LESSON PLAN week 3 lesson 1 Names: Maya Vonsee, Inge Zwierink, Rini Slootweg Student numbers: 1607106, 1615117,

1610852 Teacher: Rachel Collins

Subject information: Subject: English Subject area: writing, grammar (past simple). Specific topic: life in prison, writing a diary entry Kerndoel(en): CEFR A1 writing: write a diary fragment using appropriate vocabulary and grammar structures.

General information: Name school: Six week planning Curriculum Design Type of education: VMBO Kader Class: 3 Date & time: 50 Duration of lesson: 50 minutes Cognitive learning objectives: The students can o listen, discuss and review fragments of topic related movies/clips o make a portfolio titled Crooks and Criminals containing written work

Materials: Raps made in previous lesson. Youtube clip: http://www.youtube.com/watch?v=Vjn59b7veGE Paper to write a diary page on. Pens en pencils. Dictionary Starting situation: The students know what a diary is. The students can imagine what life in prison would be like. Students have finished the raps from previous lesson. .

Affective learning objectives: The students can o work together if needed o give positive feedback to each other Personal learning objectives: The teacher can - Encourage students to read their own raps to the class. - Give students feedback on their raps. - Inspire the students to write an original diary entry as if they were living in prison. Time Teacher activity Student activity Beginning (warming up, preknowledge, recap) Recap on previous class. Ask the students whether they managed to write their raps? Give feedback on the raps. Go on about crooks and criminals behind bars. Talk about what life would be like behind bars. Put on the youtube clip. Students join in talking about previous lesson. Students perform the raps they have made in the previous lesson. In groups the students fill in a wordweb about life behind bars. Watch the youtube clip.

Middle Lead on a discussion about the clip the students have just seen. What do they think about it? Was it like they had expected? What was impressive? Instructions on writing a diary entry. The students have to write a diary entry for at least one day. The students have to imagine they are in prison and they are going through the things they have seen in de video clip. Before they start writing, the students have to make a small note on what they will include in their entry. The entry has to be 10 to 15 sentences. They can use this to help them write the diary entry. Also which verb tense is used when you would write a diary entry. The teacher makes the students think about which tense would be used. When the students have figured this out, the teacher will give them a small exercise to work on the past simple, to activate their knowledge about the past simple.(Appendix) This will help them remember about signal words and also irregular verbs. Helping out students with their entry, trying to inspire them to new thoughts. Checking some of the work to help students to stay on the right track with their work. Talk about the clip in their groups. Join in on the discussions.

Listening to the instructions on the diary entry. Making an small note on what they will include in their entry. Think about the verb tense and work on the short exercise on past simple. Start writing their entry.

Working on their entry. Using the feedback from the teacher.

End (evaluation, summary, planning for next lesson) Most of the students will not have finished their entries yet, but some of them will be invited to read their entry out loud in class for feedback, but also to inspire some of their classmates to write their entry. Giving instructions about the entry. It has to be 10 to 15 sentences. It has to be finished by the next class. The students are to add their entry in their folder.

Some students will read their entry out loud. The other students will listen to the entries other students have made.

Writing down instructions on their entries. Put entry in their folder.

LESSON PLAN week 3 lesson 2 Names: Maya Vonsee, Inge Zwierink, Rini Slootweg Student numbers: 1607106, 1615117, 1610852 Teacher: Rachel Collins

Subject information: Subject: English Subject area: reading, working in groups. Specific topic: Finding additional information on the topic crooks and criminals. Kerndoel(en): CEFR A1 reading/writing: Students can read topic related texts. Students can do research in order to find information for their presentation. Students can read short stories on criminals and criminal activities. Students can compose a folder according to assignment framework. Students can write a letter using the appropriate grammar structures. Materials: Computers, laminator printer.

General information: Name school: Six week planning Curriculum Design Type of education: VMBO Kader Class: 3 Date & time: Duration of lesson: 50 minutes Cognitive learning objectives: The students can Read topic related texts using reading strategies such as scanning and skimming. Write a letter using the appropriate grammar structures. Can compose a portfolio according to assignment framework. Affective learning objectives: The students can Work together in groups. Give feedback on the work of fellow students.

Starting situation: Students have already worked on crooks and criminals. They are acquainted with criminal activities. The students have done previous assignments on this subject. Students are familiar with the grammar structures needed in this lesson. In the previous lesson the students have watched a videoclip and written a diary entry as if they were in prison.

Personal learning objectives: The teacher can guide the students while working in groups. The teacher can organize this lesson in an appropriate manner to ensure the lesson will be done fluently. Time Teacher activity Student activity Beginning (warming up, preknowledge, recap)

Recap on previous lesson. Who would like to read his or her diary entry to the rest of the class? After each student, the rest of the group can give feedback on what they have heard.

Students will join in on recapping the previous lesson. Some students will read their diary entry to the rest of the class. Some students will give feedback on the entries their fellow students wrote. Listening to the instructions, taking notes. Forming groups of three or four.

Instructions on the following task. In groups the students are to do research on the internet. Every groups has to find 5 stories on criminal activities on the internet. Get students started in groups on the computers. Middle Trying to help out the groups while they are looking for the information on the internet. Remind them to use skimming and scanning the stories in order to save time. Telling the students that it is time to round up and choose five stories they like best. These have to be printed out Then in a second word document the students write down all kinds of words they have found in their stories that can be related to crooks and criminals and criminal activities. The teacher gives instructions about this. The students are going to put all these words on the walls in the classroom, teacher can assist where necessary. End (evaluation, summary, planning for next lesson) Can we make groups from the words that are put on the walls of the classroom? Think of logical groups. Talk about the groups that have been made. Let the students explain why they have made the groups. Recapping the lesson. Talk about how the class started en how the class proceeded. What do the students think about this lesson? How is their portfolio

Starting up working in groups, looking for the information on the internet.

Students are online looking for good stories on criminal activities. They are using skimming and scanning to look for the stories. Students choose five stories, make a nice lay out and print these to put in their folder. The students read through their stories to find suitable words. They will open a new document to write these words in. This document will be printed. Students put the words up in class

Students make groups of the words. They have to think of a logical way to make groups. Students explain why they have chosen for the groups they have made. Students participate in the conclusion and evaluation of the lesson. Students ask questions if needed. Students explain

coming together? Are there any questions while working on the folder?

how they are working on their folder.

LESSON PLAN week 3 lesson 3 Names: Maya Vonsee, Inge Zwierink, Rini Slootweg Student numbers: 1607106, 1615117, 1610852 Teacher: Rachel Collins

Subject information: Subject: English Subject area: writing, grammar, letter conventions. Specific topic: Writing a letter to a convict, using appropriate grammar and vocabulary. Kerndoel(en): CEFR A1 writing: Students can write a letter according to the letter conventions and using appropriate grammar structures and vocabulary. Materials: Letter conventions. Dictionaries.

General information: Name school: Six week planning Curriculum Design Type of education: VMBO Kader Class: 3 Date & time: Duration of lesson: 50 minutes Cognitive learning objectives: The students can Write a letter according to letter conventions. Use appropriate lay out for a letter. Read an article.

Starting situation: The students have already written a letter before and have used dictionaries. The students have seen and read about life in prison. Previous lesson they have searched the internet for stories on criminal activities. .

Affective learning objectives: The students can Work individually on the assignment.

Personal learning objectives: The teacher can Explain the assignment clearly. Give the class instructions on the letter conventions. Time Teacher activity Beginning (warming up, preknowledge, recap) Previous class the students have read several stories on criminal activities. This time the class will start with an article they have to read as an introduction on the subjects of this lesson. Start up discussion about what the students think about this. How do they feel about writing

Student activity The students will read the article on writing letters to a convict. They can read about the site and they can also read about the rules concerning writing to a convict. In groups the students will talk about what they think about writing to a convict. They write the

with a convict? They will discuss this in groups. In one sentence they have to say how the group thinks about writing with a convict. The teacher lets the several groups share their opinion with the rest of the group. Middle The teacher gives instruction to the group on writing a letter to a convict. Also the teacher will instruct the group on letter conventions. In order to activate pre knowledge, the teacher will ask the students step by step how they think a letter should be written in English and which rules would apply. The teacher will lead the group towards the right rules without giving away to much. The students have to come up with the rules themselves as much as possible. Eventually the teacher will present a schedule in which all the rules are shown. The teacher gives the final instructions on writing the letter. The students are to use the letter conventions and the rules stated in the article. The letter should be 80 to 100 words. They are allowed to come up with any content they find interesting. While the students are writing the teacher helps out where needed.

groups opinion in a sentence in order to share with the rest of the class. Student share their opinions and listen to the opinions of the other groups.

The students listen to the explanation about the letter to the convict, also they listen to the explanation on letter conventions. The students participate in trying to figure out how a letter should be written in English and which rules have to be applied. The students take a look at the example letter in order to use it for their assignment.

Students listen to the instructions, can ask questions and start writing.

The students are writing their letters.

End (evaluation, summary, planning for next lesson) The teacher asks whether some of the students would like to read their letters (or the beginning of their letters) out loud to the rest of the class. The other students will provide feedback. The teacher tells the students that they are to put this letter in their folder. If they have not finished it yet, it is homework to be finished by next class.

Some students will read their letter to the rest of the class. The other students will give feedback or ask questions. The student will either put their already finished letter in their folder or will write down their homework and finish the letter later.