UMU Lesson Plan

2015-2016

Name: Keigo Aizawa

Grade Level: 1st Grade
Subject: English

Date: May 17, 2016

Class Period: N/A
Lesson # & Title: English as Second
Languages
Big Idea/Lesson Focus: My mission is that students (Japanese) indurate English.
Function of the Lesson (check all that apply):
Introduce New Skill or Content
Practice
Review
Remediation/Re-teaching
Context for Learning:
English is necessary to speak fluently for foreigner as well. I believe students must study English as soon
as possible due to globalization. Early childhood education can play an essential role in preparing young
English language learners for later success in the world. Children who have an opportunity to develop
basic foundational skills in language and literacy in enter the diversity of world that ready to learn to read
and write. But how can early childhood educators know if their programs are providing children with the
skills they need? So, I would like to teach English for 1st Grade students as educator. My mission is that I
want to raise people who are appreciated on an international level in the future from childhood education.
I would like to talk about the classroom members. I will teach English in Japan with a total of 20 people.
There will be 11 boys and 9 girls in classroom. Because of this, the majority of the classmates will be 17
Asians (15 Japanese, 1 Korean, and 1 Chinese), and the minority of the classmates will include 1
Hispanic, 1 African American, and 1 Caucasian. There are no students who will have a disability;
however, there will be different language skills between the students. Therefore, I would like to talk to
each student individually, in order to confirm his or her language skills. However, Im not sure who may
have a disability, as it is really hard to know when the students are in early childhood. Thats the reason
why I want to prepare for helping people as well. I will think whether the kids with delayed skills or other
disabilities might be eligible for special services that provide individualized education programs or not.
Furthermore, native English speakers will also be able to learn Japanese by taking the English class,
because my class will be for learning English as a Second Language and will be mostly taught in
Japanese. Both Japanese speakers and English speakers are able to learn their desired languages at the
same time.
Content Standards:
Content Standards will be used in regards to the three statements, Ohio government standards, English
Language Proficiency Standards as second languages, and government statements.
1. Ohio government standards:
I would like to use these standards because they were made by native English speakers in the U.S.
This shows us that we are able to improve the students English to the same level as a native English
speaker. It is because children are easy to build when it comes to languages.
http://education.ohio.gov/Topics/Ohios-Learning-Standads/English
2. English Language Proficiency Standards as second languages (TESOL):
I also will use this standard because the majority of class are Japanese who are not native English
speakers. These standards will help me to know how to teach English to them.
https://www.tesol.org/advance-the-field/standards/prek-12-english-language-proficiency-standards
3. The Ohio Academic Content Standards:
I will use The Ohio Academic Content Standards that help to ensure that students with significant
cognitive disabilities are provided with multiple ways to learn and demonstrate knowledge. At the
same time, the extended standards are designed to maintain the rigor and high expectations of Ohios
Learning Standards. I will use this standard because Im not sure who may have a disability, as it is

hard to determine during the early years of a child. Thats the reason why I want to prepare for
helping people as well.
http://education.ohio.gov/Topics/Ohios-Learning-Standards/English
4. Individualized Education Program (IEP):
A standards-based Individualized Education Program (IEP) describes a process in which the IEP
team has incorporated state content standards in its development. This is also kind of same as The
Ohio Academic Content Standards, but this IEP explains that how to teach specific students who
have a disability.
http://www.doe.virginia.gov/special_ed/iep_instruct_svcs/stds-based_iep/
5. JF Standard for Japanese:
I will use Japanese to teach in English, so I must follow the Education standards. This is because I
will need to talk to students in Japanese for their understanding. Therefore, I have to use proper
Japanese and standards to teach English.
https://jfstandard.jp/pdf/jfs2010_all_en.pdf
Learning Objectives (aligned to assessment plan):
Essential to English learning is effective instruction in language development. Children need explicit
instruction in English vocabulary, as well as opportunities to speak, listen, write, and read the language.
1. Provide explicit, systematic instruction in vocabulary. Children require multiple exposures to words
in order to develop a rich understanding of their meaning and use. Teachers should make a point of
introducing interesting new words for children to learn into each classroom activity.
For example, presenting vocabulary thematically helps children make associations between words
and scaffolds students' learning.
2. English language learners need lots of opportunities to engage in social interactions with other
children, but they also need support from adults as they develop the language skills they need to
negotiate those interactions.
For example, provide opportunities for self-directed activities so that I can choose activities that
match both their interests and their language abilities.
3. Exposure to rich language, whether through shared book reading or through teacher talk, has been
shown to enhance children's oral language development.
4. Skills appropriate include recognizing and naming upper and lower case letters and beginning to
associate letters with the sounds they make. Students will be able to write some vocabulary by
alphabet.
This information above helps students opportunities to speak, listen, write, and read the language.
Academic Language (Academic Language Demands and/or Academic Language Objectives):
I would like to use the alphabet A to Z.
I will use Japanese by translating from English. For example, (English: Apple, Japanese:)
I will speak some Japanese that will explain what we are going to do or for conversation with the
students.
Also, I will speak English that explain what we are going to do or talk to students, because there are
some students from outside of Japan.
They will acquire to understand vocabulary in Japanese and English.
Assessment Plan (aligned to learning objectives)
Formative Assessment:
Students will do a turn and talk to explain what a meaning of vocabulary is after learning.
Students will draw picture related to vocabulary that I will ask to write. I will make sure everyone is able
to understand what is talking about.
Students will read some English book, and they will explain about story in Japanese. In Regards to the
English book, I will choose from The Ultimate List: Our 100 best children's books
(http://www.booktrust.org.uk/news-and-blogs/news/222/). This website is really good for find books by
ages. These books are really famous and there are so many readers that show us these books are reliable
to educate children.

Summative Assessment:

Students will complete an exit slip with questions regarding defining vocabulary.
Questions for example: I will show students some picture, then How to say in English.
Procedures: Lesson Introduction
Ask students if they know what defining some vocabulary means.
Explain that it means a characteristic that specifically describes something(For example, an apple is
red, and it is fruits. So they understand what apple is)
Ask your students to turn and talk to explain what a meaning of vocabulary is after learning ( For
example, students raise their hands and share the answers they came up with after talking to their partner)
Lay out goals and expectations for students: For example, say Today we will be learning about new
word, and I will set a goals. This class make by activity base. Everyone are able to join and enjoy the new
language. After class, they are able to understand vocabulary in English.
Procedures: Lesson Body
Presentation/Explicit Instruction (I do: 100% teacher, 0% student): 5 min
1. I will say Good Morning or Good Afternoon and How are you? If students dont
understand I will explain what it means in Japanese, and repeat the phrase.
2. I will explain what Im going to do today in Japanese. If also some of people cannot understand,
I will then explain step by step.
3. Star my lesson.
4. I will explain what is vocabulary in Japanese, so they are able to understand vocabulary.
5. I will explain how to say vocabulary in English.
6. I will ask to students to say word in English.

1.

Structured Practice/Exploration (We do: 75% teacher, 25% student): 5 min

I will explain what we are going to do after learning the vocabulary above (Presentation/Explicit
Instruction).
2. Give them some worksheet (http://www.tlsbooks.com/kindergartenworksheets.htm), and explain
what to do.
3. I will give them some pencil, and spread worksheet.

1.

2.

1.
2.

3.

Guided Practice/Checking for Understanding (We do: 25% teacher, 75% student): 10 min
I will ask to students some vocabulary that we learned 10 min ago (Structured
Practice/Exploration). This vocabulary will be similar to the quiz. I will ask in both English
and Japanese so that they are able to make the connection between different languages. That
helps a lot when learning new languages.
They will have to find a partner in the classroom, and then ask the vocabulary to each other.
Independent Practice/Application (They do: 0% teacher, 100% student): 15 min
I will give them some task that students will use some application that is able to learn by them.
I would like to choose from A to C below. I could pick one per class.
A. I will show them a Video (https://www.youtube.com/watch?v=_UR-l3QI2nE) that is able to
explain the alphabet and vocabulary.
B. I would like to use some website that shows the students the vocabulary, pictures, and
pronunciation. This is really good help when learning pronunciation in regards to listening
skills and speaking skills. (https://quizlet.com/6359371/english-vocabulary-with-pictureskindergarten-1-flash-cards/)
C. I will read a book (http://www.booktrust.org.uk/news-and-blogs/news/222/) that is also able
to explain reading skills and listening skills.
I will give them some homework that they have to do at home.

Procedures: Lesson Closure: 15 min

1.
2.
3.
4.
5.
6.

Students will use some applications by using them with an iPad. The iPad already has some
applications downloaded from Studycat (http://studycat.net).
We will sing a song for children like ABCsong (https://www.youtube.com/watch?
v=a3qY1d1X4cs).
I will ask to students how todays class was, or for comments. This will help students memorize
the vocabulary, and keep them in their minds.
Ask them what do you want to do in the future for giving them motivation.
I will make sure they have homework again.
I will say, See you next class.

Differentiation, Individualized Instruction, and Assessment:

1. There are so many ways to learn new languages, some students will understand by using picture, but
others will understand by translate. So, I would like to do both.
2. I will give them some hints when they are doing activities individually, and say Oh I like your
drawing or Good job. That makes students feel comfortable and enjoyable.
3. I would like to talk to each student individually, confirm each of his or her language skill. However,
as I said before, Im not sure who may have a disability. It is because during early child education, it
is really hard to know if someone has a disability or not. Thats the reason why I want to prepare for
helping people by using IEP.
4. Whenever students need help with learning English, I will use pictures or some other visual. This is
because sometimes they are not able to understand the word.
5. I would like to talk after class with the students, in case they want to talk about English, then I will
help them.
6. Also, if I have enough time to talk their parents, I will ask them to help their children with learning
English. Honesty, there is not enough time to teach English within 50 min., so, I definitely need their
help.
Instructional Materials and Support:
Picture
iPad
PowerPoint
Whiteboard or blackboard
Application software (http://studycat.net)
Display for show students website, books, songs or etc.
Website (https://quizlet.com/6359371/english-vocabulary-with-pictures-kindergarten-1-flash-cards/)
Worksheet (http://www.tlsbooks.com/kindergartenworksheets.htm)
Childhood book (http://www.booktrust.org.uk/news-and-blogs/news/222/)
English Song (https://www.youtube.com/watch?v=a3qY1d1X4cs)
Paper and color pencil
Cultural Responsiveness Commentary:
Indicate evidence of connecting the content to the cultures of the students and differentiate instruction for
the diverse students. Connecting instructional content to students and teachers cultures could include prior
knowledge, funds of knowledge, tapping into community resource, culturally relevant materials,
multicultural curriculums, and/or extending knowledge. Differentiation and adjusting instruction for
diverse students might include varied instructional activities for diverse students, adapting curriculum
resources, addressing language needs, and cultural learning styles. I will take into consideration, the
students different ethnic backgrounds and English levels. I may slow down the teaching pace for students
where English is not their native language, and offer them more one on one time to better help them
understand. For students who have a background speaking English, I can make sure that they are
receiving the same level of difficulty as those who do not.
Research and Theory Commentary:
I will separate them into 5 groups of 4 students when needed. In each group, I will attempt to balance out
their English level capabilities, by placing at least 1 student who already has a background in the English
language into each group. Hopefully this will provide a positive atmosphere for all of the students, and
will create good productivity.

Use of Technology Commentary (as applicable):

I will use a lot of technology, including Smart Board, application software, and websites. I like to use
Smart Board because I can show them the alphabet easily and there will also be vocabulary related to the
alphabet. Also, I like to use applications because technology gives us dramatically improved lifestyles
Moreover, I believe my class will fulfill ISTE Standards because my class will meet all the categories of
the ISTE Standards. This includes teachers that Facilitate and inspire student learning and creativity,
Design and develop digital age learning experiences and assessments, Model digital age work and
learning, Promote and model digital citizenship and responsibility, and Engage in professional growth and
leadership.