It's Not What You Say It's How You Say It - Final Review
1 Students' Activity Review (Jigsaw)
For this review students will take the lead. There are five lessons in this unit, so break the students into five groups. Each group will focus on one of the lesson topics. Each group can then present their topic to the whole class. Their presentation can include a review of their activities that they had to complete for their specific lesson. So each student would get a chance to present their activity that they completed for their group's focus. Their presentation should also include elements from their self-assessment at the end of each activity. These elements can be especially helpful for other students who struggle in the same areas and can help each other (and all students) overcome their difficulties. This could become a sort of "tips" section to help others learn - not only their classmates but other students in the future as well. Not to mention, this will also help the teacher to identify which areas students struggled with most, and then the teacher can add some clearification if necessary.
2 Kahoot Review
After students have completed presenting their group's topic, have all the students' complete a review using Kahoot. The questions should include examples that the students have created during the previous lessons activities. Most of the quiz should be created beforehand, but students can add their own questions as well. Possibly as part of their group's presentation review they can create a short Kahoot quiz or at least create some questions to be included in the whole class review.
3 Review Project/Assessment Project
In the lesson on Intonation students were introduced to the game "Two Line Vocabulary." Here is the description again:
This is adapted from the old TV show "Whose Line Is It Anyways." It is a game called, "Two Line Vocabulary." Three people will play, two people can only say two sentences or lines each, and the third can say anything he or she wants. The 3 actors have to perform a scene or scenario that is told to them. The scene only lasts about 2 minutes. The actor that can say anything will begin and the other two actors will respond to him by saying only their two sentences. They can say them however they want, so they'll have to use sentence stress, tone, and intonation to convey the meaning they want. An example from youtube is linked to the side as an off-site resource. After students understand the game, depending on their level they can perform the same scene they saw in the example, or they can write and perform their own scene.
This is a great project for students to create their own scene and create a film of it. This would practice all of the lesson topics and allow students to show that they understand them and can use them properly. The student-created videos that included all of the lesson topics would be an excellent project for a formative assessment at the end of the unit. High-quality projects can be saved and used in the future for other classes and students to learn from.
The two off-site resources is an example of the game from youtube, and rubrics that could be adapted for assessment of the project.
4 Portfolio/Dictionary Review or Assessment
Another way to review or it also could be another project for assessment is to have students collect all of the examples/videos/skits/scenes that they created in the lessons and put them together in a portfolio or personal dictionary. Students could create a video collage of all their examples, which they could store somewhere - possibly on a classroom blog or website - and use to help them remember and master these topics. In these portfolios, they should also include their self assessments, which will help them to learn and remember in the future. Again these self assessments could become a sort of "helpful tips" or "warnings" (things to watch out for) for their classmates and other students in the future.
This can become a bit overwhelming if the purpose is not clearly defined. If it is meant to be a demonstration of student learning then students should focus on that and use the project to display what they have learned. However, the project could go in a different direction, in which students take these elements (the examples they have created from the lesson activities) and create a video to help other students learn. Students should be clear of the focus of their project, as the final project will have to be edited to meet that focus.
One idea I had regarding this project, which I have not implemented yet, is if the focus of the project is to help other students learn would be to somehow connect students with other students from their native countries and share the videos with them to help those students learn English. These videos would be an amazing resource for those students to help them learn some of the nuances of English speaking, especially when they may not have access to native English speakers in their school.
5 Student Self-Assessment of the Unit
To finish, students can self-reflect about how the entire unit of "It's Not What You Say It's How You Say It" can help them understand and communicate with English better. Here are a few stems to guide their thinking:
I feel good about…
I used to… but now I…
Two things I will remember about what I have learnt over this unit are…
A strategy that really helped me is…
If I could do something again differently, I would…
One thing I will remember to do in the future is…
One thing I really want to learn is...
Students can reflect and share anyway they are comfortable with audio recording, writing, selfie-video, etc.