Melissa's+Learning+Center

Melissa ESL- Introduction to American Society Time For Kids- Around the World (Egypt)

a.  Standards-based objective for the group of centers b.  A chart that includes a timetable, a brief description of each center, and the student groups. c.  A detailed description of each learning center. a.  What will students do? = Station 1- Egyptian Literature = Writing in Egypt goes back to pretty much the earliest writing anywhere. Nobody really knows yet whether the Egyptians figured out how to write for themselves, or whether they learned it from the Sumerians, who also began writing about the same time, about 3000 BC. The Egyptian form of writing, hieroglyphs, does not look the same or work the same as the Sumerian form of writing, cuneiform. So if they did get the idea from the Sumerians, the Egyptians certainly changed it a lot. What we have left of Egyptian writing mostly comes out of tombs. Because of this, most of what we have left is prayers (because that is the kind of thing you put in people's tombs). Other kinds of writing like laws, letters to your mom, and lists of who gave their fair share (money) to the temple mostly have rotted away, over the years. One well-known story whose earliest version comes from ancient Egypt is the story of Cinderella.  = Instructions = =  1.   Choose one person to read the article out loud. = =  2.   Ask the group if you have any questions about the article. If no one knows, then ask [the teacher]. DO NOT ask if you haven’t asked everyone in the group first. = =  3.   Answer the questions about the article. (Everyone in the group must turn one in!) = =  4.   Look at the Egyptian hieroglyphics. = =  5.   Write your name in hieroglyphics! (This really means drawing pictures)  = = Questions = =  1.   What is the name of Egyptian writing? = =  2.   Where is most of the Egyptian writing? (Where would you find it?) = =  3.   What kind of writing is left? = =  4.   What are the other kinds of writing listed? (Hint: there are 3 kinds listed) = =  5.   What famous story comes from ancient Egypt? =  Station 2 Use the globe to find the following information: = Station 3 Directions = 1.  Find your paper from the folder. 2.  Rewrite your information so that it looks like the students writing in the magazine.  Ø   This means, write the time and then a few sentences about what you do (or did in your country) at that time. Then leave a space and write the next time slot. Follow the format in the magazine. Make sure you have at least eight times of the day.  Ø   Example: 6:00 I wake up when my alarm goes off. I take a shower and get ready for the day. I don’t have to wear a uniform to school; I usually just wear jeans and a t-shirt. I like to have a bowl of cereal and a grapefruit for breakfast. 7:00 It’s time to go to school! My mom drives me to high school everyday. My friends are hanging out by their lockers when I get there so I go to say hi to them. 3.  When you have finished writing at least eight different times of the day, then switch papers with a friend who is also done. 4.  Use the peer editing worksheet to make sure your friend has proper punctuation. 1.  Pretend you are on vacation in Egypt. 2.  Write a postcard to a friend FROM Egypt. 3.  Write at least five sentences. 4.   Include your favorite place that you visited in Egypt. b.  What materials do they need? c.  What is the desired learning outcome/experience? d.  How will learning be assessed? e.  How will participation be assessed? d.  A list of how the groups will be configured. e.  All the materials students will be using including the student assessment form **. (Others already included above) ** f.  A written description of how you will teach appropriate learning center behavioral norms and how you will manage potential problems. g.  A brief written reflection after you have carried out your plan.
 * Each center addressed a different proficiency goal. The first one was reading comprehension. They had to read an article and answer question about it. The second one was listening. They had to use the globe and listen when it gave numbers for populations or distances. The voice actually goes fairly fast, so sometimes they had to do it a few times, but it was good practice. The third one helped them develop their writing. They had already written a brief version of “A Day in the Life” so they had to re-write and pay attention to certain aspects of their writing. **
 * ** 7:47- 8:03 Rotation 1 ** || ** Station 1- Read an article about Egyptian hieroglyphics and answer questions about it. When finished, write names using hieroglyphics! ** || ** Student 1(Tanzania) **
 * Student 2 (Myanmar) **
 * Student 3 (Vietnam) **
 * Student 4 (Myanmar) ** ||
 * ** 8:05- 8:21 Rotation 2 ** || ** Station 2- Using the Leapfrog interactive talking globe, answer a list of questions regarding population, distance, location, etc. ** || ** Student 1 (Vietnam) **
 * Student 2 (Myanmar) **
 * Student 3 (Vietnam) **
 * Student 4 (Tanzania) ** ||
 * ** 8:23- 8:39 Rotation 3 ** || ** Station 3- Rewrite their “A Day in the Life” papers with new standards. Must have eight times of the day for what their life was like in their countries. ** || ** Student 1 (Albania) **
 * Student 2 (Vietnam) **
 * Student 3 (Vietnam) **
 * Student 4 (Myanmar) ** ||
 * 1) What is the population of Egypt?
 * 1) How far is it from Egypt to Michigan?
 * 1) What is the population of the U.S.?
 * 1) How far is it from the Michigan to your country?
 * 1) What is the population of your country?
 * 1) How far is it from Egypt to your country?
 * 1) Compare the population and area of the U.S. to Egypt. How many times greater is the population of the U.S.? How many times greater is the area? (Use the Comparison point)
 * 1) How far is Michigan from New Zealand?
 * 1) How far is Michigan from Madagascar?
 * 1)  How far is Michigan from Tajikistan?
 * 1) Which of the countries in questions 8-10 is the farthest from Michigan?
 * 1) What countries border France?
 * 1) What countries border Bolivia?
 * 1) What countries border Malawi?
 * 1) What countries border Laos?
 * 1) What is the highest point of South Africa?
 * 1) What is the highest point Greenland?
 * 1) What is the highest point of Nepal?
 * 1) How many countries are in Central America?
 * 1) What is the population of Antarctica?
 * IF you finish your “Day in the Life” then… **
 * NOTE: I had a peer editing sheet on the table (not included here), but nobody got that far. Some of them had papers that were perfect to begin with, so they wrote postcards because no one else in their group was finished. **
 * Just notebook paper and a pencil, the handouts above are on each table and they will write their answers on notebook paper. **
 * To learn more about Egypt… although that is really just the content so that they can practice reading, writing, and listening. Also, it is important to put them into groups because some of them aren’t used to working with others and honestly aren’t great at it, especially cross cultures. **
 * We will have a follow up discussion and a mini “quiz” the next day. **
 * Partly just by walking around and seeing who’s doing what. Also, I required them all to turn in a paper so that one person didn’t end up doing everything; they all had to pay attention to get the answers written down. **
 * Students counted off by 3’s, because they were sitting by their friends when this started, they were pretty well mixed up. **
 * Name: **** Learning Centers **
 * 1) What was your favorite activity in the Learning Centers? Why?
 * 1) What did you learn?
 * 1) Any other comments or suggestions?
 * I have had them do group work before, so really the only change was that they were rotating and changing activities as well. I don’t feel that I need to specifically teach these particular students learning center behavioral norms. The only problems I’ve had with them in the past are that some of the students try to get away with not doing anything. That is why I’m having them all turn in separate papers. Most anything else could be dealt with simply by talking to the student about the problem. These are great kids and there aren’t very many of them **** J **
 * This day couldn’t have gone better! The students, once in their groups, worked very well the whole time. The transitions weren’t even too slow. They seemed to be really into each activity and it was obvious that they were working the whole time. Some groups went much faster than others, but that wasn’t a problem. I am really happy that I had so much for them to do in each activity. The key was having way more for them to do than there was time to do. I tried to have one main activity (that they had time to finish) and then several small ones just in case. I also brought in some papyrus with my husbands name in hieroglyphics and a necklace with my name in hieroglyphics that I bought in Egypt. The kids really liked having the realia too! It was really a great morning. **