Content v Container
A Matter of Perspective
When dealing with accessibility of digital
information, it is important to recognize the capabilities for supporting
access of each technological component used in designing and delivering
education online.
Sometimes this is not as clear as you might first expect, considering the wide range of digital media available to us. While an electronic file might contain text, audio, or video, it is simultaneously both a container and a "piece" of content. This content can also be placed inside another document, such as a webpage or a PDF, or as a content module within your LMS. When discussing accessibility capabilities of digital media, you must be aware of the context your media exists in. Different potentials for access are available depending on the nature of the media and whether it is a base-level container (like an HTML page), or if it is content that will exist within a bigger container (like a digital video embedded within the HTML page).
It is also important to recognize that accessibility does not automatically move from one type of content to another, as through some sort of digital osmosis. An accessible PDF document cannot be placed within a web page and result in the web page suddenly becoming accessible. Nor can an inaccessible PDF be placed within an accessible web page and suddenly transform into an accessible PDF. The best practices for web design must be used for the web page as well as the PDF document as discreet objects (content) and as a related unit (container).
Sometimes this is not as clear as you might first expect, considering the wide range of digital media available to us. While an electronic file might contain text, audio, or video, it is simultaneously both a container and a "piece" of content. This content can also be placed inside another document, such as a webpage or a PDF, or as a content module within your LMS. When discussing accessibility capabilities of digital media, you must be aware of the context your media exists in. Different potentials for access are available depending on the nature of the media and whether it is a base-level container (like an HTML page), or if it is content that will exist within a bigger container (like a digital video embedded within the HTML page).
It is also important to recognize that accessibility does not automatically move from one type of content to another, as through some sort of digital osmosis. An accessible PDF document cannot be placed within a web page and result in the web page suddenly becoming accessible. Nor can an inaccessible PDF be placed within an accessible web page and suddenly transform into an accessible PDF. The best practices for web design must be used for the web page as well as the PDF document as discreet objects (content) and as a related unit (container).
Content
Each digital document can be seen as a container
for content, for example, a web page can contain a wide variety of content,
such as text, images, video, audio files, or interactive content. Each of these
pieces of content have specific attributes that must be addressed to ensure
accessibility. Likewise, web pages must be designed accessibly in order to
allow access to the individual pieces of content contained within. Web pages
become content when they are placed in a larger container, such as a Moodle or
Blackboard Learning Management System (LMS).
Container
In addition to the content contained in the web
page being accessible, the container (web page or LMS) needs to be designed
accessibly as well. The interface elements need to be clearly labeled and
organized in a way that allows for efficient and effective navigation via
assistive technology. The bottom line is that your digital content needs to
exist in a way that allows individuals to identify, navigate, and interact with
the full range of digital content you use as instructional materials.
Accessibility Concerns of Learning Management
Systems
Introduction
The topic of Learning Management System (LMS)
accessibility surrounds two core basic functions of any LMS: the storage and
organization of digital content, and the collective mechanisms to interact with
students through the creation and exchange of digital information. The basic
concepts of LMS accessibility surround the issue of correctly identifying and
labeling digital content and interface elements, while ensuring the digital
content contained within the LMS can effectively reflow into other technologies
such as mobile devices and assistive technologies.
Regardless of the LMS being considered, the
capabilities to support access are pretty universal:
·
provide a mechanism for
applying heading styles to digital text
·
provide a mechanism for
applying text descriptions to digital images
·
provide a mechanism for
identifying header cells within digital tables
·
provide a mechanism to
associate a text-transcript for an audio file
·
provide a mechanism to
display captioned digital video
·
provide access to all of
the above functionalities via the keyboard
While the above list represents some of the
basic core considerations for LMS accessibility, remember there are actually
technical standards that define all of the considerations in elaborate detail
in the World Wide Web
Consortium Accessibiity Guidelines 2.0 http://www.w3.org/TR/WCAG20/.
Container vs Content
A container is an environment into which
existing digital media can be imported. LMS systems can hold a variety of
digital media, from PDF and MS Word documents to MP3s and Quicktime movies.
These files must be created according to the best practices for accessibility,
according to each media type. Whatever the accessibility capabilities your LMS
may have, the accessibility of digital media files (content) you import into
the LMS is based on how the files were created.
Most LMS systems provide an editing environment
for creating content within the LMS. These editing tools vary in the options
they provide, but most of them include a way to employ the best practices for
creating accessible content, such as headings, bulleted lists, alternate text
for images, etc.
Question of Capability
Recognizing that an LMS serves as a container
for content as well as featuring an editor for creating content raises the
question of which environment is best for creating accessible content? In order
to best answer this question, you must first understand the capability for the
LMS to support or provide accessibility as compared to the capability of your
imported digital content to support or provide accessibility.
Hopefully the capability of the LMS will allow
sufficient options to ensure accessibility, but if not, using an HTML editor to
create accessible HTML documents that you can then import into the LMS is
always an acceptable strategy. Regardless of the accessibility concerns of the
LMS, accessible HTML documents created outside the LMS and then imported into
the LMS will retain their accessibility.
Remember, content must always be designed in an
accessible manner before being introduced to the LMS, it is not enough to put
an inaccessible document inside an LMS that is accessible.
Container capabilities for access are different
from content capabilities for access. As a container for content, you have no
control over the accessibility of the LMS in terms of a delivery tool. As a
creator of content, you have ultimate control over the accessibility of what
you make and then put into the LMS. However, both the container and content
capabilities for accessibility are based on the same principles of navigation
and interaction.
One essential feature to always look for in an
LMS or document creation environment is the ability to support the use of
Heading styles.
Navigation
The capability to efficiently and effectively
navigate throughout an LMS is based on the same concepts of navigation within
electronic documents. Through the use of headings, links, lists, and other
semantic styling, assistive technologies can navigate within the modules of an
LMS just as they can navigate through an electronic document that is marked up
with the same semantic structures. When you create activities and resources
within LMS, make sure to use the formatting options to include appropriate
heading markup of your content, name your links so they are useful when
presented out of their context in a document, and take advantage of any
features that allow you to apply even more detailed semantic information.
Another issue related to navigation is the
capability for assistive technology to bypass redundant navigation structures
in an interface or web page. Known as "Skip Links", these navigation
aids are detectable by assistive technology while being difficult if not
impossible to detect with the naked eye.
In the pictures on this page, major level
headings are outlined in red. The green outlines signify a smaller-level
heading. The text that is highlighted in yellow besides each element indicates
the heading level via the corresponding HTML tag. Users of assistive technology
can choose to have all of the headings presented as a list, allowing them to jump
to the relevant portion of the document. This is why your heading text needs to
accurately reflect the content that will follow.
Images
When you embed an image in an electronic
document, always take advantage of any capability to also insert an alternate
text description for the image. Commonly referred to as an alt image tag, the
name originates from an HTML markup tag created to allow for the text
description to be embedded in the document for use by assistive technology and other
uses. The concept being that assistive technologies used by individuals who cannot
see the image will be able to read the alternate text description instead.
It is important to provide an accurate and
concise description of the image, but remember to consider whether or not more
explanation would be beneficial in the main text of the document.
Another aspect of assessing the accessibility
of an LMS is to determine if the LMS interface images have appropriate
alternate text descriptions. This is especially important if the LMS utilizes
graphic buttons as controls for moving between modules and interacting with the
content.
Frames
Frames are a feature of HTML that are used to
layout content in web pages. Essentially allowing multiple pages to be
displayed within one browser window, frames have had a variety of uses both
within LMS systems and within web pages, though their use is no longer
encouraged. Wherever you do find frames, it is important that the frames be
labeled with a meaningful and descriptive name. Without meaningful and
descriptive names, users of assistive technology can find it difficult to know
what kind of content is contained in different frames, and in some cases they
can become lost within a frameset.
Blackboard does use frames, but they are labeled
in a manner that should allow users of assistive technology to navigate through
the Blackboard shell.
Discussion Boards and Forums
Discussion boards and forums have traditionally
been some of the more problematic aspects of LMS in terms of accessibility for
users of assistive technology, especially screen readers.
In general, the addition of extra communications
features also tends to add to the overall complexity of the interface, but when
implemented with accessibility in mind, multiple methods for communication can
help enhance the opportunities and likelihood for student engagement and the
development of effective learning communities. It is important to remember the
distinction between making additional communication technologies available to
students vs. requiring the students to use a specific technology without first
ensuring the accessibility of that technology.
When utilizing different communications
technologies in your online course, remember the power you wield as a topic
moderator, and take advantage of the opportunities to engage with your students
via the different technologies. Maintaining topic focus, recognizing student
input, reframing questions for further consideration, and responding with
additional information on a conversation topic are all examples of how you can
maximize the communications technologies available to you through your LMS.
Remember that your expertise with the subject matter allows you to redirect
conversations to new forum threads or modules, helping maintain topic focus
while avoiding the challenges presented when deeply threaded discussions
grow so long and complex that they present challenges for users of assistive
technology to interact and respond with.
Blackboard allows for powerful discussions and
forums as well, but some of the tools might be difficult for users of assistive
technologies to conveniently locate when navigating from message threads to
individual message posts within a given thread.
You can help increase accessibility of forums by
making sure the discussions stick to a consistent theme, and starting new thread
topics to alleviate excessive long subject threads.
Resources
Additional Resources for Accessible Web-Based Instruction
Organizations
High Tech Center Training Unit - http://www.htctu.net
Web Accessibility Initiative Resources - http://www.w3.org/WAI/Resources/
WebAIM (Web Accessibility In Mind) - http://www.webaim.org/
Knowbility - http://www.knowbility.org/main/
DO-IT (Disabilities, Opportunities,
Internetworking, and Technology) University of Washington - http://www.washington.edu/doit/
ATHEN (Access Technologists Higher Education
Network) - http://www.athenpro.org/
Designing More Usable Web Sites (U of
Wisconsin-Madison) - http://trace.wisc.edu/world/web/index.html
Jim Thatcher (a well-organized individual) - http://jimthatcher.com
iCITA Web Best Practices - http://cita.rehab.uiuc.edu/
Web Accessibility Evaluation Tools
Web Accessibility Evaluation Tool (WAVE) -
WebAIM http://wave.webaim.org/
Functional Accessibility Evaluator 1.0.3 -
University of Illinois at Urbana-Champaign http://fae.cita.illinois.edu/
Books
Web Accessibility: Web Standards and Regulatory
Compliance (ISBN 1-59059-638-2)
Maximum Accessibility (ISBN 0-201-77422-4)
Accessibility for Everybody: Understanding the
Section 508 Accessibility Requirements (ISBN 1-590-59086-4)
Building Accessible Websites (http://joeclark.org/book/)
Course Title: Noncredit ESL Level 7
Target Delivery Date: Summer 2015
Note: This class will be offered hybrid at 25% online. The
course meets three days per week on-ground for 9.5 hours for eight weeks. One
of these class meetings is conducted in a computer lab (3 hours, 10 minutes).
Students will be expected to spend an additional three hours and 10 minutes
online per week. For this production
plan, the online activities which students will be completing while both in the
on-ground lab setting and at a distance have been included. This will be the
first time that this course has been offered as a hybrid class, and it is
anticipated that none to just a few of the students will have ever taken any
class or portion of a class online, although some will have had limited
experience with the LMS to be used.
Week 1: Introduction to the Course,
Learning a New Language and Adapting to a New Culture
|
Learning Objective
|
Content Presentation
|
Assignment Given
|
Student Deliverables
Due
|
Assessment
|
|
Knowledge
of Course Objectives
|
Syllabus
(Word doc provided in class)
|
Read
syllabus
|
Ungraded
quiz on syllabus and digital etiquette
|
Quiz in
LMS
|
|
Online
Communication
/Netiquette
|
Digital
Etiquette Video (online video)
|
Watch
the video
|
||
|
Communication
with instructor via email
|
1.
Video
on how to update contact information in SURF (online video)
2.
Handout
(text instructions and screenshots) and computer lab on how to email the instructor (Word doc)
|
1.
Watch
the video
2.
Locate
instructor contact information and send an email.
|
1.
Update
contact information in SURF, as needed (note: some students do not enter an
email address when registering for noncredit ESL courses)
2.
Email
with chosen topic for Writing Assignment #1
|
Receipt
of email with topic for Writing Assignment #1 (paragraph on tips for learning
English or adjusting to life in the USA)
|
|
Login to
LMS
|
Handout with
text instructions (Word doc) and video on how to log in to LMS (online video)
|
Log in
to the LMS
|
Login
during on-ground class session
|
Student
presence in LMS at expected time
|
|
Navigate
LMS
|
Handout
with text instructions and screenshots (PDF), computer lab demonstration on
how to navigate LMS
|
Online
icebreaker (students to introduce themselves in class but create slides in a
collaborative presentation prepared in class with Google Doc slideshow,
linked in LMS)
|
Information
for self-introduction presentation entered on Google docs slide during
computer lab time
|
Receipt
of student work
|
|
Understand
and use target vocabulary (Phrasal Verbs)
|
Phrasal
Verbs Group A in Fundamentals of English Grammar workbook pp. 255 – 256 (to
be completed in class with teacher-made conversation questions)
|
Complete
textbook exercise; complete ungraded quiz in LMS
|
Textbook
exercise; completion of ungraded quiz in LMS
|
See Week
2
|
|
Differentiate
between and use simple past and past continuous (grammar – verb tenses)
|
PowerPoint
(PPT converted to video and posted online) and note-taking guide (Word doc);
online practice exercises; video on pronunciation of –s endings for
third-person singular (online video) with practice exercises on handout to be
given in class (Word doc)
|
View
PowerPoint, take notes on note-taking guide; complete online practice
exercises; watch pronunciation video
|
Note-taking
form complete
|
1.
Quiz
on LMS (verb tenses)
2.
Pronunciation
quiz on LMS (Blackboard Voice Board)
3.
Appropriate
and correct use of verb tenses in Writing Assignments #1 and #2
|
|
Listen
for main ideas and details
|
ED Ted
video lesson on English Mania (online video with exerises)
|
View
video and complete viewing guide
|
Viewing
guide complete, participation in in-class discussion
|
Incorporation
of information from video into Writing Assignment #1
|
|
Compose
a well-developed paragraph
|
Writing Assignment
#1 prompt (Word doc) provided in class and posted in LMS
|
Paragraph
on one of the following topics, based on class discussions:
A)
Tips
for learning English
B)
Tips
for Adjusting to Life in the USA
|
Word-processed
paragraph submitted via LMS
|
Feedback
form for initial draft(s); Rubric for final draft
|
Week 1 Digital Media Inventory:
·
Syllabus –Accessible
·
Digital Etiquette video – Accessible (has
captions)
·
LMS course shell (Blackboard) – Accessible
·
Weekly instructions and assignment descriptions
in LMS – check headings, structure, descriptive links, bulleted lists, and alt
tags for images
·
Handout on how to email the instructor,
navigate the LMS, post to discussion board –Accessible
·
Video on how to log in to LMS – Accessible (has
captions)
·
Handout (text instructions and screenshots) how
to navigate LMS
·
Verb tenses (present and present continuous)
PowerPoint – check template for contrast, take out text boxes if they exist, add
alt tags for images, add audio and provide transcript
·
PowerPoint note-taking guide – Check headings
·
Verb tenses (present and present continuous)
note-taking guide – check font, headings, and white space
·
Online verb tenses practice exercises –
Accessible
·
Video on pronunciation of –s endings –
Accessible (has captions)
·
ED Ted Lesson video – check if site and
quiz/activity questions are keyboard-accessible; check video for captions; if
no captions, find original on YouTube and check captions; if no captions, use
Amara for adding captions to YouTube video
·
Writing Assignment #1 prompt – check font,
headings, and white space
Timeline
for making all items accessible for Week 1: May 4
Week 2: Symbolism
|
Learning Objective
|
Content Presentation
|
Assignment Given
|
Student Deliverables
Due
|
Assessment
|
|
Understand
and use target vocabulary
|
Phrasal
Verbs Group B in Fundamentals of English Grammar workbook pp. 256 – 257 (to
be completed in class and teacher-made conversation questions); handout on
how to post to discussion board and reply to posts, video on Interacting with
the Discussion Board (online video)
|
Complete
textbook exercise; complete ungraded quiz in LMS; Discussion Board 1 Phrasal
Verbs A & B
|
Discussion
Board post – answers to five questions and replies to two classmates’ posts
|
1.
Rubric
for discussion board
2.
Paper-based
quiz given in class week 3 on Phrasal Verbs Groups A & B
|
|
Differentiate
between and use simple past and past continuous (grammar – verb tenses)
|
PowerPoint
(PPT converted to video and posted online) and note-taking guide (Word doc);
online practice exercises; video on pronunciation of –ed endings for regular
verbs (online video) with practice exercises on handout to be given in class
|
View
PowerPoint, take notes on note-taking guide; complete online practice
exercises; watch pronunciation video
|
Note-taking
form complete
|
1.
Quiz
on LMS (verb tenses)
2.
Pronunciation
quiz on LMS (Blackboard Voice Board)
|
|
Listen
for main ideas and details
|
Video on
state seal of California (online video)
|
View
video and complete viewing guide with listening cloze
|
Viewing
guide complete, participation in in-class discussion
|
Incorporation
of vocabulary and phrasing from video into Writing Assignment #2
|
|
Compose
a well-developed paragraph and make an oral presentation that incorporates
symbolism (personal seal project)
|
Writing Assignment
#2 prompt with sample paragraph (Word doc) provided in class and posted in
LMS; Sample oral presentation performed in class; MS Word formatting video (online
video) and demonstration in computer lab
|
1.
Design
a personal seal with items that symbolize oneself (native country, interests,
goals) and write a paragraph explaining the seal and what each item
symbolizes
2.
Prepare
and deliver an in-class oral presentation based on paragraph with the seal as
visual aide
|
1.
Personal
seal design and Word-processed paragraph submitted via LMS
2.
In-class
oral presentation
|
1.
Feedback
form for initial draft(s) of paragraph; Rubric for final draft
2.
Rubric
for oral presentation
|
Week 2 Digital Media Inventory:
·
Weekly instructions and assignment descriptions
in LMS – check headings, structure, descriptive links, bulleted lists, and alt
tags for images
·
Video on Interacting with the Discussion Board
– Accessible (has captions)
·
Discussion Board in LMS – provide text
instructions and demonstrate starting new thread topics to starting new thread
topics to avoid long subject threads; depending on number of students in class,
assign students to discussion groups
·
Verb tenses (past and past continuous)
PowerPoint – check template for contrast, take out text boxes if they exist,
add alt tags for images, add audio and provide transcript
·
PowerPoint note-taking guide – Check headings
·
Online verb tenses practice exercises –
Accessible (has captions)
·
Video on pronunciation of –ed endings –
Accessible (has captions)
·
Video on state seal of California – Accessible
(has captions)
·
Assignment prompt with sample paragraph provided
in class and posted in LMS
·
MS Word formatting video – Check accessibility
(accuracy of captions); if inaccurate, fix captions in YouTube (this is a
screencast I created)
Timeline
for making all items accessible for Week 2: May 11
Week 3: Career Choices
|
Learning Objective
|
Content Presentation
|
Assignment Given
|
Student Deliverables
Due
|
Assessment
|
|
Understand
and use target vocabulary (Phrasal Verbs)
|
Phrasal
Verbs Group C in Fundamentals of English Grammar workbook pp. 258-259 (to be
completed in class with teacher-made conversation questions)
|
Complete
textbook exercise; complete ungraded quiz in LMS
|
Textbook
exercise; Ungraded quiz in LMS
|
See week
4
|
|
Differentiate
between and use simple past and past continuous (grammar – verb tenses)
|
PowerPoint
(PPT converted to video and posted online) and note-taking guide (Word doc);
online practice exercises; video on pronunciation of –ed endings for regular
past tense verbs (online video) with practice exercises on handout to be
given in class
|
View
PowerPoint, take notes on note-taking guide; complete online practice
exercises; watch pronunciation video
|
Note-taking
form complete
|
4.
Quiz
on LMS (verb tenses)
5.
Pronunciation
quiz on LMS (Blackboard Voice Board)
6.
Appropriate
and correct use of verb tenses in Writing Assignment #3
|
|
Listen
for main ideas and details
|
Video of
Steve Jobs’ graduation speech (online video)
|
View
video and complete viewing guide
|
Viewing
guide complete, participation in in-class discussion
|
Incorporation
of information from video into Writing Assignment #1
|
|
Compose
a well-developed paragraph
|
Writing
Assignment #3 prompt (Word doc) provided in class and posted in LMS
|
Summary
paragraph of the story “Do What Your Heart Asks for”
|
Word-processed
paragraph submitted via LMS
|
Feedback
form for initial draft(s); Rubric for final draft
|
Week 3 Digital Media Inventory:
·
Weekly instructions and assignment descriptions
in LMS – check headings, structure, descriptive links, bulleted lists, and alt
tags for images
·
Verb tenses (past and past continuous)
PowerPoint – check template for contrast, take out text boxes if they exist, make
sure lists are bulleted, add alt tags for images, add audio and provide
transcript
·
PowerPoint note-taking guide – Check headings
and structure
·
Verb tenses (present and present continuous)
note-taking guide – check font, headings/structure, and white space
·
Online verb tenses practice exercises –
Accessible
·
Video on pronunciation of –ed endings –
Accessible (has captions)
·
YouTube video of Steve Jobs’ speech – Accessible
(has captions)
·
Writing Assignment #3 prompt – check font,
headings, and white space
Timeline
for making all items accessible for Week 3: May 18
Week 4: Life
Experiences
|
Learning Objective
|
Content Presentation
|
Assignment Given
|
Student Deliverables Due
|
Assessment
|
|
Understand
and use target vocabulary (Phrasal Verbs)
|
Phrasal
Verbs Group D in Fundamentals of English Grammar workbook pp. 260 – 261 (to
be completed in class with teacher-made conversation questions)
|
Complete
textbook exercise; complete ungraded quiz in LMS
|
Discussion
Board post – answers to five questions and replies to two classmates’ posts
|
1.
Rubric
for discussion board
2.
Paper-based
quiz given in class week 5 on Phrasal Verbs Groups C & D
|
|
Understand
and recognize form and meanings of and use present perfect Use (grammar –
verb tenses)
|
PowerPoint
(PPT converted to video and posted online) and note-taking guide (Word doc);
online practice exercises; videos (online) of irregular past forms (past
participles) with practice exercises on handout to be given in class
|
View
PowerPoint, take notes on note-taking guide; complete online practice
exercises; watch pronunciation video
|
Note-taking
form complete
|
1.
Quiz
on LMS (verb tenses)
2.
Appropriate
and correct use of verb tenses in Writing Assignment #4
|
|
Listen
for main ideas and details
|
Randy
Pausch’s Reprisal of “Last Lecture” on Oprah (online video)
|
View
video and complete viewing guide
|
Viewing
guide complete, participation in in-class discussion
|
Incorporation
of information from video into Writing Assignment #4
|
|
Compose
a well-developed paragraph
|
Writing
Assignment #4 prompt (Word doc) provided in class and posted in LMS
|
Paragraph:
“What I Have Lived For” (modeled on Bertrand Russell essay)
|
Word-processed
paragraph submitted via LMS
|
Feedback
form for initial draft(s); Rubric for final draft
|
Week 4 Digital Media Inventory:
·
Weekly instructions and assignment descriptions
in LMS – check headings, structure, descriptive links, bulleted lists, and alt
tags for images
·
Discussion Board in LMS – provide text
instructions and demonstrate starting new thread topics to starting new thread
topics to avoid long subject threads; depending on number of students in class,
assign students to discussion groups
·
Verb tenses (present perfect) PowerPoint –
check template for contrast, take out text boxes if they exist, add alt tags
for images, add audio and provide transcript
·
PowerPoint note-taking guide – Check headings
for structure, check font, font size, and white space; if there are images, add
alt tags
·
Verb tenses (present and present continuous)
note-taking guide – check font, headings, and white space
·
Online verb tenses practice exercises –
Accessible
·
Videos on pronunciation of irregular verbs /
past participles – Accessible (has captions)
·
YouTube video of Randy Pausch’s speech – Closed
captions not completely accurate; fix captions on Amara
·
Writing Assignment #4 prompt – check font,
headings, and white space
Timeline
for making all items accessible for Week 4: May 25
Week 5: Memory
|
Learning Objective
|
Content Presentation
|
Assignment Given
|
Student Deliverables
Due
|
Assessment
|
|
Understand
and use target vocabulary (Phrasal Verbs)
|
Phrasal
Verbs Group E in Fundamentals of English Grammar workbook pp. 262-263 (to be
completed in class with teacher-made conversation questions)
|
Complete
textbook exercise; complete ungraded quiz in LMS
|
Textbook
exercise; Ungraded quiz in LMS
|
See Week
6
|
|
Understand
the functions and placements of adverbs and be able to identify them in
sentences
|
PowerPoint
(PPT converted to video and posted online) and note-taking guide (Word doc);
online practice exercises
|
View
PowerPoint, take notes on note-taking guide; complete online practice
exercises
|
Practice
exercise on note-taking guide; complete online practice exercises
|
Appropriate
and correct use of adverbs in Writing Assignments #5; Final exam on all parts
of speech at the end of the term (paper-based, in class)
|
|
Listen
for main ideas and details
|
“Good
night’s sleep affect on memory” ED Ted video lesson online (online video with
online quiz questions)
|
View
video and answer questions online
|
Online
questions answered; participation in in-class discussion
|
Online
video questions in ED Ted; participation in in-class discussion
|
|
Listen
and summarize information orally
|
Howcast
videos (online videos with text) Memory Techniques
|
Students
select (or are assigned) one video to view, take notes, and orally present
the main ideas to classmates in small groups
|
View
video, take notes, prepare brief oral presentation
|
Participation
in in-class discussion
|
Week 5 Digital Media Inventory:
·
Weekly instructions and assignment descriptions
in LMS – check headings, structure, descriptive links, bulleted lists, and alt
tags for images
·
Adverbs (parts of speech) PowerPoint – check
template for contrast, take out text boxes if they exist, add alt tags for
images, add audio and provide transcript
·
PowerPoint note-taking guide – Check headings/structure,
font and size, white space
·
Verb tenses (present and present continuous)
note-taking guide – check font, headings, and white space
·
Online verb tenses practice exercises –
Accessible
·
ED Ted Lesson video – check if site and
quiz/activity questions are keyboard-accessible; check video for captions; if
no captions, find original on YouTube and check captions; if no captions, use
Amara for adding captions to YouTube video
·
Howcast videos – Accessible (have captions and
text below video)
·
Writing Assignment #5 prompt – check font,
headings, and white space
Timeline
for making all items accessible for Week 5: June 1
Week 6: World
Wonders
|
Learning Objective
|
Content Presentation
|
Assignment Given
|
Student Deliverables
Due
|
Assessment
|
|
Understand
and use target vocabulary (Phrasal Verbs)
|
Phrasal
Verbs Group F in Fundamentals of English Grammar workbook pp. 264-265 (to be
completed in class with teacher-made conversation questions)
|
Complete
textbook exercise; complete ungraded quiz in LMS
|
Discussion
Board post – answers to five questions and replies to two classmates’ posts
|
1.
Rubric
for discussion board
2.
Paper-based
quiz given in class week 5 on Phrasal Verbs Groups E & F
|
|
Understand
form, meaning, and use of present and past passive forms; Differentiate
between active and passive (present and past)
|
Narrated
PowerPoint (video) and note-taking guide on 7 Ancient Wonders of the World
and present and past passive forms (online video); online practice exercises;
view irregular verbs videos on YouTube (irregular past and past participles)
|
View
video, take notes on note-taking guide; complete online practice exercises
|
Note-taking
form complete
|
1.
Quiz
on LMS (passives)
2.
Appropriate
and correct use (written and spoken) of present and past passive forms in Wonders
of the World project/ presentation
|
|
Listen
for main ideas and details
|
Pyramids
of Giza video from Pathways textbook
supplementary DVD (to be shown in class)
|
View
video and complete viewing guide
|
Viewing
guide complete, participation in in-class discussion
|
Incorporation
of information from video into presentation on a wonder of the world
|
|
Deliver
a well-prepared oral presentation
|
Project/presentation
assignment prompt (Word doc); student samples shown in class and linked in
LSM
|
Make an
oral presentation with a visual aide (of student choice – PowerPoint, Web
page, poster, etc.) in class about a “Wonder of the World” (modern or
ancient, structural / man-made or natural)
|
Oral
presentation (to be delivered in class) with visual aide
|
Rubric
for oral presentation
|
Week 6 Digital Media Inventory:
·
Weekly instructions and assignment descriptions
in LMS – check headings, structure, descriptive links, bulleted lists, and alt
tags for images
·
Discussion Board in LMS – provide text
instructions and demonstrate starting new thread topics to starting new thread
topics to avoid long subject threads; depending on number of students in class,
assign students to discussion groups
·
Grammar (present and past passives narrated
PowerPoint) video – check accuracy of captions; the video is hosted on 3CMedia
Solutions; if captions are inaccurate, fix captions
·
Video note-taking guide – Check headings/structure,
check font and size, check for white space
·
Pyramids of Giza video – Accessible (has
captions)
·
Pyramids of Giza video guide -- check font,
headings, and white space
·
Online verb tenses practice exercises –
Accessible
·
Presentation Assignment prompt – check font,
headings/structure, and white space
Timeline
for making all items accessible for Week 6: June 8
Week 7: Connected
Lives in the Modern Age
|
Learning Objective
|
Content Presentation
|
Assignment Given
|
Student Deliverables
Due
|
Assessment
|
|
Understand
and use target vocabulary (Phrasal Verbs)
|
Phrasal
Verbs Groups G&H in Fundamentals of English Grammar workbook pp. 266 –
268 (to be completed in class with teacher-made conversation questions)
|
Complete
textbook exercises; complete ungraded quizzes in LMS
|
Discussion
Board post – answers to five questions and replies to two classmates’ posts
|
1.
Rubric
for discussion board
2.
Paper-based
quiz given in class week 5 on Phrasal Verbs Groups E & F
|
|
Differentiate
between meanings / functions and uses of modals in English
|
PowerPoint
(PPT converted to video and posted online) and note-taking guide (Word doc);
online practice exercises
|
View
PowerPoint, take notes on note-taking guide; complete online practice
exercises
|
Note-taking
form complete
|
1.
Quiz
on LMS (modals)
2.
Pronunciation
quiz on LMS (Blackboard Voice Board)
3.
Appropriate
and correct use of modals in Writing Assignments #5
|
|
Listen
for main ideas and details
|
Asap
Science video on YouTube How Social Networking affects body (online video)
|
View
video and complete viewing guide
|
Viewing
guide complete, participation in in-class discussion
|
Incorporation
of information from video into Writing Assignment #5
|
|
Compose
a well-developed paragraph
|
Writing
Assignment #5 prompt (Word doc) provided in class and posted in LMS
|
Paragraph
on the pros and cons of social networking
|
Word-processed
paragraph submitted via LMS
|
Feedback
form for initial draft(s); Rubric for final draft
|
Week 7 Digital Media Inventory:
·
Weekly instructions and assignment descriptions
in LMS – check headings, structure, descriptive links, bulleted lists, and alt
tags for images
·
Discussion Board in LMS – provide text
instructions and demonstrate starting new thread topics to starting new thread
topics to avoid long subject threads; depending on number of students in class,
assign students to discussion groups
·
Grammar (modals) PowerPoint – check template
for contrast, take out text boxes if they exist, add alt tags for images, add
audio and provide transcript
·
PowerPoint note-taking guide – Check headings/structure,
font, font size, white space, add table row header to tables
·
Online modals practice exercises – Accessible
·
Asap Science video – Accessible (has captions)
·
Writing Assignment #5 prompt – check font,
headings/structure, format table header row, and white space
Timeline
for making all items accessible for Week 7: June 15
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