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Students were sent a link to a video over the different types of conflict before the session. After the warm-up, I gave them this assessment to match conflict scenarios with external vs. internal. You'll see that they finally managed to change the color of their tool.

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This lesson focused on Pygmalion Act 2. The topics were conflict and theme.

But since money is tied with class, and there are many references to British Currency, students warmed-up by labeling the currency from least to greatest value.

It was no accident that I picked "Price Tag" to play during this activity.

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The core of the lesson build on some of the successes from last week. I gave pairs of students breakout rooms so they could work and chat in pairs.

The assignment was to choose a theme from the Google Doc. Each theme link led to Shmoop's Pygmalion page.

Students reviewed the information and then recorded three things:

1 - Evidence of the theme in the text.

2 - How the theme connects to Eliza.

3 - How the theme connects to Henry.

The Google Doc is public and available on the homepage. I encouraged students to "Make a Copy," complete the chart, and then turn it in to the ELO Dropbox.

Students seemed to enjoy seeing each other work in real time. Since Google Docs is browser-based, I think it runs a bit more smoothly than programs run within Adobe Connect. There's less lag, and documents are saved every few seconds.

Plus, you can look up revision history on Google Docs, so if a student were to delete another's work, you can recover an earlier version (and know who deleted the work).

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Students were able to discuss how the images matched the text:

"The text says he is a gentleman so he would need to have fancier clothes. It also says that he was taking notes so he needs a book and pencil "

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Despite so many issues, one student was able to use the mini-mizer and email me a screenshot of her work.

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But this is what really happened:

The breakout rooms worked well, but again, I had issues with the Flash program. Student could use the .swf on their own screen, but updates weren't shared. None of the other students could see changes made on the screen. Then students had issues saving it on their individual computers and then using the "Share Document" ability (given to participants in the breakout rooms).

My students were troopers considering how frustrating it was.

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After the warm-up, I took them on a brief tour of the area. I used Google Tour Builder to build it:

https://tourbuilder.withgoogle.com/builder#play/ahJzfmd3ZWItdG91cmJ1aWxkZXJyEQsSBFRvdXIYgICAovrm6AgM/ahJzfmd3ZWItdG91cmJ1aWxkZXJyJwsSBFRvdXIYgICAovrm6AgMCxIJUGxhY2VtYXJrGICAgIDAiJ0JDA

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Character Building; no literally!

The assignment was to use a mini-mizer .swf to create either Eliza or Henry based on the character description.

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We ended the session with simple vocabulary matching. You'll notice the discreptency between the directions ("use different colors") and what the students did. Alas. But after the Flash fiasco, I let it slide.

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Student interactions during the synch session

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Another game from the Animal Olympics that focused on changing the passive voice sentence into active by dragging the words into the correct order.

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Another game to earn points. Students were divided into two teams.

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Only one student showed, so instead of playing Jeopardy, we worked on an assignment, and discussed word origins and Dictionary.com.

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This focused on Shaw's Pygmalion Act 1: Setting and Characters.

The warm-up showed a map of London and students circled the central locations in the play.

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Thinglink embedded in an email.

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TOUCH this image to discover its story. Image tagging powered by ThingLink

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Students got points based on answering questions correctly.

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Each student picked a mascot

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Several different games to earn points. This was one of five questions based off of a movie emailed with the synchronous session information.

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Animal Olympics!

Animal Race with Homophones