Students were grouped during the learning activity based on various factors. For example, boys and girls were grouped together to encourage unity and cooperation. Young boys and girls often antagonized one another during childhood. Therefore, the Grade I students were grouped in terms of gender to help them concentrate on the learning activity.
The instructor also grouped students on the basis of their levels of understanding. The most intelligent and expressive students were earlier identified and used to form distinct groups. On the other hand, students who performed poorly were paired with expressive students. These groupings were created to ensure that students had the opportunity to learn from their peers (McMillan, 2013). It was also easier to identify if some students struggled to catch up to their peers.
During the English lesson, the instructor grouped the students according to reading levels. Students who could read challenging words and phrases were grouped together. Grade level readers had some knowledge and experience of grammatical structures. Remedial students were also grouped together to heighten their reading skills.
II. Instruction
A. Opening
Prior Knowledge Connection:
Identify how this lesson connects to previous lessons/learning (prior knowledge of students) and students’ lives.
This lesson builds up on the knowledge gained in previous lessons. The instructor focused on specific challenging phrases. This shows that the lesson was building on prior knowledge. The intonations and sounds that were emphasized during the lesson were more complex than those in previous lessons.
Anticipatory Set:
Identify how this lesson is meaningful to the students and connects to their lives.
This lesson is meaningful to students since it helps them to learn how to pronounce common words. In addition, the lesson helps children to attain literacy. The latter can help them to cater for their families in future.
B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do
Students Do
Differentiation
“I Do” instructional procedures should include:
1. Students participate in reading each story and articulating the vocabulary along with the teacher.
2. Students are subjected to vocabulary tests and reading tasks.
3. Story and comprehension stories are also asked to test the abilities of students.
The teaching strategy you will use to teach each step that includes modeling and formative assessment; transition statements you will make throughout your lesson and essential questions you will ask; and academic language of vocabulary, function, and form.
Script detailed, step-by-step instructions on how you will implement the instructional plan.
Use a numbered list of each step; bold every example of modeling; and italicize every formative assessment.
“Students Do” procedures should describe exactly what students will do during the lesson that corresponds to each step of the “I Do.”
1. Students will take turns reading the story after the teacher.
2. Students will perform reading and vocabulary.
3. Students will be expected to read passages and answer specific questions.
Describe methods of differentiation, including accommodation or differentiation strategies for academically, behaviorally, and motivationally challenged students.
1. Capable students will be differentiated by tasks such as reading ad pronunciation.
2. Students will be trained to read unfamiliar words
3. Students will enhance their skills of comprehension.
Also include extension activities: What will students who finish early do?
Students who finish early would be subjected to additional tests of proficiency.
Reference
McMillan, J. H. (2013). Classroom assessment: principles and practice for effective standards-based instruction 6th ed. Boston, MA.: Ally" Bacon.
