10.29.15

3:00 - 3:30 - Reading Synthesis (Marcy and Pamela) 3:30 - 3:40 - Transition to English PLUS 3:40 - 4:40 - English PLUS
 * Station A** - (15 min)
 * One-on-one work with kids
 * Study/correct week 4 quiz
 * Study week 5 vocab
 * Finish/re-read braille article
 * Update vocab chart
 * Station 2**- (15 min)
 * Review Games (Keisuke and Sitima)

1) Matching game (Concentration)

We divide students up into a few groups depending on how many we get. Students stay the front of the classroom. Then, Sitima and I divide students into a few groups. After that, we will assign 10 cards for each group. These 10 cards are composed of 5 words that students have learned and 5 definitions for each. First, we ask students to spread out these cards and put these cards on the table facing down. In groups, one students flip two cards over, and try to make these cards match. If the definition and the word match, the student take these as one point. If a student take matching cards, next student will do the same thing.

2) Telling the definition game

We play this game at the back go the classroom. Students will get decided into a few groups. One student from each group will stand in front of the whiteboard without looking at the board. Other group members stand with looking at the board. Then, a teacher will write a word on the board, and students who can see the board will tell the definition of the word to students who are standing by the board. This is a competition between these groups.

From beginning to the end, we want other GU students to help students to do these activities.

The aim of our activity are to see if students understand the meanings of target words and produce these definition, sometimes with help from GU students. Students could develop the understandings of definitions in the first activity so that they could have opportunities to output these knowledge in the second activity. We want these two activities to be consistent.


 * Station 3** - (15 min)
 * Build a story using vocabulary words
 * One partnership draws a vocab card - They start the story with a sentence using that word.
 * The page is passed on to the next partnership who adds to the story by writing a sentence using another vocab word.
 * Station 4** - (10 min)
 * Darts - vocab review (Anny)

4:40 - 4:50 - Clean up/ transition back to class

4:50 - 5:05 - Feedback on English PLUS

5:05 - 5:40 - Framing Literacy Lessons (pre-during-post)

5:40 - 6:00 - Housekeeping