2012 03 29 13 01 15 learn vocabulary in composition process writing using digital mind mapping

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2012 03 29 13 01 15 learn vocabulary in composition process writing using digital mind mapping Powered By Docstoc
					Rulang Primary School
    Mdm Chua Sze Ping
                   By
  Mdm Chua Sze Ping
Rulang Primary School
   What is Popplet
   Lesson objectives
   Lesson Idea
   Lesson Outcomes
   A mind-mapping tool.
   A collaboration tool
    ◦ share ideas
    ◦ work with team mates
   Pupils can:
   replace base words with power words or
    phrases
   form complete sentences with the vocabulary
    words or phrases
   evaluate peers’ work by expanding on peers’
    popplets
   Primary 5 pupils (age11)
   High Ability
   Visual learners
   Pupils create accounts and explore the tool
   Activity 1
   Scenario
    ◦ Think of a time when you visited a new place,
     such as an amusement park, a neighbourhood, a
     mall, or a beach.
    ◦ Complete the web with the name of the place,
     what you did or saw there and how you felt.
   Place:
____________
   Activity 2
   Copy each verb/noun/ adjective from the
    graphic organiser in the table.
   Replace them with stronger or more specific
    verbs that mean the same thing.
1. Verb/ Noun/ Adjective:
   Specific Verb/ Noun/ Adjective:
2. Verb/ Noun/ Adjective:
   Specific Verb/ Noun/ Adjective:
3. Verb/ Noun/ Adjective:
   Specific Verb/ Noun/ Adjective:
4. Verb/ Noun/ Adjective:
   Specific Verb/ Noun/ Adjective:
5. Verb/ Noun/ Adjective:
   Specific Verb/ Noun/ Adjective:
Passage 1
Before Breakfast
“Where’s Papa going with that axe?” said Fern to her mother as they
were setting the table for breakfast.
“Out to the hoghouse,” said Mrs Arable. “Some pigs were born last
night.”
“I don’t see why he needs an axe,” said Fern, who was only eight.
“Well,” said her mother, “one of the pigs is a runt. It’s small and
weak, and it will never amount to anything so your father has
decided to do away with it.”
“Do away with it?” said Fern. “You mean it? Just because it’s smaller
than others?”
Mrs Arable put and pitcher of cream on the table. “Don’t yell, Fern!”
she said. “Your father is right. The pig would probably die anyway.”
Fern pushed a chair out of the way and ran outdoors. The grass was
wet and the earth smelled of springtime. Fern’s sneakers were
sopping by the time she caught up with her father.
“Please don’t kill it!” she said. “It’s unfair.”
Mr Arable stopped walking.
“Fern,” he said gently, “you will have to learn to control yourself.”
“Control myself?” said Fern. “This is a matter of life and death. And
you talk about controlling myself.” Tears ran down her cheeks and she
took hold of the axe and tried to pull it out of her father’s hand.
“Fern,” said Mr Arable, “I know more about raising a litter of pigs that
you do. A weakling makes trouble. Now run along!
“But it’s unfair,” said Fern. “The pig couldn’t help being born small,
could it? If I had been very small at birth, would you have killed me?”
Arable said, “Certainly not,” he said, looking now at his daughter with
love. “But this is different. A little girl is one thing, a little runty pig is
another.”
Passage 2
Before Breakfast
“Where’s Papa going with that axe?” asked Fern to her mother as
they were setting the table for breakfast.
“Out to the hoghouse,” replied Mrs Arable. “Some pigs were born
last night.”
“I don’t see why he needs an axe,” continued Fern, who was only
eight. “Well,” said her mother, “one of the pigs is a runt. It’s small
and weak, and it will never amount to anything so your father has
decided to do away with it.”
“Do away with it?” shrieked Fern. “You mean it? Just because it’s
smaller than others?”
Mrs Arable put and pitcher of cream on the table. “Don’t yell, Fern!”
she hollered. “Your father is right. The pig would probably die
anyway.”
Fern pushed a chair out of the way and ran outdoors. The grass was
wet and the earth smelled of springtime. Fern’s sneakers were
sopping by the time she caught up with her father.
“Please don’t kill it!” she sobbed. “It’s unfair.”
Mr Arable stopped walking.
“Fern,” he coaxed gently, “you will have to learn to control yourself.”
“Control myself?” yelled Fern. “This is a matter of life and death. And
you talk about controlling myself.” Tears ran down her cheeks and she
took hold of the axe and tried to pull it out of her father’s hand.
“Fern,” insisted Mr Arable, “I know more about raising a litter of pigs
that you do. A weakling makes trouble. Now run along!
“But it’s unfair,” cried Fern. “The pig couldn’t help being born small,
could it? If I had been very small at birth, would you have killed me?”
Arable smiled, “Certainly not,” he said, looking now at his daughter
with love. “But this is different. A little girl is one thing, a little runty
pig is another.”
1.   Verb/ Noun/ Adjective: saw
     Specific Verb/ Noun/ Adjective: witnessed, noticed, discovered
2.   Verb/ Noun/ Adjective: children
     Specific Verb/ Noun/ Adjective: toddlers, infants
3.   Verb/ Noun/ Adjective: cried
     Specific Verb/ Noun/ Adjective: sobbed, bawled, wept, wailed,
     whined, whimpered
4.   Verb/ Noun/ Adjective: people
     Specific Verb/ Noun/ Adjective: onlookers, passers-by
5.   Verb/ Noun/ Adjective: happy
     Specific Verb/ Noun/ Adjective: elated, ecstatic, intoxicated,
     jubilant, delighted, intoxicated, merry
   Popplet tutorials via Youtube

• http://www.youtube.com/watch?v=DU
  5q7ms4LfI
• http://www.youtube.com/watch?v=Cx
  LDsWHsQ1g
• http://www.youtube.com/watch?v=G0
  XTKsZCM30
   6 ‘feeling’ words are given (sad, angry,
    happy, frightened, surprised, hurt)
   Pupils work in pairs. They have to churn out
    words or phrases with similar meanings.
   Examples are given to help pupils kick-start
    the brainstorming session.
 happy           sad         angry
  glad         tearful     indignant




frightened       hurt       surprised
 alarmed       injured     astonished
             embarrassed
                     happy
 pleased          satisfied       on cloud nine
contented          upbeat           delighted
 ecstatic          merry         smiling broadly
 thrilled         jubilant        grinning from
                                    ear to ear
  joyous             chirpy           elated
exhilarated   in seventh heaven       gleeful
    jolly       in a celebratory       glad
                      mood
 blissful     brimming with joy
                  angry
  annoyed          irate        bitter
 infuriated   exasperated    indignant
   furious        ruffled    offended
   fuming     impassioned      hateful
   piqued       incensed        sullen
   spiteful     provoked    maddened
 affronted         wrath      enraged
   heated          sore     displeased
  resentful         hot         vexed
antagonised      outrage      inflamed
  happy             sad        angry
   glad           tearful    indignant
 gratified      depressed    downcast
overjoyed                     dejected
                            despondent
 frightened         hurt     surprised
  alarmed         injured   astonished
  horrified    embarrassed    amazed
intimidated     humiliated  bewildered
   terrified     scalded       dazed
  appalled       bruised   dumbfounded
 dismayed        wounded      startled
   Pupils create their mindmaps using Popplet.
   Pupils have to provide dictionary definition of
    each word or phrase which they have
    contributed and form a sentence.
   Pupils invite their friends to view their popplets
    and expand their vocabulary lists.
   Peers will comment and provide constructive
    feedback on their popplets.
   A few internet tools are given to the pupils to
    aid in brainstorming process.
   http://dictionary.reference.com/
   http://www.ldoceonline.com/
   http://www.merriam-webster.com/
An Example   A title for you
               organiser
   Write one or more descriptive sentences to
    describe a situation which the character is
    in.
e.g. the character is fearful
Her hand trembled as she reached out for the
doorknob. Her pale face was almost as white
as her teeth. She hesitated with her hand on
the knob, not knowing what lay behind the
door.
   Pupils learnt to use synonyms, idioms, similes,
    phrases that were appropriate for a given context.
   Pupils learnt to use more descriptive words in their
    speech and writing.
   Pupils could share their ideas with peers and teacher.
   Pupils were highly motivated and on task.
   Pupils were keen to put up nice mindmaps.
   Pupils derived a sense of ownership in their learning.
   Popplet serves as a platform for pupils to
    continually work on their vocabulary.
   It is a better alternative than having a word bank
    book as pupils can upload images and videos to
    enhance their learning.
   It allows pupils to be self-directed learners
   It promotes collaborative learning.
   Remind pupils to focus on forming a sentence with
    the ‘feeling’ word instead of looking for images.
   Teachers can get pupils to place the words on the
    varying degrees of emotions i.e. ‘mild’ to ‘strong’
    feelings.
                                                strong

                                    ecstatic
                        delighted
            pleased


    mild
   Reinforce pupils’ learning
    ◦ Pupils relook at the subtle differences in the
      meanings that belong to the same category of
      ‘feeling’ words
   Give pupils PSLE scenarios to write one or more
    descriptive sentences
   I was watching my favourite programme on
    television when I heard a loud knock on the door.
    As I walked to the door, there was a power failure
    and my house was in total darkness.

   It was recess. I was walking towards the
    staffroom to see my teacher. Before I reached the
    staffroom, I heard someone sobbing.
Get pupils to:
   introduce their compositions in a variety of interesting
    ways (e.g. suspense, questions, character, dialogue,
    flashback and description).
   depict specific settings or moods using five senses to
    describe a place (e.g. sight, sound, smell, taste and touch)
   work on five areas of description (e.g. weather, place,
    event, person and feelings)
   portray memorable characters (e.g. appearance, actions
          and dialogue)
   Your popplets can be viewed in a
    presentation format offline
   The tool works on both Mac and Windows
    systems




   http://blog.popplet.com/using-popplet-in-
    presentation-format/
   http://dictionary.reference.com/

   http://www.ldoceonline.com/

   http://www.merriam-webster.com/

   http://encarta.msn.com
   http://www.education.com/study-
    help/article/words-describe-feelings/

   http://www.yourdictionary.com/library/grammar/
    adjectives/list-of-adjectives-to-describe-tone-
    feelings-emotions.html

   http://www.psychpage.com/learning/library/asse
    ss/feelings.html

   http://www.english-at-
    home.com/vocabulary/english-word-for-
    emotions/

				
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posted:9/12/2012
language:English
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