Summer Dickinson
Indiana University of Pennsylvania
Lesson Plan
Name: Summer Dickinson
Date: January 6, 2013
Class Format: Seated, Hybrid, or Online Course
Level: Beginning to Intermediate
Length of lesson: 35-45 min
Lesson Topic:
Creating multimedia annotations while reading a text in order to build
vocabulary
Lesson
Objectives:
Subsidiary
objectives:
1. Practicing creating annotations for unknown vocabulary words
2. Learning and retaining beginning to intermediate level vocabulary words
within a text
1. Creating learner autonomy in choice of annotation
2. Building vocabulary base with specific words included in the reading, see
Appendix B.
3. Connecting pictorial annotation, if chosen, to historical, social, or cultural
importance in order to build cultural awareness of language
Lesson
1. Students create multimedia annotations for vocabulary words in reading
Assessment :
2. Students take post-test on vocabulary words
3. Students are given opportunity to free-write on the possible historical,
social, and/or cultural significance of pictorial image from annotations
Materials:
Computer, Multimedia annotation program
Required
The course will have covered the basics of creating a multimedia annotation
prep:
before this lesson; however, students will not have created hypermedia
annotations in a specific reading text given by the instructor yet. This is
considered the first time the class will have done the entire process of choosing
annotation to post-test.
Lesson
Procedure
1. Teacher reminds students of basics of multimedia annotation as learned in
previous exercises. Show example from previous lesson on picture, video,
audio, and web-link annotations.
2. Students read through the excerpt in small groups collaborating on possible
definitions of bolded words.
3. Students spend time individually creating multimedia annotations for bolded
vocabulary words in reading, see appendix.
4. Students share with their groups again their multimedia annotations they
created.
Summer Dickinson
Indiana University of Pennsylvania
Cont. Lesson
Procedure
Lesson
Tasks
5. Groups pick 1-2 examples to show the class, and the class discusses the
annotations as defining the bolded words.
6. Students take post-test on vocabulary words individually
7. Optional Task: Students given opportunity to research & free-write on the
possible historical, social, and/or cultural significance of any photographic
annotations created (meant for higher level students in course).
Collaboration
1.
with fellow
students
to
define
words and clarify
understanding.
Creation of multimedia annotations in order to assist in vocabulary
2.
definitions.
Group sharing of examples of annotations that helped them achieve
3.
understanding of words.
Rationale for
this lesson:
4.
Writingaccepted,
tasks to further
background
knowledgecomes
of word.easier to
Optional:
Commonly
vocabulary
acquisition

Lesson Context:



students who associate an image or object with the foreign word
they are defining (Kellogg & Howe, 1971; Chun & Plass, 1996).
Learning vocabulary using computerized dictionaries, which can
instantaneously lookup picture-word associations for a student, has
a positive effect provided the computerized annotation creates a
connection between the image selected for the annotation and the
student using the chosen annotation (Lyman-Hager, 1993).
Tasks can be used for beginner and/or intermediate language learners. The
text chosen can easily be substituted for a higher level text provided the
teacher creates different questions for the post-test.
Higher level students can spend more time on the writing exercise after the
post-test.
Lower-level students can spend extra time working with annotations and
creating various annotations for the vocabulary words.
Reference: lesson plan graphic/format modeled from the following sources:
Durmaz, M. (n.d.). TESOL International Association. Retrieved January 6, 2013, from
http://www.tesol.org/docs/default-source/new-resource-library/reading-lessonplan.pdf?sfvrsn=0
Summer Dickinson
Indiana University of Pennsylvania
Appendix A – Reading Excerpt
(Vocabulary words in bold)
I have returned to my hometown of Wilson Creek after an absence of 10 years.
So many things have changed around here. When I left Wilson Creek, there was a small
pond on the right as you left town. They have filled in this pond and they have built a large
shopping mall there. A new post office has also been built just across from my old school.
There is a baseball stadium on the outskirts of Wilson Creek which has been changed
completely. They have now added a new stand where probably a few thousand people
could sit. It looks really great.
The biggest changes have taken place in the downtown area. They have pedestrianized
the center and you can't drive there anymore. A European-style fountain has been built
and some benches have also been added along with a grassy area and a new street cafe.
My street looks just the same as it always has but a public library has been built in the next
street along. There used to be a great park there but they have cut down all the trees
which is a pity. The library now has a large green area in front of it but it's not the same as
when the park was there.
Another improvement is the number of new restaurants that have opened in Wilson Creek.
A Chinese and an Italian restaurant have opened in the town center and a Mexican
restaurant has opened near my home. Which is where I am going tonight!
Excerpt adapted from the following:
Intermediate Reading | Changes In Town | esl-lounge Student. (n.d.). Retrieved from http://www.esllounge.com/student/reading/3r3-changes-in-town.php
Summer Dickinson
Indiana University of Pennsylvania
Appendix B – Post-annotation Questions
Vocabulary: Define, in your own words or using the dictionary definition, the following words.
(student allowed to write their own definition in order to connect with vocab term and increase writing
in language learners)
1. Hometown
2. Outskirts
3. Pedestrianized
4. European-style
Summer Dickinson
Indiana University of Pennsylvania
Appendix C – Free-write (optional)
Research any of the pictorial annotation images selected in your group. Then, free-write
about what you learned about the historical, cultural, or social implications of the
defined word.