LING 427 TESOL Internship

Summer 2014
Lesson Plan
Internship teacher: Caroline Chambers

Class: #1 Primary Teachers

Number of learners: 11

Level of learners: mid to high level beginners

Duration of class: 50 min

Date and time of lesson: 8:00 - 8:50

Materials:Conference Brochure, Fable Sequence Cards, Bundle of Sticks text

Overall aim of the lesson: to consolidate material learned about learning styles
to test reading comprehension by reviewing Bundle of Sticks fable

Objectives:
By the end of the lesson, learners will be able to

identify and differentiate between different learning styles

incorporate kinesthetic and interactive activities to test reading comprehension

Stage

Timing

Activity

Procedure

15 mins

Review

Elicit the topic of yesterdays lesson and find out what they remember
about the different learning styles.
On the board, write the numbers 1,2,or 3, and under them auditory, visual,
kinesthetic
Have the Ts take out their notes from yesterdays reflection abut the tasks
theyve experienced, or taught in their own classroom.
Explain that each student will share one task, the other Ts are to call out
1,2, or 3 to identify the type of learning style.

10 mins Reading Line Up Explain to the Ts that they will review what they remember about the fable
through a kinesthetic activity.
Hand out on Fable Sequence card to each T. One T will help with arrange Ts,
then read the fable when all the teachers are ordered.
Explain that they are going to put the story in order by standing in a row
across the front of the room.
Have Ts stand up and place themselves in a row in the order of the story.
The extra teacher will read the story aloud, the other teachers will correct if
necessary.

20 mins

Activate Drama

Have the Ts turn to the Bundle of Sticks text and place the Ts into 2 groups.
Explain that the Ts will work together to create a drama of the story. They
should choose characters - the sons and the father - and act out the
story as a conversation between the sons and the father. (the group of 6
can decide what part the extra character can play, perhaps an interfering
neighbor).
Have different groups come and demonstrate their skit in front of the class.
Make note of any differences between the skits - any missing or additional
information they included.

2014 Briercrest College. Lesson plan created by David Catterick

LING 427 TESOL Internship

Summer 2014
4

5 mins

Conclusion

Point out that even reading comprehension can be interactive and

kinesthetic and that it can incorporate other skills such as writing and
speaking.

Homework: N/A

2014 Briercrest College. Lesson plan created by David Catterick

LING 427 TESOL Internship

Summer 2014
Internship teacher: Caroline Chambers

Date and time of lesson: July 22, 8:00 a.m.

Looking Back
(What went well/not so well and why? What went differently than expected? What were the challenges
you faced and how did you respond? Etc.)
I feel the lesson today went quite well. This hour of the lesson was a consolidation of yesterdays lesson,
and a test of reading comprehension. One of my objectives was for the teachers to identify and
differentiate between the different learning styles, and I feel the students demonstrated that well in the
first exercise. However, their homework yesterday was to write down 3 activities theyve either used in
their own classes, or learned in our classes together, and then each student would share 1 activity so that
together as a class, we could categorize it according to different learning styles. I went over the
instructions till I thought they understood this. However, as I went ahead to elicit those activities today, it
was clear they hadnt understood. I wanted to ask them if they remembered the instructions from
yesterday, because I wanted to find out at which point I had lost them, but then decided that it would
take too much time. I was unable to get an activity from each teacher because some had not understand,
so I just went ahead with the activities that were offered until I could see that they understood the
learning styles.
I was also surprised when they acted out the fables as a way to test reading comprehension. One of the
groups had the sons arguing with the father instead of each other. In fact, in the skit, the older brother
sacrificed his money to help the younger brother. I wanted to use this activity as a loop input activity, but
I saw for myself how well this activity reveals whether or not students understand what they have read.
In this case, they either did not understand the fable, or they did not understand my directions. We did
spend some time discussing this, but I needed to continue with the lesson so I will have to review this
again tomorrow. I feel that this activity was a valuable lesson for me. I believed at the beginning of the
exercise that they had a strong understanding of the fable from yesterdays lesson, but I learned through
the exercise that they did not. I hope I can communicate to the teachers how they actually demonstrated
how well this activity works to test reading comprehension.

Looking Ahead
(What are the key learning points and how will you apply them? How might you do it differently next
time? What skills would you like to develop to teach this sort of class better? Etc.?)

In both this lesson, and the one that was observed by Christina, the recommendation was that I make sure
students understand why they learning what they are learning. In this lesson, this was something I had
emphasized yesterday, and I felt at the beginning of this lesson that even though it was a point I needed in my
evaluation, that repeated emphasis of this point may be patronizing to the teachers. However, I thought
yesterday that they understood the purpose of the homework for today, but as I got into the lesson, it was clear
they hadnt understood at all. I can see that repeatedly checking for comprehension is not a bad thing, but I
need to be prepared to find different ways to check for that. I need to remember to ask them to repeat
instructions back to me, and also to have them tell me the reason for the instructions.

I believe there was also a cultural lesson for me in this lesson that I need to keep in mind for future
teaching situations. I thought that the parable and the moral were easy to understand and I assumed my
students would also find it easy to make the connections once they understood all the words. However,
they struggled with the family and social dynamics of this fable, and talking with the other instructors,
their students did as well. I learned that when Im using stories with cultural and social dynamics, I cant
take for granted that students will come to what I think is an obvious conclusion.

2014 Briercrest College. Lesson plan created by David Catterick