MITE1EN-B nationalities, the class consists of the following

    
    

 

MITE1EN-B

 

 

Describe a
specific group of children and a specific learning context.

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18
children in year 1. The class that I am going to work with consists of different nationalities, the class
consists of the following nationalities; Indian, Greek, English, Belarusian,
Russian, American, Dutch, Italian, Portuguese, Swiss and Japanese. All children
are between 6 and 7 years old. 2 EAL children, 4 Gifted and talented children,

And
4 less-abled children who have trouble with the English language are in the class.

 

According to Piaget, the children are at the start of the Concrete operational
stage, Structure of thought is going to be more logical, flexible and organised. The child can focus on many
different aspects of a problem and focus on more than one problem.
Reversibility is a sign of a child in the concrete operational stage, the
children are able of thinking through steps and going back through the steps.
Children will be more interested in certain activities, collecting is one part
of those interests. Lev Vygotsky’s theories emphasise
the role of social interaction. According to his theories, children’s interactions between knowledgeable peers can
foster in their thinking and learning. I’m applying Vygotsky’s theory in a way
to let children learn from their peers as well by combining them with peers
that are more advanced in the subject.

Lesson plans

In this
Mini-unit the theme is rhyming, children will work together and independently
to achieve the ability to rhyme. Children are going to do different activities
such as listening to a book, play games (digitally and physically), make worksheets
and write a poem using AABB.

I choose rhyming as a subject because the children start
to think more critically. Children who
learn rhyming learn that words sound alike and generally have the same letters
in the word.

Goals

1.      At the end of the lesson, children can identify a rhyme

2.      At the end of the lesson, Children can determine if two words
rhyme

3.      At the end of the lesson, Children can come up with their own
rhyming words.

4.      At the end of the lesson, Children can write a short rhyming
story

The goals at the
end of the lessons are that the children can
identify a rhyme and write a short poem.

The first lesson
will be an introduction to Rhyming, children will listen to a story from dr.
Seuss and will go through what makes this story so different and practice it a
bit. At the start of the lesson, the
children will do some practice on the smartboard with an activity. Through
listening to the story from dr. Seuss I can apply Nation’s four strands on it.
With this lesson, children learn through Meaning-focused input.

The second lesson
will be a CLT activity, children will be
working together to find rhyming words that are placed in the classroom. I
choose CLT to make the lesson more meaningful, CLT stands for Communicative
language teaching. The subject of the lesson is rhyming but through CLT
children will learn to cooperate in the classroom to complete their objective.
More importantly, children learn to talk
to each other to complete it. If I apply Nations four strands to this lesson
this lesson is primarily meaning focused output.

3rd
lesson. Is going to be a more game-like lesson, children will start by
listening to a story from dr. Seuss, start with
a worksheet and then we will play a game. Children will pass a toy bomb from
Tik Tak Boem around working under
pressure the children must come up with rhyming words and then they can pass
the bomb to the person next to him/her.

This lesson is a
mixture of meaning-focused input by
listening to a story and a bit of meaning-focused
output through talking to each other while playing the game.

The 4th
lesson will consist of 2 parts the game from the 3rd lesson and then
will be introduced to the AABB way of rhyming, children are going to make a
poem. The children can think of their own subject or able to choose from the
ones supplied by me.

The children learn
through nation’s four strands fluency, learning through practice.

CLT

Communicative language teaching according to David
Nunan (1991), is characterized by these features.

v  With CLT you have an emphasis on learning to communicate
through interaction in the target language.

v  The introduction of authentic texts into the learning
situation

v  The provision of opportunities for learners to focus

v  An enhancement of the learner’s own personal
experiences as important contributing elements to classrooms learning

v  An attempt to link classroom language learning with
language activation outside the classroom

Meaning, children learning will learn from each other
through talking to each other, making learning more meaningful.

 Nation’s four strands.

Nation’s four strands are comprised of
four parts, meaning focused input, meaning focused output, language focused
learning and fluency.

According to Nation (2007),

Meaning-focused
input activities are activities such as
extensive reading, shared reading, listening to stories, watching movies or
being a listener in a conversation.

The meaning-focused
output is comprised of talking in conversations, giving a speech, writing a
letter, writing notes, writing in a diary and telling a story.

With both input and output, these strands
only exist when certain elements are present. The students should be interested
in the input and output and want to understand it. They are familiar with the subject.
They should know about 95-98% of the words that you provide to them and the
learners can gain knowledge from the subject through context and background
knowledge.  

The strands involve interaction between
teacher and student or between peers and the use of language to learn.

P.S. The class where I am doing my
Teaching Practice just started rhyming as a unit.

Bibliography

Seuss, D. (1960). Green Eggs and Ham. New
York: Random House.
Seuss D, (1957) The Cat in the Hat. New
York: Random House.
Seuss, D. (1993). Fox in socks. New York: Beginner Books
Nation, P. (2007) The
four strands. Innovation in language learning and teaching.
McKay S, L
(2002). Teaching English as an international language. New York: Oxford
University Press.
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson Plan
Form (LPF) Day 1

Student-teacher:
Robert Winters

School: Groningse Schoolvereniging
 

ITEPS class: 1C
 

School class/grade/age:
Year 1, age 6/7

ITEPS
visiting lecturer:
 

School
mentor-teacher:

Date:
 

Group size: 18

Lesson/activity: Rhyming

Subject area’s: English language

 

Objectives
and resources

Significance/relevance: How is this lesson related to the overall theme/unit that you
are teaching? How is it linked to the daily-life activities of the children?
 
In this Mini-unit the theme is rhyming, children
will work together and independently to achieve the ability to rhyme.
 

Initial situation and needs analysis: What is the current level of all
children in the class (content &
methods)? Which students need extra attention/support (materials, additional
adult)? Define their needs clearly.
2 EAL children,
4 Gifted and talented
children,
And 4 less-abled
who have trouble with the English language.
 

SMART learning objectives for the children: What will the children learn? What
can they show at the end of this lesson (series of lessons)?
At the end of the lesson,
all children can identify rhyming words
 
 
 

Materials required for children’s learning: Books, learning materials, IT,
papers, paint…
Green eggs and ham book by Dr Seuss
Smartboard

SMART learning objectives for the student-teacher: What will you learn? What can you
show at the end of this lesson?
Using my voice,
I make the story exciting and pleasant to listen to. I am doing this through using
different voices for different characters.  
 

Resources used to plan this lesson: In APA, including websites, videos, books, articles.
Seuss, D. (1960). Green Eggs and Ham. New York:
Random House.
Seuss D, (1957) The Cat in the Hat. New
York: Random House.
Seuss, D. (1993). Fox in socks.
New York: Beginner Books  http://www.literactive.com/Download/live.asp?swf=story_files/washing_line_rhyme_US.swf
(no extra information available.
http://www.bbc.co.uk/bitesize/ks1/literacy/rhyming_words/play/
 
 

Time

Lesson overview, subject content, teacher/student behaviour

Work forms /
organisation

Materials

 
10
min.

Introduction
To
get the point of rhyming across, start the lesson with you rhyming.
 
Children
sit on their places, showing me their
faces.
Say
to them that you brought a book,
something that will certainly give them a different outlook.
 
Open
the book to the first page, and give
dr. Seuss’s book a stage.
 
Read
the book until the last page has ended, see to that the rhyming will be
comprehended. 
 
(you
can stop rhyming here)
 
Ask
the children what was strange about this book. (it was written in rhymes)
Discuss rhyming with the children
Provide objectives
At
the end of the lesson, all children can
identify rhyming words
 

 
Criss-cross

 
(Seuss, 1960)

10
min.

Core
Open
the game that involves rhyming, letting the G&T children go first to show
the EAL and less abled children how to do it.
 
Afterwards open the next
game.
This
game has multiple difficulties, ask children to read the words and then ask
the children to name the words that rhyme. Using the same principle as the
first game, letting the G&T children go first to show the EAL and less
abled children how to do it.
 

 
Sitting
at their tables

Smartboard
Link
game 1
 
 
 
 
Link
game 2

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5
min.

Conclusion
Let
the children sit in front of the teacher chair, ask the children words from
the previous games and ask them to name another word that rhymes with it.
What rhymes with Cat?
Write
them on the whiteboard.
 
Ask
the children if the words look similar and that they sound similar, making
the connection that words that rhyme generally looks the same and end the same.
 
Place
the book in the classroom for the children to read, provide cat in the hat
and fox with socks as well.

Criss-cross

Whiteboard.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson Plan
Form (LPF) Day 2

Student-teacher:
Robert Winters

School: Groningse Schoolvereniging
 

ITEPS class: 1C
 

School
class/grade/age: Year 1, age 6/7

ITEPS
visiting lecturer:
 

School
mentor-teacher:

Date:
 

Group size: 18

Lesson/activity: Rhyming

Subject area’s: English language

 

Objectives
and resources

Significance/relevance: How is this lesson related to the overall theme/unit that you
are teaching? How is it linked to the daily-life activities of the children?
 
In this Mini-unit the theme is rhyming, children
will work together and independently to achieve the ability to rhyme.
 

Initial situation and needs analysis: What is the current level of all
children in the class (content &
methods)? Which students need extra attention/support (materials, additional
adult)? Define their needs clearly.
2 EAL children,
4 Gifted and talented
children,
And 4 less-abled
who have trouble with the English language.
 

SMART learning objectives for the children: What will the children learn? What
can they show at the end of this lesson (series of lessons)?
At the end of this lesson,
children can determine if two words rhyme.
 

Materials required for children’s learning: Books, learning materials, IT,
papers, paint…
Cat in the hat by dr. Seuss.
Cards with the name and a picture of an
object.

SMART learning objectives for the student-teacher: What will you learn? What can you
show at the end of this lesson?
I will make sure all the materials are present and
prepared.
 
 
 

Resources used to plan this lesson: In APA, including websites, videos, books, articles.
 
Seuss D,
(1957) The Cat in the Hat. New York: Random House.
 
http://www.bbc.co.uk/schools/laac/words/dg3.shtml

Time

Lesson overview, subject content, teacher/student behaviour

Work forms /
Organisation

Materials

10min.
 

Introduction
 
Read
dr. Seuss cat in the hat.
 
 
Go
over rhyming again. What Rhymes? Do the words look alike? Cream/steam. Can
the children think of some words that rhyme? (provide the word cat)
 
 State
objective.
At
the end of this lesson children can
determine if two words rhyme.
 

 
Reading
 
 
 
Talking

 
Smartboard.

10min

Core
Divide
the children in teams, divide children
so they will be in a team with a G&T, Less-abled or EAL. The children are
going to work together to find the words that rhyme in the classroom. They
need to talk to each other to find the words that rhyme. All the cards have
pictures on them so the EAL and less abled
can find the words as well.
 
Help
the children with finding the cards if the children cannot find the cards.

 
Listening
and talking.
 

 

5min.

Conclusion
Let
the children sit in front of the teacher chair.
Go
through the words that the children found. Ask how you know why the words
rhyme.
 
Play
the rhyming game on the smartboard.

 
Criss-cross

Link game

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson Plan
Form (LPF) day 3

Student-teacher:
Robert Winters

School: Groningse Schoolvereniging
 

ITEPS class: 1C
 

School
class/grade/age: Year 1, age 6/7

ITEPS
visiting lecturer:
 

School
mentor-teacher:

Date:
 

Group size: 18

Lesson/activity: Rhyming

Subject area’s: English language

 

Objectives
and resources

Significance/relevance: How is this lesson related to the overall theme/unit that you
are teaching? How is it linked to the daily-life activities of the children?
 
In this Mini-unit the theme is rhyming, children
will work together and independently to achieve the ability to rhyme.
 

Initial situation and needs analysis: What is the current level of all
children in the class (content &
methods)? Which students need extra attention/support (materials, additional
adult)? Define their needs clearly.
2 EAL children,
4 Gifted and talented
children,
And 4 less-abled
who have trouble with the English language.
 

SMART learning objectives for the children: What will the children learn? What
can they show at the end of this lesson (series of lessons)?
 
At the end of this lesson,
children can think of their own rhyming words under pressure.
 

Materials required for children’s learning: Books, learning materials, IT,
papers, paint…
Toy bomb from the game tik tak boem.
 

SMART learning objectives for the student-teacher: What will you learn? What can you
show at the end of this lesson?
To practice time management, I will Make sure that all
the parts of the lesson are concluded in their appointed timeframe.
 
 

Resources used to plan this lesson: In APA, including websites, videos, books, articles.
Kidtastic. (2016, March 28). Official Fox in Socks
Read Aloud by Dr Seuss retrieved from
Youtube:
https://www.youtube.com/watch?v=KG7rE9IKNPQ
 
http://comprar-en-internet.net/worksheets/rhyming-words-worksheets-for-grade-1.html

Time

Lesson overview, subject content, teacher/student
behaviour

Work forms /
organisation

Materials

10min.
 

Introduction
 
Open
Youtube link and let the children sit down. Children are going to watch a
book being read on YouTube, Fox in
socks.
 
After
watching the video. talk about what you
saw. Ask the children if they found it fun to watch (or if they preferred you
reading the story)
Do
the same as on day 2.  Go over rhyming again. What Rhymes? Do the words look alike? Cream/steam. Can the
children think of some words that rhyme? (provide the boat)
 
 

 
 
Crisscross

 
Smartboard.

5min

Core
Introduce
the rhyming workbook, go through the all the worksheets with the EAL and Less
abled children. Children can work in it if they are done with their work
after other activities, now they can spend a little time working on the
worksheets as well.
 
Let
the children work on the pages.
Help
the EAL and the Less-abled with the worksheets, let the children sit with you
at the big table and do it together.

 
Sitting
at their workplaces

Workbook
(at the end of the lesson plans) printed out x18
 
 
 
 
 
 
 
 
 
 
 
 

5min.

Conclusion
Let
the children clean up their workbooks and workspaces. Let the children stand
in a circle and explain that we are going to pass a bomb around in a circle,
(clockwise). You can only give it to the peer next to you when you name two
rhyming words. At least go on until everyone had a turn.
Explain
that the bomb only makes sounds (so you do not scare the children)

 
Circle

Tik-tak-boem
bomb

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson Plan
Form (LPF) Day 4

Student-teacher:
Robert Winters

School: Groningse Schoolvereniging
 

ITEPS class: 1C
 

School
class/grade/age: Year 1, age 6/7

ITEPS
visiting lecturer:
 

School
mentor-teacher:

Date:
 

Group size: 18

Lesson/activity: Rhyming

Subject area’s: English language

 

Objectives
and resources

Significance/relevance: How is this lesson related to the overall theme/unit that you
are teaching? How is it linked to the daily-life activities of the children?
 
In this Mini-unit the theme is rhyming, children
will work together and independently to achieve the ability to rhyme.
 

Initial situation and needs analysis: What is the current level of all
children in the class (content &
methods)? Which students need extra attention/support (materials, additional
adult)? Define their needs clearly.
2 EAL children,
4 Gifted and
talented children,
And 4 less-abled
who have trouble with the English language.
 

SMART learning objectives for the children: What will the children learn? What
can they show at the end of this lesson (series of lessons)?
 
At the end of this lesson,
children can write a short story that rhymes following the AABB rhyme.
 

Materials required for children’s learning: Books, learning materials, IT,
papers, paint…
Smartboard, Lined paper, Pencils, Coloured
pencils.
 

SMART learning objectives for the student-teacher: What will you learn? What can you
show at the end of this lesson?
 
During the course of this lesson, I am focusing on time management, making sure that
children have enough time to write and we do not take too long.
                                                                                                                                                    
 

Resources used to plan this lesson: In APA, including websites, videos, books, articles.
Rhyme schemes
and patterns in poetry (n.d) retrieved on (19-1-2018) retrieved from
familyfriendpoems: https://www.familyfriendpoems.com/poem/article-rhyme-schemes

Time

Lesson overview, subject content, teacher/student
behaviour

Work forms /
organisation

Materials

5min.
 

Introduction
Explain
that we are going to pass a bomb around in a circle, (clockwise). You can
only give it to the peer next to you when you name two rhyming words. At
least go on until everyone had a turn.
Explain
that the bomb only makes sounds (so you do not scare the children) Children
already played this game.
 
Explain
the goals and AABB

 
Circle

 
Tik-tak-boem
bomb

15min

Core
Show
the children AABB
Explain
to the children that they need to think of a subject. And think of rhyming
words so they can make a poem.
Let
the children decide for themselves when they are done. If the poem only has 4
lines it is fine. When some of the children are done they can work in their
workbook from day 3 or draw a picture that fits with their poem.
 
 

 
 

Link
AABB
A4
paper (blank and lined)

5min

Conclusion
Ask
children if you can read some of the rhymes, Read the poems. go through the poems
after reading them and ask the children what the rhyming words are.
 
Let
the children finish up their workbooks from Day 3 or continue
colouring/drawing a picture

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Rhyming

 

 

 

 

 

 

 

 

 

 

Name: _____________