Simple Present Routine Video Diary
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Simple Present Routine Video Diary

Adult EducationEnglish1 days
The 'Simple Present Routine Video Diary' is a project-based learning experience designed for adult English learners to enhance their mastery of using the simple present tense to describe daily activities. Through the creation of video diaries, students learn to construct clear and engaging narratives about their routines, expanding their vocabulary and communication skills. This project integrates digital literacy by guiding students on how to use video recording and editing tools, culminating in peer-reviewed video presentations that encourage reflection and language proficiency. The project includes various activities to support learning objectives, such as vocabulary games and script drafting, aligned with Common Core Standards.
Simple Present TenseVideo DiaryAdult EducationDigital ToolsLanguage Proficiency
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can creating and sharing a routine video diary help adult English learners master using the simple present tense to describe their daily activities and enhance their communication skills?

Essential Questions

Supporting questions that break down major concepts.
  • What is the simple present tense, and how is it used to describe daily routines?
  • How can constructing sentences in the simple present tense improve communication skills?
  • What are common verbs and phrases used to describe daily activities in English?
  • How does sharing routines through a video diary help in language learning and confidence building?
  • What are some strategies to effectively present a daily routine in a clear and engaging manner?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to construct sentences using the simple present tense to accurately describe their daily routines.
  • Students will improve their communication skills by practicing and presenting their daily routines in a video diary format.
  • Students will expand their English vocabulary by learning common verbs and phrases associated with everyday activities.
  • Students will gain confidence in speaking English by sharing their routines through video diaries.
  • Students will learn to use digital tools for creating and sharing content as a part of their language learning process.

Common Core Standards

CCSS.ELA-LITERACY.W.1.6
Primary
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.Reason: Aligns with the project-based learning activity where students create and share a video diary, utilizing digital tools to present their writing and speech.
CCSS.ELA-LITERACY.L.1.1
Primary
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.Reason: Focuses on using the simple present tense to describe daily activities, a key grammar point for adult A1 English learners.
CCSS.ELA-LITERACY.SL.1.4
Primary
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.Reason: Students will describe their daily routines, which requires them to present details clearly and accurately in English.

Entry Events

Events that will be used to introduce the project to students

Vloggers' Challenge

Invite students to participate in a 'Vloggers' Challenge' where they create short, engaging vlogs of their daily routines. This event connects with the project by using popular media formats, enabling students to practice English in a fun, real-world context. It stimulates curiosity by showing successful vloggers who narrate their routines fluently, challenging students to explore how they can improve their own narration skills.

Daily Life Mystery Box

Introduce a 'Daily Life Mystery Box' filled with items representing different daily activities. Students draw items and have to craft a story or explain a routine using those items, thus building narrative skills and present tense usage. The tactile, surprise element encourages exploration and curiosity while connecting directly to personal experiences and language practice.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Daily Routine Sentence Sculptor

Students will learn to construct simple present tense sentences specifically tailored to their daily routines. This foundational activity focuses on the precise use of simple present tense grammar with common verbs and phrases for daily tasks.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce the simple present tense structure with examples related to daily routines, such as 'I wake up', 'She eats breakfast', etc.
2. Provide a list of common daily routine verbs and phrases. Ask students to match these with personal activities they perform each day.
3. Have each student write out a sequence of their daily activities using the simple present tense, modeling sentences seen in examples.
4. Pair students to share and correct each other's sentences, ensuring proper tense usage.

Final Product

What students will submit as the final product of the activityA written sequence of precise and personalized daily routine sentences using the simple present tense.

Alignment

How this activity aligns with the learning objectives & standardsThis activity aligns with CCSS.ELA-LITERACY.L.1.1 as it focuses on demonstrating command of standard English grammar through writing and speaking about daily activities.
Activity 2

Vocab Venture: Daily Activity Explorer

Students will expand their vocabulary by exploring and incorporating new verbs and phrases related to everyday activities. This activity is designed to enhance language skills specific to daily life contexts.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Provide students with a thematic daily activity vocabulary list and picture cards illustrating each term.
2. Organize a memory game where students match words to images, fostering recognition and recall of new vocabulary.
3. Ask students to create sentences using the new vocabulary in the context of their own daily routines, encouraging the use of newly learned terms.
4. Facilitate an activity where students interview each other about their routines, using as many new words as possible.

Final Product

What students will submit as the final product of the activityA personal dictionary of daily activity vocabulary with corresponding sentences using the new terms.

Alignment

How this activity aligns with the learning objectives & standardsAligns with expanding English vocabulary and constructing sentences using relevant phrases as per CCSS.ELA-LITERACY.L.1.1.
Activity 3

Vlogger's Diary Draft

Students will draft a script for their vlogger-style video diary, focusing on clarity of expression and sequential narration of daily routines in the simple present tense.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Guide students in outlining their daily routine, selecting key events to highlight in their video script.
2. Assist students in drafting the script using simple present tense, ensuring clarity and flow between events.
3. Provide peer feedback sessions where students review and refine each other's scripts to enhance engagement and grammatical accuracy.
4. Allow time for practice, encouraging students to rehearse their scripts out loud to build confidence and fluency.

Final Product

What students will submit as the final product of the activityA polished vlogger script detailing the student's daily routine in an engaging, clear, and grammatically correct manner.

Alignment

How this activity aligns with the learning objectives & standardsMeets CCSS.ELA-LITERACY.W.1.6 and CCSS.ELA-LITERACY.L.1.1 through the process of creating a structured narrative using grammar conventions and digital tool preparation.
Activity 4

Video Diary Production Studio

In this activity, students will record and produce their vlogger video diaries, applying digital skills and language proficiency to a real-world task.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Provide guidance on using video recording tools, emphasizing features like pausing, editing, and adding subtitles.
2. Assist students in setting up their environment for filming, ensuring clarity in audio and visual presentation.
3. Have students record their daily routine scripts, reminding them to speak clearly and use expressive tone and body language.
4. Guide students through basic editing tasks, such as trimming clips and adding introductory texts or music.

Final Product

What students will submit as the final product of the activityA completed video diary showcasing the student's daily routine, complete with subtitles and edited for clarity and engagement.

Alignment

How this activity aligns with the learning objectives & standardsThis aligns with CCSS.ELA-LITERACY.W.1.6 as students use digital tools to produce a polished video. It also covers CCSS.ELA-LITERACY.SL.1.4 by supporting students to present ideas clearly through a video format.
Activity 5

Reflective Viewer’s Response

Students will watch each other's video diaries and provide constructive feedback, fostering a reflective learning experience and peer-to-peer engagement including positive reinforcement on language use.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Organize a viewing session where each student's video diary is played for the class.
2. Provide a feedback form addressing language use, clarity, engagement, and use of tense, which peers use to review the diaries.
3. Guide a class discussion on the effective use of language and digital tools based on the videos observed.
4. Encourage students to reflect on the feedback received and plan improvements for future presentations.

Final Product

What students will submit as the final product of the activityA set of peer-reviewed feedback forms and a personal reflection document summarizing insights gained from the project.

Alignment

How this activity aligns with the learning objectives & standardsSupports CCSS.ELA-LITERACY.SL.1.4 by encouraging clear expression and feedback exchange and further solidifying CCSS.ELA-LITERACY.W.1.6 through collaborative viewing and review.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Routine Video Diary Assessment Rubric

Category 1

Grammar and Sentence Structure

Evaluation of the use of simple present tense in constructing sentences about daily routines.
Criterion 1

Tense Accuracy

Measures the correct use of the simple present tense in sentences.

Exemplary
4 Points

Consistently uses the simple present tense accurately with no errors.

Proficient
3 Points

Uses simple present tense accurately with minor errors that do not impede understanding.

Developing
2 Points

Uses simple present tense with several errors, affecting clarity of communication.

Beginning
1 Points

Struggles to use simple present tense, with frequent errors that hinder comprehension.

Criterion 2

Sentence Complexity

Evaluates the use of varied sentence structures within the narrative.

Exemplary
4 Points

Uses a variety of complex and compound sentences that enhance the narrative.

Proficient
3 Points

Uses some varied sentence structures effectively to convey ideas.

Developing
2 Points

Attempts to use varied sentence structures but tends to revert to simple forms.

Beginning
1 Points

Relies heavily on simple sentences, showing minimal variety and complexity.

Category 2

Vocabulary and Expression

Assessment of the range and accuracy of vocabulary used to describe daily routines.
Criterion 1

Vocabulary Usage

Measures the range and appropriateness of vocabulary used in context.

Exemplary
4 Points

Employs a rich and varied vocabulary with precise word choices for clarity and impact.

Proficient
3 Points

Uses an adequate range of vocabulary accurately and contextually appropriate.

Developing
2 Points

Uses limited vocabulary with occasional inaccuracies that affect meaning.

Beginning
1 Points

Relies on basic vocabulary; frequent inaccuracies hinder understanding.

Category 3

Digital Tool Proficiency

Evaluation of students' ability to effectively use digital tools in creating and presenting video diaries.
Criterion 1

Technical Skill

Assesses the technical execution of video recording and editing skills.

Exemplary
4 Points

Demonstrates exceptional technical skill in creating polished, engaging video diaries.

Proficient
3 Points

Uses digital tools effectively to produce clear and organized video content.

Developing
2 Points

Utilizes digital tools with some confusion, resulting in less polished outputs.

Beginning
1 Points

Struggles with digital tools, leading to unclear video presentation.

Category 4

Communication and Engagement

Assessment of clarity of expression and ability to engage an audience through video presentations.
Criterion 1

Clarity of Presentation

Measures how clearly and effectively students present their ideas through video.

Exemplary
4 Points

Presents ideas with exceptional clarity and engages the audience fully.

Proficient
3 Points

Presents ideas clearly with good audience engagement.

Developing
2 Points

Presents ideas with some clarity issues, partially engaging the audience.

Beginning
1 Points

Struggles with clear expression, resulting in low audience engagement.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on your experience creating and sharing a routine video diary. How did it help you improve your English communication skills, particularly in using the simple present tense?

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Question 2

On a scale from 1 to 5, how comfortable do you now feel using the simple present tense to describe your daily routine, after completing this project?

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Question 3

What strategies did you find most effective when presenting your daily routine in an engaging way in your video diary?

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Question 4

How did peer feedback on your video diary influence your learning process and final presentation?

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Question 5

Which new vocabulary words or phrases related to daily activities were most beneficial to you, and how have they been integrated into your routine expressions?

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Question 6

Reflect on the process of using digital tools to create your video diary. How has this experience impacted your digital literacy skills?

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