Hoi Ping Chamber of Commerce Primary School
Transcription
Hoi Ping Chamber of Commerce Primary School
Designer: Chan Yu Tung Jennifer Differentiated Lesson Plan Subject / KLA: Class: Unit of Study: Lesson Period: KUD’s: English Primary 4 (Class size: 24) Module – Food and Drinks; Chapter 3 – Healthy Eating (Primary Longman Elect 4B textbook, Longman) Single Lesson (35 minutes) By the end of the lesson, students should be able to K: Know how to use “more”, “less” and “fewer” to give suggestions on healthy eating U: Understand the concept of healthy eating Understand the need to eat more healthy food and less unhealthy food D: Categorize the learnt food items into food groups, i.e. steak, grapes, lychees, longans, lettuce, broccoli, carrots, peas Differentiate between countable and uncountable nouns Prior Knowledge: Students’ Prior Knowledge: 1. Food Vocabulary: banana, pear, mango, potato, peach, cherry, strawberry … (2A), mushroom, onion, tomatoes, vegetables, noodles, rice, congee, chicken, beef, pork, prawns... (3A), spaghetti, macaroni, pasta, pork chop … (4A) 2. Countable and uncountable nouns (3A) 3. Rules for forming plural nouns, e.g. add s/es, change y to ies (2) 4. Determiners: some (2A, 3A), a lot of (3A) 5. Directions: on your right/left, straight ahead, opposite, turn right/left, at the end (2) 1 Skills: 1. Reading – Students read the names of the food items and the sentence patterns (“You need to eat more/less/fewer_______.”) 2. Writing – Students write down the three healthy tips to themselves using the target structures 3. Listening – Students listen to T’s instructions in “Miss Chan says” and different tasks 4. Speaking – Students discuss which food items to be put into the two categories ; students come out to share their health tips to the class Teaching Materials and Aids: Pre-assessment: 1. Books: Textbook (Primary Longman Elect), Grammar book (Primary Longman Elect) p. 7, 8 2. Pictures: Pictures of the food items with the name below (examples in Appendix I) 3. Others: Power point (Appendix II) 1. A pre-dictation on the taught vocabulary items in previous chapters (i.e. banana, pear, mango, potato, peach, cherry, strawberry, mushroom, onion, tomato, vegetables, noodles, rice, congee, chicken, beef, port, prawns, spaghetti, macaroni, pasta, pork chop) (Most students could spell the learnt vocabulary items correctly, with individual students spelt prawns as “pauns”, tomatoes as “tomatos”, spaghetti as “spagetti”) 2. A worksheet on the division of countable and uncountable nouns; the use of “more”, “less” and “fewer” (Most students could categorize most nouns into countable and uncountable groups, with the exception of new vocabularies, e.g. clams, lobsters, donuts and ink. Overall, the students failed to use “more”, “less” and “fewer” in an accurate way.) 2 School Culture, Learning Environment and Student Characteristics: School Culture The school put heavy emphasis on English. Apart from the one NET teacher that the HK government subsidizes, it also used extra resources to employ another NET teacher to teach students at school. Every Monday mornings and Friday afternoons, students would gather and play interactive, fun English games. The school also participated in a scheme which aims at increasing language input to students, so it is common to see English vocabulary and phrases around the school. Learning Environment and Student Characteristics Overall, students are active, obedient and willing to learn. The learning environment is enthusiastic and relaxing. Although their proficiency is intermediate, most of them worked very hard and tried their best to engage in classroom activities. There are 5 students who have bad temper and are always distracted from class, of whom three are of particularly low proficiency in English. Grouping: This is the seating arrangements of the class in usual lesson: Student 1 (Worst temper) Student 2(Less able) Student 3 (bad temper) Student 6 (Least able) Student 5 (Worst temper) Student 4 (Less able) This is the seating arrangement of the class in English lesson which required pair work: English helper Student 1 Student 2 3 Student 6 Monitress Student 5 Monitor Student 4 Student 3 English helper 2 This is the seating arrangement of the class in English lesson which required group work: Student 4 Student 6 Monitre ss The Triangle Group Student 5 Monitor The Square Group English helper Student 1 Student 2 Student 3 English helper 2 The Circle Group The Star Group The Circle Group< The Triangle Group < The Square Group < The Star Group (in terms of the angles of the shape, as well as the number edges that teacher need to take special care of) By such naming, students would think they are just shapes without particular meanings. Yet, the teacher would be able to differentiate the different needs of students. Learning and Teaching Activities Hook (3 mins) Teaching Materials Warm-up Activity 1. Illustrates the rules for “Miss Chan says” (that Ss have to follow what the T instructs only when the instructions start with ”Miss Chan says”) 2. Invite a smart S to come up and demonstrates once to the whole class by using the example “Miss Chan says raise your right hand” “Put down your hand” to tell Ss that they should only raise their hands, but not put down their hands 4 3. Asks Ss to stand up and follow T’s instructions 4. Gives Instructions that are related to the glossary that Ss learnt in Chapter 2 (e.g. Miss Chan says turn your whole body to your right; Miss Chan says shake your hands with the person next to you; Miss Chan says point at the end of the classroom; Miss Chan says say “hello, how are you” to the person on your left) 5. Ends the activity with the instructions “Miss Chan says sits down quietly and rest on the table” Pre-task (7 mins) “Come Out and Stick the Food” Activity – The Six Food Groups 1. Divides the blackboard into six columns 2. Put one picture under the five columns as demonstration 3. Gives each group six different photos and lets Ss discuss under which column should they put the pictures 4. Checks Ss answers and asks Ss to state the name of the food groups of the columns (e.g. meat, fruit, vegetables, grain products, desserts) 5. Drills Ss on the food items which is more difficult to pronounce (e.g. steak, lettuce, broccoli) 6. Asks Ss to name extra examples of the food groups 7. Introduces Ss the other food group, “seafood”, and elicits Ss to give some examples Pre-task 2 (7 minutes) Pictures of food Blackboard Chalk “Come Out and Stick the Food” Activity – Countable and Uncountable Nouns – Think, Pictures of food Blackboard Pair, Share Chalk 1. Asks Ss to return to the seating arrangement which facilitates pair work 2. Changes the titles to “countable” and “uncountable” 3. Reminds Ss the difference between countable and uncountable nouns 4. Assigns students A and B in all the pairs with A responsible of listing the countable nouns and B responsible of uncountable ones 5 5. Gives Ss 1 minute for Ss to think of the food items to be put in their own category 6. Give Ss 3 minutes to share and discuss their views with their partners 7. Asks different pairs to come out and share their ideas with the whole class by rearranging two pictures at a time using the new categorization 8. Checks Ss answers and elicits extra examples of countable and uncountable nouns from Ss Introduction (3 mins) Introduction of Language Items “More”/ “Less”/ “Fewer” 1. 2. 3. 4. 5. 6. 7. Task (10 mins) Introduces the concept of healthy eating and asks expert of the day to report on the topic Lists the benefit of eating health food (e.g. healthy food is good for us/makes us strong/helps us grow) Points out the concept of unhealthy food (the prefix un is equal to not, e.g. unhappy, unknown) Shows Ss the continuum from fewer/less to more to indicate the quantity Highlights the sentence pattern (You need to eat more __________ [healthy food]. You need to eat fewer/less_______________ [unhealthy food]. ) Tells Ss to use “fewer” before countable nouns and “less” before uncountable nouns Tells Ss to use “more” for both countable and uncountable nouns Activity – “What Do We Need to Eat More/Less/Fewer?” – Scaffolding 1. 2. 3. Power point Power point Shows three sets of pictures to Ss, with two pictures in each set (mostly one healthy and one unhealthy food) Asks Ss to use their bodies to imitate “tick” or “cross” for “healthy food” or “unhealthy food” Tells Ss to say the key structure afterwards (You need to eat more __________ [healthy food]. You need to eat fewer/less___________ [unhealthy food]. ) 6 4. 5. 6. 7. 8. 9. Closure (5 mins) Demonstrates with the first picture set (cherries and sweets) Checks the inattentive or weaker Ss’ understanding of the instructions Instructs Ss to vary their ways of giving the suggestions from time to time (e.g. point to the person sitting next to them; point to the T; point to the guest; point to individual Ss) Asks Ss to contribute their own idea of the food items as substitute of one of the learnt food vocabulary Repeats the activity again with both two new items suggested by the Ss Repeats the activity without showing the target sentence structure and sees if Ss could say it by themselves “Three Health Tips to Myself” – Produce and Share 1. 2. 3. 4. 5. 6. Paper Sign pens Gives students a piece of paper to write down “Three Health Tips to Myself” Instructs Ss to use the target sentence patterns, “I need to eat more/less/fewer….” Advices Ss they could choose the food items according to their wills and that they could use the sign pens to decorate the paper Invites individual Ss to come out and share their health tips with the class Wraps up the lesson by starting the rules of using “more”, “less”, “fewer” Asks Ss to research “food pyramid” at home to prepare for tomorrow’s lesson Group Specific or Student Specific Notes: Student 1 – with bad temper, on medication, intermediate-high proficiency because of personal tutorials Student 2 – less able and always creates disturbance to his peers Student 3 – with bad temper; speak Cantonese all the time Student 4 – less able; bad relationship with student 5 Student 5 – emotional breakdown frequently; intermediate proficiency with the help of parents Student 6 – older than his peers; low proficiency; cannot listen to even simple English instructions Lesson Flow: Assessment: Whole class warm-up exercise -> group work-> pair work -> individual work -> sharing Self Assessment from Students 7 Students are required to tick the self-assessment checklist, which includes the following items: Learning Focus I can read, spell and use the vocabulary taught (types of food) I can use need to give advice I can use fewer, less and more to give advice about the quantities of food. Well Done Ok Work harder The checklist is designed to be simple and concise, so that Ss would be able to check by themselves. Also, the choice of words (even for the poorest area “work harder”) is positive and encouraging. Assessment from Teacher Students’ work, “Three Health Tips to Myself”, would be collected and marked. The marking rubric would be distributed to them beforehand. The focus would be the ability to use “more”, “less”, “fewer” in a grammatically correct way; and that they advice according to the principal of healthy eating. Yet, the difficulty of food vocabulary and the outlook of the advice paper would be not one of the marking areas. Areas to be assessed The use of “more”, “less”, “fewer” is grammatically correct. The advice matches the principal of healthy eating Handwriting is neat and tidy. 3 2 1 Possible Problems and Solutions 1. Weaker Ss may not be able to pronounce the more difficult food 1. T provides words with similar pronunciation for Ss to aid their 8 items. 2. Ss with poorer memory or are weaker may not be able to recall their prior knowledge on the difficult concepts, countable and uncountable nouns. 3. Ss with low attention span may be lost their attention because of their short attention span and the repeated drillings on the key structure. learning (e.g. /steɪk/ for steak and /stɪk/ for stick ; /’let.ɪs/ for lettuce and /noʊ.t̬ ɪs/ for notice ). 2. Asks individual Ss to stand up and pronounce the difficult words. 1. T shows a table with the list of countable and uncountable food items or food groups which Ss have learnt to help Ss recall the meaning of countable and uncountable nouns. 2. T highlights the common feature of countable nouns (plural form). 1. T let Ss engage more by varying the ways to give advice (e.g. refers to the favorite food that individual Ss fill in the first lesson and asks the whole class to give him or her a healthy eating advice) Rationale Behind the Designed Lesson Plan The lesson is designed to prepare the primary 4 students for the new chapter, “healthy eating”. Since this is relatively a weak class, the learning objectives set are detailed, explicit and “crystal clear” (Kumpost, 2009, p. 3) so that the teacher could make sure the students master at least one extra thing at the end of the lesson. Also, the class has low motivation to learn English and very short attention span, so a variety of interesting 9 activities are included in this lesson plan to raise students’ interest and engagement in the classroom. For example, as a warm-up exercise hook, students are asked to move their bodies under the instructions of the teacher, so as they could recap the previous knowledge about directions and be prepared for the lesson. This sets the foundation for the broad directions in designing the lesson for this particular class. For the specific strategies and activities in lesson planning, there are a few modifications made to address the needs of the students of higher proficiency. For instance, in the “Come Out and Stick the Food” activities, after listing the known food vocabulary, the teacher elicits responses from students on a new food group (seafood) as well as some more extra food items on the known food groups (meat, vegetables, fruit) and the countable/ uncountable columns. This is a complex application of the learnt content, as students would have to think critically on the vocabulary they learnt and make use of them in abstract and unfamiliar concepts like the new food group, i.e. seafood. In another activity, “What Do We Need to Eat More/Less/Fewer”, the concept of scaffolding is applied. At the beginning, the teacher provides both two pictures and the sample sentence patterns. Then, the teacher hide one picture and asks students to suggest one food item that they like as substitute. After repeated drillings and when teacher sees that students are more ready, the teacher would hide both food items and the sentence pattern. In this case, students could be stimulated to think of new ideas and extend their creativity. At the same time, students could try to remember the target sentence pattern in their minds. Throughout the activity, the teacher would show pictures on the screen (visual), repeats the sentences and drills them (auditory), along with the warm up activity (kinesthetic), more than one modality is adopted in the lesson to meet the different learning styles of students. As for classroom management and learning environment in particular to the weak students, the two major beliefs are to deal with students based on mutual respect and let students participate in the decision making-process (Nordlund, 2003). On the first lesson, rules are set with consultation of students’ opinion, including some which cater to the huge individual differences in this class, let it be behavioral or language proficiency differences (Heung, 2006). First rule is assigning “expert of the day” (Tomlinson & Imbeau, 2010, p. 125) every lesson, and asks the student to report on the some interesting fact he or she has found on the topic of the lesson (i.e. healthy eating). Students have equal opportunity to assume this role. Second rule is the “question chips” rule (Tomlinson & Imbeau, 2010, p. 124), in which students are given two poker chips at the start of the lesson and they must pay one chip if they need teacher’s assistance. In the “Come Out and Stick the Food” activities and writing the three tips, less able students could use their right to seek help. If they use up all their chips, they may have to ask their peers for help. It is specially designed so that in three out of four groups, there is at least one student of higher proficiency (English helpers, monitor and monitress). “Classmates can be an excellent source of help” (Tomlinson & Imbeau, 2010, 124), so the class could learn to develop collegiality which is 10 beneficial to learning in the long run. Bibliography Heung, V. (2006). Recognizing the Emotional and Behavioral Needs of Ethnic Minority Students in Hong Kong, Preventing School Failure: Alternative Education for Children and Youth, 50 (2), 29-36. Kumpost, J. N. (2009). Understanding the “understands” in KUDS. 1(1),1-3. Retrieved from: http://differentiationcentral.com/examples/UnderstandingKUDs.pdf Nordlund, M. (2003). Differentiated instruction: meeting the educational needs of all students in your classroom. Lanhma, Maryland: Scarecrow Press, Inc. Tomlinson, C.A. & Imbeau, M.B. (2010). Leading and Managing a Differentiated Classroom. Professional Development Series. United States. 11