Multimodal Writing Reflection

I can't upload my story board and my video movie maker. Quite frustrated....hhmmmmm...

My Multimodal Writing

1) Writing Text
Adam and his family went camping. They put up a tent. Then, they went fishing. They caught some fish. His mother grilled the fish for lunch. They went up the hill. They saw flowers and bugs. Adam’s father brought a camera. They took pictures. Then, they rested and had some buns. They had so much fun together.

2) Story Board. Click here.

3) Video Clip. Click here.

Mr. Hare's Hot Steppers...(Sample Video)

STORYBOARD: 

TITLE OF PROJECT: Mr Hare’s Hot Steppers (Teenage footware)

NO	TEXT/NARRATION	MEDIA ELEMENTS	COMMENTS
01	Intro	Black screen Music	Title: Mr Hare’s Hot Steppers Track01
02	Mr Hare’s Hot Steppers make shoes sandals and boots for teens.	Image of brand	Fade in ease in 2x
03	Our new line “Soles Soul” uses materials such as jute, crepe, cork, and water-based glue.	Images of shoes, boots of different materials	Fade in and ease in 2x
04	This brand is committed to making products that are 100% sustainable, but they have a couple of other things going for them as well: cool designs and affordability.	Images of footwear	Fade in and ease out 2x
05	Offering styles ranging from retro-styled sneakers to urban lace-ups, there's something for everyone, with most styles priced between 50 to 100 Ringgit.	Images of various footwear	Fade in and ease out 2x
06	Extro	Black screen Music	Credits: Produced by… Track01

A Reading Web Quest

1) Introduction

June is ‘Health is Wealth’ month and you have just accepted a job as a journalist for an online health magazine. You have been asked to design a brochure on alternative medicine to be highlighted on the company’s web quest in June.

2) Task

You will design a brochure using the resources both online and offline for 2 types of alternative medicine (acupuncture, ayurvedic, etc).

Provide details of at least 2 new discoveries on using alternative medicine

Add in details of places to visit to obtain these alternative medicines

You will present your brochure during an exhibition on alternative medicine

Evaluate your work using the brochure evaluation tool.

3) Process

1.                  Select a brochure template

2.                  Select 2 types of alternative medicine

3.                  Use online, books, and non-print resources to find the information needed to complete the

                     brochure.

4.                  Complete the brochure with text and pictures.

5.                  Be sure to cite all the sources of your text and images.

6.                  Be sure to include all of the information the readers will need.

7.                  Use the Brochure evaluation tool to guide your brochure design and information.

8.                  Present your brochure in an exhibition held during ‘Health Week’

 4) Resources

http://www.internethealthlibrary.com/Therapies/MedicalHerbalism.htm

http://www.wisegeek.com/what-is-herbalism.htm

http://ezinearticles.com/?Benefits-of-Herbalism&id

http://www.umm.edu/altmed/articles/herbal-medicine-000351.htm

http://en.wikipedia.org/wiki/Ayurveda

http://www.ayurvedic-medicines.org/

http://www.homeopathymalaysia.com/html/intro_homeopathic.html

http://en.wikipedia.org/wiki/Homeopathy

http://abchomeopathy.com/taking.htm

http://hpathy.com/abc-homeopathy/benefits-of-homeopathy/


5) Evaluation

Use the brochure evaluation tool to evaluate the brochure. This same evaluation tool will be used by the teacher to evaluate your brochures. Click here.

6) Conclusion

Plan an exhibition during ‘Health Week’ to display your brochures and explain the topic on Alternative Medicine.

I have done a sample brochure for you to see. Click here to have a view.

Experience in Using Podcasts

Today, I learned to do podcasts. At first, I learned to record my voice using software called Audacity (which is free downloaded from internet). So much experiences and also challenges we faced during recording our own voice. Then, I learned to combine the voice recorded with introduction music or maybe ending music. I also learned how to add effects in it.
It is good to learn. I will apply it soon...InsyaAllah...

Lesson Plan - Podcast for L&S

Speaking Lesson Plan

Focus	Speaking
Theme	World of Knowledge
Topic	Let’s Eat
Introduction	Types of Fruits
Content Standard	1.3 By the end of 6-year primary schooling, pupils will be able to understand and respond to oral texts in a variety of contexts.
Learning Standard	1.3.1 Able to listen to and demonstrate understanding of oral texts by: a) giving Yes/No replies
Objectives	By the end of the lesson, pupils will be able to: a)    Give Yes/No replies using the phrase given b)    Fill in the blanks with the correct Yes/No replies
Time	30 minutes
Teaching Aids	Magic box, real fruits (banana, apple, orange, mango, papaya, pear), Power point presentation (fruits), Power point Presentation (song), Worksheet 1 (Tick (√) the fruits that I like or dislike), Worksheet 2 (Match Tick (√) the fruits that he /she like or dislike) and Worksheet 3 (Fruits picture).
Presentation	1)    Teacher brings a ‘magic box’ which is fined with many types of fruits. 2)    Teacher tells pupils that today they will learn about fruits. 3)    Teacher asks the pupils to guess what fruits are in the magic box. 4)    Teacher writes the pupils answer on the whiteboard. 5)    Teacher shows the fruits inside the ‘magic box’. 6)    Teacher reveals the topic of the day ‘Let’s Eat’. 7)    Teacher shows power point presentation featuring pictures of different types of fruits such as: a)    banana b)    apple c)    mango d)    orange e)    papaya f)     pear *(refer Appendix 1 : handout of slides) 8)    Teacher asks pupils randomly if they like fruits. Pupils should answer with Yes/No replies. Teacher instructs pupils to give answer such as: a)    Yes, I do. b)    No, I do not.
Practice	1)    Teacher shows  lyrics of rhymes which is projected on Power Point (refer Appendix 2: handout of slide) 2)    Teacher reveals the rhymes word by word to pupils. Teacher demonstrates the rhyme. a)    Pupils sing rhyme together. 3)    Teacher divides pupils into two groups. Group A and group B. Group A questioning and group B answering. 4)    Teacher divides pupils into smaller groups (i.e. 6 groups). Teacher instructs pupils by group to question and answer. a)    Group A questioning, group C answering. b)    Group B questioning, group E answering. 5)    Teacher distributes worksheet 1 to pupils (refer Appendix 3: Fruit I like or dislike) a)    While listening to the song, pupils tick the answer in columns given. 6)    Teacher distributes worksheet 1 to pupils (refer Appendix 3: Fruit I like or dislike) 7)    Pupils do Worksheet 1 in pair. Pupils ask their partner about fruit he/she likes or dislikes. For example: a)    Pupil A: Do you like apple? Pupil B: Yes, I do / No, I do not. 8)    Teacher instructs pupils to tick (√) their friends’ answers in worksheet given.
Production	1)    Teacher distributes worksheet 2 to pupils (refer Appendix 4: Fruit He /She likes or dislikes) 2)    Teacher instructs pupils to carry out a survey by going around the classroom to interview their friends about the fruits they like and dislike. For example: a)    Pupil A: Do you like apple? Pupil B: Yes, I do. Pupil A: Do you like pear? Pupil C: No, I do not. 3)    Teacher instructs pupils to tick (√) their friends’ answers in the worksheet given and writes their friends’ name.
Closure	1)    Pupils colour the fruits in worksheet 3 (refer Appendix 5: picture of fruits)

Prepared by:

Zaiwiyah Omar

Zuraidah Zakaria

Zaidatul Iffah Jamaludin

Am I a techno-constructivist teacher?

As teacher I wish I could be a techno-constructivist teacher. But, for now I am not. I am still an electronic traditionalist teacher like before I'm coming for this course (C-PELT). Perhaps, after this course, I can use the skills to integrate technology into the curriculum so that it not only complements instruction but redefines it (like what i did before). Even before, I have not been exposed to this kind of knowledge. It is good to know all this kind of knowledge as I still considered as young (even though I nearly 30 years old). I can't wait to finish this course so that I can share the knowledge with my fellow friends and of course with my beloved pupils.

Me and Myself...

Don't throw the past away
You might need it some rainy day
Dreams can come true again
When everything old is new again...

~Hugh Jackman, from the song "Everything Old is New Again"~