REEP Lesson Plan Outline: Exploring REEP’s Information Website
Contributed by Karen Taylor
REEP Level(s): 250 or above Relevant Lifeskills Unit: Getting Started, Community, or Final Reflections Relevant Lifeskills Objective: Identify community and neighborhood resources, services, and programs Lesson Objectives:
Students will become aware of REEP’s information website ( http://www.apsva.us/instruct/ctae/adult_ed/REEP/ ) so that they can remain informed and share information with friends and family who are interested in learning English. Students will review fundamental internet concepts, including the structure of a URL (website address), the function of a website’s “side bar” menu, and the use of links and mouse-overs in a website. Students will learn more about their own school, including its name (REEP) and what they study (ESL).
Language Skills: Reading: specifically, skimming text online to get a “gist” of the text, and scanning the text for specific information Non-Language Skills practiced in this lesson:
Working Together (to complete the scavenger hunt activity) Using Information and Resources (finding information about ESL classes on the REEP website)
Technology Integration: Students will prepare for the lab activity in class before completing a website “scavenger hunt” in the computer lab. Reflection/ follow up may take place in the lab or in the classroom. Estimated Time: (segments may happen on the same day or on different days)
30 minutes: pre-activity vocabulary review and instructions, in classroom 30-45 minutes: completing scavenger hunt (in pairs), in computer lab 30 minutes: activity follow-up and reflection, in lab or classroom
Technology Vocabulary/ Skills: click on, scroll up/ down, mouse over, website, homepage, prepositions of place (to describe where information is located on a given webpage): top of the page, bottom of the page, in the table, etc. Vocabulary (in handout): scan, to “stand for” (signify), original / originally, table, map, location, look at, look for Technology Concepts: parts of a URL, including punctuation audience (who the website is intended for) navigation (using a sidebar menu and other cues)
REEP Lesson Plan Outline: Exploring REEP’s Informational Website
1. Presentation (Vocabulary, concepts, objectives) Activate background knowledge (5 minutes) o Which websites do you visit?
list all that students mention
GROUP, in classroom
o What websites relate to your community (here in Arlington)?
focus on community-relevant websites like Arlington County Library, Metro, etc. Collect student input to gauge their familiarity with REEP and its websites. If needed, inform students that “REEP” is the name of their English program. Note that many students refer to their English classes with the name of their site, e.g. “Barcroft” or “Clarendon” or “Arlington Mill,” and may not realize that they are “REEP students.” Experienced students might refer to the English practice activities at REEPworld. If so, draw students’ attention to the fact that REEP has an information website as well as a website for practicing English (both accessible via reepworld.org)
o What about REEP’s websites?
Help students form expectations (15 minutes) o What kinds of information do you expect to see on the REEP website?
List expectations and introduce sidebar categories that students will see later on the website, i.e. the yellow side bar links “REEP Home,” “About REEP,” etc. If students continue to give ideas related to English practice (e.g. “grammar exercises), organize this information in a “T” table with “information” on one side and “English practice” on the other. Reading skills: skimming and scanning Computer skills: Guide students to explore different types of mousing: click, scroll up, scroll down, and mouse over.
o What kinds of skills will you need to navigate the REEP website?
Distribute the “Scavenger Hunt” handout (10 minutes) o Briefly explain what a scavenger hunt is. (Suggestion: before this lesson, conduct a “real” scavenger hunt with objects in the classroom or community.) o Read through the handout together, answering any vocabulary questions that arise. Note that technical instructions (e.g. scroll down) are italicized. o Organize students into pairs, and give them a few minutes to devise a strategy for completing the scavenger hunt as efficiently as possible.
For example, two confident students might decide to each take responsibility for one page of the handout. Less confident students cam simply review the questions once more before entering the lab.
(lesson plan continues on next page)
2. Practice PAIRS, in lab If students are already familiar with starting applications (Internet Explorer, in this case), include this step in the activity. Students will also need to type the URL: www.reepworld.org For lower level students, request a lab set-up so that computers are pre-set to this website. Before “setting them loose” in the lab, gather students in the middle of the room and have them summarize, orally, what they’re about to do: a. sit with my partner and write the “time started” on the handout; b. complete the questions; c. write the “time completed”; d. tell the teacher that we’ve finished. The first pair to finish with correct answers are the “winners”. Take note that they have won, then tell them to use the remaining time to explore the remaining links of the REEP website (e.g. “REEP News”, in the yellow side bar) Give “time left” updates (e.g. “you have 5 minutes left”). Reserve at least five minutes for the first part of the “Reflection” activity.
3. Reflection GROUP, in lab (or, later, in classroom) After giving “time left” updates, stop the activity by having students stand up with their backs to their computers. o Award the “winners” with a token prize and applause from classmates. With pencils down, review questions on the handout as students check their answers. If time is limited, focus on the more difficult or interesting questions. o To streamline this review, use the LCD projector to show students where the information was. Invite students to share information they found interesting o For example, students may not have known that REEP offers classes at nine different sites. Ask students to summarize the vocabulary and skills they practiced today (e.g. scroll up, scroll down, mouse over, etc.) LATER, POSSIBLY IN THE CLASSROOM… Ask students: Who is this website intended for? o potential students, members of the community who want to know about REEP When might you visit this website again? o to tell a friend about REEP, to check on the dates for the next cycle, to look at the map
RESOURCES AND MATERIALS NEEDED: Scavenger Hunt handout Student access to computers and the internet
REEP Website: Information Scavenger Hunt (for students)
Students: _________________________________________________________________ Time started: ___________ Time completed: ___________ Total time: ___________
Go to www.reepworld.org and click on REEP. This is REEP’s “information website.” REEP Home
Scan the page for information. You will need to scroll down to find some of the answers.
1. Look at the top of the page. Complete the statement:
The Arlington ______________ & Employment Program (REEP) is an English As a ___________ ______________ (ESL) program for adults who live and work in Arlington County, Virginia.
2. What does “ESL” stand for? _______________________________________________ 3. When (what year) did REEP begin as a school? 19____
4. What was REEP’s name before it became REEP? _____________________________ 5. What did the four letters of “REEP” originally stand for? R____________ E______________ & E______________ 6. What is REEP’s full name today? _____________ About REEP
Scroll up to the top of the page and look at the yellow side bar. Click on “About REEP.” On this page, you will need to mouse over the pictures to find some of the answers.
P___________
_____________ &
_______________
_____________
7. How many students have studied English at REEP since it started? ________________ 8. Mouse over one of the pictures under “Our Students.” Complete the information below: Student’s name ______________________ Occupation: ________________________ Student’s opinion about REEP: _____________________________________________ _______________________________________________________________________
Locations
Scroll up to the top of the page and look at the yellow side bar. Click on “Locations.” Look at the map. Mouse over the locations on the map to find information.
9. How many locations does REEP have in Arlington? ______ 10. Mouse over the location of your school. Complete the information below:
Name of REEP location: ________________________________________________ Address of REEP location: ______________________________________________ Types of classes: _____________________________________________________
ESL Classes
Scroll up to the top of the page and look at the yellow side bar. Click on “ESL Classes.” Look at the table. Find information about your school.
11. Copy the information about your school: LOCATION HOURS / WEEKS DAYS / TIMES LEVELS COST
Fees & Registration
Scroll up to the top of the page and look at the yellow side bar. Click on “Fees & Registration.” Look at the information at the top of the page and in the table.
12. What are the three steps that a new student must follow before they can study English? a. Decide… _________________________________________________. b. Come…__________________________________________________. c. Pay…____________________________________________________. 13. When is the next Placement Test at your school? Date: ________ Time: __________
14. How much time does it take to complete the Placement Test? How much does it cost? Approximately ______ hours The cost of the placement test is: ___________
15. What if you have a question? Where can you find answers? (Hint: look at the bottom of the page to find the answer): F______________ A__________ Q____________ Congratulations! You’re finished!
Write down the “Time Completed” at the top of your paper. Tell your teacher that you have finished.