ULACIT
Course: Literature and Reading in EFL Teaching
Micro-Teaching Lesson 3: Rhymes
Members: Melissa Calvo Gloriana Hidalgo
th
Date: Saturday December 8 , 2012
Mini-Lesson Plan 3 POEM: “Your family” th
Target students: 8 graders Time allotted: 95 minutes. SWBAT: Analyze the poem "your family" in order to use family members’ vocabulary in real life contexts Macro and micro skills: Listening, reading, speaking, vocabulary. Target Content #1: Identification of family members and partner’s relatives CONDITION 1.
OBJECTIVE SWBAT 1.
LANGUAGE FUNCTION 1.
ACTIVITY
TIME
1. Schemata Activation (speaking)
Magazines
Illustrate what they
Describe their collage
Newspapers
know about family to
and explain their
Teacher writes the word family on the board. Students say the three first
Glue and
share their ideas with
ideas about family
words that come to their mind when they see the word.
scissors
their classmates
Teacher hands in some materials to the students (magazines,
Markers
presenting a collage
newspapers, glue and scissors).
20 mts
Students create a collage using pictures and materials to present what they know about family, they work in pairs. When the collages are ready, teacher mixes the groups. Students express their ideas about family to their classmates describing the collage they created. Teacher walks around the classroom monitoring students. 2.
2.
2.
2.
Power point
Identify the family
Identify family
presentation with
members vocabulary to
members vocabulary
family members
describe Sam’s family
(PP1)
and the descriptions
Sam’s family tree
about family members
(printed in a big
and descriptions
PRE-READING-STAGE 2 (reading, vocabulary, speaking) Teacher projects a power point presentation with the vocabulary about family members (PP1). Teacher presents the vocabulary about family members using the pictures in the presentation and using the board to emphasize the
15 mts
size)
vocabulary such as: daughter, father, sons, and brothers in law, neighbor, sister etc. (Students repeat them if necessary) In that same presentation, teacher begins to project several questions such as … My mother´s mother is my…… Students answer those questions and teacher draws a family tree in the board simulating each question. Teacher clarifies any doubt when necessary; the group as a whole provides an answer to the questions projected in the PPT. After that, teacher locates on the board Sam’s family tree (printed in a very big size to make sure that everyone is able to see it). That same family tree is provided a little smaller to students (they work in pairs). Students complete the family tree answering: How are these people related to Sam? They add the words to the family tree (family members vocabulary). The first pair that completes the family tree with the correct information is the winner. Activity is checked orally, teacher walks around the classroom monitoring students.
3.
3. Worksheet #1
3. Recognize family
Describe their family
members to share ideas
representation to their
with their classmates
classmate.
3. PRE-READING-STAGE 3 (Listening, reading, vocabulary and speaking) Teacher hand in worksheet #1, in this worksheet students draw: their favorite cartoon family, a family they know or their own family. In pairs, students take turns asking about their family trees. They use
15 mts
the follow up questions in the useful language chart. Teacher monitors students and provides feedback when necessary. OBJECTIVE
LANGUAGE FUNCTION
CONDITION 3.
3. Worksheet #2
Interpret the meaning of new words inside context
ACTIVITY 3. PRE-READING-STAGE 4 (Listening, reading, vocabulary and speaking)
3. Associate some definitions with the corresponding words
TIME
10 mnts
Teacher gives students Worksheet #2 In pairs, students complete a matching exercise to match some important vocabulary with its definition. Activity is checked orally, feedback is provided when necessary.
4. Poem “Your family” (worksheet #3) Worksheet #4 (Questions)
4.
4. Interpret the message of
Discuss the
the poem to discuss it
message of the
with their partners
poem “your family” and importance of family
4. WHILE-READING STAGE (reading, vocabulary, speaking, listening) Teacher gives students the poem “Your family” (worksheet #3) Teacher reads the poem “Your Family” aloud to all of the class as a group. Then, teacher divides the group in two teams and they read the poem together and discuss it. Finally, every student reads it individually.
In pairs, students discuss the following questions(worksheet #4): 1. What do you think about the poem? Do you like it? Why? 2. What is the message of the poem? Is it positive or negative? Why? What would you change to this message? 3. Does the author value her family? Which lines make you think she does or doesn’t
30 mts
4. Do you value your family in the same way? What do you do every day in order to show your feeling to them? Is what you currently do enough?
.
5. How much time do people usually spend with their families? What about you? What do you usually do together? Do you have some special family traditions? Do you enjoy the time with your family? Why?
Teacher elicits a few answers from the students in order to share some of their general thoughts with the rest of the class
OBJECTIVE
LANGUAGE FUNCTION
CONDITION 5.
5. Some questions and proverbs projected on the board.
6.
5. Express their ideas to reflect on their lives
5. POST-READING STAGE (listening and speaking) Express their thoughts about the poem and the nowadays real life situation
Students participate on a round table in which they discuss the message of the poem: How the poem is reflected in our country, society and finally in their own lives? Students discuss and share their thoughts about the poem.
6. A family draw, photo or picture
ACTIVITY
6. Illustrate the importance of family
Explain why a person or more are important for them
6. HOMEWORK-STAGE (reading, writing, speaking and listening) Students bring a picture, photo or draw of their family, someone in their family or a close friend and explain why this person or people are important in their lives and what they do to express appreciation for them.
Lesson Planning designed by: Melissa Calvo and Gloriana Hidalgo Course: Literature and Reading in EFL Teaching
Language Derived
Nouns
Adjectives
Verbs in
Phrasal verbs
Adverbs
Prepositions
Get in
Probably
From
Present
Father
Strong
Understand
Mother
Your
Give
Always
To
Brother
Deep
Love
Really
For
Sister
Wrong
Bring
Definitely
Grandparents
Build
Just
Cousins
Cherish
Confidence
Perish
Person
Weep
Joy
Forget
Relation
Show
Support
Happens
Structures Derived Language
Time Tenses
Formulas
Negation
Questions
Commands
Rhyme
Forms Depend- defend
Subject plus
Read and What is the
analyze
Don’t forget
meaning
carefully the
Deep- weep
to show your
of___?
poem
Build fulfilled
verb plus complement Present tense -You should cherish -Your aunt can help
Understand – hand
appreciation
Cherish- perish
AppreciationShow
Relation
respect
Joy- Annoy
towards you
Care- Share
partners
Strong- Wrong
ideas
Support- Short Same- Lame Member- December
Principles of language acquisition chart A) Principles of Language Acquisition
Justification
The following cognitive principles were used to create the lesson: Automaticity and meaningful learning
The lesson plan includes activities in which students work in small groups and share with the rest of the class and this promotes social interaction for instance the round table.
Meaningful learning: individuals are engaged in social activities.
This lesson plan includes the opportunity to learn new words contextualized which makes easier the
Automaticity:
Subconscious
processing
of
learning process
language with peripheral attention to language forms
The strategies top down and bottom up are applied in this plan. According to (Hegelheimer, 2010) it is
Strategic Investment: the time and strategies the
very important to combine them as it is in the main
learner invest into the language learning process
activity instead of having them isolated. This has been done by making students analyze the general ideas of the poem and then go into a deeper analysis.
Since learning is systematic the class goes from the The affective principle was used to create the lesson. Inter-language: At least some of the learner’s
simplest, recognizing family members to the most difficult having a discussion of families in different contexts.
development in a new language can be seen as systematic
The Linguistic Principle used to create the lesson plan is: This principle we consider is one of the most Communicative Competence: Fluency and use
important principles in the language acquisition
are just as important as accuracy and usage �
process, for this reason the lesson plan is very
instruction needs to be aimed at organizational,
communicative since the beginning of the class
pragmatic and strategic competence as well as
psychomotor skills
Principles of language teaching chart B) Principles of Language Teaching
Good teaching encourages interaction in between the students and teacher
Justification
During the pre-reading stage 2 the teacher elicits answer from the students encouraging students to build their own knowledge. Teacher elicits the vocabulary inside context and if necessary students repeat new words.
Successful instructed language requires extensive L2 input
learning
The poem “Your family� provides students with L2 input that enhances the language learning. The whole lesson provides L2 input since the L1 is not used.
Successful instructed language learning also requires opportunities for output
Students have several opportunities to express and communicate their ideas orally through the activities presented for example the round table, the collage
The opportunity to interact in L2 is central to develop L2 proficiency
In assessing learners’L2 proficiency it is important to examine free as well as
The first two pre-reading activities in which they describe and draw families are controlled and teacher provides feedback immediately.
controlled production The post reading activities provide a free production opportunity and teacher also provides some assessment and feedback but not immediately. [Original design by CONARE-MEP Coordinating Committee for Material Design teacher-development course, 2010] Reference: Hegelheimer, B., & Volke, A. (2010). Using a mixed methods approach to explore strategies, metacognitive awareness and the effects of task design on listening development Canadian Journal of Applied Linguistics; Spring2009, Vol. 12 Issue 1, p9-38
Materials characteristics and elements analysis chart 1= Below average Analysis of Elements Materials Characteristics
Layout
Cultural Context
Instructions
Functionality
Flexibility
Pertinence
Materials/Task
Linguistic content
2= Good
Individualization
3= Excellent
Personalization
Scale:
1. Power point presentation
3
2
2
2
3
3
3
3
3
2. Worksheet #1
3
3
3
2
3
3
3
2
3
3. Worksheet #2
3
3
3
3
3
3
3
3
3
4. Worksheet #3
2
3
3
3
3
3
3
3
3
3 2 3 3 3 3 3 3 3 6. Poem “Your Family� [Original design by CONARE-MEP Coordinating Committee for Material Design teacher-development course, 2010]
Worksheets
Program: Master´s in English Language Teaching Course: Literature and Reading in the EFL Language Teaching Instructors: Melissa Calvo & Gloriana Hidalgo Worksheet #1 Date: December 22nd, 2012 Learning Task: drawing a family tree in order to explain to their classmates how a family is composed. Objective: Describe family members to the classmates using the picture Time allotted: 15 minutes Instructions:
1. Draw a family tree below, your favorite cartoon family, a family you know, your own family etc. 2. In pairs, using the family tree, take turns talking about families. Ask follow up questions to get more information (use the useful language chart).
Useful language How many brothers do you have? There are six people in my family. I have two brothers and a sister. I have 2 nieces I have 1 grandmother I have several cousins My mom has 3 sisters, I have 3 aunts and 1 uncle
Adapted from Interchange. Hull, J., Proctor, S., Richards, J. C., & Shields, C. (2009). Interchange. Full Contact. (Third ed., p. 30). New York, NY: Cambridge University Press.
Program: Master´s in English Language Teaching Course: Literature and Reading in the EFL Language Teaching Instructors: Melissa Calvo & Gloriana Hidalgo Worksheet #2 Date: December 22nd, 2012 Learning Task: Predicting the meaning of words using context in order to internalize new vocabulary Objective: Interpret the meaning of new words inside context
Time allotted: 10 minutes Instructions:
1. In pairs read the sentences from the poem “Your family� and predict what the underline word may mean. 2. Then, read the definitions in order to relate your prediction with a definition 3. Fill the blanks writing the underlined bold word according to the definition given
Sentences
with their love and support, you'll feel fulfilled Just don't forget to show your appreciation, That will strengthen your relation
Sometimes they just simply annoy. But that's ok, since they care The family bond is really strong Life without family, wouldn't be the same, It would be lonely, and definitely lame. Your connection with your mother is very deep, if something happens, together you weep. Your brother, you should always cherish Your father is person, you can depend, If you get in trouble, he shall defend your sister is the one that understand, Always willing to give you a hand
Definitions ________________ Sad because one has no company ________________ Protect and care for (someone) lovingly ________________ Ready and prepared to do something ________________ Join or be joined securely to something else
________________Bring to completion or reality; achieve or realize (something desired, promised, or predicted). ________________ Extending far down from the top or surface ________________ Make or become stronger ________________ Expressing the future tense
________________ Irritate (someone); make (someone) a little angry ________________ Shed tears
Program: Master´s in English Language Teaching Course: Literature and Reading in the EFL Language Teaching Instructors: Melissa Calvo & Gloriana Hidalgo Worksheet #3 Poem “Your Family” By Sharla Rymer
Your father is a person, you can depend on, If you get in trouble, he shall defend you. your sister is the one that understands you, she is always willing to give you a hand.
Your brother is a person that you should always cherish, without him you would probably perish. Your connection with your mother is very deep, if something happens, together you will weep.
You uncle and aunt can help you Your cousins can help you to build your confidence,
with their love and support, you'll feel fulfilled. Just don't forget to show your appreciation to your family, because that will strengthen your relationship.
Grandparents will bring laughter and joy. Sometimes they are just simply annoy. But that's fine because they care about you, They'll share many things with you.
The family bond is really strong; your family will accept you, if you're wrong. your godmother and godfather will give you comfort and support.
Make sure you thank each family member, For being there, from January to December.
Program: Master´s in English Language Teaching Course: Literature and Reading in the EFL Language Teaching Instructors: Melissa Calvo & Gloriana Hidalgo Worksheet #4 22nd,
Date: December 2012 Learning Task: discussing the message of the poem in order to reflect on their own context Objective: Interpret the message of the poem to relate it with what they do to show their love to their family Time allotted: 20 minutes Instructions: in pairs discuss about your own family members.
Interview
Ask the questions the following questions to your partner.
What do you think about the poem? Do you like it? Why? What is the message of the poem? Is it positive or negative? Why? What would you change to this message? Does the author value her family? Which lines make you think she does or doesn’t? Do you value your family in the same way? What do you do every day in order to show your feelings to them? What you currently do is enough? How much time do people usually spend with their families? What about you? What do you usually do together? Do you have some special family traditions? Do you enjoy the time with your family? Why?
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Program: Master´s in English Language Teaching Course: Literature and Reading in the EFL Language Teaching
Instructors: Melissa Calvo & Gloriana Hidalgo
Worksheet #4 Date: December 22nd, 2012 Learning Task: discussing the message of the poem in order to reflect on their own context Objetive:Interpret the message of the poem to relate it with what they do to show their love to their family Time allotted: 20 minutes Instructions: in pairs discuss about your own family members.
Interview
Ask the questions the following questions to your partner.
What do you think about the poem? Do you like it? Why? What is the message of the poem? Is it positive or negative? Why? What would you change to this message? Does the author value her family? Which lines make you think she does or doesn’t? Do you value your family in the same way? What do you do every day in order to show your feelings to them? What you currently do is enough? How much time do people usually spend with their families? What about you? What do you usually do together? Do you have some special family traditions? Do you enjoy the time with your family? Why?
Power Point Presentation
My mother's mother is my...
My parents´ daughter is my...
My parents` son is my‌
My father´s father is my...
My Aunt's Kids are my‌?
My father´s brother is my...
Thanks for playing!
Adapted from busyteacher.org
Andy
Marta grandfather and ……………………..
Chris
Donna
Sarah
aunt and ……………………..
…………………….. and mother
Sam
Yumiko
Manuel
Jim
Sam (husband) and his …………
Anna
Liza brother and ………………..
Kelly
Jimmy …………………….. and nephew