Week 5

Week 5 Tasks ( February 6 – February 12, 2012)

  1. Task 1 – I’ve Got it Covered-Creating Magazine Covers to Summarize Texts
  2. Task 2 – Using Plays to teach about characters, plots, setting and conflict in Dramatic Tragedy
  3. Cool Extra Idea  – Publish your ebook
    1. Online resources for educators
  4. VERY IMPORTANT – Session Evaluation
    1. Help Desk
  5. Completion Checklist

For the task number 1 – here are some ideas:

Resources by Topic


Week5 – Task 1 – I’ve Got it Covered-Creating Magazine Covers to Summarize Texts

This is my Magazine Cover, created with the help of : http://bighugelabs.com/magazine.php.

Cover is made for the article Five Steps for Implementing a Successful 1:1 Environment by Andrew Marcinek (2011), that found it’s place in the online digital magazine: Digital Learning Day: Resource Roundup, provided by  http://www.edutopia.org/digital-learning-technology-resources 

The first annual Digital Learning Day was on February 1, 2012. and here is a compilation of some useful resources on digital learning.

Blogger Andy Marcinek outlines the conditions that need to be in place for a successful 1:1 implementation, and here is my cover for his article:


Week5 – Task2  – Using Plays to teach about characters, plots, setting and conflict in Dramatic Tragedy

Lesson plan
CLASS LEVEL High school students – 17 years
TIME FRAME Two 45-minute classes—first  for the initial analyzing  Drama map based on Shakespeare’s Romeo and Julietta, using http://www.readwritethink.org/files/resources/interactives/dramamap/ and creating a script based on the proposed change of the original drama.   The second class will be used for student’s reflections upon the behavior and possible reasons of, acting them, and recording them.
LESSON GOAL By the end of the sessions, learners will have:

  • Created a script about the imagined and changed story (Romeo, Romeo!“) based on the Shakespeare’s drama “Romeo and Julietta”
  • Familiarized with the web-tool Readwritethink and stimulated to use other web tools (e.g. – for video-recording and presenting prepared materials)
  • Improved their imagination
  • Analyzed verbal and nonverbal behavior of some specific emotional states
  • Summarized their earlier knowledge about motivation, dealing with stress, defense mechanisms, bonds between emotions and cognition, solving life problems.
STEPS First class –

  • First of all, by this specific moment, students should already have read the original Shakespeare’s drama “Romeo and Julietta”.
  • Now, using the Drama map, that teacher have already made (maps, given in the addition) should be projected on the board with projector), they have to consider (with the help of the teacher) of possible change of the drama with, maybe, actual context – Julietta is a fat young girl (nutrition disorders – anorexia, bulimia; oral fixation – Sigmund Freud), with many complexes based on the fact that she is unwilling (emotions). Just one kiss of Romeo awakens her urge to be loved, (motivation, needs, instinct). Constantly rejected, she behaves in opposite to the expected (defense mechanism – Sigmund Freud – REACTIONAL FORMATION, consciousness towards unconsciousness). After unsuccessful, overreacted period to attract Romeo’s attention (hysteric behavior), she decides to change her life plan (dealing with stress, positive realistic solutions, cognitive reaction on the emotion). She starts with a diet and body exercises (improving self-confidence, changing emotions by changing cognition, rising activity), and finally falling in love to another man (understanding that a love should be a matter of two persons, of exchange).
  • After the verbal (oral) analyzing, students should write the story stressing the verbal and underlying nonverbal behavior of Julietta.

Second class –

  • Students will act some specific moments of the changed drama, using the stories they have written during the previous class (meanwhile, teacher had selected parts that are to be acted and groups of students that will act)
  • After every acted part, the hall class should discuss about recognized specific verbal and nonverbal behaviors that stress already mentioned psychological moments.
  • During both first and the second class a pair of students record important moments using camera. As a home work, they should make a textual-audio-video presentation about what they have recorded (Power point, Prezi, www.knovio.com..). Presentations should be uploaded on the school blog or site, or somewhere else in the cloud.
  1. The teacher should encourage students to make their own scripts and to take part in the acting.
  2. The teacher should take care that devices are correctly prepared for the projection
Addition Drama maps – 1-4, Plot diagram.

Drama Map 1

Drama Map 2

Drama Map 3

Drama Map 4

Plot Diagram


Week5 – Task3  – My e-book


or the next link:


The following link leads to a video about blind person and the meaning and importance of a right words!


Week5 – Task 4 – Session Evaluation

I must say I am extremely satisfied with what I’ve learnt here, on EVO course. Such a treasure of different tools that could be used in the classroom I couldn’t even imagine gathered in one place. Most of them are totally new to me, since I’ve been familiar only with Word, Power Point Presentations and Moodle environment (teaching platform) for on-line teaching. Of course, Internet was also familiar to me. It was only a surface of an ocean of possibilities for incorporating IKT in school, and after this course I feel like I’ve jumped in it with my head in front! This is a big e-step forward for me!

In this particular moment, until everything is still fresh, there is, I’d say, a confusion about what exactly should I use in my class, which comes out of a huge number of different tools, but, in time, everything is gonna find it’s place and use!!

Moderators were very good, helpful, reacted and commented in time, and considering of a number of participants (more that 500), this is a real accomplishment! I hope some of you, moderators, will read this, so I’ll take advantage of this opportunity to thank you for everything.

And, finally, think about what does it mean to climb to the top? This pic is made with help of a Bighugelabs!

Climbing to the top

Week 4

Week 4 (Jan 30- Feb 05, 2012)

During this week, participants will

  • explore online tools to enhance learners’ speaking skills
  • have a hands-on activity to learn how to use the tool of their choice
  • share their findings  with their peers

Week 4 Tasks 


Well, let start with mixture of learning and playing..:))

  • My first video-recording, for EVO, on recordr.tv:


Here is the result – http://www.educreations.com/lesson/view/02012012-lesson/424850/

This is the embed-code, but I’m sure it won’t work..:(( It works only as a link..:(


Week4  – Task 4

My family – drawing.

I’ve tried with Skatchcast, but it wouldn’t work, so I did it with Educreations. Here is the link:


or with embed-code:


Here is another one, because the previous one wouldn’t open, in fact – it wasn’t adjusted to „visible to all“ at the right time!! Here is an embed-code for my third trial for drawing my family with Educreations:


Week 4 – Task 5

DIGITALRESOURCES  http://recordr.tv/
http://audacity.sourceforge.net/ computer with internet connection and projector
CLASS LEVEL  High school students – 16 years old
TIME FRAME Two 45 minutes classes
LESSON GOALS By the end of this lesson, students will have

  • understood the main characteristics of different elements of nonverbal communication, including gestures, mimics, body posture, etc.
  • understood the connection between emotions and their facial expression
  • understood how some parts of the face and body behave while person has particular emotion
  • enhanced their digital literacy using several tools  (PP Presentations, Listen and Write Site)
STEPS Preparation on the first class: Couple of students, on the class before this, gets the direction to prepare video presentation about unconscious facial expression connected with different moods, using proposed web-tools. They would have to analyze and to represent the main characteristics of the body language while the person has some emotion or state or attitude! In the presentation, that would be combination of the text and recorded video – material, one student explains the movement, while another student acts and performs every single nonverbal gesture that was mentioned.Students should organize their  presentation, talking about the mimicry, in the first place, gesture, body posture, social distance,  and then about all the other nonverbal signs, going from the top of the body – head and face, and then to the bottom!Second classIn the first partof this lesson, the presentation that was prepared is to be analyzed.All the students should make some notes during this video-presentation!The second partof the lesson will be organized to practice some particular signs of body language.Students would get the tasks, one by one, to show the correct nonverbal signs as if they were:

  1. State president in the visit to the president of the other country;
  2. Unprepared student on the exam, either written or oral
  3. Kindergarten teacher trying to calm down the group of very wicked children;
  4. Scientist speaking of his new theory;
  5. Woman in conversation with her aggressive husband;
  6. 5th grade child giving to his parents the test from the math with very bad mark (C)
  7. 16 years old girl, in love with certain boy, meeting him in the school yard

Students should try to incorporate the knowledge of the body language acquired from the presentation from the beginning of this lesson.

ISSUES TO CONSIDER  The teacher has to check the internet connection and the projector.The teacher must make sure that the students take some notes about different emotions they are introduced to.

Week4 Task5 – Exploring recording tools:

My audio introduction with  VOXOPOP.COM:



Fotobabble lets you quickly and easily add your voice to photos and share them with your friends, family and social networks. All you do is:
1) Upload a photo from your computer
2) Record what you want to say
3) Then share it with anyone via email, Twitter, Facebook, your blog or your website.

Here is my Showbeyond:



and with


Week 3 Tasks

1.    Task 1 – Listening Treasure Hunt
2.    Task 2 – Listening Review
3.    Task 3 – Listening Math
4.    Task 4 – Listening List – Going Beyond with your Listening Math
5.    Further Explorations – Here are more Listening Resources
a.    Help Desk
b.     Week 3 Benchmarks – Have I finished?

WEEK 3 – TASK 1 and Task 2 – Listening Treasure Hunt and Listening Review

As other participants told, it was very short time for the Task 1. But, I’ve already passed through the most of the tools, as I was reading the posts of the participants that have already finished the task, but at that moment didn’t have enough free time to spend half an hour to finish Task 1, because I have 2 little kids who make systematic interruption of my work (“Mum, please I need this and that…” all the time…).
Out of that “peeking” and my own research when I finally got some time, here is the result.

Wordia is a site that enables students to find the right word. It is a free  source, which is important when you lack with materials, and also, there is a science section which provides us with some expert words. As I teach psychology, it could be important and helpful to make connection between subjects. Here, in Serbia, during the school year, we have to make several such lessons, where is obvious connection and correlation between different subjects, where we choose some topic and analyze it from different corners. That is the way to make the fusion of the knowledge, which is important, because in the school we have artificially divided and classified knowledge represented through the school subjects.
Using Wordia, I could make psychology lessons on English, and such lessons, based on psychology, could be used on the English lessons, because we have English as a second language.
Smories is an interesting site which can provide lots of information based on analyzing non-verbal communication – the way the people (in this case – kids) behave during verbal conversation, making breaks in pronunciation, mimicry, gesture, etc. It is useful when teaching about communication, and listening as well as looking to the kids while telling their stories, could be used an introductory or final segment of a lesson.
TED is a site full of ideas worth of spreading, indeed! I found several speeches (talks) that could be used as a video material during the psychology lesson. One should list all of them, during his spear time, and note ones of interest for the subject he teaches.
10000words contains several tools for audio recording that can be downloaded and used to motivate students during the lesson. I’ve already downloaded Audacity, the audio-tool I’ve heard about few months ago, but didn’t dare to work with it. Thank you for encouraging me!

Week 3 – Task 3 – Listening Math

My idea for a lesson plan would be:

DIGITAL RESOURCES http://smories.com


computer with internet connection and projector


CLASS LEVEL High school students – 16 years old


TIME FRAME one 45 minutes class, but using some activities of the previous and the next one _________________________________
LESSON GOAL By the end of this lesson, students will have
•    understood the connection between emotions and their facial expression
•    understood how some parts of the face and body behave while person has particular emotion
•    enhanced their digital literacy using several tools  (PP Presentations, Listen and Write Site)
•    enriched their translating capabilities.


STEPS Couple of students, during the class before this, gets the direction to prepare Power Point Presentation about unconscious facial expression connected with different moods. In the first part of the lesson (approximately 10 minutes) students listen to this presentation and record some important moments. The presentation contains only text.
In the main part, students listen to several stories told by children selected on the bases of their facial expression (with obvious mimicry, and gestures that has to represent adequate emotions). (Smories.com). The task is to recognize and to note rules of nonverbal expression depending on the emotions. During this activity, students record (take a note of) different emotions, giving them adequate names, both on Serbian and English language.
In the last part of lesson, students try to act and to simulate some emotions without speech or any other verbal expression, using only nonverbal expression, and the rest of the class has to guess what emotion is it about.
As a result, another couple of students has to make another Power Point Presentation, which will represent some emotions through their nonverbal expression. This presentation contains both text and photos of students acting some specific emotion. Furthermore, this presentation, in contrast to the first one, is on English language, and could be used during the next English lesson or uploaded on the school blog. This activity is to be done with the help of Wordia.com.


  • The teacher has to check the internet connection and the projector.
  • The teacher must make sure that the students take some notes about different emotions they are introduced to.
  • The teacher could ask some extra help in translating, from the English teacher who will use the final PP Presentation about the emotions ______________________________


Week 3 – Task 4 – Listening List – Going Beyond with your Listening Math

This is the list, according to the Listening Math: 2 (Smories) + 10 (Wordia) = 12!!

1. TED is very interesting for using in the class; Pupils could either listen it at home and make the review of what they’ve heard (of course, considering on the school subject), or they could listen the part of it during the lesson, as the motivating factor;

2. SMORIES is a cute site for exploring, both for the high school students , and for little children, if they understand anything of English;

3. Time 10 questions is useful for learning English both for students and for educators, too;

4. Time 10 questions is useful for analyzing nonverbal communication of the speakers considering on what they are talking about and what emotion dominates while speaking, according to my psychological view;

5. Wordia is good for practicing English;

6. Wordia is interesting for one more thing – it contains games, and the games are very popular in young population, they like when learning is connected with fun;

7. Wordia is good for one more reason – you can follow the video in course to revive the language;

8. Wickey Daily English Activities offers a lots of practice language – good both for students and for teachers;

9. Backbone – it has tutorials about how to use particular word, depending on the situation! I think it needs Winamp!

10. Listen and Write – one can learn (or check your knowledge) about how to pronounce (by listening) and how to write (by watching) the text. One can repeat again and againt the same segment untill it is corect!

11. Moviesegment is a great place to practice one’s English, too! I could offer it to my students whose level of English is not too high, but I am sure I’ll be using all of these marvelous web-places for learning English to improve it. I must admit, I already see the improvement, because I use English these days a lot, and I have to think on English to complete all these assignments, and that is the best way for learning foreign language!

12. 10000 words is so important if you want to record, edit and publish audio material. I’ll add Audacity which is easy and free to download, and so easy to use if you want to record your voice. I use lap-top and have no equipment for recording (microphone and head-set), but what I’ve recorded was perfect, with no extra-sounds that come from the back!


WEEK 2 – TASKS 1, 2, 3, 4:

This week we will look at tools that can be adapted for short research projects and tools that can be used to spark creative writing.

  1. Task 1: Creative Writing: Character, Setting, and Plot
  2. Task 2: Creative Writing Tools Review
  3. Task 3 – Collaborative Writing 
  4. Task 4: Further Exploration: Research Projects and Other Writing-Related Sites (optional)
    1. Help Desk
    2.  Week 2 Benchmarks – Have I finished? 

This is my story-starter for the Task 1 – Week 2!!

Sunday, January 15, 2012

Week-2 – task 1

Week 2:  A new jounrney begins …

Task 1: Creative Writing: Character, Setting, and Plot

a. Let’s start the week with some creative writing!  To get started, select one of the four Characters in Column 1, one of the four Settings in Column 2 and one of the four Plots in Column 3.  (Your choices will probably not be in the same row).

b. Once you have selected your three pictures (one character, one setting, one plot) write a 50-word story-starter (introduction to a story) based on the pictures. Include as much or as little information as you need to stay within the 50-word limit. Share your story-starter in the COMMENT AREA below.  Comment on other participants’ story-starters as well.

My choice: 1C, 2D, 3D



Well belted in his car-seat, the youngest of a Clark family couldn’t wait to swim, run and build the sand-castles. A perfect day!

Suddenly, a big wave appeared filling the air with water, fear, screaming!

In just a few seconds, baby Clark turned himself to a Superman driving his scooter-dolphin and saving the survivals.



Week 2 -Task 2!!

After you have opened the links and read through the descriptions of the three tools, choose at least one to share with other participants in our Edmodo Group. Describe your understanding of what the tool does and how you would use it. What age group would you recommend the tool for? What is unique about the tool? Do you see possible problems or limitations?

My reflections on the Task 2 – Week 2:

I decided to represent the Storybird

What the tool does

This is a good tool to motivate creative writing. Pupils that feel a need to represent their thoughts through the writing would be proud of what they created, which can enrich their writing skills even more. The drawings are very nice arranged.

What age group

In my opinion, it is recommended for younger students, perhaps lower grades of primary school, but it can be refreshing even for the older ones – for secondary and high school students, where I teach.

Unique caracteristic of this tool:

Some very important conclusions could be stated through the drawing and, in psychology, we call it „projective techniques“. Student could express his problem, his emotions, his thoughts through this tool, and feel good about it.


It is suitable for younger pupils with some exceptions. You have limited number of drawings that can be used.

This is link to the  Storybird tale I’ve created (I am also proud of it, and felt exciting while making the one):


http://media.storybird.com/embedplayer/bin/StoryplayerEmbed.swfA Boy in the Mind And Soul on Storybird

Week 2 -Task 4!!

This is my Photopeach:


I also checked DvolverMoviemaker, and this is the result:


And Scoop.it (about knitting and other hand making)


Storybird –


(I am not sure if it is possible too see it at all! It is still adjusted to private, although I’ve changed it to public. Maybe I am doing something incorrectly)..

Anyway, there is a plenty job to do in the next future. When I try, I like to make something to see how it works, and it takes time. Every day – 2 or 3 tools would be enough!

Every web tool I’ve tried since now could be included in the class. Some tools are suitable for representing persons, some other to represent the work or its steps, some are cute to make the finish of some activities…. Even though most of the tools are originally for the language teachers, it could be incorporated in the education, disregarding the subject in the school.

My portfolio – lesson plan

First, let me represent to you!

This is my Animoto representation:


And this is my on-line personal-card:


And another way to represent my self:


And one more – Prezi

Copy of Something about me on Prezi




These are my reflections upon how could I use proposed digital tools in the classroom!

Lesson Plan (Psychology)

Unit: Intelligence – Different levels of intelligence


•    To  encourage students to use new digital tools which will improve their e-skills;
•    To  encourage students to do some independent work during the lessons and after them, for the homework, which will increase their school activity;
•    To improve the feeling of satisfaction, pleasure and fun while learning;
•    To increase the capability of compassion and sympathy for the persons with different intellectual levels which helps the use of digital tools.

Digital tools to be used:

•    About.me

•    Animoto

•    Prezi.com

Steps: In this case I plan two lessons.

Lesson ONE:

First part of the lesson – I will prepare digital presentations (Animoto and About.me) of different people both with some kind of intellectual disabilities and those with superior intelligence which could be some historical persons.
The main part of the lesson – it will be presented some theoretical aspects of intellectual capabilities using the Power Point presentation (Prezi).
Last section of the first lesson – students will be instructed how to prepare presentations of real persons with intellectual disabilities using the tools they have seen. Students will be separated in 5-6 groups and each one will prepare their own work. During that week, they will connect with some students in the Special School for the children with mental disabilities were I take my pupils every year. They’ll make some interviews and photos which could be used for making the presentation.

Lesson TWO:

Students will represent the work they made by themselves using all the materials from the last lesson and from visiting the Special School. Every presentation will begin with their  own personal cards using the About.me tool to represent themselves as an authors and than they’ll project the Animoto stories of the pupils they interviewed.
The last section of the lesson – discussion.