Annotated Lesson Plan – LED 6510

Name: Ashley Riley-Schedler

Grade/age of students and course: 8th grade Social Studies

Concentration Domain: ESL - Spanish

Materials and Digital Tools Needed: Excerpt from The Jungle by Upton Sinclair with
textual enhancements, graphic organizer, comprehension questions, true and false
questions, postcard template, pencils, colored pencils, highlighters

Time needed for the lesson: 1.5 hours

B. LEARNERS & LEARNING ENVIRONMENT:

 Language Comparison, Grammar Focus of Instruction, and Establishment

of Relevance: In Spanish, the past tense is reflected as two aspects, the Preterite
and Imperfect Past. Similar to English, the suffix reflects the tense in Spanish and
the verbs are conjugated based on the context of the event. This lesson focuses on
the English Language regular past tense aspect of –ed, which occurs in the last
phase of Krashen’s (1982) summary of second language grammatical morpheme
acquisition sequence. The purpose of this lesson is to create a meaningful context
to get the learner to notice that an –ed ending is added to verbs when describing a
completed event.

 Introductory Statement of Your Language Task: Social Studies is based upon

the past. Learners have an opportunity to explore people, places, and events.
Consequently, lessons are based upon literature and activities expressed in the
past tense. In this lesson, learners will be exposed and assessed on the regular
past tense –ed ending. To begin learners will engage in a listening activity about
working conditions and then they will complete two activities identifying types of
working conditions. Next learners will write a post card describing the working
conditions they have identified. To wrap up the learners will draw an image of a
specific type of working condition and describe it in one sentence. To establish a
noticeable input, the –ed ending will be emphasized throughout the lesson.

 Content area: My scholars have been introduced to factory conditions between

the Antebellum and Industrial Era. Additionally, they have analyzed images of
immigrants, working class citizens, and many types of factories by listing
descriptive words in their L1 and L2. They have watched multiple videos, such as
“Modern Times” and participated in a factory simulation to identify and
experience working conditions. Therefore, my learners have been exposed to
 several types of working conditions immigrants and working class citizens faced
between the Antebellum and Industrial Era.

 Review of Terminology:

input – Exposing a learner to language aspects in written or oral instruction.

output – Learners produce language aspects in written or oral form.

enhancement –strategy to highlight language input to that the learner is more likely to
notice input.

structured input activity –learners notice the input and begin to process the form by
interacting with the language input.

structured practice activity -learners renotice the input and establish a deeper
understanding of the form affectively interacting with the language input.

output/assessment activity -learners authentically produce language aspect in a

written or oral form and receive meaningful feedback.

 Annotation

Reflecting on Krashen’s summary of second language grammatical morpheme

acquisition sequence, learners L1 has an influence on their L2 acquisition sequences
which occurred in an explicit order. The learners addressed in this lesson have progressed
to the fourth phase of the sequence that addresses regular past –ed, third person singular –
s, and possessive’s. Likewise, based on Krashen’s Input Hyposthese, i+1, to meet the
learners where they are at and take them one step further to noticing the past tense –ed
ending. The lesson includes simple vocabulary,

C. STANDARDS AND OUTCOMES:

 Standards:
State Standards:
  MI.8-U4.2.1: Comparing Northeast and the South – Compare and contrast the
social and economic systems of the Northeast and the South with respect to
geography and climate and the development of: agriculture, including changes in
productivity, technology, supply and demand, and price; industry, including
entrepreneurial development of new industries, such as textiles; the labor force
including labor incentives and changes in labor forces; transportation including
changes in transportation (steamboats and canal barges) and impact on economic
markets and prices; immigration and the growth of nativism; race relations; class
relations.

Language Standards:
 WIDA- Language Arts Standard, Level 3 Developing
o General and some specific language of the content areas
o Expanded sentences in oral interaction or written paragraphs
o Oral or written language with phonological, syntactic, or semantic errors
that may impede the communication, but retain much of its meaning,
when present with oral or written, narrative, or expository descriptions
with sensory, graphic, or interactive support.

 Outcomes:

Content Objective: Students will be able to identify working conditions in a

meatpacking factory.

Language Objective: Students will be able to write a postcard using elements of the
regular past tense (-ed ending).

D. INSTRUCTIONAL PRACTICE:

 Engaging Students, Activating Prior Knowledge, and Setting Lesson

Goals:
Teacher will read an excerpt from “The Jungle” by Upton Sinclair.
Students will be instructed to “jot” down as many working conditions in their L1
or L2 as they hear from this selection using a graphic organizer. Afterwards, they
will participate in a Think-Pair-Share to discuss the working conditions and lives
of immigrants. They will be instructed to focus on the hardships immigrants
would have faced within and outside of the workplace. The –ed endings are
highlighted in the text as a reminder for the instructor to emphasis the sound
when reading aloud.

You will be listening to an excerpt from The Jungle by Upton Sinclair. As

you are listening please complete the following graphic organizer to describe
the working conditions that existed in the meatpacking plants. Please
describe the conditions in Spanish and English.
Describir Topic: Describe
Working Conditions
  Structured Input Activity:

Directions: Use what you have learned from The Jungle by Upton Sinclair
and the class discussion to circle the statement that describes working
conditions in the meat packing factory.

The workers in the factory:

1. experienced experience
long hours short hours

2. work the worked

same job different jobs

3. shovel only shoveled

meat into the meat, rats,
hoppers and more
into the
hoppers
4. washed their wash their
hand in hands in
barrels sinks

Annotation
Lightbrown and Spada (2013) describe Schmidt’s noticing hypothesis which
proposes that a learner must become aware or notice a language feature.
Therefore I utilized, Van Patten’s model of grammar instruction focuses on
guiding leaners to notice and process the language aspect in an authentic way.
Therefore, I have included input flooding in my engagement activity and textual
enhancement in the structure input activity. I chose to structure my lesson in this
way so that the input would be pointed out orally and in writing. Due to the fact,
my learners have been exposed to the content through multiple modes the textual
enhancement should not pull the learner away from the context so the form is
salient. This is based upon the Primacy of Meaning Principle. Furthermore, the
structure input activity is referential because learner must demonstrate they have
begun to process the –ed ending by circling the right or wrong answer. I put the
verb at the beginning of the sentence modeled after the First Noun Principle.

 Practice Activity:

Directions: Use what you heard and discussed in the excerpt to decide if the
following statements are true or false.

True False

1. Work started at nine o’clock in the morning. _______ ______

2. Men were exposed to many diseases and injuries. _______ ______

3. Men worked in extreme heat and sickening smells. _______ ______

4. Men and women worked in the factory. _______ ______

Annotation

Lightbrown and Spada (2013) discussed the cognitive perspective which focuses
on the aspect that learners will not retain language skills unless they are practiced.
Therefore, I have created an affective activity. The learners are required to
express a personal observation concerning the content. In addition, I continued to
offer textual enhancement to be consistent with highlighting the input. While it
may appear to be over the top, I believe the meaning of the content has been
addressed in a way that continuing the textual enhancement will not hinder the
learners understanding of the material. Instead, I believe the strategy will help
learner (re)notice the form. My belief is based on VanPatten’s Model of SLA;
first the learner notices then processes the input and Wong’s (2005) analysis that
it is essential to examine what learners do with the input so educators are able to
help leaners process the input better.

 Output/Assessment Activity:

Directions: Imagine you are a worker in this factory. On a very short break you have in
the afternoon you decided to write a postcard home to your family in _______________.
Describe what the conditions are like in the factory where you work. Include at least 2-4
different details in your postcard.

If you need help getting started, use some of the following sentence starters in your
postcard:

Last week I….

Yesterday….
In the past I…..
Last year….
Then I…..
Next…..

When you are done writing, decorate the front of your postcard. Be as creative as
possible.

Annotation

In my output activity I have addressed, Comprehensible Output Hypothesis,

which states output is just as important as input. This is because output offers
the opportunity for learners to demonstrate what they know concerning the
language aspect. Wong (2005) articulates this belief by stating output pushes
learners to search and eventually use input to express their thoughts. However,
VanPatten’s Model of SLA it is important to note that output cannot exist
without meaningful input. Therefore, the learners are promoted with sentence
starters to elicit an –ed ending. In addition, learners are able to personalize the
postcard by decorating the cover. Once output is produced educators can
evaluate the output and provide meaningful feedback.

 Closure:

After the learners complete their postcards, they will have an opportunity to share
their postcards with a partner. With said partner, they will have to examine their
postcards. They will be instructed to highlight all the words with an –ed ending. At
the very end the class will review their progress concerning the content and
language objectives by completing a self-reflection.

E. REFERENCES:

Lightbrown, P. M., & Spada, N. (2017). How Languages are Learned (Fourth ed.).
Oxford, United Kingdom: Oxford University Press.
Ojea, A., (2003). Tense and Aspect in English and Spanish Past Forms. Southwest
Journal of Linguistics, 22(2), 89.

WIDA Consortium. (2012). Can Do Descriptor: Grade Level Cluster 6-8. Retrieved
from https://www.wida.us/standards/CAN_DOs/.

Wong, W. (2004). Input Enhancements: From Theory and Research to the Classroom.
McGraw-Hill.