Lukas's Lesson Plan #1
Subject: EFL, Advanced
Class level: High School, Upper Years, 12th grade.
Duration: 50 minutes
Topic: Careers
GOAL
The students will be able to choose, discuss, and explain their potential and desired careers.
OBJECTIVES
Terminal
1. The students will be able to accurately describe the nature of their desired careers
2. The students will be able to explain and discuss the careers of themselves and their classmates
Enabling
1. The students will be able to draw a representation of their work, possibly in a creative fashion
MATERIALS
1. Blank paper
2. Colouring utensils
3. Spare writing paper
PROCEDURE
1. Introduce the topic of the day and go over any student’s questions (5)
2. Split the class up appropriately into small groups and have them discusses their career decisions with their groups, in English. (5)
3. Hand out materials to the groups throughout the discussions.
4. As the conversations die out, have the students start work on drawing some form of representation, preferably creative and fun to draw, of their desired career. Allow good natured chatter between students, only in English, or for the purpose of improving their English. Remind students to be prepared to present to the class. (10)
5. Travel around the class checking on student work, answering questions as needed.
6. Have the students present their desired jobs and their pictures to the class, and explain it in English. Non presenting students must pay attention. (20)
7. Students must write on three different careers presented and quickly and accurately describe in a short turn in paper for the end of class. (5)
8. Closing remarks. Commented on the class went, and prepare the students for the next lesson. Students hand in short papers. (5)
9.For the students who can’t decide on a career, or do not wish to talk about their own choices, allow them to present one that they at least find interesting or unique.
EVALUATION
The students will be evaluated on their participation, as well as informally on their ability to accurately describe and present their career choices in English, in addition to their written descriptions of the presented careers. Grammar and word errors will be corrected and handed back to students at a later date.
This lesson plan makes use of art as a means to creatively, and in an entertaining fashion, to express a student’s potential life choice. While the lesson can be done without the use of an art media, its presence there is to bring life into the classroom, and relieve some stress that is often a part of school life, especially the later years, preparing for college, a job, or both. By using a non-serious method, the students can talk about their subjects at ease. The use of this also allows student interaction. While possibly detrimental to the learning environment in terms of academics, it is important socially, and allows informal discussions that can set the students at ease as
well. This thus allows more attention and brain power to be used on the English language, in an informal and relatively stress free fashion. The use of art does not directly contribute to the learning, but subtly facilitates it from behind the scenes.
Kelsey's Lesson PLan # 2
Title: “Cielo
Azul”Fill-in-the-blank
Primary Subject: Spanish
Grade Level: 8-10 or Spanish II or III
Length: 50 min class then at beginning of each class 5-10 min over a week period
*This activity is its own lesson the first day, but slowly transitions into being a warm-up activity!
1. Goal
Students will improve their comprehension of native Spanish speaking.
2. Objectives
Terminal objectives:
1. Students will successfully fill in the missing words.
2. Students will be able to understand and analyze content.
Enabling objectives:
1.Students will draw pictures to help retain information.
2.Students will use prior knowledge of poem analyses learned in native language.
3.Students will broaden their own vocabulary.
4.Students will improve their listening skills.
3. Materials and Equipment
Song “Cielo Azul”, laptop/speakers, copy of fill-in-the-blank sheet for each student, notecards, colored pencils
4. Procedures
Introduction: 10 min
1. Pass out lyrics sheet and give background about the artist, Jesse y Joy,
2. Read song out loud together. (Have individual students read lines)
3. Explain the task of filling in the blank, while also trying to comprehend the song.
Song: 9 min
4. Play song once having students just listen.
5. Play song again and have students try to fill in the missing words.
6. Play one more time for students to clarify words.
Class discussion: 10 min
7. Go over first 2 stanzas together filling in words and deciphering the meaning. (Have students write translation next to each line)
ndividual/Group work: 15 min
8. Pass out note cards and ask students to choose a particular sentence and draw a picture to help represent and remember the meaning. (If larger class, have them work as groups and increase size of paper)
Closing Activity: 5 min
9. Ask each student or group to share their drawings and what line it corresponds to.
For the first 10-15 minutes of the next class play the song twice for students to fill in the rest of the words and go over 2 stanzas, translating and drawing pictures on note
cards.
For the third class in the first 10-15 minutes translate the three remaining stanzas together and have them complete the drawings. After that, this song may be used as a warm-up activity where the teacher lays out the note cards/pictures onto a table or desk. The students should be able to point to the specific note card that is related to the particular sentence. This promotes memory, as well as comprehension of the song.
Devan's Lesson Plan #3
Background Information
Grade Level: High School (9th-12th)
Level: Spanish I: chapter 2
Lesson Goal: To teach me gusta vs me gustan and to talk about what you like and what others like.
Lesson Title: Me gusta!
Lesson Time: To be used in a 1 hour class period
Objective Standards
1.I can use me gusta and me gustan to show what I like to do
2. I can correctly reassemble sentences using the correct gustar verb.
3. I can understand oral me gusta sentence, and respond accurately.
4. I can say ask my partner what he/she likes to do using the “Te gusta” formula.
5. I can tell my class 2 things my partner likes and 2 things he doesn’t to the class using correct “le gusta” sentence structure.
Content Standards
World Languages Content Standard 1: Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.
Students will be able to express feelings, likes, and dislikes (Benchmark I)
Students will create simple descriptions of people and things within a context. (Benchmark I)
World Languages Content Standard 2: Students will understand and interpret spoken and/or written language on a variety of topics.
Comprehend and respond appropriately to simple oral communication. (Benchmark 1)
Materials
Envelopes with parts of speech in them to create sentences (cut up pieces of paper) Enough for each pair of students to have an envelope.
Pictures of vocab words to put on the smart board. A laid out plan of how to teach me gusta vs me gustan. Have the lesson laid out on the interwrite board.
Procedure
Opening: Me gusta youtube video. (http://www.youtube.com/watch?v=eD8gkTKApv8)
1. (10 Mins) Go over when you use Gustar. Teach the differences between gusta and gustan. (teacher-centered. Class)
2. (5 Mins) Pass out envelopes and have students organize the sentences. (Student-centered. Partners)
3. (5 mins) Have students share with the class what sentences they came up with. Check for correct agreement. (Student-centered. Class)
4. (20 mins) Give students a BINGO board, and have them fill in their interests. They can either write the word or draw a picture. One the top of each box have them write the question they are going to ask. (Te gusta or is it te gustan). Have them go around the classroom, asking their classmates (te gusta(n)…) and if the classmate has that same verb… they can mark it off on the board. Game goes until everyone has his or her board covered. (Student-centered-Class)
a. Rules
i. Each student can only get one answer per student…even if they have more than one common interest.
ii. Have students write name of each partner at the bottom of the board.
iii. Students can do what they like or what they don’t like. If they don’t like it have them put an X on the box instead.
5. (10 Mins) Have students write a small paragraph of the likes and the dislikes of their classmates. If time…have them present them to the class. (Student-center- Individual)
Assessment
The assessment is the last paragraph. This will help the teacher decide if students need to work on this more or if they are ready to move on to the next activity. This
assessment will also help teacher differentiate the next days lesson, because she will have a basis of student understanding.
Differentiated Instructions
While the students are writing their paragraphs…challenge certain students to be creative with what they write. Instead of I like… he likes…she likes.. have students do like…but he doesn’t. He likes but I don’t. We don’t like this or we like this. Challenge students on an individual basis.
Artistic Modality:
This project uses the artistic modality, because students are given pictures to help to teach them the vocabulary words. Also, on students can express their artistic side, because they have to draw a picture of the vocab word on each blank. There is also the aspect of technology in this lesson. The first portion of technology is seen as the attention getter in the beginning of the lesson. Also, the InterWrite board is used throughout the lesson as a teaching tool. Also, by incorporating music into a class activity, students will be more motivated to learn. I think using music and technology in classroom activity will help students will listen and be exposed to the authentic pronunciation of a native speaker.
Why I chose these lesson plans...
The most interesting project in unit 5 was “Cielo Azul” fill-in-the-bank lesson by Kelsey because in this lesson students will be able to hear, write, read, comprehend, and speak the language target. I think Devan’s Lesson Plan “me gusta vs me gustan” is very interesting because students will learn when to use the verb“gustar”. Gusta is used as a singular conjugation of the verb and requires a subject that matches it in number. Gustan is a plural conjugation and requires a subject that matches it in number. I think this lesson will help students to indentify and learn how to conjugate the verb gusta and gustan. I choose Lukas’s lesson plan because this lesson would be very useful for beginner’ students’ of second language. I think that is very important for students to be familiar with vocabulary and also have a basic vocabulary .
Subject: EFL, Advanced
Class level: High School, Upper Years, 12th grade.
Duration: 50 minutes
Topic: Careers
GOAL
The students will be able to choose, discuss, and explain their potential and desired careers.
OBJECTIVES
Terminal
1. The students will be able to accurately describe the nature of their desired careers
2. The students will be able to explain and discuss the careers of themselves and their classmates
Enabling
1. The students will be able to draw a representation of their work, possibly in a creative fashion
MATERIALS
1. Blank paper
2. Colouring utensils
3. Spare writing paper
PROCEDURE
1. Introduce the topic of the day and go over any student’s questions (5)
2. Split the class up appropriately into small groups and have them discusses their career decisions with their groups, in English. (5)
3. Hand out materials to the groups throughout the discussions.
4. As the conversations die out, have the students start work on drawing some form of representation, preferably creative and fun to draw, of their desired career. Allow good natured chatter between students, only in English, or for the purpose of improving their English. Remind students to be prepared to present to the class. (10)
5. Travel around the class checking on student work, answering questions as needed.
6. Have the students present their desired jobs and their pictures to the class, and explain it in English. Non presenting students must pay attention. (20)
7. Students must write on three different careers presented and quickly and accurately describe in a short turn in paper for the end of class. (5)
8. Closing remarks. Commented on the class went, and prepare the students for the next lesson. Students hand in short papers. (5)
9.For the students who can’t decide on a career, or do not wish to talk about their own choices, allow them to present one that they at least find interesting or unique.
EVALUATION
The students will be evaluated on their participation, as well as informally on their ability to accurately describe and present their career choices in English, in addition to their written descriptions of the presented careers. Grammar and word errors will be corrected and handed back to students at a later date.
This lesson plan makes use of art as a means to creatively, and in an entertaining fashion, to express a student’s potential life choice. While the lesson can be done without the use of an art media, its presence there is to bring life into the classroom, and relieve some stress that is often a part of school life, especially the later years, preparing for college, a job, or both. By using a non-serious method, the students can talk about their subjects at ease. The use of this also allows student interaction. While possibly detrimental to the learning environment in terms of academics, it is important socially, and allows informal discussions that can set the students at ease as
well. This thus allows more attention and brain power to be used on the English language, in an informal and relatively stress free fashion. The use of art does not directly contribute to the learning, but subtly facilitates it from behind the scenes.
Kelsey's Lesson PLan # 2
Title: “Cielo
Azul”Fill-in-the-blank
Primary Subject: Spanish
Grade Level: 8-10 or Spanish II or III
Length: 50 min class then at beginning of each class 5-10 min over a week period
*This activity is its own lesson the first day, but slowly transitions into being a warm-up activity!
1. Goal
Students will improve their comprehension of native Spanish speaking.
2. Objectives
Terminal objectives:
1. Students will successfully fill in the missing words.
2. Students will be able to understand and analyze content.
Enabling objectives:
1.Students will draw pictures to help retain information.
2.Students will use prior knowledge of poem analyses learned in native language.
3.Students will broaden their own vocabulary.
4.Students will improve their listening skills.
3. Materials and Equipment
Song “Cielo Azul”, laptop/speakers, copy of fill-in-the-blank sheet for each student, notecards, colored pencils
4. Procedures
Introduction: 10 min
1. Pass out lyrics sheet and give background about the artist, Jesse y Joy,
2. Read song out loud together. (Have individual students read lines)
3. Explain the task of filling in the blank, while also trying to comprehend the song.
Song: 9 min
4. Play song once having students just listen.
5. Play song again and have students try to fill in the missing words.
6. Play one more time for students to clarify words.
Class discussion: 10 min
7. Go over first 2 stanzas together filling in words and deciphering the meaning. (Have students write translation next to each line)
ndividual/Group work: 15 min
8. Pass out note cards and ask students to choose a particular sentence and draw a picture to help represent and remember the meaning. (If larger class, have them work as groups and increase size of paper)
Closing Activity: 5 min
9. Ask each student or group to share their drawings and what line it corresponds to.
For the first 10-15 minutes of the next class play the song twice for students to fill in the rest of the words and go over 2 stanzas, translating and drawing pictures on note
cards.
For the third class in the first 10-15 minutes translate the three remaining stanzas together and have them complete the drawings. After that, this song may be used as a warm-up activity where the teacher lays out the note cards/pictures onto a table or desk. The students should be able to point to the specific note card that is related to the particular sentence. This promotes memory, as well as comprehension of the song.
Devan's Lesson Plan #3
Background Information
Grade Level: High School (9th-12th)
Level: Spanish I: chapter 2
Lesson Goal: To teach me gusta vs me gustan and to talk about what you like and what others like.
Lesson Title: Me gusta!
Lesson Time: To be used in a 1 hour class period
Objective Standards
1.I can use me gusta and me gustan to show what I like to do
2. I can correctly reassemble sentences using the correct gustar verb.
3. I can understand oral me gusta sentence, and respond accurately.
4. I can say ask my partner what he/she likes to do using the “Te gusta” formula.
5. I can tell my class 2 things my partner likes and 2 things he doesn’t to the class using correct “le gusta” sentence structure.
Content Standards
World Languages Content Standard 1: Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.
Students will be able to express feelings, likes, and dislikes (Benchmark I)
Students will create simple descriptions of people and things within a context. (Benchmark I)
World Languages Content Standard 2: Students will understand and interpret spoken and/or written language on a variety of topics.
Comprehend and respond appropriately to simple oral communication. (Benchmark 1)
Materials
Envelopes with parts of speech in them to create sentences (cut up pieces of paper) Enough for each pair of students to have an envelope.
Pictures of vocab words to put on the smart board. A laid out plan of how to teach me gusta vs me gustan. Have the lesson laid out on the interwrite board.
Procedure
Opening: Me gusta youtube video. (http://www.youtube.com/watch?v=eD8gkTKApv8)
1. (10 Mins) Go over when you use Gustar. Teach the differences between gusta and gustan. (teacher-centered. Class)
2. (5 Mins) Pass out envelopes and have students organize the sentences. (Student-centered. Partners)
3. (5 mins) Have students share with the class what sentences they came up with. Check for correct agreement. (Student-centered. Class)
4. (20 mins) Give students a BINGO board, and have them fill in their interests. They can either write the word or draw a picture. One the top of each box have them write the question they are going to ask. (Te gusta or is it te gustan). Have them go around the classroom, asking their classmates (te gusta(n)…) and if the classmate has that same verb… they can mark it off on the board. Game goes until everyone has his or her board covered. (Student-centered-Class)
a. Rules
i. Each student can only get one answer per student…even if they have more than one common interest.
ii. Have students write name of each partner at the bottom of the board.
iii. Students can do what they like or what they don’t like. If they don’t like it have them put an X on the box instead.
5. (10 Mins) Have students write a small paragraph of the likes and the dislikes of their classmates. If time…have them present them to the class. (Student-center- Individual)
Assessment
The assessment is the last paragraph. This will help the teacher decide if students need to work on this more or if they are ready to move on to the next activity. This
assessment will also help teacher differentiate the next days lesson, because she will have a basis of student understanding.
Differentiated Instructions
While the students are writing their paragraphs…challenge certain students to be creative with what they write. Instead of I like… he likes…she likes.. have students do like…but he doesn’t. He likes but I don’t. We don’t like this or we like this. Challenge students on an individual basis.
Artistic Modality:
This project uses the artistic modality, because students are given pictures to help to teach them the vocabulary words. Also, on students can express their artistic side, because they have to draw a picture of the vocab word on each blank. There is also the aspect of technology in this lesson. The first portion of technology is seen as the attention getter in the beginning of the lesson. Also, the InterWrite board is used throughout the lesson as a teaching tool. Also, by incorporating music into a class activity, students will be more motivated to learn. I think using music and technology in classroom activity will help students will listen and be exposed to the authentic pronunciation of a native speaker.
Why I chose these lesson plans...
The most interesting project in unit 5 was “Cielo Azul” fill-in-the-bank lesson by Kelsey because in this lesson students will be able to hear, write, read, comprehend, and speak the language target. I think Devan’s Lesson Plan “me gusta vs me gustan” is very interesting because students will learn when to use the verb“gustar”. Gusta is used as a singular conjugation of the verb and requires a subject that matches it in number. Gustan is a plural conjugation and requires a subject that matches it in number. I think this lesson will help students to indentify and learn how to conjugate the verb gusta and gustan. I choose Lukas’s lesson plan because this lesson would be very useful for beginner’ students’ of second language. I think that is very important for students to be familiar with vocabulary and also have a basic vocabulary .