Lesson Plan Phase II

1. Instructional Decisions/Teaching (InTask Standard # 9): Discuss the implementation process and describe
• What went well and what didn't go well during the implementation of your lesson?

Overall, I thought my lesson went well.  I made sure that each of the students was involved during the lesson and used a photo displaying my students so they felt like they were involved.  I made sure they spoke in complete sentences (this is usually the most challenging).  On the other hand, there was a student that refused to pay attention while I was teaching – annoying, but this will definitely a similar to teaching children.  Because they didn’t pay attention, I had to repeat myself several times and offer extra help to that student.  My lesson was also a few minutes shorter than it was supposed to be so I felt like I should have provided extra work.

• How well was the alignment to objectives and standards maintained?

I thought my lesson used many of the standards that is was supposed to.  The students practiced writing different sentences using adverbs as well improve their English abilities.  I modeled my lesson after my practicum teacher’s and she is a board-certified teacher in teaching English Language Learners, so I think my lesson served its purpose.

• Describe any modifications made during the implementation of the lesson.

I originally planned to teach this lesson to two students, but another person was added to our group last minute.  Because of this, she had to download the photo and open Pixie and she delayed the beginning.  When I originally planned for this lesson, I wanted the students to make sentences and have a hands-on experience by physically coming up to the board and selecting the answers, but I had to complete the entire lesson plan on the computer instead.

• Describe modifications you would make before doing the lesson again.

If I were to complete this lesson plan again, I would get to know the technology more beforehand.  I understood how to use Pixie, but was unsure of how to connect to the smart boards, thus resulting in teaching my entire lesson on the computer.

2. Mechanics:
• What technologies did I use?

I used software program, Pixie, in my instruction.  Within this program, my students could type their sentences, add photos, and record themselves reading their work.  I also used several different types of hardware: 1 dell computers, 2 macs, and 1 3D computer.

• How were the technologies used?

I used the fancy 3D computer when I instructed and the students used the remaining 3 computers while they completed the lessons.  We all used pixie to create our individualized sentences and record ourselves saying the sentences.

• My lesson was within the correct time frame

My lesson was a few minutes short.  I think my lesson was short because I was a little nervous and began to rush through the material.  I also felt like we wouldn’t have enough time because our new group member stalled our beginning for 5 minutes; we all sat waiting for her to long onto the computer.  After these happened, I felt rushed when doing my lesson, but it happens.

3. Assessment of Learning (InTask Standard # 6): Refer to Assessing Student Learning
• Include at least 2 digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson.

I will upload my artifacts separately based on the formatting they need to be save in.  I will be showcasing everything that my group created: the lesson and my student’s individual sentences.  As a group, we came up with different sentences displaying our knowledge of using adverbs; we all used the same formula when creating the sentences.  Each of my students was able to be successful when they created their individual sentences and recordings.

• Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment

My students did amazing!  Since they are in college, this lesson was much easier for them than it would have been for my 1-2 grade SEI students.  They were able to write the sentences using the correct format, colors, and record themselves with 100% accuracy.

• Describe the level of success you had in teaching the lesson

Overall, I think my lesson plan was good.  I know I will never be completely happy with anything that I do in front of a class because there is always room for improvement.  My students understood the lesson and produced the desire results.  Using the rubric, they all got 100% on their individual sentences.  Based on the feedback of my students, it seems as though they enjoyed the lesson plan but had similar things they would change: more student interaction during teaching time and slow down.  I agree with their responses and hope to incorporate them into my next lesson plan.

Lesson Plan Phase 1

Grade Level: 1-2 Structure English Immersion (SEI)

Subject(s): Language Arts

Topic of Study: Present tense verbs and adverbs

Time Allotment: 1 hour

Standards:

-       TESOL: Standard 1: English language learners communicate for social, intercultural, and instructional purposes within the school setting.

-       ELL Stage II: Writing: Standard 2: HI-8: using various subjects (common nouns, singular and plural proper nouns, pronouns, possessive nouns and pronouns) in sentences in a variety of writing applications.

Objectives: Students will be able to use adverbs with present tense verbs in self-made sentences

Reflection:

-       Prior Knowledge (PK): The students need to know nouns/pronouns, verbs, adverbs, and basic components of a sentence (capitalization, punctuation, etc.). 

-       Assessment of PK: When we are beginning the unit, the students will list various subjects, verbs, and adverbs to help create the sentences later.  As they practice independently, I will be able to check their self-made sentences for each of the components as well.

-       Planning with PK: After I grade their sentences, I will be able to see which parts of grammar we need to go over again.  

-       Planning Instruction: Our society relies heavily on written language for communication, because of this teaching ELLs the different formations and structures of sentences will help build a strong foundation for the rest of their school careers.  For these children specifically, they need to pass an English Proficiency Exam (AZELA) to be considered proficient in English - without passing this test, they will continue to miss other subjects to study English.

-       Alignment: This lesson plan will help students in both social and written language.  It will also help the students practice using each of the aspects in the ELL Stage II standards.

-       When to teach: I think this lesson should be taught towards the end of the school year because it relies on the student’s previous knowledge of subjects, verbs, and conventions of sentences.  By putting the adverb sections at the end of the year, the student’s foundation of English syntax will be stronger.

Implementation

Prior Knowledge

-       Check comprehension of the other parts of speech

-       What is a noun/pronoun?

-       What is an adjective?

-       How does a sentence begin?

-       How do we end a sentence?

-       Ask students different questions about adverbs

-       What do they describe?

-       How do they usually end?

Instruction

-       Open Pixie

-       Display a photo for the children to observe

-       Have the students list different subjects, verbs, and adverbs to describe the photo

-       Write the daily formula for creating sentences

-       Subject + verb + adverb + finisher

-       Subject +adverb +verb + finisher

-       Adverb + subject + verb + finisher

-       Choose a subject, verb, and adverb to have students create a sentence together

-       Have the students come to the board and label each part of the sentence

Independent Practice/Assessment:

-       Have students create their own sentence describing photo individually - make sure they label the different parts

-       Record themselves reading the sentence as well as writing the sentence on their photo

ISTE Standards

6. Creative Communicator Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

d. publish or present content that customizes the message and medium for their

intended audiences.

Reflection

Methods:  I am using these methods because it will the students an opportunity to practice their oral and written language skills.  They can work together with their peers to come up with verbs and sentences.

Alignment of Methods: This focuses on the students learning together with their peers; it involves them in their learning because it relies 100% on student’s involvement.

ISTE Practices: This will teach students how to be responsible with technology and have them produce authentic work.

UDL Guidelines:

If I were to do this lesson plan with an entire group of kids, I would be able to separate them into groups based on ability - those with higher language proficiency can work in a group individually, while I help those with less language proficiency.  As I have been observing an SEI in practicum, I have seen ways to help students with a low language proficiency - tracing, less complex sentences, etc.  Based on my current class, none of the students have any problems using technology, but I know I will have to continue to observe the technology proficiency of each of my classes in the following years. 

ASSESSMENT

My assessment will be on the student’s self-made sentence.  For this lesson plan, I will be using this as a summative assessment to see how well they grow throughout the unit; I will be evaluating for each part of speech needed, labeled the different parts, and conventions of a sentence.

Check List

Ex. The three girls sat excitedly waiting for children to come to their booth.

Blue: subject; noun

Green: verb

Red: excitedly

Underline: finisher

	Written in Sentence	Labeled correctly
Capitalization at the beginning of the sentence
Noun/pronoun used
Verb conjugated correctly
Adverb ending in ly
Finisher used correctly
Sentence ends with correct punctuation

Reflection:

Alignment of Assessment: My assessment tests to see whether my students can create sentences individually.  By making their own sentence, I can see whether they understand today’s concept.  I can also check to see whether my students understand the different aspects of a sentence.

Success: By creating their own sentence, my students will demonstrate proficiency of today’s concept.  I think anything that is self-produced demonstrates the level of each student.

Higher Order Thinking: When my students label the parts of speech, it will cause them to analyze the words more.  Whenever we do this in my practicum, my students struggle with the different definitions of each word.

Needs met: When I am looking at my student’s finished work, I will be able to see how well I taught the lesson.  If they do poorly, then I poorly taught the lesson.  I will take the results and change my instruction for the next day to make sure their needs are being met

MATERIALS AND RESOURCES

 

Subjects: The three girls, Lindsay, Amanda, Brenna, the teachers, the students

Verbs: to sit, to kneel, to hold, to smile, to teach, to work

Adverbs: excitedly, cheerfully, happily, patiently, quietly, skillfully

Sentence example:

The three girls sit excitedly waiting for children to come to their booth.

The teachers smile cheerfully while they teach children about making