Original Instruction Plan _clothing

CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO
COLLEGE OF EDUCATION

Masters of Arts in Education

Teaching English to Speakers of Other Languages
Instructional Plan: Clothing

Level: Beginning low; EFL college

Time frame: 2 hours

Performance Objectives:
Content Objective:
Students will be able to identify common clothing items

Language Objective:
Students will learn the ways to compliment clothes in English

Learning Objective:
Students will learn how to act our a role-play

CASAS standard:
0.1.4 Understand or use appropriate language in general social situations (e.g., to greet, introduce, thank, apologize)
1.2.9 Identify common articles and clothing

Material:
Textbook: Oxford Picture Dictionary (OPD) second edition
Work Sheet 1: learn vocabulary
Focus Sheet 2: Ways to compliment clothes
Work Sheet 2: Describe a hot
Focus Sheet 3: dialog template
Work Sheet 3: Create your own dialog.

Content Vocabulary:
shirt, jeans, dress, T-shirt, baseball cap, socks, athletic shoes, tie, blouse, handbag, skirt, suit, slack, shoes, sweater

Warm-Up:
The teacher asks the following questions.
(1)Do you often do shopping?
(2)What do you often buy if you do shopping?
(3) If there is something wrong with the thing you have bought, what will you do?
(4)What words have you learned about clothes?
coat, jacket, shirt, overcoat…
(5)What color do you like best if you buy a blouse?
A gray one, red one, blue one, black or yellow ones

Task Chain 1: Listen and point
1.The teacher will ask students to open the textbook to P.86 and P.87
2.The teacher asks students to listen to the vocabulary and point the picture. For example: athletic shoes.
3.Students complete Focus Sheet 1 as homework

Task Chain 2: The ways to compliment clothes

1.The teacher guides students to read Work Sheet 2.
2.Students read the sentences to each other.
3.The teacher read the tips to compliment
4.The teacher explain the Work Sheet 2: Write eight adjectives describing a hat and then use each adjective in a sentence
5.In pairs, students complete the web of the hat
6.In pairs, students use adjectives to describe their hat and share the picture with classmates

Task Chain 3: Role play
1.The teacher guides students to read Work Sheet 3.
2.In pairs, students complete Focus Sheet 3 to make their own dialogs.
3.In pairs, students act out their dialog.
4.Students use Rubric to score others’ role-play.


Final Assessment: peer assessment
Students use the rubric to assess others’ role-play and grade each other.

Work Sheet 1 learn vocabularyMatch 10 clothing vocabulary words to their pictures. The words are sock, glove, shirt, mitten, shorts, jacket, pants, sandals, sneakers, skirt


Reference: EnchantedLearning.com

Focus Sheet 2 Ways to compliment clothes

That’s a pretty dress!
Those are great shoes!
I really like your baseball cap!

Tips:
• Smile, and don't be offended if she doesn't compliment you back.
• Everyone wants to hear something like, "You look great today!"
• A compliment is a compliment.
• Compliment anything new such as a new hair style or new piece of clothing.

Work Sheet 2 Describe a hot
Write eight adjectives describing a hat and then use each adjective in a sentence



Focus Sheet 3 dialog template
How can I help you?
Do you need help with anything?
Next!
I would like.../I'd like...
Do you have any...
Could I please have...
I'm looking for a ...
Will that be all for you?
Did you need anything else today?
Cash or credit?
Thank you. Have a nice day

Work Sheet 3 Create your own dialog
A:____________ B:________________
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:

Role- Play Rubric

Use the rubric to give points to your classmates’ role-play.
Fluency ___/ 10
Creativity ___/ 10
Content ___/ 20
Pronunciation ___/ 20
Intonation ___/ 20
Action ___/ 20

The ELD grading pracitces_ CMS Ms. Murray

Ms. Murray taught in 7th and 8th grade English Language Development (ELD) and 7th and 8th grade English Language Arts for English Language Learner (ELA for ELL). She earned a BA in Psychology in 1977, and a teaching credential in 1979.
She has taught bilingual elementary classrooms, monolingual classrooms, and middle school and she has a multiple subjects credential. She always taught in southern California, for the past twenty-six years she has taught for Central School District.
The grading policy in Cucamonga Middle School (CMS) as follows:
90-100 A
80-89% B
70-79% C
50-69% D
Every teacher in CMS uses the same grading systems: GradeQuick grade software. Everything is assigned a number, even writing. It is a very good and convenient software that teacher can print out the result and see the average on graphics. The grades are reported on Edline, which parents and students can access at any time. Students at CELDT level 1 & 2 have modified work, and she gives full points if they complete the work she assigned. If the students are not able to complete a particular in any form she will excuse it. In the case that Some Level 1 students, maybe one every two years, are at such a low level of education when they enter the her class. She doesn’t feel it’s honest to give a letter grade. As a result, she just gave a “Pass” grade on the report card. “Grades motivate most students, but not all.” She said.
”
Siera and Gabby are the two remarkable students in the ELD class. Tracking their learning process, it’s not hard to find that they both are falling behind. She always walks over to them at the beginning of an assignment to support them and get them started. Siera just moved in from Mexico to the United States and Gabby has been here for four years. After she noticed their lower grade, she decided to shorten their assignment at that time. Sometimes she will offer after-school tutoring for these lower grade students or someone who needs help. In face, some students accept the help, some don’t.
All of ELD class assignments in CMS are based on standards, so if students do well on assignments then they will do better on standards assessments for the state! However, scores on the annual state tests are not part of the grades on report cards. Schools don’t even receive the scores until summer. It is possible for a hardworking student to earn good grades, but still do poorly on the standardized tests given by the state of California. Likewise, it is possible for a lazy student to fail classes but do well on the standardized tests. It is not common, but it happens.
Overall, grades are based on effort. Students who complete work and hand it in earn good grades. Students who do not complete work or hand it in earn poor grades. Grades are more a product of attitude than of intelligence.