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

LED 6510 Lesson Plan Peer Review Form

Title of Lesson Plan Reviewed: SVO Agreement

Your Peer’s Name:

Your Name:

Directions: Each student will be assigned 2 peers’ draft of final lesson plan for review on Canvas. Upon completion of reading, do provide your feedback to your peers using the following directions:

1) use the peer-review form to provide overall feedback for the other students' draft of lesson plan; Attach the forms with your feedback to your peers while you have completed peer review activity; 

• Per the requirement, each student’ draft of lesson plan should include the following components (The other components are optional depending on each individual’s progress, so you just provide your feedback based on the content in the lesson plan)

• The below section is mandary to be reviewd and provided with feedback using the guided question in this form, highlighted in red in the form

  • Language comparison, grammar focus of instruction, and establishment of relevance

  • Introductory Statement of Your Language Task

  • Structured input activity, structured practice activity and output assessment activity

2) For the grammatical, spelling, mechanic and other suggestions, kindly use the "Review" or "Track changes" button in the student's original word document and post your comment on the right side of the column of the word document, and then return the document to your peers with your comment/feedback. 

1. Does the author clearly present the grade level of students, concentration domain, materials and digital tools need and time needed for the lesson?

1. Does the author concisely describe the following aspects in Learners & Learning Environment? How can the author improve in each aspect, if any?

• Language comparison, grammar focus of instruction, and establishment of relevance:

The author clearly knows her students and the target she is trying to reach with them. Her message could be clearer if she includes examples of the language errors and corrections.

• Introductory Statement of Your Language Task

The introductory statement of the language task is clear and purposeful.

• Review of Terminology

• Annotation

1. Does the author concisely define the following aspects in Standard and Outcomes? How can the author improve in each aspect, if any?

1. Does the author understand the concepts of structured input activity, structured practice activity and output/assessment activity clearly and concisely?

Does the author demonstrate the structured input activity, structured practice activity and output/assessment activity in a clear and organized way? Does the author provide teaching resources where appropriate and provide detailed explanations and guidelines for this activity? How can the author improve in this area?

Notes: You may take the following notes from assignment directions to better evaluate your peer’s instructional activity.

• • Structured Input Activity

    • • At the beginning the teacher discusses displaying the input activity but it is unclear where it will be displayed. Also is is unclear when the chart for the activity will be constructed during the activity or prior to it.

      • The instructor left out one object in the chart this could cause confusion. Thedog plays. Consider: The dog plays outside.

      • In addition this activity if for first grade students I would consider using pictures with the words/sentences in the chart to support meaning.

• • Structured Practice Activity

You must design a Practice Activity appropriate your lesson. This activity must provide the learner with an opportunity to practice the grammatical element without having to actually produce the grammatical element and should adhere to the principles discussed in class.

• • • • At the beginning the teacher trys to get the students to hear the awkward sound pattern of the words tick-tock by flipping them to tock-tick. I suggest trying to introduce this concept with the poem Hickory, Dickory, Dock to train the students ear to hear tick-tock before moving forward. If their ear is not trained, then the sound combination will not sound awkward to them.

      • The students are in first grade I would add pictures to the words to support meaning.

      • I would also consider including the appropriate punctuation and capitalization in this activity. This is supported by Robert Schmidts Noticing Theory (Lightbown & Spada page 115)

• • Output/Assessment Activity

You must design an Output/Assessment Activity that fits the context of your lesson. This activity must provide an opportunity to “check understanding” via production of the form in some way. It should follow the principles discussed in class.

• • • • I have no suggestions for the output activity.

Your Comments and Feedback:

1. Does the author provide annonations as required? Does the author’s annotations indicate understanding of referenced SLA theory? Does the author’s instructional decision is appropriately informed by reference SLA theory?

1. Write your constructive feedback for the author to improve his/her lesson plan in the next stage (grammar, A.P.A., spelling, annonations, other suggestions, etc..)