Please use the template for this project I have provided before for the final submission; Also, please use your peer's feedback effectively to build up your final lesson plan. Notice: Unicheck is used

Running head: AN ANNOTATED LESSON PLAN 1

An annotated lesson

Content area/developmental focus: Comparative grammar

Age/Grade of the learners: 1st Grade and in the Middle-school.

Domain for concentration: ESL-ELA class

The length of the lesson: 55 minutes

Goals of the lesson

Guiding the ESL-ELA class through the process of comparative grammar.

Enabling the learners to demonstrate the ability for growth and learning in grammar.

Objectives of the lesson

The learners should develop the ability for recognizing and also verbalizing as well as understanding the aspect of comparing grammar especially under different language utilizations.

The other objective will be guiding the learners so that they might become innovative and also creative as well as learning the essential grammar tips especially comparing grammar.

Materials required

A paper and a pencil

Language comparison, grammar focus of instruction and relevance establishment

Focusing on the order of words in relation to the descriptive adjectives. As an example, in Arabic, descriptive adjectives are always placed in a sentence especially after a noun while in English, descriptive adjectives are always placed before the nouns.

Therefore, the differences in the placement of the descriptive adjectives is likely to lead to confusion especially when it comes to Arabic-speaking learners that are trying to learn English. The lesson will then focus on teaching the learners about the right placement of the descriptive adjectives in a sentence especially in English.

The other essential undertaking involved in this case is choosing a grammatical element either in English or in other language and then comparing it against a second language of choice.Specifically, this can be done by taking a grammatical element in Arabic and then comparing it against the English language. In this comparison, essential similarities as well as differences will be obtained across the two languages as they relate to meaning, usage and even form.

Potential errors or sources of errors for the target language will also be obtained. The description of how errors and sources of errors concerning the grammatical element will also be described and this will be done especially in the classroom and also the society as well as the manner it has challenged oneself.

Introductory statement regarding the language task

The aspect of subject-auxiliary inversion will be the greatest focus as far as the language task is concerned. The auxiliary, “can” will be utilized as an individual tries to work cooperatively with a partner. Additionally, the learners will be informed that they are going to engage in the task of comparative grammar as this will be an essential way of preparing the mindset of the learners.

Specifically, the aspect will be narrowed down by informing the students that they were to engage in the exercise of adjectives placement in a sentence since they differ when it comes to Arabic and English languages and the Arabic-speakers might experience such a confusion especially when it comes to the placement of adjectives in a sentence.

Under the introductory aspect, learners are required to write narratives as per the Educational department of Michigan and this undertaking needs to be done especially to the learners in a middle school. As a result, the learners are required to be at a point of using a descriptive language so that they might be giventhe ability of visualizing their stories. In this case, sensory details will be used to add depth and also interest especially when it comes to the aspect of writing. The undertaking is in line with the feeling that the learners will even become richer after they add adjectives to their sensory details and this richness will be realized in the English language. Therefore, the undertaking will be given a priority.

Review of the terminology

Three key things will be considered under the aspect of the review of terminology. They include input and under this aspect, the essential things considered will be either written or spoken language. The second aspect considered under this category is the aspect of output and this will be language that has been heard or has been read. The third aspect of consideration under the review of terminology will be enhanced input and this will entail either written or spoken language and especially the one that has been modified to ensure or make information highly understandable for the learners and all other individuals interested in this case.

Standards and outcomes

The essential standards that will be considered in this case will be RL.1.3 and this entails describing characters, settings as well as the key events within a story through the use of details. The other standard will be RL.1.7 and it involves using illustrations as well as details within a story for describing characters and events as well as settings. There is also a standard like SL.1.1 that entails participating in the collaborative conversations within the diverse group of individuals and partners concerning texts and topics with the peers and also adults not only in the small but also in larger groups. The other essential standards include SL.1.2, WIDA-ELD.1 and WIDA-ELD.2.

Among the essential outcomes is that the learners will be capable of describing a character or a setting from a video’s portion using pictures or words. The other outcome is that the learners will develop the ability for orally using subject-auxiliary inversion when asking questions and also responding correctly to questions while using the inversion.

Instructional practice

Under the instructional practice, two essential aspects will be considered and they include structured input activity. Regarding this activity, learners will listen to a certain paragraph concerning what another individual did in the course of the week or over a weekend. Past tenses will be used in the narrative and afterward, the learners will be directed toward understanding the things that happened in the past and understanding the different utilizations of adjectives and their positioning in sentences.

The other essential undertaking involved under the instructional practice is the aspect of a structured practice activity. The facilitator will also take the learners through the process oflistening to things that occurred in the past especially the way an individual spoke to his or her parent. After listening to the incidence or the paragraph, the learners will be required to look at the big picture regarding the words that go along with whatever that took place in the past. In this case, pictures might act as essential guides for the learners to realize whatever that has been happening in the past and they will have to deal with past tenses especially those that describe past events.

Output/assessment activity

Having every learner use the available materials in creating pictures based on the video that has been viewed or any other undertaking.

Monitoring the learners as they work in determining if or not, they are asking questions correctly by using the subject-auxiliary inversion.

Closure

The learners will be asked to summarize and also synthesize their learning. The essential ways this might be done include sharing what they have learned using the aspect of taking turns and talking.

Reference

Wynne Wong (2015). The role of textual enhancement and type of linguistic item in Adult L2 learners’ comprehension and intake.