Case 1: Teaching English as a Foreign Language Grade Level: 6th - 7th Loghan Minier, Ed Roland, Damesha Rodgers Rudy

Rico

OVERVIEW LEARNERS

Students will be learning to name various parts of the body, and also creating phrases using possessive pronouns (my, our, their, etc.) This activity is for 6th and 7th grade students. These learners speak little to no English. There is an equal distribution of boy and girl learners. Our goal for this lesson is to introduce basic English vocabulary to these students (narrowed down to parts of the body) using interactive and basic technological teaching strategies. This lesson aims to educate students on the basic parts of the body and basic possessive pronouns. Given pictures of certain parts of the body, students will be able to both write and say these parts correctly in English. Given certain possessive pronouns in Spanish, students will be able to conjugate these words into English and associate them correctly with body parts. The following items will be needed to complete this activity: projector computer with Internet access pencil worksheet 1. First, you will need to turn on the projector and computer. 2. Open the PowerPoint document and begin the lesson. 3. Start by explaining each slide and discussing each body part with the students. 4. After you have explained each part of the body, introduce students to possessive pronouns in English. 5. Translate the words of possessive pronouns from Spanish to English. 6. Associate pronouns directly with parts of the body. (Example: Her arm, His knee.) 7. Now, you will need to give each student a worksheet to assess what they have learned. 8. Students are required to discuss with a group body parts and demonstrate possessive pronouns associated with parts of the body. 9. After students have completed their worksheets discuss

OBJECTIVES

MATERIALS

PROCEDURE

the correct answers as a class. 10. Be sure to address any misunderstandings.

ASSESSMENT

Students will be graded based on their in-class participation, group participation, and mastery of the material at the end of the lesson. Full Credit: Students actively participate in class discussion. In small groups, students are to work well with other students and contribute equally to the discussion and work at hand. Full/Majority mastery of the material Partial Credit: Students participate in class discussion. In small groups, students work with other students but do not contribute to the discussion. Majority/Partial mastery of the material. No Credit: Students do not participate in class discussion or small group discussion. Partial/No mastery of the material.

References: Other than the two articles listed below, our group used no other internet site for inspiration. Most of our inspiration/brainstorming was thought through during class. We found that the lesson content, technology, and teaching method for this lesson could be planned out without any help from the internet; therefore, making sure this lesson was unique. These three things are pretty basic in this lesson, so it was not difficult to think of ideas. This article explains programmed instruction versus classroom taught English lessons. In this article the author explains that programmed instruction is usually the preferred method for learning English, although programmed instruction is not widely available. This article is valuable because it shows how important it is to have students taught English effectively inside the classroom.

Prator, Clifton. Teaching English As A Second Language. NASSP Bulletin,1964(48),113. http://bul.sagepub.com/content/48/289/113

This article explains how English became the universal language. There aren't many places you can go where you won't find someone who speaks English. This articles also shows the importance of knowing English. There are sixteen states in America that have English only laws. This article is valuable because it explains the importance of knowing English to make it in America.

Oberle, Joseph. Teaching English As A Second Language. Training,27(4),4. http://media.proquest.com/media/pq/classic/doc/826759/fmt/pi/rep/NONE?hl=&cit%3Aa uth=Oberle%2C+Joseph&cit%3Atitle=Teaching+English+As+A+Second+Language&cit %3Apub=Training&cit%3Avol=27&cit%3Aiss=4&cit%3Apg=61&cit%3Adate=Apr+1990& ic=true&cit%3Aprod=ProQuest&_a=ChgyMDE0MDIxNjIzMTgyNjQ0MTozODE4NzQSB Tk4NzIzGgpPTkVfU0VBUkNIIg8xMjguMjExLjIyNC4xMDkqBTI0NjAyMgkyMDMzODU5 MTk6DURvY3VtZW50SW1hZ2VCATBSBk9ubGluZVoCRlRiA1BGVGoKMTk5MC8wNC 8wMXIKMTk5MC8wNC8zMHoAggEpUC0xMDAwMDAxLTQwNDk2LUNVU1RPTUVSL TEwMDAwMDA4LTEwNTk3MDKSAQZPbmxpbmXKAUhNb3ppbGxhLzUuMCAoV2luZ G93cyBOVCA2LjM7IFdPVzY0OyBydjoyNi4wKSBHZWNrby8yMDEwMDEwMSBGaXJlZ m94LzI2LjDSAQ5UcmFkZSBKb3VybmFsc5oCB1ByZVBhaWSqAihPUzpFTVMtUGRm RG9jVmlld0Jhc2UtZ2V0TWVkaWFVcmxGb3JJdGVtsgIAugIAygIHQXJ0aWNsZQ%3D %3D&_s=avqlSzDbWm76pIhfNlLo3rK0H9M%3D