Program in Intensive English, Spring 2013 W3D2 Level/Course Name: L4/RW Lesson Written by: Randy Rebman

Teachers to-do: Reading comprehension worksheet & answer key Vocabulary exercise & answer key Introductions Peer Review (print front and back) Addicted to Rodeos Sample Introduction

Week: 3 Day: 2 Dates: 1/28 2/1/2013

Objectives Formal Informal Assessment Assessment

Weeks Weeks 1-7 8-15

1 Read academic texts independently and fluently using various

reading strategies such as: o 1A Identifying explicit main ideas o o o o 1B Understanding and stating implied main ideas 1C Finding details 1D Making inferences

X X X

X X X X

1E Distinguishing between fact and X X opinion o 1F Identifying text organization and X discourse 3 Demonstrate knowledge of targeted academic vocabulary from key class readings (General Service List; Academic Word List) o 3A Demonstrate receptive knowledge X X o 3B Demonstrate productive X X knowledge 4 Write the essential parts of a five-paragraph essay: o 4A Write a coherent introduction with X X a hook, background information, and thesis statement o 4B Write three coherent body X X paragraphs each with a topic sentence, major supporting details, and minor supporting details o 4C Write a coherent concluding X X paragraph with a summary of major points, restatement of thesis, and statement of importance 5 Write on topic / fulfill the requirements of a prompt X X 6 Write a summary paragraph

Program in Intensive English, Spring 2013 W3D2

6A Include the main idea and most X X important details o 6B Use critical reporting verbs X X 7 Critically integrate information from a source into their own writing o 7A Summarizing X X o 7B Paraphrasing X X o 7C Quoting X 8 Use effective signal words and transitional devices X X (paragraph and essay level) 9 Use correct grammar in writing X X 10 Read fluently using various reading strategies such as: o 10A Making meaningful predictions X X about readings and check on predictions o 10B Scanning for information from X X various types of texts o 10C Comparing, evaluating, and X X synthesizing ideas from several texts 11 Conduct basic research and synthesize information X X gathered from their research 12 Write for different purposes and audiences X X 13 Follow the steps of the writing process: o 13A Prewriting X X o 13B Drafting X X o 13C Revising (applying feedback into X X their own writing) o 13D Editing (identifying and correcting X X errors in their own writing) 14 15 Understand the forms of academic dishonesty X X including plagiarism 16 Provide meaningful peer feedback X X 17 Reflect critically on ones own writing X X o

This lesson includes (check those that apply):

Program in Intensive English, Spring 2013 W3D2 Preparation Adaptation of Content Links to Background x Links to Past Learning xStrategies incorporated Integration of Processes x Reading x Writing x Speaking x Listening Pre-lesson Inventory
Things to bring to class: copies of Reading Comprehension 7A worksheet, answer keys for both activities, vocabulary worksheet Equipment: TV, PC Things to tell students: Write objectives/agenda/HW on board: 1) Re-Reading Activity 2) Vocabulary Practice 3) Writing Introductions HW to collect: 2 introductions HW to assign: Warm Up (5 minutes) 1) Ask the Ss how their introduction homework went 2) Ask Ss to recap what they learned last class Transition (from warm up to activity 1): Today we are going to begin by re-reading the passage we read last week and working on understanding more information from the reading. Activity 1 : Reading Comprehension (35 minutes): Purpose: 1A Identifying explicit main ideas, 1B Understanding and stating implied main ideas, 1C Finding details Procedure(s): 1. Have students get out their books/handouts for Reading Explorer 7A. Tell them to turn to page 95-96. 2. Explain to Ss that we are going to be rereading the passage we reread last week for the reading guide. Ask students why we would want to re-read something? Elicit answers and add: a. Answer questions about a reading/reading comprehension b. Reread something so they can write about it 3. Explain to Ss that today we are going to be re-reading the passage to help understand more about the main ideas/details/ and inferences. 4. Review what three parts do we often ask for when answering questions about reading (review from diagnostic). Elicit answers from students and write on board: a. Answer b. Line # or Paragraph

Scaffolding x Modeling x Guided practice Independent practice x Comprehensible input Application x Hands-on x Meaningful x Linked to objectives x Promotes engagement

Grouping Options x Whole class x Small groups x Partners x Independent Comprehension Checks x Individual x Group x Written x Oral

Program in Intensive English, Spring 2013 W3D2

c. Type of Questions: Main idea, Detail, Inference, and Pattern of Organization 5. Pass out the reading comprehension worksheet. Explain part A briefly and ask for questions? 6. Part B is likely to be difficult to students, but it can be used to get them to separate details from the reading. Have Ss take out their highlighters and a pencil. Using the padcam, model with students how you go back through the passage and highlight the good benefits of caffeine (pros). Then use a pencil to underline or circle the bad effects of caffeine (cons). 7. Because this is likely to take a great deal of time, use this as a jigsaw activity. Split the class into groups of 3-4 students. Since there are 9 paragraphs, students can be assigned to three paragraphs each. 8. Once they have each went through their 3 paragraphs, have students work together pooling their answers to complete the Pros & Cons chart in part B. They will likely have some answers that are not in the answer key, which is okay. 9. Collect as Graded In-Class Homework. Transition: Next we are going to look at how we can use synonyms to help us with our writing, especially for paraphrasing and summarizing. Activity 2 : Vocabulary Worksheet (25 min) Purpose: 3A Demonstrate receptive knowledge Procedure: 1. Explain to Ss that one of the important aspects of learning vocabulary when writing is to be able to use synonyms for vocabulary words when you are writing. 2. Write the word different on the board. Ask students if they wrote an essay the explained the differences between two things and they used this word all the time in their essay if they would enjoy reading such an essay? a. What are some words that can be substituted for the word different? 3. Explain that we need to know synonyms for important vocabulary words. To do this, we need to use a dictionary or thesaurus. Ask who knows what a thesaurus is? 4. Pass out the Longman dictionaries to students. Have students work in partners, so each partner group has a dictionary. 5. Using one copy for yourself, look up the word different in the dictionary. Show on the padcam how the word various is listed under the entry for different. The word various is next to = 6. This = shows that this is the most common synonym for the word. 7. Write the following sentence on the board: There are students from different countries in the PIE. 8. Erase the word different and replace it with various to show students how they can substitute certain vocabulary words with their synonyms. Explain that this only works if both words are the same part of speech. In this case, both are adjectives. 9. Next pass out the Vocabulary Worksheet. Have students work in pairs, taking turns to look up the words in the dictionary. Or, if you have enough dictionaries for all students, then have them work individually, then compare their answers. 10. Set the timer for 15 minutes. Circulate and answer questions. 11. Consider showing students the online thesaurus for MacMillan Dictionary: http://www.macmillandictionary.com/ They can use this for looking up synonyms for their writing. 12. Collect as Graded In-Class Work Break (10 minutes) Transition (from break to activity 2): Next we are going to continue working on our introductions that we were working on last class.

Program in Intensive English, Spring 2013 W3D2

Activity 3: Introduction Peer Review Workshop Purpose: 4A Write a coherent introduction with a hook, background information, and thesis statement Procedure: 1. Pass out copies of the addicted to rodeo introduction along with the Peer Review worksheet. You might want to ask students if they have heard of a rodeo first and show a picture or two from google images to activate background knowledge. 2. Next project the sample introduction on the pad cam. Ask students if this introduction has a hook? What makes it good or bad? If everyone agrees that it has a hook, then project the checklist and have students follow along on their sheet as well. Ask Ss what comments they would give this writer about his or her hook. a. You might suggest seeing if they can find a startling fact about deaths for people that do this kind of thingbull riding. 3. Write one positive thing and one thing they can improve on for each part of the grid. Model each part with students, having them fill in each part of the grid. 4. After students have practiced doing the peer review exercise, have them work in groups of two. Each student exchanges his or her introduction. 5. Explain who the reviewer is and model how to fill out if students have questions. 6. Read the directions to students and have them fill out the peer review sheet. Circulate around the room and monitor students performance on this activity. 7. When students are finished, have them exchange papers with their partners and explain their comments. 8. Staple the peer review worksheet to the writers introduction. 9. Have students revise their introductions as homework.
Transition (from activity 2 to cool down): Okay, we covered a lot today. We re-read a passage so that we could improve our understanding of the reading. We also worked on looking up synonyms for the important vocabulary words for the chapter. Last of all, we worked on revising our introductions. Tomorrow we will be doing free reading and journal writing, SO BRING YOUR BOOKS FROM READING LAB!

Summary/Cool down/Homework (5 minutes): Have students revise their introductions if time allows. Or, have students look up synonyms for some of the words in their introductions so that they can add complexity to their writing. HW: Introduction Revisions Purpose: Procedure: