This is for a writing prompt in the course: Teach English Now! Capstone Project 1 by Arizona State University through Coursera.
Weekly Objectives:
Students will be able to identify the basic sentence structures and what it consists of.
Students will be able to demonstrate their knowledge through writing journal entries, which will show their knowledge in basic sentence structures, tenses and subject-verb agreement.
MONDAY - LESSON 1
✅ BASIC/INTERMEDIATE
Lesson Objectives:
Students will be able to identify the basic parts of simple speech (subject, verbs, object) and will be able to answer W-H questions.
Students will be able to answer 5 simple sentences in a correct sentence structure.
Students will be able to create at least a 10-sentence journal entry introducing their family members at the end of the lesson to demonstrate their understanding.
Warm-up ActivitY
Teacher will present a photo of his family and talk about them with model sentences:
This is my family
I have two brothers
My mother works as a businesswoman
My father is a professional football player
My older brother likes taking photos
My younger brother plays tennis
We have two dogs
Ask which of the students have brothers/sisters. Select a few students and ask them what their brothers/sisters like to do. Ask which of the students have a parent that is still working. Select a few students to ask what their parents’ jobs are.
Explain the basic sentence structure -- S V O
List the sentences you used as model sentences and identify the subject, verb and object.
From the practice list, ask students to identify which is the subject, verb and object.
** This is the slides I have created for this warm-up activity. If any more is needed to be added in the slides, I’d add it up here for this lesson. https://docs.google.com/presentation/d/1k2V9lbEACq4vPg-9JJVJoyhnHimDa5hMKeniixLHxSY/edit?usp=sharing
Objective Discussion
After ensuring that the students can identify the subject, verb and object in the practice sentences, explain that this is the basic sentence structure and that they will create sentences using this sentence structure.
Explain that they will be answering W-H questions using this sentence structure during guided practice.
Explain that for their independent practice, they will be asked to create a journal entry about their family using this sentence structure and the main goal is to have their sentences have the three main elements: subject, verb, object.
Explain that the journal entry that they will create at the end of the lesson will be compiled by the end of the week for their writing portfolios.
Instruct & Model
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After the Objective Discussion, show the sentences that are used in the warm-up activity. Label each sentence according to what is being talked about
Number of family members/number of siblings
Parents’ jobs and/or parents’ likes/dislikes
Siblings’ jobs/level of education and/or Siblings’ likes/dislikes
Explain how to use S-V-O sentence structures and provide key phrases to be used when they are answering questions about their family.
My family has ____ members.
I have ___ siblings
My father ____ / My mother ____
My brother/sister ____ / My brother/sister also _____
Do a Q/A with the students. Present another model essay that is aligned to the labels and questions. Present the sentences one by one.
Number of family members/number of siblings
** MODEL PARAGRAPH: This is my family. I have two brothers. My mother works as a businesswoman. My father is a professional football player. My older brother likes taking photos. My younger brother plays tennis. We have two dogs
**My family is a group of four including me, my father, my mother and my brother. My father owns a convenience store. My mother is a homemaker and she cooks the best food. My brother studies engineering in college. He also plays basketball during his free time.
Guided Practice
Present questions that they’ll answer to. This will also make up their paragraph on the independent practice.
Provide questions that are also not in the model for further learning.
Where does your family live?
What do your family like to do together?
Where do your family usually go for vacation?
Independent PracticE
Students will write their first journal entry about their families.
First paragraph will consist of the first set of questions.
How many members does your family have?
What does your father/mother do for a living? What does your father/mother like doing?
What does your brother/sister do or study? What does your brother/sister like doing?
For the second paragraph, students can use the second set of questions or they can talk about something else that relates to their family.
Where does your family live?
What do your family like to do together?
Where do your family usually go for vacation?
Homework
Students will continue with their journal entry and review it themselves at home. The journal entry should be posted by Friday for their assessment.
TUESDAY - LESSON 2
✅ BASIC/INTERMEDIATE
Lesson Objectives:
Students will be able to identify the present tense of the verbs
Students will be able to answer 5 simple sentences in the present tense
Students will be able to write a two-paragraph essay about themselves, their likes and their dislikes at the end of the lesson to demonstrate their understanding
Warm-Up & Objective Discussion
Teacher will present a video of someone introducing themselves in English.
Ask students the verbs that were used. If it is in the present, the past or the future.
Ask students about their hobbies, list the verbs that they used.
Explain what is the present tense of the verb, how it is used and its plural form
Explain that for their guided practice, they will answer questions in present tense
Explain that for their independent practice, they will create their own introduction
**
Introducing myself in english - YouTube
Instruct and MOdel
Play the introduction again and ask the students what did the video talked about
Age
Location
Likes
Dislikes
Job/Profession
Explain how self-introductions are made and what they should include in the independent practice activity.
Present the transcript for the video as a model.
Guided Practice
Present a list of questions that they should answer in the present tense.
Provide further questions that are not included in the introduction model
Independent Practice
Using the teacher’s model, students will create their own introduction. The second paragraph should highlight their favorite pastime.
Homework
Students will continue with their journal entry and review it themselves at home. The journal entry should be posted by Friday for their assessment.
WEDNESDAY - LESSON 3
✅ BASIC/INTERMEDIATE
Lesson Objectives:
Students will be able to identify the past tense of the verbs
Students will be able to write a two-paragraph essay about what they did on their previous travels using the past tense
Warm-Up & Objective Discussion:
Show students photos of people who are travelling. Ask students to describe the photos.
List down the verbs that they stated and explain why they should use the past tense and how to use the past tense.
Explain that they will be learning about the past tense of verbs and they will write at least a two-paragraph essay about the things that they did on their past travels.
Explain that by the end of the week they will turn in a blog entry about their favorite travel experience.
Instruct and Model
From the list of the student’s initial description of the photos presented in the warm-up activity, Isolate the verbs used.
Check with the students if the verbs used happened in the past.
Explain how to make past tenses of regular & irregular verbs.
From the teacher’s practice list of verbs, ask students how they would make it a past tense.
Explain why past tense are used when writing about past experiences and introduce how to write about experiences by showing a personal travel photo and present a paragraph about the photo.
***Teacher’s Model Paragraph: “This photo was taken at Sentosa Island in Singapore. I went there three years ago. I went there with my sister for my birthday. It was a sunny day when we went to Sentosa Island. We got there by cable car and I felt thrilled! When we got to the island, we were amazed by the different surrounding attractions.”
Guided Practice
Show a photo of a nearby place that the whole class is familiar with.
Provide at least five past-tense verbs on the side and ask students to write a paragraph about their experience on the place using the five past-tense verbs presented or their own past-tense verbs.
Independent Practice
Using the teacher’s model paragraph as reference, students will create their own travel experience essay with two paragraphs. The second paragraph should emphasize the things that they did during their trip.
***Teacher’s Model Paragraph: “This photo was taken at Sentosa Island in Singapore. I went there three years ago. I went there with my sister for my birthday. It was a sunny day when we went to Sentosa Island. We got there by cable car and I felt thrilled! When we got to the island, we were amazed by the different surrounding attractions.”
Homework:
Students will continue with their journal entry and review it themselves at home. The journal entry should be posted by Friday for their assessment.
THURSDAY - LESSON 4
✅ BASIC/INTERMEDIATE
Lesson Objectives:
Students will be able to identify the future tense of the verbs
Students will be able to answer 5 simple sentences in the future tense
Students will be able to write a two-paragraph essay about themselves, their likes and their dislikes at the end of the lesson to demonstrate their understanding
Warm-Up & Objective Discussion:
Show a video presentation of a What Happens Next? quiz.
Ask two students before revealing the answer.
After the warm-up activity, ask students what’s the common word for every sentence that was shown.
Explain what is the future tense of the verb, how it is used and how to make a verb in future.
For their guided practice, they will construct sentences in future tense regarding the photos that will be shown.
For their independent practice, they will turn in a blog entry about their prediction for themselves for the next five years.
**
Instruct and Model
The teacher will show a model sentence and give key phrases for students to use for their essays.
Ask the students about the meanings of the key phrases to make sure they know how to use it in their essays.
**Teacher’s Model Paragraph:
“In the next five years, companies will sell smart cars. Smart cars will decrease the people’s use of gas and will depend more on solar energy. Engineers will produce more robots and develop AIs more. In the next five years, robots will help people with their daily lives and the world will be a better and easier place to live in.”
Guided Practice
Present the key phrases for the students.
Teacher will go around the class and point to a student to give out a one-sentence prediction, until all of them have answered.
Teachers can also do this multiple times if the time allows.
Independent Practice
Using the teacher’s model paragraph as reference, students will make journal entries about their own predictions with the second paragraph highlighting how they see themselves in the future world.
**Teacher’s Model Paragraph:
“In the next five years, companies will sell smart cars. Smart cars will decrease the people’s use of gas and will depend more on solar energy. Engineers will produce more robots and develop AIs more. In the next five years, robots will help people with their daily lives and the world will be a better and easier place to live in.”
Homework:
Students will continue with their journal entry and review it themselves at home. The journal entry should be posted by Friday for their assessment.
FRIDAY - LESSON 5
✅ BASIC/INTERMEDIATE
Lesson Objectives:
students will be able to distinguish the subject, verb and object in a sentence by assessment
students will be able to distinguish the simple past, simple present and simple future tenses of verbs by assessment
students will review their peers’ journal entry,indicating the misses and what it should be.
Assessment:
Teacher will present a Kahoot! games (for identifying SVO and simple tenses) which will be played by everyone in their respective seats/PCs.
Teacher will take down the student’s scores from the games.
Students will group themselves to three members each and they will review their peers one-by-one.
The students’ works will be assessed through peer-review and teacher evaluation, using the same rubric. The average of 2 peer-reviews will take up 40% of the grade and the teacher evaluation will take up the remaining 60%.
Grading Criteria
Main Idea
Excellent - the writer was able to completely talk about his/her family. The writer’s ideas were consistent throughout the passage.
Fair - the writer was able to talk about his/her family most of the time. The writer’s idea was consistent for about more than 50% of the essay.
Needs improvement - the writer was able to talk about his/her family at some point but not completely. The writer’s idea was consistent for less than 50% of the essay.
Sentence Flow
Excellent - the writer was able to connect his/her sentences in a talking-like manner. The writer was also able to write two paragraphs (15 sentences) about his/her family.
Fair - the writer was able to connect his/her sentences in a talking-like matter for more than 50% of the essay. The writer was also able to write at least a paragraph with 10 sentences about his/her family.
Needs Improvement - the writer's sentences are all standalone and do not connect to the next sentence naturally. The writer was able to write a paragraph with at least 7 sentences about his/her family.
Grammar
Excellent - the writer was able to use the grammar point of this lesson all throughout the essay. (grammar point: basic sentence structure = S-V-O)
Fair - the writer was able to use the grammar point of this lesson for more than 50% of the essay.
Needs Improvement - the writer was able to use the grammar point of this lesson for less than 50% of the essay.
Word choice
Excellent - the writer was able to use words that are used in a friendly conversation and was able to express it correctly.
Fair - the writer was able to use words that are used in a friendly conversation for most of the essay. A few errors on the expression can be slightly seen.
Needs Improvement - the writer was able to use words that are used in a friendly conversation for less than 50% of the essay. There are at least 5 or more errors in the word/expression usage.
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