Language Development 7: 35 months old

Ai was singing the English song she had learned at school.

Language Development 6: 34 months old

Ai was singing a Japanese song. Her fluency of Japanese was about the same as her English fluency

Language Development 5: 33 months old

Ai started school in the same month. She seemed to  like singing BINGO in English.

Lesson plan 3: a lesson plan with Krashen’s hypotheses of second language acquisition and Dr. Virginia Collier’s prism model

Grade Level: Grade 3	Content Area 1: Language Arts Content Area 2: Science	Theme: What is solar energy?
Summary	Questions to Guide Lesson Planning	Strategy/Activity Ideas
Krashen’s Acquisition vs. Learning Hypothesis: Language acquisition and language learning are two different ways to develop language skills. Language acquisition is a subconscious process like the way children “pick up” a language (Krashen, 2013) and leads to oral fluency, whereas language learning is based on conscious knowledge of a language and may not enable a learner to communicate orally (Dam, 2017).	How can students effectively interact with each other communicating in English?	Field work: Small group investigation on the differences of outside temperature. Summarization of their findings: Small group activity to summarize their discoveries drawing pictures or creating graphs.
Krashen’s Comprehensible Input Hypothesis: Teachers should present information in the way students can understand: ESL teachers need to use the second language at the students’ level of comprehension in the first language (Dam, 2017).	What types of teaching materials are useful to enhance students’ understandings?	Read a picture book to introduce vocabulary and solar energy and then use flash cards to review the important words in the book. Repetitive questioning of the entire class, with variation (Park, 2014). Demonstrate reflection of sunlight using a mirror.
Krashen’s Affective Filter Hypothesis: Motivation, self-confidence, and anxiety affect language acquisition. A welcoming and accepting classroom environment benefits students’ language acquisition.	What types of activities should be included to increase students’ motivation and self-confidence and to lower their anxiety levels? How should students’ mistakes be corrected?	Use a cartoon character to introduce solar energy. Make pairs to exchange opinions and share ideas. Correct mistakes indirectly.
Collier’s Prism Model – Language Development: It includes the acquisition of the oral and written systems of the student’s first and second languages across all language domains (Thomas & Collier, 1997). Students’ native language proficiency leads to an effective acquisition of their second language.	How can students’ native language and English be incorporated to promote their acquisition of both languages?	Often ask students, “What do you say this in your language?” Have students make a word list using both students’ native language and English. Story rewriting in both students’ native language and English.
Collier’s Prism Model – Cognitive Development: It is a natural subconscious process that occurs developmentally from birth to the end of schooling and beyond (Thomas & Collier, 1997). Children who reach full cognitive development in two languages enjoy cognitive advantages over monolinguals (Thomas & Collier, 1997).	How can I foster students’ cognitive development? How can I encourage students’ family interactions?	Assign homework to have students explain their learnings to their family in their native language and obtain comments from their parents.
Collier’s Prism Model – Academic Development: It includes all school work in language arts, mathematics, the sciences, and social studies for each grade level (Thomas & Collier, 1997). Academic knowledge and conceptual development transfer from the first language to the second language (Thomas & Collier, 1997).	How can I effectively increase students’ knowledge on the theme? What resources are available to promote students’ academic development in their native language? How can I stimulate students’ intellectual curiosity	Provide reading assignment in their native language. Have students do Internet research on solar energy in their language. Include experiments to encourage conceptual understandings of solar energy.
Collier’s Prism Model – Social and Cultural Process: The process includes all the students’ social and cultural backgrounds and experiences. It relates to students’ affective factors, which can negatively affect students’ second language acquisition without a supportive environment.	How can I get to know more about each student and his or her needs in the classroom? How can a supportive environment be created?	Have students fill out a questionnaire about their needs. Include an ice breaker game as the introduction of the unit. Respond to student-initiated interactions (Park, 2014)

Lesson plan 2: learner-centered integrated instructional unit plan

Lesson Plan

Grade Level	Grade 1
Disciplines/Subjects	Mathematics, English Language Arts, Social Studies
Knowledge and Skill Standards from these Disciplines/Subjects	l   Be able to read time both on analog and digital clocks in students’ daily lives. l   Be able to match time indicated on the analog clock with the same time on a digital clock. l   Understand the basic word order in English sentences: subject—predicate. l   Be able to write simple sentences using the subject and the predicate. l   Be able to describe their daily life using simple sentences. l   Recognize that people engage in different activities according to time and circumstances.
Additional Social Skill or Character Asset Standards	l   Develop positive relationships with peers and teachers through different activities. l   Take an active interest in people and communities around them. l   Be able to think about their daily lives as well as themselves.
Objectives	l   Comprehend how analog and digital clocks work and be able to read and write time displayed on the clocks and write time on their own. l   Know how many minutes are in an hour l   Identify the components of simple sentences. l   Be able to write simple sentences about themselves. l   Comprehend that people’s activities vary according to time and circumstances.
Integrating Centerpiece	My Day
Connection with students’ lives taking into consideration their cultures and opportunities	Time is closely connected to our lives. Although students usually follow the same schedule at school, what they do at a particular time at home may be very different according to their family or culture. They will learn the differences.
Overview of Curriculum-Integrated Lesson	Being able to tell time is a critical and practical skill for first grades to master. Through the lessons, students learn why an analog clock is divided into 12 sectors, although there are 24 hours in one day. Then, they learn how to read time both on analog and digital clocks through some activities. After learning how to make a simple sentence, they think about what they and their families do at certain times of the day and describe their daily life, using simple sentences.
Assessment Methods or Tasks	Assess students’ understanding and progress through the worksheets, classroom activities and their final presentation using the rubric (See Table 1, for the rubric).
Learning Environment	Students will learn in the three places: In a classroom, they will lean about reading the clock and writing simple sentences. Some activities including pair or group discussion and making their own clocks are also in the classroom. In pairs, students will walk around inside the school to find clocks and read time displayed on the clocks. At home, they will record what they and their family will be doing at particular times and prepare for their presentations.
Materials	A white board, markers, a strip of paper, an analog clock, a digital clock, strips of cardboard paper, paper dishes, pins scissors, my-day worksheets, find-a-clock worksheets, simple-sentence worksheets, Power Point slides, Evaluation sheets.
Step-by-Step Procedure	Lesson 1: 1.     Start with the question, “How many hours are there in a day?” and have a student answer the question. 2.     Stick on a white board a strip of paper numbered from one to 24 and then show an analog clock. 3.     Ask students why the clock has numbers from one to 12 and have students talk in pairs about what they know about the clock. 4.     Have some pairs explain the reasons. 5.     After introducing AM/PM indication, make small groups which have at least one student who already knows how to read an analog clock and have the groups discuss how the clock can be read. 6.     Have each group explain how to read the clock and add more information to the students’ explanations if needed. Make sure all students can identify the hour hand and the minute hand on the analog clock and have them practice reading time in hours and half hours. 7.     Ask students how many minutes are in an hour and explain that one hour has 60 minutes. If there is a student who knows about it, have him or her explain this.   8.     Provide students with paper dishes, long and short strips of cardboard with different colors. They start making their own analog clocks.   Lesson 2: 1.     Students have their own clocks they have made ready on their desks. Review how to read an analog clock. 2.     Show a digital clock and ask students whether they can read it. Have a student explain how to read the digital clock, add some information and explain the way again. 3.     Show time on the digital clock and students will match the time on their analog clocks and repeat it several times using different times. 4.     Start the matching-the-time activity using the worksheets which include different numbers of questions according to students’ levels of understanding. Students who can already tell time in hours and half-hours may start practicing reading time in hours and minutes. 5.     Provide students with the find-a-clock worksheets. Explain the activity: In pairs, students walk around inside the school, find as many clocks as possible and record the time displayed on the clocks on their worksheets, while specifying where they are. 6.     After the activity, collect the worksheets. Lesson 3: 1.     Talk about what you usually do in a day, writing down on a white board both several particular times of the day and the activities you do at those times. 2.     Provided students with the my-day worksheets and have them write down the times and draw their activities. 3.     Ask some students what they do at the certain times based on the information written on their worksheets. Encourage them to use the subject and the predicate by recasting. 4.     Using Power Point slides, introduce how to create a simple sentence. 5.     Make pairs and have students do the same activity: One student asks his or her partner what he or she does at the certain time, and the partner answers and writes down the sentence on his or her worksheet and then take turns.   6.     Collect the worksheets. Lesson 4: 1.     Show a video in which you talk about what you do at four o’clock, six o’clock and eight o’clock using simple sentences. 2.     Review how to make a simple sentence, asking some students questions such as “At noon, what do you usually do?”. 3.     Provide the simple-sentence worksheets which include different numbers of questions according to students’ levels of understanding and have students review how the subject and the predicate work in the sentences. 4.     Explain the project, citing the video shown earlier: In the last lesson of this unit, all the students make presentations about what they or their family members including their pets usually do after they go home. They include four different simple sentences to describe what they do at particular times in their presentations, using at least two different subjects and four different times. They can make presentations in their own styles such as using pictures, videos or some sheets of papers. 5.     Students start brain storming in small groups and other preparation by helping each other.      Lesson 5: 1.     Pass out evaluation sheets and explain how their presentations should be made, encouraging students. 2.     Each student makes a presentation and receives comments from peers. 3.     All students evaluate each presentation including their own. 4.     Provide comments and celebrate students’ achievement.