Lesson 2

Teacher Candidate: Maria Olson	Date: April 4th , 2015
School and District: Oaxaca, Mexico	Grade: 9th/10th grade
Unit/Subject: Learning English as a Foreign Language
Lesson Title/Lesson Focus: “explaining words you don't yet know”	Estimated Length of Lesson: 50 minute

PRE-INSTRUCTIONAL PLANNING

Context for Learning/Provisions for Diverse Learners

Identify the strengths, needs, and interests of individuals needing accommodations, including students with IEPs and/or 504 plans. There are 5 students who have had less than a year of exposure to English (and even that, only one time per week), therefore their language abilities are significantly lower than that of individuals around them. There is also a student that has a difficult time speaking because of a speech impediment. One student is particularly verbal, and very gifted in English. He needs additional things to work on so he feels challenged and motivated. At this school, all students with more significant disabilities are taught separately. One boy has diagnosed, slight mental retardation. Identify the strengths, needs, and interests of individual students in your classroom whose first language is not English, who represent cultural differences, who may struggle to learn, or who may be highly motivated to learn. For this particular context, all of the students are learning English, and none of them have it as a first language. However, there are 5 students who grew up speaking Zapotec, and therefore, their Spanish is not completely fluent. Since the majority of classroom instruction is given in Spanish, it is of great importance that the Spanish is comprehensible, simple and well supported. Being that it is an ESL class, with lots of visual supports in every explanation, these students should benefit. However, if these students ever do not understand a word/concept, I could have a Zapotec/Spanish dictionary that would be available. However, these students have already worked hard at learning a second language, and they likely have developed skills in language learning, that when harnessed, could benefit them in learning English as well. Identify prior learning experience, and language, physical, cognitive, or social/emotional development you will need to consider as you plan instruction for this group of students. As mentioned above, some students have prior language learning experience in learning Spanish. All of them come from impoverished and broken family backgrounds, and therefore carry baggage with them from their past. For some, this comes out in social problems, where they may struggle with aggressive or disruptive behavior. Some of the girls are more sensitive, emotional, or perhaps entirely closed off to emotions. The cognitive development for some has been stifled by traumatic experiences in their childhood. Identify data (such as students’ progress in previous lessons, assessment results from previous lessons, or a prepared pre-assessment related to the lessons you will teach) that you have collected (or will collect) to inform your planning (in order to address students’ strengths, needs, and interests). Working directly with their previous English teacher, I know what vocabulary they have already covered. Some students have learned English from exposure through friends, so this information is collected by dialoging with him and seeing what he already knows. Based on your answers to prompts 1-4 above, what specific supports have you planned (or will you plan) for students to help them reach the lesson objective? -Dictionary from Zapotec to Spanish -Visual supports (either pictures, or gesturing, or little skits) in explanations for everything. -A tablet for the girl struggling with sever speech impediment so she can write all responses into a google document that she shares with us as teachers. We can look at it frequently and see how well she is tracking. She can also ask us questions through these means. -A packet for our advanced english speaker that includes all of the phases/ words that he wanted to learn at the beginning of the semester. The packet has the English phrases written for him and we ask him each day to share with us the new one he is focusing on that day. He shares it with us (the teachers) and we correct any mispronunciation. Once he has learned the entire packet, he receives his favorite ice-cream treat.

Central Focus and Alignment:

What is the learning goal you have identified for your students? -Students will understand how to use circumlocution to aid them in communicating in English, even when they are missing vital vocabulary. What state adopted academic or content standard(s) are you addressing? (Provide the name of the standards document, the grade level, the correct numerical citation, and the text of the standard(s) you select.) (Both taken from WIDA standards for ESL) Level 1- Discourse Level, Linguistic Complexity: Comprehending and communicating an idea within words, phrases, or chunks of language Level 1-Sentence Level, Language Forms and Conventions: Proving comprehension and ability to write simple grammatical constructions. What is your objective(s) for this lesson? Identify what the students will be able to do following instruction. Include an action verb (observable behavior), and criteria for success. -Students will write a short paragraph in Spanish based on what they read about circumlocution and turn it in for credit. -Students will explain 5 taboo cards to a partner and will not give up explaining each word in English until their partner correctly guesses all 5 of them. They use the words provided to help them explain the word to their partner, not to hinder them. -Students will score 6 or better on the kahoot quiz administered at the end of the lesson sequence. Continuity of Lessons: Describe your lesson sequence. How do the prior and subsequent lessons affect what you will be teaching and what you will be expecting students to do? How will you build on what students have learned in previous lessons and use what they know to support them in meeting expectations of the next lesson? How have you made use of student assessment from previous lessons to make and or adjust these plans? -A past unit provided the necessary adjectives/describing words to use for circumlocution -At this point in the lesson sequence, they have already been introduced to the unit vocabulary. They do a significant amount of practice with the 10 vocabulary words during the lesson. -They have learned the appropriate sentence structure to use to find words that they don't know. (2nd day) -They have been exposed to many uses of this concept through an all class guessing game, as well as practiced writing sentences using the appropriate sentence structure in groups and individually (2nd day) -They will review and have some fun and interactive practice with the content of this unit (this lesson) -They will practice simulations of situations where they would need to use this skill. They will need to call to mind the content/structures without notes (next lesson)

Academic Language and Support:

What are the academic language demands? Identify forms and functions. Circumlocution (circunloquio)- this is the overarching concept for the lesson that is a language learning strategy I want them to be aware of. Noun- person, place, thing, idea. Adjective-words to explain what we see. How have you planned to support students in meeting the academic language demands for this lesson? (Identify specific strategies, visuals, models, and or demonstrations you plan to use.) I will have these words written up on the board with visual supports showing an eye for adjectives, and the different types of things covered in nouns shown through clipart for a reference at any point. Circumlocution is a high-level academic word that they will first comprehend in their native language (be that Zapotec or Spanish). They will be expected to know this word in English, but the concept only in their native language.

Assessment: Attach to your lesson plan any rubrics, checklists or other assessment tools that you will use. Articles they can read: http://figurasliterarias.org/content/circunloquio http://es.wikipedia.org/wiki/Per%C3%ADfrasis_%28ret%C3%B3rica%29 Link to my Kahoot: https://play.kahoot.it/#/k/69da3a65-b3af-46b2-a625-49814764d1dc Link to the taboo game: http://quizlet.com/_19vf83

Describe the tools/procedures that will be used throughout this lesson to monitor and measure students’ learning of the lesson objective(s). (Multiple and varied assessments should be used in the lesson.) Their write-up on their research of circumlocution in Spanish will also be a way for me to assess their comprehension of the concept. When they play the taboo game with their partner, the partner fills out a sheet verifying that all 5 words were explained fully in English and the person did not give up using circumlocution until their partner guessed it. This sheet will guarantee credit for the student at the ned of the learning activity. As a follow-up, the students will take a short quiz through kahoot.it to see whether or not students understand the concepts in the lesson. Identify the performance criteria or benchmark to be achieved. -5 words explained through the sentence structure entirely in English, but without using the word itself. -At least 6 of the 8 kahoot questions answered correctly by every student. Short Paper for Students to fill out during the taboo game: ************************************************************************************ Your Name: ___________________ Partners Name:__________________________ Did your partner explain all 5 words to you all in English? (circle one) Yes No Were you able to guess all 5 words in English without using Spanish? (circle one) Yes No *******Turn this in to the teacher when you are done*************************************** Rubric for Write-up on Article: Skill Area Excellent (5 points) Good (4 points) Needs Improvement (0-3) Points Earned Completes Assignment -Writes at least 5 sentences about the article in typed response, e-mailed to teacher -Writes 3-4 sentences about the article in a type response, e-mailed to the teacher -Does not turn in assignment/doesn't write more than 2 sentences/ little effort Proper Citation -Includes the web address and teacher verifies it is a related article to the topic of circumlocution -The paper is related to the topic of circumlocution but does not have web address. -Missing web-address and/or does not address the correct topic.

Feedback:

How will you plan to provide specific feedback to students on their progress toward reaching the lesson objective? -Consistently using a classroom participation chart, I will have stickers for each student to put on each day when they participated to the fullest in every classroom activity. Every week that they give full participation, they get a piece of candy on Friday. I can thank them each day when I put a star on their chart, and if the child is struggling to participate, I can see that tracked on my chart and follow up with that student. -To get them to read the article, see it as soon as it is sent to my e-mail and I can send an e-mail back to each student telling them if it's all good, and thanking them, or giving them constructive feedback if they need it. -For the Kahoot game, I will get immediate feedback on how many students are understanding each concept, even though it is anonymous. Whenever there is one that one or several students get wrong, I will walk through the question with the class briefly. If one student has particular difficulty, I can work with them privately after class. How will students use the feedback to improve their competencies and knowledge? -Students will have my written feedback, and in the quiz they can see how well they did on each part. With the feedback they get at the end, I can go around and see which students need more practice. I could require one more round of activity with the same material after class with a small group that needs a little more practice. I would also make the quiz available to the students to take again on their own if they wanted to, and would encourage students to use the taboo game on their own to practice with friends from our English class.

Materials and Special Arrangements:

Teacher Materials: Ipad for student with auditory disability. Teacher computer to run Kahoot. Projector to show kahoot main screen and to show how to use the online taboo and 20-question game. Lesson plan printed so I can follow along. Student Materials: 20 computers for the entire class to use during lab time.

Theories and or Research-Based Best Practices:

Identify relevant research/theory to justify why learning tasks (or their application) are appropriate. How have you intentionally linked this to your instructional planning? -I'm using cooperative learning theory in the time that students work with a partner to practice their skill. I am also incorporating schema theory by teaching them the majority of this lesson in the context of one domain of objects (classroom objects) and encouraging them to expand their vocabulary from there. Along with this, Gardner's idea of Multiple Intelligences is used in this lesson by giving students time to use interpersonal skills, intrapersonal and visual skills. Lastly, I'm following the philosophy of formative assessment throughout a lesson to ensure that students have on-going accountability.

References (APA) and Acknowledgments:

Armstrong, T. (2009, January 1). Multiple Intelligences by Dr. Thomas Armstrong. Retrieved March 29, 2015, from http://www.institute4learning.com/multiple_intelligences.php Arends, R. (1988). Learning to teach (Vol. 12). New York, New York: Random House. Kahoot! | Game-based blended learning & classroom response system. (2013, December 9). Retrieved March 29, 2015, from https://getkahoot.com/ Larry, P., & Brin, S. (1996, January 1). Create documents. Retrieved March 30, 2015, from https://docs.google.com/document/ Sutherland, A. (2007, January 1). Quizlet. Retrieved March 30, 2015, from http://quizlet.com/

Expectations for Student Behavior:

Describe how your students will be intellectually engaged. How will you communicate expectations for them? How will you follow up on behavior expectations and how well you are engaging learners? There are several checkpoints to not only prove that they did what they were supposed to (as communicated at the beginning of the lesson) but also to prove that they understand the concepts and are engaged intellectually in such a way as to arrive at the correct, grammatical sentences.

Teacher Skill Focus for This Lesson: (Also note how you plan to collect feedback.)

With-it-ness. I will focus on ensuring that my students are staying on task. Even when I am helping one student/group of students, I will be paying attention to what is going on in the whole class. This is a good way of formative assessment that I can then use to respond to the needs of my class.

The International Society for Technology in Education (ISTE) National Educational Technology Standards (NETS) for Students:

This lesson will help students meet the following technology standards: (Provide the standards and applicable sub-parts. You may find the ISTE NETS for students at http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf -Standard 1.a- apply existing knowledge to generate new ideas, products, or processes. They are here taking the content knowledge and learning how it can apply to games they might actually play in the U.S. and particular social situations in which they will need to know how to use their new skill. -Standard 5.b- Develop personal responsibility for lifelong learning. I will emphasize in this lesson that the thing they are learning is something they need to practice lots. This practicing can be fun and is available to them any time. I will encourage them to use the computers in the computer lab and use these particular websites to practice using the skill of circumlocution and much more. -Standard 6.b- select and use applications effectively and productively. It is important to me that the students do the assigned activities and do them well using the technology. They will practice and model for me how to use technology to lead to greater productiveness instead of greater distraction.

INSTRUCTIONAL SEQUENCE
Time	What will the teacher do?		What will students do? (Note behavior expectations and plans to promote intellectual engagement.)
1min. 1 min 3 min 5 min	Introduction (script it out) /Motivation: (everything below would be said in Spanish) Today you get a chance to get out of this classroom and use the computers in the lab! One you have done some hard work, you will get to play games on the computer. And these games will help you learn! Who knew that learning could be fun! Activate prior knowledge— So you remember our 10 new vocabulary words and all those description words that you learned in the last unit? Let's quick go over our vocabulary words (pointing to items in the classroom- desk, globe, pencil sharpener, etc.) GREAT! Communicate the learning objective— Here is what you need to do today (write on the board in Spanish) -You will write a short paragraph in Spanish on googledocs and share with the teacher -You will help your partner guess 5 quizlet cards to a partner. -You will take the kahoot quiz at the end of the lesson. Introduce academic language— Circumlocution (circunloquio)- this is the overarching concept for the lesson that is a language learning strategy I want them to be aware of. Noun- person, place, thing, idea. Adjective-words to explain what we see.		Students listen, and get excited! Students nod and prove their remembrance of the vocabulary by shouting it out when it is pointed to. Students will listen and understand the sequence so they can follow through with what is expected of them during the lesson. Students will write down the definition to this new word in their notebooks. Students will recall these other words from before
15 min. 15 min 5 min	Lesson Tasks (Including Assessment): -Students will read one of the 2 given article options online and create a google document with a one paragraph summary of the article which they will share with the teacher (mariakaylynn@gmail.com) -Students will practice circumlocution using the flashcards from quizlet (like taboo) -Students will take the kahoot quiz with the whole class		Students will follow through with this and now spend too much time on this. Students will hold each other accountable and will fill out the simple peer assessment form Students will take the quiz and score a 6 or better. If they do not understand something, they will ask.
8 min 2 min.	Closure: (Summarize the lesson with students, provide further opportunities for learning, and build a bridge to the next lesson.) So who remembers what circumlocution is? Yes, it is an important skill when you are speaking a foreign language. By using this, you will be able to work around the many words you do not know and you will also learn new words. So that you can understand how valuable this skill is, we will be doing simulations next lesson, You will practice using circumlocution in several real-life situations. Extension: I have e-mailed all of you the link to the quizlet form. I want you to explain these words to one of your friends or family members in Spanish, and have them try to guess the word all in Spanish. I want to hear how well it worked and what things are the same and different about doing this activity in your own native language. It's lots of fun!		At least one student responds and other students help add to or correct anything that wasn't clear. Students will follow-through and do this fun activity to understand how they use this idea in their own lives, even in their native language.

Lesson 1