TESOL Practicum #2

SIOP Lesson Plan Outline

Date: 6.23.2019
Grade/Class/Subject: 1st and 2nd high school students
Unit Theme: Writing Haikus with Onomatopoeia
ELP Standards: 9-12.7 Level 3 “Students will adapt language choices and style according to
purpose, task, and audience with developing ease.”

Lesson Objectives:
Content Knowledge: By the end of the lesson, ESOLs will:
1. Learn words that use onomatopoeia, which is a word that sounds like its meaning (buzz,
poof, zip, etc.)
2. Learn about haikus and how to write them. The students will use the vocabulary they’ve
learned to make their haikus more vivid.
3. Learn what a syllable is and how to count the number of syllables in words.
Language Objectives: By the end of the lesson, ESOLs will demonstrate increasing proficiency in
the performance of the following functions and their forms:

Function Form
(in –ing form, eg. “Retelling a story” ) (grammatical term and/or example, eg. “Past
Tense: ‘The boy went to see his grandfather;’”)

Writing a haiku poem Haikus are three-line poems that often follow
the 5/7/5 syllable structure.

Vocabulary Objectives: By the end of the lesson, ESOLs will demonstrate an understanding of
the following vocabulary words:
 Content Vocabulary
(new vocabulary to be explicitly taught
that is critical to an understanding of
the content)
Academic Vocabulary
(vocabulary that may need to be
taught or emphasized that is critical to
participation in academic tasks, such
as “categorize”, “list”, describe”)
Cohesion Words
(vocabulary that may need to be
taught or emphasized that link
concepts in meaningful ways, such as
conjunctions and time markers)

Snap, pop, rustle, splash, Syllables

growl, crunch, drip, click,
thud, buzz, sizzle, tick- tock,
haiku, onomatopoeia

Special Cross-Cultural Considerations for ESOLs:

Haikus are often written about nature topic, but because our students live in a city, they might not
want to write their haikus about nature.
Materials:
One worksheet
Lesson Sequence (This may be adjusted as necessary to accommodate unique lesson plan
features)

MOTIVATION: (Describe how you will build background and the specific strategies that you will use
to ensure the participation of ESOLs.)
Any seating setup will work for this lesson.

Before class, write the objective of the lesson, Writing Haikus Using Onomatopoeia on the
whiteboard. The teacher will ask the students if they know what haiku is, how they are made, and if
they have ever written one in Korean. Finally, the teacher will inform the students that they will write
one today.

PRESENTATION: (Describe the specific techniques you will use to make your presentation of new
material comprehensible to ESOLs, to provide opportunities for interaction through appropriate
questioning, and to assess whether or not ESOLs are “getting it”.)
As a fun way to start the presentation, the teacher will point to the word onomatopoeia on the
whiteboard and ask if anyone can pronounce the word. The teacher will ask what the words means
and give the definition. There will be a short YouTube video played of Koreans discussing the
sneeze sound “ah-choo” and “ah-chwi,” the Korean sound. The teacher will then show a few
examples of onomatopoeia in Korean, like mung-mung which is bark in Korean, and then ask if they
know any other examples of Korean onomatopoeia. The teacher will then show 12 vocabulary
words, like buzz, thud, sizzle, click, etc. that will be shown on 4 slides. First the word will pop up and
then a picture or animated gif of the definition. The students will repeat the words after the teachers.
The teachers can also bring in some realia to further demonstrate the sounds (leaves rustling) or a
twig (stick snapping) and can also mimic some of the sounds, like pop and click.

The students will then be given a worksheet, and asked to complete Part A, in which the students
will write the vocabulary word next to its definition. There will be a word bank to help. The students
will work in pairs or in larger groups with each member taking turns writing answers. The teacher
will walk around and help the students complete the worksheet. Once everyone is finished, the
teacher will elicit the answers from the students.

For the next part, the students will learn how to count the number of syllables in words and then
write haikus. The teacher will start by asking the meaning of the word syllable. The teacher will
explain that a syllable is an individual unit of sound in a word, and use some Korean and English
words as examples. To demonstrate, the teacher will say a word and clap out the syllables and the
students will repeat while clapping. On a slide, there will also be some words with the answers
revealed once the students guess the answers. Then, on Part B of the worksheet, there will be five
words with blanks beside them. The students will work with their partners or in groups to count the
number of syllables by clapping and write the number beside the word. The students and teacher
will discuss the answers together.

Next, the teacher and students will write a haiku together to demonstrate how they are made. The
teacher will elicit and topic or a sound, and then everyone will work together and clap out the
syllables to form the haiku. The teacher will write the haiku on the white board and write 5, 7, and 5
on the lines.

PRACTICE/APPLICATION: (Describe the activities you will use to allow for meaningful interaction
and practice using ALL language skills, the strategies you will use to ensure full participation by
ESOLs, and the techniques you will use to assess their success in the activities.)

Now the students will work in pairs to write their own haikus. On the backside of the worksheet (Part
C), there will be lines for them to write 5 haikus. The teachers will support the students creatively
and with spelling and syllable counting. The students will choose their favorite haiku and the teacher
will check it. The pairs will then take turns coming to the front of class and presenting their haikus.
If there is a lot of time remaining, before presenting the teacher can give each pair a half sheet of
good paper for the students to write their haiku on and decorate.
EXTENSION: (Describe additional follow-up activities you will use with ESOLs to address any areas
that you deem need further explanation or practice to ensure their mastery of the content and
language objectives.)

With more time, the students could do some kind of peer review.

LESSON PLAN REFLECTION #2

1. What is your overall impression of the lesson? What part of the lesson do you think went
well? What part of the lesson do you wish had gone better?

My overall impression of this lesson was that it was better than our first lesson plan because there
was more student participation and enthusiasm. I felt that the presentation section of our first lesson
was a little flat and the second one was more dynamic. They enjoyed worked together in groups and
pairs to clap out the syllables. I cannot think of a part of the lesson that I’d change because I taught
this six times and it worked well each time.

2. Were the lesson objectives met by all students by the end of the lesson? How do you
know? Did some students achieve the objectives more fully than others?

There were a few classes when a few of the partners couldn’t finish their haikus, which I don’t really
think is a problem with the lesson. We gave them 10 minutes to write a three-line poem and we
walked around the help with ideas to support them, so I think the framework was in place for them to
succeed.

3. What kinds of errors were they making? How did you treat those errors? Was your
treatment effective in improving their use of that particular language form?

Much of the errors were attributed to syllable counting errors from blended vowels br, nk, tr, etc. and
from some diagraph vowel sounds like ai. There were other words like game, rain, and Korea, that
also gave the students problems. To solve these errors, I said the word and asked them to clap out
the syllables. These problems were partly because they were saying the words differently than I.
Another strategy was explicitly telling them about common syllable counting errors by Korean
speakers. For example, my name is 2 syllables in English, but 3 in Korean due to the tr sound which
isn’t made in Korean and gets separated into 2 syllables.

4. What did you hope would take place during the information exchange activity? How did you
decide on this particular activity? Was it interesting for them? Did they use authentic
language?

We did not use an information exchange activity for this lesson. It’s possible that the presentation
part of the lesson could be an information exchange because the students are communicating with
one another. A possible area for improvement which would increase the amount of spoken English
used by the students is by having them discuss syllables and their haikus in English. I think they
have the skills to do it.

5. Was this lesson that you selected easy or difficult for your students? What part of the lesson
was new for them? What part did they already know? How did you attempt to provide them
with i+1?
I think this lesson was appropriately challenging because although the students did well with
counting syllables, it seemed like a new concept to them. Also, few of the students had written
haikus before, so they had to learn and apply what they learned to complete their tasks. To apply
i+1, we tried to choose vocabulary words that they’d never heard of before, like sizzle, thud, and
rustle. Also, learning about onomatopoeia will teach them a strategy for guessing the meaning of
some unknown words.

6. In general, what have been your greatest successes in teaching this group? What do you
think you need to know how to do better?

My greatest success in teaching in this group is knowing that I can successfully plan and teach at a
high school. I had never taught at this level, and I was worried that my experience may not be
transferrable. Another success was that I was able to observe and share feedback to my peers. I
enjoyed this process a lot because I felt I could help them improve their lessons in small ways. I
noticed that a few of my suggestions improved some rough patches in their lessons.

One are of improvement was that I could improve the presentation parts of my lessons. I now realize
how dry they were in the past, and I need to keep looking for new ways to break up the drilling.
Another area that I should improve in is using groups more often. This is something I rarely did in
my elementary school lessons because it often led to problems in classroom behavior. But, I realize
there are a lot of benefits so long as I keep the lesson engaging.