Instructional Plan Title

A grade five Ela core standard on vocabulary acquisition and appropriate application will assist kids in reading, writing, listening, speaking, and using effective language in a variety of circumstances, so boosting literacy among them and assisting them in catching up with their peers.

Nine fifth graders in the class will require one-on-one tutoring in order to catch up with their colleagues who are two grades above them. The readiness of students to learn and understand the vocabularies and how to use them and relate them with classroom objects.

National / State Learning Standards:

The new vocabularies will effectively enhance communicate in proper English for the learners which is appropriate for grade five students who have found challenge in keeping up with their peers hence enabling them to communicate effectively as well as add more vocabularies which is important in knowledge acquisition.

Specific learning target(s) / objectives:

As the lesson comes into conclusion, the students should be able to frequently communicate, read and write in English the learnt vocabularies.

Secondly, the children are required to should be able to use the vocabularies to make setences.

Teaching notes:

The fifth grade storybooks and language and arts books are to be used to aid the teachings. Example of this book is ‘how to pronounce words and use them’ by EmbedPlus.

Audio tapes will be used to help the students learn how to listen on how to pronounce the words and when to use the words in setences.

Teaching videos will be used to help in the non-verbal communication of the students.

Agenda:

To introduce the lesson, the teacher will read from storybooks slowly for the students to get the words correctly. The teacher will further ask every student to identify new words in the story after which each identified word will be explained.

Formative assessment:

The teacher will use oral assessment and written assignments to gauge whether the teaching and learning objectives have been achieved.

Academic Language:

Key vocabulary:

Guardian who are the people taking care of them.

Beverage so that they can be able to order a drink on themselves.

Resume helping them understand when to continue with what they were doing.

Function:

The terms will enable the students to understand the numerous English words which will help them understand the language better.

Form:

The language structure will flow from simple to complex and from the known to unknown terms which will, in turn, enable the students to build on the already existing knowledge.

Instructional Materials, Equipment and Technology:

Pictures showing some of the words that are being taught such as animals, music instruments, and machines. This will give them pictorial images on their brains so as not to be confused.

Audio tapes will be used to aid their listening capabilities. Audios will constantly be replayed for them to grasp what the voice is saying and internalize the information.

Students will finally be introduced to video recordings that will help them to understand the non-verbal communication between them. This may be done on power point.

Grouping:

The students will be grouped into three groups constituting of three students in each group. This grouping will enhance a fast catch up to their peers by having them help one another. Groups will also lead to a competitive spirit which will in turn cause a faster understanding.

II. Instruction

A. Opening

Prior knowledge connection:

Referring to the previously studied lessons, the basic words are to be introduced to help these students understand more on the words that they are taught at the moment.

Anticipatory set:

The lesson will enable the students to communicate easily with other people. Frequent conversations will help them nature their abilities more on the interactions with other people.

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

I Do

Students Do

Differentiation

1 The teacher will introduce the vocabularies and materials to be used in the lesson.

2 The teacher will find out what the students already know in their prior lessons.

3 The teacher will provide detailed information regarding ela to these students

4 The teacher will use the picture and group students in pairs to increase their understanding on the topic.

5 The teacher will finally engage students by asking a question regarding the topic to determine students understanding of the concept.

1 The students will observe and listen to the meaning of the vocabularies.

2 The students will explain and mention some of the words that they have learned.

3 The students will listen carefully and repeat after the teacher when it is necessary

4 The students will observe the pictures and listen to the audio to determine factors that relate to the topic.

5 The students will answer the teacher’s questions based on their understanding of the topic taught.

The teacher will use accommodation strategy to ensure the needy students also understand the concept by grouping the students based on their learning ability.

Secondly, the teacher will use visual materials such as the picture to bring about a clear understanding of the concept.

Audios and videos are to be projected to enhance faster learning.

III. ASSESSMENT

Summative Assessment:

To understand what the students have grasped, their discussion must be evaluated. So as to know whether the students have understood, oral questions must be presented. Based on how the students’ perform on their homework task, the teacher can establish the students that have understood the concept.

Differentiation:

The academically needy students will also be assessed based on their performances in the groups’ activity as well as their homework which is individual in nature.

Closure:

The first instance is that the students should have some discussions regarding the pictures in the classroom which will provide them with an opportunity to share what they have learned as well as learn from others (Llewellyn, D. (2013). Lastly, the students will read and write essays that will test their understanding.

Homework:

Students should be able to state and explain some of the words that will be taught in the classroom. They should also write some essays to test their understanding. By doing this, the students will be applying the learned knowledge into their day to day situations.

Rationale

Incorporation technology such as videos and audios will aid in creating a lesson plan for students in the ela class. It is important for them to use reading books but in order to catch up with their peers, an aggressive and modern method must to be used so as to accomplish the expected purpose in a given time (Dana, N. F., & Yendol-Hoppey, D. (2014). This is a study that helps the students to learn from the known things to the unknown and understanding them clearly by familiarizing them to the preferred topic. Using the storybooks and audios, teachers get to work in the schedule that is given as the three sections of lesson plan were being created. Throughout the lessons, there are assessments which occur randomly that will be able to gauge the students on their understandings which will have greatly increased the teaching and learning objectives of the teacher. By doing this, the teacher will have an estimation on how much the students have understood regarding the chosen topic. According to the lesson plan created, the core thing that should be taken care of is the allocated time and how much these students have understood (Llewellyn, D. (2013). This helps the main objective to be accomplished and therefore, there is no time that is supposed to be lost during the learning. The homework given to these students will have a great influence on the estimation of either the students have understood or if they need more clarification on the topic.

References

Dana, N. F., & Yendol-Hoppey, D. (2014). The reflective educator's guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry. Corwin Press.

Sharples, M., Scanlon, E., Ainsworth, S., Anastopoulou, S., Collins, T., Crook, C., ... & O’Malley, C. (2015). Personal inquiry: Orchestrating science investigations within and beyond the classroom. Journal of the Learning Sciences, 24(2), 308-341.

Llewellyn, D. (2013). Inquire within. Corwin Press.