Memo (Entertainment) Sascha Loos

The Entertainment module focusses on all four skills equally as well as the sub
skills, grammar and vocabulary. Reading, listening, writing and speaking are all
equally present, because one lesson only focuses on one skill at a time. Therefore
all four lessons, divided into the topics movies, television, music and (youth)
literature, will be focusing on one main skill each and an accompanying subskill.
Grammar and vocabulary are mainly taught inductively. All lessons have goals for
the students to see. They can monitor their own learning process while making
sure they accomplish these goals. The goals are on A2 level, which is the level an
HAVO2 student should be able to handle (ERK, 2015).
Entertainment is a very motivating topic to teach students. The students are in
contact with all types of entertainment on numerous occasions every day.
Everybody has something they love about the entertainment in pop culture and
want to learn more about it. Therefore this course fits Content and Language
Integrated Learning (CLIL) perfectly. A basic CLIL guideline is that students will
learn better through motivation (HuBl, 2015). With picking pop culture and its
subthemes we hoped to accomplish this as a group and motivate our students
with entertaining lessons.
All four lessons are based on Westhoffs penta pie. This concept covers input,
form, content and acting strategically (Hubl, 2015). The input in all four lessons
provides the student with information that he/she will need throughout the entire
lesson. This can vary from a text (lesson 4, literature) to an interview (lesson 2,
Television). The content and form are spread throughout the four lessons. For
example, the lessons; movies and music cover vocabulary, while the lessons;
television and literature cover grammar in their lessons. After receiving and
progressing the input and form the students will show their mastery in the output
of the lesson. This is always a bigger task or product that shows that the student
has accomplished the lesson goals of that particular lesson. Because all skills are
divided over all four lessons, with one skill each, both productive skills are divided
over two lessons. These are the first two lessons, movies and television, which
cover writing and speaking respectively. These two lessons are based on Task
Based Learning (TBL). For my writing class I let them using skills from a movie
scene as input. According to (Staatsen, 2009, p.141), it is important for students
to have something to start a sentence with or a subject to write about. For the
speaking class students were fully in control of their own learning process and the
completion of their product. According to Van der Veen & van der Wal (2012, p.
168), lessons that laid emphasis on learning as an active process which was
mostly in the hands of the students and goal-oriented, were often experienced
successful and motivating. It is therefore also based on constructivism.
The four entertainment lessons vary not only by skill, but also by activity. Every
class is completely different from the previous one. By letting the students do
different types of activities and work forms within all four lessons, I take the
multiple intelligences into account (Ebbens & Ettekoven, (2013), p. 150-157).
Students get to experience and use their favorite intelligence in one of the
activities at least. This aims to keep all students equally motivated for this
course.

References
Veen, Tjipke Van Der., and Jos Van Der Wal. Van Leertheorie Naar
Onderwijspraktijk. Groningen: Noordhoff, 2012. Print.
Ebbens, Sebo, and Simon Ettekoven. Effectief Leren: Basisboek. Groningen:
Noordhoff, 2013. Print.
Staatsen, Francis, Sonja Heebing, and Edy Van. Renselaar. Moderne Vreemde
Talen in De Onderbouw. Bussum: Coutinho, 2009. Print.
Hogeschool Utrecht, Hubl. (2015). Content and language integrated learning.
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https://hubl.hu.nl/sites/hu.learn.mentorix.dk/files/u1349/Curriculumdesign/Conten
t%20and%29Language%20Integrated%20Learning_0.pdf
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http://www.erk.nl/leerling/erkenhavo/
Hogeschool Utrecht, HuBl. (2015). Bijlage 2. Een schijf van vijf voor het
vreemdetalenonderwijs, prof. Dr. G.J. Westhoff, (2008). Geraadpleegd op 6
februari 2016, van
https://hubl.hu.nl/sites/hu.learn.mentorix.dk.files/u1349/Curriculumdesign/Schijf
%20van%20vijf%20%20-%20westoff.pdf