Lesson 4
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This lesson plan is for a 1.5 hour English class for 12 university students studying law with an average age of 17. The lesson aims to teach students to describe their personal possessions using "have got" and to describe a celebrity's home. The teacher will introduce "have got" through a song, use a pearl tree graphic organizer to explain grammar, have students identify vocabulary for household items, and have students practice the vocabulary. Students will then make a short PowerPoint presentation describing their favorite personal possessions to demonstrate their understanding. The teacher anticipates that students may think "have got" is different than "I have" and will explain they are the same grammatically.
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Entrvista
Brendarodríguez es una estudiante de 21 años de mercadotecnia en la Universidad del Valle de México. Cree que la mercadotecnia tiene un buen futuro en México debido a que los mercólogos tienen conocimientos diversos que les permiten desempeñarse en diferentes áreas como la administración, publicidad y economía. Aunque consideró estudiar comunicaciones, se decidió por mercadotecnia porque le gusta estar en contacto con los clientes y le divierte ser sociable. Su sueño es abrir una empresa de consultoría de viajes para jó
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GCU College of EducationLESSON PLAN TEMPLATESight Words Guid.docx
GCU College of Education
LESSON PLAN TEMPLATE
Sight Words Guided Reading Lesson Plan
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Kindergarten
Date:
March 1, 2018
Unit/Subject:
ELA
Instructional Plan Title:
Dr. Seuss
Lesson Summary and Focus:
Students will easily read high frequency words: am, it, and the –at family.
Classroom and Student Factors/Grouping:
There are 21 students total with 3 students with IEPs. The three students with IEPs have the support of the inclusion model. The special education teacher co-teaches during the 55-minute ELA block in the general education classroom.
National/State Learning Standards:
RF.K.3.C Read common high frequency words by sight.
RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Specific Learning Target(s)/Objectives:
Review: I can read the sight words am and it with 90% accuracy.
Review: I can write the sight words am and it with 90% accuracy.
Lesson Target: I can identify words from the –at family in my reading and writing with 80% accuracy.
Academic Language
Key vocabulary:
Word Family - The patterns in words help you read and write them. Today we are going to look at the pattern -at.
Function:
Students will demonstrate understanding by reading am, it, and –at family words within print in texts and around the room. Students will also show understanding by writing those same words.
Form:
Students will be given think time to demonstrate knowledge in classroom discussions. Students will also be able to demonstrate understanding through their writing.
Resources, Materials, Equipment, and Technology:
Easel, sentence strips, markers, picture cards, pocket chart, reading books, magnet letters, pens, paper, ABC chart, individual books
Section 2: Instructional Planning
Anticipatory Set
· This lesson builds on the introduction of the –at family. Students are aware they can make additional words using –at.
· Students will be excited to sing and rhyme identifying –at family words.
Time Needed
10 mins
Multiple Means of Representation
Small Group:
· Focus: High Frequency Word Fluency
· Word Work: Students will be given the letters a, t, i, and s. Then they will be asked to spell the words it, is, and at.
· Next we will see how we can take the word hat and change the first letter to make new words in the –at family.
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· Writing task for second half of guided reading group (This may occur on the next day.) If you c.
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GCU College of EducationLESSON PLAN TEMPLATESight Words Guid.docx
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- 1. ICELT LESSON PLAN FORM Electronic Version Name of teacher: Darío Alejandro Rico Candidate Number: Institution: Universidad Santo Tomás Date of Observation: DAY MONTH YEAR __26th __ 11___ ___2013 Time of observation 2-4 p.m. Class/grade: Room: 204A English I Length of class 1.30 hours Number of students: 12 Average age of Students: 17 Number of years of English study (students): 3 Level of students Elementary Intermediate Advanced Lesson Number 1 2 Language Item: 3 4 THERE IS/ARE There is/are is used to describe places Aims: By the end of the lesson students will be able to: • Students will be able to describe their personal possessions using have got. • Students will be able to describe a celebrity’s home Personal aims: • • To master the use of technology for teaching Lessen TTT Materials : Pearl trees, youtube video, Power Point. 1
- 2. Rationale Profile of learners: • describe ages and language level They are university students who are studying their first semester of law . They are in average 17 years old. Most of them have studied English in their high school and just two have not studied English in high school. • outline linguistic and affective needs - • This group shows an average level of A1.2. Most of them a high level of proficiency for the level and just two are behind. This is their last class of the day, so they are tired, sleepy and with rush to go home early. explain how learners’ needs relate to aims of the lesson -Describing their possessions will make see that the language they use is something in real. Anticipated problems Students will think that have got is different to I have Planned solutions Teacher will explain that they mean the same but the difference stresses on the grammar construction .
- 3. 3
- 4. Stage Aim Procedure Teacher and student activity Time and interaction Warm-up Students will be introduced the grammar tense Student will listen to the song “I’ve got the power” by Snap, in order to start getting familiar with the grammar structure 5 minutes S-S Grammar presentatio n Students will understand the function and structure of this grammar item Students will use pearl tree to understand the function, grammar. At the end they will make exercises using pearl tree. 20 minutes S-S Vocabulary Presentatio n Students will identify the key vocabulary of personal possession Students will be asked to find the meaning of these words: cooker, microwave,sink, laptop, fridge, garden, terrace, armchair, sofa. Students will find the meanings of these words through google images. Vocabulary practice Students will reinforce the vocabulary Students will ask each other which objects they see in the picture by asking what is this? Outcome Students will make a Students will make a short presentation in PPT, short presentation of their explaining which are their favourite personal personal objects possessions Tutor’s comments 10 minutes S-S 10 minutes S-S 20 minutes S-S 4
- 5. 20 min 5
- 6. 6
- 7. 6