1. Students are prepared for the audio-visual activity. They experience a video clip, preferably of themselves (previously taken by the teacher) or one found online where children are engaged in regular school and play activities, and where possible, activities at home. The video may include adults at their work. (Clip may be done in two parts – activities at work being the second part.) Students are led in a discussion on the activities presented in the video; teacher ensures the focus is on types of activities done in the three ‘environments’ – while learning, playing and working. Where audio visual equipment is not available, students are asked to observe their peers engaged in role play.
Drama: REQUIRES AN AREA THAT ALLOWS STUDENTS TO MOVE FREELY.
2. This is a whole class activity which is recorded using a digital camera/camcorder. Students imitate an activity performed while at school, playing or doing chores/working. Suggestions came be made by either the teacher or a student. Reference should be made to the previous video clip for ideas/suggestions.
NB: Students may need to be taught how to use body posture, voice and hand gestures to imitate an activity; teacher demonstrates. Students are reminded to pay attention to personal space, safety while moving, high and low movements, and moving appropriately to the rhythm of the music accompanying the activity. (If students do not know about high and low movements, personal space and rhythm, it would be necessary here to teach these concepts.) Teacher may opt for different pieces of music with different paces – slow, faster, very fast etc.
Students compose sentences to explain their actions and perhaps prompted to explain the importance of actions etc. Sentences can be used as an opportunity to reinforce grammatical patterns taught, for example, ‘I am[a + noun (doctor)/adjective + noun (beautiful nurse)], [-ing verb (sweeping)’], ‘She/He is’, ‘We are’, ‘They are’
(The recording of this learning experience can be used in a subsequent Learning Plan either in or out of this unit.)
3. Students are provided with a range of pictures (one picture is repeated only about three times) depicting activities they earlier imitated/dramatized from which each child chooses ONE. Students can colour, paint or stick items (dhal grains, coloured rice etc.) on pictures. They write a sentence on the picture using cue words which the teacher provided – may be written on the board, or on cards.
4. Students are exposed to new visual media texts including signs, posters and pictures from the ‘learn, play, work’ environment. Attention is focused on use of graphics, colour and captions to ‘send the message’ – students and teacher discuss (for instance – red for danger; one word warnings in CAPITAL letters etc.)
5. Students categorize the pictures they ‘coloured’ (Activity #3) as well as the additional visual texts introduced at activity #4.
Things I do when I am learning
Things I do when I am playing
Things I do when I am working
6. Students use a simple digital camera to take still shots of classmates during activities; at least two shots to be taken per student. Pictures are stored and will be viewed after all pictures are taken.
TEACHER CAN CREATE OR SOURCE A POSTER SHOWING THE STEPS BELOW
OR CREATE OR SOURCE A SHORT VIDEO CLIP DEMONSTRATING THE STEPS
Steps for taking a picture (students to be taught these as simply as possible):
a. Put the string around the wrist (to ensure the camera does not fall even if it slips out of the hands).
b. Hold camera with both hands making sure not to block the lens with fingers or hands. Show where and how the RIGHT index finger must position to hold-down the shutter release (button to snap/take the picture).
c. Look at the screen for the image, making sure you see what you want to capture/take a picture of; to change focus, move forward or backward.
d. Quick review if option is available – picture remains for viewing for a few seconds after the picture is taken to know if it needs to be re-taken.
7. Students to be made aware of the purpose of the activity – “It is important to review pictures especially when learning and also to know if the picture needs to be re-taken.”
· Suggested criterion for evaluating pictures:
“Does the picture get the whole person/object?”
For viewing pictures: connect camera to a screen [computer/television] for students to discuss and evaluate the ‘quality’ of the picture based on at least one criterion. Mini-discussions on pictures are necessary.
If students can manage, they can suggest ways photos could be ‘improved’.
· A photo story can be created using the students’ pictures form this Learning Plan. Students can assist in its creation using a Photo Story (free online software). A slide show with background music can also be easily created with simple, easily available programs (very easily downloadable).
· In small groups, students can write a few sentences describing a particular activity related to any of the three categories – “Learn, Play, Work”