Task objectives.
For this task, you will:
·
Design and articulate a lesson plan
that incorporates a new authentic material OR technology you wish to
introduce in your class.
·
Write a goal and objectives for the
lesson.
·
Explain why you wish to incorporate
this element in your class.
·
Explain each step you will take or
have students take in class.
·
Explain how the final student
action(s) will help achieve the lesson objectives.
·
Reflect on and explain
how this task contributed to your professional learning and growth
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PART I: CLASS DESCRIPTION
Name of course:
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Role of Authentic materials and technology
integration in ESL class room
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Purpose of course:
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To make them aware of authentic materials and
how they can be used to understand the real use of language outside the class
room in the form of graphs and reports.
This lesson also include study skills and reference skills to
make the learner autonomous user of a language.
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Number of students:
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25
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Student ages:
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14 to 16
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Language level:
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intermediate
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PART II: GOALS AND
OBJECTIVES
In the table below, write your lesson goal (the overall purpose of
this lesson). This
should be short and general.
should be short and general.
Then
write your lesson objectives. Your objectives MUST be observable and
measurable, begin with a verb, and contribute to achieving the goal.
Lesson Goal(write only one)
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Lesson Objectives (must be observable and measurable)
Goal: After attending
this class students will interpret the given graphs and use of authentic
materials to create a report for presentation
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1)Students will
interpret the given graph and make some notes
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2)Students will
write a report based on the notes they prepared collaboratively
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3) Students will
evaluate their peers based on given template/check list
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PART
III: IDEA PURPOSE AND SOURCE
One
requirement of this assignment is that you incorporate a new idea you learned
from this class (the discussions, articles, resources/links). State the new idea you are incorporating in
this lesson plan and explain why you wish to introduce it.
1) What kind of activity are
you introducing?
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1) Check ONE type only.(It
include both authentic materials and technology tools so I checked both the
options)
ΓΌ Authentic
Materials activity
Please include a link or attachment of the authentic
material.
Technology
activities.
Google
forms to create online check list
Email
services
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2) What is the new idea?
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2) Use of graphs (Authentic
materials) to write a report
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3) Why do you wish to use
this new idea/ activity?
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3) Reading graphs and writing
report help the students to learn the use of language in real context or
links class room learning with the real world experience.
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4) Where did you get the new
idea? (Give the resource link and/or
name of the article. If the idea was
shared by a participant in the course or the instructor, include the person’s
name.)
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I practiced this idea during
some of my teacher training sessions to teach them use of Authentic materials
and in my class room teaching to make my students to write a report on
results of general elections in our country.
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PART
IV: LESSON PROCEDURE
The
lesson procedure must be written step-by-step and detailed enough so that
another teacher can do the lesson easily.
Note: The lesson procedure is
divided into three sections:
·
Introduction/Warm-up: include any activities that are a review of a
previous lesson or preparation for the main lesson.
·
Body: should include all the activities for the
main lesson.
·
Conclusion/Wrap
up: includes any
repeat, review or wrap up of the main lesson or activity that brings closure to
the lesson in preparation for the end of class or movement to the next part of
the lesson.
Use the table below for your lesson
procedure. Add any additional rows as needed or delete if not needed.
Teacher action
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Student action
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Materials/equipment needed
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Time needed
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Introduction/Warm up
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1) Teacher distribute a paper written some years like 2000, 2001
etc ask them to think of its important in their life. (What happened in their
life during that time? Achievements and success stories etc. )
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Student
will think of its importance and explain it to the class.
Ex:
I got a promotion in the year 2002 it is a lucky year for me.
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Piece
of paper written with
2001,20002,2003……
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5
minutes
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Body
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1) Please go to the
teacher’s table/use internet link and find a
graph you would like to write about.
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Look at the
newspapers/internet link and decide on
a
graph to write about
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10
Minutes
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2) After students
return to their seats:
You can write a
description of the graph, Use your imagination to read
the
data given in the graph and refer the link given
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Begin to
write/brainstorm, with graph before they refer the given link
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3) Let’s get started! You can write as much as you like in
any order. Just get
some ideas down. Let’s brainstorm
Then circulates to
each student pair to
ask if they need
help, check what they
are writing, and
encourage them to just
write phrases or
ideas to begin with;
helps
with vocabulary words needed
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Begin
to write/brainstorm, with graph after referring the link.
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15
mints
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4) OK, let’s stop for a moment and share
what
we have written
Circulates as
students share in pairs;
discusses their
ideas and encourages them to speak in English to their
partner
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Stop
work and talk to neighbors.
Use the
checklist to introspect your writing.
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10
minutes
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5) Calls on several
students to talk about their ideas.
Encourages them to
use English as
much as possible to
express
themselves
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Report back
individually when called upon by the teacher.
The partner may
mention what was discussed in pair work
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10 minutes
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Conclusion/Wrap
Up
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1)
Makes notes on
topics and comments from students and their partners for
evaluation and to
decide who will need further help
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Prepare
final draft for presentation
Asks partner if
they have anything more to add about their partner’s idea
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15
minutes
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Monitors and concludes
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Present
it to the class
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5 minutes
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Home
work:
Ask
the students to revise their final draft and send to him with in specified
time for grading
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They revise the written
draft at home and send to their teacher through email for grading.
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PART V: STUDENT ACCOUNTABILITY
A.
How will students be accountable for what they
do in this lesson?
Please
check any and all that apply. If
none of them are applicable, check “other” and please describe what the
students will do.
______ Write a summary and turn it in.
ΓΌ Report
back to the whole class.
______ Complete a handout (e.g. CLOZE activity,
fill-in-the-blank, etc.).
ΓΌ Complete
a check list for self assessment
ΓΌ Collaboratively
write a report or summary and submit.
ΓΌ Collaboratively
write a report
_____ Write answers/responses to questions.
______ Draw a picture.
______ Take a quiz.
______ Post to a class blog or social networking site.
______ Create a podcast.
ΓΌ Send
teacher or students an email or text.
ΓΌ Take
an online check list.
______Other? Please
describe:
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B.
Describe more
specifically how and for what part(s) of the lesson the students will do the
above the task(s).
Students work
together to read the given graph and interpret the data, which in turn help
them to write the outline of the information they get from the graph, based on
that information they write their first draft and go for check list so that
they can revise their first draft and prepare final draft, present it to the
class.
C.
Describe how the
actions in Parts A and B above will help achieve the lesson objectives.
Part A helps to
work (Actions) together to achieve the said objectives and goal.
Part B helps or
provides evidences of their collaborative work otherwise, it helps to
understand what we imagine (Goals and Objective) and what we do (action plan
i.e. Part A)
PART VI:
SELF-ASSESSMENT (to be completed after you receive peer feedback and revise
your task) Please answer each question in 100 words or less.
1. What
aspect of this task was the most challenging to you? What did you learn from
that challenge?
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Selection
of authentic materials i.e. graphs and linking the lesson with technology
tools like Google forms and web links and creation of check lists.
I
learned how to use graphs in my class room to make my students more
interesting.
Technology
integration also helpful to make my class more effective so that students
learn the new things on their own by referring the web links.
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2. What
was the most useful feedback you received? How did it help improve your task?
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The most useful feedback I got from
my peers is as follows:
Γ I made some changes to warm up
activity based on peer feedback.
Γ Some links provided in the lesson are
not working now they are working properly.
Γ Changed the title of my course.
Γ Added a resource link.
Γ Checked the resource links whether
they are working or not
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3. What
is the strongest aspect of your work here? Why?
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Use
of graphs in class room: why? Graphs are authentic materials, they provide
real use of language outside the class room, and they are of more interesting
in the form of lines and boxes charts etc Supports the students to develop
the study skills and reference skills also.
Use
Google forms to create check lists: Google forms provide an opportunity for
the students to send their responses individually, it is helpful for the
teacher to assess the students understanding and also evidences of their
work.
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4. What
would you change if you had more time? Why?
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If I
have more time I would prefer to
Γ Add a graphic organizer to check
their understanding.
Γ Add some more items in the given
check list.
Γ Add evaluation form (Google form) and
online quiz to grade their understanding.
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Γ They can preserve their final draft
in their portfolio.
Γ Keep print out of all the resources, check list
etc
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