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Instructional Project 5

This document outlines a lesson plan for an 8th grade Turkish language class. The 90-minute lesson will teach students new vocabulary about rooms in a house and households. Students will learn terms, pronounce them, and use them in sentences. They will listen to recordings, read texts, and complete worksheets to reinforce the material.

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38 views13 pages

Instructional Project 5

This document outlines a lesson plan for an 8th grade Turkish language class. The 90-minute lesson will teach students new vocabulary about rooms in a house and households. Students will learn terms, pronounce them, and use them in sentences. They will listen to recordings, read texts, and complete worksheets to reinforce the material.

Uploaded by

api-357245500
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Instructional project 5: LESSON PLAN

Date: April 4, 2017


Teacher(s) Name: Ibrahim DOGANAY
Grade: 8th Grade
Lesson: Rooms in the house and Households.
Content Area: Turkish Language

Description/Abstract of Lesson: Students will learn new Turkish


vocabulary about rooms in the house and Households. They will be able to
pronounce them and say them in sentences after they learned.

Timeline of Lesson: 90-minute period. Additional time


will be needed if you have students present their work.

TESK (state objectives): Students who are learning a foreign Language


should be able to get good at Reading, Witing, Listening and Speaking.
Reading, where students read and understand a wide variety of literary and
informational texts; Writing, where students compose a variety of written
texts with a clear controlling idea, coherent organization, and sufficient
detail; Listening and Speaking, where students listen and respond to the
ideas of others while contributing their own ideas in conversations and in
groups; and Oral and Written Conventions, where students learn how to use
the oral and written conventions of the Turkish language in speaking and
writing.

Lesson Objectives:
Students will use are going to learn plenty of new words regarding house and
house items in Turkish. At the end of the class, they will be able to say rooms
of the house and households in Turkish. That way they are going to be able
to read, write, speak and understand what they listen in Turkish about the
house.

Materials:

Acilim Turkce 2 workbook

Acilim Turkce 2 Textbook

Bellwork and Worksheets.

Chromebooks;

Quizlet.com

Duolingo.com
EDpuzzle.com

Flashcards and CD for listening parts.

Short Movies for listening.

Introduction:

First of all, they all have their books in front of them. I am going to show
them a powerpoint about the house to get them copy notes down on their
notebooks. After that, I am going to open a listening part from the computer.
They should understand what it is to catch it and write it down on the
workbook to fill out the blanks on the books. They are going to repeat all
words after me. I am going to ask them to look at the pictures on the board
about the subject.

Students are going to be asked questions about their own houses to have
them memorize the basic vocabulary easily.

Display the household item cards one at a time. Ask the class if they know the
name of the item shown on the card. If they dont, then tell them what it is and
have them repeat. Then ask them questions about the location of each item in
the house. For example, Is the bathtub in the kitchen?, Is the bathtub in the
bathroom? etc. Do this with all the cards and place each card near the
corresponding room picture on the board from the warm-up activity. Label the
pictures either during the activity or after it.

Here are some of the worksheets and Bell works.


Instructional Activities and Procedures:
Students are going to listen to CD from the computer first. After that, I
will read once to show them how to read step by step. They should be able to
read the text above after I read to them. We will work on this text. They will
underline phrases and different sentence patterns.

Everyone has to have their book opened and they should focus what I
am saying. They need to have their all materials ready. They will be giving
permission to ask a question and answer a question after they raise their
hands and follow all directions. They need to stay on task all the time. They
will draw a house with rooms and at the end, when they done with labeling
rooms, they will color the picture of the house. I will post the best one on the
wall.

Areas Where Students May Struggle


*Some students have trouble initially grasping the lesson and are therefore
slow to
start their work.
*Some students have trouble seeing patterns.
*Some students cannot see color.
*Some students cant attend to the patterns with only the manipulatives as
guides.

Differentiating Instruction

Adaptation 1: Some students will easily complete the introductory activity


while others
will struggle or be slow to start their work. Add a challenging problem to the
introductory
activity, What is does the figure look like at (a room picture) Students can
work on the
House items when they have free time.
Adaptation 2: Colored pattern blocks are used in the figures for Task 1. The
color helps
students see the hexagons and triangle in the pattern. This makes it easier
for students to
identify the sides and determine room name and shape. Remember that not
all
students see color and you may need to point to the shapes as well as
identify them by
color.
Adaptation 3: For the group work activity, select four tasks that range from a
basic level
(Level A) to a relatively complex level (Level C). Group students
homogeneously with
respect to ability level and assign each group a task that is challenging and
doable. The
worksheets throughout this lesson are scaffolded, and questions embedded
in the lesson
are meant to help students get started and to help them think through
intermediate steps.
Also, note that some students will prefer to draw the figures and not use the
materials
given. This should be allowed. However, if students are having trouble
drawing the
figures, they should be encouraged to use the manipulative materials
provided.

Formative Assessment
The introductory activity will activate student prior knowledge related to
answers they give the teacher.During the model lesson, listen to students
responses to the questions
you ask and those generated by the class. Note if students are able to
-Complete the work I provide
- Construct a house and put the room correctly
- Generalize the work and describe a rule
During the group activity, circulate among the groups as they work on their
task. Look
for the following:

- Are students following the instructions given?


- Are students using the materials given to create the house?
- Have students accurately completed the table of ordered words?
- Have students accurately constructed the house, including rooms?
- Can students describe a room in words?

When the students are ready, have them create a poster showing their work.
Make sure
each student in the group can describe the pattern and explain the
information on the
poster. If time allows, have groups present their posters to the class or assign
each group
to review a peers poster and provide feedback.

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