Monday, June 4, 2012

Review day lesson plan - Covering embedded questions, word endings


English For All – CLASS NAME: ADVANCED
DATE: Thursday, April 26, 2012
Teacher(s): Emily

Lesson Objectives
- SWBAT demonstrate vocabulary knowledge by completing sentences using provided vocabulary.
- SWBAT select the correct word endings for a given set of vocabulary in a particular reading selection
- SWBAT recognize and produce embedded questions while speaking
- SWBAT correctly use the unit's vocabulary.


Materials
- Copies of TB, p. 126-7
- Power point
- YouTube video (http://www.youtube.com/watch?v=XPZbMN9bICQ)
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: Get Ss ready to participate and focused on the lesson.

Procedure:
- T will ask Ss how their day is going.
- Ss will respond.
- T may prompt Ss by asking more questions (weather, weekend plans, etc)
           
Evaluation:
- T will monitor oral productions and help Ss as necessary.

TRANSITION (to the next activity)
- T: “Great, it sounds like everyone is looking forward to the weekend. Yesterday, you all completed the last lesson from this unit. So today we're going to do some review. Don't worry if you're new or missed some days in the last two weeks, we'll work together to understand and complete the activities.”

2. REVIEW A (Time allotted: 25 min.)
Objective:
- SWBAT demonstrate vocabulary knowledge by completing sentences using provided vocabulary.

Procedure:
- T: “So this unit has been focused on traveling and vacations. Let's all look at our handouts of pg 126 at activity A. Could I have a volunteer to read the instructions?”
- S volunteers and reads aloud
- T: "Thank you, so in this activity we're taking the words about travel that are in the box and placing them in the sentences 1-7. Let's try doing number one together. Who would like to read the first sentence?"
- S volunteers and reads aloud
- T: "Okay, who thinks they know what goes in the blank?"
- Ss responds and T questions why they chose their answer
- T: "Great job, now let's look at the rest of the words, are there any that you've never seen before?"
- Ss respond and guides them to the meanings as needed
- When they come to the word travelogue, T plays short YouTube video about Colombus, Ohio to demonstrate what a travelogue is.
- T: "Okay, one last thing before you start. Does everyone know when to use a, an, or the?"
- Ss respond and T explains their use if needed
[Basically, an article is an adjective. Like adjectives, articles modify nouns.

English has two articles: the and a/an. The is used to refer to specific or particular nouns; a/an is used to modify non-specific or non-particular nouns. We call the the definite article and a/an the indefinite article.

the = definite article

a/an = indefinite article

For example, if I say, "Let's read the book," I mean a specific book. If I say, "Let's read a book," I mean any book rather than a specific book.

Remember, using a or an depends on the sound that begins the next word. So...

a + singular noun beginning with a consonant: a boy; a car; a bike; a zoo; a dog
an + singular noun beginning with a vowel: an elephant; an egg; an apple; an idiot; an orphan
a + singular noun beginning with a consonant sound: a user (sounds like 'yoo-zer,' i.e. begins with a consonant 'y' sound, so 'a' is used); a university; a unicycle
an + nouns starting with silent "h": an hour
a + nouns starting with a pronounced "h": a horse]
- T: "Good, let's take 5 to 10 minutes now and complete the exercises on your own. Don't forget to add the words a, an, or the before your word if it needs it."
- T monitors as Ss work and helps as needed.
- T: "Okay everyone, let's come back together and go through the answers. I've written the numbers on the board. If you think you know the answer come up and write the word."
- Ss write on chalkboard
- T corrects by asking students if they had a different answer so Ss decide as a class what the correct answer is
           
Evaluation
- T will ensure each student understands the definition of the new vocabulary. T will help ensure each student has the correct answer in each blank.

TRANSITION (to the next activity)
- T: “Nice work on that activity. I know some of the words might have been new, but don't you think they will be useful the next time you take a trip? Now we're going to read about someone who traveled all the way to Finland.”

3. REVIEW B (Time allotted: 20 min.)
Objective:
- SWBAT select the correct word endings for a given set of vocabulary in a particular reading selection

Procedure:
- T: "Okay let's all look now at the next activity on pg 126 of our handouts. Could someone read the instructions?"
- S volunteers and reads aloud
- T: "Okay so this activity is asking us to circle the correct word endings for an adjective. An adjective is a word that modifies a noun (person, place, or thing) or a pronoun (he, she, it, they, or a word that takes the place of a noun). Some times they end in -ed and sometimes they end in -ing. Before we circle the correct words we're going to read about a traveler. Let's each read one sentence in the paragraph."
- T directs who starts and who is to continue. T: "Does everyone understand?"
- Ss read aloud
- T discusses paragraph meaning and whether any word is unfamiliar, writing them on the board if needed
- T: "Okay so let's go over when to use the -ed ending and when to use the -ing ending." T explains.
[Adjectives that end in -ed are used to describe how people feel:
'He was surprised to find that he had been upgraded to first class.'
'I was confused by the findings of the report.'
'She felt tired after working hard all day.'

 '-ing' adjectives
Adjectives that end in -ing are used to describe things and situations. Compare these example sentences to the ones above:
'Being upgraded to first class is surprising.'
The findings of this report are confusing.'
'Working hard all day is tiring.']
- T: "Okay, are there anymore questions about word endings? Great, so now take about 5 minutes and look at numbers 1 through 4 with a partner and decide what word ending works best."
- Ss complete activity in pairs
- T: "Alright let's come back together. Who can tell me what the answer to number 1 is?"
- S volunteers and answers, T responds and guides as needed
- T repeats until activity is completed
-T: “Great work everyone. Is it more clear about when to use which ending now? Okay, let's take a 10 minute break now."

Evaluation:
- T will monitor oral productions in both reading. T will ensure understanding of ending usage by checking Ss answers.

10 MINUTE BREAK

TRANSITION (to the next activity)
- T: "Okay I hope everyone had a good break. So now we're going to use some of the words we learned last week when we talked about the Grand Canyon.”

4. REVIEW C (Time allotted: 15 min.)
Objective:
- SWBAT correctly use the unit's vocabulary.

Procedure:
- T: "So let's look at the next activity. On page 126 and 127 of your handouts you can see activity C is split up. Can I have a volunteer read the instructions at the bottom of page 126?"
- S volunteers and reads aloud
- T: "So this activity wants us to take the words from the box and place them in the correct blank in the sentences. Let's look over the words now. Are there any that you don't know?"
- Ss respond and T clarifies meanings
- T: "Okay let's take a few minutes now and fill in the blanks at the top of page 127. We're going to complete the activity on our own. However, if you get really stuck don't be afraid to ask my or your classmate for help. Now remember also to use a, an, or the if the word needs it like we did in activity A."
- Ss work and T monitors and helps as needed.
- T: "Alright, it looks like everyone is about done. Let's talk about the answers together. Who wants to read number one?"
- S volunteers and reads aloud. T guides to correct answer as needed and writes the word on the board. (if time allows, T directs Ss to write answers)
- T continues this until activity is completed

Evaluation:
- T will ensure each student has the correct word in the blanks

TRANSITION (to the end of class)
- T: “Okay, nice work. It seemed like a lot of you remembered the words from our readings last week. Now we're going to do another fill in the blank exercise."

5. REVIEW D (Time allotted: 15 min.)
Objective:
- SWBAT correctly use the unit's vocabulary.

Procedure:
- T: "So let's look at the next activity. On page 127 you can see activity D. Can I have a volunteer read the instructions for activity D?"
- S volunteers and reads aloud
- T: "So this activity wants us to take the words from the box and place them in the correct blank in the sentences. Let's look over the words now. Are there any that you don't know?"
- Ss respond and T clarifies meanings
- T: "Okay let's take a few minutes now and fill in the blanks. We're going to complete the activity in pairs this time. Now remember also to use a, an, or the if the word needs it like we've been doing."
- Ss work and T monitors and helps as needed.
- T: "Alright, it looks like everyone is about done. Let's talk about the answers together. Who wants to read number one?"
- S volunteers and reads aloud. T guides to correct answer as needed and writes the word on the board. (if time allows, T directs Ss to write answers)
- T continues this until activity is completed

Evaluation:
- T will ensure each student has the correct word in the blanks

TRANSITION (to the next activity)
- T: "Wow we've done so much in class today! Now, let's have some fun and play a game to see who can remember some of our vocabulary words."

6. TIC-TAC-TOE GAME (Time allotted: 25 min.)
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 powerpoint from the past two weeks. 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: “Alright everyone. That’s all for today. Great work with the review activities today. I hope you all now feel better prepared to take your next trip. I hope everyone has a great weekend. See you next week!”

Assessment
- T will monitor discussions.
- T will help Ss with completing sentences and ensure they have the correct answer.
- T will ensure Ss use correct word endings.
Anticipated Problems
- Ss may have trouble remembering embedded questions. T will guide discussion and ask if everyone understands before moving on.
- Ss may not recognize some of the vocabulary we didn't review during the week. T will ensure each word is explained thoroughly and each student has a chance to use any unfamiliar words.

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