TE 494 Field Placement Microteaching Lessons:

Lesson 1: Simultaneous
Lesson 2: Impact
Name: Amelia Leng

Date: March 1st, 2017 and April 12th, 2017

Grade Level: 6th-8th

English Level: Level 4-Expanding

“At L4, students’ language skills are adequate for most day-to-day communication needs. They
communicate in English in new or unfamiliar settings but have occasional difficulty with complex
structures and abstract academic concepts. Students at this level may read with considerable fluency and
are able to locate and identify the specific facts within the text. However, they may not understand texts in
which the concepts are presented in a decontextualized manner, the sentence structure is complex, or the
vocabulary is abstract or has multiple meanings. They can read independently but may have occasional
comprehension problems, especially when processing grade-level information.”

Lesson Title: Word of the Day: “Simultaneous/Impact”

Teacher Materials: PowerPoint presentation

Student Materials: Picture square packet, pencil

Standard(s):

ELP Standards

ELP.6-8.7 Level 4
Adapt language choices to purpose, task, and audience when speaking and writing.
 Use a wider range of general academic and content-specific academic words and phrases.

Common Core State Standards

CCSS.ELA-LITERACY.L.7.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases;
gather vocabulary knowledge when considering a word or phrase important to comprehension or
expression.

CCSS.ELA-LITERACY.L.7.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Lesson Objectives:
 Students will be able to use the word “simultaneous/impact” in a sentence correctly.
 Students will be able to pronounce the word “simultaneous/impact” correctly and recognize what
part of speech it is.
Language Objectives:
 Acquire and use accurately a range of general academic and domain-specific words sufficient
 for reading, writing, speaking, and listening at the college and career readiness level.
 Use a wider range of general academic and content-specific academic words and phrases.

Lesson Knowledge (Language demands):

1. Word level – students need to familiarize themselves with this word
2. Sentence level – students will be asked to generate sentences using the word properly
3. Text level – students will be able to determine which meaning of ‘volume’ is being used
based on the surrounding text/context clues

Lesson Skills (Students will be able to):

1. Students will be able to understand the word “simultaneous” within its various meanings.
2. Students will be able to identify when to use the adjective form of “simultaneous” or the adverb
form of “simultaneously”.
3. Students will be able to produce sentences of their own using “simultaneous(ly)” and “impact(ed)”
by themselves and with a partner.

Lesson Procedure:
1. Present the word “simultaneous” to the class on the first PowerPoint slide and its provided
meanings.
2. Have the students pronounce the word. If there is trouble doing this, try to first have all the girls
repeat it, and then the boys, or left half of the room and then right half of the room.
3. Explain to the class that “simultaneous” is an adjective. Ask someone to explain what we mean
when we say that “simultaneous” is an adjective (What is an adjective?).
4. Read the definition and remind students to write it down in the picture squares. Explain
definition more in depth if necessary.
5. Call on a student to read the first model sentence. This may be a student who needs to be
engaged in the lesson more, or any student who is volunteering.
6. After the student reads the sentence, I will re-read it, emphasizing the meaning of the word
“simultaneous”.
2. Explain how the pictures on the board are related to the definitions of ‘volume’
3. Ask students which definition of ‘volume’ they think refers to each picture.
4. Read one sentence using the word volume. Ask the students to repeat this sentence
back to me.
5. Ask for a volunteer to read the next sentence.
6. Explain how the word ‘volume’ is used within each sentence and connect it to the
definitions and images previously discussed within the lesson.
7. Pair students off into groups based on similar home languages. Present them with two
unfinished sentences in which students have to elaborate/finish a scenario in which the word
‘volume’ is used.
8. Bring class back together, asking the groups to share the sentences they have created.
9. Wrap up lesson, asking if anyone has questions or confusion.
(est. time: 15 min ~ depending on number of volunteers for sharing sentences)
 Lesson Assessment(s) (Summative & Formative Assessments, Performance Task(s) & Other Evidence
i.e. Pre-assessments, Unit Tests, Quizzes, Essays, Exit Cards, etc.):
1. Vocabulary quiz given to students at the end of the week with the other vocab words they have
been given to learn.
2. Performance task: students will share the sentences they and their group created –
understanding of the word will be judged on the correct usage of ‘volume’ within their
sentences.

Lesson Accommodations (special needs and gifted):

-Students will be given time to work with their peers to create sentences using the word ‘volume.’
-To make the expectations clear, the class will practice doing so with 2 example sentences before they
are asked to do so in their peer groups.
-The peer groups students will be asked to group into at the end are pre-selected, based on their home
languages so that they can speak in this language together for clarity on the English vocabulary lesson
(translanguaging opportunity).

What will I do if students do not understand?

-Students will have access to the classroom iPads, on which they can go to google translate and look up
the word or any of its synonyms to be translated in their native language for clarity.

-There will be images posted on the board relating to the word ‘volume’ and its various meanings for a
visual aid.

-Towards the end of the lesson, students will be given time to work in peer groups, they will be allowed
to speak in their shared languages or ask their fellow group member(s) for further clarification.

Extended Learning (Homework): Students will be quizzed on their knowledge of this word in the near
future, as well as the other words they will learn throughout the week.

Appendix: