly. Especially JF is not pleased anyway. He wants to get more but with not much effort. L is very risky and likes challenges a lot but she needs being reasured. And A gets easily distracted, I cannot help the others at the same time.
Before the class ends I will pick up all their final drafts.
August 30th
Take a look at these glogsters Sts presented as the final layout of their descriptove paragraphs. Of course, they have the layout of a very visual poster but the texts are inside and I copied them in the formats.
