Lesson Plan sample aspects and considerations of the teaching didactics of English as a Second language -

Defining Mood
Before beginning the creative writing lesson with students, give students a quick pre-test to see if they know some examples of mood. Ask them to write five examples of mood on a piece of notebook paper. If students cannot do this, review the literary term of mood. Definition of Mood Mood is a feeling that is conveyed to the reader in a literary work. It is also synonymous with the atmosphere created in the literary piece. The writer can develop mood through word choice, dialogue, sensory details, description, and plot complications. The mood conveyed in a literary piece can be a variety of feelings. A short list is as follows:

mysterious eerie electrifying happy bleak dreamy freewheeling gloomy light ominous reckless humorous sad soothing brooding cheerful intense calm somber whimsical volatile

Short Story Writing Lesson

The focus of this creative writing assignment is for the writer to create a mood in a piece of writing. Students will need photos to help create a mood in their stories. A small grouping of digital photos is included in this lesson. It is helpful if the teacher gathers a variety of photos of different topics to help students create a specific mood in their writing. Select Classic Short Stories to Showcase Mood Also, reading short stories with strong moods will enhance this lesson. Edgar Allan Poe is a master of creating a strong mood in his short stories. Shirley Jackson's "The Lottery" is another choice. However, most authors convey a mood in their short stories. Steps in Short Story Writing Lesson Step 1: Students need to decide what type of mood they want to create. A long list is included with the definition. Give students the list or brainstorm other examples of mood on the board. Brainstorming for Short Story At the top of students' notebook paper, they should write the word, "mood" and the mood selected. Step 2: Students need to create an imaginary world or setting for a story to take place. This will help create the mood in a piece. This is where the photos can be very helpful. Use Digital Photos to Help with Setting Show students the digital photos. This can be done through a PowerPoint presentation or with a LCD projector. On the same notebook paper, students should write the description of the setting down directly under the mood. It should be labeled, setting. Step 3: With the mood in mind, students need to create characters and conflict. Once this is decided, it should be written and labeled conflict. Write Draft with Mood, Setting and Conflict Decided Step 4: Students now should write a draft of their piece. Remind them that the focus of this assignment is to create a mood using their spidergram of mood, setting and conflict. Step 5: Students should peer edit each other's papers. The peer reviewer should be able to guess the mood selected. If the mood is not obvious, students need to work on developing it.

Organizing Autobiography Lesson

Once students have read published autobiographies, they will need to write their own. This autobiography should celebrate the student's life. This should be a positive experience and allow students to share important events in their lives. Before assigning the autobiography, the teacher should decide the following:

How many pages should the whole piece be How will it be broken down into sections Will photos need to be included

For example, a middle school autobiography could be set up as follows:

Four sections: birth to two years, three years to five years, kindergarten to third grade, fourth grade to present year Each section should be two-to-four pages long Final copies should be typed or written neatly in ink Each section should include copies of pictures and/or mementos from the time period A cover should be decorated, neat and colorful. A family tree A map showing where students have lived and/or visited.

Students should including anecdotes and details that are unique to the student. In addition, student could include favorite relatives, toys, music, colors, television shows, friends, movies, foods, restaurants, neighbors, etc. It can also include firsts, like their first tooth, friend, video game, cell phone, boyfriend/girlfriend, etc. To assess the autobiography, the teacher could create a rubric and grade it based on the criteria of neatness, content, organization and writing conventions.

Coming Up With New Ideas

Brainstorming templates can greatly sum up and idea-generation process. By already having an outline for brainstorming, you can get started with generating ideas without any barriers. Brainstorming is best when you don't filter your answers. Just write down everything that comes to your mind on the topic. Don't count anything out. You can brainstorm alone or in pairs. If you're brainstorming alone, most likely you'll be using a sheet of paper or a computer program. If you're brainstorming with a team, you may be using collaborative software such as MINDMAP software. If you're using templates, you can have ready-made prompts that will help you to be most productive during brainstorming sessions. Photo Courtesy of sxc.hu/tsk.

1. The Freewriting Template

It is the practice of putting a pen to paper (or fingers to a keyboard) for a set amount of time (usually 15-20 minutes). During a freewrite, you don't pick your pen up off the paper, you don't cross anything out, and you don't self-censor. If you are working with a team, after the freewrite is up, then you can go around the room and discuss your results, putting ideas on the whiteboard.

2. Breakdown Brainstorming Template

It happens when you take a large topic and break it into its logically-connected component parts, then break those parts into logically connected component parts. For example, if you're trying to get to the root cause of a problem you might use the why approach session asking "Why?" several times before getting to the foundation of the problem.

3. The Classic Bubble Method

You may remember Hubble method as a classic , also known as the cluster brainstorming method, from elementary school. This is a very useful method if you're trying to get at as many different aspects of the topic as you can. Using the cluster brainstorming method, place the topic in the middle and then write down anything that comes to your mind, connect with a line, and continue. You'd be surprised as to what you can come up with this way.

4. Six Sides Brainstorming

It involves asking six questions of your topic. The questions you will ask will help you and your team to further define the topic. This is especially helpful if you are trying to focus or determine the aim of a proyect or how you will collaborate on a project together. Here are the questions:
1. 2. 3. 4. 5. 6. How will you describe the topic? Can you compare the topic with another topic? What can the topic be associated with? What happens when you analyze the topic for the various dimensions. What can the topic be applied to? Can you argue for or against the topic?

By answering these questions, you can help to open up avenues that you may not have previously thought of when it comes to the topic at hand.

5. Listing

Finally, creating multiple lists associated with your brainstorming project can help you to get your idea down pat. It allows you to list your topic three times. Under each topic title, begin listing various aspects of the topic. Make various lists that deal with various aspects of the topic/problem. You may find that this helps you and your team members to break through difficult material quickly. Understand the traits of these visual learners and how color, distance and images excite them. Some tips to increase their concentration in class and a list of potential job careers are also shared in this article. Learners with Visual Spatial Intelligence are the artists. They learn best through drawings and visual aids. They have the ability to visualize the world in images. Learners with high Visual Spatial Intelligence enjoy shapes, patterns, designs, and colors.

They visualize, dream, imagine, navigate, rearrange, and draw. They have an immense capacity to form mental images. Their imagination makes them creative. They like posters, pictures, movies, pictorial representations, visual presentations. They have a superb direction sense and a keen observation. They can notice minute details which any other person would miss.

High Visual Spatial Intelligence is normally found in painters, architects, theoretical physicists, navigators, graphic artists, designers, cartographers and chess players. Some of the famous personalities with excellent Visual Spatial Intelligence are Monet, Pablo Picasso, Leonardo da Vinci, Frank Lloyd Wright, Steven Spielberg and Cezanne.

The following traits can help to identify learners with predominant visual spatial intelligence:

They are good at solving puzzles; Enjoy geometry, drawing, painting, sculpting, photography; Good at reading maps, taking directions and remembering places and routes; Are good drivers; Appreciate color, shape, pattern; Think in pictures, images; Fast speakers; Appreciate video recordings over just sound recordings; Often found doodling, scribbling; Pay attention to visual details.

The following activities can be undertaken to increase the effectiveness of learning with students with Visual Spatial Intelligence:

Teach reasoning and logic using flow charts; Illustrate what is being taught; Use lot of colored pens while teaching; Play Videos in class; Visit art galleries, museums; Highlight, underline, and draw images while teaching them; Use maps and help them chart the process or fundamental being taught.

Learners with this intelligence are more successful as:

Animation. Architect Artist Driving. Engineer Fashion Designer. Fine Arts Graphic Designer Illustrationist Interior Decorator Museum and Gallery Designer Photographer Printer Tattooist. Town Planner Visual Media Artist Window Dresser.

Read more: http://www.brighthub.com/education/special/articles/13999.aspx#ixzz1MSqRj6X4

Quick Review
Provide visuals for the students to discuss and have them bring objects of interest to class to discuss. Give students an opportunity to speak about their lives, goals and ambitions. Provide role plays and interactive games. Allow the students to be a part of the learning; give students the opportunity to be the teacher in small groups. Give them daily practice speaking while teaching the mechanics of language.

Assess the students early.

Brain gym is a system of exercises designed to enhance brain function. It is based on the theory that these movements will help children to improve focus, coordination, vision and memory. Free brain gym exercises can be integrated into the classroom by teachers and occupational therapists.

How Brain Gym Works

The brain gym exercises were created in the early 1970s by educator Paul E. Dennison, Ph.D. and his wife Gail E. Dennison based on the theory that the human brain functions in three dimensions--laterality, focus and centering. Movements that involve crossing the middle of the bodysuch as when the right hand touches the left foot promote the laterality dimension. Exercises to promote focus involve stretching into positions while taking deep breaths. These movements are designed to improve attention and abilities to learn new information. Centering exercises such as Brain buttons are performed before reading or other visual tasks to relax the body and alert the mind.

Cross Lateral Exercises

Cross lateral exercises are ideal for active children to perform at the beginning of the school day either in the gym or outdoors. These are simple free brain gym exercises that require no materials. Children can hop in lines, a circle or randomly as they touch the right hand to the left foot and the left hand to the right foot. This can be done as the child bends the knee to reach the foot in front of him or reaches behind to touch the extended foot.

Crazy Eights and Alphabet Eights

Tracing repeatedly around a very large horizontal eight (or infinity sign) forces the child to reach across midline. It is recommended that they trace the shape three times with each hand and then three times with both hands together. Alphabet eights help children focus on forming letters and fitting them correctly in their spaces. The large horizontal eight is used again as children write inside the edges. Some letters are formed beginning at the center of the eight working from right to left. Other letters are formed at the center of the eight working left to right.

Exercises to Focus and Center

The Owl exercise is an example of a focusing exercise because the child concentrates on breathing deeply while turning his head to the side and grasping the shoulder his head is facing. Holding two fingers under the lower lip while breathing deeply to perform "Earth buttons" demonstrates a centering exercise that can be performed anywhere, anytime.

Integrating Brain Gym into the Classroom

Many free brain gym exercises can be performed while sitting quietly at a desk. Children can be taught to engage in them when they feel their attention drifting or when they are feeling fatigued. Movements that take more space such as the calf pump where one leg is extended as the child grasps the back of a chair may require arranging classroom furniture to make space. Therefore, these exercises may be perfect to do as a group during a lesson break. Brain gym movements also provide opportunities to teach young children the names of more unusual body parts such as the thorax or pelvis, muscles and bones while also developing motor coordination and skills to follow directions.

The Brain Gym technique includes 26 movements that are used to stimulate a person's cognition, increase their focus, fine tune coordination, organizational skills and academic standing along with building relationships, self-esteem, and confidence. These 26 movements are part of a larger curriculum

Repatterning
The theory behind Brain Gym curriculum, developed by Dr. Paul Dennison, is that when repeated movements stimulate the brain, it functions at a higher level and/or balances. The 26 movements taught at Brain Gym seminars are all based on movements humans make as infants and children. By repeating these movements, people with learning difficulties have been said to find learning comes easier. The simplest description of this technique is that through the 26 movements or activities, the brain creates new neural pathways, which allow the brain to perform tasks that were once difficult.

The science behind this theory is not new. It is the same theory that doctors and therapists use when re-educating stroke victims. The repeated use of limbs, moving the body in repeated patterns, stimulates the healthy part of the brain to take over the work of the portion of the brain damaged by stroke.

Classroom Effectiveness
The big question here is; should teachers use Brain Gym activities/curriculum in their classrooms to enhance the learning abilities of their students? Many teachers have taken the Brain Gym training. It is costly. Total training is not given in one course or seminar. Teachers will need to take several courses to learn all the techniques and activities Brain Gym International has to offer. Those educators who have incorporated the techniques and activities into their classrooms report good results. Simple movements such as putting pressure on points about the eyes (called Positive Pressure) or waving the hands in the air in mirror image (called the Double Doodle) are said to shift stress and improve thinking.

Proof Is in the Research

Brain Gym International is a non-profit organization. As such, it has limited funds for research. However, on its website, Brain Gym International encourages researchers to assess the Brain Gym technique and curriculum. Research on the connection between kinesiology and the brain (movement and the brain) has a long history. In fact, Dr. Dennison was one of the first educators to work with movement and brain activity. Educators who wish to find proof for how and why simple movements allow the brain to function more efficiently can find hundreds of articles on the subject in journals such as Neurology Today, and The International Journal of Applied Kinesiology. Websites for educators such as Move to Learn, offer articles and information, also. Additionally, there is any number of educational conferences with presentations and seminars being offered on the topic of using movement in the classroom to focus and guide students to higher levels of learning.

In the Classroom
While the 26 movements/activities of Brain Gym can be found on the web, educators need to be cautioned that Brain Gym International has a copyright on their curriculum. Therefore, using them without instruction and permission from Brain Gym International would be inadvisable.

However, educators without the funds to attend Brain Gym training might try utilizing simple yoga exercises. There is a wealth of research articles, as well as websites on yoga in the classroom. Some sites give free instruction, such as Yogakids.com. Whether incorporating Brain Gym technique, yoga or other movement into the curriculum, educators will find students respond positively to simple, mindful movements. Resources:

Brain Gym International: http://www.braingym.org Brain and Body Connection: http://www.mindandbodycoach.net/id10.html Yoga Pose: WikiCommons

We might be living in a global world but nonverbal communication in different cultures shows such drastic differences that you might get the feeling that we are from different planets. If you're working on a multi-cultural project, it's important to understand these differences.

Nonverbal Communication Carries More Meaning than Words

Nonverbal communication might look nonessential for humans who needs to communicate nonverbally, when we have words to express our thoughts? We do have words; however, as it turns out, we still convey most of the meaning via nonverbal methods. What is more, many nonverbal expressions we consider to be fine in our culture can get us into trouble in other parts of the world or when working with people from other countries at home.

Nonverbal Communication: Different Cultures, Typical Differences

Nonverbal communication can be divided into several categories. According to The

Provider's Guide to Quality and Culture these categories are: facial expressions, head movements, hand and arm gestures, physical space, touching, eye contact, and physical postures. Here are some noteworthy examples in each of the categories: Facial Expressions A smile is one of the most common examples of a facial expression in different cultures. While Americans smile freely at strangers, in Russia this is considered strange and even impolite. In Asian cultures a smile isn't necessarily an expression of joy and friendliness but it can be used to convey pain and embarrassment. For many Scandinavians a smile or any facial expression used to convey emotions is untypical because it is considered a weakness to show emotions. Head Movements In many cultures in the Middle East and Bulgaria, the head movement for Yes is just the opposite of the head movement for Yes in almost any other culture. You can imagine how confusing it can be to see that somebody is all smiles but his or her head movement means No to you. In such cases saying Yes or No with words is enough to avoid confusion. Hand and Arm Gestures Hand and arm gestures as a form of nonverbal communication also vary widely among cultures. While in some cases a particular gesture means nothing to a representative of another culture, in other cases--for instance the thumbs up gesture or the OK sign-have vulgar meanings in Iran and Latin America, respectively. Yet in other countries the OK" sign means just zero, which is not offensive. Physical Space The acceptable physical distance is another major difference in the nonverbal communication between cultures. In Latin America and the Middle East the acceptable distance is much shorter than what most Europeans and Americans feel comfortable with. This is why an American or an European might wonder why the other person is invading his or her personal space by standing so close, while the other person might wonder why

the American/European is standing so far from him or her (are they trying to run away or what?). Touching Handshakes are usually acceptable almost everywhere, even between strangers; however, kissing on the cheek, patting on the shoulder, embraces, or touching other bodily parts aren't for many people in Asia and other parts of the world such actions are interpreted as an offense or even a violation of one's private space. This is why you should avoid touching. Eye Contact Eye contact is one of the forms of nonverbal communication where the differences are most striking. In America and Latin America not looking the other person in the eye is a sign of disrespect and it might even look suspicious (he or she doesn't dare to look me in the eye, so he or she is hiding something). In other cultures, i.e. Asian cultures, prolonged eye contact is especially offensive, so you should avoid it at all costs. Physical Postures Physical postures are also quite of a difference between cultures. The most common example is the habit of many American executives to rest with their feet on their desk, which in Asia, the Middle East, and Europe is considered highly offensive. As you see, the differences in nonverbal communication between cultures are pretty striking. This means that when you need to communicate with people from different cultures, it makes sense to learn in advance about their nonverbal communication. This can save you a lot of embarrassment and misunderstanding. Of course, cultural stereotypes are just stereotypes, and you can't say that every single individual from a different culture exhibits the same forms of nonverbal communication. Still, even individuals with a lot of international experience continue to carry some or many of the signs of their culture of origin.

Trust or aggression?
An interesting example of the different meanings of body language is eye contact. In the US and in many parts of Europe, direct eye contact is considered as a means to express interest, to indicate trust in the other person and to convey openness. "Look me in the eye, I'm honest, I'm not a liar"' are some of the interpretations of eye contact.

However, due to religious reasons, eye contact is a dangerous thing in Muslim countries. It's offensive for a man to look a woman in the eye or even to glance at her in a more than cursory fashion. The same applies to Asia, where eye contact is considered impolite and an invasion of space and can cause the opposite reaction to what a visiting foreigner intends. As far as Asia is concerned, prolonged eye contact is a challenge, an aggression and a battle of strength and power. Whereas in South America, eye contact between opposite sexes can be interpreted as an invitation, longer eye contact or staring between women is often understood as criticism of the other woman's appearance.

Handshakes and back slapping

American and Southern Europeans tend to be more physical. Men who greet each other with a handshake and a slap on the arm or the back, are just being friendly. Asian countries, especially Japan would consider such behavior aggressive. In some Islamic countries, handshakes are much less common. Whereas in the US and Europe, a firm handshake is appreciated and a limp one not looked upon favorably, a firm handshake in Turkey is considered rude and aggressive. In some African countries, the limp handshake is the thing to do.

Hand and finger signals

Thumb and index finger, forming a circle with the hand raised, is the universal American sign for "OK" or "I agree" or "excellent". The same sign however has a vulgar meaning in many South American counties, especially Brazil and may provoke an aggressive reaction. In Spain, it's a sign for cuckold, certainly not appreciated by the person who is the recipient of the signal. An interesting sign with very different meanings is the 'fig sign". The thumb is poking out between the index and middle finger. In ancient Rome it was a sign for good luck and that meaning has survived in Portugal and Brazil. But in many other countries, as far spread as Indonesia, Turkey, Greece or modern Russia, it's a very rude signal, meaning "screw you". Hand thrust out, palm upward and outward is in America and many other countries understood as a well meant warning, in the sense of "stop", or "danger". But if you travel to Greece, beware! If the fingers are splayed, you are in the presence of a sign known as "moutza", which is an extremely offensive and aggressive gesture. Curiously, the signal has the same meaning in Pakistan. Needless to say, that given the diversity of interpretations which can turn friendly gestures into the opposite, it's a prudent approach to familiarize oneself with the different meanings when traveling and to keep gestures to a minimum to avoid giving offense.

Learn how covert glances, fleeting touches and apparently innocent kisses can be interpreted differently in various countries around the world. Who doesn't like to flirt and to be flirted with. Flirting is defined as a playful, romantic overture, expressing the wish to make contact with another person for amorous reasons. There are a few tell-tale gestures which in the US indicate flirting, but do not mean the same elsewhere or are considered as inappropriate behavior.

Covert glances and eye contact

Shooting frequent, sideways glances from beneath the lashes, seeking open eye contact or even winking are all common flirting gestures in the US. The flirtatious meaning of eye contact is even more pronounced in Europe, where it is a sign of open admiration. The same behavior, however, could land you in hot water in Muslim countries. Eye contact, except the most fleeting one, is not allowed between men and women in Arabic countries for religious reasons. The gesture is considered as "adultery of the eyes" and can have dire consequences for foreigners who, in the worst of cases, might get themselves arrested. That doesn't mean that Arab men won't stare at Western women, but if she returns the glance, thinking that she might only be flirting, she could be in for an unpleasant surprise. Glancing back means that she is sexually interested in the man in question and could be construed as an open invitation to have sex. She might be considered a prostitute and be treated as such. Chinese and Japanese women won't initiate eye contact either. It is considered rude and a sign of disrespect and the same applies to a man seeking prolonged eye contact. In Latin America, steady eye contact is not a sign of openness and trust but often indicates aggression and a challenge. Men's ogling of a woman, often accompanied with 'piropos' like 'guapa' do not mean flirtation with a particular woman either, but are a general expression of admiration for the female sex. Spanish women on the other hand, may still be guided by some atavistic rules of eye contact and flirtatious glances. These rules stem from the centuries old 'language of the fan'. The fan was not so much a cooling device, as a means to convey a message to a man, given the fact that Spanish girls were very much protected and not allowed open contact. Fanning oneself vigorously means: 'I'm in love with you', closing the fan slowly means :'yes', moving the fingers along the ribs means:'I'm interested in you and want to talk to you.' Even nowadays, you will hardly see a Spanish woman or girl without a fan in the summer and some may still remember how to use the fan language.

Hand kisses
Kissing a lady's hand is very much a European habit and has recently seen a revival in Germany and Austria. Neither Englishmen nor Americans know much about hand kissing, let alone how to do it properly. A hand kiss, which involves only one hand each and no touching of the skin by the lips at all, is a sign of respect when a man greets a woman. However, the greeting turns to flirting, when the man grabs the woman's hand with both his hands, squeezes, plants a kiss on the back of the hand and accompanies the entire ceremony with an open or seductive glance. Trying to kiss or even shake a woman's hand in Arabic cultures is an absolute no,no. Islam forbids any bodily contact between the sexes, other than husband and wife or close family. In Turkey an exception might be, you could kiss the hand of a much older woman as a sign of respect.

Cheek kissing and touching

In the US, flirting gestures are very much restricted to glances, fiddling with earrings, flicking or straightening the hair. Kisses, even on the cheek, and touching come later after the initial contact has been made and both partners have expressed their mutual attraction and wish to know each other further. Kissing the cheek, once or several times, is a common greeting ritual in Spain and Latin American countries. The kiss is often accompanied by touching the arm or shoulder, but it's not a sign of flirtation. Latin people are just much more physical than Americans. Such kissing and touching is, again, totally forbidden in Muslim countries and equally inappropriate in many Asian countries. In India, Thailand and Japan, for instance, bowing substitutes for the handshake and cheek kissing. Generally speaking, what's flirting and harmless in one country can be offensive in another so it's good to study the rules of cultural behavior before setting off on a trip to foreign countries.