Program in Intensive English, Spring 2013 W3D1 Level/Course Name: L4/RW Lesson Written by: Randy Rebman

Teachers to-do: Review of SA, summarize 7B in groups (using synonyms), conclusion writing

Week: 5 Dates: 2/12 2/15

Day: 2

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 o 6A Include the main idea and most X X important details o 6B Use critical reporting verbs X X

Program in Intensive English, Spring 2013 W3D1

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

This lesson includes (check those that apply): Preparation Scaffolding Adaptation of Content x Modeling Links to Background x Guided practice x Links to Past Learning Independent practice xStrategies incorporated x Comprehensible input Integration of Processes x Reading x Writing x Speaking x Listening 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 W3D1 Pre-lesson Inventory

Things to bring to class: graded skills assessment, skills assessment answer key, Equipment: TV, PC Things to tell students: Write objectives/agenda/HW on board: 1) Review Skills Assessment 2) Summary Activity 3) Conclusion HW to collect: HW to assign: Summary Activity, Conclusion writing Warm Up (5 minutes): Ask the class how they did on the skills assessment. Where there any parts that they felt were more difficult than others? How come? Transition (from warm up to activity 1): Now we are going to review the skills assessment together. Remember, the achievement test will look just like this, so use this time to ask any questions you have. Activity 1 (30 minutes): Skills Assessment Review Purpose: Procedure(s): To help students understand how they were assessed and what they need to improve on Procedure: 1. Review the reading portion of the skills assessment asking students to explain where in the passage they found the answer, what type of question it is (begin by writing the different question types on the board (inference, main idea, detail, vocabulary in context?) 2. Give students a few minutes to look at their answers for the vocab section with a partner. Have them identify the part of speech for the gap-fill problems. They should identify the part of speech in the slot as well as before and after it. 3. For the vocab-a-phrase section, have students explain what words need to be underlined and switched out. 4. Explain to students that besides the essay portion, the achievement test will look very much like this, but with more vocabulary words and reading questions. They should use the skills assessment to help them study for the achievement test. Transition (from break to activity 2): Now we are going to move on to summary writing.

Activity 2 (30 minutes): Summary Activity Purpose: Identifying text organization and discourse & write a summary paragraph Procedure: 1. Have students take out their RE4 books and turn to page 100-101. 2. Write the following question on the board and rules for summarizing (or have on a ppt/padcam): a. How do we summarize a hard reading? i. Remove examples ii. Remove dates iii. Remove descriptive details and explanations iv. Remove concluding sentence v. Find topic sentence (if there is one or create one if not) 3. Have students look at the paragraph at the top of page 100. 3

Program in Intensive English, Spring 2013 W3D1 a. Ask students what is one example in the paragraph? (The answer is oil). They should draw a line through it (part a: removing examples). b. Ask students if there is a topic sentence? (No, so one must be created, right?) c. Ask students if there are dates? No d. Ask students if there is a concluding sentence? (Yes: Lines7-8) They should draw a line through this sentence. 4. Pass out the Summarizing Activity. Read the directions to students and explain that there are two parts. We will start with doing the first part as a class, then we will work in groups on the next part. 5. Have students read over the paragraph and compare it with the one sentence summary. Then ask them to look at question #1. Elicit answers from the class. See if they can understand that we do not change all words into synonyms when they are academic terms. For example, fossil fuels is a category for all kinds of fuels that come from the ground: coal and oil. 6. Next give students 4 minutes to write down words that have synonyms for them. They should notice the word rely on and dependence; limited and finite and choices and alternatives. 7. Call their attention to the fact that the examples of types of energy are not mentioned in the summary because they are specific details. 8. Have students work together with a partner to complete part 3. They might need help realizing what parts create the cause (why did this happen) and what parts are the effects (what happens when). 9. Explain to students how the summary included only the main cause and effect of the paragraph. 10. Have students turn the page over. Tell them that they will get to practice the skills we have practiced to summarize one paragraph on their own. 11. Assign a section heading to groups of students. (This will take time to figure out beforehand. Since we already worked on paragraph 1 as a class, it would be good to assign only the 12 remaining paragraphs.) Each student in a group will be assigned one paragraph. 12. Explain to students that for homework they will each need to summarize one paragraph. They need to practice using synonyms and some of the other skills we worked on in class. 13. Tell them they will also need to work with their group partners to create a summary paragraph with their partners summaries. They will be asked to choose one summary to represent their group at the beginning of class the next day. Break (10 minutes)
Transition (from activity 2 to activity 3): Next we are going to work on the last part of the essay, the conclusion.

Activity 3 (45 minutes): Conclusion Writing Purpose: 4C Write a coherent concluding paragraph with a summary of major points, restatement of thesis, and statement of importance Procedure: 4

Program in Intensive English, Spring 2013 W3D1 1. Have students turn to page 143 in FOW. 2. Write the word conclusion on the board. 3. Ask students what are some things they should include in their conclusion and write them on the board. a. Transition words: in conclusion, in summary or in sum. (Point out that not all conclusions use these words, for instance, the paragraph on pg 143. b. Give a solution c. Explain why what you wrote about in your body paragraphs is so important? i. Why should people care?
4. For part b: give a solution, ask for a couple of examples from students. Elicit both causes and effects topics and ask students for ideas for solutions that they can use for their conclusions. 5. Next, have students read the paragraph on page 143. Because we havent been using this model paper in class, they may need help answering question 1. So you might point out where the thesis statement gets restated. 6. Ask students to answer #2 &#3. a. For #3 they should underline the strategy they see being used. In this case, the solution begins with We simply b. Ask students why the author changed from using I in the conclusion to using we for a pronoun? i. Hopefully they can see that the we is addressing a wider audience. 7. Have students take out a sheet of paper and then work on the activity on page 144. a. Have them complete parts A and B. Encourage students to use a new strategy for writing a conclusion that they have not tried before. b. When they are finished, have them compare ideas with a partner. 8. Lastly, have a few students volunteer what their plan is for their conclusion. 9. Have them take their plan home to help them write their essay conclusion. They will need to turn both the essay conclusion and conclusion plan together for the next class.

Summary/Cool down/Homework (5 minutes): Conclusion writing in class. Purpose: To summarize points learned, to give Ss reminders Procedure: 1) Ask for students to recap the homework assigned. 2) Call on some Ss to also recap what they learned in todays class. 3) Give a preview of whats happening in the next class: skills assessment + writing body paragraphs revisions