Rosalyn CO#2
1/22/2017
10AM
I shadowed Mr. Pelt during his grammar lesson. The warm up activity was a bunch of National Geographic photos that were very vibrant and could be described many different ways. In pairs, the students discussed the different ways they described the pictures ie. The man is wearing a red shirt. He is on a tightrope. Objects that students could describe but not know the actual word was written on the board such as "escalator" or "tightrope". He then moved on to the
The bulk of the lesson focused on adjective clauses, which he taught using the CIES textbook assigned to every student. He first explained why they are used (provide extra information or complete a sentence) as well as the structure (must start with a relative pronoun). Once they could identify the marker, which are relative pronouns, they received many examples in their notebook of scrambled sentences which they must then put in order.
Throughout the lesson, he used the deductive approach, in which the lesson came before the activity. He also used a KWL chart to assess how much students knew of adjective clauses. I like that he provided a "Beautiful Mistakes" section, in which he wrote 3 incorrect phrases on the board which the class corrected together. That way, students can track their progress and common mistakes.
10AM
I shadowed Mr. Pelt during his grammar lesson. The warm up activity was a bunch of National Geographic photos that were very vibrant and could be described many different ways. In pairs, the students discussed the different ways they described the pictures ie. The man is wearing a red shirt. He is on a tightrope. Objects that students could describe but not know the actual word was written on the board such as "escalator" or "tightrope". He then moved on to the
The bulk of the lesson focused on adjective clauses, which he taught using the CIES textbook assigned to every student. He first explained why they are used (provide extra information or complete a sentence) as well as the structure (must start with a relative pronoun). Once they could identify the marker, which are relative pronouns, they received many examples in their notebook of scrambled sentences which they must then put in order.
Throughout the lesson, he used the deductive approach, in which the lesson came before the activity. He also used a KWL chart to assess how much students knew of adjective clauses. I like that he provided a "Beautiful Mistakes" section, in which he wrote 3 incorrect phrases on the board which the class corrected together. That way, students can track their progress and common mistakes.
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