CEP Lesson Plan Teacher/s: Bruce & Allie Level: A1a Date/Time: 6/11/13 Goal: Practice reading and

listening, review past tenses, and introduce persuasive writing Objectives (SWBAT): Students Will Be Able To 1. listen for a sequence of events 2. identify the past tenses in a transcript 3. use reading strategies to break down complicated sentences 4. identify an essay question as persuasive or descriptive Theme: Memorable Moments Stage/Aim/Skill/Micr oskill Preview Linking & Transitioning to rest of lesson: Transition to #1: Use take photos or pictures from the board to introduce the topic of the video: Father-and-Daughter Bond: One Photo at a Time Ask a volunteer to go to the board and write while the class brainstorms: - What are the different ways that help people remember memorable moments? Activity/Procedure Interaction Time

S-S

5 min

Activity 1: Organizing a Transcript

1.1 Pre-Stage: Have Ss think about their reading on paragraph writing to focus on the structure: Introduction / Body / Conclusion 1.2. During Stage: 1. Divide class into 2 groups of 4-5 Ss 2. Ask Ss to organize the paragraph strips according to sequence as a group. 3. What is the best title for this talk?

T-SS

2 min

S-S

15 min

Transition to #2: Now that you have read the story, lets see how

much you can remember from listening.

1.3 Post-Stage: Ask what were some problematic paragraphs to introduce/highlight some transition words.

T-S

5 min

Activity 2: Listening

2.1 Pre-Stage: You have the gist of the talk, now pay attention to these following questions as you listen: - What is his passion? - Why are these photos so important? - Why is he sharing these with us?

T-S

3 min

2.2. During Stage: T-S Listen to the video. pause at 0:38, ask the 3 questions above. Transition to #3: We S-S have practiced reading pause at 1:11, ask: What is a ritual? for sequence, listening Share with your partner: what are some family rituals that you have with your mom, dad, or for details, now lets someone close to you? focus on the verb T-S tenses that youve been 2.3 Post-Stage: learning. Repeat the pre-listening questions for answers.

15 min (5 min)

5 min

Activity 3: Grammar

3.1 Pre-Stage: Individually, Ss underline the past tense verbs used on the transcript

SS

3 min

Transition to #4: What does it mean to get in the shot? He is giving a piece of advicemaking a persuasive argument. We will talk about this more after the break.

3.2. During Stage: Ss identify the specific past tense of each verb. SS 3.3 Post-Stage: Ss determine if any other tenses of the verb can be used. Which ones? Why? Discuss answers/ ideas with partner.

5 min

SS

5 min 5 min

**5 min break**

Activity 4: Writing

4.1 Pre-Stage: Review description vs. persuasion. Have you ever taken a test that required writing? What did you find most difficult about trying to convince someone of your opinion? 4.2. During Stage: Ss brainstorm keywords in instructions for description vs. persuasion. (Ex: discuss (description), agree or disagree (persuasion)). T writes keywords on board. 4.3 Post-Stage: Complete exercise 5 on p. 26 alone. Compare answers with a partner.

T-SS

5 min

T-SS

5 min

SS S-S

5 min 5 min

Activity 5: Reading

5.1 Pre-Stage: Go over vocab check on p. 25 with a partner. Discuss any differences.

S-S

5 min

5.2 During Stage: T-SS Review phrases in Teachers Guide (p.T19). Strategies to break down complicated sentences: 1. a pocket-sized exercise machine with a pulse meter that vibrates when the user reaches optimal heart rate 2. a business specializing in flying small planes into clouds to try to modify the amount of rainfall they would produce 5.3 Post-Stage: #4 Think About It on p. 25 Think individually. Discuss with partner. SS S-S

10 min

2 min 8 min

Wrap-up

Lesson Evaluation Procedures: Exit Ticket -

Which in-class activity did you find most helpful from the last 2 days? What skills or activities would you like to focus on more during class time? For Homework: 1. Workbook Practice 7 p.12 2. Read Bruces and Allies bios on the class website. Identify verbs and the tenses and aspects. Why were those tenses used? 3. Study for Unit 2 test! Materials: PowerPoint TED video Transcript (10) Cut-up transcript (2) Workbook Textbook

SS

5 min

Anticipated Problems & Suggested Solutions: Timing with matching transcript activity stress to Ss that this just has to be their best guess based on a quick read Vocabulary review from reading homework goes overtime tell Ss to post any further questions on the class website, or look up words and report back to class on website with meanings. Contingency Plans (what you will do if you finish early, etc.): Have Ss share their responses to exit ticket Have Ss share memorable moments with each other Post-Lesson Reflections: Should have had Ss read their piece of the transcript silently to themselves first. Afterwards, they each explain the gist of their piece to the group. This way, not all members of the group are trying to read all the pieces at the same time.