Complete Peer Review Activity using the Students' Posted Draft of Lesson Plan in this Discussion Board. (Due by 11:59pm, June 16) Each student will be assigned to review 2 of other students' draft of

Comparative Grammar Project and Annotated Draft Lesson Plan-LED 6510

A. INTRODUCTION

Your Name:

Grade/age of students for whom the lesson was developed: 5th Grade

Concentration Domain: ESL

Title of the lesson: Preposition (focused on under, in, on, behind, next to, in front of, between).

Materials and Digital Tools Needed: an empty box, a small toy animal, flashcards, pencil, paper, highlighter, worksheets, whiteboard, marker,

Time needed for the lesson: 50 minutes

B. LEARNERS & LEARNING ENVIRONMENT

Language comparison, grammar focus of instruction, and establishment of relevance: I have chosen to compare language between English and Bangla. In both language use of preposition is very common and there is lot of similarity of using preposition in both language but in some cases there are differences such as in English when we talk about village or small town we add “at” before it but if we are talking about big cities or large town we use “in”, as an example “ He lives at Hackney” and when its about big cities we use “ He lives in Michigan” but in Bangla for village, small town, big city, states for everything they use one specific preposition. Let’s use the first example again but this time in Bangla, “ se Hackney e vas kore” and also lets use the second example in Bangla, “ Se Michigan e vas kore”. As you can see each example has same meaning in Bangla, no changes of preposition.
When students come from Bangladesh, they tend to have problem using proper preposition. Even when I moved to America, I tend to have same problem, so when Bengali ESL students make those mistake, I understand why they are having this problem.
Students from Bangladesh, they find themselves confuse when it comes to use of curtain preposition. In this lesson plan, students will identify the use of some staple preposition correctly which they will use in their everyday life.

Introductory Statement of Your Language Task: In this lesson, I will be focusing on use of some preposition in one setting. Students will identify proper use of preposition in their daily life. I will be providing a task for them which will keep them engage through out the lesson and help them understand what I am trying to explain. For this task, I will break them in small groups and provide each group a box and a small toy animal. By using this animal figure, students will discuss with their group what preposition would be use in different position of box. By using the object, they will talk and record their observation. After the observation, they will try to use the correct preposition on, under, in, behind, next to, in front of, between in right place.

Review of Terminology

Input: Inputs are the new language which learners are expose to either in writing, speaking, or reading form.

Output: On the other hand, outputs bring forth learners speaking or writing skills.

Enhancement: Enhancement is improving the character of learning output.

Structured Input: Structure input is designed in certain way to push learners to rely on form and structure to get meaning.

Structured Practice: During teaching a lesson, students observe the information from the lesson and apply it through activities to gain better understanding on the lesson which was taught by.

Output: Based on the activity or work students did to come up with a conclusion, it could be either written or oral. Output is like a assessment to measure students understanding.

Annotation: According to Lightbown and Spada (2013)” overgeneralization of a second language rule, or an inappropriate transfer of a first language pattern to the second language”. In my case, students focusing more on meaning rather than form of grammar. The example I used in language comparison, students were comparing both language preposition and thinking why they do have to add “in” or “at” before town, village, state while they are giving same answer in Bangla. As Wong (2004) mentioned, “Students tend to process content words before anything else because they are more focused on meaning than form”

C. STANDARDS AND OUTCOMES

Standards: CCSS.ELA-LITERACY.L. K-5.1. E. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentence.

https://study.com/academy/lesson/esl-prepositions-lesson-plan.html

Outcomes: Students will be able to identify why with changes of animals motion the preposition changes. Students will understand more about preposition in practice experiment. They will summarize their understanding of the topic at the end through writing assessment.

D. INSTRUCTIONAL PRACTICE

Engaging Students, Activating Prior Knowledge, and Setting Lesson Goals:

Before asking open question, write the word PREPOSITION in large letter. Hold up an animal and a box and place the dog inside the box and ask students, where is the dog? Place the dog in front of the box and ask students, where is the dog? When students are answering such as in the box, in front of the box, write down the preposition in the board. I will go through the rest preposition as a group and write down each preposition in the board. I will break down students into small groups and each group will received a box and stuff animal to do the experiment by themselves and discuss with their group. Along with the activity, they will receive a worksheet too. In the worksheet, they will write down their answer. Once students have a grasp knowledge of preposition, they will write a paragraph using preposition.

Instructional Procedure: Engaging Students in Actively Constructing Deep Understanding Incorporating Structured Input Activities

- Structured Input Activity

I will demonstrate the box and the toy animal in front of the class. I will put the animal in different location from the box and ask them to describe the position of animal, such as what is BEHIND the box? What is UNDER the box? I will write down the preposition in the board while they are telling me. To assist them, I will give them verbal instruction too, so once I know they have a grasp understanding of preposition, students will be proceeding to the experiment. My verbal instruction would be something like this: The animal is behind the box. The animal is under the box. The animal is above the box. The animal is inside the box.

Activity

Find the preposition and underline it.

The animal is behind the box.

The animal is under the box.

The animal is above the box.

The animal is inside the box

Annotation: VanPatten principle argued that, “learners have limited processing capacity and cannot pay attention to form and meaning at the same time” (Lightbown, Spada, 2013), and most of the time students prioritize meaning over form. So, it is important when I am reading sentences and including preposition, it must be noticeable for students. Otherwise, I can read it to them entire day, but the form is not going to make sense to them. Along with that, I can not expect them to comprehend the grammar form.

- Structured Practice Activity

Students will break into small groups and before I give them worksheet. I will provide each group a box and an animal. I would want them to have a better understanding by using the demonstration. Along with the model, I will provide them the worksheet. Once they made a predication, students will place the animal in different direction from the box. Students will continue doing the experiment and talk to their partner and takes notes. While they are discussing with their partner, I will walk around the room and listen to their conversation. I will focus on to see if they are using the preposition on the right spot and I will be correcting errors during the walk.

Complete Peer Review Activity using the Students' Posted Draft of Lesson Plan in this Discussion Board. (Due by 11:59pm, June 16) Each student will be assigned to review 2 of other students' draft of 1

Annotation: As Lourdes Ortega (2007) said, there should be three principle while practicing language with English learner and they are, “1) Practice should be interactive.

2) Practice should be meaningful. 3) There should be a focus on task-essential forms (117).In structure practice activity, students are discussing their thoughts with their partner and making a prediction. They are doing fun experiment which keeping them engage and at the same time experiment is focused on task-essential forms.

- Output/Assessment Activity

In this part, students will be assessing their cognition in a writing assignment. Once they are done writing, I will ask them to highlight the prepositions, they used in their sentence. They will use the evidence form the experiment to support their writing. During their assessing process, I will walk around the classroom to see if they are using the correct preposition in right place. After completing the writing part, students will share their writing in front of the class verbally.

Activity

What did you do this morning? Write 5-6 sentence about your morning.

Word Bank: Up, under, in, in front of, next to, between.

Annotation: In this case, students move from experiments to assessing their knowledge. Output activity does not always mean end of the lesson. In one lesson, students do not stop compering both language grammar form, in this stage if a student think something is not making sense to them, they can go back to input. Include a quote from book

Closure—Students Summarizing and Synthesizing Their Learning:

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E: REFERENCES:

Lightbown, P. & Spada, N. (2013). (4th ed.) How languages are learned. Oxford, England.

Oxford University Press.

Wong, W. (2005) Input enhancement: From theory and research to the classroom. New York, NY: McGraw-Hill.