talk program lesson plan · 2016-04-22 · talk program lesson plan applicant name : lareese egyed...

Teach and Learn in Korea (TaLK)

National Institute for International Education (NIIED) Ministry of Education (MOE)

81 Ihwajang-gil , Jongno-gu, Seoul, 110-810, Republic of Korea. Tel: +82.2 .3668.1399. Fax: +82.2 .764.1328. Website: www.talk.go.kr

Modified October 2013

TaLK Program Lesson Plan

Applicant Name : Lareese Egyed

PURPOSE:

This document will give the application evaluators an idea of the applicant's awareness of their future role as instructors. Creativity,

research, and a thorough understanding of lesson activities must be displayed. Applicants who submit a well thought-out, high-quality lesson plan are likely to receive a higher score during the evaluation process.

INSTRUCTION:

- Estimated duration: 40 minutes

- In addition to the subject that you will be teaching (the "what"), elaborate on the steps you need to take (the "how") to ensure your students have fully understood and can freely use the key expressions.

- Key Expressions: Useful conversational phrases that students will have command over by the end of the lesson.

- Development: Thorough, step-by-step description of three (3) core activities that incorporate key expressions.

□ Title of Lesson/Lesson Theme: Old MacDonald Had A Farm: Farm Animals and their Sounds

□ Grade: Late 1st Year or Early to Mid-2nd Year

□ No. of students: 15-25 □ English level (choose one): Beginner | Intermediate | Advanced

□ Objectives: By the end of the lesson, students should be able to…

1. Sing and understand the rhyme “Old MacDonald Had A Farm”

2. Identify farm animals such as cows, pigs, horses, etc. in English

3. Be able to identify animals by their English sound such as “moo = cow, meow = cat”

4. Be able to understand in a basic manner the relationship between farmers and their animals

□ Key Expressions/Phrases

1. Farm

2. Farmer

3. Barn

4. Animal

5. Cat, Dog, Cow, Chicken, Horse, Pig, Sheep, Goat, Donkey, Mouse

6. Meow, Bark, Moo, Cluck, Neigh, Oink, Baa, Meh, Yee-haw, Squeak

□ Teaching Aids/Materials

1. Handout of the lyrics to “Old MacDonald Had A Farm” (included in the plan)

2. Handout of Old MacDonald, his barn, and the animals that live inside (included in the plan)

3. Handout of a Matching Game for some of Old MacDonald’s animals (included in the plan)





Step Procedure

Introduction (Time: 10min)

Class & Lesson Background:

This first/second grade class is a mix of boys and girls with varied exposure to English. Although,

like in any class, there are a few students who struggle to grasp some concepts, these students

benefit greatly from group work, and so there is a focus on students working together to achieve

fluency rather than establishing individual goals. They all have an abundance of energy and prefer

to learn through interactive activities rather than writing; activities that require performance and play

sometimes breed rowdiness, and so warnings are implemented to deter students from taking

advantage of being able to interact with materials. However, the students usually behave very well.

Instruction is made through a combination of English language instructions and hand gestures. The

students understand very basic phrases and commands such as “hello, class!” (with a bow, wave,

and smile), “look here…” (point to eyes and then the focus, look at it yourself) and “stand up,

please!” (mime the action of getting up out of a chair). Combining action and repetition, the students

have been able to understand simple English commands with only minor confusion. Prior to this

lesson, they have learned the “ABC Song” (reciting the English alphabet to a tune, and then ending

it with “now I know my ABCs, won’t you come and sing with me?”) and have been practicing writing

them using practice sheets, both traceable and not. They are regularly given opportunities to

practice writing their alphabet, but verbal communication is the focus in the class. The most

important function of their alphabet writing is to be able to distinguish English lettering, use it to write

simple words such as “dog”, and read what they have written. As they are quite young, my major

goal for them is to be able to use the phrases they learn with clarity and confidence. If they can

master short phrases and objects with fluency by the end of the year, they will be able to apply

these skills to more difficult tasks as they progress in their English language studies. This fluency

will be achieved with a lot of practice, attention, and support. I never want my students to feel

embarrassed about their pronunciation or understanding, nor do I want them to give up on English,

so I intend to shower them with support, and build their confidence as much as I possibly can!

During a Lunar New Year celebration at my Korean language Saturday school, an accomplished

해금 player performed a rendition of the rhyme “Old MacDonald Had A Farm”. She used the

instrument to recreate the sounds of a rooster and it enthralled the entire crowd; upon seeing the

younger children get particularly excited, I felt inspired to write this lesson plan.

I really enjoy drawing, and so I chose to draw the visual representations for the lesson. It is

obviously not necessary, as there are plenty of resources for images of farm animals, but I felt it

gave the lesson a personal touch. I think that in many situations dealing with language barriers, it is

a useful skill to be able to draw what concept you wish to get across.





Greetings & Review:

The first few minutes would be spent making sure the students sit in their assigned seats. As they

settle, I will hand out the materials needed for the class, and greet them all. It is important to me to

make sure that each student is accounted for and gets their own “hello”, because I feel as though it

builds confidence that their presence in class is significant for a reason besides being required to

attend because they are students.

This lesson would follow one also about farming, but with a focus on vegetables. To follow the

theme of farm life, I will introduce them to a new farmer—one that takes care of animals. I would ask

the class, while pointing to the picture of the farmer on their sheet, if they remember the character of

the farmer. Using the first image, I will reintroduce the farmer, who lives on a farm. Then, I will add

the new concept of the “barn” where “animals” live, and slowly begin the lesson.

Class Arrangement:

Everyday, I would want to begin the class with all of the students sitting at their desks. During the

first few classes, I would draw up a seating plan to assist me in learning the students’ names; to

combat the few children who will want to change seats every class, I will make them write out their

names on nametags to practice their alphabet!

The entire class they will stay in one group and work together today.

Presentation of Objectives:

Who is Old MacDonald? What does he do? What kind of animals does he have?

In the Canadian prairies, and more specifically my home province of Manitoba, farming is a common

and essential practice. The capital city of Winnipeg benefits greatly from the farms that dot the rural

area—much of our dairy, meat, and vegetable produce come from our province alone! In

consideration of the fact that TaLK aims to provide rural children with an education in the English

language, farming would also affect their lives in some way. To be able to identify some aspects of

farm life would most likely to be relatable to them, as well as helpful.

I really enjoy drawing, and so I took the time to draw Old MacDonald and his animals for the

children. Rather than photographs or just text, drawings are more like children’s books, and

therefore would be more accessible to younger children. Each child would receive three sheets of





paper: the rhyme “Old MacDonald Had A Farm”, a chart of Old MacDonald and his farm animals,

and a simple work sheet that asks students to use their new knowledge to pair animals to their

sounds.

Using a chalkboard or whiteboard, I would write out “Old MacDonald”, “farmer”, and “farm”. Students

would already be familiar with these terms, but I would again remind them that farmers work on a

farm. The last farmer they learned about specialized in vegetables, but he is not the only type of

farmer there is. I would introduce them to Old MacDonald, who does not farm vegetables, but takes

care of animals. It would be likely that they knew what animals were, but I would reference to the

chart of animals to confirm it. These are the animals that Old MacDonald keeps in his barn. Then I

would get them to stand up. This would lead to our first activity!





Development (Time: 25min)

Activity 1:

Let’s be animals! (7min)

This is a warm-up activity. The reading level of a first or second grade class would still be relatively

low, so the best way to memorize the farm animals is by first learning their name orally, then

attributing a specific physical action and sound to that name; this will assist the students in

participating in the following activities, because the more they act out the animals and feel

comfortable with them, the more they will remember their names and then be able to apply them to

the written words. Reading can be quite daunting, so offering text without visual and physical

representation would be detrimental to their learning.

All of the sounds are included on the accompanying worksheet. I tried to be careful in choosing what

English sounds I would teach; every sound I tried to write in 한글. For example, a dog’s sound could

be “ruff ruff”, “woof woof”, or “bark bark.” I supposed it would be extremely frustrating for students to

attempt to say “ruff ruff” or “woof woof” because the Korean equivalent of an English “f” is a “p”

sound, therefore creating the undesirable “rup rup” and “oop oop” sounds. I chose “bark bark”

because it would be easier to enunciate, and because of that, I chose “cluck cluck” for a chicken

because “bok bok” would sound very similar to “bark bark” when said. “Squeak squeak” is perhaps

the most difficult of the sounds in terms of writing because of the “quea”, but it sounds very much

like the Korean 퀴 so I feel positive that the students will be able to say it.

First, I would write down the name of the animal, point to that, and then its placement on their

handout. Then I will say it. Following this, I would gesture to the students to repeat it with me. Then,

I would get them to stand up, and to follow me in acting out the behavior of the animal while making

its sounds. This activity should invigorate the class, making them ready to learn and sing Old

MacDonald Had A Farm!

Example:

- Say the word “chicken”

- Put your fists on your hips, flap your arms, make motions like pecking at the ground

- Make “cluck cluck” noises while doing so

Activity 2:

Let’s sing! (13min or more)

By now, the class will be excited and prepared to use these animals and their sounds to sing the

rhyme. This rhyme contains all of the phrases we have focused on thus far in the class, and so the





familiarity will make it easy for them to participate. The rhyme does not require any special singing

skills, or any extended knowledge of English, and so every student should feel confident in singing

with me. First, I will ask them to listen to the rhyme. I will go in order of the chart, left to right, and so

I will sing the rhyme inserting the “cat” and its sound “meow.” Then, I will slowly encourage them to

sing with me. Even if we have to go through an entire round saying each word very carefully, we will

do it! We will continue through all of the animals until the students feel more comfortable about

singing. If required, we can extend the time allotted for this activity, and subtract from the third

activity. It is more important to me that the students do not feel nervous about pronouncing the

names of these animals, and that they have fun with the activity.

Example:

- Old MacDonald (hold onto your imaginary hat) had a farm…

- E-I-E-I-O! (make a big smile)

- And on his farm (make a rounded roof shape) he had a cat! (make paw gestures)

- E-I-E-I-O! (smile again)

- With a meow-meow here, and a meow-meow there … (make meowing sounds)

- Here a meow, there a meow, everywhere (spread arms) a meow-meow!

- Old MacDonald (hold onto your hat again) had a farm…

- E-I-E-I-O! (smile!)

Activity 3:

Match the animals! (13min or less)

To wind down from their singing, I will ask them to sit down again, and attract their attention to the

final worksheet. I thought a matching game would be a very simple worksheet that would test their

reading comprehension, as well their memorization; with the help of the rhyme, fresh in their minds,

and the chart that was provided, they should be able to connect the animals to their sounds.

I did one of them as an example to make sure that the instructions were clear. As a student of the

Korean language, my professor was never afraid to give us directions in Korean, as well as put both

English and Korean instructions on our examinations. When I was a Beginner student, I did not

understand the instructions, but I always took the opportunity to read them; I felt very accomplished

when I could translate the instructions as I learned more Korean—I feel this would be the same for

any child learning the English language.

After walking around and making sure the students were progressing well, I would gather their

attention to help them correct it. I would write out each animal’s name and sound, as depicted on

their worksheet, on the board so they could all see it. Then I would connect them one by one, saying





the animal and its respective sound, pairing it also with the actions we just performed.





Conclusion (Time: 5min)

Summary & Closing:

Before the students leave, I will ask them: “So, what does Old MacDonald have?” If they can

respond to me with “animals” or “a farm,” I will know they have understood the lesson. This is not a

difficult question because the rhyme tells the listener that Old MacDonald has a farm, and if one

thinks further, they will know he also has animals. If they answer “farm,” I will ask what is on or

inside of his farm, and if they answer “animals,” I will ask them to list as many of them as they can.

To summarize the lesson plainly for them, such as “What did you learn today?,” would make very

little sense to them, so asking them questions about what they have just learned would be much

more beneficial.

I will wave and bow to them, and tell them that I will see them next time!

It will be encouraged throughout the year that if they have any questions, they can always ask me

during or after class. If any students have questions, they can ask me as they leave, and I’d be

happy to answer them.

Evaluation of Objectives:

This is my second submitted lesson plan. I thought of many lesson plans, but this is the one I

felt most confident in. I consulted a friend in my Korean language class who taught

Kindergarten students in South Korea, as well as my professor, who has a TESOL (Teachers of

English to Speakers of Other Languages) certificate; I spent a lot of time on communities of

EPiK and TaLK scholars, reading about their difficulties and their accomplishments. I have no

real prior experience, but I created a hypothetical classroom I thought would definitely exist, and

then tried to build a lesson around their needs. For younger children, there is a definite focus on

things I enjoyed as a child with my parents: rhymes, songs, and very short books. “Old

MacDonald Had a Farm” is available in South Korea, and is immensely popular in Canada even

today—it is a rhyme that will never be irrelevant as long as animals and farms exist! I tried to

provide my hypothetical students with valuable phrases that are fun to learn as well. I tried not

to overwhelm them with a long list of animals, nor did I put a lot of text, or a lot of pressure to be

able to understand difficult concepts. This would only be their second or third year of serious

scholastic English learning, and so I tried to make the lesson reflect that.

Thank you for reading my lesson plan, and considering my application. 많이 감사합니다!

Total Time: 40min





Old MacDonald Had a Farm

Old MacDonald had a farm, E-I-E-I-O! And on that farm he had a (ANIMAL), E-I-E-I-O! With a (SOUND x2) here, and a (SOUND x2) there, Here a (SOUND), there a (SOUND), everywhere a (SOUND x2)! Old MacDonald had a farm, E-I-E-I-O! ♫

Old MacDonald had a farm, E-I-E-I-O! And on that farm he had a CAT, E-I-E-I-O! With a MEOW MEOW here, and a MEOW MEOW there, Here a MEOW, there a MEOW, everywhere a MEOW MEOW! Old MacDonald had a farm, E-I-E-I-O! ♫

talk program lesson plan · 2016-04-22 · talk program lesson plan applicant name : lareese egyed...

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