Teacher(s): Elizabeth Moran and Wang Su Subject: Directions
Standard(s): Middle School-Lesson 2 Objectives (Explicit): Students will demonstrate knowledge of English floor system. Students will demonstrate the ability to write and verbal give directions in English Evidence of Mastery (Measurable): Students complete worksheets, to be checked, that focus on floors and how to write directions. Sub-objectives, SWBAT (Sequenced from basic to complex): Write and say the building floor names, like fourth, in English Write directions in English and be able to communicate them to a partner. Key vocabulary: Floor naming (first, second, third, fourth and so on), on the corner of, turn left, turn right, go back, go straight, go forward, beside, next to, in front of, between, behind Materials/Technology Resources to be Used: textbooks, chalk board, computer
Opening: can anyone tell Teacher how to go back to the dorms? Todays lesson we will learn to write directions. I n s t r u c t i o n a l
I n p u t
Teacher Will: Write numbers 1-10, numeral only, on the board, these will represent floors. Take ten students to the board and when I say go they write the word for that floor in English. When finished go over answers with class and correct any mistakes. Ask Are they all correct? Say the words out loud to them. STRESS 1 st - 5 th , 12 th ,14 th , and 15 th because of spelling. Repeat with 11-20 Student Will: Come to the board and write the floor word, like fourth, on board. Then go sit down. Help teacher correct any mistakes on the board by telling teacher and repeat the words after teacher. Co-Teaching Strategy/Differentiation: Wang Su gets volunteers to the board. Can make writing portion a race. G u i d e d
P r a c t i c e
Teacher Will: Using the computer and projector, Teacher will on a map show how building are in front of, beside, and behind each other. Explain the concept of on the corner of. Ask the students where different building are in relation to each other like, What is beside the bank?. Introduce how to write simple dircetions to get from point a to point b. Show example by using the map. Student Will: Listen and when prompted answer the questions Teacher poses. Co-Teaching Strategy/Differentiation: Either teacher can teach this section. I n d e p e n d e n t
P r a c t i c e Teacher Will: Put the students into groups of two or three and instruct them to do worksheet pages pertaining to the lesson with their partner. Walk around the room Student Will: With partner complete the worksheets while speaking in English. Check worksheet with Teacher and offer assistance when needed. Make sure the students stay on task. When everyone is done, check the worksheet as a class. Co-Teaching Strategy/Differentiation: Both teachers assist students and keep them on task. Closing/Student Reflection/Real-life connections: Show how directions are used in everyday life. Give oral directions of how to get to the dorms then ask if they can give Teacher any directions.