Grace Dabulas

September 5th, 2022

When trying to create the lesson we wanted to have participation from the class but
struggled with coming up with a way to get the class communicating. We wanted to have
group discussions but kept thinking what if they could not communicate the same language.
That is when we thought of acting out the weather and showing pictures. We wanted a
lighthearted lesson so the class would move around, so then we they saw the weather in the
real world they would think back to the action we created. It was also a obstacle trying to find
other ways to explain English words and taking pauses to think of better examples and words to
use. Having the group create their own weather dance showed that they understood at least
one part of the lesson it also had them talking to their group. This will enable the students'
struggling to ask questions to their peers or just hear another perspective on it.
As a student I relied on my peers a lot during each lesson. For example, one of the
groups spoke in a foreign language and I did not know what she was saying. But the girl sitting
next to me explained the activity and pointed to the materials to instruct me what to do. I think
this reflects what will happen in the classroom if there is a ELL student, putting them in groups
with other ELL students to make them comfortable at first and as a resource. This would get
tricky I see because you do not want them to solely rely on them so switching groups around
could be helpful.