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- QUESTION
Allocate at least 3 hours to complete this field experience.
In your grade 1-8 field experience classroom, work with your mentor teacher to develop and teach an English language arts lesson or mini-lesson that can be taught to a whole group, small group, or to an individual student using a relevant technological or media tool.
You may use any lesson plan template, including one from your mentor teacher.
Include the following in your lesson plan:
Specific learning targets/objectives
Anticipatory set
An “I do”
A “students do”
Differentiation strategies for, at a minimum, one or more students with exceptionalities
A formative or summative assessment that measures whether the learning targets/objectives were met or not
Integration of a relevant technological tool
After the lesson, debrief with your mentor teacher and seek his or her feedback. Spend any remaining field experience hours observing your teacher or another language arts teacher in your school, looking for evidence of student differentiation and the use of technology.
In 250-500 words, briefly summarize your lesson plan and reflect upon your teaching experience. Explain how you will use this experience and technology or media tools in your future professional practice.
Document the location and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the completed Clinical Field Experience Verification Form with your Benchmark Assignment in Topic 7.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite.
| Subject | Teaching Methods | Pages | 3 | Style | APA |
|---|
Answer
Using Technology and Media in the Classroom
English Language Lesson Plan
|
Specific learning objectives |
At the end of the lesson, the learners should be able to: · Define verbs accurately · Determine how to effectively use verbs in a sentence
|
|
Anticipatory set |
The use of a small video clip which introduces the verbs in a creative and engaging way. |
|
Activities (Teacher’s Activities/ “I do”)
Activities (Student Activities/ Student’s do)
|
· Introducing the verbs and their usage · Discussing the use of verbs · Reviewing the concepts relayed about verbs · Setting up and using interactive activities to teach · Engaging the learners in a Q/A session
· Take short notes about the topic being relayed · Complete the interactive activities recommended · Ask questions on areas not understood · Respond to the teacher’s questions. |
|
Differentiation Strategies |
Allowing auditory learners to utilize audio books defining the verbs during the learning process. |
do
|
Summative Assessment |
The learners will complete a short quiz asking them to construct at least 3 sentences using common verbs |
|
Technology integration |
Use of different technology assistance tool such as auditory assistance apps will be considered in this case. Podcasts will also be considered and students will be required to use a voice-recording application to talk and record what they have learned when away from school. |
Reflection
The proposed English Language Arts lesson plan is focused on educating grade two learners about how to effectively use verbs in a sentence. This is achieved after introducing the verb for the students to understand its proper meaning. Teaching through the use of technology is important. Relying on the use of technology made it easier for me to effectively deliver the lesson’s objectives despite dealing with learners from different backgrounds. With the assistance of technology, I found it easier to educate the student of what I meant by verbs being action words. I like the fact that podcasts exists in several fields of study. Therefore, I was sure that their implementation in the delivery of the lesson’s objectives was going to be effective in promoting learning. Moreover, I found the use of technology in teaching as a means of breaking the boredom from the regular teaching routine. Asking the learners to rely on voice-recording apps for their homework to inform their knowledge also proved to be an activity that most students enjoyed.
I plan to use the experience derived in future teaching. For instance, I will incorporate the use of audio-assistance technology in classrooms to promote equality for all learners. With this, all the students will understand the concept taught on an equal level. Moreover, I plan to rely on the use of podcasts even in the future professional practice since it guides the learners to be keener on the topic being taught. The fact that technology is effective in breaking the boredom provides an indication that the learners will be focused more on learning when I implement the use of technology for teaching. Peregoy and Boyle (2012) reiterate this by outlining that the use of technology such as WhatsApp application for English subject an enhance the ability of the learners to accurately use vocabulary, write properly, and effectively utilize vocabulary and their speaking capability. Therefore, I believe that technological tools are effective in promoting learning in class when it comes to motivating the learners as well as accessing their capability in mastering the relayed concepts.
References
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Peregoy, S., & Boyle, O. (2012). Reading, writing and learning in ESL: A resource book for teachers. New York: Allyn & Bacon.
Appendix
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