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
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.
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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
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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.
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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
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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
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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
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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
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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.
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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