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