Lesson 5 -- Week 3, Tuesday, 9:15 a.m.-11:45 a.m.

Activities
1. Opening discussion: Since last time Class Outcomes/ Objectives Language Skills Speaking/ Listening Learning Strategies Critical Thinking Materials AS = All-Star 3 HO = Handout (in appendix)

7 min.

2. Overview class schedule/learning outcomes 1 min. Writing Strategy - continued 3. Warm-up: Advice columnists! 8 min. Students read their work from yesterday, typed and in the advice column format. Discussion: Any second thoughts about advice to children about money? Is the same advice good for adults making a big purchase? 4. Task: Writing Paragraph using Strategy (Outlining) a. Review of outlining strategy discussed in previous class and review of what paragraph is. 5 min. b. Exercise 1: Create cluster diagram on board (running shoes example in AS). Illustrate that different ways of diagraming are OK. Students create an outline from either cluster diagram individually, check thinking in pairs, discuss in whole class. 7 min. c. Students prepare cluster diagram of thinking relating to their one purchase. Discuss in pairs, with teacher input if needed. One good cluster diagram can be selected for review by class. 10 min. d. Students create outline from diagram; pairs; one in class. 7 min. e. Students write paragraph on one HO sheet, following outline. Students read their own writing to partner, making any corrections they notice, followed by peer editing. Students rewrite corrected paragraph to hand in. 15 min. f. Each student goes back to outline, and with only outline in hand, shares what they are going to buy and why using realia they brought as part of presentation. 10 min. Class

Recycling and automatization of past tense form; pronunciation practice of final consonants; fluency

Activation of schemata Fluency, vocabulary building

Speaking/ Listening

Process analysis

HO #14
(Teacher- or student-prepared typed Dear Abby column of what was written in the previous class)

Class ClassInd.PairClass Cycle

Enhanced skills in more extensive discourse (writing first, then speaking) Reclycling learning (paragraph, vocabulary)

Writing emphasis (within four skills context)

Main idea (Outlining) Details Advance Planning

Analyze Evaluate Give reasons

HO #15
(Xeroxes of AS, p. 75, as worksheet)

AS, p. 75, #2 AS, p. 75, #3 AS, p. 75, #4

Realia students bring

Break

15 min.

Reading Strategy 5. Warm-up: What do you like to read? When do you like to read? 5 min 6. Activity: Reading for Main Idea 20 min a. Instruction using AS material (p. 72, box); call attention to vocabulary word families. b. Follow form of reading section in AS (pp. 72-73, #1, #2, #3), but using materials reflecting student interests identified during Lesson 1 (and during ongoing unit work; these should be authentic (or adapted ). c. Discuss work in groups of three, then in class. Class Activation of schemata

Class Ind. Group Class

Recycling (main idea strategy, vocabulary, word families, grammar forms) Fluency in reading

Focus on form Reading/ Writing Speaking/ Listening Read for main idea/details Note-taking

AS, p. 72, box HO #16

(To be developed:

Assessment 7. Unit Assessment 25 min. a. Explanation of why we do assessments. b. Formal Assessment (Unit Quiz): Handed in. c. Student self-assessment of what learned d. Teacher reflection Project: Storycorps 9. Project work 15 min. a. Continuation of project work (practice interviews) 10. Wrap-up; Preview of Next Class; Homework 3 min.

Class Ind. Class

Assess progress and chart progress (student and teacher)

Reading/ Writing/ Listening

(1) one longer reading chosen from the areas students identified, with questions following the form on AS, 73, #1 ; (2) three very short paragraphs also in area of student interest, following form on AS, p. 73, #2)

HO #17
(Unit Quiz: Contains brief and reading listening elements, with comprehension exercises (e.g., cloze, matching); vocabulary review including word family relationships (AS, p. 71, #2) adapted to reflect actual key words in unit).

Groups Fluency Class Creative and authentic language use Outcome/product focused language use Class

Four skills

HOMEWORK: (1) Regular Group assignment: Write a paragraph to hand in about your Language Log. (This will, as usual, be the focus for discussion in class.)