Professional Documents
Culture Documents
Course 2 Plan
Course 2 Plan
Course 2 Plan
Setting
This is a public school where the teacher has the same students daily. English is practiced in 30-40
minute lessons every day. The teacher can build vocabulary from day to day with English lessons
and games.
B. LESSON BACKGROUND
Students are learning about migrations within and to their country. They are reading short books,
stories, and poems in English about migration, some of them written by children their own age. In this
lesson, they will begin the process of deciding on a story on which to base a play about immigration.
Students have already done some group activities and so are familiar with the process of being
assigned to a group, and working with a recorder who reports back. The students will be placed in
groups of 4.
Sources/Resources
DiVito, A. and McGovern, A. (1960). . . . If you sailed on the Mayflower in 1620. New York:
Scholastic.
U. S. Department of State, Office of English Language Programs Bureau of Educational and Cultural
Affairs. (2013, June 13). Shaping the way we teach English: From observation to action: Primary:
Young learners: Unit 5 [Video file]. Retrieved from http://www.youtube.com/watch?v=ZlSLJjDMu8s
U. S. Department of State, Office of English Language Programs Bureau of Educational and Cultural
Affairs. (2009, January 15). Shaping the way we teach English: Approaches to language teaching:
Foundation: Module 2: Building language awareness [Video file]. retrieved
fromhttp://www.youtube.com/watch?v=c-LkN-Pm_zA
E. PROCEDURES / TIMING
Choose either the table format (if you use a .pdf file) or the list format (for .txt files).
Teacher does/says . . .
Places students in groups of 6-7; lower level students are placed with higher level students who can
help them
Students do/say . . .
Assemble in groups at a table made of desks pushed together
Approximate Time Needed: 5 min.
Teacher does/says . . .
Asks students to choose a recorder to write down what the group decides; recorder is given paper
with directions (see Handout) once he/she is chosen
Students do/say . . .
Choose a recorder for each group
Approximate Time Needed: 5 min.
Teacher does/says . . .
Says:
Now each person say which story they would like to do and why. You can all agree, or you can
vote on your favorite. I will come around to help you.
Circulates around groups to make sure a story is chosen and that each student has a chance to
talk; groups may be changed if students can’t agree on a story
Determines which students have difficulty discussing a story; he/she will investigate later whether
students are having problems with the reading or with speaking
Students do/say . . .
Take turns saying which story they want to do and why
Approximate Time Needed: 10 min.
Teacher does/says . . .
Returns to front of the class and asks each group to say which story they will do; groups do not
have to pick different stories
Students do/say . . .
Recorder reports back for group until all groups have reported their choices
Approximate Time Needed: 10 min
Teacher does/says . . .
Says:
Very good. Next time we will decide who will play which roles in the story. Please make sure that
everyone has a part to play.
Recorders, please give me your paper before you leave.
Students do/say . . .
Recorder turns in handout with names.
HANDOUT
Name of Recorder:
Please return this paper to your teacher at the end of this class.
F. ALTERNATIVE ASSESSMENT
For this class period, the teacher will make a note of which students can talk about one of the stories
or poems. He/she will help students with vocabulary and phrasing as they speak to the group. During
learning station time, she will check individually with students who didn’t speak up in the group to be
sure they have read a story and can say a few words about it. The teacher uses a simple checklist of
student names to keep track of which students have spoken in the group.
G. REFLECTION
This lesson integrates previous readings with speaking in a small group. So it integrates different
skills: reading and oral performance. The lesson includes alternative assessment during the group
activity and later when I speak individually with students who did not speak up. (There is no testing at
this stage.) This will help me find out which students need more help with reading or speaking
assignments. I will keep track of the students who have spoken up in the groups and those who need
more help, and check later in the term to see how they are progressing