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Lisette Gongora: ESC 725

Instructional Objective: Students will identify the subject and


predicate of a basic sentence.
Anticipatory Activity:
1. What is the rule you learned to decide if a phrase is a basic
sentence?
2. According to the rule we learned last week, are these basic
sentences? How do you know?
Don Quijote is a dreamer.
He can beat up a windmill.
After the plane took off.
The cup that is on the table.

3. Take out the sentences you wrote for homework. Write them
on the back board.
Materials:

Scholastic Action magazine: Article on bullying


Hand out for homework

Inductive/ Discovery Activity: We are going to read an article. Look


at the sentences that follow.
Are they basic sentences?
All of the sentences have the basic structure of the sentence in
English. What does a sentence need to have to be a sentence? Do
these sentences have that?

In English, the subject and the predicate are always in the same
place/in the same order.
The duck swims in the pond.
My little sister is hungry.
The order is:
S
Examples:
swims in the pond.
My little sister

|
The duck
|

P
|
is hungry.

Divide these sentences from the reading into subject | predicate:


Jamie was bullied in and out of school.
I was getting death threats.
All her books and notes were ruined.
He was completely floored.
She is working to protect others.

Ask: What do the subjects have in common? What do the


predicates have in common?
Deductive explanation: First, using the information weve covered
this far, have the students add to the definition of a basic
sentence, and then give them the expanded definition.
Activity: Write all the subjects on blue index cards and the predicate
on pink index cards. Include some subjects that dont go with
the predicates. Have students tell me which combinations
make up sentences and which dont.

Scaffolding: Use a combination of easier and more difficult


sentences, so that the students can work with them easily to
understand the lesson. Give the easier sentences to the
students with lower proficiency levels.
Modifications: Typed handouts and working individually with the
student.
Assessment: Do the first two sentences on the homework handout.
Homework: Handout with phrases. Students must identify basic
sentences using the formula they learned. Then they must
separate them into subject | predicate
On the homework sheet, I will introduce the sentences that require
do, does, did to create a yes/no question.

Name

Date

ESL Tutoring

Ms. Gngora

For each of the following sentences:


A. Convert the sentence to a yes/no question
B. Separate each one into Subject | Predicate.
1. These are real messages sent to Jamie.
A. Yes/No question:
B.

|
S

2. She is working to stop bullies everywhere.


A. Yes/No question:
B.

|
S

3. The girl was given three days of in-school suspension.


A. Yes/No question:
C.

|
S

4. Logan was crowned Miss Teen USA.


A. Yes/No question:
B.

|
S

5. There were many bad moments before that.


A. Yes/No question:
B.

|
S

The next five sentences are different. You will need to do something different
to make a yes/no question. Try to change them into yes/no questions. What
is different?

6. Jamie tried to stay positive.


A. Yes/No question:
B.

|
S

7. Her parents went to see the school principal.


A. Yes/No question:
B.

|
S

8. Jamie lives in New York.


A. Yes/No question:
B.

|
S

9. The abuse got worse.


A. Yes/No question:
B.

|
S

10.
She decided to switch schools.
A. Yes/No question:
B.

|
S

11.
The law requires schools to teach staff and kids about bullying.
A. Yes/No question:
B.

|
S

Lisette Gongora: ESC 725


Reflective Journal #2

For my second lesson, I intended to teach the subject | predicate placement of a sentence.
I figured that the first lesson had gone so well that I could plow ahead. It became clear very
quickly that I was not going to be able to move forward with the lesson. I realized that it was not
going to be as easy as I thought it would be. Of the four students I started with last week, only
the two weaker students came to the session. I thought I would continue with what we had
started when it became obvious that I needed to reteach what we had done the week before. I had
to think of a way to try to get the message through to the girls on the spot, because they were not
getting it. All we did was work with the basic sentence and yes/no question test. Then it
occurred to me to make it visual using the X words and placing the question above the
sentence on the SmartBoard so that they could see how all the words are present, and their order
in both a sentence and a question. I also had to adjust the homework I gave them. Since the
sentences were all printed on the sheet, I assigned only with the easy sentences that had the x
words. I left do, does, did sentence/questions for another time. This was challenging for me
because, although I work with foreign language learners and immerse them completely in
Spanish when they are with me, I work with advanced honors and AP students who have a strong
foundation in the language. The fact that my ESL tutees are just beginning, having been here for
less than a year (for the two basic girls) makes it challenging. Knowing that these children
NEED to learn English to survive in this environment adds a sense of urgency. I need to find a
way to help them acquire the language more easily.
We never accomplished the intended lesson, but we were able to work on another lesson that
offered a small step in the right direction. I will attempt the same lesson the next time I meet with
them. I believe that they were able to see the connection with the X words, but

I will know better when they come back with the sentences I gave them for homework. The
sheet is attached to this journal entry. I had the girls do only #s 1-5. I did not collect anything
from them because I thought they might need to refer to the notes and examples they wrote
down. They were able to do the activity with the sentences we practiced in class. In the interest
of time, I found myself explaining how to do some of the activities to them in Spanish.
Although I felt that the intended lesson failed, it felt good to see that they grasped
something. Now I am aware that the gains from this week may not carry over to next week, but
at least I was able to see an expression of understanding on their faces. My frustration comes
from me. I have this sense that I MUST teach them something to help them interact in their new
environment. It reminds me of my own sense of urgency when had been living in France for only
a few weeks have in only had two semesters of French before getting there. The difference is that
I loved the language and I was there by choice, not because I had to leave my home to go with
my parents. I believe that acquiring English as quickly as possible will make the girls
adjustment to their new environment a little easier.
When I meet with them again, I would like to use more tactile materials. They responded
well to the SmartBoard and were able to move around words and sentences on the board. I will
attempt to introduce this weeks lesson next week again. If they show me that they are ready to
move on. Also, if the other two girls come next week, I would like to see how they respond to the
lesson; they seemed to grasp the first lesson easily.

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