Megan Tunon

ESL 3:
Observing, Planning, Implementing and Managing Instruction
Spring 20!
"ield #ased $ssignment
Pro%essional "ield Stud& Time'log
Name. Megan Tunon Time-log Page. 1 /1
Course. ESL 1: Introduction to ESL
Date Time Location Actiit!
"/#/1" $:%%am-
1%:&% am
'ran(lin
)egional
Sc*ool District
Partner +or(: er, tenses
"/$/1" $:%%am-
1%:&% am
'ran(lin
)egional
Sc*ool District
Partner +or(: -ast -artici-le
"/1%/1" $:%%am-
1%:&%am
'ran(lin
)egional
Sc*ool District
Poetr! +riting and -resentation
"/11/1" $:%%am-
1%:&%am
'ran(lin
)egional
Sc*ool District
Pre-reading discussion and essa! reading aloud
"/1"/1" $:%%am-
1%:&%am
'ran(lin
)egional
Sc*ool District
Interie+ .uestions deelo-ment
Section : (lassroom Pro%ile
'ran(lin )egional Sc*ool District/ Murr!sille/ PA
0eritage Elementar! Sc*ool
Dr. 1anet Pierce
2-$ and 3-14
Periods 1-4: 5eginner Leel ESL
Period &: Intermediate/Adanced ESL
Dr. Pierce uses t*e 67isions8 te9t,oo(s :or Language Arts instruction and Contact ;SA :or
Social Studies
Tests/ Pro<ects/ Presentations/ =,seration/ >ames
ELP leels o: ELLs/ including s-ecial education and gi:ted ELLs
Dr. Pierce?s 1-& -eriod students *ae com-osite scores ranging :rom 4-".$
Section 2: Teac)er Instruction $ssignment
*r+ Pierce ESL Lesson Plan "orm
Sub,ect: ESL Englis) -:.'/:00
*ate: $pril 0', 20!
ELP Standards addressed: 1Students 2ill3
@@9@ ;se Englis* to -artici-ate in social interactions
@9@@ ;se Englis* to interact in/ t*roug* and +it* s-o(en and +ritten Englis* :or
-ersonal e9-ression and en<o!ment
@9@@ ;se a--ro-riate learning strategies to e9tend t*eir communicatie com-etencies
@9@@ ;se Englis* to interact in t*e classroom
@9@@ ;se Englis* to o,tain/ -rocess/ construct and -roide su,<ect matter in:ormation in
s-o(en and +ritten :orm
4544 ;se a--ro-riate learning strategies to construct and a--l! academic (no+ledge
@9@@ ;se t*e a--ro-riate language register and genre according to audience/ -ur-ose
and
setting
@9@@ ;se non-er,al communication a--ro-riate to audience/ -ur-ose and setting
@9@@ ;se Englis* in sociall! and culturall! a--ro-riate +a!s ,! using a--ro-riate
learning
strategies to e9tend t*eir sociolinguistic and sociocultural com-etence
Materials6tools needed:
@@@@ te9t,oo( @@@@ oer*ead trans-arenc! @@@@ CD @@@@ art/cra:t
su--lies @@@@ T7/7C)
@@@@ +or(,oo( @@@@ com-uter @@@@ audiocassette @@@@ ideo @@9@@
.uiA/test @@9@@ *andout/+or(s*eet
SIOP "eatures:
Pre-aration- @@@ Content ada-tation @9@@ Lin(s to ,ac(ground @9@@ Lin(s to -ast
learning @9@@Strategies incor-orated
Sca::olding- @@9@ Modeling @9@@ >uided -ractice @9@@ Inde-endent -ractice
@@9@Com-re*ensi,le in-ut
>rou-ing =-tions- @9@@ B*ole class @@@Small grou-s @9@@Partners @9@@Inde-endent
Integration o: Processes- @@9@)eading @@9@Briting @9@@S-ea(ing @9@@Listening
A--lication- @@@0ands-on @@9@Meaning:ul @9@@Lin(ed to o,<ecties @9@@Promotes
engagement
Assessment- @9@@Indiidual @9@@>rou- @9@@Britten @9@@=ral
Content =,<ectie: Students +ill ,e a,le to read and understand *o+ and +*en to use
t*e -resent -er:ect continuous tense in conersation and +riting.
Language =,<ectie : SBA5T orall! and in +riting discuss *o+ to :orm t*e -resent
-er:ect continuous tense and +*en to use it correctl!.
EC: B*! do +e need to (no+ *o+ to use t*e di::erent er, tensesD
Motiation: B*en do +e need to use t*e di::erent er, tensesD
Actiities:
Monda! E Students +ill +or( +it* a -artner to com-lete +or(s*eets -. FF-F$ to reie+
t*e -resent -er:ect continuous tense. Teac*er +ill moe around to c*ec( t*e +or(. Turn
in +it* !our names on it/ at t*e end o: class :or a grade.
T- Students +ill +or( on -. F3-24 +it* a -artner. Teac*er +ill +al( around c*ec(ing
+eor(/ turn in at t*e end o: class :or a grade.
B EN= CLASS@ GSta,,ings/H so T0 and '- +ere reie+ games :or Middle Sc*ool
,ecause t*ere +ere no Sr. 0ig* students.
Closure: SummariAe +*at ss learned eac* da!.
Ealuation: Can students use t*e -resent -er:ect continous tense correctl!D
*r+ Pierce ESL Lesson Plan "orm
Sub,ect: ESL Social Sciences /:!0'0:20
*ate: $pril 0', 20!
ELP Standards addressed: 1Students 2ill3
@@9@ ;se Englis* to -artici-ate in social interactions
@9@@ ;se Englis* to interact in/ t*roug* and +it* s-o(en and +ritten Englis* :or
-ersonal e9-ression and en<o!ment
@9@@ ;se a--ro-riate learning strategies to e9tend t*eir communicatie com-etencies
@9@@ ;se Englis* to interact in t*e classroom
@9@@ ;se Englis* to o,tain/ -rocess/ construct and -roide su,<ect matter in:ormation in
s-o(en and +ritten :orm
4544 ;se a--ro-riate learning strategies to construct and a--l! academic (no+ledge
@9@@ ;se t*e a--ro-riate language register and genre according to audience/ -ur-ose
and
setting
@9@@ ;se non-er,al communication a--ro-riate to audience/ -ur-ose and setting
@9@@ ;se Englis* in sociall! and culturall! a--ro-riate +a!s ,! using a--ro-riate
learning
strategies to e9tend t*eir sociolinguistic and sociocultural com-etence
Materials6tools needed:
@@9@@ te9t,oo( @@@@ oer*ead trans-arenc! @@@@ CD @@@@ art/cra:t
su--lies @@@@ T7/7C)
@@@@ +or(,oo( @@@@ com-uter @@@@ audiocassette @@@@ ideo @@9@@
.uiA/test @@@@ *andout/+or(s*eet
SIOP "eatures:
Pre-aration- @@@ Content ada-tation @9@@ Lin(s to ,ac(ground @9@@ Lin(s to -ast
learning @9@@Strategies incor-orated
Sca::olding- @@9@ Modeling @9@@ >uided -ractice @9@@ Inde-endent -ractice
@@9@Com-re*ensi,le in-ut
>rou-ing =-tions- @9@@ B*ole class @@@Small grou-s @9@@Partners @9@@Inde-endent
Integration o: Processes- @@9@)eading @@9@Briting @9@@S-ea(ing @9@@Listening
A--lication- @@@0ands-on @@9@Meaning:ul @9@@Lin(ed to o,<ecties @9@@Promotes
engagement
Assessment- @9@@Indiidual @9@@>rou- @9@@Britten @9@@=ral
Content =,<ectie: Students +ill ,e a,le to
Language =,<ectie: SBA5T use Englis* to
EC: Are !ou using !our ,est Englis*D
Motiation: B*at do !ou do +*en :aced +it* racial issuesD
Actiities:
M- Turn in stories a:ter s*aring t*em +it* eac* ot*er. Listening CuiA.
T E Loo( at Bord Anal!sis :rom t*e Contact ;SA ,oo(. P. 123-1#%. T*en reie+
oca,ular!/ -. 1#1-1#4.
B- No class/ Sr. *ig* incident.
T0-)eie+ :or test- no sr. *ig* students.
'- )eie+ :or test/ no sr. *ig*.
Closure: SummariAe +*at ss learned eac* da!.
Ealuation: Class discussions and -artici-ation.
)e:lection on instructional met*ods and assessments:
I +as -riileged to o,sere Dr. Pierce +*o is a er! e9-erienced ESL teac*er. It +as un:ortunate/ :or
man! reasons/ t*e +ee( t*at I +as t*ere +as t*e +ee( in +*ic* a student at t*e 0ig* Sc*ool at
'ran(lin )egional committed a *orri:ic crime +*ic* dee-l! a::ected t*e students and communit! in
Murr!sille. 5ecause o: t*ese eents/ and t*e su,se.uent c*anges to t*e sc*edule o: t*e sc*ools at
'ran(lin )egional/ Dr. Pierce +as :orced to ada-t *er -lans so t*e middle sc*ool students +*o still
came to sc*ool *ad enricinging actiities to do/ and t*e *ig* sc*ool students :or +*om classes +ere
canceled didn?t :all ,e*ind. S*e s*o+ed a great a,ilit! to ,e :le9i,le and modi:! *er -lans on t*e :l!I a
sign o: a good teac*er. As :ar as instructional met*ods +ent/ Dr. Pierce reall! (ne+ *er stu::/ and s*e
*ad t*e t*eoretical (no+ledge to <usti:! eer! actiit! t*e (ids -er:ormed. B*en I loo(ed around *er
classroom/ it +as eident t*at s*e too( great care to address all learning st!les in *er classroom/ as t*e
+alls and s*eles +ere :illed +it* student art +or( and -ro<ects/ -ictures o: games and -resentations
t*at t*e students gae. I also sa+ t*e ,oo( t*at t*e students created at last !ear?s 6:amil! nig*t.8 It is
clear t*at studetns are assessed in a ariet! o: aut*entic +a!s/ as +as eident ,! t*e dis-la!ed
-ro<ects/ and ,! t*e ru,rics t*at s*e used :or oral -resentations. T*e students also too( traditional
tests and .uiAAes/ and I o,sered t*at Dr. Pierce gae timel! and alua,le :eed,ac( +it* eac*
assessment.
Section 3: Lesson Plan $ssignment
*r+ Pierce7s Lesson Plans 12ritten b& Megan Tunon3
Sub,ect: ESL Englis) -:2!'/:00
*ate: $pril !' $pril -, 20!
ELP Standards addressed: 1Students 2ill3
@@9@ ;se Englis* to -artici-ate in social interactions
@9@@ ;se Englis* to interact in/ t*roug* and +it* s-o(en and +ritten Englis* :or
-ersonal e9-ression and en<o!ment
@9@@ ;se a--ro-riate learning strategies to e9tend t*eir communicatie com-etencies
@9@@ ;se Englis* to interact in t*e classroom
@9@@ ;se Englis* to o,tain/ -rocess/ construct and -roide su,<ect matter in:ormation in
s-o(en and +ritten :orm
4544 ;se a--ro-riate learning strategies to construct and a--l! academic (no+ledge
@9@@ ;se t*e a--ro-riate language register and genre according to audience/ -ur-ose
and
setting
@9@@ ;se non-er,al communication a--ro-riate to audience/ -ur-ose and setting
@9@@ ;se Englis* in sociall! and culturall! a--ro-riate +a!s ,! using a--ro-riate
learning
strategies to e9tend t*eir sociolinguistic and sociocultural com-etence
Materials6tools needed:
@9@@ te9t,oo( @9@@ oer*ead trans-arenc! @@@@ CD @@@@ art/cra:t
su--lies @@@@ T7/7C)
@@@@ +or(,oo( @9@ com-uter @@@@ audiocassette @@@@ ideo @@@@
.uiA/test @@9@@ *andout/+or(s*eet
SIOP "eatures:
Pre-aration- @@@ Content ada-tation @9@@ Lin(s to ,ac(ground @9@@ Lin(s to -ast
learning @9@@Strategies incor-orated
Sca::olding- @@9@ Modeling @9@@ >uided -ractice @9@@ Inde-endent -ractice
@@9@Com-re*ensi,le in-ut
>rou-ing =-tions- @9@@ B*ole class @@@Small grou-s @9@@Partners @9@@Inde-endent
Integration o: Processes- @@9@)eading @@9@Briting @9@@S-ea(ing @9@@Listening
A--lication- @@@0ands-on @@9@Meaning:ul @9@@Lin(ed to o,<ecties @9@@Promotes
engagement
Assessment- @9@@Indiidual @9@@>rou- @9@@Britten @9@@=ral
Content =,<ectie: SB5AT use descri-tie language to discuss t*e setting o: t*eir
*omeland/ read +it* :luenc! and accurac!/ de:ine un(no+n oca,ular! +ords/ +rite in a
-oetic st!le using imager!
Language =,<ectie: SBA5T discuss t*eir *omelands orall!/ read and +rite +it*
accurac! and :luenc!/ and -resent -oetr! +it* good s-ea(ing and -resentation s(ills.
EC: 0o+ is -oetr! di::erent :rom ot*er t!-es o: +ritingD
Motiation: B*at ma(es !our *omeland ,eauti:ul
Actiities:
Monda! E Students +ill discuss t*e setting o: t*eir natie countr! using descri-tie
language. T*e teac*er +ill demonstrate ,! :irst discussing *er *ometo+n. T*e teac*er
+ill +rite descri-tie ad<ecties on t*e ,oard as students discuss t*e settings o: t*eir
*ome countries/ and students +ill co-! t*e +ords do+n. T*e class +ill read a -oem in
t*e 7isions te9t,oo( +*ic* descri,es a desert setting using re-etition. T*e students ta(e
turn reading stanAas aloud. T*e class +ill use conte9t clues to de:ine un(no+n
oca,ular!. T*e teac* +ill discuss t*e -oem?s :ormat +it* t*e students at t*e end o: t*e
reading.
T- Students +ill dra+ on t*eir (no+ledge to discuss t*e -oem :rom !esterda!. T*e class
+ill reie+ t*e descri-tie language o: t*e -oem and t*e :ormat t*at t*e -oet used.
Ne9t/ t*e class +ill :ollo+ t*e re-etitie :ormat to create a -oem a,out setting o:
Murr!sille/ PAI t*e *ome setting t*at t*e! all *ae in common. T*e teac*er +ill +rite
t*e -oem on t*e ,oard Gor t!-e on an oer*ead -ro<ectorH as it is +ritten/ ma(ing
necessar! corrections and e9-laining -ro-er :ormat and oca,ular! to t*e students.
B ET*e class +ill reie+ t*eir -oem a,out Murr!sille. Toda!/ t*e! +ill create a -oem
inde-endentl! in t*e st!le o: t*e desert and Murr!sille -oem a,out t*eir *ome countries.
T*e teac*er +ill distri,ute a gra-*ic organiAer or t*e students to use to deelo- t*e
sensor! images to descri,e t*e setting o: t*eir natie land as +ell a ru,ric outlining t*e
grading o: t*e -oem and -oetr! reading. T*e students +ill +or( inde-endentl! on t*e
gra-*ic organiAers and t*e -oetr! +*ile t*e teac*er assists eac* student one on one.
T- Students +ill com-lete +or( on t*eir -oems and trade +it* a -artner :or -eer reie+
and editing. T*e teac*er +ill *el- students +it* t*eir oca,ular!/ s-elling/ grammar and
:ormatting inde-endentl!. T*e class +ill reie+ t*e ru,rics :or t*e -oem and -oetr!
reading at t*e end o: t*e class. Students s*ould *ae a :inal/ t!-ed co-! o: t*e -oem :or
a -resentation tomorro+.
'- T*e teac*er +ill model *o+ to gie a -ro-er -oetr! reading at t*e ,eginning o: t*e
class ,! reading t*e 6Murr!sille8 -oem aloud/ demonstrating good -osture/ gesturing/
e!e contact/ -ronunciation and olume. Students +ill ta(e turns reading t*eir -oems.
Closure: T*e class +ill discuss +*at ma(es -oetr! an e::ectie medium. 0o+ does it
di::er :rom ot*er t!-es o: languageD 0o+ does t*e use o: descri-tie language en*ance
-oetr!D
Ealuation: Students +ill ,e graded ,ased on t*e -oetr! +riting and reading ru,ric.
Can students use descri-tie language a--ro-riatel! and e::ectiel!D
*r+ Pierce ESL Lesson Plans 12ritten b& Megan Tunon3
Sub,ect: ESL Social Sciences /:!0'0:20
*ate: $pril !'-, 20!
ELP Standards addressed: 1Students 2ill3
@@9@ ;se Englis* to -artici-ate in social interactions
@9@@ ;se Englis* to interact in/ t*roug* and +it* s-o(en and +ritten Englis* :or
-ersonal e9-ression and en<o!ment
@9@@ ;se a--ro-riate learning strategies to e9tend t*eir communicatie com-etencies
@9@@ ;se Englis* to interact in t*e classroom
@9@@ ;se Englis* to o,tain/ -rocess/ construct and -roide su,<ect matter in:ormation in
s-o(en and +ritten :orm
4544 ;se a--ro-riate learning strategies to construct and a--l! academic (no+ledge
@9@@ ;se t*e a--ro-riate language register and genre according to audience/ -ur-ose
and
setting
@9@@ ;se non-er,al communication a--ro-riate to audience/ -ur-ose and setting
@9@@ ;se Englis* in sociall! and culturall! a--ro-riate +a!s ,! using a--ro-riate
learning
strategies to e9tend t*eir sociolinguistic and sociocultural com-etence
Materials6tools needed:
@@9@@ te9t,oo( @@@@ oer*ead trans-arenc! @@@@ CD @@@@ art/cra:t
su--lies @@@@ T7/7C)
@@@@ +or(,oo( @@@@ com-uter @@@@ audiocassette @@@@ ideo @@9@@
.uiA/test @@@@ *andout/+or(s*eet
SIOP "eatures:
Pre-aration- @@@ Content ada-tation @9@@ Lin(s to ,ac(ground @9@@ Lin(s to -ast
learning @9@@Strategies incor-orated
Sca::olding- @@9@ Modeling @9@@ >uided -ractice @9@@ Inde-endent -ractice
@@9@Com-re*ensi,le in-ut
>rou-ing =-tions- @9@@ B*ole class @@@Small grou-s @9@@Partners @9@@Inde-endent
Integration o: Processes- @@9@)eading @@9@Briting @9@@S-ea(ing @9@@Listening
A--lication- @@@0ands-on @@9@Meaning:ul @9@@Lin(ed to o,<ecties @9@@Promotes
engagement
Assessment- @9@@Indiidual @9@@>rou- @9@@Britten @9@@=ral
Content =,<ectie: Students +ill ,e a,le to discuss t*e social im-acts o: discrimination
and t*e c*allenges and im-ortance o: oercoming it
Language =,<ectie: SBA5T use Englis* to conduct a conersation a,out
discrimination/ read a ,iogra-*! o: a -eace:ul leader +*o oercame discrimination/,ro(e
do+n racial stereot!-es and led t*e :ig*t against discrimination/ and gie a -resentation
a,out t*eir leader
EC: 0o+ does discrimination *urt our societ!D
Motiation: B*at do !ou do +*en :aced +it* discriminationD
Actiities:
M- T*e class +ill discuss t*e term discrimination and s*are eent +*en t*e!/someone
t*e! (no+ or *ae read a,out *as :aced it. T*e class +ill discuss t*e *arm t*at
discrimination does and t*e ,est -ractices :or oercoming it. T*e teac*er +ill dis-ense
oca,ular! lists +it* +ords relating to discrimination t*at t*e students +ill come across
+*en reading t*eir ,iogra-*ies. T*e students +ill use dictionaries to de:ine t*e +ords.
T E T*e class +ill +atc* a ideo +*ic* s*o+s images and gies in:ormation a,out t*e
su::rage moement/ t*e ciil rig*ts moement/ Indian inde-endence/ and ot*er
moements to end discrimination around t*e +orld and t*roug*out *istor! and discuss
terms suc* as 6racism8/ 6segregation8/ and 6non-iolent -rotest8. T*e teac*er +ill
distri,ute s*ort ,iogra-*ies a,out leaders in t*e :ig*ts against discrimination -ortra!ed in
t*e ideo. Students +ill c*oose a leader to gie a -resentation a,out and read t*e
,iogra-*! :or *ome+or(/ *ig*lig*ting im-ortant in:ormation.
B- T*e teac*er +ill distri,ute t*e ru,ric :or t*e ,iogra-*! -resentation as +ell as a
gra-*ic organiAer :or organiAing t*e im-ortant in:ormation a,out eac* leader. T*e class
+ill reie+ t*e ru,ric and t*e teac*er +ill clari:! an! .uestions. Ne9t/ t*e teac*er +ill
model *o+ to :ill out t*e gra-*ic organiAer using a ,iogra-*! o: *er o+n. T*e class +ill
+or( inde-endentl!/ using t*eir ,iogra-*ies to com-lete t*eir gra-*ic organiAers.
T0-Students +ill com-lete t*eir -resentations ,ased on t*eir c*osen ,iogra-*!.
Students +ill +rite out a scri-t :or t*eir s-eec* on note cards and +ill :ind t*ree images
to use during t*eir -resentations to dis-la! on t*e ideo -ro<ector Gimages s*ould ,e
emailed to t*e teac*erH. Students can use class time to re*earse t*eir -resentations.
T*e teac*er +ill +or( one on +it* assisting students +it* t*eir -resentation -re-aration.
'- T*e teac*er +ill reie+ t*e -resentation ru,ric and remind t*e students *o+ to
conduct a -ro-er s-eec*/ +it* good -osture/ gesturing/ e!e contact/ -ronunciation and
olume. T*e students +ill ta(e turns giing -resentations on t*eir c*osen leader.
Closure: Students +ill discuss +*ic* leader *ad t*e most e::ectie strateg! :or
oercoming discrimination and +*!D 0o+ can +e a--l! t*is strateg! to our liesD
Ealuation: Students +ill ,e graded ,ased on t*e ,iogra-*! -resentation ru,ric.
)e:lection on instructional met*ods and assessments incor-orated in lesson -lans:
I c*ose t*ese t+o actiities :or Dr. Pierce?s language arts and social studies classes ,ecause t*e!
addressed a +ide ariet! o: learning st!les and incor-orated a dierse range o: s(ills needed :or
com-letion. Eac* actiit! incor-orated an element o: s-ea(ing/ ,ot* social Gclass discussionsH and
academic G-resentationsH/ listening/ reading and +riting. Also/ eac* actiit! em-lo!ed t*e use o:
modeling/ sca::olding/ inde-endent and grou- +or(. Eac* set o: actiities included classroom
resources t*at ,ene:itted eac* t!-e o: intelligence. I t*in( t*at t*e assessments +ere aut*entic and
:airl! assessed +it* t*e use o: ru,rics and ,eliee t*at t*e! +ill gie eac* student t*e :eed,ac( t*at *e
or s*e needs to im-roe. 'inall!/ eac* set o: actiities allo+ed students to dra+ u-on t*eir -rior
(no+ledge and -ersonal e9-eriences/ and allo+ed t*em to a--l! t*e ,ig ideas to t*eir lies/ ma(ing t*e
(no+ledge t*e! ac.uired releant and use:ul.
Section !: 8eTeac)ing Plan
5elo+ is t*e original lesson t*at I created :or Dr. Pierce?s ESL class:
*r+ Pierce7s Lesson Plans 12ritten b& Megan Tunon3
Sub,ect: ESL Englis) -:2!'/:00
*ate: $pril !' $pril -, 20!
ELP Standards addressed: 1Students 2ill3
@@9@ ;se Englis* to -artici-ate in social interactions
@9@@ ;se Englis* to interact in/ t*roug* and +it* s-o(en and +ritten Englis* :or
-ersonal e9-ression and en<o!ment
@9@@ ;se a--ro-riate learning strategies to e9tend t*eir communicatie com-etencies
@9@@ ;se Englis* to interact in t*e classroom
@9@@ ;se Englis* to o,tain/ -rocess/ construct and -roide su,<ect matter in:ormation in
s-o(en and +ritten :orm
4544 ;se a--ro-riate learning strategies to construct and a--l! academic (no+ledge
@9@@ ;se t*e a--ro-riate language register and genre according to audience/ -ur-ose
and
setting
@9@@ ;se non-er,al communication a--ro-riate to audience/ -ur-ose and setting
@9@@ ;se Englis* in sociall! and culturall! a--ro-riate +a!s ,! using a--ro-riate
learning
strategies to e9tend t*eir sociolinguistic and sociocultural com-etence
Materials6tools needed:
@9@@ te9t,oo( @9@@ oer*ead trans-arenc! @@@@ CD @@@@ art/cra:t
su--lies @@@@ T7/7C)
@@@@ +or(,oo( @9@ com-uter @@@@ audiocassette @@@@ ideo @@@@
.uiA/test @@9@@ *andout/+or(s*eet
SIOP "eatures:
Pre-aration- @@@ Content ada-tation @9@@ Lin(s to ,ac(ground @9@@ Lin(s to -ast
learning @9@@Strategies incor-orated
Sca::olding- @@9@ Modeling @9@@ >uided -ractice @9@@ Inde-endent -ractice
@@9@Com-re*ensi,le in-ut
>rou-ing =-tions- @9@@ B*ole class @@@Small grou-s @9@@Partners @9@@Inde-endent
Integration o: Processes- @@9@)eading @@9@Briting @9@@S-ea(ing @9@@Listening
A--lication- @@@0ands-on @@9@Meaning:ul @9@@Lin(ed to o,<ecties @9@@Promotes
engagement
Assessment- @9@@Indiidual @9@@>rou- @9@@Britten @9@@=ral
Content =,<ectie: SB5AT use descri-tie language to discuss t*e setting o: t*eir
*omeland/ read +it* :luenc! and accurac!/ de:ine un(no+n oca,ular! +ords/ +rite in a
-oetic st!le using imager!
Language =,<ectie: SBA5T discuss t*eir *omelands orall!/ read and +rite +it*
accurac! and :luenc!/ and -resent -oetr! +it* good s-ea(ing and -resentation s(ills.
EC: 0o+ is -oetr! di::erent :rom ot*er t!-es o: +ritingD
Motiation: B*at ma(es !our *omeland ,eauti:ul
Actiities:
Monda! E Students +ill discuss t*e setting o: t*eir natie countr! using descri-tie
language. T*e teac*er +ill demonstrate ,! :irst discussing *er *ometo+n. T*e teac*er
+ill +rite descri-tie ad<ecties on t*e ,oard as students discuss t*e settings o: t*eir
*ome countries/ and students +ill co-! t*e +ords do+n. T*e class +ill read a -oem in
t*e 7isions te9t,oo( +*ic* descri,es a desert setting using re-etition. T*e students ta(e
turn reading stanAas aloud. T*e class +ill use conte9t clues to de:ine un(no+n
oca,ular!. T*e teac*er +ill discuss t*e -oem?s :ormat +it* t*e students at t*e end o:
t*e reading.
T- Students +ill dra+ on t*eir (no+ledge to discuss t*e -oem :rom !esterda!. T*e class
+ill reie+ t*e descri-tie language o: t*e -oem and t*e :ormat t*at t*e -oet used.
Ne9t/ t*e class +ill :ollo+ t*e re-etitie :ormat to create a -oem a,out setting o:
Murr!sille/ PAI t*e *ome setting t*at t*e! all *ae in common. T*e teac*er +ill +rite
t*e -oem on t*e ,oard Gor t!-e on an oer*ead -ro<ectorH as it is +ritten/ ma(ing
necessar! corrections and e9-laining -ro-er :ormat and oca,ular! to t*e students.
B ET*e class +ill reie+ t*eir -oem a,out Murr!sille. Toda!/ t*e! +ill create a -oem
inde-endentl! in t*e st!le o: t*e desert and Murr!sille -oem a,out t*eir *ome countries.
T*e teac*er +ill distri,ute a gra-*ic organiAer or t*e students to use to deelo- t*e
sensor! images to descri,e t*e setting o: t*eir natie land as +ell a ru,ric outlining t*e
grading o: t*e -oem and -oetr! reading. T*e students +ill +or( inde-endentl! on t*e
gra-*ic organiAers and t*e -oetr! +*ile t*e teac*er assists eac* student one on one.
T- Students +ill com-lete +or( on t*eir -oems and trade +it* a -artner :or -eer reie+
and editing. T*e teac*er +ill *el- students +it* t*eir oca,ular!/ s-elling/ grammar and
:ormatting inde-endentl!. T*e class +ill reie+ t*e ru,rics :or t*e -oem and -oetr!
reading at t*e end o: t*e class. Students s*ould *ae a :inal/ t!-ed co-! o: t*e -oem :or
a -resentation tomorro+.
'- T*e teac*er +ill model *o+ to gie a -ro-er -oetr! reading at t*e ,eginning o: t*e
class ,! reading t*e 6Murr!sille8 -oem aloud/ demonstrating good -osture/ gesturing/
e!e contact/ -ronunciation and olume. Students +ill ta(e turns reading t*eir -oems.
Closure: T*e class +ill discuss +*at ma(es -oetr! an e::ectie medium. 0o+ does it
di::er :rom ot*er t!-es o: languageD 0o+ does t*e use o: descri-tie language en*ance
-oetr!D
Ealuation: Students +ill ,e graded ,ased on t*e -oetr! +riting and reading ru,ric.
Can students use descri-tie language a--ro-riatel! and e::ectiel!D
T*is lesson +ould ,e in need o: ada-tation i: tr!ing to teac* it to ,eginning leel ELLs +it* limited
Englis* -ro:icienc!. In t*e case o: Dr. Pierce?s class/ eac* student/ t*oug*t at di::erent grade leels/
+ere a,oe t*e ,eginner leel o: -ro:icienc! and *ad at least conersational Englis* a,ilities.
0o+eer/ s*e +as a,out to receie t+o ne+ students +*o *ad <ust moed to t*e ;S :rom India/ and
+ould *ae er! :e+ Englis* language s(ills. To reteac* t*is lesson to t*ese students +ould inole
man! modi:ications.
To ,egin/ a -oem o: t*e same to-ic/ ,ut in a sim-ler -oetic :ormat/ suc* as A5A5/ could ,e used :or
t*ese students. A oca,ular! lesson +ould need to ,e incor-orated to introduce descri-tie +ords t*at
+ould *el- to descri,e t*e setting o: t*e desert -oem. Bords li(e/ *ot/ sunn!/ dr!/ ,eauti:ul/ ast/ or
em-t! could ,e taug*t using a ariet! o: learning strategies suc* as mani-ulaties/ isual images/
modeling/ re-etition and -ractice. Ne9t/ t*e teac*er could introduce t*e -oem in t*e same +a!/
,uilding on -rior (no+ledge and en*ancing interest leels/ ,ut t*e teac*er mig*t +ant to incor-orate
some more in:ormation a,out t*e desert setting o: t*e -oem/ -er*a-s a ideo a,out desert landsca-es
and desert li:e/ or some more images to -romote :urt*er discussion. B*en it came time :or t*e reading/
t*e teac*er +ould read t*e -oem to class seeral times/ clari:!ing an! un:amiliar +ords or -*rases/ and
as(ing students to -oint out t*e r*!ming -attern o: t*e -oem to *el- t*e ,etter understand t*e :ormat.
5e:ore ,eginning t*e grou- -oem/ students s*ould ,e introduced/ and as(ed to o::er/ +ords t*at could
descri,e t*eir -resent setting o: Murr!sille. Bords li(e *ill!/ cold/ rural and green could ,e taug*t
using mani-ulaties and isual aids. T*e class +ould +rite t*eir Murr!sille -oem toget*er/ along +it*
t*e teac*er/ in t*e A5A5 :ormat o: t*e desert -oem. 'inall!/ t*e indiidual -oem +ould ,e modi:ied to
,ecome a grou- -ro<ect/ so t*at t*e students could +or( toget*er using t*e L1 and ne+ L4 oca,ular!
to -romote com-re*ension. A ne+ ru,ric re:lecting t*e s*ared contri,utions o: eac* grou- mem,er/
along +it* a grou- -resentation o: t*e -oem to ,e graded at t*e end.
Section .: 9ocabular& $nal&sis
I reie+ed a oca,ular! lesson on t*e internet ,ecause I *ae not o,sered a true oca,ular! lesson in
m! o,serations as o: !et. T*e lesson I +atc*ed too( -lace in an adult ESL classroom in +*ic* t*e
-artici-ants seemed to ,e :rom a +ide range o: cultural ,ac(grounds. Some students seemed to ,e
more -ro:icient t*an ot*ers. Students :rom certain cultural ,ac(grounds *ad an easier time +it*
-ronunciation/ -ro,a,l! :rom t*e similarit! o: t*eir L1 to Englis*/ +*ereas some students seemed to
struggle +it* certain sound com,inations. T*e lesson on t*is da! +as learning t*e oca,ular!
associated +it* 61o, Duties8. T*e teac*er constructed t*e lesson in t*e :ollo+ing +a!:
1. Teac*er introduced t*e to-ic o: t*e oca,ular! lesson: 1o, Duties. S*e +rote 61o, Duties8 on
t*e ,oard and discussed +*at t*is term meant. S*e e9-lained t*e duties t*at s*e carries out as
a teac*er as an e9am-le.
4. T*e teac*er -ro<ected a series o: images on t*e ,oard o: -eo-le conducting t*e di::erent duties
o: arious <o,s. S*e as(ed t*e class to descri,e t*e di::erent duties ,eing -er:ormed in t*e
images to assess t*eir (no+ledge o: t*e to-ic. T*e teac*er e9-lained an! o: t*e <o,s t*at t*e
students seemed un:amiliar +it*.
&. Students t*en o-ened t*eir te9t ,oo(s to reie+ t*e series o: images on t*e -age.
". Students t*e coered u- t*e oca, +ords and listen to t*e +ords on a recording. T*e teac*er
*ad t*em re-eat t*e +ords aloud/ and *ad t*em -ractice t*e +ords until s*e +as satis:ied +it*
t*e -ronunciation.
F. During t*is actiit!/ t*e teac*er +rote certain -*rases on t*e ,oard to :urt*er e9-lain and clari:!
meaning.
2. T*e teac*er made a -oint to aoid academic <argon in :aor o: common language. S*e
introduced onl! a :e+ academic +ords suc* as 6s!lla,le8 to *el- students to im-roe t*eir
-ronunciation.
#. A:ter t*e initial modeling and re-eating -art o: t*e lesson/ t*e teac*er le:t room :or .uestions
and clari:ication. T*is allo+ed t*e students to sel:-assess t*eir understanding o: t*e ne+
oca,ular! and t*eir a,ilit! to correctl! -ronounce eac* +ord. Students as(ed t*e teac*er to
-ronounce +ords t*at t*e! +ere uncertain o: and -racticed t*e +ord until t*e! could -ronounce
it correctl!.
T*is lesson :ocused mostl! on introducing ne+ oca,ular! and -ronunciation. 5ecause t*ese students
+ere adults/ t*e! all seemed :amiliar +it* t*e conce-ts ,e*ind t*e +ords/ <ust not t*e +ords
t*emseles. In a classroom o: c*ildren/ I t*in( more time +ould *ae to ,e s-ent on understanding t*e
t!-es o: <o,s and +*at t*e! entailed :or t*e oca,ular! to ,ecome releant to t*em. In t*e class I
o,sered at 0olida! Par( Elementar! Sc*ool/ students used -a-er dolls t*at +ere designed in t*e
di::erent uni:orms o: -ro:essionals and +ere as(ed to -lace t*em in a -icture in t*eir a--ro-riate
+or(-lace. T*is seemed to ma(e t*e t!-es o: -ro:essions more real to t*e students. 'or older
students/ more discussion +ould ,e needed to ,uild on t*eir ,ac(ground (no+ledge. T*e! can ,e
as(ed +*ere t*e! *ae seen -eo-le +or(ing in <o,s li(e t*is and to descri,e it so t*at t*e! can
associate t*e ne+ oca,ular! +ord to a conce-t t*at t*e! alread! (no+.
T*e teac*er in t*is lesson incor-orated man! e::ectie strategies. To ,egin/ s*e s-o(e in clear/ slo+/
and sim-le Englis*. S*e em-lo!ed t*e use o: isual aids and ,uilt on students? -rior (no+ledge. S*e
t*en used a recording o: t*e ne+ oca,ular! +ords to incor-orate auditor! learning into t*e lesson.
S*e *ad students s-ea( t*e +ords out loud and clari:ied an! un:amiliar +ords or -*rases ,! +riting
t*em on t*e ,oard/ discussing t*eir meaning/ sometimes een acting t*e conce-t out. 'inall!/ s*e
allo+ed time :or :eed,ac( and sel:-assessment/ +or(ing :urt*er +it* students +*o struggled +it*
-articular letter sounds.
T*e ideo did not indicate *o+ t*e oca,ular! lesson +ould ,e assessed. As I mentioned/ t*e teac*er
assessed student understanding t*roug* o,seration and -ractice/ s*e also *ad t*em sel:-assess t*eir
-ro:icienc! +it* t*e +ords. In t*e :uture/ -er*a-s s*e +ill assess t*em on a .uiA or test/ or gie t*em
an aut*entic assessment o: a--l!ing t*ese ne+ +ords in t*eir lies outside o: t*e classroom.
I t*oug*t t*at t*is +as a -rett! e::ectie lesson :or adult learners. T*is is mainl! ,ecause t*e! +ere all
adults/ ta(ing time a:ter +or( to im-roe t*eir Englis* s(ills/ -ro,a,l! -a!ing :or t*e class and t*ere:ore
er! engaged. To ada-t it :or !ounger learners it +ould -ro,a,l! *ae to ,e more d!namic/ -er*a-s ,!
using mani-ulaties li(e t*e teac*er at 0olida! Par( Elementar! did. =erall I t*in( it +as a er!
success:ul lesson as t*e teac*er incor-orated a num,er o: e::ectie strategies.
0ere is a lin( to t*e lesson: *tt-s://+++.!outu,e.com/+atc*DJl1+.rK9:l5$
8e%lection
)e:lecting u-on m! time at 'ran(lin )egional in Dr. Pierce?s class/ *ere is +*at I *ae learned a,out
t*e :ollo+ing to-ics relating to ESL:
1. Language- is so d!namic. It is amaAing *o+ students are a,le to -ic( u- on a ne+ language and
use it interc*angea,l! +it* t*eir o+n. I :ind it so :ascinating *o+ it can ,e so intuitie and so easie at
t*e same time. It is stri(ing *o+ certain languages can s*are man! similarities and *o+ some can ,e
entirel! di::erent. In Dr. Pierce?s class/ t*e students s-o(e :ie di::erent natie languages/ so naturall! a
,ilingual a--roac* could not ,e utiliAed GDr. Pierce s-ea(s 'renc* and Englis*H. In t*is class/ a
s*eltered Englis* a--roac* +as used to teac* t*ematic units to a +ide range o: age and -ro:icienc!
leels. 5! utiliAing modi:ications ,ased on t*ese ar!ing leels/ Dr. Pierce is a,le to teac* Englis* to
entering s-ea(ers as +ell as ,ridging s-ea(ers.
4. Culture- Cultural di::erences can ma(e or ,rea( a class. In Dr. Pierce?s class/ t*e students came
:rom :ie di::erent countries across t*e Middle-East and Euro-e. I could ,e eas! to imagine *o+ suc* a
dierse grou- o: -ers-ecties could incite con:lict/ ,ut Dr. Pierce made it a -riorit! to create a sense o:
communit! in *er class. 5! learning a,out eac* culture t*roug* a series o: -ro<ects and -resentations
t*at t*e students conducted ,ased on t*eir natie counties/ Dr. Pierce s*o+ed t*at diersit! is
somet*ing t*at s*ould ,e a--reciated and acce-ted. =n t*e da! o: a student at t*e *ig* sc*ool
,roug*t +ea-ons into t*e sc*ool and attem-ted to in<ure *is :ello+ classmates/ t*e ESL students
loo(ed out :or eac* ot*er/ eac* one ma(ing an e::ort to :ind out t*e status o: t*eir classmates among
t*e c*aos.
&. =,sering Planning/ Im-lementing and Managing Instruction and ". Assessments- Dr. Pierce does
an amaAing <o, o: teac*ing to dierse students at di::erent age and -ro:icienc! leels. S*e does t*is ,!
im-lementing *er instruction t*ematicall!/ and modi:!ing it to suit t*e students at eac* leel. Content
,ased lessons are gien so t*at students ac.uire t*e academic language necessar! :or t*eir core
classes. S*e also di::erentiates instruction and assessments according to *er student?s learning
-ro:iles and multi-le intelligences. B*ile traditional .uiAAes and tests are administered/ most o: t*e
classroom actiates and assessments are -ro<ect and -resentation ,ased. Students +or( toget*er in
coo-eratie grou-s to discuss and colla,orate on man! assignments. Dr. Pierce also incor-orates trul!
aut*entic actiities and assessments/ suc* as going to restaurants/ t*e grocer! store/ and t*e moies.
F. Pro:essionalism- Dr. Pierce demonstrates t*e utmost -ro:essionalism. S*e is trul! a -ioneer in t*e
:ield o: ESL. Not onl! *as s*e created a great ESL -rogram at *er sc*ool/ ,ut s*e -uts in t*e time to
teac* ot*ers in t*e teac*ing -ro:ession +*at s*e (no+s a,out t*e su,<ect. S*e also +ears man! *ats
at t*e sc*ool/ doing eer!t*ing :rom deelo-ing curriculum to coordinating t*e trans-ortation o: *er
students ,et+een ,uildings. B*at I learned :rom *er is t*at ,eing a teac*ing -ro:essional goes ,e!ond
instruction and grading/ it is also a,out ,eing -art o: a communit! o: educators and going a,oe and
,e!ond to adance !our -ro:ession into t*e :uture and meet *ead on all o: t*e c*allenges t*at it
ineita,l! encounters.
I :eel er! :ortunate to *ae ,een a,le to o,sere Dr. Pierce at 'ran(lin )egional. B*en I reac*ed out
to *er/ I didn?t (no+ t*at s*e +as one o: t*e deelo-ers o: t*is course. B*ile I +as at 'ran(lin
)egional/ t*e sc*ool e9-erienced a great traged! as one o: t*e students attem-ted to *arm *is
classmates. T*e *ig* sc*ool +as s*ut do+n :or seeral da!s/ and some o: Dr. Pierce?s students
missed man! classes/ ,ut/ as all teac*ers must/ s*e s*o+ed *er :le9i,ilit! and .uic(l! modi:ied *er
lessons to (ee- t*e .ualit! o: education *ig* :or t*e students +*ose classes +ere not canceled/ +*ile
not letting t*e *ig* sc*ool students :all ,e*ind. It +as a er! im-ressie e9-erience o,sering *o+ a
teac*er must c*ange t*e direction o: a course at t*e dro- o: a *at. T*is course and t*ese o,serations
*ae ,een t*e most alua,le t*at I *ae *ad in t*is -rogram to date. I *ae gained t*e most -ractical
and use:ul (no+ledge a,out *o+ to ,e and ESL teac*er. T*e course content and m! time s-ent +it*
Dr. Pierce *ae gien me t*e con:idence I need to -ursue a career in ESL.