CEP Lesson Plan #4 Teacher/s: Haimei Sun & Julie Kozikova Level: A2 Date/Time: 6/25/13 9:30-12:00pm Goal: Practice

the four language skills by using authentic materials and tasks Objectives (SWBAT): Students Will Be Able To 1. Practice writing summaries 2. Listen and talk about being left or right handed 3. Use expressions with left and right 4. Make posters to raise awareness of being left-handed 5. Use adjective clauses Theme: Feeling Left Out Stage/Aim/Skill/Microskill Activity/Procedure Review or Preview (if applicable) Linking & Transitioning to rest of lesson: Review: What is a good summary? How to write a summary? 1.1 Pre-Stage: T asks Ss to get in pairs and exchange their summary with each other (it was their HW and was a summary of the reading passage in the textbook Life on the left lane). 1.2. During Stage: 1. Ss read their partners summary, ask questions and discuss with each other. 2. Ss negotiate with each other to agree on the introductory sentence, thesis statement, and main points included in the reading passage. 1.3 Post-Stage: 1. Ss work in pairs to co-draft a final S-S 10min Interaction Time T-S 5min

Activity 1: Writing a Summary

T-S

2min

S-S

8min

summary of the reading passage Transition to #2: We are going to watch a 2. T walks around to provide help and video on handiness and do a individual feedback pop quiz. Activity 2: Pop Quiz (QR Code) 2.1 Pre-Stage: 1. Ss comes to the board to write down expressions that are about left or right. 2. Ss count off 1 to 3 to get into groups of four. 3. T distributes the pop quiz worksheet to each group. 4. T guides Ss to read the instructions. 2.2. During Stage: 1. Use one smartphone to scan the QR code on the pop quiz worksheet. 2. Ss watch the video together to answer all the pop quiz questions. 2.3 Post-Stage: S-S 1. Each group selects one student to stay, and other Ss rotate clockwise. 2. T hands out the answer keys to each group. Transition to #3: Now that weve watched a video about being left and right-handed, we are now going to have a further discussion on this topic. Activity 3: Discussing pros and cons of being right-handed or lefthanded 3. Ss compare and discuss answers and count the number of the right answers. 4. Ss report their final result. 3.1 Pre-Stage: 1. T divides Ss into groups, and assigns each group a different focus for discussion. 2. T explicitly states the expected outcome of the task: Think of at least two advantages/disadvantages. T-S 3min 5min S-S 15min T-S S-S 10min

3.2. During Stage: 1. Ss discuss within groups and take notes when necessary. 2. T circles around to provide help and feedback. Transition to #4: 3.3 Post-Stage: We are now moving onto the T encourages Ss to share their ideas or next section: Making examples. posters. 4.1 Pre-Stage: Activity 4: 1. T introduces some background Making Posters information: Have you heard of LeftHanders Day? 2. T shows Ss sample posters and illustrates what can be included in their posters.

S-S

7min

T-S

10min

T-S

5min

4.2. During Stage: S-S 1. T splits Ss into groups of three or four, and hands out markers and butcher paper. 2. Ss make posters in groups. 3. T circles around to provide help and collect errors. 4.3 Post-Stage: 1. Ss put up their posters and then walk around to draw a star on their favorite poster. Transition to #5: ___________________ 2. Ss present their posters and explain to the class the underlying meaning of their design and slogan. 3. T records Ss errors and then does a brief whole-class correction. Activity 5: Introducing Adjective Clauses 5.1 Pre-Stage: 1. T asks Ss to describe her with adjectives. T-S S-S S-S

10min

10min

10min

2. T asks Ss to describe their classmates. 3. T writes Ss description on the board using adjective clauses. 4. Ss are encouraged to induct the rule. 5.2. During Stage: S-S 1. Ss practice underlying relative clauses. Transition to Wrap-Up: We still have a few minutes left. Id like you to write down two things you have learned and one thing you are still confused about. Wrap-up 2. Ss practice distinguishing identifying and non-identifying adjective clauses. 5.3 Post-Stage: S-S Ss compare their answers with peers and T-S T helps clarify discrepancies. Lesson Evaluation Procedures: Exit tickets 5min 10min

Materials: Dry-ease Markers Butcher paper Video about handiness Blank paper for summary writing Copies of pop quiz worksheet Copies of answer keys Exit tickets Anticipated Problems & Suggested Solutions: This is the first time I will use QR code in class. Students might have technical problems with smartphones when scanning the QR code, so I will prepare a laptop and another smartphone in case there are smartphones that fail to work in class. Contingency Plans (what you will do if you finish early, etc.): If the lesson finishes early, well do a listening activity on handiness. Post-Lesson Reflections: I videotaped myself for this session, which helped me reflect on my own teaching. I did not realize how I actually struggled a lot in giving instructions until I watched the video. My instructions were redundant, unclear, and very ineffective. I think I should practice using short sentences and few words to effectively convey what I want students to do.