Case 1 Assignment: esl lesson Plan docx

Sydney Toschlog

Jennifer Losby

Kelsey Buckley

Case 1: ESL Lesson Plan

Learning Level: Grades 6-7

Overview	This lesson covers simple past and present verb tenses. First, students watch a presentation and take notes with class discussion. Then, when everyone understands the two tenses, students take a worksheet assessment to apply their knowledge, followed by a storytelling activity with a partner and final assessment. Knowing how to use the simple past and present tenses is vital to understanding the English language; these tenses are the basis for the grammar students will learn in future lessons.
Learners/ Environment	-Learners are a 25 person classroom at a private K-12 school in Bogota, Colombia. This is a group of 12-14 year-olds, around 6^th and 7^th grade, who have had limited English speaking experience. They are an even mix of boys and girls, and most have been learning the language for 2 or 3 years in the classroom. -This classroom is located in Colombia, which has relatively the same standards as a school in the United States. However, the technology is limited in this classroom, so a simple Prezi that is interactive but able to be used effectively in a lesson was included.
Lesson Goals	-The goal of the lesson is for the students to have a greater understanding of the basic grammar that makes up the simple present and simple past verb tenses. After this lesson, students can move on to learn more complicated concepts, since this is the last basic part of speech that needs to be covered. -This is also an opportunity for students to expand on their speaking abilities during the partner game; any chance to integrate themselves into an English conversation is a great opportunity.
Content	This lesson includes a presentation over when simple past and simple present verbs are used, and several basic sentences and examples to help apply the uses and conjugations of these verbs. In addition, there are several application activities to assess the students’ knowledge, such as a benchmark worksheet, a partnering integration activity, and a short assessment quiz.
Objectives	· Given simple sentences, students are able to correctly identify past and present verb tenses. · Provided a list of simple sentences, students will be able to conjugate basic verbs in both simple present and simple past tense, conjugating no more than 3 verbs incorrectly. · Given verbs in infinitive form, students will be able to create their own simple sentences using past and present verbs through oral communication for 3 minutes.
Standards	E.1.1-- Listen and understand short, simple oral messages related with common classroom tasks: instructions, questions, comments, dialogues, resolving doubts and explanations. E.1.3-- Development and increased use of basic strategies to support oral comprehension: use of verbal and non-verbal context to anticipate the general content of what is heard and application of knowledge. E.1.5-- Oral interaction with the teacher, in pairs or in groups in real situations or simulated in the classroom and participation in short dialogues of simple related information, including experiences and interests, with logical and appropriate pronunciation and intonation to structure secure communication. L.1.1-- Understanding written instructions for the proper resolution of activities and tasks. 1.1.1-- Recognition and production of the basic rhythm patterns, intonation and stress of words and phrases in guided verbal productions. 1.1.4-- Identification of basic morphological elements and habitual use of the language: noun, verb, adjective, adverb, preposition, etc 2.2.2-- Guided reflection on the use and meaning of grammatical forms adapted to different communicative intentions. 2.2.3—The initiation of strategies of self-evaluation and self-correction in oral and written production, accepting the error as part of the learning experience and adopting the right attitude to overcome it.
Required Materials	-Computer -Projector -Present and past tense Prezi (http://prezi.com/ifbivzvicayt/past-vs-present/#) -Paper for students to take notes on -Pencils for students -Red pens for students -worksheet over simple present and past verbs (attached, one per student) -“Simple Past and Simple Present Storytelling Game” sheet (attached, one per student or one per pair) -timer (for teacher use with game) - “Simple Present and Simple Past Assessment” sheets (attached, one half sheet per student)
Procedures	Lecture (around 15 minutes) On the first slide, ask the students to explain the parts of speech already discussed. Ask if anyone knows the difference between past and present tense. Remind the students to take notes on each of the slides. On each of the slides, read the texts in English. Read through the slides and engage the students in class discussion; ask them to provide their own examples and identify the verbs correctly. Make sure to ask if anyone has any questions on each slide. This information can be difficult to learn for the first time. Worksheet Hand out the Worksheet for Simple Present and Simple Past verbs (attached). Read the instructions with the students along with the example; make sure all students are clear on what they are to be doing. Give the students time to complete the worksheet (7 to 8 minutes). Review worksheet together (3 to 6 minutes). Students should grade a partner’s paper with their red pens and write the final score out of 10 at the top. Answer any questions. Collect papers and enter grades. Minimum score is 7 out of 10. Game Hand out Simple Past and Simple Present Game sheets (attached). Explain the game to students (read from “Simple Past and Simple Present Storytelling Game” sheet). Ask for questions. Instruct students to get with a partner to form groups of two. Allow students to play game (6 minutes). If a pair finishes their story before time is up, instruct them to create a new story. Ask students what was successful and what was challenging about the game. Assessment Instruct students to return to their desks. Hand out “Simple Present and Simple Past Assessment” sheet, one half sheet per student (attached). Explain the assessment to the students (read from “Simple Present and Simple Past Assessment” sheet). Ask for questions. Allow students to complete the assessment and turn it in (5 minutes).
Assessment	See above listing (Simple Present and Simple Past Assessment).
References/ Reference Materials	Presentation, Standards, and Game British Council. (2014, September 24). Present Tense. Retrieved fromhttp://learnenglish.britishcouncil.org/en/english-grammar/verbs/present-tense Case, A. (2013, January 1). Regular Simple Past Pronunciation and Storytelling. Retrieved October 1, 2014, fromhttp://www.usingenglish.com/files/pdf/simple-past-regular-verbs-pronunciation-and-storytelling.pdf http://www.gobiernodecanarias.org

Journals Discussing the Teaching of ESL in the Real World

Huck, S., Schaffer, R., Chesley, K., Adams, K., Klawiter, B., Burtnett, O. (Nov. 1986). Our Readers Write, What’s a good technique for teaching English as a second language?, The English Journal, 75 (7), 76-78. Retrieved from http://www.jstor.org.ezproxy.lib.purdue.edu/stable/

pdfplus/ 818510.pdf?&acceptTC=true&jpdConfirm=true

The article was about various methods used to help teach English as a second language. In terms of verbal communication, methods included phone calls. For comprehension, methods included going through English comic strips to learn different forms of humor. An example method to improve writing was to allow students to write about their own experiences or memories. The basis of the article was that teachers can be proactive in the methods that they use for helping students learn English as a second language. Being proactive was a great idea to keep in mind while we were creating this lesson; we wanted to make sure we covered all bases with our material. It was also important to be picky on what we decided to cover and how well we intended for the students to comprehend the material. Hopefully, the class discussions allotted for in the lesson plan will allow for students to reflect back on their learning.

Nomass, B. (2013). Using Technology in Teaching English as a Second Language. English Language and Literature Studies, 1 (3), 111-116. doi:10.5539/ells.v3n1p111

The article was about how technology can be such a powerful tool when teaching English as a second language. Some forms of useful technology was English learning websites, e-mail programs, listening to CDs, presentation software, and electronic dictionaries. After conducting a case study, the research showed that most students prefer to have technology based classes, but technology capabilities of their colleges were lower. We chose to implement our technology in our lesson plan through a presentation software, since our school is the same kind of a low technology classroom described in the study. This way the students still get some kind of technology in their learning experience.

Name: ____________________________
Worksheet: Simple Present and Simple Past Tense

Directions: Read each sentence below. Write a “P” over the indicated verb if it is in present tense and an “A” over the indicated verb if it is in past tense. Then, rewrite the sentence underneath in the space provided, using the verb in the other tense.

A

Example: I traveled to the park.

I travel to the park.

1. My sister rows a big boat.

________________________________________________________________________

2. Tom played soccer.

________________________________________________________________________

3. The hamburger tastes good.

________________________________________________________________________

4. I arrived to the party.

______________________________________________________________________________

5. Martha called her friend on the phone.

______________________________________________________________________________

6. You wash the dirty dishes.

______________________________________________________________________________

7. We added too much flour.

_____________________________________________________________________________

8. Did you all check the time?

______________________________________________________________________________

9. I finish all my homework on time.

______________________________________________________________________________

10. He studied for three hours.

______________________________________________________________________________


Simple Past and Simple Present Storytelling Game¹

You and your partner will take turns using the verbs below to tell a story. Each partner will take turns saying/speaking a sentence that adds to the story. The story needs to be a minimum of 12 sentences. Each sentence must include a verb from the chart with the verb used in the simple past or the simple present. Each verb can only be used once, and once the verb is used, cross it off. Enjoy!

Walk	Jump	Travel
Push	Scream	Help
Greet	Cook	Laugh
Watch	Talk	Bounce
Listen	Climb	Fall

Simple Present and Simple Past Assessment

Read the sentence and decide if the verb should be in the simple present or the simple past. Then write the verb in the correct tense in the blank.

1. Yesterday I __________ (talk) to my mother on the phone.

2. She does not __________ (play) tennis.

3. Do you __________(speak) any other languages?

4. Did you __________ (clean) the dishes?

Simple Present and Simple Past Assessment

Read the sentence and decide if the verb should be in the simple present or the simple past. Then write the verb in the correct tense in the blank.

1. Yesterday I __________ (talk) to my mother on the phone.

2. She does not __________ (play) tennis.

3. Do you __________(speak) any other languages?

4. Did you __________ (clean) the dishes?

1^ Adapted from: http://www.usingenglish.com/files/pdf/simple-past-regular-verbs-pronunciation-and-storytelling.pdf