Case 1
Courtney Casselman
Jensen Sheets
Erica Cline
Overview of Lesson:
This lesson introduces students to
household items vocabulary and spelling.
They will listen and interact to a
Powerpoint the teacher shows the class
then they will participate in a partner
activity over the lesson. After practicing
the students will be tested on the
knowledge they have obtained in the form
of a spelling test. The students will be
shown a picture of the object they are
supposed to spell and the teacher will not
tell them the Spanish translation. This
activity will provide the students with
knowledge on household items and the
ability to spell the words in English.
Description of Learners, Intended
Learning Goals, and Lesson Content:
The students are 6th and 7th grades who
are between the ages of 12-14. They
have between 2-3 years of English
experience and their native language is
Spanish. Their understanding and
speaking levels of English are low to
moderate. Their school is located in
Bogotá, Colombia. They have low level
technology in their classroom. The
technology includes whiteboards, internet
access, and a projector. There are around
25 students in the classroom.They have
the same number of boys and girls in
each classroom. The teacher is 23 years
and a native English speaker. She was
trained in teaching English as a foreign
language. The goal is to be able to
recognize household vocabulary and spell
the words correctly. The lesson content is
teaching spelling and vocabulary.
Learning Objectives:
Without a reference sheet, be able to
identify and spell 15 words over
household items within 8 minutes or
under correctly.
Spelling list:
● Couch
● Chair
● Oven
● Refrigerator
● Table
● Washer and dryer
● Dishwasher
● Television
● Shower
● Stairs
● Sink
● Bed
● Dresser
● Toilet
● Microwave
Standards:
Pennsylvania English Language
Proficiency Standards
English Language Proficiency Standard 1:
English language learners communicate
in English for SOCIAL AND
INSTRUCTIONAL purposes within the
school setting.
English Language Proficiency Standard 2:
English language learners communicate
information, ideas, and concepts
necessary for academic success in the
content area of LANGUAGE ARTS.
Required Materials:
● Paper
● Pencils
● White Boards
● Markers
● Computer
● Notecards
Procedures:
1.
The teacher will start the lesson by
talking about the value of learning
English and how important
knowing basic words will be to the
students. She will remind the class
about their trip to their sister school
in American coming in the
following Spring.
2.
Teacher will present a Powerpoint
with 15 slides to the class. The
Powerpoint will contain a picture,
Spanish, and English translation of
a certain word on the vocabulary
list.
3.
The teacher will speak in English
when describing what the word is.
Then the teacher will show what
the Spanish Translation of the
word is so that the student will gain
knowledge of what the exact
translation is. (Example: If the word
is Chair the teacher will say things
like “you sit on this item, when you
are at the dinner table you are
sitting on this item. Then the
teacher will hit the next button on
the Powerpoint and that is when
the Spanish Translation will come
up so the students will be able to
have full understanding of what the
teacher is talking about.)
4.
When the English translation
shows up on the Powerpoint the
student will write the word correctly
in English on their whiteboards.
Then the teacher will ask the
students to say the word out loud
and practice the pronunciation.
5.
After the Powerpoint the students
will break up into groups of 2 and
practice the words using notecards
and whiteboards. Student 1 will
show the notecard to Student 2.
The notecard will have a picture of
one of the spanish vocabulary
words on one side and the other
side will have the Spanish and
English translations. Student 1 will
show Student 2 the side of the
notecard with the picture while
Student 2 spells the word correctly
on the whiteboard.
6.
After Student 2 spells one word
correctly they will switch jobs and
Student 2 will show the notecard
while Student 1 spells the word.
7.
Once all the students are finished
practicing the words (about 10-15
minutes) the teacher will prompt
them to get out a piece of paper
and a pencil for a practice quiz
over the new words.
Assessment:
The teacher will show a Powerpoint with a
picture of one of the words and the
student will need to write the spelling of
that word in English on their piece of
paper. The teacher will repeat this with all
15 words.
References and Reference Materials:
We did not use any outside references.
1st Journal article
Teaching English as a Second or Foreign
Language (3rd Edition) was designed to
be a textbook for pre-service. The book is
an easy way for teachers to stay up to
date on new theories about teaching.
More than forty specialists provided
writing for the book along with sixteen
updated writings from the previous books.
The book offers teachers information on
past and present teaching skills. At the
end of the chapters in the book there are
lists of activities, questions, and web sites
that will provide more information on the
topics in the reading. This volume has five
units regarding teaching. This website is
helpful because it gives detail about the
book along with a short description about
each of the five units. Edition) was
designed to be a
Celce-Murcia, M. (Ed.). (2001, January
1). Teaching English as a Second or
Foreign Language (3rd Edition).
Retrieved October 8, 2014.
2nd Journal article
This is a scholarly journal entry is bringing
attention to the fact that teaching English as a
foreign or second language now makes
sense to teach English as an international
language. The first chapter is just describing
the mind set of English as an International
Language (EIL), the next few chapters are
over Bilingual Users of English, Standards for
English as an International Language, Culture
in Teaching English as an International
Language, Teaching Methods and English as
a Second Language and finally, Conclusion:
Rethinking Goals and Approaches. She
writes the objectives that have been made to
this approach of teaching and what in her
view constitutes an appropriate methodology
for teaching English as an international
language.
McKay, S. (2002). Teaching English As An
International Language. Rethinking Goals and
Perspectives, 7(1), Vi-150. Retrieved October
8, 2014, from
http://www.teslej.org/wordpress/issues/volum
e7/ej25/ej25r5/?wscr=
Erica’s Weebly link for her Website
Portfolio
http://erica270.weebly.com/
Jensen’s Weebly link for her Website
Portfolio
http://jennsheets.weebly.com/blog
Courtney’s Weebly link for her Website http://humanhealthelementary.weebly.co
Portfolio
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