I. Getting ready to teach Lesson 5 A. General topic of the lesson: Halloween B.

General goal of this lesson: Ss will familiarize with the customs of American Halloween. C. Learning outcomes: 1. Content based objectives: Ss will be able to a) identify colors and articles of clothing, and b) name three characteristics of a typical Halloween celebration in the US 2. Linguistic objectives: Ss will be able to a) use adjectives to describe clothing b) correctly pronounce color words, and c) read complex sentences in a paragraph D. Vocabulary: color vocab (from cards), clothing items (to be shown in class) and associated Halloween words E. Materials needed: whiteboard & markers, tangible items from home, color pronunciation sheets, worksheets (listed below), magazine pictures, costume pictures, writing paper and pens F. No formal assessment of this material is planned at this time. However, the teacher will continue to enforce the ideas presented in this lesson throughout future lessons. Specific areas of emphasis are color and clothing item vocabulary. II. Teaching the lesson Activity 1: Warm up: Introduction/refresh colors and clothing items (NMT 20 mins) 1. Introduce staff names & new students 2. Show the color sheets and lead students in pronunciation practice 3. Show clothing items from home (review 2 & 3 if necessary) 4. Write names of clothing items on the WB if necessary Activity 2: What are they wearing? (20 mins) 1. Place Ss into groups of 5 2. Distribute magazine pictures 3. Supervise as Ss discuss what they see (color/item) in the pictures 4. Tally the popularity of frequent items/colors - WB 5. Prepare for next activity while Ss return to their desks Activity 3: Costumes (25 mins) 1. Explain Those were pictures of people wearing regular clothing, but sometimes people dress in costumes. 2. Ask Ss: What is a costume? Solicit answers 3. Distribute pictures of people wearing costumes 4. Supervise as Ss describe the costumes with a partner 5. Nominate Ss for comparisons/contrasts of the costumes & regular clothes

6. Supervise as Ss discuss: Why would someone wear a costume? On what holidays in your own culture do people wear costumes?? 7. Nominate Ss for responses 8. Supervise as Ss discuss: On what holidays in America do people wear costumes? 9. Nominate Ss for responses Identify Halloween as one of these Activity 4: Halloween reading & vocabulary (NMT 40 mins) 1. Supervise as Ss discuss what they know about Halloween (5 mins) 2. Solicit answers from the class Learn a little more about Halloween 3. Distribute What happens at Halloween? 4. Listen as a volunteer reads 5. Distribute & introduce the Halloween vocabulary sheet 6. Supervise as Ss write their own definition (L1 or L2) 7. Lead the Ss through the class definitions 8. Answer questions/comments Activity 5: More Halloween vocabulary practice (NMT 15 mins if time) 1. Distribute Halloween crossword puzzle 2. Supervise as Ss complete the puzzle Activity 6: Closing (NMT 10 mins) 1. Review take-aways from this lesson 2. Ask for final questions and comments III. Reflection 5 things that went well: At the beginning of Lesson 5, I reviewed the names of clothing items with the students. After pronouncing most of the items, I wrote the names on the board. This way, the students could see the spelling and are now able to practice the writing and pronunciation of the names of the items outside of class. The lag time between showing the items and saying their names allowed students time to copy down the names in their notebooks. On video, the activity seems slow to a native speaker, but well-paced for the ELLs. In the second activity, I had the students move their seats to chat with new classmates. In my lesson plan, I built in a solid five-minute block for them to change seats because a) the classroom is crowded and logistically challenging and b) the students are often reluctant to

move. By securing five minutes for this action only, the rest of the activity could stay on its timeline. The students had at least five magazine photos per group to describe and much of the vocabulary reviewed earlier in the class was in their magazine pictures. The students didnt run out of possible descriptions for their pictures and each student was able to access a picture. The costume pictures that the students discussed were from a variety of cultures/demographics: Korean, Chinese, African, French, American, adults, children and pets. The diversity in the costume photos showed the students that costumes are artifacts in many societies, including their country of origin. From this, they were able to draw similarities between America and other cultures. Finally, the materials for this lesson were fun and attractive. Each piece had a Halloween related picture and a crossword puzzle was included on the back of the reading. We did not address the puzzle in class due to lack of time, but the students were free to complete it on their own. Of course, if they finished writing their definitions early in class, they could complete the puzzle then too.

5 things I can improve upon: Many times during the lesson I wrote words or teaching points on the white board. This required me to turn my back to the class, which is less than desirable because I lose contact with the students. However, the HIL volunteers greatly mitigate this issue by assisting students when I miss something. The classroom is not very wide and students sit in rows with a center aisle. Due to the large class sizes, some students sit twenty-five feet away from the white board and where a teacher generally lectures. Often students in the back rows do not participate as much as the front

rows because of their proximity to the action. Perhaps I can address the class from an area besides the front of the room so the other students arent far away during the entirety of the lesson. Note: group work during which the teacher can negotiate the classroom logistics often solves this problem. Before proceeding from one activity to the next, I should ensure I have the attention of the entire class. This way the students wont miss the comments and questions of their classmates. In the future, I will try a new tactic besides yelling Okay, everyone please look up there, and then proceeding whether I have the students attention or not. I have a tendency to ask way too general of questions to the class. I do this because I am highly familiar with the objectives and content of the class, but the students are not. Requests like talk about what you know about Halloween are dysfunctional and too broad. In the future, I should refine what I truly want the students to achieve with each activity and then build my objectives/activities/requests for them. The activities associated with What happens on Halloween? had two major issues. One, after reading the passage, the meaning of the passage was not addressed in a teacher-led discussion. Basically, the activity was just a listening event and nothing more. In the future, I will at least touch on the content to ensure the students have a minor comprehension. Finally, on the Halloween vocabulary sheet, the students didnt use the reading passage to infer/find the definitions. They simply used their electronic dictionaries. This may have been fixed by addressing the content (making them more comfortable) earlier in the lesson. The language was also too difficult for many of them, so perhaps I can scaffold the activity or write multiple versions of What happens in the future.