Grammar Learning Fun Lesson Plan: Research Paper

Length: 6 pages Sources: 5 Subject: Teaching Type: Research Paper Paper: #93662453 Related Topics: Classroom Observation, Listening Skills, Second Language Acquisition, Non Verbal
Excerpt from Research Paper :

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.


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

Day 1:

Use the Formative Checklist to note observations of correct pronunciation, appropriate communication with peers and adults, and following verbal directions. Note students who have difficulty and offer feedback and help.

Day 2:

Use the Formative Checklist to note observations of interaction with peers and adults, following directions, and listening skills. Use the student's labeled noun papers to assess the student's comprehension of the concept of a noun.

Use the Formative Assessment Checklist to assess pronunciation, as each student takes turns calling out the nouns for Bingo. Use this checklist to take notes on the student's listening, responding, and comprehension.

Day 3:

Use the Formative Assessment Checklist to note the student's ability to stay alert while listening, the student's ability to follow verbal directions, and the student's comprehension and recognition of nouns.

For further assessment of comprehension of nouns, use the formative assessment by checking the words circled on the lyric sheet and listening to the answers from the questions about the song.

Day 4:

Use the list of 20 nouns the student creates as a formative assessment to assess further the grasp of the concept of nouns. Use the Song Questions sheet to determine the student's understanding of his/her song. Check the student's understanding, ability to follow verbal directions, and ability to stay alert while listening, by having students follow directions to rephrase a line from their songs.

Day 5:

Observe the student's ability to follow verbal directions and ability to interact with peers and adults, using the Formative Assessment Checklist.

Appendix A: Formative Assessment Checklist

Student Formative Assessment Checklist





Able to answer questions about the main idea and details from a presentation in the target language

Verbal (target language) and nonverbal communication is understandable/appropriate

Takes part in discussions with peers in the target language

Follows a series of verbal directions given in the target language

Responds in the target language by rephrasing accurately what s/he hears

Demonstrates alert listening by accurately repeating in the target language what is said

Pronounces words in the target language correctly and clearly in class

Appendix B: Song Questions Sheet

Questions for Song Activity

1. What is the title of the song you played?

2. Who wrote the lyrics to the song?

3. Who sings this song?

4. What is the main idea of the song?

5. How do you think the writer of the song wants you to respond to…

Cite this Document:

"Grammar Learning Fun Lesson Plan " (2010, August 09) Retrieved December 3, 2022, from

"Grammar Learning Fun Lesson Plan " 09 August 2010. Web.3 December. 2022. <>

"Grammar Learning Fun Lesson Plan ", 09 August 2010, Accessed.3 December. 2022,

Related Documents
Lesson Plan Critique and Feedback
Words: 1346 Length: 4 Pages Topic: Teaching Paper #: 17224534

Lesson Plan Critique -- Parts of Speech (3rd grade) Lesson Plan -- Parts of Speech Thank you for sharing your lesson plan with me. I enjoyed reviewing the plan and visualizing the lesson being taught in your enthusiastic classroom of third graders. I have provided an overall summary of what I see as the strengths and weaknesses of the lesson plan. I have also given specific suggestions about ways to change out

Lesson Plan for Professional Development Teaching Plan/Objective:
Words: 1765 Length: 6 Pages Topic: Teaching Paper #: 44864177

Lesson Plan for Professional Development Teaching Plan/Objective: Service Learning Plan for Elder Services (Professional Development Module) Elders as Resources programs address a number of the social, psychological and cognitive needs of students in five major areas of development: Realistic Portrayal of Adults- Students understand that older adults have as varied a background as they do -- different personalities, ethnic heritage, culture, etc. By providing direct experience with older adults, stereotypes are avoided that

Education Pedagogy Lesson Plan Title of the
Words: 3214 Length: 10 Pages Topic: Teaching Paper #: 97344943

Education Pedagogy Lesson Plan Title of the lesson plan: Integrating English as a second language with food recipe lessons Class Level: Intermediate or advanced Age Level: Teen-agers to adults Location / country/city/region: Estimated Time of the Lesson: 75 minutes Number of Students: effective for small group activity -- 10-15 or less The students should understand the format used in making simple recipe. The students should be capable to reading and following the directions used in making a

Curriculum Review Lesson Plans
Words: 2042 Length: 7 Pages Topic: Education Paper #: 27061697

Lesson Plans Introduction Lesson plans ought to be designed as per the level of the targeted learner's skills and capabilities. Also, a lesson plan must seek to achieve the standards and goals set but the school, the state, or federal authorities. For a lesson plan to be not just successful but also effective, it must be designed to suit the resources available. Alternatively, a lesson plan should not be designed to utilize

Why Active Learning is Important in Schools
Words: 2521 Length: 10 Pages Topic: Education Paper #: 44689587

Early Childhood Special Education and English Second Language Capstone Proposal As Tomlinson (2010) points out in "Notes from an Accidental Teacher," a "zeal for learning" is one of the five elements and practices that make up effective teaching (p. 22). This element has the most significance for me because I count it as the most essential aspect of what it means to be able to teach -- one must be eager

Computer Assisted Writing Learning: Applied
Words: 6823 Length: 20 Pages Topic: Communication - Language Paper #: 52847352

" Shin (2006) Shin also states that the CMC literature "illustrates shifts of focus to different layers of context." Early on, research relating to CMC in language learning and teaching looked at the linguistic content of CMC text to examine how language learners could improve certain communication functions and learn linguistic figures through CMC activities (Blake, 2000; Chun, 1994; Kern, 1995; Ortega, 1997; Pellettieri, 2000; Smith 2000, Sotlillo, 2000; Toyoda