Teacher: Ruba Mohsen Grade Level: Grade 3 (6 sts.)
Class Period: 60 min Course Title: English Language
Date: Jan 7, 2013 Lesson Topic: Adjectives
Lesson Objectives
1. The student will be able to define adjectives.
2. The student will be able to generate different kinds of adjectives.
3. The student will be able to use different kinds of adjectives in sentences. Procedures
Introductory Activities
1. Warm-up activity: Students are divided into two groups. Teacher gives each group a set of pictures of nouns to match with their adjectives. Students then mount the cards on a board chart drawn by the teacher. Teacher then asks about the purpose of the words before the nouns and what they are called. Students are supposed to say that “They describe nouns. They are adjectives.” Teacher then writes on the board, “Adjectives are words that describe nouns. There are many kinds of adjectives and today we are going to concentrate on adjectives of color, size, and condition.” (10 m)
2. Students work on creating ads. They are given papers from magazines, white paper, glue, crayons, and scissors. They work individually. They choose the pictures they like, mount them on white paper, and create three messages that describe the items. Voila! The ads are ready. (10 m)
3. Students choose items from a box and they work individually to generate three adjectives of color, size, and condition. Each student recites her adjectives and teacher gives feedback. ( 5 m)
4. Teacher asks students to sit in a circle. One student picks an adjective randomly, and the next student must say an adjective that begin with the last letter of the previous students’ word. (10 m)
5. Students work individually. Each chooses any item from their bags. On a piece of paper, they write as many adjectives as they can for three minutes. Students then write their adjectives on the board and the one who has the most wins and is given candy.(10 m)
Closing Activity
Wrap-up Activity: Teacher reviews that adjectives are words that describe nouns and that color, size, and condition are three kinds of adjectives. Students work individually on worksheets distributed by the teacher. Teacher corrects the sheets and gives positive feedback. (10 m) (Appendix A)
Assignment
Teacher throws the following question at the end of the session. “Where would you like to go for a vacation? Think of your own special place and create a postcard that represents this place. You can draw, cut pictures from magazines or print others from the internet. Think of five adjectives and use them in short messages to describe the pictures on the postcards and then write them at the back. (5 m)
Appendix A
A. Read the two paragraphs and circle the adjectives of color, size, and condition:
1. It was a sunny day and my little puppy jumped onto our red couch and played with his new toy. I liked to watch him play and it made me feel happy. Soon, my playful puppy yawned. He was a tired puppy. I picked him up and laid him on his soft, round bed. Soon, my sleepy puppy was snoring anyway.
2. It was a hot summer and my family decided to go camping. We sat under the bright stars that shone through the dark sky. We were hungry and we ate sticky marshmallows and filled our hungry tummies. At night, we snuggled in our warm, cozy sleeping bags and told scary stories until we fell asleep.
B. Fill in the blacks with the correct adjective:
Nice – cold – old – white – long – hot – strong – clever – sweet - black
1. We had ----------- pancakes for breakfast.
2. Alaska is a ------------ place.
3. A ---------- trick was played by the magician.
4. Use ------------- flour for this cake.
5. My grandma tells me ------------ stories.
6. The ------------ orange is on the table.
7. Monkeys have --------------- tails.
8. The ------------- horse won the race.
9. The ----------- man walked slowly.
10. -------------- coffee is what I like.
My Second Microteaching
ReplyDeleteBefore reflecting on my second microteaching, I would like to note that I could not watch my twenty minute video because it was of a bad quality. Therefore, I will try my best to rely on my memory and on my lesson plan. My lesson was about teaching adjectives to Grade three students. I followed a learner-centered approach where I engaged my students in collaborative work. I followed the Indirect Method of teaching where learners deducted the definition of an adjective after matching two sets of cards and mounting them on the board in their correct columns. In a different activity, I engaged students in an activity based on arts. They cut, glued, and defined. This activity is related to the Communicative Method of teaching. It is based on fun collaborative activities. Upon reflecting on my instruction, what would have I done differently? I am not sure. Dr. Annous did not give me any oral feedback. But I believe that I should have started my instruction with a different warm-up activity. I might have elicited students’background knowledge about nouns and then connect them with adjectives. I should have erased the word “words” from the board and exchange it with “adjectives” after students’ recognition of what adjectives are. This was my plan but, I just forgot to do it. Moreover, my intention was to provide my instruction with a catchy You Tube video, but I did not find an interesting one. I hope I was successful in my instruction and students enjoyed my activities.
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ReplyDeleteRuba’s lesson was good in general. She introduced the lesson of adjectives using some activities such as flashcards and magazines. She used a direct approach initiated by the presentation of target language, and followed by controlled practice. The controlled practice was a colorful activity. She included some form of handcraft by bringing magazines (even though they could be more age to young learners). Anyway, this task has some authenticity in it rather than simply writing adjectives and nouns. Some ups and downs were apparent in Ruba’s lesson though. Ruba should try to reduce teacher talk and make sure students get the instructions before the activities instead of repeating them throughout the activity. This could distract students. It is good that she makes herself clear though. The nature of her lesson can bare communicative activities that can make the class more fun, but I assume she prefers a direct and a teacher-centered approach. Another drawback is that Ruba did not identify the objects she brought to class (i.e. piece of pizza, shovel, etc.) before asking students to give them adjectives. All in all Ruba’s lesson went well and she realized her main objectives. Good luck.
ReplyDeleteGhady’s reflection was professional and fair. She realized the importance of using authentic material and communicative activities in teaching second language acquisition. She also stressed the use of arts and authentic material. On the other hand, the fact that I have more teacher talk, is not out of preference, but out of relying on that approach for a long time which I am trying to change.
DeleteRuba’s microteaching was well organized, she used a variety of methods and strategies; she engaged students in group work and individual work. She also used art in teaching. She is professional in the way she delivers and presents. She was confident; she had a good body language and voice. She used time effectively. On the other hand, I want to comment on some points. First Ruba drew a chart on the board which was divided into 2 columns: “nouns” and “words”. It would be better if she wrote “adjectives” instead of “words”, it seemed a little bit confusing for students since a “noun” is a “word” and because her objective is about adjectives so she should focus on using the word “adjective”. Second, it would be better to highlight on the key words when writing a rule on the board or simply read the rule from the book. Finally, when she asked students to write three kinds of adjectives about the items they chose, one of the students wrote rectangular. The student considered rectangular as an adjective that it’s related to size and Ruba accepted her answers as a correct one. I think that rectangular is a form and it is related to condition. Yes, All in all you did a good job and we enjoyed your activities.
ReplyDelete
DeleteRula commented mainly on my professional appearance. As to my activities, she did not talk about my communicative approach or my indirect approach. She specified that in my first activity, she must not have written “words” on the board. But I wanted my students to deduct that the words are adjectives. On the other hand, the word “rectangular” is an adjective which I checked in the dictionary. Rula’s reflection on my lesson plan was not thorough even though she complemented some of my positive points.
Ruba has clearly stayed her objectives and worked hard to create activities that would arouse her students’ interest and indulge them in responding to her instructions. In her reflection she says that she used the indirect method but I think that she has used the direct and indirect method. It is true that she made her student deduce the rule but I believe that she did mention the three types of adjectives. She involved her students in working collaboratively when matching the colored cards to the adjective and when cutting items from the magazine she asked them to work individually may be to reinforce and check for understanding. I think that Ruba wanted us to match the “pictures of nouns to match with their adjectives” but she divided the board in two columns and wrote “word” and “noun” then, she labeled the colored drawing under “nouns”. She could have divided the board into three columns such as:
ReplyDeleteNouns, Drawings, Adjectives,
Bell label image Yellow bell
Then, the student would know that yellow is the adjective. I am sure that Ruba meant to do this in this activity but maybe she was a bit nervous and this is “not her character”. Another thing, I did not understand what she meant by conditional adjective, what type of adjectives is “diamond earnings”. I searched the net and I found that this type of adjectives is considered noun adjective and some British sources relate it to “if” as conditionals. Finally your lesson was interesting.
Hope the best for you
DeleteMay commented on my microteaching and my on my reflection. She succeeded in some points and failed in others. She realized the importance of deduction, collaborative work, and arts in teaching. Her suggestion to divide the board into three columns was not correct. The word “diamond” is an adjective which I checked in the dictionary and I do not remember saying that it is a conditional adjective.
Ruba, I liked the way you greeted your students at the beginning of the lesson and asked them about their weekend, in another words you "broke the ice" then began your lesson. You stated a brief outline of your lesson and indirectly stated your expectations. The students were very clear and had a good understanding of the lesson and what are they going to learn. Your activity which was matching was a good chose due to research that proves that matching is efficient, used to assess student understanding of associations, relationships, and definitions. Your tone of voice was appropriate, clear, and pacey. Using real life magazines as part of the in class activity was a good idea, if only in real life classroom, you would ask the students to bring old magazines from home would be a good tip to the lesson. Good job Ruba!
ReplyDelete
DeleteSarah stressed on the way I broke the ice and on the efficiency of the matching activity. On the other hand, she did not comment on my deductive approach, and the use of collaborative work and arts in teaching. Sarah commented positively on my microteaching and I thank her for that.