THE LIGHT AND LEADERSHIP

INITIATIVE

English
Program
PROGRAM GUIDE

Email Login:
english@lightandleadership.org
HuaycanPeru2012
 TABLES OF CONTENTS

Philosophy of Education
CLASSES

PAGES
Curricula
2 - 5
Pacing Guide
Materials

Lesson Planning: Structure & Resources

PAGES
PLANNING

Game-ifying with a Point System

6 - 8
Scaffolding

English Only Rule & Reward Days

PAGES
Monthly Attendance & Updates
DUTIES

9-12
Data Tracking

Lesson Plan Check-In & Workshops

PAGES
ESL& Classroom Management Quick Tips
13-14
PD*

*PD = Professional Development

Closing Checklist & Saying Goodbye

PAGE
CLOSING

15
PHILOSOPHY OF EDUCATION
Experience, travel - these are as education in themselves, Euripides writes, so to begin, a
metaphor: teaching is traveling. Teaching is a curious experience that is driven by a yearning
passion for new understanding and the allure of familiarizing with the unfamiliar. We
motivate students to become intrigued by the obscure as well as dedicated and motivated to
make it on the unpaved roads of language learning. We approach curriculum and content as
a map written in a different language that must be translated. We want our students to see
us as a guide that will construct a journey, yet still allow individual self-expression and
discovery. Teaching is traveling. It is an experience. Our ultimate goal is to inspire students to
find this experience and purpose in the English language classroom.

When we design lesson plans, we keep our learners in mind. A lesson dominated by teacher
talk time proves ineffective, silencing the voices we desperately need to hear in order to
affirm our effectiveness as language teachers. Our classes are speaking-based, which is
supported and fostered by our commitment to game-ify activities for increased participation.
Due to the class culture and rapport we build with students, within and outside the
classroom, our classes slowly have become a place where students are able to formulate
their identities in this second language. We create uniquely supportive environments.

This environment is defined through immersion. We provided students with a cutting edge
education that they cannot get anywhere else in their immediate surroundings. We are
native speakers teaching students in an immerison environment. We know that the quickest
and best way to learn a language is to approach the process as a child would --listening,
absorbing, and speaking. If teaching is a metaphor for traveling, our aim is for a personalized
and structured itinerary, which for students will only seem like aimless wanderings toward a
meaningful purpose.
 Curricula
LET'S GO
(6 Books/Levels - 8 Units per Book) Ages12 and under

Student Book, Workbook, Mini-Reader, Flashchards,Teachers Guide, & GoogleDrive

Copies of student books (including workbook in the back) are found at Kids' Center

Quizzes and tests found in binder in English cupboard

15 minutes for each unit test, and 45 minutes for the Midterm and the Final

CONNECT
3 Books/Levels - 8 Units per Book Teen Center

Student Book, Workbook, Teachers Guide, Supplement Binder, & GoogleDrive

Students have copy of book (including workbook in the back)

Quizzes can be found on website and tests found in binder in English cupboard

45 minutes for a test (Connect does not have Midterms or Finals)

TOUCHSTONE
4 Books/Levels - 12 Units per Book Teen Center

Student Book, Workbook, Teachers Guide, "Special Class" Guide, & GoogleDrive

Students have copy of book (NOT including workbook)

Quizzes can be found on website and tests found inTeacher's Guide

45 minutes for a Unit test, and 70 minutes for the Midterm and Final
 Pacing Guide
LET'S GO
Day 1: New Unit "Let's Talk" (2 pages) -- Day 2: "Let's Learn" (page 1) -- Day 3: "Let's Learn" (page 2)
Day 4: "Let's Learn More" (page 1) -- Day 5: "Let's Learn More" (page 2) -- Day 6: Phonics (1 page)
Day 7: Story Day (1 page) -- Day 8: Mini-Reader -- Day 9: Review/Exam

*Note: Let's Go 5 and up will follow a different pacing guide, as the story day and phonics are combined.
See calendars for more information*

CONNECT

Day 1: Lesson 1 (page 1) -- Day 2: Lesson 1 (page 2) -- Day 3: Lesson 2 (page 1) -- Day 4: Lesson 2 (page 2)
Day 5: Mini-Review (2 pages) -- Day 6: Lesson 3 (page 1) -- Day 7: Lesson 3 (page 2)
Day 8: Lesson 4 (page 1) -- Day 9: Lesson 4 (page 2) -- Day 10: Get Connected (2 pages)
Day 11: Review (2 pages) and Exam

TOUCHSTONE
Day 1: Lesson A (2 pages) -- Day 2: Lesson B (2 pages) -- Day 3: Lessons A&B Review Day
Day 4: Lesson C (2 pages) -- Day 5: Lesson D (2 pages) -- Day 6: Lessons C&D Review Day
Day 7: Review/Unit Test -- Optional Day 8: Special Class (once every 3 units?)

*Note: Review Days and Special Classes are outside the curriculum; you will have to plan your own
supplemental activities

Remember: A pacing guide allows for better learning and a

great likelihood of retention among students. Use the guide
above like a speed limit - you CANNOT go faster, but if
conditions call for it, you may go slower.
 CLASS
TEXTBOOKS SUPPLEMENTS
BINDERS

Let's Go
Attendance Student book flashcards and
Teacher Workbook mini-readers
Checklist Teacher's Guide Connect
Curriculum
Supplement
Planner ** We only have Binder
English-Only one copy of these, Supplements
and Game Rules so please treat created by past
Classroom them with care ** volunteers
Components GoogleDrive
Daily Reflection GoogleDrive has iPods and
Immersion scanned copies of speakers with
Data Tracking our textbooks as listening tracks

well! pre-loaded
ENGLISH
PROGRAM
MATERIALS

OTHER CANDY

3 pencil cases
We have candy,
with stickers and
re-stocked by
Expo markers
managers and/or
2 pencil cases
volunteers, for our
with pencils,
winners of our
sharpeners, and
"points" system.
erasers in each
Please use
center
sparingly to
Balls (sticky and
prevent students
squishy)
from becoming
Flyswatters (big
greedy. Beware of
and small)
hungry
Whiteboards
volunteers!
And more!!!
 LESSON PLANNING
ESL STRUCTURE AND RESOURCES

STRUCTURE

Warm -Up --- Greet/Elicit a greeting from students. Elicit the date and
weather from students, using the posted questions, and write at the top of
the board. Q+A ball pass (i.e. T asks "How are you?" and passes ball. Student A
answers. Student A asks student B "How are you?" Student B answers.
Continue).

Language Review -- Elicit content from previous class[es] and play a variety of
games that evaluate student retention of content. Do not re-teach unless
necessary. Always elicit first!!

Lesson -- Teach the content in a teach - drill - practice (and repeat) style,
being sure to game-ify. See resources for more information.

Closing -- Some kind of evaluation to see if students mastered the learning

objective. This may be a workbook page or another informal assessment..

RESOURCES

Your biggest resource is GoogleDrive, as the documents there will give you a
better understanding of what you need to teach and how you can teach it.
From there, you can choose to use the material or develop your own ideas
based on this standard.

Log in: english@lightandleadership.org (password: HuaycanPeru2012). Click

the "English Program" folder, then "Lesson Planning and Teaching" folder.
 POINT SYSTEM
GAME-IFYING

OBJECTIVES

At the start of each class, write the names of students on the side of the
board. Group them up to encourage teamwork and collaboration, but you can
have students "compete" individually if you prefer. DO NOT allow them to
choose their own groups, as this breeds an exclusionary environment.

When students answer question or participate in some way, award points

throughout the class. This naturally game-ifies any activity, though your
lesson plan will have more games on top of this point system. At the end of
class, tally the points and declare a winner. On some, but not all days, award
the winning team with candy. Try to avoid giving candy each day as it can turn
the kids greedy. It is not required that volunteers purchase candy, but it is
always appreciated.

WHY USE THE POINT SYSTEM?

Increase participation.

Naturally game-ifies any activity, even the most mundane ones.

Make classes fun in an educational way.

MORE GAMES?

Stickyball game -- Draw a bullseye on the board. Ss throw the stickyball,

and answer a question. Consider adding points to the rings of the bullseye
Mystery card -- Pass out a card face down to one S. Ss ask Yes/No
grammar structure and S with mystery card answers, using structure.
Bingo! Great for vocabulary and grammar practice too!
 SCAFFOLDING

WHAT IS IT?

"a variety of instructional techniques used to move students progressively toward

stronger understanding and, ultimately, greater independence in the learning
process ... teachers provide successive levels of temporary support that help
students reach higher levels of comprehension and skill acquisition that they would
not be able to achieve without assistance" ("The Glossary of Education Reform").

HOW?

Model. Show students, don't tell them.

Make your classes follow a: I do - We do - You do.
Activate prior knowledge.
Respect wait time. After asking a question or introducing a concept, wait. Give
students the opportunity show what they know.
Teach-Drill-Practice. Then, repeat.
Use visuals. You can make your own or use those that are already posted in the
classrooms.
Don't set students off into a game until you know that they have a handle on the
material.
 ENGLISH-ONLY RULE
We have a strict rule in our English classes: No Spanish. Only English. In order to ensure this rule is followed,
we have two different systems in place at our Kids' and Teen Centers.

KIDS' CENTER
When you hear Spanish, you should say: "No Spanish..." with the students all chanting with you "Only
English." Give the students a strike for the day. If students have less than 3 strikes for the day at the end of
class, a student or you may draw a happy face for the day. If the class receives 3 strikes, then you will have to
draw a frowny face, signifying the class has failed the day.

At the end of the month, if students have all smiley faces for each day, they can color in that month's circle.
Three colored circles and they earn a party. If students have just one frowny face, they fail the month. This is
NOT something we want. Therefore, we have a salvavidas system. After a failed day, the following class or
another day before the month finishes, you can declare a "salvavidas day," where students will work to earn 5
life preservers. Give these out for classroom management practices you'd like to see better executed (i.e.
listening to a classmate, raising your hand, etc.). If the class earns 5 life preservers, then turn the day's frowny
face to a happy face.

TEEN CENTER
When you hear Spanish, you should say: "No Spanish..." with the students all chanting with you "Only English."
Keep a written note in your binder or make a mental one. At the end of class, ask students how they think they
did in speaking only English (thumbs up, down, or in the middle). Move the class's clothespin where it belongs on
the thermometer chart posted in the classroom, keeping in mind that a class should only be at the top of the
chart at the end of a perfect month (every day perfect). Do this division at the start of the month.

Once the class is at the top of the chart (which should range from 1-2 months), they can decide whether they
want the instant gratification, or wait to build up to a bigger reward. Have the class discuss this in an effort to
build class culture.
 ENGLISH-ONLY REWARD!

KIDS' CENTER
When a class passes 3 months, and 3 bubbles are colored in, they earn a choice of a special day: Movie Day,
Board Game Day, or Party. The class must vote on which one to have.

Party Day (budget 15 soles) should feature games in English, provided snacks, and music. Board Game Day
(budget 10 soles) means you bring in board games from the storage room in the Kids Center and a few light
snacks. Movie Day (budget 10 soles) is more involved, since movies are around 2 hours long. Ideally, the class
will vote on the movie to watch beforehand and the teacher will download or buy it. They may have light
snacks like popcorn and soda. The projector, speakers, and a computer need to be brought to class; keep in
mind, Movie Day is typically two days so that students can finish the movie. Teachers are responsible for
preparing these classes, purchasing the snacks, and returning a proper RUC receipt.

TEEN CENTER
Because the Teen Center English-Only Rule requires banking points and evaluating progress, it is important you
tally how many times classes have scaled the thermometer so that incoming teachers know what point a given
class is at. Remember, a class should decide as a group whether they'd like to bank the reward and try for more
or receive that instant gratification.

The second and third rewards are a small snack (budget 10 soles). The fourth reward, for a Movie Day, is pop
corn, sweets, and soda (budget 15 soles). Again, you'll have to bring the projector, speakers, and a computer to
class. Consider coordinating with the Teen Center Manager to hold students 30 minutes before/after class so
you can finish the whole movie. The fifth reward (budget 20-30 soles). Note that the budget is greater, as the
reward will not happen until at least 5 months. Consider showing a movie as well.
 MONTHLY UPDATES

ATTENDANCE
At the end of each month, or weekly/daily if you
prefer, you will enter your attendance for all of
your classes in JumpRope.

You will log in with the username and password,

then click the "courses" tab at the top. Click on the
appropriate course and select the date you wish to
enter attendance for. HTTPS://WWW.JUMPRO.PE/
ENGLISH@LIGHTANDLEADERSHIP.ORG
Be sure to check the binders at the centers for
TEACH2012!
excused absences, as this is noted on JumpRope.

STATS ON GOOGLEDRIVE
In order for our KC and TC Coordinators to make phone calls, you will need to transfer the JumpRope
data to GoogleDrive.

Open Drive and search for "Childrens Program Attendance Stats" or "Teen Program Attendance Stats,"
depending on the center you're updating.

In the document, enter the number of times the student was present and the number of times the
student was absent. Please note: excused absences count as present.

PERFORMANCE
Because our English classes are speaking-
based, an informal oral evaluation should be
given at the end of each month. A formal oral
evaluation should be given at the end of each
book. See the binder for more information.
If students are nearing the end of the book,
you will need to drop off books to get copied.
Please see the documents in this binder.
UPKEEP
Each month, you are responsible for updating
classroom displays and award certificates.
Please find necessary documents to make
copies of in this binder or on Google Drive.
Based on the class, you may also be required
to plan English-Only Reward parties, order
textbook copies, or complete progress
reports.

Remember: when students finish a book, you Remember; it is always better to plan and
should print certificates, found in the teachers prepare ahead of time when it comes to
edition as well as take a photo of the class upkeep of the program.
with their new books to post on social media.
 DATA TRACKING
HTTPS://WWW.JUMPRO.PE/

WHY TRACK DATA?

Tracking standards allows the English Program to
identify areas that students are mastering as well as
areas that require more focus from teachers. A "B" on a
test is just a letter on a paper. JumpeRope and
standards-based assessments allow you to see each
student's level of mastery in the given curriculum as well
as the overall class's understanding of the material.

RESPONSIBILITIES
Track assessments! At the end of each unit, you will be responsible for inputting test
scores in both the averages section of JumpRope as well as the standards-based
curriculum section. You can find an easy-to-follow, step-by-step guide on how to do this in
this binder as well as on Google Drive. This page you are reading now gives you an
overview, whereas the guide will provide you with screensheets and clear instructions in
case you need more direction.

WRITTEN ASSESSMENTS ORAL ASSESSMENTS

Let's Go unit tests, midterm and Informal oral assesments at

final exams the end of each unit
Connect unit tests Formal oral assessment at the
TouchStone unit tests, midterm end of each completed book in
and final exams the curriculum
Remember: all assessments Remember: alloral
should be inputted according assessments should be
to the outlined standards conducted following the rubric
provided to you by SINEACE provided to you
 Professional Development

Lesson Plan Check-In

Conducted in front roomwithaccess to lesson plans and textbooks

Your job when reviewing your lesson: discuss your pre-planned lesson[s] and
be prepared for feedback (pen/pencil in hand!)
Your job when listening to a peer's lesson: answer questions, provide
suggestions for activities and improvements to the lesson, and offer
encouragement and praise for lesson plan aspects that are well done; make
sure peer is using the curriculum!
Your job is NOT: to know it all, tocriticize, to rewrite lessons to fit your own
style, or to belittle the work of beginner teachers (lesson planning is hard!)

Workshops
Focused on best teaching practices, workshops allow us all to learn
something new and better the way in which we teach our students
Our workshops are modeled from the SIPS philosophy.
Coined by Dan Kerr, SIPS stands for School Improvement Plan, but it means
so much more.
Professional development is a 100+ gallon tub or strategies. If we approach it
one sip at a time, we can learn and retain more of these best practices
Remember: as teachers, we most always be learning and growing alongside
our students.
 ELICIT ESL TTT

Our classes have an

Eliciting means Make it visual
emphasis on Student
getting Slow it down
Speaking Time (STT) -
information from Put extra space
getting the students
people as opposed between words
to speak and use
to giving it to them. when speaking
English as much as
As you teach, it is Don't ramble or
possible. This is done
absolutely behavior
especially via pair
essential that you narrate
work/small group
elicit vocabulary Use cooperative
work; and through
and grammar learning
elicitation. Limit your
structures from strategies Teacher Talk Time
students! Write largely on (TTT) as much as
the board possible!
ESL & CLASSROOM
MANAGEMENT
QUICK TIPS

MANAGEMENT SMILE

Non-verbal Always remember

Movement in the that sometimes you
classroom will reach students in
Say their name different ways other
or the word than the content
"stop" you're teaching. Try
Utilizing on the your best to be a
incentives in positive role model
place and remember:
Teacher stare nobody is expecting
Positive you to be perfect.
reinforcement Smile and enjoy the
Tough love ride of your life!
Seating chart
 THE TIME HAS COME...
CLOSING CHECKLIST & SAYING GOODBYE

Closing Checklist
Create two lesson plans for each of
your classes for the incoming teacher
Update attendance and data on
JumpRope
Ensure textbooks are ordered if
needed in the next month
If incoming teacher has a transition
period, walk through created lesson
plans as well as class "favorites" in
terms of activities

Saying Goodbye
As you start to count the number of weeks or classes you have left at LLI, it may be time
to begin the process of saying goodbye. Sometimes it is challenging to depart, while still
encouraging students to be self-sufficient. Remember: you want students to like the
incoming teacher, so try to make your goodbye a good thing for everyone.

Overall, your will be forever changed from your experiences teaching here in Huaycan.
Your students will be too from their time with you. Thank you for your commitment.