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- QUESTION
Plan an ELL appropriate lesson which include the five-step procedure.
· The lesson must teache a concept related to morphology, syntax, and/or grammar.
· The lesson must include all four vital elements in a lesson for ELLs.
· The lesson must include an alternative assessment appropriate for ELLs.Facilitator Feedback
1. Briefly describe the objective of the lesson. Remember that it must teach a concept related to
morphology, syntax, and /or grammar.2. Briefly describe the teacher explanation and teacher modeling elements of your lesson.
3. Briefly describe the guided practice and independent practice elements of your lesson. Identify the
vital elements with the symbol (V). Remember that all 4 vital elements must be included.4. Briefly describe the alternative assessment. Include why this assessment is appropriate for this
lesson and for ELLs.
| Subject | Nursing | Pages | 5 | Style | APA |
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Answer
- Objectives
At the end of the lesson, the students will be able to:
- Identify morphology forms and structures
- Organize the words as per their forms and structures
- Subject Matter
Topic: Morphology
Reference: Creating a Morphology Anchor Chart
Materials: Visual aids, Handouts
Skills: Morphology Skills
Values: Teamwork, Participation
- Procedure
- Preliminaries
- Greetings
- Classroom management
- Review
- Lesson
- Motivation
The teacher has posted on the board trees without leaves. Every student is given the leaves which contain a word. The leaves contain some examples of prefixes and suffixes. The students must examine and attach the leaves to the right trees that they belong to.
- Lesson Presentation
- The teacher introduces the denotation of morphology.
- The teacher discusses the two types of morphemes; the free morphemes and bound morphemes.
- To assist the students, comprehend how these bound morphemes change the meanings of the free morphemes, she introduces a prefix and its meaning.
- The teacher makes the students build the words by adding the prefix to the word base.
- The students then discuss the meaning of the new word and use the newly constructed word in a sentence.
- The students use individual pocket cards to build the word by placing the base word into the pocket card and adding the prefix to the word.
- Physically adding the prefix instead of writing will help the students recall quickly.
- Lesson Independent Practice Elements
- A morphology anchor chart can assist develop learner’s morphological analysis abilities and also their meta-linguistic realization (Reed, 2008). Anchor charts can be linked to a specific content area where the same roots and affixes will emerge and use in the lesson. As students learn new words, they can refer back to the anchor charts for roots or affix significance (August, Carlo, Dressler, & Snow, 2005).
- The teacher introduces the prefix un and the suffix ly.
- The teacher creates and posts a chart with the titles; prefix, meaning, and example.
- The students will add new words to the chart such as unwashed, unlike, uneaten, undone,untried, and deliberating on the base word meaning and the alteration in meaning with the prefix addition.
- Utilizing the words, they have constructed, which the teacher has listed on the chart before the class, the learners then write sentences using different words or other words utilizing this same prefix and suffix as they can. When the students read their compositions aloud after the activity, they get extra oral English practice.
- Alternative Assessment
- The teacher uses the portfolio assessment method by using the paragraphs the learners have written to assess their comprehension of the prefixes and suffixes used.
- The teacher then puts these writing samples into the learner’s portfolios for them to refer to later and review their work and the progress they make.
- The teacher can likewise utilize these samples amid parents’ conferences to show the parents the kind of work the students do in class.
- The teacher likewise observes how the learners are adding new words to the chart and she is taking notes. The teacher uses a checklist that permits her to note the students filling the chart correctly. Likewise, she is keeping track of learners who will need extra instruction in these abilities.
- This alternative assessment is important because it helps the teacher in adjusting her teaching methods based on her knowledge of the students learning competencies (Hickey & Lewis, 2013). It likewise helps the students comprehend the English vocabulary and usage of sentence structure.
Morphology Chart
References
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August, D., Carlo, M., Dressler, C., & Snow, C. (2005). The critical role of vocabulary development for English language learners. Learning Disabilities Research & Practice, 20(1), 50-57. Hickey, P. J., & Lewis, T. (2013). The Common Core, English Learners, and Morphology 101: Unpacking LS. 4 for ELLs. Language and Literacy Spectrum, 23, 69-84. Reed, D. K. (2008). A synthesis of morphology interventions and effects on reading outcomes for students in grades K–12. Learning Disabilities Research & Practice, 23(1), 36-49.
Appendix
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