Case 1 Lesson Plan: Bogota, Colombia

Overview of Lesson

Description of Learners

The class will start with a viewing of a

YouTube video to explain the different types
of sentences in a fun manner. Afterwards, the
teacher will then use a PowerPoint
presentation to solidify the students
knowledge and understanding of the new
subject. The students will then be broken up
into five groups of five and be asked to write
three sentences of each of the four types.
When finished, the class will come together
and review the students work to look for
correctness and errors.

Intended Learning Goals

Six and seventh graders (12-14 years

of age)
Even distribution of boys and girls
They have all had two to three years
of speaking and understanding
English.
Low to moderately low levels of
understanding English language.
Low technology in the classroom;
each has a whiteboard and an old
model projector.
Students will be able to identify and
implement different types of
sentences,i.e. declarative,
interrogative, imperative, and
exclamatory into their speech.
Being able to correctly form the
different types of sentences.

Lesson Content

The students will be able to determine which

of the four types of sentences we have
learned is which (i.e. declarative,
interrogative, imperative, and exclamatory).

Learning Objectives

Given the list of types of sentences, students

will be able to write and define four different
types of sentences without grammatical
mistakes and to identify the four types of
sentences.

Standards

WIDA Level 1 Entering Sentence Level:

Simple grammatical constructions
(e.g.,commands, Wh- questions, declaratives)

Required Materials

Procedures

Assessment

References and Reference Materials

Show the youtube video to begin the

lesson.
As a class explain the differences
between the 4 types of sentences.
Put students into 5 groups of 5, and
have students format 3 examples of
each type of sentence.
After allowing the students 10 minutes
to work in their small groups, have
each group present their sentences to
the class, asking the class to confirm if
the sentences are correct. If the
sentences are correct the students will
snap to let the group know they are
correct.
Have the students come back
together in one big group to finish
assessing. The teacher will open the
Powerpoint with example sentences,
having the class identify which type of
sentence it is.

The class will be presented with a collection

example sentences, students will then be
expected to be able to identify the type of
sentence being used.

Journal Articles And Summaries

A computer with web-access

connected to the projector
Access to Youtube.com
PowerPoint presentation

https://www.youtube.com/watch?v=PL
EpEMH0Tts
http://www.wida.us/DownloadDocs/sta
ndards/2012Amplification/WIDA_Perfo
rmance%20Definitions_SpeakingWriti
ng.pdf

Segal, B. (2014). Teaching English as a

Second Language through Rap Music:
A Curriculum for Secondary School
Students.
This method teaches students about
vocabulary, grammar and discourse
while still being culturally relevant to
youths of all cultures. Using songs as
an instructional aid helps take down

cultural barriers and connect students

of American Culture and Society.
Faltis, C. (2014). Language, Language
Development and Teaching English to
Emergent Bilingual Users:
Challenging the Common Knowledge
Theory in Teacher Education & K-12
School Settings. Association of
Mexican American Educators Journal,
7(2).
This article discusses different
approaches to teaching language and
bilingualism. It uses cognitive
approaches in support of a common
knowledge theory of language
development. This leads into the
efforts to increase teacher and learner
accountability.