PDP Listening Lesson Plan

 Katie's Lesson Plan

Teacher’s Name:

Katie Visker

Level:

Beginner

# of Students:

10-16

Date:

1.23.19

Action Points from previous teaching:  (Based on your own reflection, and feedback from trainers and peers, what are two things that you will try to do in this lesson to help your own learning as a teacher?)

1.   I will give tasks before each individual listening.  2.   I will include a chance for Ss to TPS after each during activity.

What skill and content are you teaching? (Check the main lesson focus; also provide details / list of items)  Culture  Grammar/Vocabulary  Speaking Listening  Reading Writing

Language Points –   Vocabulary: expensive (adj.), picnic (n), artificial (adj.), pool (n), excited (adj.)

Main Objectives: (What do you want the Ss to be able to do with the new material that they couldn’t do before?)  (there might be subsidiary objectives. Feel free to include them.

SWBAT demonstrate their understanding of the text “Making weekend plans with a friend” by completing a True or False exercise.

Assumptions: (What do your students already know what can they already do in relation to today’s lesson?)

I know / expect that my students are familiar with…  Ss have experience going to the hot springs in Fortuna.

Challenges/Opportunities for Teaching: (What will be new for your students? What aspects of the lesson do you anticipate they might find challenging / difficult?)

Listening tends to be a challenging skill in and of itself.

Solutions for challenges: (How will you avoid and/or address these problem areas in your lesson?)

In order to remedy/avoid these potential challenges I plan to…  I will give Ss the chance to listen to the audio multiple times and let them check with a partner about what they heard in order to build their confidence.  I will give the task before the text so that Ss have a well-defined purpose for listening.

Assessment: (How will you assess to see that Ss are ready to move on to the next stages of the lesson or have reached the final learning objective?)

I will see the Ss correctly 2-4 of the True or False questions while monitoring during the third listening.

Time	Framework ECRIF &   stage objectives	Activity, Procedure/Steps- describe the essence of the activity  What will the Teacher say/do? What will the ss hopefully say and do?		Focus: S; S-S; T; T-S	Materials/Aids  VAKT
5	Pre  Activating Schema	1. Activity or task:  Intro Discussion – weekend activities.		T-S  S-S  Ss-T	Visual  Auditory  White board markers   Hot Springs Photo
		Teacher:  T introduces weekend activities by asking the Ss to think about what they did last weekend.  T tells Ss to share, in pairs, stories about what they did last weekend. (If students cannot think of what they did or if they do not want to share, they can make up a story.) Ss talk. Brief class share.  T shares a photo and explains that T went to the hot springs this weekend for the first time.	Students:  Ss talk to their partners about a time they did last weekend.
5	Pre  Vocabulary  Encounter/Clarify	2.  Activity or task: Learning Specific Vocabulary – Word Splash		T-S  S-S	Visual  Auditory  Kinesthetic  Tactile  Poster Paper  Markers
		Teacher:  T writes the SL on the board  T gives markers to Ss  T tells Ss they will walk around and circle the words they feel confident about. Then, in groups, they explain the words to each other.  T CCQs instructions   expensive (adj.), picnic (n), artificial (adj.),   pool (n), excited (adj.)	Students:  Ss come up to the board and circle the words they know. If they only know part of the word don’t circle it.   Ss teach each other the meaning of the words they know. Ss sit down.
5	Pre  Vocabulary  Remember	3. Activity or task: Charades (AKA Hot Seat)		T-S  S-S	Visual  Auditory  Kinesthetic  Tactical  Poster Paper  Markers
		Teacher:  T keeps vocabulary on the board  T gives instructions:  Ss take turns mimicking the language on the board - partner calls out word  T erases the SL after 2 rounds (optional)	Students:  In pairs and taking turns, one S mimics the SL items and the other one calls them out.  Ss play 2-3 rounds
7	During   1st Task  GIST	4. Activity or task: Listening for the Gist (main idea)		T-Ss  S-S  Ss-T	Visual  Auditory  Kinesthetic  3 different color paper w/?s
		Teacher:  T shows 3 papers & questions   Listening Task 1  What is the conversation about?   1 possible main idea    1. Two people planning to go to Arenal volcano. 2. Two people are talking about going to the Super Market  3. Two people are planning to go to the hot springs, in Fortuna.  Listening One: T plays track  After listening:  Check ideas in pairs (TPS)  Whole Group Share	Students:  Ss listen to audio.  Ss check answers with partners then the whole group. Raise 1, 2, or 3 fingers to demonstrate understanding.
7	During  2nd Task  Outline  Skeleton	5.  Activity or task: Ordering Events		T-Ss  S-S  Ss-T	Visual  Auditory  Printed Paper   Pencils or Pens
		Teacher:  T gives paper to Ss with four pictures  T tells Ss to listen to the audio a second time  This time listen for the order of the events in the story  Put a 1 next to the first picture in the story, and so on  Listening Two: T plays track  After listening:  Check ideas in pairs (TPS)  Whole Group Share	Students:  T gives paper to Ss with four pictures  T tells Ss to listen to the audio a second time  This time listen for the order of the events in the story  Put a 1 next to the first picture in the story, and so on  Listening Two: T plays track  After listening:  Check ideas in pairs (TPS)  Whole Group Share
7	During  3rd Task  Details	6. Activity or task: Listening for specific details (4 True or False Questions)		T-S  S  S-S  Ss-T	Visual  Auditory  Kinesthetic  Tactile   Poster Paper   4 T/F questions  Back side of paper  Pencils or pens
		Teacher:  T displays poster paper in two different places in the room.  1. The friends are going to the hot springs on Saturday.   2. The friends are bringing food for a picnic.  3. The friends are bringing mangos, pizza, and chocolate.  4. The friends are excited about the weekend.  T calls on Ss to read out the statements   T allots time for questions  T gives them 1 minute and 30 seconds to circle T or F  T tells Ss to compare answers with a partner  T asks the Ss to stand up and make a line in the center of the room. T writes on the left-hand side of the board, “TRUE.” and “FALSE” on the right-hand side of the board. The T reads the statements and the students move according to their answers on the board.	Students:  Ss read aloud  Ss can ask the T questions  Ss read in silence  Ss compare answers with partners   Ss stand in the center of the room  Ss move to either the true or false side of the board
5	Post  Speaking  Fluency Task	7. Activity or task: Mingle about activities you enjoy participating in on the weekend.		T-Ss  S  S-S	Auditory
		Teacher:  T asks Ss, “What do you enjoy doing on the weekend?”  T tells Ss to think about their answer to this question  T gives Ss1 minute  T says that they have to share their answers with at least two other people  T walks around and monitors students  T asks to hear about one or two Ss answers  T CCQs instructions	Students:   Ss think about their answer to the question  Ss share their answers with two partners  Ss share their answer with another partner

Katie's Hot Reflection

Hot Reflection #1 1.23.19 

1. The lesson went well. I felt present in the classroom and with my students. Beginning to end, everything went smoothly. 

2. The word that pops into my mind, and is full in my heart is – gratitude. I am grateful for the opportunity to teach tonight. I am thankful tonight went better than Monday. I am so, so grateful. I am grateful for the support of my team and my instructor, Chad. There are a few reasons I can say that tonight was an improvement from Monday – my materials were ready and prepped in advance and I reached out for support from my teammates, native speaking participants, and my observing instructor, Chad. 

3. Overall, I had positive feelings during this lesson. I was able to fully be present with my students as we – one cohesive unit – moved forward in the lesson together as a team. A negative thought that came and went happened during the encounter and clarify stage. In that moment, I wished that I had chosen another activity as I felt that all students found it difficult. 

4. Key moments of the lesson, for me, include hearing the students talk about their future weekend plans. Also, having students TPS multiple times throughout the lesson was a huge success and a key moment to my lesson. 

5. I planned to be intentional with a few key aspects of the plan so that the lesson would run smoothly. I worked to limit the teacher talking time, provide learners with appropriate quality CCQs, choose content that is appropriate for the level and interests of my learners. At the end of the lesson, I am thrilled to reflect that I felt my goals were achieved. I know I am not perfect and neither was my lesson. All the same, I am grateful for what went well. 

6. During my lesson I felt a sense of calm, peace, confidence. I channeled my inner Ana. When I watch my teammate, Ana, teach she always commands the room. The classroom is hers as are the learners. 

7. Something I feel went well is the use of the materials and the want the learners were able to demonstrate their learning. 

8. I am always eager to hear more about what was noticed by my teammates and instructor. I would like all feedback that can further support my grown and transformation as an educator. One thing that stands out to me is that, by comparison, this listening lesson was much easier to prepare and teach than my reading lesson. This puzzles me. How can I bring this success and achievement experienced in listening to other subjects, in this case, reading? 

9. Students successfully interacted with a listening task. I was able to know what learners achieved because I was monitoring throughout the class, using CCQs, and saw how students did on the third during activity based on their success with the True or False activity. 

 Chad's Observation Notes

SIT TESOL Certificate Course 

Practice Teaching Observation Sheet 

P Name: Katie	Date: 23/1/19	Trainer: Chad
# of students: 11	Lesson Type: PDP 2	Level: Low-beginner
Lesson  Plan Included: Submitted on time and feedback was given.
In general:    Something that struck me from your lesson, Katie, was your time management! I noticed you spent 13 minutes in the Pre where you touched on your support vocabulary to help students gain more understanding of the text.  You gave priority to the During stage where you spent a whopping 21 minutes! You also had a cool 7 minutes in the Post where students could speak related to the listening topic. Another area where I saw improvement was in your organization and use of visuals to support students, something I recall you sharing you wanted to improve.  You made good clear use of the mini-whiteboard in the Activating Schema/Post, had your first couple during task materials ready to go, and you clearly displayed those True/False questions in front of the class, complete with some fancy design. Great job!  A puzzle I have is related to your first During task.  You gave the task before text and made sure you showed/clarified the three answer choices and question students had to think about while they listened. However, the three answer choices weren’t in view while students listened; they were put on the wall after the listening. It makes me think it can be helpful for students to have those answer choices in view as they listen, so they may eliminate incorrect answers along the way.  Related to the PDP, you implemented all the stages with good pacing, consistently gave the task-before-text, and gave students opportunities to work individually before sharing with a partner and then the whole class.  Great job, Katie! I hope you get to play around with the PDP elements and techniques more back in WA.
In regards to your action plans:   1. I will give tasks before each individual listening. Achieved!  2. I will include a chance for Ss to TPS after each during activity. Achieved!
Actions plans for next class:

  

Time:	I notice…  (Description of students and teacher actions or words)	I am wondering and/or thinking….  Interpretation: what helped/hindered student learning and  Generalizations: Themes and inside or outside theory that connects to and/or explain what might have helped and/or hindered student learning	I am suggesting..  specific and measurable possible action plans/suggestions as well as questions for consideration and exploration)
7:03  A.S.	T says I went to Fortuna last weekend. T asks Ss: What did you do last weekend? Last weekend I____”   T elicits dancing/watch TV/work	Great visuals with the mini-WB! It has some support language, and clarification of Weekend (Saturday/Sunday). It’s also nice to hear students  generating language related to the topic.
7:06  Encounter             Clarify	T writes on WB: expensive, picnic, artificial, pool, excited. Drills Ss in pronunciation, explains circling with dramatic gestures. 3 Students walk to board.     T writes definition: costs lots of $, really happy about..T CCQs expensive objects, lots of CCQs for other support language.  Turn and talk to partner about the meaning of the words.	I love the gestures here to explain instructions.  I’m wondering why only 3 students walk up to the board?       You use a variety of strategies here to Clarify the meaning.
7:16  Remember	Explains to Ss to use charades to get partner to guess word. I just see one student doing a “swimming” charade.	I’m wondering if students are clear on the instructions?	Perhaps modeling the activity, or eliciting some ideas for gestures could help.
7:19  During 1	What are the friends doing this weekend? 3 choices: T shows options on paper, then puts them away.     Yes TBT  T plays audio.   Yes TPS	Yay task before text!! It’s helpful if students have the task in view while they listen so they can eliminate options  It’s helpful that both voices on the audio are crisp and clear
7:24  During 2	Gives instructions for task. Number the pictures.   Yes TBT  Yes TPS  T asks if Ss want the answers, or if they want to hear it one more time. S asks for another play.     T works through each question as a class.  Ss think that the pool should be number 2.	It’s nice you get students input on this question! Being present with your students in this moment is informing your teaching decisions.    Oops! Sorry for recommending that tricky pool image!
7:33  During 3	T puts T/F questions on board: 1) The friends are going to the hot springs on Saturday. 2) The friends are bringing food for a picnic. 3) The friends are bringing mangos, pizza, and chocolate 4) The friends are excited about the weekend.     Ss write numbers on back of worksheet.  Yes TBT  Yes TPS     T goes over answers. “Anyone think the same thing as Bryan?”      T expands on question 3: Did they bring pizza? No. Chocolate? No.	Your questions are clearly displayed for all to see, while students can individually write their answers on their own paper, giving them that individual think time.             I’m thinking a quick, easy and viewable way to assess all the students’ understanding could be used here.     This is as nice way to see what else students got out of the text.	Some ideas are eliciting a thumbs up/down, giving 2 colored popsicle sticks, stand up/sit down for true/false…
7:40  Post	Find 3 people. Talk about next weekend. What are you going to do next weekend? A few students decide to stand up and move around.	I’m thinking about other ways to structure this activity to encourage more participation.	You could try speed dating lines, or concentric circles.
7:47  End