Lesson Observation Log for Practicum and Field Experience

Learning Objective: Students have to be able to know the construction structure of passive voice. Students should learn the conversion of sentences from passive voice to active voice and vice versa. Students at the cease of the topic give explanations on the correct voice in the fantastic contexts, considering intention, usage and effect.

Applicable Common Core Learning Standard:

Students understand that the use of passive and active voices have different effects.

Link with Prior Knowledge: In the previous topic students had practised how to use articles such as “a”, “an”, and “the” in constructing simple sentences. The teacher gave the student a test to ascertain their understanding of how to identify articles in sentences. Identifying articles is integral for this course that is concerned with grammar and pragmatics

Key Vocabulary: Grammar: The entire system and structure of a language.

Pragmatics: The contexts in which language is used.

Passive voice: A form a verb in where the subject undergoes the action of the verb.

Active voice: A form of verb whereby the subject is typically the thing or person performing the action and takes a direct object.

Materials: Textbooks, newspapers, news articles, voice recordings, and writing materials.

Motivation: Before starting the scheduled lesson, the students were led in a singing game. Each student was blindfolded then asked to pick a yellow tennis ball from a pack of six. The students enjoyed the activity as most of them would fail to attain the target. There were cheers and laughter from the students. The teacher then introduced the proper usage of grammar and asked the students what it means. The teacher congratulated students on their attempts and clapped for them.

Lesson Plan Procedures: Students read passages from newspapers, news article, and listening to recorded voices to identify grammar issues and the pragmatics. The students then record in their notebooks the nature of the sentence, whether they are in the passive voice or active voice. The teacher closely monitors students who find it difficult to accomplish the task and offer help.

Medial Summary: The teacher writes five sentences on the board then asks the students to read them aloud. He underlines the verbs in each sentence. The students are invited to identify passive voice and active sentences. Students who could make this distinction were requested to go in front of class and number the sentences. The teacher asked the students to write simple sentences in their notes as he went round to check progress. He took his time to patiently make corrections for those who failed in the class activity.

Differentiated Instruction: The students are engaged in oral questions to enhance understanding the application of grammar in real situations and more so formal writings. For instance, what is the past participle of begin? Question 2. What is the past tense of the sentence “Is Robbilard fishing in the Amazon river?”

Opportunities for Practice: The teacher places the students in groups of twos and provides them with English textbooks. The students are required to complete some end of chapter questions. The teacher stresses the need for continuous practice in writing and speaking to polish grammar. The groups are asked to present their solution to the teacher for making. The teacher writes ten questions on the board and asks the students to note them down as homework.

Final Summary: As a way of finalizing the lesson, the teacher formulates a question and answer session. The teacher asks questions that are related to grammar and pragmatics. The students respond according to the instruction given by the teacher. Further, the teacher asks students who can answer to go in front of the class and explain. The teacher assesses the level of understanding among the student based on their explanations.

Assessment: The teacher collected all the students’ notebooks for further marking and assessment. He wants to take note of the very individual's level of comprehension and performance during the class. The teacher will correct when recapping the topic in the next scheduled class.

Classroom Management: The students were fully engaged in the class with various activities such as reading, working in teams, and answering questions. One student was chosen by the teacher to be the lesson representative. The student leader is tasked with collecting class assignment and delivering any communication from the teacher. The teacher is alive to the fact that all students ought to participate in class activities. As a result, he pointed out that the position of lesson representative will be rotated after every class.

Attention to Multicultural Issues: The teacher encouraged the students to be culturally competent by respecting different points of view. The students were reminded of the value of working in teams and assisting one another towards building a fair and just society.