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 Lesson Plan-LED 6510
A. INTRODUCTION
Your Name:
Grade/age of students for whom the lesson was developed: 9th grade
Concentration Domain: ESL, bilingual education, foreign language- Spanish
Title of the lesson: English and Spanish plural
Materials and Digital Tools Needed:
Time needed for the lesson: 1 hour
B. LEARNERS & LEARNING ENVIRONMENT
Language comparison, grammar focus of instruction, and establishment of relevance:
The grammar focus is the plural of words. In English, adding the suffix (s) makes the singular word a plural word, for example: truck- trucks. If the word ends in ‑s, -ss, -sh, -ch, -x, or -z, then we add –(es), for example: bus- buses. Sometimes, if the word ends in s or z, we double the s (ses), for example: gas- gasses. If the noun ends in f, we change the f to (ves), for example: wife- wives. If it ends in y, change it to (ies), for example: city- cities. If it ends in o, add es, for example: potato- potatoes. There are many irregular words in the English language that may not pertain to these rules.
In Spanish, adding the suffix (s) makes the singular word a plural word, for example: libro- libros. This is similar to English. If a noun ends in a consonant, make it plural by adding (es), just like English. For example, ciudad- ciudades. If a noun ends in -ión, add -es and drop the written accent, for example: avión- los aviones. If a noun ends in -z, add -es and change the z to c, for example: el lápiz- los lápices. The word “el” and “la” changes to “los” and “las.”
Similarly, we add (s) to words that end in vowels and (es) to words that end in consonants in both languages.
In English, some words do not add (s) on the end to make it plural, and Spanish speakers make that mistake, for example the word “deer” is both singular and plural the same word. Also, the word “people” is plural, without adding (s) as a suffix.
Introductory Statement of Your Language Task:
Students will be describing to me what is in their backpack.
Review of Terminology
Input- The information that students are receiving
Output- The information that students are giving
Enhancement- changing input to make it more understanding for a student
Structured input- teachers have students depend on a form or structure of a sentence to get the meaning
Practice- when a student applies an idea in order to better understand it
Output/assessment activities- Students now use the new idea, and can be graded on it.
Annotation
C. STANDARDS AND OUTCOMES
Standards:
CCSS.ELA-LITERACY.RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Outcomes:
Students will be able to understand English noun plurals
Students will be able to communicate with each other to understand grammar rules
D. INSTRUCTIONAL PRACTICE
Engaging Students, Activating Prior Knowledge, and Setting Lesson Goals:
I will activate student’s prior knowledge of plural words. When students first walk into the class, they will have to do a writing journal for 5 minutes. On the board will be 5 words in English, in which they need to write down the plural form of these words. We will then go over the words as a class.
Instructional Procedure: Engaging Students in Actively Constructing Deep Understanding Incorporating Structured Input Activities
Structured Input Activity
I will show a sideshow of photos to the class and ask them to describe what they see in the photos.
For example, I will show a picture of a car and I want them to say the word car, then I will show them a picture of multiple cars then they will say cars. They will repeat after me multiple times and write down the word.
I will then make it more difficult and give them irregular plural words. I will show a picture of a deer, then of multiple deer and ask what they see.
I will have the students write the words on the board, to better understand the spelling of these words. We then discuss each word we write on the board as a class.
Annotation:
The behaviorist perspective explains that the environment is the source of learning (Lightbrown & Spada 2013). I am having students mimic what I say and write down the words. I am reinforcing what I am saying multiple times and having them mimic me multiple times.
Structured Practice Activity
To begin, I will start by giving each student a card with a picture or word on it of a singular or plural noun. For example, the student with the card that says car finds the student with the card of an image of a car on it. These students are now a team. This team then goes and finds their plural pair of the same word. I will then have students create sentences with the words.
I will have students then discuss what they noticed, and especially focus on the irregular words.
Annotation:
The interaction hypothesis states that learners need to interact with each other in order to learn from each other. The whole classroom is interacting with each other, so they can talk to each other and give corrective feedback to one another.
(Lightbrown & Spada 2013).
Output/Assessment Activity
The output/ assessment activity will have each student look through their backpack and write a paragraph using 5 plural words found in their backpack. I want them to get creative with the paragraph and can make it fictional. I will give them a list of words they have to use, like use at least one word that ends with a consonant and vowel and make it plural.
Annotation:
It is important to keep motivation in the classroom and have students be motivated. They need to be up and about, kinesthetically learning which causes curiosity and makes the environment more fun and comfortable. There are 25 motivational practices, one being “Teacher discourse: arousing curiosity or attention, promoting autonomy, stating communicative purpose/utility of activity” (Lightbrown & Spada 2013). Students will be more motivated, since they can use this lesson to describe real world objects, like things in their backpack. They can also be more creative, and come out of their comfort zone which may make it more fun for them.
Closure—Students Summarizing and Synthesizing Their Learning:
One great way for students to summarize a lesson is by writing an exit ticket. This can be a question I ask them about the lesson or what they learned, and they can write one quick sentence before I dismiss them. This is a great way to wrap everything together.
E: REFERENCES:
Lightbown, P. & Spada, N. (2013). (4th ed.) How languages are learned. Oxford, England; Oxford University Press.
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