View Content #23965

By Zach Patrick-Riley

Language: Spanish

Objectives:

• Students will demonstrate the ability to talk about their learning process.
• Students will comprehend and produce new words they encounter while using online media platforms.

Mode: Interpersonal

Materials needed:

• Students will need a mobile device with LingroToGo   iOS: https://itunes.apple.com/us/app/lingrotogo/id1273904866?mt=8 

Android: http://www.lingrolearning.com/ 

• Instagram, Facebook, or Twitter installed on mobile device
• Hashtag Vocabulary List, blank Hashtag Vocabulary List
• Notebook and writing utensil

Procedure

Present 

1. Ask students if they have ever used hashtags and, if so, why. Students discuss in pairs or groups and summarize their favorite hashtag, if they have one. 

2. Students log-in to the LingroToGo Application and access the video, Strategy: Using Interests to Improve Reading Skills Digital World>>Social Media>>Exploring Hashtags.

3. Students watch the video two times:

• 1^st time: Students answer the questions: What actor does the video mention? Do you notice anything else about it?

Students discuss in pairs.

• 2^nd time: Students answer the question: This time, as you listen, take notes on two pieces of advice from the video. Students discuss in pairs.

Practice 

4. Students type in #GaelGarciaBernal into their selected social media platform and share with the class something interesting about him. This stage is optional, but serves as a pre-task to get learners used to working in the platform and with hastags.

5. Students start to practice the target hashtag vocabulary. Students take a cutout slip of paper from the Hashtag Vocabulary List and keep it secret.

6. Students type their word into a social media platform, ideally Instagram, and teach its meaning to the class. Go over the meaning, form, pronunciation in more depth now if you’d like. 

7. Tell students to switch words with a classmate and go to the website https://displaypurposes.com/. Students choose three commonly correlated words they find with that word. Students share those words with a partner or in small groups. (This step can be eliminated or extended as time allows.)

Produce: 

8. Students open the same section on LingroToGo (Digital World>>Exploring Hashtags) and do the vocabulary swipe activity to see how many they can remember.

Reflection

9. Students discuss the following questions: What was something you learned today? Did you like using hashtags? How did they help you learn the new words? 

Notes/Modifications:

The time for each activity can be modified to fit the timing needs for the classroom.

It can be expanded by:

• allowing students to choose a hashtag of their own and researching that word/subject. more online (there are extra # cutouts that can be given to the students (see blank Hashtag Vocabulary List).
• allowing the students to spend more time on LingroToGo in that particular section.
• having students create a sentence for each one of the words.
• going into more depth about the non-cutout vocab words as seen on LingroToGo.
• making a list of the advantages of hashtags.
• making a list of students' favorite hashtags.

It can be shortened by:

• not doing the display purposes activity in which students look for correlated words.
• having the students do each of the tasks in pairs.