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MODELS OF TEACHING PORTFOLIO
Submitted by
Nesren El-Baz
to
Dr. Dawn Wilson
In partial fulfillment of the requirements for
EDUC 6330:
Teaching Methodology for the Professional
July 28, 2015
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Table of Contents Sample Purpose and Objective .................................................................................................................. 3
Lesson 1: The Inductive Thinking Model ................................................................................................. 4
Lesson 2: Scientific Inquiry ........................................................................................................................ 7
Lesson 3: Picture Word Inductive Method (PWIM) ............................................................................... 9
Lesson 4: Concept Attainment ................................................................................................................. 12
Lesson 5: The Memory Model ................................................................................................................. 14
Lesson 6: Advance Organizers................................................................................................................. 16
Lesson 7: The Group Investigation Model ............................................................................................. 18
Lesson 8: The Role-Playing Model .......................................................................................................... 23
Lesson 9: Explicit Instruction Model ...................................................................................................... 27
Lesson 10: Mastery Learning................................................................................................................... 29
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Sample Purpose and Objective
Purpose and Objective of Portfolio
EDUC 6330: Teaching Methodology for the Professional
Purpose: The purpose of this portfolio is to demonstrate the use of various teaching models that
have been presented in our class in a practical lesson plan format.
Objective: The specific objective of this portfolio is to demonstrate the use of various teaching
models in my role as a teacher. The following lesson plans were designed for use in my ESL and
IDS classes in middle school. Rather than using the traditional lesson plan outline, I have
employed the syntax model presented in our text for each model demonstrated. In addition, I
have created various other teaching tools to be utilized in conjunction with these lesson
plans.
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Lesson 1: The Inductive Thinking Model Lesson Title: The 4 types of sentences
Targeted Grade Level: Sixth Grade
Subject: ESL
Lesson Goals: The learner will explore and reach the generalization that there are 4 types of
sentences:
Declarative
Interrogative
Imperative
Exclamatory
Lesson Objectives:
The learner will recognize the 4 types of sentences namely : declarative, interrogative,
imperative, and exclamatory
The learner will use correct end marks to punctuate the 4 different types of sentences
Materials/Resources Needed:
Colored markers
Ruled sentence strips, adhesive device, colored pens
Lesson Components:
With the point of the lesson firmly in mind, examples that support this
generalization are selected by the teacher. A list of sentences that illustrates
correctly punctuated sentences with different end marks are presented to the
students.
Phase 1: Identify the Domain
The teacher explains and clarifies the long term objectives of the lesson
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Phase 2: Collect and Enumerate Data
After the teacher assigns students to groups of three, he or she will distribute sentence strips that
contains different end marks, using:
Period
Question mark
Exclamation mark
Phase 3: Examining and Enumerating Data
The teacher will then instruct the students to closely examine each sentence that has been
given to their group, and to jot down all their observations. Students are directed to categorize
the sentences, and note down the similarities and the differences in the sentences their group is
provided with.
Phase 4: Form Concepts by Classifying
Once sufficient time has been provided for the process of inquiry, Students are then
required to discuss within their groups the similarities and the differences in the sentences their
group is provided with, and what might be the rule that governs the categorization of the
sentences, as well as the reasoning used to determine each member's decision (formative check).
Phase 5: Generate and Test Hypotheses
After each group member has been given ample time to express his or her thoughts in
regards of discovering the end marks, the teacher will direct the students to determine the labels
to be used in categorizing the sentences. Next, group members will work together to create a
chart that allows for the physical grouping in accordance with these labels. One member will be
designated “Scribe” and will be in charge of creating the chart using chart paper and
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markers. The remaining group member(s) will be assigned the role of “Presenter” and will
prepare to share the group's labels and data sets with the class.
Phase 6: Consolidate and transfer
Once each group has presented, the teacher will lead the students in discussing
similarities and differences between each group’s observations about the sentences, and the
labelling. Students will take time to sort their group's sentences in terms of end mark
punctuation.
Next, the teacher will draw four columns labelled: Declarative, interrogative,
exclamatory, and imperative. Each group member will come to the board to place sentences
under the labelled column.
The teacher, then will ask students what they have learnt today asking students to formulate
examples of the different types of sentences, and post the sentences generated by the students.
(summative assessment)
Modifications Suggested for English Language Learners: If possible, ELLs. might be
grouped with students who have a firmer understanding of both English and the ELL students'
first language in order to aid them in communicating with their group during observation.
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Lesson 2: Scientific Inquiry Lesson Title: Henry Hudson
Grade Level Targeted: Grade 6
Subject: IDS
Lesson Goals:
The student will investigate the life, accomplishments, and legacy of the English explorer
Henry Hudson.
The student will analyze the voyages of Henry Hudson and other explorers to form an
evidence- based opinion on how the success of a voyage should be defined.
Materials:
Computer with internet access, LCD projector, bilingual dictionaries, activity papers
Lesson Components:
In this lesson plan students use online resources to investigate the life, accomplishments, and
legacy of English explorer, Henry Hudson.
Procedure
Prior Knowledge Activation:
The teacher will activate prior knowledge by encouraging students to brainstorm around the
essential question. Students may wish to discuss a well-known explorer such as Christopher
Columbus, or another explorer they have studied.
Phase 1: Confrontation of the Problem
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The teacher will pose the essential question on the board: Was Henry Hudson’s exploration a
success?
The teacher then reads the record from the primary source. The teacher explains to students that
this is the only known account of what happened to Hudson and his crew.
Phase 2: Data Gathering
The teacher answers yes and no questions as students gather facts about the voyage. Students
asks the teacher about the voyage to help them determine if it was a success. The students will
reach their own conclusions about the important factors that make an exploration successful.
Phase 3: Data Gathering
Students now can explore and investigate other explorers they know about and their explorations
that were considered successful. Students can then examine those findings and come to the
conclusion whether Hudson’s voyage was a success or not.
Phase 4: Analysis of the inquiry process
After students have identified the above conclusions, they will work in their pairs to determine
what strategies they used that helped them with the classification of the voyage success.
Modifications Suggested for English Language Learners:
Increased time to complete tasks
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Lesson 3: Picture Word Inductive Method (PWIM)
Lesson Title: Human body parts
Grade Level Targeted: Grade 6
Subject: ESL
Level: Newcomer
Lesson Goals:
The student will learn the different human body parts in English
The student will learn the consonant patterns of beginning and ending syllabus of the
words associated with the human body parts.
Material:
A big poster drawn on it the human body, paper, colored pencils and markers.
Lesson Components:
In this lesson students will learn to identify the different parts of the human body, and the
pronunciation of each part.
Procedure:
Phase I: Select a Picture
The teacher selects pictures of different parts of the human body.
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Phase II: Students Identify What They See
The teacher will ask students to identify and describe what they see.
Phase III: Students Provide Words for What They See
The teacher will ask students to label the different parts of the human body. As the students provide
labels for what they see, the teacher will draw lines from the picture to the word.
Phase IV: Teacher Led Review of the Picture Word Chart
The teacher will then lead students in reading the labels loudly on each of the Picture Word Charts
making sure to emphasize characteristics of each word.
Phase V: Students Classify Words and Share Categories
Students will categorize the labels according to similarities so they can see what they have in common.
(For example, beginning and ending consonants, Vowel consonant vowel, etc…)
Phase VI: Add Words to the List
After identifying similarities, students will use these similarities to add to the lists.
Phase VII: Students Generate Titles for Their Picture Word Charts
Students will now generate titles for their word lists of consonant patterns of the words they generated.
Phase VIII: Teacher Models Writing Sentences
The teacher will now model writing sentences about the picture word charts.
Ex: I see with my eyes.
Ex: I hear with my ears
Phase IX: Students Generate and Share Sentences
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Students will now be placed in groups of 4-5 to generate and share their own sentences directly related to
each of the picture word charts. The teacher will record sentences from each group on the smart board.
Phase X: Students Classify Shared Sentences
Students will now classify the shared sentences by identifying what sentences belong to each of the
corresponding picture word charts.
Phase XI: Teacher Models Putting Categories of Sentences into Paragraph Form
The teacher models putting the categories of sentences into paragraphs.
Phase XII: Students Write or Dictate Paragraphs.
Students will use the teacher example as a guide to develop their own paragraphs about each of the body
parts picture. Students are encouraged to read their paragraphs, first to their groups, then to the class.
Modifications Suggested for English Language Learners:
Increased time to complete tasks
Providing bilingual dictionaries
The teacher speaks slowly and clearly
Repetition of instructions
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Lesson 4: Concept Attainment
Lesson Title: The short vowel i
Grade Level Targeted: Grade 6
Subject: ESL
Level: Newcomer
Lesson Goals:
The student will learn to pronounce words with the short vowel i
Material:
A smart board and colored markers
Lesson Components:
In this lesson students will learn to identify the concept of the short I sound and how to
pronounce words using the short vowel i.
Procedure:
Phase one: Presentation of Data and Identification of Concept
The teacher presents the beginning English Language Learners (ELLs.) with the following list of
words labeled yes or no:
Kitten (yes)’
Kite (no)
Hit (yes)
Bite (no)
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Fit (yes)
Write (no)
The teacher says” I have a list of words here. Notice that some have yes by them and some have
no by them. The teacher, then points to the first word on the smartboard and says,” If a word has
a yes by it, then it is an example of what I’m thinking. If it has a no by it, then it is not an
example.” I have an idea, let’s see if you can guess the idea in my head. The students observe
and comment on the format.
Phase two: Testing Attainment of the Concept
Students identify additional unlabeled examples as yes or no. The teacher asks the students if
they can come up with a name for the idea. The students decide what they think the teacher’s
idea is. The teacher continues the lesson by saying, “Let’s see if your idea is correct by testing it.
The teacher provides students with more examples, and they decide if the words are yes or no
Phase Three: Analysis of Thinking Strategies
Students describe thoughts and generate their own examples stating how they arrived to the
concept.
Modifications Suggested for English Language Learners:
Providing bilingual dictionaries
The teacher speaks slowly and clearly
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Lesson 5: The Memory Model
Lesson Title: Coordination Conjunctions
Grade Level Targeted: Grade 6
Subject: ESL
Lesson Goals:
The student will learn the Conjunctions
The student will learn how to connect two sentences using conjunctions
The student will learn how to punctuate compound sentences
Materials:
The lyrics of the FANBOYS song, FANBOYS poster a computer, and a projector, worksheets
for each student
Lesson Components:
In this lesson students will learn to identify and use the conjunctions correctly to connect two
sentences.
Procedures:
Phase one: Attending to the Material
The teacher will start by saying that each of the coordinating conjunctions is less than four
letters long, and each is used commonly in the English language.
The five coordinating conjunctions are for, and, nor, but, oh, yet, and so. A great mnemonic
device is to show students that these conjunctions can be remembered as the acronym
FANBOYS, which uses the first letter of each of the coordinating conjunctions.
Worksheets and class exercises that require students to fill in the blank are particularly
helpful, as they will help the students you teach see what conjunctions looks like in practice.
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Phase two: Developing Connections
Before even attacking the how and the why of coordinating conjunctions, familiarize the students
with these seven words by singing the FANBOYS song—it’ll make the remainder of conjunction
teaching far easier for you.
Phase Three: Expanding Sensory Images
The teacher revises using the FANBOYS poster with images
If your students are old enough to take basic notes, it might be a helpful activity to have them
write down some common uses for the coordinating conjunctions so that they’ll know when to
anticipate their use.
Although the teacher will not be able to supply students with every possible instance of every
meaning of each conjunction, you can give them a functional background by providing a few
common uses for each conjunction.
The teacher might begin with and, which is used in sequences and to suggest result.
Or, suggest alternative possibilities or negative conditions.
Phase Four: Practicing Recall
The teacher demonstrates to students the ways conjunctions are normally used and
comma usage.
The teacher takes two independent clauses and have the students combine them using a
list of coordinating conjunctions.
Make these exercises easy enough at first that the conjunction the student should use is
clear as possible. For example, the teacher might want to try an example such as
“Michael is sad. He should be happy.” The majority of students will choose “but” as the
coordinating conjunction that ties the two sentences together.
The teacher provides students with opportunities to practice recalling the material until it
is completely learned.
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Lesson 6: Advance Organizers
Lesson Title: Story elements
Grade Level Targeted: Grade 6
Subject: ESL
Lesson Goals:
The student will learn to analyze a story.
The student will learn how to use the plot pyramid to grasp a better understanding of
story elements.
The student will learn to apply knowledge of literary elements
Materials:
Computer, projector, worksheet containing a plot pyramid graphic organizer for each student
Lesson Components:
In this lesson students will learn to analyze a story using a plot pyramid organizer
Procedures:
Phase one: Presentation of Advance Organizer
The teacher explains the aim of the lesson that the students will learn how to use the plot
pyramid graphic organizer which will strengthen the student knowledge of the elements
of the story.
The teacher presents the plot pyramid graphic organizer and points out the essential
features of the concept
The teacher then explains that students will use information learnt previously about the
story elements to fill out the rest of the information needed on the plot pyramid graphic
organizer for example: character, setting, theme, conflict, etc…
The teacher and students must explore the plot pyramid organizer as well as the task.
The teacher reads a short story that the students are familiar with, for example, “The
Three Little Pigs”
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Phase two: Presentation of learning task or material
The teacher models filling out a plot pyramid graphic organizer in front of the students on
the smartboard identifying: The exposition, rising action, climax, falling action, and
resolution.
Afterwards, The teacher prompts students to recall the story elements and fill out the
information by picking up volunteers who would like to come up to the board to write for
example, the name of the characters, the setting, the conflict in the story, etc…
The students work in pairs to read a short story and fill out a plot pyramid graphic
organizer
Phase Three: Strengthening Cognitive Organization
The teacher then asks students to verbalize the essence of the material using their own
terminology and frame of reference.
The teacher gives students the chance to recognize inferences that have been made in the
learning material, to judge and challenge these inferences and assumptions and reconcile
contradictions among them.
The teacher clarifies concepts
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Lesson 7: The Group Investigation Model
Lesson Title: Culture Investigators
Targeted Grade Level: Sixth Grade
Subject: ESL
Lesson Goals: The learner will explore different countries and cultures in Asia
Lesson Objectives:
The learner will be exposed to the Asian cultures
The learner will explore and express a variety of key features of countries in Asia
The learner will work interdependently with other students to research and present
findings regarding world cultures
Materials/Resources Needed:
Each group of four students will require at least four books with information on a
particular country. Perhaps the school librarian can be called upon to retrieve these
resources from the library prior to the start of the project.
Internet access will be helpful for the students as well. This project is adaptable for a
computer lab setting if necessary.
Writing paper, pencils, and crayons or colored pencils will also be used by each student
A large puzzle Asia’s map missing a few countries
A large piece of butcher paper or poster to represent the different aspects of the country’s
culture.
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Lesson Components:
Phase 1: Encounter Puzzling Situation
The teacher will grasp the students' attention and introduce the lesson through reading the
following fictitious scenario (preferably in a mysterious tone of voice):
A group of people decided to take off some countries from the world map. All these
countries are located in Asia. They want to erase the culture of these countries, and want kids to
learn nothing about these countries. You are a private investigator, the best in town, you will
find evidence about the existence of these countries and find details to teach kids about these
countries. You will bring these countries back to the map with details you will find in books so
that all students can learn about these countries.
Phase 2: Explore Reactions to the Situation
After reading the scenario, the teacher will pose several thought questions to the students,
such as the following:
“What types of information might be most important for readers to know about a country?”
“Where could we look to find such important details?”
“How might we discover more about a country, its culture, and the people there?”
The teacher will allow the students ample time to ponder and discuss such questions
before ushering the class into the next phase. He or she will make note of their suggestions, in
order that the students may refer back to them as they are working cooperatively.
Phase 3: Formulate Study Task and Organize for Study
Based upon the notes the teacher has taken from the prior discussion, he or she will draw
the students towards formulating and structuring the problem for themselves. A primary
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component of this process is guiding the students to define the problem. A possible problem
statement is as follows:
Your group's mission is to use the Internet and other resources to examine a country of your
choice, learn about the culture of the country in terms of historical attractions, education,
population, transportation, food, traditional clothes, etc…, and better understand the people’s
habits through reading and discussing about the country’s culture. As a group, you will take
part to create a poster about the country- use visuals to represent the country’s traditional
clothes, celebrations, music, food, and include a map.
After the problem has been defined, the teacher will be responsible for segmenting the
students into groups of four according to their interest in researching a particular missing country
on the map. Also, enumerating job descriptions for each group member. Depending upon the
interpersonal skill level of the class members, the teacher may or may not designate specific
students to fulfill specific roles. Possible job descriptions include the following:
Job Description 1:
Your objective is to locate as much information as possible about celebrations and habits
of people who live in this country
Your country research, along with the research of others in your group, will be used to
fill in the missing countries of the classroom map. This puzzle will display all the
information that went missing from the country. You will be responsible for seeking the
input of your fellow group members throughout this process, and their approval of the
finished product will be required before presenting.
Job Description 2:
Your objective is to describe tourist attractions in this country.
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The teacher will provide you with a piece of puzzle, you will illustrate a picture of the
country’s famous attractions
Job Description 3:
Your objective is to learn about the government setting and rules in this country
The teacher will provide you with a piece of puzzle. You will illustrate a picture of the
country’s government system.
Job Description 4:
Your objective is to learn about the traditional clothes, celebrations, music and food of
this country
Your teacher will give you a puzzle piece to use, and on the piece, you will illustrate a
picture of the country’s traditional clothes, music, and food. You may include words and
additional pictures of symbols to accomplish this objective.
During this phase, the teacher will also need to present students with a timeline that
includes specific checkpoints. If a knowledgeable guest speaker (such as the school librarian)
will be called upon to visit the class, the teacher should prepare the students at this time. Also,
he or she might offer the students a listing of pertinent Internet resources through which to
conduct research regarding information about different countries and cultures. Finally, the
teacher should be certain to clearly outline the ways in which the students' performance will be
assessed, both by him or her as well as by peers and themselves. A variety of rubrics would
prove beneficial for accomplishing this task.
Phase 4: Independent and Group Study
During this phase, the students will first be given ample time to analyze their required
roles through discussion with one another, seeking their peers' suggestions as to the most
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effective way to proceed with their assignments. After they have become organized enough to
carry on in their roles, the students will begin their research and written work while reporting
what they have learned and accomplished to their groups at intervals designated by the teacher.
Phase 5: Analyze Progress and Process
After the teacher determines that sufficient time has been given for independent and
group study, he or she will offer the students the opportunity to evaluate their final products in
terms of the original goal. In other words, the groups will interact to decide whether or not their
puzzle pieces as a whole effectively reflect the assigned information collection of their chosen
country. They will refer back to the rubrics as their guides throughout this process.
After this analysis has taken place, the groups will take turns utilizing their puzzle pieces
to present key information to the class regarding their country. At the conclusion of all
presentations, the students will work cooperatively to piece each group's segment of the puzzle
together into one enormous wall puzzle, mounting their finished product onto a large piece of
butcher paper. If possible, this creation can be hung in the school library for other classes to read
and enjoy.
Phase 6: Recycle the Activity
Taking advantage of the research, recording, and reporting techniques learned from this
activity, the teacher will next present the students with a new problem for their
investigation. This fictional scenario will involve missing countries from the European
Mao. Possible research subjects include England, France, and the Netherlands.
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Lesson 8: The Role-Playing Model
Lesson Title: Teaching Dollars and Coins to English Language Learners
Targeted Grade Level: Sixth Grade
Subject: ESL
Level: Newcomer
Lesson Goals: The learner will explore how to use American money at the store. This goal will
be facilitated through the role-playing model of learning.
Lesson Objectives:
The learner will recognize and identify American money.
The learner will explore problem-solving strategies to buy and sell items.
The learner will experience the role of a salesperson and a buyer.
The learner will be able to use the language used at the market to buy and sell items.
Materials/Resources Needed: A projector, plastic money, post its, markers and index cards
Lesson Components:
Phase 1: Warm Up the Group
The teacher will begin by bringing pennies, nickels, dimes, quarters, and dollar coins to class.
You will then give your students a pre-test to see what they already know about money value in
English. Give each student a bag of coins--plastic coins are preferable--and say an amount of
money. Watch as each student attempts to make the correct amount on their desk. Increase the
difficulty until you have a good understanding of who knows their coin values and who does not.
If you have any students who already understand the concept you can have them take the
assessment right away and have them move on to another topic, or advanced coin counting
lesson.
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Phase 2: Select Participants
The teacher will next guide the students in identifying the names and value of the coins,
the teacher will then explain to students that they will role play in a market setting, some will be
selected to be sellers and some buyers explaining the role of each participant.
After adequate time has been devoted to exploring the two roles, the teacher will ask for
volunteers to play each role. He or she must be cautious not to allow students to stereotype
others into selecting roles.
Phase 3: Set the Stage
The teacher should next set a line of action by inquiring about the setting in which the
enactment could take place. Also, he or she should restate the roles in order to ensure that the
students who have been selected either buyers or sellers each have a solid understanding of their
role. Additionally, the teacher should assist the students in setting up small stores with item for
sale, price tags, etc…. Also, the teachers provides students with the language they might use by
giving them sentence stems written on index cards, for example, “For how much
is_____________.” Do you have any special offers on_________________”, etc….
Phase 4: Prepare the Observers
During this phase, the students who will be observing the enactment should be given
ample time to discuss important components for which to look. For example, they will need to
evaluate the extent to which the role play is realistic. Also, they will be asked to comment on the
effectiveness of the actors’ behaviors. Additionally, defining the feelings of the characters will
be important. They will need to establish what goals the actors are seeking to accomplish as
25
well. Finally, they should determine whether each actor’s actions were helpful or not helpful,
and they will propose alternative experiences that might have occurred within the enactment.
Phase 5: Enact
After the teacher determines that sufficient time has been given for preparation of the
observers, he or she will direct the actors to begin the role play, and will offer any needed
guidance in maintaining the action until a point of stopping has been determined. Specifically,
the role play will come to an end once buyers finish their money buying items from sellers.
Sellers now count their money and compare their profit. The winner is the seller with the biggest
amount of money.
Phase 6: Discuss and Evaluate
The teacher will next guide the students in reviewing the events, positions, and realism of
the role play. He or she will specifically guide the class in discussing the major areas of focus
such as the consequences of the key actions and the motivations of the actors. Using the
students’ comments and suggestions from this discussion as a guide, the teacher will lead the
class in developing the next enactment. The central question for thought will be, “Can you think
of another way that sellers can make more money?”
Phase 7: Reenact
Based on the revised roles developed in the previous discussion, new actors will be
chosen to react the roles of buyers and sellers. Students will then be given time to offer
suggestions for next steps or alternative behaviors.
Phase 8: Discuss and Evaluate
Together with the teacher, the students will review the occurrences of the alternative role
play, explore its relation to buying and selling, and begin to develop a subsequent reenactment.
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Phase 9: Share Experiences and Generalize
With the teacher’s guidance, students will relate the problem situation to real-life
experiences and problems currently faced within their lives. For example, students might be
asked to respond to a question such as, “How can stores make more profit?” The teacher should
direct the students in seeking to improve the quality of classroom democracy during this time
through accepting all suggestions as legitimate and refraining from value
judgments. Additionally, he or she should be mindful of ways in which this discussion might
provide any entry point for other conversations and role-playing segments that address
corresponding values such as equality, trust, and respect.
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Lesson 9: Explicit Instruction Model
Lesson Title: Figurative language
Grade Level Targeted: Grade 7
Subject: ESL
Lesson objectives
Students will learn to use similes and metaphors
Students will read a variety of poetry.
Students will describe the impact of specific word choices such as…sensory or figurative
language.
Materials:
Copies and transparency of Langston Hughes' poem "Passing Love"
Copies and transparency of T-chart : "Literal and Figurative"
Blank transparency cut into 4 strips and a marker for each group
20 common household and classroom objects (staple puller, shell, drinking straw, etc.)
Lesson Components:
In this lesson students will learn to identify and use figurative language
Procedures:
First, the teacher explicitly explains the content and language objectives to the students.
Content objectives: Students will identify and formulate literal and figurative descriptions of
familiar objects.
Language objectives:
Speaking and Listening: Students will work in small groups to formulate figurative descriptions
of familiar objects.
Reading: Students will read and interpret a poem.
Writing: Students will write sentences using figurative language to describe familiar objects
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Second, Students read the Langston Hughes Poem, "Passing Love," and tell a partner what they
think it means. The teacher leads a brief class discussion of the poem focusing on the question,
"How can a person be a song, a prayer, a rose?" Steer the conversation to the imagination of the
poet.
Third, the teacher tells students that we are going to learn about how writers use their
imagination to get powerful ideas across to the reader. With great mystery and suspense, the
teacher pulls an object from a paper bag (a staple puller), holds it up and asks students to identify
it. Write the name in the literal column of the graphic organizer. The teacher models and repeats
for two or three more items (a shell, a crazy straw). Students write the literal descriptions on their
copy of the chart. The teacher sks students to use their imagination to describe the objects in a
sentence. Write them in the figurative column of the chart. For example: "The fanged monster bit
my finger!" "The frightened turtle would not come out." "The snake hid in the tall grass,
waiting." Students copy the sentences on their chart.
Fourth, students work in groups of three to choose a manager, a writer and a presenter. The
teacher then, gives each group four transparency strips, a marker and a "mystery bag" with four
more common objects. Tells students that they must "secretly" look at each object, and quietly
decide together on the literal name and a figurative description for each (the other groups should
not see or hear). The writer then writes the figurative language sentence on a transparency strip.
After the items have been returned to the bags, place them all mixed up in full view of the entire
class. As each presenter comes to the overhead, s/he will ask the class to guess from the
figurative sentence which object it describes. Students should record the literal and figurative
descriptions on their chart for the first round. As time permits, each group can present a second
object, and so on.
Finally, the teacher returns to the Langston Hughes poem and ask students to identify the literal
meaning of the poem, and the figurative language used by the poet.
29
Lesson 10: Mastery Learning Lesson Title: Prepositions
Grade Level Targeted: Grade 7
Subject: ESL
Lesson objectives
Students will learn to use prepositions of place
Materials:
Colorful construction paper to make a foldable
Copies of handouts for each student
Copies of assessments and reassessments
A preposition poster posted on the board
Lesson Components:
In this lesson students will learn to identify and use prepositions of place
Procedures:
First, the teacher explicitly explains the content and language objectives to the students.
Content objectives: Students will identify and formulate sentences using prepositions
Language objectives:
Speaking and Listening: Students will work in small groups to formulate sentences using
prepositions
Reading: Students will read and locate prepositions.
Writing: The students will complete a paragraph by filling in the missing prepositions
Second, the teacher models to students how to fold the construction paper to make a pop up table
foldable, at the end of the foldable, the teacher uses a string to tie a paper clip to the foldable
modelling to students the different locations of the paper clip. For example, the teacher says,
“The paper clip is on the table/ under the table, next to the table, above the table, etc…..”
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Third, after the teacher models to students the different positions of the paper clips and the
proper usage of the English prepositions, the teacher will use TPR (Total Physical Response) to
ask students to place the paper clips in various positions, for example, the teacher says,” Put your
paperclips on the table, under the table, etc…. Students will respond.
Then, students will work in pairs to practice using prepositions, partner A will give directions
that partner B will follow. Partner A will orally direct partner B to place the paper clip in
different positions Partner A must use 5 different prepositions, partner B must respond
accurately. The students are then asked to write 5 sentences using 5 prepositions. The teacher
works as a facilitator all through the activity offering help and feedback whenever it is needed.
Fourth, the teacher provides the students with an assessment to assess how well the students can
apply knowledge and usage of prepositions
Fifth, if students fail to grasp the skill, the teacher, provides students with feedback, reteaches
prepositions, and permits the students to take a reassessment, this process can be repeated until
students grasp full mastery of using prepositions.
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