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MODELS OF TEACHING PORTFOLIO

Submitted by

Nesren El-Baz

to

Dr. Dawn Wilson

In partial fulfillment of the requirements for

EDUC 6330:

Teaching Methodology for the Professional

July 28, 2015

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Table of Contents Sample Purpose and Objective .................................................................................................................. 3

Lesson 1: The Inductive Thinking Model ................................................................................................. 4

Lesson 2: Scientific Inquiry ........................................................................................................................ 7

Lesson 3: Picture Word Inductive Method (PWIM) ............................................................................... 9

Lesson 4: Concept Attainment ................................................................................................................. 12

Lesson 5: The Memory Model ................................................................................................................. 14

Lesson 6: Advance Organizers................................................................................................................. 16

Lesson 7: The Group Investigation Model ............................................................................................. 18

Lesson 8: The Role-Playing Model .......................................................................................................... 23

Lesson 9: Explicit Instruction Model ...................................................................................................... 27

Lesson 10: Mastery Learning................................................................................................................... 29

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Sample Purpose and Objective

Purpose and Objective of Portfolio

EDUC 6330: Teaching Methodology for the Professional

Purpose: The purpose of this portfolio is to demonstrate the use of various teaching models that

have been presented in our class in a practical lesson plan format.

Objective: The specific objective of this portfolio is to demonstrate the use of various teaching

models in my role as a teacher. The following lesson plans were designed for use in my ESL and

IDS classes in middle school. Rather than using the traditional lesson plan outline, I have

employed the syntax model presented in our text for each model demonstrated. In addition, I

have created various other teaching tools to be utilized in conjunction with these lesson

plans.

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Lesson 1: The Inductive Thinking Model Lesson Title: The 4 types of sentences

Targeted Grade Level: Sixth Grade

Subject: ESL

Lesson Goals: The learner will explore and reach the generalization that there are 4 types of

sentences:

Declarative

Interrogative

Imperative

Exclamatory

Lesson Objectives:

The learner will recognize the 4 types of sentences namely : declarative, interrogative,

imperative, and exclamatory

The learner will use correct end marks to punctuate the 4 different types of sentences

Materials/Resources Needed:

Colored markers

Ruled sentence strips, adhesive device, colored pens

Lesson Components:

With the point of the lesson firmly in mind, examples that support this

generalization are selected by the teacher. A list of sentences that illustrates

correctly punctuated sentences with different end marks are presented to the

students.

Phase 1: Identify the Domain

The teacher explains and clarifies the long term objectives of the lesson

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Phase 2: Collect and Enumerate Data

After the teacher assigns students to groups of three, he or she will distribute sentence strips that

contains different end marks, using:

Period

Question mark

Exclamation mark

Phase 3: Examining and Enumerating Data

The teacher will then instruct the students to closely examine each sentence that has been

given to their group, and to jot down all their observations. Students are directed to categorize

the sentences, and note down the similarities and the differences in the sentences their group is

provided with.

Phase 4: Form Concepts by Classifying

Once sufficient time has been provided for the process of inquiry, Students are then

required to discuss within their groups the similarities and the differences in the sentences their

group is provided with, and what might be the rule that governs the categorization of the

sentences, as well as the reasoning used to determine each member's decision (formative check).

Phase 5: Generate and Test Hypotheses

After each group member has been given ample time to express his or her thoughts in

regards of discovering the end marks, the teacher will direct the students to determine the labels

to be used in categorizing the sentences. Next, group members will work together to create a

chart that allows for the physical grouping in accordance with these labels. One member will be

designated “Scribe” and will be in charge of creating the chart using chart paper and

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markers. The remaining group member(s) will be assigned the role of “Presenter” and will

prepare to share the group's labels and data sets with the class.

Phase 6: Consolidate and transfer

Once each group has presented, the teacher will lead the students in discussing

similarities and differences between each group’s observations about the sentences, and the

labelling. Students will take time to sort their group's sentences in terms of end mark

punctuation.

Next, the teacher will draw four columns labelled: Declarative, interrogative,

exclamatory, and imperative. Each group member will come to the board to place sentences

under the labelled column.

The teacher, then will ask students what they have learnt today asking students to formulate

examples of the different types of sentences, and post the sentences generated by the students.

(summative assessment)

Modifications Suggested for English Language Learners: If possible, ELLs. might be

grouped with students who have a firmer understanding of both English and the ELL students'

first language in order to aid them in communicating with their group during observation.

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Lesson 2: Scientific Inquiry Lesson Title: Henry Hudson

Grade Level Targeted: Grade 6

Subject: IDS

Lesson Goals:

The student will investigate the life, accomplishments, and legacy of the English explorer

Henry Hudson.

The student will analyze the voyages of Henry Hudson and other explorers to form an

evidence- based opinion on how the success of a voyage should be defined.

Materials:

Computer with internet access, LCD projector, bilingual dictionaries, activity papers

Lesson Components:

In this lesson plan students use online resources to investigate the life, accomplishments, and

legacy of English explorer, Henry Hudson.

Procedure

Prior Knowledge Activation:

The teacher will activate prior knowledge by encouraging students to brainstorm around the

essential question. Students may wish to discuss a well-known explorer such as Christopher

Columbus, or another explorer they have studied.

Phase 1: Confrontation of the Problem

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The teacher will pose the essential question on the board: Was Henry Hudson’s exploration a

success?

The teacher then reads the record from the primary source. The teacher explains to students that

this is the only known account of what happened to Hudson and his crew.

Phase 2: Data Gathering

The teacher answers yes and no questions as students gather facts about the voyage. Students

asks the teacher about the voyage to help them determine if it was a success. The students will

reach their own conclusions about the important factors that make an exploration successful.

Phase 3: Data Gathering

Students now can explore and investigate other explorers they know about and their explorations

that were considered successful. Students can then examine those findings and come to the

conclusion whether Hudson’s voyage was a success or not.

Phase 4: Analysis of the inquiry process

After students have identified the above conclusions, they will work in their pairs to determine

what strategies they used that helped them with the classification of the voyage success.

Modifications Suggested for English Language Learners:

Increased time to complete tasks

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Lesson 3: Picture Word Inductive Method (PWIM)

Lesson Title: Human body parts

Grade Level Targeted: Grade 6

Subject: ESL

Level: Newcomer

Lesson Goals:

The student will learn the different human body parts in English

The student will learn the consonant patterns of beginning and ending syllabus of the

words associated with the human body parts.

Material:

A big poster drawn on it the human body, paper, colored pencils and markers.

Lesson Components:

In this lesson students will learn to identify the different parts of the human body, and the

pronunciation of each part.

Procedure:

Phase I: Select a Picture

The teacher selects pictures of different parts of the human body.

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Phase II: Students Identify What They See

The teacher will ask students to identify and describe what they see.

Phase III: Students Provide Words for What They See

The teacher will ask students to label the different parts of the human body. As the students provide

labels for what they see, the teacher will draw lines from the picture to the word.

Phase IV: Teacher Led Review of the Picture Word Chart

The teacher will then lead students in reading the labels loudly on each of the Picture Word Charts

making sure to emphasize characteristics of each word.

Phase V: Students Classify Words and Share Categories

Students will categorize the labels according to similarities so they can see what they have in common.

(For example, beginning and ending consonants, Vowel consonant vowel, etc…)

Phase VI: Add Words to the List

After identifying similarities, students will use these similarities to add to the lists.

Phase VII: Students Generate Titles for Their Picture Word Charts

Students will now generate titles for their word lists of consonant patterns of the words they generated.

Phase VIII: Teacher Models Writing Sentences

The teacher will now model writing sentences about the picture word charts.

Ex: I see with my eyes.

Ex: I hear with my ears

Phase IX: Students Generate and Share Sentences

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Students will now be placed in groups of 4-5 to generate and share their own sentences directly related to

each of the picture word charts. The teacher will record sentences from each group on the smart board.

Phase X: Students Classify Shared Sentences

Students will now classify the shared sentences by identifying what sentences belong to each of the

corresponding picture word charts.

Phase XI: Teacher Models Putting Categories of Sentences into Paragraph Form

The teacher models putting the categories of sentences into paragraphs.

Phase XII: Students Write or Dictate Paragraphs.

Students will use the teacher example as a guide to develop their own paragraphs about each of the body

parts picture. Students are encouraged to read their paragraphs, first to their groups, then to the class.

Modifications Suggested for English Language Learners:

Increased time to complete tasks

Providing bilingual dictionaries

The teacher speaks slowly and clearly

Repetition of instructions

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Lesson 4: Concept Attainment

Lesson Title: The short vowel i

Grade Level Targeted: Grade 6

Subject: ESL

Level: Newcomer

Lesson Goals:

The student will learn to pronounce words with the short vowel i

Material:

A smart board and colored markers

Lesson Components:

In this lesson students will learn to identify the concept of the short I sound and how to

pronounce words using the short vowel i.

Procedure:

Phase one: Presentation of Data and Identification of Concept

The teacher presents the beginning English Language Learners (ELLs.) with the following list of

words labeled yes or no:

Kitten (yes)’

Kite (no)

Hit (yes)

Bite (no)

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Fit (yes)

Write (no)

The teacher says” I have a list of words here. Notice that some have yes by them and some have

no by them. The teacher, then points to the first word on the smartboard and says,” If a word has

a yes by it, then it is an example of what I’m thinking. If it has a no by it, then it is not an

example.” I have an idea, let’s see if you can guess the idea in my head. The students observe

and comment on the format.

Phase two: Testing Attainment of the Concept

Students identify additional unlabeled examples as yes or no. The teacher asks the students if

they can come up with a name for the idea. The students decide what they think the teacher’s

idea is. The teacher continues the lesson by saying, “Let’s see if your idea is correct by testing it.

The teacher provides students with more examples, and they decide if the words are yes or no

Phase Three: Analysis of Thinking Strategies

Students describe thoughts and generate their own examples stating how they arrived to the

concept.

Modifications Suggested for English Language Learners:

Providing bilingual dictionaries

The teacher speaks slowly and clearly

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Lesson 5: The Memory Model

Lesson Title: Coordination Conjunctions

Grade Level Targeted: Grade 6

Subject: ESL

Lesson Goals:

The student will learn the Conjunctions

The student will learn how to connect two sentences using conjunctions

The student will learn how to punctuate compound sentences

Materials:

The lyrics of the FANBOYS song, FANBOYS poster a computer, and a projector, worksheets

for each student

Lesson Components:

In this lesson students will learn to identify and use the conjunctions correctly to connect two

sentences.

Procedures:

Phase one: Attending to the Material

The teacher will start by saying that each of the coordinating conjunctions is less than four

letters long, and each is used commonly in the English language.

The five coordinating conjunctions are for, and, nor, but, oh, yet, and so. A great mnemonic

device is to show students that these conjunctions can be remembered as the acronym

FANBOYS, which uses the first letter of each of the coordinating conjunctions.

Worksheets and class exercises that require students to fill in the blank are particularly

helpful, as they will help the students you teach see what conjunctions looks like in practice.

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Phase two: Developing Connections

Before even attacking the how and the why of coordinating conjunctions, familiarize the students

with these seven words by singing the FANBOYS song—it’ll make the remainder of conjunction

teaching far easier for you.

Phase Three: Expanding Sensory Images

The teacher revises using the FANBOYS poster with images

If your students are old enough to take basic notes, it might be a helpful activity to have them

write down some common uses for the coordinating conjunctions so that they’ll know when to

anticipate their use.

Although the teacher will not be able to supply students with every possible instance of every

meaning of each conjunction, you can give them a functional background by providing a few

common uses for each conjunction.

The teacher might begin with and, which is used in sequences and to suggest result.

Or, suggest alternative possibilities or negative conditions.

Phase Four: Practicing Recall

The teacher demonstrates to students the ways conjunctions are normally used and

comma usage.

The teacher takes two independent clauses and have the students combine them using a

list of coordinating conjunctions.

Make these exercises easy enough at first that the conjunction the student should use is

clear as possible. For example, the teacher might want to try an example such as

“Michael is sad. He should be happy.” The majority of students will choose “but” as the

coordinating conjunction that ties the two sentences together.

The teacher provides students with opportunities to practice recalling the material until it

is completely learned.

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Lesson 6: Advance Organizers

Lesson Title: Story elements

Grade Level Targeted: Grade 6

Subject: ESL

Lesson Goals:

The student will learn to analyze a story.

The student will learn how to use the plot pyramid to grasp a better understanding of

story elements.

The student will learn to apply knowledge of literary elements

Materials:

Computer, projector, worksheet containing a plot pyramid graphic organizer for each student

Lesson Components:

In this lesson students will learn to analyze a story using a plot pyramid organizer

Procedures:

Phase one: Presentation of Advance Organizer

The teacher explains the aim of the lesson that the students will learn how to use the plot

pyramid graphic organizer which will strengthen the student knowledge of the elements

of the story.

The teacher presents the plot pyramid graphic organizer and points out the essential

features of the concept

The teacher then explains that students will use information learnt previously about the

story elements to fill out the rest of the information needed on the plot pyramid graphic

organizer for example: character, setting, theme, conflict, etc…

The teacher and students must explore the plot pyramid organizer as well as the task.

The teacher reads a short story that the students are familiar with, for example, “The

Three Little Pigs”

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Phase two: Presentation of learning task or material

The teacher models filling out a plot pyramid graphic organizer in front of the students on

the smartboard identifying: The exposition, rising action, climax, falling action, and

resolution.

Afterwards, The teacher prompts students to recall the story elements and fill out the

information by picking up volunteers who would like to come up to the board to write for

example, the name of the characters, the setting, the conflict in the story, etc…

The students work in pairs to read a short story and fill out a plot pyramid graphic

organizer

Phase Three: Strengthening Cognitive Organization

The teacher then asks students to verbalize the essence of the material using their own

terminology and frame of reference.

The teacher gives students the chance to recognize inferences that have been made in the

learning material, to judge and challenge these inferences and assumptions and reconcile

contradictions among them.

The teacher clarifies concepts

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Lesson 7: The Group Investigation Model

Lesson Title: Culture Investigators

Targeted Grade Level: Sixth Grade

Subject: ESL

Lesson Goals: The learner will explore different countries and cultures in Asia

Lesson Objectives:

The learner will be exposed to the Asian cultures

The learner will explore and express a variety of key features of countries in Asia

The learner will work interdependently with other students to research and present

findings regarding world cultures

Materials/Resources Needed:

Each group of four students will require at least four books with information on a

particular country. Perhaps the school librarian can be called upon to retrieve these

resources from the library prior to the start of the project.

Internet access will be helpful for the students as well. This project is adaptable for a

computer lab setting if necessary.

Writing paper, pencils, and crayons or colored pencils will also be used by each student

A large puzzle Asia’s map missing a few countries

A large piece of butcher paper or poster to represent the different aspects of the country’s

culture.

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Lesson Components:

Phase 1: Encounter Puzzling Situation

The teacher will grasp the students' attention and introduce the lesson through reading the

following fictitious scenario (preferably in a mysterious tone of voice):

A group of people decided to take off some countries from the world map. All these

countries are located in Asia. They want to erase the culture of these countries, and want kids to

learn nothing about these countries. You are a private investigator, the best in town, you will

find evidence about the existence of these countries and find details to teach kids about these

countries. You will bring these countries back to the map with details you will find in books so

that all students can learn about these countries.

Phase 2: Explore Reactions to the Situation

After reading the scenario, the teacher will pose several thought questions to the students,

such as the following:

“What types of information might be most important for readers to know about a country?”

“Where could we look to find such important details?”

“How might we discover more about a country, its culture, and the people there?”

The teacher will allow the students ample time to ponder and discuss such questions

before ushering the class into the next phase. He or she will make note of their suggestions, in

order that the students may refer back to them as they are working cooperatively.

Phase 3: Formulate Study Task and Organize for Study

Based upon the notes the teacher has taken from the prior discussion, he or she will draw

the students towards formulating and structuring the problem for themselves. A primary

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component of this process is guiding the students to define the problem. A possible problem

statement is as follows:

Your group's mission is to use the Internet and other resources to examine a country of your

choice, learn about the culture of the country in terms of historical attractions, education,

population, transportation, food, traditional clothes, etc…, and better understand the people’s

habits through reading and discussing about the country’s culture. As a group, you will take

part to create a poster about the country- use visuals to represent the country’s traditional

clothes, celebrations, music, food, and include a map.

After the problem has been defined, the teacher will be responsible for segmenting the

students into groups of four according to their interest in researching a particular missing country

on the map. Also, enumerating job descriptions for each group member. Depending upon the

interpersonal skill level of the class members, the teacher may or may not designate specific

students to fulfill specific roles. Possible job descriptions include the following:

Job Description 1:

Your objective is to locate as much information as possible about celebrations and habits

of people who live in this country

Your country research, along with the research of others in your group, will be used to

fill in the missing countries of the classroom map. This puzzle will display all the

information that went missing from the country. You will be responsible for seeking the

input of your fellow group members throughout this process, and their approval of the

finished product will be required before presenting.

Job Description 2:

Your objective is to describe tourist attractions in this country.

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The teacher will provide you with a piece of puzzle, you will illustrate a picture of the

country’s famous attractions

Job Description 3:

Your objective is to learn about the government setting and rules in this country

The teacher will provide you with a piece of puzzle. You will illustrate a picture of the

country’s government system.

Job Description 4:

Your objective is to learn about the traditional clothes, celebrations, music and food of

this country

Your teacher will give you a puzzle piece to use, and on the piece, you will illustrate a

picture of the country’s traditional clothes, music, and food. You may include words and

additional pictures of symbols to accomplish this objective.

During this phase, the teacher will also need to present students with a timeline that

includes specific checkpoints. If a knowledgeable guest speaker (such as the school librarian)

will be called upon to visit the class, the teacher should prepare the students at this time. Also,

he or she might offer the students a listing of pertinent Internet resources through which to

conduct research regarding information about different countries and cultures. Finally, the

teacher should be certain to clearly outline the ways in which the students' performance will be

assessed, both by him or her as well as by peers and themselves. A variety of rubrics would

prove beneficial for accomplishing this task.

Phase 4: Independent and Group Study

During this phase, the students will first be given ample time to analyze their required

roles through discussion with one another, seeking their peers' suggestions as to the most

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effective way to proceed with their assignments. After they have become organized enough to

carry on in their roles, the students will begin their research and written work while reporting

what they have learned and accomplished to their groups at intervals designated by the teacher.

Phase 5: Analyze Progress and Process

After the teacher determines that sufficient time has been given for independent and

group study, he or she will offer the students the opportunity to evaluate their final products in

terms of the original goal. In other words, the groups will interact to decide whether or not their

puzzle pieces as a whole effectively reflect the assigned information collection of their chosen

country. They will refer back to the rubrics as their guides throughout this process.

After this analysis has taken place, the groups will take turns utilizing their puzzle pieces

to present key information to the class regarding their country. At the conclusion of all

presentations, the students will work cooperatively to piece each group's segment of the puzzle

together into one enormous wall puzzle, mounting their finished product onto a large piece of

butcher paper. If possible, this creation can be hung in the school library for other classes to read

and enjoy.

Phase 6: Recycle the Activity

Taking advantage of the research, recording, and reporting techniques learned from this

activity, the teacher will next present the students with a new problem for their

investigation. This fictional scenario will involve missing countries from the European

Mao. Possible research subjects include England, France, and the Netherlands.

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Lesson 8: The Role-Playing Model

Lesson Title: Teaching Dollars and Coins to English Language Learners

Targeted Grade Level: Sixth Grade

Subject: ESL

Level: Newcomer

Lesson Goals: The learner will explore how to use American money at the store. This goal will

be facilitated through the role-playing model of learning.

Lesson Objectives:

The learner will recognize and identify American money.

The learner will explore problem-solving strategies to buy and sell items.

The learner will experience the role of a salesperson and a buyer.

The learner will be able to use the language used at the market to buy and sell items.

Materials/Resources Needed: A projector, plastic money, post its, markers and index cards

Lesson Components:

Phase 1: Warm Up the Group

The teacher will begin by bringing pennies, nickels, dimes, quarters, and dollar coins to class.

You will then give your students a pre-test to see what they already know about money value in

English. Give each student a bag of coins--plastic coins are preferable--and say an amount of

money. Watch as each student attempts to make the correct amount on their desk. Increase the

difficulty until you have a good understanding of who knows their coin values and who does not.

If you have any students who already understand the concept you can have them take the

assessment right away and have them move on to another topic, or advanced coin counting

lesson.

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Phase 2: Select Participants

The teacher will next guide the students in identifying the names and value of the coins,

the teacher will then explain to students that they will role play in a market setting, some will be

selected to be sellers and some buyers explaining the role of each participant.

After adequate time has been devoted to exploring the two roles, the teacher will ask for

volunteers to play each role. He or she must be cautious not to allow students to stereotype

others into selecting roles.

Phase 3: Set the Stage

The teacher should next set a line of action by inquiring about the setting in which the

enactment could take place. Also, he or she should restate the roles in order to ensure that the

students who have been selected either buyers or sellers each have a solid understanding of their

role. Additionally, the teacher should assist the students in setting up small stores with item for

sale, price tags, etc…. Also, the teachers provides students with the language they might use by

giving them sentence stems written on index cards, for example, “For how much

is_____________.” Do you have any special offers on_________________”, etc….

Phase 4: Prepare the Observers

During this phase, the students who will be observing the enactment should be given

ample time to discuss important components for which to look. For example, they will need to

evaluate the extent to which the role play is realistic. Also, they will be asked to comment on the

effectiveness of the actors’ behaviors. Additionally, defining the feelings of the characters will

be important. They will need to establish what goals the actors are seeking to accomplish as

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well. Finally, they should determine whether each actor’s actions were helpful or not helpful,

and they will propose alternative experiences that might have occurred within the enactment.

Phase 5: Enact

After the teacher determines that sufficient time has been given for preparation of the

observers, he or she will direct the actors to begin the role play, and will offer any needed

guidance in maintaining the action until a point of stopping has been determined. Specifically,

the role play will come to an end once buyers finish their money buying items from sellers.

Sellers now count their money and compare their profit. The winner is the seller with the biggest

amount of money.

Phase 6: Discuss and Evaluate

The teacher will next guide the students in reviewing the events, positions, and realism of

the role play. He or she will specifically guide the class in discussing the major areas of focus

such as the consequences of the key actions and the motivations of the actors. Using the

students’ comments and suggestions from this discussion as a guide, the teacher will lead the

class in developing the next enactment. The central question for thought will be, “Can you think

of another way that sellers can make more money?”

Phase 7: Reenact

Based on the revised roles developed in the previous discussion, new actors will be

chosen to react the roles of buyers and sellers. Students will then be given time to offer

suggestions for next steps or alternative behaviors.

Phase 8: Discuss and Evaluate

Together with the teacher, the students will review the occurrences of the alternative role

play, explore its relation to buying and selling, and begin to develop a subsequent reenactment.

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Phase 9: Share Experiences and Generalize

With the teacher’s guidance, students will relate the problem situation to real-life

experiences and problems currently faced within their lives. For example, students might be

asked to respond to a question such as, “How can stores make more profit?” The teacher should

direct the students in seeking to improve the quality of classroom democracy during this time

through accepting all suggestions as legitimate and refraining from value

judgments. Additionally, he or she should be mindful of ways in which this discussion might

provide any entry point for other conversations and role-playing segments that address

corresponding values such as equality, trust, and respect.

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Lesson 9: Explicit Instruction Model

Lesson Title: Figurative language

Grade Level Targeted: Grade 7

Subject: ESL

Lesson objectives

Students will learn to use similes and metaphors

Students will read a variety of poetry.

Students will describe the impact of specific word choices such as…sensory or figurative

language.

Materials:

Copies and transparency of Langston Hughes' poem "Passing Love"

Copies and transparency of T-chart : "Literal and Figurative"

Blank transparency cut into 4 strips and a marker for each group

20 common household and classroom objects (staple puller, shell, drinking straw, etc.)

Lesson Components:

In this lesson students will learn to identify and use figurative language

Procedures:

First, the teacher explicitly explains the content and language objectives to the students.

Content objectives: Students will identify and formulate literal and figurative descriptions of

familiar objects.

Language objectives:

Speaking and Listening: Students will work in small groups to formulate figurative descriptions

of familiar objects.

Reading: Students will read and interpret a poem.

Writing: Students will write sentences using figurative language to describe familiar objects

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Second, Students read the Langston Hughes Poem, "Passing Love," and tell a partner what they

think it means. The teacher leads a brief class discussion of the poem focusing on the question,

"How can a person be a song, a prayer, a rose?" Steer the conversation to the imagination of the

poet.

Third, the teacher tells students that we are going to learn about how writers use their

imagination to get powerful ideas across to the reader. With great mystery and suspense, the

teacher pulls an object from a paper bag (a staple puller), holds it up and asks students to identify

it. Write the name in the literal column of the graphic organizer. The teacher models and repeats

for two or three more items (a shell, a crazy straw). Students write the literal descriptions on their

copy of the chart. The teacher sks students to use their imagination to describe the objects in a

sentence. Write them in the figurative column of the chart. For example: "The fanged monster bit

my finger!" "The frightened turtle would not come out." "The snake hid in the tall grass,

waiting." Students copy the sentences on their chart.

Fourth, students work in groups of three to choose a manager, a writer and a presenter. The

teacher then, gives each group four transparency strips, a marker and a "mystery bag" with four

more common objects. Tells students that they must "secretly" look at each object, and quietly

decide together on the literal name and a figurative description for each (the other groups should

not see or hear). The writer then writes the figurative language sentence on a transparency strip.

After the items have been returned to the bags, place them all mixed up in full view of the entire

class. As each presenter comes to the overhead, s/he will ask the class to guess from the

figurative sentence which object it describes. Students should record the literal and figurative

descriptions on their chart for the first round. As time permits, each group can present a second

object, and so on.

Finally, the teacher returns to the Langston Hughes poem and ask students to identify the literal

meaning of the poem, and the figurative language used by the poet.

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Lesson 10: Mastery Learning Lesson Title: Prepositions

Grade Level Targeted: Grade 7

Subject: ESL

Lesson objectives

Students will learn to use prepositions of place

Materials:

Colorful construction paper to make a foldable

Copies of handouts for each student

Copies of assessments and reassessments

A preposition poster posted on the board

Lesson Components:

In this lesson students will learn to identify and use prepositions of place

Procedures:

First, the teacher explicitly explains the content and language objectives to the students.

Content objectives: Students will identify and formulate sentences using prepositions

Language objectives:

Speaking and Listening: Students will work in small groups to formulate sentences using

prepositions

Reading: Students will read and locate prepositions.

Writing: The students will complete a paragraph by filling in the missing prepositions

Second, the teacher models to students how to fold the construction paper to make a pop up table

foldable, at the end of the foldable, the teacher uses a string to tie a paper clip to the foldable

modelling to students the different locations of the paper clip. For example, the teacher says,

“The paper clip is on the table/ under the table, next to the table, above the table, etc…..”

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Third, after the teacher models to students the different positions of the paper clips and the

proper usage of the English prepositions, the teacher will use TPR (Total Physical Response) to

ask students to place the paper clips in various positions, for example, the teacher says,” Put your

paperclips on the table, under the table, etc…. Students will respond.

Then, students will work in pairs to practice using prepositions, partner A will give directions

that partner B will follow. Partner A will orally direct partner B to place the paper clip in

different positions Partner A must use 5 different prepositions, partner B must respond

accurately. The students are then asked to write 5 sentences using 5 prepositions. The teacher

works as a facilitator all through the activity offering help and feedback whenever it is needed.

Fourth, the teacher provides the students with an assessment to assess how well the students can

apply knowledge and usage of prepositions

Fifth, if students fail to grasp the skill, the teacher, provides students with feedback, reteaches

prepositions, and permits the students to take a reassessment, this process can be repeated until

students grasp full mastery of using prepositions.