Academic Programme

ENGLISH DEPARTMENT

To design a Glog (using students’ accounts on www.edu.glogster.com) on various topics related to the South Trip experience such as copper mining, coal mining, hydroelectricity, winery, botanic gardens, etc, using information and media resources collected by themselves during the trip and their own travel writing. • To recognise how explanations and descriptions are

written and laid out• To recognise and use technical vocabulary related to

different topics connected to the South Trip experience.• To use text-type features, and language conventions

appropriately to write a travel journal.

To select different sources of information to explain technical processes and describe places and events.

ACADEMIC GOALS

Take a minimum of 10 photos at the place of your assigned topic.

Create and write descriptive captions for each of the photos taken, watching spelling and grammar.

Write three entries of a travel journal (min 60 words each)A. About the first day of your tripB. About the day when you visited the place ofyour assigned topic.C. About the Social Aid Day (Visit to Baldomero Lillo Nursery School)

IN-SITU Tasks for Students

Introduction to Project Class on Coal Mining (Vocabulary + Grammar/Passive Voice) + Glog

Sample from South Trip 2012 Class on Sewell and Copper Mining (Reading Comprehension and

Discussion) Class on How to Write a Recount (Travel Journal) Class on Parks and Gardens (Describing through Imagery) Class on Hydroelectricity + How to Write an Explanation Text

(Passive Voice Review) Class on Winery (Description through Imagery + Listening

Comprehension) Class on Museums + How to write a Descriptive Text. Class on Chiloé, the Germans in the South, and Forts in Valdivia Preparing the Skeleton of my Glog + Picasa Slideshow Tutorial

(Photos + Captions)

Before the Trip Tasks (October)

Glogster Sessions in the Lab (1 week)Glogster embedded in students’ Wordpress

Pages.

After the Trip Tasks (November)

Teacher monitors students taking photosTeacher records video capsules with selected students to be

sent to school on the different locationsTeacher sends tweets through MACKAYZINE twitter account

with photos and students’ commentsMini-Lessons

Lesson 1: Review on How to Write a Recount (Travel Journal) Students write an entry on their Journals about the first day of the trip. Later on, during the trip, students must write on their own, the other two entries of their Travel Journal.Lesson 2: Salmon Farming: Students fill in Visual Oganiser and Glossary of important terms.Lesson 3: Students complete Photo Captions and pending work in the English Section.

Activities during the Trip!

- Winery (Colchagua Valley)- Colchagua Museum- Sewell, the Mining City.- Siqueiros-Guerrero’s and Mexican Murals, a

Latinamerican expression.- Huascar Museum.- Chiflón del Diablo, XIX century Coal Mining.- Isidora Cousiño Park.- Chiloé: the island, museums, churches, etc.- German heritage in the South of Chile.- Forts in Valdivia- Hydroelectricity: Colbún Machicura Power Plant

South Trip Topics 2013

Worksheets, Hand-outs

In-school lectures and in situ

ICT-based lessons (Using laptops, glogster)

www.glogster.com

Metacognitive comments – Checklist

Rubric

METHODOLOGY AND ASSESSMENT INSTRUMENTS

Writing and Booklet Completion (Formative Assessment / Individual)

Writing: Glogster Elaboration

(Rubric) back at school

Booklet Completion: English

Section

ASSESSMENT