lesson plan 2 with the reflective paper

Theme or Topic: Visualizing Vocabulary

Background Information & Any Applicable Previous Instruction:

The lesson is designed for English as a Second Language (ESL) learners for grade 7. They fall in the age bracket of between 11-14 years of age. They are mostly native speakers of other languages such as Chinese and Japanese and have average proficiency in English that is characterized by use of simple vocabulary. Their pronunciations manifest first language influences and as such their learning of various linguistic elements of English language such as syntax and semantics. This is therefore a PK-12 classroom setting with learners whose parents migrated with their families after they had already started schooling in their home countries. They therefore need learning that serves literacy needs as well as responds to their developmental concerns.

Previous lessons

In the previous lessons, we learned about countable and uncountable nouns. It was highlighted that countable nouns can be enumerated in by numbers and have both the singular and plural forms. E.g. one dog two dogs

We said that uncountable nouns are that cannot be counted using numbers. They always are connected with a verb that is in singular form and have no plural form themselves. Additionally, they could be nouns or names that refer to things that are abstract such as ideas or simply objects that are physical and tangible. E.g. tea, knowledge, fear, love, sugar, water.

Overall Learning Objectives:

Reading objective: by the end of the lesson, learners should be able to;

· Read various vocabularies with proper pronunciation

· Understand the contextual meaning of highlighted words in the readings

· Recall the vocabularies encountered in the readings

Content Objectives: by the end of the lesson learners should be able to;

· Better understand various ways of using vocabulary

· Use vocabulary in the sentences as directed by the teacher.

Common core standards

Reading standards for grade 6-12 in English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

Standards 4: interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings and analyze how specific word choices shape meaning or tone.

Writing Standards for grades 6-12 in English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

Standard 6: use technology including the internet to produce and publish writing and to interact and collaborate with others.

Materials:

· Literature

· Images

· Charts

· Flashcards

· Audio-visual dictionary

· Printable flashcards

Unit Timeline or and step by step Organization:

Vocabularies of action

Match vocabulary and meaning

Assessment

5minutes: Overview

Explaining vocabularies and exploring the ways that vocabularies are used. Gong ahead to explain that vocabularies of action are essential in communication as they send the message of what was, has or will be done.

10 minutes: Reading

Supply handouts to students with the passage Saints, Snakes and Pirates to be read and bring students to attention of the words they have to focus on and bring students to attention of the words they have to focus on. Reading the texts and asking students to pronounce the words correctly. The audio-visual dictionary will be used at this stage while learners practice pronouncing and articulating the words correctly.

15 minutes: word meaning

Having students try to understand the meaning of the words in the context of the reading. They should tell the action that the words refer to and this may include gestures, skits and or miming.

5 minutes: Adaptations

Students find the various other actions that the words could be used to refer to. They use the vocabularies in their own sentences and show how the vocabularies can be used in various sentence forms

5 minutes: conclusion

Oral recall of vocabularies learned and their meaning or forms of use.

5minutes: introduction

Linking up the previous lesson to the current one. Students recall what was learned and answer oral questions

10minutes: lesson development

The teacher provides a text with vocabularies that are used in to refer to their meanings. Students read and pay attention to how the words are used and explained in terms of how they mean. Students write the vocabularies and in groups come with their meanings.

10minutes: classroom discussion

The teacher leads a discussion where groups say the meanings to the words. The class either agrees or disagrees and the teacher leads to the actual meaning of the words.

10minutes: Vocabulary –meaning match

The teacher presents worksheets with words that have misplaced meanings. Each student on their own match the words to the correct meaning.

5 minutes: conclusion

The teacher concludes the lesson by helping in matching the words. Students exchange the worksheets for peer marking to take place.

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Reviewing the important points of the lesson

This is a lesson that will be about enhancing the recalling of the learned vocabularies. This will include having to fill a cloze test with some of the words encountered in the course of the lesson. Some of the complex words will have some letters but with other skipped for students to fill in. a chart with meaning of words will be available for the class to try and recall the actual words that really bear the provided meaning and ensuring the spellings are correct.

1. Provide two sentences that uses the words campaign as a noun and verb

2. Identify the mark the following words as either an adverb or verb

· Gently

· Eat

· Frequently

· Generate

· Surprise

· Coincidentally

3. Write a paragraph that uses the following words, majority, mostly, immensely, cooperate and continuously.

Rationale

The lesson plan approach is based on the fact that lessons have to be tailored to meet the goals of differentiation as much as possible. As such, it takes on various strategies that help to arrive at this objective. This is by making it student centered. The teacher assumes the role of a mere guide and steers the lesson only while allowing learners to express their knowledge and demonstrate understanding which offers an avenue to measure the extent of realizing unit objectives (Echevarria et al., 2006). Each lesson is equipped with multiple opportunities for assessment to be undertaken by the teacher in the course of the lesson. As such, the teacher provides materials, students interact with them, note the aspects required of them to note and comprehend and only leads them in their road to understanding. As such, the teacher will use demonstrations but will invoke gradual of vigor. The lesson will move from what the teacher does to what the class does and eventually to what each student does (Schimidt et al., 2002). This offers maximum variation in strategies and methods while allowing multiple avenues for learners to interact with each other and with learning materials and therefore maximize their learning experience.

The materials selected are appropriate for the type of lesson and the topic being covered. Essentially, it is centered on reading which means the required literature materials for reading are have to be available in the form of texts. However, worksheets are necessary in the lesson especially with tasks and activities that are about matching vocabularies with their relevant meanings. Besides this, the standard under focus aspires to inculcate technological competence which requires the use of audio-visual dictionary or pronunciation aide that are now available in form of digital applications. The use of the graphic software for visual generation of words is another way technology is integrated in the lesson. This is for the attainment of goals of differentiation but also for the sake of drawing the interest of learners (Echevarria et al., 2006). The activities involving the use of the technologies are interactive and collaborative. The learners who learn through peer-discussions are therefore catered for in this manner.

The lessons are specifically meant to ensure total delivery on the aspects of vocabulary acquisition. It therefore turns over the various aspects of language to ensure not only can learners recall vocabularies but they master their spellings. They lesson tests their pronunciation abilities, the forms of using the words and in fact designs assessments that reinforce all these aspects. The characteristics of the learners require that the lesson takes a sort of repetitive approach in order to compel the memorability, understanding and synthesis of the vocabularies.

The assessment chosen is an assignment that is about testing the extent of delivery and realization of the objectives. It is summative and can be used as a tool to discriminate abilities of learners (Schimidt et al., 2002). However, the assessment just follows after a series of formative assessments that go on in the course of the lesson. Based on the assessment, the effectiveness of the strategies, methods and materials employed is evaluated and any adjustment made to meet the needs of learners more squarely. The lesson however puts learners in control as they participate in curving their own way to the achievement the determined objectives. They therefore have such an assessment that makes them reflect on what they learned, recall and know better. By this, the unit comes to a conclusion having virtually catered for the vast needs of learners in with diverse learning abilities and needs.

Reference

Echevarria, J., Short, D., & Powers, K. (2006). School reform and standards-based education: A model for English-language learners. The Journal of Educational Research, 99(4), 195- 211.

Schmidt, W., Houang, R., & Cogan, L. (2002). A coherent curriculum. American educator, 26(2), 1-18.