ECRIF Grammar Lesson 1.16.19

 Katie's Lesson Plan

Teacher’s Name:

Katie Visker

Level:

Beginner

# of Students:

10-16

Date:

1.16.19

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 make the Internalize state more personal, with more opportunities for students to personalize within the activity.    2.  I will allow more than ten minutes in the Fluently Use stage. During this stage, I will provide a model dialogue and focus my energy on monitoring students during this final stage.

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

Grammar    Add -s or -es to regular and irregular nouns to correctly make them plural.   peach – es     potato – es     apple – s   squash – es   tomato – es    orange – s                                  mango – es    egg – s

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 use 4-7 regular plural nouns in order to describe a shopping list for items in a supermarket in a role-play.

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…   Plurals in L1, about adding an –s. They understand the concept of having more than one item. They are familiar with some vocabulary related to food and supermarkets.

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

Students may be unfamiliar with knowing how to make nouns plural when the word ends in –o and –h.   Students may want to add and –s rather than the correct –es.  The vocabulary used in this grammar lesson may be new to students.

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 provide a variety of opportunities for students to interact with this difference of adding an –s or an –es.   Students will match the singular noun with the correct ending to make it plural.   Teacher will create a chart on the board to support student understanding of this grammar rule.

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 be able to see and hear students correctly changing singular nouns into plurals.   Ss will demonstrate understanding throughout the stages using VAKT.

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	Activating Schema	Activity or task:  Listening to a story to find singular nouns that change into plurals.  (bird – birds & egg – eggs)		T  T-S	Visual  Auditory
		Teacher:  Introduces a favorite book to the students. Before reading she asks them to look and listen to see what changes from 1 to more nouns in the book.	Students:  Listen to story and look and pictures. They are looking to see that there are two birds and three eggs.
5	Encounter	2.  Activity or task: Introduce target language and grammar of changing singular nouns into plural nouns. Use a story about a time I went to the supermarket. What did I buy? What did I see along the way?		T  T-S	Visual  Auditory
		Teacher:  Tells a story to the students about a time when she bought all of the items in the target language. Teacher will use realia to show each item.	Students:  Will listen and be introduced to the target language and learn about plural nouns in grammar.
5	Encounter	3. Activity or task: Students think-pair-share about who does the shopping in their home and the items they buy often. Teacher writes on the board.		T-S  S-S	Auditory  Visual
		Teacher:  Will ask students to think about who does the shopping in their house? Direct students to think about who that person is and what they often buy for the home.	Students:  Will think about who goes shopping in their home and what items are often purchased. Ss will think-pair-share with partners.
5	Clarify	4. Activity or task: Matching singular nouns to the endings correctly to make the nouns plural.		S-S	Visual  Auditory  Kinesthetic  Tactile
		Teacher:  Gives directions and monitors students working in pairs.	Students:  Work in pairs to add the correct endings to the singular nouns to make them plural.
5	Remember	5.  Activity or task: Mother’s shopping list fill-in-the-blank		S-S	Visual  Auditory  Kinesthetic  Tactile
		Teacher:  Gives each pair a brief shopping list, explains directions, then monitors student achievement.	Students:  Students work in pairs and decide how many of each item they want to purchase and take turns practicing with partners.
5	Remember	6. Activity or task:  Pick an object from the items on the table, make it plural.		S-S	Visual  Auditory  Kinesthetic  Tactile
		Teacher:  T places a few items and pictures on each team table and asks them to make them plural.	Students:  Ss work in pairs or teams, depending on size and space. They take turns making sentences using the items on the table. For example, “I have three pens.” Or, “I see three peaches.”
10	Internalize	7. Activity or task:  Think about items you have more than on of in your home. (Ex. Plates, shoes, glasses, oranges, etc.) Then share with partner.		S-S	Auditory
		Teacher:  Teacher explains directions and asks CCQs then monitors students working in pairs.	Students:   Ss work in pairs and share items that are plural in their home.
15	Fluency	8. Activity or task:   Phone call with a friend who is at the supermarket.		S-S	Auditory
		Teacher:  Shares the dialogue and models with a student.   Monitors students during fluently use phase.	Students:  Stand next to their partner and have a phone call conversation about what they want their partner to buy from the supermarket.

 Katie's Language Analysis

KV 1.16.19 LANGUAGE ANALYSIS for lesson planning 

TARGET LANGUAGE:     regular plurals - adding s or es  

Aspects of FORM that are important to consider (both written and spoken): 

Add -s or -es to regular and irregular nouns to correctly make them plural.  

peach – es     potato – es     apple – s  

squash – es   tomato – es    orange – s  

                             mango – es    egg – s   

MEANING: (What does each piece of target language mean? 

“Plural nouns are words used to indicate that there is more than one person, animal, place, thing, or idea. The difference between singular and plural nouns is simple once you know what to look for. Here, we take a look at singular and plural nouns, providing both singular nouns examples and plural noun examples to help you recognize plural nouns when you see them.”  

(Source = Ginger Software – sited below.) 

In the example of this lesson, Ss are making regular nouns plural by adding either an –s or –es to the end. Students add – es when the noun ends in “h” and also in “o.” Other nouns focus on will use the –s added to the ending to make the noun plural. 

List at least 4 concept checking questions (yes/no, either/or, example, short answer, then definition if possible!) for the meaning of this language point: 

1. Does the singular noun end with the letter “h?” -- Add – es.    

2. Does the singular noun end with the letter “o?” -- Add – es.    

3. If the letter “s” is added to the end of the noun, will it correctly make the noun plural? 

4. How do I change a singular noun to a plural, when the word ends in a – y? This is a great question! There are a number of rules for plurals. We are not focusing on all plural forms, just the two listed above.  

USE  (When is this appropriate or not appropriate? Compare it to language that has a similar meaning. When do we choose to use this form?  Why?) 

This language is used when there is more than one of the same nouns – we make it plural. For example, I see one bus drive past my home, then a second bus drives by. I saw two buses drive past my house.  

Challenge point:  What is most challenging (F, M or U) and why? 

Form: The plural in Spanish is only an –s so the –es ending is new.   

List 3-5 potential and/or typical mistakes/challenges that ELLs might make/have when learning this particular language point. 

Meaning: There can be confusing in the use of certain plural noun. For example, a student may know that someone owns two brushes and this is the correct plural form. Then, a student may read a sentence about a woman who sites and brushes her hair for two hours. These two words are spelled and pronounced the same but have two different meanings – one is a noun and one is a verb. 

What are you going to do to help learners deal with these challenges? 

• I will remind students that these similarities exist in the English language.  
• I will support students in looking for meaning form context clues about what is happening before and after the word so that meaning can be clear.  

FLUENT USE:  List two potential “real world” activities / situations / contexts in which the learner might use this kind of language: 

1. Share a grocery list with a friend. Things such as shopping lists often have multiples of the same items. Quickly assigning a quantity and the correct plural assures that students are comprehending the quantity of a given item.  

2. Students can describe items that they have more than one item in the home. For example, students likely have multiple plates and boxes in their home.  

TASK DESIGN: List 6 “practice” activities that go from controlled to free practice Include both form and meaning (use if applicable) that could help the learner internalize this language. 

1. Matching 

2. Fill-in-the-blanks 

3. Charades 

4. Write their own questions 

5. Create a list of duplicate items found in the home 

6. Shopping with a shopping list  

VISUALS: Drawing/diagram/chart of two different ways to present the form and/or meaning of the language point on the board or on posters. (Feel free to do this on another sheet of paper and attach it here! 

-s	h + -es	o + -es
Apples  Oranges  Eggs	Peaches  Squashes	Potatoes  Tomatoes  Mangos

TEXTS consulted to do this analysis: 

https://www.gingersoftware.com/content/grammar-rules/nouns/plural-nouns/ 

 Katie's Hot Reflection 

Hot Reflection #2 1.16.19 

1. I feel that the lesson went well. I realize that I have allowed myself to hang on to a “tape in my mind” that takes me back to my first professional observation. A goal I have for myself is that by the fourth week here at CEM, I want to record over this tape with new tape that allows me to be more open to observations and feedback. 

2. & 3. What is hot on my mind right now is the fact that I can be proud of how things went. Things were not perfect in my lesson. I had to adapt. I am proud of myself for listening to my intuition so that I could be fully present with the students. Another thing that is hot on my mind is the fact that the things I have learned about ECRIF are becoming more solidified while at the same time, knowing about the framework is not the same as knowing the framework. I watch the trainers teach and they make it seem so easy. Getting more successful and more comfortable will take much needed practice and I maintain great anticipation for when I get to that working place of growth where I can interact with this framework and successfully adapt as I go in order to see that students are achieving the goals set out in Fluently Use. Something that is hot on my heart is the way I feel. I feel loved and supported by my team. Celina told me my lesson was “great!” Great! From the vocabulary expert, that is the highest praise. All schoolmates greeted me with joy and support at the end of my lesson. Self-doubt slowly swept away. 

4. Key moments in the lesson – making adaptations on the fly. 1. My matching activity was too messy and small. Instead, I used the whiteboards and did what I could. I combined this activity with the shopping list and was able to meet with each group. 

5. I planned to teach students about how to make singular regular nouns plural. I used nouns that would be found at the Supermarket. I realized half way through the lesson that I needed to see if they actually understood this rule. So, I made some adjustments in the middle. 

6. From 6-9 o’clock I felt a variety of emotions and feelings from – nervous, scared, stressed, concerned, in and out of present, I felt – yes, felt – very hot and sticky, I felt at times I was fully owning the lesson, activities, the students, the pacing, etc. And I had moments, in the middle when I realized I needed to make adjustments. 

7. Something that I felt went well is the use of the materials. Ana and I discovered the white boards minutes before class started at 6. I realized that my matching activity was inefficient so I needed to adapt and make a more appropriate adjustment so that students could quickly interact with the endings. One more thing that I thought about that I think went well regards my timing and goal. I set out to have more time for my I and F stages/activities. I achieved this when I realized time was running low and that my I activity needed to better connect to what we had just been working on. So, rather than having students brainstorm about the plural things in their homes, they brainstormed specifically about the food – fruit, etc. Then, I was able to set more time for F and be more of a monitor during this ECRIF stage. 

8. I would like feedback on strategies for staying within the time limits. I would also like feedback on strategies to keep the room and materials orderly. Again, the instructors make this look easy. Another thing I realized as I was in the middle of the lesson is that in the Fluently Use stage, students were verbally stating things to get multiple of. When spoken though, I could not tell if students truly understood –s or –es. They were verbally saying the plural though so that does seem like a win, on its own. 

9. One concept I am certain students are now more aware of or perhaps are now aware of for the first time is that, unlike with Spanish, English has multiple ways of making things plural. Students now know that with many plural nouns, we simply add an –s. With nouns ended in o, h, and x, we add –es to make the nouns plural. I know that some students are still working on making this information permanent in their memory. I heard some of the students, likely 25-50% were able to say with me, “o, h, etc.” 

 Chad's Observation Notes

SIT TESOL Certificate Course 

Practice Teaching Observation Sheet 

P Name: Katie	Date: 17/1/19	Trainer: Chad
# of students: 14	Lesson Type: ECRIF 2	Level: Low-beginner
Lesson Plan Included: Submitted on time and feedback was given
In general:   Congrats on your second ECRIF! Something that struck me from your lesson was the inductive approach you took to teach the -s / -es rule for plurals. After doing the shopping list, you elicited students’ answers onto the small chart on your whiteboard. From there you started bringing students attention to the patterns of the language, asking them why there is an -es ending. I heard Francisco call out the “/o/ /h/” rule. This style of “discovery” teaching, where you guide students to the rules by helping them notice patterns of example language is a worthwhile method to explore more of!  One puzzle I have is related to the Activating Schema. The story was a great idea, but it did take around 10 minutes to get through the whole activity, when the activating schema is usually just reserved for around 3 minutes of a 50 minute lesson. A simple brainstorm of language related to your topic of supermarket, like foods/fruits/vegetables, will get students thinking about language they will work with throughout the lesson.  Regarding the ECRIF framework, students had an Encounter of the form of the target language -s -es when it was written on the board. They Clarified and Remembered this with the whiteboard and shopping list activity, but it wasn’t until after the shopping list activity (25 minutes into the lesson) that students Encountered the meaning/rules of -e / -es. This should happen closer to the start of the lesson so students can have meaningful practice with -s / -es. You had a clear Internalize activity where students personalized the language, and also a great Fluency activity with a clear, communicative purpose of recalling the fruits their partner mentioned!  Between your two ECRIF lessons, you have demonstrated an understanding of how to implement each stage. Now that you have a small taste of it, I hope you have a chance to keep experimenting with the framework and techniques in your home teaching context. Good luck!
In regards to your action plans:
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)
8:10  A.S.	T introduces book. Reads book out loud.	The book reading is a fun, creative way to start off the class. As an Activating Schema, I do notice it’s mostly teacher centered.  How can you get students brainstorming ideas related to the topic and activating their background knowledge of objects at the supermarket?
8:20  Encounter                        8:29              Clarify	“I want us to think about going grocery shopping at the supermarket. Remember Sidar had the markers over here, things to buy. Here’s a story about one time I went to the supermarket.”   Acts out role-play of Clayton telling her what to get at the supermarket. Words written on board, matches with picture, then writes -es  T continues story: I’m driving my car, I see 10 horses, 2 snakes  That was my story, now my story is over.    T hands out WhiteBoards to pairs. Write ‘who’, 3 things they buy. Karen: I got to supermarket with husband I buy fruit        T: Writes -s -es chart on mini WB. Where should apples go. With your group, take 3 minutes and put these in the correct place? Where should tomatoes go?	The stories are very illustrative and you express yourself with gestures and enthusiasm! I also see students are starting to see -s / -es matched with plural animals. They have yet to encounter the different uses of -s / -es
8:33  Remember          Encounter (meaning/rule)	T hands out supermarket checklist, explaining instructions to 1 group at a time, as students are doing previous activity. T: You choose number and write -s or -es     Why is it sometimes -s and -es? T says plural/singular of each food and leads in drilling. Writes on board, puts dot below /h/ and /o/ to highlight why its -s or -es. Goes back over and circles /h/ and /o/	I see students have had two productive activities so far and they haven’t encountered the rule for the use of -s / -es        This is a really cool way to introduce the rules of plural -s and -es – “inductive learning” is the big word here! Students are starting with examples and you are guiding them to discover the rules of the /h/ and /o/. This is a great student-centered strategy to teach language.	I’m suggesting you introduce when to use -s vs/ -es earlier, so students can have some intentional practice with the rule using these activities.      I would suggest using this technique earlier in the lesson, to allow for more practice with this concept.
8:42  Internalize	T explains at home I have 3 potatoes.  Think about your house, with partner talk about what food you have.	Thinking about what foods Ss actually have at home is a nice way to personalize the language and give them a meaningful purpose to use the language.
8:45  Fluency	T: Remember my story? Now, with a partner, you’re going to talk about what they need to buy at the supermarket. You can use your own words and this can help.  T asks for volunteer to model. No one does. Katie models both roles. I’m at the supermarket. Remind me, what do you want from the store? “I want ____, ____, and ____. _____, ______, and _____?”   T mentions 6 different types of food, instead of repeating the first 3.	Nice reflecting-in-action here! No one wants to do it, so you do it yourself.  You model a great strategy of this “split personality” demonstration, an effective alternative to help convey instructions. I’m wondering if recalling 6 different kinds of foods confused the concept of recalling the foods student’s partner says.   Your fluency is a true communicative purpose here. Students have to listen and respond. Very clever! I had trouble hearing if they were actually recasting the correct fruits or if they were creating new ones. Did you hear?
8:58 End