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Making Waves Teacher's Guide
Fairy Tale Adventures
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About the Fairy Tales Module
The Tales
The fairy tales module introduces the pupils to four tales - Cinderella,
Little Red Riding Hood, Aladdin, and Jack and the Beanstalk.
These tales were chosen because of their familiarity to children in their native
language
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Language Levels
Each tale is introduced to pupils at three proficiency levels.
The activities guide pupils in carefully developed stages from
introductory and beginning levels of language learning for those
with little or no exposure to the language to achievement of
foundation level benchmarks.
Level one addresses word and language awareness and targets 3rd - 4th grade.
Level two addresses word and basic sentence awareness and targets 4th - 5th grade.
Level three addresses paragraph and story awareness and targets 6th grade
and native speakers of English.
Although the tales focus primarily on the needs of native Hebrew
and Arabic speakers, they also accommodate the needs of native English
speakers by offering suggestions for additional and more challenging activities.
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Benchmarks
In each language level, pupils work toward four foundation level
curriculum benchmarks, one in each tale.
These benchmarks serve as the ultimate learning goals in each learning unit.
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Content Themes
Each fairy tale has a content theme that recurs throughout the levels
in different variations and in progressing complexity, enabling pupils
to attain the skills required by the curriculum benchmarks.
These are the content themes for each fairy tale
| Fairy Tale: |
1. Cinderella |
2. Aladdin |
3. Little Red Riding Hood |
4. Jack and the Beanstalk |
| Content Theme: |
Numbers, and time |
Clothes and colours |
Adjectives |
Animals, farm and outdoors |
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Unit Structure
The tales are presented in three different versions according to the language
level. Each version of the story sets a context for the three to four tasks
that follow.
The tasks may be used with or without the stories.
Each unit progresses towards an end task that makes authentic use of the Internet
for accessing information or facilitating communication. For example, in the
Cinderella level 1 unit, pupils first learn the hours and daily activities so
that they can then write a diary and publish in on the web.
In order to achieve the benchmarks various scaffolding learning tasks are used.
The tasks are broken down into stages so that pupils are faced with success-oriented
activities. Scaffolding consists of explanations, additional instruction and
support in order to understand the texts, language structure or production tasks.
A task may take from a half to two 40-minute lessons to do.
Each unit contains three or four tasks and takes four to six lessons to complete.
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"Where do I start?"
The units need not be studied in a fixed order.
The order in which you teach them depends on the benchmark you want to target,
the fairy tale you want to use and the level you choose for your pupils.
You may also wish to start with units that connect to the textbook
that you are using.
| Fairy Tale: |
Cinderella |
Aladdin |
Little
Red Riding Hood |
Jack and the Beanstalk |
| Level 1Units |
Writing a Diary |
Dressing Aladdin and
Jasmine |
This is How I Feel |
Talking without words |
| |
Pupils describe people, places, things and events. |
Pupils present information on limited content, supported
by visual aids. |
Pupils express feelings, likes and dislikes. |
Pupils extract information from visual data, such as timetables. |
| Level 2 Units |
Buying a Gift |
Sending a Greeting
Card |
Into the Internet Forest |
Pet Survey |
| |
Pupils identify different text types and use this knowledge
as needed |
Pupils identify different text types and use this knowledge
as needed |
Pupils extract information from visual data, such as timetables |
Pupils design a means for collecting information, such
as a questionnaire and list the results. |
| Level 3 Units |
Planning a trip |
Writing with colours |
Food Around the World |
Endangered Animals |
| |
Pupils present information on limited content, supported
by visual aids |
Pupils describe main characters, setting and events in
literary texts |
Pupils become familiar with different cultural products
and practices |
Pupils express feelings, likes and dislikes. |
Integrating Making Waves with Textbooks.
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Suggestions for Integrating Making Waves into your Teaching
Program
It is recommended that you go through the whole of the Making Waves fairy tales
module at the computer in order to identify the elements that are relevant to
your general teaching plan. You may identify relevancy according to the themes
of the tales, the content themes (for example, colors, numbers, clothes), the
benchmarks targeted in the different units or the Internet activities offered,
or the textbook that you are using.
After choosing the unit you wish to teach, the following tips may help you integrate
it into your teaching program.
In the classroom
- Introduce the concept of fairy tales.
Discuss various tales in pupils' cultures.
- Familiarize pupils with key words and lexical items from the unit connected
to the tale and to the content theme.
- Introduce the tale you have chosen to work on using books,
video, games, tape recorder, etc.
- Discuss the desired outcome of the unit, i.e. raise the pupils'
awareness of the advantages of using the Internet for producing
an outcome. For example, discuss the differences between choosing
a gift in regular stores and on the Internet.
- Discuss assessment criteria and goals and encourage the pupils to look
at the assessment ("check") section before starting the unit.
In the computer room
Before you start:
- Make sure that you are familiar with the site and all of its links.
It will make you feel more confident when working with the pupils.
- Allow pupils to sit in pairs if they prefer. Very often computer
knowledgeable pupils are very willing to help their friends.
Don't be afraid if they know more than you. Use them!
- Computers can go wrong. They "freeze"; they break down and
in general cause problems. No one expects you to be a computer technician.
Just switch them off and try again. Above all keep calm and don't give up.
Save Time:
- Make Word documents that contain links to the Making Waves pages.
This will save pupils from having to type in the address.
- If possible bookmark the home page on your students' computers.
Develop your pupils' computer skills
- Make help cards for the pupils such as a picture of the keyboard with
small and capital letters and a technical help chart in Hebrew\Arabic stating
how to do some basic activities such as saving pictures.
- Make sure pupils know basic keyboard functions such as shift,
caps lock, and the difference between backspace and delete.
(They work differently in Hebrew\Arabic and English ).
Shift is not used for Hebrew writing and it confuses them.
- Pupils should have good mouse control. If they don't, teach them how to
play the Solitaire card game. It is a great way to teach them to be able to
control a mouse.
You could also use the "Mousemaster"
site
- Make sure that pupils know basic Internet vocabulary such as forward, backwards,
help, keyboard, drag, drop, and click.. This will save time in explaining
activities.
Develop your pupils' Internet skills
- Pupils need basic Internet skills such as surfing, using links,
and understanding what "hot" areas of an Internet page are.
- Pupils need to be aware of Internet basics like clicking once on a
link and then waiting patiently. Teach them how to use the
refresh/reload button if needed.
- Pupils could open their own folder in "Favorites" to save sites they have
visited.
Keep the class quiet
- If pupils are going to use Peedy and have stories read out loud to them
make sure you have earphones. If you don't the computer room will sound
like a mad house making it very difficult for you and your pupils to concentrate.
- If you do use earphones, expect them to break and not work (that's part
of the experience).
One solution is to plug the earphones into loud speakers.
Another is to have pupils bring their own earphones from home.
And remember pupils like much louder sounds than adults do.
Teach your pupils to use the dictionary
- You are not a dictionary on legs. Teach the pupils to use the online dictionary
and the dictionary that comes with Word. It is great practice for the pupils
to
type the words and then get them translated. It also makes them independent.
- Encourage the pupils to bring their course books to the computer room.
Most of them have a dictionary in the back that the pupils can learn to use.
Use worksheets
- If the pupils are reading a story on the screen, prepare a simple worksheet
to go with it.
This could include a very simple task such as asking pupils to write a list
of new words they have learnt
(see, for example, worksheet template).
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Task Teacher's Guides
Each unit and each task (step) in Making Waves has it's own teacher's guide page:
Teacher's Guide Home
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