Lesson Plan for Pre-School English Learners Annotated Lesson Plan

Objective of this project is to develop a lesson plan for pre-school English learners using the annotated lesson plan. The paper uses the SIOP model to teach children English language because young children have not yet developmentally ready to learn abstract concepts. Moreover, children are not yet ready to listen to teachers for a long time or carry out a paper and pencil task. In the early school year, the teachers need to engage children to talk about topic of interests, capitalize on their curiosity, singing songs, exploring new things and playing with materials. Thus, pre-school English learners should be taught to use and practice with new words, talking with peers in fantasy and real way. A teacher intending to use a SIOP model should use supplementary materials to teach young learners rather than relying on paper and pencil tasks. The visual and model are very important to demonstrate what is being taught in English. Using SIOP model, this study uses Feeling Book to assist children to learn different concepts related to their feelings, which include happy, afraid, excited, and sad. The Feeling Book is used to show children the English concepts.

SIOP LESSON PLAN

Class Level: Pre-K

Class Periods: 40 Minutes

Subject: English (Emotions)

Feeling Book

Content Objective:

Identification of emotions such as happy, afraid and excited

Language Objectives:

Discussing method to express emotions in a healthy way

Key Vocabulary:

Emotion, Feeling, afraid, excited

Materials:

Pencils, pictures of man's facial expressions, squares, mirror, card stock paper, squares, marker

SIOP Features:

Integration of Processes

X Reading

X Writing

X Speaking

X Listening

Application

X Hands-on

X Meaningful

X Linked to objectives

X Promotes engagement

Assessment

X Individual

X Group

X Written

X Oral

Preparation

X Adaptation of content

X Links to background

X Links to past learning

X Strategies incorporated

Scaffolding

X Modeling

X Guided practice

X Independent practice

X Comprehensible input

Grouping Options

X Whole class

X Small groups

X Partners

X Independent

Resources:

Building Background:

Whole Class

The teacher should read the language and content objectives, and in the class, the teacher should ask children whether they feel sad or feel happy. Then, she introduces the word happy, afraid or excited, and provides a personal example to use the words, like "I feel excited when I go to London." The goal is to get the ideas and words introduced to children. If the meaning of emotion, such as happy is unclear to children, the right thing for the teacher to do is to show the picture to the children. Thus, the teacher concludes by singing a song such as "If you are happy, and you know clap your hand, raise your hand, tap your feet and so on." "

Presentation:

Small Group

The teacher asks the children to draw a picture in order to create a Feeling Book to illustrate emotion. The children should draw faces to present a feeling on the cards, and the Feeling Book should consist of between 4 and 5 card stock pages having a blank circle, which represents a page. The teacher starts by showing a sample picture of a Feeling Book to children, then asks each of the child, "What is a feeling that you have sometimes?"

A child may respond with a word like excited. Then, the teacher should ask the child to draw the emotion that the child named. If the child is unable to think of an appropriate visual representation that corresponds his feeling, the teacher should show the child a picture of happy facial expression. Alternatively, the teacher can hold a mirror to the child face and tell him to make a happy face. When the child completes his drawing, the teacher should ask "What feeling is this?" They reply the teacher "excited." Then, the teacher asks the child to write the word under the face that labels emotion.

Thereafter, the teacher discusses and shows the children healthy ways to express emotions. For example, she asks "What will you do when you are excited or angry?," and they discuss the methods of expressing anger in a healthy way.

Practice & Application:

When the child has finished his 4 or 5 drawing expressions on the cards, the teacher should take each drawing, and begin asking the child, "How do you feel ... " (happy, sad, afraid and...

However, the teacher should encourage each child to answer by using a complete sentence. The teacher should provide example for the child, Sometimes I feel (nervous, happy, sad) when ..."
Review & Assessment:

The teacher should staple all the cards together to form a "Feeling Book." She should review each of the feeling in the card with each child, and use the key words throughout the lesson repeatedly.

Afterwards, the teacher should assess the children's understanding of the key concepts and vocabularies by discussing with them using their Feeling Books. Throughout that day, the teacher should use opportunities to reinforce the children understanding of the contents and vocabularies. For example, when the teacher notices that children have conflict when playing with a toy, the teacher should ask "How do you feel?" Which reveals their understanding of how they are able to express their feelings in a healthy way. If a child says "I do not like him sitting so close." The teacher should praise him for using the words to express his feelings rather than pushing the other child.

Extension Activities

The Feelings Book can be used to teach preschool children the oral language practice in a number of way. As a follow up to this lesson, the teacher should ask parents to make their children explaining the contents to them using the words, which express their feelings. Moreover, when in class, the teacher should ask the children to retell their feelings, and when feeling certain emotion and so on. The children can also be encouraged to work with partners or their teacher by sharing their books in a small group. In the class, the teacher may review their work by asking "Who has a drawing of happy (excited, sad, angry)?" By respond, the children show their corresponding drawing

Section II: Lesson Plan Commentary

Evaluation of SIOP model in teaching young learners reveals that the model is an effective method to teach language practice. Typically, the model assists little children to have opportunities in learning writing, reading, listening and speaking English concepts. Raudenbush, (2009) identifies the importance of providing young children with high quality education. One aspect of early education is to ensure that children are offered the opportunity of language practice that include writing, reading, listening and speaking. The SIOP model is an effective teaching method that makes language understandable to children. For example, the use of teaching materials assists children to understand English concepts better than when teaching materials are not provided. (Echevarria, Short, Carla Peterson, 2001).

Additionally, the SIOP model assists children to develop oral language effectively. Since oral language is a proven language development for little children, the SIOP model provides children with a chance of using oral language. (Echevarria, Vogt, and Short. 2004). The model also assists in linking children experience with concepts thereby assisting children developing interest in English concepts. Typically, the teaching model assists teachers to share experiences, and ideas. For example, some children may understand that transportation involves cars, trains, and trucks while some children may understand that kitchen contain spoon, frying pan, cooking gas and pot. The model assists in developing positive teacher-children relationship since teachers are able to show genuine interest in children during the school day. "The most striking feature of the SIOP model is that both content concepts and academic language are systematically and consistently taught simultaneously." (Grey, 2013 p 2). The model also assists children to develop vocabulary since vocabulary development is very critical for children language development.

Despite the benefits of SIOP model for young English learner, the model is challenging in teaching children having challenges in expressing words. Some children may outspoken in class while some children are very timid in expressing themselves in class. Despite this shortcomings, SIOP model has improved my lesson plan skills, however, I still like to work on the strategy to encourage timid children participating in class effectively similar non-timid children. Overcoming this barrier will make the SIOP model to be more effective in teaching young English learners.

Conclusion

The project provides a lesson plan for young learners of English using the SIOP model. Evaluation of the SIOP model reveals that it is an effective teaching method for young English learners since it combines materials and pictures to assist children understanding the English concepts and vocabularies.

Reference

Echevarria, J., M. E. Vogt, and D. Short. (2004). Making the Content Comprehensible to English Learners: The SIOP Model. Boston, MA: Allyn & Bacon.

Echevarria, J. A. Short, D.J. Carla Peterson, C. (2001). Using THE SIOP MODEL with Pre-K and Kindergarten English Learners (SIOP Series) 1st Edition. Pearson Education.

Grey, P. (2013). Book Review --Making the Content Comprehensible for the English Learners, SIOP Model. Acta Didactica Norge. 6(22):

Raudenbush, S. (2008). The Brown legacy and the O'Connor challenge: Transforming schools in the image of children's potential. Educational Researcher. 38(3) 169-180

Richard-Amato, P. A. (2010). Making It to Happen: From Participatory to Interactive Language Teaching - Evolving Theory and Practice. Pearson Education.