During the summer of 2007, I spent a week as a chaperone working with high school students at a church camp. This trip was immensely educational for me; I learned a lot dealing with the students in that kind of environment. While we did not teach, I got the opportunity to watch others teach and observe both good and bad qualities. The students sat in the sanctuary for the nightly instruction time. They were shown videos to keep them interested, but I noticed that a lot of the time they had trouble paying attention when they were not actually doing something. It is interesting to note that the time of day when these activities took place (early evening after dinner) may have had something to do with the fact that the students were disinterested and all seemed to be falling asleep. It could be that they were just sleepy because they had just eaten. These services also followed days of physical exercise and playing that may also have contributed to the students exhaustion. The camp leaders had outlined activities in which the students broke into groups and did various activities to use to compete with the other teams. The students worked well in smaller groups and they enjoyed the hands-on activities they were assigned. The camp was set to a pirate theme and the students had time to make flags and do various other activities together. They would then come back together and present their work to the group. This seemed to be the part that they liked most, so it would probably be a good idea to do more of this and less of the other teaching that was so similar to lecture.
The time that the students spent outside varied between large group and small group activities. The variations on these themes was useful because it kept the students from getting bored with the activities. The competition helped to keep them focused, but sometimes the best representative was sent forth, which may not always be the best for the other team members' self esteem.
Beyond the educational methodology, I learned that students need attention. They all need to feel loved, welcomed, and accepted. This transcends many of the other aspects of instruction. I tried really hard to include all of my students in the activities and to help the ones who did not understand. I played the role of burgeoning classroom manager, moving closer to students who seemed distracted and I spent more time with the students who seemed left out.
Another interesting thing about the camp was the way the counselors were given instruction. It was just like a typical Sunday school and did not include videos or hands-on activities like the activities for the students. It seems to me that sometimes people assume that the varied learning styles are only more appropriate for kids because of the fact that they are accustomed to faster-paced input, but in actuality, adults can also benefit from lessons that are geared to different learning styles.
Wednesday, June 30, 2010
First Philosophy
I am the oldest of three children from a single-parent home in Mississippi. I love the South, but I also love to travel and have new experiences. My mother always encouraged us to get a good education so that we could have better jobs. The strong emphasis she put on education has instilled in me a strong desire to have a good education. In my pursuit of education, I developed a strong ideal of what a good teacher should be and do, based on the failures and successes that I saw in the teachers who taught me. My bachelor's degree is in Spanish, so enrolled in the AMP program in the spring of 2010 to pursue teaching certification in Spanish.
I believe that teachers are far more significant than just purveyors of information. The teachers that I remember vividly were the ones who were really excited about what they taught and clearly enjoyed teaching. I want to be that teacher, encouraging my students and helping them learn while I show them the significance of the things I teach them. While I do not remember specifically the content that these teachers taught, I still remember the excitement that I had for the subject. Spanish is a perfect example. My high school Spanish teacher was very enthusiastic and we all spoke Spanish to each other when we were not in Spanish class. Out of 12 students, 5 of us majored or minored in the language.
A good teacher should instill in his/her students a love for learning and not just teach facts. The theory of education that most closely aligns with what I believe is still the essentialist theory. Essentialists believe that students should be taught “traditional American virtues such as respect for authority perseverance, fidelity to duty, consideration for others, and practicality.” (Paris 2005) I do agree that these ideals should be taught to our students, but my alignment with this theory is more because of the essentialists' presentation of a more global ideal of what should be taught. The typical educational theory seems to be concerned with a more myopic view of education, concerning themselves with the way students are taught, disciplined, and motivated. I propose that motivated teachers create motivated students. Motivated students who are excited about education will be easier to discipline. Their excitement will enhance their learning. The 4MAT system supports these beliefs. The first goal in the 4MAT approach to teaching is to get the students engaged. This excitement that the students have will be a huge part of their success in education. My goal in my classroom is to keep my students excited by keeping the class fun and engaging.
I worked for many years for the Air Force in an organization that claimed to have the ability to teach monkeys. The attrition rate in this organization was less than 1 percent. There, I learned how to teach using the same theories that the Air Force used with such resounding success. I have been eliciting emotional response before beginning instruction, so it is nice to have a class that teaches the same methodology. For many of the topics I taught, there was no real way to make the content relevant to the people I taught, so that will be something that I have to work on.
Without saying that 4MAT is the final word in teaching methodology, I will say that I like it very much. While it may not be feasible to do a wheel for each unit, it is certainly beneficial to start students with an emotional experience, avoid too much lecture, and end with a relevant project that gets them out of textbooks and into actual learning. Another tenet of my philosophy is that students should be taught to think critically to help them ascertain which information is reliable and which is not. While the 4MAT system does not actively purport that it teaches this ability, the teachers who use it will ultimately be able to teach their students how to distinguish reliable information.
I will implement my philosophy in my classroom through the use of videos, songs, and other non-standard instruction methods to keep students excited and engaged. My excitement will transfer to my students, keeping them interested in the subject matter. I will try to make students see the meaning and relevance of the content and how it applies to their lives.
Work Cited:
Paris, N. (2005). Educational philosophies. Retrieved from http://ksuweb.kennesaw.edu/~nparis/educ7700/EDUCATIONAL%20PHILOSOPHIES%20(Major)_.doc
I believe that teachers are far more significant than just purveyors of information. The teachers that I remember vividly were the ones who were really excited about what they taught and clearly enjoyed teaching. I want to be that teacher, encouraging my students and helping them learn while I show them the significance of the things I teach them. While I do not remember specifically the content that these teachers taught, I still remember the excitement that I had for the subject. Spanish is a perfect example. My high school Spanish teacher was very enthusiastic and we all spoke Spanish to each other when we were not in Spanish class. Out of 12 students, 5 of us majored or minored in the language.
A good teacher should instill in his/her students a love for learning and not just teach facts. The theory of education that most closely aligns with what I believe is still the essentialist theory. Essentialists believe that students should be taught “traditional American virtues such as respect for authority perseverance, fidelity to duty, consideration for others, and practicality.” (Paris 2005) I do agree that these ideals should be taught to our students, but my alignment with this theory is more because of the essentialists' presentation of a more global ideal of what should be taught. The typical educational theory seems to be concerned with a more myopic view of education, concerning themselves with the way students are taught, disciplined, and motivated. I propose that motivated teachers create motivated students. Motivated students who are excited about education will be easier to discipline. Their excitement will enhance their learning. The 4MAT system supports these beliefs. The first goal in the 4MAT approach to teaching is to get the students engaged. This excitement that the students have will be a huge part of their success in education. My goal in my classroom is to keep my students excited by keeping the class fun and engaging.
I worked for many years for the Air Force in an organization that claimed to have the ability to teach monkeys. The attrition rate in this organization was less than 1 percent. There, I learned how to teach using the same theories that the Air Force used with such resounding success. I have been eliciting emotional response before beginning instruction, so it is nice to have a class that teaches the same methodology. For many of the topics I taught, there was no real way to make the content relevant to the people I taught, so that will be something that I have to work on.
Without saying that 4MAT is the final word in teaching methodology, I will say that I like it very much. While it may not be feasible to do a wheel for each unit, it is certainly beneficial to start students with an emotional experience, avoid too much lecture, and end with a relevant project that gets them out of textbooks and into actual learning. Another tenet of my philosophy is that students should be taught to think critically to help them ascertain which information is reliable and which is not. While the 4MAT system does not actively purport that it teaches this ability, the teachers who use it will ultimately be able to teach their students how to distinguish reliable information.
I will implement my philosophy in my classroom through the use of videos, songs, and other non-standard instruction methods to keep students excited and engaged. My excitement will transfer to my students, keeping them interested in the subject matter. I will try to make students see the meaning and relevance of the content and how it applies to their lives.
Work Cited:
Paris, N. (2005). Educational philosophies. Retrieved from http://ksuweb.kennesaw.edu/~nparis/educ7700/EDUCATIONAL%20PHILOSOPHIES%20(Major)_.doc
Thursday, June 24, 2010
Lesson Plan #4, Day 8 of Unit 2
Subject: Spanish
Topic: Fashion
Time Allotment: 50 minutes
Grade Level: 9-12
Teaching Date
I. Instructional Goals
Students will use the vocabulary they have learned to earn various clothing items out of a chest at the front of the room. With this clothing, they will be able to put together outfits that will be critiqued by their classmates.
II. Performance Objectives
Students will use the vocabulary they have learned to collect clothing items for their groups. (understanding) They will work in groups to create a product (applying) that will be judged by their classmates. (evaluation)
III. Standards
1. Recognize target language words and phrases spoken in context.
Examples: basic commands, classroom objects, cognates
Using the target language in oral and written form in the present time frame, including salutations, farewells, expressions of courtesy, likes, dislikes, feelings, emotions, agreement, disagreement, requests, descriptions, sequenced information, and cultural references where appropriate to interact in a variety of situations
2. Interpret basic oral and written information in the target language on a variety of topics in the present time frame.
Identifying main ideas with some details
Guessing words and phrases based on context
Responding to basic instructions and questions
8. Identify similarities and differences between words in the target language and in English, including pronunciation, intonation, stress patterns, and simple written conventions of language.
IV. Teaching/Learning Procedures:
Activity Time
A. Motivation/Introduction (5 minutes)
When students arrive, they will see the chest at the front of the room. They will go to their groups as I introduce the game we are going to play.
B. Teaching/Learning Activities
1. Students in groups will send one representative at a time to the treasure chest to draw an article of clothing. They must take turns and not send the same representative each time. When the representative draws the article, he must name it in Spanish to be able to take it back to his group. (30 minutes)
2. When all of the items are drawn, students will go to their groups to discuss how they want to put their outfit together. (10 minutes)
C. Closure
Have students put all their materials in a bag to keep them together and tell them about the fashion show we will have the next day. (5 minutes)
V. Materials/Media
Treasure chest of various clothing.
VI. Accommodations/Modifications
I will follow students’ IEPs.
VII. Assignments
None.
VIII. Assessment
A. Informal (Describe)
1. While conducting the game, walk around and ensure students are participating without telling answers to others.
2. While they are working in groups, move through the class and stand near students who seem distracted. Provide help as needed.
B. Formal
To be completed at a later date.
IX. Professional Reflection
To be completed at a later date.
Topic: Fashion
Time Allotment: 50 minutes
Grade Level: 9-12
Teaching Date
I. Instructional Goals
Students will use the vocabulary they have learned to earn various clothing items out of a chest at the front of the room. With this clothing, they will be able to put together outfits that will be critiqued by their classmates.
II. Performance Objectives
Students will use the vocabulary they have learned to collect clothing items for their groups. (understanding) They will work in groups to create a product (applying) that will be judged by their classmates. (evaluation)
III. Standards
1. Recognize target language words and phrases spoken in context.
Examples: basic commands, classroom objects, cognates
Using the target language in oral and written form in the present time frame, including salutations, farewells, expressions of courtesy, likes, dislikes, feelings, emotions, agreement, disagreement, requests, descriptions, sequenced information, and cultural references where appropriate to interact in a variety of situations
2. Interpret basic oral and written information in the target language on a variety of topics in the present time frame.
Identifying main ideas with some details
Guessing words and phrases based on context
Responding to basic instructions and questions
8. Identify similarities and differences between words in the target language and in English, including pronunciation, intonation, stress patterns, and simple written conventions of language.
IV. Teaching/Learning Procedures:
Activity Time
A. Motivation/Introduction (5 minutes)
When students arrive, they will see the chest at the front of the room. They will go to their groups as I introduce the game we are going to play.
B. Teaching/Learning Activities
1. Students in groups will send one representative at a time to the treasure chest to draw an article of clothing. They must take turns and not send the same representative each time. When the representative draws the article, he must name it in Spanish to be able to take it back to his group. (30 minutes)
2. When all of the items are drawn, students will go to their groups to discuss how they want to put their outfit together. (10 minutes)
C. Closure
Have students put all their materials in a bag to keep them together and tell them about the fashion show we will have the next day. (5 minutes)
V. Materials/Media
Treasure chest of various clothing.
VI. Accommodations/Modifications
I will follow students’ IEPs.
VII. Assignments
None.
VIII. Assessment
A. Informal (Describe)
1. While conducting the game, walk around and ensure students are participating without telling answers to others.
2. While they are working in groups, move through the class and stand near students who seem distracted. Provide help as needed.
B. Formal
To be completed at a later date.
IX. Professional Reflection
To be completed at a later date.
Lesson Plan #3, Day 7 of Unit 2
Subject: Spanish
Topic: Fashion
Time Allotment: 50 minutes
Grade Level: 9-12
Teaching Date
I. Instructional Goals
Students will learn the words to the song “Head, Shoulders, Knees, and Toes” in Spanish and we will sing it together.
II. Performance Objectives
Students will repeat after me in learning the words to the song. (comprehension). We will stand and sing the song until they all know the words. (comprehension). They will complete a concept map with the body parts in the song. (evaluation)
III. Standards
1. Recognize target language words and phrases spoken in context.
Examples: basic commands, classroom objects, cognates
Using the target language in oral and written form in the present time frame, including salutations, farewells, expressions of courtesy, likes, dislikes, feelings, emotions, agreement, disagreement, requests, descriptions, sequenced information, and cultural references where appropriate to interact in a variety of situations
2. Interpret basic oral and written information in the target language on a variety of topics in the present time frame.
Identifying main ideas with some details
Guessing words and phrases based on context
Responding to basic instructions and questions
IV. Teaching/Learning Procedures:
Activity Time
A. Motivation/Introduction (5 minutes)
Review what we have discussed regarding the vocabulary, verb tenses, descriptive adjectives. Then, I will briefly talk about the questions they will be asked about the pictures/clothing they see.
B. Teaching/Learning Activities
1. In PowerPoint, students will be shown the parts of the body that are listed in the song “Head, Shoulders, Knees, and Toes.” They should be familiar with these words already, so we will work mostly on reviewing that vocabulary and teaching them the words to the song. We will stand up and sing while pointing to the part of the body the song mentions. (25 minutes)
2. Students will work together to complete a concept map with the vocabulary from the song. (15 minutes)
C. Closure
Briefly review the students' completed concept maps and discuss them. Allow time for questions. Give them a teaser for tomorrow's lesson and get them excited about what it will be. (5 minutes)
V. Materials/Media
Blank concept map for students to complete.
VI. Accommodations/Modifications
I will follow students’ IEPs.
VII. Assignments
None.
VIII. Assessment
A. Informal (Describe)
1. While teaching the vocabulary and drilling students, watch their faces, expressions, and participation while we stand and sing the song.
2. While they are working in groups, move through the class and stand near students who seem distracted.
B. Formal
To be completed at a later date.
IX. Professional Reflection
To be completed at a later date.
Topic: Fashion
Time Allotment: 50 minutes
Grade Level: 9-12
Teaching Date
I. Instructional Goals
Students will learn the words to the song “Head, Shoulders, Knees, and Toes” in Spanish and we will sing it together.
II. Performance Objectives
Students will repeat after me in learning the words to the song. (comprehension). We will stand and sing the song until they all know the words. (comprehension). They will complete a concept map with the body parts in the song. (evaluation)
III. Standards
1. Recognize target language words and phrases spoken in context.
Examples: basic commands, classroom objects, cognates
Using the target language in oral and written form in the present time frame, including salutations, farewells, expressions of courtesy, likes, dislikes, feelings, emotions, agreement, disagreement, requests, descriptions, sequenced information, and cultural references where appropriate to interact in a variety of situations
2. Interpret basic oral and written information in the target language on a variety of topics in the present time frame.
Identifying main ideas with some details
Guessing words and phrases based on context
Responding to basic instructions and questions
IV. Teaching/Learning Procedures:
Activity Time
A. Motivation/Introduction (5 minutes)
Review what we have discussed regarding the vocabulary, verb tenses, descriptive adjectives. Then, I will briefly talk about the questions they will be asked about the pictures/clothing they see.
B. Teaching/Learning Activities
1. In PowerPoint, students will be shown the parts of the body that are listed in the song “Head, Shoulders, Knees, and Toes.” They should be familiar with these words already, so we will work mostly on reviewing that vocabulary and teaching them the words to the song. We will stand up and sing while pointing to the part of the body the song mentions. (25 minutes)
2. Students will work together to complete a concept map with the vocabulary from the song. (15 minutes)
C. Closure
Briefly review the students' completed concept maps and discuss them. Allow time for questions. Give them a teaser for tomorrow's lesson and get them excited about what it will be. (5 minutes)
V. Materials/Media
Blank concept map for students to complete.
VI. Accommodations/Modifications
I will follow students’ IEPs.
VII. Assignments
None.
VIII. Assessment
A. Informal (Describe)
1. While teaching the vocabulary and drilling students, watch their faces, expressions, and participation while we stand and sing the song.
2. While they are working in groups, move through the class and stand near students who seem distracted.
B. Formal
To be completed at a later date.
IX. Professional Reflection
To be completed at a later date.
Lesson Plan #2, Day 1 of Unit 2
Subject: Spanish
Topic: Fashion
Time Allotment: 50 minutes
Grade Level: 9-12
Teaching Date
I. Instructional Goals
Students will be introduced to the unit concept with a youtube video. The video will engage and excite them.
II. Performance Objectives
Students will watch a video and discuss their opinions about it.
III. Unit Standards
1. Recognize target language words and phrases spoken in context.
Examples: basic commands, classroom objects, cognates
Using the target language in oral and written form in the present time frame, including salutations, farewells, expressions of courtesy, likes, dislikes, feelings, emotions, agreement, disagreement, requests, descriptions, sequenced information, and cultural references where appropriate to interact in a variety of situations
2. Interpret basic oral and written information in the target language on a variety of topics in the present time frame.
Identifying main ideas with some details
Guessing words and phrases based on context
Responding to basic instructions and questions
IV. Teaching/Learning Procedures:
Activity Time
A. Motivation/Introduction (5 minutes)
Briefly introduce the video.
B. Teaching/Learning Activities (40 minutes)
Watch the “One Semester of Spanish Spanish Love Song”. Discuss the parts of the video that they like. Review a few of the basic adjectives used in the video; they will be used later in the unit to describe fashions. Highlight the false cognate “remembro”, used in the video, for discussion of false cognates later.
C. Closure
Wrap up the discussion. Give a teaser for tomorrow's lesson.
V. Materials/Media
Computer, video equipment if it is not permanent in the classroom.
VI. Accommodations/Modifications
I will follow students’ IEPs.
VII. Assignments
No homework.
VIII. Assessment
A. Informal (Describe)
Watch students' faces and body language to ensure they are engaged. Move through the class and stand near students who seem distracted.
B. Formal
To be completed at a later date.
IX. Professional Reflection
To be completed at a later date.
Topic: Fashion
Time Allotment: 50 minutes
Grade Level: 9-12
Teaching Date
I. Instructional Goals
Students will be introduced to the unit concept with a youtube video. The video will engage and excite them.
II. Performance Objectives
Students will watch a video and discuss their opinions about it.
III. Unit Standards
1. Recognize target language words and phrases spoken in context.
Examples: basic commands, classroom objects, cognates
Using the target language in oral and written form in the present time frame, including salutations, farewells, expressions of courtesy, likes, dislikes, feelings, emotions, agreement, disagreement, requests, descriptions, sequenced information, and cultural references where appropriate to interact in a variety of situations
2. Interpret basic oral and written information in the target language on a variety of topics in the present time frame.
Identifying main ideas with some details
Guessing words and phrases based on context
Responding to basic instructions and questions
IV. Teaching/Learning Procedures:
Activity Time
A. Motivation/Introduction (5 minutes)
Briefly introduce the video.
B. Teaching/Learning Activities (40 minutes)
Watch the “One Semester of Spanish Spanish Love Song”. Discuss the parts of the video that they like. Review a few of the basic adjectives used in the video; they will be used later in the unit to describe fashions. Highlight the false cognate “remembro”, used in the video, for discussion of false cognates later.
C. Closure
Wrap up the discussion. Give a teaser for tomorrow's lesson.
V. Materials/Media
Computer, video equipment if it is not permanent in the classroom.
VI. Accommodations/Modifications
I will follow students’ IEPs.
VII. Assignments
No homework.
VIII. Assessment
A. Informal (Describe)
Watch students' faces and body language to ensure they are engaged. Move through the class and stand near students who seem distracted.
B. Formal
To be completed at a later date.
IX. Professional Reflection
To be completed at a later date.
Wednesday, June 23, 2010
EDT 630 Post #1
Learning reflection.
In this portion of the course, I have learned some of the tenets of the behaviorist theory. Pavlov was the forerunner of this school of thought. He trained dogs to salivate when a bell was run. His theories said that operant conditioning was the proper way to teach students. When students do something right, they are rewarded. When they do not, they receive no reward. Behaviorist teachers use a system of rewards to give to their students as motivation for them to succeed. They may give candy, stickers, or other rewards.
I do not agree with this school of thought because it relies solely on extrinsic motivation directly contradicting modern ways of thinking that suggest intrinsic motivation is far more significant. For learning to be relevant, students need to see a purpose in their learning and they must want to succeed because of their success’s ties to their desire to reach their goals. If students are motivated by candy, stickers, etc, they are highly likely to be less successful in situations where those external motivators are not present.
In my research, I have found that the behaviorist approach can be useful when teaching younger children whose mental capacities are not developed enough to be able to have that intrinsic motivation. That does not mean that rewards should not be in place for older students, but a rewards system should not be the only means of motivating students. They should be shown relevance in regard to the course content to help bring their learning full circle, so that they see the reason they need the content and become intrinsically motivated to succeed in the course because of its relevance to their lives.
In this portion of the course, I have learned some of the tenets of the behaviorist theory. Pavlov was the forerunner of this school of thought. He trained dogs to salivate when a bell was run. His theories said that operant conditioning was the proper way to teach students. When students do something right, they are rewarded. When they do not, they receive no reward. Behaviorist teachers use a system of rewards to give to their students as motivation for them to succeed. They may give candy, stickers, or other rewards.
I do not agree with this school of thought because it relies solely on extrinsic motivation directly contradicting modern ways of thinking that suggest intrinsic motivation is far more significant. For learning to be relevant, students need to see a purpose in their learning and they must want to succeed because of their success’s ties to their desire to reach their goals. If students are motivated by candy, stickers, etc, they are highly likely to be less successful in situations where those external motivators are not present.
In my research, I have found that the behaviorist approach can be useful when teaching younger children whose mental capacities are not developed enough to be able to have that intrinsic motivation. That does not mean that rewards should not be in place for older students, but a rewards system should not be the only means of motivating students. They should be shown relevance in regard to the course content to help bring their learning full circle, so that they see the reason they need the content and become intrinsically motivated to succeed in the course because of its relevance to their lives.
Lesson Plan #1, Day 10 of Unit 2
Day 10, Dressed to Thrill
Subject: Spanish
Topic: Clothing/Body Parts
Time Allotment: 50 minutes
Grade Level: 9-12
Grade Level: 9-12
Teaching Date:
I. Instructional Goals
Students will be able to name and identify various parts of the human body and articles of clothing. They will use the word “llevar” to help describe what a person is wearing or what he wears on each part of the body. For beginning levels, we will work only with present tense, but for advanced levels, we will use imperfect and preterite as well. The students will be familiar with the vocabulary by this point and they will be able to identify cognates when they see them.
II. Performance Objectives
Students will participate in in-class discussions in which they repeat after me. (comprehension) They will practice the proper pronunciation of the vocabulary words while they are shown a photograph of the item being described by the vocabulary words. (comprehension) We will discuss whether or not they like each article of clothing or if they would wear it themselves. (analysis) They will then work in groups to complete an assignment showing they can match the parts of the body with the article of clothing worn on that part of the body. (evaluation)
III. ACOS Standards
I. Instructional Goals
Students will be able to name and identify various parts of the human body and articles of clothing. They will use the word “llevar” to help describe what a person is wearing or what he wears on each part of the body. For beginning levels, we will work only with present tense, but for advanced levels, we will use imperfect and preterite as well. The students will be familiar with the vocabulary by this point and they will be able to identify cognates when they see them.
II. Performance Objectives
Students will participate in in-class discussions in which they repeat after me. (comprehension) They will practice the proper pronunciation of the vocabulary words while they are shown a photograph of the item being described by the vocabulary words. (comprehension) We will discuss whether or not they like each article of clothing or if they would wear it themselves. (analysis) They will then work in groups to complete an assignment showing they can match the parts of the body with the article of clothing worn on that part of the body. (evaluation)
III. ACOS Standards
1. Recognize target language words and phrases spoken in context.
Examples: basic commands, classroom objects, cognates
Using the target language in oral and written form in the present time frame, including salutations, farewells, expressions of courtesy, likes, dislikes, feelings, emotions, agreement, disagreement, requests, descriptions, sequenced information, and cultural references where appropriate to interact in a variety of situations
2. Interpret basic oral and written information in the target language on a variety of topics in the present time frame.
Identifying main ideas with some details
Guessing words and phrases based on context
Responding to basic instructions and questions
8. Identify similarities and differences between words in the target language and in English, including pronunciation, intonation, stress patterns, and simple written conventions of language.
IV. Teaching/Learning Procedures:
Describe the activities and strategies used to accomplish the lesson objectives. Include the time required for each activity in a column to the left of the activity.
Time Activity
2. Interpret basic oral and written information in the target language on a variety of topics in the present time frame.
Identifying main ideas with some details
Guessing words and phrases based on context
Responding to basic instructions and questions
8. Identify similarities and differences between words in the target language and in English, including pronunciation, intonation, stress patterns, and simple written conventions of language.
IV. Teaching/Learning Procedures:
Describe the activities and strategies used to accomplish the lesson objectives. Include the time required for each activity in a column to the left of the activity.
Time Activity
A. Motivation/Introduction (5 minutes )
Review what we have discussed regarding the vocabulary, verb tenses, descriptive adjectives. Then, I will briefly talk about the questions they will be asked about the pictures/clothing they see.
B. Teaching/Learning Activities
1. Using PowerPoint (actual clothing will be used later in the unit), students will be shown a picture of each article of clothing. We will discuss the article of clothing and where/how it is worn. We will also discuss the parts of the body and where each article of clothing is worn. Students will repeat after me and work on pronunciation as I walk through the room and hear their pronunciations. (30 minutes)
2. Students will work together on an activity that requires them to be able to match the part of the body with the article of clothing that is worn on each part. They will finish this activity for homework. (10 minutes)
C. Closure
Briefly review the content we discussed prior to today. Then, conduct a short “remember what we talked about” session before class is dismissed and allow time for questions. Give a teaser for tomorrow's lesson. (5 minutes)
V. Materials/Media
No extraneous supplies are required for this lesson.
VI. Accommodations/Modifications
I will follow students’ IEPs.
VII. Assignments
Complete the activity outlined in class. Work may be started in groups, but must be completed by each student.
VIII. Assessment
A. Informal (Describe)
1. While teaching the vocabulary and drilling students, watch their faces, expressions, and participation during drills (movement of their mouths). Move around to stand near students who seem distracted.
2. While they are working in groups, move through the class and stand near students who seem to be off task.
B. Formal
To be completed at a later date.
IX. Professional Reflection
To be completed at a later date.
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