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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date 4-!4 Hannah Damsteegt Subject/ Topic/ Theme E"L Food #nit$ Lesson %hree$ In the &estaurant Grade __'-! _

I( )b*ectives Ho+ does this lesson connect to the unit ,lan- My unit plan contains three sections, and lesson three marks the beginning of the second section n the !estaurant"# cogniti$e% physical socio% Learners +ill be able to$ ! & 'p 'n ( )* de$elopment emotional
&nderstand comparisons of e+uality and ine+uality and be able to correctly use them in both ,ritten and oral ,ork Demonstrate their understanding of a restaurant menu by creating their o,n menu in table groups -no, ho, to politely ask for food orders and ho, to gi$e food re+uests in a restaurant by role%playing !ead and understand a bill. kno, ho, to lea$e a tip for the ,aiter/,aitress /uild more food%related $ocabulary by reading and understanding the story The Waiter !, &, 'p, ) !, &, 'p, 'n, ) !, &, 'p !, &, 'p !, &, 'p


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Common Core standards .or /LCEs if not available in Common Core0 addressed$ Listening 0123 follo,ing simple and comple4 directions, 153 understand spoken (nglish in order to participate in social conte4ts6, ",ea1ing 0S23 use spoken language for daily acti$ities ,ithin and beyond the school setting, S73 use spoken (nglish and non$erbal communication in socially and culturally acceptable ,ays, S83 use (nglish to interact in the classroom, S53 engage in con$ersations for personal enjoyment and e4pression, S93 pro$ide and obtain information, e4press opinion, demonstrate comprehensible pronunciation6, &eading 0!83 understand and use grammatical e4pressions of (nglish to impro$e comprehension, !73 build $ocabulary to de$elop concepts, !:3 make inferences, predictions, and conclusions from reading6, 2riting 0;73 ,rite using appropriate $ocabulary choice and $ariation, ;23 use con$entions and format of ,ritten (nglish, ;53 use grammatical con$entions of (nglish6"
0<ote$ ;rite as many as needed" ndicate ta4onomy le$els and connections to applicable national or state standards" f an objecti$e applies to particular learners ,rite the name0s6 of the learner0s6 to ,hom it applies"6 *remember, understand, apply, analy=e, e$aluate, create

II( 3efore 4ou start Identif4 ,rere5uisite 1no+ledge and s1ills(

This lesson is intended for ntermediate 1o, to ntermediate >igh (S1 learners" The students also must ha$e some pre$ious e4perience in basic math skills"
Pre-assessment (for learning): First Hour3 'sk the students ,hen they last ate out in a restaurant and ask them if they ordered their o,n food" "econd Hour3 ?ut up an image of a restaurant bill and the calculations of ho, to arri$e at a tip $alue" 'sk the students if they ha$e any idea ,hat the math could be for/mean" Formative (for learning): First Hour3 @illing out the final section of the grammar notes indi$idually, creating a menu at the table groups, students do the ,aiter role%play acti$ity in table groups" "econd Hour3 indi$idually ,orking on the $ocabulary list and post%reading +uestions Formative (as learning): First Hour3 studying the menu as a class and discussion ,hich items are the most/least e4pensi$e/cheap, delicious/terrible, etc", ,atching the $ideo clip of ho, to order food in a restaurant" "econd Hour3 breaking do,n the bill together as a class and ho, to calculate a tip together as a class, reading The Waiter together as a class" Summative (of learning63 First Hour3 the final section of the grammar notes, the creation of the menus

)utline assessment activities 0applicable to this lesson6

at the table groups, and the ,aiter role%play acti$ity ,ill act as summati$e assessment acti$ities" "econd Hour3 the students must complete the $ocabulary list and the follo,%up +uestions and it in on a Google Doc" 2hat barriers might this lesson ,resent2hat +ill it ta1e 6 neurodevelo,mentall47 e8,erientiall47 emotionall47 etc(7 for 4our students to do this lessonProvide 9ulti,le 9eans of &e,resentation ?ro$ide options for perception% making information perceptible % Students ,ill gain information by studying a restaurant menu, ,atching a AouTube $ideo clip, taking notes during a grammar lesson, and reading a story Provide 9ulti,le 9eans of Action and E8,ression ?ro$ide options for physical action% increase options for interaction % n this particular lesson, the students ,ill ha$e a chance to act out a role play of a ,aiter taking the customersB orders in a restaurant" The students may feel free to stand up and ,alk around for this acti$ity" Provide 9ulti,le 9eans of Engagement ?ro$ide options for recruiting interest% choice, relevance, value, authenticity, minimi e threats % The students ,ill ha$e the opportunity to collaborate together ,ith their peers in order to create an original menu" This could heighten interest, for it is yet another ,ay to e4press creati$ity"


?ro$ide options for language, mathematical e4pressions, and symbols% clarify ! connect language % n this lesson, ,e ,ill be using some mathematical e4pressions in order to understand a restaurant bill and to calculate a fair tip

?ro$ide options for e4pression and communication% increase me"ium of e#pression % The students ,ill create their o,n menus and ,ill do a role%play acti$ity

?ro$ide options for comprehension% activate, apply ! highlight % 's a teacher, ,ould ,ant to make sure that this happens all the time" >o,e$er, ,ant to take e4tra care to make sure that my students understand the grammar lesson and the short story and the ne, $ocab

?ro$ide options for e4ecuti$e functions% coor"inate short ! long term goals, monitor progress, an" mo"ify strategies % ,ould like to see my students pull in aspects from pre$ious lessons 0e43 using the correct adjecti$e ,ith a count or non%count noun, referring to a food by its correct name, using prepositions, etc"6 The goal is for my students to be able to use the information they learn here and apply it for not only the future lessons, but for the real ,orld"#

?ro$ide options for sustaining effort and persistence% optimi e challenge, collaboration, mastery-oriente" fee"back % belie$e that there are plenty of challenging material for the students to do either alone or together in groups 0,riting original sentences on the grammar note sheet, creating a menu in table groups, doing the role%play acti$ity, filling out the $ocab list, and ans,ering the +uestions after reading the short story6 ?ro$ide options for self% regulation% e#pectations, personal skills an" strategies, self-assessment ! reflection % ha$e created many opportunities for the students to independently ,ork, and plan on gi$ing them feedback ,hether that be on the Google Doc or simply ,alking around the room and obser$ing the ,ork the students are doing"

9aterials-+hat materials .boo1s7 handouts7 etc0 do 4ou need for this lesson and are the4 read4 to use-

;e ,ill need the menu from the restaurant and the print%out template for the menu, AouTube, the grammar sheet on comparisons of e+uality and ine+uality, the menu and the role%playing cards for the role%playing acti$ity, the restaurant bill, The Waiter story in a hard copy, and the $ocab list and the +uestions shared ,ith the students so that they can access them on their chromebooks"

Ho+ +ill 4our classroom be set u, for this lessonIII( %he Plan- first hour %ime 4 min( Com,onents 9otivation 0opening/ introduction/ engagement6

Students ,ill sit at their table groups during first hour, but during second hour ,e ,ill arrange the tables to form a circle"

Describe teacher activities A:D student activities for each com,onent of the lesson( Include im,ortant higher order thin1ing 5uestions and;or ,rom,ts( % 'sk the students, ;hen did you guys eat at a % !espond to the teacherBs prompted restaurantD# Did you look at a menu to order +uestions ,hat you ,anted to eatD# ;hat did you eatD# % ha$e a menu from a restaurant that ,ant you guys to see" 1ook at the screenE#

4 min( 2%2C%27

Develo,ment 0the largest

1etBs look through this menu together" ;hat kinds of foods do you seeD ;hat is your

1ook through the menu and respond to the teacherBs +uestions"

!< min( != min( component or main body of the lesson6

% %

min( 4 min(

> min(

! min(

Closure 0conclusion, culmination, ,rap%up6

fa$orite dish on the menuD >o, much is the foodD ;hich dish is more e4pensi$eD ;hich dish is least e4pensi$eD# The ,ords ,e used to say ,hich plate is more e4pensi$e or cheaper are called Fcomparisons"B 1etBs talk more about comparisons" >and out the grammar sheet to each student and go o$er it" ntroduce the create your o,n menu acti$ity" Tell the students to ,ork together ,ith their peers and talk about ,hat kinds of dishes they should include and ho, much each dish should cost" S,itch acti$ities" 'sk the students, >o, do you order the food from your menuD Do you say, FGi$e me that foodB or F ,ould like to order the steak, pleaseBD# 1etBs ,atch a +uick AouTube clip on ho, to order food in a restaurant"# https3//,,,"youtube"com/,atchD $GklH/yH4d1nk ntroduce the ,aiter role%play acti$ity, hand out the menus and role%play cards and allo, the students to practice ho, to politely order food in a restaurant and ho, to politely ask for the customerBs food order" 'd$ise the students to not forget to finish up the last section on the grammar sheet

% %

1isten to the teacher, take notes, ask +uestions Students ,ork together ,ith their table groups to create their menus

!espond to the teacherBs +uestion

(ngage in the ,aiter role%play acti$ity ,ith their table groups

Students can ask the teacher if he has any +uestions

?our reflection about the lesson7 including evidence.s0 of student learning and engagement7 as +ell as ideas for im,rovement for ne8t time( 0;rite this after teaching the lesson, if you had a chance to teach it" f you did not teach this lesson, focus on the process of preparing the lesson"6 I 1no+ that I could have included a lot more in the restaurant section7 but I didn@t +ant to over+helm m4 students( I +anted to include a grammar and s,ea1ing as,ect in this lesson7 and the menu and the role-,la4 activit4 +ill serve +ell( As al+a4s7 I +ant m4 students to ,ractice their reading and +riting s1ills7 so that is +h4 I have included the stor4 The Waiter and a vocabular4 list and some 5uestions to go along +ith it( III( %he Plan- second hour %ime A min( Com,onents 9otivation 0opening/ introduction/ engagement6 Describe teacher activities A:D student activities for each com,onent of the lesson( Include im,ortant higher order thin1ing 5uestions and;or ,rom,ts( % 's the students file back into the % Students analy=e the bill and the classroom after the break, direct the calculations and $oice their opinions studentsB attention to the restaurant bill on the screen and the calculations of ho, to calculate a tip on the board" 'sk the students, ;hat do you think this could be forD# % ?oint to the bill" This is a restaurant bill" The ,aiter gi$es you this after you are done eating your meal" t lists the items % Students try to do some of the calculations themsel$es ,hile the teacher is doing the calculations on the ,hiteboard

Develo,ment 0the largest component or 2%2C%27

!= min( % % != min( main body of the lesson6 min( % %

!A min(

Closure 0conclusion, culmination, ,rap%up6

you ordered and ho, much each item costs and the total amount of money you need to pay"# (4plain ho, to calculate a tip at 2IJ, 29J, and 5IJ and pro$ide some e4amples ;e are no, going to read a story together" n the story a customer gi$es his ,aiter a 79 cent tip" That is not a lotK ;hen ,e read the story, try to think about ,hy the customer ga$e the ,aiter such a lo, tip"# Mo$e desks into a circle and assign the studentBs reading sections in the story" 'llo, the students to read each of their parts out%loud" Tell the students that a Google Doc has already been shared ,ith them" They need to open the document and fill out the $ocab list 0pro$ide a definition, an image, and a sentence that uses the ne, $ocab ,ord6 and ans,er the +uestions" t is due the ne4t day at the beginning of second hour" 'llo, the students to ,ork on their home,ork for the rest of the hour, ans,ering the studentsB +uestions if they ha$e any"

Students help to mo$e desks into a circle" !ead their part of the story ,hen it is their turn"

;ork on their assignment until the end of class" They can ask the teacher +uestions if they ha$e any"