The Weekly Planner
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What to Teach Each Day | |||||||||||||||||||||||||||||
| Day One | Day Two | Day Three | Day Four | Day Five | |||||||||||||||||||||||||
| Daily Objective
Students will be able to use (topic vocabulary or pattern)___ in order to ____(language use)___. | I will introduce learners to forms of informal and sign communication such as gestures
| Teach about the various forms of informal communication and sign languages
| Teach about some commonly used gestures
| Ask learners to remind me of the learned aspects of language. Students may refer to picture and drawings on smiling faces and other gestures
| Practice with students on the use gestures such as smiling a people who gestures at them.
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| Daily Focus 1. Vocabulary 2. Language Patterns 3. Taking it to Application | ¨ | ||||||||||||||||||||||||||||
| Language Patterns “Mortar” See ELD Matrix and Tab 3 Function Tools | Grammatical Forms to help determine the “mortar” patterns | Name a gesture like the word Smile
| Types of gestures include single-hand gestures, two-hand gestures, gestures made using other body parts, such as the face, the whole body like bowing and many more.
| Commonly used gestures include air kiss, cheek kissing, curtsey, Nod, mooning, shrug, sign of cross, hand rubbing, and thumb up among others.
| Speak out some terms used to depict various gestures.
| Name the most applied gestures
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| Patterns for Prompts | Be instructed to name various gestures in actual communication
| Pronouncing some difficult terms and understanding their use.
| Understand how to use most of these gestures | Being able to name some common objects. Like bottle. | Know common gestures used when requesting. | ||||||||||||||||||||||||
| Patterns for Responses | Smile at person who gestures at the learner. | Wait for another person to take turns using turn-taking routines that are simple.
| Respond to appropriate gestures like thumbs up, air kissing, and waving the hand.
| Responding to terms related to requests. Repeating the same using hand gestures
| Use the same gestures to retrieve a familiar object from an adult. | ||||||||||||||||||||||||
| Topic Specific Vocabulary “Bricks” | Single hand gesture, two hand gestures, facial expression | Salute, bye-bye, wanker, wave, air quotes, among others | Salute, bye-bye, wanker, wave, air quotes, among others | Salute, bye-bye, wanker, wave, air quotes, among others | Conclusion of days one to four. | ||||||||||||||||||||||||
| Structured Language Practice · How will students produce language – at least 50% of lesson? · How will you gather evidence of student learning? | Students are able to comprehend language Each shows great interest in other people’s speech. | Students follow directions. The student responds to aspects like request using simple verbs that are either accompanied by gestures or voice tones. | Students follow directions. The student responds to aspects like request using simple verbs that are either accompanied by gestures or voice tones. | Students can comprehend language. Student is able to identify familiar animals, people, and objects especially when prompted. | Students follow directions. The student responds to aspects like request using simple verbs that are either accompanied by gestures or voice tones. | ||||||||||||||||||||||||
| Materials Plus, Routines for Teaching and Practicing | Pictures and drawings of various gestures | Overhead charts and colorful handouts on gestures | Picture and drawings showing various types of gestures | Drawing material: plain paper and pencils. | Video clips on people communicating using gestures. | ||||||||||||||||||||||||
2. The Single Lesson Plan
How to teach it: Instructional Sequence
Not all areas are addressed each day, but all should be taught and practiced in the course of a week. The teacher has various ways to carry out the learning process. He/she has tasks to do, tasks to be done as a class, and what the students would be expected to do. This is shown in the Single Lesson Plan as shown Below:
| Opening: Bring to Life & State Objective | I Do It Model New Language | I/We Do It Model and Monitor Practice | You Do It: Structured Independent Practice | Wrap-Up & Reflection | ||
| 3 -6 minutes | 5 -7 minutes | 8-12 minutes | 10 – 15 minutes | 3 – 5 minutes | ||
| Day One | Introducing gesture and explaining their meaning to the learners. The learners will have to know that gestures are types of body language or even non-verbal communication commonly used by people around the world. The learners have to understand that they knew how to use body language even before developing their verbal communication | I will teach the learners on the various forms of body language, their importance, and their application in communication. I will teach them why sometimes it is important to use both gestures and verbal communication at the same time. I will also teach them how the two cases apply in a theoretical perspective. | Together with the students, we will apply the same in speaking and communicating. Some common example would be requesting continuous actions given activities using eye contact, body movements, or vocalization. We would together practice how to indicate preferences by for example turning away or pushing away to imply to “no more.” I would take responsibility of using single words to request some given information. I would ask the students simple quests and expect answers, which have to involve the use of gestures. | Students would be label objects or people while making application of what they have learned. They would be required to use at least two-word sentences to describe some common gestures as they give simple instructions to fellow student. | Students will be required to show their familiarity with the topic by using various body languages. This would give way for the second day’s lesson. To prove that they are competent, they should be able to use expanding vocabularies that are expressive. In this case, they should be able to use vocabulary and gestures to communicate. They should be able to use conventional grammar through one or even two words to communicate. Students should be able to engage freely into conversations and be able to speak clearly. | |
| Day Two | Given that students are conversant with whatever was learned in their first day, it would be possible to start the second day’s lessons. I would introduce phonological awareness to the students. To do this, I will have to make students understand what is meant by the phonological awareness. | I will teach the students about phonological awareness such that they could be in a position of applying the same in communication. In doing this, I will teach them how to imitate sounds that I make during the lesson. I will illustrate to them how to make mouth movements in order to produce good sounds. | Together with the students, we will attempt imitating sounds from various sources. I will make some sounds and request them to speak after my voice. I will be keen on the movements of their mouths in order to correct them accordingly. Together, we will practice the same until most of the students can speak freely and comfortable. | Students will be required to imitate a number of different vowel words. Every student will have to join in reciting rhyme and asked to say some key words Students will play with words by having to repeat new words and make up their word irrespective of whether the constructed words make sense or not. | Students will be required to show their competence through the way they use various words. They should be able notice rhyme and discriminate the same. They should be able to speak clearly, use expanding expressive vocabulary, notice and discriminate alliteration, and apply the same accordingly. | |
| Day Three | This day would begin with confirmation of the second day’s understanding of students. Students would then be introduced to book knowledge and appreciation. I will have to introduce to them what they would have to learn and how it is important to their language advancements. | I will introduce the students by showing them the various parts of a book such as the cover page, the inner pages, the book title, and other important aspects. | Together, we will have some exercise on how to handle books. We will have to manipulate books by simply looking at the books, patting them, pointing at the books, and turning the pages. We will then act out at least a part of simple and common story from the book. | Students would be asked to hold their books with the right sides up. They would have to turn the pages from front to back. They would then point familiar picture such as picture on gestures and name the same. | To ensure that students have understood, they should be able use and appreciate books, engage in various plays that are social-dramatic, and think symbolically. | |
| Day Four | Having understood all that is required in day 3, students would be introduced to point awareness and related concepts. | I will teach them how they can attend to picture books, and how to select familiar books. | We will together learn how to use words in naming or labeling objects or even people. We well do the same practically as a class. | Students would be required to name various objects from line-drawn images. They would also select pictures of different but familiar actions. They would be asked to identify the covers of various books. They would be required to identify some common signs and labels. | Their understanding would be depicted by their ability to use and appreciate books, think symbolically, as well as identification of letters and names. | |
| Day Five | This would be the final day and students will have to be knowledgeable about all previous topics from days 1 to 4. I will then introduce them to early writing. | I will start by teaching them some of the tools used in writing. I would also teach them how to hold the drawing objects steady on paper. | We will together learn how to reach and hold writing object. We will also discuss the dangers of handling sharp objects like pencils carelessly. | Students would be required to manipulate objects with hands and fingers. They would be required to practice on how to use pincer grasp. | Their understanding would be shown by their ability to use fingers as well as hands to hold pencils or similar objects and their ability to make use of various tools for writing and drawing. |