Vignette of Model ESL Math Lesson
This lesson ideally takes forty minutes. However, depending on depth of teacher explanation, student practice and whether or not students are accustomed to the specified IPOT routines, designated allotted times may vary. The lesson objective is for students to be able to tell time in the target language. Students use their IN (Interactive Notebook) to write the lesson objective, key terms to know, activate prior knowledge, record new knowledge and reflect on learning. Students engage in a kinesthetic activity, to imagine their bodies as clocks and practice telling time with their own hands. Students will also participate in IPOTs that involve them in all language domains, including listening to a time and recording it on a Post-It, turning-and-talking with a partner to evaluate understanding, participating in a parallel lines IPOT, and a reading/speaking/listening IPOT with popsicle sticks. To conclude the lesson, students write in the reflection section of their IN to record any cognates (exact, direct, or indirect) that they encountered within the lesson.
This lesson ideally takes forty minutes. However, depending on depth of teacher explanation, student practice and whether or not students are accustomed to the specified IPOT routines, designated allotted times may vary. The lesson objective is for students to be able to tell time in the target language. Students use their IN (Interactive Notebook) to write the lesson objective, key terms to know, activate prior knowledge, record new knowledge and reflect on learning. Students engage in a kinesthetic activity, to imagine their bodies as clocks and practice telling time with their own hands. Students will also participate in IPOTs that involve them in all language domains, including listening to a time and recording it on a Post-It, turning-and-talking with a partner to evaluate understanding, participating in a parallel lines IPOT, and a reading/speaking/listening IPOT with popsicle sticks. To conclude the lesson, students write in the reflection section of their IN to record any cognates (exact, direct, or indirect) that they encountered within the lesson.