TP LESSON PLAN



Omar Horner

1/12/2014

ICC LESSON PLAN-530

Lesson Plan Title: Understanding School Differences

Context: This lesson is designed for students at a beginner to intermediate English level in a Japanese Middle School in the 9th grade. There are 30 students in the class with 16 girls and 14 boys present. Students are proficient in all four language skills of Japanese. They have been studying English as a foreign language since elementary; however, contact with native speakers of English and cultural knowledge of the target language has been limited as most language study has focused on repetition and memorization. Students’ primary motivation for acquiring English is largely instrumental as it is a required subject on an entrance examination for high school.

Time Frame: 120 minutes

Assumptions: Students are familiar with the “have to” and “do not have to” verb form in English grammar but they have had little practice utilizing this grammatical structure. Students are accustomed to reading and writing; however, listening and speaking abilities will be limited. Students will have had little experience examining another culture. Developing a sense of motivation will be essential.

Materials Needed/Preparation Steps: 

o Blackboard/chalk

o Television or projector able to play DVDs

o “School Rules in America” worksheet *

o “School Differences” worksheet *

o “Japanese Classroom Rules” worksheet *

o 10 minute video of an average middle school in America (Mansfield Middle School, Ohio). This video will demonstrate key differences in American schools such as: lunchtime, school uniforms, sports, lockers, book bags, technology, and classroom management)

o Dialogue involving “have to” grammatical forms

o Co-teacher

*All worksheets are free and were obtained with permission from:

Student Learning Outcomes: 

• Students will be able to utilize, in writing and speaking, the “have to” and “do not have to” grammatical form correctly.

• Students will be able to identify and self-evaluate the culture at a Japanese middle school

• Students will be able to evaluate another culture. In this case, they will evaluate an American middle school.

• Students will be able to compare and contrast in writing the differences between the two cultures and schools.

 

Assessment Plan: Informal in-class assessment will be based on classroom participation and performance. Formal assessment will be determined by students’ ability to successfully compare and contrast American and Japanese schools by writing a letter. This assignment will be completed for homework. Additional assessment will involve reading the letter out loud which will express reading and speaking skills. Further assessment will involve students’ ability to comprehend their fellow students and identify their message.

LESSON PLAN: Understanding School Differences Name: Omar Horner Date: 1/12/2014

|Time |Interactio|Dimension/ |Teacher Activities |Student Activities |

| |n |Stage Aims | | |

| | |Activate schema and |Warm up-Introduction | Warm up-Introduction |

| | |introduce students to the | | |

|~10 min. |T-S |topic. |1. Teacher will greet students. | |

| | |(Listening) | |1. Students will listen quietly |

| | | |2. Teacher will inform students that we will read a dialogue and that they should | |

| | | |listen quietly. | |

| | | | | |

| | | |3. The teacher and co-teacher will read a dialogue provided (Appendix A). | |

| | | | | |

| | | |4. After reading, the teacher will ask the questions provided. | |

| | | | | |

| | | |5. Students will be asked to take notes on the dialogue to answer questions. | |

| | | |6. Teacher and co-teacher will read the dialogue again. The dialogue can be | |

| | | |repeated as many times as necessary. | |

| | | | |2. Students will obtain paper and take |

| | | |7. Afterwards, teacher will elicit answers from students and write them on the |notes. |

| | | |board. It there is time, the dialogue could be read again for further | |

| | | |clarification. | |

| | | | | |

| |S-T | |Japanese Rules Worksheet | |

| | | |1. Pass out the “Japanese Rules” worksheet (Appendix B). |3. Students will answer questions as a |

| | | | |class. |

| | | |2. Have students form groups. | |

| | | | |Japanese Rules Worksheet |

|~20 min. | | |3. Elicit an example from the students of a rule at a Japanese school. If students | |

| | |Students will analyse |struggle, provide an example. |1. Students will read the worksheet. |

| | |their own culture at | | |

| | |school and practice |4. Elicit a second example of a “do not have to” rule at a Japanese school. If | |

| | |writing “have to” and “do |students struggle, example should be provided. Funny answers can be provided for | |

| | |not have to” sentences. |this category such as “I do not have to eat candy” to provide motivation and | |

| | |(Writing) |context. |2. Students will give examples. |

| |S-T | | | |

| | | |5. Working in groups, allow students to complete their worksheets. | |

| | | | | |

| | | |6. Teachers will walk around the classroom helping students. At this stage, the | |

| | | |teacher should informally assess the comprehension of the students. | |

| | | | | |

| | | |7. Each group will provided one “have to” answer and one “do not have to” answer. |3. Students will work together and write |

| | | |Other answers can be shared as well. The teacher should also provide relevant rules|sentences about Japanese schools using the|

| | | |the students overlooked. |target language. |

| | | | | |

| | | |American School Rules T or F Worksheet | |

| |S-S | | | |

| | | |1. Have students move out of groups and get into pairs. Foreign teacher will |4. Students will share answers with the |

| | | |explain that schools are different in different countries. |class. |

| | | | | |

| | | |2. Pass out “American School Rules” worksheet (Appendix C). | |

| | | | | |

| | |Students will practice |3. If necessary, explain the meaning of true and false. Depending on class, |American School Rules T or F Worksheet |

| | |reading comprehension and |examples may be necessary. | |

| |S-T |make guesses based on | |1. Students will make pairs and listen to |

| | |their knowledge. This |4. Students will read the statements n pairs and guess if they are true or false. |instructions. |

|~15 min. | |will introduce them to | | |

| | |cultural differences. |5. After students have had enough time, the teacher will mark one side of the | |

| | |(Reading) |classroom as “true” and one side as “false.” | |

| | | | | |

| |T-S | |6. The teacher will read the questions and students will move to the side of the | |

| | | |room that they believe is correct. Students who are correct will get one point. | |

| | | | |2. Students will read and guess if the |

| | | |7. The winner will be announced. |answer is true or false. |

| | | | | |

| | | |8. Students should ask any questions about the worksheet and explanations should be | |

| | | |given. | |

| | | | | |

| | | |American School Video |3. Students will participate in the game.|

| | | | | |

| |S-S | |1. The teacher will explain to students that they are about to watch a video. | |

| | | |Students will move to individual desks. | |

| | | | | |

| | | |2. The teacher will play the video while students watch. | |

| | |Students will observe an | |4. Students should ask clarification |

| | |American school and |3. The teacher will ask students the question: What is different about the American|questions. |

| | |identify unique traits. |Middle School? | |

| |T-S |(Writing, Listening, | |American School Video |

| | |Speaking) |4. If students do not volunteer answers, give some examples. Have students open | |

| | | |their notebook. Explain that they should take notes about the differences in |1. Students will listen to the teacher |

| | | |American schools while the video plays. |and watch video. |

| | | | | |

| | | |5. Watch the video again while the students take notes. | |

| | | | | |

| | | |6. Afterwards, elicit answers from students and write ideas on the board. Any |2. Students will take notes and answer |

|~30 min. | | |questions or confusion the students possess should be clarified at this point. |questions. |

| | | |*NOTE* Expect discussion to arise naturally at this point. If it does, it should be | |

| | | |pursued. | |

| | | | | |

| | | |School Differences Worksheet | |

| |T-S | | | |

| | | |1. Explain how a Venn Diagram works. If necessary, give an example on the board. | |

| | | | | |

| | | |2. Have students make groups again. However, groups should be different that the | |

| | | |previous ones made. | |

| | | | | |

| | | |3. Pass out “School Differences” worksheet (Appendix D). Allow students to |3. Students will ask questions for |

| | | |complete the diagram. During this time, the teacher should walk around the |clarification resulting in communication. |

| |S-T | |classroom, informally assessing the students. | |

| | |Students will practice the| | |

| | |target language and make |4. Upon completion, answers should be elicited from the students. |School Differences Worksheet |

| | |comparisons based on same | | |

| | |or different using a Venn |5. This would be valuable discussion time. If students have questions or comments,|1. Students will listen and make groups. |

| | |Diagram. |communication should be pursued. | |

| | |(Reading, Speaking) | | |

| | | | | |

| | | |Comparison Essay | |

| | | | | |

| | | |1. Teacher will inform students that they will need to write a short letter to |2. Students will complete the worksheet. |

| | | |compare three traits of American schools to Japanese schools, and that students | |

| |S-T | |should select the three most interesting traits. Then, they should address the | |

| | | |letter to a imaginary student in Mansfield, Ohio. | |

| | | | | |

|~15 min. | | |2. Teacher will inform the students that, in the writing, they will have to tell | |

| | | |which of the three traits they liked or did not like. |3. Students will give answers. |

| | |Students will give a | | |

| | |personal account of their |3. With the remainder of class, the teacher will assess students’ abilities and |4. Students will make comments and ask |

| |T-S |understanding of American |help students to write their letters. |questions. |

| | |and Japanese schools, | | |

| | |comparing and contrasting |4. Teacher will dismiss class, informing students that they will need to complete |Writing a letter |

| | |and determining what they |the writing assignment at home. They will need to read the essay to the class for | |

| | |perceive as strengths and |the next lesson. | |

| | |weaknesses. | |1. Students will list three different |

| | |(Writing) |CLASS FINISHED |aspects of American schools that are |

| | | |Extending activities and Further Assessment |interesting. |

| | | | | |

| |S-S |Teacher will be able to |1. For further assessment, students will read their essay to the class. | |

| | |formerly assess student | | |

| | |abilities by analysing |2. During this time, students will listen to their peers and write the three | |

| | |writing, speaking, and |characteristics about American schools that each student writes about. |2. Students will write compare three |

| |S-T |listening. | |characteristics of American schools in |

| | |(Writing, Speaking, |3. Doing this the teacher will assess three parts of language: writing(the essay), |letter format to an imaginary student in |

| | |Listening) |speaking (the speech), listening (writing the 3 characteristics the students |Mansfield Middle School.. |

| | | |mention). | |

| | | | | |

|~30 min. | | | | |

| | | | | |

| | | | |Letter Completion and Speaking Exercise |

| | | | | |

| | | | | |

| |T-S | | |1. Students will give a speech by reading|

| | | | |their letter aloud. |

| | | | | |

| | | | | |

| | | | |2. Students will take notes based on what|

| | | | |the students talk about. |

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| |S | | | |

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Appendix A

“Have to” Dialogue

This dialogue is designed to be very simple and comprehensible so that it can be understood by beginner ESL students in 9th grade. Additionally, the repetition of the “have to” grammar form is meant to activate schemata and review the use of the grammar formation as well as clarify meaning and usage.

JTE: Hello. How are you?

ALT: I am busy! I have many things to do.

JTE: Really. I thought you were on vacation?

ALT: Yes! But there is a lot of work for me. Today, I have to take out the trash and I have to cook dinner. Tomorrow, I have to fix the light.

JTE: I have to cook dinner also, but I don’t have to take out the trash. Tomorrow, though, I have to teach tennis class. After that, I have to prepare lessons for English class. Before I go home, I have to lock all the windows.

ALT: Wow! You are busy too! I am glad that I do not have to prepare any lessons tomorrow. The most important thing I always have to do is listen to my wife!

JTE: Me, too!

Questions following the dialogue

1. What does Bo Sensei have to do?

2. What does Mr. Matsumoto have to do?

3. What do they not have to do?

4. What do they both have to do?

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