Goal: Understanding reported speech in questions and use it in writing news stories
Objectives (SWBAT): Students Will Be Able To 1. Use reported speech in questions by changing direct speech to reported speech on flashcards and go over them as a class 2. Review reported speech and use the correct form when speaking about and writing a news story. 3. Write a satirical news story with reported speech in groups and then peer review the work.
Theme: Humor/Reported speech
Aim/Skill/Microskill Activity/Procedure/Stage Interaction Time
Preview: Play a warm-up game/ Remember what reported speech is and how to make it
Now that weve remembered how to do it as a class, lets practice this in groups! Warm upplay in a pickle to warm up
Ask them if they remember reported speechpractice with an onion article (last sentence and a few others for example: http://www.theonion.com/articles/epa- announces-new-initiative-to-conserve- whatevers,35683/
SS-SS
T-SS;SS-T
10min.
5min.
Activity 1: Reporting questions
Transition to #2: Lets practice writing our own reported speech in a news story!
1.1 Pre-Stage: T puts students in groups (3-4 groups) SS are given a set of cards with direct speech on the front and a blank space on the back SS are instructed to write the reported speech on the back of each card. T asks students to pass their completed cards to another group and check each others answers (peer eval)
1.2. During Stage: T asks students if some of them these were different from the reported speech we did in class before. T elicits the differences between reported speech in statements and questions (SS put them in separate categories)
SS-SS;
(SS-T if necessary)
SS-SS (peer correction)
T-SS; SS-T
SS-SS
10 min.
5min.
5min.
T hands out the 2nd question worksheet asks students to open to pg. 69 of the textbook and read together the text about Reporting What Someone Asked WHAT IS A YES/NO QUESTION?? WHAT IS AN INFORMATION QUESTION? (T elicits answers) T and SS look at the explanationcorrect the cards again now that you know the information (use if or whether/question word) 1.3 Post-Stage: T takes SS corrected reported speech cards and puts them on the doc cam which ones are correct? Which ones are wrong? (Look and evaluate together and write the correct answers on the board) Rewrite the conversation on pg. 69 in pairs (If time; otherwise homework) Questions??
Tangible Outcome & T. Feedback/peer feedback 1) T.O.answers on back of cards and write the correct answers on the 2 nd worksheet 2) SS correct each others reported speech cards; T gives final correction at the end T-SS; SS-SS
SS-SS
SS-T; T-SS
SS-SS;SS-T 10min.
3min.
10 min.
7min.
Activity 2: Write a news story (using reported speech!)
Transition to #3: Lets stop talking about grammar and writing for a while and instead listen for and practice stress.
2.1 Pre-Stage: T asks SS to take out the HW from the day before (make your own satirical headlines) T asks SS how it waswas it difficult? Fun? Do you like satire?? (show them another example of satirethe Simpsons voting https://www.youtube.com/watch?v=IoWJ krlptNs) What is the meaning of it?? What is the tone? How can you tell?
2.2. During Stage: We will do our own writing of a story! T puts SS in groups of 2-3, hands out the WS (Write a Satirical News Story); pick the best headline (from your group), and write a story together, using 2 cases of
T-SS; SS-T
SS-SS; (SS-T if necessary)
5min.
10min.
30min.
reported speech, and 2 direct quotes. (At least 6 sentences all together) 2.3 Post-Stage: SS write their stories on big paper (butcher block paper) and post them around the room SS go around and look at each others papers and correct them if there are mistakes (peer correction)
Tangible Outcome & T. Feedback/peer feedback: WS (Satirical News Story) Big butcher block paper with corrections
SS-SS
20min.
Activity 3: Using stress to check understanding/make something more important (change meaning)
Transition to Wrap Up:
3.1 Pre-Stage: T has SS open books to pg. 71; read the explanation T reads the dialog, stressing the words T asks why she did that (elicits answers from students) T passes out the WS Why the stress? 3.2. During Stage: T reads the sentences out loud first to students and as a group they have to come up with the meaning/what information is stressed and why SS practice stress 3.3 Post-Stage: What is the purpose of studying this? If you hear something stressed, it means its important (but be careful; it can sound rude!)
Tangible Outcome & T. Feedback/peer feedback: WSWhy the stress
SS-T;
T-SS; SS-T
T-SS; SS-SS-T
SS-SS
T-SS
5 min.
10min.
3min.
Wrap-up
Lesson Evaluation Procedures: Do an exit ticket: (T will use them for an activity next week) Write 3 questions you would like to ask your classmates. (i.e. How many brothers and sisters do you have? Are you close to them?)
5min.
Materials: WS- (4) Butcher Paper Markers Tape
Anticipated Problems & Suggested Solutions: Dont do stress if run out of time (writing and practicing reported speech is the focus of the class and test)
Contingency Plans (what you will do if you finish early, etc.): Have students interview each other with the questions they write
Post-Lesson Reflections:
Activity one was greatbut it took much longer than I thought it would. Also, the students seemed weaker in the activity than I had anticipated, so instead of writing a story in a group, I sent it home as homework for them to do it and bring it into class the next day.
Nevertheless, this was one of the first times an inductive approach to teaching grammar worked! I was impressed that the students were able to pick it up. Next time I teach this lesson, however, I would put in more practice that day and then do the writing output the next day after it had sunk in a bit more.
The stress practice was not very usefulI need to think of a more authentic way to introduce the importance of stressperhaps use a video where the characters use stress to elicit new information? Even though the activity was a little weak, I think that some of the students did get a surface understanding of how stress can be used in daily life.