Summer Project Curriculum Final Draft

SUMMER PROJECT CURRICULUM GUIDE US-CHINA FRIENDSHIP VOLUNTEERS PEACE CORPS CHINA MAY 2011
Vision: The Summer Project Curriculum is designed to provide the PCV Teacher Trainers with a basic understanding of how to model and teach aspects of the Western Communicative approach to English instruction. Chinese trainees will experience guided activities as learners and then have daily practice applying Communicative teaching methods to their own curriculum. This guide is meant to empower both trainers and trainees. Objectives: Students will be able to teach using aspects of the Communicative Approach to English Language instruction using their own curriculum. Students will be able to express themselves more effectively in English. Students will be able to demonstrate a better understanding of American Culture.
Project Team: Wang Guiqiu Kate Burrus Virginia L. Conn John Granger Gareth Lindwall Rebekah Wilkins-Pepiton
SUMMER PROJECT CURRICULUM TABLE OF CONTENTS FILE LIST File # 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 Title Page Table of Contents Curriculum Users Guide Master Schedule Day 1 Opening Activities Day 2 Lessons Interview Reader's Theater Communicative Approach Day 3 - Lessons Graphic Organizers Narrative Input Chart Learning Objectives Day 4 - Lessons 3:2 3:2 Information Gap Assessment Day 5 - Lessons Songs & Chants Text Message Classroom Management Day 6 - Lessons TV Commercial Rubric Lesson Plans Day 7 - Lessons Dictation Compare & Contrast Bloom's Taxonomy Day 8 - Lessons Comic Strip Look Again Pictures Title Document Type Title Page This Page Overview of Curriculum Planning Sheet Suggested Activity Plan Planning Sheet Sample Lesson Plan Sample Lesson Plan Sample Lesson Plan Planning Sheet Sample Lesson Plan Sample Lesson Plan Sample Lesson Plan Planning Sheet Suggested Activity Definition Suggested Activity Definition Sample Lesson Plan Planning Sheet Sample Lesson Plan Sample Lesson Plan Sample Lesson Plan Planning Sheet Sample Lesson Plan Sample Document Sample Lesson Plan Planning Sheet Sample Lesson Plan Sample Lesson Plan Sample Lesson Plan Planning Sheet Sample Lesson Plan Sample Lesson Plan 1 2 4 6 8 14 15 16 18 19 20 22 24 26 27 28 34 36 37 38 40 43 44 48 49 51 52 54 57 61 62 63 Page
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Using Technology Day 9 - Lessons Impromptu Speech & Poetry Slam Multiple Intelligences Day 10 - Lessons Role Play Interpret Poetry Differentiated Instruction Day 11 - Lessons 50 Peace Corps Anniversary Gallery Walk Resources Day 12 Closing Activities Blank Lesson Plan Form List of Classroom Learning Games English Language Websites List of Cultural Themes
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Sample Lesson Plan Planning Sheet Sample Lesson Plan Sample Lesson Plan Planning Sheet Suggested Activity Suggested Activity Sample Lesson Plan Planning Sheet Sample Lesson Plan Sample Lesson Plan Sample Lesson Plan Suggested Activity Plan Planning Sheet Resource Resource Resource
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LINKS FOR DOWNLOADING PAGES AND RESOURCES All the of documents contained in this PDF and additional resource files are available for download from the following sites. When the page opens, just click on the document and choose download. These are in MS Word (.doc) format and you can save, open and edit them on your computer. Feel free to adapt them for your own use. CLICK ON THIS LINK FOR: Summer Project Curriculum Documents Additional Resources, including: Pronunciation PowerPoint and lesson Resources: CLICK ON THIS LINK FOR: Summer Project Resources
SUMMER PROJECT CURRICULM USER'S GUIDE To the volunteers: As you all know, this summer you will be responsible for roughly two weeks of teacher training in your province. In the interest of conformity of lessonswe've put together the basics of a summer core curriculum that we hope you will find helpful. This curriculum allows for some personal freedoms while establishing a structural guideline. While it may seem complicated at first glance, it is important to know that there are three basic parts to the workday: English Skills lessons, a methodology lecture, and then finally, a methods/skills practicum. Each working day is divided into five one-hour segments. For each day, there is an overriding METHOD/THEORY to which everything else will be connected, as well as two specific SKILLS that should be employed by the volunteers when teaching this theory. For example, on a day where the theory is how to define objectives (SWBAT), the skills being taught that day (Narrative Input Charts and Venn diagrams/graphic organizers) should support and further explain how the teachers can define objectives. How will you do this? To begin with, you will start by teaching two hours of language each day, every day. These English skills sessions will focus not just on oral English, but English skills in general (speaking, reading, writing, listening), and should begin with 15-20 minutes of pronunciation (a link for the PPT for pronunciation is included in lesson plan below). You are free to choose your own theme for these lessons, but you are expected to model the skills assigned to that day. There's no need to explain, at that point, that that's what you're doing, but you are expected to use that day's specific skills in that lesson (ex: day two skills are interviews and reader's theater, day three skills are story boards and graphic organizers, day four skills are 3:2 3:2 and information gap activities, etc.). The reason you should model those specific skills on a specific day is because, after the two hours of language, there will be a methods/theory lecture for one hour. During this time, one of the volunteers (you can decide who according to your own site and own preferences; for a site where there is a small teacher trainees-to-volunteer ratio, it may be beneficial to have a single volunteer explain the method in a lecture to all the students, while in a site [such as Chongqing] where there will be a high teacher trainees-to-volunteer ratio, it might work best if several volunteers explain the method to several groups of students. Again, how you choose to organize this methods lecture will depend on your own site.) will explain how the theory of that day works and why it is important. For example, day two's theory is the communicative approach of language learning, which emphasizes teaching methods that encourage real-life communication. Why is this important? How can the teacher trainees benefit from implementing it in their own classrooms? That's what this time will aim to explain. At this point, you and the teacher trainees will take a break for lunch and, ideally, a nap. After lunch will be two hours of practicum. Practicum is a chance for the volunteer to further explain the skills that were modeled earlier, as well as guide the teacher trainees through ways that they can implement these skills and theories themselves. Teacher trainees will work to design their own lesson plans/activities using that day's skills, and then involve the class in the activities they have created. Because most teacher trainees will bring the textbooks that they personally use on a daily basis, they should be encouraged during the practicum sessions to make lesson plans from material contained therein. In this way, all of the lesson plans will use the same methods, but contain different content. To reiterate: you, the volunteer, have complete control over the CONTENT of your oral lessons, but are expected to model the skills assigned to that day. During the hour of method/theory instruction, a volunteer at your site will explain the overriding theory for that day (lesson plans, multiple intelligences, etc.). After lunch, you will have two hours of practicum, where the teacher trainees will
work to apply the skills they were taught to the theories being presented, i.e., how can they use a roleplaying activity to promote multiple intelligences? So: Five-hour days with five one-hour segments, Begin day with two hours of language instruction, First 15-20 minutes of language: pronunciation, MODEL method/theory and skills that will be explained the SAME DAY, Method/theory instruction; explain what methods were used in language and how they can be applied in the teacher trainee's own classrooms, Two hours of practicum: volunteers can further explain the skills that were modeled earlier. Teacher trainees will create their own lesson plans using that day's skills.* And then you're done! Many things (classroom size, volunteer distribution, available technology, teacher trainees language level, etc.) will vary by site, so obviously there's no way we can tell you exactly how things will work out. This structure, however, should serve as your basic model for preparation. Good luck and have fun! *NOTE: When planning with Site Leaders, make sure that the Teacher Trainees are told be bring textbooks and other teaching materials that they use in their classrooms. During practicum sessions, they will be asked to adapt lessons that they use with their students in order to demonstrate new teaching methods. SUMMER PROJECT SAMPLE LESSON PLAN PRONUNCIATION 20 Minute Lesson at the Beginning of Each Day DAY # Each Day SESSION TITLE: Pronunciation Lesson TIME: 15-20 minutes RESORCES: Click here to download the Pronunciation PPT and Pronunciation Bingo Game
OBJECTIVES: At the end of the lesson SWBAT: 1. increase their English language speaking skills 2. improve pronunciation of sounds and words in English
PROCEEDURES: ACTIVITY: Use the Pronunciation PPT to help the teacher trainees with their pronunciation of difficult sounds and words in English. If computers are not available the PPT can be printed out and the exercises can be printed on the chalkboard. The PPT is very user friendly and can be broken down into 15-20 min. segments for each day. It is not necessary to teach all the slides and some may be skipped depending on the language skills of the teacher trainees.
SUMMER PROJECT MASTER SCHEDULE Days 1-6

Time Day 1 Culture / Theme Pronunciation Activities 15 See Day 1 Opening Activities Day 2 Day 3 Day 4 Day 5 Day 6
English Skills Lesson 1
35
Interview
Graphic Organizers 3-2-3-2 Venn Diagram
Songs & Chants
TV Commercial
Break English Skills Lesson 2
10 50 Reader's Theater Narrative Input Chart Information Gap Text Message Economy of Language Rubric
Break Teaching Methods Intro
10 50 Communicative Approach Learning Objectives Assessment Classroom Management Lesson Plans
Lunch Practicum 1 50
Break Practicum 2
10 50
SUMMER PROJECT MASTER SCHEDULE Days 7-12

Time Day 7 Culture / Theme Pronunciation Activities English Skills Lesson 1 15 35 Dictation Comic Strip Impromptu Speech Role Play 50th Peace Corps Day 8 Day 9 Day 10 Day 11 Day 12 See Day 12 Closing Activities
Break English Skills Lesson 2
10 50 Compare and Contrast Look Again Pictures Poetry Slam Interpret Poetry Prepare for Gallery Walk
Break Teaching Methods Intro
10 50 Bloom's Taxonomy Using Technology Multiple Intelligences Differentiated Instruction Resources
Lunch Practicum 1 50
Break Practicum 2
10 50
SUMMER PROJECT SAMPLE - DAY 1 OPENING ACTIVITIES
Day 1
Getting to Know You & Community Building Throughout the first day, PCV trainers and teacher trainees will learn names, work together playing trust games, and set goals for the 2 week training. NOTE: From the beginning, Trainees should be divided into smaller groups of 25-30 for English Skills and the Practicum 1 & 2. These groupings can be fixed or flexible depending on the needs that arise.
Objectives
1. Students will be able to identify at least two new strategies for building community in the classroom. 2. Students will be able to work cooperatively with fellow trainees to complete simple trust building exercises. 3. Students will be able to explain the rationale for building community and trust in their classroom.
English Skills
The English Skills class should include introductions and name games that will build confidence among the trainees and serve to begin the process of building a learning community. This time should also be used to quickly evaluate the English level of the trainees.
Teaching Methods KWL Goal Setting Intro Brief Overview Practicum 1 & 2 Team Building Activities: Human Knot Tent Pole Marble Obstacle Course Broomstick bridge Blind-fold trust walk KWL Chart, is a graphic organizer designed to help in learning. The letters KWL are an acronym for what we know, what we want to know, and what we learned. A KWL Chart is typically divided into three columns titled Know, Want and Learned. It is used at the beginning of a unit of study to introduce the topic, in the middle to add new areas of what students want to learn and again at the end to summarize what has been learned.
Definition: KWL
SUMMER PROJECT SAMPLE LESSON PLAN KWL Chart DAY # 1 SESSION TITLE: KWL Chart TIME: 15-20 minutes OBJECTIVES: At the end of the lesson SWBAT: brainstorm a list of what they KNOW about teaching English and what works well for them and what they WANT to know about teaching English
PROCEEDURES: ACTIVITY: On a large piece of chart paper draws three columns with headings shown below. This should be large enough to be seen from all over the classroom. This is the KWL chart. What we Know What we Want to know What we Learned
With a partner teacher trainees brainstorm what they KNOW about teaching English to their students and what are the effective ways that they teach their students. Then individuals share their ideas while the volunteer writes on the KNOWS area of the chart. Then partners brainstorm a list of what they WANT to know about teaching English to their students. Then individuals share their ideas while the volunteer writes ideas on the WANTS to know section on the chart. The chart is posted on the wall during the entire Summer Project so it can be referred to during the lessons. The last portion of the chart (what we LEARNED) will be filled in on the last day of the Summer Project. Explain to the teacher trainees that a KWL chart can be used with their students at the beginning of a unit to find out what the students already know about the topic and what the students would like to learn more about. It can be used as an assessment because a teacher can quickly learn what the students already know and understand about the topic. Teachers direct, scribe, and monitor the development of the K-W-L chart, but its the students talk that makes this such a powerful instructional procedure. Students use talk to explore ideas as they create the K and W columns and to share new knowledge (higher level thinking) as they complete the L column.
Instructions for Team Building Activities: Human Knot

Time Required: 15-30 minutes, depending on the size and speed of the group Group Size: 8-200 Purpose: Team building, problem solving skills, communication If the group is really big, split them up into smaller groups. If there are too many people in a human knot it becomes extremely difficult. Groups of 10-12 are ideal. 5. Arrange group members in a circle, standing shoulder to shoulder. 6. Tell everyone to put their right hand up in the air, and then grab the hand of someone across the circle from them. 7. Everyone then puts their left hand up in the air and grabs the hand of a different person. 8. Check to make sure that everyone is holding the hands of two different people and that they are not holding hands with someone directly next to them. 9. Tell group members to untangle themselves to make a circle without breaking the chain of hands. 10. If group members break the chain they need to start over. Note: You can give teams a time limit on this activity to make it more challenging. You can also mute/ blindfold participants throughout the activity. Instead of making groups start over when the chain is broken you can create penalties like blinding or muting a group member. Debrief/ discussion questions: 1. How did it feel to be successful/ unsuccessful? 2. How did it feel to be mute? Blind? 3. What strategy did your team end up using to complete the task? 4. Who were the leaders in this activity? 5. Did the team reach consensus on a plan of action? What process did the team go through to reach consensus? 6. How do you feel your team communicated during this activity? 4.
Tent Pole [Helium Stick]

Group Size: 10 to 30 Time: 20-60 minutes Applications: Trust, Communication, Frustration, Blame, Focus, Shared Vision, Problem-solving, Commitment/Effort, Compensating for Differences Materials The filled stick (Really, just an ordinary 8 foot long light tent pole.) Summary The stick is very common team building game but one that proves difficult even if one or more participants have done it before. The stick seems to defy the laws of gravity and takes an incredible amount of wellcoordinated teamwork to be successful. The basic idea is incredibly simple - lower a slim, wooden dowel to the ground all together as a team, but just as incredibly difficult to achieve. The stick rises into the air instead of getting lowered to the ground. How can that be? The team must work it out and find the solution. Objective Lower a thin stick to the ground as a group while everyone mains contact with their index fingers. Instructions 1. "Form two lines facing each other and standing shoulder to shoulder." (The lines must be close to each other --approximately 12 18 inches apart). 2. "Put your hands into a representation of a gun and down at your side."
3. "On the count of 3-- Quickdraw like a gunslinger from the American West!" 4. "1, 2, 3, DRAW" 5. "Good thing this isn't the real west... I think you would have all killed each other!" 6. "Put both index fingers out zipper style (interlacing with your neighbor)." 7. Place the Stick - on top of the outstretched fingers. THIS PART IS IMPORTANT - when you place the tent pole on their fingers, do so from behind and in the middle of one of the lines ALWAYS KEEPING YOUR HAND ON TOP OF THE POLE to prevent the group from raising the pole in the air. Apply enough pressure on top of the pole to prevent the group from rising up. 8. While still holding it and putting a slight unnoticeable downward pressure, ask participants to "Please adjust your index fingers to roughly chest height so that all are touching the stick." 9. "Your challenge is to lower the Stick to the ground. While doing so, each persons fingers must be in contact with the stick at all times." 10. "No one may lose contact with the pole. If anyone loses contact with the stick the entire group must start again." 11. "The starting position is with the pole at waist level." 12. "You may not drop the pole" 13. "You must keep the sides of your index fingers touching at all times. Not the back, not your palms, and not hooking the pole with your finger. You cannot put your fingers on top of the stick. If one persons finger comes off at any time, you start over." 14. Release your pressure on the stick. Typically, the Stick will immediately start floating off! 15. Act surprised and ask them why they are raising the Stick instead of lowering it! Facilitator Notes 1. When you place the stick on the group's fingers, be sure to apply a slight downward pressure before letting them begin. This helps create the initial upward pressure that creates the " stick." 2. The Stick will continue to mysteriously have a habit of floating upwards rather than coming down. Often the more a group tries, the more it floats (as people get nervous their fingers jitter the Stick upwards). Participants may be confused initially about the paradoxical behavior of the Stick. 3. Its likely to take several attempts to just keep the tent pole steady (not lowering or raising). 4. Some groups or individuals (most often larger size groups) after 5 to 10 minutes of trying may be inclined to give up, believing it to be impossible. Suggest the group stop and discuss their strategy. 5. Eventually the group needs to calm down and very slowly, patiently lower the Stick. 6. If they get really frustrated, you can suggest they might want to stop and discuss whats happening. You can either allow them to keep trying until they get it, or stop them when theyve had enough. Its a judgement call.
Water Carry
Material Needed: 10 paper cups, filled 3/4 full of water, cafeteria- type tray Time Required: 20 minutes Group Size: 4-12 (or break a larger group into smaller teams) Purpose: Work as a team to reach a common goal, problem solving, communication methods 1. Prior to the activity, fill ten paper cups with water about 3/4 full and place five at one end of the room (or outside area) on the ground and five at the other end. The cups should be at least 20 feet apart from each other if possible. 2. Gather the group together in the middle of the room with a cafeteria- type tray placed on the ground and give them the following challenge. " You must retrieve all ten cups of water and place them on the tray without spilling any water. 3. You may only get one cup from one end of the room a time. Before getting a second cup from that side of the room you must travel to the other side of the room with the tray and retrieve a cup from that side. 4. When all ten cups of water are on the tray you must place it on the floor in the center of the room. 5. By the way, each person can only use one foot and one hand for the entire duration of this activity, and if any water spills you must start over.
Most groups will try to hop with the tray at first but this spills water. The best way to accomplish the task is to pass the try down a line and for the person at the end to hop to the front of the line so that the chain can continue all the way to the end of the line. Debrief/ Discussion Questions: How did it feel to successful/ unsuccessful in this activity? Did anyone get frustrated at any time during this activity? Did you try different things before you cam up with a solution/ Are you ever a part of a team and you just want to quit? When and how? How do you feel when you are a part of a team and you work together to accomplish a difficult task?
6.
Blind-fold trust walk

Material Needed: 2-6 bandanas, 15-30 candies or other treats (this will depend on the room size, available time, and number of participants, baggies to put their treats in, watch or timer, whistle or noise maker Time Required: 15-25 minutes, depending on debriefing Group Size: 6-40 Purpose: Dealing with change, emotional intelligence, assertiveness, reducing workplace negativity Introduction: Start by selecting 4-12 learners and pairing them up. Then say: "Meet your Navigation partner. One of you is Person A, and the other is Person B. Let's decide who's who right now. Person A is the one with the shortest or else most brightly- polished nails. Check it out now. [Let them do so. Then, handing the bandanna or paper bag to Person A:] This is a blindfold. You will receive further instructions about it shortly. For now, please leave the room with your partner and wait outside. We will call you when we are ready." 1. As soon as the teams have left, have the rest of your learners swing into action: Half of them place the candies around the room in fairly hard to reach spots, while the other half quickly set up chairs and other objects as obstacles. Note: Be careful to set up chairs and other objects as obstacles. Note: Be careful to keep the room setup physically safe! The candies and obstacles should represent a challenge, not an impossibility or a danger. Let your learners use their imaginations, but keep a sharp eye on their choices. As soon as the room is ready, go to the door and tell Persons A to blindfold Persons B and lead them in. 2. Ask Persons A to grab hold of the arm or shirtsleeve of their blindfolded partners. 3. Tell the teams that there are fabulous prizes scattered throughout the room, and it is their job to collect as many as they can within 3 minutes. The hitch: Each pair must remain physically connected at all times. Persons B, who are blindfolded, will lead. Persons B are the only ones who can actually pick up the treats, which they will then hand over to their partners. They can only confirm in yes or no answers that any questions their partners ask them. ("Should I move to the left?" or "Will I hit something if I go too many steps?"). The other learners can shout out helpful suggestions about where to look. (Tell them this will increase the chance that the grateful team members will share their booty). Give teams 3 minutes to gather their candies. 4. Blow the whistle to begin the game. 5. After 3 minutes, blow the whistle again. Ask each pair to count the number of candies they collected. 6. Tell the team it is time for Round 2. This time, Persons A give as detailed directions as they like to their partners. Blow the whistle, let them go for 3 minutes, then call time. Persons B can now remove their blindfolds, and the teams return to their seats. Again, count the number of candies collected. See who got the most fabulous prizes and give them a cheer. Let the teams hand out candies to anyone who helped them. Debriefing/ Discussion Questions: Key Point: This game symbolized how fear affects our efforts to go after what we want. Person A was the part of us with the information; Person B was the physical symbol of fear, bound intrinsically to the partner; the treats represented goals we want to achieve in life. Almost any new endeavor involves some fear- fear of failure, change, the unknown. Fear always slows us down, makes us move more cautiously, so
it can rightly be called a "drag" on our movements. But sometimes we drag our fears around, and sometimes we let it drag us around. In the first round, fear was in control. In the second, we were still attached to our fear but this time our intellect was in control. 1. To Persons A: What was it like for you in the first round when you could only respond to your partner's questions? How effective were you in getting toward your goal of collecting candy? In which round did you collect more candy? 2. To Persons A: What were your thoughts and feelings during the game? Anyone feel frustrated by having to drag around your partner? Did you think, "Come on, it's easy?" Have you ever looked back on a past fear and thought, "Why was I afraid? It was easy"? Was there anything that you said to your partner in this game that could be useful if you said it to yourself in real life? 3. To Persons B: What were your thoughts and feelings during the game? How did it feel to wear the blindfold? What thoughts and feelings did you experience as you moved around? [Learners will probably observe that they felt helpless, out of control, frustrated]. 4. What did you wish your partner could have said to help you navigate your way? How would this have helped? 5. To the class as a whole: How did the blindfold affect the pairs? What did you notice about the way the pairs interacted with each other the first time? The second time? 6. When you are in a new situation, do you ever feel as if you are blindfolded? 7. How does fear in real life get in the way of our ability to achieve our goals? 8. Why do we drag around fear in our real life? What if anything does fear do to us? [Most learners will probably answer that fear protects us from making dangerous decisions. Ask it is fear that protects us or simply intelligence and common sense]. 9. Would you be doing anything differently in your life or in your job if you weren't afraid? Do you think your fear is valid or not? KEY POINT: Are you dragging your fear around, or is it dragging you?
SUMMER PROJECT DAY 2 - LESSONS & ACTIVITIES PLANNING --Use this sheet for Planning Lessons-Theme: Pronunciation Activity:
English Skills Lesson 1: English Skills Lesson 2: Teaching Methods Introduction:
Interview Reader's Theater Communicative Approach
Practicum Session 1
Practicum Session 2
SUMMER PROJECT SAMPLE LESSON PLAN ENGLISH SKILLS DAY 2 LESSON 1 Interview SESSION TITLE: Interview and Introduction TIME: 50 minutes OBJECTIVES: At the end of the lesson the SWBAT: 1. Record in English important facts about another teacher trainer. 2. Introduce their partner to the class by name and tell facts about them. PROCEEDURES: WARM UP: Introduce yourself using a class interview. Start by telling the class your name. Tell them that you would like to share more about yourself, but you would like them to ask the questions. Give them a few minutes to write down three questions. Call on student and they can read one question which you will answer. ACTIVITY: For this activity, students will work with a partner. Divide students into partners. It is best if their partner is someone they don't know. Students are going to interview their partner and take notes about the answers. Post the interview questions on the board. Generally 4 to 5 questions such as: What is your name? Where are you From? What do you teach? (level and subject) What do you like to do for fun? What is something unusual about yourself? When the students have each interviewed each other, they should take a moment to prepare a short introduction of their partner. For clarity, the teacher can demonstrate an introduction of themselves to the class. Have each pair stand in front of the class and introduce their partner. CLOSURE / REFLECTION: Have student talk with their partner and identify others in the class that have teaching assignments or hobbies like themselves. Note: Through this activity, you can complete a quick informal assessment of your student's oral English skills.
SUMMER PROJECT SAMPLE LESSON PLAN ENGLISH SKILLS DAY 2 Reader's Theater Definition: Readers Theatre is an oral reading activity that closely resembles radio drama. Several readers stand side by side, usually in a semicircle, holding scripts and reading their parts to portray characters, narration or exposition. Physical movement and props are minimal. Instead, speech conveys the action. SESSION TITLE: Reader's Theater MATERIALS: Click here to download some Reader's Theater scrips Links to Reader's Theaters Websites: http://www.readinglady.com http://timelessteacherstuff.com http://aaronshep.com TIME: 50 min. OBJECTIVES: At the end of the lesson SWBAT: 1. Integrate reading, listening and speaking in an authentic context 2. Interpret characters and communicate meaning through voice (volume, pitch, stress and juncture), facial expressions and hand gestures. 3. Cooperatively work with peers to present a script 4. Create confidence and self-image of students 5. Increase comprehension PROCEEDURES: WARM UP: Talk to the class about listening to radio stories. Introduce the concept of Reader's Theater and having multiple people reading and creating characters with their verbal expressions. ACTIVITY: Prepare Reader's Theater: Students are grouped and given scripts. Each group decides who will take which speaking parts. Less fluent students may take smaller parts or choral read with a partner. More able speakers may take main characters or narrator parts. (If the students are very low English speaker the teacher should take the part of the narrator to keep the story flowing smoothly) Groups are spread out around the room and given time to read over the scrip and practice their parts. (emphasis that parts are not to be memorized) Later during the presentations: The role of the audience is to listen and respond, not to follow along with a script. In fact, an audience may need coaching, to encourage players with positive, perceptive responses.
CLOSURE / REFLECTION: Students discuss, without props or costumes what are ways to make character come alive?
Tips for Implementing Readers Theater

Model expressive reading often. Introduce Readers Theater using pre-prepared scripts. Students need to grasp the concept of Readers Theater and become familiar with the format of a script before writing their own. Teach the basic steps of performance: how to use highlighters to mark the parts, how to interpret the part and read expressively, how to hold the script, and when to assume various stage positions. Give the students lots of time to prepare. Emphasize practice. Readers should practice their roles in different ways: individually and in small groups, privately and in front of others. Keep a copy of the marked script at school and send one home for parents to read and practice with their children. Rehearse with the readers, providing needed direction and support regarding their interpretation, pacing, expression, volume, positions, and motions. Begin with short presentations. Perform for an audience as often as possible. Use props sparingly.
Selecting Text for a Readers Theater Script

Readers Theater may be performed with many kinds of literature: picture books, short stories, parts of novels, poetry, folk tales, works of non-fiction, newspaper or magazine articles. Not all literature, however, makes a good Readers Theater script. Look for literature that . is interesting or has compelling content. has a strong story line, interesting characters, conflict, plot action, humor. uses dialogue. is not filled with descriptive passages. flows at a steady pace.
Characteristics of an Effective Readers Theater Reader

An effective reader. Reads with expression, proper emphasis, and clear enunciation, using his/her voice effectively to convey meaning. Projects to the audience. Is familiar with the part and is able to read it with fluency. Paces himself/herself effectively. Uses props, when employed, effectively (the script is a prop). Demonstrates poise and self-confidence.
SUMMER PROJECT SAMPLE TEACHING METHODOLOGY INTRO: DAY 2 Communicative Approach Definition: Communicative Approach is a learner centered approach to language learning. It stimulates real life communicative experiences where the learning activities are selected according to how well they engage the learner in meaningful and authentic language use (rather than merely mechanical practice of language patterns). TEACHING METHOD INTRO: Communicative Approach TIME: 50min OBJECTIVES: By the end of the lesson, the Teacher Trainee will be able to: define the communicative approach to second language learning. identify learning objectives that utilize the communicative approach. design an interview, reader's theater, or other communicative activity using content from their textbooks. PROCEEDURES: WARM UP: (20 min)Teaching Method Introduction: When using a communicative approach to teaching a second language, lessons are designed around the functional use of language such as asking and giving permission or directions with less emphasis on structural development and error correction. The activities are student centered, with students talking and listening with each other to complete tasks while the teacher observes and offers direction as needed. At the heart of a communicative activity are students working in pairs or small groups and using language to give and receive information related to a real world situation or problem. ACTIVITY: 1. (10 min) After introducing and defining the communicative approach to the class, review lessons that were taught in previous sessions. For each lesson, have the class identify the specific tasks and activities that utilized communicative techniques. As they are identified, list them on the board. 2. (15 min)Have students work in small groups to identify activities that they do in their classrooms that use the communicative approach. Identify the characteristics that make them communicative. 3. CLOSURE: (10 min) Call on groups to share their activities with the class and explain how they meet the criteria for being communicative. Write new ideas on the board and leave them there for students to refer to during the practicum session. Practicum Session 1: (50min) Students should be working in small groups to design a short lesson, 5 to 7 minutes, that uses an identified communicative activity. They can use their textbook or content required for their classroom. Practicum Session 2: (50) Students present short lessons.
Graphic Organizers Venn Diagrams Narrative Input Chart Learning Objectives
Practicum Session 1
Practicum Session 2
SUMMER PROJECT SAMPLE LESSON PLAN ENGLISH SKILLS DAY 3 LESSON 1 Graphic Organizers Venn Diagram DAY # 3 - Learning Objectives SESSION TITLE: Seasons of the Year TIME: 50 min. OBJECTIVES: SWBAT (Student will be able to...) identify characteristics of the four seasons compare two seasons by using a venn diagram explain your venn diagram to a small group of teacher trainees demonstrate using a venn diagram to compare two or three different ideas, objects or events from the teacher trainees textbooks MATERIALS: paper
PROCEEDURES: Pronunciation (15 min.) ACTIVITY: #1 Venn Diagram (35 min.) WARM-UP: Whole group discuss the four season and what they know about them. (5 min.) Teacher states that today we will compare two seasons by using a Venn Diagram. After you and your partner have completed your diagram you will be asked to share it with a group. Students (teacher trainees) work with a partner. (20 min.) Have students draw two intersecting circles that fill up the entire page of a piece of paper. About one third of each circle should overlap with the other circle; this way they have plenty of space to write in the intersecting section. Students choose two seasons. Write the name of the first season at the top of one circle and the name of the second season at the top of the second circle. Think of characteristics---weather, holidays, seasonal activities---that define the first season (Season A). If, for example, you chose winter, then some characteristics might be cold, white and Valentine's Day. For each characteristic, ask yourself if it applies only to Season A. If so, write the characteristic in the main part of the Season A circle. If the characteristic applies to both Season A and the second season (Season B), write it in the overlapping section. Record characteristics specific to Season B in the second circle. Again, if you think of a characteristic that is common to both seasons, write it in the overlapping section. In the circle on the left you can see everything that is particular to Season A. In the right circle you see what makes Season B unique. The characteristics listed in the middle area are common to both seasons.
Use this visual to compare the seasons you chose. Groups of 6 share their Venn Diagrams with each other. (10 min.) Break (10 min.)
CLOSURE / REFLECTION: In partners, teacher trainees brainstorm ways they can compare ideas, objects or events using a venn diagram from their textbooks.
SUMMER PROJECT SAMPLE LESSON PLAN ENGLISH SKILLS DAY 3 LESSON 2 Narrative Input Chart DAY # 3 Learning Objectives SESSION TITLE: Seasons of the Year TIME: 50 min. OBJECTIVES: SWBAT (Student will be able to...) define a Narrative Input Chart Recreate a Narrative Input Chart along with the teacher Retell a story using a Narrative Input Chart Explore ways a Narrative Input Chart can be use in their curriculum MATERIALS: one sheet of paper per teacher trainee, chalkboard chalk, lg. chart paper optional
PROCEEDURES: WARM UP: Discuss with your partner your favorite season and the activities you enjoy doing during that season.
ACTIVITY #2 Narrative Input Chart Teacher explains that today I am going to show you (the teacher trainees) how you can use a Narrative Input Chart to introduce vocabulary, reinforce key concepts in a unit, present story sequence and motivate students. Definition of a Narrative Input Chart: This is a large visual representation of a story, poem or song that is either made up or adapted from a book, which the teacher will tell to further students' understanding of key concepts in the teaching unit. It will include drawn illustrations are labeled. While the teacher is telling the story and drawing and labeling the pictures on the chalkboard the teacher trainees are following along and drawing and labeling on their own individual papers. The teacher reads the following made-up story to the class or changes the story to reflect their own favorite season experience. The story: My favorite season is summer. (draw a big rectangle on the chalkboard and print, summer at the top) When I was young my family always went to the beach or ocean during the summer. (draw a line to separate the water from the sand, then print the words ocean, beach, sand It's always very hot in the summer. (draw a sun and label sun in the sky) We would take a large umbrella to shade us from the hot sun. (draw and label the umbrella) We would also take a blanket to spread out on the sand. (draw and label)
Mom would always pack a lunch for us in a cooler. (draw mom, label and the cooler) Dad would bring a BBQ and roast hotdogs and hamburgers. (draw and label) While the food was cooking some of us would swim in the ocean. (draw and label) We would often see children kicking a soccer ball around in the sand. (draw and label) Sometimes we would see people flying kites. (draw and label) And there was always people walk along the beach looking for seashells. (draw and label) My favorite thing to do was to build a sandcastle on the shore. (draw and label) We would always have a wonderful day at the beach. Partners then retell the story in their own words using the Narrative Input Chart to help them with the vocabulary and story sequence. If time allows the above sentences can be put on strips of paper and groups of students can put them in story sequence. CLOSURE / REFLECTION: Partners talk about how drawing the pictures and labeling them helped them remember the vocabulary words and the story. Discuss what your students would enjoy about using a Narrative Input Chart.
SUMMER PROJECT SAMPLE LESSON PLAN ENGLISH SKILLS DAY 3 Learning Objectives DEFINITION: A Learning Objective is one or several written statements that express clearly what we want our students to learn and/or do as a result of the lesson. They are written in terms of learning outcomes. They are specific measurable, obtainable, result-oriented, timely (SMART) DAY # 3 Learning Objectives SESSION TITLE: Learning Objectives TIME: 50 min OBJECTIVES: By the end of the lesson the SWBAT (student will be able to...) 1. Explain what a learning objective is and why they are important in teaching 2. Identify the three steps in writing a learning objective 3. Pick out the more effective learning objective given two examples 4. Write an effective learning objective using the 3 steps RESOURCES: Click here to download a chart of Action Verbs for use in writing objectives: http://learnzap.com/summer_project/summer-project-curriculum/resources/day3-learning-objectives/ PROCEEDURES: WARM UP: Partners discuss: When you are teaching a lesson how do you know what you want to students to learn? Do you using learning objectives when you teach? Why or why not? ACTIVITY: Teacher defines a learning objective to teacher trainees. DEFINITION: A Learning Objective is one or several written statements that express clearly what we want our students to learn and/or do as a result of the lesson. They are written in terms of learning outcomes. They are specific measurable, obtainable, result-oriented, timely (SMART) Teacher explains why learning objectives to teacher trainees. Learning Objectives give the student a clear idea of what will be taught. They gives the teacher a goal to achieve while presenting the lesson. They form the basis for evaluating the students and the lesson. Teacher teaches the 3 steps in writing a learning objective. 1.Create a stem. Length of time and student centered. Example: At the end of the lesson the Student will be able to (SWBST) 2.Add a verb that is measurable. What do you want the student to be able to do? Example: compare, recognize, recall, write (review list in glossary) 3.Once you have a stem and a verb, determine the actual product, process or outcome. (result-oriented) Example: At the end of the lesson the SWBAT compare two items by using a venn diagram. Teacher reads two possible examples of learning objectives, from the earlier lessons from today.
Teacher trainees hold up either 1 finger or 2 fingers showing which example is a better learning objective. Then discuss why the stared objective is better. At the end of the lesson... (add to the beginning of each statement) SWBAT demonstrate understanding by writing three facts about the seasons.(*) SWBAT learn three things about the seasons. SWBAT draw 10 pictures on the Narrative input chart. SWBAT illustrate vocabulary words to put on the Narrative input chart. (*) SWBAT retell in his or her own words the plot of the story. (*) SWBAT silently read a story. SWBAT compare two seasons using a venn diagram. (*) SWBAT understand the differences between two seasons.
Teacher trainees will choose a lesson from their textbooks and write a learning objective using the three step process. Note: teachers may need to write a short list of verbs on the board for teacher trainees to choose from.(see list that follows) Groups of 4-5 teacher trainees share their learning objectives with each other. CLOSURE / REFLECTION: Groups of 4 review why learning objectives are important, the three steps in writing a learning objective, the importance of using an action verb.
3:2 3:2 Information Gap Assessment
Practicum Session 1
Practicum Session 2
SUMMER PROJECT SAMPLE LESSON PLAN ENGLISH SKILLS DAY 4 - 3:2 / 3:2 3:2 / 3:2 - This activity serves as a good warm-up, whole class discussion primer, and/or review exercise.
DAY # 4 SESSION TITLE: 3:2 3:2 TIME: 35 min OBJECTIVES: By the end of the lesson, teacher trainees will have practiced listening comprehension, summarizing, and speaking. PROCEEDURES: Select a topic either based on your theme or that helps trainees get to know one another better and thereby build classroom community. Suggested topic ideas: describe what you do for your favorite holiday. What manners do you think children should learn and why? Tell your story of growing up and going to school. Talk about your favorite songs and musical artists. Describe a major purchase youve made in your life, the steps you took to do so. Describe your home (laojia). Share about your favorite sports team and how theyre doing. What do you like to do in your leisure time? WARM UP: (5 min) Write your selected topic on the board. Brainstorm (you may have to explain what a brainstorm is) a word web. Trainees can refer back to this vocabulary while speaking. ACTIVITY: (25 min) Briefly introduce questions or desired discussion topic Divide class into pairs They determine person A & B Person A speaks for 3 minutes on the topic while person B listens Then person B speaks for 2 minutes, telling person A what he/she heard Person B speaks for 3 minutes on the topic while person A listens Then person A speaks for 2 minutes, telling person B what he/she heard Select 2 students from different pairs to tell the whole class what was discussed during their conversation time.
1. 2. 3. 4. 5. 6. 7. 8.
CLOSURE / REFLECTION: (5 min) As a class discuss: What did you learn about your partner that you didnt already know? What English skills did you use to complete this activity? What are some other topics this activity might work with?
SUMMER PROJECT SAMPLE LESSON PLAN ENGLISH SKILLS DAY 4 Information Gap
Information Gap- An information gap activity is an activity where learners are missing information they need to complete a task and they need to talk to each other (ask question) to find the missing information.
DAY # 4 SESSION TITLE: Information Gap TIME: 50 min OBJECTIVES: By the end of the lesson teacher trainees will: 1. Understand what an information gap is and list information gaps that EFL/ESL students can use to practice their English skills 2. Practice their oral English skills 3. Engage in classroom community building by becoming better acquainted with a classmates daily routines MATERIALS: 1. copies of hands outs (included in this lesson plan), one per student 2. the first page of Information Gap Exercises must be cut down the middle, half for partner A, the other half for partner B 3. each trainee must have a partner PROCEEDURES: WARM UP: Board-race (see 10 Short Games for an explanation). List as many topic ideas as you can for 3:2 3:2 ACTIVITY: 1. Have students sit with their partners. Explain that this lesson will use the western method of peer-teaching. Partner A will receive a different handout than partner B, they must not show each other their handouts. They will have time to read the handout and then ask and answer the questions on the handout to teach each other about information gaps. Distribute the handout The Info Gap Student A and B. 2. If you heard common oral English grammar mistakes as you circulated amongst the groups, write them on the board and correct them as a class. 3. When partners finish debrief as a class: What did you learn? What are the advantages/disadvantages of teaching using information gaps? (Its just like realworld English; students must use their English skills to acquire information; all students can work at their maximum English level; can be difficult to correct all mistakes; error correction isnt immediate) 4. Explain that now trainees will have the opportunity to complete three additional
information gap activities and have a chance to get to know their partner better. Pass out the handout Information Gap Exercises. You may wish to quickly review the vocabulary words: brainstorm, cents and grid. Have students complete the exercises. 5. Review common mistakes and some possible correct answers. 6. Debrief. Were you successful? How did you get the answers you needed? What English skills did you have to use? What are some other examples of real world communication gaps you can think of? (buying train tickets, making dentist appointments, getting directions, making plans to have lunch, asking for someones phone number) CLOSURE / REFLECTION: Play Stand-Up If. Trainees should refer to their Information Gap Exercises handouts. The facilitator will ask a question, to respond yes trainees should stand up. Who had a partner who likes to get up early? Sleep in? Watch movies? Eat noodles for breakfast? Cook lunch for their family? Go out to KTV?
INFORMATION GAP EXERCISES
A.
STUDENT A This evening Tomorrow morning Tomorrow afternoon Tomorrow evening
STUDENT B Tonight Kim is going to stay at home, because he wants to write a letter to a friend. Tomorrow morning he has classes as usual at college; but he has the afternoon free, so hes going to help his father repair the roof on their house. In the evening hes been invited out to a party.
B.
STUDENT A Shopping List 2 packets tea 1 kilo sugar 1 can orange juice 2 kilos rice 1 kilo beans 1 kilo oranges
STUDENT B You Sell Tea Sugar Rice Orange juice -75 cents a box -30 cents a kilo -20 cents a kilo -25 cents a can
EXCHANGING PERSONAL INFORMATION

1. Work in pairs. Ask your partner questions about his or her daily routine. Get up? Breakfast? School? Lunch? Evening? Go out?
2. Think of another activity like this, using a grid. Choose a topic that students would find interesting. Brainstorm with your group or partner and write your ideas below.
THE INFORMATION GAP

In the real world, information gaps are very common. One person, the speaker, wants to ask a question and the other person, the listener, tries to answer it. In the real world, people ask questions because they do not know the answer, and because they want to find out some information. Think of a man at a bus stop (A) who asks a woman (B): Do you have the time? There is an information gap between the two people that the man is trying to fill. An information gap is useful in the classroom because it gives students a reason to communicate. Sometimes, the teacher can decide the kind of language that the students will use. Sometimes, the language can be very free and the students decide what kind of language they will use. You can use an information gap to practice grammar, especially verb forms such as the past simple or present continuous. You can also practice vocabulary--in fact, anything you choose. The teachers job is to organize the activity, and, while the students are working together, to monitor. This means that he or she listens carefully, and makes a note of any errors the students make. The teacher tries not to interfere with the students while they are working together. For an information gap to work well, it needs to have a purpose. The students purpose is to fill the gap by asking questions. NOW ANSWER THE QUESTIONS ABOUT YOUR TEXT: 1. 2. 3. 4. 5. What kind of information gaps do you find in real life? Why are they useful in the classroom? What kind of language do students use in the information gap? What kind of grammatical structures could you practice? What should the teacher do during the activity?
STUDENT A
NOW ASK YOUR PARTNER THESE QUESTIONS: What kinds of materials can you use for an information gap? What kinds of skills do students practice in an information gap? How can the teacher make sure the activity goes well? What can the teacher do after the activity? When does the teacher correct the students?
THE INFORMATION GAP

In the real world, information gaps are very common. One person, the speaker, wants to ask a question and the other person, the listener, tries to answer it. In the classroom, we want to use information gaps to give the students a chance to communicate with each other, just like people do in real life. You can use a wide variety of different materials in the classroom to design information gaps. Sometimes you can use a picture, which one student tries to describe to another student. Sometimes you can use a written text with information that the students must pass to each other. An information gap can involve the different skills of reading, writing, speaking, and listening. An information gap activity needs careful organisation. The teacher must think carefully about the instructions he or she will give to the students so that they are very clear about what they have to do. Sometimes its useful to practice the activity before starting. At the end of the activity, the teacher can give the students feedback on how well they did the activity. The teacher can also correct any errors the students made. But it is important to remember that the teacher corrects mistakes after the activity. NOW ANSWER THE QUESTIONS ABOUT YOUR TEXT: 1. 2. 3. 4. 5. What kinds of materials can you use for an information gap? What kinds of skills do students practice in an information gap? How can the teacher make sure the activity goes well? What can the teacher do after the activity? When does the teacher correct the students?
STUDENT B
NOW ASK YOUR PARTNER THESE QUESTIONS: 1. 2. 3. 4. 5. What kind of information gaps do you find in real life? Why are they useful in the classroom? What kind of language do students use in the information gap? What kind of grammatical structures could you practice? What should the teacher do during the activity?
SUMMER PROJECT SAMPLE TEACHING METHODOLOGY INTRO: DAY 4 Assessment Definition: Assessment is generally used to refer to all activities teachers use to help students learn and to gauge student progress. Assessment can be either formal or informal. Formal assessment usually implies a written document, such as a test, quiz, or paper. A formal assessment is given a numerical score or grade based on student performance, whereas an informal assessment does not contribute to a student's final grade. An informal assessment usually occurs in a more casual manner and may include observation, inventories, checklists, rating scales, rubrics, performance and portfolio assessments, participation, peer and self evaluation, and discussion. TEACHING METHOD INTRO: Assessment TIME: 50min (this may go into the after lunch session) OBJECTIVES: By the end of the lesson, the Teacher Trainee will be able to: 1. 2. 3. 4. identify assessment strategies used in the previous days evaluate the purpose of different kinds of assessments and analyze when to use them design informal pre-, post, and during assessments based on learning objectives reflect on their own learning about assessment
PROCEEDURES: This lesson plan is not totally complete, pick something, anything, that you know how to teach. It could be tying your shoe, American football, making pizza (bonus points if its related to your theme for the day or USA culture). Script out teaching it two ways: the first way explaining it straight through without pause, the second way often stopping to informally assess the comprehension level of your students. Have teacher trainees work in pairs or groups, to give them time to collect their thoughts before translating their ideas into English, frequently have them Turn and Talk to a partner for a minute before calling on volunteers, this also increases class participation. MATERIALS: blank paper, one for each teacher trainee WARM UP: Divide the class in half. Draw a tic-tac-toe grid on the board. As you play, each team must answer a review question about the previous lessons (all of them) before they can get a space. ACTIVITY: 1. Pass out a blank piece of paper to each trainee. Ask them to write down EVERYTHING they know about assessment. Explain that this is a pre-assessment to find out what they already know about assessment; today we will use these to reflect on our own learning; pre-assessments can help teachers know what their students already know to save time when teaching. Collect the papers and put them aside for the moment. 2. Teach something straight through without stopping. Then at the end ask: Do you understand? 3. Debrief: A suggested format is to ask a question, have teacher trainees Turn and Talk, then call on a few volunteers to share. Elicit from the class how they might have felt anxious, disengaged, and lost. Did you learn? How well did you learn it? Why didnt that teaching work very well?
4. Teach the same thing again, this time stopping often to informally assess. The goal is to have a broad sense of how well the whole class is following the lesson. Trainees may need a practice round before you begin. If trainees are lost, reteach as necessary. a. Have ALL the teacher trainees give a thumbs up or a thumbs down. (ex: write something on the board and ask the students if it is correct) If they dont know have them put their thumbs sideways. b. Write three things on the board and have trainees hold up the corresponding number of fingers for the correct one (ex: the quarter back 1. decides the plays 2. kicks field goals 3. plays defense) c. Have trainees stand up/sit down to signal an answer, point left or right, up or down. d. Have trainees write the answer in their notebooks in big writing and hold them up over their heads. e. To check the comprehension of a new vocabulary word ask trainees to 1. Act the answer out 2. Answer a yes/no question (gives thumbs up/down) 3. Answer an either/or question (point left/right) 4. Fill in a cloze sentence (write it on the board, have them write what would go in the blank in their notebooks and hold up their notebooks) 5. Use the new word in a sentence (notebooks again, or share with a partner and then call on a few volunteers) 5. Debrief. The goal is for trainees to recognize how using assessments are helpful in increasing student learning, and to generate a list of assessments. Using Turn and Talk ask trainees: How did I make sure you were not lost? What is the purpose of making sure you are not lost? What assessments were used in previous lessons (KWL, etc.)? Make a list of all assessments used on the board 6. Mini-presentation of formal/informal assessments (see definition above) using the list generated as a class. REVIEW/CLOSURE: Give back the pre-assessments. Ask trainees to reflect on what they learned during the lesson and make changes to them. This is their post-assessment which is also a self-assessment of their own learning. Inform trainees they will need the learning objectives they developed the day before for the afternoon session.
PRACTICUM SESSION 1: (50 min) 1. Ask trainees to write out ways to assess the learning objectives they developed the day before. They can work in groups or with a partner. 2. Ask trainees how they think you should assess them. If theyre totally stuck, develop a checklist as a class (Did the presenters have one or more learning objectives? Did the presenters have one or more assessment? Was it an effective assessment for the learning objective?), write the list on the board. PRACTICUM SESSION 2: (50 min) Have trainees present their learning objectives and assessments. After each group/pair presents, go through the checklist as a class to assess each group.
Songs & Chants Text Message Economy of Language Classroom Management
Practicum Session 1
Practicum Session 2
SUMMER PROJECT SAMPLE LESSON PLAN ENGLISH SKILLS DAY 5 LESSON 1 Songs & Chants Songs and Chants: songs and chants are easy ways to interest Chinese students. Often, songs and/or chants rhyme or are mnemonic, whichalong with their repetitive naturestimulates memory. SESSION TITLE: Restaurants and food TIME: Two fifty-minute periods OBJECTIVES: SWBAT: 1. Audibly identify the differences in pronunciation between long-form structures and contractions, 2. Make sentences about ordering food in restaurants using both forms, 3. Identify references to food in song recordings OR write and perform their own songs about food, 4. Write half a page describing their favorite food, 5. Choose relevant information when making writing more concise, 6. Write and send a text message in English, 7. Identify why certain information is more relevant than other unnecessary information.
PROCEEDURES: WARM UP: Pronunciation: Contractions (15 minutes) Students should brainstorm with the teacher a list of contractions (ex: contractions for would, will, have, is, had, etc.). They should be listed on the board with the full form and the contraction (ex: I wouldId). In pairs, students should take turns saying a sentence using either a contraction or a full form, while their partner verbally identifies which one was said. Sentences should relate to ordering food in a restaurant (ex: Id like the salad, please; I will have dessert after all; Hell be back shortly, but Ill order now; etc.). ACTIVITY 1: Songs and chants (35 minutes) Students should listen to some songs about food (depending on level of students and their openness to potentially sexual themes, some suggestions might be All that Meat and no Potatoes by Fats Waller, Be our Guest, from Beauty and the Beast, Milkshake, by Kelis, Gin and Juice, by Snoop Dogg, Milk and Cereal, by G. Love and Special Sauce, All You Can Eat, by The Fat Boys, Savoy Truffle, by The Beatles, Alices Restaurant, by Arlo Guthrie, etc.) and write down all the references to food they hear. Students should be divided into groups to listen to separate songs, and once finished with their song, will move on as a group to the next song station.
Alternatively, if the teacher has little or no access to media and is unable to play pre-existing songs, students should be divided into groups to write their own songs about food, which they will then perform for the class.
CLOSURE / REFLECTION: Students should check each others list of food references, and self-correct.
SUMMER PROJECT SAMPLE LESSON PLAN ENGLISH SKILLS DAY 5 LESSON 2 Economy of Language Economy of Language: activities which practice economy of language hone students' vocabulary skills by making them choose the exact word for their meaning, while also increasing their effectiveness at making a point while avoiding circumlocution. An example of this type of activity is having the student write one page about a given topic, then re-write it to be half a page, then re-write that half a page to be one paragraph, and so on. Lesson Idea: Text Messaging: the composition of text messages allows for students to practice concise wording, as well as introduces them to cultural points of linguistic interest (lol, brb, j/k, etc.) and frequently-used technology. PROCEEDURES: ACTIVITY 2: Text message/economy of language (45 minutes) Students should write half a page about their favorite food (grammar, vocabulary, style, spelling, etc. will not be considered; only speed is important). After writing half a page, they will be asked to trade their paper with another student, and that student should write of a page that includes the same information as the original half-page. Students will then trade their of a page to a third student, who will re-write it in one paragraph, and then, finally, to a fourth student who will re-write the paragraph in a single sentence. Once a single sentence has been written, it will be given to a fifth and final student, who will write a text message using the same information and send that text on his/her phone to another student in the class. As they receive the texts, students should try to find the person who originally wrote the half-page about their favorite food. CLOSURE / REFLECTION: As a class, students should discuss what information they cut in order to reduce the length of the paper and why. What information was important to retain for identifying the original writer?
SUMMER PROJECT TEACHING METHODOLOGY INTRO: DAY 5 - Classroom Management

DAY 5 SESSION TITLE: Classroom Management TIME: 50min OBJECTIVES: By the end of the 50 minutes class, the teacher trainee will be able to: 1. Describe what the 5 WH questions for classroom management are 2. Describe how they can handle some typical classroom management issues. Definition Classroom management includes strategies for directing class focus, organizing students, and recalling classroom attention. In the communicative classroom, students are often working individually, in pairs, or in groups, so maintaining a method for quickly gaining their attention is crucial. There are many methods for this; the trick is finding the one that works for a particular instructor in a particular situation. MATERIALS: Classroom Management Case Studies See last page of this document or click here
to download
PROCEEDURES: WARM UP: Teacher Trainees brainstorm what classroom management is. (5min) ACTIVITY: 1. Discuss the five WHs of Classroom Management (5min) 1. WHAT: amount of control teacher has over classroom setting 2. WHY: teachers have the students attention and focus. 3. WHO: the teacher and the students 4. WHERE 5. WHEN 2. Discuss the components of classroom management (20 min) organizing students - PCVs share some grouping strategies, such as counting the numbers, or using cards recalling classroom attention - PCVs and teacher trainees share their way to regaining students attention in class Some strategies to encourage participation - Polling: Design a short survey that is filled out and tallied on the spot, or verbally poll students. Use polling to obtain data quickly and in a quantifiable form - Calling on the next speaker: Ask students to raise their hands when they want to share their views and request that the present speaker call on the next speaker (rather than the instructor performing this role). Use this method when you are sure there is a lot of interest in the discussion or activity and you wish to promote student interaction Diversify your classroom - Integrate all four language learning skills into your class. Take teaching a song for an example: Listening: for main idea or specific details. Speaking: discuss the theme of the song
Reading: read the lyric Writing: write a summary of the lyric Games: Use an enjoyable activity or quiz game to elicit participants ideas, knowledge, or skills. Use games to stimulate energy and involvement. Trainer can share Document 47 of the Curriculum- List of classroom learning games to the trainees.
3. Discipline Problem Case study (15min) - Trainer divides teacher trainees into groups. - Trainer cuts the cases into slips of paper and gives one slip of paper to each group - Give each group 5 minutes to discuss the cases - Some trainees present their group scenario and strategies to the whole class.
Instructions for the teaching practicum in the afternoon: The teacher trainees are going to work in groups to teach a textbook topic using songs and chants or economy of language methods. Practicum One (50min) 1. Divide the trainees into groups of 4 people. (5min) 2. Each group will find a material from their textbook, and plan a short lesson use Songs and Chants or Economy of Language method to teach that material. 3. Students will plan for about 20 minutes. If they need more time, the teacher can give them more time until the end the first practicum 4. Student will present their lesson to the rest of the class. Questions to answer: 1.) What material have they chosen? 2.) Which method will they use? 3.) How are they going to teach that lesson?
Practicum Two (50min) The presentation will continue in the second practicum.
Classroom Management Case Study

You are in the middle of a class and suddenly the noise level in the classroom adjacent to yours becomes so loud that your students are distracted. Please demonstrate how you would handle this situation.
You have two students who always seem to keep their hands inside their desk and as you walk by you hear the clicking of a text message being sent. Please show us how you would handle this situation.
Your students phones ring during class at the most inappropriate times. Please show us how you would handle this situation.
In the middle of one of your especially stimulating classes, you hear snoring coming from a student 3 seats from the back of the classroom. The rest of the class begins snickering. Please show us how you would handle this situation.
You notice that some of your students are habitually showing up late for class. Please show us how you would handle this situation.
You have three students who are noticeably struggling with your classes, no matter how simple you make the examples. Since they cannot keep up with the other students, they tend to entertain themselves with odd noises, squirming, talking and requests to go to the bathroom. Please show us how you would handle this situation. It is fall and the heating has not been turned on in your school. It is so cold in the classroom, that your fingers will barely hold the chalk. Many of your students are not dressed warmly enough and are actually shivering. You have 20 minutes of class time left. It may be your imagination but you think that some of your students lips are turning blue. Please show us how you would handle this situation.
TV Commercial Rubric Lesson Plans
Practicum Session 1
Practicum Session 2
SUMMER PROJECT SAMPLE LESSON PLAN ENGLISH SKILLS DAY 6 LESSON 1 TV Commercial DAY # 6 SESSION TITLE: Touring Americas Cities TIME: 100 minutes OBJECTIVES: 1. Students will be able to identify important facts about a variety of American cities. 2. Students will be able to create a TV commercial with relevant facts about one Great American City. 3. Students will be able to analyze and give useful feedback to their classmates using a presentation rubric. PROCEEDURES: WARM UP: Pronunciation 15 minutes ACTIVITY/PROCEDURE: 1. Define/Discuss: 20 minutes A. Compare vacation habits of Chinese & Americans B. Introduce Monroes Motivated Sequence: Attention- Get the audiences attention Need Establish why someone MUST follow your advice Satisfaction/Solution- Tell them how amazing X city is Visualization- Paint them a picture of their dream vacation Action- Give them a Command (i.e., go to www.visitnewyork.com) C. What makes a commercial work? Brainstorm the elements of successful commercials. i. Pair/Share brainstorm with a partner then report back to the whole group ii. Create a Slogan for a Chinese City as a class D. Give some helpful performance tips: Avoid just readingperform from small note cards or from memory! Look at the Audience or other person in the scene Avoid turning your back to the audience 2. Activity: 25 minutes A. In groups of 3-4, create a 1-2 minute TV Commercial advertising for tourists to choose your city. Following Monroes Motivated Sequence with a catchy slogan [*Supplemental Material: City Info Sheets]
Consider the following: a. Accommodations b. Activities c. Historic Sites d. Natural Beauty e. Transportation (distance from airport) B. Make/Assemble props for the commercial 3. Introduce Rubric : 10 minutes a. Analyze each Commercial using the rubric b. Provide critical feedback [*Supplemental Material: Presentation Rubric ex. Seattle, WA] 4. TV Commercial Performances : 40 minutes A. Each group will perform their TV Commercial B. Audience will evaluate the performances using a Rubric i. Depending on time, immediate verbal feedback for each group is very helpful!
CLOSURE / REFLECTION: 1. Vote for the favorite travel spot! 2. If time permits, allow for peer feedback from the rubrics.
Seattle, Washington
Population: 608,606 Region: Northwest Seattle is the northernmost major city in the contiguous United States, and the largest city in the Pacific Northwest and the state of Washington. It is a major seaport situated on a narrow isthmus between Puget Sound (an arm of the Pacific Ocean) and Lake Washington, about 114 miles (183 km) south of the Canada United States border, and it is named after Chief Sealth "Seattle", of the Duwamish and Suquamish native tribes. Seattle is the center of the SeattleTacomaBellevue metropolitan statistical area--the 15th largest metropolitan area in the United States, and the largest in the northwestern United States. Seattle is the county seat of King County and is the major economic, cultural and educational center in the region. The 2010 census found that Seattle is home to 608,660 residents within a metropolitan area of some 3.4 million inhabitants. The Port of Seattle, which also operates SeattleTacoma International Airport, is a major gateway for trade with Asia and cruises to Alaska, and is the 8th largest port in the United States in terms of container capacity. Seattle is the western terminus of I-90 and resides on the I-5 corridor, about 140 miles (230 km) south of Vancouver, British Columbia, and 170 miles (270 km) north of Portland, Oregon. The city of Victoria, British Columbia's capital, is about 110 miles (180 km) to the northwest (about 90 miles (140 km) by passenger ferry) while the eastern Washington hub city of Spokane lies 280 miles (450 km) to the east.
Seattles current official nickname is the "Emerald City", the result of a contest held in 1981; the reference is to the lush evergreen forests of the area. Seattle is also referred to informally as the "Gateway to Alaska", "Rain City", and "Jet City", the last from the local influence of Boeing. Seattle residents are known as Seattleites. Seattle is the birthplace of rock legend Jimi Hendrix and the rock music style known as "grunge," which was made famous by local groups Nirvana, Soundgarden, Alice in Chains, and Pearl Jam. In more recent years, Seattle has been known for indie rock and hip hop music. Seattle has a reputation for heavy coffee consumption; coffee companies founded or based in Seattle include Starbucks, Seattle's Best Coffee, and Tully's. There are also many successful independent artisanal espresso roasters and cafes. Seattle and Minneapolis are the two most literate cities among America's largest cities. Additionally, survey data from the United States Census Bureau indicate that Seattle has a higher percentage of college graduates than any other major American city, with approximately 53.8% of residents aged 25 and older holding a bachelor degree or higher. Seattle has particularly strong information technology, aviation, architecture and recreational industries. It is particularly known as a hotbed of "green" technologies, stemming in part from the strong and relatively noncontroversial stances its public leaders have taken on policies regarding urban design, building standards, clean energy and climate change (Seattle in February 2010 committed itself to becoming North America's first climate neutral" city, with a goal of reaching zero net per capita greenhouse gas emissions by 2030). Seattle is ranked as one of the most car-congested cities in the United States, and efforts to promote compact development and transportation choices are perennial policy issues. The railways and streetcars that once dominated its transportation system were largely replaced with an extensive network of bus routes for those living near the city center, and the city's outward growth caused automobiles to become the main mode of transportation for much of the population in the middle to late twentieth century. However, efforts to reverse this trend at the municipal and state levels have resulted in new commuter rail service that connects Seattle to Everett and Tacoma, a regional Link Light Rail system that extends south from the city core to SeaTac Airport, and an inner-city South Lake Union Streetcar network in the South Lake Union area. The Space Needle, dating from the Century 21 Exposition (1962), is Seattle's most recognizable landmark, having been featured in the logo of NBA sports team the Seattle SuperSonics, the television show Frasier and the backgrounds of the television series Dark Angel, Grey's Anatomy and iCarly, and films such as It Happened at the World's Fair, Sleepless in Seattle, and The Twilight Saga: Eclipse. The fairgrounds surrounding the Needle have been converted into Seattle Center, which remains the site of many local civic and cultural events, such as Bumbershoot, Folklife, and the Bite of Seattle. Seattle Center plays multiple roles in the city, ranging from a public fair ground to a civic center, though recent economic losses have called its viability and future into question. The Seattle Center Monorail was also constructed for Century 21 and still runs from Seattle Center to Westlake Center, a downtown shopping mall, a little over a mile to the southeast.
Pike Place Market The Smith Tower was the tallest building on the West Coast from its completion in 1914 until the Space Needle overtook it in 1962. The late 1980s saw the construction of Seattle's two tallest skyscrapers: the 76 story Columbia Center (completed 1985) is the tallest building in the Pacific Northwest and the fourth tallest building west of the Mississippi River; the Washington Mutual Tower (completed 1988) is Seattle's second tallest building. Other notable Seattle landmarks include Pike Place Market, the Fremont Troll, the Experience Music Project and Science Fiction Museum and Hall of Fame (at Seattle Center), and the Seattle Central Library. Starbucks has been at Pike Place Market since the coffee company was founded there in 1971. The first store is still operating a block south of its original location.
The National Register of Historic Places has over 150 Seattle listings. The city also designates its own landmarks. Among Seattle's prominent annual fairs and festivals are the 24-day Seattle International Film Festival, Northwest Folklife over the Memorial Day weekend, numerous Seafair events throughout July and August (ranging from a Bon Odori celebration to the Seafair Cup hydroplane races), the Bite of Seattle, one of the largest Gay Pride festivals in the United States, and the art and music festival Bumbershoot, which programs music as well as other art and entertainment over the Labor Day weekend. All are typically attended by 100,000 people annually, as are the Seattle Hempfest and two separate Independence Day celebrations. Other significant events include numerous Native American pow-wows, a Greek Festival hosted by St. Demetrios Greek Orthodox Church in Montlake, and numerous ethnic festivals (many associated with Festl at Seattle Center). Since the middle 1990s, Seattle has experienced significant growth in the cruise industry, especially as a departure point for Alaska cruises. In 2008, a record total of 886,039 cruise passengers passed through the city, surpassing the number for Vancouver, BC, the other major departure point for Alaska cruises. Outdoor activities Green Lake Park, popular among runners, contains a 2.7-mile (4.3 km) trail circling the lake. Seattle's mild, temperate marine climate allows year-round outdoor recreation, including walking, cycling, hiking, skiing, snowboarding, kayaking, rock climbing, motor boating, sailing, team sports, and swimming. In town, many people walk around Green Lake, through the forests and along the bluffs and beaches of 535-acre (2.2 km2) Discovery Park (the largest park in the city) in Magnolia, along the shores of Myrtle Edwards Park on the Downtown waterfront, along the shoreline of Lake Washington at Seward Park, along Alki Beach in West Seattle, or along the Burke-Gilman Trail. Also popular are hikes and skiing in the nearby Cascade or Olympic Mountains and kayaking and sailing in the waters of Puget Sound, the Strait of Juan de Fuca, and the Strait of Georgia. In 2005, Men's Fitness magazine named Seattle the fittest city in the United States.
Speaker Evaluation Rubric Student: ________________________________ Vocabulary / Word Choice Superior (10pts) Pronunciation Extremely Clear (10pts) Fluency Native Speaker rate (10pts) Date: ___________________ Creativity Very original, interesting, fresh approach (10pts) Original. Interesting. (7pts) Somewhat original and interesting. (5pts) An attempt at originality. (3pts) Unoriginal. No ingenuity. (1 pt) Content Exceeded the minimum requirements (10pts) Requirements met but not exceeded (7pts) Most but not all of the requirements met. (5pts) Some of the requirements were met. (3 pts) Few of the requirements were met. (1 pt.)
Intermediate (7pts) Average (5pts)
Mostly Clear (7pts) Some mistakes (5pts) Many mistakes (3pts) Difficult to understand (1 pt)
Low (3pts)
Good conversational rate (7pts) Moderate conversational rate. (5pts) Slow. A bit hard to follow. (3pts) Very slow. Difficult to follow. (1 pt)
Poor (1 pt)
Total: ____________ of 50 possible points. -------------------------------------------------------------------------------------------------------------------------------Speaker Evaluation Rubric Student: ________________________________ Vocabulary / Word Choice Superior (10pts) Pronunciation Extremely Clear (10pts) Fluency Native Speaker rate (10pts) Date: ___________________ Creativity Very original, interesting, fresh approach (10pts) Original. Interesting. (7pts) Somewhat original and interesting. (5pts) An attempt at originality. (3pts) Unoriginal. No ingenuity. (1 pt) Content Exceeded the minimum requirements (10pts) Requirements met but not exceeded (7pts) Most but not all of the requirements met. (5pts) Some of the requirements were met. (3 pts) Few of the requirements were met. (1 pt.)
Intermediate (7pts) Average (5pts)
Mostly Clear (7pts) Some mistakes (5pts) Many mistakes (3pts) Difficult to understand (1 pt)
Low (3pts)
Good conversational rate (7pts) Moderate conversational rate. (5pts) Slow. A bit hard to follow. (3pts) Very slow. Difficult to follow. (1 pt)
Poor (1 pt)
Total: ____________ of 50 possible points.
SUMMER PROJECT SAMPLE TEACHING METHODOLOGY INTRO: DAY 6 Lesson Plans Definition:While there are many formats for a lesson plan, most lesson plans contain some or all of these elements, typically in this order:
1. 2. 3. 4. Title of the lesson Time required to complete the lesson List of required materials List of objectives, which may be behavioral objectives (what the student can do at lesson completion) or knowledge objectives (what the student knows at lesson completion) 5. The set (or lead-in, or bridge-in) that focuses students on the lesson's skills or conceptsthese include showing pictures or models, asking leading questions, or reviewing previous lessons 6. An instructional component that describes the sequence of events that make up the lesson, including the teacher's instructional input and guided practice the students use to try new skills or work with new ideas 7. Independent practice that allows students to extend skills or knowledge on their own 8. A summary, where the teacher wraps up the discussion and answers questions 9. An evaluation component, a test for mastery of the instructed skills or conceptssuch as a set of questions to answer or a set of instructions to follow 10. Analysis component the teacher uses to reflect on the lesson itself such as what worked, what needs improving 11. A continuity component reviews and reflects on content from the previous lesson[2]
Final
TEACHING METHOD INTRO: Lesson Plans TIME: 50min OBJECTIVES: By the end of the lesson, the Teacher Trainee will be able to: 1. understand the flow of a properly designed lesson plan & understand how to create a plan of their own 2. write a plan for a TV commercial that includes objectives, procedure and assessment. 3. Write a plan for a TV commercial that uses content from their textbook. PROCEDURES: WARM UP: [15 minutes] 1. In 1 minute, list the different activities you did in the English Skills today. 2. 3:2-3:2 You and a partner discuss the necessity of having a lesson plan & what needs to be in an effective lesson plan. 3. Brief sharing time ACTIVITY 1: [20 minutes] 1. In pairs, take the lesson plan puzzle pieces and put them in the correct order. [title, level, length, objective, procedure, warm-up, activity, closing activity]
A. It will work best if you give each group a real lesson plan cut into pieces. B. You can make it a game & offer the winning pair something cool like a high five! 2. Show the group the correct order & discuss the rationale behind the order.
DISCUSSION: [15 minutes] 1. In pairs, brainstorm 5 reasons to write a lesson plan & 5 reasons NOT to write a lesson plan 2. Who benefits from each reason? 3. Discuss the lists by having each group add to a master list
PRACTICUM SESSION 1: (50 min) 1. Students will work in their small classes to identify subject areas that could be effectively taught using a TV Commercial.
2. Students will develop two lesson plans that incorporate TV commercial activities using their textbook material. A. Each plan must include objectives, procedure, time-frame, & assessment PRACTICUM SESSION 2: (50 min) 1. In groups, students will Model Teach their lesson plans & activities for each other. A. Depending on time you can have one person model or have a few do expedited versions of their lessons
Dictation Compare and Contrast Bloom's Taxonomy
Practicum Session 1
Practicum Session 2
SUMMER PROJECT SAMPLE LESSON PLAN ENGLISH SKILLS DAY 7 LESSON PLAN 1 - DICTATION: from copying to comprehensive thinking DAY # 7 SESSION TITLE: Dictation: from copying to comprehensive thinking TIME: 35 minutes OBJECTIVES: By the end of the lesson, the Teacher Trainee will be able to: Correctly identify dictation tasks that require higher and lower levels of thinking Restate the learning outcomes of dictation tasks that require different levels of thinking MATERIALS: teacher trainees will each need to have pen and paper, preferably two pens of different colors (one for writing and one for correcting) PROCEEDURES: WARM UP (5-10 min): 1. Write the following mixed-up sentences on the board: we/six oclock/and/tea/drink/get up/at then/walk/seven oclock/to/at/school begin/early/we/school hard/all/students/work/day 2. Tell the teacher trainees that these sentences are mixed up, ask them to rewrite on paper them and make them correct. When the class is finished, correct them as a group (a simple way to do this is to have teacher trainees switch papers with a partner, write the correct answers on the board, and have each person correct their partners paper). 3. Debrief the warm up. What skills did you use in this activity? Did you practice spelling, punctuation, and capitalization? Did you understand the meaning of the sentences? (Hopefully the answer is yes, it was necessary to understand the meaning of the sentences to unscramble them.) ACTIVITIES (20 min): 1. Introduce the days activity (on blackboard): Dictation Explain to the teacher trainees that during this lesson they will complete a series of dictation exercises designed to stimulate different levels of thinking and different levels of English skills. 2. Write on the board and ask trainees to copy the sentence Lili goes to school by bus Discuss the positives and negatives of students copying a teachers writing/writing from the text book Is this interesting? Can students copy without understanding? What do students learn from copying? 3. Cloze exercises: Lili ___________________ by bus Trainees can fill in the blank creatively Facilitator can dictate, teachers fill in the blank 4. Write key words (Lili, school, bus) on the board, have trainees write the full sentence. 5. Draw a picture to replace part of the sentence and have trainees write the full sentence.
6. Write the sentence on the board and ask trainees to write a similar sentence about themselves. 7. Reordering Sentences (warm up) 8. Dictation Dictate the following paragraph for trainees, have them write the sentences: When I first came to China it was very scary. I did not speak any Chinese except, ni hao. I could not understand any of the signs. I could not eat because all the food was spicy. Now, after living here for a while, I am getting used to China and I really love living here. Discuss advantages and disadvantages of writing dictation. Stress that dictation is very helpful for spelling, punctuation, grammar, and listening but does not require students to think independently or use language in context or to express their own ideas (it is not a communicative approach activity). 9. Read a story and write prompts (key words) on the board. Trainees will listen to the story and then write the story in their own words. Prompts (on blackboard): Amy fishing, friends house bus river, tree fishing, a few minutes- Amy thought- fish. Out of the water- boot. Read the text (teachers should not write, just listen) Amy decided to spend the day fishing. She went to her friends house and they took a bus to the river. There, they sat down under a tree and began fishing. After a few minutes, Amy thought she caught a small fish. When she pulled it out of the water, it was an old boot! After teachers have paraphrased, discuss the difference between this type of dictation and the previous type. (Teacher trainees still have to use correct grammar, spelling, capitalization, and punctuation but they ALSO are expressing their own thoughts, creating sentences that have meaning for them ((which means that they are learning better))). CLOSURE / REFLECTION (5-10 min): 1. Discuss with teachers how their completed dictation exercises moved from more mechanical to more comprehensive. Point out that students learn best when moving from concrete to abstract concepts. 2. Dodgeball: a. Write down a dictation task on a piece of paper (ex: sentence with a picture), crumple up the paper, and throw it to a teacher. b. The teacher trainee must say if the task requires more mechanical or more comprehensive thinking to complete (in other words, how much English the student has to understand to complete the task there is some serious wiggle room for right answers here!), as a class, discuss if his/her answer is correct. c. Repeat, either the facilitator or the trainee can write the next task
SUMMER PROJECT SAMPLE LESSON PLAN ENGLISH SKILLS DAY 7 LESSON 2 Compare and Contrast DAY # 7 SESSION TITLE: Compare and Contrast TIME: 50 min OBJECTIVES: By the end of the lesson, the teacher trainee will be able to: 1. given two objects, write a paragraph that identifies characteristics of how they are the same and how they are different. MATERIALS/PREP: A fork, a pair of chopsticks (can be drawn on board). Copies of the hamburger graphic organizer, one per student. Chalkboard, chalk PROCEEDURES: WARM UP: (5 min) Draw a picture of a fork on the board and have students discuss with a partner: have you ever eaten with a fork? Or seen people (in movies) eat with a fork? How do you think eating with a fork compares to eating with chopsticks? ACTIVITY: 1. (1 min) Review and Introduction: remind trainees that during the dictation lesson we talked about how students learn better when they must demonstrate understanding of the English words they are using. Now, we are going to use two very simple objects to ask students to demonstrate understanding by writing a paragraph that identifies the characteristics of how they are the same and different. 2. (5 min) Venn-Diagram (Goal: to elicit the vocabulary needed to write a compare/contrast paragraph): Draw a Venn-Diagram on the board and ask them what they remember about it from a previous lesson. Ask the trainees to describe the fork and the chopsticks, write their suggestions in the Venn-Diagram (What shape are they? What are they made out of? What else? Who uses them? Where? When do you use them? What for?). 3. (30 minutes) Using a Graphic Organizer to write a paragraph comparing and contrasting two objects (Goal: to inform trainees about a very common food from the USA ((hamburger)) and to instruct them using the western teaching method of pre-writing with graphic organizers to help students organize their writing): on another part of the board draw and label a large hamburger as a graphic organizer (the buns are the topic sentence and concluding sentence, the lettuce, tomato, and burger are the supporting evidence). Gather the group back together; explain that they are going to write a paragraph comparing and contrasting forks and chopsticks. Provide the rationale that this is a common form of persuasive writing that will appear on English exams, writing their own paragraphs will help them improve in both reading and writing persuasion. 4. Ask students for their ideas about what the topic sentence could be, but do NOT write it on the board. Then ask for ideas for the supporting sentences, encourage them to use the Venn-
Diagram to help them. (If trainees struggle with the English its ok to write a cheat sheet on the board of Contrast words: but, although, however and Connecting words: similarly, likewise) Then ask for ideas for a concluding sentence. 5. Then ask trainees to draw their own hamburgers in their notebooks, or pass out the Hamburger handout. 6. Think, Pair, Share: Encourage students to write their own thoughts about chopsticks and forks, although everyones sentences will be similar. Ask students to individually write a topic sentence, and read it to the person next to them. Then individually write 3 comparison sentences, and share them with a partner. Then a concluding sentence, share. 7. Lastly, ask them to quickly write the whole paragraph. If time, they can read it to their partner and ask: What points were the same? What points were different? CLOSURE / REFLECTION: (10 min) Turn and Talk (students discuss questions with a partner and then the facilitator calls on a few trainees to share their ideas) How is this different from the way you teach writing? What skills is this strategy going to teach your students? How would this technique be helpful in your class? What might be some challenges to using this strategy in your class? What are you likes/dislikes for this strategy? How would this task have been different if you didnt know the objects being compared? What would you have to do to be able to write the paragraph? Did the graphic organizers (brainstorm web, Venn-Diagram, hamburger) help you? Why/why not? How could you use this strategy in your classroom?
SUMMER PROJECT SAMPLE LESSON PLAN TEACHING METHODOLOGY INTRO: DAY 7 Blooms Taxonomy
Definition: According to Blooms Taxonomy, human thinking skills can be broken down into the following six categories. Asking students to think at higher levels, beyond simple recall, is an excellent way to stimulate students' thought processes. Different types of questions require us to use different kinds or levels of thinking. 1. Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce, state. 2. Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate, 3. Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write. 4. Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, 5. discriminate, distinguish, examine, experiment, question, test. 6. Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write. 7. Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate. TEACHING METHOD INTRO: Bloom's Taxonomy TIME: 50min OBJECTIVES: By the end of the lesson, the Teacher Trainee will be able to: 1. confidently identify student activities that are low level and high level on Bloom's Taxonomy 2. design a dictation or a compare and contrast activity that utilizes higher level thinking skills MATERIALS: notecards or slips of paper about that size, tape, copies of Blooms Taxonomy handout, the words: knowledge, comprehension, application, analysis, synthesis and evaluation written out on separate papers in large lettering PROCEDURES: For this lesson, choose a text that all of your teachers would know; examples: a passage from their text books or a famous story, it could, book, movie or even a song. WARM UP: (5-10 min) Turn and Talk with a partner. This warm up is based on the fable The Ants and the Grasshopper, famous in both the USA and China, which is in included in this curriculum, and could be copied and distributed as homework the night before. 1. What do you remember about the story? (characters, setting, plot) 2. What English did you need to know to understand the story? (grammar, vocabulary) 3. What helped you remember the story? (making pictures of it in your head, evaluating if you thought it was interesting, analyzing how it relates to things you already know)
ACTIVITY: 1. (10 min) Distribute 4 notecards to each trainee. 2. Instruct each teacher trainee to write down reading comprehension questions, each one on a separate notecard; tell them to think of their best questions. Collect the cards and keep them to be used later in the lesson. 3. (10 min) Present Blooms Taxonomy*. (Click here to download PPT files with information on Bloom's Taxonomy)
4. This lesson focuses on the levels of the cognitive domain, each level is often thought of as sequential. While traditional education often has students working in the lower three levels, or lower order thinking skills, students working in the top three levels are considered to be engaged in higher order thinking skills, which is important in order for them to develop critical thinking skills. Continue to present each of the levels using the ppt/handout. 5. (20 min) Write the six categories (knowledge, comprehension, comprehension, application, analysis, synthesis and evaluation) on the board with space to tape the notecards underneath. 6. Shuffle the notecards and pass out 4 to each trainee. 7. Ask the trainees to think about which category the reading comprehension question on their card is, and then tape it under the corresponding heading. You may have students come to the board in groups to do this. 8. When all the cards have been taped up, ask the students: Do you agree with each others answers? Which categories have the most questions? Least number of questions? Why did you put what you did where you did? Based on these results what levels are we usually asking our students to think at? 9. EXTENSION: If time allows have groups of four take a question and rewrite it to make it belong in the next level up of Blooms Taxonomy. Challenge the teachers to see if they can make it analyze, synthesize, or evaluate. CLOSING/REVIEW: (6 min) Taxonomy Turbulence 1. Tape up the words: knowledge, comprehension, application, analysis, synthesis and evaluation written out on separate papers in large lettering on the classroom walls well spaced apart. 2. Read a question aloud (hint: change the order), ask trainees to run to the sign in the classroom that describes its cognitive level. Knowledge: List the characters in the story (the Ants and the Grasshopper). Comprehension: Summarize what happened to the grasshopper. Application: Construct a theory as to why the grasshopper wanted to play. Analysis: Compare what the ants did to what the grasshopper did in the story. Synthesis: Create a song, skit, or poem to tell the story in a new format. Evaluation: Do you think the story does a good job of teaching the idiom/moral?
PRACTICUM SESSION 1: (50 min) Students should be working in small groups to design a short lesson, 5 to 7 minutes, in which students must complete either a dictation or a comparing/contrasting paragraph using higher order thinking skills. They can use their textbook or content required for their classroom. PRACTICUM SESSION 2: (50 min) Teacher Trainees teach their lessons. (adapted from: DLTK's Educational Activities: Aesop's Fables)
The Ants and the Grasshopper

In a field one summer's day a grasshopper was hopping about, chirping and singing to its heart's content. A group of ants walked by, grunting as they struggled to carry plump kernels of corn. "Where are you going with those heavy things?" asked the grasshopper. Without stopping, the first ant replied, "To our ant hill. This is the third kernel I've delivered today." "Why not come and sing with me," teased the grasshopper, "instead of working so hard?" "We are helping to store food for the winter," said the ant, "and think you should do the same." "Winter is far away and it is a glorious day to play," sang the grasshopper. But the ants went on their way and continued their hard work. The weather soon turned cold. All the food lying in the field was covered with a thick white blanket of snow that even the grasshopper could not dig through. Soon the grasshopper found itself dying of hunger. He staggered to the ants' hill and saw them handing out corn from the stores they had collected in the summer. He begged them for something to eat. "What!" cried the ants in surprise, "haven't you stored anything away for the winter? What in the world were you doing all last summer?" "I didn't have time to store any food," complained the grasshopper; "I was so busy playing music that before I knew it the summer was gone." The ants shook their heads in disgust, turned their backs on the grasshopper and went on with their work. IDIOM/MORAL: THERE IS A TIME FOR WORK AND A TIME FOR PLAY (taken from http://www.dltk-teach.com/fables/grasshopper/mstory.htm on May 20, 2011)
Blooms Taxonomy consists of three domains (Cognitive, Affective and Psychomotor) and six levels. Asking students to think at higher levels, beyond simple recall, is an excellent way to stimulate students' thought processes. Different types of questions require us to use different kinds or levels of thinking. The Cognitive, or thinking, domain has the following six categories. Level Key Verbs (higher order thinking skills) Evaluation: To make judgments Interpret, justify, decide, about knowledge criticize, judge, solve, rate, B assess, appraise L Synthesis: To create new ideas Hypothesize, predict, create, or things invent, product, modify, extend, O design, formulate, develop,
Analysis: To take information apart
Application: To use information
Comprehend: To understand information
Knowledge: To find or remember information
build, compile Study, combine, separate, categorize, detect, examine, inspect, discriminate, take apart, generalize, compare, analyze, scrutinize Try, diagram, perform, make a chart, put into action, build, report, employ, relate, draw, construct, adapt Summarize, relate, experiment, simple comparisons, demonstrate, explain, reward, discuss Tell, uncover, show, list, locate, repeat, define, explain, investigate, recall, name, point to
O M S T A X O N O M Y
(lower order thinking skills) (this handout is based on Blooms original taxonomy from: Bloom B. S. (1956). Taxonomy of Educational
Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc. courtesy of John Granger, PCV, China 15) *information about Blooms taxonomy was taken from http://en.wikipedia.org/wiki/Bloom%27s_Taxonomy on
May 20, 2011
Comic Strip Look Again Pictures Using Technology
Practicum Session 1
Practicum Session 2
SUMMER PROJECT LESSON PLAN ENGLISH SKILLS DAY 8 Lesson 1- Using Comics to teach Cultural Differences DAY 8 SESSION TITLE: YOU & ME TIME: 50 min OBJECTIVES: By the end of the class, teacher trainees will be able to: 1. Describe at least 3 cultural differences between American and Chinese. 2. Identify at least 2 strategies to work with American more effectively. 3. Define news words like punctuality, individualism, hierarchy, queue, retirement. MATERIALS: Click to download - Cultural Differences PPT Use the slides from this PPT as the pictures for describing the cultural differences between Chinese and Americans. PROCEEDURES:
1. Cultural differences between American and Chinese. (40min) - Break teacher trainees into groups of 5. (3min) - Give each group a picture describing cultural differences between Chinese and American. (2min) - The group will discuss the picture and try to come up with a couple of sentences to describe the cultural difference and strategies to work better with American. (10min) What is on the picture? What is picture about? Do you agree or not agree? Why? What did you learn from this picture?
- Each group has 2-3 minutes to present their topic, and the teacher will comment on or supplement each group's presentation. While students present, teacher will write the following chart on the blackboard for the whole class to see. (25min) 2. Conclusion (10min): Teacher goes through the new vocabulary and the list of cultural differences. The highlighted words are new vocabulary.
Americans Punctuality Individualism Hierarchy Transportation Queue Traveling Children Expressing Opinions Life after Retirement
Chinese
SUMMER PROJECT LESSON PLAN ENGLISH SKILLS DAY 8 Look Again Picture DAY # 8 SESSION TITLE: Look Again Picture MATERIALS: Look Again Picture At the Coffee Shop Click here to download this file and additional Look Again Picture resources TIME: 50 min. OBJECTIVES: At the end of the lesson SWBAT: 1. Describe the people in the picture using appropriate vocabulary. For example: gender, hair, clothing, location, and activity. 2. Find and describe eight differences between the two pictures. 3. Apply vocabulary associated with ordering food and being in a restaurant. PROCEEDURES: WARM UP: To get students ready to talk about the picture, have the class brainstorm words that describe people. Write descriptive words on the board. Hair short, long, curly, bald, mustache, beard, etc Clothing shirt, striped, checkered, shoes, boots, etc. ACTIVITY: Preparation: This activity works well for students to work with a partner. You need enough copies of the picture page for each pair. 1. Hand out the picture page to each pair of students. Have them fold the paper in half so that only the top picture is visible. Taking turns, have one person in each pair describe one of the people in the picture and their partner will point to the person. Have them try to describe each person as completely as possible. When they are done, display the top picture on a projector in the classroom. Point to the people one at a time and call on students to describe them. Add to descriptive words on the board as they are used. 2. Have the student unfold the picture page. With their partner, find and describe each of the eight differences between the two pictures. When the student have completed finding the differences, display the slide with the two pictures on the projector. Call on a person in the class to describe one of the differences and point to that on the screen. Have that person come to the front of the room and call on a second person to describe another difference with the person in the front of the room pointing to it on the screen. Continue through all eight differences. 3. Have the student fold the paper and look at the bottom picture. Point to the menu and have students name as many menu items as they can. Talk about what people are doing in the picture. Have student guess what they might be saying. 4. Working in pairs, have students discuss and answer each of these questions: a) What time of day is it? Why do you think so? b) What has just happened in the booth? c) What is just about to happen at the counter? d) Who are the people in the picture? Describe them and give them names.
e) What was each of these people doing one half hour ago? (make a guess or use your imagination) f) What will each of the be doing on half hour from now? (make a guess or use your imagination) 5. Lesson Extension: Have students, working with their partner, write a dialog between the people at the counter. Have students role play the dialog for the class. CLOSURE / REFLECTION: Ask students to compare the scene at the coffee shop with a Chinese restaurant. In what ways it is the same, or in what ways is it different?
SUMMER PROJECT TEACHING METHODOLOGY INTRO: Using Technology in EFL Classroom

DAY 8 SESSION TITLE: Using Technology in EFL Classroom TIME: 50min OBJECTIVES: By the end of the 50 minutes class, the teacher trainee will be able to: 1. identify technology resources available to them for lesson planning 2. design a comic strip or picture vocabulary activity to teach a textbook topic 3. identify three websites to download comic strips of picture vocabulary activity Definition of Technology from Wikipedia: Technology is the usage and knowledge of tools, techniques, crafts, systems or methods of organization in order to solve a problem or serve some purpose. PROCEEDURES: WARM UP: Ask the teacher trainees to brainstorm teaching resources or references they have at site. (5min) ACTIVITY: 1. Discuss teaching without any technology (20min) Get teacher trainees into the groups, four people in each group. Each member of the group has to share one successful lesson they had using no technology at all. Each group has to select the best lesson to share with the rest of the class. PCV teachers walks around the classroom to monitor and facilitate the discussion (10min) - What did you teach? - What materials did you use to assist you teaching? (musical instrument, video, cassette tapes, pictures, etc. ) - Why was it successful? Group presentation (10min). Two groups will volunteer to present their best lessons for 3 minutes, and after each presentation there will be a two minutes Q&A time. 2. Introduce the possible technological resources teachers in China can use for lesson planning (20min) Introduce technological resources teachers can use for lesson planning
ESL websites Google Baidu Podcasts MP3, MP4 Computer and project in the classroom
Reflect on the two activities used in the English skills class: comic strip and picture vocabulary. - Discuss how the comic strip and picture vocabulary were used in the previous English skill lessons What are comic strip and picture vocabulary respectively? How were they used in the previous class?
Definition: A sequence of simple line drawings in boxes that tell a story. They use limited words presented in speech bubbles and thought bubbles. They can be used in the TEFL classroom in a variety of ways. 1. Students can simply read and analyze comics (Reflect what they did in the speaking class earlier). 2. Students can write dialogue for pre-drawn comics (For example, if time permits, another activity student can do with the comic pictures is to write up a dialogue according to their understanding of pictures, and act it out.) 3. Students can create their own comic strip from beginning to end 4. Students can take an existing comic strip and then act it out in a short dramatic or comedic scene Why are they effective methods in EFL teaching? Use students imagination use their vocabulary knowledge and practice writing English
How can you find or create your own comic strip Your own textbooks have a lot of cartoon pictures; you can erase the words, and ask your students to create their story. Use comic creator on line http://www.readwritethink.com/,
http://teachers.schooloftefl.com/forum/topics/storybook-making
Instructions for the teaching practicum in the afternoon: The teacher trainees are going to work in groups to teach a textbook topic using pictures or cartoons in their textbook. Practicum One (50min) 1. Divide the trainees into groups of 4 people. (5min) 2. Each group will find a material from their textbook, and plan a short lesson using pictures or cartoons found in their own textbook. 3. Students will plan for about 20 minutes. If they need more time, the teacher can give them more time until the end the first practicum 4. Student will present their lesson to the rest of the class. Questions to answer: 1.) What topic have they chosen? 2.) How are they going to use the pictures or cartoons they chose to teach that lesson?
Practicum Two (50min) The presentation will continue in the second practicum.
Impromptu Speech Poetry Slam Multiple Intelligences
Practicum Session 1
Practicum Session 2
SUMMER PROJECT SAMPLE LESSON PLAN ENGLISH SKILLS DAY 9 POETRY SLAM & IMPROMPTU SPEECH DAY # 9Multiple Intelligences SESSION TITLE: Restaurants and food TIME: Two fifty-minute periods OBJECTIVES: SWBAT: Recognize patterns in sounds and make their own lists of rhyming words, Write a 10+ line poem using rhyming words, Perform their poem, Give a speech on a picture of a restaurant, Demonstrate their understanding of other students' descriptions by drawing a picture. PROCEEDURES: WARM UP: Pronunciation: WORDS THAT RHYME BUT DON'T LOOK ALIKE Students should write down the words they hear that rhyme. Afterwards, they should brainstorm lists of food-related vocabulary that rhymes, whether or not it is spelled similarly. The lovesick hawk, who found some chalk, wrote his sweetheart's name upon a rock To your right, you'll see a kite, at a most incredible height The boy of four called the circus a bore until he heard the lions roar The big bear began to growl when the little owl used his towel I don't lie when eye to eye unless I'm feeling really shy. ACTIVITY: Activity 1: poetry slam Students should work individually to write a short poem (minimum ten lines) about food that uses rhyming words taken from the pronunciation lesson. Rhyming format can be AABB or ABAB, but
students should be encouraged to keep it simple. Writing the poem should take fewer than ten minutes (ideally, five). After they have written their poems, students should be assigned to a partner, and each will read his/her poems. Other students will vote which one is best by confidentially writing their choice on a piece of paper. Rounds will continue like a bracket: the winners of round one will compete in round two, the winners of round two will compete in round three, and so on. As they listen, the other students should draw pictures of which food the poets are rhyming about. Linguistic intelligence: writing a poem. Interpersonal intelligence: competing against others. Spatial intelligence: drawing a picture. CLOSURE / REFLECTION: Students should discuss what made the winner's poem the most effective. Was it the creativity of the rhymes, or his/her pronunciation and intonation? Or was it simply stage presence?
PROCEEDURES: WARM UP: As a class, students and teacher will brainstorm ways that eating at a restaurant is different in China and America. The teacher will draw some kind of diagram on the board to keep track of what is said. ACTIVITY: Activity 2: impromptu speech Students will be divided into pairs, and each pair will be presented with a photo of people dining in a restaurantsome will be shown restaurants in China, some in America. In their pairs, students will be given two minutes to design an impromptu speech about what they see, after which, they will deliver their speech to a different pair. As the pairs share their speeches, the pair who is listening will draw what they hear the speaking pair describing. After they have drawn their new pictures, students should work as a class to decide which ones are representative of restaurants in America and which are representative of restaurants in China. When they have decided, they should individually write a short (1 paragraph) explanation in their journals about why they think so. If time, the student can find another person who had a similar response and they can work together to explain their answers. Linguistic intelligence: give an impromptu, 2-3 minute speech about the photo. Spatial intelligence: draw what the linguistic intelligence person is saying as he/she is saying it. Logical intelligence: classifying images according to whether they are American or Chinese. Intra-personal intelligence: identifying in writing why he/she thinks something. Interpersonal intelligence: pair-work and explanations. CLOSURE / REFLECTION: Students should discuss with their partner which part of the activity they liked best, as well as why they thought that they were best suited for it.
SUMMER PROJECT SAMPLE TEACHING METHODOLOGY INTRO: DAY 9 Multiple Intelligence DAY # 9 SESSION TITLE: Multiple Intelligence TIME: 50 min. OBJECTIVES: At the end of the lesson... SWBAT describe what it means to be smart SWBAT describe the different types of intelligence SWBAT categorize their own type of intelligence
MATERIALS: Multiple intelligence worksheets (test for each teacher trainer) This test could be read aloud and teacher trainers answer on paper if no copier or computer is available. Click here to download the Multiple Intelligence Worksheet PROCEEDURES: WARM UP: Parters brainstorm a list of, What makes a person smart? (list on the board) After list is on the board, ask Is someone who can play a musical instrument, but isn't good at test taking smart? Is an artist like smart? Is a person who can fix a car, but only went to school through grade 6, smart? ACTIVITY: Pass out the test and allow the students to fill in the true or false section. MULTIPLE INTELLIGENCES TEST What is your true intelligence type? Read each statement. If it expresses some characteristic of yours and sounds true for the most part, write a T on the line. If it does not describe you, write an F. If the statement is sometimes true, sometimes false, write a S for sometimes. 1._____ Id rather draw a map than give someone verbal directions. 2._____ I can play (or used to play) a musical instrument. 3 _____ I can associate music with my feelings. 4._____ I can add or multiply in my head. 5._____ I like to work with calculators and computers. 6._____ I pick up new dance steps fast. 7._____ Its easy for me to say what I think in an argument or debate. 8._____ I enjoy a good lecture, speech, or sermon. 9. _____I always know north from south no matter where I am. 10.____ Life seems empty without music. 11.____ I always understand the directions that come with new appliances or electronics (like a dvd player) 12. ____I like to work puzzles and play games.
13._____Learning to ride a bike (or use roller skates) was easy. 14._____I am upset when I hear an argument or statement that sounds illogical. 15._____My sense of balance and coordination is good. 16._____ I often see patterns and relationships between numbers faster and easier than others. 17. _____ I enjoy building models. 18._____ Im good at finding the fine points of word meanings. 19. _____ I can look at an object one way and see it sideways or backwards just as easily. 20. _____ I often connect a song with some event in my life. 21. _____ I like to work with numbers and figures. 22._____ Just looking at shapes of buildings is fun for me. 23. _____ I like to hum, whistle, and sing when I am alone. 24._____ Im good at athletics. 25. _____ Id like to study the structure and logic of languages. 26._____ Im usually aware of the expression on my face. 27._____ Im sensitive to the expressions on other peoples faces. 28._____ I am aware of my feelings. I have no trouble recognizing them. 29. _____ I am sensitive to the feelings of others. 30._____ I have a good sense of what others think of me. SCORING SHEET Place a check mark by each item you marked as true. Add your totals. A total of four check marks in any of the categories A through E indicates a strong ability. In categories F and G a score of one or more means you have abilities as well.
A Linguistic 7 8 14 18 25 Total
B Logical/
Mathematical
C Musical 2 3 10 20 23 Total
D Spatial 1 9 11 19 22 Total
E Bodily/
Kinesthetic
F
Intrapersonal
G
Inter-personal
4 5 12 16 21 Total
6 13 15 17 24 Total
26 28
27 29 30
Total
Total
When students are finished taking the test. Introduce Multiple Intelligence (as follows) and describe the different intelligences. According to Howard Gardner (who developed the theory of MI), human beings have these different kinds of intelligence that reflect different ways of interacting with the world. Each person has a unique combination, or profile. Although we each have all nine intelligences, no two individuals have them in the same exact configuration -- similar to our fingerprints. Dr. Gardner says that our schools and culture focus most of their attention on linguistic and logical-
mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live. The eight Intelligences are: Linguistic intelligence ("word smart") Logical-mathematical intelligence ("number/reasoning smart") Spatial intelligence ("picture smart") Bodily-Kinesthetic intelligence ("body smart") Musical intelligence ("music smart") Interpersonal intelligence ("people smart") Intrapersonal intelligence ("self smart") Naturalist intelligence ("nature smart") This was added later and not included in the test. In groups: Teacher trainers share their results of the test with their group. Discuss how teacher trainers intelligences are alike and different.
CLOSURE / REFLECTION: Vote: do you think that one type of smart is more important or more valuable than another?
Role-Play Interpret Poetry Differentiated Instruction
Practicum Session 1
Practicum Session 2
SUMMER PROJECT SAMPLE LESSON PLAN ENGLISH SKILLS DAY 10 LESSON PLAN 1- Going to a Restaurant (Role Play) DAY 10 SESSION TITLE: Going to a Restaurant TIME: 50 min OBJECTIVES: By the end of the class, teacher trainees will be able to: 1. identify table utensils vocabulary and set the table correctly. 2. order a meal. 3. use appropriate restaurant manners Suggested Vocabulary: doggie bag knife glass chef appetizer fork cup well-done entre spoon saucer medium main course plate bowl medium-rare dessert napkin teacher-selected vocabulary from restaurant menus
PROCEEDURES:
1. Warm-up (5min): -Teacher teaches and reviews related table ware vocabulary: knife, fork, spoon, plate, napkin,
glass, cup, saucer, bowl. -Ask student to discuss with the person next to them how they would arrange a table setting. The students may draw it down on their notebook. - Give each student a drawing of proper setting and ask them to label the items in the picture. Click here to download a drawing of a table setting
2. Dialogues study (20min) - Students practice reading the following ordering dialogue. Teacher will help explain the new vocabulary A: Hi. How are you doing this afternoon? B: Fine, thank you. Can I see a menu, please? A: Certainly, here you are. B: Thank you. What's today's special? A: Grilled tuna and cheese on rye. B: That sounds good. I'll have that. A: Would you like something to drink? B: Yes, I'd like a coke.
A: Can I get you anything else? B:No thanks. I'd like the check (bill - UK English), please. A: That'll be $6.75.
Going to a Restaurant 1
B: Here you are. Keep the change! A: Thank you! Have a good day! B: Bye.
- Teacher give the following dialogue with missing word to students. Students should work with their partner to fill in the missing words and act it out as a role-play. Teacher: Can I take your order? Student: Yes, I'd like __________. Teacher: Thank you. How about you? Student: I'd like __________. Teacher: Would you like anything to drink? Student: Yes. I'd like __________. 3. Reading menu(5min) (There are two menus attached. Teacher can choose either one to use. ) - Teacher gives out sample menu to students and explain parts of a meal: appetizer a small dish at the beginning of a meal, a starter entre the main dish dessert a sweet such as fruit, ice cream, or pastry beverage liquid (water, iced tea, coffee, wine, cola, milk)
4. Ordering role-play (15min) Students get into groups of 3 people. One of them will be the waiter/waitress, and the others will be the guests. They should practise orderinexpressions that might be used by the waiter/waitress: 1 2 3 4 5 6 7 This way, please. Smoking or non-smoking? Would you like something to drink? What kind of beer would you like? Are you ready to order? Would you care for dessert? Is everything all right?
5. Other important things when going to a restaurant (5min):

1 2 1 3 4 5 6 7 1) Manners Don't raise your voice. Don't pick up your plate. Don't lean on the table. Don't make sounds when you chew or drink. Do be nice to the waiter/waitress. Do leave a tip. Do say 'please' and 'thank you'.
2) Tips Tipping at a restaurant in the US is usually between 10% and 20% of the bill. The percentage depends on the the quality of service and on the total amount of the bill. If the tip is cash, leave it on the table near your cup or glass. If you pay by credit card you can write in the tip amount when you sign the bill. Menu 1
Sallys Restaurant
Appetizers
Hot n Spicy Buffalo Wings$4.50 Served with celery and blue cheese dressing. Chicken Quesadillas$5.65 Served with salsa, sour cream and guacamole. Sallys Cheesy Fries...$6.00 Fries piled high with cheese, bacon, and chives with Sallys Ranch dressing on the side. Juniors Savory New England Clam Chowder$2.95
Entrees
Old Fashioned Fish and Chips$11.00 Battered and fried fish with a choice of potato chips or French fries served with a side of coleslaw. Honey Mustard Crispy Chicken Salad$7.50 Pieces of crispy chicken over a bed of fresh salad greens topped with Honey Mustard dressing. 14 oz. New York Strip...$16.00 Cooked anyway you like it with a side of mixed veggies and garlic mashed potatoes. Grandmas Spaghetti and Meatballs$9.00 Grandmas special marinara sauce and meatballs served over homemade spaghetti served with salad and bread. Classic Hamburger with all the fixins$7.50 Choose from cheese, lettuce, tomato, onions, pickles, bacon, mayonnaise, ketchup and/or mustard to create your own burger served with a side of fries.
Ice Cream Sundae$4.75
Desserts
Homemade Chocolate Cake$3.50
Cola and Iced Tea$1.50 (Free refills) Milk$1.75 Coffee and Tea$0.95
Beverages
Menu 2
Starters Chicken Soup $2.50 Salad $3.25 Sandwiches - Main Course Ham and cheese $3.50 Tuna $3.00 Vegetarian $4.00 Grilled Cheese $2.50 Piece of Pizza $2.50 Cheeseburger $4.50 Hamburger deluxe $5.00 Spaghetti $5.50 Drinks Coffee $1.25 Tea $1.25 Soft Drinks - Coke, Sprite, Root Beer, etc. $1.75
SUMMER PROJECT SAMPLE LESSON PLAN ENGLISH SKILLS DAY 10 Interpreting Poetry
Definition - Interpreting Poetry- the act of responding to a poem and discussing it using our senses. Poetry uses an economy of language in an attempt to express aspects of the human experience. We can begin to interpret poetry by describing the poems effect on our senses: what do you see, smell, taste, feel, and hear. These observations lead naturally to discussions about symbolism, musicality, and figurative language.
DAY # 10 SESSION TITLE: Interpreting Poetry TIME: 50 min OBJECTIVES: By the end of the lesson students will: 1. demonstrate the skills of analyzing and interpreting a poem (English reading skills) 2. give an oral presentation, in English, on their findings to their classmates (English speaking and listening skills)
VOCABULARY: Poetic-devices Rhythm and meter: Syllables per line and pattern (iambic pentameter) Sound: EG, Alliteration, Assonance Rhyme Diction: Word choice Grammar, phrasing, and syntax Metaphor, simile, figurative language, imagery Voice: Structure: Stanzas, Patterns
MATERIALS: copies of the poems, mp3 of a song that you want your students to interpret (The Sound of Silence by Simon and Garfunkel is used as an example in this lesson) PROCEDURES: First interpret a poem/verse as a whole class. Then, using the jigsaw method, trainees will work in small groups to interpret a short poetic/lyrical passage. If you do NOT tell them they are all working on a verse from the same song, its kind of a surprise when they share in their jigsaw groups, this creates a lot of intrinsic motivation. This could work with many songs, The Sound of Silence by Simon and Garfunkel is provided as an example. Trainees work in groups of 4 or 5 to interpret the poem/verse, but then later make completely new groups. Each new group is made up of three trainees, one person from each interpreted verse, so they can discover how the all the verses/poems go together. WARM-UP (5 min): Write an idiom on the board. (Ex. One bad apple spoils the barrel.) Using Turn and Talk discuss the literal and figurative interpretations of this idiom. (literally: its about apples, figurative: its about people)
ACTIVITY:
1. Whole class poetry interpretation (15 min). Goal: guide the whole class through a poetry interpretation so they are comfortable doing it on their own. Note: there are MANY ways to interpret poems, this is just one.) Put up a well known poem. The second verse to John Denvers Country Road is provided here: All my memories, gather round her Miners lady, stranger to blue water Dark and dusty, painted on the sky Misty taste of moonshine Teardrops in my eye Guide the class to interpret the poem using the following steps:
1) Read the poem, several times. Make notes in the margins, etc. 2) What do you notice right away? What's the big picture? What does it all mean? Themes, etc. 3) Now, look closely. Do an analysis of one, some, or all of the following poetic devices. This is close reading: studying the parts closely and individually, so that it will better show you what the whole is all about. Poetic devices to consider (this is not an exhaustive list): Rhythm and meter: Syllables per line and pattern (iambic pentameter? Etc.) Sound: EG, Alliteration? Assonance? Other sounds? Rhyme Diction: Word choice Grammar, phrasing, and syntax Metaphor, simile, figurative language, imagery Voice: Who is speaking to whom? What is the tone? Overall structure: Stanzas? Patterns? 4) Now, put it all together. Those poetic devices---what do they show about the big picture? Why does the author do X-poetic-device in the poem, in order to show Y-meaning?
2. Make groups of 4 to 5 (5 min). Assign and explain roles: time keeper, English monitor, task master, secretary, the gopher (the go-fer is the one who has to go-fer whatever materials or supplies the group needs. Give each group one verse (which they think is a whole poem) to interpret. 3. Group work (15 min): Goal: trainees analyze and interpret a poem. Groups interpret their verse. Make sure groups know each member will have to report out their interpretation to other teacher trainees in the class.
4. Jigsaw (10 min): Goal: trainees practice their oral English skills by presenting their interpretation of a poem, and listening to their classmates presentations. Make new groups of three, each new group has a representative of each verse that was interpreted. As groups come to the end of their sharing, quietly start playing the song to see if they recognize it.
CLOSURE / REFLECTION: In groups, think about how this song represents what you already know about American culture. The Sound of Silence by Simon and Garfunkel (Columbia Records, September 1965)
Hello darkness, my old friend I've come to talk with you again Because a vision softly creeping Left its seeds while I was sleeping And the vision that was planted in my brain Still remains Within the sound of silence In restless dreams I walked alone Narrow streets of cobblestone 'Neath the halo of a street lamp I turned my collar to the cold and damp When my eyes were stabbed by the flash of a neon light That split the night And touched the sound of silence
[ Lyrics from: http://www.lyricsmode.com/lyrics/p/paul_simon/sounds_of_silence.html ]
And in the naked light I saw Ten thousand people, maybe more People talking without speaking People hearing without listening People writing songs that voices never shared And no one dared Disturb the sound of silence "Fools", said I, "You do not know Silence like a cancer grows Hear my words that I might teach you Take my arms that I might reach you" But my words, like silent raindrops fell And echoed In the wells of silence And the people bowed and prayed To the neon god they made And the sign flashed out its warning In the words that it was forming And the sign said, "The words of the prophets are written on the subway walls And tenement halls" And whispered in the sounds of silence
(Take from: http://www.lyricsmode.com/lyrics/p/paul_simon/#share on June 1, 2011)
Here is a set of adapted lyrics good for giving as a hand-out. Tell the groups not to show each other their papers! Group A Directions: Interpret the poem. Prepare to present your interpretation of this poem to a small group of other classmates who have not read it. Remember the step we used as a whole class: 1) Read the poem, several times. Make notes in the margins, etc. 2) What do you notice right away? What's the big picture? What does it all mean? Themes, etc. 3) Now, look closely. Do an analysis of one, some, or all of the following poetic devices. This is close reading: studying the parts closely and individually, so that it will better show you what the whole is all about. Poetic devices to consider (this is not an exhaustive list, but this is what I think are the most important ones):
Rhythm and meter: Syllables per line and pattern (iambic pentameter? Etc.) Sound: EG, Alliteration? Assonance? Other sounds? Rhyme Diction: Word choice Grammar, phrasing, and syntax Metaphor, simile, figurative language, imagery Voice: Who is speaking to whom? What is the tone? Overall structure: Stanzas? Patterns?
4) Now, put it all together. Those poetic devices---what do they show about the big picture? Why does the author do X-poetic-device in the poem, in order to show Y-meaning? Hello darkness, my old friend I've come to talk with you again Because a vision softly creeping Left its seeds while I was sleeping And the vision that was planted in my brain Still remains Within the sound of silence In restless dreams I walked alone Narrow streets of cobblestone 'Neath the halo of a street lamp I turned my collar to the cold and damp When my eyes were stabbed by the flash of a neon light That split the night And touched the sound of silence Group B Directions: Interpret the poem. Prepare to present your interpretation of this poem to a small group of other classmates who have not read it. Remember the step we used as a whole class: 1) Read the poem, several times. Make notes in the margins, etc. 2) What do you notice right away? What's the big picture? What does it all mean? Themes, etc. 3) Now, look closely. Do an analysis of one, some, or all of the following poetic devices. This is close reading: studying the parts closely and individually, so that it will better show you what the whole is all about. Poetic devices to consider (this is not an exhaustive list, but this is what I think are the most important ones):
4) Now, put it all together. Those poetic devices---what do they show about the big picture? Why does the author do X-poetic-device in the poem, in order to show Y-meaning? In the naked light I saw Ten thousand people, maybe more People talking without speaking People hearing without listening People writing songs that voices never shared And no one dared Disturb the sound of silence "Fools", said I, "You do not know Silence like a cancer grows Hear my words that I might teach you Take my arms that I might reach you" But my words, like silent raindrops fell And echoed In the wells of silence
Group C Directions: Interpret the poem. Prepare to present your interpretation of this poem to a small group of other classmates who have not read it. Remember the step we used as a whole class: 1) Read the poem, several times. Make notes in the margins, etc. 2) What do you notice right away? What's the big picture? What does it all mean? Themes, etc. 3) Now, look closely. Do an analysis of one, some, or all of the following poetic devices. This is close reading: studying the parts closely and individually, so that it will better show you what the whole is all about. Poetic devices to consider (this is not an exhaustive list, but this is what I think are the most important ones):
4) Now, put it all together. Those poetic devices---what do they show about the big picture? Why does the author do X-poetic-device in the poem, in order to show Y-meaning?
"Fools", said I, "You do not know Silence like a cancer grows
Hear my words that I might teach you Take my arms that I might reach you" But my words, like silent raindrops fell And echoed In the wells of silence And the people bowed and prayed To the neon god they made And the sign flashed out its warning In the words that it was forming And the sign said, "The words of the prophets are written on the subway walls And tenement halls" And whispered in the sounds of silence
SUMMER PROJECT SAMPLE TEACHING METHODOLOGY INTRO: DAY 10 Differentiated Instruction
Day 10: Differentiated Instruction Objectives: 1. Students will be able to Identify activities that demonstrate Differentiated Instruction 2. Students will be able to create role-play scenario that demonstrate an understanding of Differentiated Instruction 3. Students will be able to design a Differentiated interpretation" activity using material from their textbook. Procedure: 1. Warm-up: 15 minutes 1. In 1 minute, list the different activities you did in the English Skills today. 2. 3:2-3:2 You and a partner discuss what activities helped you the most. 3. Brief sharing time 2. Define/Discuss: 10 minutes Differentiated Instruction- Meeting the needs of multi- level students with openended activities, encourages low students and demands more from higher level students. Tiered Lesson - A tiered lesson is a differentiation strategy that addresses a particular standard, key concept, and generalization, but allows several pathways for students to arrive at an understanding of these components based on their interests, readiness, or learning profiles. 3. Activity: 25 minutes 1. Dissect a Lesson as a Whole Group [*see sample tiered lesson plans] 2. In a group of 4-5 people, create Tier 1, 2 & 3 lesson activities (2 each) Role-play [refer back to Blooms Taxonomy] 3. Create a master list of tiered activities Afternoon Practicum: 1. Students will work in their small classes to create role-play scenarios with their pre-written curriculum. 2. Students will share their role-plays in their small groups 3. Students will choose the top 2 to share with the entire class 4. Students will select written passages (poetry is preferred) from their curriculum and create Tier 1, 2 & 3 Interpretation activities. for a
5. Students will work collaboratively in small groups to design activities that meet the needs of a variety of student levels.
Creative Writing - Poetry Project

Sandy Lepine
Name__________________ Period_________________ Due Date_______________ Section I "C" Level The purpose of this project is to complete a collection of poetry using a variety of techniques studied in class, which provide the reader with a glimpse of who you are. Read all directions carefully, you may set a goal for your own grade. Samples of each poem are attached. I. "C" is a grade you can aim for if you complete all of the following: ( at total of three poems) 1. Self-Portrait poem A. Write a poem, 9-11 stanzas in length, about yourself. B. OPTIONS: See yourself from various angles, in various settings at different times, seasons, ages, involved in various actions, captured in various moods. Describe yourself using a variety of voices: your mother's, your brother's, your friend's, your teacher's, a stranger's. In addition to making statements, you can ask questions, issue orders, moan, and shout, speaking to whomever you wish. C. Remember that what you are after is character, personality: what the artist tries to capture in painting a portrait. 2. Memory-Poem A. Write a poem based on a memory. B. It may help if you speak, in your poem, to the person with whom you shared the experience. 3. Unforgettable Person poem Write a poem describing an adult in your life whom you find, for one reason or another, unforgettable. This should not be someone who is a celebrity, but someone from your life. 4. All three poems must be typed. 5. At least one poem must be shared aloud with class for feedback. 6. Must be ready by due date. II. "B" is a grade you can aim for if you complete all of the work required for "C", plus the following ( a total of five poems): 4. "Bitterness poem" A. Write a poem that illustrates the feeling of bitterness, anger, protest, or even hate. B. Despite the negative feeling, the one requirement is that the poem, as always, be honestly expressed. 5. "Awe Poem" A. Write a poem, reliving the experience of awe. 6. All five poems must be typed. 7. At least two poems must be shared aloud with the class for feedback. 8. Must be ready by due date. III. "A" is a grade you can aim for if you complete all of the work required for "C" and "B", plus the following (six poems presented as a whole): 6. "Invitation Poem" A. This poem will serve as the opening of your collection. It's purpose is to "invite" the reader to read your poems to get to know you. (May be easier to write this one last, even if its placement is first.) 7. The collection of poems must be typed and arranged as a visual presentation. This may include: poster, tape recording, art project, collage, etc.)
8. Must be ready by due date. Whole collection must be presented to the class aloud for feedback.
Poetry Unit by Lisa von Braun Boston, MA Royal Blue Literature book: p.986- Poetry- Sonnet 18 - VOCABULARY temperate p.990, tyranny, William Shakespeare -p.990 The Waking-Theodore eternal p.990, anguished, diminution, articulate Roethke- p.986 Oh City, Oh City - Delmore Schwartz Literary Terms Review onomatopoeia p. 945 assonance p.945 consonance p.945 simile metaphor alliteration Literary Terms : sonnet p. 985 villanelle p.985 iambic pentameter iamb p.R9 meter p.R9 metric foot/feet p.R9 When I have fears that I may cease to be Before my pen has gleaned my teeming brain / when I/ have FEARS/ that I/ may CEASE/ to BE/ / be FORE/ my PEN/ has GLEANED/ my TEEM/ ing BRAIN/ This pattern is composed entirely of iambs, units of 2 syllables with the first unstressed and the second stressed: / iamb/ iamb/ iamb/ iamb/ iamb/ / iamb/ iamb/ iamb/ iamb/ iamb/
Iambic Pentameter The sonnet requires a consistent metrical pattern; the fundamental pattern of the sonnet in English is iambic pentameter. Iambic pentameter means, in strict terms, there should be 10 syllables and 5 accents or stresses per line, patterned so that the stresses fall on the even-numbered syllables.
Level C - Must complete at least two from this section. C1 Take 5 literary terms above and find one example of each (either paste into Word document or copy down) = 10 points C2 Read the poem Sonnet 18 p. 990 . Answer #1-5 p.990= 15 points C3 Write three sentences entirely in iambic pentameter, mark the metric feet=15 points C4 Recite any poem by Delmore Schwartz, Shakespeare, or Theodore Roethke aloud to the class= 5 points - *can repeat with a different poem for added credit. C5 Use one vocabulary word or literary term above to write a sentence. Your sentence needs to reflect that you know the meaning of the word +each sentence uses a new word. Ten sentences total. = 15 points. C6 Define the following terms: Iamb, Trochee, Anapest, Dactyl and Spondee= 15 points C7 Make 10 neat Greek Root flashcards using the book provided by the teacher. Place the root on one side, the definition on the other. = 10 points (quiz the class for an added five points) = 15 points C8 Vocab Packet- each page is 10 points (if entirely correct) _________________________________________________________________ B1 Write a brief biography (300 or more words) - IN YOUR OWN WORDS- on Delmore Schwartz. See www.poets.org or http://www.pbs.org/hollywoodpresents/collectedstories/writing/write_schwartz_1.html for ideas. Must be in your own words entirely or it will be returned with no points = 25 points. B2 Read p. 985 - Create a PowerPoint slide show that explains haiku, tanka, sonnet and villanelle as poetic forms. Use definitions and examples taken from poems to explain the meaning of these terms= 25 points Present to the class for an additional 10 points or Create a slide show which explains Iambic Pentameter, including Iamb, Trochee, Anapest, Dactyl, and Spondee. Use examples, perhaps animation= 25 points Present to the class for an additional 10 points B3 Find ONE another poem by Delmore Schwartz, Theodore Roethke, or William Shakespeare. Analyze the poem. Show where the poet is using techniques such as rhyme scheme, alliteration, simile, metaphor, meter etc. You may copy the poem from the web, highlight or use Word/Inspiration to diagram where the author uses techniques and literary terms. = 25 points Level A - Only one from this section. A1 Design assignment with teacher that covers sonnets or poets we are working on this week/memorize one of the sonnets and perform for the class = 35 points A2 Compare Shakespeare's sonnet to Delmore Schwartz' sonnet. Why do you think the poet used this form for the poem? How is the subject matter different/the same? Each of the poets is comparing something analyze how each poet compares, what examples/metaphors they choose, what literary techniques they use to craft the poem. Your analysis should run 150-200 words (minimum) = 35 points To email me: lvonbraun@techboston.org
I Am a Book I Neither Wrote nor Read By Delmore Schwartz I am a book I neither wrote nor read, A comic, tragic play in which new masquerades Astonishing as guns crackle like raids Newly each time, whatever one is prepared To come upon, suddenly dismayed and afraid, As in the dreams which make the fear of sleep The terror of love, the depth one cannot leap. How the false truths of the years of youth have passed! Have passed at full speed like trains which never stopped There where I stood and waited, hardly aware, How little I knew, or which of them was the one To mount and ride to hope or where true hope arrives. I no more wrote than read that book which is The self I am, half-hidden as it is From one and all who see within a kiss The lounging formless blackness of an abyss. How could I think the brief years were enough To prove the reality of endless love? Sonnet: O City, City By Delmore Schwartz To live between terms, to live where death Has his loud picture in the subway ride, Being amid six million souls, their breath An empty song suppressed on every side, Where the sliding auto's catastrophe Is a gust past the curb, where numb and high The office building rises to its tyranny, Is our anguished diminution until we die. Whence, if ever, shall come the actuality Of a voice speaking the mind's knowing, The sunlight bright on the green windowshade, And the self articulate, affectionate, and flowing, Ease, warmth, light, the utter showing, When in the white bed all things are made.
Shall I compare thee to a summer's day? (Sonnet 18) William Shakespeare
Shall I compare thee to a summer's day? Thou art more lovely and more temperate. Rough winds do shake the darling buds of May, And summer's lease hath all too short a date. Sometime too hot the eye of heaven shines, And often is his gold complexion dimmed; And every fair from fair sometime declines, By chance, or nature's changing course, untrimmed; But thy eternal summer shall not fade, Nor lose possession of that fair thou ow'st, Nor shall death brag thou wand'rest in his shade, When in eternal lines to Time thou grow'st. So long as men can breathe, or eyes can see, So long lives this, and this gives life to thee.
That time of year thou mayst in me behold (Sonnet 73) William Shakespeare
That time of year thou mayst in me behold When yellow leaves, or none, or few, do hang Upon those boughs which shake against the cold, Bare ruined choirs, where late the sweet birds sang. In me thou see'st the twilight of such day As after sunset fadeth in the west; Which by and by black night doth take away, Death's second self, that seals all up in rest. In me thou see'st the glowing of such fire, That on the ashes of his youth doth lie, As the deathbed whereon it must expire, Consumed with that which it was nourished by. This thou perceiv'st, which makes thy love more strong, To love that well which thou must leave ere long.
50th Peace Corps Anniversary Prepare for Gallery Walk Resources
Practicum Session 1
Practicum Session 2
SUMMER PROJECT SAMPLE LESSON PLAN ENGLISH SKILLS DAY 11 Peace Corps 50th Anniversary DAY 11 SESSION TITLE: Peace Corps 50th Anniversary TIME: 50 min OBJECTIVES: By the end of the class, teacher trainees will be able to: 1. Describe Peace Corps three goals 2. Describe the roles and responsibilities of PCVs in China 3. Define the word volunteerism and corps RESOURCES: Download the Peace Corps PPT PROCEEDURES: 1. Introduce volunteerism in the US. (10min) 2. Introduce the mission or three goals of Peace Corps by teaching the two English words, peace and corps. (10min) - established in 1961 - government organization - 3 goals 3. Introduce Peace Corps in ChinaUS- China Friendship Volunteers PPT (slide 9) (5min) -established in 1993 - first group, 18 PCVs - work in higher educational institute in four regions in west China - 170 PCVs (expected), over 75 schools 4. Show the English version Peace Corps China video (15min) 5. Listening Comprehension Questions (5min): What does PCVs do in China? Besides teaching, what else does PCVs do? 6. Classroom discussion (5min): - If you had an opportunity to work for a Chinese Volunteerism organization like Peace Corps, where would you go?
SUMMER PROJECT SAMPLE LESSON PLAN ENGLISH SKILLS DAY 11 LESSON 2 Gallery Walk Preparation
DAY # 11 SESSION TITLE: Prepare for Gallery Walk TIME: 45-50 minutes OBJECTIVES: Students will be able to reflect on their work during the teacher training. Students will be able to share access to resources. Students will honor the work of their peers as they look at exemplary lessons. PROCEEDURES: 1. Students will prepare their exemplary lessons to include in a showcase of teacher trainees work completed during the course of the training should be set up for easy viewing. 2. This is an opportunity for sharing ideas between classes and gaining access to each others lessons and ideas. 3. Importance should be placed on using this time to collect new ideas and lesson plans that were generated during the training sessions. 4. This type of reflection is important for retention of material, supporting continued peer support, and celebrating the work done during training.
SUMMER PROJECT TEACHING METHODOLOGY INTRO: DAY 11 Resources
Definition: Resources are a source of support or aid, especially one that can be readily drawn upon when needed. Often, possible resources can be overlooked, such as personal experiences or colleagues. Resources can be physical or intangible, but are most helpful when widely shared. TEACHING METHOD INTRO: Resources TIME: 50min OBJECTIVES: By the end of the lesson, the Teacher Trainee will be able to: 1. Identify at least two personal resources, such as people they met at this workshop or workmates to support their teaching 2. Identify two lessons or activities that they have designed and share them in the resource gallery PROCEEDURES: WARM UP: 1. In pairs, Brainstorm your Top 5 resources from the Summer Project Training 2. Have pairs report to compile a Master Resource List ACTIVITY: 1. Trainees will use this time to exchange contact information and discuss setting up an online community for peer support and idea exchange. 2. Discuss the importance of continued communication among teacher trainees 3. Provide practical avenues of communication for peer support: email, qq, website/blog, etc 4. Have students reflect on their favorite 2-3 lessons created by other teacher trainees a. Give 2 reasons for choosing the lesson b. How can they use it in their classroom back home?
PRACTICUM SESSION 1: (50 min) PRACTICUM SESSION 2: (50 min) GALLERY WALK *Teacher trainees will be most successful if they have a USB drive for easy transfer of information
SUMMER PROJECT SAMPLE LESSON PLAN ENGLISH SKILLS DAY 12 Closing Day Activities DAY # 12 SESSION TITLE: Closing Day TIME: 40-50 min. (could be cut shorter if necessary) OBJECTIVES: At the end of the lesson SWBAT: Reflect on their summer project experience and list the things they have learned Summarize their learning on the KWL Chart PROCEEDURES: WARM UP: Partners talk about the best idea they will take back and use in their classroom from the summer project ACTIVITY: Ask partners to make a list of the things that they have learned during their summer project experience. Then larger groups of 4-5 share together and pick out three to add to the KWL chart. CLOSURE / REFLECTION: Ask students to compare what they wanted to know on the KWL chart and with what they reported as having learned. Share comments and feeling with group about the summer project.
The final day of Summer Project usually has a number of activities planned including: Group Pictures Closing Ceremony Presentation of Certificates to the Participants Filling our Summer Project Feedback forms
SUMMER PROJECT LESSON PLAN ENGLISH SKILLS DAY # SESSION TITLE: TIME: OBJECTIVES: PROCEEDURES: WARM UP: ACTIVITY: CLOSURE / REFLECTION:
SUMMER PROJECT RESOURCES
10 SHORT GAMES FOR LARGE CLASSES

1. HANGMAN Divide the class in two teams by an imaginary line down the middle of the class. Each team has a hangman board with a vocabulary word hidden from the other team. They take turns trying to guess a letter from the other teams word. Each letter missed causes an additional body part to be added to the hangman. The first team to get the word wins or the first team to get his man hanged loses. This game can be used to review any new vocabulary terms and helps students spelling. 2. CHARADES Prepare a set of charades cards with active verb phrases. Ask a student to pick a card and act out the verb phrase. Have members of the class guess what the student is doing. Use a threeminute time limit per charade. Guesses should be stated in complete interrogative sentences, such as Are you making a bed? Are you kneading dough? This activity can be done as a team game with points for correct answers within the time allowed. Play this game in units with many active verbs such as daily schedule, sports and hobbies, body, health, and fitness, and travel and transportation. 3. PICTIONARY Played similarly to charades but teacher prepares cards with vocabulary for students to represent through pictures, gestures, or drawings on the blackboard. Students are given a vocabulary word and present the word on the blackboard through drawings. Students in the class guess the word. This works best with words that are easy to represent in drawings such as house vocabulary, clothes, food and cooking, people, and weather. 4. SIMON SAYS Great for practicing listening comprehension. Choose one person to be the leader who will call out directions from the front of the classroom. The other students must follow only the directions that Simon gives (ex. Simon says put your hands on your head). If a student follows a direction that was given without the magic words Simon says at the beginning he or she is out and must sit down. The winner is the last person left standing. Try using daily routines (make a phone call, brush your teeth), action verbs, body parts, and left/right/up/down. 5. TIC-TAC-TOE This game is a terrific for review at the end of class. Draw a tic-tac-toe board on the chalkboard and fill in the spaces with key vocabulary from the lesson, grammar structure such as verb tenses, cloze sentences or anything you want to reinforce. Divide the class into two teams and assign them to be X or Os. Pick one team to go first, they pick a space from board and correctly state the vocabulary word in a sentence (or define it, etc.) before marking it X or O. 6. BOARD RACE* Excellent for warming students up and reviewing the previous days lesson. Divide the class into two teams and draw a line down middle of the board, have a timer ready. At the top of the board write a task for the students (ex: write the name of one communication activity, write one difference between Western and Chinese teaching methods). Each team has one piece of chalk, on go! one person from each team races to the board, writes an answer, and then races back to their seat (or the back of the classroom, etc.) and passes the chalk to the next teammate. When the timer goes off, each team gets one point for each correct answer, the team with the highest points wins. 7. DODGE BALL This is a student favorite and an exciting lesson review or warm up. Crumple a piece of paper to use if you do not have a ball. The objective is for students to stump each other. A pitcher throws the ball to someone and states a word or phrase which the catcher must use correctly in a sentence. If the catcher is incorrect, she/he receives a strike, the catcher gets up to three strikes. If the
catcher is correct, the pitcher receives one strike. 8. GOING ON A PICNIC This game requires students to chain nouns (can choose to play alphabetically or use alliteration) and develops fluency. Call out students in order around the classroom. To begin, one student says Im going on a picnic and adds a food item. (ex., Im going on a picnic and Im bringing an apple.) Each student who joins must start from the beginning and add a new item (an apple, a banana, carrots, etc). The sentence continues until a student has trouble with the sentence or is unable to think of a new word to add on. If the student cannot complete the phrase, he is out. The same concept can be used for various units, for example: Im going to school and studying to be a doctor, a plumber, a technician(professions), Im getting dressed and Im putting on a striped sweater, a plaid scarf, a pair of boots(clothing), or Im going to a party and Im celebrating Christmas, a wedding, an anniversary(celebrations). 9. BATTLESHIP With Minimal Pairs+ (words that sound very similar like slid and sled) This is similar to the "Battleship" game that most North Americans have played. With this version draw out a grid with about 7 or 8 rows across and the same number of rows down. Each square of the grid must be at least 1 and a half cm in size. Along the top and the side, write some words that would have similar pronunciation with another word. Each row must have a word. For example along the top you could write: Rice, Plays, Fed, etc. Along the side you write the similar sounding words: Lice, Place, Pet, etc. On one piece of paper draw out two matching grids with the same listed words along the top and the side. The top grid should be labeled THEM and the bottom grid should be labeled US. The students then draw in their ships in the bottom grid. They may not draw them diagonally, only vertically and horizontally. They will need to draw: 1 ship that is 5 squares long.2 ships that are 4 squares long.3 ships that are 3 squares long.4 ships that are 2 squares long.5 ships that are 1 square long. The students try and find all of their opponent's ships. If the opponent hits a ship the student must say. "HIT." If the square is empty of ships, then the student must say, "MISS." Once a whole ship has been hit the student loosing their ship must say, "Sunk" At the end of the game the students should compare their answer sheets to see if there were any mistakes. #1, Across: rice, play, fed, lock, tool, flog, light, ramp #1, Down: lice, place, pet, rock, tour, frog, right, lamp #2, loot, gloom, rack, sun, play, dear, heal, road, lies #2, root, groom, lack, bun, stay, deal, hear, load, rise 10. ROW, COLUMN, MYSELF** Wonderful for lesson review. Presuming students are arranged in rows, the whole class stands up. The teacher calls out a question, students may raise their hands or the teacher may call on any of them. The teacher asks the student to choose Row? Column? Yourself? If the student answers the question correctly, their whole row, or their whole column, or just his/herself may sit down. If the answer is incorrect they remain standing. The object of the game is to sit down. Activity Ideas taken from: Kress, Jacqueline E. The ESL Teachers Book of Lists. Jossey-Bass, San Francisco, CA. 1993. Frey, Annette. Alphabet Soup Foreign Language Game Book K-12. Annette Frey. Bloomington, IN. 2002.
*Thank you Natalie Menezes, Maximo Nivel, Costa Rica +Thank you Kate Burrus PCV China 15 **Thank you Dave Chiesa, RELO Office, during IST February 2011
SUMMER PROJECT Resource List English Language Websites for Teachers
Songs for Kids: http://www.kididdles.com htttp://bussongs.com Reader's Theater Scripts: http://www.readinglady.com http://timelessteacherstuff.com http://aaronshep.com English learning Materials: http://eslcafe.com
SUMMER PROJECT RESOURCES LIST OF CULTURAL THEMES buying and selling fashion music entertainment homes sports holidays etiquette school life

Summer Project Curriculum Final Draft

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SUMMER PROJECT CURRICULUM GUIDE US-CHINA FRIENDSHIP VOLUNTEERS PEACE CORPS CHINA MAY 2011

SUMMER PROJECT MASTER SCHEDULE Days 1-6

English Skills Lesson 1

Graphic Organizers 3-2-3-2 Venn Diagram

Songs & Chants

Break English Skills Lesson 2

Break Teaching Methods Intro

10 50 Communicative Approach Learning Objectives Assessment Classroom Management Lesson Plans

SUMMER PROJECT MASTER SCHEDULE Days 7-12

Break English Skills Lesson 2

Break Teaching Methods Intro

10 50 Bloom's Taxonomy Using Technology Multiple Intelligences Differentiated Instruction Resources

SUMMER PROJECT SAMPLE - DAY 1 OPENING ACTIVITIES

Instructions for Team Building Activities: Human Knot

Tent Pole [Helium Stick]

Blind-fold trust walk

English Skills Lesson 1: English Skills Lesson 2: Teaching Methods Introduction:

Interview Reader's Theater Communicative Approach

Tips for Implementing Readers Theater

Selecting Text for a Readers Theater Script

Characteristics of an Effective Readers Theater Reader

English Skills Lesson 1: English Skills Lesson 2: Teaching Methods Introduction:

Graphic Organizers Venn Diagrams Narrative Input Chart Learning Objectives

English Skills Lesson 1: English Skills Lesson 2: Teaching Methods Introduction:

3:2 3:2 Information Gap Assessment

INFORMATION GAP EXERCISES

STUDENT A This evening Tomorrow morning Tomorrow afternoon Tomorrow evening

EXCHANGING PERSONAL INFORMATION

THE INFORMATION GAP

THE INFORMATION GAP

English Skills Lesson 1: English Skills Lesson 2: Teaching Methods Introduction:

Songs & Chants Text Message Economy of Language Classroom Management

SUMMER PROJECT TEACHING METHODOLOGY INTRO: DAY 5 - Classroom Management

Classroom Management Case Study

English Skills Lesson 1: English Skills Lesson 2: Teaching Methods Introduction:

TV Commercial Rubric Lesson Plans

Intermediate (7pts) Average (5pts)

Intermediate (7pts) Average (5pts)

Total: ____________ of 50 possible points.

English Skills Lesson 1: English Skills Lesson 2: Teaching Methods Introduction:

Dictation Compare and Contrast Bloom's Taxonomy

The Ants and the Grasshopper

Analysis: To take information apart

Application: To use information

Comprehend: To understand information

Knowledge: To find or remember information

May 20, 2011

English Skills Lesson 1: English Skills Lesson 2: Teaching Methods Introduction:

Comic Strip Look Again Pictures Using Technology

SUMMER PROJECT TEACHING METHODOLOGY INTRO: Using Technology in EFL Classroom

English Skills Lesson 1: English Skills Lesson 2: Teaching Methods Introduction:

Impromptu Speech Poetry Slam Multiple Intelligences

English Skills Lesson 1: English Skills Lesson 2: Teaching Methods Introduction:

Role-Play Interpret Poetry Differentiated Instruction

5. Other important things when going to a restaurant (5min):

Ice Cream Sundae$4.75

Homemade Chocolate Cake$3.50

"Fools", said I, "You do not know Silence like a cancer grows

SUMMER PROJECT SAMPLE TEACHING METHODOLOGY INTRO: DAY 10 Differentiated Instruction

Creative Writing - Poetry Project

Shall I compare thee to a summer's day? (Sonnet 18) William Shakespeare

English Skills Lesson 1: English Skills Lesson 2: Teaching Methods Introduction:

50th Peace Corps Anniversary Prepare for Gallery Walk Resources