Comparative Grammar Project and Annotated Lesson Plan
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages To Order 5-10 Pages Description/Paper Instructions
Comparative Grammar Project and Annotated Lesson Plan
For this project, students will create and demonstrate a task-based lesson that includes purposeful and appropriate incorporation of SLA theory into the design process. The framework of this project aligns with the Lesson Planning Framework for Effective Instructional. This assessment further aligns with InTASC standards and may be used for program assessment purposes.
You will demonstrate your lesson via peer teaching at the end of the semester and will then be asked to consider your work in a final reflection piece.
The final submission of your Annotated Lesson Plan should include the following (adhere to the format below as you organize your work – a template has been provided for you in assignment direction module):
- INTRODUCTION
Your Name:
Grade/age of students for whom the lesson was developed (Elem, Middle, HS, Adult Higher Ed, Adult Other):
Concentration Domain (ESL, Bilingual Education, Foreign Language – name the language):
Title of the lesson:
Materials and Digital Tools Needed (InTASC 7, 8) – all the materials, resources, and technology needed by the students and teacher in order to engage in this lesson:
Time needed for the lesson:
- LEARNERS & LEARNING ENVIRONMENT
The following four bulleted items should be documented in your plan:
- Language comparison, grammar focus of instruction, and establishment of relevance
Choose a grammatical element in English (or another language), and compare it against a second language of your choosing. Detail similarities and differences in that grammatical element across the two languages as it relates to form, meaning, and usage. Suggestions for doing this include undertaking formal research, interviewing someone fluent in both languages, consulting grammar reference books, or using your own knowledge of the two languages.
Be sure to indicate potential sources of error for learners of the target language, since this element will be the grammatical focus of your lesson plan. Describe how you have witnessed confusion/errors regarding this grammatical element in your own classroom, in the community, and/or how you yourself, as a language learner, have been challenged by it.
- Introductory Statement of Your Language Task
Describe in broad brush the language task you will be focusing on in your lesson and establish relevance by tying your task to the needs/strengths of your students; the cultural/experiential backgrounds of your students; and how you believe this task will be engaging to your students. Specifically, this should not be a literary or cultural task, but should be a relevant communicative task (ex. comparing objects) imbedded within a stated content area instructional task objective (ex. how to safely navigate a chemistry laboratory) if you are a general education teacher with language learning students in your classroom. If you are a second language teacher, you should focus on a real-life communicative task (ex. successful shopping at the grocery store).
The communicative task will include your chosen grammatical element from the introduction (e.g. –er + than, smaller than), which will be taught within the context of the lesson (ex. The beakers are taller than the test tubes – or- The canned pineapple is cheaper than the fresh pineapple). Be sure to include what the students (this is potentially a fictional scenario) already know and don’t know as it relates to both the language task and content area objective. Do not explain how you would explain the grammatical rule to students, as explicit instruction should not dominate your lesson.
- Review of Terminology
As you will be considering the needs of your students through the lens of SLA theory, it is important to measure your understanding of theoretical terminology commonly referenced in second language grammar instruction. You are thus required to define the following in your own words: input, output, enhancement, and structured input, practice, and output/assessment activities.
- Annotation
At the bottom of the LEARNERS & LEARNING ENVIRONMENT section, provide an “annotation” that summarizes the SLA theory that has informed your instructional decisions regarding your choice of grammar focus and/or task/content area instructional objective. Highlight this annotated section in yellow.
- STANDARDS AND OUTCOMES
- Standards: Reference the appropriate link(s) below as you consider standards for your specific lesson plan project:
- If you are/aspire to be a PK12 general education teacher who has/will have ELLs in the classroom (or if you will be a bilingual education teacher), indicate both content area standards and WIDA English Language Development Standards:
- If you aspire to be a PK12 foreign language teacher or work abroad with children as an EFL teacher, chose from the following standards:
- If you have been/aspire to be an EFL/ESL teacher at the adult level, you may use the standards embraced by the specific institution you are employed at or you may use the following standards used in the State of Arizona:
- Outcomes :Student outcomes should be stated using statements such as: “Students will be able to…” followed by a list of the outcomes written using action verbs that can be observed and/or measured. Use action verbs such as “identify,” “describe,” “compare/contrast,” “apply,” “summarize,” etc. Verbs such as “learn,” “understand,” or “know” might not be adequate because they are not observable or easily measured. For example, an outcome written as “Students will understand the life cycle of a frog” becomes an observable and measureable outcome if written as, “Students will describe the life cycle of a frog in the correct sequence” or “Students will draw the life cycle of a frog in the correct sequence.”
List the specific student outcomes that will be met as a result of instructional activities in this plan. There should be at least two outcomes, one specific to the grammar focus and another specific to the task-based focus.
- INSTRUCTIONAL PRACTICE
- Engaging Students, Activating Prior Knowledge, and Setting Lesson Goals: Drawing on your thinking and planning, describe how you will begin the lesson in a way that interests and engages the students and gets them excited about the lesson. Briefly describe how you will activate your students’ prior knowledge and how you will help them make connections to their world beyond the classroom.
- Instructional Procedure: Engaging Students in Actively Constructing Deep Understanding Incorporating Structured Input Activities (9 points)
The following should be documented in your plan under Instructional Procedure:
- Structured Input Activity
Design a Structured Input Activity appropriate to your lesson. This activity must make the grammatical element salient to the learner and must follow principles discussed in class.
- Structured Practice Activity
You must design a Practice Activity appropriate your lesson. This activity must provide the learner with an opportunity to practice the grammatical element without having to actually produce the grammatical element and should adhere to the principles discussed in class.
- Output/Assessment Activity
You must design an Output/Assessment Activity that fits the context of your lesson. This activity must provide an opportunity to “check understanding” via production of the form in some way. It should follow the principles discussed in class.
***Annotate this section (For all the three activities you have designed respectively in Section D) by aligning your instructional design choices with appropriate SLA theory. Highlight this annotation in yellow.
- Closure—Students Summarizing and Synthesizing Their Learning:
Describe how you will help your students summarize/synthesize the task and how you will connect the lesson to the next and/or future lessons.
***
*** Annotations: All annotated material will be scored according to the following (1 point):
- Annotation indicates understanding of referenced SLA theory
- Instructional decision is appropriately informed by referenced SLA theory
Dates to mark in your calendar
06/12: Lesson Plan Draft is due – post it on Canvas discussion board
06/16: Peer Review
06/20: Final Lesson Plan Due on Canvas
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. The can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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