CEP Lesson Plan

Teacher/s: Caitlyn Alley Pea

Level: A5 Date/Time: 7-23-14


Goal: Practice causative verbs and expressions for cause and effect; practice listening for
supporting arguments; raise awareness of sentence level stress


Objectives (SWBAT):
Students Will Be Able To
1. Use causative verbs by completing their homework and checking with a partner
2. Identify the difference between the different causative verbs by switching the verbs in
the sentences from their homework and comparing with a partner
3. Use expressions for cause and effect by completing the LIRR strike sentence creation
activity
4. Give content words more stress and function words less stress by practicing sentences
with a partner

Theme: Hooked on Horror

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: Causatives















1.1 Pre-Stage: Ask students to review
their homework about causative verbs
with a partner.

Ask students if they have any
remaining questions/ if there were any
sentences that they werent able to
figure out.


1.2. During Stage: Split SS into 2
groups. Group A will look at sentences
1 and 2 from the homework. Group B
will look at sentences 3 and 4 from the
homework.

SS-SS



SS-T





SS-T





5 min



2 min





1 min









































Transition to
#2:___________________


SS will work with their partner to talk
about how the meaning of the sentence
would change if the causative verb was
different and T will assign each pair
two different causative verbs to use
(Change it to let on #1 and make on
#2).


SS will trade partners and explain their
sentences to their new partners.

Ask if students have any remaining
questions.

1.3 Post-Stage: Have students order the
causatives from weakest to strongest:

Make
Get
Have
Let

Then, SS will match them with their
underlying meaning:

Make = cause someone to do
something by use of force
Get = cause someone to do something
through persuasion
Have = cause someone to do something
by a request or use of authority
Let = give permission for someone to
do something


Ask if there are any remaining
questions.

Tangible Outcome & T. feedback/peer
feedback: Completed/corrected
homework, completed ordering and
matching handout

Peer feedback: reviewing homework

SS-SS









SS-SS


SS-T


SS-SS







SS-SS












SS-T

5 min









5 min


2 min


2 min







3 min












2 min







with a partner, switching partners to
compare answers to in-class exercise

T. Feedback: answering any remaining
questions










Activity 2: LIRR Strike
Cause and Effect






Transition to
#3:___________________


2.1 Pre-Stage: Hang the piece of
butcher paper on the wall with the two
example sentences from the book
already written on it.

Have students read the sentences and
analyze them in pairs. What do they
notice about the sentences? What do
they have in common?

Elicit that they both contain a cause
and effect.

What do they notice that is different
about the two sentences in relation to
the cause and effect?

Elicit that in the first sentence, the
cause comes first, but in the second
sentence, the effect comes first.

Then, ask them to take a closer look at
the language itself. What words are
used to indicate cause and effect?

Elicit so and since.

Ask students to brainstorm in pairs
examples of other words like so and
since that indicate cause and effect.

Have one group put their ideas on the
doc cam and ask if the other group had
anything different.

Add any additional words that students
didnt come up with.






SS-SS




SS-T


SS-SS



SS-T



SS-SS



SS-T

SS-SS



SS-SS



SS-T







2 min




1 min


2 min



1 min



1 min



1 min

3-4
min


3 min





In pairs, SS should then categorize the
cause and effect words based on
whether the cause precedes or follows
the word.

One group will share their chart and
peers will discuss any differences they
may have.


In pairs, SS work in pairs to identify
the cause, effect and cause-effect
words in sentences on a handout.

SS will trade partners to check their
answers.

2.2. During Stage: SS read the LIRR
strike article individually.

SS discuss the article with a partner:
1) What is the problem?
2) What could happen because of this
problem?
3) Who will be affected?

Briefly discuss the article as a class to
ensure comprehension.

SS will work in partners to create
cause-and-effect sentences about the
problem discussed in the article.

A teacher model and graphic organizer
will be provided.

2.3 Post-Stage: Ask students to turn
over their papers. Have each student
say one sentence about the article that
includes a cause-and-effect
relationship.

Tangible Outcome & T. feedback/peer
feedback: Analyzed sentences on
butcher paper, cause-and-effect
sentence handout, completed graphic
SS-SS




SS-SS




SS-SS



SS-SS


SS


SS-SS





SS-T


SS-SS






SS-T









3 min




3 min




5 min


2 5
min


5 min


3
min



2 min


7
min





2-3
min









organizer.

Peer feedback: SS showing their
brainstormed words on doc cam and
asking for any differences from other
group; SS trading partners to check
answers to the sentence analysis

T feedback: Feedback during butcher
paper activity; feedback during post-
stage; T will be available for help and
feedback during partner exercises






Activity 3:





Transition to #4 or Wrap-
up:___________________

3.1 Pre-Stage: Ask students to talk
with their partner about animated
movies and cartoons they have seen.
Can you think of any characteristics or
plot points that many animated movies
share?

Review answers as a class.

Explain that we are going to listen to
an NPR interview with a woman who
wrote an article about animated
movies. Her article asks the question,
Why are all the mothers in animated
movies dead?

(If this didnt come up in the earlier
discussion) ask students whether they
had ever noticed this trend in animated
movies before.


3.2. During Stage: SS listen to the
interview once. They are asked to take
general notes of some of the supporting
arguments they hear from the video.

SS discuss their notes with a partner.

SS listen to the interview a second
time. This time, they should try to
answer the more detail-oriented
questions on their handout.
SS-SS






SS-T








SS-T




SS





SS-SS

SS



2-3
min





3 min








2 min




4 min





3 min

4 min




SS discuss with a partner.

Ask if SS have any remaining
questions.

3.3 Post-Stage: SS then discuss the
following questions:
1) Do you think this is mainly a trend
in American/European fairytales and
animated movies, or is this trend also
present in stories and movies from your
own culture?
2) Do you agree with the writer that
these movies send a bad message to
kids? Why or why not?



Tangible Outcome & T. feedback/peer
feedback: questions answered on the
handout

Peer Feedback: SS will discuss and
compare answers with partners

T. Feedback: Feedback given after
students have discussed all the
questions from the listening if they
have any questions about it; feedback
given when we discuss the discussion
questions as a class during the post-
stage

SS-SS

SS-T


SS-SS












5 min

2 min


3 min


















Activity 4:






Transition to Wrap-Up:
___________________


4.1 Pre-Stage: Ask students to talk
with their partner about what makes
someone easy to understand

Elicit some answers. Emphasize that
just as important as actually
pronouncing the sounds right is being
able to put the stress on the right word
in the sentence.

Ask students if they know what stress
is when talking about language. Elicit

SS-SS



SS-T





SS-T


2 min



3 min





3 min

some ideas and write them on the
board.

Explain that stress is similar to
emphasis and can involve 3 things:
volume, length and pitch. Each of these
can be used to stress a word more.

In English, we have syllable level
stress and sentence level stress. Today
we are just going to focus on sentence
level stress.

4.2. During Stage: Have students look
at the first portion of the stress exercise
handout which compares the two
sentences. SS talk with a partner for a
few minutes about which sentence
would take longer to say.

Review the answers as a class.
Demonstrate that both sentences take
just about the same amount of time to
say. Say both sentences and have
someone time it.

SS talk with their partners about why
the sentences would take the same
amount of time even though one is
much longer.

Review SS answers. Elicit that one
sentence has mainly nouns, verbs and
adjectives, while the other has lots of
prepositions, pronouns and articles.

Explain that nouns, verbs, adjectives,
and adverbs are all content words,
which contain the main message of the
sentence. Words like prepositions,
pronouns, and articles are function
words, which carry less meaning.

In English, we tend to place more
emphasis on the content words and less
on the function words.



SS-T









SS-SS






SS-T





SS-SS




SS-T




SS-T












3 min









2 min






3 min





1 min




2 min




3 min










Have students mark both sentences for
stress in pairs and practice saying both
sentences, stretching their rubber bands
for help stressing the words.

Next, have a student say the next two
sentences on the handout involving
can/cant. Then say them yourself.
Ask students if they hear a difference.

Explain that b/c can is a function
word, we tend to put much less stress
on it. But because we dont really
pronounce the t at the end of cant
we have to do something to
differentiate the two. So we stress
cant more.

Have students practice the two
sentences in pairs.

4.3 Post-Stage: Give SS a list of
sentences. Have them mark the
sentences for stress and practice saying
them with a partner.

Tangible Outcome & T. feedback/peer
feedback: stress handout

Peer Feedback: SS will help each other
with pronunciation during partner
exercises

T. Feedback: T will correct students
when practicing stress as a class


SS-SS




SS-T












SS-SS


SS-SS








3-4
min



3-4
min











2-3
min

5-10
min