The lesson I have chosen to present is one that compares and contrasts cats and dogs and is directed to a class of 3rd grade English learners (ELs). I have used a Venn diagram and applied the information from my SIOP Lesson Plan to provide me the foundation needed to present a well-organized and educational presentation. The presentation is aligned to both the Interstate New Teacher Assessment and Support Standards (INTASC) and the Arizona Professional Teacher’s Standards (APTS). The lesson plan applies implementation of both content and language objectives, provides hands-on experiences, and provides me with a variety of resources and materials all of which are necessary to effectively assist me in achieving my goal of teaching ELs to achieve, learn, and become proficient in a new language.
To begin teaching my lesson, I must first understand the differing approaches needed to present instructional learning opportunities which provide content and language objectives for the EL (ACTS 7, INTASC 1). With this understanding in place, I will be able to align the objectives to the standards and also present comprehensible input necessary for the student to understand the lesson. For comprehensible input, I will use the strategies of pre-reading passages and audios or videos which provide information allowing my students some advance knowledge of what they will be learning. During this time I will be able to search out and define the more challenging vocabulary that I deem to be important.
In addition, I will have the opportunity to ask essential questions drawing students into analytical thinking. I will also include the concepts of comparing and contrasting cats and dogs and explaining the similarities and differences of the t...
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...ída, September 2000, Eric®Digest EDO-FL-00-05
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http://en.wikipedia.org/wiki/Comprehensible_input
Dong-lin, Z., September 2008, Krashen’s Input Hypothesis and English classroom teaching, (pp. 53-56) Volume 6, No.9 (Serial No.60) US-China Foreign Language, ISSN1539-8080, USA, College English Department, Huaiyin Teachers College, Huai’an Jiangsu 223001, China
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Krashen, S., 1981, Second Language Acquisition and Second Language Learning, (pp. 1-150)
First printed edition 1981, Pergamon Press Inc., Print Edition ISBN 0-08-025338-5, First internet edition December 2002, Copyright © 1981
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Vogt, M. & Echevarria, J. (2008). 99 Ideas and Activities for Teaching English Learners with the SIOP Model. Boston: Pearson Education, Inc.
Paul, R. and Elder, L., (2008). The Miniature Guide to Critical Thinking-Concepts and Tools, 5th. Ed., Foundation for Critical Thinking Press: Dillon Beach, CA
Marzano, R. J., & Brown, J. L. (2009). A handbook for the art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
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Editor: Gwynn, R.S., ed. 5th edition. New York: Penguin, 2012, 354-363. Print.
Lesson plans are very well organized including visuals for the materials being illustrated. Academic vocabulary is addressed in many ways. For example, key concept and vocabulary words will be introduced to the students at start of lesson using building background. Students will be provided a hard copy of anticipation guide and words will be displayed on the Smart Board, too. Students will be provided with
racie Allen of the comedy team of Burns and Allen was once asked how one should speak French. She replied, “Well, you speak it the same way you speak English; you just use different words.” When trying to assist in instructing English language learners, they usually have many concepts and language abilities that they need to master, as do the teachers that are trying to teach them. With the incorporation of the concepts and approaches to identify and assess the issues and concerns that we have learned in our classroom instruction, such as lesson preparation, building background, and comprehensible input, we can indeed teach our future English language learners all the right moves with all the right words.
22) in order to use critical thinking. The difficulty that I faced is definitely solvable. With this insightful guideline, I will become a critical thinker. Preparation is the foundation of success; it reflects on my characteristics and work ethics as a student. It also clears the road block in my mind to become a better critical thinker and is beneficial in the future. After reading the short section on what critical thinking involves, I feel that I am already a different critical thinker. I immediately began to analyze and seek additional information that would help me succeed on writing this paper assignment. Most importantly, I learned the closet meaning of critical thinking and what I need to do to become a better critical thinker.
5th ed. of the book. New York: Pearson; Longman Publishing, 2007. 432-433. Print.
The Bible student, laymen, or pastor will find the principles presented by Fee and Stuart helpful despite the weaknesses presented. The author’s contribution on how to interpret each of the different genres is especially beneficial. The Bible Student will have more knowledge of how to interpret God’s Word when finished with the work. Fee and Stuart achieve their goal helping the reader not only with interpretation, but with application.
As teachers we plan our lessons and think to ourselves, "my students are going to love this lesson and will be able to understand what I am teaching", but sometimes that isn 't the case. You may plan a lesson in hopes that your students understand but it doesn 't go as planned. Every student learns differently and thinks differently and because of this we, as teachers must learn to differentiate our lessons. This may require us to change the way we deliver our lesson, change the activities for our lessons or even change the wording of our material so students understand. In this paper, I will be differentiating a lesson plan based on student readiness, student interest and student learning profile for content, process, and product.