English Lesson Plan Essay

Once questions are answered and all students feel comfortable moving forward then give introduction of the lesson activity.

Learners returned to class without the document and so we completed a group activity where they made notes individually on a form and then we used the Smart board to note down what everyone had met. I chose the most common experience and we used that to base our first statement on. We discussed the unit that it related to and the group were able to ask questions. I circulated, checking their first sentence and then the paragraph for spelling and grammar issues which were identified and I used an activity to note down key words which developed into a sentence – asking what should go at the beginning and at the end, use of commas, etc. Once the opening sentence was perfect, the learners used the same skills to write the rest of the paragraph and I was able to give individual support to suit their needs on a 1:1 basis.

Plan the activities, commencing with a starter for the whole class to familiarise with the topic and finding what they already know about it. Then following with an introduction of the subject and and activity for the whole class, then asking questions and develop the topic, maybe in small groups, for a longer period of

I will try to engage students with a story to start the lesson, which will focus their learning (Moitra, 2014). For example, introducing the lesson on alcohols by recounting their use in our daily life and why they are used in those situations. This engagement allows connection to their lives, they start the class by realising what you are saying to them is important and you are worth listening to (Makodia, 2009). This needs to be told with enthusiasm and passion to show that what you are saying is exciting and fascinating. This will require a range of tone and pace to allow the students to feel like they are hearing an interesting story. Through using gestures and walking around the class I can engage all students by allowing them to follow

Observe the students during discussion and use a class list to write down commentaries each kid makes. Take a picture of each building with the children who created it. Ask them to tell you about their makings. Review the concept word strips and use them when commenting on each child’s building. Print the pictures and create a book for the students to look at with their observations and the pictures they drew.

If your students are English learners, learn a few key phrases in their native languages to model that it is acceptable to struggle with pronunciation and language learning.

In the group experiment only two students engage while the other four were left waiting this could have been improved by having either enough supplies so that student could have each participated or have done the experiments in small groups of three and she would only have to divide her supply. If students are not participate less than 50% of the time it is not productive ((Echevarina, Vogt & Scott, 2013) Last I feel that vocabulary terms could have been advance by having the teacher go over out loud with the class the vocabulary term and their meaning to be sure they were understanding of what she was talking about if applicable use visual to explain. Connecting prior knowledge to new material is imperative for the ELL students to connect to the language we are teaching them (Haynes, J. (1998).

Now tell the students it is time for students to reflect on what they just learned. Hand out a sticky-note book including five sticky-notes attached. The first “page” can include a title and their name, but the other four should include four (one each page) quality-rich statements, depicting what they learned. Model an example. These books can include simple images to go with the pictures if necessary, but remind students the main point is for you (the teacher) to see if they (the students) understood the material presented in the lesson. Play the song “Waiting on the World to Change” twice while they complete this activity. Tell them once the songs finishes playing through the second time, the sticky note books will be

Daniels gave the students an opportunity to share with others what was going on in their life she called this time “What’s going on”? This opening exercise was a very good tactic because it gave the otherwise hesitant students a chance to speak of what was going on at home, what fun stuff they had planned for the weekend or what happened the evening before. It also gave them the necessary practice in English on the subject that mattered to them. I observed that the students enjoyed that activity and were very attentive when someone was speaking. The Volcanic eruption group activity was very fun. This required the students to work together, each group consist of one or two English learners and two English speakers. The kids delegated who would do what and worked very well together while Mrs. Daniels walked around to assist each group. Students received considerable feedback during the activities and were encouraged to talk to each other. It was noticeable that the verbal feedback within the groups was very encouraging to the English learners and helped build their confidence. By being directly and appropriately challenged they became more actively involved in the lesson and more enthusiastic about the

The textbook that teachers in grades sixth, seventh, eighth and ninth grade at Wanye-Finger Lakes BOCES are utilizing Expert 21: Reading, Writing and Thinking for the Twenty-first Century (2010) textbook for their Middle School English Language Arts Curriculum. This textbook was published by Scholastic and is utilized as the curriculum that teachers are required to teach and modify as needed. The textbook is divided into eight workshops that present students with real-world themes. There are a total of three courses with two textbooks that align with each of the three courses.

Rationale: this activity will help students practice spelling, vocabulary, grammar and text formation which differ quite a lot from speaking.

Should your community be able to choose what kids should be reading or should your english teachers be able to choose? Communities can pick what kids can read because if there is profanity in the book or if you think they your child is at a lower/higher level then what they’re reading. Also english teachers should be able to choose what kids are reading because they know the curriculum of the grade and teachers are the ones teaching your kids.

At the end of a 30-minute period, the Grade II pupils will be able to:

There are plenty of teaching methods that are used to teach a language, they developed over the years and centuries, in this essay two well-known teaching methods will be discussed, their principles, their advantages, and their drawbacks, these methods are Grammar Translation Method and The Direct Method.

     “In the world were over seven thousand languages have exisisted, one language had become dominate. This dominant language is English.” “In the majority of countries throughout the world speak English as their second or first language, no longer just America or England.” English has taken many forms, American English, the Queen’s English, Australian, Canadian English, and several others. Even American English has taken several types of English, Jersey English, East Coast English, West Coast English, Southern English, slang English, and Ebonics. All of these languages have major variants between them, but are all of them are still understood aboard. Without English the world couldn’t operate,