Reading and Vocabulary Lesson: Cell Phones and Their Impact on Memory and Health
Introduction:
This lesson plan utilizes science and news articles for reading and comprehension on the subject of cell phones and how they affect our memory and health. The learners will be given an article to read and decipher the vocabulary. They will also be asked to determine if the information is fact or opinion. Based on this, they will also be asked to find a further reliable reference using an internet search (optional). The learners will use information from these readings to create an outline for an essay.
Context:
The class is an English for Academic Purposes (EAP) class of 15 students. The students would be working toward a CLB 8 level in reading equivalent to the Cantest score of 4.0-4.5 (CLB 2001). This level would allow them entrance into academic programs at the University of Manitoba (n.d.). Students are fairly tech competent and most are under 30 years old. The class has full access to classroom computers. All students have had a minimum of high school education in their first language.
Instructional Method:
The lesson utilizes information from internet sources as a vocabulary and reading exercise. The lesson is scaffolded to build on vocabulary, reading and organizational skills with the goal of producing an outline for a research essay. The essay could be a future project. Much of the lesson is done on computers, utilizing a variety of applications to enhance digital literacy. The learning strategies are based on Pesce (n.d.) and Brown and Lee (2015 pp. 389-413). The lesson encompasses several reading strategies at the CLB stage II, such as skimming, scanning, using contextual clues, and evaluation of written texts (CLB 2012,p.87). It also draws on the prior knowledge of students, and promotes autonomous learning strategies.
Please note: this lesson plan will probably extend beyond 2 hours. The lesson plan could be reduced in time to 2 hours by eliminating the Google search and the use of a second article.
Objectives:
The learners will:
· Decipher new vocabulary on cell phone effects on health using context, guessing, an appendix and a dictionary.
· Create a vocabulary information source using Padlet (Padlet.com)
· Annotate a PDF document using Adobe Acrobat Reader (Acrobat.Aobe.com)
· Develop a mind map summary of information from readings on the subject using Coggle (Coggle.it)
· Conduct a Google search for a reputable article on the subject (optional).
· Distinguish facts derived from reputable research instead of opinions.
· Develop their own opinions on the harm of cell phones.
· Incorporate their own opinions along with the research into an essay outline, backing up their choices.
Resources:
An article will be given to the students as a PDF documents on the computer: ‘Teens’ cell phone use linked to memory problems’ (Kowalski 2018). It is around a grade 8 level in vocabulary level (Readable.com), and also of moderate length and complexity for about CLB 8 (Canadian Language Benchmarks 2012, p. 96), using some technical (specialized) language. The topic of the article may be personally relevant to the learners.
The article is from a reliable academic source (Science News for Students) and bases their articles on real scientific research articles and interviews with scientists. Many of the technical words are defined in an attached appendix, but some definitions may be a challenge for the learners.
Activities:
Pre-reading:
1) Warm-up activity:
“Two truths and lie” game: Sit in a large sharing circle. Explain the game. On your turn you say two things that are true and one thing that is a lie. Give an example. We are to guess which one is the lie. The theme is phones and social media. After the game, ask how we could tell the difference? Why is it sometimes difficult? Are there any ways in real life to tell if something is not really true? Write the answers on the whiteboard to revisit later.
2) Large group quiz activity on cell phones usage:
We want to find out about cell phone usage and its possible effect in our class. Give example question: On average how much time do students in the class use cell phones each day? What other questions could we ask?
Kahoot (Kahoot.com) Survey: As a class make up a Kahoot class survey based on the questions they contribute. Students answer the class survey using Kahoot on a computer or cell phone. Ask the students not to share their answers. Before looking at the summary of results, have the students guess the class results to the questions (write on board).
3) Class discussion:
Questions:
a. Are the results different than your first opinion?
b. What is fact and what is opinion?
c. How does this compare with our game (2 Truths and a Lie)? Review whiteboard answers.
d. Do we have to be careful to differentiate between a fact and an opinion, and how do we know when we are reading?
Our reading today is about how cell phones might be harming us. Based on our class survey:
a. Do you think cell phone use is a concern?
b. Have you heard anything about this before?
c. What is your opinion?
4) Show the list of objectives (on overhead) for this lesson, so students have an understanding of what the lesson is about and goals.
5) Pre-reading on computers (PDF format) of the article ‘Teens’ cell phone use linked to memory problems’ (Kowalski 2018): Introduce the article and explain they will be using it to create an essay outline about ‘Are cell phones harmful to our health?’
Ask students to skim the article and look at the title, subtitle, and pictures and descriptions, ‘explainer’ boxes and citations to preview the articles and predict what the article is all about.
a. What can we infer from these?
b. Is this a reliable up-to-date source of information?
c. How can we tell? (Uses information from reliable sources)
d. What information might we expect from this article?
6) Adobe Acrobat Reader (Acrobat.adobe.com/reader) introduction (10 min):
Using the computer and projector, introduce the tools available for highlighting, selecting, etc. Have students explore and play with these on their own or in pairs (using the PDF of the article), and report back in large group discussion on what they can do with them.
7) Further vocabulary:
Ask learners to skim the power words in the article’s appendix, to see if there are words they don’t understand and select these using the highlight tool on Adobe Acrobat. As a class go through the vocabulary, having students volunteer to explain to the class the meaning of the word in their own terms.
8) Head’s Up Game (Salah 2018):
Use the new vocabulary words for a game. One student picks a paper with a word (on a sticky note), and doesn’t look at it, but sticks it on his forehead. The other students give clues, without using the word, and the student has to guess which word.
While-reading:
1) Pairs reading:
Have the students read the article in pairs using a Think Aloud exercise (class has used this before). Ask for underlining or highlighting of any other new vocabulary, idioms, important points using annotation with Adobe Acrobat. Suggest they make ‘sticky notes’ on the side as they are reading if they don’t understand, or find interesting, or want to discuss further, etc. Ask them to look for facts and opinions. Teacher circulates in class to informally assess whether students are understanding the article.
2) Class Padlet (Padlet.com): Have students contribute their selected new vocabulary words or idioms to a class Padlet. And then discuss these as a large group. As a class ask students to explain or guess the meaning of the unknown vocabulary from the context, or look up in a dictionary and add these to the class Padlet.
Using these definitions from the Padlet, students may create electronic ‘sticky notes’ on the PDF of papers for any further vocabulary that was new to them to help them remember the definition.
3) Second (and third) read: Have the students re-read the article again individually, focusing on comprehension. Post on Padlet any more of their sticky notes from earlier about facts, opinions and what they found interesting
4) Google Search and More Reading (optional, if time permits):
In pairs, students will use Google to search for another short article on the topic. Ask for suggestions for words they might use to search. Ask what techniques they can use to help select a good article from a reliable source (skimming, length, date published, who published, etc.) and write on the whiteboard their suggestions. Circulate in the class to check if students are picking good articles based on their whiteboard suggestions and approve them before they proceed. Again, they will read the article and annotate using Adobe Acrobat Reader, and then re-read for comprehension.
Remind them to look up any new vocabulary and add to the class Padlet.
Post-reading:
1) Class Padlet posting and discussion:
Review Padlet posts of what they found interesting about the first article. Discuss these as a large group. Ask if they think the article is fact or opinion? Why? Explain that they will be given the goal of developing an outline for writing a short essay on their opinion of the effects of cell phones on health.
2) Mind Map:
Use a mind map on the white board as an example of how to organize material in general. Introduce Coggle (https://coggle.it) and ask students to explore how to use it and then create a mind map using this tool for a summary of the information from the first reading. Look at the Padlet posting for clues. Give examples of how to organize the material and go over as a class for suggestions of main themes, and subthemes.
With their partner, do a mind map, incorporating information from the first paper (Kowalski 2018) and the second paper from the Google search (if used). Have students share their mind map with a few other groups in the class for peer review. Have them make suggestions for additions or organization to their peers.
3) Informal assessment: Circulate in the class to review the mind maps and make suggestions. As an informal formative assessment, make quick notes on how each student is doing with their summary and comprehension.
4) Essay Outline: (This exercise helps indicate comprehension of the material)
Using the mind map, individual students will create an outline for an essay on the topic ‘Are cell phones harmful to our health?’ for homework. Review with students how to create an outline for a research paper and incorporate information from the mind map. (eg. State your opinion in the introduction, give reasons why in each paragraph with support for each, and a conclusion (Ryerson University Student Affairs 2016)).
I. Introduction
• Topic
• Get audience’s attention • Thesis statement
• Get audience’s attention • Thesis statement
II. Main Idea #1
A. Supporting points
A. Supporting points
a. Detail
b. Detail
III. Main Idea #2
A. Supporting points
A. Supporting points
a. Detail
b. Detail
IV. Main Idea #3
A. Supporting points
A. Supporting points
a. Detail b. Detail
V. Conclusion
Detail
Go over the rubric for assignment (Appendix A)
5) Student Feedback (Appendix B): handout to be filled in and handed back with outline.
6) Homework:
Have students share their outline with two other people in the class and ask for their feedback. Use Appendix A (peer review) for this. Ask learners to revise their outline based on your peer review, and submit with their outline.
References:
Brown, D. & Lee, H. (2015, pp. 389-413). Teaching by principles: An interactive approach to
language pedagogy (Rev. 4th ed.). Upper Saddle River: Pearson Education.
Centre for Canadian Language Benchmarks. (2012). Canadian Language Benchmarks.
Retrieved from http://www.cic.gc.ca/english/pdf/pub/language-benchmarks.pdf
Centre for Canadian Language Benchmarks. (2001) CanTEST Benchmark Table. Retrieved from
Kowalski, K. (2018) Teens’ cell phone use linked to memory problems. Science News for
Students. Retrieved from https://www.sciencenewsforstudents.org/article/teens-cell-phone-use-linked-memory-problems
Pesce, C. (n.d.) 7 Reading strategies your ESL students must know. Busy Teacher.
Ryerson University Student Affairs (2016) The essay outline. Ryerson University. Retrieved
Salah, T. (2018) Top 5 Games! How to teach vocabulary to kids & adults. Youtube Video.
University of Manitoba (n.d.) English language proficiency requirements. Retrieved from
Appendix A: Assessment Rubric for Peer Review and Teacher Assessment of Outline:
Peer Review
Name:
|
Peer Review
Name:
|
Teacher
grade
|
Teacher Comments
| |
Informative title
|
/1
| |||
Introduction of topic
|
/1
| |||
Thesis Statement
|
/1
| |||
Three Points with supporting statements
|
/3
| |||
Proper use of new vocabulary
|
/2
| |||
Correct spelling
|
/1
| |||
Conclusion statement
|
/1
| |||
Incorporation of facts and their opinion
|
/1
| |||
Differentiation of facts and opinion
|
/1
| |||
Organization
|
/1
| |||
Suggests comprehension of the material
|
/1
| |||
References cited
|
/1
| |||
Total
|
/15
|
Appendix B:
Student Feedback:
Yes
|
Still working on it
|
No
|
Comments
| |
I liked reading about this topic
| ||||
The reading was a good level for me
| ||||
I could comprehend the material and summarize it
| ||||
I can understand and use the new vocabulary
| ||||
I can create an essay outline
| ||||
I know the different between fact and opinion
| ||||
I can use Coggle to make a mind map
| ||||
I can use Padlet for organizing information
| ||||
I can use Adobe Acrobat Reader for highlighting and annotating
| ||||
I liked using the apps
|
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