Scribd
Upload
39 views

Reflectiontwo

The lesson plan aimed to practice vocabulary, public speaking, and preview a chapter. Activities included a vocabulary game, notecard questions on assigned reading, student speeches on TedTalks, and a graphic organizer to predict the next chapter. The goals could have been more integrated around the theme of "Image." Some activities ran short on time or had logistical issues. Feedback focused on making activities more language-focused and theme-based in the future.

Uploaded by

api-255268125
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
39 views

Reflectiontwo

The lesson plan aimed to practice vocabulary, public speaking, and preview a chapter. Activities included a vocabulary game, notecard questions on assigned reading, student speeches on TedTalks, and a graphic organizer to predict the next chapter. The goals could have been more integrated around the theme of "Image." Some activities ran short on time or had logistical issues. Feedback focused on making activities more language-focused and theme-based in the future.

Uploaded by

api-255268125
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
You are on page 1/ 3

Lesson Plan

Teachers: Carolyn Dunn and Amanda Meier


Level: Advanced Studies
Date/Time: Wednesday, Nov 12 7:10 PM 9:10PM
Goal: To practice figuring out vocabulary from context; To practice public speaking; to preview Chapter 9 of Goon
Squad
The goals of the lesson could have been more cohesive and integrated. Maybe next time the Ted Talk assignment could
have required students to watch a Ted Talk related to the unit theme of Image. This could be broadly interpreted to
include marketing and PR, self-image, etc. We could have done a mind map of Image related ideas in the previous
class and then used the mind-map as inspiration for choosing Ted Talks.
Objectives (SWBAT):
Students Will Be Able To
1. Learn new vocabulary by playing In a Pickle
2. Practice figuring out language questions and engage with the content of Chapter 8 through peer discussing notecard
questions on language and content of the chapter.
3. Practice public speaking and providing peer feedback by giving a short speech about a TedTalk they watched for
homework
4. Preview Goon Squad Chapter 9
These SWABATs could be written to be more concrete and language-focused. For example, the TedTalk presentation
could have had a language focus such as transitional devices, strong openings or expressing opinions. The
feedback component could have specifically focused on pragmatically-appropriate feedback, requiring students to
incorporate expressions such as next time, maybe you could
Theme: Image
As mentioned, this lesson could have been made more cohesive by strongly grounding the activities in the theme. In
addition to requiring the Ted Talks to focus on the theme, the theme-related aspects of the focus chapters in A Visit from
the Goon Squad could have been explicitly emphasized.
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Review or Preview (if


applicable)

Announcements/Attendance/Admin

T-Ss

Time
0-5 min

T presents Goals and Agendas from website

Activity 1: Warm-Up
In a Pickle Game

1.1 Pre-Stage
Explain students will play a game to help vocabulary
development and review. Explain rules.
We had expected students to be familiar with this game,
and they were not. Explaining the rules took longer than
expected and could be made more clear next time.

20 min
T-Ss

S-S

1.2 During Stage


Put students in pairs and play game. Make sure they have
their notebooks to write down any unknown words. Clarify
any unknown words.
S-S
There were not enough students in class this day to play
teams of two. Students had to choose to either play in
teams, with no competition, or individually, competing
against each other. Students chose to all play together, thus
eliminating the competition and some of the fun of the

game. We could have thought ahead about this and


planned a back-up activity.
1.3 Post-Stage
Have groups switch and look at each others cards. Do they
agree? Do they know all the words?
Some vocabulary was difficult for students. We could have
had students make their own cards instead of using the
cards from the pre-packaged box. By having students make
the materials, they get added language practice and the
materials are automatically level-appropriate.
Activity 2: Notecard
Questions

1.1 Pre-Stage: T gives Ss 4 index cards each. Ss write one


question from the weeks assigned reading in A Visit From
the Goon Squad on each card, 2 content questions and 2
language questions.

25 min

1.2 During Stage: T collects and redistributes index cards;


Ss work in pairs to answer the questions on the cards. T
tells students to write their answers/notes on the backs of
the cards. T monitors and assists.
1.3 Post-Stage: Brief class share, T invites one or two
students to come up to the doc cam to explain their cards.
T will post pictures of the cards on class website.
We added in this peer teaching aspect to this activity
after the first time we did it. Students enjoyed teaching
each other on the doc cam. There was not enough time to
answer all of the question cards though (in pairs, not as a
class). For a further extension, we could have posted the
open questions for students to discuss on the class blog.
Tangible Outcome & Teacher / Peer Feedback Cards
with questions and student answers; peer to peer
interaction provides peer feedback; T monitoring and
assisting
45 min total
Activity 3: TED Talk
Speeches

3.1 Pre-Stage
T pairs up Ss for peer feedback (if there is an odd number
of students, T arranges Ss so that each person has one
person to give feedback to and one person to give feedback
from.) T reminds Ss of speaking skills we have discussed
in class, i.e. eye contact, strong opener, confidence. T lets
Ss know that they should pay attention to all the speeches,
but that they will be asked to give written feedback (2
positive/1 constructive) to their assigned partner, so they
should pay particular attention to that speech.
As mentioned, next time, this activity could be more themebased and have a specific language focus, such as
transitions.
Ss have 10 minutes to review their Ted Talks and prepare a
short, 5 minute (including time for questions) speech.
3.2 During Stage

T-Ss

10min

S-Ss-T

25min

Ss perform their speeches and answer questions.


This took much longer than expected; students asked a lot
of questions! Extend time next time.

S-S

5min

3.3 Post-Stage
Peer feedback - Ss write 2 things they liked and 1
constructive comment on a note card to give to their partner
Time was again short here; next time, could budget more
time so that we could focus on pragmaticallyappropriate feedback and give students the opportunity to
practice it speaking, not just writing, but giving them time
to conference with each other.
Activity 4: Previewing
Chapter 9
Graphic Organizer
Predictions

4.1 Pre-Stage
Write graphic organizer on the board. Do Ss know what
T-Ss
this is? Do they use them?
Students were not familiar with this term but some had
used organizers before. Next time, we could emphasize that
these organizers are great tools to make to guide their own
reading. Thus, the activity would become not only a
content/reading prediction lesson, but also a
strategies/skills lesson.
S-S

5 min

10 min

Explain that they are going to predict chapter 8 of Goon


Squad using a graphic organizer.
4.2 During Stage
Give pairs a partially completed graphic organizer.
Together, they should try to draw connections, answer the
questions, etc. on the organizer.
This was fun and engaging for students, but would budget
more time next time. Ss ran out of time and wanted to keep
going.
4.3 Post-Stage
Ask for volunteers to share their organizer via doc cam. T
answer any questions as necessary.
Students were not all able to finish on time and so were
reluctant to share. This moved to the next class meeting.
Budget more time next time.
Tangible Outcome & Teacher / Peer Feedback
Graphic organizers, peer negotiation, teacher notes
language issues.
Wrap-up

Lesson Evaluation Procedures


Exit Tickets

T-Ss
Ss-Ss

5 min

You might also like