5 Activity Examples with the [Graphic Organizer]

1. Cause and Effect Mapping

Level and Learning:

Cause and Effect mapping works well for clarification, comprehension checking, explaining processes, and organizing information. This activity can be effective for learners at any level of language ability from A1-C2.

TPACK for Example Activity Content Knowledge:

Kitchen vocabulary, language related to cause and effect

Technological Knowledge:

VR Locations, VR Graphic Organizer, VR Object Interactions, VR Activated Prompt

Pedagogical Knowledge:

Exploring real experiences that can be visualized or conducted in the classroom with realia, provide powerful scaffolding for communication.

Objective*:	Can describe basic activities or events that are happening at the time of speaking. Speaking, A2 (33)
1. Use the graphic organizer to share the cause and effect map. Ss will use take different food. Using food related verbs, Ss prepare food in teams. Tip You can edit your graphic organizer header text to create the cause and effect map.
2. Ss work in teams to learn about cause and effect in the kitchen. Have Ss work at the kitchen island. Ss push the activated prompt to receive a type of food. With partners, Ss collect the food. Teams write their food on the graphic organizer. Next, Ss choose a verb tile to place in cause. Ss then perform the action on the food (e.g. Ss cut an apple).
3. Ss complete the effect column for each food interaction. Have Ss work with partners to write the effects in the final column. Have Ss share their discoveries when finished. Tip Clear the graphic organizer and have Ss repeat with different items. Note Have Ss choose one cause and effect action to write about. Have Ss share writing on the class LMS or forum.

Objective*:

Can describe basic activities or events that are happening at the time of speaking. Speaking, A2 (33)

1. Use the graphic organizer to share the cause and effect map.

Ss will use take different food. Using food related verbs, Ss prepare food in teams.

Tip

You can edit your graphic organizer header text to create the cause and effect map.

2. Ss work in teams to learn about cause and effect in the kitchen.

Have Ss work at the kitchen island. Ss push the activated prompt to receive a type of food. With partners, Ss collect the food. Teams write their food on the graphic organizer. Next, Ss choose a verb tile to place in cause. Ss then perform the action on the food (e.g. Ss cut an apple).

3. Ss complete the effect column for each food interaction.

Have Ss work with partners to write the effects in the final column. Have Ss share their discoveries when finished.

Tip

Clear the graphic organizer and have Ss repeat with different items.

Note

Have Ss choose one cause and effect action to write about. Have Ss share writing on the class LMS or forum.

2. Mind Maps

Level and Learning:

Mind Maps work well to help learners organize information related to concept and processes. This activity is useful to scaffold productive use of language. This activity can be effective for learners at any level of language ability from A1-C2.

TPACK for Example Activity Content Knowledge:

Vocabulary for familiar places, activities

Technological Knowledge:

VR Locations, VR Graphic Organizer

Pedagogical Knowledge:

Using mind maps provides effective scaffolding to help English language learners explore and understanding the connections between various concepts or ideas.

Objective*:	Can use a limited range of fixed expressions to describe objects, possessions, or products. Speaking, A2 (35)
1. Map items in the shop by type. Have Ss work together to write the names of chosen store items in the related columns on the mind map.
2. Map activities to functional uses using can +verb form. Use the Graphic Organizer tiles to present relevant verbs that describe how various items function. Have Ss place the tiles on the board. Use the marker to map the verbs to the relevant items. Verbs can be mapped to more than one item. Tip Ss can add more words by writing on the graphic organizer or using the student notepad located in the student backpack.
3. Have Ss items in the shop using the can + verb form. Have Ss work in pairs and mingle around the store. Ss take turns describing an item to partners using can +verb form. Encourage S(e.g., I can wear the bag. You can drink coffee from the pot. I can squeeze this duck!). Note Have Ss describe items that they have in a selfie-video. Have Ss share selfie-videos via the class LMS and forum. Encourage Ss to leave comments with feedback on the video.

Objective*:

Can use a limited range of fixed expressions to describe objects, possessions, or products. Speaking, A2 (35)

1. Map items in the shop by type.

Have Ss work together to write the names of chosen store items in the related columns on the mind map.

2. Map activities to functional uses using can +verb form.

Use the Graphic Organizer tiles to present relevant verbs that describe how various items function. Have Ss place the tiles on the board. Use the marker to map the verbs to the relevant items. Verbs can be mapped to more than one item.

Tip

Ss can add more words by writing on the graphic organizer or using the student notepad located in the student backpack.

3. Have Ss items in the shop using the can + verb form.

Have Ss work in pairs and mingle around the store. Ss take turns describing an item to partners using can +verb form. Encourage S(e.g., I can wear the bag. You can drink coffee from the pot. I can squeeze this duck!).

Note

Have Ss describe items that they have in a selfie-video. Have Ss share selfie-videos via the class LMS and forum. Encourage Ss to leave comments with feedback on the video.

3. Compare and Contrast

Level and Learning:

Compare and Contrast organizers help learners differentiate information by relevant characteristics and works to improve flexible use of language. Compare and Contrast organizers can be used with at all levels of language ability from A1-C2.

TPACK for Example Activity Content Knowledge:

Vocabulary for weather, prices, and traveling; comparing and contrasting language

Technological Knowledge:

VR Locations, VR Nested Prompt, VR Graphic Organizer

Pedagogical Knowledge:

Comparing and contrasting information can help learners think critically about similarities and differences, improving learners ability to communicate details relevant to thoughts, ideas, and opinions.

Objective*:	Can compare and contrast alternatives about what to do, where to go, etc. Speaking, B1+ (53)
1. Review travel destinations. Arrange Ss into pairs or groups. Rally to the World Map. Have Ss name the famous locations in the icons. Use the Nested Prompt to share information about the locations, including the cost of traveling to the area. Have Ss pull the lever until all 8 destinations have been reviewed.
2. Compare and Contrast the destinations. Have pairs organize the locations into type. Then compare and contrast the different destinations. Allow Ss to return to the nested prompt to review information as necessary. Tip Add additional images of destinations using the Image Placeable tool.
3. Plan your journey to a new destination. Have pairs consider all the information about the destinations. In pairs or teams, Ss must come to a consensus about where to travel. After Ss discuss, have teams share their choices and the reasons for the decision with others. Note Have Ss role-play checking in for their flight at the check-in counter. Have Ss summarize their choices on the class LMS or forum as homework.

Objective*:

Can compare and contrast alternatives about what to do, where to go, etc. Speaking, B1+ (53)

1. Review travel destinations.

Arrange Ss into pairs or groups. Rally to the World Map. Have Ss name the famous locations in the icons. Use the Nested Prompt to share information about the locations, including the cost of traveling to the area. Have Ss pull the lever until all 8 destinations have been reviewed.

2. Compare and Contrast the destinations.

Have pairs organize the locations into type. Then compare and contrast the different destinations. Allow Ss to return to the nested prompt to review information as necessary.

Tip

Add additional images of destinations using the Image Placeable tool.

3. Plan your journey to a new destination.

Have pairs consider all the information about the destinations. In pairs or teams, Ss must come to a consensus about where to travel. After Ss discuss, have teams share their choices and the reasons for the decision with others.

Note

Have Ss role-play checking in for their flight at the check-in counter. Have Ss summarize their choices on the class LMS or forum as homework.

4. Concept Map

Level and Learning:

Concept maps work well to help explore concessions between various concepts and can help learners more fluently describe complex related ideas. This activity can be effective for learners at any level of language ability from A1-C2.

TPACK for Example Activity Content Knowledge:

Text

Technological Knowledge:

Text

Pedagogical Knowledge:

Concept maps are a valuable way to integrate the four skills in learning, promoting exploration of concepts through speaking and listening to describe concepts, while using reading to organize and understand related concepts, and writing to share and document relationships.

Objective*:	Can encourage members of a group to build on one another’s information and ideas to come up with a concept Speaking, B2+ (69)
1. Organize concepts about animals in the zoo. Rally Ss to the graphic organizer. Have Ss work in pairs or teams to organize the concept tiles into columns. Have Ss write and add additional details on the board, or on a note from the student notepad that is placed near the board.
2. Create a concept map for a new animal. Have pairs choose an animal that is not in the zoo. Use the Image Placeable to place an image of the animal in the Zoo. Create a White Board for each group of Ss. Have Ss create a concept map with information about their selected animal on the white boards. Tip You can create two or more whiteboards for teams to help them organize their concept maps. In VR, you have unlimited whiteboards for student work.
3. Ss share concept maps in a Jigsaw activity. Create new pairs. Have Ss take turns presenting the animal concept maps using the concept map whiteboards. Note Have Ss take a picture of the concept map white boards using the student camera. Ask Ss to upload pictures on the class LMS or forum with a summary paragraph.

Objective*:

Can encourage members of a group to build on one another’s information and ideas to come up with a concept Speaking, B2+ (69)

1. Organize concepts about animals in the zoo.

Rally Ss to the graphic organizer. Have Ss work in pairs or teams to organize the concept tiles into columns. Have Ss write and add additional details on the board, or on a note from the student notepad that is placed near the board.

2. Create a concept map for a new animal.

Have pairs choose an animal that is not in the zoo. Use the Image Placeable to place an image of the animal in the Zoo. Create a White Board for each group of Ss. Have Ss create a concept map with information about their selected animal on the white boards.

Tip

You can create two or more whiteboards for teams to help them organize their concept maps. In VR, you have unlimited whiteboards for student work.

3. Ss share concept maps in a Jigsaw activity.

Create new pairs. Have Ss take turns presenting the animal concept maps using the concept map whiteboards.

Note

Have Ss take a picture of the concept map white boards using the student camera. Ask Ss to upload pictures on the class LMS or forum with a summary paragraph.

5. Character Map

Level and Learning:

Character Maps help learners improve their fluency and level of detailed when describing people real or imagined. This activity can be effective for learners at any level of language ability from A1-C2.

TPACK for Example Activity Content Knowledge:

Vocabulary related to characteristics of personality

Technological Knowledge:

VR Locations, VR Prompt Cards, VR Graphic Organizer

Pedagogical Knowledge:

Sharing extended details encourages the use of various lexical families, improving flexibility and fluency with language used in multiple contexts.

Objective*:	Can describe people's personality and emotions in some detail. Speaking, B2 (59)
1. Review the characteristics to map. Arrange Ss in pairs or teams. Explain that each person will have a chance to role play a character. During the role play, they share information that helps others identify their personality. The first team to role play sits in the interview location. One Ss is the host. Partners take a card to reveal the character they will role play.
2. Create a characteristic map with partners. The remaining Ss will listen as the character describes themselves. Listening Ss will write the name of the character, and organize the personality traits. After the interview, Ss write supporting details for their choices. Tip Have Ss use the student notepad to make bullet point notes about supporting details. Ss can place their notes on the whiteboard.
3. Share the character maps. After all Ss have a chance to role play a character, ask Ss to review the maps. Have each Ss take turns sharing one character and describe their personality traits, providing supporting details, using the character map. Note Have Ss choose one of their favorite characters and create a character map to share on the class LMS or forum.

Objective*:

Can describe people's personality and emotions in some detail. Speaking, B2 (59)

1. Review the characteristics to map.

Arrange Ss in pairs or teams. Explain that each person will have a chance to role play a character. During the role play, they share information that helps others identify their personality. The first team to role play sits in the interview location. One Ss is the host. Partners take a card to reveal the character they will role play.

2. Create a characteristic map with partners.

The remaining Ss will listen as the character describes themselves. Listening Ss will write the name of the character, and organize the personality traits. After the interview, Ss write supporting details for their choices.

Tip

Have Ss use the student notepad to make bullet point notes about supporting details. Ss can place their notes on the whiteboard.

3. Share the character maps.

After all Ss have a chance to role play a character, ask Ss to review the maps. Have each Ss take turns sharing one character and describe their personality traits, providing supporting details, using the character map.

Note

Have Ss choose one of their favorite characters and create a character map to share on the class LMS or forum.