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Teacher: Linda Makoni
Date of Presentation: Nov. 14, 1996
Class: Junior High School Location: Havelu, Tonga Is.
Proficiency Level: Grade 8
Age Level: 12 and 13 years old.
Linguistic/Ethnic Composition of Class: Homogenous -- all Tongans
Estimated Time of Lesson: 10 minutes
Presentation:
Set up an environment of friendship 1 min. Warm Up The song can be written on the board or on a chart. The teacher models the song first, then the students follow.
Practice:
Help the students describe their friends.
3 mins. 1. Communicative Activity:
Divide the class into groups of three students. Supply each group with a chart, stapler and a marker. Instruct each group to work together and staple the pictues of friends they were asked to bring, to their chart. There should be one picture per student-- three pictures per group. Each student will describe who the person in the picture is and why that person is his or her friend. Students need to use no less then five descriptive words. For example, John -- always smiles and shares. He is helpful, kind, and obedient. The next student is to choose different dscriptive words to describe his or her friend. A student can act as the secretary and write a list of the descriptive words as students uttered them.
5 mins. 2. Application Activity:
Each group will be given a pen-pal. Using the letter format they have previously learned, the group is to compose a letter using the descriptive words could be posted on the bulletin board. Letters can be refined for final copies before mailing them to their pen-pals.
Evaluation of Learning:
It is premature at this stage to judge the language accuracy. What is important is that students are learning to describe their friends. Depending on the level of each group, the students may or may not be able to proceed directly to writing their letters. If they are capable they can proceed, if not, a list of adjectives to describe their friends would be appropriate.
Assignment:
Assign students to write a letter describing their friends to their pen-pal. These letters can be handed in to the teacher the following day.
Evaluation:
Evaluate the strengths and weaknesses of your lesson afterwards. Note: possible improvements for future presentations.
1.I was madof their best friends. This portion can be revised to just describe their best friends for those who do not have pictures. It is however preferable to have pictures.
2. My group commented on the preparation of the lesson, e.g, Will students have knowledge of the letter formation? I guided them to my contingency plan. Pen-pal writing is the application of a letter writing lesson which was held prior to the " Friends."
3. Another comment was, will there be enough time? The answer is yes because ten minutes is enough time to complete a rough draft. Also because students are working co-operatively, they have ample opportunities to share and have access to more descriptive words. This co-operative learning speeds the writing of the rough draft.
Strengths:
1. There were positive comments on using the students' personal experiences which will help to keep the discussion flowing.
2. I had a demonstration of a chart with 3 pictures of my friends. Even the adult members of my group were curious who my friends are. If these pictures interest my adult group, imagine the interest my 11 and 12 year-old will have.
3. Because students rarely receive letters, they are more motivated to write to their pen-pals.
Overall, I would say that the lesson achieved its purpose. Almost all of the comments of the members of my group were positive:
a. "It is good to use their personal experiences."
b. "Using personal pictures is a good incentive."
c. "Group activities will flow as students
describe their friends."
d. "The pen-pal writing is a good idea."
e. "What happen when students receive their
letter?"
When the letters are received, the students will be so excited that they want to write more letters, thus practicing their writing skills.
It would be nice to brainstorm the characteristics of a friend as a class. Also, a review of letter writing would be appropriate before the students write out their letters.
SONG
WHEN YOU ARE HAPPY AND YOU KNOW IT
CLAP YOUR HANDS - CLAP YOUR HANDS
WHEN YOU ARE HAPPY AND YOU KNOW IT
CLAP YOUR HANDS - CLAP YOUR HANDS
WHEN YOU ARE HAPPY AND YOU KNOW IT
THEN YOU SURELY OUGHT TO SHOW IT
WHEN YOU ARE HAPPY AND YOU KNOW IT
CLAP YOUR HANDS - CLAP YOUR HANDS
WHEN YOU ARE HAPPY AND YOU KNOW IT
STAMP YOUR FEET - STAMP YOUR FEET
WHEN YOU ARE HAPPY AND YOU KNOW IT
STAMP YOUR FEET - STAMP YOUR FEET
WHEN YOU ARE HAPPY AND YOU KNOW IT
THEN YOU SURELY OUGHT TO SHOW IT
WHEN YOU ARE HAPPY AND YOU KNOW IT
STAMP YOUR FEET - STAMP YOUR FEET
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