Running head: PRACTICUM PORTFOLIO 1

Practicum Portfolio

Lauren Porter

Colorado State University

PRACTICUM PORTFOLIO 2

Contents
Reflection on
teaching.3-5

Appendix A: Lesson Plan 1 (with appendices)

.....6-10

Appendix B: Reflection on Lesson Plan1..

....11

Appendix C: Lesson Plan 2 (with appendices)

...12-19

Appendix D: Reflection on Lesson Plan

2......20

Appendix E: Reflection on coaching and

evaluating...21
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Reflection on Teaching

This portfolio reflects the work that I did during my Practicum class in the

TESL/TEFL program. Having this opportunity to teach through the practicum class was

very valuable for a number of reasons. I will list them here and then explain each one

further: first, we had the chance to create very detailed lesson plans, we cycled through

the process of teaching, coaching, and evaluating numerous times (and because of this we

were able to re-teach the same lessons twice), second, we watched a video recording of

ourselves, and finally, we were able to witness our peers teaching.

Because we were required to fill out very detailed lesson plans each time we

taught, we were forced to think through our goals/objectives, and the lessons that

accompanied them, on a deeper level. I know that for me, the tendency is to spend my

time thinking about which content objectives Id like to cover, because they come easier

to me. However, by having to fill in specific goals (content and language) in our lesson

plans, it provided a visual reminder to see if the activities would actually accomplish

these goals. I think it was really good practice having to fill in all of the procedural steps,

because sometimes Im a Ill work it out when the time to present comes kind of

person, so it really provided an opportunity for me to mentally run through each detail of

my activity. This kind of requirement, when filling out a lesson plan, is one that, to be

honest, I sometimes dread, but is actually extremely helpful for me. I think the lesson

plans provided good repeated practice to do so, so that small details didnt slip my mind

before I was actually in front of the students.

Being able to cycle through the steps of teaching, evaluating, and coaching was

helpful because I was able to see the teaching process from all different angles- and
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because each group had the opportunity to teach lessons twice, it was a great chance for

me to improve upon the lessons that Id previously taught. I do feel that I improved upon

the lessons I taught.

I really liked teaching, but I also liked watching my peers teach, because I learned

from them. I made mental notes when one of them provided guided feedback that I found

helpful, or if one had a certain mannerism or cadence when speaking that the students

seemed to respond well to. On the flip side, I also made notes when I noticed my peers

doing things that didnt seem useful or helpful, and I tried to avoid those errors in my

own teaching.

I thought watching myself on video teaching was incredibly helpful! Everyone

always wonders what they look like when theyre teaching (or doing anything, for that

matter), so I feel that now that Ive seen myself through the video, I wont forget what I

looked like. For example, I noticed that I used the podium as a crutch. Now, the next time

that I am up in front of a class teaching, I will be able to visualize myself using that

podium as a crutch, and avoid doing so!

Here I will explain, on a slightly less technical note, what I noticed in myself

throughout the semester. I noticed that, during the first lesson that I taught especially, I

was fairly nervous, but I had planned out what I wanted to say and the lesson went fairly

smoothly. Then, I noticed that in the middle of the semester, I got a little lax on my

mental preparation (maybe because I was less nervous), and I felt I tripped over my

words and explanations of grammar more. (This also relates to the point I mentioned

above, where I avoid detailed planning, i.e. with specific procedural steps in carrying out

an activity). However, by the fourth time teaching, I learned that I am nowhere near
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practiced enough in teaching to go in without a detailed plan. For the final lesson, I was

thoroughly prepared to teach, and I felt much better about how the lesson went.

Overall, Im really glad that we have this class as a piece of our required

curriculum; it helps to be in the classroom applying not only teaching methods and

grammar that we are learning, but to go through the process of learning to teach in a safe

environment, that provides not only encouragement, but practical (and applicable)

constructive criticism.
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Appendices

Appendix A

Lesson Plan 1 (with materials)

Group 4 Listening/Speaking Lesson Plan - Group A

Eating Out in Fort Collins/Restaurant Etiquette

Brief description of classroom setting: There will be approximately 24 students. Considering the size of
the classroom, the center of the classroom will be designated for students.(Colored pieces of paper will be
placed on the desks that are designated for students. Makers will be provided to make nametags.) E528
teachers will be asked to sit at the outskirts. The idea is to bring the students together so they can
comfortably interact with each other during activities, participate in classroom discussions, and
comfortably see the whiteboard/screen.

Coaches will be encouraged to join in activities where appropriate.

Evaluators will be observing and not asked to participate.

1. Pre-lesson inventory
a. Overview of lesson goals:
a. Introduce students to the topic of eating out/restaurant etiquette
b. Instruct students on the topic of making polite requests related to a menu
c. Teach students cultural norms of eating out in the U.S.so that students are informed
before they eat out
d. Practice critical listening skills to find important information
e. Practice speaking skills related to restaurant communication
f. Show students how to use technology (yelp) to help them find restaurants in Fort
Collins
b. Materials to take to class:
a. Question slips (printed and cut) (x copies)
b. Fill in the blank & true/false handout (x copies)
c. Ordering Food in a Restaurant handout (x copies
c. Equipment needed for class:
a. Laptop (and adapter plug for macs)
b. Projection screen
c. Doc cam

d. Assignments to collect from students:

a. None
b. Optional (if time?) to ask them if they visited any new sites around Fort Collins.
How did their homework (contact) go?

2. Warm up: Question Slips (10 minutes)

a. Purpose: Get students up/moving around and speaking to each other to warm-up. This is
ideal in case some students walk in late. Review vocabulary as well as content ideas from
previous weeks lesson, Getting to Know Fort Collins. (See Appendix A). Help keep
lessons feeling connected and coherent.

b. Procedures:
1. Hand out a question slip to each student.
2. Ask students to get out of their seats, and ask a classmate the question on their
slip. Answer the questions and trade slips.
3. Teachers can model this first, if the students dont remember from last week.
c. Transition: Last week we spent time getting to know Fort Collins and practiced
PRACTICUM PORTFOLIO 7

understanding and giving directions. This week we will be talking about eating out in
Fort Collins and making polite requests when ordering off of a menu. (Will briefly
discuss the idiom eating out and will present making polite requests as how to ask
for what you need or want politely.)

3. Activity 1: Ordering Food in a Restaurant - Making Polite Requests (20 minutes)-Anique

b. Purpose: Help students acculturate by explaining how to make polite requests in a
restaurant. Explain the differences between can/could and will/would. Familiarize
students with menu sections and typical American dishes.
c. Procedures:
i. Pass out handout (See Appendix B)
ii. Review and discuss Powerpoint on the topic while referring to the handout
(See Appendix C)
iii. After reviewing and discussing the PP, ask students to fill in the menu on
the handout (Appendix B) with foods from their country or with their favorite
American dishes, that might fit into
each of the sections. (Each category will be explained in the PP, such as side
orders and desserts.)
iv. Then explain to the students that they now have the opportunity to practice
what they have just learned. Ask the students to get up and role play with
their classmates by making polite requests and ordering food off of the
menu they have just completed. Students will be placed into groups of 4 where
they can practice with each other. (teachers will model this for an example and
then go around and help each group.)
v. Possible adaptation: If the Powerpoint is too basic for the students level
of English, then the teacher could ask students to provide examples of
their favorite American food/dishes that would fall under each section of
the menu. Teacher would write the students responses on the whiteboard.

c. Transition: Now that you know how to make polite requests when ordering at a
restaurant, you will have the chance to learn about the dos and donts of eating out in
the U.S.

4. Activity 2: Cultural Norms-Restaurants (15 minutes)- Lauren

a. Purpose: Help students acculturate by introducing them to the cultural norms of eating
out in a restaurant. Inform students of the dos and donts of eating out in the U.S.
b. Procedures:
1. Handout the fill-in-the-blank & True/False worksheet (1 handout per student).
(See Appendix E)
2. Begin the powerpoint (See Appendix D), and instruct the students to listen
carefully and follow along on their handout (fill-in-the-blank)
3. Once powerpoint is over, have students pair up to finish the True/False portion
of the handout.
4. If time allows, answer any remaining questions the students may have.
Alternatively, have students discuss in groups (or pairs) cultural norms in their
countries, positive or negative experiences theyve had eating out in the U.S., or
any other restaurant stories or tips theyd like to share.

c. Transition:Now that we have gone over how to be polite at a restaurant, Hanan is going
to show you a fun app that can help you find restaurants around town that you would like
to eat at!

5.Closure: Yelp (15 minutes) - Hanan

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a. Purpose: Introduce the students to Yelp, which is a website and mobile app that
connects people with great local businesses. Making connections with students' own lives
and what they are learning in the class.

b. Procedures:
i. Begin the PowerPoint (See Appendix F) and ask the students if they recognize the
"People Love Us on Yelp" window clings.
ii. Introduce the website to the students and tell them how this website is going to help
them in their everyday lives.
iii. Show the students how to use the website to find restaurants.
iv. In groups the students are going to discuss questions (See Appendix G)
v. Ask the students if they have any questions.

HW assignment:
a. Ask someone you dont know if they can recommend a good restaurant to you.
b. We will write on the whiteboard and have the students copy the following:
Can you recommend a good restaurant in Ft Collins?
ii. Remind students to bring answers next week to share in class.
Announcements:
a. Explain to students how the class topics will be set up, the first part L/S and the second part R/W.

Materials

Strip Questions
What is your favorite thing about living in Fort Collins?
What is your favorite coffee shop to visit in Fort Collins?
What is your favorite restaurant to visit in Fort Collins?
How do you get around Fort Collins? Do you drive a car, take the bus, walk?
What is something new that you learned about Fort Collins last week?
How is Fort Collins the same as your hometown?
How is Fort Collins different than your hometown?
Where is one new place you would like to go in Fort Collins?
What is one coffee shop drink you would recommend to a friend?
Have you been to the movie theater in Fort Collins yet? If yes, what movie did you see? If no,
what movie would you like to see?
Where do you do your grocery store shopping in Fort Collins?
Which parks do you like to visit in Fort Collins?
What activities can you do at the library?
What is your favorite bar in Fort Collins? Or, what is your favorite coffee shop in Fort Collins?
What restaurant in Fort Collins would you recommend to a friend?
What do you like to do outside of Fort Collins? (go to Horsetooth mountain, go to Denver)
Have you been to a thrift store in Fort Collins? Do they have thrift stores in your country?
Have you been to the Denver Art Museum?
What do you like to do for fun? Go to the park, cinema, bar, library?
How often do you eat at restaurants?
How often do you eat takeout? (Takeout is food you pick up at the restaurant and bring home to
eat).
How much do you usually pay when you eat out?
Who do you usually go with when you eat out?
Do you like spicy food? If yes, what is your favorite?
Do you like American food? If yes, what is your favorite American meal?
Do you ever eat fast food? If yes, where?
Do you know anyone who owns a restaurant?
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Have you ever worked in a restaurant? Where?

Ordering Food in a Restaurant Making Requests
The Offer (Server) The Request (Customer)
Can I take your order? Yes, I would like a hamburger.
Would you like fries with that? Yes, thank you.
Do you have tea?
Yes, what kind would you like? I would like iced tea.
Can I get you anything else? Could I get some more coffee?
Could I get the check please?
Could you tell me where the bathroom is?

Can/Could Could is more polite than can when making requests.

Will/Would Would is more polite than will when making requests.

Fill in the menu below with food from your country.

Appetizers Side Orders
Buffalo Wings Corn Bread
$8.00 $2.00
Chips and Salsa Mashed Potatoes
$4.00 $2.00
_________________________ Vegetables
$_____ $2.00
Crab Cakes __________________________
$8.00 $_____
Cole Slaw
$3.00
Soups and Salads Beverages
French Onion Soup Soda: Pepsi, Root Beer, Sprite
$5.00 $2.00
Chicken Tortilla Soup Iced Tea
$5.00 $2.00
___________________________ Coffee
$_____ $1.00
Caesar Salad __________________________
$7.00 $_____
Entrees Desserts
Meat Loaf and Mashed Potatoes Apple Pie
$12.00 $4.00
Steak and Vegetables Chocolate Brownie with Ice Cream
$16.00 $4.00
___________________________ __________________________
$_____ $_____
Hamburger and Fries Cheese Cake
$11.00 $4.00
PRACTICUM PORTFOLIO 10

Appendix E
Cultural Norms: Restaurants
1. Follow along to the power point. Use the words in the box to fill in the blanks.

eye tip jar please hand name burp 20 eye fingers 5. 29

thank you

When you go to a restaurant, you should tip. You should leave a ____% tip. It is important to leave
a tip because a server only makes $_______ per hour without tips. When you see a _____ ______ at a
coffee shop, it is nice to leave a tip. When you talk to the server, use words such as __________ and
_________ _____. To get a servers attention, you can raise your _____ when they walk by. Be sure to use
____ contact. It is good to use your servers ______, if they tell it to you. Make sure you have good
manners! Dont _____ at the table. Dont use your hands and _________ to eat your food.

____________________________________________________
2. Discuss with a partner
True or False?

1. When you go to a restaurant, you should leave a tip. True____

False____

2. To get a servers attention, you should yell and wave your arms. True____ False____

3. It is polite to say please, thank you, and make requests (not demands).True____ False____

4. When you are done eating, you should drop your fork on the floor. True____ False____

5. It is polite to make a lot of noise when you eat and to burp. True_____ False____

Appendix G

In groups discuss the following questions:

What do you think about Yelp?

Are you going to use this website?

What do you like the most about this website?

How important is it to you to read peoples reviews? Why?

Do use any mobile apps or websites to help you search for local restaurants?
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Appendix B

Lesson Plan 1 Reflection

This lesson was the first one that my group and I taught. We taught a lesson on

restaurant norms and etiquette, with a focus on listening and speaking. We taught on

2/16/16 to Group A, the lower group. Overall, I feel that this lesson went well because the

students were participatory in our group conversations. For my part, I facilitated the

warm-up with question slips, which went well. (There never seemed to be problems with

question-slip warm-ups). I presented the second main activity, where I showed a

powerpoint of cultural norms and restaurant etiquette in the U.S.

I think my activity went well because I included a humorous video. This helped to

relax the students by getting everyone to laugh. When I related the restaurant etiquette to

my life as a waitress for the students, they were receptive and asked a lot of questions. In

this sense, I think I taught them a lot about content.

Looking back, I think I couldve minimized the teacher talk for this. Ive also

learned that simplifying materials (not always relying on powerpoint, especially because

it failed us a couple of times this semester), is a good thing. So I couldve showed the

video, but not used a powerpoint for the rest of my lesson. Instead, I couldve used the

whiteboard, if necessary. Additionally, I think I couldve done a better job at tying in the

language (making requests) component that Anique presented before me, into my

activity.
PRACTICUM PORTFOLIO 12

Appendix C

Lesson Plan 2 (with materials)

Reading/Writing Lesson Plan/Goup A

Formal and Informal Emails

Lauren Porter, Hanan Alqarni, Anique Sottile

Brief description of classroom setting: We are unsure of the number of students, though
we will be prepared for approximately 15. Considering the size of the classroom, the
center of the classroom will be designated for students.The desks will be arranged in a
semi circle format (depending on the number of students) to encourage discussion and
make it easier for students to hear. The idea is to bring the students together so they can
comfortably interact with each other during activities, participate in classroom
discussions, and comfortably see the whiteboard/screen. Coaches will be encouraged to
join in activities where appropriate. Evaluators will be observing and not asked to
participate.

Note: We understand that Group 1 has previously taught a lesson on e-mails to the lower
group, but we feel because our activities are different, it is pertinent to mention again to
the lower level. This will be a great way to reinforce the information, and a good way to
assess students knowledge (and memory of previous lesson), or to supply additional
information for them.

Pre-lesson Inventory

Overview of lesson goals: Provide instruction on the reading and writing of formal and
informal emails.

Language Objectives:
Compare/contrast elements of formal/informal emails by brainstorming through
the use of a venn diagram.
Identify specific lexical bundles, structured language, and common phrases often
used in formal/informal emails through implicit and explicit instruction with the
Cambridge First table.
Students will learn the formal vocabulary structure I look forward to..+..(present
progressive or noun), I apologize for..+..(present progressive or noun), and
Please find attached(noun/s) through instruction with the Cambridge First
table.
Identify typical structure and formatting often used in formal/informal emails
through noticing the difference between informal and formal emails.
Utilize specific vocabulary and common phrases often used in formal/informal
emails through style-shifting activity. The students will apply their understanding
of formal and informal language features to shift between them.
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Utilize typical structure and formatting, such as: salutations, body paragraphs,
closings, that are often used in formal/informal emails, through an in class writing
activity.

Materials to take to class:

1. Appendix C-1( 15 copies)
2. Appendix C-2 (15 copies)
3. Appendix C-3 (15 copies)

Equipment needed for class:

1. Doc cam

Warm up: Brainstorm exercise with a Venn Diagram (15 min.) Nia

Purpose: To introduce the topic of formal/informal emails and call on students

background knowledge to compare/contrast the similarities and differences between
formal and informal emails.

Procedures:
1. Teacher will lead a discussion about the similarities and differences between
formal and informal emails regarding vocabulary, formatting, and structure
2. Teacher will also briefly discuss the context in which formal and informal emails
are used
3. Teacher will begin the discussion by introducing the topic and then ask the
students to think of what they know about the similarities/differences between
formal and informal emails, in various contexts such as business and academic,
and what they remember about what they learned in the previous lesson on formal
and informal emails
4. Then the teacher will pass out a handout with a Venn Diagram with the general
formatting already filled in (see Appendix C-1)
5. The teacher will put a copy of the handout under the doc cam (or draw it on the
board if there are technical difficulties) and lead the class in a discussion to
complete it together
6. First the teacher will point out/or ask students what formal and informal emails
have in common
7. Then the teacher will compare/contrast formal and informal emails with the class
8. Each sub-topic in the Venn Diagram will be discussed and examples will be given
either by participating students or the teacher
9. Students will be encouraged to participate in the discussion and fill in their copy
of the handout
10. After the students have filled out their handout, the teacher will ask the students
how this differs from formal and informal emails in their own L1/culture
PRACTICUM PORTFOLIO 14

Transition: Now that we have a general idea of the similarities and differences between
formal and informal emails, we are going to look at more specific details. First lets talk
about common vocabulary found in formal and informal emails.

How this activity has been adapted from the higher-level lesson: This activity has been
adapted by adding subfields into the Venn Diagram handout. The previous handout for
the higher-level had no subfields added. Just the main frame of the Venn Diagram with
its title and section headings were included. The purpose for the added subfields is to
assist the lower-level class in following along and organizing the similarities and
differences between formal and informal emails. In addition, in consideration of the
English language level, this handout will be completed together step by step as a class.
(As opposed to completing the handout in pairs as the higher-level did.)

Activity 1: Formal Email Vocabulary (12-15 mins-up to 20)- Lauren

Purpose: To teach students specific formal email vocabulary that they can utilize when
writing formal emails. To provide students with plenty of examples of lexical bundles
found in formal emails. Provide students with a handout that they can reference later.

Procedures:
1. Lauren will write three categories on the board: very formal, medium
formality, and informal/casual on the board.
1. She will call on students provide an example for each category; if no one
volunteers an answer, she will supply this (and write the example under
each category).
2. This will be a good review for students, since theyve discussed to whom
you would write a formal or informal email before.
b. Lauren will pair the students up and they will be given slips of paper with
examples of phrases that fit under each category (very formal, medium formality,
casual). (see page 3 of C-5)
1. Students will be asked to work together to put the slips of vocab into the
appropriate columns.
2. Depending on how easy or difficult this activity appeared to be, groups or
individuals will be called on to share their answers, or Lauren will supply
the correct answers for this activity.
b. Students will each be given a table with email vocabulary on it (see Appendix C-
5)
c. Lauren will address lexical bundles/language forms by writing examples on the
board and explaining the language form, and students will follow along by filling
in the blanks for examples on their tables. She will discuss the three following
forms:
1. I apologize (V) for.+ (PP/Noun) and addition of sincerely (Adv) to add
emphasis
1. Reviewing present progressive here will be a nice review from last
week (where PP was a focus).
ii. Please find attached.+ (Noun/nouns)
PRACTICUM PORTFOLIO 15

iii. I look forward to + (PP/Noun)

Transition: Ok, now that we have learned some very useful lexical bundles to include in
formal emails, you all will learn the structure of formal emails, and then be asked to put
these lexical phrases into practice by writing and editing emails.

How this has been adapted from the higher level: Lauren will not go into the formal
terminology lexical bundles. When pairing students up to have them group items from
the table, she will give them less vocabulary to work with (maybe 6 slips of paper per
group) so that the language focus is more simplified. Also, when giving students a table,
there will be fill-in-the-blanks for them to follow along, with the majority of examples
provided (instead of requiring students to come up with all of their own).

Activity 2: Hanan (20 minutes)

Style-Shifting: Informal to Formal: The Structure of a Formal Email
Purpose: A poorly written email results in a poor first impression, therefore; writing a
proper email is a very important skill for the international students to learn. The purpose
of this activity is to teach the students the format and structure of formal emails and that
being able to write a polished, professional email is now a critical skill both in college,
the workplace, and formal situations.
Procedures:

1. Referring to the last lesson, the teacher will ask the students what kind of email
they will write contacting someone from craigslist. Then, the teacher will ask the
students about who they have to send emails to and how formal those emails need
to be: very formal, medium formality, very informal.

2. The teacher will point out that it is very easy to express thoughts to a friend or a
family member in an informal way, however; formal emails need to be
professional. It is important to recognize when to use formal language and when
to use informal language. This is why this activity is going to focus on the
structure of formal emails.

3. The students will read two samples of emails and will be asked to compare the
differences in small groups of 2 or 3 (See Appendix C-3) . The students will be
provided with two samples of emails sent to a professor. The first email is a
formal and polite email and the second is very informal. By pointing at the second
email, which is very informal, the teacher will ask the students about why writing
professional emails is important and tell them how could a poorly written email
gives a poor first impression.

4. Using the Document Camera, the teacher with the students will start circling the
differences and what make emails formal or informal. That will help the students
to pay attention to the language and notice the differences between being formal
PRACTICUM PORTFOLIO 16

and informal in writing an email.The teacher will point at some punctuation

points and grammatical structure that the students are familiar with from the
previous email lesson that group 1 gave.

5. The teacher will review the format of an email by asking the students about the
main parts and that they remember about the subject, CC, and BCC from group 1
lesson. The teacher will ask the students about the difference between CC:
(carbon copy), when you want to keep someone in the loop but no action is
required, and BCC: (blind carbon copy), will hide the address list from all the
recipients. CC is used when you want to show to you boss or professor, for
example, that you did the job and that you sent the email to your classmates or
coworkers. The BCC is used when you do not want the receiver to know that you
sent the email to another person .

6. The teacher will review with the students the different parts of writing a formal
email, greetings, body Paragraphs, closing. In 6 tips, the teacher will start
showing the students how to write a formal email:
1. The subject: should be brief/ should give a clue to the content/ does not
have to be a complete sentence.
2. Greetings: e.g. Dear, Hello
3. Opening statement: e.g. I hope all is well with you. /Thank you for your
prompt response. However, for most formal emails it is best to get straight to the
point.
4. Clarity and tone: e.g. when reply it is expected to be polite and soft. /when
you need someones help.
5. Paragraphs: maximum write four paragraphs and that will depend on the
subject. Each paragraph should contain a single point. At the end of your last
paragraph you should provide a thank you or call to action depending on
the subject of your email.
Thank you for your assistance with...
Thank you for your time and I look forward to hearing back from
you.
Please feel free to call or email me if you have any questions.
I would appreciate it if

6. Complimentary close (ending):

Thank you Best regards Sincerely Yours
Full name, your job position, phone number.
6. At the end of this activity, the students will be asked to work individually and shift an
informal email to a formal one. (See Appendix D)
Transition: Now after learning a lot about how to write a professional email, it is time to
share your answers with your classmate. Also, we will use a critical thinking activity to
review what weve learned today.
PRACTICUM PORTFOLIO 17

How this activity has been adapted from the higher-level lesson: This activity has been
adapted by changing the structure and the vocabulary of the reading passage. In
addition, the writing exercise is provided with a template where the students will fill in
blanks using a provided list of vocabulary. In the higher level class, the reading passage
was longer and more complicated. Additionally, the writing exercise was more
challenging and was provided with no vocabulary list and templates.

Closure: (5 mins)
1. As a closure the teachers will ask the students to read their subject line, greetings,
opening sentence, and closing.
2. The students will share their answers and receive feedback from teachers.

Homework (Optional): Go home and edit some more emails or write your own formal
emails. Bring them to class next week and we can edit them and check your work.

Appendix C-1

Appendix C-3
PRACTICUM PORTFOLIO 18

Example of a Professional Email Message: Example of a

Poorly Written
Subject Line: Emily Jones BIO 1020 Missed Class Email
Message:
Dear Professor Smith, Subject Line: HELP!
MISS A CLASS
I apologize for not attending your Biology class
yesterday (Tuesday, August 30). I understand from
a classmate that a handout regarding the next lab
assignment was distributed. The syllabus indicates Hi Mr. Smith,
that your office hours are between 1:00 - 3:00 pm
on Wednesdays. Would you be available in your Sorry I missed some
office this Wednesday so I can receive the lab of your Biology
assignment and ask for clarification on the material classes but I was sick
presented in class? with a stomach ache
for the last two
I appreciate your time and look forward to weeks. Yeah, sucked
speaking with you soon. to be me. I hope this
doesnt mess with my
Thank you very much.
grade too much
cause it wasnt my
fault that I was sick.
Sincerely, They should give us
better food at school.
Emily Jones I dont have a
doctors note because
Biology 1020 Tuesday and Thursday 11:00 am I was just taking over
12:15 the counter stuff and
pm didnt need a
prescription for them.
I feel a lot better and
should be back real
soon. Just dropping a
line to let you know.
Hope I didnt miss too
much.

Thanks, Emily

Appendix C-4

Name:................................................
PRACTICUM PORTFOLIO 19

The following email should be written using formal language - Identify

the informal language and rewrite the email using more formal
language:

Subject: sorry for my late H.W

Hi Bill!

How are you? My homework is late because I have a cold and have
been in bed sick. Since Im feeling better, Ill try to hand it in ASAP.

Bye--have a fab weekend!

unwell apologi inconvenience submissio

ze s n

appreciat hearing sincerel apology assignmen

e y t

Subject line: _________________________(n) for late work submission

I _________________(v) for the late _________________(n) and hope that it

is not too late. I have been feeling_________________(adj) the previous
three days and continue to feel ill.

Please accept my sincere apologies for all the _________________(n)

caused to you due to the late submission.

Please find attached my ________________(n) for your consideration.

I _________________(v) your time and look forward to_________________(n)
from you soon.

Thank you very much.

Have a wonderful day!

_________________(adv) ,

_________________(your first/last name)

Appendix C-5
PRACTICUM PORTFOLIO 20

Appendix D
Lesson Plan 2 Reflection
This was the last lesson that my group and I taught. It was focused on the

differences between informal and formal emails, with a focus on reading and writing.

This lesson was taught on 4/26/16 to Group A (the lower group). I found the reading and

writing lessons harder to plan, because I dont feel as confident yet as Id like in teaching

the grammar component to the course. However, I had planned out my activity (teaching

formulaic language structures) well. In that sense, my part went well because I felt good

with the sequence of activities I was presenting, and I gave the students an opportunity to

work together, and gave myself time for instruction. The students asked lots of good

questions, so it seemed to me that the material was helpful for them.

However, (and this was big), I was informed by an evaluator that I taught the

grammar piece wrong. I was instructing students that it was a present progressive form,

when really it was a gerund. I felt silly about making this mistake (and it clearly showed

me that learning and becoming confident in my grammar instruction is what I need to

focus on most). The positive behind it was that although I gave the students the wrong

name of the form, the gerund looks the same as the present progressive (-ing), so as long

as they remember that part, they will be good to go with the language formulae I gave
PRACTICUM PORTFOLIO 21

them. Additionally, because they received a handout, they can always refer back to that

for the spelling vocabulary.

Appendix E

Reflection on Coaching and Evaluating

The coaching and evaluating component of the class was very helpful. First, with

receiving coaching, I liked the concise format (comments on the Google doc) that others

gave to me, because it showed me the specific areas where perhaps there was a small gap

or lack of planning for my lesson. I was able to easily view their feedback, and make

adjustments accordingly. I felt that the coaching comments were a bit more helpful than

the evaluation comments, simply from the standpoint that they were clear and concise.

While I did enjoy receiving the evaluation comments, because they reminded me to

reflect once again after teaching, sometimes they were too wordy and simply gave

positive feedback. While I enjoyed receiving the positive feedback and praise, they were

not nearly as helpful as the constructive criticism that the coaches comments provided.

As far as coaching other groups went, I enjoyed it because it gave me a chance to

see how other groups were formatting their lessons, and how they were connecting their

activities to meet their goals and objectives. It also provided me with the opportunity to

get more ideas for activities. I also liked having the ability to write concise comments

about specific parts of the lesson. Writing evaluations was helpful because, to be honest,

it forced me to pay closer attention and to critically evaluate the lesson I was watching,
PRACTICUM PORTFOLIO 22

not to merely watch the lesson. It forced me to make notes of specific breakdowns, which

I observed and then brought those observations to my group on how we should (or

shouldnt) structure our lesson.