Introduce cultural differences

to Fourth Grade ELL students

Peiruo Yang Instructor: Lance Lewis

EDU 6325 Teaching Strategies in e-LearningFeb. 16 2013

Introduction • Topic:

o Cultural Differences

• Intended Learners:o Fourth grade English language learners from

different backgrounds

• Learning Environment:o Online

Learning Objectives• Language objective:

o Students will learn key vocabulary in the textbook.o Students will practice English communication skills

through online instant chato Students will practice writing skills by writing down

their own experience related to this topic. 

• Content objectives:

o Students will get a deep understanding of cultural differences

o  Students will learn to use technology tools such as Skye to communicate with peers from different culture.

Learning Material• How My Parents Learned to Eat• Web-Japan

Technology

Activity 1• Each student list five Japanese vocabulary words

and make one sentence using this word.

• All the Students list their words and sentences on the same Google Doc page.

Activity 2• Students are paired up for the online chat (Two students from different background)• Discussion topic:

o Discuss the story they saw on YouTube.o Discuss their own cultural differences.

• Students are allowed to share web links or images via Skype

Activity 3• Students complete a writing assignment about the

knowledge they learned

• The steps to follow:1) Submit the initial draft on Google Doc2) Teacher gives feedback3) Edit and correct the errors 4) Post it on blog5) Make comments to peers’ blogs

Activity 4• Pairs collaborate to fill out a Venn diagram.

The comparison of the meals in Japan and in your countries

Checklist of technology skills

• Skypeo Create a Skype accounto Add friends and Invite people to an online chato Share documents such as Internet links, images or videos with your

friends

•  • Google Doc

o Create Google Doc accounto Create document, edit and share it with peers.o  

• Blogo Create a blog account.o Post blogs on the homepage o Comment on other’s blogs.

Rubric of blog activity  4 1

Content/ideas Writing is confident and clearly focused. The students are able to connect the learning resources with their own experiences. Relevant details enrich the writing. 

Writing does not have a central theme and provides very limited information to the readers.

Organization Writing include a strong beginning, middle, and end with a clear transitions and a focused closure 

Writing is disorganized with no transition or closure.

Comprehension of the text Students demonstrate fully understanding of the learning material provided by the teacher. Students are being reflective about the information they get from the text, the internet links and their online chat.

The students’ writing is irrelevant with the theme, the text and with the peer conversation.

Vocabulary/Word choice 

Students use the word frequently and correctly from the word list created by the whole class.  

Inaccurate word choice and no use of the new vocabulary from the word list.

Grammar and spelling Students make no errors in grammar or spelling.

Students make more than ten errors in grammar and spelling.

Rubric of Venn Diagram Project

  4 1

Students’ contribution to the Venn Diagram

All the statements are clearly listed and are relevant to the assigned topic

The statements listed are not clear and irrelevant to the topic. 

Placement of statements within the Venn Diagram

All statements noting similarities are placed in the center circle and all statements that note differences are placed in the correct outer circle.

Few statements are placed in the correct circle.

Number of quality statements Student is able to make five or more comparison statements in each circle.

Student makes two or fewer comparison statements in each circle.

Time management Routinely uses time well throughout the project to ensure things get done on time.

Rarely get things done by the deadline.

Working in group Always share with others, and support each other’s efforts

Rarely share resources and support each other

Teacher’s Feedback• The lack of teacher guidance and feedback in the

e-learning environment was the biggest problem for students.

•