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Cherokee Hayden

C&T 491
Dr. Cho
29 June 2017
Instructional Unit Narrative

During this practicum, we have read many articles and chapters about teaching and more

specifically, teaching English in Korea. Within these articles and chapters, it covered everything,

from culture and behavior, to the history of TESOL abroad, and different methods of teaching.

Learning all of this helped us to form our lesson plans.

In a group of four, we were placed at Kyung-hwa Girls Middle School. At the middle

school, our group did our lesson plans differently than the others, we all worked together as a

whole group to plan each lesson. It was through talking with Addi that we decided the theme of

directions for the first graders. She was telling us about how she was glad that she no longer had

to teach from an out dated textbook, and instead the school just told her themes she had to teach

them. She then listed a few, and when we heard them, we all decided that teaching about

directions was important.

To create the first directions lesson, we worked a bit backwards. In the beginning, we

knew we wanted them to play a large map racing game, however, we knew that would be too

complicated for it to be in the first lesson. So, we decided that a large map race game would be in

the second lesson we teach for first grade. Then we had to think what the students would need to

learn before the second lesson we taught. We decided that they would need to know how to give

and follow directions. When trying to create activities for this, we thought we should do a small

map game, so students would have done something similar previously that they would be able to
recall. After thinking of the activities, vocabulary, and objectives, then we thought of the method

that we would use to present the content to the students.

After going through the readings again, we decided the P-P-P method would be best for

our lesson. We decided this based on know what we wanted the students to know by the end of

the lesson. We also knew that it would have to be able to tie into the next week, and finally, that

we wanted the students to do more than a worksheet, because they do that often in their other

classes. I am a strong believer in making second language acquisition to be more task and game

based, because when knowledge is petering a more fun and useful way, you remember it better. I

felt P-P-P with our lesson best fit. The P-P-P model stands for Presentation, Practice, and

Productions, and just like the name suggests, the teacher first presents the lesson, then does an

activity to allow students to practice the target form, then finally students produce the target

form.

Another very important aspect to SLA is incorporating both the target and the native

culture. For our directions lesson, we incorporated fun and obvious cultural items for the

students. We used K-pop dance gifs and we also added in the Cha Cha Slide and we included

them as part of the presentation portion of our lesson. We focused more on incorporating culture

with the second graders than we did with the first graders.