Justification of Lesson Plan Content

JUSTIFICATION OF LESSON PLAN CONTENT 5

Justificationof Lesson Plan Content

InstitutionalAffiliations

Justificationof Lesson Plan Content

Thelessonplanstructurewill inspirecommunicativelanguageteachingbased on thepremisethata processof successfullanguagelearningentailsnot onlytheknowledgeof therequiredformsandstructureof thelanguage,butalsothepurposeandfunctionsthatthelanguageservesin variouscommunicativesettings.Therefore,theapproachin thislessonplanwill emphasizethecommunicationof meaningover themeremanipulationandpracticeof grammaticalforms(Short, Himmel, Gutierrez, &amp Hudec, 2012).

Thecontentin thislessonplanwill offerinteractionbetween theteacherandthelearnerusingthetargetlanguage,andtheteacherwill exposetheclassto thelanguagethrough speakingEnglish all thetime.Through thisinteraction,thestudentwill becomeindependentspeakersandwritersof standardgrammarafter theygainconfidencefrom theteacher.

Inthepracticeandapplicationpart,thecontent focuseson theexplicitteachingof academiclanguage,which includesthedevelopmentof thekeyvocabulariesthat will permitthestudentto havea diversemasteryof languageconcept.Next,thecontentwill allowthestudentsto sharewordsthat followpatternsthat are similarin their groupdiscussionsallowingpeer-to-peer interaction.Lastly,thecontent in thispartwill allowthestudentto havemeaningfulactivitiesthat will allowthem to putinto practicetheEnglish conceptsin authenticcontexts.

Inthislessonplan,thecontentunder presentationwill allowtheteacherto demonstratethesilentmethodof teaching.Thesilentwayis anchoredon thepremisethattheteachershould be silentin theclassroom during someintervalsto encouragethelearnerto practicemorelanguageas possible.Thelessonplanwill assisttheteacherto monitorandnot dominatetheclass.Thelearnerswill, therefore, be in a positionto createtheir responsesby integrating oldandnewinformation.

Thecontent isbasedon communicativecompetencewherethelearneris expectedto write,listen,andspeakto understandthelanguage.In fact,competencycannot be observeddirectlybutneedto be inferredthrough performanceto understandits nature.Therefore,communicativecompetencywill assistthelearnersto conveymessagesdevoidof grammaticalerrors.Thelearnerswill tryto speakthelanguagewhentheteacherwill encouragethem to producetargetlanguage(Vogt,Echevarria, &amp Short, 2010).&nbsp

Inthelearningstrategies,learnerswill be exposedto variouslearningexperiencesincludingaudio books,English films,dramaskits,anduseof tonguetwisters. Thosestrategieswill makelearningto be morevivid,anditwill involve,captivate,andinterestthelearnersin theclassroom. Thewill havefirsthand experiencefrom thenativesafter theylistento theaudio booksandothermaterialsproducedby thenatives.

Objectivesare declaredat thebeginningof thelessonandalsotheywill bereviewedat theendof thelesson.Inthiscontext,thestudentwill takeownershipof their learningandtheobjectiveswill offerexplicitdirectionto thestudentandassistthem to processcontent in thenewlanguage(Echevarria, Vogt, &amp Short, 2010).

Thecontentwill allowtheteacherto keeptheperspectiveof thelearnerin his/her mindandaskthefunctionsaddressedin thelessonplanthat are themostfundamentalin helpingthestudentsmeettheir goalsanddeveloptherequiredlanguageproficiency.Theteacherwill be ableto addresstheinstructional needsof thelearnerby theendof thelessonsince thelessonisorganizedfrom theknownfactsto theunknown (Echevarria,Vogt, &amp Short, 2010).&nbsp

Eventually,assessmentandreviewwill be carriedout towards theendof thelessonto ensurethatthelessonsobjectiveshavebeenmet.Infact,thebestoutcomewill be demonstratedifthelearnersare ableto identifythestressedwordsin a givensentence,writea responseto a prompt,listento skitsandidentifystressedwords,andidentifythewordsthat havea similarpronunciationsounds.

References

Echevarria,J., Vogt, M.E., &amp Short, D. (2010).&nbspTheSIOP Model for teaching mathematics to English learners.Boston: Allyn &amp Bacon.

Short,D., Himmel, J., Gutierrez, S., &amp Hudec, J. (2012).&nbspUsingthe SIOP Model: Professional development for sheltered instruction.Washington, DC: Center for Applied Linguistics.

Vogt,M.E., Echevarria, J., &amp Short, D. (2010).&nbspTheSIOP Model for teaching English language arts to English learners.Boston: Pearson/Allyn &amp Bacon.