Grammar Lesson Plans - Assignment Example

The lesson plan Institution: Name: The lesson plan The lion and the mouse story Do not judge a person by the size Relevant Questions from the story What are the characteristics of a mouse? What are the characteristics of a lion? How did the lion assist the mouse? How did the mouse assist the lion? What can you lion from the story? Text type: discussion of a narrative text Level: primary school 4-5 years Methodology: Teacher facilitation Teacher facilitation Students having independent reflection to facilitate the learning process Aims Learning outcomes Learners will be in a position to: Learning activities The learners will work in groups. The teacher will facilitate the learning process in order to achieve Assessment formative to summative Resources The teacher will create instructional materials, books and photocopy. Building the context for learning- will be teacher directed Highlighting the features of a mice and of a lion -discussion the circumstances - the concept of humility 1-identify the characteristics of a lion and a mice 2. the learners communicate ideas effectively and develop competency 2. Identify the key vocabularies in the story . the story will be read out loudly so that the learners can follow it. 4. The learners should identify as well as discuss the purpose of the narrative. 1. the teacher request the students to sketch a picture of a mice and takes them through the sketching process. -Using the sketched images, the teacher will lead a discussion. 2. the students work in pairs to identify the characteristics of a mice and of a lion. The teacher gathers students thoughts/ideas and opinions and lead the discussion using the same. 3. the students presents the features of a monkey and a mice and the concept of not judging someone/something based on size. The vocabularies will also be identified and discussed 4. The students will further work in groups with an aim of identifying the importance and relevance of the text based on the questions provided. They present the answers to the teacher and the teacher facilitates the discussion. The formative assessment The students will demonstrate informed understanding and well considered knowledge of not judging a person by size -Formative assessment The students demonstrate effective analysis and presentation of opinions Formative assessment Demonstration of effective synthesis of thoughts and opinions from the story -Formative assessment The students should show effective knowledge of the presented text Copies of handout on the sketches of a mouse Copies of handout- the features of mouse Copies of handouts- the features of a lion Copies of handouts- how the lion saved the mouse Copies of a handouts- how the mouse helped the lion Copies of handouts for analysis and discussion Independent reflection The students independent reflection The students undertake a writing activity in order to respond to the narrative questions that were discussed in groups which are related to the story the lion the mouse. 5. the lessons summative assessment Establishing the relationship between the purpose of the text and the existing relationships. Performance standards for stage 1 Procedure for the lesson Blooms taxonomy Multiple intelligence Teaching for effective learning Intercultural awareness The teacher requests students to sketch a mouse Creating Knowing Memorizing concepts Visual spatial Developed from a community of learners Active participation and engagement The students present and discuss the illustrations Analyzing Application Verbal linguistics The learning is negotiate Establish connections The teacher facilitates and leads discussion on the characteristics of a mouse and a lion Evaluation Analysis of concepts, ideas and thoughts Verbal linguistics To improve the public speaking skills and developing effective debating skills Improved social interaction Students work in pairs of three in order to identify the characteristics of a mouse and a lion. They are asked to write the identified ideas on paper and share it Evaluation Analyzing Interpersonal Verbal linguistic The learners build on the prior knowledge and understanding. Dialogue is used as a learning strategy Establish social connections Teacher facilitates a discussion on the story the lion and the mouse drawing on their key characteristics and the concept of treating each other equally and not judging by the size. The discussion is further based on the students thoughts and opinions. Evaluation Analyzing Interpersonal Verbal linguistic The learners learn via key physical features through observation and critical analysis Active participation/engagement The teacher reads and asks students to identify some of the key words in the story Memorizing Knowing Remembering Visual spatial Establish and improve conceptual knowledge Establish connection between concepts and ideas. The teacher uses a power point presentation to read the story to the students. This enables the students to have a visuals on the screen. Knowing Memorizing Interpersonal Visual spatial The students have the opportunity to explore the available learning resources hence learning is self-directed. Establish social interaction Establish connections The class takes part in a discussion on various aspects of the story focusing on the key areas Evaluation Analysis Verbal linguistic The dialogue is applied as a strategy for learning It contributes to successful communication, analytical and debating skills The students personal reflect on the narrative questions by writing down the answers and sharing them among themselves. Reflecting Evaluating Analyzing Intrapersonal Verbal Linguistic The students engage themselves in self-learning Reflection Developing analytical skills Improved writing skills Knowledge and understanding Analysis Application Communication A To attain comprehensive knowledge as well as sophisticated understanding of the presented text There should be comprehensive knowledge of the existing knowledge between the texts and the contexts. The aim is to gain thorough understanding and knowledge of the ways in which the texts are composed for specific audiences and purposes.s There should be comprehensive analysis that exists between language features, the context, the purpose and structure of the text. There is comprehensive selection of the text as well as use of information from various sources. Identification of various language features to make meaning Effective use of vocabulary, coherence writing, debating skills Using language appropriately to convey meaning B Effective knowledge and understanding of ideas and language concepts Establish the existing relationship between the text and the context -To effectively consider the knowledge as well as the understanding of various ways in which texts are constructed. There will be effective analysis of the existing relationship between the structure, purpose, and language features of the text. Effective analysis and synthesis of presented information, ideas and opinions from the texts Selection of information from the presented text Using appropriate language features to form meaning Effectively use vocabulary, coherent writing and speaking skills Use of language to convey both complex and simple meaning Appropriately use interpersonal language in order to sustain interaction Appropriately use of language in order to pass simple meaning in both familiar and unfamiliar contexts C Consider the existing knowledge as well as understanding of the opinions and ideas in the texts. Establish the appropriate understanding and knowledge of the existing relationship between texts and contexts. Some considered understanding and knowledge of the ways that presented texts are composed for specific audiences and purposes Achieve appropriate analysis of the relationship between the structure, purpose and the language features of the texts. Appropriate location of the text context, effective analysis and critical synthesis of information, ideas and opinions from the selected text Appropriate application of the selected information from various sources Using of various language features to form the meaning Achieve general effective speaking skills and coherent writing using vocabulary that is appropriate and drawn from the selected texts. D Recognizing as well as understanding the ideas presented in the texts Create awareness on the relationship between texts and the established contexts Identify ways in which the selected text is composed for the audience as a whole as well as for specific purpose There should be partial recognition of the relationship between the text structure, purpose and the language features in various texts Use of information from narrow kinds of sources Partial use of language features to make meaning Coherent speaking and writing by using restricted vocabulary Using language appropriately to convey the correct meaning Appropriately using the interpersonal language with an aim of sustaining spoken interaction E Sufficient recognition of ideas in the text Sufficient awareness of the relationship between the texts and the contexts Limited awareness of the various ways that the texts are composed for particular audiences and purposes There should be limited recognition as well as creation of awareness between the language features, the structure and purpose and the wide range of texts Recounting simple ideas, opinion of information from the chosen text Sufficient application/use of information from various texts Using language features appropriately in order to form meaning Sufficient coherence in speaking and writing by using limited vocabulary drawn from the narrative Appropriately using language to convey the right meaning that is familiar with the established context Using interpersonal language in order to sustain the social interaction Framework for effective learning It is important to understand how both self and others learn -The learners as well as the teachers establish effective understanding of how the existing learning theories assist in forming the teaching and learning design. Develop content and pedagogical knowledge-both the teachers and the learners work together in ensuring that they strengthen the existing knowledge as well as changing the learning theory into teaching practice (Panter, 2009). Plan, organize and design for the purpose of teaching and learning- the teachers and the educational leaders should develop structures as well as features that ensure effective teaching and learning progress. Teachers establish learning opportunities with the learners It is important for the teachers to create safe learning condition to facilitate the learning process. This can be achieved if both the teachers and the educational leaders shares power with the learners and perceive it as key aspect in the learning process. It is important for the teachers to teach their students how to learn in order to facilitate effective learning process. This can be achieved if the teacher develops the student understanding of learning as well as expanding the strategies for not only learning and thinking but also working as a team (Panter, 2009). Building on the understandings of the learners-It is important for the teacher to identify the prior knowledge as well as the cultural practices of the students as the key focal point in the learning process and designing the language curriculum. The aforementioned will assist in personalizing and connect the learning process. This is because the teacher will first identify what the learners know prior to introducing new concepts or ideas. The teacher should further be aware of the students’ cultural context and relate the same to the learning process. The teachers should also ensure that the students are comfortable in class and thus can freely ask question on the topic without fear hence facilitate the learning process (Panter, 2009). Finally, it is important to engage the learners into various practical activities in order to facilitate the learning process. References Panter, G. (2009). 85 Esl Grammar Lesson Plans. Bloomington, IN: Authorhouse. Read More