CEP Lesson Plan

Teacher/s: Caitlyn Alley Pea

Level: A5 Date/Time: 7-31-14


Goal: Improve SS reading strategies, practice giving advice in the subjunctive, and
practice giving an oral presentation using visual aids

Objectives (SWBAT):
Students Will Be Able To
1. Use the PQ3R strategy to better comprehend texts they read by completing the two
PQ3R activities
2. Create pieces of advice based on readings by completing the two PQ3R activities
3. Give an oral presentation in which they give advice and use visual aids by creating an
oral presentation with their partner
4. Pronounce sentences by stressing only the content words after completing a sentence
stress activity and mimicking the Matt Cutts TED Talk.


Theme: A Hard Act to Follow

Extensions: ____________________________________________________


Aim/Skill/Microskill Activity/Procedure/Stage Interaction Time

Review or Preview
(if applicable)


Linking & Transitioning to rest of lesson:


(for
example:
SS-T)

Activity 1: PQ3R
Reading Adaptation
Modeling














1.1 Pre-Stage: Ask SS to talk with their partner about
advice they received or followed when looking for a job.

Tell SS that we are going to do some reading about career
advice.


1.2. During Stage: Explain that we are going to practice a
reading strategy called PQ3R. I will explain what each
letter means when we get to that step.

Hand out the newspaper article. Explain that the first step
is Preview. Ask SS to read the title, look at pictures
and captions, and look at any words in bold. DO NOT
read details of the article.

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SS-T




SS


2-3
min






1
min




2







































Transition to #2:
Now that weve done
this as a class, with a
shorter text, lets try
it a little bit
differently and with a
longer text.

The next step is Questions. As a class, formulate 3
questions that they think they will be able to answer after
reading the article. Questions should be based on
information SS gathered during the preview. Write the
questions on the board.

The next step is Read. Ask SS to read the article in its
entirety.

The next step is Recite. Students should now try to
answer the questions that we formulated before reading.
SS can work in partners to answer the questions.

The final step is Review. SS should write 1 sentence
giving the main idea of the article with a partner.

Ask each group to share their summary.

1.3 Post-Stage: Ask SS to come up with one piece of
advice, based on the article, that they would give to a
college graduate who is entering the job market using the
subjunctive form.


Tangible Outcome & T. feedback/peer feedback:
newspaper article, PQ3R handout

Peer Feedback: SS will work together to answer
questions.

Teacher Feedback: T will provide feedback as SS are
formulating questions; T will circulate and provide
feedback as SS work in pairs to answer the questions





SS-T







SS


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SS-T


SS-SS















min






5
min







5
min


3
min





2-3
min



2
min


2
min
























Activity #2: Jigsaw
PQ3R Reading
Adaptation
































2.1 Pre-Stage: Activity #1 acted as the pre-stage for
Activity #2


2.2. During Stage: Group A will have Part 1 of the
reading and Group B will have Part 2.

SS will be given 1-2 minutes to preview the text. They
will be encouraged to look at the title, any subheadings or
words that are italicized, and even read the first sentence
of each paragraph.

In pairs, they will have to generate 2-3 questions they
have about that portion of the reading. Each pair will only
be given one handout to write their answers on.

SS will then switch readings and papers. They now have
to read the new piece of text and try to answer the
questions that the other partner left for them.

SS will switch readings and papers again. This time,
they will read the answers that the other person came up
with to the questions that they had created.

Then, SS will scan the text and make sure that the
answers their partner wrote down are correct.

Last, without looking at the text, SS will write 1 sentence
explaining the main idea of the article.


3.3 Post-Stage: Selected SS will share their questions and
answers on the doc cam. Those who do not share on the
doc cam will share their summaries.









SS






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SS-SS





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SS-SS









1
min






5
min





5
min





1
min





















Transition to #3:


Last, ask SS to write down one piece of career advice
they would give to the same college graduate as earlier,
based on this reading and using the subjunctive.

http://www.foxbusiness.com/technology/2014/07/28/want-
to-climb-corporate-ladder-ignore-career-advice/

http://www.cityam.com/1405498512/how-using-social-
media-could-be-career-booster

Tangible Outcome & T. feedback/peer feedback: reading,
completed PQ3R handout

Peer feedback: SS will check to make sure the other SSs
answers to their questions were correct

T. feedback: T will provide feedback in the post-stage
when SS share their questions and summaries; T will
circulate to take notes of SS errors as they work in pairs




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SS-SS




SS-SS








5
min



2
min




5
min




2-3
min
Activity 4: Career
Advice Oral
Presentation
3.1 Pre-Stage: Ask SS why they think I use a PowerPoint
every day during class. Elicit answers such as: it helps to
guide the lesson, it reminds you what to say/do, it makes
what you are saying clearer, helps us to understand, etc.

Explain that using visual aids like PowerPoints can help
to make a presentation much more effective and can help
to clarify what you are saying.

Ask SS to brainstorm in pairs types of visual aids they
can think of.

Elicit PowerPoints, flipcharts, handouts, objects, pictures,
chalkboards, etc.


3.2 During Stage: In pairs, SS will create a 5 minute oral
presentation in which they give advice to recent college
graduates who are entering the job market. They should
have at least 3 pieces of advice in their presentation. If
they wish, they can use the two that they came up with
before and may refer back to the articles we read for more
ideas. Remind students to try to use the subjunctive when
they give each piece of advice in their presentation.
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SS-SS


1
min












1
min


1
min





Explain that each student in the group should speak for an
equal amount of time during the presentation.

SS should incorporate some type of visual aid into their
presentation. T will provide flipcharts, markers, chalk
(for the chalkboard) and blank sheets of paper for SS to
utilize.

3.3 Post-Stage: SS will give their oral presentations.
Those watching should take notes and write down each
main piece of advice that the group presents.

Afterwards, ask each pair for their favorite piece of
advice that the other pair came up with.

Tangible Outcome & T. feedback/peer feedback: SS notes
on the oral presentation

Peer feedback: in the post-stage, SS share their favorite
piece of advice from the other group

T. feedback: T will take notes of SS errors during the oral
presentation and bring them back for correction on
Monday

















SS-SS





SS-T
20-
25
min
















10
min




2
min





Activity 5: Sentence
Stress Activity
4.1 Pre-Stage: Ask SS the difference between content
and function words. Elicit that content words include
nouns, adjectives, adverbs, and main verbs. Function
words include prepositions, pronouns, auxiliary verbs,
and articles.


4.2 During Stage: Provide SS with a list of sentences.
Ask them to practice pronouncing each sentence very
carefully with their partner. They should try to fully
stress each word.

Next, they will mark each sentence for content and
function words.
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SS-SS





2
min







4-5
min




Then, SS should practice saying each sentence by
stressing the content words only. They can use their
rubber bands to help them stress the words.

4.3 Post-Stage: Review the sentences as a class. T will
say each sentence and SS will repeat.

T should explain that native speakers dont actually stress
every content word equally, but that this activity helps SS
to begin to hear the natural rhythm of English.

T will try to say each sentence as naturally as possible
and ask SS to try to listen for the word that receives the
most stress.

http://www.english-at-home.com/pronunciation/noun-
and-verb-syllable-stress/

SS-SS


SS-SS




SS-T



3
min


4-5
min



5
min
Activity 6: Stress
Patterns in the Matt
Cutts TED Talk

5.1 Pre-Stage: SS will listen to the first couple minutes of
the Matt Cutts TED Talk again. This time, they will write
down the main words that pop out to them the words
they hear being stressed the most.

SS will compare their lists with a partner.

What does this list tell them about the content of the
listening?

Elicit that the words that are stressed the most are the
most important and will be the words that give them the
most information about the content.

5.2 During Stage: We will listen to 1-2 minutes of the
listening again. This time, T will stop the recording after
certain sentences/ phrases.

The class will practice saying the sentences aloud in the
same way that the speaker in the listening said them. T
will play the sentences several times and may cut some of
them into smaller chunks to make it more manageable.

Pause:
:22
the great American philosopher, Morgan Spurlock.

SS






SS-SS


SS-T







SS-T








2
min






1-2
min

1
min







10
min





:26
and try something new for 30 days.

:53
the time was much more memorable.

1:01
And I remember where I was and what I was doing that
day.

1:07
As I started to do more and harder 30 day challenges

1:09
my self-confidence grew.

1:14
the kind of guy who bikes to work


5.3 Post-Stage: SS will write 1-2 of their own sentences
and practice pronouncing them with a natural stress
pattern.





























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3-5
min




Wrap-up


Lesson Evaluation Procedures:
Exit Ticket:
- Students will write one thing they learned and one thing
they want more practice with



Materials: PQ3R handout, two articles for PQ3R, flip charts, markers, paper, chalk, TED
Talk video


Anticipated Problems & Suggested Solutions: SS may have trouble figuring out how to
incorporate visual aids into their presentation. If so, I will give them some additional
advice and ideas perhaps try writing your main points on a piece of butcher paper, have
each piece of advice written on a different piece of paper, and flip to that page when you
get to that point, etc.

If a student is absent and there are only 3, I will have the 3 work together to create the
presentation. The length will be extended and I will call it a panel presentation. SS
can divide the presentation into separate parts that each person will present.

Contingency Plans (what you will do if you finish early, etc.): If I finish early, I will
continue into a lesson on noun-verb pair stress.