Daily Lesson Idea: Lecture Time
I teach on a 90-minute block schedule.
On a typical day, the first 15 to 30 minutes are used for "lecture time" for want of a better term: This time is for more traditional class activity.
In the first weeks of a semester with a new class, I demonstrate to the students the technical aspects of each phase we are in.
For example: How I want them to set up the research notes page in MS Word using a "page break" between the "quotes" and "images" sections; how I want them to cut&paste the url where they get their quote or image; how to cut&paste images and then resize them to save on space and printer ink.
In several phases of the process, such time teaching basic technology skills is vital.
As the semester progresses, the "lecture time" is used in a variety of ways. The list below gives an idea of what we do with this time, but we do more. This adds to the flexibility of the Research to Product Process. You are only limited by your imagination:
- Doing pages out of the textbook. Sometimes the theme of a newsletter will come from what we are reading in the book.
- Special grammar or vocabulary focus.
- Reading and/or discussing a longer fictional text. (Sometimes reading is assigned as homework)
- tying the theme of the newsletter to American culture.
The last item is the one I try to focus on frequently.
I use a variety of material to gain interest, work on reading and analytical skills, and educate about American culture.
For example, when the newsletter theme is "music" - students will spend their independent and group work in The Process working on elements of their native culture in this theme. They love that.
I use the first 15 to 30 minutes of class to highlight the theme in American culture:
- Using Internet sites and handouts to define the common genres they are less familiar with: Jazz, Blues, Country, Blue Grass, Classical, etc.
- Using music videos and short clips to illustrate the genres or teach historical items.
- Reading and analyzing song lyrics.
- Using the Internet and handouts to cover famous people/groups in each genre or musical era.
So, during the weeks we are using "music" as the central theme of The Process, I use the first section of class to develop reading and analytical viewing skills as well as teach information about American society for ESOL students who come from a different cultural background. Then, students work on teaching me and the rest of the school about music in their homeland.
- Vocabulary and grammar are always highlighted in every classroom activity we do.