SLA sessions based lesson

Grade: 3 and 4 Subject: Word Work Time: Duration: 2- 30 minute lessons

Overview of lesson:

Because these ESL learners have already reached a generally accurate understanding of
how to speak the language, they now need to be pushed to their turning point by figuring out
which linguistic concepts will help them progress in the positive direction of ‘​u-shaped
development​’. This lesson will begin by having students complete a morpheme awareness
pre-assessment ‘​the Wug test​’ as a pre-task, and then focusing on the morphemes that the
majority of students struggled with the most. This assessment will later be used to determine
where each student is at in their learning of the English language, and which areas need to be
focused on in the following task and post-tasks.
The task will demonstrate ​Ellis’ model of acquisition ​by providing the opportunity for ​noticing​,
comparing​, and​ integrating​ explicitly taught knowledge. First, students participate in a
kinesthetic activity in which I read (Simon Says like) instructions that ask them to move
around the room and perform complex actions/poses with their bodies. These instructions will
incorporate and emphasize the grammatical morphemes with which students need the most
practice (​comprehensible input​). This will act as an opportunity for students to ​notice ​and
compare ​new language structures with those that they already know. Then, students will be
asked to design their own complex instructions to give to their classmates, using those that I
have already demonstrated as a model (​negotiation​). Mistakes will not be corrected so that
students can use their background knowledge and first language to assist them in accessing
their ​common underlying proficiency.
In the post-task, identified grammatical morphemes will be discussed explicitly so that
concepts that were not previously understood can be integrated into the students’
interlanguage systems​. They will then revise or recreate 5-point instructions based on those
done the day before, and complete the instructions of their partners.

Program of studies​ ​(Goals and Objectives (Maximum 3 each) Be attentive to the terminology of the
Program of Study you are using.)

GLOs/GLEs SLOs/SLEs

1) Students will listen, speak, read, 1.1- Discover and Explore-

write, view and represent to explore
thoughts, ideas, feelings and
experiences.
2) Students will listen, speak, read,
write, view and represent to
comprehend and respond personally
and critically to oral, print and other
Express ideas and develop understanding
- compare new ideas, information and
experiences to prior knowledge and
experiences
- ask questions, paraphrase and discuss to
explore ideas and understand new concepts
2.1 Use Strategies and Cues-
media texts. Use comprehension strategies
- extend sight vocabulary to include
predictable phrases and words related to
language use

Critical and Lesson Guiding Questions

(These guide the lesson, can be used for formative assessment and are lead-ins for pedagogical
discussion with students) A lesson can have several guiding questions.

● What level are these students at in their understanding of the English language?

● How are words constructed?

● What patterns can be repeated to construct similar words?

Learning objectives Teaching Strategies

Students will… TBLT

● Improve fine motor skills
● Complete a ‘Wug test’
● Identify which grammatical
morphemes need more development
● Learn which areas of the English
language that they need to focus on
● Listen and follow directions
● Give directions to their classmates
● Write directions on whiteboard
● Revise directions and write a good
copy on chart paper

Differentiation Accommodation Modification

(Example an alternative way for (Example: If a student has a (Example: Student has been
a student to receive information hearing impediment) identified with a learning
or engage with a lesson.) challenge such as dyslexia)

Universal Design​-
Examples will be shown on
the board (​visual​ learners)
Examples will be physically
demonstrated using student
bodies (​kinesthetic​ learners)
Examples will be spoken by
the teacher (​auditory
learners)

Assessment

Formative ​(Example: Observation/Anecdotal, Student/Teacher conferencing​, ​check list etc..):

Pre-assessment : ‘Wug Test’ to decide which of the following grammatical morphemes

students need to further develop:
1. ( Present progressive (-ing verbs)
2. Prepositions (in, above)
3. Plural
4. Past irregulars (broke)
5. Possessives (the cat's toy)
6. Articles (a, the)
7. Past regular (want-ed)
8. Third personal singular (she eats)
9. Auxiliary 'Be' (he is running)

Summative:

Students will write (revised) grammatically correct directions (imperative tense) that model the
examples demonstrated

Preparation

● Read over ‘Wug tests’ and analyze areas for development

● Decide on which grammatical morphemes to focus on
● Prepare more super instructions

Material and equipment ​(Art supplies, manipulatives, smartboard, online whiteboard etc…)

● Clay for FMS

● ‘Wug’ booklets for each student
● Whiteboards for writing instructions
● Chart paper for students to write out their good copies of instructions
Lesson Procedure

Introduction (5 min.)​ ​(Description of Hook/Attention Grabber; Expectations for Learning and

Behavior; Transition to Body, etc.)

Agenda
● Do an activity to strengthen your hand muscles
● Complete a fun little language test that is called the ‘Wug test’
● This will test your knowledge of word rules, patterns - how words are formed
● Not for marks

Fine motor skills building activity (rolling clay balls) (5 mins.)​ -

● Explain activity
● You can only use your pointer finger, middle finger, and thumb
● Most perfect ball wins
● Pass out clay
● Set a timer for 3 mins.
● Bring balls to the table
● Ask the group which is the most perfect ball
● Vote

Body (5-10 min.)

(Descriptive and clearly organized steps/scaffolding and transitions in lesson. Indicate timing of each
section. Identify teaching strategies, organization of class etc. How and when are you using formative
assessment in your lesson?)

Modeling (5 mins.)
● Explain the ‘Wug test’
● This test uses made up words to test your understanding of word rules
● :a rule describing how words are formed
● For example, to test if you know how to turn a singular word, like ‘one bird’ into a plural
word ‘two birds’ (ein ay’ into ‘eina eya’) I would use question one
● 1. Plural. One bird-like animal, then two. "This is a wug /wΛg/.
Now there is another one. There are two of them. There are two ____."
● Read and show on smartboard
● Ask for suggestions
● This means that you understand the word rule for turning the word that stands
for one thing into the word that stands for two or more things ?\
● What is the made up word? What do you think it is?

Management
● Remind: This is silent and individual work- it is important I know exactly what you know
● I will read and show the question on the board and you will have one minute to answer
each question
● Go ahead if you can
● Go over expectations- names
 ● If students finish early they can read silently
● Have two pass out booklets

Wug test (15 mins.)-

● Read out each scenario
● Show each example on a slide on the smartboard

● Have someone at each table collect all the booklets

Closure (5 min.)
(Consolidation Learning; Indicate clean up protocol, material management etc.
Transition to Next Lesson. How do you plan to prepare students for the next period?
Are they changing classes? Is another teacher coming in to the room.)

Prelude to tomorrow (5 mins.)

● Everybody stand up
● Practice the progressive present and plural formation: “while jumping on one foot,
wave your hands”
● Practice possessive ‘s’: “Highfive someone then look back up here”: ask: “who’s hand
did you slap?”

Line up

Go home and analyze wug tests for tomorrow and determine the best instructions to practice
tomorrow

Reflection :​ How did it go? What should you change? What did you forget?
Lesson Procedure for Day 2

Introduction (15 min.)​ ​(Description of Hook/Attention Grabber; Expectations for Learning and
Behavior; Transition to Body, etc.)

Reference yesterday with identified morphemes: (5-10 mins.)

● If I have more than one ‘Wug’, what do I have?
● If I wug today, and I did the same thing yesterday, what did I do yesterday?
● Explicit instruction/discussion of identified morphemes

Super Simon Says Explanation

● Focus on instructions that use the grammatical morphemes that students
struggled with the most
● Just like Simon Says, except more complex instructions
● If i do not call your name, that means everyone must do it

Play for ~10 mins.-

Present progressive-
● Read a book while standing on one leg
● Once everyone is standing on one leg, you can put your books away
● And start shaking someone’s hand (call on students to ask who’s hand they are
shaking? -possessive)
●
Prepositions-
● Sit on the tables
● Place your elbows on top of your head
● Sit underneath the tables

Plural-
● Point your elbows to the sky
● Cover your eyes
● Wiggle your fingers

Past irregulars
● Find something that has been hidden
● Tell me who you last spoken with
● Tell me something that I taught you

Possessives-
● Stand beside your writing partner’s desk spot
● Touch your friend’s toes
● Tell me ms. something’s favorite subject

Articles
● Point at a red thing
● Find the best book in the classroom
 ● Show me a trick

Past regular
● Tell me who behaved well in last class?
● Tell me what you included in your story
● Tell me something that you have been advised to do

Third person singular

● Tell me a sentence about what ---- is doing

Auxiliary ‘be’
● What are you doing
● What am I doing
● What is ---- doing
● What are we doing
● What are you all doing
● What are --- and --- doing

Body (15 min.)

(Descriptive and clearly organized steps/scaffolding and transitions in lesson. Indicate timing of each
section. Identify teaching strategies, organization of class etc. How and when are you using formative
assessment in your lesson?)

Model the task (2 mins) :

● Now you will write your own instructions for your classmates to complete
● Create complex directions by combining two or more of the types of directions I gave
you (The students will crawl under the table while humming a song (​3rd person verb,
preposition, present progressive, indefinite article​)
● With your partner (random generator) you will go together and give each other five
super directions each
● Have one student come up
● Give them 5 directions in a row
● If this is too much, write your directions on a whiteboard
● Go over a few more examples of combining instructions

Work with partners, switching halfway through for 10 mins.

Closure (5 min.)
(Consolidation Learning; Indicate clean up protocol, material management etc.
Transition to Next Lesson. How do you plan to prepare students for the next period?
Are they changing classes? Is another teacher coming in to the room.)
 Consolidation of learning (5 mins.)
● Everyone must write out their instructions on their own chart paper
● Have one student at each table collect them to hand in

 
 
Wug Test 
 

 
 
1. Plural. One bird-like animal, then two. "This is a wug /wΛg/.   
Now there is another one. There are two of them. There are two ____." 
 
2. Plural. One bird, then two. "This is a gutch /gΛč/. Now there is another one. 
There are two of them. There are two____.” 
 
3. Past tense. Man with a steaming pitcher on his head. "This is a man who knows 
how to spow /spow/. He is spowing. He did the same thing yesterday. What did he do 
yesterday? Yesterday he ____. " 
 
4. Plural. One animal, then two. "This is a kazh /kæž/. Now there is another one. 
There are two of them. There are two _____". 
 
5. Past tense. Man swinging an object. "This is a man who knows how to rick /rIk/. He 
is ricking. He did the same thing yesterday. What did he do yesterday? Yesterday he 
______." 
 
6. Diminutive and compounded or derived word. One animal, then a miniscule animal. 
"This is a wug. This is a very tiny wug. What would you call a very tiny wug? _____ This 
wug lives in a house. What would you call a house that a wug lives in?"______ 
 
7. Plural. One animal, then two. "This is a tor /tor/. Now there is another one. 
There are two of them. There are two______ 
 
8. Derived adjective. Dog covered with irregular green spots. "This is a dog with quirks 
/kwɚks/ on him. He is all covered with quirks. What kind of dog is he? He is a _______ 
dog." 
 
9. Plural. One flower, then two. "This is a lun /lΛn/. Now there is another one. 
There are two of them. There are two _______.'" 
 
10. Plural. One animal, then two. "This is a niz /nIz/. Now there is another one. 
There are two of them. There are two ______."  
 
11. Past tense. Man doing calisthenics. "This is a man who knows how to mot /mat/. 
He is motting. He did the same thing yesterday. What did he do yesterday? 
Yesterday he ______." 
 
12. Plural. One bird, then two. "This is a kra / kra/ . Now there is another 
one. There are two of them. There are two _______.'' 
 
13. Plural. One animal, then two. "This is a tas s / t æ s / .   
Now there is another one. There are two of them. There are two _______" 
 
14. Past tense . Man dangling an object on string . "This is a man who knows how to 
bod /bad/. He is bodding. He did the same thing yesterday. What did he do 
yesterday? Yesterday he ______" 
 
15. Third person singular . Man shaking an object . "This is a man who knows how 
to naz /næz/. He is nazzing. He does it every day. Every day he _______" 
 
16. Plural . One insect , then two. "This is a heaf / h i y f / .   
Now there is another one. There are two of them. There are two ______.” 
 
17. Plural. One glass, then two. "This is a glass. Now there is another one. 
There are two of them. There are two ________." 
 
18. Past tense. Man exercising . "This is a man who knows how to gling /gliŋ/. 
He is glinging. He did the same thing yesterday. What did he do yesterday? 
Yesterday he _______." 
 
19. Third person singular . Man holding an object . "This is a man who 
knows how to loodge /luwdž/. He is loodging. He does it every day. Every day he 
_______" 
 
20. Past tense. Man standing on the ceiling. "This is a man who knows how to bing 
/biŋ/. He is binging. He did the same thing yesterday. What did he do 
yesterday? Yesterday he _____" 
 
21. Singular and plural possessive. One animal wearing a hat, then two wearing 
hats. "This is a niz who owns a hat. Whose hat is it? It is the __________ hat. 
Now there are two nizzes. They both own hats. Whose hats are they? They are the 
_________ hats." 
 
22. Past tense . A bell. "This is a bell that can ring . It is ringing. It 
did the same thing yesterday. What did it do yesterday? Yesterday it______." 
 
23. Singular and plural possessive. One animal wearing a hat, then two. "This is 
a wug who owns a hat. Whose hat is it? It is the _____ hat. Now there are two 
wugs. They both own hats. Whose hats are they? They are the _____ hats." 
 
24. Comparative and superlative of the adjective. A dog with a few spots, one 
with several, and one with a great number. "This dog has quirks on him. This dog 
has more quirks on him. And this dog has even more quirks on him. This dog is quirky. 
This dog is _______. And this dog is the ______." 
 
25. Progressive and derived agentive or compound. Man balancing a ball on his 
nose. "This is a man who knows how to zib /zIb/. What is he doing? He is 
_______. What would you call a man whose job is to zib?" ______ 
 
26. Past tense. An ice cube, then a puddle of water. "This is an ice cube. Ice 
melts. It is melting. Now it is all gone. What happened to it ? It ________." 
 
27. Singular and plural possessive. One animal wearing a hat, then two. "This is a 
bik /bIk/ who owns a hat. Whose hat is it? It is the _____ hat. Now there are two 
biks. They both own hats. Whose hats are they? They are the _____ hats." 
 
28. Compound words . The child was asked why he thought the following were so 
named. (No pictures were used for these items.) 
 
a. afternoon    k. newspaper 
h. handkerchief  e. blackboard   
b. airplane   I. sunshine 
i. holiday  f. fireplace   
c. birthday    m. Thanksgiving 
j. merry-go-round  g. football   
d. breakfast   n. Friday 
 
(7) (PDF) The Child's Learning of English Morphology​. Available from:
https://www.researchgate.net/publication/243750735_The_Child's_Learning_of_English_Morphology
[accessed Apr 06 2020].