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Time stamps

00:34:50 to 00:42:00
-Introducing the chart better?
-Checking for understanding more?

01:08:43 to 01:09:25

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This was my first class with Ms. Tamara in Centro Cultural! In this adult class, students are between 17-20 years old. The teacher described them to me as a "small and quiet" group. She is hoping that I can bring some creativity to my lessons as well as pull the students out of their shells a bit more. The following notes are a break-down of the class.

Started class with review of the simple present and “going to” (future)

Students were put into break out groups and completed sentences with blanks

Objective: Describe a national holiday.

Teacher showed photos of different holidays and asked students if they could identify any of them. She asked them to describe what they see and know about the national holidays.

Teacher discussed the pronunciation of the months in English

Students had to match national holidays to their dates.

Objective: Create a festival proposal in Costa Rica

Need name of festival, when, where, and why

What are the people going to do and eat?

Students worked in small groups to create presentations for the class

The teacher let each group present and gave them constructive feedback

Teacher closed out the session by asking students if there are any questions or concepts that are requested to review for next session

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Lesson 1: Lesson plan, materials, recording, student work samples

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Lesson 1: Lesson plan, materials, recording, student work samples

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TORI Video Analysis of Teaching Template/Summer 2022

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Ms. Tamara's activities are very creative and unique. Her presentation style is visually appealing and easy to digest for language learners. During this class session, she created many opportunities for students to use the vocabulary terms and English language in a conversational manner. Her and I checked in with each break out group during their partner-work to provide feedback and corrections on grammar use and pronunciation. Students often ask me to pronounce words for them or for help figuring out a word they don't know in English.

Teacher shows an animated photo of a family hanging out in their backyard and asks students to describe what’s going on using any vocabulary they know

In small groups, the students then had to think back about the photo while answering true/false questions about the events in the photo

Students practice using the past and travel vocabulary

“Think back to your last vacation. Write a check mark next to the actions you did. If you did not do the action, write what you did instead.”

The students partnered up to practice having a conversation about modes of travel from their last vacation. This is in preparation for their oral exams next week. The teacher and I went into the breakout rooms to listen-in and answer any questions or make helpful corrections.

Teacher asks students to complete a written grammar activity using the simple past by completing blanks in a Q and A about traveling.

Teacher presents a comic called “Malcolm and Sarah’s Vacation.” There are 10 comic pictures with semi-finished captions about a couple’s vacation. Students must move the pictures into the correct order. Then, students have to use the prompts to complete the captions using the simple past.

Students work in pairs to complete the activity. I went into each breakout room to observe, listen, and assist students in completing this challenging activity.

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I met with Ms. Tamara on Zoom to plan my first lesson

Teaching -ed endings for past tense verbs on 5/23/22 from 4:30-7pm

Vocabulary words to introduce: learned, wanted, needed, helped, looked, loved, tried, played, worked, cooked, stopped, planned, lived, hoped

Lesson planning together:

Activity ideas: Interview a celebrity using -ed endings, categorizing word bank vocabulary into the 3 different ending sounds, and listen to a classmate talk about their first job or hobby

Students will create an interview between themselves and a celebrity with a partner and present it. I will give corrective feedback.

Example conversation with Joel Campbell

“When did you start soccer?”

“I started when I was 9 years old.”

“What other sports did you play?”

“I played basketball and football.”

Writing and listening activity about first job or hobby

Example: “I worked as a babysitter. I played with kids when their parents were at work. I helped them do homework. I cooked dinner for the kids.

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This class session was cut short slightly due to technical difficulties for Ms. Tamara during a storm in Costa Rica.

Topics: People (conversing), countries, nationalities, and languages

Teacher presents a few photos of people from other countries and asks students to partner-up and answer: where are they from? What are they wearing? What are they doing?

As a whole group, students listened to three conversations. One between a tourist and a flight attendant and another between a tourist and a car rental worker. The last was between a tourist and a hotel receptionist. Students answered questions about the listening, discussing new vocabulary as a whole group with teacher facilitation.

In break out groups (of two or three), students must interview one another to ask personal questions and take notes on their responses to get to know them better (ex: middle name, phone number, birthday, etc.)

Teacher reviewed the conjugations of the verb “be,” in preparation for their exam tomorrow

(Class shortened slightly, teacher lost electric)

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Agenda for today

Review of nationality vocabulary “What is the nationality of _____?”

Kahoot about nationalities

OBJECTIVE: Occupations, adjectives and the use of “at” and “an”

practice questions answering personal questions

“Who Am I?” celebrity game

Students were put in breakout groups to ask each other the name of the nationality for a few countries (ex. conversation: “What is the nationality of Cuba?” , “Cuban”, “Can you spell Cuban?” “C-U-B-A-N.”

Teacher facilitated a whole-group Kahoot in which she displayed a flag and the name of a country and students had to manually type the nationality for their answers.

Students will be put into breakout partnerships to complete a “Meet People” activity.

Directions: Choose a new name, country, and occupation for yourself. Then introduce yourself to another student.

Teacher gives students 10 minutes to create their new person.

Teacher then displays the directions for break out rooms:

Present yourself to a partner by discussing: What’s your name?, How old are you?, What do you do for a living?, What's your usual routine?, Do you like it?What do you like to do in your free time?

Some students had very natural conversations and deviated nicely to extra questions while other partners took their time and were very structured according to the questions.

When we were back as a whole group, the teacher gave feedback notes on students’ grammar, pronunciation and vocabulary use. (grammar example: I heard “I’m wake up,” how can we fix this?) (Pronunciation examples: pictures, routine, hours, action)

The teacher began her lessons on adjectives. The students were put into breakout groups to determine if an adjective is positive/affirmative or negative.

After going over the answers as a whole group, the teacher pulled up a similar T-chart and asked students to use the toolbar to add their own positive/affirmative or negative words.

The teacher explains a partner-work activity where students will complete the sentence with a positive or negative adjective. Students will discuss their different opinions. (ex: Dan is a travel agent. His job is interesting / boring.)

The teacher gave students 4 sentences. In groups, students were to identify the correct sentences and determine the incorrect sentences and analyze why they are incorrect (What is the error? How can we fix it?)

Sentences: “My friend is a rich.” , “She is a rich person” , “My brother has a difficult job.” , “Alex’s job is an easy.”

We went over the activity in the main room altogether.

The teacher asked students if they remember when we use “a” and “an.” Students recalled that we use them with singular nouns (an officer, a bird).

Student asked when we use “a” vs “an.” The teacher responded by explaining that we use “a” before a noun that begins with a vowel and “an” for nouns that begin with a consonant. She told the students that it is easier for our mouths to articulate and had them repeat aloud.

In pairs, students completed (by speaking) a short practice with sentences to decide if the sentence needs the article or not.

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Agenda: Recommend an occupation to another student for a summer job, starting unit 2- occupation routines and activities

The teacher facilitated a listening activity about two people conversing about their occupations. Students had to fill in what adjectives describe the jobs.

In small groups, students had to unscramble the words to make sentences. Then, complete another set of sentences.

Ex for unscrambling: job / friend / is / my / boring

Ex for completing sentences: My job is __________

We went over these activities as a whole group

“Are you a student?” poster shown to students, which entails several job options for students to work over the summer.

Partners needed to interview one another to find out which job fits their abilities. Based on the partner’s response, the partner must recommend one of the summer job options to them.

Interview question examples: Do you like working with children? Do you like to play sports?

Students are put in groups to talk about their daily routines.

What do you do during the week and weekend?

Do you have any free time? What do you like to do?

I observed student conversations. A few students asked me about the pronunciation of a few words.

As a whole group, students had to unscramble words or phrases from a person’s routine. Students had to write the word unscrambled in the Zoom chat.

This was to exercise our brains, thinking fast, and reviewing daily routine vocabulary

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Goal: talking about possessions using vocabulary about traveling and possessions in order to role-play a conversations between two airport officers

Vocabulary about vacations

Bucket list for before you die

Possessive adjectives and pronouns, and the use of belong to, and possessives with an ’

Role play

Teacher began class by asking students what they noticed in the photo (person driving a car with buildings in front of them). Students predicted it was Cuba and pointed out things they saw.

Students were asked to discuss their last trips abroad and preferences on vacation locations, lengths of vacation and how they might choose a location.

Students were asked to brainstorm the possessions they might bring with them on vacation. Then, they completed an activity. Someone is going on a trip. We see their packing list and their flight details. Students need to figure out where the vacation will be.

Independently, students created a bucket list which included 3 famous places they would like to visit before they die, and at least two activities they can do there. Students were then placed in break out groups to share and talk about what they would need to bring with them.

In groups, students had to look at photographs and match it to the travel vocabulary. This was done using quizlet.

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Today was our first school visit in Costa Rica! I was pleasantly surprised by many things today. First and foremost, the hospitality and kindness of the teachers at Escuela San Sebastian. We were greeted by Christian, an English teacher at the school, who gave us a tour and allowed us to observe his class. On our tour, I recognized how different the school is from those I have seen- playful murals on most of the hallway walls, outdoor walkways to travel, a small and intimate lunch room, very old classroom desks, and minimal decorations inside the classrooms.

Observing Christian's 6th grade English lesson was an absolute privilege. The lesson's focus was on the impact of climate change and steps we can take- reduce, reuse and recycle. He introduced new vocabulary for this science unit. In groups, he had students match items to the correct recycle bins. He then showed a VERY powerful video about the impacts on climate change to the Earth and its inhabitants. Students were rowdy at the start of class, but you could tell this video really impacted and interested them.

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Today I observed a fourth grade English class. The lesson objective was using sequence words. The teacher read a story about her trip to a national park in Costa Rica. Sequence words were bolded in her story. She then read the story aloud a second time while holding up large photos that matched the sequence of the story. After that, she chose participants to retell the story using the photos and sequence words. This lesson also incorporated many vocabulary words, such as animal names and adjectives.

What I took away from this observation is how to "get the most bang for your buck," essentially, how to maximize your limited time with students. The teacher seamlessly incorporated so many different learning points, making the lesson much more valuable.

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Yesterday was the Annexation of Guanacaste! We were very lucky to visit a school the day after a holiday in Costa Rica. The school was holding an assembly with Bombas, dancing, and story telling. Students and teachers were passionate and excited.

Following the assembly, I was able to observe a third grade English classroom. The teacher was reviewing for a test about past tense verbs. Students practiced conjugating verbs into the past tense and placing it into the correct sentences. The teacher offered Sarah and I a special breakfast being served for the holiday- it was delicious. I truly appreciated how generous and welcoming the schools have been.

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I had the pleasure of observing several different classrooms at Sunview. First, I started off in the same third grade English classroom that I observed last visit. The teacher showed me their spelling bee words and I played a game with them to practice. We essentially played Hang Man, but instead I drew a happy flower and erased petals if they guess a letter incorrectly. The students really enjoyed the game; a girl gave me a pack of Oreos as a gift and a boy hugged me goodbye as I was leaving the classroom. These are the moments I appreciated most today.

The next class I observed was a Spanish class of fifth graders. The teacher was explaining the difference between formal and informal speech. After going through the textbook's definitions and examples, she had students pair up and create either a formal or informal conversation. Then students presented their conversations and the class had the guess.

The last lesson I observed was a Mandarin lesson about food. Although I understood ZERO of what was being said (considering there were now two languages that I don't speak being spoken), it was a nice treat to hear the students sing in Mandarin. They seemed very skilled in the language, it was super interesting to see!

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For my final observation, I chose to take notes on my Spanish teacher's lesson at ILISA. Today we were learning the vocabulary for the rooms in a house and spacial words like "next to," "under," "far away from," etc.

After reading the vocabulary words altogether and taking some notes, we did two engaging activities. First, Sandra showed us a large photo of the inside of a household. Going in a circle, we had to describe a room in the house and its relation to another room, then pass it along and the next person would have to continue using that room as their starting point. This was an awesome activity because not only was there a clear visual, we also had to pay close attention to what the previous student said. In the next activity, a student described the inside of a house while another student had to listen and draw it on the white board. Both of these activities helped us practice the vocabulary and engage in conversation using Spanish.