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
Comparative Grammar Project and Annotated Lesson Plan
For this project, students will create and demonstrate a task-based lesson that includes purposeful and appropriate incorporation of SLA theory into the design process. The framework of this project aligns with the Lesson Planning Framework for Effective Instructional. This assessment further aligns with InTASC standards and may be used for program assessment purposes.
You will demonstrate your lesson via peer teaching at the end of the semester and will then be asked to consider your work in a final reflection piece.
The final submission of your Annotated Lesson Plan should include the following (adhere to the format below as you organize your work – a template has been provided for you in assignment direction module):
A. INTRODUCTION
Your Name:
Grade/age of students for whom the lesson was developed (Elem, Middle, HS, Adult Higher Ed, Adult Other):
Concentration Domain (ESL, Bilingual Education, Foreign Language – name the language):
Title of the lesson:
Materials and Digital Tools Needed (InTASC 7, 8) - all the materials, resources, and technology needed by the students and teacher in order to engage in this lesson:
Time needed for the lesson:
B. LEARNERS & LEARNING ENVIRONMENT
The following four bulleted items should be documented in your plan:
Language comparison, grammar focus of instruction, and establishment of relevance
Choose a grammatical element in English (or another language), and compare it against a second language of your choosing. Detail similarities and differences in that grammatical element across the two languages as it relates to form, meaning, and usage. Suggestions for doing this include undertaking formal research, interviewing someone fluent in both languages, consulting grammar reference books, or using your own knowledge of the two languages.
Be sure to indicate potential sources of error for learners of the target language, since this element will be the grammatical focus of your lesson plan. Describe how you have witnessed confusion/errors regarding this grammatical element in your own classroom, in the community, and/or how you yourself, as a language learner, have been challenged by it.
Introductory Statement of Your Language Task
Describe in broad brush the language task you will be focusing on in your lesson and establish relevance by tying your task to the needs/strengths of your students; the cultural/experiential backgrounds of your students; and how you believe this task will be engaging to your students. Specifically, this should not be a literary or cultural task, but should be a relevant communicative task (ex. comparing objects) imbedded within a stated content area instructional task objective (ex. how to safely navigate a chemistry laboratory) if you are a general education teacher with language learning students in your classroom. If you are a second language teacher, you should focus on a real-life communicative task (ex. successful shopping at the grocery store).
The communicative task will include your chosen grammatical element from the introduction (e.g. –er + than, smaller than), which will be taught within the context of the lesson (ex. The beakers are taller than the test tubes – or- The canned pineapple is cheaper than the fresh pineapple). Be sure to include what the students (this is potentially a fictional scenario) already know and don’t know as it relates to both the language task and content area objective. Do not explain how you would explain the grammatical rule to students, as explicit instruction should not dominate your lesson.
Review of Terminology
As you will be considering the needs of your students through the lens of SLA theory, it is important to measure your understanding of theoretical terminology commonly referenced in second language grammar instruction. You are thus required to define the following in your own words: input, output, enhancement, and structured input, practice, and output/assessment activities.
Annotation
At the bottom of the LEARNERS & LEARNING ENVIRONMENT section, provide an “annotation” that summarizes the SLA theory that has informed your instructional decisions regarding your choice of grammar focus and/or task/content area instructional objective. Highlight this annotated section in yellow.
C. STANDARDS AND OUTCOMES
Standards: Reference the appropriate link(s) below as you consider standards for your specific lesson plan project:
If you are/aspire to be a PK12 general education teacher who has/will have ELLs in the classroom (or if you will be a bilingual education teacher), indicate both content area standards and WIDA English Language Development Standards:
http://www.michigan.gov/mde/0,4615,7-140-28753_64839_65510---,00.html
https://www.wida.us/DownloadDocs/standards/TheoreticalFramework.pdf
If you aspire to be a PK12 foreign language teacher or work abroad with children as an EFL teacher, chose from the following standards:
http://www.michigan.gov/documents/mde/WLSB_206824_7.pdf
If you have been/aspire to be an EFL/ESL teacher at the adult level, you may use the standards embraced by the specific institution you are employed at or you may use the following standards used in the State of Arizona:
http://www.azed.gov/adultedservices/files/2014/01/arizona-adult-education-standards-english-language-acquisition-elaa.pdf
Outcomes :Student outcomes should be stated using statements such as: “Students will be able to...” followed by a list of the outcomes written using action verbs that can be observed and/or measured. Use action verbs such as “identify,” “describe,” “compare/contrast,” “apply,” “summarize,” etc. Verbs such as “learn,” “understand,” or “know” might not be adequate because they are not observable or easily measured. For example, an outcome written as “Students will understand the life cycle of a frog” becomes an observable and measureable outcome if written as, “Students will describe the life cycle of a frog in the correct sequence” or “Students will draw the life cycle of a frog in the correct sequence.”
List the specific student outcomes that will be met as a result of instructional activities in this plan. There should be at least two outcomes, one specific to the grammar focus and another specific to the task-based focus.
D. INSTRUCTIONAL PRACTICE
Engaging Students, Activating Prior Knowledge, and Setting Lesson Goals: Drawing on your thinking and planning, describe how you will begin the lesson in a way that interests and engages the students and gets them excited about the lesson. Briefly describe how you will activate your students’ prior knowledge and how you will help them make connections to their world beyond the classroom.
Instructional Procedure: Engaging Students in Actively Constructing Deep Understanding Incorporating Structured Input Activities (9 points)
The following should be documented in your plan under Instructional Procedure:
Structured Input Activity
Design a Structured Input Activity appropriate to your lesson. This activity must make the grammatical element salient to the learner and must follow principles discussed in class.
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.
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.
***Annotate this section (For all the three activities you have designed respectively in Section D) by aligning your instructional design choices with appropriate SLA theory. Highlight this annotation in yellow.
Closure—Students Summarizing and Synthesizing Their Learning:
Describe how you will help your students summarize/synthesize the task and how you will connect the lesson to the next and/or future lessons.
***
*** Annotations: All annotated material will be scored according to the following (1 point):
Annotation indicates understanding of referenced SLA theory
Instructional decision is appropriately informed by referenced SLA theory
Dates to mark in your calendar
06/12: Lesson Plan Draft is due – post it on Canvas discussion board
06/16: Peer Review
06/20: Final Lesson Plan Due on Canvas
