marie-webb. Web viewDetailed Lesson Plan 2. ... This lesson will help them to develop their skills to participate in a class ... KWL Chart for each student/computer-Word KWL

Detailed Lesson Plan 2

LESSON PLAN TEMPLATE NAME: Marie Webb Listening and Speaking 6

Background Information Provide a brief overview of the student group, class situation, methodology to be incorporated, and scope of lesson (i.e. how is this lesson fitting in to what is happening in the class to date):

The students are all advanced level English speakers preparing to enter an American university. They need practice giving presentations in front of the class to improve their speech skills. In addition, they need practice listening and participating during and after a presentation is given. They have had no experience with a class dialogue after a presentation. This lesson will help them to develop their skills to participate in a class discussion after a presentation. It will also give them experience giving a group presentation. In past classes, their presentations were done alone. They will learn how to give a presentation in a group of 3. The students are interested in learning about American culture and cultures other than their own. Therefore I have allowed them to give a presentation on a holiday in a culture other than their own. Easter break comes directly after this lesson, so I am incorporating the Easter holiday in my lesson for relevance.

Lesson Objective(s) clearly define objective(s) and method(s) for evaluation:

Enabling objectives: KWL Chart, Easter vocabulary, Easter listening discussion questions, practice presentation/audience roles.

Terminal objectives: To understand how to give an oral presentation with partners and to be able to participate in a university level class discussion after a class presentation is given.

Materials (describe the handouts, readings, technology, realia, etc. you will utilize to advance the lesson)

1. KWL handout2. Easter Eggs- vocabulary words from the listening are hidden inside each egg.3. Easter listening clips from The History Channel4. Easter listening discussion questions5. Presentation guidelines and Audience role guidelines6. Sample Easter presentation

Classroom Procedure: outline the lesson detailing the teacher and student plan. Provide an overview for how you will introduce the lesson as well as step by step how you will engage, instruct, interact, assess, and close the lesson with your students. Bulleted information or short sentences will suffice. Basically, I want you to talk/walk through the lesson detailing what you will do, what you expect the students to do, and how much time you allot for each segment of your lesson. Please complete pages 1-5 on the SDAIE Lesson worksheet to help you focus the step by step.

Class: Listening and Speaking 6

Time: 2:30-3:50 Date: Tuesday April 3rd

Class: 16

Resources: 1. KWL Chart for each student/computer-Word KWL Chart2. http://www.history.com/videos/history-of-the-holidays-easter-video (3.32)3. http://www.history.com/videos/history-of-the-holidays-easter-video#holiday-foods-easter-eggs (3.47)

Lesson Aims:

Group presentations about holidays

Enabling Objectives: KWL Chart, Easter vocabulary, Easter listening discussion questions, practice presentation/audience roles

Terminal Objectives: to understand how to give an oral presentation with partners and to be able to participate in a university level class discussion after a class presentation is given.

Lesson Stages:

Review/Preview

(5 minutes)

Preview the lesson. Tell the students what they are going to be doing today. Show the class agenda on the projection screen. 1. Brief overview of Holidays presentations 2. Learning about

Easter 3. Presentation guidelines 4. Audience roles 5. Sample presentation 6. Practicing audience roles

Warm Up

(10 minutes)

Presentation/practice: 10 minutes (2:35-2:45)

KWL- Together as a class we will fill out a KWL chart. First ask the students to talk to each other for 5 minutes about what they know about Easter and what they want to

know about Easter As a class, fill in the Know section of the KWL chart. Next fill in the want to know section of the chart. Explain to the students that they will fill in at least 1 think in the learned section of the chart by the end of class. At

the end of class we will revisit the chart to see what the students learned, and if any of their questions were answered.

Main Body

(60 minutes)

Activity 1: Easter Egg vocabulary hunt 15 minutes (2:45-3:00)

Explain the directions of this activity thoroughly to the students To warm up before the listening exercises students will learn vocabulary associated with Easter. The students must find one Easter egg hidden in the classroom. Once they find this egg, they will have to find their partner. They will either have a definition, or a

vocabulary word. Students have 5 minutes to find their partners and sit down next to them. Once they find their partners they may discuss their vocabulary word and come up with a way to

explain their word to the class. (5 minutes) Finally as a class, pairs of students will briefly teach their word to the class. (5 minutes)

Activity 2: Listening activity 20 minutes (3:00-3:20)

The students will listen to 2 short clips about Easter. The teacher will stop and check the students comprehension of learned vocabulary throughout the clips. The students will be given the discussion questions before the listening activity. Students will read the questions aloud before the listening clips so they know what they are looking for. (10 minutes)

The students will get into groups and discuss the listening comprehension questions (5 minutes) As a class we will go over the listening questions and any questions the students have. (5 minutes) Students will have 2-3 minutes to fill in something they learned in their Know section of the KWL chart.

Activity 3: presentation guidelines/practice audience roles with my sample presentation 25 minutes (3:20-3:45)

Go over the presentation guidelines with the students. Have students’ popcorn while reading the instructions. (5 minutes)

Go over the audience role guidelines/model some appropriate language students can use (5 minutes) Give my sample presentation and have the students practice their audience roles (15 minutes)

Review/Preview

( 5 minutes)

Answer any final questions about the presentation guidelines. Students must take out their KWL chart and write down at least one more thing they learned and share

it with a partner. Group students into threes for their presentations. They will be able to choose their partners but they

must stand up and sit down next to them, then write all three of their names on one piece of paper and give it to me before they exit the classroom.

Materials

Listening/Speaking 6

Christina Andrade/Marie Webb

Class #16

Today’s Schedule

1. No Open Questions today. How was Sea World?2. Learning about Easter

a)KWL Chartb)Vocabulary huntc)History Channel listening d)Discussion about listening

3. We will go over your holiday presentation guidelines

4. Audience roles5. Sample presentation/practicing audience roles

4-10 bring laptops/ipads/smartphones Cultural Holiday Presentation Preparation (all class)

4-12 Holiday presentations- Groups of 3

Vocabulary Words for Easter Egg Hunt

1. Resurrection- rising from the dead. Christians believe that Jesus rose from the dead. Rhymes with selection.

2. Passover- is a Jewish holiday and festival. It commemorates the story of the Exodus, in which the ancient Israelites were freed from slavery in Egypt.

3. Crucified- Put someone to death by nailing or binding them to a cross. Sounds like the curse Harry Potter says “stupefied!”

4. Dye- Colored water that rhymes with by.5. Pagan- pertaining to the worship or worshipers of any religion that is neither Christian,

Jewish, nor Muslim. Rhymes with the name Meghan.6. Brunch- a meal eaten between breakfast and lunch. 7. Tomb- a chamber, vault, place where a dead person is buried. A long time ago a giant

stone covered the s entrance. This word rhymes with the word gloom.8. Jelly bean- A jelly candy that rhymes with seen.

Not used but may be if there are enough students

9. Equinox- The day and night are of equal length. 10. Apostles- a messenger of god. Jesus had 12 chosen to spread the word of god.

8 words used + 8 definitions = 16 plastic Easter eggs

Jelly bean Dye Resurrection

Brunch tomb Pagan

Crucified Passover

A jelly candy that rhymes with seen.

Colored water that rhymes with by.

Rising from the dead. Christians believe that Jesus rose from the dead. Rhymes with selection.

A meal eaten between breakfast and lunch.

A chamber, vault, place where a dead person is buried. A long time ago a giant stone covered the s entrance. This word rhymes with the word gloom.

Pertaining to the worship or worshipers of any religion that is neither Christian, Jewish, nor Muslim. Rhymes with the name Meghan.

To put someone to death by nailing or binding them to a cross. Sounds like the curse Harry Potter says “stupefied!”

Is a Jewish holiday and festival. It commemorates the story of the Exodus, in which the ancient Israelites were freed from slavery in Egypt. Rhymes with the famous movie “The Hangover”

Easter listening discussion questions

1. What day is Easter celebrated on?

2. What happened on Good Friday?

3. What was the Easter celebration originally called?

4. Where does the word Easter come from?

5. Why are eggs a symbol of Easter?

6. What color were Easter eggs originally painted?

7. What do the yolk and the shell of the Easter egg represent?

8. What happens at the White House every year?

9. Why is there an Easter bunny?

10. What does the Easter bunny do?

11. Children receive candy nowadays for Easter, why?

Holiday Presentation Guidelines

You may choose any holiday from a culture other than your own. The holiday can be any celebration: political, cultural, religious, national holiday, festival. You may choose U.S. holidays, but I also encourage you to choose holidays from other places in the world such as Mexico, Korea, China, India, Europe, Africa, etc.

You will give a presentation with two other partners. Your partners will be assigned in class. Each of you will have to talk for an equal amount of time. You may work over Easter break to finish your presentations. There is only 1 day for holiday presentations. Each group will present on Thursday April 12 th , 2012. If you miss this class day, you will NOT be able to make up your presentation at a later day and will receive a grade of 0. Tuesday April 10th you will have one full class to prepare for this presentation. Bring your laptops/ipads/smartphones Tuesday April 3rd day to conduct research with your groups and start making a powerpoint.

It is recommended that you choose a holiday that you know nothing about. This will help you learn more about the holiday and will challenge you to learn something new about another culture!

The purpose of this presentation is to get practice giving group presentations and to learn about world holidays!

Types of information to gather:

1. What is the name of the holiday? How did it get this name?2. Where is this holiday celebrated?3. What is the history of the holiday?4. What are some common vocabulary words associated with this holiday?5. Why is this holiday popular?6. Have you ever celebrated this holiday or do you know someone that has?7. How is this holiday celebrated? (What do people do on this day?)8. What are some unique things or traditions of this holiday?

Presentation topic ideas:

You must come to class with a topic by Tuesday April 10th by 4pm. Below are some presentation ideas:

Day of the dead Ramadan Chuseok, Children’s day Chinese New Year, Cinco De Mayo Rosh Hashana Kwanzaa

Presentation Overview:

Your presentation will have 2 parts.

1. A history of the holiday.2. Cultural traditions associated with the holiday/modern traditions associated with the

holiday You may include a short video clip about your topic. This video must be below 2

minutes in length.

Timing Requirements:

1. Your presentation must be within 8-10 minutes. No longer! I strongly encourage your group to practice your presentation BEFORE class to practice the timing and group dynamics.

2. We will have a short 2 minute class discussion after your presentation. During this time your group may respond to audience questions, suggestions, and a critique.

Audience Roles

While you are listening to your classmates presentations, your group will be assigned an audience role position. This assigned position will help you to participate in a college class, where after presentations students are expected to ask questions and make comments about the presenters’ ideas. After each presentation, you must communicate with the presenters through your assigned role. For example, after the presentation ends if you are the critic, you must offer a suggestion to the presenter.

Clarifier- Asks for clarification about something they did not understand.

Follow up questioner- This person wants more information about something they heard in the presentation.

Compliment giver- this person gives a compliment to the presenter about something they liked.

Critic- This person gives a suggestion to the person to help improve their presentation.

Summarizer- this person briefly states the presenters’ conclusions or observations.

Sample holiday presentation

SDAIE Write Up

SDAIE LESSON

Teacher Marie Webb Class/Subject Listening and Speaking 6

Level 6 Date 4/1/12

Attach any handouts that help to show what students were expected to do.Planning NotesContext of lesson:

Preparation for student presentations

Background students already have:

Giving 5 minute power point presentations alone

Discussing cultural topics

Listening excercises

Background I need to build with select students:

Group presentations/dialogue after presentations

Key Vocabulary and Language (functional and content):

List only the vocabulary that you will actively teach either during this lesson or subsequent related ones.

Jelly bean

Dye

Resurrection

Brunch

Tomb

Pagan

Crucified

Passover

LessonContent objectivesWhat are the content standards this lesson addresses? (if content area other than ELA)

What will I say/do to introduce the purpose of the lesson?

There are no content standards.

I will let the students know that I want them to have practice with group presentations because they might have to do so in college. They will know that their presentations are about holidays, so in preparation for learning about holidays we will learn about Easter.

Language objectivesWhat ELD Standards does this lesson address?

What do I want my students to be able to do in listening, speaking, reading and writing?

This lesson addresses listening and speaking skills as well as vocabulary and group work

They will be able to listen to video clips and understand key information about Easter. They will be able to communicate with their partners about what they listened too. In addition they will get practice with their audience role jobs so they gain confidence participating in a class discussion after student presentations.

Building BackgroundHow will I link the lesson to prior learning and/or experience?

They students already have experience giving presentations. They will do the same but in a group setting.

InteractionWhat opportunities will there be for interaction?

What will I say/do to set up the interaction?

How will I group students? Why?

What will the students be expected to do?

How will I assure that all students are engaged?

The students will interact during the Easter egg activity, during a discussion about video clips activity, and during the audience participation role play activity.

To set up the interaction I will explicitly give the students directions to find their partners matching word or definition. I will tell them that once they find their partner they must sit down next to them and come up with an interesting way to explain their vocabulary word to the class.

I will allow the students to choose their partners for the group presentations. Because this is their first time giving a group presentation, I want them to feel comfortable with their group members.

The students will be expected to listen and actively participate by asking questions and commenting on things they know about Easter and the mock presentation.

I am hoping the students will remain actively engaged about the Easter topic because the holiday is so close. I am brining in plastic Easter eggs to get them excited about the holiday and engaged directly with American culture.

Strategies for Practice and ApplicationWhat will I ask my students to do to practice and/or apply the concepts?

How will I differentiate for different levels of language learners?

What will I do during this time?

I will ask them to explain vocabulary words that they found in the eggs. I will also ask them to keep track of what they have learned about Easter in the KWL chart.

Some of the vocabulary words are easier than others. In addition, the selected video clips are related to one another so that those that need more reinforcement have so.

I will walk around and monitor the students and join in their discussions. I want to help facilitate their discussions and help when they need clarification about a particular topic.

AssessmentWhat will my students do to demonstrate their knowledge/skill?

How will I know if the lesson objectives were met?

How will I recap the learning, link the learning back to the purpose?

My students will demonstrate the ability to listen actively to the video clips. They will also demonstrate their knowledge of learned audience participation roles during my practice presentation.

I will know if the lesson objectives are met through the students’ answers for the speaking activities and their use of learned vocabulary in class. I will also be able to judge if they feel more confident with discussing presentations afterwards as a group.

I will ask the students at the end of the class to take out their KWL chart and share with their partners about some things they thought were interesting about the class and the Easter topic.

Reflection: How did it go?What went well?

Why?

Overall I think the lesson went well, especially the vocabulary Easter egg hunt. I also think the students did a great job practicing their audience roles.

The students were excited about the activity and they used the learned words throughout the day. Although there was little time for the audience roles, the students eagerly volunteered to practice. One of the students made something up just to practice his role as a clarifier.

How was this lesson different from how I would have taught it prior to taking this class?

I wouldn’t have had real listening clips in the past. I think the students enjoyed the food video clip about Easter. There were idioms and natural uses of English as well as some of the vocabulary words we practiced in class.

What would I do differently next time?

Why?

To teach this lesson in the future I think it is important to have 2 class periods. Because of timing constraints and vacations, I had to prepare the students to give holiday presentations with just one lesson.

Having more time for this lesson would allow the teacher to not rush the audience participation roles. The teacher could have more time to focus on the follow-up presentation activity where the students practice their roles as a clarifier, follow-up questioner, etc.

What kind of language did I hear my students using?

What does this tell me about what my students can do?

What does this tell me about what my students need?

My students were using a lot of language associated with Easter! I liked that they were constantly using the vocabulary words that we learned through the Easter egg hunt such as crucified and resurrection.

My students can pick up new words and practice using them if I provide them with the time to talk about a particular subject.

My students need time to practice things that they have learned and have discussion with their partners and as a class. They also need time to write new words down to practice spelling. Providing them with a rhyming word to help with pronunciation is very helpful. Many of the students struggled to pronounce the word pagan, but I reminded them that it sounds like the American name Meghan.

Did I accomplish my objectives?

How do I know?

Yes. I did accomplish my objectives. However, I did not have adequate time for the students to go back and fill in the Learned section of the KWL chart.

I know this because the students asked many follow up questions about Easter. They created their own questions about Easter on the KWL Chart and shared with their classmates about what they already knew. In the future directly after the listening activity, I would have the students take a minute to write down some things they learned or do this at the end of the class period. If no time is available I would assign the Learned section of the chart as a homework assignment.

What do my students need next?

How do I know?

My students need more time the next class to practice their audience roles. They also need time in class to meet with their partners to prepare for their presentations.

I know they need more practice with the audience roles because many of them had their hands up, but because of time constraints were not able to participate. Allowing the students to prepare for their presentations during class will help them stay organized and ask me about any questions they may have before they present during the following class.