Candidate for a teaching position

Three topics are highlighted in the lecture. The first standard, writing, is focused on a book that offers guidance on how to write views and how to connect them using linking words. The Grade 2 Writing (Kumon Writing Workbooks) text offers some insight into how various kinds of vocabulary are written. In order to compose opinion pieces, the students will put concepts from the text to use. They will also use linking words to connect the opinions. The second standard, reading, focuses on ways in which learners can recount the overall structure of stories by describing a story from its introduction to conclusion. The last standard, listening and speaking, focuses on the description of major ideas of a story and being able to present the information orally.

Classroom and student factors:

The classroom environment will be conducive and flexible. The flexibility is important in promoting association among the students. The presentation of ideas in the class will also vary ranging from visual, auditory, and kinesthetic. Collaboration is key among the students to ensure that all students benefit.

National / State Learning Standards:

Writing

Text types and Purposes: CCSS.ELA-LITERACY.W.2.1

Reading

Craft and Structure: CCSS.ELA-LITERACY.RL.2.5

Listening and Speaking

Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.2.2

Specific learning target(s) / objectives:

Students will be able to use writing as a tool to express his or her thoughts and ideas. Students will be able to use different linking words to connect different ideas (CCSS.ELA-LITERACY.W.2.1)

. Students will be able to recount the overall structures of essays by showing their ability to describe every detail starting from the introduction to the conclusion (CCSS.ELA-LITERACY.RL.2.5). Students will be able to describe all main ideas of any story they read and present the information loudly (CCSS.ELA-LITERACY.SL.2.2).

Teaching notes:

The first part of the lesson will require reading as story out aloud from the book (CCSS.ELA-LITERACY.RL.2.5).

The second part of the lesson will require the learning of various connecting words and writing them down (CCSS.ELA-LITERACY.W.2.1).

The third part of the lesson is practice whereby students will use the connecting words to join different ideas from the story They will describe every major idea in the story (CCSS.ELA-LITERACY.SL.2.2).

The last part of the lesson will require joint collaboration of the students in the completion of an assignment.

Agenda:

The lesson will be introduced through introducing the lesson. It will take approximately 5 minutes. The second part will be reading a story, learning connecting words, and ways to use the connecting words to connect different ideas from the story. It will take approximately 30 minutes. The learning and teaching activities will include group work and use of presentations. The closure of the lesson will involve summarizing the lesson and proving an assignment for the students. It will take approximately 5 minutes.

Formative assessment:

Formative assessments will occur through:

Visual display of connecting words

Interactive class discussions on ways of getting and connecting ideas from a text

Teacher asking the students to identify various connecting words

Teacher monitoring of the participation of students in the discussions

Academic Language:

Key vocabulary:

Use of connecting terms such as and, between, or, therefore, furthermore, and additionally among others.

Function:

The purpose of the academic language used, in particular, use the connecting words is to instill the skill of connecting different ideas.

Form:

The organization of the language will involve the writing of different connecting words The use of presentations will aid the students to master these terms and use them to connect ideas from the story in the book.

Instructional Materials, Equipment and Technology:

Laptop, manila paper, projector, marker, textbook, exercise books, and pen

Grouping:

The students will be divided into random groups of four and will cooperate in doing assigned tasks.

II. Instruction

A. Opening

Prior knowledge connection:

The previous lessons in grade one presented the students with information on presentation of knowledge through writing and this has a connection with the current lesson that will provide them with the opportunity to connect different ideas using connecting words.

Anticipatory set:

The lesson is meaningful to the lives of students as they will be able to understand how to connect different ideologies and ways in which they can use the words to join the ideas.

B. Learning and Teaching Activities (Teaching and Guided Practice):

I Do

Students Do

Differentiation

Active Learning-Allowing students to talk and respond to questions directed to them. It involves making the class a friendly environment where students can freely converse about the lesson.

Cooperative Learning- Allowing students to assist one another in connecting different ideas.

Integrating technology- Using presentations to show the connecting words.

Discussion- Dividing the students into groups where they can engage in discussions about the lesson freely.

The students will be actively involved during the lesson through answering questions and rewriting some of the connecting words.

The students will assist each other to identify other connecting words.

The students will focus on the presentations and master the words then asked to rewrite them in their books.

The students will actively engage in group discussions to connect ideas using the connecting words.

The teacher will request some of the students who barely participate in class to answer questions and then they will be rewarded with presents.

The fast learners will be requested to assist some of the academically challenged students to ensure that the whole class benefits,

Students with eye problems will be considered in that they will be moved into suitable positions where they can follow the lessons proceedings well from the presentations.

The groups will consist of proper balancing such that the academically challenged students are put with the good performers to ensure that they are assisted accordingly.

III. ASSESSMENT

Summative Assessment:

The summative assessment of the students’ learning will be through observation. Observation is ideal as the teacher will monitor progress in the students’ writing skills and correct them where necessary.

Differentiation:

Observation allows a teacher to identify the academically, behaviorally, and motivationally challenged students and come up with better ideas to assist such students. The teacher will monitor the progress of such students and provide help if needed.

Closure:

The students will share what they have learned in the lesson through writing and using some of the connecting words. Some of the questions asked to begin the closure conversation include: What have your learned today? Can you identify the major ideas in any story? Can you describe every aspect of a story after reading it?

The students will confirm the transfer of the learning objectives outside the class through identifying different connecting terms and using them in their conversations.

Homework:

One homework task is to ask the students to write five new connecting words. The homework is skill-practice-based as the students will be forced to identify terms they believe are new to them and this is key in supporting the learning objective through expressing new ideas in writing form.