1 of 12 Lesson Plan designed by TPA Julio César Guajardo Treviño SUBSECRETARÍA DE EDUCACIÓN BÁSICA COORDINACIÓN DE IDIOMAS CICLO ESCOLAR 2015-2016 LESSON PLAN JANUARY 8 TH TO JANUARY 22 ND School’s name: CCT: Instructor’s name: ID: Grade and unit: 6 th Grade Unit 3 Product A Product: Word game contest Social practice: Participate in language games with expressive and aesthetic purposes Environment: Literary and ludic Specific competence: Discriminate stress of specific words in language games Stage(s): Determine the day and time of the contest, as well as the number of participants and their ages. Doing with the language (Activities): Session 1: During this unit, you will organize a Spelling Bee competition where the students will participate and learn to spell, pronounce, and stress previously selected words as well as learn about syllable count in words. 10 minutes Ask the students if they like to compete; tell them that competition keeps us motivated to continue to improve and get better at whatever we want to do, preparing us for the challenges that life will throw at us. Tell the learners to mention some activities in which they like to compete. 10 minutes Write the words “Spelling Bee” on the board and ask the students if they know what a Spelling Bee is. Complement their responses by telling them that a Spelling Bee is a competition where the participants take turns to spell out words; model how this is done by spelling 3 to 5 words you consider them to know. 5 minutes Ask the students what they think would be the benefits of participating in a spelling bee. After listening to their answers express the objective of this activity is to improve their spelling and increase their vocabulary. Knowing about the language (Background): Vocabulary: competition contest contestant participants spelling turn
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1 of 12 Lesson Plan designed by TPA Julio César Guajardo Treviño
SUBSECRETARÍA DE EDUCACIÓN BÁSICA COORDINACIÓN DE IDIOMAS
CICLO ESCOLAR 2015-2016
LESSON PLAN JANUARY 8
TH TO JANUARY 22
ND
School’s name: CCT: Instructor’s name: ID:
Grade and unit: 6
th Grade Unit 3 Product A
Product: Word game contest
Social practice: Participate in language games with expressive and aesthetic purposes
Environment: Literary and ludic
Specific competence: Discriminate stress of specific words in language games
Stage(s):
Determine the day and time of the contest, as well as the number of participants and their ages.
Doing with the language (Activities): Session 1: During this unit, you will organize a Spelling Bee competition where the students will participate and learn to spell, pronounce, and stress previously selected words as well as learn about syllable count in words. 10 minutes Ask the students if they like to compete; tell them that competition keeps us motivated to continue to improve and get better at whatever we want to do, preparing us for the challenges that life will throw at us. Tell the learners to mention some activities in which they like to compete. 10 minutes Write the words “Spelling Bee” on the board and ask the students if they know what a Spelling Bee is. Complement their responses by telling them that a Spelling Bee is a competition where the participants take turns to spell out words; model how this is done by spelling 3 to 5 words you consider them to know. 5 minutes Ask the students what they think would be the benefits of participating in a spelling bee. After listening to their answers express the objective of this activity is to improve their spelling and increase their vocabulary.
Knowing about the language (Background): Vocabulary:
competition
contest
contestant
participants
spelling
turn
2 of 12 Lesson Plan designed by TPA Julio César Guajardo Treviño
Establish the type of words allowed and not allowed.
25 minutes Tell the students that they will participate in a spelling bee which will be carried out on the date and time corresponding to the seventh session of this lesson plan (you must determine this in accordance to your class schedule). Let them know how many participants will compete and the preliminary stages to classify for the competition (these aspects must be determined in accordance to the necessities of each group). Session 2: 5 minutes Remind the students that they will participate in a spelling bee which will help them increase their vocabulary. For this they will generate a word list, throughout the next few classes, that will serve as a guide for them to prepare for the event. 30 minutes Write 10 to 20 words from the “Spelling Bee Word List” on the board, while doing this say each word out loud first, then say each letter as you write it, and upon completing the word say it again; just like in a spelling bee. Once you have completed all the words, tell the students to spell the words with you in unison. Remember to say the word, then each letter and finally say the word again. Tell the learners to write the 10 words on their notebooks while they practice. 15 minutes Erase the 10 words from the board and ask for volunteers to participate in spelling out these words. Instruct them to say the word before and after spelling it. Session 3: 25 minutes Make four columns with the headings “1 Syllable”, “2 Syllables”, “3 Syllables” and “4 Syllables” as shown in the table below. Choose 10 to 15 words from the “Spelling Bee Word List” with different amount of syllables, and have students clap for each syllable in the word. Ask how many times they clapped, and state the number of syllables in the word. For example, using the word classroom, say /class//room/, and clap for each of the two syllables. Write the word in the corresponding column and ask the students to copy this in their notebooks.
1 Syllable 2 Syllables 3 Syllables 4 Syllables
15 minutes Tell the students that they must lookup these words in a dictionary and write the meaning in their notebooks. If a student does not have a dictionary this activity can also be organized in teams of two or three.
list
vocabulary
word
amount
clap
count
dictionary
syllable
3 of 12 Lesson Plan designed by TPA Julio César Guajardo Treviño
10 minutes Ask the students at random for the meaning of the words they looked up in the dictionary; before each meaning is provided the student must state the word, spell it and then state the word again. Remind the students that this will serve to enrich their vocabulary as well as allowing them a better comprehension of the words required for the spelling bee. Session 4: Watch Lesson 6a - WORD STRESS - English Pronunciation to better teach this session. 10 minutes Tell the students that in the previous lesson they learned how to separate a word into syllables. Proper pronunciation is important in communication, for this reason they will learn about word stress. Stressing a part of the word implies three basic aspects: Volume, Length and Pitch; write these three aspects as you mention them. In word stress, the stressed syllable will be pronounced at a higher volume (raise your voice and point to the word “Volume” as you state this), with a longer length (lengthen the words and point to the word “Length” on the board as you say this), and at a higher Pitch (sharpen your tone and point to the word “Pitch” as you say this). 10 minutes Tell the students that you will demonstrate using the word “classroom” which previously was identified as having two syllables; one of the two syllables is stressed (only vowel sounds are stressed, meaning that in the stressed syllable, the vowel sound is louder, longer and at a higher pitch). Show the “Volume” flashcard and say that in the word “classroom” the first syllable is stressed; so they must slightly raise the volume of their voice. Model this while showing the flashcard (Image 1), raise your voice in the first syllable and lower it for the second syllable; repeat this several times. 10 minutes Now tell the students that the second aspect to consider in word stress is “Length”. Show the corresponding flashcard (Image 2) and mention that since the first syllable in the word “classroom” is stressed, this part of the word must be slightly lengthened. Model this while showing the flashcard, lengthen the pronunciation of the first syllable and shorten it for the second syllable; repeat this several times. 10 minutes Tell the students that the third aspect to take into account in word stress is “Pitch”. Show the corresponding flashcard (Image 3) and mention that as mentioned, the first syllable in the word “classroom” is stressed; this part of the word must be pronounced in a slightly higher pitch. Model this while showing the flashcard, use a higher pitch while pronouncing the first syllable and then lower your tone for the second syllable; repeat this several times. 10 minutes Now tell the students that all three aspects must be combined for correct pronunciation. Pronounce the
4 of 12 Lesson Plan designed by TPA Julio César Guajardo Treviño
Set rules of participation and mechanics of the word game to practice word stress and pronunciation.
word “classroom” 2 to 3 times, making emphasis on the three aspects required for the stressed syllable. Write 10 new words from the “Spelling Bee Word List” for the students to add to their own list. Underline the stressed syllable in each word and guide the students in pronouncing them word in unison. Session 5: 15 minutes Tell the students that to participate in the Spelling Bee, they must abide by rules and mechanics set for the competition. Explain each rule ensuring that the students have understood them. The rules are:
1. The pronouncer announces the word to be spelled. 2. The speller pronounces the word, spells it and then says the word again. Failure to comply with
this is cause for disqualification. 3. The judge(s) determines whether or not the word was spelled correctly. 4. If the correct spelling was given, the speller remains in the game; if the spelling was incorrect,
that speller is eliminated from the game and the judge gives the correct spelling of that word. 5. When there are only two spellers left, if one contestant misspells a word, the other contestant
must spell that word correctly, plus one more word to be declared the winner of the spelling bee.
Note: Be aware that you may adequate these rules according to the necessities of your classroom.
15 minutes After explaining the rules, model an example of the mechanics of the contest by asking for 5 volunteers to simulate a spelling bee. Use the words with which they have been previously working and explain that you will be the pronouncer and judge for this example. 20 minutes Make teams of 3 or 4 students, where they will practice the spelling bee mechanics. One of them will play the role of pronouncer and judge using 5 words from the list that they have been working on; while the others will be participants. Once these words have been used or a participant has won, they must change roles and continue to practice. Session 6: 10 minutes Tell the students that during this session they will practice a simulation of a spelling bee without elimination. For this exercise they will be required to spell the words from the list they have been constructing during the previous sessions, in addition to 20 new words that will be provided in this session. 10 minutes Write 20 new words from the “Spelling Bee Word List” on the board that the students must add to their own word lists. 30 minutes Tell the students that for this exercise they will not be eliminated, instead they can keep track of their
disqualification
game
judge
participation
practice
pronunciation
pronouncer
rules
simulation
score
5 of 12 Lesson Plan designed by TPA Julio César Guajardo Treviño
Organize the contest and invite students from other groups to participate.
score to see how many words they spelled correctly. All the students will take turns in spelling words as you pronounce and judge them. Remember that the objective of this exercise is to practice as many words as possible before the contest. Session 7: 10 minutes Review the rules with the students and let them know that elimination will be enforced during the contest. Tell that the contest will last 30 minutes, any students that have not been eliminated will be considered winners. 30 minutes Carry out the competition using the rules and mechanics previously established. 10 minutes Ask the students to share their thoughts on the experience of participating in a spelling bee. Provide feedback and encouragement to the participants.
experience
feedback
winner
Achievements:
Reads a list of previously selected words aloud.
Spells words with different number of syllables.
Classifies words based on number of syllables.
Divides words into syllables to identify stress.
Identifies stress on different types of words while listening.
Spells, pronounces, and stresses previously selected words.
Assessment: Register the findings of this product in your evaluation record: A+ for those who reach the third round of the competition. A for those who reach the second round of the competition. B for those who are eliminated in the first round of the competition. C for whoever is reluctant to participate in the competition.