Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j77JG2G00604; Sun, 7 Aug 2005 15:16:02 -0400 (EDT) Date: Sun, 7 Aug 2005 15:16:02 -0400 (EDT) Message-Id: <20050807191119.78379.qmail@web33011.mail.mud.yahoo.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: sandra fugate <aviasan2@yahoo.com> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:11031] RE: Lesson plans X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=iso-8859-1 Status: O Content-Length: 4095 Lines: 133 We recently 'launched' our ESOL-specific lesson plan and multi-level grid template at our annual ESOL Academy. Even though the template used for the training is a formal lesson plan (more than teachers would ordinarily use for writing out plans on a regular basis), it was well-received. We tried to address the components that teachers should have in mind (if not on paper) as they teach language skills, culture, and content. We used the competencies in our ESOL Curriculum Resource Book to help with the multi-lesson planning. We are, however, planning to update our competencies, but this gave the teachers some direction in adapting an existing lesson for all levels. If anyone is interested in seeing the sample lesson and multi-level grid, I will be happy to attach them to an email to you. You may contact me personally at sfugate1@utk.edu. My only request is that you provide me with feedback after your review. Thanks, Sandra Fugate ESOL Coordinator UT Center for Literacy Studies --- Dottie <dottie@shattuck.net> wrote: > Glenda, Mona -- You are SO RIGHT! > > I also have open entry, open exit, 3 skill levels & > 2 job shifts to > accommodate. We also have new refugees arriving > almost every week. I never > know what their skill level will be. Fortunately, > I've been teaching adult > ESL for nearly 20 years; I know how to "flex". I > make an agenda (topic, > supplies, activities) for each level for the week -- > and hope I can cover > it. However, if only 1-2 students come for a > session & have other > requests/needs, that's what I teach. > > Dottie Shattuck > Hebrew Immigrant Aid Society > Charlotte, NC > > ----- Original Message ----- > From: "Mona Curtis" <MCurtis@tvcc.cc> > To: "Multiple recipients of list" > <nifl-esl@literacy.nifl.gov> > Sent: Monday, August 01, 2005 11:04 AM > Subject: [NIFL-ESL:11017] RE: Lesson plans > > > >I had been composing a reply to this thread on > lesson planning, but > > Glenda took the words out of my mouth. We have an > open-entry, open-exit > > program and it's impossible to make a lesson plan > when you don't know > > who's going to show up in your class from day to > day. Rather we have > > been trying to work more on understanding > individual students and their > > goals and work toward meeting those goals. > > > > Mona Curtis > > ESL Coordinator > > Treasure Valley Community College > > 650 College Blvd. > > Ontario, OR 97914 > > www.tvcc.cc > > 541-881-8822 x 316 > > fax 541-881-2747 > > > >>>> glenda@english-now.us 07/30/05 01:14PM >>> > > Because I run a program with a "running schedule" > - > > students can come in and out as they please all > day - > > I very seldom have a written lesson plan. > However, I > > know the material inside and out and tailor each > > student's "lesson" when I see what they are having > > trouble with. I think a teacher must know the > > material inside and out, but also must be > flexible. > > Even when I was teaching traditional classes and > wrote > > lesson plans, they very seldom went off the way I > > planned. When teaching adults there are so many > > variables - acculturative stress issues, > differences > > in literacy levels that make some students > frustrated > > at how slow we are going and others frustrated > that we > > are going to quickly. I actually think that we > have > > improved the quality of our teaching because we > > conform our methods and "plans" to a particular > > student's needs on a particular day. However, I > > agree that when teaching large groups, a written > > lesson plan - even if not followed to the letter - > is > > a great tool for making sure you cover everything > you > > intend to. I think the problem arises when > adhering > > to the lesson plan becomes more important than the > > students' ability to assimilate the information. > > > > Glenda L. Rose, Director > > English Now, Austin, TX > > www.english-now.us > > > > > ____________________________________________________ Start your day with Yahoo! - make it your home page http://www.yahoo.com/r/hs
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