New vision on literacy through SCRUM technology

Name:

Glushkova E.A, Drozdova A.O.

Lesson Title:

Survival in coronavirus situation

Strand/Focus:

Reading, Speaking, Planning

Grade:

8^th

Materials:

Laptop, blackboard, screen, paper material, several small blackboards for SCRUM, sticky notes

Objectives:

*The students will be able to improve speaking skills, creating conversation situations, and to complete the task using modern planning method – SCRUM.

Instructional Procedures:

ANTICIPATORY SET

The students read a task, find out all the information needed, write down notes according to the problems noticed, make up dialogue situations according to the problem noticed. At the end of the lesson the students make their own completed boards. Students make conclusion and share their ideas with each other.

PROCEDURES

After all starting usual steps of the lesson (greetings and so on) the teacher divides students into groups (3 or 4, 6 students in each group). Then the teacher gives the task about survival in coronavirus situation, the same for each group. The task consists of the text where the situation is described and the list of what should be done – to do list, people, the amount of time. This should be done with SCRUM (the students have already known this method). Then the teacher asks them to read independently for the first time. During 5 minutes the teacher explains the task, answer the questions if there are any. Then the students make small notes, transfer them into sticky notes and after this they do it only on sticky notes and attach them on their boards. After twenty-five minutes, the representatives of groups are asked to read aloud the decision one by one (to check in general and to correct pronunciation).

Then the teacher gives five minutes for groups to discuss whose decision is better and tell it aloud at the end of the lesson. The best project can be hang on the classroom wall.

CLOSURE

The teacher checks students’ boards to be sure they can use SCRUM on practice.

Differentiations/Extensions: How will you differentiate for different levels of students?

The students with the lower level are also included with the process anyway because he/she has the role that they will have an opportunity to act because the character will be important and it will have less phrases.

Activities/Assignments: Is there something that you want the students to do after the lesson proper?

Students make up the same projects at home for students from elementary school for them to complete the task at the lesson.

Notes:

Students’ boards (A3 or bigger)

The task