teachingactivities

Graduation Posters

Page history last edited by Ben Shearon 2 yrs ago

Graduation Posters

Michael Woodard

GRADE LEVEL:	JHS 3
SKILLS:	Writing, group communication
TIME:	2-4 classes, depending on flexibility of JTE
MATERIALS:	Big Poster Sheets of Different Colors, Markers, Paint Pens (POSCA), Photos/Purikura of students, Scissors

OBJECTIVES:

1. To give the students an opportunity to be creative with English

2. To forget about textbooks and tests

3. Review English learned during the past year in a relaxed atmosphere

PROCEDURE:

1. Divide students into groups or 3 or 4

2. Explain Objectives of lesson

3. Give each group some practice paper (A3) to write/design poster ideas

4. Students write about school-life from the past year. They can write about their memories, their opinions, messages to the kohai students, their plans for HS, and their future dreams. Encourage them to be artistic, creative, and use photos or draw pictures.

5. Depending on allotted time, after students have finished their rough design and written their messages, please give each group a poster sheet and give them time to complete the real thing.

6. When the groups have finished, display the posters in the school hallway (and later at the graduation ceremony) so other students and parents can see them.

NOTES:

This lesson should be done at the end of the school year in late February or early March. Ideally, the 3-nensei will have finished the textbook and all of their tests by then. If so, the JTE likely be flexible and willing to let the ALT plan the final lessons.
This lesson was more fun than I expected, almost all of the students were well engaged, even the lowest-ability students were able to contribute.
While students were composing their ideas, I tried to help them write natural English. However, I avoided correcting mistakes unless students asked me specific questions. Many students were able to correct their own mistakes and the classroom remained quite relaxed and fun.
Use dictionaries if you like, but I encouraged students to use what they knew already. Dictionaries can be a distraction in an unstructured lesson (students spend too much time looking up words, rather than focusing on the lesson goals.