Original Instruction Plan

Instructional Plan



Ji Min Lee

Title: Natural Disaster

Grade Level: Grade 4-6

Duration: 120 minutes (60 minutes x 2 sessions)


Contents Objective: To be familiar with the contents/vocabulary for the natural disaster

Language Objective: To use proper words to describe a natural disaster

Learning Strategy: To demonstrate the facts about the natural disaster


Goal 1

To write a summary about the natural disasters with an article and a video

Standards 1.1

Reading Comprehension: understanding the facts about each disaster

Standards 2.1

Writing Skill:, note taking, summarizing, paraphrasing

Goal 2

To discuss and report on activity

Standards 1.1

Gathering information: Background research with given materials

Standards 2.1

Presenting information: using visual aids

List of Materials:

– articles about the natural disasters with reading comprehension questions on the natural disasters

– assessment sheet: Rubric for Summary Report

– a video clip about natural disasters

– background research materials

– visual aids: graphs, photos, etc

– vocabulary worksheet 1,2,3

Warming up

– Show a video to raise students’ interest

– Help students to brainstorm about the natural disasters

– Write key facts about the natural disasters on the board

Task 1: Reading an article about the natural disasters and write a summary

– Introduce the article titled ‘Red Alert: Volcanoes’ and ‘What are the earthquakes’

– Give a gist of each story

– Write key words on the board and handout the vocabulary worksheet

(Use the vocabulary worksheet)

– Give a scanning task to find out the answers of reading comprehension questions

– Have them write a summary for each natural disaster (Earthquake or Volcano)

– Require students to compare the summary with peers

Task 2: Discussing and reporting

– Give one natural disaster for each team to present

– Offer them materials about the disaster and ask them to gather its information

– Make teams in pairs for students to discuss how the natural disaster happens and what effects it makes

– Explain students to make visual aids with peers in group sharing their ideas, which will be part of presentation

– Have students to present about each disaster using the visual aids that they made.

Citation of sources:

Diaz-Rico, L.T. (2008). Strategies for Teaching English Language Learners. Boston, MA: Pearson Education.




Vocabulary Sheet 1

caption, jagged, landslide, mantle, tsunami, picture, seconds, part, layer, focus, lines, damage, rocks, bridges, shock, large

Vocabulary Sheet 2

emit, peak, often, danger, dangerous, erupt, lava, during, warn, study, measure, also, near, quickly, learn, might

Reading Comprehension Questions

1.   The place where an earthquake begins is called the          

2.   What is the Earth’s mantle?

a.   Pieces of the Earth’s crust

b.   The place where an earthquake begins

c.   A layer of hot, melted rock

3.   Where do most earthquakes happen?

a.   Under the ocean

b.   Where two plates meet

c.   On a mountain

4.   The Earth’s crust is made up of         

a.   Puzzle pieces

b.   Many pieces called plates

c.   Hot, melted rock

5.   If an earthquake happens under the ocean, it causes giant waves called             

6.   The word dynamic means           

a.   Active and always changing

b.   Having many pieces

c.   Causing earthquakes

7.   The Earth’s crust is solid.

a.   False

b.   True

8.   Earthquakes may cause           

a.   No damage at all

b.   Giant waves called tsunamis

c.   Landslides or mudslides

d.   All of the above

8.   When a volcano erupts, it can be like         

a.   A warning

b.   An explosion

c.   Reading signs

d.   Lava

8.   Which of these does not happen during a volcanic eruption?

a.   Rock is thrown into the air.

b.   Streams of lava flow down the peak.

c.   Deadly gases fill the air.

d.   Gases in the air explode.

9.   Scientists can study how land and        around a volcano change over time to predict when an eruption might happen.

a.   Water

b.   Plants

c.   Animals

d.   All of the above

10.  In the passage, what does the word emit mean?

Name one thing that often happens to the ground when a volcano erupts or is about to erupt.

Assessment Sheet: Rubric for Summary Presentation


points     /7

Firm understanding of writing task

Logical connections between ideas

Ideas well paraphrased


Points     /7

Effective and competent use of sophisticated vocabulary

Few mechanical difficulties or stylistic problems

(repetitiveness, dangling, modifiers, etc.)

Visual Aids

Points      /5

Clear and effective use of visual aids


 Points    /5

Clear and smooth transition


Points    /5

not reading papers.


Speaking loud enough to be heard

Posted in Uncategorized | Leave a comment

Chapter 7


Response to Julien:

She mentioned that words and comprehension ability interdependently develop. Word knowledge is essential in understanding a text. Readers can predict and infer meaning of unknown words they encounter from the general comprehension of a text. I also think it’s important to help studnets to understand students understand the word meaning clearly.

Response to Miok:

She said that as an effective means of teaching students the mastery of the English language, it is important to balance the literacy program by using different methods, linguistic and grammar while making it enjoyable. As what she said, the literacy program should be planned with different methods and materials to make the lesson more effective and vivid.

It is important to give student feedback with their writing. Teachers shouldn’t just focus on students’ mistakes which are often common for language learners. Error correction has to be done carefully which might discourage students. It is also important to set certain standards of submission before accepting a paper (Diaz-Rico, 2000). Otherwise, they can get a bad habit in writing.

Posted in Uncategorized | Leave a comment

Chapter 6

Response to Yoolbin:

She said, for speaking process, the teacher help students absorb and produce discourse for the purpose of both informal and formal. I agree with what she mentioned. The speaking task should be differentiated from other subjects.

Response to Julien:

I agree with that one way to reduce their anxiety is to accept their use of both their mother tongue and English. Sometimes I have use only English as an English teacher, but sometimes, some studnets are not even be able to understand my insturctions. It’s good to be balanced to use both languages effectively.

Teacher should provide chances for students to express themselves in a wide range of language functions. Korean students do not have many chances to speak English in class because of their class size. But, there are many researches about collaboration methods that can maximize efficiency in a large-sized class.

It is not easy to find an effective way to help students improve their listening skill. Many teachers give gap-filling tasks or providing a script from movie or soap drama which can be traditional language-teaching methodologies. Teachers should give authentic tasks to English learners with frequent comprehension checks especially when a difficult concept is presented.

Posted in Uncategorized | Leave a comment

Chapter 5

Response to Julien:

She mentioned about CALL (Computer-Assisted Language leaning) supports strategic language learning and she said that both software programs and online resources are used in CALL classrooms help students achieve their language learning goals. The technology also helps learners to build up their autonomy in learning by providing them with the means to control their own learning, to construct meaning, and to evaluate and monitor their own performance. As I learned how to use CALL in classroom, I also believe that the lesson would be more effective with it.

Response to Yoolbin:

As she said the lessons are designed for English learners should have the objectives including content, learning strategy, and language and objectives of class are based on standard, and assessment can help both teachers and students to make the objectives clear. Teachers should know exactly what they teach and what students learn in class with a clear objective.

It is easier to give a lecture during a class which is more like a teacher-centered teaching because teachers just need to prepare what they teach in class. Every learner should achieve their goal and academic competence then, learners should involve into class activities for their autonomy which makes them fell pride in their own achievements.

Students do not come to class get some information which can be found from books or the Internet. They need to know how their autonomy is important for themselves and developing critical thinking ability to digest the information on the stream

Posted in Uncategorized | Leave a comment

Chapter 4

Response to Julien:

She said teachers teach English to students to be able to communicate and/or achieve their academic goals and the lessons are all meant to be put to actual use; they should contain either a communication skill or a content concept. I totally agree with that PBL is a more student-centered and student-directed approach.

Response to Yoolbin:

I also think that objectives of class are based on standard, and assessment can help both teachers and students to make the objectives clear. Through assessment teachers can control the class to follow the standards that students should know, and students can learn what they should know and can concentrate on the class.

One of learners’ purposes to learn English is that they want to communicate with others in English fluently. Teachers should make a lesson plan with a clear objective which must be matched to a specific level of performance that students will demonstrate. TESOL standards give the proficiency that English learners need in order to become fully fluent in English (Diaz-Rico, 2008). English should be performance-based learning taught by a teacher who can gives a proper material to make students participate in learning activities.

 Assessment means more than scoring high marks on a test, getting good grades, or satisfying the accountability demands of an external authority (Diaz-Rico, 2008). A proper combination of teacher evaluation, self-evaluation, and peer evaluation enriches learning of students and stimulates participation of students in class activity. It also helps students to know where they are, what they learn, and what they need to study more.

Posted in Uncategorized | Leave a comment

Chapter 3

Response to Yoolbin:

I totally agree that young students are really willing to learn something when they are motivated by ‘learning’ rather than when they get rewards. So, nowadays cognitive methods are more effective for students. I also found that studnets seem to be more creative and enthusiastic in class.

Response to Julien:

She also put importance on Cognitive Methods. The basic principle of cognitive methods is that learning is active learning and active learners, which can be described as learner-centered approach. I agree that the class should more studnets-centred to make them participate in planning and goal setting. She also said teachers motivate students by a variety of ways and stimulate students’ imaginations and critical thinking skills. Cognitive training includes using learning strategies, study skills, memory enhancement, text-processing skills, note taking, research skills, test-taking skills, problem solving, making use of transfer, use of graphic organizers, information-processing tips, as well as learning the characteristics of the brain.

I learned there are four educational points of view which are behaviorism, cognitivism, constructivism and humanism. Korean education needs congnitive teaching which can make students think critically and effectively. For example, some Korean students learn English grammar but they are not able to use it into their real life. They just focus on a standardized test to go to university or for a certain reason to study English.

Students need to learn by discussing, questioning, and answering each other to share their ideas so, they build their own knowledge and strengthen their autonomy. Many people believe that there is only one teaching method in Korea. Constructivist learning makes use of instructional objectives that are modified to students’ different needs and levels. (Diaz-Rico, 2008)

Posted in Uncategorized | Leave a comment

Teacher Interview on Grading Practices

Teacher Interview on Grading Practices

  1. Itinerary

First Contact: September 2nd

Class Visit & Interview: September. 2nd, 6:10 p.m. ~ 7:30 p.m.

  1. Report

Target Teaching Level: Grade 3~5 – Intermediate EFL

Location: Seoul South Korea

Teacher: Kim Regina, Korean

Teacher’s Background: She majored in Interpretation & Translation Studies in Hankuk University of Foreign Studies. And she has more than 4 years’ teaching experience.

Grading English Learners

     The grading system is based on portfolio and final exam at her school. Her students write an essay in class and she gives it back with grades and corrections. After the students write the first draft, they have to type it on the computer. At the end of month, they have two final essays which go into their portfolio. For the final exam, she needs to make the questions with multiple choices, short answers and long answers which is taken every month after one story book is done. Sometimes, it’s a burden to grade students’ test papers which isn’t a simple job to do at work. Most papers are on a scale of hundred points.

She is rather generous with her grading not strict. Compared to public school, Hakwon is less strict as fairness is not a serious issue in some Hakwons. She doesn’t tell them about weak points of their children if they are very sensitive about a grade and teacher’s comments. According to her, Hakwon needs to care about both business and education. In another case, she gave C to one of her students and the student had to level down. The student’s parents were panicking and complaining to her with some pretext to make their child stay on the same level.

She always cares about every single student not to be left behind in class with her constructed test which can tells whether each student is doing well. If the students get low grades she gives supplementary lessons to them.

Individual management

           She manages her students with different individual purpose of learning English. Some students want to learn how to speak well in English by improving grammatical knowledge, language skills and confidence and most of them are the lower grades. On the contrary, the higher grades want to obtain the best possible results on exams such as TOEFL, TOSEL, PELT, and etc. They are all put in different classes and learning different materials.

           The teacher always understands what the students expect to learn and what they know the end of the class. Stating the objectives is the most important part of the plan as she said and she always plans attention getters, modeling and guided to manage students effectively. Once the students lose their interest in class, it is hard to manage students successfully.

Achieving School Standards

           The school creates a 100% perfect English speaking atmosphere which aims to expose English to students to their maximum limit by operating classes that are divided by age and linguistic proficiencies. However, there are differences between classmates and therefore they apply various activities, homework and distinct evaluation methods to reflect each student’s personality and educational motives to reach for a student-focused lesson.

           To improve the school standard, the school fully directs its effort to respect parent’s opinions and have continuous communication with parents about their children’s education through various information providing services.

My Opinion

           As a teacher who works at English Institute, I learned that I should not only focus on helping students to enter a good school or get high scores in exams. And true best English abilities should be used fluently in any situation, not only during an exam, but also to achieve a goal that a student truly desires.

Posted in Uncategorized | Leave a comment

Teacher Interview on Grading Practices

M. A. in Education, TESOL Option Program
Ji Min Lee EESL 501: Foundation of TESOL

I interviewed Catherine Kelly who has been working as an English teacher in SLP for 5 years. She was born in the US and grew up there. She used to teach elementary school students during a day in public school and teach Korean students as a private tutor in the evening. She became interested in the Education field and Korean culture. She also got M.A degree in Education. One of students’ parents suggested her going to Korea to teach. Now, she teaches elementary school students and creates a 100% English speaking atmosphere in SLP English Institute which has operated under a University’s responsibility for 15 years, which has been continuously supervised and managed by Sogang University.

All classes are divided by age and linguistic proficiencies. She mentioned that young kids are sometimes difficult to control and their different personality and educational motives require much work. She has to apply various activities, homework and distinct evaluation methods. He has a Korean manager who takes care about students’ parents, lesson plans and extra. As he cannot speak Korean, his manager has to listen to parent’s opinions and have continuous communication with parents about their children’s education through various information providing services. She also needs to write a report card monthly showing studying attitudes, achievements, and abilities in four areas of linguistics. She sometimes has difficulties in communicating with Korean parents because of different culture and language. She tries to learn Korean in order to understand better about Korean parents.

She mentioned that the school focuses on information providing services such as newsletter, Open House, parents’ social gathering, and parents’ seminar. The managers who deal with the services have more jobs to do than the teachers. Even the teacher does a great job in class, the reputation of school can get damaged without a satisfying management. The newsletter tells information notice about monthly news, education information and course related notices. The school sometimes invites parents to show current course and study atmosphere to them. He nee

She first couldn’t adjust himself to the school’s curriculum but now she knows what is a crucial issue in a private English institute. She has a checking class every Tuesday and Thursday to check and grade the students’ journals and essays. There are four semester and all students have to take a level test to know whether he or she can stay, level up or level down. She told me that every student and their parents are obsessed by level. The test consists five different parts which are Reading Comprehension, Listening, Grammar, Writing, and Speaking. The new students also take the test to study at her school. There are many criteria to access her students including vocabulary tests, essay writing, debate, homework and extra. In many institutes, they still use traditional testing system such as standardized achievement tests because many Korean students need to get a good score to go to a university or institute they want to go.

She uses different methods to assess her students and the school gives her a certain form of assessment which she has to give out to students every 2 weeks. Students have to take a quiz on what they have learned in class every week. There are 20 multiple choice questions, 10 short answer questions and 2 long answer writing questions. She also needs to give a letter grade for each student with their journal every time they come to school. If their grade is below B- then, they have to rewrite the journal.

The school set the same homework for the whole grade which is also assessed. She asks her students to read a story book with reading comprehension questions, to write a journal, to memorize vocabulary and so on. When she checks the answers with the students, she tries hard to enable students to fully understand the materials.

Posted in Uncategorized | Leave a comment

Language Arts Lesson Plan for 5th Grade

It’s Greek to Me!

Group Size:
Large Groups

Students will use Greek root words, suffixes and prefixes, to ‘create’ polysyllable words.Main Curriculum Tie:
Language Arts – 5th Grade
Standard 4 Objective 2

Use knowledge of structural analysis to decode words.
See Kindergarten, First Grade and Second Grade.Materials:

  • Blank paper
  • List of Greek Root Words (See attachments)
  • Chart of prefixes and suffixes with meanings (See attachments)
  • Word Context Chart (See attachments)



Background For Teachers:
Understand prefixes, suffixes and roots. Pace the lesson for two days.

Student Prior Knowledge:
Students understand:

  1. How to use a dictionary.
  2. What the words prefix, suffix, and root or base word mean.
  3. What a syllable is.

Instructional Procedures:

  1. Provide for each student a dictionary, list of affixes, and list of Greek root words.
  2. Instruct students to combine roots and affixes to ‘create’ words.
  3. Students then check each word using a dictionary and verify each word’s validity, meaning, and spelling.
  4. Enter each valid word on a word context chart.
  5. Students can finally enter each valid word in their journal or personal dictionary.



  • Make flash cards for prefixes, suffixes, and roots.
  • Use Latin root words. (See attachments)



Assessment Plan:
Use words for a spelling test.


Created Date :
Aug 02 2005 14:18 PM

Posted in Uncategorized | Leave a comment

Writing Lesson Plan for Grade 2~6

Celebrity Interviews

I had some fun with the options on my cheap digital camera this week. I noticed that on many photo programs there are magazine templates available with some of these cameras with such titles as BOSS,FORTUNE, ADVENTURER, etc. so I copied these and brought them into my class. printed them off. Here is the recipe: Celebrity Interviews Print blank templates of magazines from digital camera Tell them to choose one and think of how they would appear on the magazine cover and what their story would be Break them into pair groups or groups of three Have one of the students conduct an interview of the other student Have the student’s write the interviews they conducted (If you have them word process these it’s best) Take pictures of the students Using the templates place the student’s picture in the magazine cover template and print on a color printer Attach article Have the students read the interviews to each other Skills used : Conversation, writing, vocabulary building Interst level : high! Result : This activity was very popular with the student’s and have shared the magazine articles with their friends and family outside of school.

Posted in Uncategorized | Leave a comment