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Traditional Lesson Plan Phillip Ketcham Samford University Adv.

Span III Orlean Bullard Beeson School of Education Mountain Brook HS & Professional Studies 9:54am Lesson Objectives: Students will be able to define vocabulary in a job searching environment and identify methods of obtaining a job, how to job search, and interviewing techniques. National & State Standards: National Standards: Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 1.2: Students understand and interpret written and spoken language on a variety of topics. State Standards: State Standards: 3.) Use the target language to create oral and written presentations on a variety of topics using familiar vocabulary and learned structures and time frames. 4.) Analyze information learned about the perspectives and practices of a target culture to describe patterns of behavior typically associated with those cultures. 7.) Identify the complex linguistic elements of the target language as they relate to English. Pre-Instructional Activities: Teacher will welcome students to the class. The teacher will then begin explaining the objectives to the class for this lesson. Teacher will give rationale for the lesson by describing the need for students to be able to define vocabulary and identify methods of obtaining a job, how to job search, and interviewing techniques. The teacher will assign a bell ringer in which he will ask students what job interests them and why? And what are the requirements of this job? The teacher will ask students for their responses and dialogue with several before the beginning of the class. Direct Teaching: In order to stimulate the students minds, the teacher will ask the students something like this What are employers looking for in general and why? The teacher will then instruct the students on the vocab via an input story. The teacher will read through the input story and by doing so will be circumnavigating the vocab words for the students. The teacher will use this time to ask students to tell him what he is describing. The goal her is practicing circumlocution for the students. Guided Practice: At the end of the directed teaching, the teacher will put on the smart board a list of 510 questions the students will answer in their groups. The teacher during this time will go from group to group to monitor their progress and to answer their questions. The goal here is for students to use Spanish as much as possible if not the entire time. If time allows, the students will complete activity 7 on page 210 in their textbook (Realidades 3rd edition, Prentice Hall). The activity is a fill-in the blank activity using vocabulary from the chapter 5a. Independent Practice: For this part of the lesson, students will play a game called reverse fish bowl. In this game, the teacher will instruct students to write out definitions (in their own words) of 5 vocab words. The teacher will give them a few minutes to do this and then the teacher will collect the words and put them in a bowl. The teacher will pick words out of the bowl randomly and read the definitions out to the class. The students will then guess which vocab word the definition is describing. The goal here is practicing circumlocution for the students. If time permits, the teacher will ask students to turn in their textbooks to page 208 and do activity 4. The activity is a listening comprehension activity with a little writing involved.

Formative Evaluation: Students will take the last 5 minutes of the class and use exit cards. On these cards the students will put down what they think they will remember from this lesson later on in the week. The teacher will have a power point slide with a specific question pertaining to the lesson. Differentiating Instruction: While students are doing guided practice and independent practice, the teacher will walk around the room monitoring students understanding of the material. If the teacher sees misinterpretations of the vocabulary words, the teacher will point these mistakes out to them. If the teacher notices a pattern in the class, the teacher may pause the work of the guided practice or fish bowl activity and take a moment to reteach the material to the whole class. From my discussions with Ms. Wood, I found out that she does not have any students with IEPs. Closure: When the students have finished the last activity, the teacher will congratulate them on their work and practice with the content. The teacher will quickly review the objectives of the lesson, showing them how those objectives were met throughout the lesson. The teacher will then handout the exit cards to the students before the period is over. Resources: Realidades 3rd Edition (2008), Prentice Hall Reflection upon Lesson: Todays lesson was a tale of two periods. 3rd period was rocky for much of the period, but thankfully I learned from my mistakes in 3rd period and didnt make the same mistakes during 4th period. Ms. Wood said I needed to prepare with the technology and practice more with the vocab before I teach on vocab again. I was trying to set the lesson up with the technology when I should have been teaching the lesson. I didnt use the free period during2nd period to prepare myself for the lesson. Also, Ms. Wood said I needed to call on a greater variety of students to answer questions because she said I got hung up with asking the same students multiple questions instead of spreading the questioning throughout the class. I started 4th period a little ticked off at myself and motivated to do better. I felt like I let the students down with the way 3rd period went. Thankfully, 4th period went much better because I corrected many of the mistakes I made previously. Ms. Wood said I called on a wider variety of students. In my mind, I think I asked every student in the class at least 1 question throughout the lesson. I also used vocab and circumlocution better the second time around. Dr. Freeman observed me the 2nd time around and said I did a good job, but that I had a few nervous ticks that could be distracting for students. Overall, I felt much more comfortable with the content and the class. The students participated more than in 3rd period. I think that had to do with their personality as a class (more lively) and also my instruction improved as I asked more questions and did a better job of soliciting answers from students. Dr. Freeman said I clicked my pen in my hand many times during the beginning of the lecture. She also said I patted my head several times throughout the lesson. She also said that I needed more practice with the vocab. If I had taught this lesson 4 or 5 times throughout the day, the lesson would have been even better. Overall, Dr. Freeman had positive remarks about the lesson. I am excited to improve on my lesson and the constructive criticism I received from both Dr. Freeman and Ms. Wood.