Teacher Name: Nathan Comstock Date (7/12/2017):
Subject Area: ESL Grade: 5
Topic: Language Time: 9:00 – 9:35
Listening (benchmark)
General Learner Speaking (benchmark)
Outcome(s) Reading (benchmark)
Taken from Alberta Program of Studies
Writing (benchmark)
Through listening: develop a better understanding of vocabulary, and knowledge
of words and their meanings
Through listening: develop auditory discrimination; students are able to hear
differences in the sounds of letters and letter combinations
Specific Learner Through speaking: increase pronunciation skills; having the ability to produce
Outcome(s) comprehensible speech
Taken from Alberta Program of Studies Through reading: expand syntax; knowledge of word order and sentence structure
Through writing: expand discourse; the knowledge of how ideas are organized
and connected
Through writing: promote grammar; ability to form sentences conforming to the
rules of English
Students will be able to:
1. Define the two daily words
2. Identify two give words in everyday life
Learning Objectives 3. Demonstrate the use of the daily words
What do you want your students to learn?
4. Differentiate mistakes in grammar
5. Demonstrate writing skill
6. Construct proper sentence structure
Formative Assessment:
Auditory: listen during daily words – ensure students develop an understanding of the
words
Visual: see students actively participating in the activity – thinking critically
Assessment Physical: collect journals and daily language activity booklets
How will you know your students have During the above formative assessment the teacher gets to witness students
learned? growth over time
Summative Assessment:
Physical: collecting daily language activity books
These booklets allow the teacher to rank the students success, and determine the
literacy proficiency level the individual students are at
A Word A Day (Evan-Moor Educational Publisher) – (grade 2) book provided
Daily Language Review (Evan-Moor Education Publisher) – (grade 2 and grade
Materials 3) book provided
What resources will you need?
Students will need booklets created from the above resources
Students will be provided writing, erasing, and marking utensils
Students daily journals will be provided
Introduction Allow time to discuss students’ night: give them an opportunity to share and talk to
(attention start the day. 3 mins
grabber)
Learning Activity Title – Daily Words
Teacher Actions
Instructional Sequence – Have students sitting and waiting upon instruction
Have students look at four word posted on the board
o Inhabit (n.) – the place where you live
o Affection (n.) – feeling of love for someone
o Scarce (adj.) – not easily found
o Identical (adj.) – when things are exactly alike
o Ask students to define nouns and adjectives
Have students try to sound out the words, then describe them. Allow them to
tell stories and experiences.
Clearly define the above words for students, then in a circle ask the students
to give an example
Have the sticky note game prepared – if time permits
Resource used – Word a day, Grade 2 and 3
Mrs. McCaig – instructional sequence
Do calendar with the students 6 mins
Have students waiting quietly for instruction
Help students work through math booklets
Work on the bored when needed
Help students when necessary (this will continue through the whole
Body period)
(Activity #1) Student Actions
Students will attempt to sound out the given words posted on the board
Students will attempt to define and explain the words posted on the board
o Students will tell the teacher if an activity matches the given
term
Students will attempt to answer all questions asked of them
Students will work independently in their math booklets
Students will act respectfully at all times
Assessment Evidence
Formative Assessment – visual/auditory assessment
Students will be assessed by their correctness of responses and willingness
to participate (speaking)
Students will be assessed based on their ability to articulate the words and
definitions (speaking/vocabulary)
Transition Details
Attempt to Create a Sentence – Students will be asked to try to use the words of
the day in a sentence
Whether or not the students were successful with creating a proper sentence
this will further their understanding of the word
Time to grab their journal, daily language activity books, and writing
utensils
Learning Activity Title – Daily Language Activity
Teacher Actions
Instructional Sequence – Have students open up to week 11 in their daily
language books
Depending on what day the students are on read the instructions to them
Read the sentences so they can hear what might sound wrong (so they can
make the corrections)
Give them time to respond and write the correct answer 12 mins
Student Actions
Students will attempt to correctly answer all the question on the correct date
(Tuesday/Wednesday depending)
Body Students will be asked to respond verbally, stating the corrections made, and
(Activity #2) answers they provided
Assessment Evidence
Formative Assessment – students are provided a red pen in which they can
make corrections (allowing them opportunity to learn – corrected practice)
This allows students to grow – do not focus heavily on how many errors, but
help them learn to improve
Summative Assessment – growth throughout this book will be used to determine
student literacy levels
Transition Details
Swap Activities – Two activities are going on at the same time (journaling)
Students will have to close their books and hand them to the center
They will then transition to grabbing their journals
Learning Activity Title – Journaling
Teacher Actions
Instructional Sequence – have students open their journals
Have students open up to the appropriate page an start writing about one of
the two topics
o What is your favorite sport
o What is your favorite subject
Help students sound out words – promote writing words how they sound
Keep them on task
Body Student Actions 12 mins
(Activity #3) Open journals
Follow instructions
Write independently and quietly
Attempt to stay on task
Assessment evidence
Formative assessment – students are given this opportunity to practice
penmanship, and ability to spell
This allows students to grow
Teacher has the opportunity to see growth over time
If time permits discuss the words further, ask them to put the words into
sentences 2 mins
Closure Ask them to share something from their journal
Clean up tables
