HOMEWORK AND PRACTICE Classroom Example

Subject: Social Studies

Content Objective: To recognize a variety of influences on consumers and how these influences affect decisions about purchases.

Students have already discovered that they are surrounded by images and messages telling them what to buy, what is better, what tastes better, and so forth. They have also explored the creators of these images and messages, and the audiences they are targeting. Students chose a product as a whole-class activity and then discussed and demonstrated advertisers’ claims about the product (e.g., it tastes good, improves health, is fast-acting). They also talked about how the advertisers got the audience’s attention and what factors induced the students to buy the product. They pointed out pictures or words that persuade consumers. They discussed and brought in examples of advertising from various media sources (e.g., TV, radio, billboards, flyers, signs at grocery stores, newspapers, magazines, the Internet, coupons).

After much discussion, demonstration, and classroom activities, the following homework was assigned. Students were asked to gather examples of advertising that influenced a purchase made by their mother or father or one that incited the students themselves to convince their parents to buy a product for them. The students then were asked to either draw or write a description of that experience. They were also given the choice of writing about an ad they saw on TV, heard on the radio, or saw in a magazine that was convincing, and discussing how it was convincing (e.g., message, presentation, price). The teacher was careful to set a reasonable expectation for this assignment by stating how many paragraphs were expected and by emphasizing that drawings should illustrate what was convincing about the advertisement.

Preproduction

Students can practice words for items they studied during class by finding or drawing another example from home. For example, when the class talks about Nike shoes, students learn the words “toe,” “heel,” “shoelaces,” and “swoosh.” For homework, they can draw a shoe and label the parts (see Figure 1). They can also be assigned to draw and label five items from home that have been discussed in class.

Any word selection activity you can provide will keep them in the learning loop. You can then assess vocabulary with statements such as “Show me the toe” or “Point to the shoelaces.”

Early Production Students can also use practice with vocabulary. In addition to nouns, they should be working on vocabulary for sight, touch, sound, taste, and smell. For homework, they can select four items from home and practice writing their new vocabulary in the chart provided (see Figure 2).

Speech Emergence

Students can select items from home and complete the chart depicted in Figure 3. The first row gives an example for students.

Intermediate and Advanced Fluency

Students can draw something they saw on TV and describe why it was convincing according to at least three criteria (e.g., message, presentation, and price).

اخر الاخبار

اخبار العتبة العباسية المقدسة

المجمع العلمي للقرآن الكريم يصدر الكتاب الثاني من سلسلة يخشى

قسم الشعائر يكرّم أصحاب المواكب المشاركة في إحياء ذكرى شهادة السيدة الزهراء (عليها السلام)

جامعة العميد تستقبل طلبة المراحل الأولى المقبولين ضمن كلياتها للعام الدراسي الجديد

سماحة السيد الصافي يكرّم طلبة حفظ القرآن الكريم المتفوّقين ويؤكّد دور التدبّر في الهداية والتكامل

المزيد

الآخبار الصحية

طبيب يكشف تأثير برودة الشتاء على النوم

دون أن تعلم.. 10 عادات يومية تسرع شيخوخة جسمك

تقرير: النيكوتين خطر على القلب مهما كانت الطريقة

أيهما أفضل لصحتك.. زبدة الفول السوداني أم النوتيلا؟

المزيد

الآخبار التكنلوجية

السعودية تدشن أكبر نظام لتخزين الكهرباء بالبطاريات في العالم !

بأمر تنفيذي.. ترامب يؤكد هدف عودة الأميركيين إلى القمر في عام 2028

بعيدا عن البشر.. "قتال جوي في الفضاء" بين أميركا والصين

كشف مذهل في قاع "برمودا" !

المزيد

مواضيع ذات صلة

Parents with Learning Disabilities CONCLUSION

PROVISION OF SUPPORT

CARING FOR CHILDREN

EUGENICS AND ETHICAL ISSUES

PARENTING

DISCRIMINATION AND DIVERSITY

THE HISTORICAL PERSPECTIVE

Parents with Learning Disabilities

Legislation and Learning Disabilities CONCLUSION

LEGAL SAFEGUARDS

MENTAL CAPACITY ACT 2005

THE HUMAN RIGHTS ACT 1998