Jackie-CO2

My second-class observation was with Wayne, who is pretty funny, but also pretty nervous that I was “spying” on him, and apologized to me a couple times for “lesson plans gone wrong.” His class was learning the future tense, so he began by reviewing it. He asked what it is to the class and how it was used and wrote two examples of future tenses on the board. He then began introducing his lesson plan. He asked if anyone knew what horoscopes, astrology, and fortunetellers were. It was difficult, and nobody really knew until he asked about if they had people who predicted the future in their countries. But I think they may have gotten it confused with “prophet.” They then began an activity where they were the fortuneteller, and they would receive questions from their partner, then answer them. They had two basic forms of the future tense on the board, and had to write the questions and answers on paper for atest grade! But, it wasn’t going as well because the level of their grammar was making many of the sentences negative or wrong in other ways, and the future tense wasn’t making as much sense. So, Wayne got the class to start speaking their questions and answers aloud—which was funny, and the class responded to funny fortunes. The “better” student, who was doing well, got to answer the questions and the rest of the class asked him questions so they could model him. Afterwards, instead of a test grade for this assignment, they got homework to do the same assignment for themselves. Overall, I didn’t think it was a failure—but if anything a save for a class, or a good example of lessons that can be confusing but can be manipulated in class according to what the students are doing and feeling.