[FINAL] LP and Rationale

8/12/2019 [FINAL] LP and Rationale

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Component 3: Lesson Plan and Rationale Aiko NakamuraMA TESOL 1

Rationale

This lesson is part of an intermediate-level freshman English Composition course

designed to develop students writing skills using accurate grammatical knowledge

based on various reading and listening materials. The students are college freshmen

from Japan. The goal of the course is to engage students in writing as a process of

expressing and organizing their ideas more creatively and effectively for real-world use.

The course covers a wide range of genres in composition using real-life materials

including books, magazines, newspapers, videos, and music as stimuli to elicit student

writing (Ferris & Hedgcock, 2014).

The aim of the lesson is to engage students in the process of reproducing a

narrative creatively and making them feel confident with their article use. To facilitate a

student-centered class, the lesson is formatted as a flipped class (Tucker, 2012) where

students learn information on the topics of in-class activities beforehand and perform

hands-on tasks in class. This lesson comes at an earlier stage in the course after students

produce several narratives and descriptive essays in the previous lessons. In the lesson,

the teacher selects articles (a, an, the, and) based on studentscommon learning

difficulty (Ellis, 2006) as noticed in their writing. Students demonstrate their

understanding of the form, meaning, and use of articles by completing a gap-fill exercise

in class at the end of the lesson and posting a 100-word comment on YouTube for

homework.

Target Grammar Point: Articles

Articles are very challenging for Japanese students, even for the advanced ones,

because the Japanese language has no articles. English distinguishes between singular

vs. plural and countable vs. uncountable nouns with the definite (the), indefinite (a/an),

and zero () articles, collocating with different forms of nouns (Celce-Murcia & Larsen-


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Freeman, 1999; Cowan, 2008), while Japanese does not distinguish them at all. For

example, a book, the book, books, or the bookscan be translated into one form in

Japanese (Storm, 2003). Articles are also used to express definiteness and indefiniteness

of nouns in English (Celce-Murcia & Larsen-Freeman, 1999; Cowan, 2008) while, in

Japanese, they are either not expressed in forms but recognized by context, or expressed

through non-anaphoric or anaphoric use of demonstratives (Johnson, 2008). This lesson

fosters studentsawareness of how articles in English provide information about nouns.

Choice of Materials

This lesson uses a picture book called Where the Wild Things Arewritten by

Maurice Sendak (1964). The material was chosen to promote students creativity in

writing, as the picture book involves unique and exciting pictures with a very

imaginative narrative. Using such an authentic material also makes language learning

more fun and motivating for students (Tomlinson, 2012).

In addition, the text used in the post-task is at the appropriate level for this group

of students: Kincaid Grade Level of 8.5 demonstrates suitable readability for

intermediate level of students. LexTutor Vocabulary Profiler (http://www.lextutor.ca/)

indicates that only 5.95 percent of the lexical tokens in the text are not in theAcademic

Word List (Appendix G), showing that most of the words in the text are recognizable by

students.

Task-Based Language Teaching

This lesson aims to cultivate students understanding of the form, meaning, and

use of articles with a communicative approach based on Task-Based Language Teaching

(TBLT). TBLT involves a real-life task in which students use the target language to

achieve an outcome with their primary attention on the meaning of language use (Ellis,

2003, 2005; Nassaji & Fotos, 2011; Willis & Willis, 2007). The inductive approach to
http://www.lextutor.ca/http://www.lextutor.ca/


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grammar fosters learner autonomy, providing them with the skills necessary beyond the

classroom when they work on their own (Carter, Hughes, & McCarthy, 2000). TBLT

balances the attention to accuracy, complexity, and fluency of the target language (Ellis,

2003, 2005; Nassaji & Fotos, 2011; Willis & Willis, 2007). For students who have learned

English grammar with little emphasis on fluency (Mills & Kennedy, 2013), TBLT is an

effective way to develop their awareness of how language works through

communication.

Before Lesson

Before the lesson, students have watched a 4-minute long YouTube video

(http://www.youtube.com/watch?v=6cOEFnppm_A)narrating the story of Where the

Wild Things Are. This video, an individual listening activity, allows for a multimodal

practice that is visual and auditory (Brown, 2007), and accommodates students

different learning styles (Purpura, 2014).

Pre-task Phase

The lesson is comprised of three stages: pre-task, during-task, and post-task. In

the pre-task phase, the teacher introduces Where the Wild Things Are. The teacher draws

their interest on the material and activates their content and cultural schemata (Ferris &

Hedgcock, 2014) by asking them to think what is unique and creative about the story,

what are the messages conveyed by the story, and their personal opinions on the story.

The schema-activation is done with the whole class to bring students attention quickly

on the task and prepare them efficiently for the next task (Richards & Farrell, 2011).

Subsequently, the main task of the lesson is introduced with the teachers modelof the

task.
http://www.youtube.com/watch?v=6cOEFnppm_Ahttp://www.youtube.com/watch?v=6cOEFnppm_A


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During-task Phase

Students engage in a joint construction (Ferris & Hedgcock, 2014) of a narrative

in groups. It is a collaborative output task in which students discuss what sentences best

convey the meaning that they want about the images (Appendix A). This activity pushes

students to produce output accurately through negotiation of meaning as they recognize

and overcome linguistic difficulties through interaction (Long, 1983; Swain, 2000;

Nassaji & Fotos, 2011). This collaborative process of creating sentences allows for

collective scaffolding (Donato, 1994) in which students socially interact and guide each

other to make meaning and construct new knowledge.

Post-task Phase

After students complete generating a narrative for Where the Wild Things Are,

students engage in a consciousness-raising activity (Ellis, 2002; Fotos, 1994; Rutherford,

1987) and assessments. A consciousness-raising activity allows students to focus on

form and be aware of the meaning-focused use of the target form through

communicative input (Fotos, 1994). For example, in the lesson, students are asked to

identify 1) all the instances of a, an, and the in the text, and 2) recognize patterns

associated with them. This procedure is done as a class through negotiated interactions

with each other to discuss and reach a consensus. Such a communicative approach to a

grammar point promotes improved learner comprehension of the target form (Fotos,

1994; Fotos & Ellis, 1991).

To assess their understanding of article use, the teacher provides a gap-fill

exercise (Appendix D), which is an effective testing method to assess chosen aspects of

language (Alderson, Clapham & Wall, 1995). The exercise is based on the text from

Where the Wild Things Are. To ensure that all students do not stumble with some of the

off-list words such as mischief, rumpus, andgnash, the teacher scaffolds by providing a


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vocabulary list. After the completion of this task, students integrate their listening skills

by listening to the YouTube video narration of the text and self-assess their performance

on the exercise. This procedure allows them to evaluate their creative retelling of the

story.

As an assignment for next class, students are asked to briefly write about their

opinions regarding the story in no more than 100 words, and post it on the YouTube

page (http://www.youtube.com/watch?v=6cOEFnppm_A)as a comment (Appendix F).

This assignment allows students to reflect on what they learned regarding article use,

and engages them in a real-life activity of providing an opinion as a member of social

community (Duff, 2007).

(word count: 1200 words excluding the headings)


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Lesson Plan

Lesson Length: 120 minutes (including a 10-minute break)

Educational Setting:

Intermediate-level freshman English Composition class for undergraduatestudents in Japan. The class meets twice a week. The course focuses on writing and grammar skills. The course realized a flipped class where students are asked to expose

themselves to various topics as homework before every class to engage in hands-on tasks during class meetings.

Learner Background: 15 adult Japanese learners of English who are at the age of 19 and 20. They have learned English throughout middle school and high school, and

therefore have basic knowledge of grammar. They have little experience writing in English.

Materials:(Make sure that all students or at least one person for each group has a laptop.)

Whiteboard (WB), projector, and laptops Google Presentation:

https://docs.google.com/presentation/d/1p0ZtkIUl3awrEJ1y0DSUCwZ7MLoAeCo-yAek1pLVvFk/edit?usp=sharing(All slides in Appendix A)

Retelling a Narrative on Your Blog handout (Appendix B) Article Use Table handout (Appendix C) Gap-fill activity worksheet (Appendix D) YouTube video:

http://www.youtube.com/watch?v=6cOEFnppm_A(Appendix E)

Homework for next class (Appendix F)

Terminal Objectives: (Students will be able to) Retell a story of a picture book creatively by working collaboratively with their

classmates. Demonstrate their accurate understanding of article use in writing.

Enabling Objectives: (Students will be able to )

Recognize the uniqueness and creativeness of the picture book by discussingwith classmates.

Cultivate their creative writing skills by collaboratively reconstructing thenarrative of a picture book based on pictures.

Identify different forms of articles in their own texts by attending to headnouns/noun phrases.

Infer grammatical patterns with regard to the definite, indefinite, and zeroarticles by attending to the use and meaning of each form.

Complete a gap-fill exercise for articles successfully by referring to the patternsthey identified with articles in the lesson.

Prior Assignment:Students were asked to watch a YouTube video about a picturebook called Where the Wild Things Are

(http://www.youtube.com/watch?v=6cOEFnppm_A)in preparation for this lesson.
https://docs.google.com/presentation/d/1p0ZtkIUl3awrEJ1y0DSUCwZ7MLoAeCo-yAek1pLVvFk/edit?usp=sharinghttps://docs.google.com/presentation/d/1p0ZtkIUl3awrEJ1y0DSUCwZ7MLoAeCo-yAek1pLVvFk/edit?usp=sharinghttps://docs.google.com/presentation/d/1p0ZtkIUl3awrEJ1y0DSUCwZ7MLoAeCo-yAek1pLVvFk/edit?usp=sharinghttp://www.youtube.com/watch?v=6cOEFnppm_Ahttp://www.youtube.com/watch?v=6cOEFnppm_Ahttp://www.youtube.com/watch?v=6cOEFnppm_Ahttp://www.youtube.com/watch?v=6cOEFnppm_Ahttp://www.youtube.com/watch?v=6cOEFnppm_Ahttp://www.youtube.com/watch?v=6cOEFnppm_Ahttp://www.youtube.com/watch?v=6cOEFnppm_Ahttps://docs.google.com/presentation/d/1p0ZtkIUl3awrEJ1y0DSUCwZ7MLoAeCo-yAek1pLVvFk/edit?usp=sharinghttps://docs.google.com/presentation/d/1p0ZtkIUl3awrEJ1y0DSUCwZ7MLoAeCo-yAek1pLVvFk/edit?usp=sharing


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Lesson Outline

Time &

ActivityProcedures Materials

5 minsSettling in

Arrange desks in groups of three and have Ss sit. Greet Ss and prepare for lesson. Ask some warm-up questions: how are you doing,

what did you do over the weekend, etc.

N/A

8-10 minsPre-task:Explaininganddemonstrating

Ask if everyone was able to watch the YouTube video,and if anyone had already read the book before.

Have Ss take their PCs out. Explain that they will reproduce the narrative together

in their own words as a class based on the actual imagesfrom the book, using their memory from the YouTubevideo.

Have Ss access the Google Presentation site:https://docs.google.com/presentation/d/1p0ZtkIUl3awrEJ1y0DSUCwZ7MLoAeCo-yAek1pLVvFk/edit?usp=sharingwhile preparing to showthe site on the projector screen.

Explain that the first slide with an image is an example,and that each group will be in charge of two images ontwo slides.(e.g., Group 1 will be in charge of the 2ndand the 3rdslide,

Group 2 the 4thand the 5thslide, Group 3 the 6thand the7thslide, Group 4 the 8thand the 10thslide, and Group 5the last two slides.)

Make sure that each group is aware of which slidestheyre in charge of.

Distribute Retelling a Narrative on Your Blog handout(Appendix B).

Tell them that they will come up with five sentences intotal that describe what is happening in their imagesfollowing the rules indicated on the handout.

Go over the rules on the handout. Model: on the first slide, type out example sentences

corresponding to the first image where space is providedbelow the image (see Appendix A):

Ex)Max who is wearing a wolf suit is a wild boy who likesto make mischief. This night, he decides to build a tent in

his room with a hammer, nails, a blanket, and towels.

Ask Ss to assign themselves each to a role: typist,presenter, and board writer.

Laptops

Projector andscreen

GooglePresentation(Appendix A)

Handout(Appendix B)
https://docs.google.com/presentation/d/1p0ZtkIUl3awrEJ1y0DSUCwZ7MLoAeCo-yAek1pLVvFk/edit?usp=sharinghttps://docs.google.com/presentation/d/1p0ZtkIUl3awrEJ1y0DSUCwZ7MLoAeCo-yAek1pLVvFk/edit?usp=sharinghttps://docs.google.com/presentation/d/1p0ZtkIUl3awrEJ1y0DSUCwZ7MLoAeCo-yAek1pLVvFk/edit?usp=sharinghttps://docs.google.com/presentation/d/1p0ZtkIUl3awrEJ1y0DSUCwZ7MLoAeCo-yAek1pLVvFk/edit?usp=sharinghttps://docs.google.com/presentation/d/1p0ZtkIUl3awrEJ1y0DSUCwZ7MLoAeCo-yAek1pLVvFk/edit?usp=sharinghttps://docs.google.com/presentation/d/1p0ZtkIUl3awrEJ1y0DSUCwZ7MLoAeCo-yAek1pLVvFk/edit?usp=sharing


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18-20 minsDuring-task 1:Collaborativelanguageproduction

Transition by asking groups to start working on creatingthe narrative.

Once all groups have their narratives ready, ask thepresenter in each group to read aloud the narrative totheir images, starting from Group 1. Move the slides on

the screen accordingly as each group presents.

Laptops

Projector andscreen


20-23 minsDuring-task 2:Negotiationfor meaning

Ask all groups to copy paste their sentences on the finalslide of the Presentation where it says Lets put the

narratives together, next to the corresponding numbers

of your images.

Once again, ask the presenters to read their sentences,starting from Group 1.

Evaluation of story reproduction and creative writing: Ask Ss to discuss in groups the following questions.

- Are there any missing pieces of information in thestory compared to the original story?

- Any parts of the story that you like that werewritten by other groups? Why?

- Which sentences do you think are most creative?- What is one change you would like to make in the

narrative?

Have groups share their thoughts to class. Allow Ss to take a 10-minute break.

Laptops

Projector andscreen

GooglePresentation

(Appendix A)

Break(10 mins)

N/A

12-15 minsPost-task 1:Consciousness-raising andpattern

generation

Make sure that Ss are back in their own groups.Definite and Indefinite Articles In groups, ask Ss to highlight in yellow all the instances

of a, an, thein their own sentences directly on the Lets

put the sentences together page on Google Presentation. Provide an example using the example sentences for the

first image (already typed out on the Lets put thesentences together slide)

Ex)Max who is wearing a wolf suit is a wild boy who likesto make mischief. This night, he decides to build a tent in


Make sure that Ss did not miss highlighting any articles. Ask the presenterin each group to read the sentences

aloud again while encouraging everyone to pay attentionto the highlighted articles and the words following them.

Laptops

Projector andscreen



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Ask Ss what patterns they can identify concerning thepositions of a, anor thein the sentences.

Write out the rules on the WB as Ss identify patterns. Make sure they recognize that:

-articles always occur before noun phrases

-aand an do not precede plural countable nouns-the can precede singular, plural countable nounsand uncountable nouns

Draw Ss attention to the same nouns collocating withdifferent articles in the text (e.g., a boy, the boy).

Ask them why different articles precede the same nouns.In what cases, does this happen?

Allow Ss to make inferences based on the text that theygenerated themselves.

Teach/confirm that:-when a noun is in the second-mention, theisusually required before them.-when a noun refers to something specificallyidentifiable, theis used.-when a noun refers to something identifiable ingeneral, a/anis used with singular countablenouns.

Whiteboard

10-12 minsPost-task 2:Promotenoticing andPatterngeneration

Zero Articles

Now ask Ss to underline all the instances of nounphrases in the respective sentences.

Provide an example using the example sentences again.Ex)Max who is wearing a wolf suit is a wild boy who likesto make mischief. This night, he decides to build a tent in


Allow Ss to notice that some nouns are preceded byarticles but some are not. For example, mischiefandtowelsin the example sentence.

Teach them that we can call those instances having zeroarticles (). Write the symbol on the WB.

Ask Ss if they can notice any patterns with zero articles. Write out the rules on the WB as Ss identify them. Make sure Ss recognize that:

-zero articles always precede proper nouns such asMax.

-zero articles can precede plural nouns but notsingular nouns.-zero articles precede uncountable nouns.-when the zero article precedes a noun, the noun

refers to something identifiable in general Distribute Article Use Table (Appendix C)

Laptops

Projector andscreen


Whiteboard

ArticleUseTable

(Appendix C)


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Have Ss place checkmarks on the table individuallybased on the rules that they just came up with.

Go over the table and make sure that everyone hascheckmarks in appropriate boxes as well as an exampleword that corresponds with each article.

Informal Assessment Pick a random noun phrase in the text by pointing at

it (or highlighting) and ask Ss why the noun phrase ispreceded by the particular article.

Repeat the exercise for a couple of times withdifferent noun phrases to check if Ss have fullygrasped the patterns.

15-20 mins

Post-task 3:Assessment

Transition by telling Ss that now they will look at theoriginal story of Where the Wild Things Are, and thatthey will try to locate correct articles in the text.

Also tell Ss to see how much they were able to retell thestory creatively and expressively as they work on theexercise.

Provide Ss with the gap-fill exercise sheet (Appendix D). Before asking Ss to get started on the activity, go over

the vocabulary list at the bottom, and make sure they areaware of the meanings of difficult (off-list) words.

Have Ss work individually on the exercise using theArticle Use Table (Appendix C).

Ask Ss to compare their answers with the group. Play the YouTube video Ss watched for homework, to

have Ss check their answers.

Review correct answers as a class. Invite Ss to ask questions regarding the answers. Provide

any necessary explanations.

Gap-fill

Exercise Sheet(Appendix D)

YouTube

Video(Appendix E)

5 minsClosing/Homework

Distribute homework (Appendix F). Explain directionsand allow for questions.

Homework(Appendix F)

Contingency Plan

In case students cannot access the Google Presentation on the Internet, prepare

printouts of the Google Presentation slides (Appendix A). Adjust instructions

accordingly to carry out during-task and post-task activities manually on the printouts.


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Appendix AGoogle Presentation


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Images from: Sendak, M. (1964). Where the wild things are. USA: Harper Collins Publishers.


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Appendix BRetelling a Narrative on Your Blog Handout

Retelling a Narrative on Your Blog

Materials:

Laptops Google Presentation:

(https://docs.google.com/presentation/d/1p0ZtkIUl3awrEJ1y0DSUCwZ7MLoAeCo-yAek1pLVvFk/edit?usp=sharing)

Task:

You have just read a picture book called Where the Wild Things Are written byMaurice Sendak (1964). Pretend that you have your own blog. Share the story with

others on the blog by retelling the construct in your own words.

Directions:

In groups, you will collaboratively and creatively reconstruct the narrative basedon the images pasted on a Google Presentation. The images are extracted directlyfrom the picture book.

Each group is assigned two images on separate slides. You will come up with 5sentences in total that describe the story conveyed by the two images. Once thesentences are complete, type them under the image that the sentences correspondwith. Narratives from each group will be compiled at the end to complete the

whole story.

Make sure that all the rules listed below in the checklist are marked as youconstruct your narrative.

Rules for Constructing Your Narrative

There are at least 5 sentences in total for two images. Each sentence has at least 15 words. The sentences flow well as part of a narrative. The sentences describe the images well so that the readers can

visualize the scene without having the images at hand.

The character names are consistent.*Make sure to use Maxfor the boys name, and wild things to refer tothe monsters

Your narrative is creative and enjoyable!
https://docs.google.com/presentation/d/1p0ZtkIUl3awrEJ1y0DSUCwZ7MLoAeCo-yAek1pLVvFk/edit?usp=sharinghttps://docs.google.com/presentation/d/1p0ZtkIUl3awrEJ1y0DSUCwZ7MLoAeCo-yAek1pLVvFk/edit?usp=sharinghttps://docs.google.com/presentation/d/1p0ZtkIUl3awrEJ1y0DSUCwZ7MLoAeCo-yAek1pLVvFk/edit?usp=sharinghttps://docs.google.com/presentation/d/1p0ZtkIUl3awrEJ1y0DSUCwZ7MLoAeCo-yAek1pLVvFk/edit?usp=sharinghttps://docs.google.com/presentation/d/1p0ZtkIUl3awrEJ1y0DSUCwZ7MLoAeCo-yAek1pLVvFk/edit?usp=sharinghttps://docs.google.com/presentation/d/1p0ZtkIUl3awrEJ1y0DSUCwZ7MLoAeCo-yAek1pLVvFk/edit?usp=sharing


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Appendix CArticle Use Table Handout

Article Use Table

Directions: Complete the table below. Place a checkmark () in the columnnext to each article if it can be used before the noun at the top of thecolumn. Provide an example of a noun in each box that you place acheckmark (e.g., a singular countable noun = a hammer).

Articles

A singular countable

noun,e.g. a hammer

A plural countable

noun,e.g. towels

An uncountable

noun,e.g. mischief

A proper noun,

e.g. Max

a/an

the

(zero)


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Answer Sheet for Teacher

Make sure that students have written down appropriate words in each box that has acheckmark. Example answers are written in the table.

ArticlesA singular countable

noun,e.g. a hammer

A plural countablenoun,

e.g. towels

An uncountablenoun,

e.g. mischief

A proper noun,e.g. Max

a/an

a boat

the

the room

The wild things

the furniture

(zero) trees

water

Max


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Appendix DGap-fill Exercise

Where the Wild Things Are

Directions: Fill in the blanks with appropriate articles (a, an, the or ). Youmay refer to the Article Use Table handout to determine your choice.

The night Max wore his wolf suit and made mischief of one kind and another. His

mother called him WILD THING! and Max said ILL EAT YOU UP! So he was sent to

bed without eating anything. That very night in Maxs room forest grew and

grewand grew until his ceiling hung with vines and walls became the

world all around and ocean tumbled by with private boat for Max and he

sailed off through night and day and in and out of weeks and almost over year to

where wild things are.

And when he came to place where wild things are, they roared their

terrible roars and gnashed their terrible teeth and rolled their terrible eyes and

showed their terrible claws till Max said BE STILL! and tamedthem with magic

trick of staring into all their yellow eyes without blinking once and they were

frightened and called him most wild thing of all and made him king of all wild

things. And now, cried Max, let wild rumpus start!

Now stop! Max said and sent wild things off to bed without their supper.And Max king of all wild things was lonely and wanted to be where someone

loved him best of all. Then all around from far away across world he smelled

good things to eat so he gave up being king of where wild things are. But

wild things cried, Oh please dont gowell eat you upwe love you so! And Max

said, No! wild things roared their terrible roars and gnashed their terrible

teeth and rolled their terrible eyes and showed their terrible claws but Max stepped

into his private boat and waved good-bye and sailed back over year and in and

out of weeks and through day and into night of his very own room

where he found his supper waiting for him and it was still hot.

Vocabulary

mischief: bad behavior vines: a climbing plant that grows long, attaching themselves to other plants or

buildings

tumble: to fall in a sudden uncontrolled way gnash: to grind the teeth together claw: a sharp carved nail on an animal stare: to look at someone or something for a long time

blink: to close and open your eyes quickly rumpus: a noisy disturbance


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ceiling: the upper surface of the roomAnswer Sheet for Teacher

The night Max wore his wolf suit and made mischief of one kind and another. Hismother called him WILD THING! and Max said ILL EAT YOU UP! So he was sent to

bed without eating anything. That very night in Maxs room a forest grew and

grewand grew until his ceiling hung with vines and the walls became theworld all around and an ocean tumbled by with a private boat for Max and he

sailed off through night and day and in and out of weeks and almost over a year to

where the wild things are.

And when he came to the place where the wild things are, they roared their

terrible roars and gnashed their terrible teeth and rolled their terrible eyes and

showed their terrible claws till Max said BE STILL! and tamed them with the magic

trick of staring into all their yellow eyes without blinking once and they were

frightened and called him the most wild thing of all and made him king of all wild

things. And now, cried Max, let the wild rumpus start!

Now stop! Max said and sent the wild things off to bed without their supper.And Max the king of all wild things was lonely and wanted to be where someone

loved him best of all. Then all around from far away across the world he smelled

good things to eat so he gave up being king of where the wild things are. Butwild things cried, Oh please dont gowell eat you upwe love you so! And Max

said, No! The wild things roared their terrible roars and gnashed their terrible

teeth and rolled their terrible eyes and showed their terrible claws but Max stepped

into his private boat and waved good-bye and sailed back over a year and in and

out of weeks and through a day and into the night of his very own room

where he found his supper waiting for him and it was still hot.


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Appendix EYouTube Video of Where the Wild Things Are

http://www.youtube.com/watch?v=6cOEFnppm_A
http://www.youtube.com/watch?v=6cOEFnppm_Ahttp://www.youtube.com/watch?v=6cOEFnppm_Ahttp://www.youtube.com/watch?v=6cOEFnppm_A


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Appendix FHomework for Next Class

Comment on YouTube Video!

Due: (next class)

Directions: Now that you are an expert of Where the Wild Things Are, lets post acomment in about 100 words regarding your opinion on the story. You may alsodirect your comment to the author of the video indicating what you thoughtabout the video itself. (You might get a response from him directly!)

Here are the steps:

1. Access the link to the YouTubevideo for Where the Wild ThingsArethat you watched forhomework.

2. Make sure that you have aYouTube account (or Googleaccount because it is connected

with YouTube), and check thatyou are able to post a commentunder the video where it says,Share your thoughts.

3. Draft your comment on aseparate sheet of paper or aword document. Review theArticle Use Sheet to make sure

that you have used articlesaccurately.

4. Copy and paste your commentin the comment box onYouTube, and click on Post!

The link to the video:

http://www.youtube.com/watch?v=6cOEFnppm_Ahttp://www.youtube.com/watch?v=6cOEFnppm_Ahttp://www.youtube.com/watch?v=6cOEFnppm_A


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Appendix G


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[FINAL] LP and Rationale