LED 6510 Lesson Plan Peer Review FormTitle of Lesson Plan Revi.docx

LED 6510 Lesson Plan Peer Review Form
Title of Lesson Plan Reviewed:
Your Peer’s Name:
Your Name:
Directions: Each student will be assigned 2 peers’ draft of final
lesson plan for review on Canvas. Upon completion of reading,
do provide your feedback to your peers using the following
directions:
1) use the peer-review form to provide overall feedback for the
other students' draft of lesson plan; Attach the forms with your
feedback to your peers while you have completed peer review
activity;
· Per the requirement, each student’ draft of lesson plan should
include the following components (The other components are
optional depending on each individual’s progress, so you just
provide your feedback based on the content in the lesson plan)
· The below section is mandary to be reviewd and provided with
feedback using the guided question in this form, highlighted in
red in the form
· Language comparison, grammar focus of instruction, and
establishment of relevance
· Introductory Statement of Your Language Task
· Structured input activity, structured practice activity and
output assessment activity
2) For the grammatical, spelling, mechanic and other
suggestions, kindly use the "Review" or "Track changes" button
in the student's original word document and post your comment
on the right side of the column of the word document, and then
return the document to your peers with your

comment/feedback.
1. Does the author clearly present the grade level of students,
concentration domain, materials and digital tools need and time
needed for the lesson?
I’m not sure if the students are in first grade or in middle
school. Be more specific.
2. Does the author concisely describe the following aspects in
Learners & Learning Environment? How can the author improve
in each aspect, if any?
Yes, but it is confusing because there is no header indicating
that she is talking about it.
establishment of relevance:
Yes, it is descriptive.
Yes, it is clear.
· Review of Terminology
Good review of the terminology
· Annotation
The annotations are not highlighted in yellow.
3. Does the author concisely define the following aspects in
Standard and Outcomes? How can the author improve in each
aspect, if any?
Yes they are clearly outlined. If they were in bullet points it
would be easier to read.
4. Does the author understand the concepts of structured input
activity, structured practice activity and output/assessment
activity clearly and concisely?
The structured input activity is not clearly defined. The output
assessment activity should be more descriptive. Also is the
instructional practice the structured practice activity? The

headers should be more clearly defined.
Does the author demonstrate the structured input activity,
structured practice activity and output/assessment activity in a
clear and organized way? Does the author provide teaching
resources where appropriate and provide detailed explanations
and guidelines for this activity? How can the author improve in
this area?
It is not clear and organized, only because there are no headers
indicating each activity. Headers would definitely make it more
clear.
Notes: You may take the following notes from assignment
directions to better evaluate your peer’s instructional activity.
· Structured Input Activity
Design a Structured Input Activity appropriate to your lesson.
This activity must make the grammatical element salient to the
learner and must follow principles discussed in class.
· Structured Practice Activity
You must design a Practice Activity appropriate your lesson.
This activity must provide the learner with an opportunity to
practice the grammatical element without having to actually
produce the grammatical element and should adhere to the
principles discussed in class.
· Output/Assessment Activity
You must design an Output/Assessment Activity that fits the
context of your lesson. This activity must provide an
opportunity to “check understanding” via production of the form
in some way. It should follow the principles discussed in class.

Your Comments and Feedback:
My main comment is that the annotations should be highlighted
in yellow, to clearly see them. Each activity should also be
clearly stated. There should be more headers for the reader to
understand which section they are on.
5. Does the author provide annonations as required? Does the
author’s annotations indicate understanding of referenced SLA
theory? Does the author’s instructional decision is appropriately
informed by reference SLA theory?
There is no clear reference to any SLA theories.
6. Write your constructive feedback for the author to improve
his/her lesson plan in the next stage (grammar, A.P.A., spelling,
annonations, other suggestions, etc..)
There are many things missing in the outline. Need to
incorporate multiple SLA theories. There should be headers for
each section of the outline as well, and should look like the one
our teacher posted.
1
Your Peer’s Name:
Your Name:
directions:
activity;

red in the form
comment/feedback.

· Annotation
aspect, if any?
this area?

1
Comparative Grammar Project and Annotated Lesson Plan-LED
6510
A. INTRODUCTION
Your Name:
Target Students: Middle school (12-13 years old)
Concentration Domain: ESL in math content area
Title of the lesson: Garden Wars: Comparing Rectangles
Materials and Digital Tools Needed: projector, graph paper,
worksheet with sentence stems, worksheet with weeks labeled
and space to draw rectangles.
Time needed for the lesson: One 60 minute block

B. LEARNERS & LEARNING ENVIRONMENT
Language comparison, grammar focus of instruction, and
Although my classrooms contain speakers of several different
languages, this lesson will focus on native speakers of Arabic as
that is the largest group of any one native language in my
classes. Arabic is also a language I have basic knowledge of
through classroom instruction and a brief immersion in Egypt.
In nominal sentences (those that begin with a noun), Arabic
does not use a word that would translate to English forms of “to
be.” Instead, the verb “to be” is implied when the subject is
definite and predicate indefinite. For example, to say, “The
school is big,” in Arabic one would match the definite word for
school “al-madrasa” with the indefinite adjective for big,
“kabeer,” so the sentence would be, “Al-madrasa kabeer.” This
implication of the verb to be also holds true even in past or
future tense.
I have noticed in my years teaching that native Arabic
speakers in the early stages of learning English will omit the
words “is” or “was”. Assumably, the mistake comes from direct
translation. Translating “Al-madrasa kabeer,” word for word
yields, “the school big.” In English conversation, most people
could interpret the meaning here, but speakers should certainly
become accustomed to including it as ambiguous situations
could arise from its omission. Curiously, I notice that often
learners often include the verb when the sentence starts with
“it”, as in, “It’s hot outside” or when speaking in first (“I am”)
or second person (“You are”). Whether or not this demonstrates
that students are fully aware of the necessity of the verb or if
they are simply repeating a common convention that they have
memorized is a question for further research. Regardless, I have
designed a geometry lesson that focuses on including forms of
to be in third-person sentences that do not begin with pronouns.

The goal is that students recognize the necessity in using these
words and then to hear and see students using them clearly and
correctly.
Introductory Statement of Your Language Task:
In this task students will be finding area and perimeter of
rectangles and using patterns to make predictions about the
relationship between area and perimeter. At the same time, the
language focus will be to include different English forms of the
verb “to be,” (is, are, was, were and will be). To do this,
students will be comparing and ranking different rectangles
before making predictions without calculation. Mathematically,
students should be proficient in defining and calculating area
and perimeter for a rectangle. To make the task more relevant, it
will be in the context of gardens, specifically in people’s yards
in our city of Hamtramck. Seeing a garden in a front yard,
between two houses or in a backyard is not uncommon, and they
all have different shapes. Students are told their final task is to
explain to someone where and how to build their garden to
maximize area and minimize border materials like fencing or
rocks by comparing different options.
Review of Terminology
In the context of language learning, input is any amount of the
target language that a learner reads or hears that tries to
communicate something, while output is any amount of the
language that a learner says or writes in trying to communicate
something. Looking at a finished crossword puzzle without the
clues would be an example of language that is not input. They
are words, but they do not communicate anything.
Enhancement is the process of altering input for a learner to
make it more understandable. It often involves removing
extemporaneous words or adding clarity and directness. In text
it can be as simple as bolding or underlining, but is always
intentional.
A teacher uses structured input when they introduce language

intentionally in such a way that the students are led to interpret
meaning based on form. That is, the students should be able to
notice a language feature and see its relevance. In structured
practice students experiment with the new form in a task that is
explicitly defined by the teacher. Finally in a structured output
activity, students must use the new form to communicate new
information. Thus, it is form-focused and communicative.
Annotation
This task addresses errors in input processing under
VanPatten’s first principle concerning the primacy of meaning,
especially part (a). Students tend to process content words
before anything else because they are more focused on meaning
than form (Wong 2004). In the sentence “The school is big,”
students would tend to process “School” and “big” first and be
able to derive enough meaning to understand the sentence. If the
verb “is” is not processed correctly, it will likely lead to
mistakes in production. Furthermore, other forms of “to be”
denote different tense or plurality and need to be processed
correctly to fully understand the sentence. Using this framework
is relevant to the mathematical content because tense can be
used to communicate stations in a problem solving process:
(past mistakes, present claims and future predictions), and
attending to precision is a core mathematical practice.
C. STANDARDS AND OUTCOMES
Standards:
· Common Core Mathematics 7.G.6: Solve real-world and
mathematical problems involving area, volume and surface of
two- and three-dimensional objects composed of triangles,
quadrilaterals, polygons, cubes, and right prisms.
· WIDA ELD Strand 3: Mathematics. Identify key language that
provides information to solve real-life mathematical problems
using labeled visual and graphic supports with a partner

(emerging) or individually (developing).
Outcomes:
· Content:Students will be able to compare areas and perimeters
of quadrilaterals and explain how to maximize area in a real-
world context.
· Language: Students will include an appropriate form of the
verb “to be” when describing something orally and in writing.
D. INSTRUCTIONAL PRACTICE
Engaging Students, Activating Prior Knowledge, and Setting
Lesson Goals
Ask the opening question, “Has anybody seen that house on
Mitchell where the entire front and back yard are a garden?”
(We can even show a picture of the house.) Elicit responses
about other gardens in Hamtramck that might be considered in
unconventional spaces or about their own families’ gardens.
Also elicit response for what goes into a garden, eventually
making sure that border materials like stones, bricks, boards or
fences get mentioned. Relate a story (even if fabricated) about
five neighbors who became competitive over the size and
aesthetic of their gardens. Each wanted to have the most area in
their garden, but they wanted to spend the least amount of
money on their materials. They competed for both for the
largest garden and the smartest garden, meaning who had made
the most efficient use of their space. They all had different
ideas for where to put their gardens: front yard, side yard, back
yard and even their roof!
Explain the task of creating differently shaped gardens and
comparing their area and perimeter. Create an example on the
board and, modeling with a think-a-loud or eliciting responses,
find both the area and perimeter in order to activate prior math
knowledge. Explain that the goal will be to tell the story of the

five neighbors, so not only the math will need to be correct, but
clear and concise English as well.
Instructional Procedure: Engaging Students in Actively
Constructing Deep Understanding Incorporating Structured
Input Activities
o Structured Input Activity
The opening activity focuses on the grammar of comparison and
leads students to notice that a verb is necessary and that the
form matters. The teacher projects two images of gardens with
labels, “Mike’s garden” and “Mary’s garden” with space in
between. Students study the images for a moment and share
ways they are different with a partner. The teacher elicits
responses and uses them to complete the sentence on the board.
For example, “Mike’s garden is uglier than Mary’s garden.”
Students are given a sheet with several sentences that have the
verb missing. To retain context, the sentences relate to
gardening or neighbors. Some of them include pictures. For
example, beneath captioned images of a tulip and a dandelion is
the text, “The tulip ___________ the dandelion.” Students fill
in missing words to make a comparison, just as in the example.
There are many appropriate answers here. Sentences also
include differences in plurality and tense. For example,
“Yesterday, the weather ___________ today.” To encourage
students to include the verb “to be” in this opening exercise,
some of the prompts will only be missing the verb, as in, “The
roses ___ more expensive than the tulips.”
As a caution, the openness of the activity might be confusing to
students, and if that is the case, then providing a set of possible
phrases in a bank can allow students to try different wordings.
At this point in their language development the assumption is
that they will likely know a correct sentence when they hear it,
but cannot explicitly explain the rule. Comment by Andrea
Kruger: Phillip, the one question I had for you regarding this
input activity was the fact that more than one word might be

supplied in the blanks. I love that you added this piece here, and
I do think having a model to go from should help guide them to
the correct form.
It does occur to me that comparing two things is sort of a
language skill in and of itself the (more x than x) structure, but
this is easily enough taught “on the fly” if the students don’t
know it. Honestly I’d love to sit in on this lesson!
Annotation:
This exercise draws from the noticing hypothesis within
the cognitive perspective of second language learning.
Lightbrown and Spada (2013) explain that, “comprehensible
input does not lead to growth in language knowledge unless the
learner becomes aware of a particular language feature” (p.
115). I could read sentences that include a form of “to be” all
day long, but if the students are not attuned to noticing it and its
forms, then I cannot expect them to improve at producing it.
These sentences intentionally include shifts in tense and
plurality, which in turn elicit different forms of “to be.” The
idea is to provide other language features in the sentence and
isolate this particular verb as the variable. When the change
between sentences becomes apparent to students, they can then
notice how the verb forms need to agree with the rest of the
sentence. As mentioned earlier in regards to VanPatten’s
principle, students are noticing meaning before form, but when
the verb form holds more significant meaning (like tense) then
it leads students to notice it.
o Structured Practice Activity
In the structured practice activity, students experiment both
with mathematical properties and language. The teacher tells
students there is a pattern in the relationship between perimeter
and area for rectangles. Remind them of the ultimate goal: find

the most area with the least perimeter. Students use graph paper
to create different shaped rectangles and cut them out, with the
explicit instruction that they all have an area of 36 square units.
They label each rectangle and keep track of the dimensions and
perimeter of each on a table. With a partner, they create 5
statements comparing or describing any number of their
rectangles. Having them cut out allows them to organize and
group to make comparisons easier. Sentence stems are provided
to link this new conversation to the input activity. For example,
“These rectangles _______ those rectangles.” Students create
the statements first orally, and then write them down. During
this time, the teacher circulates the room, eliciting corrections
for students, especially when they omit the verb, “to be.” As
students make comparisons, they should arrive at a rule that
suggests that the more square a rectangle is, the greater the ratio
of area to perimeter.
Annotation:
The cognitive perspective is also shown here in the role of
practicing. The practice is not a rigid set of drills or random
sentences taken out of context. The cognitive-interactionist
principles of practice include being interactive, meaningful and
focused on task-essential forms (Lightbrown & Spada 2013).
The practice in this activity includes all three principles.
Students are interacting with their partners to describe a
discrete set of objects in front of them. The task is personalized
to each pair because the shapes they have are of their own
making. Although ideally this could be a discussion about a real
garden, the fact that they created their own representations adds
a layer of personalization. The task at hand is clear: to compare
which gardens are most efficient and create a plan for a more
efficient garden. The language they use has to be to this end.
Despite meaning and interaction being a researched best
practice, my own experience finds it also generally tends to be
more stimulating than rote solitary practice. Comment by
Andrea Kruger: I agree. They are working with something they

themselves created, so there is a rich context and a purpose.
o Output/Assessment Activity
The output activity returns to the original hook of the lesson:
tell the story of the 5 competitive neighbors and their gardens.
Students receive a paper with 5 different sections. They are
organized vertically down the page, and each one is labeled
with a name and “week 1, week 2, week 3, this week and next
week.” Students create rectangles and find the area and
perimeter of each. They then write a sentence for each week
indicating which is the largest garden and which garden is the
most efficient use of space. In this way, weeks one, two and
three, will be past tense, “this week” in present tense and “next
week” in future tense. Students read the story of their garden
competition to their partners.
Annotation:
The biggest difference in the output activity is that it moves
from sentences to discourse. Students string their sentences
together to tell a story that moves through tense. Thus, the form
has to adjust in order to convey the meaning. Just because this
is an output activity, however, does not mean it is the end.
Wong (2005) notes that, “output promotes noticing of linguistic
features in input” (p. 97). In effect, when something sounds off
to them, the students can return to the input and continue
working in a loop. They move closer to merging grammatical
forms with the meanings of their statements. In this lesson in
particular, because the verb “to be” is not an entirely new
concept, but rather a common mistake, the role of practice and
the input-output loop is key. Students will likely know when
they have made a mistake if they stop to notice it, and they are
more likely to notice it after this lesson.
Closure—Students Summarizing and Synthesizing Their
Learning:

The best way to summarize a lesson like this is to have them
generalize the rule they have been practicing. That is, in
English we explicitly include the verb “to be” even if it can be
implied from context. This is a good time to have students talk
about the lesson itself with stems like, “I thought the lesson
was…” or “I hope tomorrow’s lesson will be…” Even as it is
the end of the lesson, it is still important to catch mistakes by
eliciting the verb or recasting if a student omits it. Comment by
Andrea Kruger: I like your idea to have them apply the structure
to a new context, such as how they feel about the lesson.
***
E: REFERENCES:
Lightbown, P. & Spada, N. (2013). (4th ed.) How languages are
learned. Oxford, England; Oxford University Press.
Wong, W. (2005) Input enhancement: From theory and research
to the classroom. New York, NY: McGraw-Hill.
Title of Lesson Plan Reviewed: Verb Tenses
Your Peer’s Name:
Your Name:
directions:
activity;

red in the form
comment/feedback.
Yes
Great description here, the reader was able to get a good
understanding of your students and the language difference.
· Clear and concise

Clear and concise
No problems understanding terms
· Annotation
· Spelling error I highlited in red “hypothesis”
aspect, if any?
Only one standard was provided
No outcomes provided
None provided
this area?
None provided
· None provided

None provided
None provided
None provided
I wonder if you submiited the correct version of your document?
Many areas were blank.
Only one annotation provided – under terminology

I only was able to comment on section A and B other areas were
not provided.
1
Title of Lesson Plan Reviewed: SVO Agreement
Your Peer’s Name:
Your Name:
directions:
activity;
red in the form

comment/feedback.
The author clearly knows her students and the target she is
trying to reach with them. Her message could be clearer if she
includes examples of the language errors and corrections.
The introductory statement of the language task is clear and
purposeful.
· Annotation
aspect, if any?

this area?
· At the beginning the teacher discusses displaying the input
activity but it is unclear where it will be displayed. Also is is
unclear when the chart for the activity will be constructed
during the activity or prior to it.
· The instructor left out one object in the chart this could cause
confusion. Thedog plays. Consider: The dog plays outside.
· In addition this activity if for first grade students I would
consider using pictures with the words/sentences in the chart to
support meaning.
· At the beginning the teacher trys to get the students to hear
the awkward sound pattern of the words tick-tock by flipping
them to tock-tick. I suggest trying to introduce this concept
with the poem Hickory, Dickory, Dock to train the students ear
to hear tick-tock before moving forward. If their ear is not
trained, then the sound combination will not sound awkward to
them.
· The students are in first grade I would add pictures to the
words to support meaning.

· I would also consider including the appropriate punctuation
and capitalization in this activity. This is supported by Robert
Schmidts Noticing Theory (Lightbown & Spada page 115)
· I have no suggestions for the output activity.
1
Your Peer’s Name:
Your Name:
directions:

activity;
red in the form
comment/feedback.
Absolutely yes! Everything about the lesson setup is very clear.

establishment of relevance: I thought Phillip did a great job
establishing why this task is relevant. The tie to gardens in the
community.
· Introductory Statement of Your Language Task: Great job here
as well. I think that particularly the way the content and
language fit together is awesome.
· Review of Terminology: Hard to mess this one up!
· Annotation: I really loved all your ties to SLA theories. I
think this activity will be a great one to help raise students’
awareness of the structure you want them to notice.
aspect, if any?
Absolutely. No improvement needed. The content vs. language
objectives make the lesson outcomes seem even more
purposeful.
activity clearly and concisely?:
Phillip does this very well. In the initial stages, he has the
students supply the missing structure that he wants them to
notice. My one critique would have been to limit the open-
endedness of the fill-in activity, but Phillip did mention a way
that he could scaffold the activity if the students struggled with
how to write comparisons. Well done!
this area?
Phillip’s activity explanations are all very organized. Also, the
way he explains which resources are used and when make the
activity very easy to imagine from start to finish, even for
someone far removed from the math world.

The annotations Phillip provided clearly referenced SLA theory.
It is clear to me that he is thinking along the lines of cognitive
theories of language acquisition which promote communicative
activities tied to meaning. This is cearly reflected in the content
and procedures of the lesson, and particularly the decision to

have the students work in pairs! There will be a lot of rich
output as they work together, I’m sure.
I think this is very well-written and the APA is spot-on. As I
mentioned, this lesson was very easy for me to imagine and I’m
not really nor have I ever been very good at math.
1
Build up a learning community
Learn from each other
Provide feedback to your peers
Improve your lesson plan
Purpose of Peer-Review Activity
Each student will be assigned to review two of your classmates’
draft final lesson plan
Notice: During the initial stage, your peer’s submission could
be their rough draft of final lesson plan; Per the requirement,
each student’ draft of lesson plan should include the following
components (The other components are optional depending on
each individual’s progress)
Language comparison, grammar focus of instruction, and
Introductory Statement of Your Language Task
Structured input activity, structured practice activity and output
assessment activity
Peer review activity will be due by 11:59pm June 16 on Canvas

Requirements for Peer Review Activities
What you need to submit:
Submit your feedback to your classmates using provided peer
review form in Week 6 module (attach the form with your
feedback to your peers via canvas)
Provide review comments/track changes directly on your peer’s
original word document if you have any constructive
suggestions.
Requirements for Peer Review Activities
In Week 6 (June 9) Module;
It is in the discussion aboard where you upload your draft of
lesson plan!!
(Titled as “Draft of Final Lesson Plan Due by …..”)
Where Can You Find Out Your Peer’s Uploaded Lesson Plan
1. Canvas Peer Reviews Tutorial Videos
https://www.google.com/search?q=canvas+peer+review+tutorial
&rlz=1C1GCEA_enUS867US867&oq=canvas+peer+review+tuto
rial&aqs=chrome..69i57j0.17659j0j7&sourceid=chrome&ie=UT
F-8#kpvalbx=_vJ2KXvzcGo7atQbVvqHwBg22 (Links to an
external site.)

2. How do I know if I have a peer review discussion to
complete?
https://community.canvaslms.com/docs/DOC-10676-
4212253442 (Links to an external site.)
3. How do I summit a peer review to a discussion?
4212253061 (Links to an external site.)
4. Where can I find my peer's feedback for peer reviewed
discussions?
4212253449
Useful Resources to Complete Peer Review Activities
Comparative Grammar Project and Annotated Draft Lesson
Plan-LED 6510
A. INTRODUCTION
Your Name:
Grade/age of students for whom the lesson was developed: 5th
Grade
Concentration Domain: ESL
Title of the lesson: Preposition (focused on under, in, on,
behind, next to, in front of, between).

Materials and Digital Tools Needed: an empty box, a small toy
animal, flashcards, pencil, paper, highlighter, worksheets,
whiteboard, marker,
Time needed for the lesson: 50 minutes
establishment of relevance: I have chosen to compare language
between English and Bangla. In both language use of
preposition is very common and there is lot of similarity of
using preposition in both language but in some cases there are
differences such as in English when we talk about village or
small town we add “at” before it but if we are talking about big
cities or large town we use “in”, as an example “ He lives at
Hackney” and when its about big cities we use “ He lives in
Michigan” but in Bangla for village, small town, big city, states
for everything they use one specific preposition. Let’s use the
first example again but this time in Bangla, “ se Hackney e vas
kore” and also lets use the second example in Bangla, “ Se
Michigan e vas kore”. As you can see each example has same
meaning in Bangla, no changes of preposition.
· When students come from Bangladesh, they tend to have
problem using proper preposition. Even when I moved to
America, I tend to have same problem, so when Bengali ESL
students make those mistake, I understand why they are having
this problem.
· Students from Bangladesh, they find themselves confuse when
it comes to use of curtain preposition. In this lesson plan,
students will identify the use of some staple preposition
correctly which they will use in their everyday life.
Introductory Statement of Your Language Task: In this lesson, I

will be focusing on use of some preposition in one setting.
Students will identify proper use of preposition in their daily
life. I will be providing a task for them which will keep them
engage through out the lesson and help them understand what I
am trying to explain. For this task, I will break them in small
groups and provide each group a box and a small toy animal. By
using this animal figure, students will discuss with their group
what preposition would be use in different position of box. By
using the object, they will talk and record their observation.
After the observation, they will try to use the correct
preposition on, under, in, behind, next to, in front of, between
in right place.
Input: Inputs are the new language which learners are expose to
either in writing, speaking, or reading form.
Output: On the other hand, outputs bring forth learners speaking
or writing skills.
Enhancement: Enhancement is improving the character of
learning output.
Structured Input: Structure input is designed in certain way to
push learners to rely on form and structure to get meaning.
Structured Practice: During teaching a lesson, students observe
the information from the lesson and apply it through activities
to gain better understanding on the lesson which was taught by.
Output: Based on the activity or work students did to come up
with a conclusion, it could be either written or oral. Output is
like a assessment to measure students understanding.

· Annotation: According to Lightbown and Spada (2013)”
overgeneralization of a second language rule, or an
inappropriate transfer of a first language pattern to the second
language”. In my case, students focusing more on meaning
rather than form of grammar. The example I used in language
comparison, students were comparing both language preposition
and thinking why they do have to add “in” or “at” before town,
village, state while they are giving same answer in Bangla. As
Wong (2004) mentioned, “Students tend to process content
words before anything else because they are more focused on
meaning than form”
· Standards: CCSS.ELA-LITERACY.L. K-5.1. E. Explain the
function of conjunctions, prepositions, and interjections in
general and their function in particular sentence.
https://study.com/academy/lesson/esl-prepositions-lesson-
plan.html
· Outcomes: Students will be able to identify why with changes
of animals motion the preposition changes. Students will
understand more about preposition in practice experiment. They
will summarize their understanding of the topic at the end
through writing assessment.
· Engaging Students, Activating Prior Knowledge, and Setting
Lesson Goals:
Before asking open question, write the word PREPOSITION in
large letter. Hold up an animal and a box and place the dog
inside the box and ask students, where is the dog? Place the dog
in front of the box and ask students, where is the dog? When
students are answering such as in the box, in front of the box,

write down the preposition in the board. I will go through the
rest preposition as a group and write down each preposition in
the board. I will break down students into small groups and
each group will received a box and stuff animal to do the
experiment by themselves and discuss with their group. Along
with the activity, they will receive a worksheet too. In the
worksheet, they will write down their answer. Once students
have a grasp knowledge of preposition, they will write a
paragraph using preposition.
· Instructional Procedure: Engaging Students in Actively
Input Activities
I will demonstrate the box and the toy animal in front of the
class. I will put the animal in different location from the box
and ask them to describe the position of animal, such as what is
BEHIND the box? What is UNDER the box? I will write down
the preposition in the board while they are telling me. To assist
them, I will give them verbal instruction too, so once I know
they have a grasp understanding of preposition, students will be
proceeding to the experiment. My verbal instruction would be
something like this: The animal is behind the box. The animal is
under the box. The animal is above the box. The animal is
inside the box.
Activity
Find the preposition and underline it.

The animal is behind the box.
The animal is under the box.
The animal is above the box.
The animal is inside the box
Annotation: VanPatten principle argued that, “learners have
limited processing capacity and cannot pay attention to form
and meaning at the same time” (Lightbown, Spada, 2013), and
most of the time students prioritize meaning over form. So, it is
important when I am reading sentences and including
preposition, it must be noticeable for students. Otherwise, I can
read it to them entire day, but the form is not going to make
sense to them. Along with that, I can not expect them to
comprehend the grammar form.
Students will break into small groups and before I give them
worksheet. I will provide each group a box and an animal. I
would want them to have a better understanding by using the
demonstration. Along with the model, I will provide them the
worksheet. Once they made a predication, students will place
the animal in different direction from the box. Students will
continue doing the experiment and talk to their partner and
takes notes. While they are discussing with their partner, I will
walk around the room and listen to their conversation. I will
focus on to see if they are using the preposition on the right
spot and I will be correcting errors during the walk.
Annotation: As Lourdes Ortega (2007) said, there should be
three principle while practicing language with English learner
and they are, “1) Practice should be interactive.
2) Practice should be meaningful. 3) There should be a focus on

task-essential forms (117).In structure practice activity,
students are discussing their thoughts with their partner and
making a prediction. They are doing fun experiment which
keeping them engage and at the same time experiment is
focused on task-essential forms.
In this part, students will be assessing their cognition in a
writing assignment. Once they are done writing, I will ask them
to highlight the prepositions, they used in their sentence. They
will use the evidence form the experiment to support their
writing. During their assessing process, I will walk around the
classroom to see if they are using the correct preposition in
right place. After completing the writing part, students will
share their writing in front of the class verbally.
Activity
What did you do this morning? Write 5-6 sentence about your
morning.
Word Bank: Up, under, in, in front of, next to, between.
Annotation: In this case, students move from experiments to
assessing their knowledge.Output activity does not always mean
end of the lesson. In one lesson, students do not stop compering
both language grammar form, in this stage if a student think
something is not making sense to them, they can go back to

input. Include a quote from book
· Closure—Students Summarizing and Synthesizing Their
Learning:
***
E: REFERENCES:
learned. Oxford, England.
Oxford University Press.
Wong, W. (2005) Input enhancement: From theory and research
to the classroom. New York, NY: McGraw-Hill.
2
Comparative Grammar Project and Annotated Lesson Plan-LED
6510
A. INTRODUCTION
Your Name:
Grade/age of students for whom the lesson was developed: 9th
grade
Concentration Domain: ESL, bilingual education, foreign
language- Spanish

Title of the lesson: English and Spanish plural
Materials and Digital Tools Needed:
Time needed for the lesson: 1 hour
· The grammar focus is the plural of words. In English, adding
the suffix (s) makes the singular word a plural word, for
example: truck- trucks. If the word ends in s, -ss, -sh, -ch, -x, or
-z, then we add –(es), for example: bus- buses. Sometimes, if
the word ends in s or z, we double the s (ses), for example: gas-
gasses. If the noun ends in f, we change the f to (ves), for
example: wife- wives. If it ends in y, change it to (ies), for
example: city- cities. If it ends in o, add es, for example:
potato- potatoes. There are many irregular words in the English
language that may not pertain to these rules.
· In Spanish, adding the suffix (s) makes the singular word a
plural word, for example: libro- libros. This is similar to
English. If a noun ends in a consonant, make it plural by adding
(es), just like English. For example, ciudad- ciudades. If a noun
ends in -ión, add -es and drop the written accent, for example:
avión- los aviones. If a noun ends in -z, add -es and change the
z to c, for example: el lápiz- los lápices. The word “el” and “la”
changes to “los” and “las.”
· Similarly, we add (s) to words that end in vowels and (es) to
words that end in consonants in both languages.
· In English, some words do not add (s) on the end to make it
plural, and Spanish speakers make that mistake, for example the
word “deer” is both singular and plural the same word. Also, the
word “people” is plural, without adding (s) as a suffix.

· Introductory Statement of Your Language Task:
Students will be describing to me what is in their backpack.
· Input- The information that students are receiving
· Output- The information that students are giving
· Enhancement- changing input to make it more understanding
for a student
· Structured input- teachers have students depend on a form or
structure of a sentence to get the meaning
· Practice- when a student applies an idea in order to better
understand it
· Output/assessment activities- Students now use the new idea,
and can be graded on it.
· Annotation
·
· Standards:
· CCSS.ELA-LITERACY.RL.9-10.4: Determine the meaning of
words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative
impact of specific word choices on meaning and tone (e.g., how
the language evokes a sense of time and place; how it sets a
formal or informal tone).
· Outcomes:
· Students will be able to understand English noun plurals
· Students will be able to communicate with each other to
understand grammar rules

· Engaging Students, Activating Prior Knowledge, and Setting
Lesson Goals:
· I will activate student’s prior knowledge of plural words.
When students first walk into the class, they will have to do a
writing journal for 5 minutes. On the board will be 5 words in
English, in which they need to write down the plural form of
these words. We will then go over the words as a class.
· Instructional Procedure: Engaging Students in Actively
Input Activities
· I will show a sideshow of photos to the class and ask them to
describe what they see in the photos.
· For example, I will show a picture of a car and I want them to
say the word car, then I will show them a picture of multiple
cars then they will say cars. They will repeat after me multiple
times and write down the word.
· I will then make it more difficult and give them irregular
plural words. I will show a picture of a deer, then of multiple
deer and ask what they see.
· I will have the students write the words on the board, to better
understand the spelling of these words. We then discuss each
word we write on the board as a class.
Annotation:
The behaviorist perspective explains that the environment is the
source of learning (Lightbrown & Spada 2013). I am having

students mimic what I say and write down the words. I am
reinforcing what I am saying multiple times and having them
mimic me multiple times.
· To begin, I will start by giving each student a card with a
picture or word on it of a singular or plural noun. For example,
the student with the card that says car finds the student with the
card of an image of a car on it. These students are now a team.
This team then goes and finds their plural pair of the same
word. I will then have students create sentences with the words.
· I will have students then discuss what they noticed, and
especially focus on the irregular words.
Annotation:
The interaction hypothesis states that learners need to interact
with each other in order to learn from each other. The whole
classroom is interacting with each other, so they can talk to
each other and give corrective feedback to one another.
(Lightbrown & Spada 2013).
· The output/ assessment activity will have each student look
through their backpack and write a paragraph using 5 plural
words found in their backpack. I want them to get creative with
the paragraph and can make it fictional. I will give them a list
of words they have to use, like use at least one word that ends
with a consonant and vowel and make it plural.
Annotation:
It is important to keep motivation in the classroom and have
students be motivated. They need to be up and about,
kinesthetically learning which causes curiosity and makes the
environment more fun and comfortable. There are 25
motivational practices, one being “Teacher discourse: arousing

curiosity or attention, promoting autonomy, stating
communicative purpose/utility of activity” (Lightbrown &
Spada 2013). Students will be more motivated, since they can
use this lesson to describe real world objects, like things in
their backpack. They can also be more creative, and come out of
their comfort zone which may make it more fun for them.
· Closure—Students Summarizing and Synthesizing Their
Learning:
One great way for students to summarize a lesson is by writing
an exit ticket. This can be a question I ask them about the
lesson or what they learned, and they can write one quick
sentence before I dismiss them. This is a great way to wrap
everything together.
E: REFERENCES:
learned. Oxford, England; Oxford University Press.
2

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