LING 5813 Lesson Plan 2 Emily Zumpano Title of Lesson: Commands, and at, -ap, -ad Word Families.

Target Language Instructional Statement: The course meets twice a week for 90 minutes. The class is open-entry, open-exit so it is difficult to gauge exactly how many students consider themselves enrolled. The students are elderly refugees from Burma and Nepal. There are also a few East-African refugees enrolled. Most classes have an attendance of about 8 students. There are a core five students that come to every lesson, and as such, are more proficient in reading, writing and speaking that the other attendees. The class is at a very low-beginning level. Most students only know a select few phrases and words. Most have a grasp of the alphabet. The course objective focusses more on spoken English than written, and aims to teach them the basics of survival English, like writing their names on forms, and helping them be more comfortable interacting with native speakers in situations like grocery shopping or taking the bus. The class takes place in the Hser Ner Moo community center adjacent to the students homes. There is free child-care available to them during class time. The ESLC has created a box full of resources for lower-level classes that include a set of large cardstock letters, and binders filled with simple worksheets and sheet protectors (to be used as dry erase boards). The students have access to rosetta stone, Microsoft office and the internet, but these resources are difficult to utilize at their level. There is a more advanced class that meets two floors up at the same time that they can practice with. The support staff at the center also offer their time to help tutor students who want extra help.

Topic or Main Concepts: Simple adjectives, Simple verbs (commands), Alphabet and sounds, -at, -ag, -ap word families Materials: Emotion cards (emoticons and real people), expo markers, white board, fly swatters, dry erase binders, dry erase pens, masking tape, command pictures, ball, dice, copying worksheets Warm up/Review Ive found that with this class, constant reviewing is vital. Some lessons can be entirely review, and it works out pretty well, because students dont have many opportunities to practice outside of class and its great for confidence building. Also, the classroom dynamic fluctuates a lot because its open-entry, open-exit the class might have three new students, or a few that you havent seen for weeks on any given day. Any more than 3045 minutes of new material doesnt seem too effective. Students seem to get overwhelmed if there is too much new information. 10:00-10:45 These are our class rituals that we start with, in some form or another, every class.

Greeting and Emotions: Good Morning! How is everyone today? Do you feel HAPPY, SAD, MAD, TIRED, HUNGRY? (Hold up pictures weve been using to represent these emotions.) I feelHAPPY! Hold up card and smile. Ask individual students how they are feeling, hoping to elicit simple responses like yes or no. Example: Dah Me, are you feeling HAPPY? and she will hopefully say Yes, Yes, happy, No or No, tired. Then I can ask the class as a whole, How is Dah Me? Happy! Possible redirect: If students are having a hard time remembering emotion words, we can slow it down, and I can hold up the smiley face and say HAPPY and go through all of our emotion words that way. Then, use the pictures of real people expressing an emotion, and ask How does he feel? Personal Information Warm-Up: (This is an activity we have done, probably 15 times, and I really like seeing how their hand writing and memory of phone numbers improves over time). Write Name and Phone Number on the top of the white board. Say, We are practicing personal information. Name, here and phone number here Point again, saying name and phone number. Then, model it, writing my name (First and Last) under Name while saying First name, last name Because some classes, we only practice first or last , or we have them write first and last in different columns, so they can learn the distinction between the two. Then do the same for phone number saying Phone number 8016743750. Once everyone has written a name and phone number, practice saying numbers out loud. Class, what is Musu Tees phone number? I point at the board and we all say together, 8-0-1-5-6-7-9-8-5-4 or whatever it is. Alphabet and Word Sort Have students say the Alphabet out loud, while I write it up on the board, upper and lower case. Ask students where specific letters are. Where is K? Once someone points, hand them the flyswatter and have them come hit the appropriate letter. Once weve done this a few times, have students come up in pairs, competing to find the letter. Next, hand out the dry-erase notebooks with the alphabet page ready to go. Let everyone work individually, tracing over the letters. Once everyone is finished or near finished, move on to filling in the blank. Direct student attention back to the alphabet on the white board. Erase 10 letters from the alphabet, upper and lower case. Start saying the alphabet until you get to the missing letter, and ask What letter? Students will likely shout out the letter that is missing, and I will write it in the blank space , upper and lower-case. Keep moving through the alphabet, and at the next blank space, offer the pen to students who shout out the missing letter. Tha Shue will usually be the first to run up to write in a missing letter. Everyone is pretty good at this, with the exception of Dasarath, Bedi and Mitra. They are improving but its a good idea to keep one of the dry-erase sheets in hand, to show them what they need to be writing if they volunteer to do a letter they dont actually know. Word Sort. Using the wordsort cards the ESLC provides, go through letters C, A, T, P, B, M, R, H, F, N. The students know how this activity works. I write the letters on the board, upper and lower-case, and going through the stack of pictures, we as a class, decide that CAT starts with C and put it under C. Man starts with M. Hat starts with H. Fish starts with F, etc. I like using this activity right before we go to our simple word-family books, because it preps the students to think about the connection between letters and sounds. They arent quite there, yet. But this seems to help a lot.

Reading 10:45- 11:10 Word-Family Introductions: Using the cardstock pictures for word-families, ask students What is this? They are very familiar with at words. (Cat, Rat, Hat, Fat, etc) They are somewhat familiar with -ap words. (Cap, Map, etc) They are very new to -ad words. (Mad, Sad, Bad, Dad, etc) Go through all of them giving a lot of praise, and give the correct answer if they dont get it. Just put the card they didnt know back into the deck and try again in a few seconds. After theyve done this successfully, write out _ a t on the board five times, and draw pictures of a cat, mat, rat, fat, hat. Alongside them. For the first two, ask What is this? and when they say Cat ask What letter This should be pretty familiar to them. Write the letter for Cat and Mat, but let volunteers do the rest. Do the same for ap words and ad words. Read The Fat Cat out loud, having them echo back. Read Cat in a Bag with echo reading. Do a listening activity from the white board books where I say a word, and they circle the appropriate picture. Give a lot of guidance on this one, and then do the same activity where they are circling words, not pictures.

Commands 11:10-11:20 Presentation: Students have heard the words sit stand eat drink sleep and walk but they are still very new, so we will be using those words again, as well as adding read, write, cook and clean I will introduce these words with pictures, and in some cases miming. Practice: Review the command words we learned last few classes. Sit Stand Sleep Eat Drink and Walk. Students should be able to say the words out loud on seeing the pictures, but its alright if they need some prompting. Mime the words as you go along. Go through the words a couple times, and then write them on the board. Have students copy in their journals. Cherades: Perform each action once, and some several times, each time asking the students What is this? (What am I doing? doesnt quite register for them, yet.) Go through them until 90% of the answers seem to be right. Ball Game or Dice Game: There are two options here. Depending on how much time you have, or what seems to work best for you. The dice game involves assigning 6 vocabulary words a number (1-

6) and everyone rolls the die, and has to say the appropriate word and act out the action. With the ball game, the person holding the ball is in charge. They give a command and throw the ball. The person who receives the ball has to perform the action. The students are newer to this game, so it can sometimes take a couple of tries before we have it all straightened out. Assessment, Application and Wrap 11:20-11:30 Assesment: Assess commands by playing a Simon Says game. Theyve played this before, but add all the new commands.

Application: Have students copy the alphabet, and do a worksheet of at,-ad,-ap words where they fill in the missing letter based on the picture, give them a copying worksheet for commands.

Wrap up: Thank everyone for coming to class, touching on everything weve learned and saying when the next class is.