EDU-534 final benchmark

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GCU College of Education

LESSON PLAN TEMPLATE

Section 1: Lesson Preparation

Teacher Candidate Name:	Mrs. Green
Grade Level:	9th Grade ESL Traditional Class Setting
Date:	08/26/20
Unit/Subject:	English/ Language Arts / American Council on the Teaching of Foreign Languages Standard 1: Language Proficiency, Interpersonal, Interpretive and Presentational
Instructional Plan Title:	Topic 5: Speak the real: News articles as major source for oral competence
Lesson Summary and Focus:	The primary goal of this lesson is to refine the oral competency of English student learners. It is undeniable that speaking is one of the hardest skills for humans to conquer as far as learning a new language is concerned. The English language learners can do better in reading, writing and listening to the English Language but be far behind in terms of speaking the language very well. Therefore, for the English learners to be competent in speaking the language in real, news articles present an avenue for improvement.
Classroom and Student Factors/Grouping:	Important classroom factors that will influence this lesson include structuring the tasks so that they can be manageable and completed by the students, grouping the students so that they can help each other out before the presentation, building strong and effective teacher-student relationships and having motivational strategies to keep the students inspired to keep improving.
National/State Learning Standards:	*To be competent in communicating effectively in the English language. This entails understanding and speaking orally.*
Specific Learning Target(s)/Objectives:	*Given a variety of news articles that are moderate in length, students will be required to read them orally in front of the class. Fluency and competence will be observed in each student.*
Academic Language	• Immigration • Leveling • Compulsory • Vaccine These terms are the general academic vocabulary that the students will be introduced at the onset of the lesson. I will define the terms in simple English and use them in simple sentences for the understanding of the students.
Resources, Materials, Equipment, and Technology:	*• The New York Times* *• The Wall Street Journal* *• The Washington Post* *• Los Angeles Times*

Section 2: Instructional Planning

Anticipatory Set

• I will ask the students to recap the vocabularies learned from the newspapers during the previous lesson

• I will write their responses on the whiteboard and clarify and correct where need be.

Time Needed

15 minutes

Multiple Means of Representation

I will demonstrate to the students how they are supposed to do their presentation.

This will be through me pioneering in the reading out aloud exercise.

Time Needed

10 minutes

Multiple Means of Engagement

I will pick out students to give a summary of what another student has read orally to keep them engaged throughout the lesson.

Time Needed

30 minutes

Multiple Means of Expression

I will have my students write down what they have learned from the lesson activity at the end of the lesson to see how they express themselves.

Time Needed

10 minutes

Extension Activity and/or Homework

Extension activities will include handing out news articles to the student that they will read out to their paired partner for assessment, and later they will hand in the assessments before the next lesson.

Time Needed

30 minutes

Formative Assignment

Competencies covered in the following assessments:

· Students will be able to demonstrate their effective written communication of the English language.

1- Journal Entry – 30 points

Students will be required to submit a journal entry in which they express their personal challenges with learning English as a second language as well as what they believe will help them tackle these challenges. This journal entry must be a minimum of 300 words in MLA format. Grading will be based on proper use of grammar, clear and concise thoughts and quality of their writing.

2- Contractions Pronunciation Quiz- 100 points

1. If a contraction rhymes with another word, it means they

a) end with the same sounds b) sound exactly the same

2. If a contraction is a homophone of another word, it means they

a) have similar vowel sounds b) sound exactly the same

3. Which word rhymes with we'd?

a) fed b) feed

4. Which is a homophone of he'll?

a) heal b) she'll

5. Which word rhymes with she's?

a) seas b) says

6. Which is a homophone of I'd?

a) id b) eyed

7. Which word rhymes with you've?

a) groove b) grove

8. Which two contractions form a rhyming pair?

a) you're, you've b) don't, won't

9. Which is a homophone of I'll?

a) ill b) isle

10. Which word more closely rhymes with it'd?

a) knitted b) knighted

Grading Rubric

Summative Assignment

Competencies:

Students will demonstrate complete knowledge and comprehension of the English Language

Assignment:

End of year oral ESL assessment: 100 pts

Students will be asked to repeat a set of 9 questions starting from Beginners, Intermediate and Advanced level of English language and will be graded on pronunciation and annunciation.

Beginner Level; here the teacher will read the sentence once and the students will repeat twice.

1- The girl’s hair is curly.

2- He’s eating a banana.

3- The teacher laughed.

Intermediate Level; here the student will read the sentence first with little to no assistance from the instructor.

1- On the weekend Alex brought us some cookies.

2- That purple ball is from the toy store.

3- The giraffe at the Zoo is eating his lettuce.

Advanced Level; here students will be expected to read the following sentences on their own.

1- My teacher likes to drink orange juice early in the morning.

2- There goes the lady whose job is to deliver bread to the classroom.

3- At the end of the day, the man got in his small car and began to drive home.