Natural approach lesson plan BUY TESOL 2

BUY TESOL2

1. Student: Yerlis Manjarres
Type of Lesson Plan (i.e. “i+1”, or “Communicative Language Learning”, or “Silent Way”, etc.): Natural approach
Title of Lesson Plan: school subjects.
Date: June 8
th
-2024
Written Lesson Criteria Points
Possible
Points
Earned
1 Objective: (Should be brief and measurable)
Students will be able to identify and say 4 to 5 different objects in the classroom.

3
2a Foreign Language Standards Addressed:

Communication – Standard 1.1: Students engage in conversation, provide and obtain information, express feelings and
emotions, and exchange opinions.

.5
2b English Language Development Standards Addressed:

Idaho English Language Development Standards Grades 9-12, ELD 2.1.2 (B) Express basic needs, feelings, and information
on familiar topics using simple sentences.

.5
3 Common Core Anchor Standards Addresses:
Anchor Standards for Speaking and Listening: Comprehension and Collaboration, (1) Prepare for and participate effectively
in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own
clearly and persuasively.
.5
4 ACTFL Proficiency Level Expected: Novice-Low (first few days), Novice-Mid (years 1-2), Novice-High (year 3), etc.
Novice – Low

.5

2. 5 Scaffolding (building on strengths):

a) What do the students already know?
The students already know some basic commands that are use in the classroom (sit down, stand up,
clap your hands, raise your hand, close your book, open your book, be quiet). They also know the
greeting words as hello, hi, and goodbye.
b) Strategies you will use to teach.
I will build on this knowledge by using images, hot potatoe game, and authentic communication to
meet the objective.

4
6 Review: (This is a review from a lesson you taught on a previous day.) What does the teacher say/do? What do the
students say/do?
Teacher will greet the students. Then, teacher will play a speed game with them using the commands
taught in the previous class. The game will pick up speed as the teacher progresses through the
command, so students need to be agile to perform it. Example:
Teacher: Hello, classroom. How are you today?
class: We are fine and you?
Teacher: I am great thanks. You may sit now.
Students: thank you. (they sit down).
Teacher: Ok, its time to start our class, but before, I want to play a short game with the commands we
learned las class, ok? So, if I say stand up, you are going to stand from your chair. Do you remember the
game?
Students: Yes

Teacher: everybody "stand-up"
Students: (They stand up)
Teacher: everybody, "clap your hands"
Students: (They clap their hands)
1

3. Teacher: everybody, "raise your hand"
Students: (They raise their hand)
Teacher: everybody, "close your book".
Students: (They put their hands together)
Teacher: everybody, "Open your book"
Students: (they open their hands wide).
Teacher: everybody, "be quiet".
Students: (They put their index finger in their mouth to Shh).
Teacher: everybody, "sit down"
Students: t(hey sit down)
Teacher: Now, let’s do it a little bit fast…….

(5 or 10 minutes)
7 List the following:

New Vocabulary: Students will learn some of the basic school objects. (backpack, pencil case, marker, book, ruler)

New Structures (i.e., Q/A word order, grammar, etc.): students will name the objects school using demonstrative
adjectives like what is this? This is a…..

Materials the Teacher will need: a pencil case, a backpack, a book, a marker, a ruler.


Materials the Students will need:

2
8 Teach the Material: Show (explain) what the teacher will say/do and what the students will say/do.

Students are going to learn the words: book, marker, pencil case, backpack and ruler. Teacher will ask
students to sit-down on the floor in a circle. She will introduce to the students the 5 objects of study. She
will ask them to repeat their names after her.
5

4. Teacher: This is a book (point the object). Repeat "book".
Students: "book" (repeat 3 times)
Teacher: This is a pencil case (point the object). Repeat "pencil case".
Students: "pencil case" (repeat 3 times)
Teacher: This is a marker (point the object). Repeat "marker".
Students: "marker" (repeat 3 times)
Teacher: This is a backpack (point the object). Repeat "backpack".
Students: "backpack" (repeat 3 times)
Teacher: This is a ruler (point the object). Repeat "ruler".
Students: "ruler" (repeat 3 times)
Teacher: Yes! Good job!

Teacher will repeat the activity but this time, students will answer “yes” o “no” to the question.


Teacher: Is this a book? (point the ruler)
Students: answer "No"
Teacher: Is this a book? (point the backpack)
Students: answer "No"
Teacher: Is this a book? (point the book)
Students: answer "yes"
Teacher: Yes! Good job!
(teacher will do this with all the objects school)
(10 minutes, or until the class is ready)
9 Guided Practice: Show what the teacher will say/do and what the students will say/do. There is often significant group
work here.

5

5. Sitting in a circle in the floor, teacher and students will play hot potato. Teacher will give them one school object and close
her eyes.

Teacher: (Eyes close) Hot potato, hot potato, hot potato…. Stop!
Students: (they will pass the book to each other)
Teacher: Is that a pencil case?
Students: answer "No"
Teacher: Is that a ruler?
Students: answer "No"
Teacher: Is that a book?
Students: answer "yes"
Teacher: Yes! Good job!
(teacher will do this with all the objects school)



(10-15 minutes)

10 Independent Practice: Activities are more communicative and real life. Show what the teacher/students will say/do.
Teacher will give to each student a worksheet where they have to color the five school objects (book,
backpack, pencil case, ruler, marker). As students are working away, teacher will circulate and ask
questions (e.g. What's this? Is this a……?). When they finish, each student will show the class their work
and point out and name the objects in the worksheet. Class will give a round of applause.
5

6. (10-15 minutes)

11 Differentiated Instruction Options: How will your instruction deal with low, or high, or other special groups? Show an
example.

Students at a lower linguistic level are already seated next to higher level students to receive help when
needed, which continues with pair work. The teacher will always be encouraging and positive with
these students' responses. If corrections are needed, the teacher will always do so with respect.

2
12 Formative Assessment: How will you assess whether learning is taking place during the class itself?

Summative assessment will be done during the class by means of observation. In each phase of the
class the teacher will ask questions about the identification and name of each school object studied.

2
13 Summative Assessment: How will you evaluate (measure) if the students have met your objective? Will the testing
(evaluation/assessment) instrument (oral or written or both) be at the end of class, or another time? Show a sample of
the evaluation.

2

7. In the next class, during the review, students will complete an individual online worksheet where they will have to listen
and drag the right school object into the backpack.


(10 minutes – after two days)

14 Closure: This is where you review what you have taught them this class period.
What will the teacher/students do/say?
1

8. Teacher will play Simon says with the students. They should bring the school objects that the teacher
tells them to bring.
(2 minutes)

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Video Criteria Points
Possible (20)
Points
Earned
Shows teacher teaching, not just stating what they are going to teach. 4
Shows teacher teaching, not reviewing something that was taught. 4
Clear use of quality visual aids, gestures, etc. 4
Teaching connects directly to the objective. 4
Video is from 3 – 5 minutes long. 4
Total

College level writing and formatting Possible
Points (4)
Points
Earned

9. Vocabulary, grammar, spelling, and punctuation are at college level. 2
Professional formatting: Student uses correct capitalization for titles, creates a
reader-friendly presentation by using spaces to separate reading sections, may
use different colors for different sections, uses correct conventions so show
dialogs, etc.
2
Total

Combined Total out of 58