Final Presentation

1. Final Presentation Hailey Maurer

2. My Teaching Philosophy • As I reflect on my philosophy of teaching English to speakers of other languages, I find it to be threefold.  • to foster a sense of personal growth in students • to guide students in using communication in meaningful contexts •  and to extend learning beyond the classroom in life-long goals

3. Teaching Philosophy Three Components: • Personal Growth: • establish a strong, supportive community of trust between students and teacher that defies linguistic barriers. • students can introspectively explore authentic language in use • Interactionalistapproach • Hands-on opportunities to negotiate meaning and achieve communicative competence with instructor and peers • incorporating differentiated instruction • strategic peer-grouping • multiple layers of scaffoldingto lowers students' affective filters. • collaboratively creating rubrics

4. Teaching Philosophy 2) Meaningful Contexts: An educator should focus on preparing students for encountering real-world problems, rather than merely teaching “to the book.” • facilitate practical reading, writing, listening and conversational skills • connectwith native speakers in the target culture. • highly encourage students to continue the use of their home language • English as a means to create ties between home community and English-speaking community • assign culturalprojects that allow S’s to reflect on the unique and rich aspects of their home culture and linguistic heritage, and share their findings with the student body in English. 

5. Teaching Philosophy 3) Life-Long Goals • give each student opportunity to actively take part in learning process • Maintain a well-rounded curriculum • Students are preparing to enter into a competitive job fieldand may hold a stronger value in particular areas of English study over others, • Implement regular surveys and tailoring projects to capture students' varying aptitudes, interests and personal goals • Avoid cookie-cutter projects • Write clearly defined content and language objectives • employ ongoing formative assessment • Studentportfolio projects. 

6. Activity 2.3: Low Beginner to Pre-Intermediate Lesson Plan Northeastern Flora and Fauna: • Grade/Class/Subject: • 12th grade / ESL Class/ Earth Science  • Unit / Theme: Northeastern Flora and Fauna  • Target Group:This lesson was designed for 20 students in 12th grade students who are at a low beginner to pre-intermediate proficiency level.   • I. Class Cultural Reflection A.     Pre-Discussion [5 minutes] • a. Teacher will begin class by writing KWL questions on the board. The instructor will inform the students that they will be returning to the last question at the end of the lesson.  • KWL's. • What do you already KNOW? • What do you WANT to know?  • What did you LEARN?

7. ACTIVITY 2.3 • “How are animals often portrayed, or shown, in stories, myths and legends?” (Have students give a few examples of animal movies, songs, or stories from their native country.) • B. Think-Write-Share Activity[10 minutes]                         1. Owl                          2. Penguin                          3. Rabbit                          4. Fox b. Students will be asked to get into four groups (collaborative discussion). THINKabout how these animals are depicted in literature from their own culture, and they might be portrayed how outside their native cultures WRITE about what kind of impression they get from these four animals “What can these symbolize?” SHARE words or phrases that can be associated with each animals from contemporary media and popular culture

8. ACTIVITY 2.3 • II. Vocabulary Focus • A. Research Workshop [ 20 minutes ] • Students will be assigned a “buddy” to investigate NYS animal or flora with through various sources. Pictures of several animals and plants discussed in their science class will be laid out on the table. Students will decide where their animal goes on the ecosystem and food-chain.  • Two large paper charts will be placed at the front of the classroom (one with a distinction for "flora" and "fauna" and the other will contain species categories such as "amphibian," "mammal," "Invertebrate," etc. • Teacher will demonstrate by using "think aloud" modeling. Students will work together in their groups to fill in the chart with their animals. 

9. Activity 2.3 B.  Vocabulary Investigation [ 15 minutes ] • Students will work in small groups and become experts on ten new vocabulary. • Each group will take on the role of “teachers” and come up to the front of the room to teach the new words they learned to the rest of the class. Role-play will be encouraged.  • The teacher will go over all the words of the different groups together until the class has been exposed to the lexicon.  C. Memorization Activity [ 15 minutes ] • Students will use “around the world” Flashcard assessment activity to work on comprehension.

10. Activity 2.3 III. Extension Activity • Students will also be asked to seek out other speakers of their native language in the community and show those speakers three pictures of flora and fauna discussed in class • Does any similar animal or plant exists in their home country and what they are called. • This is intended to help students build vocabulary in their first language and to make connections to English