Teacher Career: Units, Essay Example

In these teacher career units the expectation is that ESL students be exposed to effective writing skills in English utilizing contemporary ideas for speculating into the future of technology, pollution upon the earth’s surface, social media and technology and finally researching a topic of interest and presenting the process as a thesis at their level.

Unit 1: Technology and the Future

Introduction

Students are introduced to various types of essayswith a focus on exploring the narrative writing feature. Particularly students are guided selecting articles pertaining to future prediction in technology.

Lesson Plan: 1

Lesson objective: To guide students’ exploration of current technological trends and future development applying knowledge through reading.

Student objective: At the end of the lesson students should:

• Be able to design a diagnostic essay consisting of their personal imaginative ideas relating future technology applying knowledge from pre-reading exercises.
• Be able to plan and write a narrative fiction about  future technological developments

Goals

• Introducing students to academic essay writing learning the first basic skill
• Teaching effective narrative essay writing incorporating students’ personal vision of technology in the future.

Instruction Methods:

• Students are asked to engage in a brief introductory discussion instruction concerning types of narrative essays
• Students are given many essay samples to read and are asked ti identify differences among them recognize each one.
• Students are asked to identify the sequence of the narrative essays read demonstrating clear understanding of its features.

Activities and procedures:

• Class discussion about what are different types of essay.
• Engage students in finding definitions of power point or prize.
• Students will separate in groups of four to discuss information regarding essays they read.

Class assignments for lesson1

Day1

Writing a diagnostic paper according to given guidelines

Day 2

• Discuss the narrative essay for theday
• Read samples of narrative essay.
• Discussion on process of narrative essay.
• Discussion of students’ approach to future technological development

Day 3

• Students will conduct a writing workshop to gain experience in composing narrative essays. A topic will be selected by them and they will share their ideas in a guided work workshop setting
• Discussion of the book “Stand on Zanzibar” as a scientific narrative book sample.

Assignment homework

• Writing a scientific fiction narrative essay about future expectations in technology. For example invisible communication devices, flying shoes, antigravity carz

·         Watch the movie HOME

Teacher/ Students Evaluation:Discussion what students learnt from the lesson and teacher relates whether students receptivity met her expectations

Lesson plan: 11

Lesson Objectives:

• To offer perspectivesand entertaindiscussions about the syllabus
• To introduce each other names and interests.
• To introduce students into gaining a better understanding of various types of academic essays by offering examples
• To focus students’ attention towards features of narrative essay writing

Initiation

• Let students bring unit syllabus to class.
• Discuss syllabus in class.
• Have students read various types of essays briefly focusing on narrative essay styles. Procedures
• Teacher reads the syllabus and responds to students’ questions.
• Teacher explains the importance of clarity in understanding and using academic writing and how it affects written speeches.
• Students are instructed to separate in groups to discuss a various types of essays
• Students are given examples of the essays to be reviewed for clarity
• Studentsdiscuss theirobservations together.
• Students are instructed to watch the movie HOME later
• Students are instructed to read articles and the 1st chapter of the book, narrative essay relating procedures/ uses.

Closure

• Teacher revises the lesson using bullet points
• Teacher discusses homework, which is writing a diagnostic paper
• Additionally, each student is instructed to bring a fiction narrative easy topicidea for the next class offering reasons for selecting the topic as well

Student Evaluation

• Students are evaluated basedon class participation
• Students are evaluated regardingtheir understanding of different essays types. For example,differentiating a between a narrative essay and other types.

Home work assignment materials

1. 2. PowerPoint. 3. Projector

Assignmentguidelines

Must contain description/ purpose/ Audience/ and completed using MLA citation,3-4 pages,12 times roman, work cited page with 2 sources.

Unit 11: The future and the polluted earth

Introduction

In this unitstudents are introduced to articles about human travel to the moon, space travel to other planets, global warming, earth after human pollution and the future of a polluted earth

.Lesson Plan

            Lesson objective

• To teach students response paper writing

Students’ objectives:

At the end of this unit students should:

• be able to recognize articles that respond to polluted earth issues
• be equipped with skills to write their own response article based on knowledge gained from reading.

Methods/procedure

• Students are instructed to read articles distributed to them concerning pollutioneffects on the earth.
• Students separate in groups and identify elements of responsive writing
• Students discus their observations in the group and make group presentations to the class
• Students look at the movie WALLE.

Activity

• Students assemble notes taken from watching the movie WALLE
• Students discuss notes and make a plan for writing a response to the movie
• Students make a draft of their plan and discuss it with the group

Homework

• Students complete draft as final paper for submission at next lesson

Evaluation

• Students discuss how the lesson helped them understand writing a response paper

Unit 111: Social Media technologies such as Facebook, instagram, twitteretc

 Introduction

In this third unit students are expected to explore the future with respect to technology as it relates to social media. Specifically, they will be deliberately exposed to investigating the way articles are written addressing social media presently. These include articles written concerning Facebook and tweeter technological interventions.

Lesson Plan

Lesson objectives

• Students are guided into speculating about social media future developments by watching a movie

Students’ learning objectives

At the end of this unit students are expected to:

• Relate ideas gathered from reading articles and viewing social media movie to the technological implications of their function.
• Develop a persuasive question to be argued form ideas obtained
• Write an academic essay defending the persuasive idea
• Develop logical thinking skill through interaction

Method/procedure

• Allow students to assemble in class and conduct conversations on a social media topic.
• Engage studentsin logical thinking exercise.
• Question is given to explore critical thinking skills.
• Students are asked to evaluate and offer suggestion to the scenario a man lives on alone the top floor of a rather tall building. He uses his phone every day to access his daughter on Facebook through the messaging. She would respond through the thumb sign. He becomes agitated saying that she never responds to his messages and would then calls her on the phone to argue. What are the possible reasons for this action?
• Students separate in groups and offer suggestions
• At the end of the session they present ideas to the class
• Teacher reviews and evaluate responses

Assignment

• Apply critical thinking skills on aselected social media article n writing a persuasive essay

Unit 1V: Research writing Step by Step

Introduction

In this unit students will focus on research writing utilizing a step by step process. Students will select a research topic and guided into applying elements of research practice in completing this final

Unit goal

• To teach students how to investigate and write a research topic

Lesson objective:

At the end of this lesson student should be able to:

• Select a research topic of interest.
• Search databases using appropriate key words
• Retrieve relevant articles
• Collect data
• Design structure of research
• Compile a rough draft
• Complete writing the research paper

Methods of Instruction

• Students are instructed to bring different types of research articles to class

Activities and procedures

• Students individually read research articles noting the topic and how it was investigated by the authors
• Students exchange articles and repeat the process with th new article being read.
• Students separate in groups to discuss their observations and share with the whole class
• Teacher offers appropriate feedback

Materials

• Books, journals, research studies

Assignment guidelines

• Description including purpose of the research
• Explanation of the intended audience
• Citation of sources applying MLA style,12 times roman font, a cited page with at least two references
• Assignment must be 3-4 pages in length excluding works cited page

Teacher/ Students Evaluation

• Interactive session with students sharing with teacher learning needs met
• Teacher shares with class difficult moments in imparting the planed lesson.

Unit reflections

These units could be considered student centered approach instruction delivery. As such, topics selected were those chosen previously indirectly from how students expressed their concerns regarding certain issues and confusion occurrences in their environment. For example, students communicated their curiosity in technological developments and how they were advancing at such a quick pace without being allowed to take a breath in reconciling current trends. The Iphone for an example, by the time one version is created another eemerges to buy customers. As ESL students this influences the rate at which the second language is appropriated.  Students curiously speculating into the future and how these trends affect communication are vital to language interpretation and usage.

Unit 11 was designed specifically to empower students with knowledge of how technological development while applaudable is polluting the earth and at the same time reducing human life span. Again questions are raised regarding the future of human existence with this type of pollution on the earth. Consequently, it must be recognized that there was a logical movement from one unit to the next as it pertained to academic writing, narrative expositions and critical responses to personal concerns in language articulation.

Units 111 and 1V provided the space for further inventing possibilities of verbalizing concerns by means of social media, which is another growing technological device used to bring people on earth closer to each other through responsive thinking and language communication. Unit 1V distinctly exposes students to designing and writing research because this is a powerful tool currently being used in expanding knowledge on earth.