ELL 240 WEEK 5 ASSIGNMENT LESSON PLAN. - 23297

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ELL 240 WEEK 5 ASSIGNMENT LESSON PLAN.

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A Lesson Plan

Name 

ELL240: Linguistically & Culturally Diverse Learners

Professor 

Date:  

Lesson Plan 

Content Subject: Science

Grade Level: 1

 Lesson Plan: Nocturnal vs. Diurnal Animals 

Lesson plan theme: Which animals come out at night and which ones come out during the day?

Strategies used throughout the lesson:

To ensure that the students are engaged in the lesson, teachers must integrate students’ prior knowledge by relating what the students already know to the new target language and concepts.  The teacher accomplished by using the learning strategy of K-Q-L and visual aid images, as cited ““distribute a variety of photographs of animals to small groups. Ask: What do you already know about these animals? “(Center for Applied Linguistics, 2010, p.1) (This is the place where you can find the orginal lesson plan) Therefore, by tapping into the students’ background knowledge, teachers will most likely have low levels of anxiety and create a more comfortable environment for the learners. (Syrja, 2011)  Teachers can also elicit other types of animals that the students have seen near their residence. 

During the course of the lesson, the teacher used the natural approach by making the input comprehensible and allowing students to work as a team.  She or he also used Sheltered Instruction by providing graphic organizers that were labeled daytime versus nighttime animals with pictures of a sun and a moon. This small task enabled the teacher to pre teach students important vocabulary words such as nocturnal, diurnal, nighttime, daytime, adapt, adaptation, temperature, habitat, navigate.   “The science word for nighttime animals nocturnal and the science word for daytime animals diurnal.” (Center for Applied Linguistics, 2010, para. 5).  Learners will then be able to work in pairs, brainstorm and classify various diurnal and or nocturnal animals.  The teacher will then set a 4 minute timer to allow students to talk about the differences and or similarities between the daytime and nighttime animals.  After completing the activity the teacher receives feedback from the students by requesting students “to read two facts about their animals using his/her graphic organizer. “(Center for Applied Linguistics, 2010, para. 7).  

Throughout the class, the teacher used what is called controlled practiced.  This is when the target language of the students is in a limited form to provide structured language. (Morgan, 1998)  For example, in the lesson plan it stated to allow students to predict words for “the following sentence stems: 

o I know [a bat] it is nocturnal because its color is ________. 

o This animal eats _______, so I think it is nocturnal. 

o I think nocturnal animals live in _____________ places, so this animal must be nocturnal” (Center for Applied Linguistics, 2010