Grammar Learning Fun Lesson Plan:

Grammar Learning Fun

LESSON PLAN: GRAMMAR LEARNING FUN FOR ELL STUDENTS

The following lesson plan is intended for 6th grade ELL students. The lesson is designed to help students identify parts of speech, specifically referring to the identification of nouns. Through a game playing and interactive strategy, students will use Bingo and song lyrics to correctly identify nouns. The teacher is provided with complete assessment criteria to assess each student's progress on a daily basis.

Lesson Plan: Grammar Learning Fun for ELL Students

Thomas, I will include the narrative portion of this tomorrow, though the following is the entire lesson plan and incorporates all the elements in the instructions ( I need to reference these items to sources, which will come in a reference/bibliography page).

Thanks

Lesson Plan: Grammar Learning Fun for ELL Students

Target Grade Level: 6th Grade

Time Frame: On Class Period for One Full Week

Lesson Plan Overview

In this activity, ELL middle school students will learn about nouns, verbs, and adjectives in the target (English) language. The students will spend time orally demonstrating knowledge of the patterns and rules governing using these words in oral language, as well as in written work. Each day, the focus will be on a certain part of speech. Students complete a small project at the end of each class period to demonstrate their listening ability and their comprehension of the concepts through the target language. A formative assessment checklist is kept on each student throughout the week and shared with students to show them areas that need improvement or are sufficient.

Objectives

Teacher Will:

Supervise and implement the lesson plan.

Help students with any language difficulties in understanding instructions.

Facilitate successful outcomes for the students.

Use fun as a way to reinforce learning.

Empower ELL students to use English.

Bridge knowledge gap between what students currently understand about grammar (nouns) use in English and the goals of the lesson plan through introducing grammar concepts as given in this lesson plan.

Students Will:

Comprehend and interpret the main ideas and details from television, movies, videos, radio, or live presentations produced in the target language.

Use appropriate verbal and nonverbal communication for daily activities with peers and adults.

Follow verbal directions.

Paraphrase information.

Stay alert while listening.

Will know patterns and rules found in the English language (for example, grammar usage, word pronunciation).

Materials Needed

Materials

Day 1

-Grammar textbook

-Flip chart/flip chart paper

-Bingo Noun cards (See Attached Files)

-Bingo Markers

-Formative Assessment Checklists (Attached files)

Day 2

-Bingo Cards for each student

- Formative Assessment Checklists

-Prizes (Optional)

Day 3

- Song Questions sheets (see Attached Files)

-Tape / CD player

-Recorded song

-Lyrics to song for each student

Day 4

-Chalkboard

-Tape/CD player

-Formative Assessment Checklist for each student

-Song Questions sheet for each student (see Attached Files)

Day 5

-Chalkboard

Prior Knowledge the Students Must Have

The ELL student will have some proficiency of the English language in reading, writing, and oral usage.

Preparation

Day 1:

1. Have the definition of a noun written out on a flip chart or flip chart paper.

2. Have Bingo cards ready (one for each student).

3. Duplicate the Formative Assessment Checklist. This will be used throughout the unit.

Day 2:

1 Have flip chart ready with the definition of a noun written on it (with missing words for students to fill in).

2. Have it displayed.

3. Have the Bingo cards and markers ready to hand out to students.

Day 3:

1. Have a song ready for students to listen to. Try to pick a song that students will recognize.

2. Have a copy of the lyrics for each student.

Day 4:

1. Have the Formative Checklist Assessment sheet for every student ready for recording.

2. Have the Song Question sheet ready. Have the tape player ready.

3. Make sure that your chalkboard has an empty space, where the student's nouns can be written.

Day 5:

1. Make a sheet for each student to identify nouns. Make sure that you have enough space on your board to write the nouns as they are identified.

Procedure and Methods:

Prior to beginning this week's lessons, make sure all materials and resources are ready.

Day 1:

1. Tell students that they are going to participate in a one week unit about English language patterns as well as their own listening skills.

2. Give a copy of the Formative Student Assessment Checklist to each student and ask him or her to put his name on it. Go over the expected behaviors/outcomes with students and explain that you will be noting these on the sheet as the unit progresses.

3. Now, show the definition of a noun, that you have prepared on the flip chart. Have the students listen as you read the definition to them.

4. Call out a word (use the nouns from the diagnostic in the list), call on a student, and have the student tell you if the word is a noun. Then, have the student use the noun in a sentence. Repeat this process until each student has had a turn.

5. Give each student a Noun Bingo card. Instruct students to draw a picture for each word given on the card. Tell them they may use pencil or pen and each picture must be confined within the box on the card. Students should put their names on the backs of the cards.

6. Ask a specific student(s) to repeat the directions back to you so as to check if he was alert while listening. Note on that student's Formative Assessment Checklist. Allow students to work.

7. Collect Bingo cards.

(For each formative assessment mentioned in Day 1's procedures, see the assessment section of this lesson for the criteria.)

Day 2:

1. Show students the definition of a noun that contains missing words. Call on students to help fill in the missing words.

2. Have students write 10 nouns on their papers. Have students exchange papers.

3. Have the students write person, place, thing, or idea beside each noun. If they feel that a word is not a noun, have them indicate that by writing "not a noun" beside the word. Tell students to write their names and the name of the person who made the noun list.

4. Before collecting the papers, discuss and go over the lists. Ask a specific student(s) to read his list aloud so as to check for pronunciation. Note on that student's Formative Assessment Checklist.

5. Give back the Noun Bingo cards from yesterday and allow students to finish drawing their pictures.

6. Collect the cards and shuffle. Pass out Bingo cards and markers. Students should not have their own cards.

7. Tell students that you are going to call out nouns and that they should put a marker on any words you say, that they see on their card. Tell them how many words and in what order they must be (horizontal, vertical, or diagonal). Ask a specific student(s) to explain the directions back to you so as to check for paraphrasing. Also, teach students the appropriate way to communicate that they think they've won. Go over the appropriate behaviors if they don't win. Ask a student to paraphrase what you just said and explain to the class how to behave when winning or losing.

8. As students are marking words, take notes on the student Formative Assessment Checklist.

9. Award a small prize to the winners of each game. (Optional)

(For each formative assessment mentioned in Day 2's procedures, see the assessment section of this lesson for the criteria.)

Day 3:

1. Instruct each student to write a sentence in the target language. It should contain at least 7 words. Tell them that they may use their grammar books to help them. Tell them to label all the nouns in their sentences.

2. Walk around and check the sentences. Give positive/corrective feedback to each student concerning the noun usage. Call on specific students to read their sentences aloud so as to check for pronunciation and recognizing verbal cues.

3. Now, explain that you are going to play a song and the students need to listen to the words in the song. Students should be listening for nouns, as well as, the main idea of the song.

4. Play the song.

5. Use the student Formative Assessment Checklist to take notes on students as they listen to the song. (See Assessment section for criteria.)

6. Ask the students to share any nouns that they heard in the song.

7. Now, hand out the lyrics to the song. Tell the students to circle all the nouns on the lyric sheet.

8. Call on students to share the words that they circled. Listen for pronunciation. Give verbal corrective/positive feedback on the correctness of their noun usage.

9. Use the Song Questions sheet and ask the students to answer the questions. Questions may be read aloud by you or students. Allow different students to answer and others to contribute their ideas. Discuss what main idea means and what details mean.

10. Tell students to be thinking of a song that they would like to use for tomorrow's assignment. Tell them that they must bring the tape and the lyrics of the song with them. They need to pick a song that has at least 20 nouns in it and it must be appropriate for school. They will be formatively assessed on this assignment. They'll have 10 minutes to work on it during class tomorrow.

(For each formative assessment mentioned in Day 3's procedures, see the assessment section of this lesson for the criteria.)

Day 4:

1. Give students about 10 minutes to get their songs ready. (If time is an issue, students may play just a portion of their songs, however, make sure to play enough of the song so as to be able to answer the questions.)Have them write the nouns on a paper to turn in.

2. While they work, go around and check the songs for appropriateness. Take the tapes and make sure they are cued. Get the student Formative Assessment Checklists ready.

(Depending upon your class size, you may want to give your students more time, as well as yourself.)

3. Call on students one at a time. Write the student's 20 nouns on the board. Instruct the other students to listen and make sure that the nouns are in the song, when it's played.

4. After the song has been played, discuss the nouns.

5. Now, orally ask the student the questions from the Song Question sheet. If the student doesn't know, then he may ask his classmates for help. Note students that are having difficulty picking out the main idea of the song or the details that support it. You will need to remind students that you did this same thing in class yesterday.

6. Continue this process until all the students have presented their songs. Listen for pronunciation and rephrasing.(For each formative assessment mentioned in Day 4's procedures, see the assessment section of this lesson for the criteria.)

Day 5:

1. Call on a student to tell you the definition of a noun.

2. Now, write 4 categories on the board (person, place, thing, and idea).

3. Call on students to go to the board and write a word under each category. Allow students to use their lists from yesterday. Have all the students take a turn doing this. Check to make sure that students respond appropriately to your verbal/nonverbal cues.

4. After all students have been to the board, have students raise their hands and tell you any words that they disagree with. Work until every word in each of the categories is correct.

Assessment:

NOTE: Use the Formative Student Checklist everyday to assess and mark individual students.