Speaking lesson plan for unmotivated students
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this class I did it while doing my practice work in a public chilean school. It worked very well, students were so enthusiastic about the "gringo" that they participated in the class. If you are a Chilean English teacher (specially in Stgo.) then you know what I mean. I hope you like it.
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Running Head DATA USE, COLLECTION, AND APPLICATION1DATA USE.docx
- John is a 6-year-old Hispanic student who has difficulty speaking fluently due to stammering. He lives with his single mother who has a low-paying job.
- John receives special education services including speech therapy. Observations found he has no issues with listening, writing, or task completion, but struggles with speaking fluently and reading aloud with comprehension.
- Short and long-term goals are outlined to improve John's speaking and reading performance through research-based instructional strategies focusing on pronunciation, comprehension, and engaging with complex texts.
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Lesson 5th October
The document is a lesson plan for teaching English to intermediate level teens. It includes the following:
- The lesson plan aims to teach vocabulary related to jobs, grammar for talking about work obligations using modals, and develop speaking skills through a guessing game.
- A variety of activities are outlined including a warm-up video, vocabulary practice, modal verb exercises, reading and listening comprehension tasks, and a closing guessing game to review the lesson concepts.
- Scaffolding strategies such as visual aids, modeling, and collaborative work are incorporated to support student learning.
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Please respond to two peers by providing feedback on their mini-le.docx
Please respond to two peers by providing feedback on their mini-lesson in at least two of the four following areas
:
Is the objective of the mini-lesson clear and is the activity clearly aligned to Common Core State Standards? What are your suggestions in this area?
Does the strategy used in this mini-lesson effectively teach the concepts to be learned? Do you have suggestions for any alternative strategies?
What further accommodations or modifications would you use in this lesson and why?
Do you have any suggestions for using assistive technology in this mini-lesson to assist the learner in accessing the content or environment?
First one is
Joyce January
Mini-Lesson Format
Student Name: Grade: Kindergarten Disability Area: Autism, ADHD,
Learning disability (LD)
Characteristics/needs of the students with disabilities in the group: Adding to the above disability, these children have challenging behavior
Accommodations that need to be made: These students will be allow to use picture word bank, talking board, IPad, and computer for picture selections and word typing to write a letter to their best friends.
Title of Mini-Lesson: Dear friend,
Common Core State Standard: Writing Standards Text types and Purpose
CCSS.ELA-LITERACY.W.K.2
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
Procedures (15 minute activity):
(Provide the steps of instruction or task analysis, based on an evidence-based strategy in the text or a peer-reviewed article of your choice)
Students will use a model letter to learn to write a reply letter to their friend. Who was it from? Why do we get letters? What do they say? It is essential that the IEP should address a student’s social and emotional needs as well as the student’s academic needs.
“Coaching helps a child/teen learn techniques for maintaining focus, stay on task, and improve time management and organizational skills. The development of these skills can contribute to smoother family life and improved school performance. These skills are also the building blocks
for future success” (Sleeper-Triplett, (2008), p. 1).
Reflection:
1. How did you ensure that your mini-lesson addresses the needs of the individual learners in the group?
To address the needs of each particular student, the lesson will be expended through an entire week while student will add something particular about his or her friend daily utilizing pictures and words.
2. Why did you choose the strategy you used in this mini-lesson?
Referring to each disability characteristic and student’s IEP, sufficient time is required in an effort for these students deliver their ideas either through picture or in writing.
Second one is
Daniel Hickcox
Mini-Lesson Format
Student Name: Grade: Disability Area:
Jim, Joh.
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Speaking lesson plan for unmotivated students
- 1. MICRO TEACHING PROJECT 90 min. TO BE COMPLETED PRIOR TO THE DEMO-CLASS Teacher: Daniela Villegas A1 A2 A3 A4 SECTION ONE: ACTION PLAN Needs Analysis: Briefly Outline the Areas you feel need improvement in the classroom: students need to develop communication skills that can help all aspects of their life. The ability to communicate information accurately, clearly and as intended, is a vital life skill and something that should not be overlooked. It’s never too late to work on student’s communication skills and by doing so improve their knowledge and also pronunciation. Strategies to Implement: Explain how you are going to bring about changes to the scenarios described above: the first thing I need to do is to work students' motivation and confidence. To do so, I'm going to use technology (interactive board and skipe) in order to let students participate actively in a conversation. Learning Styles to address: Outline which styles of learning you are to design your activities towards; How are you going to evaluate whether these have been accomplished? First of all I will teach students the states of USA in order they have a clear idea of where are geographically placed the states of USA. then we are going to do a video call, so in that way students will meet a friend of USA, and they will be able to ask him personal information about his life in USA. Outline the types of activity you are going to Use in the Class: The first activity is made to familiarize students with the geography of USA. The second activity deals with the video call and Sean's introduction to the students. Then, students ask Sean WH questions to obtain specific information about him. And finally teacher and students check the information obtained in the previous activity and give feedback.
- 2. B1 SECTION B: LESSON PLAN State your ABCD Objective: Students will learn to formulate WH questions to ask basic information. They will practice the interaction in an optimal information exchange task. Outline the language you are to teach (Function and Lexis): WH questions and present simple. States of USA. B2 Define the Skills you are going to develop: Speaking and listening B3 Stage Warmer Context A4 BLA While Post/Wrap Up Description Ask the students to write as much states of USA as they can, tell them they have just 5 minutes. After they finish the task, show them a ppt with an USA’s incomplete map, where the students will try to place each state in the map. The activity can be done in an interactive boar, so in that way the students can participate actively. Situation: My friend Sean from USA is calling us today. Start by telling students that Sean wants to meet them and they can ask him questions about his life in USA Mind-map is used for brainstorming. Tell the students to write as many questions as they can. Teacher makes the call by using skipe. Teacher introduces his friend to the students, asks him about the weather and tells him to talk about his life in USA. Teacher lends the microphone to the students in order to make questions. Students raise their hands and ask one by one taking notes. Ask students general questions about what Sean said he is used to do in his daily life. Ask students if they enjoyed the activity and what they think we should change for next time. Adaptability Timing 20 min 20 min 15 min 25 min 10 min