Amber Tuysuzoglu

Tolga Sazak
Tayfun Inci
Cansu Elbek

Final Reflection

When our group started discussing which grade and topic to choose, we jointly decided to use
th
the 4
grade My Clothes unit. While looking at the grades available, we decided to go with the
fourth grade. We liked the idea of making our lessons fun and colorful and creating the primary
building blocks this age needs, in their future of learning English as a foreign language. Within
the topics allowed in this grade level, we chose my clothes. We felt that this unit plan gave us
enough materials to use for all our necessary assignments, as well as the ability to create an
active classroom.
While outlining our unit plan and individual lesson plans according to the ASSURE model we
found a little difficulty with the analyze step. This is slightly due to our inexperience, we spent
a lot of time discussing what children this age would have as preexisting knowledge. We felt
that if we couldnt properly understand the students that would be in our lesson we could not
create a lesson plan. Our plans would be too hard or have unrealistic expectations. We also
tried to have imagine the technology available to us, in regards to this we used the if its
available our amazing school will have it. In this we did not limit ourselves. With A we came
to the conclusion that our students would be between the ages of 9-11 year olds. Our students
are expected to have some basic English skills that we can add onto. Our class is expected to
have a mix of learning styles and characteristics due to the various socio economic backgrounds
expected in any class.
While writing our objectives to each lesson we tried to keep realistic expectations due to the
fact that this would be the first time our students would be seeing and hearing these materials
in their learning of the target language. We kept our accuracy expectations in the 70-80%
range, as each lesson is adding more topics to our clothes. We expect the students to know
colors as a previous lesson and also the weather. We expect them to learn how to combine the
color with new article of clothing and also use the three simple possessive forms his, hers, and
my. As our students have previously covered weather we expect them to distinguish between
warm clothes and cold clothes.
The instructional theory we used is eclectic. We used many techniques from suggestopedia
with some task based activities as well as a TPR activity. We used these methods as they were
age appropriate and fit with our goals for our lessons. These approaches also fit with the media
we planned to use. We added classical music to our video presentations. The worksheets and
activities we planned to use next to our media technologies will help to maintain the students
attention and help them remember our topic. We have addressed a few learning styles visual,

Amber Tuysuzoglu
Tolga Sazak
Tayfun Inci
Cansu Elbek

auditory, and kinetic. In all steps of our lesson plans we attempted to maintain the students
participation, either with repeat drills or question answer exercises.
Our evaluation methods vary within each lesson. During the first lesson the teacher will observe
the students while teaching and give a small worksheet to monitor the spelling taught in this
lesson. During the second lesson the teacher will observe the group drills as well as the small fill
in the blank worksheet to judge the students overall understanding of the lesson. If necessary
the teacher may repeat parts of the video which the students need more focus on. The third
lesson will focus on adding the adjective (color) to the clothing articles, this lesson is a review of
colors and the article and is activity based. The teacher will observe and ask the students
leading questions to judge the understanding. During the fourth lesson the teacher will observe
the students abilities in the flash card game, if it is noticed that they are struggling he/she will
perform a short review of the problem areas. This lesson will be completed with the final survey
test which will evaluate the students final progress with this unit. Our goal is to make sure that
the students are effectively learning throughout the unit. We want to evaluate each section and
offer review and focus if we see any problem areas.