Goals · Web view2016-08-28 · We are happy to welcome you to our class of little astronauts and aliens. Yes, you read right, astronauts and aliens. After conducting a simple survey

To Proficiency & BeyondGrade 6 Core ESL L.E.S

Laura Mascitto, Sophie Iakovidis & Katherine PiscioneriPresent to: Terry Price

Factual InformationTeachers: Katherine Piscioneri, Laura Mascitto & Sophie Iakovidis

Grade and Level: Grade 6 ESL class – Core

What The L.E.S Is About & How The Idea Came to Us

We are happy to welcome you to our class of little astronauts and aliens. Yes, you

read right, astronauts and aliens. After conducting a simple survey early in the year,

asking students what they would like to see in the classroom, we discovered the topic

they are most interested in learning about is outer space. Consequently, we have teamed

up with the school’s science teacher in order to foster better comprehension on our

students’ part. As science class is instructed in French, we have provided the science

teacher with English glossaries. The English glossaries will encourage students to explore

the vocabulary that will be covered in the L.E.S during their science class.

Brief Description of Students

Our students are a core group of ESL sixth graders, from La Source Elementary

School. The students are in a public school and are part of class of 22 students; 10 girls

and 12 boys. This is a regular English classroom, thus students have a basic

understanding of English. They can read and write in English quite fluently, however still

struggle in their reading comprehension skills. Thus, this L.E.S will promote the students’

reading comprehension development. Being in a multicultural province, most of our

students come from various backgrounds, yet their mother tongue is primarily French.

Students claim they have sufficient exposure to English through different means of

media, yet they speak to family members and friends primarily in French. Students can

communicate and be understood in English, yet cannot converse fluently in their target

language. Students often demonstrate their willingness and effort to participate orally and

in their written compositions in their L2. However, they often revert back to their L1

when they cannot find the English equivalent for what they are trying to say. When

students are left unsupervised, they tend to revert back to their L1, thus we stress the

importance of teacher circulation throughout the L.E.S.

Length

The L.E.S, “To Proficiency and Beyond”, spans over the course of eight lessons

of 55 minutes each.

Objectives

Our long-term goal is for students to be able to articulate a story (orally and

through written work) with a beginning, middle and end. We intend to work towards this

goal while simultaneously scaffolding students to implement concepts/vocabulary related

to the L.E.S theme (outer space). We hope to help students reach a level of proficiency

where their stories and presentations flow in a fluent manner that makes sense and is easy

to follow. In order to achieve this goal, one of the first topics that will have to be

addressed is reading comprehension development.

Competencies (BALs, CCCs, ESL)

ESL Competencies:

Competency 1: Interacts Orally in English

Key Features:

Participation in oral interaction

Takes advantage of speaking opportunities

Attempts to initiate message

Always speaking in English

Maintain interaction in English

Articulation of message

Clear message

Wide range of functional language is employed

Competency 2: Reinvests Understanding of Oral and Written Texts

Key Features:

Evidence/reinvestment of understanding

Orally and through written work

Demonstrates clear understanding

Pinpoints key elements/important aspects of text

Uses functional language to springboard their understanding

Addresses personal opinions/creative with their interpretation

Competency 3: Writes and Produces Text

Key Features:

❏ To write texts

Prepares to write texts using strategies (outlines, graphic organizers, peer

corrections)

Ideas are organized in text (uses punctuation and grammar properly

throughout text)

Content of the message is coherent and remains on topic

Cross-Curricular

This unit is also being employed/addressed in their French science class

They are expected to have a grasp on the context of space

Springboard off their knowledge to employ interesting/engaging ESL activities

BALs – Environmental Awareness & Consumer Rights and Responsibilities

CCCs

Competency 1 – Uses Information

Directly related to C2 Reinvests Understanding of Oral & Written Texts (by using

information)

This unit is also being employed/addressed in their French science class

They are expected to have a grasp on the context of space

Students are expected to be able to springboard off their prior knowledge from

science class to employ interesting/engaging ideas during ESL activities

Lesson 2 – Graphic organizers

Lesson 3 – Verb tense lesson

Lesson 4 – Learns “RACE” strategy to answering text comprehension questions

Lesson 5 - Reading comprehension test (C2- written texts) Magic School bus

Lesson 6 - Magic School Bus video and questions (C2- oral texts)

Competency 3 – Exercises Critical Judgement

Peer corrections (judges what critiques are useful/meaningful to enhance their

story)

Competency 4 – Uses Creativity

Lesson 2 & 3 – Content of written composition

Lesson 8 – Oral presentation (creativity regarding content of presentation)

Competency 8 – Cooperates with Others

Lesson 3 – Peer corrections

Lesson 5 & 6 – In class time to prepare oral presentation

Lesson 7 – Field trip (Ottawa Space Museum)

Competency 9 – Communicates Appropriately

Lesson 1 – Hook stations (group discussions)

Lesson 3 – Peer corrections and verb tense (think-pair-share, group discussions)

Lesson 4 – Think-pair-share

Evaluation

Competency 1: Interact Orally in English

Lesson 7 – Oral presentations

Competency 2: Reinvests Understanding of Oral and Written texts

Lesson 5 – Reading comprehension Reinvests understanding of written texts

(summative assessment)

Lesson 6 – “Magic School Bus” video questions Reinvests understanding of

oral (formative assessment)

Competency 3: Writes and Produces Text

Lesson 3 –Written composition of the ending of “An Adventure in Space”

o The entire writing process will be considered (outline, use of graphic

organizers, rough drafts and peer corrections)

Essential KnowledgeFunctions

Functional languageo Several of our handouts/Cool downs involve prompts in the instructions or adding

lists of prompts into their English duo-tangs (I.e.: conclusion prompts, “RACE” prompts)

o Agreement/disagreemento Warningso Feelings, interests, tastes, preferences o Repertoire of words and short expressions (from prior knowledge or prompts)

Vocabularyo Question wordso Theme-related vocabulary (outer space)

Attentiono Predicting

Learning Strategies o Self-evaluation (pre/post peer corrections)o Planning (outlines for written and oral composition)o Resourcing o Note-taking (learnt explicitly in lesson 2)o Cooperation

Key elementso Briefly describes storylineo Describes character (written composition)o Contextualizes presence (oral presentation – had four presentation topics to chose

from)

Eventso Sequencing events

Materials to Prepare All materials, handouts, links and resources required to carry out the lessons will be

listen in each lesson outline below.

Long Term Plan: To Proficiency and Beyond

Lesson Description (Official) Evaluation

Lesson 1: Hooking Them

Short-term goal: To be able to grasp how to evaluate prior knowledge and how authentic learning can add to that.C1 – Interacts Orally in EnglishC2 – Evidence of understanding

Do Now: KWL Charto What you knowo What you want to learno What you learned

Explain what’s to come (in terms of projects/expectations/authentic learning)

Introduction to L.E.S Hook stations Grammar lesson: How to write

conclusions (provide concluding prompts to add in their English duo tangs and explain how their prompt sheets may facilitate the writing process for them)

o Promptso Resolutiono Concluding remarks (IE: ...and

they lived happily ever after) Cool Down: Add to the “What I learned”

section of the KWL

Lesson 2: Graphic Organizing

Short-term goal: For students to be able to reinvest their knowledge of a written text, and articulate their own creative ideas/opinions orally and in the form of written text (graphic organizer).C2 - Reinvests Understanding of Oral and

Written texts

Do Now: Word – Picture association handout

Graphic organizer explained “An Adventure in Space” readers theatre Fill out graphic organizer for “An

Adventure in Space” Cool Down: Finish filling in graphic

organizer and do-now, if finished both handouts then students may participate

in silent reading Homework: Write 1st draft for your

ending of “An Adventure in Space”

Lesson 3: Peer Corrections & Past Progressive

Short-term goal: For students to be able critically assess relevant constructive criticism and decided what is pertinent in terms of correctionsC1 –Peer correctionsC2 - Grammar point, shown to be understoodC3 –Homework from previous class, peer/self-corrections, homework given for this class Good copies

Do Now: Question written on the bored: What do you remember about the story we read last class, “An Adventure in Space”?

Grammar instruction: Past Progressive Tense

o Definingo Noticing activity (scaffolding +

CFU) Q-Cards “Yes, it’s Past progressive” “No, it’s not past progressive”

o Handout/worksheet Conjugate the simple present verb into past progressive tense

Peer Correction: Correcting each other’s 1st drafts that was done previously as homework

o Handout sheets: “What I think needs to be

worked on” (from the writer)

“What I saw needs to be worked on” (from the peer corrector)

Student then critically assess what they decide to change/correct based on the feedback they got

* Students are made aware they can approach the teacher for specific feedback

C3

Cool Down: Explain oral presentations Provide rubrics & list of topics to choose from

o Fill out exit cards (team member’s names, brainstorm ideas/selected topic)

Homework: C3 Evaluation (once handed in) Write the final draft

Lesson 4: A RACE Against Time

C1 – Think-pair-share (engaging in their L2)C2 - RACE strategy developedC3 – Content of message Supporting their answered with the RACE strategy

Short-term goal: Students developed a solid understanding of the RACE strategy, and understand its usefulness in answering questions with sufficient evidence to support their claims.to be able to answer reading comprehension questions according to the RACE strategy

Do Now: Ask the class if anyone would like to share the ending of the story they wrote/handed in OR Match each planet with it’s fact handout

Explain how to answer reading comprehension questions with the “RACE” strategy

o R- Restate the questiono A- Answer (With three details)o C- Cite (“In the text the author

wrote…”)o E- Extend (Person connection)

Think-Pair-Share Answering RACE questions on “An Adventure in Space”

Cool Down: Unscramble the planets Homework: Watch a television

show/movie (any of your choosing) in English. Create a question based on what you watched and answer your question with the RACE strategy. This will be good practice for next class’ test.

Lesson 5: C2 Evaluation Short-term goal: For students have

developed a solid understanding of the RACE strategy, and understand its

C2

usefulness in answering questions with sufficient evidence to support their claims.

Do Now: Entrance Card: “What does RACE stand for and why is it helpful when answering questions based on a story?”

C2 Evaluation: Text comprehension questions with 2 RACE structured questions

o Reinvests Understanding of Oral and Written Texts

Oral presentation worko For those who are advanced

teacher comes prepared with computers/tablets and props

o Time for those who are just getting started to put together their detailed outlines/game plans

Cool Down: Show examples of previous oral presentations (model what students should aim for in terms of quality of work)

Lesson 6: The Magic School Bus: Outer Space

Short-term goal: For students to be able to demonstrate their understanding of oral

Do Now: Word Search Last in-class time to work on oral

presentations (35 minutes) The Magic School Bus video +

comprehension questionso C2 Evaluation: Reinvests

Understanding of Oral and Written Texts

Cool Down: Finish writing answers to “The Magic School Bus in Space”

o If already completed the handout, students may read quietly or work silently

Lesson 7: Field Trip

Short-term goal: Authentically engage with space/the topic

Field Trip: Ottawa Space Museum Checklist handouts to fill out on what the

saw/experienced/enjoyed/learnt

Lesson 8: Houston, we have closure.

Short-term goal: Evaluate student’s oral skills Do Now: Fill out field trip reflect

handout Oral Presentations “Cool Down”: Outer Space Party

o Students have worked extremely hard throughout the L.E.S they can go a little wild and relish in their pride in a job well done.

o Students may circulate the classroom to get a closer work at the students’ projects (for those that created something to display)

C1

Lesson 1: Hooking Our Little Astronauts

First Daily lesson plan Group: 01 Grade level /Program: Core/Regular Gr. 6 ESL Period length: 55 minutes

Goals for the period (what do you want students to “walk away with”?) By the end of the class I want the students to be able to grasp how to evaluate prior knowledge and how

authentic learning can add to that. I will know they can do this when they fill out their KWL charts, more specifically add what they had by the

end of the period. We hope the authentic hook stations will foster an engaging setting to learn and provoke prior knowledge.

Competencies to be developedo C1o C2

Evaluation criteria (What will you EVALUATE today?)C1: _X_ Participation in oral interactionC2: _X_ Evidence of Understanding

Functional Language for speaking and writing (expressions)“What you know…”“What you want to know…”“What have you learned…”Series of conclusion prompts (handout)

Learning strategy

Authentic learning – Hook stations

Prompts Cooperative

-based tasks

Individual work

Language conventions (grammar & punctuation)

How to start and end a

conclusion/ending to a story

Vocabulary Focus:

Moon Sand Astronaut Slime (alien slime) Rocket ship/

spaceship Concluding

expressions (prompt handout)

Cooperative learning techniques:[X] Think-Pair-Share [ ] Graffiti[X] Pair work [X] Learning groups [ ] Jigsaw

Teacher-centred techniques:[X] Teacher-led discussion [ ] Individual Work[ ] Cold calling [ ] Scaffolding

Techniques[ ] Reader’s Theatre [ ] Competition[ ] Choral Reading [ ] Gaming:[ ] Student generated [ ] Other:

Period Start-up Routines (Attendance, Menu on board, collecting homework, handing out materials, silent reading etc.) Lesson plan (simplified) is written clearly on the board: This sets the tone and structure for

the class.

Baskets are set up at the entrance of the class

One basket for homework drop off

One basket for handouts for the day ahead – Do Now/ Text for the day/ Graphic Organizers …

Do-Now is the first handout they pick up, and immediately know should be started as soon as they are seated (they know if do-now’s are completed in advance, they can read a book of their choice from the class library, quietly)

1. Activity Break it down into point form ‘steps’ for

students Write the instructions you will give students

Teaching techniquesIndividual / paired / groups –

cooperative learning structure?)

Rationale(Your pedagogical reasons /

GoalsWhat teaching STEP is

this?)

Min.In

tro(A

ctiva

te p

rior k

nowl

edge

)

Do Now KWL Chart – Outer Space Themed

What you know What you want to learn What you learned (to be

completed as the L.E.S progresses)

Individual Teacher-led

discussion (explaining the chart)

Think-Pair-Share – what you wrote in your KWL

Why – Assess what they already know (as they are currently doing the same unit in their science class)

10 min

Deve

lopm

ent (

activ

ities.

of 5

-20

min

utes

)

Hook Stations Introduce L.E.S and write on the

board all the upcoming major projects (this list stays there throughout the course of the L.E.S)

Written ending to a story Reading comprehension test Oral presentation

5 stations set up around the classroom designated to different aspects of space

Moon sand station What astronauts eat 1 millionth of how hot the sun

is Alien slime – How aliens feel How it feels to walk

on the moon

Group work (5-6 students per station)

Cooperative learning Circulating Scaffold (through

difficult terms/vocabulary/concepts)

Build – On what students may already know from previous experience and their science class

Model/Practice – How to interact with the stations (type of observational notes to take down in their journals)

Why – Engaging students with the material in an authentic manner. Primes students for the upcoming topics of the L.E.S while captivating their attention

25 min







this?)

Min.

Grammar: How to write conclusions Explain what a conclusion is/what it

does Provide concluding prompts (to be

added in their duo-tangs)

Teacher-led discussion

CFU Circulating Model examples of

prompts

Build – On prior conclusion knowledgeModel – How to utilize the conclusion promptsWhy – The first activity will be to write the end to a story. Laying foundation down assess their knowledge on writing conclusions/endings

15 min

Clos

ure:

Goa

l?

Cool Down: Add to the KWL charts Individual or pair

CirculatingBuild – On knowledge before class with learned vocabulary, concepts or how space worksGoal -

5 min

End of class reminders / routines ... hook them for the next class Next class’ activities will be posted on the board. Giving them a heads up of

what’s to come. Homework is written on the board and intended for them to copy in their

agendas No homework for today’s lesson, as students will have a lot of

homework coming up

Anticipated problems Solutions/Plan B During the Hook stations, students may

communicate in French rather than in English. Students may not understand the concept of

creating their own ending to the story.

Constant teacher circulation in the classroom to remind students to speak in English.

The instructors will provide various examples to provide students with a better understanding of what is expected of them.

Materials to prepare Homework (to assign and collect)

KWL charts Hook Stations Grammar handouts

None for today

Post-teaching assessment Your reflections1. Extent to which

goals for this period were reached (based on observable elements from criteria OR based on targeted criteria) 0%? 100%?

2. Strong points including what can be kept (classroom management, pacing, teaching strategies, student response, goals set, activities)

3. Problems encountered (classroom management, pacing, teaching strategies, student response, goals set, activities)

4. Changes to be made for future periods (If you had to do it again...)Add the proposed changes to your lesson plan using the “track changes” function.

Solar System

In efforts to conserve paper, we will only include this

section for the first lesson, in theory this Post-Teaching

section would be included in all 8 lessons

To be completed upon the completion of the activity

While this may seem tedious, it will facilitate our

understanding of the lessons effectiveness

Come next year, we will be able clearly identify

whether or not this was a useful activity.

What needs to be changed?

Are there adaptations to make?

- KWL ChartWhat you know Would like to

knowWhat have you

learned

Name: _____________________ Date: _______________Out of This World Conclusion Prompts

Don’t end your story with…

• So I went home and went to bed.

Instead, you should end your story with …

So, the aliens (your subject) went home and went to bed.

So that is the end of my story.

Instead, you should end your story with …

So, that is the end of the alien’s story.

How to start the ending of your story:• Because we decided to leave the alien prison we ended up …• When we finally escaped the prison we…• We were sitting in the prison when …

How to end your story:• I hope no one else ever goes through what we did. • I woke up and realized it was all a dream.• The End.• … they lived happily ever after.• … and they sadly never made it home.• … and they vowed never to go back.

Questions to ask yourself when ending your story:• What would the main character remember most? • What action could the main character do as a result of the events of the story? • How would the main character feel about the events which have taken place?

o I felt so happy/relived/glad to finally be home.• What could the main character wish for as a result of the events that took place?

o I wish this wasn’t all a dream.

General tips:• Keep the ending simple and to the point (one paragraph). Don’t repeat yourself.

Lesson 2: Getting Graphically Organized

Second Dai ly lesson plan It co

Group: 001 Grade level /Program: TESL Regular/Core Gr. 6 Period length: 55 minutes

Goals for the period (what do you want students to “walk away with”?) By the end of the class I want the students to be able to reinvest their knowledge of a written text, and

articulate their own creative ideas/opinions orally and in the form of written text (graphic organizer). I will know they can do this when they successfully complete their graphic organizers and participate in

class with a clear sense of understanding the story.Competencies to be developedo C1o C2

Evaluation criteria (What will you EVALUATE today?)C1: _X_ Participation in oral interaction _X_ Articulation of messageC2: _X_ Evidence of Understanding _X_ Reinvestment of understanding

Functional Language for speaking and writing (expressions)“We were scared but…”

“We escaped by…”

“On the next planet we visited we… ”

“When we got back to earth we… ”

More prompts created as a document for the students to refer to

Learning strategy

Graphic organizer: Facilitate Understanding

Prompts to facilitate written communication of literacy comprehension


None for today.

Vocabulary Focus:

No explicit vocabulary instruction today. Students will practice the words they’ve learnt from our previous class and science class.The Do-Now will review:

- Planet- Earth- Spaceship- Rocket ship- Alien- Throne- Gold- Prison

Cooperative learning techniques:[X] Think-Pair-Share [ ] Graffiti[X] Pair work [ ] Learning groups [ ] Jigsaw

Teacher-centred techniques:[X] Teacher-led discussion[X] Cold calling [X] Scaffolding[X] Circulating-Classroom [X] CFU

Techniques[X] Reader’s Theatre [ ] Competition[ ] Choral Reading [ ] Gaming:[X] Student generated [X] Other: How to study

Period Start-up Routines (Attendance, Menu on board, collecting homework, handing out materials, silent reading etc.)

Lesson plan (simplified) is written clearly on the board: This sets the tone and structure for the class.



One basket for handouts for the day ahead – Do Now/ Text for the day/ Graphic Organizers

Do-Now is the first handout they pick up, and immediately know should be started as soon as they are seated (they know if do-now’s are completed in advance, they can read a book of their choice from the class library quietly)

1. Activity Break it down into point form

‘steps’ for students Write the instructions you will

give students


cooperative learning structure?)Rationale

(Your pedagogical reasons / GoalsWhat teaching STEP is this?)

Min.

Intro

(Act

ivate

prio

r kno

wled

ge)

Do-Now Words/Picture

association handout. Matching the words to their corresponding pictures.

Individual Circulating-

classroom

Practice – Putting previous content learnt to use

Why – Upcoming activities will employ all of these words and it is imperative students understand them to facilitate over-all comprehension of the text

5 min.

Deve

lopm

ent (

activ

ities.

of 5

-20

min

utes

)

Explanation of Graphic Organizer

Explained before reading the text: They can jot down points in the G-O as we go along

Know what to look for while they read


CFU (Checking for understanding while reading)

Model How to fill out the G-O

Why Explain why/how it will

be beneficial for their comprehension of the text

5 min.

Readers theatre Reading “An Adventure

in Space” Students are aware they

will be cold-called to read

Scaffold students through reading their parts

CFU Cold-calling

(keeping students engaged/focused)

Build/Practice Reading fluency

Reading out loud 15min.

Graphic Organizer Plot summary, character

development (etc…) be jotted down in note form

Sharing our notes from the G-O assuring each student has accurate/clear notes to refer to

Scaffold students

Circulating-classroom

Think-Pair-Share

Build/Practice Reading

comprehension Note-taking skills

Evaluate Reading

comprehension (their understanding of “getting” the main plot development)

25min.

Clos

ure:

Goa

l?

Cool Down: Finish filling out graphic

organizer Finish do-now Silent reading Reminder: Students

are reminded to refer to the conclusion prompts from the previous lesson when writing their first drafts (assigned as homework)

Individual Circulating CFU (on last

time related to the graphic organizer)

Why Assure students who

might be slower learners get the sufficient time to understand how to effectively use graphic organizers (we understand it might be confusing for first-time users)

Goal Use their effective-

note taking skills to foster better understanding of the text/write own text eventually

5 min.

Anticipated problems Solutions/Plan B Students may get confused as to what is

expected from them when doing the graphic organizer.

Students may want to work in groups or alone, which would complicate the workshop because groups does not make their learning experience as meaningful and working alone may be too difficult for a student.

Students may communicate in French during the lesson, rather than English.

Materials to Prepare:Handouts (prompts, graphic organizer, story/text, do-now)

Use positive reinforcement to promote English speaking

The instructors will provide students with various examples, explaining what is expected of them.

The instructors will emphasize the importance of working in pairs by explaining how next year (high school) there will be a lot of group work. Students will be asked to choose with who they would like to pair up and we believe by giving this alternative, it will help students adhere to pairing up.

The instructors will provide assistance and scaffold students in English.

Homework to assign/collect:Write the first draft (provided handout) to your ending of “An Adventure in Space”

I was part of a group that was sent on a mission

into outer space. The mission was carried out

successfully and I was on my way back to Earth with

my friends. On our way back to Earth, an unknown

spaceship showed up and forced our rocketship to

land on another planet. On the planet, a very

strange looking alien met us. This alien took my

An Adventure in Space

End of class reminders / routines ... hook them for the next class Next class’ activities will be posted on the board. Giving them a heads up of what’s to come. Homework is written on the board and intended for them to copy in their agendas

group and me to see its king. We walked into a big

room, where the king was sitting on a gold throne

and was wearing a crown. The king looked like all

the strange aliens on the planet. All the aliens had

four eyes, two heads and six legs. They had a white

body and no hair. The strange unknown planet

looked like a prison. We were scared but….

Name: ______________________ Date:_________________

An Adventure in SpaceGraphic organizer

After reading the short story “An Adventure in Space”, draw pictures that represent key events from the story. Write a caption under each box that explains each event. Draw the

events in order in which they happened.

Name: _____________________ Date: __________________

DO NOWMatch the words to the pictures below

Planet Prison Rocket ship Alien Throne Gold Spaceship Earth

Name:___________________________ Date:_______________________

Rough Draft

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Lesson 3: A Blast from the Past Progressive

Third Daily lesson plan Group: 001 Grade level /Program:TESL Regular/Core Gr. 6 Period length: 55 minutes

Goals for the period (what do you want students to “walk away with”?) By the end of the class I want the students to be able critically assess relevant constructive criticism and

decided what is pertinent in terms of corrections I will know they can do this when they implement/disregard peer suggestions in their written composition by

the end of the period/in their final drafts.Competencies to be developedo C1o C2o C3

Evaluation criteria (What will you EVALUATE today?)C1: _X_ Participation in oral interactionC2: _X_ Evidence of UnderstandingC3: _X_ Content of message _X_ Formulation of message

Functional Language for speaking and writing (expressions)“Restate the question”“Answer (with 3 details)”“Cite (give) an example from the text”“Extend. Make a personal connection”

Learning strategy Prompts Cooperative

-based tasks

Individual work


Past progressive verb tense

Vocabulary Focus:(Up to 8 words you want students to learn today)

No explicit vocabulary instruction for this

lesson.We do hope students practice vocabulary

words learnt last class.

Cooperative learning techniques:[X] Think-Pair-Share [ ] Graffiti[X] Pair work [ ] Learning groups [ ] Jigsaw[X] Peer Corrections

Teacher-centred techniques:[X] Teacher-led discussion [X] Individual Work[X] Scaffolding [X] CFU [X] Circulating the classroom

Techniques[ ] Reader’s Theatre [ ] Competition[ ] Choral Reading [ ] Gaming:[X] Student generated [ ] Other:


the class.










GoalsWhat teaching STEP is this?)

Min.In

tro(A

ctiva

te p

rior k

nowl

edge

)

Do Now: Question written on the bored:

What do you remember about the story we read last class, “An Adventure in Space”?

Afterwards, students can refer to the graphic organizers they filled out

Individual work Circulating the

classroom

Why - Shows how effective/efficient graphic organizers can be when they are properly filled out

Build - Activate prior knowledge

5 min.

Deve

lopm

ent (

activ

ities.

of 5

-20

min

utes

)

Grammar Lesson: Past Progressive Tense Noticing Activity (Concept is based

on Batstone, 1994)Teacher writes a sentence on the board & students hold up “Yes, it’s past progressive”/ “No, it’s not past progressive” Q-cards Past progressive handout:

students are asked to conjugate the verb accordingly

Scaffolding CFU Teacher-led +

class discussion

Build – On prior verb tense knowledge (this is not the first lesson students receive on past progressive tense)

Why – Their stories will be written in the past progressive; this tense-refresher will enable students to accurately check for form in each others work

Practice – Writing in the past progressive tense

15 min.







Min.

Peer Correction: Explain the peer correction

handout Students fill out the handouts on

their own and then their partners’ handout

Model Circulating Scaffold CFU Pair work

Model – How to effectively correct someone else’s’ work (while remaining constructive/respectful)

Practice – Critical thinking skills (when deciding whether or not to incorporate elements of peers’ suggestions)

Evaluate – Each others work & your own work

20 min.

Explanation of end of unit oral presentation: Students are informed they will be

presenting their version of the story (the endings they come up with) in an oral presentation

They can work in teams (no more than 4). Teams will have to pick one of the four suggested presentation topics

They can use any form of media/presentation (make a video, a poster etc..) but will have to talk in person at some point in the presentation


CFU Preparing (for

what’s to come)

Why – Students will have an oral presentation at the end of the unit, this is important to explain now as it will give them sufficient time to prepare (a strategic “heads up”)

10 min.







Min.Cl

osur

e: G

oal?

Fill out exit cards: team members, chosen topic (out of 4), preliminary brainstorm ideas

Circulating Pair/group work Build – On

ideas, concepts discussed in class in terms in order to create language/create a presentation

Why – Brainstorming is an effective strategy for organizing thoughts

Build – On organizing thoughts strategies (already explored graphic organizers)

5 min.

End of class reminders / routines ... hook them for the next class Homework and next class’ agenda will be posted on the board. Students are reminded to keep working on their projects, and are always invited in the class to work

on them at recess.

Anticipated problems Solutions/Plan B Students may not understand the past

progressive tense.

Students may communicate in French during the activity.

Instructors will provide one-on-one help with the past progressive tense; giving different approaches to the verb tense.

Constant teacher circulation will be required to remind students to communicate in English.


Oral presentation instruction sheet + rubric

Noticing activity Q-cards

Write final draft to the ending of “An Adventure in Space” (C3 Evaluation)

Students have been provided with the rubric/grading scheme for their written compositions

Name: _______________________________ Date: _________________________

Past ProgressiveRemember: The past progressive tense indicates a continuing action, something that was happening or going on, at some point in the past. This tense is often formed with the verb "to be", in the past tense, plus the present participle of the verb (with an -ing ending).

Examples of past progressive sentences:I was riding my bike on the moon.

Joel was being a terrible role model for his crew.

Activity 1:

The teacher will write a sentence on the board, you will have to hold up the write sign telling her if the sentence is conjugated in the past progressive tense.

Yes, that is the past

progressive!

No, that is not the past

progressive!

A Blast from The Past – Progressive

Name: _______________________________ Date: ___________________

Instructions: Fill in the blanks by correctly conjugating the simple present to the past progressive.

Remember:

Example: I was dancing (dance) on Jupiter with my new alien friend.

1. I _________(prepare) for our trip into outer space, when Laura told me she’s

___________ (come) too.

2. We’re ___________ (leave) soon, so we decided to wait in the spaceship.

3. Nora was the first to get off the space ship and ___________ (get) very excited.

4. Everyone’s _______________ (run) on the moon.

5. I was ____________ (explore) our new environment, when I saw an alien.

6. The alien was ____________(sleep) in one of the moon craters.

7. He sat up and was _______________(look) at us in an odd way.

8. The alien was _____________(walk) in our direction.

9. As he approached, I began _____________ (study) his movements.

10. We were ______________ (talk) to him, even though he did not understand.

Peer Editing Checklist

Writer’s Name: ______________________________________________

Peer Editor’s Name: _________________________________________

Title of the Story: _____________________________________________

Name: ___________________________________Date: ____________________________________

Title: ______________________________________

Yes No Sometimes What to look for:The author starts every sentence with a capital letterThe author uses proper punctuation.

The author uses proper grammar.

All words are spelled correctly.

The sentences are not fragments or run on sentences.The author’s handwriting is neat and easy to read.The paragraph is indented.

The stories ending makes sense

Here is what I liked about your stories ending:

Here are some suggestions to improve your stories ending:

EXCELLENT NICE JOB ALMOST THERE NOT QUITE

4 3 2 1 Total

Ideas

Ideas were expressed in a

clear and organized

fashion. It was easy to figure out what the ending was

about.

Ideas were expressed in a

pretty clear manner, but

the organization could have been better.

Ideas were somewhat

organized, but were not very clear. It took

more than one reading to

figure out what the ending was

about.

The ending of the story

seemed to be a collection of

unrelated sentences. It

was very difficult to figure out

what the ending was about.

/4

Grammar & spelling

Student makes no errors in

grammar or in spelling.

Student makes 1-2 errors in

grammar and/or spelling.

Student makes 3-4 errors in

grammar and/or spelling

Writer makes more than 5

errors in grammar and/or

spelling.

/4

Capitalization and

Punctuation

Student makes no errors in

capitalization and

punctuation.

Student makes 1-2 errors in capitalization

and punctuation.

Student makes 3-4 errors in capitalization

and punctuation.

Student makes more than 4

errors in capitalization

and punctuation

/4

___ / 12

Ending of “An Adventure in Space”Rubric

Oral Presentation topicsSelect one out of the four to do your presentation on

Topic 1

Topic 2

Act out live or make a video, of an interview with an alien.

Create a song or poem related to outer space. During the oral presentation, you will have to present your song or poem to the class and explain why you decided to do this topic and how you created the song.

My teacher was abducted by an alien.

Topic 3

Create a piece of art (example: A planet, an alien, rocket) related to

Topic 4

Lesson 4: A RACE Against Time

Fourth Dai ly lesson plan Group: 01 Grade level /Program: Gr. 6 Core/Regular ESL Period length: 55 minutes

Goals for the period (what do you want students to “walk away with”?)By the end of the class I want the students have developed a solid understanding of the RACE strategy, and understand its usefulness in answering questions with sufficient evidence to support their claims.I will know they can do this when they participate in the think-pair-share by the end of the period and with their assigned homework.Competencies to be developedo C1o C2o C3

Evaluation criteria (What will you EVALUATE today?)C1: _X_ Participation in oral interactionC2: _X_ Evidence of Understanding _X_ Reinvestment of understandingC3: _X_ Content of message

Functional Language for speaking and writing (expressions)

“RACE”R: Restate the questionA: Answer (with three details)C: CiteE: Extend

Learning strategy

Comprehension Question strategy (RACE)


N/A

Vocabulary Focus:

No explicit vocabulary instruction for this lesson.

We do hope students practice vocabulary words learnt last

class.

Cooperative learning techniques:[X] Think-Pair-Share [ ] Graffiti[X] Pair work [ ] Learning groups [ ] Jigsaw

Teacher-centred techniques:[X] Teacher-led discussion [X] Individual Work[X] Cold calling [X] Scaffolding

Techniques[X] Reader’s Theatre [ ] Competition[ ] Choral Reading [ ] Gaming:[ ] Student generated [X] Other: RACE


the class.





Create a piece of art (example: A planet, an alien, rocket) related to

3.Activity

Break it down into point form ‘steps’ for students Write the instructions you will give students

Teaching techniques

Individual / paired / groups – cooperative learning

structure?)



Min.In

tro(A

ctiva

te p

rior k

nowl

edge

) Do Now: Ask the class if anyone would like to

share the ending of the story they wrote/handed in

OR Match each planet with it’s fact handout

Class discussion

Individual work

Build – Confidence for public speakingPractice – Space themed content/vocabulary

5 min.

Deve

lopm

ent (

activ

ities.

of 5

-20

min

utes

)

Explain “RACE” – A strategy to answer text questions: Explains what RACE stands for

R: Restate the question A: Answer (with three details) C: Cite E: Extend Readers theatre: “An Adventure in

Space” Models how to answer a question on the

text with RACE strategy

Model (the strategy, how to use it)


Readers theatre

Cold-calling

Model – How to answer a comprehension question with the RACE strategy

Why – Explain how this is an efficient strategy to refer to. It scaffolds the student to answer questions fully/in enough detail to prove their understanding

25 min.

Think-Pair-Share: Text answering according to RACE Students are given time to read the

question on their own In pairs, students fill out the handout

(referring to the text) As a class, we go over the answers

Think-Pair-Share

Group work Scaffold

students Circulating the

classroom CFU

Practice – using the RACE strategy

Build – on previous knowledge of the text (students may refer to the graphic organizer they filled out last class)

Evaluate – The students’ understanding of RACE (very important step, as there will be a test next class on it)

20 min.

3.Activity


Teaching techniques

Individual / paired / groups – cooperative learning

structure?)



Min.Cl

osur

e: G

oal?

Cool Down: Unscramble the planets – The world

depends on it

Homework: Watch a television show/movie (any of

your choosing) in English. Create a question based on what you watched and answer your question with the RACE strategy. This will be good practice for next class’ test.

Time to circulate and CFU (one-on-one if they’ve understood RACE)

Build – Vocabulary for the space-themed L.E.S

Practice – Homework assigned will provide ample opportunity to practice RACE strategy

Why – Practicing RACE is necessary as there is a C2 test with RACE questions next class

5 min.

End of class reminders / routines ... hook them for the next class Homework (Create your own RACE question and answer it based on your favorite TV show/movie) Students are reminded to keep working on their projects, and are always invited in the class to work on

them at recess. Reminder that next class there is a C2 test and there will be two RACE questions

Anticipated problems Solutions/Plan B Students may have difficulty grasping the

concept of the RACE strategy. Students may not understand the questions

they will need to answer.

Instructors will scaffold students and provide assistance in applying the RACE strategy (by modeling it)

Instructors will go through the questions before students actually answer them; making sure students understand the questions.


RACE handout- to be inserted in English duo-tangs

RACE question based on “An Adventure in Space”

Unscramble plants handout

Watch a television show/movie (any of your choosing) in English. Create a question based on what you watched and answer your question with the RACE strategy. This will be good practice for next class’ test.

Name: _______________________________ Date:___________________

Planets FactsMatch each planet with its corresponding sentence.Mercury It has the biggest rings.Venus It is the windiest planet.Earth It is the closest planet to the sun.Mars It is the only planet having intelligent life.Jupiter It is sideways.Saturn It is the hottest planet.Uranus It has the biggest mountain.Neptune It is the biggest planet.

Now, write the sentences with the name of the planet first.Mercury _________________________________________________________

________________________________________________________________________

__________________________________________

_________________________________________________________

_________________________________________________________

________________________________________________________________________

__________________________________________

Please add this to your duo-tangs, to refer to in the future.

Name: _______________________ Date: _________________________________

RACE: An Adventure in Space

Name: _______________________ Date: _____________________

Unscramble the Planets: The World Depends On It

Lesson 5: C2 Summative EvaluationFifth Daily lesson plan

Group: 001 Grade level /Program: Core/Regular Gr. 6 ESL Period length: 55 minutes

Goals for the period (what do you want students to “walk away with”?) By the end of the class I want the students to be able to demonstrate how proficient they are in their

reading comprehension skills. I will know they can do this when they autonomously complete the comprehension test by the end of the

period.Competencies to be developedo C1o C2

Evaluation criteria (What will you EVALUATE today?)C1: _X_ Participation in oral interaction _X_ Articulation of messageC2: _X_ Evidence of Understanding _X_ Reinvestment of understanding


Prompts used during C2 test

Learning strategy

Summative evaluation


No explicit grammar instruction for this

lesson.

Vocabulary Focus:No explicit vocabulary

instruction for this lesson.

We do hope students practice vocabulary

words learnt in previous classes/science class.

Cooperative learning techniques:[ ] Think-Pair-Share [ ] Graffiti[X] Pair work [ ] Learning groups [ ] Jigsaw

Teacher-centred techniques:[X] Teacher-led discussion [X] Individual Work[X] Cold calling [X] Scaffolding

Techniques[X] Reader’s Theatre [ ] Competition[ ] Choral Reading [ ] Gaming:[ ] Student generated [X] Other: Evaluation


the class.





4. Activity Break it down into point form ‘steps’ for students

Write the instructions you will give students

Teaching techniques

Individual / paired / groups – cooperative learning structure?)



Min.In

tro(A

ctiva

te p

rior k

nowl

edge

)

Do-Now: Entrance Card: “What does RACE stand

for and why is it helpful when answering questions based on a story?”

Individual work Circulating the

classroom CFU

Why – Review before they complete a test with RACE questions

Practice – Thinking about RACE in a practical sense before conducting a test on it

5 min.

Deve

lopm

ent (

activ

ities.

of 5

-20

min

utes

)

Readers Theatre: Read “SPACE: Fill in The Gaps” Students are aware they will be cold-

called to read Students may fill in the blanks as we

read, once this section has been filled out students may commence answering the comprehension questions

Scaffold students through reading their parts

CFU Cold-calling

(keeping students engaged/focused)

Circulating

Model – Reading out loud and how to participate in ‘readers theatre’

Build/Practice - Reading fluency and Reading out loud

Build/Practice –note taking skills for comprehending texts

10 min.

Test C2 Evaluation: General reading comprehension

questions and a couple of questions based on “SPACE: Fill in The Gaps”

Students are instructed to answer the 2 extended questions according to the RACE method.

Individual work Circulating CFU (if

necessary- for clarity)

“Teacher-led discussion” (TEST- versus a “traditional” class activity)

Evaluate – Whether or not students truly grasped the concept of RACE (answering comprehension questions with detail)

Evaluate – Reading comprehension skills (C2)

20 min.

In-Class Time to Work on Oral Presentations: Teacher comes to class prepared with

props, tablets, cameras (etc.) to facilitate oral presentation prep.

Circulating (remain on task, speaking in English)

CFU Group work

Practice – Cooperating with others (CCCs)

Build – Previous space content to put together a presentation

15 min.



Teaching techniques




Min.Cl

osur

e: G

oal?

Cool-Down: Students seated quietly, teacher shows

them examples of what previous students did in their oral presentations (IE: what media/presentation tools they used and how they formulated their texts)


CFU Model

Model – Teacher models with past students’ work what students should aim for in terms of quality of work

5 min.

End of class reminders / routines ... hook them for the next class Reminded to continue working on their oral presentations Students are encouraged to come in at lunch or recess to use the class room or ask questions

Anticipated problems Solutions/Plan B

Students may communicate in French rather than in English while working on their oral presentation.

Having computers/tablets involved, students may get noisy and excited, creating chaos in the classroom.

Constant teacher circulation in the classroom to remind students to speak English in the classroom.

Giving strict instructions before handing out computers/tablets to students will prompt them to stay on task. Students are instructed to try and keep the noise down while being extremely cautious with the equipment they borrow. Students will be allowed to work with only their team members (in an attempt to limit excess noise/rowdiness)


C2 Test Bring in props/equipment for students to

work on their presentations

Collect “RACE” based on a T.V show/movie

Oral presentation

Name: ________________________ Date: ________________________

Space: Fill in The Gaps RACE Questions

1) What was the mission of the trip?

R (Restate the question)

A (Answer the question, with three details from the text)

C (Cite, give examples from the text)

E (Extend your answer, make a connection to yourself)

Name: ________________________ Date: ________________________

Space: Fill in The Gaps RACE Questions

2) Who is the telescope named after, and why is it important?

R (Restate the question)

A (Answer the question, with three details from the text)

C (Cite, give examples from the text)

E (Extend your answer, make a connection to yourself)

Lesson 6: The Magic School Bus Goes to Outer Space

Sixth Daily lesson plan Group: 01 Grade level /Program: Gr. 6 Core/Regular Period length: 55 minutes

Goals for the period (what do you want students to “walk away with”?) By the end of the class I want the students to be able to demonstrate their understanding of oral texts. I will know they can do this when they complete the “Magic School Bus” handout efficiently/accurately, with

few mistakes, by the end of the period.Competencies to be developedo C1o C2

Evaluation criteria (What will you EVALUATE today?)C1: _X_ Participation in oral interactionC2: _X_ Evidence of Understanding _X_ Reinvestment of understanding


No explicit functional language explicitly

provided for this lesson.

Learning strategy

Collaborative work

Summative evaluation


No explicit grammar

instruction for this lesson.

Vocabulary Focus:

Cooperative learning techniques:[ ] Think-Pair-Share [ ] Graffiti[X] Pair work [X] Learning groups [ ] Jigsaw

Teacher-centred techniques:[X] Teacher-led discussion [X] Individual Work[ ] Cold calling [X] Scaffolding[X] Circulating

Techniques[ ] Reader’s Theatre [ ] Competition[ ] Choral Reading [ ] Gaming:[ ] Student generated [X] Other: Video + Comprehension questions


the class.





5.Activity


Teaching techniquesIndividual / paired /

groups – cooperative learning structure?)

Rationale(Your pedagogical reasons / Goals

What teaching STEP is this?)

Min.

Intro

(Act

ivate

prio

r kno

wled

ge)

Do Now:Word search

Individual Circulating

Build/Practice – Space themed vocabulary (reminder students are expected to implement the vocabulary we’ve been using throughout the L.E.S in their presentation

5 min.

Deve

lopm

ent (

activ

ities.

of 5

-20

min

utes

)

In Class Time: Work on Oral Presentations: As students have not yet been given a

big “chunk” of in-class time to work on the oral presentations

Students were asked to bring in any outside resources they require to work on their orals

Groups/pair work

Circulating CFU Teacher

feedback

Build – On previous knowledge/on previous oral presentation work to develop a complete oral presentation (with a logical sequence of a beginning, middle & end)

Why – Students understand how important it is to use class time efficiently, otherwise they will have to come in at recess or complete as homework

25 min.

Magic School Bus: Reinvestment of Oral Texts We will watch an episode of “The Magic

School Bus Goes to Outer Space” Students are provided with a handout to

fill in as they listen/watch Link to the video:

https://www.youtube.com/watch?v=1L1KR1qTVKc

Individual Circulating CFU Scaffolding

Evaluate – Understanding/comprehension of oral texts

Why – Students can even self-assess how proficient their L2 listening/understanding skills are

20 min.

Clos

ure:

Goa

l?

Cool Down: Finish answering questions on “The

Magic School Bus Goes to Outer Space” if not already completed

If completed, students may read quietly or quietly work with their groups on their presentation

Individual/quiet pairs

Circulating CFU Scaffolding

Practice – Student practice their time management skills (in completing the handout)

5 min.

End of class reminders / routines ... hook them for the next class Reminded to continue working on their oral presentations Students are encouraged to come in at lunch or recess to use the class room or ask questions

Anticipated problems Solutions/Plan B

Students may communicate in French rather than in English in the classroom.

Having computers/tablets involved, students may get noisy and excite which may lead to chaos in the classroom.

Students may be inattentive during the video.

Constant teacher circulation in the classroom to remind students to speak English in the classroom.

Giving strict instructions before handing out computers/tablets to students will prompt them to stay on task. Students are instructed to try and keep the noise down while being extremely cautious with the equipment they borrow. Students will be allowed to work with only their team members (in an attempt to limit excess noise/rowdiness)

Reminding student their handouts on the film counts for marks will most likely keep them focused during the film


Props/equipment to work on oral presentations

“The Magic School Bus Goes to Outer Space” video

Handouts on “The Magic School Bus Goes to Outer Space”

Do now – word search

Get field trip permission slips signed Keep working on oral presentations

Name: ______________________ Date: ___________________

Do Now

Name: __________________________ Date: _________________________Name: ______________________________ Date: _________________________

Lesson 7: Field Trip!

Seventh Daily lesson plan Group: 01 Grade level /Program: Gr. 6 Core/Regular ESL Period length: N/A Field Trip



Teaching techniques




Min.

Deve

lopm

ent (

activ

ities.

of 5

-20

min

utes

)

Field Trip: Ottawa Space Museum No lesson will be provided today. Students

are taken to the space museum together with their English and science teacher.

Pairs Teacher-led

“discussions” (provoke thinking on the students’ part)

Build/Practice – Authentic learning

Why – students can see FIRST HAND the relevance of the unit and put their knowledge into action

** No explicit competency evaluation will take place during the actual field trip. We will allow for students to engage/explore freely and as they are accompanied by the English and French-speaking science teacher, we will only evaluate the handout they will complete as homework. **

N/A

Clos

ure:

Goa

l? // //Hopefully, students have gained an appreciation for the class work we do and see its pertinence in real-life settings.

N/A


Homework handouts Fill out the reflection handout. What is not completed will be done as a “do-now” for next class.

Lesson 8: Houston, We Have ClosureEighth Daily lesson plan

Group: 01 Grade level /Program: Gr. 6 Core/Regular Period length: 55 minutes

Name:______________________________________ Date:____________________________

Place visited:_________________________________________________________

How would you rate the trip?(Colour the amount of many stars __/5)

Draw something that you saw

What was your favorite part of the trip? Least favorite?

What did you learn on the trip?

Goals for the period (what do you want students to “walk away with”?) By the end of the class I want the students to be able to … I will know they can do this when they… by the end of the period.

Competencies to be developedo C1

Evaluation criteria (What will you EVALUATE today?)C1: _X_ Participation in oral interaction _X_ Content of message _X_ Articulation of message

Functional Language for speaking and writing (expressions)“To begin/start we…”These will all vary according to the topic students have chosen to present on

Learning strategy

Oral presentations


No explicit grammar instruction for this lesson.

Vocabulary Focus:

No explicit vocabulary instruction for this lesson.

We do hope students practice vocabulary words learnt last

class.

Cooperative learning techniques:[ ] Think-Pair-Share [ ] Graffiti[X] Pair work [ ] Learning groups [ ] Jigsaw

Teacher-centred techniques:[ ] Teacher-led discussion [X] Individual Work[ ] Cold calling [X] Scaffolding

Techniques[ ] Reader’s Theatre [ ] Competition[ ] Choral Reading [ ] Gaming:[ ] Student generated [X] Other: Oral Presentations


the class.



One basket for handouts for the day ahead – Do Now/ Text for the day/ Graphic Organizers


7.Activity






this?)

Min.In

tro(A

ctiva

te p

rior k

nowl

edge

)

Do Now: Fill in the field trip reflection handout

Individual or pair Circulating

Why – Addresses the relevance of going on the field trip

Builds – On their knowledge content of outer space

10 min.

Deve

lopm

ent (

activ

ities.

of 5

-20

min

utes

)

Oral Presentations: Students can write down questions they

have for their presenting peers in their English journals, and save their questions for the end

The teacher will sit with the rubric as presentations take place – while always keeping an eye out for the rest of the class, the teacher will take notes in order to best evaluate the presenters C1 fulfillment

Oral presentations have unique teaching techniques

Teacher-led discussions (post each presentation – to address questions or comments)

Teacher is “circulating” with her/his eyes – making sure everyone is well-behaved.

Evaluate – Their C1 development and creativeness while interacting/presenting orally in English

Model – All the hard work students have put into their presentations

35 min.

L.E.S Wrap Up: Students awarded their “NASA” pins as

they’ve successfully completed their NASA cadet training program

Thank students for their hard work (positive reinforcement)


Circulating Class discussion

Practice – Positive reinforcement and authentic learning

5 min.

Clos

ure:

Goa

l?

Cool Down: Students fill out an exit card indicating

what they liked most and what they liked least about the L.E.S “To Proficiency and Beyond”

Circulating Individual

Evaluate – Students evaluate/reflect on the overall L.E.S Suggest points of improvement, outline where they struggled the most. This is help us adapt our L.E.S for future students.

5 min.

End of class reminders / routines ... hook them for the next class An agenda outlining the next units theme and topic will be listed on the board

Anticipated problems Solutions/Plan B Students may get too wild, which may disturb

other classrooms. Presenters might feel nervous/anxious about

presenting

Ground rules would have to be covered. Students are to respect each other during

each other’s presentations. Strictly no talking during a presentation (to keep noise levels down and to help presenters feel less nervous)


Equipment students might need to present (computers, T.V, projector etc…)

L.E.S is completed, no homework as a “reward” for their hard work

Oral Presentation Rubric: Intermediate/Advanced ESL

1=Below Average 2=Satisfactory 3=Above Average 4= Excellent

CATEGORY 4 3 2 1

Originality

The presenter sustained the interest of the audience in clever and innovative ways and achieved the purpose of the presentation.

The presenter kept the attention of the audience the whole time and the purpose of the presentation was achieved.

The presenter was somewhat enthusiastic and kept the audience's attention for the most part. The purpose of the presentation was mainly achieved.

The presenter was un-enthusiastic; the audience's attention showed disinterest and the purpose for the presentation was not achieved.

Structure The introduction and actual presentation were exceptionally well- organized and easy to understand.

Presenter gave a clear and concise introduction of the topic. The flow of the presentation was clear and concise and easy to follow.

Presenter gave a clear introduction of the topic, but the presentation was somewhat unclear. For the most part it was somewhat confusing to follow.

Presenter did not give a clear and concise introduction of the topic. The flow of the presentation was unclear and confusing to follow.

Language Usage (grammar and syntax)

Presenter used the BEST sentence structure/syntax that supported the topic. Franglicismes/slang/reductions were NEVER used.

Presenter used correct sentence structure/syntax that was appropriate in supporting the topic. No franglicismes/slang/reductions were used.

Presenter used correct sentence structure/syntax that was mostly appropriate for the topic. A few (1-5) franglicisimes/slang/reductions were used.

Presenter used incorrect sentence structure/syntax that was not appropriate for the topic. Franglicismes/slang/reductions were very often (6+ times) used.

Vocabulary

Uses the BEST vocabulary for the audience. Defines words that might be new to most of the audience.

Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them.

Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience.

Uses several (5 or more) words or phrases that are inappropriate and not understood by the audience.

Pronunciation + Enunciation

Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.

Speaks clearly and distinctly most (94-85%) of the time. Mispronounces 2-5 words in the presentation.

Frequently mumbles OR mispronounces several (6+) key words in the presentation.

Delivery The presenter is VERY WELL prepared and delivers ideas in a clear and concise manner, without depending too

Presenter was well prepared and delivered ideas with lots of eye contact. Appropriate voice volume, tone and pacing. Gestures

Presenter was somewhat prepared. Delivery of the presentation was made but with strong dependence on notes and hesitation. Some

Presenter was clearly unprepared to present to the audience. Marked lack of eye contact, poor

much on notes. Volume, pacing and gestures contribute maximally to the presentation.

supported the overall presentation.

eye contact and good voice volume, tone and pacing. Some appropriate gestures that supported the presentation.

voice volume, tone and pacing. Inappropriate gestures which detracted from the presentation.

Teacher’s Feedback Sheet:

______________________________________________________________________________________

Total Points: ____/24

Work Cited/LinksGrammar unit: Noticing TheoryBatstone, R. (1994). Grammar. Oxford, UK: Oxford University Press.

Grammar Past Progressive Unit:http://grammar.ccc.commnet.edu/grammar/tenses/past_progressive.htm

Magic School Bus link:https://www.youtube.com/watch?v=1L1KR1qTVKc

Magic School Bus Comprehension Questions:https://www.teacherspayteachers.com/Product/The-Magic-School-Bus-DVD-Questionnaire-Space-225025

https://www.teacherspayteachers.com/Product/The-Magic-School-Bus-DVD-Questionnaire-Space-225025

https://www.teacherspayteachers.com/Product/The-Magic-School-Bus-DVD-Questionnaire-Space-225025

https://www.youtube.com/watch?v=1L1KR1qTVKc

Documents

Goals · Web view2016-08-28 · We are happy to welcome you to our class of little astronauts and aliens. Yes, you read right, astronauts and aliens. After conducting a simple survey