Listening and Speaking Lesson Plan done PDF

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Description

GCU College of Education

LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name:

Dananiquie M Anderson

Grade Level:

2nd

Date:

07/18/2021

Unit/Subject:

ELA

Instructional Plan Title:

Listen and Ask for Answers

Lesson Summary and Focus:

The focus of this lesson is for the students to listen to the story Gator Gumbo” by Candace Fleming and illustrated by Sally Anne Lambert (2004), from a read-aloud You Tube Kids video read to the children by Mrs. Brown. This lesson will focus on how to use question forms to write questions.

Classroom and Student Factors/Grouping:

There are 16 students in the class which consists of 8 males and 8 females. Each child learns in their own way and I will need to scaffold as needed. Many of the students are English Language Learners (ELL” s), but my classroom is diverse with learners who are also Learning Disabled, and some are gifted learners. All of the students in the classroom will be accommodated based on their unique learning style including those with a 504 plan or an IEP. The reading of the book “Gator Gumbo” by Candace Fleming and illustrated by Sally Anne Lambert (2004), will be done by Mrs. Brown from YouTube Kids using Direct and whole group instruction, The Multiple means of Expression and engagement will be done using whole, direct and small group instruction. I will personally work with my Learning disabled, and the students with 504 plans or an IEP.

National/State Learning Standards:

CCSS.ELA-LITERACY.SL.2.1.C  Ask for clarification and further explanation as needed about the topics and texts under discussion. CCSS.ELA-LITERACY.SL.2.2  Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

Specific Learning Target(s)/Objectives:

By the end of the lesson, students will be able to successfully:



Ask and answer questions about key details in the read-aloud text of Gator Gumbo” by Candace Fleming and illustrated by Sally Anne Lambert (2004),

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LESSON PLAN TEMPLATE

Academic Language



Ask and answer questions about key details from the fictional text “Gator Gumbo” by Candace Fleming and illustrated by Sally Anne Lambert (2004), with grade level words using written supports, and



Know how to put plot events in order using pictures from the story.

Need to Know words:

         Resources, Materials, Equipment, and Technology:

Pry Taunt Sassy Rude Ornery Question Problem Solution and Old

 Copies of the text “Gator Gumbo” by Candace Fleming  Picture Sequencing worksheet of “Gator Gumbo  Pencils and erasers  Computer  Internet  Google Jam Board  Jumbo picture cards  https://www.onestopenglish.com/  Screen Projector  YouTube  Whiteboard  Hula-hoops  Dry erase Markers

Section 2: Instructional Planning Anticipatory Set

 I will introduce the lesson by asking the students questions about the text “Gator Gumbo” by Candace Fleming and then test if they were listening.  I will ask the students:

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Time Needed

GCU College of Education

LESSON PLAN TEMPLATE

 Have you ever felt sad, and like you didn’t belong? Why was Gator sad?  Have you ever been teased and taunted? Why was Gator taunted and teased? Who was teasing and taunting Gator?  Have you ever felt like you couldn’t keep up?  Have you ever wanted revenge? How did Gator get revenge?  I will use a screen Projector to show the kids illustrations of the different animals from the text. Multiple Means of Representation

o I will introduce the text and ask students: Can you figure out the problem, what is wrong, and the solution, how we can fix it, in the story “Gator Gumbo” by Candace Fleming Using whole group instruction.

Time Needed

o I will show students videos on YouTube of classroom teachers and students playing different games to teach students listening and speaking skills. o I will question the students to give them a more precise understanding of how to ask questions and answer questions in order to understand the problems and solution of a basic text. o I will call on groups of students and instruct them to ask and answer questions amongst one another.

The students understanding of the objective will increase by using Inquiry Approach when the students explore the academic website https://www.onestopenglish.com/children to learn songs, games, videos and flashcards for help with English language Arts teaching methods and materials. Multiple Means of Engagement

I will use whole group instruction and place the

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Time Needed

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LESSON PLAN TEMPLATE children on the learning mat, I will place the Whiteboard and Two Hula-Hoops on each side of the floor as well as the Jumbo Picture Cards. I will choose two students at a time, and each one will stand inside of the Hula-Hoop, I will write a certain word on the Whiteboard using a dry erase

marker (E.G., Cat, dog, mouse, clown, etc.). Once I have written the word on the whiteboard the students will then step out of the hula-hoop and walk to the middle of the floor and pick up the Jumbo Picture Card that the word represents.

Once each student has taken a turn, I will then allow one student at a time to hold one of the Jumbo Picture Cards on his/her head while the other students give him/her hints to the word of what the picture is. For English language learners (ELLs) I will pair him/her with a buddy. For Students with special needs, I will maintain a calm atmosphere and reserve a private conversation area. For students with gifted abilities, I will give them more difficult words. Multiple Means of Expression

 After the game students will be redirected to their desks with pencils and erasers so that we can do the

Hands-on Picture Sequencing

worksheet of “Gator Gumbo using Google Jam Board.

 With the picture sequencing worksheet, the students will learn how to put plot events in order by re-ordering the pictures, and then writing a small caption to describe what's happening from the Gator “Gumbo” story.  Using Google Jam Board, the students will get to interact using their hands and the dry erase markers to © 2019. Grand Canyon University. All Rights Reserved.

Time Needed

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LESSON PLAN TEMPLATE write/draw on the board to arrange the pictures in the correct order and then write the necessary caption.  As the students re-arrange the pictures and write their captions the class and I will reveal a Thumbs-up or thumbs-down sign indicating whether or not the picture sequence was put in the right order.  If the student received a thumbs-up they may be seated and the next student comes up, if the student recived a thumbs-down, the students along with the teacher will begin to help the student figure out the correct order.  I will ask a question relating to the “Gator Gumbo” story for students to answer as they leave out to make sure they were listening, using an

Exit Ticket.

Extension Activity and/or Homework The students will be assigned to go home and play a listening and speaking game like “telephone connection” with their family and/or friends to continue practicing their listening and speaking skills.

Time Needed

Students are to study their vocabulary words out loud with their parents along with the definitions to the word.

REFLECTION To learn a language whether it be English, Spanish, or French we have to have listening skills, to communicate with our parents, peers, and those around us we need to have effective speaking and listening skills. listening promotes empathy and teaching students listening skills will last and stick with them not only academically but beyond (Johnson & Leicester, 2004). Speaking and listening standards are part of the Common Core Language Arts Standards and it is important that teachers ensure to take out the time each day to enhance the children’s speaking and listening skills. Listening requires focus and paying attention whilst speaking requires the value of talking. The listening and speaking activity instructional choices that I chose not only encourage whole group engagement but is also fun for the entire class. Children have many different ways that they learn and it is important to differentiate and incorporate many learning styles into lesson plans. My instructional plan activities included not only interactive, fun, and engaging hands-on learning, but I also included picture cards, hula-hoops, a learning board, and a © 2019. Grand Canyon University. All Rights Reserved.

GCU College of Education

LESSON PLAN TEMPLATE technological educational game as well. Each of these listening and speaking strategies implemented are essential to the children’s growth, learning, and future because each activity initiates the students to not only communicate but also listen, the activities test the child’s listening skills and challenges them to answer. In my anticipatory set of my lesson plan, I encourage plenty of discussion with my students with questions and conversations as my students answer the questions. Discussion not only increases students’ engagement; but discussion also supports comprehension (Johnson & Leicester, 2004).

Gill Johnson, & Mal Leicester. (2004). Stories for Inclusive Schools: Developing Young Pupils’ Skills. Routledge.

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