Marlene Naoom

April 16, 2018

Lesson Plan Two: Teaching Speaking
Group Carousel

Audience: 3rd Grade L2 Learners

Objective Goal: To give students practice speaking in authentic language by

using both interactional and transactional speaking. Students will be able to
interpret and comprehend the material and be able to practice speaking by
reinterpreting a reading selection to students of a younger grade.

Materials:
 Poster paper
 Reading Selection: The Magic School Bus at the Waterworks by Joanna Cole
 Copies of the reading selection for each group (to allow the students to refer
back to the information provided)

Skills: Speaking (main), Reading

Time: One hour and 30 minutes (15 minute pre-listening, 30 minute preparation
and 45 minute presentations)

Note: For this activity, students have already finished reading the book
assigned and have understood the purpose of the book as well as the vocabulary
words from the book. Students have also done activities regarding the Water
Reservoir (main topic of the reading selection) and have an understanding of the
vocabulary and the concepts introduced in the reading selection.

Procedures:
1. Pre-Listening: The teacher will familiarize the students once again with the
reading selection that talks about the water reservoir. The teacher will
mention the vocabulary words once again and give simple definitions since
the students already have a good understanding of concepts. The teacher will
make sure that the students are comfortable with the reading selection and
are able to interpret the main purpose and the facts from the story.
2. After the pre-listening activity the teacher will inform the students that they
will be creating a project using the reading selection as well as be able to
present it to the class as well as presenting it to students of a younger grade.
3. The teacher will explain the task: the teacher will split the class into groups
(3-4 students depending on the class size). The students will have to work
together to create a poster that explains the process and the details of the
water reservoir as explained in the reading selection. The groups will then
 present the posters to the class using a carousel formation. Next, the groups
will present their posters to a first grade classroom.
4. The teacher will provide the students with the materials to create the poster.
This first task should take about 30 minutes. The teacher should emphasize
that the posters should be mainly about pictures so that students will be able
to speak using the knowledge that they already know, instead of reading
aloud from their own poster.
5. The teacher will make sure that the students are able to work properly and
use communicative skills in order to decide what to include in the poster and
how to present the poster. The teacher will be looking for students to be
using casual conversation to delegate roles and ideas.
6. Once the students have completed their posters, the students will hang up
their posters around the classroom and each group will stand in front of their
posters. The teacher will choose one representative from each group during
each rotation to present his/her poster to the rest of the groups. The
students that are listening to the presenter must each ask at least one
question or comment regarding the information or the poster. During each
rotation, the groups will be listening to other people presenting their poster.
Each rotation will last five minutes. The students will rotate clockwise and go
to another poster. The presenters of each poster will also switch, allowing
each person in the group to be able to present his/her poster.
7. Once the students have completed the rotations, the teacher will tell the
students that they will be presenting the posters to a group of 1st graders.
The teacher will make sure to tell the students that the 1st graders will not be
able to fully understand the concepts of the water reservoir, allowing the
students to have to adapt their speech and vocabulary to allow the 1st
graders to be bale to understand. The teacher will then take the students to a
first grade classroom (the teacher will have already coordinated with the
teacher about allowing the 3rd grades to present to the 1st graders).
8. The 3rd graders will be assigned to one group of 1st graders and will present
to them all together once more. The students will have to adapt their
language and their speaking to allow the 1st graders to be able to understand
the concepts that are associated with the poster. The teacher monitors the
students to make sure that they are using the correct language as well as
making sure everyone in the group is contributing to speaking.
9. The teacher will then take the students back to the classroom and have the
students debrief on how they felt about the activities and the difficulties that
came with each task.

Justification:
I chose these particular activities because I wanted to ensure that the
students were able to practice using transactional and interactional speaking. The
students used transactional speaking when they presented their posters to the
students in their own classroom. When the students performed the rotations, each
student was able to present the poster and be able to speak about the poster while
sending a message across and to be able to focus on a propositional content. I was
able to incorporate interactional speaking when the students were working in their
own groups trying to decide what materials and information to include on their
posters. I feel as if both types of speaking are beneficial because transactional
speaking allows the students to be prepared in music higher settings whereas
interactional speaking allows the students to be able to succeed in casual
conversations among peers and friends.
At first, I wanted the students to be able to talk with their groups and allow
them all to become aquatinted and to be able to work with one another. This
allowed them to be able to speak in a more casual tone and conversation. Next, I had
the students present the material to their own peers, allowing them to be able to
delay a message across to their peers in small groups while also learning the art of
turn taking. This allows each of the students to be able to practice how to speak in
front of a crowd and to be able to speak so that the information is understood and
presented. Those that were not presenting had to ask questions about the
presentation to further ensure that the students are speaking with one another and
getting as much exposure to speaking as possible. Lastly, I had the students be able
to present their posters and information to a grade that is lower than theirs. I
wanted them to present it to a lower grade because I feel as if it is important for the
students to be able to adjust their way of speaking depending on whom they are
speaking to and their situation.