Monday, June 4, 2012

Lesson plan - Invitations and making plans


English For All – CLASS NAME: ADVANCED
DATE: Thursday, May 3, 2012
Teacher(s): Emily

Lesson Objectives
-             SWBAT discuss a reading selection to demonstrate comprehension.
-             SWBAT discuss and role-play accepting and declining invitations and making plans.
-             SWBAT demonstrate understanding of previous lessons through review work.
Materials
-             TB handouts, P. 131-132
-             PowerPoint
Procedure
Note: the numbered titles are all bold faced.  All other bold-faced words are to be written on the blackboard.  Words in quotations are to be spoken by the teacher.  Materials are underlined. Include the time allotted for each activity.

1. WARM UP (Time allotted: 5 min.)

Objective:
-
SWBAT ready to participate and get started with class and demonstrate that they remember yesterday’s lesson.

Procedure:
- T asks Ss about how their day is going or weekend plans.
- Ss respond briefly.
- T may ask further questions to encourage Ss to provide more information.
           
Evaluation:
- T will be sure that all Ss are able to participate and that they recall yesterday’s material.

TRANSITION (to the next activity)
- T: “Alright we’re going to continue with some of our lesson from yesterday since we ran out of time. We're going to read about Alexis. She has written about some of her regrets and doubts about how her relationship with Peter ended.”

2. READING ACTIVITY (Time allotted: 10 min.)
Objective: SWBAT read and then discuss a selection to demonstrate comprehension.

Procedure:
- T: “Before we read, let’s discuss some key words that are in the story.”
- T shows the slide with the key words.
- T: “Look at these and see if there are any that you don’t know.”
- T gives Ss a minute to look over the words and then calls on Ss to define/explain them. T will do so when Ss cannot. [Pre-reading activity]
- T: “Alright everyone, looks like we’re ready to get started. I want you to read this on your own, and you can take about 3 minutes to do that, then get with your partner and discuss the two questions below the story. If you don’t know what a word means, call it out and we can go over it.”
- T helps Ss with unknown vocabulary as they read silently.
- T: “Okay, go ahead and discuss the questions with your partner. Make sure to use the unreal conditional clause format.”
- T monitors Ss’ discussions and helps them when necessary.
- T: “Okay, so what did you and your partner discuss?”
- T calls on a few Ss to share what they discussed about the story.
- T: “Great job everyone!”
           
Evaluation
- T will monitor Ss as they work and help them out when necessary.

TRANSITION (to the next activity)
- T: “Okay everyone, now we’re going to have a quick discussion in pairs based on this activity.”

3. READING DISCUSSION (Time allotted: 10 min.)
Objective:
- SWBAT talk about a big decision they made using the unreal conditional clause form.

Procedure:
- T: “Now I want you to talk to your partner about your own life just like Alexis did. Think about a time when you made a big decision and how that affected your life. I know some of you might have had these discussions at home with your family already, so if you have that's great too. This will be some extra practice for you.”
- T provides her example on the slide.
- T: “I want you to talk to your partner about a time in your life when you made a big decision. Tell them what happened, what you could have done differently and how your life might be different if this situation had been different. Make sure you’re using the unreal conditional clause structure we’ve been working on. If you're confused, the directions are up on the powerpoint and at the bottom of page 131 of your handouts. Are there any questions about what you’re supposed to do? Good let’s get started!”
- T monitors partner conversations and corrects Ss when necessary.
- T: “Great job everyone! Did you learn something new about your partner today? I hope so! It never hurts to learn something new. Who can share what they learned about their partner or what they told their partner about themselves?”
- T selects volunteers to share information, correcting grammar/pronunciation when necessary.
           
Evaluation
- T monitors partner conversations and corrects Ss when necessary.

TRANSITION (to the next activity)
- T: “Great work everyone. It's fun to learn about why people do the things they do. Now we're going to spend the rest of class discussing invitations and making plans."

4. CATEGORIZING INVITATION RESPONSES (Time allotted: 15 min.)
Objective:
-
SWBAT discuss accepting and declining invitations.

Procedure:
-       T: “Yesterday, you all did an activity where you learned about Clark and the women that turned him down for a date to the movies. Today, we're going to discuss Mark. He really wants a date for Friday night and has asked many women if they would like to go with him. Let's look at Activity A at the top of page 132 of your handouts. Could someone read the directions there for me?"
-       S responds and reads aloud
-       T: "Okay so with your partners you're going to discuss which girls are interested, which ones maybe would like to go, and those who are definitely not interested in going on a date with Mark. Take about 10 minutes and fill in your answers. Does everyone understand?"
-       If Ss are confused T does first one with them.
-       Ss work and T monitors and helps as needed.
-       T: "Okay, it look's like everyone is about done. I've written 1-8 on the board each person come up and write your answers in."
-       Ss write and T clarifies correct answers and asks Ss why they got those answers as needed

Evaluation
- T will ensure Ss have the correct answers for their activity and understand why the answer is right.

TRANSITION (to the next activity)
- T: “Good everyone. Poor Mark, a lot of girls turned him down, but a few said yes. Now we're going to do an activity where we decide what Mark should to the girls."

5. CATEGORIZING INVITATION RESPONSES (Time allotted: 10 min.)
Objective:
-
SWBAT discuss accepting and declining invitations.

Procedure:
- T: “When you're discussing with someone whether or not you want to go on a date with them it's important to be polite. In Activity B Mark has some responses that he is going to use to answer the girls in Activity A. Could someone read he instructions for us?"
- S volunteers and reads aloud
- T: "Thank you, so with a different partner now match which of Mark's replies you think would be appropriate to the girl's responses to Mark's first invitation for a date. Does everyone understand what we're doing?"
- If Ss are confused T clarifies what some of the responses indicate, whether the response is to a girl who's interested, maybe interested, or not interested.
- T: "Good work, let's look at these together now."
- Ss go over answers verbally and T asks questions and clarifies explanations for answers as needed while trying to allow the Ss to clarify as much as possible.
- T: "Nice job everyone, let's take a 10 minutes break now."

Evaluation
- T will ensure Ss have the correct answers for their activity and understand why the answer is right.

10 MINUTE BREAK

TRANSITION (to the next activity)
- T: “So we've seen how Mark handles planning for the weekend. Now let's practice making our own plans."

6. PLAN IDEAS  (Time allotted: 15 min.)
Objective:
-
SWBAT create and rank possible plans for a weekend.

Procedure:
- T: “In Athens, there's lots of thing you can do on the weekends, especially since the weather is so nice now. You can see a movie at the Athena Grand. You can have lunch at Casa Nueva. You can even go to the beach at Stroud's Run. What are some of you favorite things to do in Athens?"
- Ss respond and T guides discussion
- T: "Those all sound like a lot of fun. In Activity C we're going to write in some possible plans. Can someone read the directions there?"
- S volunteers and reads aloud
- T: "So here we're going to fill in the blanks on the left with some specific things like a particular movie or a sport you like to watch. It doesn't have to be a real event this weekend. And on the right side you're going to rank them 1-5 with one being the thing you most want to do and 5 being the thing you least want to do. On the power point I filled out the chart myself. If you're confused you can try looking at my answers or just ask. Let's take about 5 or 10 minutes to do this on your own."
- Ss work and T monitors
- T: "Okay, let's come back together now. It looks like everyone has some fun weekends planned."

Evaluation
- T will ensure each S has filled in the chart with relevant information.

TRANSITION (to the next activity)
- T: “So now that you all have some great activities you can do on Saturday we're going to see if we can find someone to do the activities with us. Because our weekends are just more fun when we're with someone else right?"

7. MAKING PLANS  (Time allotted: 15 min.)
Objective:
- SWBAT role-play making plans.
- SWBAT create and rank possible plans for a weekend while using vocabulary phrases.

Procedure:
- T: “So now we're going to take our plans and see if we can get someone to do it with us. Can someone read the directions for Activity D?"
- S volunteers and reads aloud
- T: "Good, so you'll have about 10 minutes to go around the class and find one person who will do each activity with you. Remember when someone asks you to do something with them only accept invitations for your top 2 activities. It's okay if their type of lecture or movie is different from yours, if it's the activity you ranked 1 or 2, you should accept their invitation. For the activities you ranked 3-5 I want you to politely decline. And most importantly, I want you to use the phrases from Activity B to either accept or decline. Make sure to write down the names of the people who accept your invitations. If you get lost the directions are on the power point. Does everyone understand?"
- Ss work in groups and T monitors discussions and reminds them to target phrases.
- T: "Okay, let's come back together now. Good work everyone. It sounds like you have your weekends all planned out."

Evaluation
- T will monitor discussions and ensure each Ss is using the target phrases.

TRANSITION (to the next activity)
- T: “So now that you have some great plans for the weekend and unfortunately we have to break them. Or at least practice breaking them."

8. BREAKING PLANS  (Time allotted: 20 min.)
Objective:
-
SWBAT create and use excuses.

Procedure:
- T: “Sometimes we make plans with people and then something comes up so you can't do what you promised you would do. When this happens, we make an excuse to the person we promised we would do something. An example would be 'I'm sorry Sally. I know I promised to go to the mall with you Saturday, but my mom is making me clean my room so I can't come.' Can I have a volunteer read Activity E's instructions."
- S volunteers and reads aloud
- T: "Thank you, so unfortunately we have to cancel our Saturday plans. We'll have about 10 minutes so you can go back to all the people you promised to do something with this weekend and tell them you can't come. We're going to be using the phrases listed in Activity E to do this. They're also up on the power point. Does everyone understand how to use these?"
- Ss and T discuss as needed
- Ss work in pairs and break their plans, T monitors and guides
- T: " Great work everyone. It can be sad to have to make excuses because we don't want to hurt anyone's feelings, but sometimes we're forced to break plans. Who thinks they came up with a really good excuse? Could you role play for the class?"
- Ss role play and T guides and repeats with other Ss

Evaluation
- T will monitor discussions and ensure each Ss is using the target phrases.

TRANSITION (to the next activity)
- T: “Nice work with those discussions everyone. Now we're going to do some fun review."

9. TIC-TAC-TOE GAME [Extra] (Time allotted: Whatever is left)
Objective:
- SWBAT provide definitions and use vocabulary words in a sentence

Procedure:
- T: "We're going to play a game called tic-tac-toe. Has anyone ever played this game?"
- Ss respond
- T clarifies what it is by drawing on the board and illustrating how one wins
- T: "So we're going to play this game with a twist. In each box we'll have a different vocabulary word. You'll have 30 seconds to think of either a definition for a word or use a word in a sentence. If you answer correctly, you can put an X or an O on that spot."
- T select words from the vocabulary list and fills in the tic-tac-toe boards
- T: "We're going to split the class into two teams and each person will take a turn. One team will be Xs and the other will be Os."
- T and Ss organizes teams
- T: "Okay let's look at our vocabulary on our power point from this past week. Are there any words that you just have no idea about their meaning?"
- Ss responds and T clarifies meanings
- Class beings games
- T: "Okay everyone I know we're having fun, but unfortunately we're all out of time today. Nice work defining and using the words in sentences!"

Evaluation:
- T will ensure that if the students make mistakes the definitions of the words are clarified and each student knows the correct definition and usage.

TRANSITION (to the end of class)
- T: “Nice work today! If you have the corrections you made to the papers that Tiffany handed back yesterday I can take those now. I hope you have a great weekend and I’ll see you all next week!”


Assessment
-     T will monitor Ss responses and correct for grammar/pronunciation when necessary.
-     T will encourage all Ss to participate so that everyone keeps up and shows understanding.
Anticipated Problems
-     Ss may not understand that the plans they're making don't have to be real events and they don't actually have to be available to go to them.
-     Ss have trouble deciding which girls seem interested in Mark and how to spot the differences needed to categorize the responses.


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