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Teacher
Candidate: Maria Olson
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Date:
March 20th,
2015
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School
and District: Oaxaca, Mexico
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Grade:
9th/10th
grade
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Unit/Subject:
Learning English as a Foreign Language
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Lesson
Title/Lesson Focus: “explaining words you don't yet know”
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Estimated
Length of Lesson: 55 minutes
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PRE-INSTRUCTIONAL
PLANNING
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Context
for Learning/Provisions for Diverse Learners
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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.
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.
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.
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.
-Keep
instruction based in English and visuals so that there is not too
much unnecessary confusion between Zapotec –> Spanish →
English
-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.
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Central
Focus and Alignment:
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What
is the learning goal
you have identified for your students?
-Students
will comprehend the meaning of 10 new vocabulary words of this
lesson.
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
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 be able to identify and write at least 8 of the 10 words
associated with the correct picture by the end of the class, shown
through a short quiz.
-Students will pronounce the
vocabulary correctly and comprehensibly when directed by the end
of class instruction and before the quiz.
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
-They
have learned the appropriate sentence structure to use to find
words that they don't know. We will practice with explaining
objects that they will learn in the unit vocabulary for the next
lesson (1st day)
-At
this point in the lesson sequence, they are introduced to the unit
vocabulary. They do a significant amount of practice with the 10
vocabulary words during the lesson. (THIS LESSON)
-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 (3rd day)
-They
will review and have some fun and interactive practice with the
content of this unit (4th
day)
-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) (5th
day)
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Academic
Language and Support:
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What
are the academic language demands? Identify forms and functions.
The
vocabulary words- taught in words said out loud and written on the
board (for auditory learners), pictures (for visual learners), and
physical actions (for kinesthetic learners).
The
vocabulary words are as follows:
Ruler,
dictionary, pencil sharpener, backpack, desk, blackboard, ruler,
notebook, doorway, window
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.)
Since this is the focus of the entire
lesson, all of the activities and instruction that is done is to
support the students from mere exposure and familiarity with the
words to full competence and comfortability through careful
scaffolding throughout the lesson. The progression will go as
follows:
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Assessment:
Attach
to your lesson plan any rubrics, checklists or other assessment
tools that you will use.
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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.)
Based
off of the language support progression mentioned above, I will
have a formative assessment of the following:
#3
through a game where the class identifies the correct picture
after hearing the word. I will play this until they begin to get
it right.
#5
through a whole-class participatory game
#
6 through a whole-class participatory game
Identify
the performance criteria or benchmark to be achieved.
For
#3, #5, and #6, it is simply that they get through all 10
vocabulary words correctly as a class and the game continues to
cycle through the vocabulary until they do.
For
an individual benchmark, there will be a short quiz at the end of
class where students are given a visual of each item and asked to
write out the correct English word for each of the ten. The
benchmark is to recall at least 8 of the 10. If they do, they get
full participatory credit for the day (plus extra credit if they
get 9 or 10 out of 10). If the students miss this benchmark, they
are given the opportunity to re-take the quiz the next class
period and still get full credit.
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Feedback:
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How
will you plan to provide specific feedback to students on their
progress toward reaching the lesson
objective?
Since
this lesson requires direct instruction, there is less opportunity
for specific feedback, however, individual students will be
involved in the games and everyone will make mistakes (get two
words mixed up, pronounce something wrong, etc.) and I will always
turn that into an opportunity for the whole class to practice the
correct way and point out the potential error.
There
is also opportunity for specific feedback after they take the
short quiz at the end of the lesson. Any significant or consistent
error that I see there, I would follow-up with the student to make
sure that they continue to move forward and know where they need
to work for improvement.
How
will students use the feedback to improve their competencies and
knowledge?
The
hope is that whenever somethings is corrected by me (either with a
student individually, or with the class) that they will learn how
to do it right and will practice on their own more if they need
to. I would keep a record of any of the trickier
words/pronunciations on the board as the class goes along, so that
the entire class could review it one more time before jumping into
the final quiz.
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Materials
and Special Arrangements:
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Teacher
Materials:
-I
would provide an ipad for the student with auditory disability.
-I
would also have the quiz pre-printed for all 20 of my students to
take (plus extras for the re-takes).
-I
would provide visual pictures for each of the vocabulary words
they are learning.
-I
would use a white board and markers to write down the words they
need to learn as well as to keep the running list of the things
that were difficult for them.
-I
would have my main lesson plan form with me to follow during the
lesson
Student
Materials:
-Each
student has their notebook and a pencil which they will bring to
class with them every time.
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Theories
and or Research-Based Best Practices:
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Identify
relevant research/theory to justify why learning tasks (or their
application) are appropriate.
How
have you intentionally linked this to your instructional planning?
-WIDA
lays out the progression in scaffolding. It indicates how younger
learners will be stronger in listening and speaking than in
reading and writing, so you start instruction in the listening and
speaking domain so that (once they know it in that
domain) they can transfer that knowledge into the reading and
writing domain more easily.
-This idea is further supported by
Bloom's taxonomy which indicates that knowledge (which would
include listening and locating (as in identifying the correct
picture with the correct English word) comes before comprehension,
where students are translating and demonstrating. Here the
students can come up with the word off the top of their heads.
Lastly comes the application (a third level in bloom's taxonomy),
where the students are coming up with the words for the quiz and
it matters, because it impacts their grade.
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References
(APA) and Acknowledgments:
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Bloom's
Taxonomy. (n.d.). Retrieved April 1, 2015, from
http://whitman.syr.edu/wsmhelp/faculty-resources/instructional-design-delivery/teaching-pedagogy/blooms-taxonomy.aspx
WIDA
Booklet- The English Language Development Standards, 18-18.
(2012). Retrieved April 1, 2015, from
https://www.wida.us/get.aspx?id=540
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Expectations
for Student Behavior:
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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?
At
the beginning of the lesson, I will verbally explain the lesson
sequence/ objectives and write them on the board. I will also
remind them of the quiz that they are working towards and tell
them that if they get an 8 or higher, they will not have to take
it again, which is an awesome goal for them to work towards.
The
small little games mixed in should add an element of engagement
and interest.
Behavioral
expectations should be a topic of on-going communication. The
students know the expectations that I have set at the beginning of
the year and have posted throughout the classroom. Referring back
to these, should help.
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Teacher
Skill Focus for This Lesson: (Also note how you plan to collect
feedback.)
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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.
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Standard
Lesson Plan Form
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LESSON
PLAN
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Provide evidence of scaffolding, linking new content to prior learning, engaging students, monitoring progress, supporting students so they can use academic language, and transitioning.
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INSTRUCTIONAL
SEQUENCE
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Time
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What
will the teacher do?
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What
will students do? (Note behavior expectations and plans to
promote intellectual engagement.)
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2
min
3
min
5
min
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Introduction
(script it out) /Motivation:
***As
students are first sitting down in their seats******
Good
morning class! Today I have some fun games lined up for you. Lots
of good learning is going to happen right in this room! As usual
when we are learning new vocabulary, you will take a quiz at the
end of class to show me that you really learned these words. If
you do really well, great! Otherwise, you will have to take it
again tomorrow. I believe that all of you are capable of getting
full credit and maybe even bonus points! You just need to pay
attention!
Activate
prior knowledge—
You
have already learned lots of vocabulary words. Do you remember
some of the strategies that you have used in the past? (ex:
writing the words in notebooks, doing actions with each word,
listen to the words and look at the picture, etc.) We will apply
that during your the lesson today.
Communicate
the sequence—
Here
is what you need to do today (write on the board in Spanish)
Now
I will introduce to you the academic language—
(Show
them the pictures, and the word, and have them guess how they
would spell it. Put all 10 pictures on the board).
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Students
listen, and get excited!
Students
will take responsibility for learning this knowledge so they can
take the quiz and do well!
Students
will recall the strategies they have used before and practice all
of them so they can get the information in as many places as
possible.
Students
will listen and understand the sequence so they can follow through
with what is expected of them during the lesson.
Students
will write the words in their notebook
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5
min.
5
min
5
min
5
min
5
min
10
min
15
min
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Lesson
Tasks (Including Assessment):
(Taking each picture and talking about
it, point it out in the room, explaining it, putting it in
context, etc. They will hear each word said at least 7 times).
Okay students, so now we will play a
simple game. I will point to an object and tell you a word. You
decide if I am using the right word with the right object. Just
say yes or no. So here we go: is this a chair? (pointing to a
desk, then a globe, then a window and eventually a chair) YES!
(and going on)
Now you will practice finding these
objects in the classroom. I will say a word and you will touch it
in the classroom. (the last thing they touched was a globe)
Transition: So what are you touching
now?
Yes! We are now going to practice
saying all of these words! Please return back to your seats
Now how do you say _______. (have them
try all 10 and correct mistakes, and practice each- more practice
for those that are more difficult).
Transition: So now it is time that you
try to come up with the words yourself. So for a very fast review
what is this? (point to each of the 10 objects)
So here's the game: I want want one of
you to come up here and think of one of the words that we learned.
We are going to try to guess what you are thinking of. Make sure
that your notebooks are closed!
(students play game)
So to prepare for our quiz, I want you
to get practice writing these words. You already know how it
sounds and you know the words, so this will not be too difficult
for you. How this will work is that each of you will take turns
(going down the row) competing this side of the room against this
side of the room. So we have team A and team B. Let's start with
the person closest to the front and then move towards the back. I
will give you the word in Spanish and you will see which team's
representative can write the word first and correctly. Teams, you
can help each other! But only the person at the board can write.
Let's play!
Transition: now that you have
practiced these words so much, you are more than ready to take a
quiz. My expectation is that you will be able to remember 8 out of
the 10 vocabulary words with correct spelling. If you can do more
than that, you will get extra credit. This will count towards your
participation grade.
(hand out the quiz) you have 8 minutes
to take this quiz and then you will come up to the front and get a
red pen, grab the answer sheet, use a red pen, make corrections,
and turn into me (this is the same system they are used to using
so no further explanation should be needed).
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Students
will listen attentively
Students
will say yes or no.
Students
will get out of their chairs and all participate. They will take
correction well.
They
will say: “It's a globe!”
Students
sit down
Every
student tries to say it and makes changes to imitate the teacher's
pronunciation
Students
recall the words and say it with the correct pronunciation as they
just learned
Students
volunteer to come up and think of a word (in English) and guess
(in English)
They
do close their notebooks and come up with all of the possible
words on their own
Students
listen attentively to instructions and participate
Students
listen attentively
Students
follow through with expectations/instructions and do their own
work. No cheating.
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5
min.
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Closure:
(Summarize the
lesson with students, provide further opportunities for learning,
and build a bridge to the next lesson.)
Thank
you so much for your participation! I had a lot of fun with you
all today! For the next class period, we will be learning a new
concept called circumlocution using these vocabulary words.
Extension:
If
you didn't do well on the quiz, please study tonight and you will
do awesome tomorrow!
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Students
listen attentively.
Students
who need to, will put in the extra studying.
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