Overview

Lesson plan EDCI 270

Casidhe Vandall
Rebecca Scheeringa
Anne Nanninga
Goals

A. Teach english as a foreign language
1. Work on sentence formation - nouns, adjectives, verbs
2. Practice pronunciation, long versus short vowels,
3. Work on vocab with certain exercises - word searches, games

Description of learners

12- 14 year olds
2-3 years previous experience
25 students per class

Lesson content

Go over previously learned vocab, do worksheet as class on projector
Use vocab to incorporate into sentences
Explain how to properly pronounce common words

Learning objectives

-Students will be able to compose two basic sentences properly including vocab they learned in
the lesson within three minutes.
-Students will be able to pronounce words correctly without mistakes five times.
-Students will be able to successfully translate ten vocab words from Spanish to English on a
timed worksheet. (five minutes)

Required Materials
Worksheets for every student for exercises
8 sets of Flashcards
Projector
Translation handouts of words from Spanish to English

Procedures
Hand out worksheets and flashcards to students
Use projector to give examples of nouns, verbs, adjectives
Do worksheet together and ask for questions, use transparency copies of handouts
Explain pronunciation and why words are said the way they are, with certain emphasis on nouns(
describe what nouns are), word formation ( i before e except after c)
Work on basic sentence structures, jumbling words and having students form into a complete
sentence
Do timed worksheet at the end of the class period and check result

Assessment
-Teacher will listen to each student to make sure they can pronounce words correctly.
-Teacher will check worksheets for accuracy and correct spelling.
-Compare worksheet done as class with timed worksheet, times worksheet should have at least 5
correct spellings of the words and matched correctly.

Standards

3.RF.4.4:
Read grade--appropriate words that have blends (e.g., walk, play)and common spelling patterns
(e.g., qu--;doubling the consonant and addinging, such as cut/cutting; changing the ending of a
word from to es to make a plural).

Level 2 emerging
Compound grammatical constructions
Repetitive phrasal and sentence patterns across content areas

Level 1 Entering

Single statements or questions
An idea within words, phrases, or chunks of language


References and Reference Materials

WIDA Performance Definitions Listening and Reading, Grades K12
Indiana Department of Education Academic standards

Baker, Amanda., Murphy John. 2011. Knowledge base of pronunciation teaching: Staking
out the territory. TESL Canada Journal, 28 (2), 29-50.

The first journal article is about what you need to know before you enter a classroom to teach. It
explains the specific types of information that the teacher must take into consideration when
developing a lesson plan for a group of students that theyve never taught before. It explains the
importance of knowing the school standards and policies that the teacher must adhere to when
teaching the lesson. This is important when we created our lesson plan because it made us think
about the types of materials that well have to work with and what constraints we must take into
consideration. It also suggests that we must know what the school expects out of its students so
that we can make sure that we include things in our lesson plans that help propel them to those
standards. This article also says that a teacher should be careful about how they introduce
pronunciation. It talks about how most teachers use CDs to help a student learn pronunciation.
However we dont have that technology so we have to rely on ourselves to make sure that we get
the pronunciation correct.

Felder, Richard M., Henriques, Eunice R. 1995. Learning and teaching styles in foreign and
second language education. Foreign Language Annals, 28, 21-31.

In this article, the main focus is being able to understand that each student learns differently. As
a teacher you will have to adapt to more than one way of teaching. Not all students are hands on
learners, or learn through memorization. You must be able to be prepared to help every child in
every different teaching method possible. The article includes different learning styles to help
teachers when teaching a second or foreign language.

Flash Card words

solution - solucion
locate - localizar
schedule - horario; registar mediante
custom - tradicion; personalizada
clever - listo; astuto
individual - individuo
computer - equipo
responsibilities - responsabilidades
dormitory - dormitorio
elegant - elegante
journey - viaje
value - valori; el valer
convenience - conveniencia
reverse - inverso; contrario; revertir
residence - residencia; el domicilio





























Name: ___________________________ Date: _____________

Directions: Using the word bank, place the Spanish word on the line next to the
English word that it translates to. Each word will only be used once.


Estar Tener Ahora
Ir Hacer Por
De Por Favor Porque


To go _______________
Because _______________
Now _______________
Please _______________
To be _______________
To do, to make _______________
Of, from _______________
To have _______________
For, by _______________